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1、Rooms DivisionFront Office Standard Operating Procedures ManualTraining Guide1TRAININGTRAININGTRAINING GUIDEGUIDEGUIDEINTRODUCTIONABOUT TRAININGFACILITATOR WORKBOOKTRAINING TASKS AND EXERCISESFRONT OFFICE COLLATERAL DUTIESRooms DivisionFront Office Standard Operating Procedures ManualTraining Guide2

2、I I INTRODUCTIONNTRODUCTIONNTRODUCTIONWORKING TOGETHERThe Front Office staff must continually work together as a team to establish the property as more “service distinctive” than its competitors. This is both within the department and throughout the property. To this end, the Front Office staff must

3、 maintain the following goals:Command a good working knowledge of the rates, size, layout, bed types, and special features of all guestrooms and suites.Command a good working knowledge of all special rates and packages, including the pertinent requirements, restrictions, special arrangements, and se

4、rvices/amenities.Command a good working knowledge of the Domina Coral Bay standards program and products (e.g., Domina Coral Bay Guest Cards, The Power of Service, and Rapid Response).Be familiar with all the daily printouts generated by the Front Office.Be aware of and familiar with all VIPs, meeti

5、ngs, functions, conventions, and special promotions at the property.Keep abreast of the daily occupancy, arrivals/departures, and the weekly and monthly forecasts.Review all posted daily memos and special information (initial, when applicable).Be familiar with all groups currently in-house, their bi

6、lling information, and their special requirements, if any.Be able to identify operations committee members, department heads, sales and convention services managers, and senior corporate officers and owners.Be familiar with all the departments of the property, their functions and policies.Acquire an

7、d maintain in-depth knowledge of the property services/facilities and major attractions in the area.Learn and practice proper telephone procedures regarding how to answer phones, place calls, or transfer calls.Be familiar with standard procedures for setting up the house.Possess knowledge of credit

8、policies, such as credit card floor limits and approvals, personal check procedures, cash advances, voucher acceptance, and special billing.Be familiar with the standard procedures for handling all guest mail/messages/ packages, as well as pick-ups and distribution from the central mail location to

9、the Front Office.Be familiar with standard procedures for safe deposit boxes and in-room safes.Assume any additional responsibilities as assigned by the Assistant Manager or the Rooms Director.Maintain a positive attitude at all times.TAKING OWNERSHIPIt is vital that employees assume ownership of th

10、eir responsibilities and conduct for optimal guest satisfaction.Guest ServicesAll phones are answered in 3 rings or less, using proper etiquette and with a “smile.”All guests are acknowledged and approached as quickly as possible.All guests are welcomed and greeted in a courteous manner, and satisfa

11、ctory responses are given to all guest questions.All complaints are responded to or immediately reported to the appropriate Manager.Rooms DivisionFront Office Standard Operating Procedures ManualTraining Guide3All guests are thanked at checkout for staying at Domina Coral Bay.Personal ConductThe emp

12、loyee handbook is read and all policies are followed.Uniforms are clean and worn with the appropriate shirts, shoes, and nametags.Appearance and hygiene are adhered too as outlined in the employee handbook.Employees are in uniform and at their workstation at the beginning of their scheduled shifts.T

13、ime and attendance procedures are followed.Hotel and Domina Hotels and Resorts policies and procedures are understood and followed.Schedule requests are submitted at least 10 days in advance for consideration.The Attendants cash bank is properly maintained and handled.THE REASONS TRAINING DOESNT WOR

14、KConditions of the LearnersDo not see payoff for using the skills: The learners feel that the 48%Disadvantages outweigh the advantages of using the skills.Do not have sufficient confidence to use skills: The learners feel a 42%lack of confidence to use the skills successfully on the job.This may be

15、the result of not developing sufficient confidence in the classroom or of having failed in a first attemptto use the skills on the job.Do not know when they are effectively using skills: The learners do 33%not have sufficient behavioral guidelines to be able toevaluate whether their on-the-job skill

16、s are effective.Fail when using the skills: The learners tried to use the skills on 29%the job but were unable to achieve the success that hey feltthey should achieve.Disagree with the values and concepts of the program: The learners 25%feel that the values and concepts being taught in the program a

17、re contrary to their personal values and theirconcepts of people and organizations.Do not have an immediate application for the skills: The learners do 22%not see immediate on-the-job applications of the skills theyhave learned.Conditions of the Immediate ManagersDo not reinforce learners use of the

18、 skills: Managers do not provide 92%reinforcement to learners when there is evidence that theyhave used the skills.Are not positive models: Managers are perceived as not using or 88%supporting the skills learned. Do not coach learners in use of the skills: Managers do not coach 85%learners in how to

19、 handle specific on-the-job situations, evenwhen the learners solicit their advice.Conditions of the OrganizationTask interference: Many barriers-including lack of time, physical 68%environment, procedures and policies, and lack of authority-inhibit learners as they attempt to use the skills.Lack of

20、 feedback to the learner: The learners receive little or no 60%feedback about the organizational impact of their use of the skills.Rooms DivisionFront Office Standard Operating Procedures ManualTraining Guide4Negative balance of consequences: The use of the skills by learners 23%results in a punishi

21、ng effect.These percentages indicate the frequency with which this barrier was noted as a cause of the lack of skill transfer. Training managers generally indicated multiple causes when transfer did not occur.Rooms DivisionFront Office Standard Operating Procedures ManualTraining Guide5A AABOUTBOUTB

22、OUT T T TRAININGRAININGRAININGBusiness results occur when skills taught in a training program are applied on the job, yielding improved performance. For this to happen, the trainer must provide a well designed and skillfully delivered training program in which participants learn what was needed to p

23、erform their jobs in an operationally excellent manner.What must be present is a work environment that reinforces the use of skills taught in the program by holding people accountable for using those skills and by coaching those skills when people need additional guidance. If this environment is not

24、 represented then training goals will not be accomplished. In other words, trainees will not learn and improve performance.TRAINER SELECTION/CRITERIAThe success of the learning experience will be dependent on the trainer. The Front Office Manager or designate must possess enthusiasm for the topic, u

25、nderstanding of adult learning concepts and technique, practice interactive and participative instructional technique, prepare for training ahead to ensure smooth delivery and organization, notify trainees before the day of the training to let them know what the training is about, where it will be l

26、ocated, and what time it will begin and end, the ability to communicate clearly and well, with enthusiasm, understanding that training is part of the job and balances training duties with other job responsibilities, follow through to ensure learning and objectives have been accomplished and lastly i

27、s well respected by staff.IF TRAINEE PERFORMANCE IS DEFICIENT AFTER TRAININGCategory 1: Causes Due To the LearnerCould the learners satisfactorily demonstrate the desired behavior if their lives depended on it? If the answer is yes, then the learners do not have a deficiency in skills and knowledge.

28、 If the answer is no, then the learners do have a deficiency in skills and knowledge.Are the learners personal values and concepts compatible with the values and concepts under the new skills and behaviors?Do the learners have sufficient confidence to use the skills in an effective manner on the job

29、?Do the learners perceive a payoff to themselves for using the new skills on the job?Do the learners understand that they are expected to use the new skills on the job? Do they understand the specific end results they are expected to achieve?Can the learners identify when they are effective in using

30、 the new skills on the job?Category 2: Causes Due To the Managers/Supervisors of the LearnersAre the managers positive models of the new behavior? Is the managers behavior the same as the behavior being learned by subordinates?Do the managers coach their subordinates on how to use the desired behavi

31、or on the job?Do the managers clearly communicate their expectations regarding learners use of the new behavior on the job and the corresponding improvement in results?Do the mangers clearly communicate their expectations regarding learners use of the new behavior on the job and the corresponding im

32、provement in results?Category 3: Causes due to the OrganizationWhat is the balance of consequences for using or not using the new skills on the job? Is it rewarding or punishing to use the new skills on the job? Does it make any difference if the new Rooms DivisionFront Office Standard Operating Pro

33、cedures ManualTraining Guide6skills are used on the job? Is failure to use the new skills on the job rewarding, punishing or immaterial?Are there task interference factors that get in the way of using the new skills on the job? These task interference factors may include lack of time, lack of inform

34、ation, higher priority assignments and lack of support from other unitsIs there organizational feedback that provides learners with information about the impact on the organization when learners use the new skills on the job? For example, does the learners know that, when they use the new skills, qu

35、ality is improved, costs are reduced and guests are happier?PRESENTATION SKILLSSuggested Training LocationsA meeting room is the preferred environmentAn empty sleeping roomA closed restaurantWithin the department environment if no other space is available. This is the least preferred environment.Imp

36、ortance of EvaluationProgram EvaluationAs important as the design of the program, evaluation can determine the success of your learning effort. Contrary to what some people think, evaluation is really a front-end process for two reasons. First, you often need to collect pre-training or base-line dat

37、a about your population and the business need being addressed.If you want to determine how much learning has occurred, for example, it is best to determine specifically what participants know before the program and how, if at all, that has changed at its conclusion. If you want to know whether the f

38、requency of skill or behavior use has changed because of the program, you must determine the frequency before training and compare it with what is occurring some weeks or months after the programs conclusions. Thus, an evaluation system must be readied to collect base-line data before the training b

39、egins. Second, the very process of evaluation forces you to identify what you are trying to accomplish in terms of training outcomes or results.The process of determining such outcomes (what you want people to learn and be able to do as a result of training) will uncover any areas where your course

40、design and program outcomes are mutually supportive. By identifying such mismatches before the training design is finalized you have an opportunity to take corrective action.Instructor EvaluationAn instructor evaluation form should always be completed at the end of each training topic. Using the att

41、achment A “Trainer Evaluation” you will determine the participants reaction to the trainers level of instruction. It is critical to obtain feedback from the trainees on your abilities as an instructor. The information received can be analyzed to improve performance in delivering training to your sta

42、ff. Analyzing the evaluations can easily identify trends and areas of improvement.If scores fall below “good” the area may be identified as an area to focus in the design of the training. For instance, if scores are low in the area of “effectiveness in encouraging questions and discussions from the

43、group”, the trainer would focus on incorporating a solid method of harvesting questions from the trainees. The more the facilitator evaluates effectiveness and plans for improvement, the more effective the trainer becomes.Rooms DivisionFront Office Standard Operating Procedures ManualTraining Guide7

44、F F FACILITATORACILITATORACILITATOR WWWORKBOOKORKBOOKORKBOOKP P PRESENTATIONRESENTATIONRESENTATION S S SKILLSKILLSKILLSVISUAL SKILLSThe visual image you create during a presentation has a tremendous effect on the success of the presentation. Your audience is affected as much by how you present infor

45、mation as by what you present. The following visual skills will help you look relaxed and confident and make outstanding presentations.Controlling AnxietyIts natural to experience anxiety before making a presentation. While a moderate amount of anxiety can be healthy, anxiety needs to be controlled

46、so that youll project confidence and get the greatest possible benefit from your nervous energy.Maintaining Eye ContactEye contact is important in one-on-one interactions as a way of showing that you are listening and you are interested in what the other person has to say. Eye contact is also import

47、ant in group presentations to help you establish a relationship with and some rapport with the audience.Maintaining Proper PosturePosture communicates a strong message. Standing or sitting in a straight yet relaxed way will help you look confident and professional in front of your audience.Use Relax

48、ation TechniquesBefore beginning a presentation, take a deep breath and press your stomach in toward the back of your chair, then release your breath slowly. Or, take a few deep breaths while you clench your fists. Then, release your breath slowly and open your hands. Once the presentation begins, b

49、reathe naturally. Dont speak too long without taking a breath.Be PreparedBeing thoroughly prepared adds to the quality of any presentation. Having your thoughts well organized gives you confidence and allows you to focus your energy on the delivery of the presentation.Know Your AudienceAnalyzing you

50、r audience will help you plan a presentation that will satisfy their needs and meet their expectations. Knowing the audience helps you feel comfortable and confident that your presentation will be well received.Establish Rapport with Your AudienceEstablishing rapport helps you feel comfortable and r

51、educes the anxiety caused by facing an unfamiliar audience. Rapport can be enhanced by meeting audience members before the presentationHold eye contact for a minimum of 4 seconds with each person in your sight. Hold eye contact until the end of a sentence or until youve finished a thought.Rooms Divi

52、sionFront Office Standard Operating Procedures ManualTraining Guide8PROPER POSTUREProper posture helps you look confident and professional. It means standing or sitting in a straight yet relaxed way. Make a special effort to avoid the following habits:Dont slump.Dont be too rigid.Dont stand only on

53、one leg.Dont sway from side to side.Dont rock back and forth.Dont lean on a podium, chair or other object.Dont fold your arms.Move naturally. A moderate amount of movement enables you to get physically closer to the audience and provides a change in stimulus for the audience.Rooms DivisionFront Offi

54、ce Standard Operating Procedures ManualTraining Guide9Using Your HandsJust as gestures can add to your presentation, inappropriate use of hands can detract from the presentation. When youre not using your hands to make gestures, hold them at your sides in a relaxed, comfortable manner.Dont hold your

55、 hands in a rigid manner.Dont jingle your hands in your pocketsif you put them there for a brief time, dont jingle coins or keys.Dont grasp your hands in front or back in a “fig leaf” position.Dont lock your hands together.Dont wring your handsit makes you look nervous or tentative.Dont click the en

56、d of a pen, snap the end of a marker pen on and off, or play with anything else.INCREASE RETENTIONVisuals help the audience remember data and information when the presentation is over.Do Not Use Visuals ToImpress the audience with details - such as detailed graphs and charts.Avoid interaction with t

57、he audience.Make numerous points. Visuals are most effective when they make a single point.Make simple points that are easily stated verbally without visual support.To summarize when to use visuals, ask yourself the following questions:Will visuals help clarify or complicate my message?Does the mate

58、rial I need to communicate lend itself to visual illustration?Will visuals stimulate interest?Will visuals create interaction with the audience or create a barrier?The answer to these questions will help you decide whether visuals will enhance your presentation.Turn the lamp off while changing overh

59、eads. It eliminates the blast of light that occurs when there is no overhead on the projector. Also, turn the lamp off when you finish discussing a given point, and when youre done discussing each overhead.Many overheads dont project well in a normally lighted room. Be prepared to dim the lights for

60、 good visibilityUSING THE FLIPCHARTFlipcharts can be prepared before a presentation or used during the presentation to make points or record comments from the audience.Flipcharts are generally appropriate for a group of 20-25 people. Beyond this number, printing on a flipchart is likely to be too sm