Customer Care Essential Skills Tasks

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2 How to answer the telephone? Communication Time Guideline 20 minutes In this activity, participants have the opportunity to take part in a telephone role play sessions following international set standards. This activity will allow individuals to work in pairs to develop a script, have a better understanding of communication, practice how to answer the telephone, take part in a classroom role play and self-evaluate the task for future improvements using the set standards. 1. Introduce the key standards and telephone communication skills using PowerPoint 2. Students to prepare the script in pairs using the set key standards 3. Tutor to demonstrate the task to the students 4. Students to sit back to back and carry out a role play 5. Each student to carry out a self-evaluation and identify areas needing improvements and specific actions that it takes to do so 6. Recap the set key standards 7. Class discussion on how important this task is to ensure a positive first impression to customers.

3 How to Greet a Customer in the Restaurant Communication Time Guideline 30 minutes In this activity, participants have the opportunity to take part in a role play sessions following set standards using two languages. This activity will allow individuals to develop a better understanding of how important it is to greet a customer in a restaurant in a timely manner using two languages. Understand the importance of grooming standards, first impressions and communication skills. 1. Introduce key grooming standards using PowerPoint 2. Students to identify some good and bad examples of grooming standards 3. Introduce task on How to greet customers and verbal, vocal and non-verbal communication skills using PowerPoint including discussion 4. Listen to how to greet a customer using Welsh and English 5. Tutor to demonstrate the task with another student 6. Recap the key standards 7. Student to prepare the script using key standards 8. Carry out role play in the classroom ( Extra students to take part of the customer) 9. Self-evaluation 10. Students to identify areas needing improvements and specific actions that it takes to do so (Vocal, Verbal, Non-verbal Communication) 11. Carry out a second role play in a restaurant

4 How to Take a Food and Drink Order in a Restaurant Communication Customer Care Time Guideline 30 minutes In this activity, participants have the opportunity to take part in a role play sessions following set standards using two languages, taking a food and drink order. This activity will allow individuals to develop a better understanding of how important it is to have a good level of product knowledge, good listening skills, communicate using two languages and how to place a food and drink order for the kitchen and bar. 1. Run through the restaurant menu and complete a menu breakdown sheet 2. Show photos of a number of the food dishes using cookery books or PowerPoint 3. Show a selection of drinks to include white wine, red wine, champagne and go through the drinks list 4. Demonstrate how to take a food order using the menu and drinks list 5. Introduce the key standards of how to write a food order using a waiters pad on a Power Point screen 6. Discuss why it is important to have clear communication with the kitchen and bar staff 7. Tutor to ask for 4 student to act as customers in a restaurant table to carry out a restaurant demonstration make sure to greet the customers using two languages and asking any other students to observe and give feedback at the end 8. Ask the student to identify key points from the demonstration 9. Students to prepare a script for taking a food order 10. Rope play in the classroom with 5 students in each group 11. Students Self-evaluation and to identify areas need improvements and actions to take for live role play. 12. Students to identify areas needing improvements and specific actions that it takes to do so 13. Second role play in the restaurant with students taking the clients role, waiter and drinks waiter 14. Group evaluation 15. You may need to do this task a few times.

5 What makes a good First Impression in a Hotel / Restaurant Communication and Working with Others Customer Care Time Guideline 45 minutes In this activity, participants have the opportunity to identify what makes a positive first impression in a hotel or restaurant. This activity will allow individuals to develop a better understanding of what contributes to a positive or negative impression of a Hospitality and Catering establishment and why it is so important. 1. Introduce the key standards of a positive first impression in an establishment PowerPoint 2. Ask the students to identify some first impressions of their first day in school 3. Ask the students about their first impression on arrival to the hotel that morning and how long did it take to make that impression - yes as little as 2-seconds 4. Student in pairs to go and identify 10 first impressions within the establishment by looking at menus, doors, toilets, reception, staff grooming, plants, flowers, telephone answering and outside the building to include signs, car park. 5. Students to work in pairs and place at least 10 first impression on a flip chart and group them in to positive or negative 6. Discuss the impact that these first impressions have on the business and what action can be taken to improve them if needed, students to note the possible actions to take next to the impression. ( ideas can include training, re-training, establishing key standards, one-to-one discussions with team members and group brainstorm sessions) 7. Students to establish 10 international key standards using books, brochures and including telephone key standards from How to answer the telephone task. 8. Students need to identify how a manager would make sure that all staff members are aware of the company first impressions standards. (training, staff induction, one-to-one training, looking at photos, checking)

6 How to deal with a Customer Complaint in a Hotel Restaurant (Service Recovery) Problem Solving Time Guideline 25 minutes In this activity, participants have the opportunity to work in a small group and take part in a problem solving task and agree on a number of solutions. This activity will allow individuals to understand how important it is to deal with a customer complaint in a positive manner, identify the main problems within a complaint, identify a number of solutions, identify what steps to take using the key standards and agree as a group the best solution and present to the rest of the classroom on a flip chart. (students to identify they may be more that one solution) 1. Introduce the service recovery key standards and why dealing with a customer compliant in a positive manner is important using PowerPoint 2. Place students in groups of 4 or 6 3. Handout the written complaint and ask each individual to read the complaint and note the main problems 4. Students to agree on the main problems as a group 5. Students to work in groups and come up with at least 6 solutions 6. Students to agree how this should be handled using the key standards 7. Group to present the problems and agreed solution to the class using a flip chart 8. Tutor to identify that there are more that one solution but customer need to be happy as part of a positive service recovery 9. This task can also include a role play.

7 How to produce a Service Recovery Standard Operating Procedure (SOP) Communication, Working with Others and Problem Solving Time Guideline 20 minutes In this activity, participants have the opportunity to reflect on the Service Recovery task and produce a procedure to follow when dealing with a customer complaint. This activity will allow individuals to understand how to develop a procedure for key standards, what is the difference between a procedure (what you do and steps to take) and standard (how you do it) and a better understanding of the steps to take when dealing with a customer complaint. The students need to develop a set Standard Operating Procedure to complete the task. 1. Handout a blank SOP to each student 2. Display on PowerPoint an example of a typical SOP 3. Display the Service Recovery Key Standards (Procedure) 4. All students to copy Key Standards on to the Sheet (Procedures only) Left Hand Side of Page. 5. Students to go back to the Service Recovery Task groups and using a flipchart paper with a Service Recovery outline and identify the standards as a group. On the right hand side students need to agree what is the standard using the service recovery Key Standards Handout. This will include Procedure (Listen) Standard (How do we listen do we ask questions? Do we take the customer away from the reception desk for example and take them to another private area of the hotel/ restaurant?) 6. Students need to reflect on the Service Recovery task 7. Each individual may then complete the SOP in the workbook 8. Class discussion on what are the key standards of Service Recovery, and the benefit of having Service Recovery key standards 9. Tutor need to highlight that this type of key standards is a guide as each complaint is different, therefore establishment would develop Service Recovery key standards on the most common complaint for example such as meat over cooked, hot water in the bedroom is cold, or the restaurant is too warm during the summer months.

8 Professional Discussion Communication Time Guideline 15 minutes in classroom and 15 minutes with Restaurant Manager/ Head Chef or Front Office Manager/ Head Housekeeper In this activity, participants have the opportunity to find out about what jobs are available within the Hospitality and Catering and have a short discussion with a Department Manager of choice. This activity will allow individuals to identify different Hospitality and Catering establishments locally, what jobs are available and take part in a short introduction session to a department manager experience within the industry. 1. Introduce different Hospitality and Catering establishments using PowerPoint 2. Students to make a list of local Hospitality and Catering establishments 3. Short discussion with a Department Manager of their choice within the department ( Responsibility,

9 Work experience Time Guideline min In this activity, participants have the opportunity to have a short work experience within a department of their choice. This activity will allow individuals to learn more about a department within a hotel, the importance of grooming standards, why it is important to follow key standards in doing the task and how each department contribute to the hotel or restaurant first impression. 1. Students to select a department for work experience 2. Short introduction to Health and Safety within that department 3. Department Manger to introduce key standards 4. Introduce a task by demonstration Designing a Poster - Making a Soup; Reception Taking a Table Reservation. 5. Department Manger to explain how to make a positive first impression based on that task 6. Each student to identify examples of key standards of that task and what steps to taken to make a positive first impression. Each student to make a short verbal presentation to the class.

10 Quality Customer Care Group Presentation Time Guideline 60 min Last workshop task: In this activity, participants have the opportunity to prepare a presentation as a group including a short role play of their choice and using a flip chart. Presentation need to sell the local area offering quality service and product to tourist that would like to visit the area and experience a True Taste of Wales. This activity will allow individuals to work as a group, adopt time management skills, be creative and plan a presentation that will include some aspects of each module of the workshop. The presentation must include key standards using role play and flipchart and students that wish to use ICT may include a PowerPoint presentation. The main purpose of this task is to get the students to try and sell Wales as a quality tourist destination and demonstrate clearly how this will be achieved. The presentation needs to have clear use of key standards, what training will staff need, what local produce will they promote, the use of both Welsh and` English and a clear message why customers should visit the local area based on quality. 1. Task presented on a PowerPoint and examples of presentation work 2. Select groups and a group leader 3. Set of task instructions given to the team leader 4. Group to plan activity using key standards 5. Group agree each members responsibility in the presentation task 6. Presentation run through the presentation 7. Presentation to the class 8. Group evaluation by identifying the good points of the presentation and what areas need improvements based on the following: Team work Time Management Communication Presentation skills Creative skills Role play