Client Service Standards in Schools: Elevating Internal and External Interactions

Client Service Standards in Schools: Elevating Internal and External Interactions

Client service standards in schools are often discussed in terms of interactions with students and parents. However, it’s equally important to recognise that staff members and other key stakeholders also deserve the same level of service and respect as external clients.

In this article, we will focus on the notion that internal interactions within a school—among staff members and between staff and their supervisors—should be guided by high standards of service and respect, just as we would with external customers.

Defining Client Service Standards in Schools

Traditionally, client service standards are defined by the quality of interactions between service providers and their clients—in this case, students and parents. However, internal client service standards are equally crucial. These standards govern the interactions among staff members and between staff and their supervisors. When a teacher seeks support from a school leader or communicates with a colleague, they engage in an interaction that should uphold clear and high service standards, too. Every day, staff members serve each other, and these internal interactions should reflect the same level of professionalism and respect that we strive for with our students and parents.

Internal service standards play a critical role in shaping a school’s overall environment. High standards of communication and support among staff and supervisors create a positive, efficient, and respectful work culture. This culture enhances staff satisfaction and directly impacts the quality of service provided to students and parents. Just as we emphasise the importance of positive interactions, ethical behaviour, and delivering on expectations with external clients, these principles should guide our interactions with colleagues.

We foster a more supportive and productive work environment by treating our colleagues as valued clients. This approach ensures that every interaction within the school is characterised by professionalism and respect, thereby enhancing the overall effectiveness of the educational institution.

Setting Clear Expectations for Standards

Clear, high-quality standards in schools should be established for all interactions within the school.

This includes:

1. Turnaround Times for Communication: Timely responses are essential both internally and externally. eg. Staff members should respond to internal emails within 24 hours and external emails (from parents) within 36 hours. Supervisors should aim to reply to staff emails within 24 hours and provide feedback on urgent matters promptly.
2. Support from School Leaders: School leaders must consistently offer support and guidance to staff. This includes being available during traditional work hours and providing timely feedback. Leaders should also respect personal time, communicate about non-urgent matters during work hours, and ensure that critical support is available when needed.
3. Professional Development and Recognition: Regular opportunities for professional development and recognition of staff achievements should be provided. This includes offering training sessions and workshops and acknowledging outstanding performance through awards or public praise.
4. Communication Beyond Work Hours: Establish clear guidelines for communication outside of normal work hours. For example, non-urgent emails and messages should be sent during work hours, while urgent matters may be addressed outside these hours, with the understanding that responses might not be immediate. This is especially important with modern communication apps like WhatsApp, WeChat, and Telegram, which have made communication faster and more immediate but potentially intrusive. Clear guidelines on using these apps effectively and respectfully can help balance responsiveness and personal time.
5. Attention to Deadlines: Ensure that all staff members know and adhere to important deadlines, whether related to administrative tasks, curriculum planning, or grading. Clear deadlines should be communicated in advance, and reminders should be issued as necessary.
6. Standards of Communication: Maintain high communication standards, including clarity, professionalism, and respect. Written communication should be free from jargon, and oral communication should be clear and respectful. Ensure that all communications reflect the school’s values and standards.
7. Branding Guidelines: Adhere to branding guidelines in all published documents. This includes consistently using the school’s colours, logos, images, and fonts. All materials should be visually coherent and reflect the school’s identity.
8. Grading Student Work: Establish clear and consistent criteria for grading student work. This includes providing timely feedback on assignments and ensuring grades are assigned fairly and transparently based on the established rubric.
9. Appropriate Tone and Style: Maintain an appropriate tone and style of communication in all interactions. This includes using professional, respectful language in emails, reports, and conversations and adapting the tone based on the audience, whether it’s students, parents, or colleagues.

The standards in schools can also be created and tailored for specific contexts, such as solving problems:

The Following is an Adapted Set of Standards for Staff and Supervisor Interactions in Schools

(Adapted from Rutgers Source focussed on the “delivery of excellent service in the university”)

1. Personal Responsibility for Resolving Issues: Staff members will take personal responsibility for addressing and resolving any issues or complaints from students, parents, or colleagues promptly and effectively.
2. Anticipating and Addressing Problems: Staff members will proactively anticipate potential issues and take appropriate steps to address them before they escalate.
3. Communication of Unresolved Issues: Staff members will inform their supervisors and/or colleagues of any unresolved or complex issues so that appropriate follow-up or additional assistance can be provided if needed.
4. Availability for Assistance: Supervisors will be accessible to staff members to help resolve problems and provide guidance.
5. Resource and Equipment Monitoring: Supervisors will ensure that staff members have the necessary resources, equipment, and tools to meet the needs of students and colleagues effectively.
6. Promoting Service Excellence: Supervisors will emphasise the importance of high-quality service in job descriptions, performance review forms, and the appraisal and feedback process.
7. Promoting Accountability: Supervisors will respectfully and constructively encourage accountability for decisions made by staff members, avoiding accusatory or disrespectful language.
8. Encouraging Problem-Solving and Risk-Taking: Supervisors will support staff members in developing problem-solving skills and taking appropriate risks to resolve issues effectively.
9. Initiating Corrective Actions: Supervisors will take appropriate corrective actions to address unacceptable service behaviours and ensure ongoing improvement.

Dedicated Time for Committing to Standards in Schools

Just as successful companies invest considerable time and resources into creating, reviewing, and prioritising customer service standards, schools should similarly dedicate time to developing and refining their internal service standards.

This involves:

1. Creating Standards: Allocate time and resources to establish clear, relevant standards that align with the school’s values and goals. Involve various stakeholders in this process to ensure the standards are comprehensive and practical.
2. Reviewing Standards: Regularly review and update service standards to reflect changes in the educational environment and stakeholder needs. This ensures that the standards remain relevant and effective.
3. Prioritising Standards: Identify which standards are most critical to the school’s operations and focus on these areas first. Regularly assess the impact of these standards and make adjustments as necessary.

Building a Culture of Quality and Shared Commitment to Standards in Schools

Internal service standards in schools must be effective if they are to be embedded in the organisation’s culture and supported by a shared commitment from all staff members.

This involves:

1. Securing Buy-In: It is crucial to secure buy-in from all staff members regarding the importance of these standards. The standards should not be seen as top-down directives but as collaborative agreements that benefit and support all stakeholders. Engage staff in discussions about the standards, seek their input, and ensure they understand how these standards contribute to a positive work environment and better service delivery.
2. Integration into Staff Handbooks: These standards should be included in staff handbooks to provide a clear reference and reinforce their importance. The handbook should outline the standards and emphasize the commitment to fostering a positive work culture and caring for individuals over hierarchical distinctions.
3. Training and Onboarding: Integrate client service standards into staff training and onboarding processes. Ensure new staff members understand expectations for communication, support, and adherence to guidelines and feel invested in these shared standards from the outset.
4. Regular Feedback and Evaluation: Implement feedback mechanisms to assess adherence to service standards. Use surveys, performance reviews, and feedback sessions to gather insights, make improvements, and recognise areas of excellence. Encourage staff to provide input on enhancing the standards and address any concerns.
5. Leadership by Example: School leaders should model the behaviour they expect from their staff. Demonstrating high standards in their interactions, including respecting personal time and providing support, sets a powerful example for others to follow.

The Ripple Effect after Formalising Internal Client Service Standards in Schools

Prioritising internal service standards benefits staff morale and efficiency and enhances the overall experience for students and parents. When staff feel supported and valued, they are more likely to excel in their roles, positively impacting the quality of education and care provided.

For example, timely supervisor feedback and support equip teachers to address student needs effectively. Similarly, clear communication among staff leads to smoother operations and a more cohesive approach to teaching and administration.

Maintaining high standards in interactions with students and parents is crucial, but applying these standards internally is equally important. By dedicating time to create, review, and prioritise communication, support, professional development, and adherence to guidelines among staff members and their supervisors—while also considering staff well-being and respecting personal time, particularly in the context of modern communication apps—schools can create a positive and productive work environment.

The focus should be on fostering a culture where all staff members embrace shared standards of excellence. This shared commitment to quality service within and between staff members, supported by clear guidelines and a strong belief in the value of these standards, ensures that the entire organisation benefits. By prioritising a positive work culture and showing care for individuals, schools can create a thriving educational community that supports everyone involved, enhancing staff satisfaction and the institution’s overall success.

If you want to learn more about the steps required to set up a school check out some of our other articles:

– Steps to Setting Up a New School

– 10 Steps and Articles on How to Set Up a New School

– GSE International School Franchise Models

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