Package for Hospitality Training

(Including Competency Standard, Teacher Focused & Student

Centered Materials and Assessment Tools)

Unit Title:
MANAGE QUALITY CUSTOMER
SERVICE

Unit Code: ITHHGLE11AEM

Acknowledgements

Writer:

Hera Oktadiana, Lecturer, Trisakti Institute of Tourism, Jakarta

Indonesian Hotels and Restaurant Association

Jakarta International Hotels Association
Ministry of Manpower and Transmigration
Ministry of National Education
Ministry of Culture and Tourism
Tourism Training Australia
Australian National Training Authority
Australian Agency for International Development

This package has been produced to provide information that can be used to
complement the materials that are already available. The package is nor
intended to replace current resources.

Package for Hospitality Training – Manage quality customer service i

Glossary

Access and equity

Refers to the fact that training should be accessible to everyone regardless of age, gender,
social, cultural, religious or educational background.

Assessment
The formal process ensuring training meets the standards required by industry. This process
is performed by a qualified assessor within a nationally agreed framework.

Assessor
An assessor is a person who is certified by industry to assess whether a worker is competent
to undertake specific tasks.

Competent
Able to do the job and has all the necessary skills, knowledge and attitude to perform
effectively in the workplace, according to agreed standards.

Competency based training

Training that relates to what people must be able to do and measures performance against
agreed standards.

Critical aspects of assessment

Explains the central point of the assessment and the key points to look for when assessing.

Context of assessment
Specifies where, how and by what methods assessment should occur.

Elements
The skills, which make up a unit of competence.

Evidence guide
These are guidelines on how a unit should be assessed.

Fair
Does not disadvantage particular trainees or students.

Flexible
Acknowledges that there is no single approach to the delivery and assessment of
performance in a competency-based system.

Formative assessment
These are small assessment tasks done during training. They assist in making sure that
learning is taking place and also give the trainees or students feedback on their progress.

Key competencies
Competencies that underpin all work performance. These are: collecting, analysing and
organising ideas and information, communicating ideas and information, planning and
organising activities, working with others and in teams, solving problems, using technology,
using mathematical ideas and techniques.

Package for Hospitality Training – Manage quality customer service ii

These competencies are graded in different levels.

Level of ability to be demonstrated in achieving the key competencies

Level Characteristics
1 Undertakes routine tasks within established procedures and is subject to
frequent progress checks by supervisor.
2 Undertakes broader and more complex tasks with increasing personal
autonomy for own work. Supervisor upon completion checks work.
3 Undertakes complex and non-routine activities, is self directed and responsible
for the work of others.

Linkages to other units

Describes the role of the unit and its place within the full set of competencies specified by
industry. It provides guidance as to which units may be assessed together.

National competency standards

Nationally agreed statements of the skills and knowledge that people need at work and the
standards of performance that are required.

Performance criteria
This is used to judge whether an individual has achieved competence in a unit.

Range of variables
This details the range of different contexts that may apply to a particular unit.

Reliable
Uses methods and procedures that confirm that the competency standards and their levels
are interpreted and applied consistently in all contexts and to all trainees or students.

Standards and certification institute

Ministry of Manpower and Transmigration (MOMT) has given authority to Indonesian Hotels
and Restaurants Association (PHRI) and Association of Indonesian Tours and Travel
Agencies (ASITA) to establish the Institute for the Standardisation and Certification of the
competency of Indonesian workers in the hospitality and tourism industry. The institute will
develop competency standards and information systems for the Standardisation and
Certification of competencies as well as administer competency tests and certify Indonesian
workers in the hospitality and tourism industry.

Summative assessment
The assessment done after training of the completed unit of competence to ensure that
trainees or students have achieved the performance criteria.

Trainee or student
A trainee or student is a person who is being taught knowledge or skills.

Trainer or teacher
A trainer or teacher is a person who facilitates learning.

Underpinning skills and knowledge

Defines the skills and knowledge required to be competent at the specified level

Unit descriptor
A general description of the competency standard.

Valid
Judgement on the same evidence and criteria will produce the same assessment outcomes
from different assessors.

Package for Hospitality Training – Manage quality customer service iii

 Table of Contents

1. Introduction to this guide

1.1 Introduction______________________________________________1
1.2 Time required to achieve competency__________________________2
2. Help for the trainer or teacher
2.1 The role of the trainer or teacher______________________________2
2.2 Delivery strategies_________________________________________2
2.3 Delivery requirements______________________________________2
2.4 Sources of additional information_____________________________2
3. The competency standard
3.1 Use of competency standard_________________________________3
3.2 Competency standard______________________________________3
4. Delivery strategy
4.1 The content plan__________________________________________5
4.2 How to teach the competency standard________________________7
4.3 Support materials (Overhead transparencies/Handouts)___________9
5. Assessment
5.1 Workplace assessment issues______________________________30
5.1.1 Workplace assessment..................................................................... 30
5.1.2 Competent........................................................................................ 30
5.1.3 Recognition of current competence.................................................. 30
5.1.4 Assessors......................................................................................... 30
5.2 Underpinning skills and knowledge___________________________30
5.2.1 Assessment of underpinning skills and knowledge........................... 30
5.2.2 Underpinning skills and knowledge assessment............................... 31
5.3 Suggested assessment for Manage quality customer service______31

Appendices

1 Competency assessment result.

2 Group trainee or student assessment record.
3 List of overheads and handouts.
4 Trainee or student evaluation sheet.
5 Amendment list.
Section 1
Introduction to this guide
1.1 Introduction
Welcome to this guide.

This guide uses Competency Based Training to teach workplace skills. It is based on
competency standard that is a nationally agreed statement of the skills, attitude and
knowledge needed for a particular task. The major emphasis is on what an individual can do
as a result of training. One of the most important characteristics of Competency Based
Training is its focus on training individuals for actual jobs in the workplace.

This will help you teach the competency Manage quality customer service.

This guide deals with the skills and knowledge required to manage customer service quality in
the workplace.

Linkages to other units:

1 This unit should be assessed with or after the following units:
a. ITHHGLE08AES Lead and manage people.
2 There is also a strong link between this unit and other leadership units. Depending upon
the industry sector and workplace, combined assessment / training may be appropriate
with those units.
3 Care should be taken in developing training to meet the requirements of this unit. For
generic prevocational training, organisations should provide training that considers the
full range of industry contexts with no basis towards individual sectors. The Range of
Variables will assist in this regard. For sector specific delivery, training should be tailored
to meet the needs of that sector.

Teachers and trainers should structure their sessions according to the:

 needs of their students/trainees
 requirements of their organisation
 time available for training
 training situation.

A delivery strategy has been provided for the teachers and trainers. The suggested content
gives an indication of what needs to be covered in the program to meet the competency
standard.

The delivery strategy used and assessment provided in this unit is not compulsory and should
be used as a guide. Teachers and trainers are encouraged to utilise their own industry
knowledge, experience, local examples and products to adapt the materials or develop their
own resources, in order to ensure the relevance of the training.

1.2 Time required to achieve competency

Under Competency Based Training, the focus should be on achieving competence, not on
fulfilling a particular time requirement, as different trainees may take different lengths of time
to be competent in a particular skill.

Package for Hospitality Training – Manage quality customer service 1

Section 2
Help for the trainer or
teacher
2.1 The role of the trainer or teacher
One of your roles as a trainer or teacher is to ensure high standards of service through
effective training. To ensure that you are ready to start working on this competency with
trainees or students, consider the following questions:
How confident do you feel about your own knowledge and skills required to deliver each
element?
Is there any new information or laws that you may need to access before you start training?
Do you feel confident about demonstrating the practical tasks?
Will you be able to clearly explain the underpinning knowledge that your trainee or student
will need to do the job properly?
Are you aware of the scope of industry situations in which the competency may apply?
Are you aware of the language, literacy and numeric skills your trainees or students need to
demonstrate competency in this standard?
Have you consider access and equity issues in planning the delivery of this training program?

2.2 Delivery strategies

The range of training activities that has been suggested for delivering this competency may
include:
 actual tasks
 projects and assignments
 case studies
 lectures
 videos and references
 group activities
 role plays and simulations.

Trainees or teachers should select training strategies that are appropriate for the competency
being taught, the situation and the needs of the learners. For example, if practising on-the-job
is not possible, varied simulations and role-plays may be appropriate.

2.3 Delivery requirements

Classroom space for delivery to trainees, whiteboard / blackboard, overhead projector,
overhead projector screen, flip chart, flip chart paper and multimedia.

2.4 Source of additional information

Sources of information may include some of the following categories:
 text books
 professional journals
 Tourism Training Australia website: www.tourismtraining.com.au
 Industry Associations – Indonesian Hotels and Restaurant Association (PHRI)
Jl. R.P Soeroso 27 GHI (Gondangdia Lama) Jakarta 10350
Phone: (021) 310 2922
 Teacher Associations – PPPG
Jl. Raya Parung KM.22-23 Bojongsari, Sawangan – Bogor
Phone: (021) 743 1271

Package for Hospitality Training – Manage quality customer service 2

Section 3
The competency
standard
3.1 Use of the competency standard
In a training situation the competency standard assists the trainer or teacher to:
 identify what trainees or students have to do
 identify what trainees or students have already done
 check trainees’ or students’ progress
 ensure that all elements and performance criteria in training and assessing are
covered.

3.2 Competency standard

UNIT ITHHGLE11AES MANAGE QUALITY CUSTOMER SERVICE

UNIT DESCRIPTOR This unit deals with the skills and knowledge required to manage
customer service quality in the workplace.

ELEMENTS PERFORMANCE CRITERIA

01 Develop and 1.1 Informal and formal research is used to obtain
implement approaches information on customer needs, expectations and
to enhance customer satisfaction levels.
service quality 1.2 Changes in internal and external environments are
considered in quality service planning.
1.3 Opportunities for colleagues to participate in the
customer service planning process are provided.
1.4 Approaches are developed and communicated to
colleagues and customers.
02 Monitor and adjust 2.1 Customer service standards are monitored in the
customer service workplace in accordance with enterprise policies
and procedures.
2.2 Feedback is sought on an ongoing basis.
2.3 Coaching is used to assist colleagues to deal with
customer service issues.
2.4 Colleagues are encouraged to take responsibility for
customer service.
2.5 Customer service problems are identified and
adjustments made accordingly to ensure continued
service quality.
2.6 Adjustments are communicated to all those involved
in service delivery within appropriate timeframes.

RANGE OF VARIABLES
1. This unit applies to all tourism and hospitality sectors.
2. Informal and formal research on customer needs may include but is not limited to:
2.1 Talking to customers.
2.2 Qualitative or quantitative research.
2.3 Seeking feedback from service delivery colleagues.
2.4 Analysis of competitive environment.
2.5 Analysis of industry and market trends.

EVIDENCE GUIDE
1. Underpinning skills and knowledge:
1.1 To demonstrate competence, evidence of skills and knowledge in the following

Package for Hospitality Training – Manage Quality Customer Service 3

 areas is required:
a. Principles of quality assurance and its application to tourism and
hospitality in a management context (not necessarily a formal quality
management system).
b. Industry and market knowledge as it applies to quality issues.
c. Competitive environment.
d. Overview of product development from a quality service perspective.
2. Context of assessment:
2.1 This unit may be assessed on or off-the-job. Assessment should include
practical demonstration either in the workplace or through a simulation.
Portfolios of evidence relating to workplace experience may be appropriate.
Simulated activities must closely reflect the workplace and may need to take
place over a period of time to allow the candidate to address the ongoing
implementation and monitoring aspects of this unit. This should be supported
by a range of methods to assess underpinning knowledge.
1. Critical aspects of assessment:
Look for:
3.1 Ability to develop pro-active approaches to the enhancement of customer
service within a specific tourism / hospitality context.
3.2 Knowledge of quality service principles.
4. Linkages to other units:
4.1 This unit should be assessed with or after the following units:
a. ITHHGLE08AES Lead and manage people.
4.2 There is also a strong link between this unit and other leadership units.
Depending upon the industry sector and workplace, combined assessment /
training may be appropriate with those units.
4.3 Care should be taken in developing training to meet the requirements of this
unit. For generic prevocational training, organisations should provide training
that considers the full range of industry contexts with no basis towards
individual sectors. The Range of Variables will assist in this regard. For
sector specific delivery, training should be tailored to meet the needs of that
sector.

KEY COMPETENCIES IN THIS LEVEL KEY COMPETENCIES IN THIS LEVEL

UNIT UNIT

Collecting, organising and 3 Using mathematical ideas and 1

analysing information techniques

Communicating ideas and 3 Solving problems 3

information

Planning and organising activities 3 Using technology 1

Working with others and in teams 3

Package for Hospitality Training – Manage Quality Customer Service 4

Section 4
Delivery strategy
4.1 The content plan
Note: In delivering the training below, teachers, trainers, trainees, students and assessors ensure compliance with full
details contained in the competency standard.
Element and Performance Range of Variables Additional Training Topics Activity Visual
Criteria Content
01. Develop and implement This unit applies to all tourism and
approaches to enhance hospitality sectors.
customer service quality.
1.1 Informal and formal research Informal and formal research on Define customer B OHT 1
is used to obtain information customer needs:
on customer needs,  talking to customers Defining customers’ needs, Dis OHT 2a-b &
expectations and satisfaction  qualitative or wishes and expectations B HO 1a-b
levels. quantitative research
 seeking feedback from
service delivery colleagues
 analysis of competitive
environment
 analysis of industry and
market trends.
1.2 Changes in internal and Factors effecting quality Dis OHT 3
external environments are service planning HO 2
considered in quality service
planning.
1.3 Opportunity for colleagues to Involving colleagues in Dis OHT 4 &
participate in the customer customer service planning HO 3
service planning process are
provided.
1.4 Approaches are developed Approaches to quality Dis OHT 5
and communicated to improvement HO 4
colleagues and customers.

0.2 Monitor and adjust customer This unit applies to all tourism and
service. hospitality sectors.

Package for Hospitality Training – Manage quality customer service 5

 Element and Performance Range of Variables Additional Training Topics Activity Visual
Criteria Content
2.1 Customer service standards Monitoring and measuring Dis OHT 6
are monitored in the workplace customer service standards HO 5a-b
in accordance with enterprise
policies and procedures.
2.2 Feedback is sought on an Seeking feedback Dis OHT 7
ongoing basis.
2.3 Coaching is used to assist Effective coaching to deal Dis OHT 8
colleagues to deal with with customer service Dem HO 6a-b
customer service issues. issues
2.4 Colleagues are encouraged to Motivating people Dis OHT 9
take responsibility for Dem, RP HO 7a-b
customer service.
2.5 Customer service problems Problems facing customers Dis OHT 10
are identified and adjustment of service company
made accordingly to ensure
continued service quality. Customer orientation and Dis OHT 11
customer care for continual
quality improvement

2.6 Adjustments are Defining communication RP OHT 12

communicated to all those
involved in service delivery
within appropriate timeframes.

Legend:
Brainstorm – B Guest Speaker – GS Project – Pro
Case Study – CS Hand Out – HO Questioning – Q
Demonstration – Dem Multimedia – MM Role Play – RP
Discussion – Dis Overhead Transparency – OHT Research – R
Excursion – Ex Practical Application - PA Simulation – S
Group Work – GW Presentation – Pre Video – V

Package for Hospitality Training – Manage quality customer service 6

4.2 How to teach the competency standard
What skills, knowledge and How will I transfer the skills, knowledge and attitude to the trainee or student?
attitude do I want the trainee or
student to have?
Define customer Trainer or teacher to show OHT 1 [Define customer].
Trainees or students to brainstorm and list types of customer of the hospitality industry.
Trainees or students to list the types of customers given by the trainer into specific groups.

Defining customers’ needs, wishes and Trainer or teacher to show and discuss OHT 2a-b and Handout 1a-b [Defining customers’ needs, wishes
expectations and expectations].
Trainees or students to brainstorm the types of needs, wishes and expectations customer will have.
Trainer or teacher to list on board and discuss.
Trainees to take notes.

Factors effecting quality service planning Trainer or teacher to show and discuss OHT 3 [Factors effecting quality service planning].
Trainer or teacher to give Handout 2 [Factors effecting quality service planning].
Trainees to identify factors from personal work experience.
Trainees to take notes.

Involving colleagues in customer service Trainer or teacher to show and discuss OHT 4 and Handout 3 [Involving colleagues in customer service
planning planning].

Approaches to quality improvement Trainer or teacher to show and discuss OHT 5 [Approaches to quality improvement].
Trainer or teacher to give Handout 4 [Approaches to quality improvement].
Trainees to take notes.

Monitoring and measuring customer Trainer or teacher to show and discuss OHT 6 [Monitoring and measuring customer service standard].
service standards Trainer or teacher to give Handout 5a-b [Monitoring and measuring customer service standard].
Trainees to identify workplace methods of monitoring and measuring customer service.

Seeking feedback Trainer or teacher to show and discuss OHT 7 [Seeking feedback].
Trainees or students to take notes.

Effective coaching to deal with customer Trainer or teacher to show, discuss and demonstrate OHT 8 [Effective coaching to deal with customer

Package for Hospitality Training – Manage quality customer service 7

 What skills, knowledge and How will I transfer the skills, knowledge and attitude to the trainee or student?
attitude do I want the trainee or
student to have?
service issues service issues].
Trainer or teacher to give Handout 6a-b [Effective coaching to deal with customer service issues].

Motivating people Trainer or teacher to show, discuss, and demonstrate OHT 9 [Motivating people].
Trainer or teacher to give Handout 7a-b [Motivating people].
Trainees or students to role play effective coaching and motivation of personnel in a variety of situation. Trainer
to provide feedback, advice and comment.

Problems facing customers of service Trainer or teacher to show and discuss OHT 10 [Problems facing customers of service company].
company Trainees or students to take notes.

Customer orientation and customer care Trainer or teacher to show and discuss OHT 11 [Customer orientation and customer care for continual
for continual quality improvement quality improvement].
Trainees or students to take notes.

Defining communication Trainer or teacher to show OHT 12 [Defining communication]

Trainees or students to take notes.
Trainees to role play the use of effective communication skills applied to quality customer service in simulated
environment. Trainer to provide feedback, advice and comment.

Package for Hospitality Training – Manage quality customer service 8

4.3 Support materials
(Overhead transparencies/
Handouts)
 OHT 1

Define customer

The definition of customer:

A person on the receiving end of what the business

offers.

Someone who is willing to pay a fair price for a

quality product and wants to be neither overcharged
nor under served.

The customer is the reason the company is in

business.

Someone who has certain needs and wants them to

be fulfilled and who, if we cannot fulfil them, will go
to a competitor for service.

The quality of service is realised in the customer

and is interpreted and perceived by him or her.

Package for Hospitality Training – Manage quality customer service 9

 OHT 2a & HO 1a

Defining customer needs, wishes and

expectations

What are needs, wishes and expectations?

Needs:
Needs often underlie wishes and expectations.

Wishes:
Refers to the way in which customer would like to
satisfy a specific need, but there may not have the
resources to meet these wishes.

Expectations:
Spring from the customers’ needs, wishes, but are
also influenced by the company’s image or
reputation in the market, the customer’s previous
perceptions and their experience with the company
and by the company’s current marketing.

Package for Hospitality Training – Manage quality customer service 10

 OHT 2b & HO 1b

Defining customer needs, wishes and

expectations (cont’d)

To gain a real understanding of the customer’s

needs, wishes and expectations, we should:

 involve the customers in developing new

services
 listen to the customers with the greatest
attention
 make decisions and act on the basis of the
customer’s motives, needs and expectations
 wear customer spectacles and see with the
customer’s eyes
 look for customer feedback
 define with them the elements or factors of
service that are of particular importance to
them; what they value and do not value
 analyse the market trends
 analyse the competitors.

Package for Hospitality Training – Manage quality customer service 11

 OHT 3

Factors effecting quality service

planning

 human capital

 markets

 environmental issues

 technological development.

Package for Hospitality Training – Manage quality customer service 12

 HO 2

Factors effecting quality service

planning

Human capital

Greater efforts must be made to develop the competence of the

staff. Company growth now comes as much from the employee
development as from expansion with more employees. This
applies as much to frontline service providing staff as to other
professional staff.

Markets

Markets are complex and rapidly changing with new and more
complex customer demands, products and services.
Internationalisation is increasing and international competition is
intensifying in many markets. To ensure the right quality,
companies must be better at understanding their environment and
building-up the competence and ability to change before or at the
same time as the outside world changes.

Environmental issues

The demand for quality in the outer environment will place greater
demands on how companies conduct their business, which
sources of energy they use, and how they design their products.

Technological development

Technological development has played a key role in the structural

changes in the service sector. Boundaries between transportation,
communication and travel-service industries are disappearing as
airlines begin to provide direct reservations, tours, conferences,
auto and hotel arrangements, in-flight telephone service, electronic
retailing package delivery services in competition-and-coalition
with thousands of other service units.

Package for Hospitality Training – Manage quality customer service 13

 OHT 4 & HO 3

Involving colleagues in customer

service planning

Form quality improvement groups made up of

people from different departments.

Group members learn a great deal about each

other’s work and also receive training in working in
groups.

Spread the quality message throughout the

organisation by means of internal marketing.

Staffs are constantly reminded of the quality

program through posters, badges, etc.

Package for Hospitality Training – Manage quality customer service 14

 OHT 5

Approaches to quality improvement

To improve quality, there are 2 approaches that

can be conducted:

 approaches to the staff

 approaches to the customers.

Package for Hospitality Training – Manage quality customer service 15

 HO 4

Approaches to quality improvement

Approaches to the staff:

 providing education and training service to managers, and
aids and methods which help them to produce measurable
improvements in quality
 creating and implanting the business concept in the entire
organisation, which helps to determine the direction the
company will take in the future
 involving staff in planning and implementing quality
improvement
 build a spirit of working together towards goals
 having instruments and channels to disseminate the
company’s philosophy, goals and values throughout the
organisation
 promoting a climate of open communication and feedback
 encouraging and recognising innovation and teamwork
 recognising the right of every employee to understand the
requirements of his/her assignment and to be heard when
offering suggestion for improvement.

Approaches to the customers:

 making the customer a member of one’s own organisation
 rewarding faithful customers
 communicating with customers in a way that promotes
goodwill, trust and satisfaction
 identify customer’s un-stated needs
 ensuring that customers’ needs and reasonable requests are
met
 providing friendly and courtesy assistance.

Package for Hospitality Training – Manage quality customer service 16

 OHT 6

Monitoring and measuring customer

service standard

What should be monitored and evaluated?

a. Marketing

b. Reservation

c. Registration

d. Guest stay

e. Check – out.

Two types of measuring the service quality:

a. Quantity methods

b. Qualitative methods.

Package for Hospitality Training – Manage quality customer service 17

 HO 5a

Monitoring and measuring customer

service standard

What should be monitored and evaluated?

a. Marketing:
 customer surveys (before and after stays/events)
 advertising (billboards, direct mail, radio, TV, internet, incentive
promotion).
b. Reservation:
 the reservation system
 our telephone manner
 cancellation policy
 credit card acceptance
 accommodation availability (value and cost considerations)
 complimentary services/products
 information on hotel shuttle and public transportation.
c. Registration:
 hotel shuttle and public transportation
 greetings (doorman, bell staff, front desk personnel)
 assistance with luggage
 check-in procedure (length of time in line, ease of check-in)
 room accommodation
 credit card acceptance
 complimentary services/products
 room status/availability
 information on hotel services
 cleanliness and interior design of lobby, elevators, room
 operation of air conditioning, heat, television, radio, plumbing in room
 amenities available.
d. Guest stay:
 food service department (menu offerings, hours of operation, prices,
service level)
 gift shop (selection, souvenirs, value/price).
 lounge (prices, entertainment, hours, service level)
 room service (menu offerings, prices, delivery time and pickup of
trays)
 valet service (pickup and delivery times, prices, quality of service)

Package for Hospitality Training – Manage quality customer service 18

 HO 5b

Monitoring and measuring customer

service standard (cont’d)

 housekeeping services (daily room cleaning, replenishment of

amenities, cleanliness of public areas).
 security (24-hour availability, fire safety devices)
 front office (request for information and assistance such as wake up
calls, telephone system, guest folio, extension of stay).
e. Check – out:
 reasonable and flexible check-out time deadlines
 assistance with luggage
 elevator availability and promptness
 length of time in line
 immediate availability of guest folio printout; accuracy of charges.

Monitoring should be done continuously

Two types of measuring the service quality:

a. Quantitative methods

Aim for objective facts and unambiguous measures and can be used to
measure service availability such as opening hours and waiting times

E.g. How many times the phone rings before it is answered.

b. Qualitative methods

Help us to understand people’s expectations and requirements. This

method involves listening, studying, analysing, and interpreting
customer statements.

Package for Hospitality Training – Manage quality customer service 19

 OHT 7

Seeking feedback

There are several ways to seek for feedback:

 from guest comment cards.

 direct communication from guest to staff;

complaints, suggestions, compliments, etc.

 having front-line staff, inquire about the guest’s

visit during check-out.

E.g. “How did you enjoy the entertainment in

the lounge?”

Package for Hospitality Training – Manage quality customer service 20

 OHT 8

Effective coaching to deal with

customer service issues

What is coaching?
What is the purpose of coaching?
The principles of coaching
a. involvement
b. understanding
c. listening.

The Aim of coaching and how to achieve it:

a. change in the situation
b. change in the employees’ perception of the
situation
c. change in the individual’s skills
d. change in the individual’s objectives.

Package for Hospitality Training – Manage quality customer service 21

 HO 6a

Effective coaching to deal with

customer service issues

What is coaching?
Coaching is a process of providing positives and/or
feedback to an employee

What is the purpose of coaching?

To reinforce knowledge and skills that have been
developed through training

The principles of coaching:

 Involvement
Employees should be encouraged to
participate actively in coaching sessions. The
more active an employee is in appraising
problems for themselves and outlining possible
courses of action, the more committed they will
be to the solution.

 Understanding
There must be mutual understanding of the
topic being discussed. The only way of
ensuring this is to get the employee to define
the problem in his or her own words.

 Listening
The manager must do more listening than
talking.

Package for Hospitality Training – Manage quality customer service 22

 HO 6b

Effective coaching to deal with

customer service issues (cont’d)

Coaching is aimed at bringing about desired changes in

the actions and attitudes of employees.
These can be achieved by one or more of the following:
a. Change In The Situation
The manager may:
 change his/her behaviour patterns/style of
leadership
 change condition of the work situation
b. Change In The Employees’ Perception Of The
Situation
Ensuring that the employee is informed about
company objectives, problems, and other matters of
interest.
c. Change In The Individual’s Skills
Providing new skills and tools which an employee
can use in dealing with situations can change the
employee’s self-concept and attitude about the
situation. Training develops confidence and pride.
d. Change In The Individual’s Objectives
A manager should assist the employees in setting
short-range objectives which are within reasonable
reach of the employee’s capabilities. Manager should
regularly review job performance standards that have
been set for the groups.
Package for Hospitality Training – Manage quality customer service 23
 OHT 9

Motivating people

What is motivation?

Work motivation factors

 necessity
 advantage
 personal satisfaction
 independence
 encouragement, praise and recognition
 money
 company policy.

How to motivate people?

 provide cross-training
 give training for promotion
 involve the employees
 give a reward.

Package for Hospitality Training – Manage quality customer service 24

 HO 7a

Motivating people

What is motivating?

Motivating is to make someone eager or at least willing to do the

work.

Work motivation factors:

 Necessity

Most basic reason that people work is to provide themselves

and their dependents with food, shelter and clothing.

 Advantage

People seek not just enough money to live, but also an

income to satisfy the many aspirations in an affluent society.
Many employees are motivated to work harder to keep a good
job, to gain a raise or to earn a bonus.

 Personal satisfaction

People love their work because they enjoy what they do.
Maybe the work itself may not be interesting, but the job may
provide other rewards of a social nature.

E.g. many people enjoy coming to the work because that it

where their friends are.

 Independence

Many people are motivated towards self-direction and

independence. The idea of being your own boss entices many
people. Encouragement, praise and recognition
Encouragement, praise and recognition are important factors.

 Money

Many people often see money as a form of social recognition.

Package for Hospitality Training – Manage quality customer service 25

 HO 7b

Motivating people (cont’d)

 Company policy

Company policy such as fringe benefit and working conditions

can be an important motivator.

How to motivate people?

 Provide cross-training

Many people become bored performing the same tasks over

and over. Cross-training, will develop a fuller understanding of
the demands placed upon co-workers, and help avoid
boredom.

 Give training for promotion

People are highly motivated when they are able to train for
promotion. This involves learning the skills of a higher level
job, while filing a lower position.

 Involve the employees

This means that the decisions should be made through group

processes when possible. Employees need to feel that they
belong to a group. A job has to be more than a place to work.
It has to afford opportunity for the individual to contribute to
the goals of the organisation while feeling like an important
part of the team.

 Give a recognition of every success

In developing positive feeling of personal worth, recognition

should be given. There are two types of recognition:

- Intangible recognition

Such as praise and compliments from managers, fellow-

workers, and guests

- Tangible recognition

Such as raise, a bonus, or a promotion

Package for Hospitality Training – Manage quality customer service 26
 OHT 10

Problems facing customers of service

company

The most serious problems found for service

companies:

 difficulties in contacting customer service staff

and sales people

 lack of information about the services offered

by the company

 unclear or incomplete price information

 unclear or incomplete product catalogues

 handling of complaints

complaints are still seen as a threat rather

than an opportunity
 lack of reward for faithful customers

 the content and form of the invoice

clear invoices lead to quicker payment.
invoices are becoming a more important
information source and database.

Package for Hospitality Training – Manage quality customer service 27

 OHT 11

Customer orientation and customer

care for continual quality improvement

 give benefits to key customers

 systematise customer complaints and learn

from them - decide how you will avoid
repeating them and how to handle them when
they arise

 train staff in customer care

 give staff the authority and resources to make

quick decisions and act to handle
dissatisfaction or reward faithful customers

 stimulate employees to be creative in

developing customer care activities

 invest in meetings and regular contacts with

customers via newsletters or customer
magazines

 making it easy for customer to complaint.

Package for Hospitality Training – Manage quality customer service 28

 OHT 12

Defining communication

Communication is the process in which information

and ideas are transmitted from one person to
another.

Forms of communication:

 speaking (oral communication)

 writing (memo, letter, bulletin)

 acting (non-verbal communication such as

body positions, facial expressions, gestures,
movements)

 listening.

Package for Hospitality Training – Manage quality customer service 29

Section 5
Assessment
5.1 Workplace assessment issues

5.1.1 Workplace assessment

Assessment is the process of collecting evidence and making judgements on progress

towards satisfying the performance criteria set out in the competency standard. At the
appropriate point, judgement is made as to whether competence has been achieved.
Assessment identifies the achievements of the trainee rather than relating the performance of
the trainee to other trainees.

5.1.2 Competent

Ask yourself the question, “what does an employee really need to be able to do?” The
answer to this question will tell you what we mean by the word “competent”. To be competent
in a work related skill implies that the person is able to:
 perform at an acceptable level of skill
 organise the required tasks
 respond and react appropriately when things go wrong
 fulfil a role in the scheme of things at work
 transfer skills and knowledge to new situations.

When you assess this competency you must take into account all of the above issues to
reflect the real nature of work.

5.1.3 Recognition of current competence

An integrated national assessment principle provides for the recognition of current

competencies regardless of where they have been acquired. Assessment recognises that
individuals can achieve competence in a variety of ways:
 prior qualifications
 informal learning.

Recognition of current competence gathers evidence to assess an individual against

competency standards in order to determine whether they have achieved the required
competence for a job role or for recognition for a formal qualification. The assessment of
recognition of current competence is undertaken by industry certified workplace assessor.

5.1.4 Assessors

In workplace situations, an industry certified assessor would determine whether a worker was
competent to undertake the tasks entailed by this unit of competency. If you are certified to
assess this unit, then you may choose from the methods offered in this guide, or develop your
own to conduct assessment. Assessors must look at the evidence guides in the competency
standards before arriving at the assessment methods to use.

5.2 Underpinning skills and knowledge

Evidence should include a demonstrated ability to correctly explain and apply CBT principles
and practices in the hospitality industry.

Package for Hospitality Training – Manage quality customer service 30

5.2.1 Assessment of underpinning skills and knowledge
You must now assess your trainee’s underpinning skills and knowledge. This section must be
completed before you go on to the next section. Underpinning skills and knowledge for
competency standard are:
a. principles of quality assurance and its application to tourism and hospitality in a
management context (not necessarily a formal quality management system).
b. industry and market knowledge as it applies to quality issues.
c. competitive environment.
d. overview of product development from a quality service perspective.

Should your trainees not have the underpinning skills and knowledge required, you must
ensure that you deliver this material before you progress to the next section.

This training may be delivered through a variety of activities including:

 theory/practical session
 workplace observation
 workplace training
 questioning – oral/written
 role play
 project work/case study.

5.2.2 Underpinning skills and knowledge assessment

Use these tasks to determine if your trainees have the necessary underpinning skills and
knowledge. The table below can be used to record the result of each student and what further
training is needed.

Assessment tasks Yes No Further training

needed

What do you understand by the term quality

customer service?

Name 4 workplace internal customers and 4

external customers.

Explain the competitive environment in which

your workplace operates.

Name some common methods for assessing

the level of customer service in the tourism and
hospitality industry.

5.3 Suggested assessment for Manage quality

customer service
The following pages list some of the methods that can be used to assess this competency.
The proposed assessments have been designed to address each element, performance
criteria and underpinning skills and knowledge for the competency.

Package for Hospitality Training – Manage quality customer service 31

Results of a successful assessment should indicate sufficient and relevant knowledge and understanding
to be able to infer competence. Therefore the trainee is assessed as either competent / competence to be
achieved. Examples of assessment results sheets are included in Appendix 1 and 2.

Package for Hospitality Training – Manage quality customer service 32

 Evidence gathering methods

Assessment of practical demonstration in the workplace may include observation of the trainee:
 observation generally not applicable to this unit.

Third party/documentary evidence may include:

 peer or supervisor report (written or oral)
 details of previous training, work experience
 copies of customer surveys
 copies of customer service procedures previously established or implemented by the candidate.

Oral question or some form of written assessment/project would be useful to determine underpinning knowledge such as:
 principle of quality assurance and its application to tourism and hospitality in a management context
 industry and market knowledge as it applies to quality issues
 the competitive environment
 product development from a quality service perspective.

In off-the-job assessment, simulated activities could be used to allow the trainee to provide evidence of skills through practical
demonstration:
 for a selected tourism or hospitality enterprise (may or may not be the candidate’s workplace), a project which requires the candidate to:
1. Design and conduct a questionnaire to assess satisfaction with customer service.
2. Apply a customer service model to the delivery of customer service.
3. Describe and assess the quality of customer service.

Project Package for Hospitality Training – Manage quality customer service 33

Sample methods On-the-Job Off-the-Job

1. Select a workplace. You are required to identify four external customers in your workplace, and list the products 
or services that are supplied to them. Then, develop a questionnaire and conduct interviews with the four
customers to identify their needs and assess how well they are being satisfied. Present your findings in a report
to management.

2. Select a given tourism operation. Prepare a report to document how the workplace 
addresses customer needs:
 outline the methods used to identify customer needs.
 describe the characteristics of the services provided and consider the flexibility and adaptability of these
services.
 describe the strategies used to ensure customer return.
 list the methods used to receive feedback from customers and how customer feedback is monitored.
 discuss how frequently customer service policies are reviewed and how changes to procedures are
communicated to staff.
Make recommendations on how the management of quality service may be improved.

Project Package for Hospitality Training – Manage quality customer service 34

 Questions On-the-Job Off-the-Job

Questioning should focus on:

1. Techniques and processes

 What steps would you take to implement a program to enhance customer service quality in your enterprise? 
 What process do you use to monitor the effectiveness of quality adjustments?

2. Organisation and planning

 How do you identify whether customers are satisfied with the level of customer service? 
 Describe the steps you would use in compiling a questionnaire to interview customers about their perception of 
customer service. 
 List two questions you would ask in a customer service survey.

3. Communication with others

 How do you encourage colleagues to take responsibility for customer service?

 How are quality adjustments communicated in your workplace? 

4. Problem solving
 Describe a recent customer service problem in your workplace, and the adjustment you made to ensure 
continued service quality.

Project Package for Hospitality Training – Manage quality customer service 35

Appendices
 Appendix 1

Competency assessment result

Unit code: ITHHGLE11AEA Title: Manage quality customer
service

Trainee or student name:

Assessor name:

The Trainee was assessed as: Competent 

Competency to be achieved 
Feedback to trainee

Signatures

The trainee has been informed of the Signature of assessor:

assessment result and the reasons for
the decision

Date:

I have been informed of the Signature of trainee:

assessment result and the reasons for
the decision

Date:

Package for Hospitality Training – Manage quality customer service Appendix 1 - Page 1
 Appendix 2

Group trainee assessment record

Unit code: ITHHGLE11AEA Title: Manage quality customer
service

Group:

Assessor name:

Trainee name Competent Competency

to be
achieved

Package for Hospitality Training – Manage quality customer service Appendix 2 - Page 1
 Appendix 3

List of overheads and handouts

Overhead Handout Title

number number
(OHT) (HO)
1 Define customer

2a-b 1a-b Defining customers needs, wishes

and expectations

3 2 Factors effecting quality service

planning

4 3 Involving colleagues in customer

service planning

5 4 Approaches to quality
improvement

6 5a-b Monitoring and measuring

customer service standard

7 Seeking feedback

8 6a-b Effective coaching to deal with

customer service issues

9 7a-b Motivating people

10 Problem facing customers of

service company

11 Customer orientation and

customer care for continual quality
improvement

12 Defining communication

Package for Hospitality Training – Manage quality customer service Appendix 3 – Page 1
 Appendix 4

Trainee or student evaluation sheet

Unit code: ITHHGLE11AEA Title: Manage quality

customer service

The following statements are about the competency Agree Don’t Disagree Doesn’t
you have just completed. Please tick the appropriate know apply
box.
1. There was too much in this competency to
cover without rushing.    
2. Most of the competency seemed relevant to me.
   
3. The competency was at the right level for me.
   
4. I got enough help from my trainer.
   
5. The amount of activities was sufficient.
   
6. The competency allowed me to use my own
initiative.    
7. My training was well organised.
   
8. My trainer had time to answer my questions.
   
9. I understood how I was going to be assessed.
   
10. I was given enough time to practice.
   
11. My trainer feedback was useful.
   
12. Enough equipment was available and it worked
well.    
13. The activities were too hard for me.
   

The best things about this unit were

The worst things about this unit were

The things you should change in this unit are

Package for Hospitality Training – Manage quality customer service Appendix 4 – Page 1
 Appendix 5

Hotel and Restaurant Materials

Amendment List

Unit code: ITHHGLE11AEM

Unit title: Manage quality customer service

Example:

Amendment Version Page Line Amender Date

No number number number initials completed

1. Replace ‘garish’ into ‘garnishes’ A 34 5 WW 12 Mar. 02

Amendment Version Page Line Amender Date

No number number number initials completed

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Package for Hospitality Training – Manage quality customer service Appendix 5 – Page 1