Restaurant Training – Waiter & Waitress Training Tips For Customer Service – Hospitality Education

Did you know that approximately 14 percent of your customers will not return to your business because of food quality and 68 percent because of service quality? So, doesn’t it make sense to train your waiters and waitresses to deliver superior service to win your customers back every time?

To gain the competitive edge today, you have to do much more to place your restaurant on the “favorites” list. One way is through personalizing service for each type of customer that comes to your business. For example, selling and service techniques employed for a family with children are different from that which would be delivered to elderly customers. The same holds true for business customers versus vacationers. It is never safe to think that your restaurant service staff will inherently understand these differences. Unless trained, they are most likely to offer one size fits all service.

Teach your waiters and waitresses to be observant and follow the tips below to help assess the needs of your customers:

•Time limitation (leisurely or time restricted)

•Mood (celebratory, romantic, stressed)

•Age group (children, teenagers, baby boomers, seniors, geriatrics)

•Purpose for their visit (social, private/intimate, or business)

•Gender (male, female)

Since approximately 80 percent of communication is conveyed through facial gestures and verbal and non verbal body language, as opposed to the actual words, teach your service team to focus on the following areas:

•Verbal Language (voice tone, rate, inflection, speech, pronunciation, and grammar)

•Body Language (eye contact, facial expressions, gestures and movement)

Look for telltale signs of a customer in a rush such as looking at their watch, looking around or rubber necking, talking quickly, crossing their arms, or tapping their fingers. Also, closely observe your customers’ image (e.g. clothing, accessories, hair, makeup, etc.). This can also provide you with many clues about their dining needs.

Here is an exercise to share with your service team. It lists various types of customers and ways to customize service for each customer category. During a pre-shift meeting or company training session, review this exercise with your restaurant service staff.

Customer Types and Service Suggestions:

1. Celebrating

-Since celebrating customers usually have larger budgets, suggest higher priced items along with party-spirit foods/drinks and a cake to recognize the occasion

-Congratulate the celebrating customer and focus on their main event

-Be social unless serving a couple desiring privacy

2. Elderly

-Since many elderly customers are on a limited income, guide them towards value-oriented foods and recommend light, soft, and less spicy foods

-Be patient and speak slowly, project your voice, and listen carefully

-Refrain from acts which can be construed as condescending or treating them like children

3. Family (with children)

-Offer high chairs and booster seats

-Be prepared to make kid-favorite suggestions and easy to eat finger foods

-Offer something to occupy the child’s attention (game books, crayons, crackers)

-Be patient while the family orders and give the children the opportunity to place their order themselves

-Sincerely compliment the customer about their children

-Ask the child kid-friendly questions

-Place drinks where spills are less likely and remove obstacles (e.g. vases and centerpieces)

-Quickly clean spills and keep the area tidy

-Deliver extra napkins

4. Romantic Couple

-Guide the couple towards a booth or secluded area for privacy when seating them

-Suggest higher priced items along with wines, champagnes, and exotic desserts, since romantic couples and people on first-dates usually have larger budgets

-Deliver highly organized and efficient service

-Minimize your conversation and allow them privacy, without hovering over them

5. Business

-Suggest higher priced items, since many business people have business accounts and set allowances

-Suggest items that are prepared quickly and inform them if their selected order requires a long preparation, if they are on a business lunch

-Deliver highly organized and efficient service and ensure their order is delivered promptly

-Minimize your conversation and allow them privacy without hovering over them

Please Note: When serving alcohol, train your staff to be aware of the signs of intoxication and avoid overselling alcohol. Teach your staff to refuse alcohol sales to any minors.

Other customer types include customers dining alone (the solo customer), disabled customers, teenagers as customers, customers who are in a rush, first-time customers, and customers who dine in large groups/gatherings. Again, each different type of customer has “specific” service needs. Along with recognizing the category customers belong in, the above service suggestions are meant as recommendations and are not set in stone. Always, be sure to fully assess every dining customer by closely observing verbal and body language to determine how to positively interact with them. Mike Owens, General Manager of Brick Oven LLC, located in Topeka, Kansas, says, “Using the above examples in role-play scenarios is a highly effective method to properly train your service teams…it helps them fully understand the importance of tailoring their service versus delivering the same canned service to everyone.”

“Service” is not just about delivering food and drinks to the table-it is giving the customer much more than he/she expects. Implementing a solid training program that focuses on personalizing service will set you apart from your competitors. Exceeding the needs of each customer with customized service takes a little extra time. However, it is worth the effort. When the customer wins, everyone wins and it’s a triple play-more money for you, increased tips for your service staff, and happy customers that become loyal patrons and refer their friends to your business.

Primary English Education Policy 2001 in China

China’s Ministry of Education created a foreign language policy in 2001 The policy is entitled, “The Ministry of Education Guidelines for Vigorously Promoting the Teaching of English in Primary Schools.”

This policy has so many positive and negative effects on the society of china. An analysis of policy is given below please read.

The policy states that primary school students are required to start learning English in the third grade. This marked the implementation of a new foreign language policy in the country. The policy included a plan implementation schedule, curriculum design guidelines, textbook selections, training teachers and governing structures. There have been several concerns about the implementation of this policy and for a country with the largest primary school population, the practicality of the policy’s implementation raised several eyebrows. One of the concerns were whether the policy was only geared towards gaining the favor of hosting the 2008 Summer Olympic games or whether the policy promoted education equality in the country. Learning English has become high importance for internal and external examinations within the school systems.

n China, there is an exam for students to take to enter into college, called the National University Entrance Qualifying Exam. This exam requires students to test in three subjects: Chinese, English, and Math. Some parents in China find learning English so necessary, they hire tutors to start teaching their children English before they are taught in school

The English language has evidently shown linguistic impacts to all parts of the world. The effects do not only transpire in the micro socio-political lens, but it already holds a significant role that fuelled both the political and social development of societies. These developments then result to the involvement and transpiration of policy efforts and the discussions of language planning as part of the pedagogical component of national educational systems. One interesting case is that of the English Language Teaching (ELT) policy in the People’s Republic of China.

It is noted that China’s educational system has suffered from its unstable policies in foreign language education during the 1950s to 1990s – after the establishment of the People’s Republic of China in 1949. In other words, the English Language Teaching in China was influenced by differing political, economic, social, and educational needs at different times.

Also, the massive drive in the expansion of English proficiency in formal education has in Hertling’s words “the most ambitious language-learning campaign in history”

English As a Second Language Education Requirement For Amnesty Seekers

Both candidates running for president, McCain and Obama, have their own amnesty plan for the twelve million or so illegal aliens in the county. Historically, one of the requirements for amnesty was certification of the applicants' level of English proficiency or a minimum number of hours of classes in English as a Second Language. This was the case, a language requirement, in the early 90's when amnesty was given by President Bush Sr. But, eighteen years later, who is going to test let alone provide all of these people with these educational services?

Of course the tradition education system has the facilities to accommodate these people but it would take a few years of committee meetings to agree what, when and how to teach or test these new immigrants. The public education system barely handles the work load that it has before it now. Its decision making system is also very bureaucratic and therefore makes decisions very slowly with the end result leaving the decision makers not fully satisfied. It also leaves the actual needs of the students not very well met. There are also private education services that provide tutoring for students after school.

They are market driven so adjust what they teach and where they provide their services according to the needs of the market. But the teaching and testing of the new immigrants would only be a temporary niche market. Also, would it be financially viable enough for them in order to set up a bricks and mortar facility for these temporary students. The next possible option to provide theses ESL educational services for the new immigrants are the Non-governmental Organizations, NGOs, or Not-For-Profit, 501C3 organizations.

These groups range from religious groups like churches and synagogues to The Boys and Girls Clubs of America. They have facilities in place and volunteer staff that could step up to the whiteboard and teach English as a Second Language. Currently, some churches have experience providing English as a Second Language lessons to foreign students studying here in the US. Fairview Missionary Church – Angola, Indiana provides such an ESL program to the foreign Engineering students at the local University. While most of their current students' language proficiency level is much higher than the average illegal aliens; it would be a relatively easy transition to focus on this new group. Another possible option for these new immigrants to learn English as a Foreign Language and meet the amnesty requirements would be to take an internet based ESL course. The cost of the course would depend on who was providing it. However, online education in other subject areas has proved to be very effective and popular.

It provides universal access to education. One website providing the opportunity for students to learn English online for free is English4All.net. They provide regular lessons, video lessons as well as a chat room for the student to practice their conversation skills in. English4All's chat room is hosted by an avatar that is programmed with Artificial Intelligence. This makes the chat room open twenty four seven for as many students that want to improve their English. In the end, all of the above opportunities will more than likely be provided by various communities. While amnesty is not popular with segments of the population, it is not feasible to deport twelve million people. Whoever wins presidency will not undoubtedly provide some kind of a pathway to citizenship for these new immigrants.