Communication
A: Anyone playing a role in the claims process relies on this.
Q: What is effective communication?
(See page 4-3 of the textbook).
A: This form of communication can easily be misinterpreted, depending on the perspective of the person receiving it.
Q: What is email or text messaging?
(See page 4-8 of the textbook).
A: These are all examples of productive responses while listening.
Q: What are:
(See page 4-13 of the textbook).
A: A type of listening that shows understanding and respect for someone’s feelings.
Q: What is sympathetic listening?
Responses may include clarifying, paraphrasing, reflecting feelings, and summarizing. Adjusters should use soothing language to respond to emotionally loaded phrases, words, and actions. (See page 4-17 of the textbook).
A: If bad news is coming, the adjuster should do this.
Q: What is forewarn the insured in a caring way, conveying empathy and/or sympathy. Manage expectations.
(See page 4-22 of the textbook).
A: This is based on words, and is also influenced by vocal expression, including tone.
Q: What is telephone communication?
(See page 4-27 of the textbook).
A: These are the three (3) thought styles discussed in the textbook.
Q: What are:
1. Visual (think in pictures and like mages, charts, and diagrams)
2. Auditory (focus on sound and listening and like discussion, interviews, lectures, and audio recordings)
3. Kinesthetic (combine thinking with physical action and like to move around or manipulate objects)
(See page 4-6 of the textbook)
A: These are all forms of body language.
A: What are posture, facial expressions, vocal expression, and gestures.
(See page 4-7 of the textbook).
A: These are ways an adjuster can create the right environment for people to tell their story.
Q: What are:
. Ask clarifying questions (continue or refocus).
. Actively listen (keep conversation on track).
. Be self-aware (control own reactions and emotions).
. Read between the lines (vocal, body language, non-verbal cues).
(See page 4-14 of the textbook).
A: When an event creates this, memory tends to deteriorate at a slower rate
Q: What is a strong mental image?
(See page 4-20 of the textbook).
True or false: work email, work text messages, and claim file notes always remain private.
FALSE.
Everything you write about a claim can be called into court. (See page 4-29 of the textbook).
A: These are the four (4) main personality types (as described in the textbook).
Q: What are:
1. Passive emotions-based (prefer one-on-one, need time to make decisions)
2. Aggressive emotions-based (prefer groups, make decisions quickly)
3. Aggressive control-oriented (task-oriented, make decisions quickly)
4. Analytical passive (task-oriented, need time to make decisions)
(See page 4-6 of the textbook)
A: People often criticize others for traits they secretly struggle with themselves.
Q: What is projection?
(See page 4-11 of the textbook).
A: This includes listening to what people are saying, to what they are not saying, and to how they are saying it.
Q: What is active listening?
(See page 4-12 of the textbook).
Active listening requires that the adjuster:
A: Perception problems, physical problems, illnesses, eternal circumstances, internal, selective, stress.
Q: What are factors that can affect memory?
(See pages 4-19 to 4-21).
A: Effective ways to deal with people under stress.
Q: What are:
. Don't label people (hinders rapport - people may not act like themselves under stress).
. Relate to people (as they are in that moment).
. Awareness mindset (attitudes and self-esteem of both parties).
(See page 4-23 of the textbook).
A: When answering the phone, an adjuster should do these three (3) things.
. Greet people in pleasant manner
. Avoid conversational fillers
. Avoid eating, drinking and chewing gum
(See page 4-27 of the textbook).
A: Human behaviour is conditioned by these four (4) influences.
Q: What are:
- Cultural (religious and ethnic values)
- Home / work environments (shape behavior)
- Education (helps molds how a person thinks and acts)
- Genetics (traits inherited through genes)
(See pages 4-4 to 4-6 of the textbook)
A: A technique for an adjuster can identify his or her own style of relating to others and how personal factors interfere.
Q: What is self-analysis and observation?
(See page 4-10 of the textbook).
A: These are all examples of how an adjuster shows they are listening.
Q: What are:
Using simple vocal responses (uh huh, yeah, ok).
. Ask simple questions (shows interest, clarifies problems, helps define facts, leads to solution).
. Show empathy and understanding (recognize feelings / emotions).
. Paraphrase (restate the information back using different words).
(See page 4-13 of the textbook)
A: Defense mechanisms to help people to recover from painful or strong emotions associated with an event.
Q: What are:
Name the eight (8) types of emotional expresses and responses discussed in the textbook.
1. Direct, Confident Attacks: Adjusters should stand their ground without engaging in a direct fight. Stay calm, express your own viewpoint, and let the other party wind down to gain mutual respect.
2. Indirect Attacks: When someone uses subtle put-downs or innuendo, address the hidden message by asking clarifying questions to expose and resolve the underlying issue.
3. Aggressive Outbursts: Allow time for the person to calm down and then respond firmly with seriousness. A cooling-off period is often necessary to defuse tension.
4. Complaints and Blame from Insecurity: Build a problem-solving alliance by focusing on the specific issues and guiding the person to explore solutions rather than fixating on negative feelings.
5. Silent or Unassertive Behavior: Give these individuals ample time and encourage them to share their thoughts using open-ended questions and supportive feedback.
6. Ready Agreement Without Commitment: Stress the importance of following through. Help the person realistically assess their commitments so that their initial affirmation leads to real action.
7. Appearing Knowledgeable but Quick to Act: Insist on factual evidence to support assumptions and separate any poor ideas from the individual, allowing them to save face while still addressing the issue.
8. Indecisiveness: Clarify the decision issues and help the person by reviewing alternatives, encouraging them to make a definitive choice rather than waver.
A: This should always be professional, use proper grammar and punctuation, and avoid acronyms and informal signoffs.
Q: What is writing (in any format -- email, text, letter, etc.)
(See page 1-28 of the textbook).
A: These are objectives in claims communication.
Q: What are:
Be respectful - people appreciate courteousness and professionalism.
Build rapport - relate to the other person.
Improve the claims experience - provide prompt and fair claims handling.
Improve explanations - the claims process, coverages, keep insureds informed.
(See page 4-3 of the textbook)
A: Crossing legs; squinting eyes and frowning; reddening skin are types of body languages that can have this possible meaning.
Q: What is skepticism?
(See page 4-9 of the textbook).
A: These are all examples of barriers to listening.
Q: What are:
X Engaging in habituated responses (biases, ego, experiences)
X Daydreaming about other tasks we must attend to
X Working out a reply before a person is finished speaking
X Allowing our prejudices to rule how we react
X Feeling anxious and losing concentration
X Behaving competitively and insisting on dominating a conversation or being argumentative
X Refusing to accept what is being said
X Distracting the speaker by interrupting
X Trying too hard: missing the point by focusing on words alone
X Self-consciousness, shy, anxious.
X The physical environment (distracting sounds, activity, chair discomfort)
X Human conditions: fatigue, hearing ability, illness, and lack of privacy.
X Rushing: prioritizing speed = claimant feeling unimportant
(See pages 4-15 and 4-16 in the textbook).
A: Ways to improve oral communication (AKA: effective speaking).
Q: What are:
• Reduce Distractions - noise, activity, interruptions.
• Volume - speak loud enough to be heard.
• Speak clearly - practice enunciation, pronunciation (read aloud).
• Language - use words audience relates to, easily understands.
• Use feedback skills - verbal (tonality), non-verbal (gestures).
• Match body language to words.
• Language Barrier - speak more slowly (not more loudly!).
• Hire a translator when necessary.
(See page 4-18 of the textbook).
A: Ways that people under stress may appear.
Q: What are:
. Well-informed, ill-informed, or uninformed
. Polite
. Assertive, abusive, or argumentative
(See page 4-23 of the textbook).
A: These types of sentences can improve comprehension.
Q: What are shorter, simpler sentences?
Sentences of approximately 15 words are considered average and would be appropriate in most contexts. (See page 4-29 of the textbook).