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References and resources ŠAustralian National Training Authority (ANTA), 2003 www.ret.gov.au/tra as at May 2012
Texts Johnson, D. W. (1993). Reaching Out: Interpersonal Effectiveness and Self Actualisation (5th ed) Boston: Allyn & Bacon.
Texts Engholm, C. (1991). When Business East Meets Business West. The Guide To Practice and Protocol In the Pacific Rim. New York: Wiley and Sons. Hemmings, P. (1988). Cultural Awareness. Adelaide: Regency Institute Hotel School Media Unit. Pilger, John. A. (1992). Secret Country. London: Vintage. Tourism Training Australia GSM3 Resource Kit. Tourism Training Australia. The International Visitor, Video Packages.
________________________________________________________________________________________ Work effectively with others Learner Guide Š The Gordon, 2014 All requests and enquiries regarding use and availability should be directed to: Hospitality, Tourism, Events and Cookery The Gordon Private Bag 1 Geelong Mail Centre VIC 3221 Ph: 5225 0730 Created: 30 January 2014 Version: 1
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Contents
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What this unit is about BSBWOR203A - Work effectively with others This unit describes the performance outcomes, skills and knowledge required to work in a group environment promoting team commitment and cooperation, supporting team members and dealing effectively with issues, problems and conflict.
Competency Based learning Competency based learning in not only about gaining knowledge but also about being able to put what you know into practice – to perform a task or demonstrate a skill. Assessment will be on your ability to demonstrate your competency (skill in relation to the performance criteria). You will need to show that you: • Can do all the things listed under performance criteria • Could do them, if you were out in the workplace
Prerequisite units There are no prerequisites for this unit.
How is this unit structured? Each unit is made up of Elements and Performance Criteria. Elements: Elements describe the essential outcomes of a unit of competency. Performance criteria: There are a number of performance criteria for each element. These explain what you need to demonstrate to be assessed as competent This unit has been set out in logical work/study sequence with reference to other materials needed to complete the unit.
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What you will learn Outlined below are the elements and performance criteria for both units. You need to read these through when you start, so that you know what you are aiming for. It is a good idea to refer back to these as you work through the workbook so you can keep a check on you progress. You can use this information to prepare you for assessment.
Element
Performance criteria
1. Develop effective workplace relationships
1.1. Identify own responsibilities and duties in relation to workgroup members and undertake activities in a manner that promotes cooperation and good relationships 1.2. Take time and resource constraints into account in fulfilling work requirements of self and others 1.3. Encourage, acknowledge and act upon constructive feedback provided by others in the workgroup
2. Contribute to workgroup activities
2.1. Provide support to team members to ensure workgroup goals are met 2.2. Contribute constructively to workgroup goals and tasks according to organisational requirements 2.3. Share information relevant to work with workgroup to ensure designated goals are met 2.4. Identify and plan strategies/opportunities for improvement of workgroup in liaison with workgroup
3. Deal effectively with issues, problems and conflict
3.1. Respect differences in personal values and beliefs and their importance in the development of relationships 3.2. Identify any linguistic and cultural differences in communication styles and respond appropriately 3.3. Identify issues, problems and conflict encountered in the workplace 3.4. Seek assistance from workgroup members when issues, problems and conflict arise and suggest possible ways of dealing with them as appropriate or refer them to the appropriate person
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Employability Skills Summary SIT30813 Certificate III in Commercial Cookery The following table contains a summary of the employability skills required by the hospitality industry for these qualifications. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options. Employability Skill Communication
Initiative and enterprise Learning
Planning and organising
Problem-solving
Industry/enterprise requirements for this qualification include: Interpreting food preparation lists and discussing with colleagues and supervisors to determine the operational requirements of the service period; interpreting verbal and written information about recipes, menu items and customer meal requirements to ensure a quality dining experience; negotiating acceptable solutions to operational service difficulties and customer complaints. Identifying and suggesting ways to improve kitchen operations and service efficiency; generating and suggesting ideas for new or improved recipes and menu items. Knowing own product knowledge and cookery skill strengths and weaknesses, being aware of opportunities to learn and participating in commercial cookery professional development activities; seeking and sharing information with colleagues on new food trends, products, services and suppliers; coaching others in job skills. Collecting, analysing and organising food preparation lists, recipes, menus and procedural information to efficiently plan the production of meals for the service period; collecting and analysing information to meet the specific needs of the customer group; setting timelines, organising own work flow to produce and serve meals to meet operational, customer requirements and service standards of the hospitality business; adjusting timelines and pacing food production throughout the service period to meet changing customer traffic requirements. Anticipating problems that may arise with kitchen operational and service activities; mitigating problems by planning kitchen operational activities; identifying and clarifying the extent of problems; taking responsibility for solving operational and service issues; referring high-level problems to supervisors and participating in the solution; using discretion and judgement as well as predetermined policies and procedures to guide solutions to operational problems in the kitchen. Understanding and following policies and procedures for legal compliance; organising own
Self-management work priorities to produce meals for the service period; taking responsibility for own job role in servicing the hospitality customer and for resolving operational problems in the kitchen; thinking about own work performance and seeking feedback and guidance on success in cooking activities.
Teamwork
Technology
Working as a skilled team member to deliver the quality service goals of the hospitality business; taking responsibility for own role in kitchen operations; working collaboratively as a team member by giving and receiving instructions and providing feedback and assistance to other team members; providing guidance and instruction to assistant or trainee kitchen team members. Understanding the operating capability of, selecting and using kitchen tools and equipment, computer systems, software and information systems that assist in commercial cookery activities; selecting and using the right personal protective equipment to manage personal safety in the kitchen.
Due to the high proportion of electives required by this qualification, the industry/enterprise requirements described above for each employability skill are representative of the hospitality industry in general and may not reflect specific job roles. Learning and assessment strategies for this qualification should be based on the requirements of the units of competency for this qualification.
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SIT31113 – Certificate III in Patisserie Employability Skill
Industry/enterprise requirements for this qualification include:
Interpreting food preparation lists and discussing with colleagues and supervisors to determine the operational requirements of the food production period; interpreting verbal and written information about recipes, patisserie Communication items and customer requirements to ensure quality patisserie products; negotiating acceptable solutions to operational problems in the pastry kitchen and customer feedback. Identifying and suggesting ways to improve pastry kitchen operations and Initiative and service efficiency; generating and suggesting ideas for new or improved recipes enterprise and patisserie products. Knowing own product knowledge and pastry cooking skill strengths and weaknesses, being aware of opportunities to learn and participating in pastry Learning cooking professional development activities; seeking and sharing information with colleagues on new food trends, patisserie products, services and suppliers; coaching others in job skills. Collecting, analysing and organising food preparation lists, recipes, and procedural information to efficiently plan the production of patisserie products; collecting and analysing information to meet the specific needs of the customer Planning and group; setting timelines, organising own work flow to produce patisserie organising products to meet operational, customer requirements and service standards of the business; adjusting timelines and pacing food production throughout the food production period to meet changing operational requirements. Anticipating problems that may arise with kitchen operational and service activities; mitigating problems by planning pastry kitchen operational activities; identifying and clarifying the extent of problems; taking responsibility for Problem-solving solving operational and service issues; referring high-level problems to supervisors and participating in the solution; using discretion and judgement as well as predetermined policies and procedures to guide solutions to operational problems in the pastry kitchen. Understanding and following policies and procedures for legal compliance; organising own work priorities to produce patisserie products for the food Self-management production period; taking responsibility for own job role in servicing the customer and for resolving operational problems in the pastry kitchen; thinking about own work performance and seeking feedback and guidance on success in cooking activities. Working as a skilled team member to deliver the quality food production and service goals of the business; taking responsibility for own role in pastry kitchen operations; working collaboratively as a team member by giving and receiving Teamwork instructions and providing feedback and assistance to other team members; providing guidance and instruction to assistant or trainee kitchen team members. Understanding the operating capability of, selecting and using pastry kitchen tools and equipment, computer systems, software and information systems Technology that assist in pastry cooking activities; selecting and using the right personal protective equipment to manage personal safety in the pastry kitchen.
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Assessment Competency based assessment has no “pass or fail”. You are either competent (CM) or not yet competent (NYC) which means you are still in the process of achieving competence and needing more time to develop a skill and obtain knowledge. You may be assessed using a range of methods, depending on the nature of the skill. These assessment methods may include: •
Practical demonstration of your skills in a classroom situation
•
Written questions and answers
•
Workbook review
•
Verbal questions and answers
•
A portfolio of evidence
•
Projects and Assignments
•
Oral classroom presentation
•
A combination of these methods
Study Guide To be successful in this unit you need to link learning to your workplace. Students who are working in the food industry will be able to achieve this. For those not yet employed, observation of examples can take place in the institutes kitchens. Some further study points: • • • • • • •
Read the workbook thoroughly Complete assessment questions Discuss the information and exercises with fellow students Share your skills and experiences Practise your new skills as often as possible Think about how you can use the knowledge and skills in your workplace If you need help, ask for it
Remember: What you are learning is practical, useful knowledge and skills. It is all relevant to the workplace and it is up to you to find ways to apply it.
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Learner support services The Gordon’s experienced Learner Support Staff provide a confidential mentoring service and assists students to develop a range of study skills, bridge gaps in knowledge and build confidence for ongoing learning. We are here to break down the barriers to help students through their learning pathway and to achieve their educational and personal goals by providing appropriate resources and support. The Centre incorporates the following functions: • Bookshops • Careers • Counselling • Disability Support • Student Activities • Student Residence • Scholarships • Student Support Fund The Learner Support Services office is located at H1.17 City Campus. Contact them on ext 4687 or lss@gordontafe.edu.au.
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Introduction to this unit Welcome to the BSBWOR203A Work effectively with others workbook. This unit deals with the interpersonal, communication and customer service skills required by all people working in the tourism and hospitality industries. We will also deal with cultural awareness that is required by all people working and serving customers from diverse backgrounds.
Essential Knowledge and Skills to Be Assessed The following knowledge and skills will be assessed as part of this unit: • Literacy skills to read and understand the organisation's policies and work procedures, to write simple instructions for particular routine tasks and to interpret information gained from correspondence. • Communication skills to request advice, to receive feedback and to work with a team • Technology skills to select and use technology appropriate to a task • Culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities. • Key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: Anti-discrimination legislation Ethical principles Codes of practice Privacy laws Occupational health and safety (OHS) • Organisational policies, plans and procedures • Workgroup member responsibilities and duties, and relationship to individual responsibilities and duties.
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Topic 1: Develop effective workplace relationships Interpersonal Skills Employment in a tourism or hospitality workplace involves face-to-face conversation and discussion with staff and customers. The main interpersonal skills you need are: • • • •
Outstanding personal appearance Clear communication skills Initiative in social interaction Teamwork
Personal Appearance Personal appearance includes dress and grooming which must be of a very high standard. Remember that you do not have a second chance to make a first impression on a guest. All tourism and hospitality businesses will have specific standards for personal presentation. Make sure that you are clear as to what these guidelines are.
Communication Skills The clarity of communication depends on the availability of information based on six simple questions: Who? What? Where? When? Why? and How? Communication involves sending and receiving a message which is understood clearly. When we send and receive messages, not only do we speak, but we also send “non-verbal” messages. Verbal communication involves questioning, listening and answering. Non-verbal communication involves body language, which includes facial expression, eye contact and posture.
Social Interaction Social interaction is the way you conduct yourself with others. It also involves verbal and non-verbal communication, such as the volume and tone of voice. Social interaction occurs on all occasions that you deal with other people. It broadcasts your attitude towards them, establishes that you feel comfortable with them and invites them to react to you in the same way. Being friendly and approachable normally means people will be the same with you. You must interact socially with staff and customers in a variety of ways.
Teamwork Teamwork is your ability to work with others for a common purpose. Effective teamwork is a major factor in customer satisfaction. In the Tourism and Hospitality Industry you interact with other staff members on a daily basis in order that the establishment functions smoothly. There will be a constant flow of information to and from your work area. Knowing how to work with others to achieve a common goal is an important interpersonal skill.
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Interpersonal skills commonly used in the workplace Interpersonal skills that you can adopt immediately are: •
Take care in your appearance
•
Face the person you are speaking to
•
Maintain eye contact if possible
•
Smile and establish rapport with the customer
•
Address the customer by name (if you know it)
•
Listen attentively to the customer
•
Ask questions within the topic of conversation
•
Maintain good posture
•
Stay at a social distance, about one metre, when speaking to customers
•
React immediately to a customer’s query or complaint
Interactions to avoid •
Touching the customer
•
Using bad language or statements which put people down
•
Giving personal observations, opinions or criticisms.
•
Rudeness which includes ignoring calls for attention or interrupting a customer’s conversation without saying “excuse me” first.
Teamwork A team is a collection of people who DEPEND ON EACH OTHER’S EFFORTS to achieve a common goal. To achieve a personal goal, you need the cooperation of others so that you can achieve results on
the way. An example might be an Olympic athlete or champion footballer. Neither of these people can achieve personal success without the help of trainers, event’s organisers, sponsors and even the cleaners and gardeners who prepare the venues. Each of the people involved in the team may have very different personal goals – the gardener may want to have the best prepared oval in the district so people will acknowledge his or her skill.
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If you want to develop your career, it is essential that every function or service works smoothly, so that the establishment looks good and consequently you look good. This highlights the group effort of everyone who contributes to the final result – from the people out front to the people behind the scenes. In a tourism or hospitality business, team spirit is essential for the efficient operation of the business.
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Elements of Good Teamwork The highest level of achievement is attained when a team is committed to a task and full use is made of each team member’s talents. Individual participation in a team depends on the following elements:
tolerance honesty
commitment and dedication
flexibility
Acceptance of others sharing a common goal and respecting the views of others in how to achieve that goal Establishing trust in a team requires open and honest communication Teamwork involves interaction of all players. Interacting groups are characterised by a high degree of interdependence between each member. In interacting groups, each member must complete a task in order that the other members may successfully perform their assigned tasks. Tour guides, travel agents, restaurant employees, room attendants, porters and Front Office staff are all examples of interacting groups. The degree to which the goals of the group are shared is high, normally requiring group coordination to reach the specified goals To be willing to accept duties not normally in your job description to assist team members to achieve a common goal
The Importance of Cooperation in a Team Cooperation has many benefits: It builds an awareness of interdependence When people cooperate to achieve common goals they stimulate each other to higher levels of accomplishment It builds and reinforces recognition and mutual support within a team It leads to commitment to the establishment’s goals
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How to Develop Trust and Support in a Team To encourage teamwork, we should treat others as we would like them to treat us. Some things we could do to encourage trust are:
•
smile at the person you are working with
•
look them in the eye
•
listen to them
•
shake their hand
•
include them in your activities
•
find interests that you have in common
•
cooperate with them
•
criticise their ideas, not the person
•
be constructive in criticism
•
accept them for who they are
•
offer them help
•
look for common experiences
•
encourage them
Recognise Team Goals and Effort A goal is a statement of what you want to achieve. Goals describe:
•
What will happen if you reach your goal (we will win a tourism award)
•
A time frame during which the outcome is to be completed (by the year 2000)
•
Resources that the establishment is willing to commit to achieve the result (with the help of the owners, managers, employees, suppliers and customers)
A goal should be challenging but it should also be achievable. Start with smaller goals (maybe to win a community award for business this year) and when you achieve that, move on to a bigger goal (to win a State award next year), and so on. Each time you achieve your goal, it becomes easier to move on. A good team member helps establish goals and commits to deliver a result for the team. You must then let people know how their efforts and skills have contributed to the team. This will keep everyone motivated to strive for ‘personal bests’. To be a good team member you must: 1. Help other team members 2. Inform others of changes in routine 3. Ask for assistance when necessary 4. Use effective communication and interpersonal skills
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5. Be willing to learn new skills and improve old ones 6. Be flexible in assisting other team members when they are busy and need help 7. Be honest; team members must be able to trust one another 8. Have a commitment to the goals and objectives of your team
Meeting the Needs of Team Members One way you, a team member, can assist in the improvement of the team performance is by providing feedback on how well things are being done. As a team member you can assist in the improvement of team performance by openly discussing problems as they arise. Other team members who are having difficulties can be guided in the correct and appropriate actions to achieve a goal. Do not make judgments before you know the reason for sub-standard performance. Often personal problems can affect someone’s performance. If discussion is warranted, do this discreetly and only with the person concerned. Constructive advice can often correct wrong actions and result in improved performance.
Note: If it is a serious matter, speak to your Supervisor (in confidence) about the details, and he/she will handle the situation.
Work health and safety (WHS) As a boss or employer you have a duty of care to comply with all government legislation relating to the health and safety of all employees. You should take reasonable care to not only protect your own health and safety, but the health and safety of all others in your work group who might be affected by your actions or omissions at work. Your responsibility only extends to things that you have control over; however you should cooperate with your employer in ensuring health and safety in the workplace. In particular you should: • Use equipment provided to protect your health and safety • Obey reasonable instructions from your employer about health and safety • Ensure you are not affected by alcohol or drugs which could cause you to endanger yourself or others
Codes of practice Codes of practice provide a set of guidelines and regulations which are to be followed by members of a particular profession, trade occupation or organisation. They do this by offering practical advice and guidance on how to achieve the highest standards. Always be aware of your responsibilities to the team or workgroup to which you belong. Know how the job you perform impacts on other team members and the organisation as a whole. Look at the big picture. Be aware of building good relationships with those with whom you work. An organisation is made up of people working with each other. These people will ensure the success or otherwise of that organisation. When you enter an organisation you assume a responsibility-to get the job done as best as you can. To do this you assume other responsibility-to get along with all the people you encounter.
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Time and resource constraints When carrying out work related tasks you need to take into account time and resource constraints. Do I have enough time to complete a particular task or project? You should always allow enough time to complete a task to the best of your or the team’s ability. Anything short of this would be letting yourself or the team down. If you find yourself in a situation where you feel you are not going to be able to complete a set task in the required time frame, you will need to outline this situation with a supervisor so that you can agree upon a suitable arrangement to please both parties. This may mean an extension in time or other colleagues allocated to assist for a period of time. You must also take into account available resources to be able to successfully complete your allocated tasks. If the required resources are not available then you cannot reasonably be expected to achieve an outcome in the required time. If the required resources aren’t available then you would need to negotiate a suitable compromise with your supervisor. It may mean a time extension or hiring or purchasing of new equipment or resources.
Time management strategies Time management strategies are about identifying where you should focus your energy to achieve better results. They can help you to get things done more efficiently to avoid work overload and stress. Time management is a great professional development skill to have and it will help you throughout your career There are many resources available that can help you improve your time management skills. Get help and advice by: • • •
Searching online for professional or personal development tips Enrolling in short courses or seminars Talking to your manager or human resources department about training at work.
There are 3 steps you can follow to become better at managing your time:
Setting goals Setting realistic and achievable goals will help you stay motivated and manage your time more efficiently. Work on long-, medium- and short-term goals. Set goals that are SMART: Specific—think about what you will need to do. Measurable—can be checked and measured. Attainable—can be achieved within the time frame. Realistic—what you are willing and able to do. Timely—needs to be done now.
Prioritisation Take the time to list all the things that you need to get done. Sort this list from most important to least important. You should be honest and realistic when prioritising tasks to avoid overcommitting to something that may not be achievable within the time frame.
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Planning Your list of prioritised tasks will become your plan. You should revisit the plan regularly and make adjustments to it when needed. By breaking larger tasks down into smaller, more manageable tasks you will find each task easier to keep track of and achieve. This will also help you to make better use of your time.
Encouraging, acknowledging and acting upon feedback Feedback from groups can be even more useful than that from individuals, as the varying perceptions or ideas are pooled from a number of people and cover the problem from all viewpoints not just from the viewpoint of one person. This can mean a more successful outcome for the problem. Feedback from members of the group or other personnel in the organisation can help you to improve your work performance. This includes: • • • •
Appraisal by superiors is usually an official appraisal at the end of a year by your supervisor or manager. Self-appraisal is a very useful tool as it involves the employee in the evaluation process. This helps to clarify an employee’s role and reduces role conflict. Peer appraisal, for example when a group member appraises another group member, can be useful when used in coaching and mentoring programs, and when used as part of periodic group-appraisal programs, which contribute to team building. Customer feedback is the key to any system control. A customer’s feedback on your performance is an indication of how well you are performing your duties.
All tasks in a work environment are performed as part of a group or team. Many innovative ideas are produced by groups of people. Feedback from all these sources can point out your strengths and weaknesses. Areas of weakness will be listed and ways to raise your competency recommended. These might include: • • • •
Help from colleagues and/or your supervisor Extra training by the company Mentoring and coaching by more experienced employees Using training manuals and books for improving technological skills
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Topic 2: Contribute to workgroup activities An effective workgroup or team is one that achieves high levels of both task performance and human resources maintenance over time. Every manager should promote workgroup effectiveness. The structure of a group or team can develop slowly or quickly. A workgroup will develop quickly if all members of the group help other members in the following ways: • • • • • •
Explaining and clarifying work tasks Helping one another with tasks when required Solving problems together Providing encouragement for new members of the group Providing feedback to all group members Undertaking extra tasks if necessary.
Good interpersonal relations is entering into and maintaining effective peer-group relationships in the work setting. This is vital if work is to be performed effectively and completed according to the goals set by the organisation. The sharing and updating of information with the workgroup ensures: • Designated goals are met • Professionalism is maintained • Products and services are promoted • Customer service is improved • Positive workplace relationships are developed. The information to be shared may include: • Acknowledging satisfactory performance • Acknowledging unsatisfactory performance • Assisting a colleague • Clarifying the organisation’s preferred task completion methods • Encouraging colleagues • Open communication channels • Workplace hazards, risks and controls.
Effective Communication Communication is the sending of messages to others. As with any activity we undertake, there are a number of different ways of communicating. These include: • • • • •
speaking writing analysing interpreting using the telephone
A basic model of communication is shown in the diagram below:
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Message
Transmission
Sender - Receive answer and figure out message
Receive and figure out message Receiver - Respond
Speaking Effectively When oral communication occurs it is important to remember that you are passing your thoughts on to others. It is also important that your message is understood in the way that you intended it. Communication is a two-way street between the sender and receiver. If you do not understand the message, you cannot respond correctly or in the appropriate manner. For communication to be effective:
• each message communicated must have a purpose • each message should be planned so that it matches the interests and abilities of the receiver of the communication
• unnecessary words in the communication should be eliminated • words used in the message should be within the experience range of the receiver; that is, avoid talking about issues which are not well known to the other person
• the message should be clear and should include correct pronunciation, inflection, tone and volume of voice
Speech Voice and speech are part of your self-presentation. Your voice is linked to the way you feel about yourself and criticism about your voice is like an attack on your personality. The voice indicates how you are feeling, how relaxed you are, where you are from. The sound of your voice should reinforce the impact of your appearance. Sloppy speech is as bad for your image as poor grooming.
Elements of Speech There are several speech elements which, when used effectively, can enhance your presentation:
pitch or inflection quality
The tone of voice should be mid-range and prevent a monotone effect. Should not sound harsh, nasal or out of breath.
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intensity rate pause
Loudness of your voice or your ability to project your voice. How quickly you speak. A medium rate is recommended. A useful tool to emphasise points. Constant pausing, however, may give the impression that you are not too sure of what you are saying. Avoid fill-in words, such as “you know” and “um” which can be indicative of a person who is unsure.
Writing Effectively Written communication consists of letters, memos, reports, job applications and resumes, marketing literature, notices on staff bulletin boards, hotel handbooks, room service and breakfast orders, etc. They are all used to send information upwards, downwards, and horizontally within an establishment. The rules of formal or written messages are: •
handwriting should be legible
•
sentence construction should be short and simple
•
jargon must be avoided
•
technical detail must be accompanied by explanation
•
the writer should not assume the recipient of the message has prior knowledge of a subject
•
correct sentence structure should be used
•
correct spelling, grammar and punctuation are used
Interpretation Communication involving either verbal or non-verbal elements, or a combination of both, requires interpretation. This process is dependent on the receiver giving consideration to understanding the words, motives, feelings and needs of the sender.
Analysis When listening to a presenter in a public forum, the audience is continually analysing what the presenter is saying and may agree, disagree or make a mental note to remember the information. The same principle applies when engaged in face-to-face or telephone conversations.
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Correct Telephone Use The telephone is a major means of communication in the workplace. Frequently, the first contact with a tourism or hospitality business is through the telephone. Telephone calls contain a logical structure. Guidelines for handling calls are given below:
Guideline
Explanation
1. Answer the telephone promptly
Before three rings have occurred
2. Identify yourself
Most establishments have a preferred way of answering the telephone. Normally it is acceptable to say “Reception. John speaking. How may I help you?” or “Panhandler Motel. John speaking. How may I help you?” Concentrate and ignore distractions
3. Be ready to talk 4. Use your voice wisely
5. Listen sympathetically to a caller’s complaints
A pleasing and effective telephone manner can be developed. Smiling helps. Think of the person standing in front of you Speak at a comfortable rate. Project a friendly quality into your voice, using a tone that is warm and natural. Place the receiver about 5 cm away from your mouth Be courteous, helpful and responsive. Answer questions directly Avoid slang Apologise for any errors and delays
6. Never argue with a customer 7. Make a real effort to speak clearly and listen carefully 8. Take messages carefully and use a special message pad
Write the message clearly 9. End the call politely
Ensure the following are recorded: • date and time of the message • who the message is for • who the caller is • what the caller want you to do about the call • list a contact telephone number • confirm details of the message as necessary Include your initials at the bottom of the message pad, so the recipient can follow-up personally, if necessary Let the caller hang up first
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Contribute constructively to workplace goals Effective interpersonal communication within a group or team has two components: spoken and unspoken.
1. Spoken communication skills Good spoken communication skills allow all members actively to participate in the interaction process. Members share ideas and their knowledge. In formal situations (e.g. meetings) members should be given the opportunity to speak and to share their ideas, qualifications and experience.
2. Non-verbal communication is a message sent by any other means other than words or graphics. This can be by facial expressions, gestures, posture or how you dress. Or by how you speak on the telephone or face-to-face. Non-verbal communication can, in some instances, be more important than verbal communication. Constructive feedback: is obtained from formal/informal performance appraisals, from supervisors and other team members, and from clients. This shared information improves work practices and behaviour and service to customers.
Advantages of teams The advantage that working as a team has over people working alone will depend on the qualifications and competencies, and effectiveness, of the people in the team, and whether the synergy of a team is either positive or negative. Usually, if a group is involved in making a decision it will be more likely to deliver a successful outcome than an individual, but if the synergy is negative the meeting can become bogged down with irrelevancies and no decisions are made. Working in a team is also better for the morale and motivation of the workforce. People usually experience greater job satisfaction working in groups than working alone. Although success can depend on the specific problem, difficult problems have been found to be more effectively handled by a group, whereas relatively simple problems may be handled more effectively and quickly by one person working alone.
Disadvantages of teams While many groups or teams are successful, they can also have disadvantages. Groups take a lot longer than one person to make a decision and to take action. Teams take time to develop a structure and are more effective over a longer period of time, and in some situations speed will be essential.
Sharing information to ensure goals are met For a group/team to work effectively members should use open communication channels by observing one another’s satisfactory or unsatisfactory performance; recognising workplace hazards, risks and controls; and clarifying the organisation’s preferred task completion methods.
Group problem-solving Solving problems in a group has four major advantages: 1. Greater knowledge and information (synergy) 2. More approaches to the problem
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3. Increased acceptance of solutions 4. Better comprehension of the decision
Brainstorming Brainstorming is a process where all members of the group express any ideas or solutions that occur to them without logic or deep thought—quickly and at random. Often an illogical, random thought from one person will lead to a logical thought from another, merely through the association of ideas. All members of the group should be allowed a chance to put forward ideas through effective communication and effective listening.
Group size How a group performs tasks can be affected by its size. As a group grows in size, more coordination and communication is required to achieve a positive outcome. It is difficult to estimate an ideal group size, but problems can occur when the group becomes big, as shown below. It has been suggested that a smaller group is better than a large one for solving problems.
Group size
Less than five members in a group:
More than seven members in a group:
Effects of group size • • • • • • • • • •
There are fewer people to share task responsibilities. There are fewer potential resources available. There is more personal discussion and interaction. There is more participation by all members of the group. It is easier to reach conclusions and make decisions. There are fewer opportunities for all members to participate. There are more potential resources available (synergy). There is more member inhibition and reluctance to participate, which can result in domination by one or two aggressive members. It can take more time to reach a decision. It can result in divisions into sub-groups.
Group cohesiveness: is when members are attracted to and motivated to remain part of the group. Group cohesion happens when members are of the same socioeconomic background, have the same attitudes, values and needs, and respect and hold one another’s competencies in high regard. Some other factors which enhance group cohesion are agreement on group goals; small size; tasks requiring interdependence; and physical isolation from other groups, performance needs, or performance failure or crises.
Team environment A poor physical environment can influence team performance. Make sure any group or team you work in has the following: Quiet environment: Any group of people meeting to create new ideas, make decisions and achieve results needs a quiet location with few distractions and interruptions in order to perform effectively. Good seating arrangement: In any group situation, whether informal or formal, a good seating arrangement can have a positive outcome, as people can then communicate more effectively.
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Team-building techniques To build an effective team out of a group of people, there are several preconditions that exist. Group size: An effective group needs to be relatively small Group matched to task: Group members who are similar in age, education and experience (homogeneous groups) work better together for simple tasks, where goals and objectives require cooperation, good working relationships and speed of completion. Group members who differ in age, education and experience (heterogeneous groups) work more effectively with creative and more complex projects, if speed is not a consideration. Group cohesion: Cohesion occurs in a group that works well together. Group members recognise each other’s contribution to the group goal, and operate well by using the following stages of formation: 1. Group contribution - In any team situation, it is essential that each member be allowed to contribute his or her special skills and attributes. Every one of us is good at something: one person is artistic, another good at mathematics, or has superior IT skills, and someone else has good organisational abilities. If all members contribute these special skills to the group goal, this will produce good synergy. 2. Group objectives - The group identifies and establishes the common objectives required to complete the goal. All members of the group must come to an understanding and agree on how this will be achieved. 3. Group structure - Coordination is very important, and the appointment of a leader is essential to achieving the group objectives. The leader is responsible for making sure that the group objectives are understood and are completed in the designated time.
Leadership Some people are born leaders, others have to learn; but it is widely recognised that leaders have some common characteristics: •
Intelligence
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Social maturity
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Motivation and achievement oriented
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Self-confidence and enthusiasm
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Good communication skills
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Commitment to the job.
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Identifying and planning opportunities for improving the workgroup After working in a group, it is useful for members to discuss how well the team worked towards its goal. Evaluating or assessing performance helps everybody to think about what was done well or how things could be done better next time. If the group doesn’t go back and evaluate its performance, it is less likely to improve and it will never understand how it performed. Groups evaluate their performance in a number of ways. Regular team meetings are useful for reporting on progress and identifying how well the group is working within its timelines. Adjustments to tasks may be necessary. More informal monitoring and evaluation takes place on a daily basis as the team members discuss their work and whether everything is going according to plan. Sometimes groups go back over the group’s work schedule to identify the things they did well. This involves going through the tasks they identified at the start to see which ones met the goal they were trying to achieve. They also look to see which tasks did not go so well. The group then thinks of ways to do these tasks better next time. When a group evaluates its performance, it should look at: • • • • • • •
Whether the group achieved its goals and, if not, why not How the group worked together Which tasks were completed well Which tasks were difficult to complete and why Whether the group had the right resources Whether tasks were allocated to group members appropriately Whether the team updated its work schedule to reflect any changes to the group’s priorities.
When a group is evaluating its performance, each member should think about whether: • • • •
They could have done their own tasks more efficiently if the tasks had been planned differently They had (or learnt) the skills to complete the tasks they were allocated The tasks the group identified at the start achieved the team’s goals The overall performance of the group could improve and how this could be achieved.
The group can evaluate its performance at any stage. The more often the group looks back over what it is doing, the better it will be able to plan for the next stage.
Planning strategies for improvement Workgroups need to pause every so often and look at how well they are working together to meet their goals and objectives. There is often room for the work team and the individuals within it to improve. Any strategies used to help group members do their jobs better are good strategies for helping the workgroup as whole. Strategies or opportunities that groups use to help them improve often come within one of these categories: 1. Coaching, mentoring or supervising 2. Formal or informal learning programs 3. Performance appraisals 4. Personal study 5. Work experience Strategies such as formal training or personal study are generally done away from the workplace.
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1. Coaching, mentoring or supervising Your group leader may arrange for a more experienced colleague to coach or mentor you, or someone in your group may volunteer to take on this role. This means that they take a special interest in your work, suggest ways you can manage your time and perform tasks more efficiently and provide tips and hints they have gained through experience. You may have regular formal meetings with your mentor, or you might have an arrangement where you know you can ask them for help or advice whenever you need it.
2. Formal or informal learning programs Your supervisor may arrange for your group to undertake training in a specific area, for example a new software application. This training may be part of a formal course conducted away from the workplace. You may be awarded a qualification or a Statement of Attainment. In some cases, you may already have sufficient skills to obtain a qualification without actually completing the course work. This is called recognition of prior learning (RPL). You may need to complete some forms or show evidence which demonstrates that you have the skills needed within the course or training unit. It is always a good idea to keep records of new skills that you gain in the workplace. Use a folio of documents or a simple checklist that records tasks that you have performed and skills you have gained, together with information about the time and location.
3. Performance appraisals Performance appraisals or reviews provide employers with the opportunity to discuss your strengths and to identify any skill gaps. They may arrange further training for you after identifying gaps in your skills. Sometimes, your supervisor may facilitate meetings at which the group as a whole can discuss issues and suggest ways for you to improve.
4. Personal study You may have identified a career path or specific skills you require. Many employers grant leave with or without pay, or provide a training bonus, to enable people to complete learning programs. These are conducted in the learner’s own time but may involve some office hours. Personal study is a great way of meeting your individual career goals as well as contributing to the goals of your workplace. If you have a clear idea of where you want to go with your career, you can work at developing the skills and knowledge you need to make sure you get there.
5. Work experience It may be arranged for you to be released from your normal role to spend time working somewhere else in order to gain experience in a particular skill or type of job.
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Topic 3: Deal effectively with issues, problems and conflict Internal customers are your colleagues and the people in other departments of your organisation. How you communicate with people within your organisation is just as important as how you deal with external customers, for if their needs are not satisfied then their service to outside customers will be adversely affected. In a conflict situation, different types of behaviour might include: • Anger • Physically aggressive acts • Verbal threats or aggression • Signs of distress • Intimidation • Sarcasm or ridicule • Resentment
Respecting differences in personal values and beliefs Within the Tourism and Hospitality Industry there is a wide variety of colleagues and customers, each with their own particular needs and expectations. These needs and expectations are often determined by:
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Cultural factors – which may include language, values and religious beliefs, special dietary meals and comfort requirements.
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Socio-economic factors – which includes their level of income and therefore their spending capacity.
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Health factors – which may include special dietary meals, degree of mobility or exercise facilities.
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Available time – which may include the purpose of the visit. For instance a business person may have less time than a holiday maker.
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Age – which may include elderly customers as opposed to those in their 20s.
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Personality/mood – which may include those who are bright and bubbly and looking for stimulating activities as opposed to those who are quieter and seek subdued activities.
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Areas of interest – which may include a hobby or sporting activity.
This table identifies customer types and general expectations.
Customer Type Business person
Examples Of Needs/Expectations Prompt service and availability of secretarial services/support
Newlyweds
Discreet service and privacy
Family group
Child minding and value for money
Young single person Overseas tourist Aged person
Entertainment and sporting activities Currency/travellers cheque exchange and language interpreter Disability access and special meals
Customer needs and expectations are many. All customers should be treated as individuals, although they do have something in common, and that is their expectation of service. The definition of ‘service’ in terms of customer expectations is that they all need:
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To feel welcome and respected
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To be dealt with in a friendly, efficient and courteous manner
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To receive help and assistance when needed
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•
To be in clean, comfortable surroundings
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To feel recognised and remembered
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To be listened to and understood
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Quality Service The delivery of high quality service is very much dependent upon you, the employee. Your actions can and will determine whether the service you offer has been regarded as merely satisfactory or considered of the highest quality possible.
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Communicating with a customer in a manner which promotes good will, trust and satisfaction
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Accurately identifying potential hidden customer needs
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Ensuring customer needs and reasonable requests are met
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Providing friendly and courteous offers of assistance beyond the customer’s original request
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Promoting the organisation’s services and products to encourage repeat visitation
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Displaying positive body language to ensure customer comfort
Discrimination It is unlawful to discriminate against anyone in the workplace on the grounds of: • • • • • • • •
Race or ethnic origin Physical, intellectual or psychological impairment Pregnancy Parental status, and having or not having children Marital status, including being a de facto spouse Religious belief or activity Age or sex Being a member of a union
Discrimination is treating someone less favourably than someone else: • • •
In the same or similar circumstances on one or more of the grounds listed above Because of characteristics that apply to a person of a particular group By imposing an unreasonable condition that some people of a particular group are less able to meet than others
Also, it is discrimination if you are prevented, because of your gender, race or disability, from: • • • •
Joining a training program Applying for a promotion or transfer Taking part in meetings Having equal access to facilities
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Identifying differences in communication styles and responding appropriately Multicultural Australia is very obvious in the Tourism and Hospitality Industry. The skills required are the same all over the world, and as such it is not unusual to have people from all over the world working in the industry. A large percentage of the staff engaged in tourism or hospitality were either born overseas or have parents or grandparents with strong cultural ties to their countries of origin. Tourism and hospitality businesses recognise the contribution of these staff in providing multilingual skills and their knowledge of the customs and cultures of other nations. When operating as a team, ‘cultural diversity’ should be viewed as an advantage. Two important aspects of teamwork are to be accepting of different viewpoints and the encouragement of mutual understanding.
Each different culture may view the same issue differently and have differing values, e.g. in one culture it is considered rude or impolite to look people straight in the eye when talking to them. In other cultures, however, you are considered honest and confident. In some cultures, it is not acceptable to speak to a superior or someone older until they have spoken to you. In other cultures this may not matter at all. Some people have special religious requirements, such as not working on Saturday, or having special times to pray or having to wear particular clothing. Knowing more about another’s culture is a positive way of establishing a bond with fellow workers. When cultures meet, there is a need for both sides to understand and respect the beliefs of both parties. We should not try to impose our beliefs on others. If we do not agree with their views, respect their right to have them and look for ways to work together. When working with people with different cultures and beliefs from your own, you should use the following techniques: 1. Listen actively and effectively and provide feedback in order to avoid misinterpretation of instructions and directions. 2. Use appropriate verbal and non-verbal communication 3. Show empathy and interest in the other person’s cultural background. You will find many things of fascination and in some cases customs that are far better than in your own country.
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Identifying issues, problems and conflict in the workplace Most people in an office environment work with other individuals fairly agreeably most of the time. Accommodation or adjustment can be reached to achieve and maintain group harmony. But conflict can arise between workers, and this has to be solved before it affects the effectiveness of a working environment.
Levels of conflict Generally a conflict will move through a number of different levels before reaching a crisis. There can be several stages and levels of conflict. Discomfort - a person's needs or expectations are not met. For example, a guest is in a hurry to check in to their accommodation and doesn't want to wait at the desk for a staff member to appear from the back office. Incident - a person expresses their dissatisfaction with a situation. This expression may take various forms - they may verbally complain, they may fail to be pleasant to another person; they may use body language that expresses their grievance. For example, the guest waiting to check in crosses his arms then taps impatiently on the desk; he's then quite short and sharp when he deals with the receptionist. He then complains that the service provided at this centre is useless, there should be more staff. Tension - friction occurs between the two parties that are in conflict. Both parties are offended and express this offence. A war or words may ensue. For example, the receptionist is offended by the impatient guest's comments and sharply advises she has been busy dealing with another problem and that he must wait his turn and that there aren't any more staff available. Crisis - the conflict has escalated to such an extent that the parties may verbally or physically argue. Often a third party needs to solve this level of conflict. For example, the guest starts to abuse the receptionist because she has been unnecessarily rude.
Recognising Conflict Most people can see when a conflict is about to arise or has arisen. If the conflict situation is recognised, diffused and solved quickly, it should not escalate. Look for:
• Agitated body language - crossed arms, tapping on the counter, hands on hips, restless movements
• Signals of impatience - does not listen to or interrupts explanation, aggressively pulls brochures out of the display, pushes in on other customers
• Tone of voice - raised or harsh voice, speaking fast, use of an angry tone • Eye contact - staring harshly or scowling • Physical contact - stands too close, leans over counter • Language - repeats themselves, uses sarcasm, sighs, swears, accuses or blames
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Seeking assistance when difficulties arise Various factors contribute to ongoing conflict. Some of these include:
• An unwillingness to resolve • A grudge against another person • A sense of loss if a solution is found • An unwillingness to have judgements challenged - always wanting to appear ‘right’ • Fear of punishment or loss of face • Pay offs - someone has something to gain from keeping the conflict alive • Poor communication - failure to communicate effectively can prevent stakeholders from
understanding each other, or make them defensive and unwilling to attempt to solve the problem
• The real cause is not being addressed - avoidance • Unsatisfactory solution - in some cases a solution is imposed on those involved and is not welcomed by all parties or the solution is only temporary
• Feelings not being handled - negative emotions and feelings - such as frustration, fear and anger these are likely to grow when not acknowledged
• Lack of confidence - avoiding confrontation because of a lack of self-esteem Once you have identified the conflict, the next step is to utilise skills which will enable you to resolve it in the most effective manner. There are various methods which can be used to resolve conflicts, and types of behaviour and communication skills which can help in this process. When dealing with a conflict situation, remember the following points:
• Be attentive to your customer or colleague • Concentrate on the issue, not on the person • Target the key points of the conflict • Investigate by asking a full range of questions • Verify the outcome that the other person wants When confronted with a conflict situation there are five methods which can be used to manage the situation.
1.
Win/Lose
This method involves the competition approach, where power and ego are evident. The strategy is win at all cost, without taking into consideration any alternatives. This method can be used in emergency situations where decisive action is needed. It can be used when someone must assume control because past methods have failed. It is often used when the implementation of unpopular changes is required. Unfortunately, it always means that the other party will lose!
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