COMPETENCY BASED LEARNING MATERIAL

Sector Tourism

Qualification Title Food and Beverage Services NC II

Unit of Competency RECEIVE AND HANDLE GUEST’S
CONCERNS

Module Title Receiving And Handling Guest’s Concerns

PUERTO PRINCESA SCHOOL OF ARTS AND TRADES

Sta. Monica, Puerto Princesa City

pg. 1
 HOW TO USE THIS COMPETENCY- BASED LEARNING MATERIAL

Welcome!

The unit of competency, "Receive and Handle Guest’s Concerns", is one of

the competencies of Food and Beverage Services NC II, a course which
comprises the knowledge, skills and attitudes required for a trainee to possess.

The module, “Receiving and Handling Guest’s Concerns”, deals with

the knowledge and skills required in receiving and handling guest complaints.

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, Activity Sheets and Task/Job
Sheets. Follow and perform the activities on your own. If you have questions,
do not hesitate to ask for assistance from your trainer/facilitator.

Remember to:

❖ Work through all the information and complete the activities in each
section.

❖ Read the information sheets and complete/answer the self-check.

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

❖ Most probably, your trainer will also be your supervisor or manager.

He/ She is there to support you and show you the correct way to do
things.

❖ You will be given plenty of opportunities to ask questions and practice

on the job. Make sure you practice your new skills during regular
work shifts. This way, you will improve your speed, memory and your
confidence.

❖ Use the Self-Checks, Activity Sheets and Task or Job Sheets at the
end of each section to test your own progress. Use the Performance
Criteria Checklist or Procedural Checklist located after the sheet to
check your own performance.

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 ❖ 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
LIST OF COMPETENCIES

No. Unit of Competency Module Title Code

Basic Competencies
1 Participate in workplace Participating in workplace 500311105
communication communication
2 Work in team environment Working in team 500311105
environment
3 Practice career Practicing career 500311106
professionalism professionalism
4 Practice occupational Practicing occupational 500311107
health and safety health and safety
Common Competencies
Develop and update Developing and updating TRS311201
5 industry knowledge industry knowledge
Observe workplace hygiene Observing workplace TRS311202
6 procedures hygiene procedures
Perform computer Performing computer TRS311203
7 operations operations
Perform workplace and Performing workplace and TRS311204
8 safety practices safety practices
Provide effective customer Providing effective TRS311205
9 service customer service
Core Competencies
12 Prepare the dining Preparing the dining TRS512387
room/restaurant area for room/restaurant area for
service service
13 Welcome guests and take Welcoming guests and TRS512388
food and beverage orders taking food and beverage
orders
14 Promote food and beverage Promoting food and TRS512389
products beverage products
15 Provide food and beverage Providing food and TRS512390
services to guests beverage services to
guests
16 Provide room service Providing room service TRS512391

pg. 3
17 Receive and handle Receiving and handling TRS512392
guest’s concerns guest’s concerns

MODULE CONTENT

UNIT OF COMPETENCY : Receive and handle guest’s concerns

MODULE TITLE : Receiving and handling guest’s concerns

MODULE DESCRIPTOR : This unit of competency deals with the

knowledge and skills required in receiving and
handling guest’s complaints.

NOMINAL DURATION : 24 hours

LEARNING OUTCOMES:

At the end of this module, you must be able to:

⮚ Listen to the complaint

⮚ Apologize to the guest

⮚ Take proper action on the complaint

⮚ Record complaint

ASSESSMENT CRITERIA:

⮚ Obtained the entire story or issue of concern from the guest

without interruption.
⮚ Noted details of the guest’s complaint or concern.

⮚ Gave full attention to the complaining guest.

⮚ Paraphrased guest’s complaint to determine if the concern is

correctly understood.
⮚ Offered sincere apology for the disservice.

⮚ Shown empathy to the guest to show genuine concern and

consideration.
⮚ Avoided excuses or blaming others.

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 ⮚ Expressed gratitude to the guest for bringing the matter up for
attention.
⮚ Took appropriate action regarding guest’s concerns.

⮚ Informed the right person or department who can solve the

problem for proper action.
⮚ Elevated or referred difficult situations or serious concerns to
higher authority.
⮚ Followed up on the problem to check whether it solved or not.

⮚ Documented complaints according to the establishment standard

procedures.
⮚ Recognized persons concerned and actions taken are recorded.

⮚ Logged and collated feedback received from guests.

LEARNING OUTCOME SUMMARY

Listen to the complaint

LEARNING OUTCOME # 1

CONTENTS:

⮚ Basic communication skills;

⮚ Listening skills;

ASSESSMENT CRITERIA:

⮚ Obtained the entire story or issue of concern from the guest without
interruption.
⮚ Noted details of the guest’s complaint or concern.

⮚ Gave full attention to the complaining guest.

⮚ Paraphrased guest’s complaint to determine if the concern is correctly

understood.
pg. 5
CONDITION: The students/trainees must be provided with the following:

Supplies and materials:

⮚ Actual documents or records of guest complaints; and

⮚ Feedback forms

ASSESSMENT METHODS:

⮚ Role play/Simulation

⮚ Written test

⮚ Demonstration

⮚ Oral questioning

LEARNING EXPERIENCES

Learning Activities Special Instructions

1. Read Information Sheet 6.1-1

⮚ Basic communication ⮚
skills;

pg. 6
 Compare your answers with the
2. Answer Self-Check 6.1-1
Answer Key 6.1-1

3. Read Information Sheet 6.1-2

⮚ Listening skills;

Compare your answers with the

4. Answer Self-Check 6.1-2
Answer Key 6.1-2

INFORMATION SHEET
6.1-1

BASIC COMMUNICATION SKILLS

Learning Objectives:

At the end of this lesson, you should be able to:

⮚ Define and understand the meaning of communication; and

pg. 7
 ⮚ Know the basics of communication skills.

Introduction:

Over time the forms of and ideas about communication have

evolved through the continuing progression of technology. The progression of
written communication can be divided into three "information communication
revolutions":

⮚ Written communication first emerged through the use of pictographs.

The pictographs were made in stone, hence written communication was
not yet mobile. Pictograms began to develop standardized and
simplified forms.

⮚ The next step occurred when writing began to appear on paper,

papyrus, clay, wax, and other media with common shared writing
systems, leading to adaptable alphabets. Communication became
mobile.

⮚ The final stage is characterized by the transfer of information through

controlled waves of electromagnetic radiation (i.e., radio, microwave,
infrared) and other electronic signals.

Communication is a process by which meaning is assigned and conveyed in

an attempt to create shared understanding. Gregory Bateson called it "the
replication of tautologies in the universe.” This process, which requires a vast
repertoire of skills in interpersonal processing, listening, observing, speaking,
questioning, analyzing, gestures, and evaluating enables collaboration and
cooperation.

pg. 8
 Misunderstandings can
be anticipated and solved
through formulations,
questions and answers,
and paraphrasing.
Written communication
can be clarified by
planning follow-up talks
on critical written
communication as part of
the everyday way of doing
business. A few minutes
spent talking in the
present will save valuable
time later by avoiding
misunderstandings in
advance. A frequent
method for this purpose is
reiterating what one heard
in one's own words and
asking the other person if
that really was what was
meant (paraphrasing).

Understanding the Basics of Communication Skills

Know what
communication really is.

Communication is the process

of transferring signals/messages
between a sender and a receiver
through various methods
pg. 9 (written words, nonverbal cues,
spoken words). It is also the
mechanism we use to establish
 Have courage to say what
you think.

Be confident in knowing that

you can make worthwhile
contributions to conversation.
Take time each day to be aware
of your opinions and feelings so
you can adequately convey them
to others. Individuals who are
hesitant to speak because they
do not feel their input would be
worthwhile need not fear. What
is important or worthwhile to
one person may not be to
Practice. another and may be more so to
Developing advanced someone else.
communication skills
begins with simple
interactions.
Communication skills can
be practiced every day in
settings that range from the
social to the professional.
New skills take time to
refine, but each time you
use your communication
skills, you open yourself to
opportunities and future
partnerships.

Engaging Your Audience

1. Make eye contact. Whether you are speaking or listening, looking
into the eyes of the person with
whom you are conversing can
make the interaction more
successful. Eye contact conveys
interest and encourages your
partner to be interested in you in
return.

One technique to help with this is

to
pg. 10
 consciously look into one of the listener’s
eyes and then move to the other eye.
Going back and forth between the two
makes your eyes appear to
sparkle. Another trick is to
imagine a letter “T” on the
listener’s face, with the crossbar being an imaginary line across the eye
brows and the vertical line coming down the center of the nose. Keep your
eyes scanning that “T” zone.

2. Use gestures.
These include gestures with your
hands and face. Make your whole body talk.
Use smaller gestures for individuals and
small groups. The gestures should get larger
as the group that one is addressing increases
in size.

3. Don’t send mixed

messages.
Make your words, gestures,
facial expressions and
tone match. Disciplining
someone while smiling
sends a mixed message
and is therefore
ineffective. If you have to
deliver a negative
message, make your
words, facial expressions, and tone match the message.
4. Be aware of what your body is saying.
Body language can say so much more than a
mouthful of words. An open stance with arms
relaxed at your sides tells anyone around
you that you are approachable and open
to hearing what they have to say.
Arms crossed and shoulders hunched, on the other
hand, suggest disinterest in conversation or
unwillingness to communicate. Often,
communication can be stopped before it starts by
body language that tells people you don't want to
talk.

pg. 11
 Appropriate posture and an approachable stance can make even difficult
conversations flow more smoothly.

5. Manifest constructive
attitudes and beliefs.

The attitudes you bring to

communication will have a
huge impact on the way you
compose yourself and interact
with others. Choose to be
honest, patient,
optimistic, sincere, respectful,
and accepting of others. Be
sensitive to other people's
feelings, and believe in others' competence.

6. Develop effective listening skills:

Not only should one be able to speak effectively,

one must listen to the other person's words and
engage in communication on what the other
person is speaking about. Avoid the impulse to
listen only for the end of their sentence so that
you can blurt out the ideas or memories your
mind while the other person is speaking.

USING YOUR WORDS:

1. Enunciate your words. Speak clearly and

don’t mumble. If people are always asking
you to repeat yourself, try to do a better
job of articulating yourself in a better
manner.
2. Pronounce your words correctly. People
will judge your competency through your
vocabulary. If you aren’t sure of how to say
a word, don’t use it. Improve your
vocabulary by reading new words in daily
routine.
Look in the dictionary to help you learn how to
pronounce a new word.

pg. 12
 3. Use the right words.
If you’re not sure of the meaning of a word, don’t use it. Grab a dictionary and
start a daily habit of learning one new word per day. Use it sometime in
your conversations during the day.

4. Slow your speech down.

People will perceive you as nervous and
unsure of yourself if you talk fast.
However, be careful not to slow down
to the point where people begin to
finish your sentences just to help you
finish.

5. Develop
your
voice. A high or whiny voice is not
perceived to be one of authority. In fact, a
high and soft voice can make you sound
like prey to an aggressive co-worker or
make others not take you seriously. Begin
doing exercises to lower the pitch of your
voice. Try singing, but do it an octave lower
on all your favorite songs. Practice this
and, after a period of time, your voice will
begin to lower.

6. Animate your voice. Avoid a monotone and use dynamics. Your pitch
should raise and lower periodically. Radio DJ's are usually a good
example of this.

7. Use appropriate volume. Use a volume that is appropriate for the

setting. Speak more softly when you are alone and close. Speak louder
when you are speaking to larger groups or across larger spaces.
pg. 13
 SELF-CHECK
6.1-1

TRUE OR FALSE

Directions: Read the questions carefully. In your answer sheet, write TRUE if
the statement is correct and write FALSE if it is incorrect.

1. Communication is the process of transferring signals or messages

between a sender and a receiver through various methods.

2. Effective communication is done through expressing your own opinion

and feelings while disregarding the opinions of others.

3. To develop communication skills, one should practice every day in

setting that range from social to the professional.

4. Making eye contact to who you are conversing with is very important in
effective communication.

5. Gestures are optional when conveying a message to a receiver.

6. If you have to deliver a negative message make your words, facial

expression and tone as lively and cheerful, as possible.

7. Awkward posture and unapproachable stance came make even difficult

conversations flow more smoothly.
pg. 14
 8. When someone is talking, avoid the tendency to talk, let him/her finish
what he/she is saying before you talk.

9. Mumbling the words you are saying will make you more professional
and intelligent when speaking.

10. Don’t use a word which you are not sure on how to pronounce it.

ANSWER KEY
6.1-1

1. TRUE

2. FALSE

3. TRUE

4. TRUE

5. FALSE

6. FALSE

7. FALSE

8. TRUE

9. FALSE

10. TRUE

pg. 15
 INFORMATION SHEET
6.1-2

LISTENING SKILLS

Learning Objectives:

After reading this information sheet, you must be able to:

⮚ Obtain knowledge of the principles of active listening; and

⮚ Pick up verbal and non-verbal messages.

Introduction:
Listening is a broad term used to refer to complex
affective, cognitive, and behavioral processes. Affective
processes include the motivation to attend to others;
cognitive processes include attending to,
understanding, receiving, and interpreting content and
relational messages; and behavioral processes include
responding with verbal and nonverbal feedback.
Listening differs from obeying. Parents may commonly
conflate the two, by telling a disobedient child that he "didn't listen to me". A
person who receives and understands information or an instruction, and then

pg. 16
chooses not to comply with it or to agree to it, has listened to the speaker, even
though the result is not what the speaker wanted.

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.

For example, if someone tells you that they are happy with their life but
through gritted teeth or with tears filling their eyes, you should consider that
the verbal and non-verbal messages are in conflict, they maybe don't mean
what they say.

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.
2. 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.

3. 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.
4. Remove Distractions
Focus on what is being said.
pg. 17
Don’t doodle, shuffle papers, look out the window, pick your fingernails or
similar. Avoid unnecessary interruptions. These behaviors disrupt the
listening process and send messages to the speaker that you are bored or
distracted.

5. Empathize

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 empathize with the speaker. If the speaker
says something that you disagree with then wait and construct an argument to
counter what is said but keep an open mind to the views and opinions of
others.
6. 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.
7. 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.
8. 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.
9. Listen for Ideas – Not Just
Words

You need to get the whole picture,

not just isolated bits and pieces.
pg. 18
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.
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.

SELF-CHECK
6.1-2

MULTIPLE CHOICE:

Directions: Read the sentences carefully. From the given choices, select the
best answer and write your answers on your answer sheet.

1. According to “Mark Twain” we would have how many tongues and ears,
if we would talk more than we listen?
A. 2 tongues, 2 ears B. 1 tongue, 1 ear
B. 2 tongues, 1 ear D. 2 ears, 1 tongue

2. Listening skills involve not only listening with our ears but also listening
with our ________?
A. Mind B. Spirit C. Eyes D. Soul

3. The three things we need to reveal the ideas of others are what?
A. Focus, concentrate, and block distractions,
B. Allow distractions, wander and defocus
C. Think, talk and listen all at the same time
D. Memorize, talk and laugh

4. What is the best thing to do, if the speaker says something that you
disagree with?
A. Laugh out loud
B. Keep an open mind to the views and opinions of others
C. Argue and counter his opinion
D. Smile and say nothing

pg. 19
 5. A good speaker will use both volume and tone to their advantage to keep
an audience attentive?
A. Disagree
B. Maybe
C. Agree
D. No comment

ANSWER KEY
6.1-2

1. B
2. C
3. A
4. B
5. C

pg. 20
 LEARNING OUTCOME SUMMARY

LEARNING OUTCOME # 2 Apologize to the guest

CONTENTS:

⮚ H.E.A.T. in problem solving;

⮚ Dealing with specific types of customers; and

⮚ Managing difficult customers/guests;

ASSESSMENT CRITERIA:

⮚ Offered sincere apology for the disservice.

⮚ Shown empathy to the guest to show genuine concern and

consideration.
⮚ Avoided excuses or blaming others.

⮚ Expressed gratitude to the guest for bringing the matter up for attention.

CONDITION: The students/trainees must be provided with the following:

Supplies and materials:

pg. 21
 ⮚ Actual documents or records of guest complaints; and

⮚ Feedback forms

ASSESSMENT METHODS:

⮚ Role play/Simulation

⮚ Written test

⮚ Demonstration

⮚ Oral questioning

LEARNING EXPERIENCES

Learning Activities Special Instructions

1. Read Information Sheet 6.2-1

⮚ H.E.A.T. in problem
solving

Compare your answers with the

2. Answer Self-Check 6.2-1
Answer Key 6.2-1

3. Read Information Sheet 6.2-2

⮚ Dealing with specific
types of customers

pg. 22
 4. Answer Self-Check 6.2-2 Compare your answers with the
Answer Key 6.2-2

5. Read Information Sheet 6.2-3

⮚ Managing difficult ⮚
customers/guests

Compare your answers with the

6. Answer Self-Check 6.2-3
Answer Key 6.2-3

7. Perform Activity sheet 6.2-1

Check your performance using the
Role Playing (A complaining guest vs.
Performance Criteria Checklist
the food attendant)
6.2-1

INFORMATION SHEET
6.2-1

H.E.A.T. IN PROBLEM SOLVING

Learning Objectives:

After reading this information sheet, you just be able to:

⮚ Help solve complaints raised by guests; and

⮚ Take action for guest’s concerns.

Introduction:

pg. 23
Problem solving is the process of working through details of a problem to reach
a solution. Problem solving may include mathematical or systematic operations
and can be a gauge of an individual's critical thinking skills.

The acknowledgement and definition of an issue that does or may arise during
the performance of a process. Business managers need to be skilled in problem
recognition and solution techniques to be of the greatest help in guiding their
company toward greater success.

Steps to Developing an Innovative Solution to a Problem

In today's marketplace,
the practice of
innovation isn't just
about creating new
products. It's about
discovering completely
new markets that meet
previously unknown
and therefore untapped
customer needs. And in
the age of Internet
commerce, the act of
innovation becomes an
even greater challenge, awash in a sea of new ideas. Therefore the drive toward
selecting and executing the right ideas and bringing them to market before
your competitors takes on an urgency that has been previously unknown, yet
is sure to increase in the rapidity of its scale in the years ahead.

As a result, the driving forces behind innovation - previously

technology and control of quality and cost - have shifted
away from issues of efficiency and are now solely focused on
the creativity and growth of the organization toward a future
state of competitiveness.

Regardless of the size and scope of your organization,

customer-centered companies looking to innovate for the
modern consumer might consider the following “H.E.A.T.”
approach:

pg. 24
 1. HEAR – The first step is to
actually listen to the
customer. Hear them
out. Don’t interrupt.
Sometimes a customer just wants
to vent. Of course, other
times they have a real
problem that needs
solving. Try to listen for
cues about what’s really
bugging them. Is it the
problem with their meal or
their room – or is it that
they are now running
late. If the real problem is
time – that takes a different twist to your solution (you got to solve this
thing fast!)

2. EMPATHIZE – Empathy is defined

as the ability to imagine oneself in
another's place and understand
the other's feelings, desires, ideas,
and actions. Over the years, I
have found the best way to do this
(and teach team members how to
do it) is by “naming the
emotion”. By that I mean to
articulate to the customer what
they are feeling and validate it. “I
understand how you feel, I’d be
frustrated too.” Or “I completely
understand and if that happened
to me, it would make me very
upset.” By naming the emotion, expressing understanding, and placing
yourself in the customer’s place – you begin the process of diffusing
the situation.

pg. 25
 3. APOLOGIZE – This is a big one, and
easy too. It goes like this: “I’m
sorry.” It can be that
easy. Unfortunately, many line level
team members tend to take this sort
of thing personally and feel
apologizing for something they may
not have personally had any control
over to be uncomfortable. My
advice: Get over it. Nobody said it
was your fault; we aren’t blaming
you, so apologize already. To be
more powerful, add a little of what
we learned in the previous stage,
“I’m sorry for the inconvenience this
has caused you. I’m really very sorry this happened.”

4. TAKE ACTION – The segue from

Apologize to Take Action should be
seamless. The very next sentence
out of your mouth should be what
you’re going to do about the
customer’s complaint. The
customer deserves to know what
is going to happen next and what
they can expect. The foundation to
most customer complaints is the
disconnection from what was
expected and what actually
happened. This is your chance to
reestablish an expectation and
deliver on it. Taking the appropriate
action can only be done if you really
hear the problem, fully understand the customer’s feelings, and combine
it with a sincere apology.

Using this simple “HEAT” approach can increase the effectiveness of

your problem solving skills.

pg. 26
 SELF CHECK
6.2-1

MULTIPLE CHOICE

Directions: From among the choices given, select the best answer. Write your
answers in your answer sheet.

1. The acronym H.E.A.T. stands for what?

A. Heat, Empathize, Apologize, Take action
B. Hear, Emphasize, Apologize, Take home
C. Hear, Empathize, Apologize, Take action
D. Heat, Emphasize, Apologize, Take home

2. The phrase “I’m sorry” means that we are _________________?

A. Empathizing B. Apologizing
B. Taking action D. Hearing

3. It is defined as the ability to imagine oneself in another's place and

understand the other's feelings, desires, ideas, and actions.

A. Empathy B. Emphasis C. H.E.A.T. D. Hear

4. What is the 4th step to an innovative solution to a problem?

A. Apologizing B. Taking Action C. Empathize D. Hearing

B. Using the simple “HEAT” approach can increase the effectiveness of

your problem solving skills.

A. No Comment B. Disagree C. Maybe D. Agree

pg. 27
 ANSWER KEY
6.2-1

1. C

2. B

3. A

4. B

5. D

pg. 28
 INFORMATION SHEET
6.2-2

DEALING WITH SPECIFIC TYPES OF CUSTOMERS

Learning Objective:

After reading this information sheet, you must be able to:

1) Deal with different types of customers;

2) Apply the different techniques in dealing with specific types of
guests.

Introduction:

Knowing your customers is the key to good customer service interactions.

Typically, a food attendant/waiter/waitress handles tens of customers eight

hours a day for five days a week. This task can be exhausting, especially
because every interaction you handle comes with unique challenges.

This is mainly because each customer has a different personality, although

there will be similarities among some. You must therefore know how to identify
each customer and adapt accordingly to ensure a smooth interaction.

Here are the five different types of customers you might encounter and
some tips on communicating with them.

1. The irate customer

Known for their anger that explodes, irate

customers are among the most common
customers you'll encounter. Some of them
may be fuming even before they begin their
interaction with you. Others, on the other
hand, were only annoyed at the start of the
interaction but got increasingly aggravated
with every unanswered inquiry,
unnecessarily long time of waiting, and
unsatisfied requests.
The key to interacting with this kind of
customer is to be calm throughout the
interaction. The trouble will only escalate if you let your own irritation and

pg. 29
impatience take over the conversation. Instead, assure the customer you know
how to solve the problem, and then provide a solution as soon as you can.

2. The talkative customer

Talkative customers are the bane of a

restaurant’s productivity, as they can slow
transactions down. These customers tend to
drone on about topics unrelated to the issue
they're discussing with you. Because
conversations with them take too long, you
may have to put other queued customers on
hold. This means you'll be losing the
opportunity to help other customers.
To maintain control over the conversation with
a chatty customer, focus on the reason why
the customers called you. Should the
conversation digress from the topic, politely
redirect the discussion back to the main
issue.

3. The mistaken customer

This type of customer insists that

they know more than you do, but
in fact, they may be misinformed. So
when given a solution, they might
not believe you immediately. This
makes it hard for you to deal with
them.

Telling them outright that they're

wrong can easily anger them, so it's
best to make them feel that you're
their ally in uncovering the answer
they need. Be careful not to come off as high and mighty. Be polite as you
explain to customers how the solutions you recommend can help them better.

4. The elitist customer

Elitist customers don't like dealing with

frontline agents, as they think that the
problem they're facing are too special or
too complex for employees to handle.
Thus, after explaining things to them, you
may hear them say, "I want to talk to your
supervisor" instead of giving your
recommended solutions a shot.
pg. 30
When handling this type of customer, assert that you are qualified to fix
their issues, but do so in a polite manner. If the problem can be solved
without a manager's intervention, inform them that it's not advisable to
escalate the matter to a supervisor. Make sure, however, that you can
thoroughly address their issues.

5. The positive customer

This type of customer is the best one there

is. They are friendly customers who just
want to get their problems fixed.
Customers with a positive mindset can be
beneficial for your company. They can
provide you insights regarding your
products, services, or business, which can
help your company grow. They can be your
brand's promoters as well. Just continue
giving the best service to them and they'll
likely to stick to your brand.
It's important for food attendants to know how to handle customers with
varying personalities in order to ensure that interactions will go smoothly. Be
intuitive and adapt an effective strategy in handling different types of
customers. That way, you can keep all clients happy and loyal to your brand.

SELF CHECK
6.2-2

pg. 31
IDENTIFICATION

Directions: Identify what kind of customer are the following. Write you answers in
a separate sheet.

1. These customers don't like dealing with frontline agents, as they think that
the problem they're facing are too special or too complex for employees to
handle.

________________________________

2. They are friendly customers who just want to get their problems fixed.

________________________________

3. Known for their anger that explodes, these customers are among the most
common customers you'll encounter.

________________________________

4. This type of customer insists that they know more than you do, but in fact,
they may be misinformed. So when given a solution, they might not believe
you immediately.

________________________________

5. These customers tend to drone on about topics unrelated to the issue

they're discussing with you.

________________________________

ANSWER KEY
6.2-2
pg. 32
 1. The elitist customer

2. The positive customer

3. The irate customer

4. The mistaken customer

5. The talkative customer

INFORMATION SHEET
6.2-3

pg. 33
 MANAGING DIFFICULT CUSTOMERS/GUESTS

Learning Objective:

After reading this information sheet, you must be able to:

1) Manage difficult customers/guests.

Introduction:

No matter what industry

you’re in, you’ve most likely
dealt with a difficult customer
at some point. Whether the
issue you faced was beyond
your control or a direct
response to a mistake, in
business you may encounter
the good, the bad, and the ugly.

It can be challenging to
know exactly how to handle a
difficult customer, but with the right tips and tactics you’ll be prepared to
navigate any situation that comes your way. Identifying which customer type
you’re dealing with is the first step to successfully handling the incident.

Once you know what type of difficult customer you’re dealing with, it can
be helpful to keep a few key tips in mind. Approach each encounter uniquely
and cater your communication method to the customer type you’re working
with. Think about shifting your mindset and look at every interaction as an
opportunity to build rapport. Stay calm and professional no matter what
situation you find yourself in. If you play your cards right, you’re likely to end
up with a returning customer and in turn, avoiding customer churn.

10 TIPS ON HOW TO TURN A BAD

CUSTOMER SERVICE SITUATION INTO AN OPPORTUNITY TO IMPROVE YOUR
BUSINESS.

pg. 34
 The customer may always be right, but that doesn't mean all customers
are easy to deal with. Anyone who's ever worked in customer service can tell
you, customers can be downright unruly. Still, if you want to stay in business,
you've got to deal with them. Finding techniques that help you disarm unhappy
customers and win them to your site is the key to providing great customer
service – even when you really want to kick nasty customers to the curb.

1. Listen. Do not try to talk over the

customer or argue with them. Let the
customer have their say, even if you
know what they are going to say
next, and even if they may not have
all the information or be mistaken.
As you listen, take the opportunity to
build rapport with the customer.

2. Build rapport through

empathy. Put yourself in the
customer's shoes. Echo back
the source of their
frustration and show that
you understand their
position and situation. If you
can identify with a
customer's issue, it will help
calm them down. If you
verbally "nod" during the
conversation, the customer will feel better understood.

3. Lower your voice. If the customer gets

louder, start speaking more slowly and in
a lower tone. Your calm demeanor will
reflect on them and will help them to
settle down. As you approach the
situation with a calm, clear mind,
unaffected by the customer's tone or
volume, anger will generally dissipate.

pg. 35
 4. Assume all your customers are watching.
Pretend you are not talking only to the customer
but to an audience that is watching the
interaction. This shift in perspective can provide
an emotional buffer if the customer is being
verbally abusive and will allow you to think more
clearly when responding. Since an unruly
customer can be a negative referral, assuming
they'll repeat the conversation to other potential
customers can help ensure you've done your best
to address their concerns in a calming way.

5. Know when to
aspirin and risk negative
referrals, it is probably better to
draw a compromise a bit more
in their favor to give you more
time to nurture your more
productive customer
relationships. Keep in mind
that the interaction is not
typical of most customers, and
that you're dealing with an
exception.

6. Never get angry or upset. If the

customer is swearing or being
verbally abusive, take a deep
breath and continue as if you
didn't hear them. Responding in
unkind manner will not solve
anything, and it will usually
escalate the situation in a negative
direction. Instead, remind the
customer that you are there to help
them and their best immediate
chance of resolving the situation -
often this simple statement will help defuse the situation.

pg. 36
 7. Never take it personally. Always speak to
the issue at hand and do not get personal,
even if the customer does. Remember that the
customer doesn't know you and they're just
venting frustration at you as a representative
of your company. Gently guide the
conversation back to the issue and how you
intend to resolve it, and try to ignore personal
comments.

8.
Remember that you're
interacting with a
human. Everyone has bad days.
Maybe they had a fight with
their spouse, got a traffic ticket
that morning or have had a run
of bad luck. We've all been there,
to some degree. Try to help make
their day better by being
pleasant, using calm voice, it'll
make you feel good, too.

9. If you promise a solution – do it! The

customer will be reassured to know that
you were not trying to dodge them and
will appreciate the follow-up.

10. Summarize the next steps. Let

the customer know exactly what to
expect and then be sure to follow
through on your promises. Document the
action taken to ensure you’re well
prepared for the next interaction

pg. 37
 SELF CHECK
6.2-3

MATCHING TYPE

Directions: Match column “A” with column “B”

Match the appropriate/best tip to the following situation:

COLUMN A COLUMN B

1. Never argue with the A. Building rapport

customer
2. Reassure the customer to know B. Never get angry or upset
that you are not trying to dodge
them and will appreciate the
follow-up.
3. Put yourself in the customer's C. Never take it personally
shoes.
4. Pretend you are not talking onlyD.
to Listen
the customer but to an
audience that is watching the
interaction.
E. Inter-acting with a human.
5. Always speak to the issue at hand
and do not get personal, even if
the customer does.
6. Try to help make their day better by F. If you promise a solution –
being pleasant, using calm voice do it!
7) Remind the customer that you areG. Assume all your customers are
there to help them and their watching
best immediate chance of
resolving the situation.
H.isSummarize the next steps
8) Keep in mind that the interaction
not typical of most customers,
and that you're dealing with an
exception.
9) Document the action taken to I. Lower your voice.
ensure you’re well prepared for
the next interaction
10) As you approach the situation J. Show indifference.
with a calm, clear mind,
unaffected by the customer's
tone or volume, anger will
generally dissipate
K. Know when to give in

pg. 38
 ANSWER KEY
6.2-3

1. D
2. F
3. A
4. G
5. C
6. E
7. B
8. K
9. H
10. I

pg. 39
 ACTIVITY SHEET
6.2-1

Title: Role Playing (A complaining guest vs. the food attendant)

Performance Objective:
Given the needed materials, you should be able to:
1) Hear the complaint;
2) Empathize with your customer;
3) Apologize to the guest/customer; and
4) Take appropriate action.

Materials Needed:
● Menu Book

● Order Slip

● Billing statement

Steps/Procedures:
1. Look for a partner; you will act as the food attendant and your partner
will act as the customer;
2. Prepare all the needed materials, before starting the role playing.
3. Get from your trainer the scenario that you will act in a play.
4. Apply the “H.E.A.T.” approach in solving the problem.
5. Receive/Hear the feedback from your trainer after the role playing.

Assessment Method:
- Demonstration
- Oral Questioning

pg. 40
 PERFORMANCE CRITERIA CHECKLIST
6.2-1

Trainee’s Name: ___________________________________ Date:

_________________

Y N
CRITERIA
Did I…?
1. Look for a partner and act as the food attendant and
my partner as the customer?

2. Prepare all the needed materials, before starting the

role play?

3. Get from my trainer the scenario that I will act in a

play?

4. Apply the “H.E.A.T.” approach in solving the

problem?

5. Receive/Hear the feedback from my trainer after the

role play?

pg. 41
 LEARNING OUTCOME SUMMARY

LEARNING OUTCOME # 3 Take proper action on the complaint

CONTENTS:
⮚ Basic problem solving skills.

ASSESSMENT CRITERIA:

⮚ Took appropriate action regarding guest’s concerns.

⮚ Informed the right person or department who can solve the problem for
proper action.
⮚ Elevated or referred difficult situations or serious concerns to higher
authority.
⮚ Followed up on the problem to check whether it solved or not.

CONDITION: The students/trainees must be provided with the following:

Supplies and materials:

⮚ Actual documents or records of guest complaints

⮚ Feedback forms

ASSESSMENT METHODS:

⮚ Role play/Simulation

⮚ Written test

⮚ Demonstration

⮚ Oral questioning

pg. 42
 LEARNING OUTCOME SUMMARY

LEARNING OUTCOME # 3 Take proper action on the complaint

CONTENTS:
⮚ Basic problem solving skills.

ASSESSMENT CRITERIA:

⮚ Took appropriate action regarding guest’s concerns.

⮚ Informed the right person or department who can solve the problem for
proper action.
⮚ Elevated or referred difficult situations or serious concerns to higher
authority.
⮚ Followed up on the problem to check whether it solved or not.

CONDITION: The students/trainees must be provided with the following:

Supplies and materials:

⮚ Actual documents or records of guest complaints

⮚ Feedback forms

ASSESSMENT METHODS:

pg. 43
 ⮚ Role play/Simulation

⮚ Written test

⮚ Demonstration

⮚ Oral questioning

LEARNING EXPERIENCES

Learning Activities Special Instructions

1. Read Information Sheet

6.3-1
Basic problem solving skills.

Compare your answers with the

Answer Self-Check 6.3-1
Answer Key 6.3-1

pg. 44
 INFORMATION SHEET
6.3-1

BASIC PROBLEM SOLVING SKILLS

Learning Objective:

After reading this information sheet, you must be able to:

1) Learn the basic steps and characteristics of problem solving

process.

Introduction:

Problem solving is the act of defining a problem, determining the cause of

the problem, identifying, prioritizing and selecting alternatives for a solution,
and implementing a solution.

THE FOUR BASIC STEPS OF THE PROBLEM-SOLVING PROCESS

In order to effectively manage and run a successful organization, leadership

must guide their employees and develop problem-solving techniques. Finding a
suitable solution for issues can be accomplished by following the four-step
problem-solving process and methodology outlined below.

pg. 45
Step Characteristics

1. Define the problem ⮚ Differentiate fact from opinion

⮚ Specify underlying causes
⮚ Consult each faction involved for information
⮚ State the problem specifically
⮚ Identify what standard or expectation is violated
⮚ Determine in which process the problem lies
⮚ Avoid trying to solve the problem without data

2. Generate alternative ⮚ Postpone evaluating alternatives initially

solutions
⮚ Include all involved individuals in the generating of
alternatives
⮚ Specify alternatives consistent with organizational goals

⮚ Specify short- and long-term alternatives

⮚ Brainstorm on others' ideas
⮚ Seek alternatives that may solve the problem

3. Evaluate and select ⮚ Evaluate alternatives relative to a target standard

an alternative
⮚ Evaluate all alternatives without bias
⮚ Evaluate alternatives relative to established goals
⮚ Evaluate both proven and possible outcomes
⮚ State the selected alternative explicitly

4. Implement and ⮚ Plan and implement a pilot test of the chosen

follow up on the
alternative
solution
⮚ Gather feedback from all affected parties

⮚ Seek acceptance or consensus by all those affected

⮚ Establish ongoing measures and monitoring
⮚ Evaluate long-term results based on final solution

Problem Solving Chart

pg. 46
 1. Define the Problem

Diagnose the situation so that your focus is on the problem, not just its
symptoms. Helpful problem-solving techniques include using flowcharts to
identify the expected steps of a process and cause-and-effect diagrams to
define and analyze root causes.

The sections below help explain key problem-solving steps. These steps support
the involvement of interested parties, the use of factual information,
comparison of expectations to reality and a focus on root causes of a problem.
You should begin by:

● Reviewing and documenting how processes currently work (i.e., who does what,
with what information, using what tools, communicating with what
organizations and individuals, in what time frame, using what format).
● Evaluating the possible impact of new tools and revised policies in the
development of your “what should be” model.

2. Generate Alternative Solutions

Postpone the selection of one

solution until several problem-
solving alternatives have been
proposed. Considering multiple
alternatives can significantly
enhance the value of your ideal
solution. Once you have decided on
the “what should be” model, this
target standard becomes the basis
for developing a road map for investigating alternatives. Brainstorming and
team problem-solving techniques are both useful tools in this stage of problem
solving.

Many alternative solutions to the problem should be generated before final

evaluation. A common mistake in problem solving is that alternatives are
evaluated as they are proposed, so the first acceptable solution is chosen, even
if it’s not the best fit. If we focus on trying to get the results we want, we miss

pg. 47
 the potential for learning something new that will allow for real improvement in
the problem-solving process.

3. Evaluate and Select an Alternative

Skilled problem solvers use a series of considerations when selecting the best
alternative. They consider the extent to which:

● A particular alternative will solve the problem without causing other

unanticipated problems.

● All the individuals involved will accept the alternative.

● Implementation of the alternative is likely.

● The alternative fits within the organizational constraints.

4. Implement and Follow Up on the Solution

Leaders may be called upon to direct others to implement the solution, “sell”
the solution, or facilitate the implementation with the help of others. Involving
others in the implementation is an effective way to gain buy-in and support
and minimize resistance to subsequent changes.

pg. 48
Regardless of how the solution is rolled out, feedback channels should be built
into the implementation. This allows for continuous monitoring and testing of
actual events against expectations. Problem solving, and the techniques used
to gain clarity, are most effective if the solution remains in place and is
updated to respond to future changes.

Adapted from The Executive Guide to Improvement and Change, ASQ Quality
Press

SELF-CHECK
6.3-1

Identification:
Directions: Identify the following CHARACTERISTICS and put them into the
appropriate STEPS boxes.
CHARACTERISTICS:

1. Identify what standard or expectation is violated

2. Assess alternatives relative to established goals
3. Avoid trying to solve the problem without data
4. Gather feedback from all affected parties
5. Brainstorm on others' ideas.
6. Differentiate fact from opinion
7. Establish ongoing measures and monitoring
8. State the selected alternative explicitly
9. Specify short- and long-term alternatives
10. Plan and implement a pilot test of the chosen alternative
11. Weigh all alternatives without bias
12. Include all involved individuals in the generating of alternatives

STEP 1. DEFINE THE PROBLEM STEP 2. GENERATE ALTERNATIVE

SOLUTIONS

pg. 49
STEP 3. EVALUATE AND SELECT AN STEP 4. IMPLEMENT AND FOLLOW
ALTERNATIVE UP ON THE SOLUTION

ANSWER KEY
6.3-1

STEP 1. DEFINE THE PROBLEM STEP 2. GENERATE ALTERNATIVE

SOLUTIONS

⮚ Differentiate fact from opinion ⮚ Include all involved individuals in

the generating of alternatives
⮚ Identify what standard or
⮚ Specify short- and long-term
expectation is violated
alternatives
⮚ Avoid trying to solve the problem
⮚ Brainstorm on others' ideas
without data

STEP 3. EVALUATE AND SELECT AN STEP 4. IMPLEMENT AND FOLLOW

ALTERNATIVE UP ON THE SOLUTION
pg. 50
 ⮚ Weigh all alternatives without bias ⮚ Plan and implement a pilot test of
⮚ Assess alternatives relative to the chosen alternative
established goals ⮚ Gather feedback from all affected

⮚ State the selected alternative parties

explicitly ⮚ Establish ongoing measures and
monitoring

LEARNING OUTCOME SUMMARY

LEARNING OUTCOME # 4 Record complaint.

CONTENTS:

⮚ Recording complaints; and

⮚ Complaints Handling Procedures.

ASSESSMENT CRITERIA:

a. Documented complaints according to the establishment standard

procedures.
b. Recognized persons concerned and actions taken are recorded.
c. Logged and collated feedback received from guests

pg. 51
CONDITION: The students/trainees must be provided with the following:

Supplies and materials:

⮚ Actual documents or records of guest complaints

⮚ Feedback forms

ASSESSMENT METHODS:

⮚ Written test

⮚ Demonstration

⮚ Oral Questioning

LEARNING EXPERIENCES

Learning Activities Special Instructions

Read Information Sheet 6.4-1

Recording complaints ⮚

Answer Self-Check 6.4-1

Compare your answers with the
pg. 52
 Answer Key 6.4-1

Read Information Sheet 6.4-2

Complaints Handling Procedures

Use the Performance Criteria

Perform Job sheet 6.4-1
Checklist 6.4-1 in evaluating your
Record complaints using the
performance.
sample form given

INFORMATION SHEET

6.4-1

RECORDING COMPLAINTS

Learning Objectives:

At the end of the lesson, you should be able to:

1) Learn the principles to be followed when recording a complaint;

and

2) Perform the procedures in handling complaints.

pg. 53
Introduction:

A complaint is an expression of dissatisfaction, made either verbally or

in writing, about the standard of service, actions or lack of action affecting an
individual customer or group of customers.

Documenting a complaint means backing it up with as much provable

fact or information - documentation - as possible. Documenting a complaint
can be as simple as taking notes on a conversation, and as complicated as
engaging in extensive library research and collecting many pieces of evidence.

Your documentation needs to be appropriate to the entity you're

complaining to. Regulatory bodies, entities who are targets of the complaint,
the press, and the public at large may each respond to different kinds and
levels of documentation. You have to know what's necessary and be prepared
to provide it.

WHAT IS
DOCUMENTING A COMPLAINT?
Documenting a complaint means backing it up with as much provable fact or
information - documentation - as possible.
Some of the things you may have to document:

● That the action or condition or policy you're complaining about actually

happened or exists
● That the action or condition or policy in question was intentional, or at
least that those responsible for it knew, or should have known, its
consequences, or known that it was illegal or unethical
● That a particular individual or entity was or is responsible for the action
or condition or policy in question

pg. 54
 ● That you or others actually had particular experiences or conversations
● That someone was actually harmed or otherwise negatively affected by
the action or condition or policy in question
● The particular physical, social, economic, health, psychological,
environmental, or other results of the action or condition or policy in
question
● Your own credentials, or those of any expert you consult or cite.

WHY SHOULD YOU DOCUMENT A COMPLAINT?

Regulatory agencies, and courts need evidence in order to sort out the reality of
a situation. (That's why we have trials - so that the judge or jury can figure out
who's telling the truth.) If you can prove the substance of your complaint, or at
least show that all the evidence points in the direction you're suggesting, you've
gone a long way toward getting something done about it.
WHO SHOULD DOCUMENT COMPLAINTS?
As should be obvious by now, anyone
who wants to file or register a complaint
should document it. If you think there's
a problem, you need evidence to
convince others that that's the case.
There are some people, however, whose
documentation may be particularly
important.

pg. 55
 ● Experts in the field. If you're worried about practices or possible
leakage at a local nuclear power plant, for instance, having a nuclear
engineer help you document the situation may be more effective than
doing it alone. He may see things that you wouldn't have thought to look
for, or understand why a particular procedure is important to your
complaint.

● People on the inside. Whistleblowers or others who are willing to

document practices or actions within the entity you're complaining about
ay have access to information you'd never have found otherwise.

● People directly affected by the issue. Those who have been harmed,
endangered, or otherwise negatively affected by the subject of the
complaint, should be documenting every detail of their experience. Those
details may eventually supply the most convincing support for the
complaint.

● Community leaders or other respected individuals. Your

documentation can take on added strength and credibility if some of it
comes from people in the community whom everyone knows and looks
up to.

WHEN SHOULD YOU DOCUMENT

COMPLAINTS?
The great irony about documenting complaints
is that - as you often find out later - You should
start before you realize you have a complaint. If
you take that seriously, you can spend your
whole life documenting everything. Since that's
probably not how you want to spend your time,
you have to make some choices about when
you actually try to document what's happening.
In fact, there are some specific times when it
makes sense to gather evidence.
WHEN SHOULD YOU DOCUMENT
COMPLAINTS?

● When you're seeking

evidence to bring before a
regulatory body or court.
This is perhaps the situation
in which there is the clearest

pg. 56
 need for documentation. Your documentation in this case needs to be as
detailed and accurate as possible, and needs to have been obtained
legally.
●

● When you're looking for facts to back up advocacy for or against

legislation or policy. If you're advocating for legislation or policy that
would address the subject of your complaint, your chances of success
will be far greater if you have documentation of the practice or condition
you want to change.

● When you're trying to convince an organization to change its

procedures or policies. If the staff of the welfare office often humiliates
welfare recipients, for example, bringing documentation to the
administrator in charge may be enough to change organizational policy
about the treatment of clients.
●

● When you're accusing an organization, business, or government

body of wrongdoing, malpractice, or incompetence. Unless the entity
has actually broken the law, you'll generally have to provide
documentation of a series of events that show a pattern, rather than just
a single one.
●

● When you suspect a pattern of consumer fraud. When elders in the

area receive phone calls offering spectacular deals or investment
possibilities too good to be true, they usually are too good to be true.
There are numerous stories of phone solicitations that lead to people -
older people particularly - losing their life savings, or paying outrageous
prices for inferior aluminum siding that they didn't need. Documentation
can help to stop this practice, and can also be used to prosecute those
responsible.
●

● When you suspect that the target of your complaint might accuse
you of slander or libel, or might falsely accuse you of some other
wrongdoing. As explained above, truth is the ultimate defense against
slander or libel. If you carefully document not only the details of your
complaint, but the details of theirs against you as well, you'll be able not
only to prove your case, but to demonstrate your opponents' true colors.

HOW DO YOU DOCUMENT COMPLAINTS?

The first step in documenting a complaint is understanding what kind of
documentation you'll need. It will vary, depending upon whom you're
registering the complaint with. Once you've settled that question, you then
have to make a plan for collecting the documentation, and actually do it.
pg. 57
RECORD DOCUMENTS FOR COMPLAINTS / ISSUES

Everyone in you organization should be confident that complaints, issues

concerns will be dealt with openly, honestly and fairly.

Everyone in your organization should know to report any serious concerns

about the safety or welfare of your customers. All complaints should be
properly recorded and given appropriate solution. With these, effective
customer service can be obtained.

Principles to be followed when completing a report of a complaint, issue

or concern:

• Treat all complaints seriously.

• Deal with complaints promptly, sensitively and confidentially.
• Maintain a calm attitude. Do not pre- judge the situation.
• Ask the complainant if they will consent to you taking notes.
• Write the description of the complaint /issue using the complainants own
words.
• Find out the nature of the relationship between the complainant and the
person complained about (for example, food attendant/customer, waiter/food
server, etc.)
• Ask the complainant whether they fear victimization or other consequences.
• Find out what outcome the complainant wants and if they need any support.
• Ask the complainant how the complaint to be dealt with under the policy.
• Keep the complaint confidential and do not disclose it to another person
without the complainant’s consent except if disclosure is required by law (for
example, a report to police and/or government authorities) or if disclosure is
necessary to effectively deal with the complaint.

Here is a sample of a Record of Complaint/Issue:

Name of recording
officer
Complainant’s Name Date Complaint was
Received:
pg. 58
 ___/___/____
Status/Role [ Single [ Manager
[ Married [
[ Widow/ Supervisor
widower [ Employee
[ Customer

Name of person
complained about
Location/Event of
alleged issue
Description of alleged
issue
Nature of Complaint
(Pls. give specifics)
Methods (if any) of
attempted resolution
Support Person
(if any)
Resolution
procedures followed
(outline)
If investigated (Write
the findings)
If mediated:
Date of Mediation

Record mediation
form completed

Any other action

taken – agreement
signed off
If appealed,
Decision

Action recommended
Resolution [ Less than 3 mos. to [ resolve Between
3-8 mos. to resolve
More than 8 mos. to resolve
[
Completed by: Name: _________________________
Position: _________________________
Signature: __________________________
Signed by Complainant:
_____________________________________________

Respondent:
pg. 59
 _____________________________________________

SELF CHECK
6.4-1

TRUE OR FALSE:

Directions: Read the sentences carefully. Determine whether the statements is

true or false. In your answer sheet, write T if the statement is correct and F if it
is incorrect.

1. A complainant is an expression of dissatisfaction, made either verbally or in

writing, about the standard of service, actions or lack of action affecting an
individual customer or group of customers.

2. People directly affected by the issue are among those who should
documents complaints.

3. It is always good to show documents of complaints publicly.

4. Complaints, issues or concerns should be dealt with honestly and fairly.

5. You should document complaints when you suspect a pattern of consumer

fraud.

pg. 60
 ANSWER KEY
6.4-1

1. F
2. T
3. F
4. T
5. T

pg. 61
 INFORMATION SHEET
6.4-2

COMPLAINTS HANDLING PROCEDURES

Learning Objective:

After reading this information sheet, you should be able to:

1) Assess complaints; and

2) Record complaints manually and in desktop computer and
or laptop.

Introduction:

Complaints are an important way for the management of an organization to be

accountable to the public, as well as
providing valuable prompts to review
organizational performance and the
conduct of people that work within and for
it. A complaint is an “expression of
dissatisfaction made to or about an
organization, related to its products,
services, staff or the handling of a
complaint, where a response or resolution
is explicitly or implicitly expected or legally required”

As a matter of guidance, complaints can be made directly to an

organization by members of the public and/or customers, or through
alternative pathways such as to Members of Parliament or statutory officers
but otherwise about the organization.

An effective complaint handling system provides three key benefits

to an organization:

• It resolves issues raised by a person who is dissatisfied in a

timely and cost-effective way;

• It provides information that can lead to improvements in service

delivery; and

• Where complaints are handled properly, a good system can

improve the reputation of an organization and strengthen public confidence in
an organization’s administrative processes.
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GENERAL COMPLAINTS HANDLING PROCEDURES:

1. Receiving and Recording

There are several ways you can

register a complaint:

⮚ Send a letter;

⮚ Send an êmail; and

⮚ Personal appearance.

The receiving officer records the

needed information on the designated
form. The following information should be captured by the receiving officer:

⮚ the complainant’s contact details;

⮚ a copy of the letter and/or documentation received;

⮚ specific issues complained about;

⮚ any action requested;

⮚ date the complaint was received;

⮚ the person assigned who will prepare the response; and

⮚ any immediate action to be taken.

It will be possible to track the complaint through the practice, and for
updates to be provided on request, or at pre-determined times.

2. Acknowledgement

Within the required number (e.g. 7 w days, 15 w

days) of working days of receiving a complaint, the
receiving officer shall send to the complainant the
following:

a) A final response which adequately

addresses the complaint;
b) or a response which:

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 ⮚ Explains why the office is still not in a position to make a final
response, giving reasons for the further delay and indicating when
to expect the final response; and

⮚ Informs you that you may refer the handling of the complaint to
another organization or contact if you are dissatisfied with the
delay.
All complaints will be recorded promptly on the internal database
system. A record of complaints is maintained to:

⮚ Monitor the progress of a complaint;

⮚ Provide evidence that the complaint was considered and of the

outcome;
⮚ Identify trends or recurring themes in complaints cases; and

⮚ Compile reports on complaints.

Prompt recording ensures that reports can be created from the system
and sent to senior managers which are accurate and reflect the real-time
position. Accurate and prompt recording also helps to comply with certain
obligations and requirements.

3. Assessing the Complaint

• Assess and Assign

⮚ Assess your complaint to

determine the best way to
deal with it.
⮚ Assign a specific individual
to be responsible for
dealing with your
complaint.
⮚ Identify the issues to be
investigated.

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 • Investigate

⮚ Work with the complainant to

understand the cause of the
complaint raised.

⮚ You need to regularly contact

the complainant during this
time and his/her cooperation
will be important in order to
complete the investigation.

4. Taking Action

⮚ The action taken will depend on the outcome of the assessment stage.
Once the decision has been made to investigate the complaint, an
investigation plan would be agreed and implemented.

o Gathering evidence: Establish

and document the facts;

o Timeframes: The complaint's

complexity will drive the required
time for investigating a complaint.

o Recording & Storing information:

Document any step/s taken to
investigate the complaint

5. Resolving the Complaint

⮚ Resolving complaints may be

done formally and informally:


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 ⮚ The objective of an informal approach is to resolve the matter with
a minimum of conflict or distress.

⮚ Resolving complaints formally, may have the following options:

o an apology where the complaint is justified;

o fixing the specific problem; and
o improving the aspect of service that led to the problem.

6. Providing feedback

• Responding to the complaint

The following actions may be taken

in response to the complaint:

o A detailed written response

describing the details of the
complaint;

o Comments addressing each of the violations alleged in the complaint;

o Outline the investigations undertaken to consider the
complaint, stating the findings resulting from the investigation;
o An admission or denial of the allegations;
o Justification or rationale for our actions; and
o Explain any improvements made as a result of the complaint

7. Closing the complaint

Where the proposed decision or

action is accepted by the
complainant, then the decision
or actions will be carried out
and recorded.

8. Dealing with Unresolved complaints

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 If you are not satisfied
with the response, you
can request escalation
of the complaint to
senior management.
This notification should
be made in writing.

Details required in the

notification are:

⮚ Your name and

contact details;

⮚ a short summary of the issue and actions relevant to the

complaint;

⮚ staff members involved in the issue;

⮚ The action that you are seeking to resolve the complaint. It is

essential the desired outcome is clearly stated to ensure there are
no misunderstandings regarding expectations

9. Appeal Process

If you remain dissatisfied with the

outcome of the decisions regarding
your complaint, you can request an
internal review of a complaint
decision.

• Internal Appeal

• The complaint/appeal should be

made in writing.

• The written complaint should set

out briefly: the nature of the complaint/appeal, the steps already taken; details
of the response received; and a statement as to why you remain dissatisfied
and; without prejudice to any remedy which you are still seeking.

• The person conducting the appeal will be more senior than the person who
conducted the first investigation.
pg. 67
• The internal reviewer will receive all of the complaint and investigation
material, and any representations from you on why the initial decision was
incorrect.

• The reviewer will conduct

further investigations if they
consider that the initial
investigation was insufficient.

• You will be sent a further

acknowledgement letter giving:

⮚ the contact details of the

reviewer;
⮚ the process to be followed;
and
⮚ the timeframes for the appeal

Once the internal review is complete, you will be informed what the decision is
and what the external appeal options are.

10. Monitoring and Evaluation

• As part of our drive for continuous improvement, review our complaints

management process regularly
to identify trends in complaints
and areas of service needing
improvement;

• Record relevant complaints

centrally to enable effective
monitoring and evaluation;

• Written records of the

outcome of complaints and
appeals are retained as
appropriate, in order to provide
a report on the handling of
such matters and any common
themes arising;
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 • Where this is the case, these will be implemented in order to improve the
service and may be shared across service areas where there is benefit in
doing so;

• The implementation of lessons learnt will be monitored to ensure that

opportunities for improvement are not missed; and

• It is important to ensure data protection requirements are adhered to and

therefore care will be taken to ensure sensitive details are not recorded.

JOB SHEET
6.4-1

Title
Document a complaint (using the sample format)

Performance
Objective Given the needed supplies and materials, you should be
able to record a complaint using the given sample format.

Supplies,
Materials & Sample complaint form
Equipment Pen
Paper
Computer/Laptop

pg. 69
Steps and
Procedures 1. Prepare all the supplies and materials you will need
in this activity.
2. Get the sample complaint form from your trainer,
including the written complaint.
3. Record the complaint in the complaint form given
by your trainer manually.
4. In your desktop computer or laptop, record the
complaint using the form formatted therein.
5. Present your work to your trainer after completing
the job.

Assessment
Methods Demonstration

Oral Questioning

PERFORMANCE CRITERIA CHECKLIST

6.4-1

Trainee’s Name: __________________________________ Date: ________________

CRITERIA YES NO

Did the trainee. . .

1. Prepare all the supplies and materials

pg. 70
 he/she will need in this activity?
2. Get the sample complaint form from
his/her trainer, including the written
complaint?
3. Record the complaint in the complaint form
given by his/her trainer manually?
4. Capture all the needed information in the
complaint form?
5. Record the complaint using the form
formatted therein, in his/her desktop
computer or laptop?
6. List down all the details of the complaints?

7. Present his/her work to his/her trainer

after completing the job?

Comments and Suggestions:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Trainee’s Signature: ___________________________________ Date_________________

Trainer’s Signature: ___________________________________ Date_________________

REFERENCES

WEBSITES/ON LINE SOURCES

1. https://orders2.me/4-steps-to-handling-customer-complaints/

2. https://insuranceoctopus.co.uk/business-insurance-blog/restaurants

3. https://www.foxbusiness.com/features/10-ways-to-handle-difficult-customers

4. https://www.jmagroup.com/news/jma-today/2014/volume-2/ten-tips-to-communicate-
more-effectively-with-customers.aspx

5. http://www.practical-management-skills.com/basic-communication-skills.html

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 6. https://www.forbes.com/sites/womensmedia/2012/11/09/10-steps-to-effective-listening/
#4eb826753891

7. https://www.smallbusiness.wa.gov.au/business-advice/avoiding-and-managing-disputes/
handling-customer-complaints

8. https://www.mediate.com/articles/thicks.cfm

9. http://web.mnstate.edu/peil/M110/Worksheet/PolyaProblemSolve.pdf

pg. 72