Lessons from Apple Pay
Posted July 28, 2016on:
My reflection starts with an Apple Pay verification process and ends with lessons on teaching and assessment.
When Apple Pay launched in Singapore in May, I jumped on the bandwagon by verifying one of my credit cards. The process was quick and painless: Scan the card details into the Wallet app and verify the card by SMS.
I tried the process with another eligible card, but did not receive SMS verification. I put that down to early implementation issues.
However, I tried about ten times between the launch in May and this month and was still unsuccessful. The Wallet app provided the alternative verification process of calling the credit card issuing bank’s customer service.
I dread using such customer “service” because the process make me feel like a rat being tested in a maze.
I had to get through several layers of number pressing before getting the option to speak with a human. Once there, I was informed that they were “experiencing a high call volume”.
I missed having an old phone that I could slam down on the receiver.
This particular bank provided the option of leaving my contact number so that I would receive a call-back in four hours. That must have been some really high call volume!
I received one shortly before the four-hour mark and explained how I did not receive SMS verification for Apple Pay from that bank’s system. I also mentioned that I had done the verification for another bank’s card quickly and seamlessly with the same process.
The customer service representative (CSR) was puzzled, checked the messaging records, and told me that SMS had been sent to my phone. I wanted to reply that I was not an idiot, but I bit my tongue. I repeated that I did not receive any despite several attempts over two months.
The CSR then advised me not to use my bank-issued security dongle. I told him that the dongle was irrelevant because it was not a verification option in Apple’s Wallet app. So he said he needed to look into my case and asked if he could call me back in an hour.
As soon we disconnected, something connected. A long time ago, I blocked a few of the bank’s SMS numbers because I kept getting marketing messages despite telling them I did not want any. I wondered if the SMS verification shared one of those numbers.
I figured out how to unblock the numbers and tested the SMS verification for that bank card. It worked as quickly as my first card.
The was not the fault of the bank. It was mine for blocking numbers, irritating as their messages were.
I reminded myself of two lessons on teaching:
- You should not just stick to a script. It is important to first listen to the learner’s problem before suggesting a learning solution. The CSR’s advice to not use the dongle was obviously part of a recommended script, but it was irrelevant in this context. Mentioning the dongle not only did not help matters, it added to my frustration.
- Thinking out loud is one of the best ways to learn. I knew what the symptom of my problem was (no SMS from the bank), but I did not know its root cause (I had blocked some SMS numbers). Speaking to someone helped me pull thoughts to the surface and helped me find my own solutions.
When the CSR called back, I explained how I had solved the problem myself. He was relieved. I was relieved.
Right after we disconnected, he triggered an SMS to me to rate the customer service by text. It was like being pranked.
I did not respond to the SMS because the ratings were too coarse: Below, Meet, Exceed.
The phone service took place over more than one call and had multiple components. Averaging the experience was not meaningful. Detailed feedback on what was good or not good about the experience and analysing a recording of the exchanges are more tedious but better options.
I thought of two lessons on assessment:
- The administrative need to collect and collate data drives such bad practice. Just because you collect these data does not make the data meaningful or help CSRs improve. Administrative needs should not drive assessment.
- The average rating approach is a hallmark of summative assessment. It is grading an experience. If the CSR received “Exceed”, did he get a pat on the back? If the feedback was “Meet”, would he just keep reading from scripts? If the grade was “Below”, what can he do with that information? Good assessment is based on quality feedback, not just grades.
It does not take special events, teacher observations, prescribed professional development, or even a personal learning network to learn how to teach or assess better. The lessons and reminders are everywhere, even in the Apple Pay card verification process. You just have to pay attention.