Bridging the gap – interpersonal communication orientation to improving customer service

Abstract

Purpose

Training in interpersonal communication helps in enhancing customer service experience. The Functional Fluency model of transactional analysis provides training inputs by which employees can monitor their response with the customers and thereby improve this customer experience. The paper aims to discuss this issue.

Design/methodology/approach

The integration of the Functional Fluency model with “Gap 3” of the SERVAQUAL model.

Findings

The “Gap 3” in the SERVAQUAL model is about service delivery affected due to poor interpersonal communication by employees. Here the Functional Fluency model helps in identifying the dominant response style and the variables emergent for a group of frontline staff. This can help in designing training programs that will assist in employees enhancing their interpersonal communication from positive functioning and being cautious or exercise restraint on the negative functioning of Functional Fluency model.

Research limitations/implications

The research limitation is that since the model provides a pen-picture on the communication response style of a large group of employees on the 54 descriptors of the Functional Fluency model, a broad training program may be designed for the group. Second, a large group is sought for implication to take shape.

Practical implications

General communication response style may be identified for different groups and based on this a training module or program based on Functional Fluency may be designed specific to each group.

Originality/value

The importance of the Functional Fluency model in providing an evaluation and resolve on the nature of communication responses, during customer-employee interactions, to enhance service delivery in bridging the Gap 3 of the SERVAQUAL model.

Citation

Sahai, V., Kumar Jain, A. and Bahuguna, P.C. (2014), "Bridging the gap – interpersonal communication orientation to improving customer service", Industrial and Commercial Training, Vol. 46 No. 4, pp. 209-219. https://doi.org/10.1108/ICT-10-2013-0070