deal with emergency situations

LEARNER’S GUIDE DEAL WITH CONFLICT SITUATIONS

Published by

HEART TRUST/NATIONAL TRAINING AGENCY

Produced by

TVET Resource Centre Gordon Town Road

Kingston 7 Jamaica W.I.

*** 2003***

Version 1 CUR UNIT – JAN. 03

LEARNER’S GUIDE

2003 HEART Trust/NTA Kingston Jamaica

This material is protected by copyright. Copying this material or any part of it by any means, including digital or in any form is prohibited unless prior written permission is obtained from

the HEART Trust/NTA.

Design and Development work done by the Learning Resource

Unit of the TVET Resource Centre


TABLE OF CONTENTS PAGE Introduction.......................................................................................................................... 1 Welcome ................................................................................................................... 1 This Competency Unit.................................................................................................... 1 Before You Start ............................................................................................................. 2 Planning Your Learning Programme ............................................................................. 2 Self-Assessment Checklist ............................................................................................. 3 How To Use This Learner’s Guide ................................................................................ 4 Using the Computer and Other Resources..................................................................... 5 Method of Assessment.................................................................................................... 5 Element 1: Identify conflict situations ................................................................................. 6 Self-Assessment Checklist ........................................................................................... 7 Element 2: Resolve conflict situations .................................................................................. 8 Self-Assessment Checklist ........................................................................................... 12 Element 3: Respond to customers complaints ................................................................... 13 Self-Assessment Checklist ........................................................................................... 22


LG – THHGCS0023A DEAL WITH CONFLICT SITUATIONS

LG-THHGCS0023A DEAL WITH CONFLICT

SITUATIONS

INTRODUCTION Welcome Welcome to the Learner’s Guide for Competency Standard “Deal with conflict situation”. This is just one of a number of Learner Guides produced for the Commercial Food Preparation Skills stream of the Tourism and Hospitality Industry, and it is designed to guide you, the learner, through a series of learning processes and activities that will enable you to achieve the specified learning outcomes for the competency unit. The content of this guide was developed from the Competency Standard THHGCS0023A, which is one of the basic building blocks for the National Vocational Qualification of Jamaica (NVQJ) certification within the industry. Please refer to your Learner’s Handbook for a thorough explanation of standards and competencies, and how these relate to the NVQJ certification. You are also advised to consult the Competency Standard for a better understanding of what is required to master the competency. This Competency Unit “Deal with conflict situations ” addresses the knowledge and skills requirements for dealing with potential conflict. There are three main areas or elements: Element 1: Identify conflict situations Element 2: Resolve conflict situations Element 3: Respond to customer complaints As you go through each element, you will find critical information relating to each one.You are advised to study them carefully so that you will be able to develop the necessary knowledge, skills and attitudes for dealing with potential conflict.

Version 1 CUR UNIT – JAN. 03 1


Before you start Before you start this Learner’s Guide you need to: a. Obtain a Learner’s Logbook that you `will use to record evidence of your new

skills/competence .As you demonstrate your new skills, record your activities and have your learning facilitator sign off on them. This will allow you to provide evidence of your competence when you are being assessed against the competency standard.

b. Ensure that you have access to the facilities and equipment necessary for learning, for example,

simple workplace documents. c. Ensure that your learning resources are available. d. Ensure that you are wearing suitable clothing, that tools and equipment are safe, and that the

correct safety equipment is used. e. Plan your learning programme (see below) f. Understand how to use this Learner’s Guide (see below) Planning your learning programme The self-assessment checklist on the following page will assist you in planning your training programme as they will help you to think about the knowledge and skills needed to demonstrate competency in this unit. As you go through each one you will be able to find out what competencies you have already mastered and which ones you will need to pay more attention to as you go through the learning process. To complete the checklist, simply read the statements and tick the ‘Yes’ or ‘No’ box. You should do this exercise now.



SELF-ASSESSMENT CHECKLIST -Deal with conflict situations

Element 1 Identify conflict situations Yes No 1. I can identify potential conflict 2. I can identify situations where personal safety of customers or colleagues may be threatened ( ) ( ) Element 2 Resolve conflict situation Yes No 1. I can find solution to conflict ( ) ( ) 2. I can encourage all point of view ( ) ( ) 3. I can use communication skills ( ) ( ) 4. I can use conflict resolution techniques ( ) ( ) 5. I can manage conflict situation ( ) ( ) Element 3 Respond to customer complaints Yes No 1. I can handle complaints ( ) ( ) 2. I can establish nature and details of complaint ( ) ( ) 3. I can turn complaints into opportunities ( ) ( ) 4. I can complete complaint documentation correctly ( ) ( ) How did you do? If you ticked all or most of the ‘Yes’ boxes, then you might not need to go through the entire guide. Ask your learning facilitator to assist you in determining the most appropriate direction for this competency.



If you ticked few a of the ‘Yes’ boxes or none at all, then you should work through the entire guide, even though some of the material may be familiar to you. Plan your learning based on your answers. Be sure to involve your learning facilitator in the planning process. How to use this Learner’s Guide This Learner’s Guide is designed to assist you in working and learning at your own pace. We suggest that you: • Go through the sections/elements as they are presented (starting at Section 1) • Check your progress at each checkpoint to ensure that you have understood the material • Observe the icons and special graphics used throughout this guide to remind you of what you

have to do to enhance your learning. The icons and their meanings are as follows:

V

Complete Assessment Exercise This exercise requires you to think about the knowledge and skills that you have or will develop in this competency unit.

Definition Box Words/phases are defined or explained in this box. The words/phases being explained are in bold print.
Checkpoint This denotes a brain teaser and is used to check your understanding of the materials presented. No answers are
provided for the questions asked.
Activity This denotes something for you to do either alone or with
the assistance of your learning facilitator.

ersion 1 CUR UNIT – JAN. 03 4


Reference

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• Wya U Wfil It PTpta M Cca Y

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Points you to the reference materials and other support documents or resources used in compiling the unit content.

Ask your learning facilitator for help if you have any problem with the interpretation of the contents, the procedures, or the availability of resources

Complete each activity as you come to it. If the activity requires you to perform an actual task, be sure to tell your learning facilitator when you get to that activity so that he/she can make the arrangements if necessary

Get your learning facilitator to sign and date the Learner Logbook when you have completed an activity

Complete the self-assessment checklist at the end of each section or element.

hen you have worked through all elements of the guide, and when you can tick every ‘Yes’ box, ou are ready for assessment and may ask your learning facilitator to assist you in making the rrangements to have your performance assessed.

sing the Computer and Other Resources

here your activities refer you to the library, computer and Internet resources, ask your learning acilitator to assist you with locating these resources. If you are getting your training in an nstitution, there may be a library and computer laboratory. If this is not the case, visit the local ibrary and find out what resources are available.

f you are new to the computer and the Internet, someone should be able to show you how to use hese resources.

lease note that in many of your activities you have been referred to information on the Internet. his is because the Internet has a vast amount of information that can help you in acquiring the articular competencies. We would like to advice you, however, that we cannot guarantee that all he sites will be available when you need them. If this happens, ask your learning facilitator to ssist you with locating other sites that have the information you require.

ethod of Assessment

ompetency will be assessed while work is undertaken under direct supervision with regular hecks, but may include some autonomy when working as a team. You are advised to consult the ssociated competency standard for further details relating to the assessment strategies.

ou may now start your learning. Have fun while you work!

ersion 1 CUR UNIT – JAN. 03 5


ELEMENT 1: IDENTIFY POTENTIAL FOR CONFLICT LEARNING OUTCOMES As you go through element you need to ensure that you acquire the necessary knowledge, skills, and attitude needed to deal with conflict situations. Your learning facilitator is there to assist you with the various activities. On completion you should be able to:

1. Identify potential for conflict 2. Identify situations where personal safety of customers or colleagues may be threatened

POTENTIAL FOR CONFLICT

Conflict - The inability to get along with others. People not seeing each other’s point of view.

Potential for conflict results from differences in personality or approach to work.

Opposite in Personality Traits Quite - talkative Internalise feelings - express feelings Timid – outgoing Calm – excitable Caring – cold Approach to Work Exert minimum effort –exert maximum effort Dedicated to personal life – dedicated to company Ask to borrow – take what is wanted Neat – messy On time – late



Does what he or she is told to do – does what he or she pleases Conflicting situation may cause people to

• Lose their jobs • Be uncomfortable at the workplace • Undermine good customer service

References: Communication to solve interpersonal conflict, Agency for Instructional Technology 1988, M12 Accompanied by videocassette. Go to this website: http://www.uiuc.edu/unit/oisa/OISAService/NewStudents/conflict_resolution.html You will find more information on:

• Handling Conflicts as They Arise: Skills and Tips for Resolving Conflict • Addressing Differences: Cultural, Language Abilities, Expectations

ARE YOU READY TO TEST YOUR COMPETENCY? Now that you have completed this element do the following Self-Assessment to see whether you have grasped fully all its components.

Checklist 1 Yes No 1. I understand how to identify conflict ___ ___ 2. I understand how to identify situations where the safety of customers or

colleagues may be threatened ___ ___ Checklist 2 Yes No 1. Potential conflicts are identified ___ ___

2. Situations where the personal safety of customers or colleagues

may be threatened are identified ___ ___


http://www.uiuc.edu/unit/oisa/OISAService/NewStudents/conflict_resolution.html


ELEMENT 2: RESOLVE CONFLICT SITUATIONS LEARNING OUTCOMES As you go through this element you need to ensure that you acquire the necessary knowledge, skills and attitude needed to deal with conflict situation. On completion you should be able to:

1. Find solution to conflict. Use conflict resolution technique 2. Manage conflict situation 3. Use communication skills to encourage all points of view

SOLUTION TO CONFLICT SITUATION Adopting good conflict resolution techniques can help to solve/manage conflict. Refer to Communication to solve interpersonal conflict, lesson 2 of M12 P5-12, which deals with:

• Guidelines that help prevent conflict • Possible workplace conflicts and steps to prevent them • Suggestions to prevent differences leading to conflict • Self test activity to find out likelihood of your being involved in conflict

Lesson 3 of M12 Communication to solve interpersonal conflict and M3 of problem solving approach gives helpful information on conflict resolution between people using a three way problem solving approach as shown below

• Investigating the conflict • Work out the solution • Act and follow through

ACTIVITY: After doing lesson 2, discuss further your findings with your learning facilitator or peers



References: UInstructional Technology • Communication to sol• Agency for Instruction• Accompanied by vide Food Preparation (1996)LG: THHCOR0011A - WLG: THHCOR0061A – O USING COMMUNICATION

ACA

In dealing with conflicts yconflict. D .M. Davidoff communication. Read thisthat follows. Reasons for Communica

• Information • Emotion • Motivation • Control


ACTIVITY: After reading lessons 3, 4, 5 & 6 as well as food preparation L2, List possible conflicts that may occur in the workplace (between co-workers supervisors or clients). Interview an employer or personnel manager for conflicts. Discuss your findings with your peers Under the guidance of your learning facilitator, examine ways by whichconflicts could be solved/managed.

sing problem solving strategies M3 (Applied communication) Agency for 1988 accompanied by videotape

ve interpersonal conflict al Technology 1988, M12

o cassette

L2 HEART Trust/NTA ork with colleagues and customers perate in a culturally diverse work environment

SKILLS IN THE MANAGEMENT OF CONFLICT

CTIVITY ommunication two way process by which information is given and received.

ou should practice effective communication skills with an aim to resolve (1994) in his book on “Contact”, Ch.9 deals with interpersonal chapter and understand the following concepts before doing the activity

tion

9


A Model for Communication

• Sender • Message • Channel • Receiver • Feedback

The Communication Process

• Creating • Encoding • Transmitting • Receiving • Decoding • Using

Flows of communication

• Upward • Downward • Lateral • Diagonal

Formal versus Informal Communication You will need to do further readings on this sub-head Barriers to Effective Communication

• Structure • Authority/status • Language problem • Stereotyping • Filtering • Overloading • Timing • Routing • Bias • Unwillingness of receiver to admit ignorance

Non–Verbal Communication



How to Improve Communication with Customers

• Set the climate • Plan the communication • Use the appropriate media • Consider the receiver’s frame of reference • Keep it simple • Use repetition for key ideas • Encourage feedback • Practice active listening

CHECKPOINT Explain

• four reasons for communication • five barriers to effective communication

ACTIVITY Utilizing role-play adopt effective communication strategies/techniques to solve a conflict in the workplace. Ask your learning facilitator to discuss how different communication concepts learnt were applied in the different role-plays.

Reference Contact: Customer Service in the Hospitality and Tourism Industry. Prentice- Hall. Englewood cliffs, New Jersey 1994



ARE YOU READY TO TEST YOUR COMPETENCY? Now that you have completed this element do the following Self-Assessment to see whether you have grasped fully all its components. Checklist 1 Yes No 1. I understand how to resolve conflicts using conflict resolution

techniques ___ ___ 2. I understand how to manage conflicts ___ ___ 3. I understand how to use communication skills to encourage all

points of view ___ ___

Checklist 2 Yes No 1. Align solution to conflicts are found and conflict resolution techniques

used ___ ___ 2. Conflict situations are managed ___ ___ 3. Communication skills are used and all points of view encouraged ___ ___



ELEMENT 3: RESPOND TO CUSTOMER COMPLAINTS LEARNING OUTCOMES As you go through this element you need to ensure that you acquire the necessary knowledge, skills and attitude needed to respond to customers’ complaints. Your learning facilitator is there to assist you with various activities. On completion you should be able to:

1. Establish the nature and details of complaints and ensure they are handled discreetly 2. Examine and select appropriate action(s) to resolve complaint(s) to the customer’s

satisfaction 3. Devise the appropriate techniques to turn complaints into opportunities demonstrating high

quality customer service 4. Complete proper documentation for handling complaints

HANDLING COMPLAINTS Providing good customer service is not as hard or costly as you may think. You need to understand the real worth of your customers’ methods to keep your finger on the pulse of your operation and the skills to deal with and profit from complaints you are sure to receive in the normal course of business. Normal responses often follow the pattern of ‘It’s not my fault’, ‘Oh, no, I didn’t’, It wasn’t me’, and other similar phrases. These responses only provoke further argument. In dealing with complaints, the following points should be considered:

• Listen attentively • Do not interrupt • Wait until the person has completely finished • Apologise • Speak normally • Summarise the complaint • Explain what action will be taken and how quickly.

CHECKPOINT How much care would you take to keep your customers? Tell us what you think.

Refer to Dix, Colin & Baird, Chris (1998), Front Office Operations, 4th. Edition, pages 32-35.



You will learn that resolution is the word used to describe the process of successfully handling complaints.

Resolution - the result of settlement by arbitration or by consent reached by mutual concessions.

The process you set up determines how successful you are in dealing with complaints. Tailor resolutions depending on the parameters of the complaint. Customise the resolution depending on the nature of the complaint, the lifetime value of the customer and on best practices in the industry. The rule of thumb is handling complaints in a timely manner. Why do you think this is so? DID YOU KNOW for every person who complains, there are 26 silent sufferers? Each unhappy customer tells 10 to 16 other people? If you address the problem in the right way, however, 90 % of the people who complain will do business with you again.

-

What would you do to showdealing with a problem? facilitator. You and your employees arappreciate them for formingfrom this approach to comp You need to look at the issu


ACTIVITY Ask your learning facilitator to allow you to visit the library to research the cost of lost patronage for disgruntled guests over a fiveyear period. How do you feel about your ability to deal with difficult people? Discuss. You can refer to: http://www.restaurantdoctor.com/books/cioc.html where you will find information on handling disgruntled guests.

appreciation for your employees who have handled themselves well in Let me hope it is something positive. Share these with your learning

e becoming partners in the truest sense of the word and it is important to positive relationships with your customers. After all, you both benefit

laint/problem handling.

es objectively to constructively handle complaints.

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http://www.restaurantdoctor.com/books/cioc.html


CHECKPOINT What are some of the things you would consider in dealing with customer complaints? Bear in mind seven skills necessary for good customer relations.

Refer to MaCaulay, Steve & Cook, Sarah (1993), How to improve your Customer Service, Ch 7, pgs 58-59. NATURE AND DETAILS Of COMPLAINTS The most effective way of ensuring customer satisfaction is to do the job correctly the first time. Achieving this however, this can sometimes be difficult. When problems occur, effective complaint handling practices are required to maintain customer satisfaction. For a complaint system to be effective, it must not only try to solve the customer's problem but must also provide feedback to correct the cause of the problem. While it is not always possible to resolve issues raised by customers, they should always feel they have been treated fairly and should receive a clear statement of why their problem cannot be resolved. Sometimes in handling the complaint the problem has to be redefined for it to be resolved.

Establish the details of the customer complaint through:

• Questioning and active listening techniques – open, closed and reflective questions.

ACTIVITY Why do you think questioning techniques are important? Discuss with your learning facilitator how these could be used in dealing with custocomplaints.

mer

Adopt role-playing techniques to enact an incident in which various types of questions are used to demonstrate the importance of questioning in solving conflicts situation. Were the questions effective? Discuss with your learning facilitator.

• Summarising and clarifying the issue

• Recording details of complaint Discuss with your learning facilitator the process of resolution. The process of handling complaints includes many strategies which require information on how, when, where and to whom to address complaints. This information should be readily accessible to the organisation. Your methods of solving the complaints should be flexible enough to meet the needs of all parties.



Why do you think this is so? Your time frame for determining complaints should encourage people to express their dissatisfaction. Complainants should be advised when a decision can be expected or whether there will be delays. You should let customers know their complaints are treated seriously and when necessary, in strictest confidence:

To effectively process oral complaints, including telephoned complaints, you should identify yourself, listen, record details and determine what the complainant wants.

Good customer service is good business. Good service builds customer loyalty. Mediocre service drives customers away. Poor service drives customers away.

Dealing with problems and receiving and reacting to complaints require skills that are challenging to learn. In a customer-oriented marketplace, increasing competition means, only companies with successful strategies for dealing with complaints and problems achieve customer retention and grow with the market. Listening to and analysing customer complaints can provide: useful insight into the quality of services provided by the organisation and opportunities to improve the service. While there is a cost associated with dealing with complaints, these costs can increase if complaints are not resolved quickly. Are you a good listener? Listen to the complainer’s side of the story. Ask questions if any details are unclear. Ask the customers how they feel. For example, ask them, ‘what can I do to make you happy?’ Remember! You should view complaopportunity for improveme


CHECKPOINT: How effective are results when you listen? Adopt role-playing your techniques incident when you did not listen and therefore you were unable to get the correct interpretation of the customer’s message. Share the ideas with your learning facilitator.

ints as feedback that can point out weaknesses and provide an nt.

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ACTIVITY Discuss with your learning facilitator some complaints you might get in the hospitality industry? How would you respond to them?

Go to this website: http://www.consumer-ministry.govt.nz/handling.html to find more information on the nature and details of complaints. TURNING COMPLAINTS INTO OPPORTUNITIES According to Sheila Kessler (1996), every set of problems comes with a set of opportunities, so you should find ways to use your skills to partner with and even delight your customers.

Reference: Kessler, Sheila (1996), Measuring and Managing Customer Satisfaction: Going for the Gold Establishing good customer service practices include:

• Knowledge of products/services and policies

• Prompt response to resolve complaints

• Language targeted to specific customers

• Friendly and courteous manner

• Positive gestures and body language

• Solutions-oriented approach.

The value of amicably resolving customer complaints will result in promoting goodwill, customer relations, publicity and promoting enterprise, service ethic, etc. Here are opportunities to turn an unhappy customer into a loyal customer!

• Be sympathetic and calm • Identify the problem • Decide what can be done • Keep a record • Fix the problem, if you cannot, seek help.

Try to keep your emotions under control. Make the most of every situation. How do you think a guest whose complaint was handled well would behave in comparison to one who never had a problem at all?



This is the step to begitreated. You are not ad You do have to commlong way to reinforce words will sound hollosomething reasonable. Have you ever assumeasset to a company? D Let’s face it – Not eveTreat complaints as ancustomers who do notgive you a unique oppTaking responsibility require you look at vamisunderstandings; ba

AC Vimibeyo

You should discuss linworkplace. This is a mcomplete picture of ththe facts. Resist jumpi


ACTIVITY How could you make a disgruntled customer happy? Discuss withyour learning facilitator six ways you could make a disgruntled customer happy.

n communicating. Express your understanding of how they feel or were mitting guilt. You do not even have to agree with them.

unicate an understanding. Your tone of voice and body language both go a what you are saying. In fact, without the proper tone or body language, your w. They may ask for the moon but more often than not complainers ask for

d that a customer complaint is a negative experience and adds no valuable iscuss with your learning facilitator.

ry customer is going to be easily satisfied… opportunity to improve your products and servi complain are very hard to reach. So remember, cortunity to find out more. for finding workable solutions to conflicts withinrious actions, which are involved in poor customrriers to communication and aggressive behaviou

TIVITY

sit your library to research how poor customer sesunderstanding, barriers to communication and ahaviour can affect conflict resolution in the workur research with your learning facilitator.

es of reporting and communication with superviain communication step. This is where you ask a

e negative experience. Ask relevant questions to ng to conclusions until you are satisfied you und

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ces. Ninety-five percent of ustomers who do complain

the following contexts will er service. These are cultural r.

rvice, cultural ggressive place. Discuss

sors and peers within the ny questions to have the clarify your understanding of erstand the entire situation.


ACTIVITY What effect on effective communication do you think co-operation, honest listening, clear instructions, respect for one another, clarifying questions, proper feedback and openness to divergent opinions have? Discuss their effectiveness with your learning facilitator.

Solve the problem. Come to closure you both feel good about. Remember the customer was telling you the truth. Tell the customer what you will do to rectify the situation. Make the customer feel good about the solution. Do not sound angry yourself. Follow-up with the customer after the fact if you can. Do you think it is necessary to communicate by e-mail, letter or phone with the customer after the problem has been resolved? Discuss with your learning facilitator.

Reference: COMPLETE DOCUM

You should analyse anforth between the comeasy categorisation of Make certain you haveset up a damage contryour learning facilitato


ACTIVITY

A tourist reported he paid his bills although the cashier deniedthat he did. Adopt role-play techniques to enact an incident in which you must be customer friendly and customer focused. Ensure that the problem is resolved and both parties are satisfied. Let your learning facilitator evaluate you.

http://www.consumer-ministry.govt.nz/handling.html

ENTATION

d segment complaints – capture relevant data to minimise back and pany and the customer. Ensure structured data capture to allow for the complaint.

all the facts before coming to a conclusion. If the complaint is severe enough ol plan. Can you list four things you would put in this plan? Share these with r.

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The following is a list of items that should be considered when keeping written record of the complaint:

• Customer’s name • Address • Telephone number/work telephone number • Email address/fax number • Date complaint received • Person receiving the complaint • How the complaint was received – phone, in person, in writing • Describe the problem/complaint • What the customer wants to be done • What is the policy for complaint • What is the agreed solution • Action required • Date action completed • Record of action taken • Date complaint resolved • Signature • Date

Monitor results: After resolution follow-up with the customer to assess the effectiveness of the recovery. It may be necessary for you to use this information to analyse the customer’s needs and concerns if you have a passion for resolving complaints and issues. All oral and written complaints should be logged in a database. In principle, the process is the same as for oral complaints. A prompt written response is essential.

ACTIVITY List the five most important elements in identifying the nature and details of a complaint.

Take steps to fix the problem(s) that caused the problem in the first place. A good idea is to keep a log or journal of customer complaints to enable you to see trends. Discuss with your learning facilitator.

A journal is a daily, or regular, record of events and transactions.



Reference: http:


ACTIVITY Discuss with your learning facilitator why it is necessary to log the list of details. Can you think of a situation that may require you to record all of these? Can you make up your own journal and share it with your team?

//www.consumer-ministry.govt.nz/handling.html

21

http://www.consumer-ministry.govt.nz/handling.html


ARE YOU READY TO PROVE YOUR COMPETENCY? Now that you have completed this element do the following Self-Assessment to see whether you have grasped fully all its components.

Checklist 1

Yes No 1. I understand how to establish the nature and details of

complaints and handle them discreetly ___ ___

2. I understand how to examine and select appropriate action to resolve complaints to customer’s satisfaction. ___ ___

3. I understand how to devise appropriate techniques to turn

complaints into opportunities for good customer service ___ ___

4. I understand how to complete proper documentation

for handling complaints. ___ ___ Checklist 2 Yes No 1. Nature and details of complaint are established and handled discreetly. ___ ___

2. Appropriate action are examined and selected to resolve complaint to customer’s satisfaction. ___ ___

3. Appropriate techniques are examined and selected to turn complaints into opportunities for good customer service. ___ ___

4. Documentation for handling complaints are properly

completed. ___ ___


deal with emergency situations

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