Deal With Conflict Situations

LG THHGCS0023A DEAL WITH CONFLICT SITUATIONS
LEARNER GUIDE
DEAL WITH CONFLICT SITUATIONS
2ND EDITION
Published by
HEART TRUST/NATIONAL TRAINING AGENCY
Produced by
Learning Management Services Department

Gordon Town Road
Kingston 7
Jamaica W.I.
This material is protected by copyright . Copying this material or any part of it by any
means, or in any form, including digital is prohibited, unless prior written permission is
obtained from the HEART Trust/NTA.
*** 2007 ***
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TABLE OF CONTENTS
PAGE
Introduction...............................................................................................................................1
Welcome .........................................................................................................................1
This Competency Unit .....................................................................................................1
Before you start ...............................................................................................................2
Planning your learning programme ..................................................................................2
Self-Assessment Checklist ...............................................................................................3
How to use this Learner Guide.........................................................................................4
Using the Computer and Other Resources........................................................................6
Method of Assessment.....................................................................................................6
Quality Assurance ...........................................................................................................7
Element 1: Identify conflict situations identify potential for conflict .....................................8
Self-Assessment Checklist .............................................................................................15
Element 2: Resolve conflict situations ...................................................................................16
Element 3: Respond to customer complaints ........................................................................28
Copyright 2007 HEART Trust/NTA.

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LG-THHGCS0023A:
DEAL WITH CONFLICT
SITUATIONS
INTRODUCTION
Welcome
Welcome to the Learner Guide for Unit of Competency Deal with Conflict Situations.
This is just one of a number of Learner Guides produced for the Hospitality Industry, and
it is designed to guide you, the learner, through a series of learning processes and
activities that will enable you to achieve the specified learning outcomes for the
competency unit.
The content of this guide was developed from the Competency Standard
THHGCS0023A, which is one of the basic building blocks for the National Vocational
Qualification of Jamaica (NVQ-J) certification within the industry. Please refer to your
Learners Handbook for a thorough explanation of standards and competencies, and how
these relate to the NVQ-J certification.
You are also advised to consult the Competency Standard and assessment instrument for
a better understanding of what is required to master the competency.
This Competency Unit
Deal with conflict situations addresses the knowledge, skills and attitudes
requirements to effectively deal with conflict situations. There are three main areas or
elements:
Element 1: Identify conflict situations
Element 2: Resolve conflict situations
Element 3: Respond to customer complaints
As you go through each element, you will find critical information relating to each one.
You are advised to study them carefully so that you will be able to develop the necessary
knowledge, skills and attitudes for dealing with conflict situations.
Copyright 2007 HEART Trust/NTA. 1

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Before you start
Before you start this Learner Guide, you need to:
a. Obtain a Learners Logbook. You will use it to record evidence of your new
skills/competence. As you demonstrate your new skills, record your activities and
have your learning facilitator sign off on them. This will allow you to provide
evidence of your competence when you are being assessed against the competency
standard.
b. Ensure that you have access to the facilities and equipment necessary for learning.
c. Ensure that your learning resources are available.
d. Ensure that you are wearing suitable clothing, that tools and equipment are safe, and
that the correct safety equipment is used.
e. Plan your learning programme (see below)
f. Understand how to use this Learner Guide (see below)
Planning your learning programme
The self-assessment checklist on the following pages will assist you in planning your
training programme and it will help you to think about the knowledge and skills needed
to demonstrate competency in this unit. As you go through each one you will be able to
find out which aspects of the elements you have already mastered and which ones you
already have and which you will need to pay more attention to as you go through the
learning process.
To complete the self-assessment checklist, simply read the statements and tick the Yes
or No box. You should do this exercise now.

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Self-Assessment Checklist
- Deal with conflict situations
Element 1 Identify conflict situations Yes No
1. I can quickly identify potential for conflict and take swift

and tactful action to prevent escalation ( ) ( )
2. I can quickly identify situations where personal safety of

customers or colleagues may be threatened and organize
appropriate assistance ( ) ( )
Element 2 Resolve conflict situations Yes No
1. I can take responsibility for finding a solution to the conflict

within scope of individuals, job and develop solutions ( ) ( )
2. I can encourage, accept, and treat all points of view with ( ) ( )

respect
3. I can use effective communication skills to assist in the

management of the conflict ( ) ( )
4. I can use accepted conflict-resolution techniques to manage

the conflict situation ( ) ( )
Element 3 Follow up customer on inquiry resolution Yes No
1. I can handle complaints sensitively, courteously and

discreetly ( ) ( )
2. I can take responsibility for resolving the complaint ( ) ( )
3. I can establish and agree with the nature and details of the
complaint with the customer ( ) ( )

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Element 3 Contd Yes No
4. I can take appropriate action to resolve the complaint to the

customers satisfaction, wherever possible ( ) ( )
5. I can use where appropriate, techniques to turn complaints

into opportunities to demonstrate high quality customer
service ( ) ( )
6. I can complete any necessary documentation accurately and

legibly, within time constraints ( ) ( )
How did you do?
If you ticked all or most of the Yes boxes, then you might not need to go through the
entire guide. Ask your learning facilitator to assist you in determining the most
appropriate action you should take.
If you ticked a few of the Yes boxes or none at all then you should work through all of
the guide, even though some of the material may be familiar to you.
Plan your learning based on your answers. Be sure to involve your learning facilitator in
the planning process.
How to use this Learner Guide
This Learner Guide is designed to assist you to work and learn at your own pace.
We suggest that you:
Go through the sections/elements as they are presented (starting at Section 1)
Check your progress at each checkpoint to ensure that you have understood the
material
Observe the icons and special graphics used throughout this guide to remind you of
what you have to do and to enhance your learning. The icons and their meanings are
as follows:

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Complete Assessment Exercise

This exercise requires you to think about the knowledge
and skills that you have or will develop in this competency
unit.
Definition Box
Words/phrases are defined or explained in this box. The
words/phrases being explained are in bold print.
Checkpoint
This denotes a brain teaser and is used to check your
understanding of the materials presented. No answers are
provided for the questions asked.
Activity
This denotes something for you to do either alone or with
the assistance of your trainer/supervisor.
Reference
Points you to the reference materials and other support
documents or resources used in compiling the unit content.
Ask your learning facilitator for help if you have any problems with the interpretation
of the contents, the procedures, or the availability of resources.
Complete each activity as you come to it. If the activity requires you perform an
actual task, be sure to tell your learning facilitator when you get to that activity so that
he/she can make any arrangements, if necessary.
Get your learning facilitator to sign and date the Learner Logbook when you have
completed an activity.
Complete the self-assessment checklist at the end of each section or element.

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When you have worked through all elements of the guide, and when you can tick every
Yes box, you are ready for assessment and should ask your learning facilitator to assist
you in making the arrangements to have your performance assessed.
Using the Computer and Other Resources
Where your activities refer you to the library, computer and Internet resources, ask your
learning facilitator to assist you with locating these resources. If you are getting your
training in an institution, there may be a library and a computer laboratory. If this is not
the case, visit the local library and find out what resources are available.
If you are new to the computer and the Internet, someone in the computer room should be
able to show you how to use these resources.
Please note that in many of your activities you have been referred to information on the
Internet. This is because the Internet has a vast amount of information that can help you
in acquiring the particular competencies. We would like to advise you, however, that we
cannot guarantee that all the sites will be available when you need them. If this happens,
ask your learning facilitator to assist you with locating other sites that have the
information you require.
Method of Assessment
Competency will be assessed while you are actually performing the tasks related to this
competency. This may be in a real workplace or a simulated situation that accurately
relates to the work situation. Your competency assessment will also encompass those
critical employability skills, which you must acquire as you perform the various tasks.
You are advised to consult the associated competency standard for further details relating
to the assessment strategies.
These employability skills may include your ability to:
- Collect, analyze and organize information

- Communicate ideas and information
- Plan and organize activities
- Work with others and in a team
- Use mathematical ideas and techniques
- Solve problems
- Use technology

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Quality Assurance
A feedback form is included at the back of each learner guide, so all users are afforded
the opportunity to document their concerns pertinent to the various aspects of the guide.
Such concerns will assist in the review process of the learner guides. Users are
encouraged to cut out the form, complete and submit same to the address provided.
You may now start your learning. Have fun while you work!

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ELEMENT 1: IDENTIFY CONFLICT SITUATIONS
LEARNING OUTCOMES
As you go through this element, you will acquire the necessary knowledge, skills and
attitudes to identify conflict situations. Your learning facilitator is there to assist you with
the various activities so that on completion you should be able to:
1 Identify potential for conflict and take swift and tactful action to prevent escalation
2 Identify situations where personal safety of customers or colleagues may be
threatened and organize appropriate assistance
IDENTIFY POTENTIAL FOR CONFLICT
Fig 1
Source: http://www.consultnexus.com/WWH09.htm
Many definitions have been put forward for conflict, however, we will look at two:

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A conflict - may be defined as 'a state of tension due to perceived incompatibilities

in goals'
Or
A conflict - is an expressed struggle between at least two independent parties who

perceive incompatible goals, scarce rewards and interference from the other parties
in achieving their goals.
Source: Understanding Human Communication

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Lets take a look at the components of your second definition:
Expressed Struggle A conflict does not exist unless both parties are aware that the
disagreement exists. You have been upset for months because a colleagues constant
humming keeps you from concentrating; however, no conflict exists between the two of
you until the colleague learns about the problem.
Perceived Incompatible Goals It appears as if one persons gain will be anothers loss.
Consider if the colleague stops humming, he will loose the enjoyment/relaxation that it
brings; however, if he continues to hum his colleague will not be able to concentrate. You
should note that solutions exist to get both employees what they want.
Interdependence The parties in conflict are usually dependent on each other. If both
parties did not need each other to solve the problem they could just go their separate
ways.
Even the most supportive work environment wont guarantee complete harmony.
Effective communicators know that although it is impossible to eliminate conflict there
are ways to manage it effectively.
There are three broad areas where conflict may exist in your workplace; these are:
Conflict in interpersonal relationships

Conflict in negotiations between staff and customers or different sections of
managers
Conflict in meetings
You should be able to identify potential for conflict and take swift and tactful action to
prevent escalation. For example:
Example 1
Conflict in interpersonal relationship
You have just been promoted to supervisor in your department. Your colleague John who
is normally friendly towards you suddenly begins avoiding you or being rude. He has
remained cheerful with everyone else except you. You think that a conflict exists and
your want to prevent it from escalating. In a situation such as this you may address the
problem by:
Trying to determine if there is a problem between you and John

Set up a private meeting to discuss the matter, if you think there might be a
problem
Asking John - in a non-confrontational manner - if there is a problem. If the
answer is 'No', inform John that you think there might be a problem and then
explain what you think the problem might be.
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As you talk, ask John for feedback. Do not 'attack' John with accusations
Listen with an open mind.
Respect each others opinions.
Try to determine why John feels the way he does.
Avoid pointing fingers and blaming.
Try to work out a compromise that pleases both parties.
Example 2
Conflicts in Negotiations
As supervisor for your department you were a part of the negotiating team acting on
behalf of management dealing with the matter of overtime payments. Based on the
responses of staff members you get the feeling that they think that management is taking
advantage of them. In order to avoid these types of situations, there are certain principles
you can apply to increase your chances of a successful negotiation. These include:
Avoiding defend-attack interaction: it's non-productive every time

Asking many of questions
Making sure that you understand everything. Try to describe to the other person
your understanding of the things he/she has been saying, using other words. Ask
for feedback.
Trying to understand the other person's perspective: communication is more than
just listening; try to see things their way
When negotiating, no party wants to feel as if it is giving away something for
nothing.
Remember your aim is to identify the potential conflict and take swift and tactful action
to prevent escalation.
Conflict in hospitality and tourism-related enterprises might relate to:
Customer complaints
Conflict among work colleagues
Refused entry
Drug and alcohol affected persons
Ejection from premises

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Conflict Escalation
You should note that conflict usually escalates through five stages:
Discomfort You may be uncomfortable about a situation; however, you are not
sure exactly what the problem is.
Incidents You may be upset or irritated as a result of something that occurred
between you and a colleague or customer. This may be a short, sharp exchange
with no lasting ill effects.
Misunderstandings Motives and facts may be confused or misunderstood
Tension Negative attitudes and opinions may weigh down your relationship
with your colleagues or customers
Crisis In this stage your behaviour is affected, normal reactions become difficult
and you contemplate or execute extreme gestures
You should note that conflict does not necessarily include all these levels, and it may not
start at the discomfort level. It may start with a misunderstanding, for example, and
rapidly escalate into a crisis.
CHECKPOINT
Define conflict
What are some of the possible causes of conflicts?
What can you do to prevent a conflict from escalating?
THREATS TO PERSONAL SAFETY OF CUSTOMERS OR COLLEAGUES
There are many situations that can arise at work that may escalate to the point where your
personal safety or the safety of your customer/client is threatened. It is therefore
important that you know how to handle these situations.
Examples of such situations include:
A customer who is intoxicated may become aggressive because the bartender has
refused further service of alcohol
Customers may also become aggressive if they dont think they are getting the
service they deserve
Colleague becoming aggressive because he feels he was unfairly treated

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You should be alert and identify situations where personal safety of customers and
colleagues is threatened and take the appropriate steps to organize appropriate assistance.
Fig 2
Source: Practice Ethical Behaviour, National Centre for Research in Vocational
Education, (1987)
Persons working in beverage service sometimes have the difficult task of refusing further
service to patrons who appear to be intoxicated. You have a responsibility to serve
alcohol responsibly and protect the safety of the clientele as well as the public.
Alcohol has a destabilizing effect on a drinkers emotional state; this makes refusing
service complicated and often intimidating. You may not be able to anticipate whether a
customer will acknowledge the refusal calmly or react in an agitated manner.
When refusing service you should:
Exercise tact and diplomacy, avoid inflammatory language or assuming a

judgmental, disapproving attitude
Avoid embarrassing the patron by keeping your voice low; you should remain
firm, however
Notify other bartenders on duty of the refusal of service

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Notify the manager of the situation

You should try to prevent the intoxicated person from driving by calling a taxi so
that the customer can be taken home, or assist the customer in calling a friend or
relative.
Other Situations
There are other situations that may arise at your workplace where colleagues or
customers become loud, disruptive or start trouble of all sorts. It is critical that you stop
fights before they start. When a person is provoked to the point of contemplating
violence, this person is usually not thinking rationally. Thus your focus should be the
protection of your customers and colleagues.
You should keep your eye open for trouble. Usually arguments precede an outbreak of
violence. When verbal altercations erupt:
Intervene in a friendly yet firm way to defuse the situation.

Inform the individual that this sort of behavior will not be tolerated. However,
you should never imply that the argument be taken outside your premises,
including the parking lot.
If customers are involved, see if you can get one party to leave the scene of the
incident. If they both refuse, threaten to call the police. This threat often works.
If a fight breaks out, call the police immediately, and usher customers to a safe
area.
Never allow a customer to break up a fight; if the person is injured as a result,
your business may be held liable.
You should never get physically involved or allow employees to get involved in
the altercation.
You may defend yourself or a colleague only if you are physically attacked
If the incident involves persons employed by your enterprise, there are usually
clear guidelines as to how these employees should be dealt with. Incidents of this
nature often mean suspension or dismissal of employee(s) involved. However,
this may be something that you will need to discuss with your manager or other
senior colleagues.
CHECKPOINT
Can you identify situations that often result in conflict in your

area of work?
How would you deal with situations where personal safety of
customers or colleagues is threatened?
What actions could you take to deny the service of alcohol to
intoxicated guests?
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ACTIVITY
You are a supervisor at Hotel Luxurious and one of your colleagues

came to ask you to deal with a situation at the bar area as the bar and
beverage manager is currently off property. This colleague explained
to you that a visibly intoxicated guest was refused further service of
alcohol and has become angry as a result. This individual has been
breaking bar glasses on the floor, turning over chairs and tables and
threatening the personal safety of customers and employees.
In a simulated exercise working with your peers, demonstrate what

steps you would take to deal with this situation.
Remember that this person might be dangerous therefore you should

take steps to ensure your safety and the safety of others.
READY TO PROVE YOUR COMPETENCE?
Now that you have completed this element, check whether you have fully grasped all the
components by doing the following Self-Assessment:
Checklist 1 Yes No
1. I can identify potential for conflict and take swift and

tactful action to prevent escalation ( ) ( )
2. I understand the importance of identifying situations where

personal safety of customer or colleagues may be
threatened and organizing appropriate assistance ( ) ( )
Checklist 2 Yes No
1. Potential for conflict is quickly identified and swift and

tactful action is taken to prevent escalation ( ) ( )
2. Situations where personal safety of customers or colleagues

may be threatened are quickly identified and appropriate
assistance organized ( ) ( )

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ELEMENT 2: RESOLVE CONFLICT SITUATIONS
LEARNING OUTCOMES
attitudes to resolve conflict situations. Your learning facilitator is there to assist you with
the various activities so that on completion you should be able to:
1. Take responsibility for finding a solution to conflict within the scope of your job
and develop solutions
2. Encourage, accept and treat all points of view with respect
3. Use effective communication skills to assist in management of conflict
4. Use accepted conflict resolution techniques to manage conflict situation
FINDING A SOLUTION TO CONFLICT
Fig 3
The most complicated task that you will face when trying to resolve a conflict, is to find a
resolution that both partys will accept. To effectively resolve conflicts you need to:
Understand each partys view and perception of the situation

Ascertain whether the parties involved are aware of the extent of the situation and
their contribution to the situation
Ascertain whether professional or personal history is the source of the situation
Ascertain whether outside forces contribute to or are responsible for the situation
Find out what each party hopes to achieve from the situation

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If a conflict is to be resolved, the following factors have to be present:
All parties involved must want to resolve the conflict

All parties involved must take responsibility for their share in the situation
The conflict resolution process must be fair and honest
You may handle a conflict in five ways, non-assertion, direct aggression, passive
aggression, indirect communication and assertion.
Non-assertion This refers to ones inability or unwillingness to express thoughts or

feelings in a conflict. Non-assertion may occur as a result of:
A persons lack of skill to use a more direct means of expression

Lack of confidence
An individuals choice to behave non-assertively
Non-assertion can take may forms including:
Avoidance staying away from someone after a disagreement

Conversational changing topic, joking or denying a problem exists
Accommodation dealing with the problem by giving in
You should note that despite the drawbacks of non-assertion, there are times when
accommodating or avoiding is a sensible approach. For example, you may not comment
on your colleagues annoying grumpiness, knowing that he is having one of his rare bad
days.
Direct Aggression when individuals embrace conflicts. Communicators who are

directly aggressive confront another person in a way that attacks his or her position.
Examples of directly aggressive responses include:
You dont know what you are talking about.
That was a stupid thing to say.
Other forms of this type of aggression come from nonverbal messages.
Passive Aggression Individuals express hostility in an obscure way. There are several
ways in which this can be demonstrated. A person may:
Pretend to agree with you, e.g. I will be on time for my shift from now on, even
though there is no intention to change
Try to gain control by making you feel responsible for changing to suit him. E.g.
I really need to go home but I will show you how to use the fax machine.
Use joke as a weapon; when you object he asks, Where is your sense of humour
Do small things to drive you crazy rather than confront you with a problem.
Punish others by keeping back something of value, such as courtesy or affection.

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Indirect Communication This is done to get what you want without arousing the
hostility of the other person. The indirect communicator conveys the message in a round-
about manner in order to save face for the recipient. Consider the case of your coworkers
annoying humming; one indirect approach would be to strike up a friendly conversation
with your coworker and ask if anything you are doing is too noisy for him/her, hoping
he/she would get the hint.
Sometimes we communicate indirectly in order to protect ourselves. You may give hints
rather than ask the boss outright for a raise. You should note, however, that there are
certain risks involved in using the indirect approach; for example, the other party may
misunderstand or fail to get your message. In other instances clarity and directness are
your goal and an assertive approach is necessary.
Assertion As an assertive communicator you should be able to handle conflicts

skillfully by expressing your needs, thoughts and feelings clearly and directly, without
judging others or dictating to them. Assertive persons have the best chance of resolving
problems to everyones satisfaction. Using assertion maintains the self-respect of both the
assertor and those with whom he/she interacts.
ACTIVITY
Assertion appears to be the most ethical communication style to use

when faced with a conflict. Is there ever any justification for using
each of the other conflict styles? Support your stance on each style
with examples from your own experience.
Discuss with your peers and learning facilitator whose position may
differ from yours.
Refer to: Adler Ronald, Rodman George, (2003). Understanding Human

Communication, Chapter 7, Oxford University Press

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ENCOURAGE, ACCEPT AND RESPECT ALL POINTS OF VIEW
When dealing with conflict situations you should encourage conflicting parties to state
their point of view; these views should be accepted and respected. If you represent one of
the parties in the conflict you should help to manage the conflict. If you are acting as a
mediator you should encourage conflicting parties to take these steps:
Use I statements -Let the other party know how you feel when the conflict is
occurring. Let the other party know how you react to the conflict and which of
your rights you feel is being ignored in the conflict
Be assertive not aggressive Speak about your feelings and reactions. Focus your
statements on how you are behaving, thinking, and feeling, rather than how the
other party is acting
Speak calmly, coolly and rationally By doing this you will be listened to, and
youll be better able to control yourself, otherwise the other person may develop a
defensive attitude
Avoid blaming Keep the communication flow going, developing and
understanding and show empathy for others feelings. You should recognize that
for a conflict to exist there must be at least two parties who are adversely affected
by the conflict
Create an atmosphere of healing- In order to resolve the conflict, all parties
involved must feel that they are being listened to and understood and that their
rights are being respected. Both parties must feel the desire to work things out and
commit to the process of working out the problem
Be willing to forgive Forgiveness is important in conflict resolution; by
forgiving others you have a chance for personal growth. In some instances this is
the only way to resolve a conflict.
Be willing to forget Once the conflict has been resolved and you feel like you
were listened to, cared for, and understood, then you need to put aside the
conflict.
Be honest You should be honest with yourself and others about your feelings
and reactions to the conflict and to the resolutions.
Focus on feelings of others Active listening and responding are key elements in
the productive resolution of a conflict. Be sensitive to the feelings and emotions
of the other party and reflect on them with empathy and understanding. This
creates an atmosphere of respect and reduced defensiveness.
Show respect for yourself and others You will gain more in resolving a conflict
by showing respect rather than being disrespectful, vindictive, revengeful,
threatening, accusing, or ignoring the other party.
Be willing to apologize and admit mistakes You should be willing to apologize
and admit mistakes in resolving a conflict. It takes courage, character and
fortitude to admit an error, a lack of judgment, an uncalled for action,
disrespectful behaviour or lack of concern or understanding.
Be willing to compromise All parties should feel as if they had gained in the
resolution; this can only be achieved through compromise.

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USE EFFECTIVE COMMUNICATION TO RESOLVE CONFLICT
Communication - is the two-way Communication uses a number of different

process of sending and receiving channels including:
messages (instructions,
information, ideas, thoughts, Face-to-face
feelings, etc.) between two or E-mail
more persons to create a common Telephone
understanding.
Within these channels communication can be
verbal and non-verbal.
People communicate for various reasons:
- To make contact with others

- To exchange information
- To influence others
- To resolve problems
Communication Skills
Mastery of the following skills is the hallmark of an effective communicator; ensure that
you spend the time required to develop these competencies.
Speaking
Listening
Questioning
Using and observing body language (non-verbal communication)
Writing
Reading
The effective communicator is always courteous and polite. S/he avoids:
Interrupting
Contradicting
Irritating, unpleasant or discourteous speech mannerisms, gestures or posture
Fiddling with a pencil, doodling or indulging in other distractions
Showing off to impress others
Making someone look or feel small
Being over assertive
Losing his/her temper
Being condescending
Showing boredom or impatience

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An effective communicator also:
Listens because s/he understands that not listening to someone is discourteous

Pays keen attention, considering the implications of what is being requested or
said
Looks at the person with whom he/she is communicating and provides him/her
with feedback to show understanding
Speaks appropriately to the circumstances. He/she chooses his/her words and
expressions carefully, because s/he considers that people have different
personalities and backgrounds; that it is easy to offend and difficult to overcome
its effect
Uses body language that matches spoken word
You should use effective questioning techniques when managing conflicts.
Good questioning techniques are a learnt skill and need to be practised.
There are different types of questions and the combination of these may be needed for the
communication to be effective.
Open Questions
Closed Questions
Reflective Questions
Probing Questions
Open Questions: These give the respondent the opportunity to provide maximum
information. They usually begin with searching words such as:
How...
Why...
When...
Where...
What...
Who...
Which...
e.g. Where do you want us to set-up the printer?

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Closed Questions: These questions are usually asking for a yes or no answer, and do not
encourage any further discussion. They usually begin with words such as:
Do...
Is...
Can...
Could
Will...
Would...
Shall...
Should...
e.g. Have checked the printer today?
Reflective Questions: These questions are used to indicate to the person that you have
understood what has been stated or to clarify the situation. They are a variation of open
questions and are formed by turning the clients statement into a question.
e.g. You are unable print even though the printer has been installed. Is that so?
Probing Questions: These are open questions that use information already established to
drill below the surface to the heart of the matter. These are great for handling client
complaints.
e.g. What exactly happens when you click print?
Refer to: http://www.rcmp-learning.org/iim/ecdi0072.htm

http://www.petervenn.co.uk/adquest/adquest Retrieved 31/8/05
CHECKPOINT
For each of the following questions, place O for open, C for closed and
R for reflective
So, this happens every time you try to send an e-mail?
Whats on the screen now?
Is this the first time that you are calling the Help desk?
What were you doing when this message appeared?

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Active listening
Listening is one of the key ways that you will

Listen or thy tongue will make thee be able to understand the problem and
deaf - Chinese Proverb determine what needs to be done to resolve it.
Listening is not a passive activity but one that requires active participation. An active
listener gives his/her full attention to the speaker and demonstrates to the speaker that
he/she has understood.
Steps to Active listening
Get ready to listen: Prepare yourself mentally and physically. Have note-taking
materials handy so that you can make notes when appropriate
Pay attention to the speaker: Keep your mind focused on what the speaker is
saying. Show the speaker that you are listening; in face-to face contact be silently
attentive, use positive body language (posture, eye-contact, nodding head). Over
the telephone, use attentive words (I see, okay, uh-huh).
Ask questions: To ascertain what the speaker wants
Paraphrase/re-state: This does not mean repeating word-for-word what the
speaker said, rather it means re-stating in your own words what you have
understood. Paraphrasing tells the speaker that you are a good listener; in addition
you get instant feedback on the accuracy of what you understood.
Active listening shows respect, concern and understanding which are important
components in resolving conflicts.
Refer to: Zeuschner, Raymond (1997). Communicating Today, 2nd Ed, Allyn
& Bacon, pp 37-45
CHECKPOINT
What is active listening?

What are some of the characteristics of an active listener?

Version 1 LRDU Jan.
ACCEPTED CONFLICT RESOLUTION TECHNIQUES
You should note that every conflict is a struggle to have ones goals met, and there are
varying approaches to resolving these conflicts. The approaches are discussed below:
Win-lose approach This is a resolution in which one party achieves its goals at
the expense of the other. Persons perceive a situation as being one in which it is
either I get my way, or you get your way. You may face interpersonal issues that
seem to fit into this win-lose framework; for example, you and your colleague
seeking a promotion to the same job. A distinguishing characteristic of win-lose
problem solving is power. For example, supervisors may use authority in a
number of issues in which there is a conflict to get what they want.
Lose-lose approach In this method of problem solving neither party is satisfied

with the results. The conflicting parties will strive to be winners; however, both
end up losers as a result of the struggle. You may see this when parties are very
proud, none is willing to compromise and they both suffer.
Compromise approach This approach gives both parties some of what they
wanted, while they both sacrifice parts of their goal. This approach is better than
losing everything, and often used when parties see partial satisfaction as the best
they can hope for. Compromise is the best obtainable result in some conflicts;
however, in many instances both parties in the dispute can often work together to
find a much better solution.
Win-win approach The goal of this approach is to find a solution that satisfies
the needs of everyone involved. Both parties believe that by working together
they can find a solution that reaches their goals. As long as both parties are
satisfied with the outcome then its safe to say you have a win-win situation. A
compromise can be a type of win-win situation, however; the best solutions are
attained when all parties get everything they want.
You should note that although there are instances where compromising is the best
approach, at other times you will find that it is reasonable to push for your own solution.
You will even find instances in which it makes sense to willingly accept the losers role.
You should make the decision based on the specific situation.
Steps in win-win approach to problem solving
Identify your problems and unmet needs

Schedule time or date to discuss with the other party
Describe your problem and needs
The other party should check to make sure that he/she understood what you have
said

Version 1 LRDU Jan.
Find out what the other party needs in order to feel satisfied about this issue
Check your understanding of the other partys needs, by paraphrasing what has
been said or by asking questions until you are certain you understand
Negotiate a solution
Follow up on the solution
Refer to: Adler Ronald, Rodman George, (2003). Understanding Human

Communication, Chapter 7, Oxford University Press
ACTIVITY
Which conflict resolution technique would you use in the following

instances?
When the issue is important and the other party will take
advantage of your non-competitive approach
When the issue is too important to compromise
When it is important to maintain a long term relationship
between you and the other person
When you discover you are wrong
When the issue is not important enough to negotiate at length
When the issue is more important to the other person than it is
to you
When the person is willing to cooperate
When there is not enough time to seek a win-win outcome
Give an example of an instance when you would take each approach

listed above. Discuss them with your peers.

Version 1 LRDU Jan.
ACTIVITY
Jane works in an open office with twelve other persons. This room
has one air conditioning unit that serves all areas. Carol who is one
of Janes colleagues has monopolized the remote control for the air-
conditioning unit and adjusts the temperature at will to suit her needs,
with no regard for those around her.
Jane has spoken to Carol on more than one occasion about the effect
this behavior is having on other members of staff, who have to wear
sweaters and additional clothing to deal with the cold temperature.
Carols response was that she has a condition that makes her very hot
and she has to find a way to keep cool.
Today Jane decided that she has had enough of the discomfort and
adjusted the temperature to a level at which she and her other
colleagues were comfortable, and then hid the remote control.
When Carol came in to work and could not find the remote control
she was furious, and accused Jane of having something to do with its
disappearance. A heated argument ensued and you were called in
since you are responsible for supervising the unit. You are required
to take responsibility for finding a solution to the conflict.
Remember to:
Encourage, accept and treat all points of view with respect
Use effective communication skills to assist in the
management of the conflict
Use accepted management techniques to manage the
conflict situation
This activity should be simulated with assistance from your peers.

Version 1 LRDU Jan.
Checklist 1 Yes No
1. I understand how to take responsibility for finding solutions

to conflict situations within the scope of my responsibility ( ) ( )
2. I understand the importance of encouraging, accepting and

treating all points of view with respect ( ) ( )
3. I know how to use effective communication skills to assist

in the management of conflict ( ) ( )
4. I know how to use accepted conflict resolution techniques

to manage the conflict situation ( ) ( )
Checklist 2 Yes No
1. Responsibility is taken for finding solutions to the conflict

within the scope of individual responsibility
( ) ( )
2. All points of view are encouraged, accepted and treated

with respect ( ) ( )
3. Effective communication skills are used to assist in the

management of the conflict ( ) ( )
4. Accepted conflict resolution techniques are used to manage

conflict situations ( ) ( )

Version 1 LRDU Jan.
ELEMENT 3: RESPOND TO CUSTOMER COMPLAINTS
LEARNING OUTCOMES
attitudes to respond to customer complaints. Your learning facilitator is there to assist you
with the various activities so that on completion you should be able to:
1. Handle complaints sensitively, courteously and discreetly

2. Take responsibility for resolving complaints
3. Establish the nature and details of complaint and agree with customer
4. Take appropriate action to resolve complaints to customers satisfaction where
possible
5. Use techniques to turn complaints into opportunities to demonstrate high quality
customer service
6. Complete any necessary documentation accurately and legibly within time
constraints
HANDLE COMPLAINTS
I have asked that twelve

chairs be placed in the
conference room for my
meeting and you only
have eleven; what do
you want us to do, play
musical chairs?
Fig 4
Source: Bradley Sally, 2003, Customer Service Candidate Handbook, Chapter 4,
Heinemann Educational Publishers (Modified)

Version 1 LRDU Jan.
Organizations usually encourage people to contact them with comments and complaints.
This indicates a willingness to use the information to improve customer service. You
need to familiarize yourself with the procedures that your enterprise has in place to deal
with complaints. If there is no set procedure at your workplace you should seek guidance
from the appropriate person in answering the following questions:
Are you personally authorized to deal with the complaint? If not, whom do you
need to talk to?
What records about the complaints do you need to prepare?
What authority do you have to compensate the customer where appropriate?
What kind of compensation can a customer claim?
What information is available to the customer to help her/him to make a
complaint?
The diagram shows some of the issues that may lead to a complaint being made
Faulty
goods
Billing Poor
Errors service
Attitude of
employees Waiting
Reasons for
complaints time
Late
delivery Incorrect
information
Customer
expectations not
met
Fig 5

Version 1 LRDU Jan.
It is quite common for customers to complain when their expectations have not been met.
This should be taken seriously and recorded and action taken to correct the problem.
These complaints are quite often not formal; however, you should understand that a
passing comment of dissatisfaction should be treated as a complaint. The next time you
hear what happens to be a passing comment such as, Why do I always have to wait five
minutes to be acknowledged? record this so that someone can decide whether action has
to be taken to improve customer service.
When a customer complains to your organization he/she expects you to:
Listen actively to the complaint, be sympathetic and take responsibility for the
resolution
Ensure that he/she deals with one or two persons only and not be passed from
person to person or department to department
Solve the problem quickly
When a customer complains you should:
Listen actively without interrupting

Show concern for the customer by using phrases such as I am sorry to hear that
or similar terms that reflect your empathy towards what the person is feeling
Demonstrate that you will take responsibility for the situation and you are willing
to help
Ask questions to get the facts, summarize them to show the customer that you
have fully understood the problem
Find a suitable resolution
Follow up on all promises made
Keep the customer informed
You should NEVER:
Appear disinterested
Loose your temper or show your exasperation with the situation to the customer
Say to the customer, This is a common complaint
Appear inflexible
Pass blame to other people
You should ensure that all complaints are handled in a sensitive, courteous and discreet
manner.
Refer to: Bradley Sally, (2003). Customer Service Candidate Handbook,

Chapter 4, Heinemann Educational Publishers

Version 1 LRDU Jan.
CHECKPOINT
What are some of the reasons that guests in hospitality and

tourism-related enterprises complain?
What kinds of complaints do you think you will get in your area
of work?
What does a customer expect when he/she complains?
ESTABLISH THE NATURE OF THE COMPLAINT
Guests complain about two main things:
1. Property facilities, for example:

- Guestroom problems
- Noise
2. Service, for example:

- Waiting for service
- Problems with billing
- Incompetence, discourtesy and lack of professionalism shown by service staff
- Lack of response to enquiries
When faced with a complaint you should:
Try to understand the problem
You should establish the nature of the complaint and ensure that you understand what the
customer is trying to tell you. You should ensure that you are absolutely certain of the
facts. Customers do not always give you all the information that you need to know, so
you need to ask questions. Which may include the following:
Do I have a full understanding of what you are unhappy about; you said you were
not happy with
When did this problem first occur?
Let me see if I have understood you correctly, you want to
To whom did you speak?
Please explain to me exactly what happened

Version 1 LRDU Jan.
Try to understand the causes
To solve a problem effectively you need to understand the cause. You can use effective
questioning techniques to identify the cause; these questions may resemble the following:
What went wrong?

At what stage did the breakdown occur?
Can you give me some more information on what happened?
What is it that should have happened?
Has it happened before?
Who are the persons involved?
In some situations you may need to speak to both the customer and your colleagues to
ascertain what happened. You should listen very carefully to the responses given to your
questions. Do not interrupt, pass blame or make judgment on what you have heard. Use
positive, non-threatening body language.
Ensure that what you understand is what the person is trying to say.
RESOLVE THE COMPLAINT
You should use your knowledge of your organizations systems and procedures to solve
problems. For example, you would know if you are authorized to give a refund. You
should know about the products and services available in your organization in order to
offer an alternative if necessary.
When you are faced with a problem that poses a challenge to you, try involving your
colleagues. Inform them about the facts of the problem and what the customer wants. If
you have already thought about a solution, mention it to your colleagues and get
feedback. Ask your colleagues for suggestions, and work out the advantages and
disadvantages of each.
Selecting the right solution may include issues such as:
Cost Monetary as well as the risk of losing business

Time How long will it take to implement the solution, is the timeline
satisfactory to your customer and colleagues?
Quality Is the decision an interim measure or something that will solve the
problem in the long term?
Practicality Will the solution result in sustained and improved customer service
for your organization?

Version 1 LRDU Jan.
Customer satisfaction
Organizations strive for customer satisfaction therefore the customer should be kept in
the picture at all times. Do not forget that while you are trying to find the most suitable
solution your guest is waiting. Ensure that the customer is kept updated, even if you have
not sorted out the issue as yet; your customer will appreciate the fact that you are doing
your best.
Before Mr. Clarke

gets into the elevator I
must tell him that I
am still trying to get
him a room with an
ocean view
Fig 6
Source: Bradley Sally, 2003, Customer Service Candidate Handbook, Chapter 4,
Heinemann Educational Publishers (Modified)
There will be instances when you are unable to solve the problem. In such instances you
may need to ask for help, and sometimes you will need to suggest alternative actions to
your customer. You therefore need to know:
Where to ask for help and support keep abreast of the responsibilities of your
colleagues working in other areas of your organization and how to contact them
Possible alternatives to problems be able to identify similar products and
services offered by your organization
Additional information that may be useful to the customer
As a team leader or supervisor, complex complaints will be escalated to you where the
complaint involves a request that falls outside of the front-line employees authority, or
where previous attempts to resolve the problem have failed. To perform effectively in
this role, you should be familiar with the operations of the company, its products,
services, policies and procedures. You should also be familiar with consumer protection
laws and the operation of third party dispute resolution mechanisms to which particularly
difficult complaints may need to be referred.

Version 1 LRDU Jan.
When a complaint has been escalated to you, you should let the customer know that you
will be handling the matter and that you will keep him/her informed of any progress. This
gives the customers the feeling that they are being dealt with directly and not passed from
one person to another. You may want to say something like this:
Mrs. Grey, my name is Bob Andy and I will be responsible for investigating and
resolving your complaint from now on. I will keep you informed throughout the
resolution process.
It is also very likely that you will need to collect additional information before you can
resolve the complaint, therefore, you should also inform the customer that you will be
researching the grievance. Agree on a time to call back with your findings, which should
not exceed 48 hours. Keep the customer abreast of any changes. You may want to say
something like this:
In order for me to find the right resolution for you, I need to gather all the
relevant information and documentation. I will call you back either later today or
tomorrow. What time would be most convenient for you?
Resolving complaints effectively using four-step method
1. Listen
- Listen attentively, by giving the customer your undivided attention
- Acknowledge the customer and the complaint
- Empathize; let the customer know you are concerned about the problem
- Ask questions to determine the exact complaint, rephrase what the
customer has said if necessary to ensure you have a good understanding of
the problem
2. Respond
- Apologize for the inconvenience, regardless of whether you believe the
complaint is valid
- Avoid placing blame or making excuses
- Be sincere, not mechanical
- Be personal; say I, not we
- Tell the customer what can be done to correct the problem
- If possible, offer options and allow the customer to choose a solution
- Take ownership of the problem and inform the guest of the action that will
be taken to correct the problem and when this action will be taken
3. Act
- If possible take care of the problem yourself
- Make contact with the appropriate person to correct the problem

Version 1 LRDU Jan.
4. Apologize
- Monitor the progress of individuals working on the problem
- When action has been taken, follow-up with the customer to find out if he
or she is satisfied with the solution
Refer to: Bradley Sally, (2003). Customer Service Candidate Handbook,

Chapter 4, Heinemann Educational Publishers
CHECKPOINT
Explain this statement: Complaints are a goldmine of

information.
What steps would your take to effectively handle a complaint?
How would you confirm to the guest that you understand his
complaint?
ACTIVITY
Make a list of several challenging or unusual complaints you may

encounter in your area of work. Working with your peers, present
the complaints one at a time, and ask participants how they would
respond to them. Try to get more than one solution and select the
one you think is best.
This should lead to an interesting discussion.

Version 1 LRDU Jan.
ACTIVITY
Jim is an employee in a hotel and his job includes handling a range of

guest-related complaints. When he goes on leave another employee
named Claire covers his work. Claires main responsibility is
working as a food and beverage supervisor. Jim knows that Claire
will do what she can to ensure customer service is maintained;
however, with one person doing two jobs Jim knows it will be
difficult.
In an effort to try to minimize disruptions in service Jim designed a

simple complaints form for Claire to use. Claire cannot keep up with
the number of calls coming in; as a result, a number of messages and
queries are left on the answering machine, including one that says:
This is the seventh time I have rung to complain about the horrible
food I was served in the restaurant this morning and the discomfort I
am currently feeling as a result of food poisoning. Dont you
understand how distressing this is? Why isnt there anyone there? If
you dont telephone me back by the end of the day you will be
speaking with my lawyer. On picking up this message Claire
realizes she has to prioritize it and deal with it immediately.
Imagine you are Claire; you are required to do the following:
Complete a customer complaints/comment form then answer

the following questions
What impact might the system/procedure of completing this
form have on preventing this situation occurring again?
What action should she take?
How can she handle the complaints sensitively, courteously
and discreetly?
The following scenario shows some common problems you may face in the hospitality
and tourism industry irrespective of your work environment. Think about what is behind
the statements and apply them to your job. We will call our frustrated employee George.

Version 1 LRDU Jan.
Problem 1
I am tired of apologizing to
guests; they must get tired of
hearing the same old thing
Problem 2
The telephone lines
always ring unanswered
Problem 3
Problem 4
I cant seem to find the
I feel insulted, angry
right information when I
and upset sometimes
need it thus I am not as
when irate guests
helpful as I should be
complain
Look at each of the statements and decide what George can do to improve customer
relations and complaint resolution at his workplace.

Version 1 LRDU Jan.
USE APPROPRIATE TECHNIQUES TO TURN COMPLAINT TO CUSTOMER

SATISTFACTION
You organization should actively encourage people to contact you with complaints or
comments. You should describe in detail what customers should do in order to make a
complaint. By doing this you will be demonstrating a willingness to help and you should
use this information to try to improve customer service in the future. You should note
that only a small percentage of dissatisfied customers take the time to complain, thus
when a complaint is received it should be viewed as an opportunity to correct the
problem and increase repeat business.
You should use appropriate techniques to turn complaints into opportunities, as a guest
who complains:
Alerts the property to problems that affect guest satisfaction

Gives the property a second chance to make things right for him/her
Allows you to make things better for other guests
Solving the problems that cause the complaints:
Encourages satisfied guests to return to the property

Encourages satisfied guests to recommend the property to others
You should turn the complaint into a positive situation in which everyone wins.
ACTIVITY
Susanne Brown is a visitor at the hotel in which you work; she has
been checked in to one of your ocean view rooms. Ms Brown has
called the front office complaining about a number of issues among
which were the following:
The air conditioning unit in her room was not working
properly
There were hairs in the shower indicating it was not properly
cleaned
An overflowing toilet
Your colleague at the front desk came to you to discuss the issue in
the room. He wants suggestions on how these complaints can be
turned into an opportunity to demonstrate high quality customer
service. Present your suggestions in writing being as specific as
possible.
If you manage to turn the clients complaints to customer

satisfaction, what do you think she would do the next time she is
deciding whether to stay at your property?
Discuss this with your peers
Version 1 LRDU Jan.
ACTIVITY
Here are some items to discuss with your peers:
Think of an instance when you complained to someone at a

place of business about the product or service being offered.
What did you want them to do for you?
Why do you think that some guests do not complain when
they have a problem at your establishment?
You are working at a hotel property; identify examples of
problems at the property that guests may discover before you
do.
COMPLETE NECESSARY DOCUMENTATION
Your company is likely to require that you formally log all complaints on the customer
database or in some other system. Although the information that you will record will be
dictated by company policy, information required should include:
Date
Customers name and contact number
Complaint details
Details of action taken
Whether or not a suitable resolution was reached and the details of this resolution
Escalation details whether complaint was escalated, date escalated, name of
person to whom it was escalated
Whether follow-up action is necessary and who should follow-up and in what
timeframe
Whether or not established guidelines were followed in dealing with the
complaint
You should ensure that all details on the records are accurate and legible. You should also
ensure that documentation is completed in a timely and efficient manner and that records
are kept up to date.
Tip! The more complex the complaint, the more likely the customer will seek
compensation. This makes the accurate recording details of the resolution process
extremely important.

Version 1 LRDU Jan.
Checklist 1 Yes No
1. I know how to handle complaints sensitively, courteously

and discreetly ( ) ( )
2. I understand the importance of taking responsibility to

resolve complaints ( ) ( )
3. I know how to establish the nature and details of complaints

as agreed by customer ( ) ( )
4. I know how to take appropriate action to resolve the

complaint to the customers satisfaction where possible ( ) ( )
5 I understand the importance of using techniques to turn

complaints into opportunities to demonstrate high quality
customer service ( ) ( )
6. I understand how to complete any necessary documentation

accurately and legibly within time constraints ( ) ( )
Checklist 2 Yes No
1. Complaints are handled sensitively, courteously and

discreetly ( ) ( )
2. Responsibility is taken for resolving the complaint ( ) ( )
3. The nature and details of complaints are established and

agreed with the customer ( ) ( )
4. Appropriate action is taken to resolve the complaint to the

customers satisfaction wherever possible ( ) ( )
5. Techniques are used to turn complaints into opportunities to

demonstrate high quality customer service ( ) ( )
6. Any necessary documentation is completed accurately and

legibly within time constraints ( ) ( )

Version 1 LRDU Jan.
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Deal With Conflict Situations

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*** 2007 ***

Version 1 LRDU Jan.

Element 1: Identify conflict situations identify potential for conflict .....................................8

Self-Assessment Checklist .............................................................................................15

Element 2: Resolve conflict situations ...................................................................................16

Self-Assessment Checklist .............................................................................................27

Element 3: Respond to customer complaints ........................................................................28

Self-Assessment Checklist .............................................................................................40

Copyright 2007 HEART Trust/NTA.

This Competency Unit

Element 1: Identify conflict situations

Element 2: Resolve conflict situations

Element 3: Respond to customer complaints

Copyright 2007 HEART Trust/NTA. 1

Before you start

Before you start this Learner Guide, you need to:

c. Ensure that your learning resources are available.

e. Plan your learning programme (see below)

f. Understand how to use this Learner Guide (see below)

Planning your learning programme

Copyright 2007 HEART Trust/NTA. 2

Element 1 Identify conflict situations Yes No

1. I can quickly identify potential for conflict and take swift

2. I can quickly identify situations where personal safety of

Element 2 Resolve conflict situations Yes No

1. I can take responsibility for finding a solution to the conflict

2. I can encourage, accept, and treat all points of view with ( ) ( )

3. I can use effective communication skills to assist in the

4. I can use accepted conflict-resolution techniques to manage

Element 3 Follow up customer on inquiry resolution Yes No

1. I can handle complaints sensitively, courteously and

2. I can take responsibility for resolving the complaint ( ) ( )

Copyright 2007 HEART Trust/NTA. 3

Element 3 Contd Yes No

4. I can take appropriate action to resolve the complaint to the

5. I can use where appropriate, techniques to turn complaints

6. I can complete any necessary documentation accurately and

How did you do?

How to use this Learner Guide

We suggest that you:

Go through the sections/elements as they are presented (starting at Section 1)

Copyright 2007 HEART Trust/NTA. 4

Complete Assessment Exercise

Complete the self-assessment checklist at the end of each section or element.

Copyright 2007 HEART Trust/NTA. 5

Using the Computer and Other Resources

These employability skills may include your ability to:

- Collect, analyze and organize information

Copyright 2007 HEART Trust/NTA. 6

Copyright 2007 HEART Trust/NTA. 7

ELEMENT 1: IDENTIFY CONFLICT SITUATIONS

IDENTIFY POTENTIAL FOR CONFLICT

Copyright 2007 HEART Trust/NTA. 8

A conflict - may be defined as 'a state of tension due to perceived incompatibilities

A conflict - is an expressed struggle between at least two independent parties who

Source: Understanding Human Communication

Copyright 2007 HEART Trust/NTA. 9

Lets take a look at the components of your second definition:

Conflict in interpersonal relationships

Conflict in interpersonal relationship

Trying to determine if there is a problem between you and John

* 2007 *