Module 4:

The lesson plan:

LESSON PLANS Customer Service Compliments and complaints Practical

Duration: 2 hours each (120 minutes) 9am-11am

Date: 8th May 2017 12 pm-2 pm

Room: M215

Paper: Capstone

Learning outcome: Communicate personal industry specific skills and professional behaviours.

Objective:

Get students to review skills/attributes and approaches required to deal with customer
complaints and compliments

Practice how to handle customer complaints and compliments using the concepts discussed in
the previous session.

Resources: Scenarios and formative assessment activity

Room set up: U shape Everyone facing front

Time

Overview

0-5 mins

Page 134 in workbook

Revision

Break 15 min

Case study 1 and 5

Extras for experts

Story telling session (If time)

Formative assessment.
5-45 min Revision

In 4 groups Students pick

Take notes on page 134 of your learning diaries, on what key ideas you
remember from the last session we had about dealing with complaints
and compliments.

One group will use an example they came up with for homework in the
last session to demonstrate through role play how to handle

Compliments

Complaints Using the LASAF approach

Complaints Using the LATTE approach

Compliments demonstrating effective communication

techniques as identified in the TED talk.

This will be presented/ demonstrated to the class.

Comms - KEY SKILLS

1. Dont multi task

2. Dont be righteously opinionated

3. Ask open questions

4. Let thoughts go in and out of your mind when listening to a

story.

5. If you dont know Say it

6. All experiences are individual Its not about you

7. Dont repeat yourself #Patronising

8. Listen To understand not just to reply

9. Keep the convo short and sweet

L.A.S.A.F -

L-isten Demonstrate you are listening with minimal

encouragers like hmm mmms head nods or mine and
Nicolas favourite yup Ask open questions to allow the
customer to give you their story. Then ask closed questions to
define the issue. The real issue!

A-pologise The moment you apologise realise that you are

admitting fault. So be sure that before you do this you have
thoroughly listened and gotten all the facts that you require.
Ask open questions and closed questions to clarify the
situation at hand. This way you will know what you are
apologising for. If you are apologising make sure its genuine

S- olution Identify what you can do as is appropriate to the

situation and that follows company policy. Negotiate this with
the customer. If you are unsure what the company policy is.
What could you do? / Who could you turn to for support? =
Your supervisor.

A-ct Follow through on what you and the customer have

negotiated as a solution. You need to behave and do the things
promised in order to show how genuine you were with your
apology. This will aid in your ability to maintain a good
relationship with the customer and will implicitly promote the
customer to return.

F-eedback Use the complaint as an opportunity to learn and

grow as a professional and also to help grow the business.
Always thank a customer for their feedback and acknowledge
that you will pass on this to other staff to help minimise the
risk of the issue occurring again. (Actually do this also). One
way you can do this is pass the feedback onto your supervisor
so that they can pass this onto all staff and incorporate this
into any professional development or staff training that may
occur within the organisation that you work for.
L.A.T.T.E

L isten Same as LASAF

A- cknowledge State the real issue to reassure the customer

that they have been heard.

T- hank them for bring to your attention Identify that their

feedback can be really helpful in the learning and development
of staff within the organisation. Make sure its genuine!

T- take action Identify a solution that fits within organisation

policy

E- ncourage customer to return. Again make sure its genuine

Always inform supervisor so that the feedback gained from the

complaint can be utilised to the staffs and organisations benefit. If
customers are bordering on aggressive remove them away from other
customers so that their experience is not ruined and also so that
service is not interrupted.

NOTE: For compliments make the point of not just saying thank-you.
Turn it into a conversation or a story.

E.g: A customer says to you. Thank-you so much for the meal it was
delicious and the service was wonderful.

Reply with Thank-you we have received quite a few compliments

about the dish you ordered.

Or

yes we have a new chef in who is amazing.

Or

Thank-you we do try and take pride in both the product and service
we deliver our customers. I am so glad you had a great experience. You
know where we are if youd like to come again.
45-60 mins Break tell students its 15 min

60-110 mins Case studies 1 to 5 After each scenario ask what went well and what
approach you think you would take if you were dealing with the
scenario (What approach and what comms skills would u use?),
consider what this means for the business , yourself and the staff you
work with if the scenario is handled well or not so well.

Class seated in a U shape presentation done at the front of the

room.

Using the communication skills we identified in the last class

put your skills into action with these case studies.

Extra for experts

If time! Finish off with storytelling session

The best experience that you have had and the worst
experience you have had dealing with a customer: Share with
someone that you havent already worked with throughout the
afternoon.

Identify what you did well in that scenario and what you would
have done differently if you have that moment again.

Summary/Formative assessment Link concepts we have worked on

to the scenarios. Take home exercise. This will be checked up on in
our next class.
Case Study 1: Dealing with an angry customer

Customer 1: When the waiter makes eye contact with you with the enquiry are you enjoying your
meal/is everything ok Tell them (and react appropriately) that you are Happily enjoying your meal

Customer 2: When the waiter makes eye contact with you with the enquiry are you enjoying your
meal/is everything ok Tell them (and react appropriately) that you are Loving your meal best food
ever!!!!

Customer 3: When the waiter makes eye contact with you with the enquiry are you enjoying your
meal/is everything ok Tell them (and react as if you were angry) that you are Not Happy, tell the
waiter that your fish tastes too fishy

Waiter: Enquire at the table if everyone is enjoying their meal, make eye contact with each customer to
receive an answer

Act accordingly if any problems are identified.

Senario 1 What would you say during each phase of L.A.S.A.F or L.A.T.T.E approach (You pick which
approach to take)

What communication skill(s) would best help you in delivery of this approach? (Pick as many
skills/attributes as you think is appropriate to the approach you are taking and the context. (Choose
from the 10 ways to have a better conversation" TED talk video)

Approach Comms skills I Why they would work What I would actually say
would use in each phase
Highlight your
approach

L or L

A or A

S or T

A or T

F or E
Case Study 2: Managing conflict amongst customers

Waiter: You are in a very busy restaurant you are run off your feet but are trying your best. It
wouldnt be so bad but two other staff have called in sick tonight of all nights, you can tell some
customers are getting a bit huffy.

One table calls you over. Another table says something too how would you handle them both at the
same time?

Table 1:

Customer 1 a little bit upset, so sounding a little grumpy get the waiters attention and tell them you
have been waiting 20 minutes and nobody has taken your order yet whats going on???

Table 2 says something about your comment. What would you say?

Table 2:

You overhear the table next to you complain that they have been waiting 20 minutes but you got in
before them and you have only been seated for 10 minutes!!!

Tell the other table hang on a minute youve been here less than 10 minutes!!! and react as you see
fit!!!
Senario 2 What would you say during each phase of L.A.S.A.F or L.A.T.T.E approach (You pick which
approach to take)

What communication skill(s) would best help you in delivery of this approach? (Pick as many
skills/attributes as you think is appropriate to the approach you are taking and the context. (Choose
from the 10 ways to have a better conversation" TED talk video)

Approach Comms skills I Why they would work What I would actually say
would use in each phase
Highlight your
approach

L or L

A or A

S or T

A or T

F or E
Case study 3: Disengaging with the overly friendly customer

Narrator: What a night. The waiter/waitress has been looking after a big wedding party, the parents of
the bride and groom in particular. Everything went wonderfully and everyone is super happy and a little
tipsy!

Waiter:

The Father of the bride comes over to thank you, he presses something into you hand (you cant tell
how much but you do know it is money) and without letting go of your hand starts to thank you for all
your help and good service.

When you think it is appropriate try to disengage with the customer.

Father of the Bride:

What a wonderful night you are so happy with how it all went it was perfect. You have had a few
celebratory drinks (but you probably think you are fine!!) You want to tip the waiter that looked after
you so well, press the money discreetly into the waiters hand and start telling them how grateful you
were for their care, service, the great night, looking after them etc etc. GO OVER THE TOPS!! Hugs,
tears whatever feels right! Dont hold back, we are trying to see if the waiter can deal with the overtly
thankful guest!!!
Senario 3 What would you say during each phase of L.A.S.A.F or L.A.T.T.E approach (You pick which
approach to take)

What communication skill(s) would best help you in delivery of this approach? (Pick as many
skills/attributes as you think is appropriate to the approach you are taking and the context. (Choose
from the 10 ways to have a better conversation" TED talk video)

Approach Comms skills I Why they would work What I would actually say
would use or do in each phase
Highlight your
approach

L or L

A or A

S or T

A or T

F or E
Case study 4: Dealing with difficult customers

Bar staff:

You work in a really busy, loud, late night venue. The bar is pumping and its after midnight. A slightly
intoxicated customer comes up to you at the bar and has something to tell you..how will you deal with
them?

Bar customer:

You are a bit tiddly! But someone has stolen your phone!!!! You only left it on the table for a minute
while you went to the toilet and when you got back it was gone! You have a plan though go and tell
the bar person what happened tell them you are sure it was someone in the club and you have a
clever plan all they have to do is turn the music off and call your number that way you can find
your phone and the thief brilliant huh??!!!
Senario 4 What would you say during each phase of L.A.S.A.F or L.A.T.T.E approach (You pick which
approach to take)

What communication skill(s) would best help you in delivery of this approach? (Pick as many
skills/attributes as you think is appropriate to the approach you are taking and the context. (Choose
from the 10 ways to have a better conversation" TED talk video)

Approach Comms skills I Why they would work What I would actually say
would use in each phase
Highlight your
approach

L or L

A or A

S or T

A or T

F or E
Case study 5: Dealing with customers unaware of your time pressures.

Front of house server: You are working in a busy caf. It is lunch service and a lovely old lady comes up
to the counter to order some lunch. There is bit of a queue behind her. React accordingly to help her.

Little old lady: You are a little old lady ordering food from a local caf. This is your first time coming to
the caf. You let the server know this piece of information. You stand and look at all the counter food
unsure of what item to pick. You let the server know that you couldnt possible eat a big portion, so you
want something small but savoury. You change your mind and decide you want a sweet item instead of
a savoury item. Then you decide that you want both. After making your final decision, you try to make
casual chit chat about the weather and your little cat fluffy. You are pleasant but completely unaware of
the long line behind you.
Senario 5 What would you say during each phase of L.A.S.A.F or L.A.T.T.E approach (You pick which
approach to take)

What communication skill(s) would best help you in delivery of this approach? (Pick as many
skills/attributes as you think is appropriate to the approach you are taking and the context.) Choose
from the 10 ways to have a better conversation" TED talk video

Approach Comms skills I Why they would work What I would actually say
would use in each phase
Highlight your
approach

L or L

A or A

S or T

A or T

F or E
Self-reflect after the session and record your notes using these questions to guide you:

The first part of the lesson plan was structured to reinforce the theory session that we had had the week
prior. I wanted to start to scaffold the students from theory into practice (Athanassiou, McNett &
Harvey. 2003) I choose to use role play to start. I wanted this to a line with experiential practice and so
used this tool to do this. Also I wanted to work with the idea of collaboration as is highlighted as a
concept within experiential learning so the first role play activity was a group focused one (Kaufman.
2004). Each of the four groups were given a concept that we had looked at in the last session and had to
identify an experience that they have had, when they have received a compliment or complaint. They
were to create a role play around their experience and then at the end of the role play describe to the
class how these concepts were demonstrated. The class was then invited to ask questions and provide
feedback on how else that situation could have been handled. (Kaufman. 2004).

Heading into the first part of this session I felt confident that I had clearly identified the expectations for
the class by reinforcing the class Kawa (This is something the students created to identify the classroom
conditions they required in order for them to meet their goals. It clarifies expectations, behaviors and
attitudes) this ensured for the most part that a safe environment was created and the behaviors
required to create that environment. Also I wrote up on the white board the outline of the session and
also the objectives for the session so that everyone was clear on what the purpose was. The reason I felt
confident heading in was because I was organized and I felt I had a clear understanding of what I needed
to do and the rationale behind what I was doing. I did feel a little nervous however because this session
was being assessed by the senior lecturer and the programme manager. As a result my language initially
lacked some form of fluidity. Having it written up on the whiteboard allowed me to remain focused and
ensured that I still conveyed expectations without letting the nerves get to me too much. This was the
first time I had had my superiors watch a session. I did not expect to feel nervous however I am thankful
that I had a strategy in place that allowed me to remain on task.

When watching the students with this first activity they were all interacting in their separate groups
trying to identify the experience that they could use. Three of the four groups had an experience that
they could use one group was a little lost with what they could use, as they hadnt personally had an
experience where they had to manage a complaint yet. I sat down with them and identified a situation
that had happened to me. They saw it as something that they could use in role play and attach to the
L.A.S.A.F approach. For the most part students were actively planning the role plays and identifying how
they can match up the concepts to the example they were demonstrating. They were being self-
managing in this process however as I went from group to group I mainly just listened in and provided
probing questions to help the students expand on what it was they were trying to articulate. There was
one group that was struggling with this and it was in regards to taking a compliment. They were unsure
how to explain why it is best to say more than just thank-you when someone gives a compliment.
Asking them probing questions that got them thinking about how we can develop rapport with people
and the effects of developing good rapport for themselves within the job, the customer and also the
business allowed them to see the bigger picture. This helped them to further articulate the benefits to
the example they shared with the class. The students implemented the role plays well and those who
were watching and listening all followed through with the expectation set in the class Kawa.
One of the things that I felt went well was identifying the class Kawa in order to create a safe
environment for students to actively participate in role play. Writing the objectives on the board and
outline for the session also made it clear what the purpose of the session was. This ensured the students
knew what the focus was and they were able to be self-managing to an extent with this activity. What I
feel that I should have done was do a quick revision of each of the concepts that we looked at. This I feel
would have made it a little clearer as they were trying to a line the role play they had created to the
concepts they were portraying.

The second activity they were doing role plays still, however this time I wanted to create a bit more of a
real world approach. The last activity they had time to plan out their response however in the second
activity they had to react to the scenario at hand and implement the concepts into action. This activity
was a little more real world focused as often you dont have time to plan out a response you have to
know how to manage the situation in the moment. There were 5 scenarios that the students role
played in front of the class. The students were all expected to have a go at a scenario and we didnt
move onto the next until we dealt with the situation well. Most students were really open to engaging
with this process. There were couples who struggle with anxiety who spoke to me individually and
requested that they didnt participate. They had participated in the previous activity and I also had a
take home activity for them to complete so I was happy to accommodate this. The students were asked
to identify what went well in dealing with the situation and what could have been improved upon for
the next person that gets up to try the scenario. I found that the same students who will often actively
participate in in class discussion did and it was a little bit of a struggle to get the rest of the class to
provide constructive feedback at the end of each role play. Part way through I gave students a heads up
that I will be picking people at random to attempt to create accountability. This helped a little bit and
they were a little more forth coming with ideas. However good constructive feedback wasnt naturally
demonstrated and I found that I did have to probe further to help the students extract clearly what they
were trying to say.

I feel that the students attitude to the activity went well in regards to the role play. For the most part
they all got up and attempted to address the compliment or complaint that they were faced with in the
scenario. They also supported their peers. There was plenty of humor which kept the energy of the class
alive.

Something that could have gone better was the students ability to deliver feedback. It was the usual
students who were open to delivering feedback whereas the rest looked a little uncertain at times. In
future I will look at giving students a model of delivering feedback. One model that I have been
researching is Pendletons model. I like that this model acknowledges the need for both parties to be
heard throughout the process which a lines with enforcing collaborative approaches in the classroom.
Also it allows both parties to acknowledge the areas for improvement and the areas that were done well.
It also highlights an opportunity to identify how the improvement can be developed. This for me is
congruent with a solution focused approach which is another attribute I try to model within my
classroom. (Ausmed.2017)
Another thing that I think I could redevelop for this session is the scenarios. The scenarios written are
the experiences of colleges of mine. Although I can relate to the experiences I dont have a full
understanding of the context. By writing up scenarios from my own experiences I feel it would allow me
to deliver feedback which better incorporates a storytelling approach which would help me better
explain the why factor when delivering constructive feedback on performance, where I can better
discuss consequences and impact. I feel this would improve my delivery of feedback because I would
have a full understanding of the context due to taking the time to fully reflect on the experience I have
had.

Part Two - Critique the teaching session you facilitated and prepare a written reflection

1. Prepare a written reflection, using the marking criteria in the Course Outline to describe and
analyse:

The feedback from the observer or mentor as well as feedback from learners;

The feedback session that I had at the end of the session I delivered was both useful and a little
disheartening on another. From one of my colleagues I received really well balanced feedback where I
was provided solutions, encouragement and honesty on areas for improvement. With another colleague
I felt the feedback was entirely negatively focused lacked a solution focused approach and specific
information on what went well beyond. It was a good session. The latter was the disheartening factor.
I found it really difficult to be open to receiving the feedback from this individual. Although the
information was delivered in an objective fashion that focused purely on the work it was difficult to
want to take on board all the negative criticism due to the lack of balance in delivery. It also left me with
a sense of being unsure what to do with all of that information. As a result I dont feel comfortable
welcoming this individual into my classroom again to deliver feedback on performance.

However my other colleague gave really good balanced and constructive feedback. One of the key
points for improvement was the need to find a strategy to help guide students in delivering feedback on
performance. It was noted that not all students were actively participating in the second activity and
that it would be good to find a way to ensure students have a focus that facilitates deeper learning. We
discussed this and thought that having a paper resource with questions that encourage constructive
feedback could be one way of helping students follow through on that part of the classroom discussion. I
also wondered if students felt uncomfortable delivering feedback in such a large group and so I will look
to explore how we can address that. Most likely with putting people into small group of 3 to reflect and
then come up with generalized feedback for multiple people who have attempted to address the
scenario rather than it being just one person receiving the feedback from a whole group. I feel that this
may deflect the uncomfortable feelings students may have had around delivering constructive criticism
to an individual in a group setting.

Another key bit of constructive feedback that I received was to make sure that I revise any information
that was previously looked at in class. I was of the thinking that the first activity, was allowing students
to do that revision by looking at one concept and viewing the others in action followed by an
explanation. However I do understand the need for an initial teacher focused approach to this to help to
clarify and re-enforce understanding before students head off into a self-managed group activity.

The class kawa was valued as a really useful strategy that is student centered in regards to reminding
and acknowledging individual goals and clearly defines the expectations around behavior and attitudes
in the classroom, to allow students to achieve their goals. The feedback I received was that I also
reinforce that strategy and that it is something that clearly works well with the current group of
individuals that I have.

The planning process comparing literature future development

Heading into the session I felt I had planned out the session to the best of my ability. I took the time to
consider how to scaffold the students into deeper understanding. The first session we mainly focused on
developing the knowledge stage of blooms approach by introducing students to the concepts. By the
end of the first session students were then asked to compare and contrast the concepts we had
explored. This aided in leading students into the comprehension stage of Blooms taxonomy approach.
The second session (The session which I received feedback on) I designed the first activity to reflect on
their knowledge and then their comprehension by asking them to relate this to an experience of their
own. This then began the process of application. Students had to develop a role play which enacted the
experience that they had. The role play had to be broken down into each stage of the concept that they
were focusing on and then explained to the class how it related to each component of the concept that
they were demonstrating in the role play. This breaking down of the concept guided students towards
the analysis stage of blooms taxonomy. For the first activity this was as far as it went within Blooms
approach. (Athanassiou, McNett & Harvey. 2003)

The second activity was designed to be a little more of a real world simulation. I wanted to see at which
level of skill development my students had reached by utilizing a competence based training approach.
Were they operating at a novice level or more mastery? (Dubious & Rothwell. 2004)

The objectives were still the same as the previous activity and ensured that the instruction was clear in
delivery. This activity was more individually focused as it would be in industry and also focused on them
to be able to manage a situation in the moment as it would be in industry. They had to have a clear
understanding of an approach to take, the way they are to communicate the approach through verbal
and body language as well as ability to problem solve and later reflect on performance. If they were able
to execute this then they would be competent. The reason I found this approach to be better for this
activity over the Blooms approach was because the focus of this concept is developing skills that is for
the purpose of industry. The Blooms approach focuses more on the knowledge for me rather than
creating the link between knowledge and industry. All of my students were able to execute the first
activity to a high standard due to having the time to plan. However the moment the focus turned to a
real world simulation it was evident to see the gaps within their skill development. (Dubious & Rothwell.
2004)

The issue I found with using a competency based approach was the time required to allow students to
reach a level of mastery in this skill. I had two in class sessions to focus on the skills. I feel it merely
allowed us to convey a surface level of knowledge where students can recall the concepts however not
quite reach that next stage of comprehension. (Athanassiou, McNett & Harvey. 2003) In future I think it
would be wise to introduce the concepts earlier on in the semester so that way the students can utilise
them in the RWE that we have with AKO caf and Technique restaurant. Also adding an additional class
to the concept of dealing with compliments and complaints to allow students to develop a deeper level
of understanding where they are better prepared to demonstrate their comprehension (Athanassiou,
McNett & Harvey. 2003) and also the skill to an industry standard. I feel that this could be one way to
deal with the problem surrounding having enough time to allow students the opportunity to develop
the skill. (Dubious & Rothwell. 2004).

When doing reading on both of these theories I felt that neither of them acknowledged properly the
importance of relationship development in helping students learn. The focus is purely on conveying
information and how to do this. I felt that the approaches focused too much on the individual and their
behavior rather than the socio-cultural needs of a student. (Kaufman. 2004). I feel that in some respects
I managed to address this through our class Kawa and the work I have put into getting to know my
students and developing professional rapport with them.

the effectiveness of your facilitation and management of the learning environment (use the
notes you made for the self-evaluation reflection);

One of the first considerations I made in order to manage the learning environment that I had was
ensuring that the group was seated at one unit. I wanted a U shape as the bulk of the session was to
focus on activity 2 and this set up within the room allowed all students to be able to view the role plays
in action. It also meant that the students were together rather than in their separate clicks. I needed the
environment to be a supportive one. Ive found that when having this group in separate groups there
will often be we comments or conversations that occur when they are in smaller groups. When they are
seated in the bigger groups they are better at focusing on the task. I felt this important for those who
are up the front of the class actioning their role play. I didnt want them to be discouraged by their
fellow class mates whispering in the background.

Another way that I managed the class was by reinforcing the Kawa the students created. Below is a copy
of the Kawa.
What is the purpose of the course for us or what do we hope to achieve by the
end?
Gain practical skills in caf, bar and customer service
Gain industry theory and knowledge
Be work ready
Have skills and experience that can be taken over seas.
Gain experience where I can put the skills and knowledge I gain in the course into action. By
making sure I reflect on my practice.
Pass the course in order to move onto further study/level 4
Gain confidence in self through practice, repetition, being open to challenging our self, being
supportive of one anothers learning, attendance, Do the best that you can with assessment and
service.

What attitudes and behaviours do we expect to see and action ourselves during
class and services?
Being respectful by being honest, polite and considerate towards others feelings, taking
responsibility for own actions, listening without interrupting others, be encouraging, dont judge
others for trying,
Deliver constructive criticism not criticism
Dont talk during a lesson
Help each other out both in class and during services.
Were not in high school so take responsibility for yourself and be adult
Be friendly
Leave your problems at the door.
Be POSITIVE
Be open minded

How do we address issues that may arise during class?

Dont let it stew
Have a one to one chat with just the individual
Dont gossip about the issues you have with others Address them with the person first if the issue is big
enough to address.
If serious then talk to Renee, Fee or Nicola.
Be calm
Be considerate of how the other person might feel when you have a chat. They may not realise they did
something wrong.
Dont call someone out in a group of people.
Dont let your emotions guide you. Take some time out before addressing the situation if you need first.
Always work towards finding a solution dont get stuck in the problem.
References

Athanassiou, N., McNett, J. & Harvey, C. (2003). Blooms taxonomy . Journal of management education,
27.5. doi:533555

Ausmed. (2017).retrieved from: https://www.ausmed.com/articles/giving-feedback/

Dubious & Rothwell. (2004). Competency-Based or a Traditional Approach to Training? (Vol. 58). United
States: T D; Alexandria.

Kaufman, D. (2004). Constructivist issues in language learning and teaching. Annual review of applied
linguistics , 24, 303-319.