D1.HCS.CL6.03 D2.TRM.CL9.12 D1.HML.CL10.07 D1… · 2015. 12. 23. · D1.HCS.CL6.03 D2.TRM.CL9.12 D1.HML.CL10.07 D1.HRM.CL9.06 Trainer Guide . Project Base William Angliss Institute

Maintain quality customer/guest service

D1.HCS.CL6.03 D2.TRM.CL9.12

D1.HML.CL10.07 D1.HRM.CL9.06

Trainer Guide

Maintain quality

customer/guest service

D1.HCS.CL6.03 D2.TRM.CL9.12

D1.HML.CL10.07 D1.HRM.CL9.06

Trainer Guide

Project Base

William Angliss Institute of TAFE 555 La Trobe Street Melbourne 3000 Victoria Telephone: (03) 9606 2111 Facsimile: (03) 9670 1330

Acknowledgements

Project Director: Wayne Crosbie Chief Writer: Alan Hickman Subject Writer: Nick Hyland Project Manager/Editor: Alan Maguire DTP/Production: Daniel Chee, Mai Vu, Jirayu Thangcharoensamut

The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand and Viet Nam.

The ASEAN Secretariat is based in Jakarta, Indonesia.

General Information on ASEAN appears online at the ASEAN Website: www.asean.org.

All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Toolbox Development for Priority Tourism Labour Division”.

This publication is supported by Australian Aid through the ASEAN-Australia Development Cooperation Program Phase II (AADCP II).

Copyright: Association of Southeast Asian Nations (ASEAN) 2012.

All rights reserved.

Disclaimer

Every effort has been made to ensure that this publication is free from errors or omissions. However, you should conduct your own enquiries and seek professional advice before relying on any fact, statement or matter contained in this book. ASEAN Secretariat and William Angliss Institute of TAFE are not responsible for any injury, loss or damage as a result of material included or omitted from this course. Information in this module is current at the time of publication. Time of publication is indicated in the date stamp at the bottom of each page.

Some images appearing in this resource have been purchased from various stock photography suppliers and other third party copyright owners and as such are non-transferable and non-exclusive.

Additional images have been sourced from Flickr and are used under:

http://creativecommons.org/licenses/by/2.0/deed.en

http://www.sxc.hu/

File name: TG_Maintain_quality_customer_service_310812.docx

http://www.asean.org/

http://creativecommons.org/licenses/by/2.0/deed.en

© ASEAN 2012 Trainer Guide

Maintain quality customer/guest service

Table of contents

Competency Based Training (CBT) and assessment an introduction for trainers .............. 1

Competency standard ..................................................................................................... 11

Notes and PowerPoint slides .......................................................................................... 19

Recommended training equipment ............................................................................... 135

Instructions for Trainers for using PowerPoint – Presenter View ................................... 137

Appendix – ASEAN acronyms ...................................................................................... 139

© ASEAN 2012 Trainer Guide Maintain quality customer/guest service

Competency Based Training (CBT) and assessment an introduction for trainers


Maintain quality customer/guest service 1

Competency Based Training (CBT) and

assessment an introduction for trainers

Competency

Competency refers to the ability to perform particular tasks and duties to the standard of performance expected in the workplace.

Competency requires the application of specified knowledge, skills and attitudes relevant to effective participation, consistently over time and in the workplace environment.

The essential skills and knowledge are either identified separately or combined.

Knowledge identifies what a person needs to know to perform the work in an informed and effective manner.

Skills describe the application of knowledge to situations where understanding is converted into a workplace outcome.

Attitude describes the founding reasons behind the need for certain knowledge or why skills are performed in a specified manner.

Competency covers all aspects of workplace performance and involves:

Performing individual tasks

Managing a range of different tasks

Responding to contingencies or breakdowns

Dealing with the responsibilities of the workplace

Working with others.

Unit of Competency

Like with any training qualification or program, a range of subject topics are identified that focus on the ability in a certain work area, responsibility or function.

Each manual focuses on a specific unit of competency that applies in the hospitality workplace.

In this manual a unit of competency is identified as a „unit‟.

Each unit of competency identifies a discrete workplace requirement and includes:

Knowledge and skills that underpin competency

Language, literacy and numeracy

Occupational health and safety requirements.

Each unit of competency must be adhered to in training and assessment to ensure consistency of outcomes.


2 © ASEAN 2012 Trainer Guide Maintain quality customer/guest service

Element of Competency

An element of competency describes the essential outcomes within a unit of competency.

The elements of competency are the basic building blocks of the unit of competency. They describe in terms of outcomes the significant functions and tasks that make up the competency.

In this manual elements of competency are identified as an „element‟.

Performance criteria

Performance criteria indicate the standard of performance that is required to demonstrate achievement within an element of competency. The standards reflect identified industry skill needs.

Performance criteria will be made up of certain specified skills, knowledge and attitudes.

Learning

For the purpose of this manual learning incorporates two key activities:

Training

Assessment.

Both of these activities will be discussed in detail in this introduction.

Today training and assessment can be delivered in a variety of ways. It may be provided to participants:

On-the-job – in the workplace

Off-the-job – at an educational institution or dedicated training environment

As a combination of these two options.

No longer is it necessary for learners to be absent from the workplace for long periods of time in order to obtain recognised and accredited qualifications.

Learning Approaches

This manual will identify two avenues to facilitate learning:

Competency Based Training (CBT)

This is the strategy of developing a participant‟s competency.

Educational institutions utilise a range of training strategies to ensure that participants are able to gain the knowledge and skills required for successful:

Completion of the training program or qualification

Implementation in the workplace.

The strategies selected should be chosen based on suitability and the learning styles of participants.




Competency Based Assessment (CBA)

This is the strategy of assessing competency of a participant.

Educational institutions utilise a range of assessment strategies to ensure that participants are assessed in a manner that demonstrates validity, fairness, reliability, flexibility and fairness of assessment processes.

Flexibility in Learning

It is important to note that flexibility in training and assessment strategies is required to meet the needs of participants who may have learning difficulties. The strategies used will vary, taking into account the needs of individual participants with learning difficulties. However they will be applied in a manner which does not discriminate against the participant or the participant body as a whole.

Catering for Participant Diversity

Participants have diverse backgrounds, needs and interests. When planning training and assessment activities to cater for individual differences, trainers and assessors should:

Consider individuals‟ experiences, learning styles and interests

Develop questions and activities that are aimed at different levels of ability

Modify the expectations for some participants

Provide opportunities for a variety of forms of participation, such as individual, pair and small group activities

Assess participants based on individual progress and outcomes.

The diversity among participants also provides a good reason for building up a learning community in which participants support each other‟s learning.

Participant Centred Learning

This involves taking into account structuring training and assessment that:

Builds on strengths – Training environments need to demonstrate the many positive features of local participants (such as the attribution of academic success to effort, and the social nature of achievement motivation) and of their trainers (such as a strong emphasis on subject disciplines and moral responsibility). These strengths and uniqueness of local participants and trainers should be acknowledged and treasured

Acknowledges prior knowledge and experience – The learning activities should be planned with participants‟ prior knowledge and experience in mind

Understands learning objectives – Each learning activity should have clear learning objectives and participants should be informed of them at the outset. Trainers should also be clear about the purpose of assignments and explain their significance to participants

Teaches for understanding – The pedagogies chosen should aim at enabling participants to act and think flexibly with what they know

Teaches for independent learning – Generic skills and reflection should be nurtured through learning activities in appropriate contexts of the curriculum. Participants should be encouraged to take responsibility for their own learning



Enhances motivation – Learning is most effective when participants are motivated. Various strategies should be used to arouse the interest of participants

Makes effective use of resources – A variety of teaching resources can be employed as tools for learning

Maximises engagement – In conducting learning activities, it is important for the minds of participants to be actively engaged

Aligns assessment with learning and teaching – Feedback and assessment should be an integral part of learning and teaching

Caters for learner diversity – Trainers should be aware that participants have different characteristics and strengths and try to nurture these rather than impose a standard set of expectations.

Active Learning

The goal of nurturing independent learning in participants does not imply that they always have to work in isolation or solely in a classroom. On the contrary, the construction of knowledge in tourism and hospitality studies can often best be carried out in collaboration with others in the field. Sharing experiences, insights and views on issues of common concern, and working together to collect information through conducting investigative studies in the field (active learning) can contribute a lot to their eventual success.

Active learning has an important part to play in fostering a sense of community in the class. First, to operate successfully, a learning community requires an ethos of acceptance and a sense of trust among participants, and between them and their trainers. Trainers can help to foster acceptance and trust through encouragement and personal example, and by allowing participants to take risks as they explore and articulate their views, however immature these may appear to be. Participants also come to realise that their classmates (and their trainers) are partners in learning and solving.

Trainers can also encourage cooperative learning by designing appropriate group learning tasks, which include, for example, collecting background information, conducting small-scale surveys, or producing media presentations on certain issues and themes. Participants need to be reminded that, while they should work towards successful completion of the field tasks, developing positive peer relationships in the process is an important objective of all group work.

Competency Based Training (CBT)

Principle of Competency Based Training

Competency based training is aimed at developing the knowledge, skills and attitudes of participants, through a variety of training tools.

Training Strategies

The aims of this curriculum are to enable participants to:

Undertake a variety of subject courses that are relevant to industry in the current environment

Learn current industry skills, information and trends relevant to industry

Learn through a range of practical and theoretical approaches

Be able to identify, explore and solve issues in a productive manner




Be able to become confident, equipped and flexible managers of the future

Be „job ready‟ and a valuable employee in the industry upon graduation of any qualification level.

To ensure participants are able to gain the knowledge and skills required to meet competency in each unit of competency in the qualification, a range of training delivery modes are used.

Types of Training

In choosing learning and teaching strategies, trainers should take into account the practical, complex and multi-disciplinary nature of the subject area, as well as their participant‟s prior knowledge, learning styles and abilities.

Training outcomes can be attained by utilising one or more delivery methods:

Lecture/Tutorial

This is a common method of training involving transfer of information from the trainer to the participants. It is an effective approach to introduce new concepts or information to the learners and also to build upon the existing knowledge. The listener is expected to reflect on the subject and seek clarifications on the doubts.

Demonstration

Demonstration is a very effective training method that involves a trainer showing a participant how to perform a task or activity. Through a visual demonstration, trainers may also explain reasoning behind certain actions or provide supplementary information to help facilitate understanding.

Group Discussions

Brainstorming in which all the members in a group express their ideas, views and opinions on a given topic. It is a free flow and exchange of knowledge among the participants and the trainer. The discussion is carried out by the group on the basis of their own experience, perceptions and values. This will facilitate acquiring new knowledge. When everybody is expected to participate in the group discussion, even the introverted persons will also get stimulated and try to articulate their feelings.

The ideas that emerge in the discussions should be noted down and presentations are to be made by the groups. Sometimes consensus needs to be arrived at on a given topic. Group discussions are to be held under the moderation of a leader guided by the trainer. Group discussion technique triggers thinking process, encourages interactions and enhances communication skills.

Role Play

This is a common and very effective method of bringing into the classroom real life situations, which may not otherwise be possible. Participants are made to enact a particular role so as to give a real feel of the roles they may be called upon to play. This enables participants to understand the behaviour of others as well as their own emotions and feelings. The instructor must brief the role players on what is expected of them. The role player may either be given a ready-made script, which they can memorize and enact, or they may be required to develop their own scripts around a given situation. This technique is extremely useful in understanding creative selling techniques and human relations. It can be entertaining and energizing and it helps the reserved and less literate to express their feelings.



Simulation Games

When trainees need to become aware of something that they have not been conscious of, simulations can be a useful mechanism. Simulation games are a method based on "here and now" experience shared by all the participants. The games focus on the participation of the trainees and their willingness to share their ideas with others. A "near real life" situation is created providing an opportunity to which they apply themselves by adopting certain behaviour. They then experience the impact of their behaviour on the situation. It is carried out to generate responses and reactions based on the real feelings of the participants, which are subsequently analysed by the trainer.

While use of simulation games can result in very effective learning, it needs considerable trainer competence to analyse the situations.

Individual /Group Exercises

Exercises are often introduced to find out how much the participant has assimilated. This method involves imparting instructions to participants on a particular subject through use of written exercises. In the group exercises, the entire class is divided into small groups, and members are asked to collaborate to arrive at a consensus or solution to a problem.

Case Study

This is a training method that enables the trainer and the participant to experience a real life situation. It may be on account of events in the past or situations in the present, in which there may be one or more problems to be solved and decisions to be taken. The basic objective of a case study is to help participants diagnose, analyse and/or solve a particular problem and to make them internalize the critical inputs delivered in the training. Questions are generally given at the end of the case study to direct the participants and to stimulate their thinking towards possible solutions. Studies may be presented in written or verbal form.

Field Visit

This involves a carefully planned visit or tour to a place of learning or interest. The idea is to give first-hand knowledge by personal observation of field situations, and to relate theory with practice. The emphasis is on observing, exploring, asking questions and understanding. The trainer should remember to brief the participants about what they should observe and about the customs and norms that need to be respected.

Group Presentation

The participants are asked to work in groups and produce the results and findings of their group work to the members of another sub-group. By this method participants get a good picture of each other's views and perceptions on the topic and they are able to compare them with their own point of view. The pooling and sharing of findings enriches the discussion and learning process.

Practice Sessions

This method is of paramount importance for skills training. Participants are provided with an opportunity to practice in a controlled situation what they have learnt. It could be real life or through a make-believe situation.




Games

This is a group process and includes those methods that involve usually fun-based activity, aimed at conveying feelings and experiences, which are everyday in nature, and applying them within the game being played. A game has set rules and regulations, and may or may not include a competitive element. After the game is played, it is essential that the participants be debriefed and their lessons and experiences consolidated by the trainer.

Research

Trainers may require learners to undertake research activities, including online research, to gather information or further understanding about a specific subject area.

Competency Based Assessment (CBA)

Principle of Competency Based Assessment

Competency based assessment is aimed at compiling a list of evidence that shows that a person is competent in a particular unit of competency.

Competencies are gained through a multitude of ways including:

Training and development programs

Formal education

Life experience

Apprenticeships

On-the-job experience

Self-help programs.

All of these together contribute to job competence in a person. Ultimately, assessors and participants work together, through the „collection of evidence‟ in determining overall competence.

This evidence can be collected:

Using different formats

Using different people

Collected over a period of time.

The assessor who is ideally someone with considerable experience in the area being assessed, reviews the evidence and verifies the person as being competent or not.

Flexibility in Assessment

Whilst allocated assessment tools have been identified for this subject, all attempts are made to determine competency and suitable alternate assessment tools may be used, according to the requirements of the participant.

The assessment needs to be equitable for all participants, taking into account their cultural and linguistic needs.



Competency must be proven regardless of:

Language

Delivery Method

Assessment Method.

Assessment Objectives

The assessment tools used for subjects are designed to determine competency against the „elements of competency‟ and their associated „performance criteria‟.

The assessment tools are used to identify sufficient:

a) Knowledge, including underpinning knowledge

b) Skills

c) Attitudes

Assessment tools are activities that trainees are required to undertake to prove participant competency in this subject.

All assessments must be completed satisfactorily for participants to obtain competence in this subject. There are no exceptions to this requirement, however, it is possible that in some cases several assessment items may be combined and assessed together.

Types of Assessment

Allocated Assessment Tools

There are a number of assessment tools that are used to determine competency in this subject:

Work projects

Written questions

Oral questions

Third Party Report

Observation Checklist.

Instructions on how assessors should conduct these assessment methods are explained in the Assessment Manuals.

Alternative Assessment Tools

Whilst this subject has identified assessment tools, as indicated above, this does not restrict the assessor from using different assessment methods to measure the competency of a participant.

Evidence is simply proof that the assessor gathers to show participants can actually do what they are required to do.

Whilst there is a distinct requirement for participants to demonstrate competency, there are many and diverse sources of evidence available to the assessor.

Ongoing performance at work, as verified by a supervisor or physical evidence, can count towards assessment. Additionally, the assessor can talk to customers or work colleagues to gather evidence about performance.




A range of assessment methods to assess competency include:

Practical demonstrations

Practical demonstrations in simulated work conditions

Problem solving

Portfolios of evidence

Critical incident reports

Journals

Oral presentations

Interviews

Videos

Visuals: slides, audio tapes

Case studies

Log books

Projects

Role plays

Group projects

Group discussions

Examinations.

Recognition of Prior Learning

Recognition of Prior Learning is the process that gives current industry professionals who do not have a formal qualification, the opportunity to benchmark their extensive skills and experience against the standards set out in each unit of competency/subject.

Also known as a Skills Recognition Audit (SRA), this process is a learning and assessment pathway which encompasses:

Recognition of Current Competencies (RCC)

Skills auditing

Gap analysis and training

Credit transfer.

Assessing competency

As mentioned, assessment is the process of identifying a participant‟s current knowledge, skills and attitudes sets against all elements of competency within a unit of competency. Traditionally in education, grades or marks were given to participants, dependent on how many questions the participant successfully answered in an assessment tool.

Competency based assessment does not award grades, but simply identifies if the participant has the knowledge, skills and attitudes to undertake the required task to the specified standard.



Therefore, when assessing competency, an assessor has two possible results that can be awarded:

Pass Competent (PC)

Not Yet Competent (NYC)

Pass Competent (PC).

If the participant is able to successfully answer or demonstrate what is required, to the expected standards of the performance criteria, they will be deemed as „Pass Competent‟ (PC).

The assessor will award a „Pass Competent‟ (PC) if they feel the participant has the necessary knowledge, skills and attitudes in all assessment tasks for a unit.

Not Yet Competent’ (NYC)

If the participant is unable to answer or demonstrate competency to the desired standard, they will be deemed to be „Not Yet Competent‟ (NYC).

This does not mean the participant will need to complete all the assessment tasks again. The focus will be on the specific assessment tasks that were not performed to the expected standards.

The participant may be required to:

a) Undertake further training or instruction

b) Undertake the assessment task again until they are deemed to be „Pass Competent‟

Competency standard



Competency standard

UNIT TITLE: MAINTAIN QUALITY CUSTOMER/GUEST SERVICE NOMINAL HOURS: 35

UNIT NUMBER: D1.HCS.CL6.03 D2.TRM.CL9.12 D1.HML.CL10.07 D1.HRM.CL9.06

UNIT DESCRIPTOR: This unit deals with the skills and knowledge required to maintain a quality customer/guest service in a range of settings within the hotel and travel industries.

ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE

Element 1: Identify customer/guest requirements

1.1 Research and assess needs of customers and/or guests

1.2 Conduct data analysis to identify deficiencies in service delivery

1.3 Identify options to improve service levels

Element 2: Ensure delivery of quality

products/services

2.1 Ensure products/services meet customers’ needs and reflect enterprise standards

2.2 Ensure team performance consistently meets enterprise standards

2.3 Assist colleagues to meet and exceed customer service standards by providing appropriate

professional development

Unit Variables

The Unit Variables provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment.

This unit applies to maintaining a quality customer/guest service within the labour divisions of the hotel and travel industries and may include:

1. Front Office

2. Housekeeping

3. Food and Beverage Service

4. Food Production

5. Travel Agencies

6. Tour Operation

Research may include:

Interviewing colleagues and clients

Focus groups

Data analysis

Competency standard


Element 3:Evaluate customer service

3.1 Review customer/guest satisfaction with service delivery using appropriate methods that produce verifiable data

3.2 Compare systems, records and reporting procedures in order to identify and report on any changes in customer satisfaction

3.3 Evaluate and report on customer service evaluation outcomes to designated groups or individuals

3.4 Obtain agreement on appropriate course of action to take to overcome problems and adjust products/services in consultation with designated individuals/groups

Product sampling

Sales data review.

Data analysis may include:

Data sampling

Statistical analysis

Comparison between current and previous research.

Service levels may relate to:

Service quality

Customer satisfaction

Staff attitude

Appearance of venue, staff, etc.

Atmosphere of venue

Responsiveness of staff to customer requests

Delivery times

Prices/costs

Product/service availability

Courtesy/politeness.

Customers‟ needs may relate to:

Advice or general information

Specific information

Complaints

Purchasing organization's products and services

Competency standard



Returning organization's products and services

Accuracy of information

Fairness/politeness

Prices/value.

Appropriate professional development may include:

Mentoring

Coaching

Training

Peer support.

Appropriate methods that produce verifiable data may include:

Mystery guest

Customer satisfaction survey

Customer/guest interviews

Representative sampling activities

Industry benchmarking.

Evaluate and report on customer service may relate to:

Service quality evaluations

Customer satisfaction evaluations

Industry benchmarking.

Designated groups or individuals may relate to:

Owner/s

Board of directors

Managers

Competency standard


Supervisors

Marketing personnel.

Assessment Guide

The following knowledge and skills must be assessed as part of this unit:

Knowledge of the business environment in which the hotel and travel industry operates, including major current customer relations and management issues as appropriate to the industry sector

Ability to apply the principles of customer service

Knowledge of the organization's business structure, products and services and organization's policy and procedures for customer service, including handling customer complaints

Knowledge of product and service standards and best practice models

Knowledge of common problems relating to customer service

Knowledge of consultation methods, techniques and protocols

Knowledge of research and/or evidence/feedback gathering techniques.

Linkages To Other Units

Monitor workplace operations

Lead and manage people

Manage workplace diversity

Develop and implement a business plan

Develop new products and services

Manage and implement small projects

Plan, and establish systems and procedures

Plan, manage and conduct meetings

Prepare business documents.

Competency standard



Critical Aspects of Assessment

Evidence of the following is essential:

Demonstrated ability to identify the needs and priorities of the organization delivering services to customers/guests

Demonstrated ability to distinguish between customer requirements and customer satisfaction

Demonstrated ability to provide constructive advice on customer/guest service practices

Demonstrated ability to respond to and report on customer feedback

Demonstrated ability to design strategies to improve delivery of products and services

Consistency of performance across a range of situations that demonstrates knowledge, understanding and skill in implementing the principles and practices of maintaining quality customer/guest services.

Context of Assessment

This unit may be assessed on or off the job:

Assessment should include practical demonstration of the ability to maintain quality customer/guest services in the workplace or through a simulation activity, supported by a range of methods to assess underpinning knowledge

Assessment must relate to the individual‟s work area, job role and area of responsibility and require the candidate to identify customer satisfaction levels and make recommendations on how to improve or maintain current service levels

Assessment must include project or work activities that allow the candidate to respond to multiple and varying workplace issues relevant to work area, job role and area of responsibility that allow the candidate to demonstrate knowledge and awareness of maintaining quality customer/guest services.

Resource Implications

Training and assessment to include access to a real or simulated workplace and relevant documentation, such as strategic plans, information on the internal and external operating environment and customer satisfaction data; and access to workplace standards, procedures, policies, guidelines, tools and equipment.

Competency standard


Assessment Methods

The following methods may be used to assess competency for this unit:

Case studies

Observation of practical candidate performance

Oral and written questions

Portfolio evidence

Problem solving

Role plays

Third party reports completed by a supervisor

Project and assignment work.

Key Competencies in this Unit

Level 1 = competence to undertake tasks effectively

Level 2 = competence to manage tasks

Level 3 = competence to use concepts for evaluating

Key Competencies Level Examples

Collecting, organizing and analysing information

2 Gather and analyse information to measure customer satisfaction

Communicating ideas and information

2 Present customer satisfaction evaluation to management

Planning and organizing activities

2 Manage an annual review of customer satisfaction levels on products and services

Working with others and in teams

2 Provide mentoring and/or coaching

Using mathematical ideas and techniques

0

Competency standard



Solving problems 2 Identify service options to address customer enquiries or complaints

Using technology 2 Generate customer satisfaction data

Competency standard


Notes and PowerPoint slides




Slide

Slide No Trainer Notes

1. Trainer welcomes trainees to class.



Slide


2. Trainer advises this Unit comprises three Elements, as listed on this slide explaining:

Each Element comprises a number of Performance Criteria which will be identified throughout the class and explained in detail

Trainees can obtain more detail from their Trainee Manual

At times the course presents advice and information about various protocols but where their workplace requirements differ to what is presented, the workplace practices and standards, as well as policies and procedures must be observed.




Slide


3. Trainer advises that assessment for this Unit may take several forms all of which are aimed at verifying they have achieved competency for the Unit as required.

Trainer indicates the methods of assessment that will be applied to them for this Unit.



Slide


4. Introduce topic.

Class Activity – General Discussion

Ask general questions:

What do guests need when they stay in a hotel?




Slide


5. Trainer identifies the Performance Criteria for this Element, as listed on the slide.



Slide


6. Class Activity – Discussion

What are the different types of guests or customers that use a hotel?

What are the needs of these customers?

What are common expectations of customers?

Where do these expectations come from?




Slide



What is quality customer service?

What businesses provide quality customer service?

How do they provide it?

How do they provide it to different market segments?



Slide



If you were a customer of a hotel what would YOU want when using:

a) A hotel room

b) A restaurant

c) A conference room.




Slide



What basic market research can you do to identify customer needs and wants?



Slide



Why is a customer so important to a business?

Get the audience to provide examples where a business has always put the customer first. How did they do this?




Slide



Which businesses have many different market segments, yet are able to cater to all of them?



Slide



Get the audience to think about the difference. The answers will be provided in the next slides.




Slide



Get the audience to think about needs and wishes from their own perspective

If they were staying at a hotel what are their „needs‟ and „wishes‟. If they can‟t get their „wishes‟ what is a good substitute?



Slide



Get the audience to think about needs and wishes from their own perspective

If they were staying at a hotel what would be there expectations?




Slide



Get the audience write down all the ways they can find out about the customer‟s needs, wishes and expectations.



Slide



For each of the points in the slide, discuss how these can practically be done.




Slide



For each of the points in the slide, discuss how these can practically be done.



Slide



Discuss question in slide?




Slide



Get the audience to devise a plan outlining all the ways staff can be used to help provide information relating to customer needs, wants and expectations.



Slide



How can you find out about what we are actually providing to customers and if it meets these needs and expectations?




Slide



What are common data research methods that exist in most hotels?



Slide



Discuss questions in the slide.




Slide



What information can you get using informal research?

What is the benefit of informal research?



Slide



What information can you get using formal research?

What is the benefit of formal research?




Slide



What information can you get using formal research?

What is the benefit of formal research?



Slide



Discuss the activities associated with each step.




Slide



Discuss questions in the slide.



Slide


28. Class Activity – Discussion & View documents

Trainer to show examples of the primary data identified in this slide:

In-house observation – watching people, watching what goes on (perhaps taking notes)

Conducting interviews – with customers, staff, suppliers to find out why they do what they do, what they prefer, what they like or dislike about the venue

Applying questionnaires – to customers as they leave the venue, after they have made a purchase, or as they visit the property. The questionnaires can seek answers to a range of topics including customer service delivery standards

Conducting surveys – such as using focus groups top provide feedback to the venue about customer service.




Slide



What are some examples for each type of secondary data identified in this slide

Trainer to provide and handout examples.



Slide



Discuss question in the slide.




Slide



What are 10 questions relating to qualitative data you would like to know if you were a manager?

How could you find the answer to these questions?



Slide



If you were a manager, what quantitative data would you like to collect for the following departments:

a) Front Office

b) Housekeeping

c) Bar

d) Restaurant.

Trainer to provide examples of documents containing quantitative data.




Slide



What are common global changes in the business environment that influences the delivery of customer service, whether in a positive or negative way?



Slide



Is this true? Does an organisation have complete control over the internal environment?




Slide



What are some common deficiencies within each point in this slide?

What causes them?

How can they be resolved?

Possible causes of deficiencies from within the internal environment could include, but not limited to:

Substandard products – products may be outdated, inferior or in need of replacement or renovation

Equipment - faulty equipment or new equipment which staff are not familiar with

Marketing – the wrong message is being delivered to customers giving them unrealistic expectations

Staffing – staffing levels may not be appropriate (under or over staffing), wrong mix of staff (experienced and new staff)

Recruitment – people with insufficient knowledge, skills and attitudes have been employed

Training – staff are unaware of what to do resulting in inconsistency.



Slide



What are some common deficiencies within each point in this slide?

What causes them?


Possible causes of deficiencies from within the internal environment could include, but not limited to:

Management – lack of controls, standards, guidance and support

Financial support – limited availability to funds required to provide necessary products and services

Changes in management style – changes in management may entail a variation in orientation to service or the setting of some directions in relation to service. What was acceptable under the previous management may not be acceptable to the new management. This doesn‟t mean that was done before was wrong, it just means the new approach is different

Note too, changes in management often herald changes in client focus, and the creation of new and different target markets which, by their nature, often demand a change to service standards, techniques and styles

Organisational re-structures – the trend is to reduce middle level management and with that comes new responsibilities for all concerned. As the organisation re-structures, whether for efficiency reasons or as a result of declining profit, new roles for all staff in relation to customer service will emerge. Staff and managers will have their responsibilities enlarged, or their focus altered. To state the obvious, the industry is very much a dynamic one.




Slide



What are some common influences within each point in this slide?

How do they impact on a business?

How can they be resolved or worked to be a positive impact?



Slide



How can you ensure information collected is correct?




Slide



How do we go about this?



Slide



Discuss questions in the slide

Get the audience to break up into small groups and give one department (eg Front Office, Concierge, Housekeeping, Restaurant, Bar etc) to each group

Get them to identify deficiencies and start to identify solutions to overcome these.




Slide



How can you involve staff in customer service planning?



Slide


42. The formation of quality improvement groups or „quality circles‟ – made up of people from different departments so ideas, problems and issues can be integrated across the establishment

Establishment of group training sessions so group members can learn about each others‟ work, cross-fertilise ideas and strengthen the concept of a team approach to customer service delivery

Introducing a variety of methods and systems to spread the quality message throughout the organisation by means of internal marketing – the key here being to make quality service delivery constant and on-going, rather than a sporadic, hit and miss affair

We have to keep the message in front of everyone‟s eyes – staff need to be constantly reminded of the quality program we have developed and this can be achieved through posters, checklists, notes in pay envelopes, use of intranet, badges.




Slide



For each of the points in the slide, identify ways service can be improved.



Slide







Slide






Slide



How can you „invest‟ in staff to enable improvements in customer service?




Slide



For each of the points in the slide, identify ways it can be used to improve service.



Slide



For each of the points in the slide, identify ways it can be used to improve service.




Slide



For each of the points in the slide, identify ways it can be used to improve service

Making the customer a „member‟ of the organisation – or a guest of the organisation – as opposed to a „customer‟

Rewarding faithful customers – with special deals, discounts, verbal acknowledgment and thanks. Loyalty schemes can underpin this approach

Communicating with customers to promote goodwill, trust and satisfaction – for example, your menus and in-rooms description of facilities must be honest and not raise expectations which the product or facility cannot fulfil

Identifying customer‟s unstated needs – be reading body language, monitoring what they are doing and predicting need monitoring

Ensuring customers‟ needs and (reasonable) requests are met – this addresses the idea of „exceeding expectations‟ as opposed to just „meeting‟ expectations

Providing friendly and courtesy assistance – without having to be asked.



Slide



How can you identify if customers are / will be happy with the suggested improvements?




Slide


51. Introduce topic.



Now that you have identified service deficiencies and service improvement options, what is involved in ensuring they are delivered in their desired manner?

How can you check it is being delivered correctly?



Slide






Slide



What steps are involved in each point? (This section looks at these steps in detail, but it gets the audience thinking).



Slide



Discuss the concept of „areas‟. It doesn‟t mean departments. It means aspects of service a business would like to improve eg – timing, quality standard etc. It is similar to KPI‟s (key performance indicators) manages are responsible for. This will be explained in later slides.




Slide



Discuss the points and identify the steps associated with each.



Slide







Slide






Slide







Slide


59. Class Activity – Develop standards and plans

For each of these „areas‟ get the audience to think of standards they would implement to improve customer service

Then, get the audience to develop plans they would need to implement to reach these standards.



Slide



What is the most common and effective way to communicate standards and plans with:

a) Other management

b) Departmental staff.




Slide



What is the most common and effective way to give colleagues and staff access to information relating to standards and plans?

How can you ensure they have received the information?

How can you ensure they have understood the information?



Slide



Who should do the monitoring?

How can it be done?




Slide



Workplace observation – watching what goes on at work, reading customer body language and measuring waiting times

Talking to customers – to get their feedback of service delivery

Talking to staff – to get their impressions, to identify obstacles to planned service delivery standards

Reading customer complaints and feedback

Analysing business statistics – a reduction in patronage can indicate a need for attention to be paid to customer service, and can also indicate needs in other areas such as price and product.



Slide



Get the audience to identify the different departments in a hotel and identify a range of activities they would monitor

This will be explained in more detail on the next slides.




Slide



How can you monitor these activities?

What other aspects of a reservationist‟s role would you like to monitor?

The reservation system, and how easy it is to use, how user friendly it is from the guests‟ point of view

Our telephone manner – considering information provided, courtesy, telephone manner, speed

Cancellation policy – how fair is it? Does this policy fall in-line with the image we may be spending thousands of dollars to create? Or is a mean-spirited cancellation policy undoing all the good work we‟re doing elsewhere? How does it compare to the cancellation policies of other similar venues?

Credit card acceptance – do we take enough different cards? Are the guests telling us we should be accepting others?

Accommodation availability (value and cost considerations) – do we provide what guests want? Or are we trying to „force‟ guests into sleeping configurations that suit us? Are our guests finding they have to use and pay for a suite, when they really only want a double?

Information on hotel shuttle and public transportation – are we suitably notifying our guests of services they need, or are we advertising a service and then making it difficult for guests to take advantage of it?



Slide




What other aspects of registration would you like to monitor?

Greetings (doorman, porters, bell staff, front desk personnel) – how are these greetings perceived or interpreted by guests? Are they genuine greetings? Is there a need for greetings to be made in a different language?

Assistance with luggage – is this being offered promptly? How do we do it? Can we do it better? Is it offered to all guests? Is it delivered in a timely fashion? Is it seen as a valued service?

Check-in procedure – is check-in being accomplished within a suitable length of time? Have we developed a quick and easy procedure for the guests? Is the guest‟s first contact with the venue a positive experience? How can the current experience be improved?

Room accommodation – are there sufficient numbers of appropriate rooms with the required facilities? Do the facilities meet guest requirements?

Room status or availability – do we have a system enabling front office staff to quickly and easily identify room status and room availability levels for any stated date? Is room status accurate?

Information on hotel services – does reception have a comprehensive, accurate and up-to-date supply of brochures etc on venue services? Is there or should there be an appropriate concierge facility? Can the staff behind reception respond suitably to a series of guest questions about the products and services offered by the property?




Cleanliness and interior design of lobby, elevators, rooms – are the facilities in accordance with guest expectations, and in-line with the images we present in our adverts? Or are we creating false expectations? Is the area kept clean and looking inviting, attractive, fresh etc?

Operation of air conditioning, heating, television, radio, and plumbing in room – does it all work properly? Does the air conditioning, bar fridge and plumbing function quietly?

Amenities – are the amenities we offer appropriate for the guests we attract? Are there enough of them available? Are they suitably sign-posted?



Slide




What other aspects of a guest stay would you like to monitor?

Food service department – are the menu offerings, hours of operation, prices, service levels acceptable to the guests and the expectations we have created? Are there sufficient staff with appropriate skills? Are the facilities open when the guests want them to be open?

Gift shop – does the lobby gift shop have an appropriate selection of stock for in-house guests? Are there sufficient souvenirs at different price points? Do the items in the shop represent value-for-money, or can the items rightly be seen as a rip-off and a disincentive to use the shop?

Lounge – are the prices charged, the entertainment provided, the opening hours, and the service levels acceptable to the patrons, or are we running this department to suit ourselves and not the customers?

Room service – are the menu offerings sufficient, are the prices reasonable, is the delivery time appropriate and is the pick-up of trays timely? Is room service available when guests want it?

Valet service – are the pick-ups and delivery times suitable for guest needs? Are the prices appropriate? Does the quality of the service provided meet guest needs?




Housekeeping services – does the existing system allow housekeeping to avoid rooms where guests do not want their room serviced? Is the current service level sufficient to meet guest expectations of room service? Is the replenishment of amenities appropriate and sufficient, and do housekeeping staff ensure the cleanliness of all public areas?

Complimentary services and products – do we provide articles seen by the guests as providing some genuine value, or are we giving away things no-one likes, no-one wants and no-one values? Is it a case we are being too mean with our complimentary items? Are the brand names used acceptable to our guests?

Security – is there 24-hour availability of security and is appropriate to identified needs? Are there sufficient fire safety devices in place? Have staff fire drills been conducted? Are the required emergency plans in place?

Front office – are they able to handle requests for information and other assistance such as wake up calls, explanation of the telephone system, entertainment system and internet connection? Are guest folios kept up-to-date, accurate and ready for guest check-outs? Can reception respond quickly to a request for an extension of stay?



Slide




What other aspects of a guest check out would you like to monitor?

Check-out time deadlines – are they reasonable and flexible? Can extensions be given to special requests without creating problems or giving an adverse impression to the guests? Should we introduce an express check-out facility?

Luggage – is assistance with luggage readily and cheerfully given? Do guests need assistance with their luggage? Are bags easily obtainable from luggage storage areas?

Speed of check-out – is the time spent waiting to be processed on departure appropriate? Are guests served in the order they arrived to check-out?

Guest folio – is the bill immediately available? Is the print-out an accurate representation of the actual charges incurred? Can reception staff resolve minor discrepancies quickly and easily without having to refer to management? Is the account clear and easy to understand?




Slide



This method uses anything which can be quantified, or given a number is quantitative

As a manager what would you like to measure using this method?

How can you record this information?



Slide



As a manager what would you like to measure using this method?

How can you collect and record this information?




Slide



When would you use these two methods?

Which one is easier to collect?

Which one gives the most helpful information?



Slide



Are different methods used?

Is it easier of harder?




Slide



What different teams operate within a hospitality business?



Slide



Get the audience to identify all the steps involved in a guest experience

Start from making a reservation through to checking out

Identify all the staff involved in that process

If one person makes a mistake, it affects the whole guest experience.




Slide



For each of these points identify how a manager can nurture and develop teams

These points are explained in more detail in the manual.



Slide



For each of these points identify what you are able to monitor

Observations – personal observations of management or supervisors

Meetings – whether formal or informal

Customer feedback – whether from customer comment cards or direct conversations

Staff feedback – in briefing sessions

Financial and operational reports – levels of sales, profit margins, return visits, waste reports, leave reports, accident reports, productivity reports and „complimentary reports‟ (indicating free items given away due to complaints)

Performance appraisals – formal reviews conducted with staff.




Slide



What aspects of staff performance can be „developed‟ through the use of these professional development options?

Where can these be performed?



Slide



Get the audience to identify examples of when this has happened in real life

What professional development had to be undertaken?




Slide



How can managers provide this support?

What resources or activities are requires?



Slide



How can managers provide this support?

What resources or activities are requires?




Slide



What is coaching?

What is the purpose of coaching?

What coaching have you done or received before?

What was it for?

Where was it done?

What are the characteristics of a good coach?



Slide


82. Class Activity – Discussion & Role Play

Discuss each point.

The trainer should demonstrate coaching of an activity to an audience member, following the steps in this slide.

Time permitting, audience members must coach another audience member in a simple task.




Slide


83. Class Activity – Discussion & Role Play

Discuss each point.

The trainer should demonstrate coaching of an activity to an audience member, following the steps in this slide.

Time permitting, audience members must coach another audience member in a simple task.



Slide



When would you use each of these coaching methods?




Slide


85. Introduce topic.



How can you evaluate customer service?



Slide






Slide



Explain the concept of a „rolling stone gathers no moss‟. As a business we must always seek to improve and this involves constant review

What are good ways to review customer satisfaction?



Slide



Discuss each point

Is there any other objectives you would have?




Slide



Discuss each point

Is there any other objectives you would have?



Slide



Discuss each point

Why is it important to speak with different types of stakeholders?

What feedback would you seek from each?

How would you get this feedback from each type of stakeholder?




Slide



Which type of feedback is the easiest to deal with?

Which type of feedback is the hardest to deal with?

From your point of view, which type of feedback is the most important to receive and why?

The information gathered may be:

Positive – customers give compliments about aspects of service or the performance of specific individuals. This feedback is the easiest to receive and allows you to identify what your organisation is doing correctly

Neutral – customers say they „enjoyed‟ their experience, which met their expectations, but do not provide any further comment

Negative – customers have a complaint regarding an aspect of their „experience‟. This is the hardest type of feedback to receive as it identifies deficiencies in the service provided and customers may be quite emotional when providing this. That said, negative feedback is the most important as it provides management and staff with the opportunity to apologise and seek remedies for improvement.



Slide



What types of feedback forms have you completed as a consumer?

What types of forms are used to collect customer feedback?

How can you make forms „easy to use‟?




Slide


93. Class Activity – Discussion, Handouts and Feedback form

Which of these methods is used and what type of feedback can you get from each?

Prepare a customer comment card:

What information would you put in the form?

Get the audience to prepare a customer feedback form which:

a) Will enable them to collect information they desire

b) Is in an easy to use format.

Once this is completed, the trainer can hand out a variety of feedback forms used in hotels.



Slide



Once feedback has been collected using different methods, how can you document this in a format that summarises all information?




Slide



Refer to question in the slide.



Slide


96. Class Activity – Discussion & Handout

Trainer to provide examples of these types of budgets

Explain how current performance is compared against budgeted information

Get audience to identify reasons why performance has improved or declined

If performance has declined, get audience to identify solutions to improve performance

Sales budgets – to forecast sales revenue

Labour budgets – to forecast labour expenses

Material budgets – to forecast purchases of goods for sale or for use in preparing finished products

Inventory budget – planning quantities to be held in stock, and the amount of money invested in stock

Overhead budgets – concerns other estimated operating expenses (e.g. rent, rates, etc).




Slide



Trainer to provide examples of these types of budgets

Explain how current performance is compared against budgeted information



Capital Expenditure budgets – plans for long-term assets to be purchased, replaced, upgraded

Budgeted Financial Performance Statement – concerns estimated profit or loss. This brings together several of the above budgets, for sales, material, labour, overheads, inventory

Cash budgets – concerns the estimated cash inflow, cash outflow and cash position of a business

Budgeted Statement of Financial Position – concerns estimated values of assets, liabilities and owners equity at the end of a budget period.



Slide



Trainer to provide examples of these types of operational reports

Are there other reports you can also compare against?

Explain how current performance is compared against reports



Sales reports – identifying items that were purchased and the quantity of each. This will help identify items that customers like or prefer over others

Occupancy reports – identifying how many customers stayed in the hotel. This can help identify demand patterns

Financial reports – this helps to identify the revenue and expenditure items relating to a department. It highlights the efficiency of operations

Complimentary reports – identifies how many items that a business has „given for free‟ or had to discount, often directly related to poor customer service.




Slide



Trainer to provide examples of these SOP‟s and Job Descriptions

What is the best way to compare actual performance against these documents?



Slide



What are common causes of these service problems?


What other service problems have you experienced as a customer in the past?




Slide



Who prepares reports?

What is the best format?

Who should receive these reports?



Slide



Discuss points.




Slide



Why is it important to report findings to each of these stakeholders?

What is the best way to report findings to these people?



Slide








Slide







Slide



Which is the most common method and why?

When would you use each method?

In person – face-to-face, verbal communication

By phone – in many instances, certain people (major stakeholders, management) will both appreciate and require notification of the results of some negotiations, immediately. This may involve you calling their mobile number, or even their home number to pass on the outcome

Via email – larger premises use their internal email as a standard communication tool. It is certainly quicker for you to type one message and send it, than to have to ring a dozen or so people and tell them.




Slide



What actions would you initiate for each point in the slide?



Slide



What actions would you initiate for each point in the slide?




Slide



What are some ways you can get stakeholders to agree on an action?



Slide



What is the best way to communicate changes to staff?




Slide


111. Your approach should follow these guidelines:

Hold a formal staff meeting to inform staff of the changes – if staff have been actively involved in the development process then the changes made should not come as anything new to them

Remember it is important not only to explain the changes but also explain why they were necessary

Give staff a hard copy of the new service approaches – give them everything that is applicable to their area such as:

Copies of plans

Copies of standards

Copies of policies

Copies of procedures

Explain the changes – tell staff how the „new‟ service delivery differs from the previous service delivery. Be specific and give real example of ‟what you used to do‟ and what you will do in the future

Give staff demonstrations of the new service delivery protocols – so they can see what is involved and visually tell the difference between the old and the new

This also gives them a clearer appreciation of what the revised service procedures are all about. Actions speak louder than words

Tell staff about the dates for introducing the new service procedures – traditionally there will be a lead time where new procedures will be phased in

Reassure staff they are not required to implement the changes „tomorrow.



Slide


112. Your approach should follow these guidelines:

Inform staff of the training being provided to support them in implementing the new requirements – let them know when and where the training is happening, what it will involve, who will be leading it

Encourage questions from staff about the changes – answer them fully and honestly

Make yourself available outside this meeting for staff to talk to if they have concerns regarding the changes

Post new checklists relating to the changes in appropriate parts of the venue

Include new policies, procedures etc in operational manuals, induction programs and in-house training

Schedule staff to attend sessions to obtain necessary training to assist with implementation of the changes

Introduce the changes and monitor their implementation - run through the new procedures at staff briefings and again at de-briefings

Provide feedback to staff as appropriate including additional training where necessary.




Slide



What is the best way to undertake monitoring of service?

How can you ensure that it takes place?



Slide


114. This is the conclusion of the subject.

Thank the audience and deliver assessments as required.

Recommended training equipment




Computer with internet and email access

Customer feedback questionnaires, cards and interview questions

Equipment manuals

Examples of professional development – brochures from professional development businesses

External environment information including economic data, financial market predictions and environmental trends

Financial budgets and reports

Informational and marketing material used in workplace, including menus, compendiums, brochures and other materials for use by guest (in different languages)

Information on different types of hotels and resorts (to be used for competition analysis)

Information on different countries

Information on new technologies

Job descriptions for varied positions

OHS documents

Operational reports

Operational standards

Marketing information including target markets and industry trends

Note pads and pens

Scope of Authority examples for staff at all levels dealing with complaints

Secondary data including newspapers, books, magazines, trade journals and the media

Staff feedback forms

Standard Operating Procedures (SOP‟s).



Instructions for Trainers for using PowerPoint – Presenter View



Instructions for Trainers for using

PowerPoint – Presenter View

Connect your laptop or computer to your projector equipment as per manufacturers‟ instructions.

In PowerPoint, on the Slide Show menu, click Set Up Show.

Under Multiple monitors, select the Show Presenter View check box.

In the Display slide show on list, click the monitor you want the slide show presentation to appear on.

Source: http://office.microsoft.com

Note:

In Presenter View:

You see your notes and have full control of the presentation

Your trainees only see the slide projected on to the screen

More Information

You can obtain more information on how to use PowerPoint from the Microsoft Online Help Centre, available at: http://office.microsoft.com/training/training.aspx?AssetID=RC011298761033

Note Regarding Currency of URLs

Please note that where references have been made to URLs in these training resources trainers will need to verify that the resource or document referred to is still current on the internet. Trainers should endeavor, where possible, to source similar alternative examples of material where it is found that either the website or the document in question is no longer available online.

http://office.microsoft.com/

http://office.microsoft.com/training/training.aspx?AssetID=RC011298761033

Instructions for Trainers for using PowerPoint – Presenter View


Appendix – ASEAN acronyms




AADCP ASEAN – Australia Development Cooperation Program.

ACCSTP ASEAN Common Competency Standards for Tourism Professionals.

AEC ASEAN Economic Community.

AMS ASEAN Member States.

ASEAN Association of Southeast Asian Nations.

ASEC ASEAN Secretariat.

ATM ASEAN Tourism Ministers.

ATPMC ASEAN Tourism Professionals Monitoring Committee.

ATPRS ASEAN Tourism Professional Registration System.

ATFTMD ASEAN Task Force on Tourism Manpower Development.

CATC Common ASEAN Tourism Curriculum.

MRA Mutual Recognition Arrangement.

MTCO Mekong Tourism Coordinating office.

NTO National Tourism Organisation.

NTPB National Tourism Professional Board.

RQFSRS Regional Qualifications Framework and Skills Recognition System.

TPCB Tourism Professional Certification Board.



D1.HCS.CL6.03 D2.TRM.CL9.12 D1.HML.CL10.07 D1… · 2015. 12. 23. · D1.HCS.CL6.03 D2.TRM.CL9.12 D1.HML.CL10.07 D1.HRM.CL9.06 Trainer Guide . Project Base William Angliss Institute

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