Negotiation Skills I en tales Dwell also Indicate need Performance Objectives Needs Learning Outcome ten learning outcomes corresponding to can training Resolving customer problems in a proactive way without it being carry Grievance Handling forwarded to the manager Use grammatically correct language while interacting with the guests in a clear and confident way Negotiate with the clients so as not to give more than fifteen per cent discount on any services provided Use polite ND kind language while interacting with guests using phrases like ‘please’, thank you’, ‘how may I help you? Etc. Usage of correct written communication in form of mails, messages.
Intellectual Skills, communication skills Negotiation skills Communication skills Communication skills Speaks in a polite manner and encourages the guest to finish his sentence Communication before interrupting while talking to him on a phone Skills Respond to the customer demands keeping in mind the situation and Cognitive strategies circumstances The tables below lists the methods that are the most suitable in order meet these objectives: Needs Learning Outcome Method Lecture, Self-Directed Learning Lecture, Self directed Learning, Page | 1 Use grammatically correct language while Intellectual Skills interacting with the guests in a clear and confident way Use polite and kind language while Intellectual skills interacting with guests using phrases like ‘please’, thank you’, ‘how may I help you? Etc. Usage of correct formal and semi-formal written communication in form of mails, messages. Negotiate with the clients so as not to give more than fifteen per cent discount on any services provided Resolving customer problems in a proactive ay without it being carry forwarded to the manager Should be able to process a customer request with a minimum satisfaction rating of satisfactory in twenty four hours.
Speaks in a polite manner and encourages the guest to finish his sentence before interrupting while talking to him on a phone Respond to the customer demands keeping in mind the situation and circumstances Intellectual skills Role Play Lecture Cognitive strategies Lectures, Role Play Lectures Program Design Phase Decide on basics Break objectives into knowledge and skills Identify training methods Decide training packages and sequences Framework for Training Needs As mentioned in the figure above, we would be first chalking out the basics of the overall design to decide on a framework, which the entire program will be based upon. Then the objectives were broken down in to the key constituents.
This break up is done on the basis of whether the objective aims on building knowledge, ability or skill. Following is the analyses of each objective to understand what the learning outcomes are intended to be: 1 . Usage of grammatically correct language while interacting with the guests and speak in a polite manner and listen to the customers deeds while talking to him on a phone Page | 2 Every employee at the reception desk is hired only is they have a basic knowledge of English and can read, write and communicate at an above average level. The Job Descriptions of the employee also demand that the employee must be able to communicate effectively to the customers or guests.
Yet, the ability to speak in English, fluently is a cause of concern and is identified as a developmental need by the supervisors and it is felt that the current Job holders are not adequately comfortable with application of the communication knowledge they hold. Considering sees II, training snouts De Selenga In a way to Keep ten Tacos on effectively sending across the message to the guests, which can be achieved by removing common grammatical mistakes, ensuring that the conversation is respectful, kind, polite, avoiding of common slang, encouraging more practical application. The best way to achieve this would be to a. Conduct lectures by experts in the field of communication and spoken English along with basic course material which would teach the participants to apply what they have learnt from the lectures and sharpen their skills. B.
Organize experiential exercises that give hands on earning to the participants by giving them immediate feedback on their performance and the way they can improve. 2. Correctly use at least one style of written communication, either in the formal and semifinal letter and e-mail writing. The job holders at J. K Residency at the post of the reception are expected to be able to represent the hotels values on a daily basis with all the guests: both corporate clients and customers. With the corporate clients and few other guests, most of the communications and coordination for the bookings takes place over email and a few through letters and formal messages.
As a hotel, the organization believes in presenting a sophisticated and business approach, while at the same time maintaining a level of comfort with the guest in order for them to be comfortable with the communication. For this purpose, it is extremely important for these letters to be constructed in a format which is both appropriate and appealing manner. While most Job holders are familiar with the concepts of the format of responding to emails and letters, the usage of the same in a correct format and manner is found to need development. To impart these skills, we propose a. Lectures from experts on immunization patterns would be appropriate.
A standardized templates should be used and shared with the Job holders. They Page | 3 can be included in the rules that the Jobholders need to follow while communicating with the clients. B. Give assignments to the participants to practice a few emails and notes to focus on the usage of the knowledge imparted in the lectures. 3. Negotiate with the clients so as not to give more than fifteen per cent discount on any services provided This need can be classified as being critical and an advance requirement of the Job. Often with regular and large corporate clients, there are demands for a account on the overall billable amount on grounds of the loyalty to the hotel or the magnitude of the booking being made.
It is the responsibility of the reception staff is to negotiate with the client in a polite but firm manner and offer a win win situation which is beneficial to both parties. This demands strong negotiation skills to be displayed by the role holders as important clients do not hesitate to turn an offer down if they are not satisfied with the prices. An adept way of imparting this training would be a. To have lectures initially to impart basic negotiating skills and do’s and knot’s b. The lectures must be followed by intensive role play exercises where the Job holder is exposed to a variation of hypothetical situations to aid self -learning which would allow them to use the skills learnt c. Give immediate feedback on how to improve and adopt the skills learnt. 4.
Resolve the customer complaints proactively before they reach the manager The reception desk is the face of the hotel as they are the ones who interact with the customers and are responsible for striking a deal with teen. It Is ten reception star Tanat Drills In Teacake, requests Ana means AT ten customer. As they interact with the customers, they are expected to know the basics of ‘grievance handling, to be able to resolve complaints and queries without allowing the matter to get worse. This calls for the Jobholder to be comfortable with the entire working of the hotel and be able to communicate and reassure the customer as well. An effective way to teach grievance handling is a. Use of lectures. Lectures should involve experienced Job incumbents and practitioners who can cite from experience possible avenues to resolve the matter at the earliest. B.
Use of simulations, including ole-plays which would help them apply the skills in hypothetical situations to better prepare them for real time cases. Page | 4 Objectives and Specifications of Training Program Need: Grievance Handling; Objective: Resolving 90% of complaints before manager’s attention is required. Content: Details of all auxiliary functions related to the hotel, Knowledge of Job responsibilities of the manager and other staff in the hotel and Overview of the various functions in the hospitality industry and the hotel; Mode: Lectures; Facilities: Lecture Halls, manuals, standing orders of the organization Time: 270 Minutes; Faculty: Sir. Management from the organization and professionals from hospitality industry; Logistics: Other division’s participation.
Evaluation: Monitoring the monthly/weekly ‘Resolved by column verified in the complaint log Need: Grievance Handling; Objective: Ensuring resolution of complaints with a minimum satisfaction rating of ‘satisfactory in 2 hours issues within the hotel and 4 hours for issues involving outside coordination and responding to the customer demands keeping in mind the situation and circumstances; Mode: Role Plays and Lectures; Facilities: Case lets, Reading Material and lecture halls; Time: 480 Min; Faculty: Sir. Management from the organization; Logistics: Other division’s participation Evaluation: Complaint log maintained to be verified against time of logging and time of resolution over month/week duration Knowledge: 0 Managing the Hotel Management System software – ‘grievance handling module’. 0 Also knowing the responsibilities of the manager and the other staff in addition to the overview of the various functions in the hospitality industry. 0 Knowledge about the details about the auxiliary functions is a must along with the organizational policies.
Skills: 0 Negotiation with the customers 0 Handling difficult customers tactfully Learning Principals Trainee Motivation 0 During the transfer assessment climate we observe that the motivation is high among the trainees after one month of the program. Trainee Readiness Page | 5 Intended trainees have already been experienced in the industry and hence already have a level of understanding necessary. The experience has also enabled them to realize ten Importance AT ten training Ana Impact It wall nave on tenet Torture career. Design of Training environment 0 The intellectual and written skills developed for performing various functions are intended to be imbibed to a level so as to attain automatic.
The training deals with development of cognitive capabilities. 0 This is needed for the front desk personnel to perform the task to optimum proficiency. With functions like grievance handling which require quick response and on the spot thinking, this is necessary to be achieved. 0 Simulation Exercises, case studies and role plays have been incorporated to achieve this. The concepts would be tested in a simulated work setting wherein the supervisor would follow the complete process and would be further discussed through question and answer sessions. The evaluation technique that we propose to use on the effectiveness of the training orgasm is of J. J. Phillips 5 model ranging from Reaction to ROI.
The following list gives the objectives of each step: Level 1 23 4 5 Objective Reaction and Action Planning Learning Job Applications Business Results Return on Investment What is measured? Measure the participant’s reaction to the program Measure skills, knowledge and attitude changes Measure change in behavior on the Job and specific applications of the training material Measure business impact of the program Measure the monetary value of the results and costs of the program, usually expressed as percentage Until level 4, the data from the previous stage is the input data used to evaluate in the next stage. However, after Level 4 the whole data gathered is used to evaluate the ROI after isolating the external effects.
Page | 6 Level 1: Participants Feedback Data Collection: Source Participants Time Method Person Target Responsible Customer Program Participants Coordinator (Front Desk Manager) Immediately after Questionnaires each training (Smile Sheets) module Data collection time 0 0 Immediately after every module of the program to gauge initial reactions of the participants. Collecting feedback at the end of the program may have a biased pinion Data Collection Process 0 At the end of the programmer the candidates will be given Smile Sheets which are immediately collected back by the program coordinator. Analysis A regulation quadrennials Walt a pilot scale wall De uses . Items on wanly an average score of less than 3 is received will be adjusted and suitable changes made to training. The ‘participants’ point of view will be considered hence.
Instrument used Questionnaire (Appendix 1) Level 2: Learning Source Participants Time At the end of each module and then at the end of the entire program Method Person Responsible Online/Affine test Trainers and standardized emulations Target Customer Participants Time of collection of data: 0 Paper-pencil test will be used for the modules to ascertain whether learning has indeed taken place or not in the modules page | 7 Role play can be used for the modules not only to impart knowledge regarding process to be followed to solve the customer complaints but also as a method of level two evaluations. Process of collection of data and its analysis Candidates take a standardized test at the end of each module which is then evaluated. This is essentially to test their knowledge about the industry and give various situational questions. At the end of the program an integrated test will be conducted once again. The tests will be criterion-based I. E. With a predetermined cut-off score for specific instructional objectives. Simulations will be conducted involving trained role-players.
These will be from the external training team who will assess the Job-incumbents on various specific instructional objectives. Usage of data 0 0 0 0 0 The deviations from the expected standard will be known from the results of the test and will be used to provide feedback to the participants. If these deviations are minor they will be communicated to the participants. The participants will be asked to look at them in further detail in a feedback session. If the deviations observed are significant then the participants will be asked to undergo a further training program or the same one again. The data is thus used to gauge how much the participants have learnt from the program.
Instruments used 0 Standard tests will be designed by the trainers, in coordination with the manager. Instruments should be tailored as per the organizational context. Page I Level 3: Job Application Source Participants as well as immediate superiors in organization Time 30 days after he completion of the training programmer Method Observations on Job Appraisals from superiors Follow up surveys and questionnaires Interviews Person Responsible Front desk Manager Target Customer Immediate Managers Follow up surveys and questionnaires: These will be taken to determine the degree to which participants have utilized various learning from the program.
Participants will provide responses to a variety of open-ended and forced-choice questions. On the job observation: This will be conducted to capture skill application and use. The observer may be invisible such as a mystery customer or client. The observations will be recorded on a behavior checklist and analyses later. Interviews: This is an excellent way to determine the extent to which they seethe learning from the training program on the Job when validated with superiors’ views as well Appraisals from superiors: Supervisors will be asked to assess and evaluate changes in behavior over the gestation period and give their opinion on the effectiveness of the process.
Data Collection & analysis Data will be collected using any relevant documentation, via scheduled interviews, unscheduled observations and pre-determined standard surveys and questionnaires which will be given at fixed intervals. The results of all the above modes of gathering data will then compared against certain performances and behaviors that the organization has targeted before launching the training program. The results are then compared to the results from level 2. This helps identify if there is a problem in the training climate or to Judge the effectiveness of the training programmer. Thus it is used to Judge the benefit the programmer has had for the individual as well as Page | 9 for the organization. It is essential to isolate possible effects of non-training needs in this scenario as well.
Action Planning After the end of training program a detailed plan of action would be formulated by the employee who went through the training program in consultation with his/her superior. This plan can be broadly classified under the following heads: l. II. Ill. Determining areas of action Identifying the action items Estimation of time required Level 4: Business Impact Source Participants as well as senior managers in organization Time 30 to 45 days after the completion of the training programmer Method Action Planning Monitoring of performance by senior managers, Questionnaires Person Responsible Program realtor larger customer sensor MGM Isolating the effect of training The impact of the training program on the business will be calculated using supervisor/ participants estimates.
The software will provide the change in number of grievances handled per day and the supervisors/participants estimates on what percentage of this change is a result of training will help isolate the result of the training. Monitoring Performance Data Various data related to number of resolved complaints, average turnaround time per complaint, and percentage of complaints referred to manager is captured. The existing database and reports are well updated for this purpose through the software according to the senior receptionist. Reliability of this data is extremely important. Business Impact The impact on business would be increased customer satisfaction as well as faster resolution of issues at the receptionist level itself which would have otherwise needed managerial intervention.
