William J. Schroer
In this fourth installment of our article on the Problem Customer, we pick up our story at the end of the three Rs. That is, three principles for dealing with a customer when the Library or staff of the Library have made an error. These R’s include Recognition, Recovery and Redress. You want to make sure that in your library, when either the library makes an error or a staff member does, your 3Rs kick in to help create problem resolution and build loyal customers. In case you came in late you may wonder why during a discussion of the “Problem Customer” we are talking about errors made by the Library. In dissecting the genesis of “problem customers” we find they often evolve from one or more incidents of poor customer service that were subsequently handled badly. The point? If you can eliminate customer service problems...or at least be able to recover from the errors you do make, you will minimize the opportunity for Customers with Problems to evolve into Problem Customers.
Today, we move from a position of the Library being at fault
to position of the customer being at fault. If you missed Part
3 or any of the preceding articles you may download them from
our website at http://www.socialmarketing.org/newsletter/archives/index.htm
Let’s begin with the premise there is no ambiguity in the customer service situation we are faced with. The patron’s child misbehaved in the library, was given a warning, continued to misbehave and was asked to leave and not return for a week. (This child has had other behavioral problems in the Library before) The parent was notified and the situation explained. The parent has now arrived at your desk and is demanding that you change the ruling regarding their child.
Patron approaches: “I’m Mrs. Smith and I’m here to talk to someone who can deal with the problem I have. My son’s library privileges were suspended for a week and I want that changed.”
Its important to make the distinction between who is likely to be at fault early on because you’ll handle the problem differently. If the Library is at fault for example, you will quickly move through the 3 Rs doing everything you can to expedite the resolution and build the customer’s sense of redress and get them on their way. So you will quickly verify the situation:
“Good morning, Mrs. Smith. I’m Bob Jones and I can help you with this. Let me just check the records. Is your son Jimmy Smith who lives at 245 Green Street? “
“Yes, that is my son. And I want you to know I’m not happy about having to come down here to have to deal with this problem.”
Your quick scan of the records reveals this is a clear cut case of Mrs. Smith’s son being at fault (or is likely at fault). Additionally, your read of Mrs. Smith’s body language and tone tells you she’s looking for a fight and wouldn’t mind if everyone in the Library heard her.
In this situation, when the patron is (most likely) at fault, you will take more time than when the Library is at fault because the issue is more sensitive. It is sensitive because the patron is wrong and you need to give them time and space to accept that conclusion. This may take time and some discussion. It is unnecessary and unhelpful for the entire library staff and set of customers in the library to hear that discussion. As a matter of fact, it is highly unlikely a customer disputing any issue will ever agree they made a mistake if others are listening for fear of being humiliated.
You then move to isolate the patron:
“I’m sorry you have experienced this difficulty, Mrs. Smith. Please step over here into this administrative office where we can discuss this matter.”
You are not apologizing for her son’s suspension but for the fact you demonstrate care and concern whenever a patron has a difficulty. You are not admitting fault to anything.