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COMPETENCY-BASED LEARNING MATERIALS

SECTOR: TOURISM

QUALIFICATION: FOOD AND BEVERAGE SERVICE NC II

UNIT OF COMPETENCY: RECEIVE AND HANDLE GUEST


CONCERNS
MODULE TITLE: RECEIVING AND HANDLING GUEST
CONCERNS
PREPARED BY: JELLANE M. SEÑORA

INFOTECH DEVELOPMENT SYSTEMS COLLEGES


Dunao, Ligao City
Food and Beverage Service NC II
COMPETENCY-BASED LEARNING MATERIALS

List of Competencies

No. Unit of Competency Module Title Code

Prepare the dining Preparing the dining


1. room/ restaurant area room/ restaurant area TRS512387
for service for service

Welcome guests and Welcoming the guests


2. take food and beverage and taking food and TRS512388
orders beverage orders

Promote food and Promoting food and


3. TRS512389
beverage products beverage products

Provide food and Providing food and


4. beverage services to beverage services to TRS512390
guests guests

5. Provide Room Service Providing room service TRS512391

Receiving and
Receive and handle
6. handling guest TRS512392
guest concerns
concerns

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HOW TO USE THIS COMPETENCY- BASED LEARNING
MATERIALS

Welcome!
The unit of competency, "Receive and Handle Guest Concerns", is one of
the competencies of Food And Beverage Service NC II, a course which
comprises the knowledge, skills and attitudes required for a TVET trainer to
possess. The module, Receiving and Handling Guest Concerns, contains
training materialsand activities related to identifying learner’s requirements,
preparing sessionplan, preparing basic instructional materials and
organizing learning andteaching activities for you to complete. In this
module, you are required to go through a series of learning activities in order
to complete each learning outcome. In each learning outcome are
Information Sheets, Self-Checks, Task Sheets and Job Sheets. Follow and
perform the activities on your own. If you have questions, do not hesitate to
ask for assistance from your facilitator.

Remember to:

Read information sheets and complete the self-checks. Suggested


references are included to supplement the materials provided in this
module.

Perform the Task Sheets and Job Sheets until you are confident that your
outputs conform to the Performance Criteria Checklist that follows the
sheets.

Submit outputs of the Task Sheets and Job Sheets to your facilitator for
evaluation and recording in the Accomplishment Chart. Outputs shall
serve as your portfolio during the Institutional Competency Evaluation.
When you feel confident that you have had sufficient practice, ask your
trainer to evaluate you. The results of your assessment will be recorded in
your Progress Chart and Accomplishment Chart. You must pass the
Institutional Competency Evaluation for this competency before moving to
another competency. A Certificate of Achievement will be awarded to you
after passing the evaluation.

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MODULE CONTENT

UNIT OF COMPETENCY : RECEIVE AND HANDLE GUEST CONCERNS

UNIT CODE : TRS512392

MODULE TITLE : RECEIVING AND HANDLING GUEST


CONCERNS

MODULE DESCRIPTOR : This module deals with the knowledge and


skills required in receiving and handling guest complaints/concerns.

NOMINAL DURATION : 40 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/ student must be able to:
LO1. Listen to the complaint/concern
LO2 Apologize to the guest
LO3 Take proper action on the complaint/concern
LO4 Record complaint

ASSESSMENT CRITERIA:
1. Information about the complaint/concern is gathered and noted
following enterprise procedures.
2. Attention is given to the complainant following enterprise policy.
3. Guests’ complaint/concern is analyzed and evaluated in
accordance with enterprise policy.
4. Sincere apology is offered for the disservice.
5. Empathy is shown to the guest to show genuine concern and
consideration.
6. Excuses or blaming others are avoided.
Gratitude is expressed to the guest for bringing the matter up for attention
7. Persons or department concerned are informed about the
complaint.
8. Serious problems/concerns are referred to higher authority for
action.
Problems are followed-up to check whether it is solved or not
9. Complaints are documented according to the enterprise standard
procedures.
10. Persons concerned are recognized and actions taken are
recorded.
11. Feedback received from guests is logged and collated.

LO1. LISTEN TO THE COMPLAINT/CONCERN

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ASSESSMENT CRITERIA

1. Information about the complaint/concern is gathered and noted


following enterprise procedures.
2. Attention is given to the complainant following enterprise policy.
3. Guests’ complaint/concern is analyzed and evaluated in
accordance with enterprise policy.

CONTENTS:

 Listening skills
 Summarizing information
 Handling complaints/concerns

METHODOLOGIES:

 Lecture-discussion
 Role play

ASSESSMENT METHODS:

 Simulation/practical test with oral questioning


 Oral or written test

Learning Experiences
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Learning Outcome 1
LISTEN TO THE COMPLAINT/CONCERN

Learning Activities Special Instructions

Read Information Sheet 6.1-1,2 in Make sure to read the information


Listening skill and Summarizing sheet.
Information
Answer Self-Check 6.1-1,2 Listening Answer self-check without looking at
skill and Summarizing Information the answer key.

Compare answer using answer key 6.1- Take note of the important details
1,2 that you forgot to answer correctly.

Read Information Sheet 6.1-3 in Make sure to read the information


Handling Complaints/Concern sheet.

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Information Sheet 6.1-1,2

LISTENING SKILLS AND SUMMARIZING INFORMATON


Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Enumerate the different types of listening skill
2. Discuss what is listening skills and summarizing information
3. Enumerate the 10 principles of listening skills

Listening is the ability to accurately receive and interpret messages in the


communication process. Listening is key to all effective communication,
without the ability to listen effectively messages are easily misunderstood –
communication breaks down and the sender of the message can easily
become frustrated or irritated. If there is one communication skill you
should aim to master then listening is it.
Listening is so important that many top employers provide listening skills
training for their employees. This is not surprising when you consider that
good listening skills can lead to: better customer satisfaction, greater
productivity with fewer mistakes, increased sharing of information that in
turn can lead to more creative and innovative work.
Many successful leaders and entrepreneurs credit their success to effective
listening skills. Richard Branson frequently quotes listening as one of the
main factors behind the success of Virgin.
Effective listening is a skill that underpins all positive human
relationships, spend some time thinking about and developing your
listening skills – they are the building blocks of success.

Good listening skills also have benefits in our personal lives,


including:
A greater number of friends and social networks, improved self-esteem and
confidence, higher grades at school and in academic work and even better
health and general well-being.
Studies have shown that, whereas speaking raises blood pressure, attentive
listening can bring it down.

Listening is Not the Same as Hearing

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Hearing refers to the sounds that you hear, whereas listening requires more
than that: it requires focus. Listening means paying attention not only to
the story, but how it is told, the use of language and voice, and how the
other person uses his or her body. In other words, it means being aware of
both verbal and non-verbal messages. Your ability to listen effectively
depends on the degree to which you perceive and understand these
messages.

General Listening Types:


The two main types of listening - the foundations of all
listening sub-types are:

 Discriminative Listening
 Comprehensive Listening

Discriminative Listening

Discriminative listening is first developed at a very early age – perhaps


even before birth, in the womb. This is the most basic form of listening and
does not involve the understanding of the meaning of words or phrases but
merely the different sounds that are produced. In early childhood, for
example, a distinction is made between the sounds of the voices of the
parents – the voice of the father sounds different to that of the mother.
Discriminative listening develops through childhood and into adulthood. As
we grow older and develop and gain more life experience, our ability to
distinguish between different sounds is improved. Not only can we recognise
different voices, but we also develop the ability to recognise subtle
differences in the way that sounds are made – this is fundamental to
ultimately understanding what these sounds mean. Differences include
many subtleties, recognising foreign languages, distinguishing between
regional accents and clues to the emotions and feelings of the speaker.
Being able to distinguish the subtleties of sound made by somebody who is
happy or sad, angry or stressed, for example, ultimately adds value to what
is actually being said and, of course, does aid comprehension. When
discriminative listening skills are combined with visual stimuli, the resulting
ability to ‘listen’ to body-language enables us to begin to understand the
speaker more fully – for example recognising somebody is sad despite what
they are saying or how they are saying it.
Comprehensive Listening

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Comprehensive listening involves understanding the message or
messages that are being communicated. Like discriminative listening,
comprehensive listening is fundamental to all listening sub-types.
In order to be able use comprehensive listening and therefore gain
understanding the listener first needs appropriate vocabulary and language
skills. Using overly complicated language or technical jargon, therefore, can
be a barrier to comprehensive listening. Comprehensive listening is further
complicated by the fact that two different people listening to the same thing
may understand the message in two different ways. This problem can be
multiplied in a group setting, like a classroom or business meeting where
numerous different meanings can be derived from what has been said.
Comprehensive listening is complimented by sub-messages from non-verbal
communication, such as the tone of voice, gestures and other body
language. These non-verbal signals can greatly aid communication and
comprehension but can also confuse and potentially lead to
misunderstanding. In many listening situations it is vital to seek
clarification and use skills such as reflection aid comprehension.

Specific Listening Types

Discriminative and comprehensive listening are prerequisites for specific


listening types. Listening types can be defined by the goal of the listening.
The three main types most common in interpersonal relationships are:

 Informational Listening (Listening to Learn)


 Critical Listening (Listening to Evaluate and Analyse)
 Therapeutic or Empathetic Listening (Listening to Understand Feeling
and Emotion)
In reality you may have more than one goal for listening at any given time –
for example, you may be listening to learn whilst also attempting to be
empathetic.
Informational Listening
Whenever you listen to learn something, you are engaged in informational
listening. This is true in many day-to-day situations, in education and at
work, when you listen to the news, watch a documentary, when a friend tells
you a recipe or when you are talked-through a technical problem with a
computer – there are many other examples of informational listening too.
Although all types of listening are ‘active’ – they require concentration and a
conscious effort to understand. Informational listening is less active than
many of the other types of listening. When we’re listening to learn or be
instructed we are taking in new information and facts, we are not criticising
or analysing. Informational listening, especially in formal settings like in
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work meetings or while in education, is often accompanied by note taking –
a way of recording key information so that it can be reviewed later
Critical Listening
We can be said to be engaged in critical listening when the goal is to
evaluate or scrutinise what is being said. Critical listening is a much more
active behaviour than informational listening and usually involves some sort
of problem solving or decision making. Critical listening is akin to critical
reading; both involve analysis of the information being received and
alignment with what we already know or believe. Whereas informational
listening may be mostly concerned with receiving facts and/or new
information - critical listening is about analysing opinion and making a
judgement.
When the word ‘critical’ is used to describe listening, reading or thinking it
does not necessarily mean that you are claiming that the information you
are listening to is somehow faulty or flawed. Rather, critical listening
means engaging in what you are listening to by asking yourself questions
such as, ‘what is the speaker trying to say?’ or ‘what is the main argument
being presented?’, ‘how does what I’m hearing differ from my beliefs,
knowledge or opinion?’. Critical listening is, therefore, fundamental to true
learning.
Many day-to-day decisions that we make are based on some form of ‘critical’
analysis, whether it be critical listening, reading or thought. Our opinions,
values and beliefs are based on our ability to process information and
formulate our own feelings about the world around us as well as weigh up
the pros and cons to make an informed decision.
It is often important, when listening critically, to have an open-mind and not
be biased by stereotypes or preconceived ideas. By doing this you will
become a better listener and broaden your knowledge and perception of
other people and your relationships.
Therapeutic or Empathic Listening

Empathic listening involves attempting to understand the feelings and


emotions of the speaker – to put yourself into the speaker’s shoes and
share their thoughtsEmpathy is a way of deeply connecting with another
person and therapeutic or empathic listening can be particularly
challenging. Empathy is not the same as sympathy, it involves more than
being compassionate or feeling sorry for somebody else – it involves a deeper
connection – a realisation and understanding of another person’s point of
view.
Counsellors, therapists and some other professionals use therapeutic or
empathic listening to understand and ultimately help their clients. This
type of listening does not involve making judgements or offering advice but
gently encouraging the speaker to explain and elaborate on their feelings
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and emotions. Skills such as clarification and reflection are often used to
help avoid misunderstandings
We are all capable of empathic listening and may practise it with friends,
family and colleagues. Showing empathy is a desirable trait in many
interpersonal relationships – you may well feel more comfortable talking
about your own feelings and emotions with a particular person. They are
likely to be better at listening empathetically to you than others, this is often
based on similar perspectives, experiences, beliefs and values – a good
friend, your spouse, a parent or sibling for example.
Other Listening Types

Although usually less important or useful in interpersonal relationships


there are other types of listening that we engage in.
Appreciative Listening
Appreciative listening is listening for enjoyment. A good example is listening
to music, especially as a way to relax.
Rapport Listening
When trying to build rapport with others we can engage in a type of listening
that encourages the other person to trust and like us. A salesman, for
example, may make an effort to listen carefully to what you are saying as a
way to promote trust and potentially make a sale. This type of listening is
common in situations of negotiation
Selective Listening
This is a more negative type of listening, it implies that the listener is
somehow biased to what they are hearing. Bias can be based on
preconceived ideas or emotionally difficult communications. Selective
listening is a sign of failing communication – you cannot hope to understand
if you have filtered out some of the message and may reinforce or strengthen
your bias for future communications.

We Spend a lot of Time Listening


Adults spend an average of 70% of their time engaged in some sort of
communication, of this an average of 45% is spent listening compared to
30% speaking, 16% reading and 9% writing. (Adler, R. et al. 2001).

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Based on the research of: Adler, R., Rosenfeld, L. and Proctor, R. (2001)
Interplay: the process of interpersonal communicating (8th edn), Fort Worth,
TX: Harcourt.
The 10 Principles of Listening

A good listener will listen not only to what is being said, but also to what is
left unsaid or only partially said.

Effective listening involves observing body language and noticing


inconsistencies between verbal and non-verbal messages.

1. Stop Talking

“If we were supposed to talk more than we listen, we would have two tongues
and one ear.” Mark Twain.
Don't talk, listen. When somebody else is talking listen to what they are
saying, do not interrupt, talk over them or finish their sentences for them.
Stop, just listen. When the other person has finished talking you may need
to clarify to ensure you have received their message accurately.

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Prepare Yourself to Listen

Relax.
Focus on the speaker. Put other things out of mind. The human mind is
easily distracted by other thoughts – what’s for lunch, what time do I need
to leave to catch my train, is it going to rain – try to put other thoughts out
of mind and concentrate on the messages that are being communicated.
03
Put the Speaker at Ease

Help the speaker to feel free to speak.


Remember their needs and concerns. Nod or use other gestures or words to
encourage them to continue.
Maintain eye contact but don’t stare – show you are listening and
understanding what is being said.
04
Remove Distractions

Focus on what is being said.


Don’t doodle, shuffle papers, look out the window, pick your fingernails or
similar. Avoid unnecessary interruptions. These behaviours disrupt the
listening process and send messages to the speaker that you are bored or
distracted.
05
Empathise

Try to understand the other person’s point of view.


Look at issues from their perspective. Let go of preconceived ideas. By
having an open mind we can more fully empathise with the speaker. If the
speaker says something that you disagree with then wait and construct an

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argument to counter what is said but keep an open mind to the views and
opinions of others.
06
Be Patient

A pause, even a long pause, does not necessarily mean that the speaker
has finished.
Be patient and let the speaker continue in their own time, sometimes it
takes time to formulate what to say and how to say it. Never interrupt or
finish a sentence for someone.
07
Avoid Personal Prejudice

Try to be impartial.
Don't become irritated and don't let the person’s habits or mannerisms
distract you from what the speaker is really saying. Everybody has a
different way of speaking - some people are for example more nervous or shy
than others, some have regional accents or make excessive arm movements,
some people like to pace whilst talking - others like to sit still. Focus on
what is being said and try to ignore styles of delivery.
08
Listen to the Tone

Volume and tone both add to what someone is saying.


A good speaker will use both volume and tone to their advantage to keep an
audience attentive; everybody will use pitch, tone and volume of voice in
certain situations – let these help you to understand the emphasis of what is
being said.
09
Listen for Ideas – Not Just Words

You need to get the whole picture, not just isolated bits and pieces.
Maybe one of the most difficult aspects of listening is the ability to link
together pieces of information to reveal the ideas of others. With proper
concentration, letting go of distractions, and focus this becomes easier.

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10. Wait and Watch for Non-Verbal Communication

Gestures, facial expressions, and eye-movements can all be important.


We don’t just listen with our ears but also with our eyes – watch and pick
up the additional information being transmitted via non-verbal
communication.

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Self- Check No. 6.1-1,2

Enumeration : Write the best and correct answer in a clean


paper.

1. Give the 2 main types of listening.


2. Give the 3 specific listening types
3. Give the 10 principles of listening

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ANSWER KEY No. 6.1-1,2

1. Discriminative Listening

Comprehensive Listening

2. Informational Listening (Listening to Learn)

Critical Listening (Listening to Evaluate and Analyse)

Therapeutic or Empathetic Listening (Listening to Understand Feeling


and Emotion)

3. Stop Talking

Prepare Yourself to Listen

Put the Speaker at Ease

Remove Distractions

Empathise

Be Patient

Avoid Personal Prejudice

Listen to the Tone

Listen for Ideas – Not Just Words

Wait and Watch for Non-Verbal Communication

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Information Sheet No. 5.1-3
HANDLING COMPLAINTS / CONCERN

Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Discuss the proper handling of complaint or concern
2. Demonstrate the proper handling of complaints or concern

Handling complaints at any business is never easy, but restaurants are


always presented with a different breed of grievances. Whether the steak
was overcooked, the waiter rude, the waiting time too long or what have you,
a multitude of grey areas exist that make it virtually impossible to run a
complaint-free restaurant. While you can’t completely stop complaints from
happening, you can do your best to handle them appropriately and
professionally. Easier said than done, yes, but few tweaks here and there
and you’ll be customer-complaint-handler in no time! And yes, we did just
make that word up.

Here are some best practices for handling customer complaints at a


restaurant:

Listen: Just like when you’re listening to your friend tell a way too long
break-up story, you need to put your listening ears on when a customer has
a complaint. Even if it’s something you have no control of—such as waiting
time—it’s important to give the customer room to gripe and assuage them as
much as possible.

Body language: No matter how ridiculous this may sound, body language
matters. It’s easy for a hostess or waiter to remain distracted while a
customer is complaining. It’s necessary to sustain eye contact and smile.
This shows the customer that you are staying attentive and sympathizing
with them.

Apologize : Of course, every complaint from a customer must be bookended


with an apology from whoever is dealing with the complaint. Apologize while
clearly articulating that you understand the problem and are working to fix
it as soon as possible.

Handling customer complaints isn’t an art form; there are simple basics that
all owners and managers should abide by while passing them on to other
employees. Make sure your servers, bussers and hostesses all understand
the protocol for managing complaints at your restaurant.

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HOW TO HANDLE GUEST COMPLAINT

While handling Guest Complaint in Hotel or Restaurant must remember


these basic points:

1. Listen to guest’s complaint carefully, express your enthusiasm to help.


Key eye contact.

2. Understand the matter. Never argue or interrupt when guest is still


explaining. Wait until he/she has finished.

3. Analyze the matter wisely.

4. Apologize to guest with good reason, then handle the request in


priority if able, even if the complaint is not concerning your section.

5. Take action until matter is completed.

6. Pass over the information to the HOD / GM / EAM immediately, if it is


out of your capabilities.

7. Try to make guest feel very comfortable while waiting and allow time
for the guest to cool down.

8. When you see the guest at a later time, greet him and ask if
everything is fine.

9. Log in follow up book for your colleagues to be aware of the situation.

HOW TO HANDLE INTOXICATED GUEST:

1. Whisper, talk personally to persuade him out of the party. Do not talk
facing the people.

2. Inform him that he is disturbing the party. Offer him your service.

3. If he does not agree, inform the host (as in the Hotel, inform the Duty
Manager

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GUEST ON DIET/ALLERGY

1. Offer food item out of what the guest diet allergy is.

2. Give the guest the menu card to choose from.

3. Suggest to the guest to have: Fish from the river, if he cannot eat seafood.
Beef meat, if the guest cannot eat pork. Vegetables, if the guest cannot eat
meat. Unsalted meat, if the guest cannot eat salty food. Low calorie and less
fat content/no sugar, if the guest is on a diet.

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LO2. APOLOGIZE TO THE GUEST

ASSESSMENT CRITERIA:

1. Sincere apology is offered for the disservice.


2. Empathy is shown to the guest to show genuine concern and
consideration.
3. Excuses or blaming others are avoided.
4. Gratitude is expressed to the guest for bringing the matter up for
attention.

CONTENT:

 Customer Relations

METHODOLOGIES:

 Lecture-discussion
 Role play

ASSESSMENT METHODS:

 Simulation/practical test with oral questioning


 Oral or written test

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Learning Experiences
Learning Outcome 2
APOLOGIZE TO THE GUEST

Learning Activities Special Instructions

Read Information Sheet 6.2-1 in Make sure to read the information


Customer Relation sheet.

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Information Sheet 6.2-1

CUSTOMER RELATION

Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to
1. Discuss the customer relation
2. Enumerate the customer relation

The Importance of Customer Relations in Food Industry

Customers are the life and blood of the food service business. To ensure
continuous patronage, their satisfaction must be sustained. They always
deserve preferential, prompt and consistent attention.
Dining staff must see to it that every customer is a satisfied customer who
finds his dining experience gratifying, pleasurable and rewarding so that
he/she will come back for a repeat patronage. No matter how good the food
and the ambiance is, if the customer is traumatized or being troubled and
dissatisfied with the service and the behavior of the staff, he/she may not
come back and even mention his bad experience with friends that they will
be discouraged from patronizing the restaurant.
To maintain the goodwill of guests, there are two major aspects of service
that need special attention, namely the procedural and the personal
dimension of service.
The procedural dimension provides the system needed for achieving
consistency and efficiency of service while the personal dimension brings the
personal touch that makes the guest feel highly valued, accepted and
appreciated. It comes with a gracious smile, magic expressions, Wow factor
and other ways of building and maintaining the goodwill of customers.

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The 2 Dimensions of Customer Service

PROCEDURAL DIMENSION

This dimension has nine (9) elements namely;

1. TIMELINESS - in this dimension prompt attention to customer's


needs , orders, request and inquiries must be sustained. A food outlet
gives an impression of fast and efficient service when guest are
approached immediately upon entering the outlet, with a greeting and
offer of assistance. Even if the dining staff are busy, they still
approach the guest in a polite manner. There is a system designed to
speed up and facilitate food preparation and service, thus reducing
waiting time; such as Mis-en-place preparation (preparing equipment
and supplies in advance), Computerized order taking and billing, and
Providing a service station that is equipped with a par stock of
equipment and supplies so that waiters need not go to the kitchen for
the needed items. This system helps to speed up the service since it
will save travel time to and from the kitchen.
2. CONVENIENCE - it refers to a system of ensuring guests' comfort and
convenience while being serve by service staff. There are certain
practices that can lessen discomfort and inconvenience during service
like 'a waiting lounge in case of overflow; assigning a receptionist to
usher in guests and to assist them in getting seated; and for counter
type of service, an accessible station of water, condiments, etc.
3. ORGANIZED AND SMOOTH FLOW OF SERVICE - an organized flow
of service that will facilitate service efficiency and improve
coordination among operating units.Without policies and procedures,
service delivery will be disorganized and quality of service suffers.
4. ANTICIPATION - a system that enables service personnel to
anticipate what the customer wants and what needs must be met.A
service staff must be alert in responding to any guest's signal for
assistance and in spotting any problem or deficiency that call for
attention. Favorable response should be taken before the customer
calls the attention of the staff. Hence, the customer complaints can be
avoided. It must be prepared for contingent action to eliminate or
minimize undesirable consequences.
5. COMMUNICATION - it refers to systems that pave the way for a
systematic flow of 1) internal communications and 2) external
communications with customers or patrons. A daily briefing which
include daily reminders, special serving instructions, disseminating
information regarding new products, out of stock items, expected VIP
arrivals and special arrangements is one of a tool to improve internal
communication and coordination. External communications with
external customers must be designed such that all important
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information that must be relayed to them are disseminated in advance
to avoid confusion and misunderstanding.
6. FEEDBACK MECHANISM - a mechanism for gathering feedback
regarding guests' comments, suggestions, complaints and concerns.
These feedback must be documented in a logbook and summarized.
They should be also be communicated to all concerned officers and
staff and to be discussed during meetings and briefing so that the
staff will be alerted of operational deficiencies and that remedial
measures can be taken.
7. PROBLEM SOLVING MECHANISM - a mechanism for resolving
operational problems, including the creation of problem solving terms.
There must a creating a problem solving team (which usually consist
of section heads) for the purpose of exploring and implementing
solutions to operational problems.
8. MONITORING OF SERVICE - consistent monitoring of production
and delivery of service against standards and performance targets.
Monitoring may be done by spot checks especially during busy hours
like meal periods, documenting in a logbook all critical incidents,
customer complaints, comments and concerns, preparing and
reviewing reports and other documents like sales attainment report,
consumption report, productivity report, budget variance and
inventory.
9. PROFESSIONALISM - procedures must be designed to conform to
professional standards, consonant to what is considered acceptable to
the industry and responsive to customer's expectations. A professional
service can be achieved by enforcing standards of grooming and
hygiene; establishing and enforcing code of professional ethics for
dining staff with corresponding sanctions of non-compliance; strictly
implementing service standards; and training service personnel on the
application of service procedures and standards.

PERSONAL DIMENSION

To add a personal touch in the service, the dining personnel should behave
and deal with customers in a courteous and polite manner. The following
qualities must be cultivated to project warm and gracious service.

Prompt and personalized response to guests' needs and requests even going
out of one's way to render service beyond the call of duty; Escorting guests
towards their table, getting them seated, pouring drinks for them in their
tables are among the personalized gestures that make guests feel important
and special.

Maintaining a positive disposition and avoiding any display of irritation, no


matter how irritating the customer is nor how problematic the situation is. A
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dining staff must respect for guests' privacy. Avoiding any statement that
could hurt customers' ego and feelings.

Staff must be open minded and have immediate attention to customers -


They should be approached immediately once they are seated; their request
must be promptly attended to by service staff.

1. Personalized Service
 Prompt and personalized response to guest request, even going
out of one’s way to render service beyond the call of duty
 Escorting guest towards their table, getting them seated,
pouring drinks for them, serving them in their tables
 Other personalized gestures that make guests feel important
2. Enthusiasm
 Willingness and eagerness in attending to customers as
projected in a pleasant facial expression and a smiling body
language
 Maintaining a positive disposition and avoiding any display of
irritation, no matter how irritating the customer is nor how
problematic the situation is.
3. Respect
 Avoiding any statement that could hurt customer’s ego and
feelings, being tactful and diplomatic in handling objections,
complaints, and problematic guest
 Respect for guest privacy, no eavesdropping nor indulging in
guest conversation.
4. Smiling Body Language
 Demonstrating a pleasant disposition through smile, eye contact
and body movements that are expressive of warmth and friendly
service.
 Refraining from unpleasant non verbal’s like frowning ace, show
of irritation, sneering look etc.
5. Open Minded-ness
 Receptivity and openness to customer comments and feedback
no matter how negative the comments are;
 Words of appreciation, rather imitation expressed for comments
received especially if they are sincerely meant to call one’s
attention on service deficiencies.

“ Thank you for calling our attention about this matter”

6. Need Satisfaction
 Responding to customer’s need for attention and recognition
through:
 Words of appreciation. “ Thank you for dinning with us.

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 Words of affirmation “ You really deserve the best service from
us”
 Acknowledgement. “I have taken note of your comments sir”
 Empathy – “ I understand how you feel
 Alertness in responding to signals for assistance
 Knowing in advance what is needed and having it prepared
beforehand
 Satisfying customers need for information by relaying important
information like out of stock , service policies, extra charges,
etc.
7. Attentiveness
 Immediate and prompt attention to customers. Customer’s
expect to be approached immediately once they are seated.
They also want their request to be promptly attended to by
service staff .
 Undivided attention, focusing on the guest concern and setting
aside other matters while attending to the guest;
 Consistent attention- The service personnel must always be on
stand-by for additional orders, request, etc.

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LO3. TAKE PROPER ACTION ON THE COMPLAINT

ASSESSMENT CRITERIA:

1. Persons or department concerned are informed about the


complaint.
2. Serious problems/concerns are referred to higher authority for
action.
3. Problems are followed-up to check whether it is solved or not.

CONTENTS

 Customer Relations
 Handling Complaints
 Problem Category

METHODOLOGIES:

 Lecture-discussion
 Role play

ASSESSMENT METHODS:

 Simulation/practical test with oral questioning


 Oral or written test

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Learning Experiences
Learning Outcome 3
TAKE PROPER ACTION TO THE COMPLAINT

Learning Activities Special Instructions

Read Information Sheet 6.3-1 in Make sure to read the information


Handling Complaints sheet.

Read Information Sheet 6.3-2 in Make sure to read the information


Problem Category sheet.

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Information Sheet 6.3-1

HANDLING COMPLAINTS

Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to
1. Discuss the proper handling of complaints

Great food and a great location are vital for a successful restaurant. But just
as important is good customer service. Consider, would you return to a
restaurant that had great food and great atmosphere, but the service was
sub-par? Part of giving great customer service is knowing how to deal
effectively with customer complaints. No matter how hard you try, things are
bound to go wrong once in a while. Food gets burned, orders get forgotten in
the middle of a dinner rush, or new servers simply forget all their training.
No matter the reason for the complaint, the important thing is to try and
please the customer and send them home knowing that, yes there was a
problem, but it is not typical of your establishment. Let them know that you,
the owner, value their comments and their business.
How you handle customer complaints will determine if the customer comes
back to your restaurant. Here are some tips to help you field your next
complaint and send your customer home with a smile.
Listen to Your Customers
Listen to what the customer has to say. Even if you can’t solve the problem,
you still need to listen. For example, perhaps a customer is displeased
because there is waiting line. Well, there isn’t much you can do about it,
except let them vent.
Be Aware of Body Language
The way you stand and look at a customer can speak more than words.
Maintain eye contact and don’t cross your arms over your chest, if you are
feeling defensive. Avoid the urge to roll your eyes, if you are feeling
exasperated. Instead, nod and smile, no matter how irritated you may feel.
This shows you value their opinion and their business.
Always Apologize
Remember that customer who was so upset over the long waiting line? Offer
an apology. “I understand that you are not happy about the wait, sir, but we
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are working as fast as we can to get you a table. We really appreciate your
patience and willingness to wait. Perhaps you would like to have a drink at
the bar until your table is ready.” You demonstrate that you completely
understand their frustration and are working diligently on a solution.
Offer Some Freebies
If a customer has problem that could have been prevented, such as an
overcooked steak or a snippy server, then the best route to take is to
apologize and an offer them some sort of compensation. Here are some quick
freebies that you can give customers that won’t cost you much money, but
will go a long way to assure future business:
• Free round of drinks
• Free dessert
• Gift certificate for a future visit
• Merchandise, such as a beer glass or tee-shirt
• Take a certain percent off their meal
Occasionally you will have a truly angry customer (perhaps justified,
perhaps not) who declares “I’m never coming back!” Well, if that is the case
there probably isn’t any freebies you can offer to change their mind. Calmly
assure the customer you understand their frustration, and offer an apology
(again) and let them know if they change their mind you would love to see
them again. By sending them off on a courteous note, there is a very good
chance, once their anger has cooled, they will try your restaurant again.

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Information Sheet 6.3-2

Problem Category
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to
1.Discuss the problem category in dealing customers complaint
2. Enumerate the common problems in the restaurant

7 Surprisingly Common Problems That Restaurants Face


The food industry is a high-risk business proposition. You’ve got a lofty level
of competition and a lot of details to perfect. According to an often quoted
study, 60% of businesses fail in the first year. How do you ensure your
restaurant’s success?
You can help increase your chance of success by understanding seven of the
surprisingly common problems restaurants face and developing strategies to
combat these issues.
Common Problem #1: The Menu
One of the most common problems restaurant owners face is the menu. A
good menu is a balancing act. Do you have too many or too few menu items?
Are your dishes priced appropriately? Does your menu have a coherent
theme?
Keep your menu size in check. Instead of offering a five-page menu, consider
offering a smaller number of dishes and doing them really well. People need
to know what your restaurant is about – keep your menu aligned with your
restaurant’s unique proposition.
Lacking focus, large menus take longer to order from. They also require
more ingredients. The more items on your menu, the more ingredients you
have to buy.
A too-large menu means longer ticket times. When you have too many
different dishes cooking at the same time and not enough of the same items
in the same pans, you’ll spend more time producing orders. Each table takes
longer to serve, and you’ll turn them over at a slower rate.
Concentrate on the layout of your menu. Is it easily readable? Here are some
tips for your restaurant menu:

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 Group your most profitable items together.
 Don’t use dollar signs.
 Let your menu be a tour guide. This can be accomplished through
photos and/or creative text. Consider hiring a copywriter to craft a
compelling menu.
 Keep your menus clean – no grease and no food or water stains. Get
rid of worn or torn menus.
 Update your menu and prices at least once a year.
 Build your menu around popular items.
 Make sure your staff is thoroughly trained and has memorized the
menu.

Don’t forget to put your menu on your website and make sure it is easily
accessible from a mobile phone.(tweet this)
Travelers using their mobile phones are more likely to visit your restaurant
if they can see at a quick glance what you are offering.
Common Problem #2: Customer Service
First impressions are important. Poor customer service is often a deal
breaker for customers. Your food may be outstanding, your table settings
exquisite and your ambiance delightful, but if your service is bad, customers
will remember.
The key to success is happy customers who want to return again and again.
To ensure your success, your entire team – from management to hostess to
wait staff and busboys – must be dedicated to your customers’ well-being.
Every contact your staff makes with customers must be pleasant, welcoming
and accommodating.
The way you handle your customers along every step of their dining
experience has an impact on whether you’ll retain that customer. If they
weren’t greeted when they walked in and when they left, they might mention
it in an online review. As the digital arena continues to grow, online reviews
are consistently important to your success.
Common Problem #3: A Unique Selling Point
Are you a bakery or a bar? A diner or romantic experience? Your customers
need to know why they should eat at your restaurant and not at your
competitor’s.
While a superb menu and excellent customer service are vital to your
success, they are not a unique selling point. They are merely meeting the
expectations of your customers. It is time to exceed them.
You need an original idea – something even better than great food and
service. Come up with a unique reason for people to eat at your restaurant.
Consider Sonic. They offer a nostalgic 50’s feeling. Burger King tells you,
“You’ll have it your way.” Chipotle is known for integrity with its food.

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A unique selling point offers your customers a feeling that enables them to
remember you long after they are gone. Let your food, your service, and your
unique selling point and identity make an emotional connection with your
customers.

Common Problem #4: Management


Don’t overlook one of the most important pieces of the puzzle –
management. You need to know how to analyze your business to make sure
it runs profitably. Many small restaurants don’t pay attention to the
following items as they manage the day-to-day operation of their restaurant:

 How many customers are you feeding each day? Break it down by
mealtime.
 Keep track of ordered menu items. No one ordering the fish fillet?
Maybe it’s time to take it off the menu.
 What are your most profitable menu items?
 What does it cost to make each menu item? What’s the profit margin?
 Do you have a budget for labor? Are you sticking to it?
 How much do you spend on labor compared to your restaurant sales?
 How much loss is involved in your inventory?
 Do you have sales goals? Are you meeting them?
 What is your profit and loss for each week you are open?

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Common Problem #5: Hiring and Training Staff
Most successful restaurant owners know the importance of hiring and
training the right employees. Yet, a common problem exists as many
restaurants hire the wrong people and have a high turnover rate. An
incompetent staff can also irreparably damage your current and future
customer base.
When you put great emphasis on your staff, you’ll reduce costs over time
and enhance your diners’ customer service experience. Pay extra attention
to finding the perfect employees and don’t settle for a warm body. Once
hired, train your staff and offer training manuals, checklists, goals and
incentives.
Inspire your staff as well as your management team. Train them to address
any situation, good or bad, that arises. Make sure they are enthusiastic and
motivated to pursue your goals and adhere to your restaurant’s unique
concept.
Establish and maintain a solid management structure so everyone knows
and understands their own, as well as their team member’s responsibilities.
Your management team should be exemplary, committed, motivational and
adept at running the restaurant in your absence.
Common Problem #6: Marketing
Many owners fail to pay enough attention to marketing making this a
common problem in the restaurant world. Following are a few areas to
attend to now in order to avoid the pitfalls that not-enough marketing
incurs:

 Formalize your brand standards. This includes mission statement,


logo, graphics, guidelines, etc.
 Make a marketing plan. Daunting? Start small and work up to a six
month or yearlong plan.
 Get a responsive website that looks great on desktop, tablet and
mobile phone.
 Engage in social media and digital marketing.
 Start an email database.
 Create a customer loyalty program.

Be creative with your marketing. Whatever your budget, there are


inexpensive ways to market your restaurant.
Common Problem #7: Capital
Finally, we come to an area where many restaurant entrepreneurs run into
big problems. This looming problem is capital, and more specifically, a lack
of it. Restaurant owners need enough capital to run their business so it can
fully establish itself. Owners should plan to have at least enough money to

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run for one year. Additionally, restaurant owners need to have enough
financial resources to cope with unexpected costs and increases.
Have you experienced another problem common to restaurants that
isn’t listed here? We’d love to hear from you. Please share your
problem below as well as the way(s) you solved the issue.

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MOST COMMON RESTAURANT COMPLAINTS INCLUDE DIRTY

Consumer Reports recently surveyed 1,003 people about their gripes with
dining out, and weirdly, "distinct lack of Kenny Loggins on the playlist" was
not one of them. Nope, it turns out most of you are concerned about things
like dirty silverware and being called "honey" at restaurants. Here's the full
breakdown of the most common diner complaints:

 Dirty utensils or table (76%)


 Dirty or ill-equipped restrooms (73%)
 Impolite or condescending servers (72%)
 Servers with a sloppy appearance or poor hygiene (67%)
 Meals or beverages served at incorrect temperature (66%)
 Meals are not what you ordered (62%)
 Feeling rushed to finish or leave by the server (61%)
 Server removing your plate or beverage before you finish (59%)
 Food does not look or taste as described in the menu (54%)
 Slow service (51%)
 Table not ready more than 15 minutes past reservation (50%)
 Gratuities of 18% or higher automatically added to the bill (50%)
 Inaccurate calculation of check by server (48%)
 Tables that are too close together (39%)
 Poorly situated table -- near door, kitchen, etc. (38%)
 Loud or distracting diners at other tables (38%)
 Diners nearby talking or texting on cell phones (30%)
 Servers not bringing water until asked (27%)
 Server referring to you as pet names such as "honey" or "dear" (24%)
 Server confusion about who gets which meal (17%)
 So much nutritional information available that it's a turn-off to eating
(16%)
 Not enough nutritional information available (14%)

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LO4. RECORD COMPLAINT

ASSESSMENT CRITERIA:

1. Complaints are documented according to the enterprise standard


procedures.
2. Persons concerned are recognized and actions taken are recorded.
3. Feedback received from guests is logged and collated.

CONTENTS:

 Records Keeping/Documentation
 Feed Backing Skills

METHODOLOGIES:

 Lecture-discussion
 Role play

ASSESSMENT METHODS:

 Simulation/practical test with oral questioning


 Oral or written test

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Learning Experiences
Learning Outcome 4

RECORD COMPLAINT

Learning Activities Special Instructions

Read Information Sheet 6.4-1 in Make sure to read the information


Record Keeping / Documentation sheet.

Read Information Sheet 6.4-2 in Make sure to read the information


Feed Backing Skills sheet.

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Information Sheet 6.4-1

Record Keeping / Documentation


Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to
1. Discuss the Record Keeping / Documentation in the restaurant
2. Enumerate the proper way of recording complaint

Why record customer complaints?


It clearly demonstrates that measures are in place to monitor your food
safety hazard system even though written records are not necessarily a legal
requirement.

What type of complaint should I record?


It is suggested you log all complaints relating to food you have sold, in
particular, those involving:
• Physical contamination - hair, glass, metal etc.
• Chemical contamination - cleaning materials, pesticides etc.
• Bacterial contamination - food poisoning, souring etc.
• Food sold outside of it’s date code. You may also decide to log
complaints relating to customer
service or the premises themselves - don’t be afraid to learn from how others
see your service.

Customer Complaints How to complete the customer complaint records


Please see below and follow the easy to use step by step guide.

Step 1 Each time a complaint is received the record sheet should be fully
completed. ↓

Step 2 First, record the complaint details. The name and address of the
complainant may become important at a later date so make sure you note
them down whenever possible.

↓ Step 3 The “Nature of complaint” box should be used to record the


reason for the complaint.

↓ Step 4 Next write down the food details. If you have not produced the
food yourself note information given on the packaging, including any names
and addresses, sell-by or best before dates and any manufacturer codes.

↓ Step 5 Note what action was taken as a result of the complaint.

↓ Step 6 Regularly review the complaint records to see if there are any
recurring themes. Examples could include several complaints about foods
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you receive from a particular supplier or cooked by a particular chef.
complaint4 rev1

EXAMPLE OF COMPLAINT FORM

Complaints Record Form

(To be completed by the person receiving the complaint)

Date of Complaint:
…………………………………………………………………………………………………………………….

Complaint received
by:………………………………………………………………………………………………………………

Complaint made via:  Telephone


 Letter (attached)
 In person
 Other………………………………………………………………
……..

Subject of
Complaint:………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………………………………………
…….

Brokered Service Details: (if required)

…………………………………………………………………………….

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…………………………………………………………………………………………………………………………………………………

…..

Details of the complaint should be written on the next page. If there is


insufficient space, attach extra sheets.

Information to be given to the Person making the Complaint:

 Reassure the carer/ carer recipient/ advocate that all complaints are
treated confidentially and that they will not experience any loss of support
or service because they have made a complaint.

 Explain the complaints procedure.

 Remind the carer/ care recipient that they have the right to use an advocate
of their choice and refer them to appropriate consumer advocacy services.

 Thank the person for their complaint and explain that complaints are
valuable in assisting to maintain and improve services provided by the
Illawarracarer respite Centre.
Name of Complainant:

..…………………………………………………………………………………………………………..

Address:

……………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

…..

Phone number: …………………………………………….

Detail of Complaint:

…………………………………………………………………………………………………………………………………………………

……..

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…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

………………………………………………………

Comments:

……………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

……………………………..

Action to be Taken:

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

………………………

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Written Feedback to be Given by: (within 7

days)……………………………………………………………..

Outcome:

……………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

………………………………

Signed: (Coordinator)………………………………………………………….

Date:………………………………………….

If outcome unsatisfactory, referred on to:

Name:………………………………………………………………….Date:…………………………………………………………

Organisation:…………………………………………………………………………………………………………………………

…….

Follow up Required and by

Whom:…………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

………………………

…………………………………………………………………………………………………………………………………………………

……..

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If further referral required, response required

by:…………………………………………………………

Person referred to:……………………………………………….. Contact

no:……………………………………………

Position and

Organisation:………………………………………………………………………………………………………..

Outcome:…………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

………………….

Follow up

required:……………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

…………….

Signed:………………………………………………… Position:………………………………………

Date:…………………….

Carer’s Details:

Name:………………………………………………………………………………………………………………………………………

……

Address:

………………………………………………………………………………………………………………………………………

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…………………………………………………………………………………………………………………………………………………

…….

Phone Number:

…………………………………………………………………………………………………………………………..

Relationship to Complainant:

…………………………………………………………………………………………………..

Person being cared for details:

Name:………………………………………………………………………………………………………………………………………

……

Address:

………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

…….

Phone Number:

…………………………………………………………………………………………………………………………..

Relationship to Complainant:

…………………………………………………………………………………………………..

Advocate’s Details:

Name:………………………………………………………………………………………………………………………………………

……

Address:

………………………………………………………………………………………………………………………………………
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…………………………………………………………………………………………………………………………………………………

…….

Phone Number:

…………………………………………………………………………………………………………………………..

Advocate’s Relationship to Complainant:

……………………………………………………………………………..

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Information Sheet 6.4-2

Feed Backing Skill


Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to
1. Discuss the Record Keeping / Documentation in the restaurant

A feedback mechanism is a process that uses the conditions of one


component to regulate the function of the other. It is done to either increase
or dampen the change in the system. When the process tends to increase
the change in the system, the mechanism is known as positive feedback.
Negative feedback is when the process seeks to counter the change and
maintain equilibrium.

A Service staff must have a open mind in accepting feedback. It would be far
better to hear the comment or complaint directly from a dissatisfied
customer rather than for him to tell it to others like his colleagues and
friends who are also prospective patrons of the food business.
Improvement in service starts when staff is aware of how they are doing in
terms of what is expected of them. One need not wait for customers to
approach the manager or server for comments. The food operator must take
efforts to solicit feedback , comments and suggestions from the customer by
using tools like;

 Banquet Appraisal form – for banquet functions


 Suggestion box or a simple survey form
 Direct Feedback solicited from guest during or after meals
 Direct feedback from banquet organizers.

Customer Feedback Strategy

Customer feedback is important to small businesses. It lets you know what


your customers think of your products and services and provides a basis for
taking action to improve any weaknesses in your business that affect
customer satisfaction. A customer feedback strategy has two main elements:
gathering the feedback and taking action based on the feedback.

Encourage Feedback
Develop a strategy that shows customers you welcome their feedback.
Provide a feedback mechanism that is easy to use, such as a simple form on
your website or a card that customers can mail free of charge. Encourage
feedback by offering customers an incentive such as free entry into a prize
draw. Publish feedback on a product or service review page on your website.

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Customer Testing
If you are developing a new product, offer prototypes to customers for
evaluation. Ask customers to provide feedback on their experience with the
product. Companies that develop software, for example, produce beta
versions that customers test and report on as part of the product
development process.

Social Media
Monitor social media to find out what customers are saying about your
products. Social media provides people with a familiar, easy-to-use channel
for sharing opinions about products, services and companies. The messages
on social media give you insight into customers’ views that they might not
be willing to share through company feedback channels.
Response
Respond to feedback by acknowledging genuine problems and thanking the
customer for bringing the problem to your attention. Responding shows that
you respect the customer’s opinion. It also provides an opportunity to open
dialogue with the customer and build a positive relationship.
Action
Analyze the feedback to identify recurring concerns with your products or
services. If a large number of customers report that a product is difficult to
use, review the product design and the operating instructions you provide.
When customers complain about poor service from your sales department or
support team, review the team’s performance and develop training to remedy
recurring problems. Let customers know you have taken action as a direct
result of their feedback and ask them for comments on the revised level of
service.
Community
Set up a forum on your website. Publish your responses to customers’
feedback and describe the actions you have taken as a result. Invite
customers to submit ideas for improving your product or service further.
This helps build community and provides you with valuable insight into
your customers’ needs.
Survey Existing Customers
Surveys are one of the primary ways you can obtain feedback from
customers. Surveys can be via regular mail, email, in-person or by phone.
Put together a short questionnaire, typically one to 12 questions with a
combination of multiple choice and open-ended questions. As soon as a
customer buys a product or service from your business, have a system in
place where the survey occurs within one day to one week after the
purchase.
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Ask Employees
The employees that interact with your customers on a daily basis are a first-
hand source of customer feedback. Front-line employees listen to what
customers are telling them&dashbe it good or bad. Implement a
feedback program where your employees can make suggestions on changes
in writing or in a meeting format. For example, if customers consistently
complain about the business closing too early, then your employees can
suggest that the business stay open later at least one night a week

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BIBLIOGRAPHY

BOOK

 Food Service and Bartending (Revised Edition 2013)


By: Amelia S. Roldan , Benito T. Edica , Rolando M. Dela Cruz

WEBSITE

http://www.skillsyouneed.com/ips/listening-skills.html#ixzz4EuPmOHQV
http://www.skillsyouneed.com/ips/listening-skills.html#ixzz4EuQQMueL
http://www.skillsyouneed.com/ips/listening-skills.html#ixzz4EuQbtuoO
http://www.skillsyouneed.com/ips/listening-types.html#ixzz4EuRsqXNj
http://www.skillsyouneed.com/ips/listening-types.html#ixzz4EuS3kQHy
http://www.skillsyouneed.com/ips/listening-types.html#ixzz4EuSH7gNs
http://www.skillsyouneed.com/ips/listening-skills.html#ixzz4EuSbbOHH
http://www.skillsyouneed.com/ips/listening-skills.html#ixzz4EuSqR4Q1
http://www.skillsyouneed.com/ips/listening-skills.html#ixzz4EuT6OU52
http://www.skillsyouneed.com/ips/listening-skills.html#ixzz4EuUHsJEe
http://customer-relation.blogspot.com/search?updated-min=2012-01-01T00:00:00-08:00&updated-
max=2013-01-01T00:00:00-08:00&max-results=1

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