Professional Documents
Culture Documents
Published by
Produced by
*** 2003***
This material is protected by copyright. Copying this material or any part of it by any means,
including digital or in any form is prohibited unless prior written permission is obtained from
the HEART Trust/NTA.
PAGE
Introduction.......................................................................................................................... 1
Welcome ................................................................................................................... 1
This Competency Unit.................................................................................................... 1
Before You Start ............................................................................................................. 2
Planning Your Learning Programme ............................................................................. 2
Self-Assessment Checklist ............................................................................................. 3
How To Use This Learner’s Guide ................................................................................ 4
Using the Computer and Other Resources..................................................................... 5
Method of Assessment.................................................................................................... 5
LG-THHGCS0023A
DEAL WITH CONFLICT
SITUATIONS
INTRODUCTION
Welcome
Welcome to the Learner’s Guide for Competency Standard “Deal with conflict situation”. This is
just one of a number of Learner Guides produced for the Commercial Food Preparation Skills
stream of the Tourism and Hospitality Industry, and it is designed to guide you, the learner, through
a series of learning processes and activities that will enable you to achieve the specified learning
outcomes for the competency unit.
The content of this guide was developed from the Competency Standard THHGCS0023A, which is
one of the basic building blocks for the National Vocational Qualification of Jamaica (NVQJ)
certification within the industry. Please refer to your Learner’s Handbook for a thorough
explanation of standards and competencies, and how these relate to the NVQJ certification.
You are also advised to consult the Competency Standard for a better understanding of what is
required to master the competency.
“Deal with conflict situations ” addresses the knowledge and skills requirements for dealing with
potential conflict. There are three main areas or elements:
As you go through each element, you will find critical information relating to each one.You are
advised to study them carefully so that you will be able to develop the necessary knowledge, skills
and attitudes for dealing with potential conflict.
a. Obtain a Learner’s Logbook that you `will use to record evidence of your new
skills/competence .As you demonstrate your new skills, record your activities and have your
learning facilitator sign off on them. This will allow you to provide evidence of your
competence when you are being assessed against the competency standard.
b. Ensure that you have access to the facilities and equipment necessary for learning, for example,
simple workplace documents.
d. Ensure that you are wearing suitable clothing, that tools and equipment are safe, and that the
correct safety equipment is used.
The self-assessment checklist on the following page will assist you in planning your training
programme as they will help you to think about the knowledge and skills needed to demonstrate
competency in this unit. As you go through each one you will be able to find out what
competencies you have already mastered and which ones you will need to pay more attention to as
you go through the learning process.
To complete the checklist, simply read the statements and tick the ‘Yes’ or ‘No’ box. You should
do this exercise now.
SELF-ASSESSMENT CHECKLIST
-Deal with conflict situations
If you ticked all or most of the ‘Yes’ boxes, then you might not need to go through the entire guide.
Ask your learning facilitator to assist you in determining the most appropriate direction for this
competency.
If you ticked few a of the ‘Yes’ boxes or none at all, then you should work through the entire guide,
even though some of the material may be familiar to you.
Plan your learning based on your answers. Be sure to involve your learning facilitator in the
planning process.
This Learner’s Guide is designed to assist you in working and learning at your own pace.
• Check your progress at each checkpoint to ensure that you have understood the material
• Observe the icons and special graphics used throughout this guide to remind you of what you
have to do to enhance your learning. The icons and their meanings are as follows:
Definition Box
Words/phases are defined or explained in this box. The
words/phases being explained are in bold print.
Checkpoint
This denotes a brain teaser and is used to check your
understanding of the materials presented. No answers are
provided for the questions asked.
Activity
This denotes something for you to do either alone or with
the assistance of your learning facilitator.
Reference
Points you to the reference materials and other support
documents or resources used in compiling the unit content.
• Ask your learning facilitator for help if you have any problem with the interpretation of the
contents, the procedures, or the availability of resources
• Complete each activity as you come to it. If the activity requires you to perform an actual task,
be sure to tell your learning facilitator when you get to that activity so that he/she can make the
arrangements if necessary
• Get your learning facilitator to sign and date the Learner Logbook when you have completed an
activity
When you have worked through all elements of the guide, and when you can tick every ‘Yes’ box,
you are ready for assessment and may ask your learning facilitator to assist you in making the
arrangements to have your performance assessed.
Where your activities refer you to the library, computer and Internet resources, ask your learning
facilitator to assist you with locating these resources. If you are getting your training in an
institution, there may be a library and computer laboratory. If this is not the case, visit the local
library and find out what resources are available.
If you are new to the computer and the Internet, someone should be able to show you how to use
these resources.
Please note that in many of your activities you have been referred to information on the Internet.
This is because the Internet has a vast amount of information that can help you in acquiring the
particular competencies. We would like to advice you, however, that we cannot guarantee that all
the sites will be available when you need them. If this happens, ask your learning facilitator to
assist you with locating other sites that have the information you require.
Method of Assessment
Competency will be assessed while work is undertaken under direct supervision with regular
checks, but may include some autonomy when working as a team. You are advised to consult the
associated competency standard for further details relating to the assessment strategies.
You may now start your learning. Have fun while you work!
LEARNING OUTCOMES
As you go through element you need to ensure that you acquire the necessary knowledge, skills,
and attitude needed to deal with conflict situations. Your learning facilitator is there to assist you
with the various activities. On completion you should be able to:
Quite - talkative
Timid – outgoing
Calm – excitable
Caring – cold
Approach to Work
Neat – messy
On time – late
References:
Communication to solve interpersonal conflict, Agency for Instructional Technology 1988, M12
Accompanied by videocassette. Go to this website:
http://www.uiuc.edu/unit/oisa/OISAService/NewStudents/conflict_resolution.html
Now that you have completed this element do the following Self-Assessment to see whether you
have grasped fully all its components.
Checklist 1
Yes No
Checklist 2
Yes No
LEARNING OUTCOMES
As you go through this element you need to ensure that you acquire the necessary knowledge, skills
and attitude needed to deal with conflict situation. On completion you should be able to:
Adopting good conflict resolution techniques can help to solve/manage conflict. Refer to
Communication to solve interpersonal conflict, lesson 2 of M12 P5-12, which deals with:
ACTIVITY:
After doing lesson 2, discuss further your findings with your learning
facilitator or peers
ACTIVITY:
ACTIVITY
Communication
A two way process by which information is given and received.
In dealing with conflicts you should practice effective communication skills with an aim to resolve
conflict. D .M. Davidoff (1994) in his book on “Contact”, Ch.9 deals with interpersonal
communication. Read this chapter and understand the following concepts before doing the activity
that follows.
• Information
• Emotion
• Motivation
• Control
• Sender
• Message
• Channel
• Receiver
• Feedback
• Creating
• Encoding
• Transmitting
• Receiving
• Decoding
• Using
Flows of communication
• Upward
• Downward
• Lateral
• Diagonal
• Structure
• Authority/status
• Language problem
• Stereotyping
• Filtering
• Overloading
• Timing
• Routing
• Bias
• Unwillingness of receiver to admit ignorance
Non–Verbal Communication
CHECKPOINT
Explain
• four reasons for communication
• five barriers to effective communication
ACTIVITY
Reference
Contact: Customer Service in the Hospitality and Tourism Industry. Prentice-
Hall. Englewood cliffs, New Jersey 1994
Now that you have completed this element do the following Self-Assessment to see whether you
have grasped fully all its components.
Checklist 1
Yes No
Checklist 2
Yes No
3. Communication skills are used and all points of view encouraged ___ ___
LEARNING OUTCOMES
As you go through this element you need to ensure that you acquire the necessary knowledge, skills
and attitude needed to respond to customers’ complaints. Your learning facilitator is there to assist
you with various activities. On completion you should be able to:
1. Establish the nature and details of complaints and ensure they are handled discreetly
2. Examine and select appropriate action(s) to resolve complaint(s) to the customer’s
satisfaction
3. Devise the appropriate techniques to turn complaints into opportunities demonstrating high
quality customer service
4. Complete proper documentation for handling complaints
HANDLING COMPLAINTS
Providing good customer service is not as hard or costly as you may think. You need to understand
the real worth of your customers’ methods to keep your finger on the pulse of your operation and
the skills to deal with and profit from complaints you are sure to receive in the normal course of
business.
Normal responses often follow the pattern of ‘It’s not my fault’, ‘Oh, no, I didn’t’, It wasn’t me’,
and other similar phrases. These responses only provoke further argument. In dealing with
complaints, the following points should be considered:
• Listen attentively
• Do not interrupt
• Wait until the person has completely finished
• Apologise
• Speak normally
• Summarise the complaint
• Explain what action will be taken and how quickly.
CHECKPOINT
How much care would you take to keep your customers? Tell us what
you think.
Refer to Dix, Colin & Baird, Chris (1998), Front Office Operations, 4th. Edition,
pages 32-35.
You will learn that resolution is the word used to describe the process of successfully handling
complaints.
The process you set up determines how successful you are in dealing with complaints. Tailor
resolutions depending on the parameters of the complaint. Customise the resolution depending on
the nature of the complaint, the lifetime value of the customer and on best practices in the industry.
The rule of thumb is handling complaints in a timely manner. Why do you think this is so?
DID YOU KNOW for every person who complains, there are 26 silent sufferers? Each unhappy
customer tells 10 to 16 other people? If you address the problem in the right way, however, 90 % of
the people who complain will do business with you again.
ACTIVITY
Ask your learning facilitator to allow you to visit the library to
research the cost of lost patronage for disgruntled guests over a five-
year period.
How do you feel about your ability to deal with difficult people?
Discuss.
You can refer to:
http://www.restaurantdoctor.com/books/cioc.html
where you will find information on handling disgruntled guests.
What would you do to show appreciation for your employees who have handled themselves well in
dealing with a problem? Let me hope it is something positive. Share these with your learning
facilitator.
You and your employees are becoming partners in the truest sense of the word and it is important to
appreciate them for forming positive relationships with your customers. After all, you both benefit
from this approach to complaint/problem handling.
CHECKPOINT
What are some of the things you would consider in dealing with
customer complaints? Bear in mind seven skills necessary for good
customer relations.
Refer to MaCaulay, Steve & Cook, Sarah (1993), How to improve your Customer Service, Ch 7,
pgs 58-59.
The most effective way of ensuring customer satisfaction is to do the job correctly the first time.
Achieving this however, this can sometimes be difficult. When problems occur, effective complaint
handling practices are required to maintain customer satisfaction. For a complaint system to be
effective, it must not only try to solve the customer's problem but must also provide feedback to
correct the cause of the problem.
While it is not always possible to resolve issues raised by customers, they should always feel they
have been treated fairly and should receive a clear statement of why their problem cannot be
resolved. Sometimes in handling the complaint the problem has to be redefined for it to be resolved.
Establish the details of the customer complaint through:
• Questioning and active listening techniques – open, closed and reflective questions.
ACTIVITY
Why do you think questioning techniques are important? Discuss with
your learning facilitator how these could be used in dealing with customer
complaints.
The process of handling complaints includes many strategies which require information on how,
when, where and to whom to address complaints. This information should be readily accessible to
the organisation. Your methods of solving the complaints should be flexible enough to meet the
needs of all parties.
Your time frame for determining complaints should encourage people to express their
dissatisfaction. Complainants should be advised when a decision can be expected or whether there
will be delays. You should let customers know their complaints are treated seriously and when
necessary, in strictest confidence:
To effectively process oral complaints, including telephoned complaints, you should identify
yourself, listen, record details and determine what the complainant wants.
Dealing with problems and receiving and reacting to complaints require skills that are challenging
to learn. In a customer-oriented marketplace, increasing competition means, only companies with
successful strategies for dealing with complaints and problems achieve customer retention and grow
with the market.
Listening to and analysing customer complaints can provide: useful insight into the quality of
services provided by the organisation and opportunities to improve the service. While there is a cost
associated with dealing with complaints, these costs can increase if complaints are not resolved
quickly.
Are you a good listener? Listen to the complainer’s side of the story. Ask questions if any details
are unclear. Ask the customers how they feel. For example, ask them, ‘what can I do to make you
happy?’
CHECKPOINT:
How effective are results when you listen? Adopt role-playing your
techniques incident when you did not listen and therefore you were
unable to get the correct interpretation of the customer’s message.
Share the ideas with your learning facilitator.
Remember!
You should view complaints as feedback that can point out weaknesses and provide an
opportunity for improvement.
ACTIVITY
Discuss with your learning facilitator some complaints you might get
in the hospitality industry? How would you respond to them?
Go to this website:
http://www.consumer-ministry.govt.nz/handling.html
to find more information on the nature and details of complaints.
According to Sheila Kessler (1996), every set of problems comes with a set of opportunities, so you
should find ways to use your skills to partner with and even delight your customers.
Try to keep your emotions under control. Make the most of every situation. How do you think a
guest whose complaint was handled well would behave in comparison to one who never had a
problem at all?
ACTIVITY
How could you make a disgruntled customer happy? Discuss with
your learning facilitator six ways you could make a disgruntled
customer happy.
This is the step to begin communicating. Express your understanding of how they feel or were
treated. You are not admitting guilt. You do not even have to agree with them.
You do have to communicate an understanding. Your tone of voice and body language both go a
long way to reinforce what you are saying. In fact, without the proper tone or body language, your
words will sound hollow. They may ask for the moon but more often than not complainers ask for
something reasonable.
Have you ever assumed that a customer complaint is a negative experience and adds no valuable
asset to a company? Discuss with your learning facilitator.
ACTIVITY
You should discuss lines of reporting and communication with supervisors and peers within the
workplace. This is a main communication step. This is where you ask any questions to have the
complete picture of the negative experience. Ask relevant questions to clarify your understanding of
the facts. Resist jumping to conclusions until you are satisfied you understand the entire situation.
ACTIVITY
Solve the problem. Come to closure you both feel good about. Remember the customer was
telling you the truth. Tell the customer what you will do to rectify the situation. Make the
customer feel good about the solution. Do not sound angry yourself. Follow-up with the
customer after the fact if you can.
Do you think it is necessary to communicate by e-mail, letter or phone with the customer after the
problem has been resolved? Discuss with your learning facilitator.
ACTIVITY
A tourist reported he paid his bills although the cashier denied
that he did. Adopt role-play techniques to enact an incident in
which you must be customer friendly and customer focused.
Ensure that the problem is resolved and both parties are
satisfied. Let your learning facilitator evaluate you.
Reference: http://www.consumer-ministry.govt.nz/handling.html
COMPLETE DOCUMENTATION
You should analyse and segment complaints – capture relevant data to minimise back and
forth between the company and the customer. Ensure structured data capture to allow for
easy categorisation of the complaint.
Make certain you have all the facts before coming to a conclusion. If the complaint is severe enough
set up a damage control plan. Can you list four things you would put in this plan? Share these with
your learning facilitator.
The following is a list of items that should be considered when keeping written record of the
complaint:
• Customer’s name
• Address
• Telephone number/work telephone number
• Email address/fax number
• Date complaint received
• Person receiving the complaint
• How the complaint was received – phone, in person, in writing
• Describe the problem/complaint
• What the customer wants to be done
• What is the policy for complaint
• What is the agreed solution
• Action required
• Date action completed
• Record of action taken
• Date complaint resolved
• Signature
• Date
Monitor results: After resolution follow-up with the customer to assess the effectiveness of the
recovery. It may be necessary for you to use this information to analyse the customer’s needs and
concerns if you have a passion for resolving complaints and issues.
All oral and written complaints should be logged in a database. In principle, the process is the same
as for oral complaints. A prompt written response is essential.
ACTIVITY
List the five most important elements in identifying the nature
and details of a complaint.
Take steps to fix the problem(s) that caused the problem in the first place. A good idea is to keep a
log or journal of customer complaints to enable you to see trends. Discuss with your learning
facilitator.
A journal is a daily, or
regular, record of events
and transactions.
ACTIVITY
Discuss with your learning facilitator why it is necessary to log the
list of details. Can you think of a situation that may require you to
record all of these? Can you make up your own journal and share it
with your team?
Reference: http://www.consumer-ministry.govt.nz/handling.html
Now that you have completed this element do the following Self-Assessment to see whether you
have grasped fully all its components.
Checklist 1
Yes No
Checklist 2
Yes No