Final Training Manual-CORRECTED(2)

TRAINING MANUAL FOR CUSTOMER SERVICE AT GARMENT RETAILING WITH SPECIAL REFERENCE TO POTHYS MADURAI

TRAINING MANUAL FOR CUSTOMER SERVICE AT GARMENT RETAILING WITH SPECIAL REFERENCE TO

POTHYS MADURAI

THIAGARAJAR SCHOOL OF MANAGEMENTDEPARTMENT OF MANAGEMENT STUDIES

B.AGATAA GRACET.ANAND KUMAR

G.DIVYAP.POONGODI

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I. EXCELLENT CUSTOMER SERVICE REWARDED 100% CUSTOMER LOYALTY

The Ritz-Carlton hotel chain is famous for its excellent service and for providing customers with an experience of a lifetime. In his Harvard Business Review article, Paul Hemp (2002), describes techniques used by the company to train employees with its special service philosophy.

New employees are chosen for their particular qualities - including a willingness to serve others, drive and enthusiasm, and an optimistic attitude. Each employee always carries a fold-out card, covering the company's Gold Standards - an array of service principles. Training sets about bringing these principles to life and giving them meaning.

The hotel chain advocates sincerity when dealing with guests. The company believes that visitors can always tell if an employee is being genuinely pleasant. It also urges that the traditional air of refinement, usually associated with the Ritz, be complemented by a warm and friendly approach.

Hemp reveals that employees are never allowed to use the word "no" to guests. Instead, they must take an "anything is possible" attitude, even if the outcome takes more time to achieve, and possibly costs the customer more. Nor is it sufficient simply to provide what the guest asks for. Employees must learn to use initiative and anticipate the individual's needs, then break off from their routine jobs to attend to them. For example, if the guest tells you he or she is lost and asks you to show the way, you have already failed because you have not seen and recognized the guest walking around looking baffled, and offered to help.

The Gold Standards are kept at the forefront of the employees' minds through a daily discussion of the Ritz principles. Every day, Ritz employees around the world discuss one of 20 principles that they must follow. The same one is discussed after a further 20 days. The principles include the sort of language to use when dealing with guests. For example, rather than say, "I'm sorry", the employee should say, "Please accept my apologies."

When it comes to dealing with complaints, employees are given great freedom and flexibility - even being allowed $2,000 to solve the problem if necessary.

This staff empowerment is all part of the philosophy of mutual respect that also extends to employees treating one another well. It supports the idea that, if you feel confident about yourself, you will treat others well, too. The motto frequently stated at the Ritz is that employees are ladies and gentlemen who are serving ladies and gentlemen.

In her T+D article, Mary Patrick Walker (2002) describes how the excellent customer service provided by 35,000 volunteers at the Salt Lake City Winter Olympic Games rivalled even the breath-taking athletic prowess in terms of memorability.

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AchieveGlobal, a US training and consulting firm, was chosen to train the volunteer parking-lot attendants, ticket collectors, ushers and cleaners in a way that would ensure they added to the overall positive experience of the Games taken away by spectators.

To meet the challenge of training the college students, business people, pensioners and teachers who had been recruited as volunteers, AchieveGlobal and the Salt Lake organizing committee worked together to create the mnemonics Charge (committed, helpful, adaptable, respectful, gracious, enjoy) and Warmth (willing to help, acknowledge and assure, restate to clarify, meet the need, thank you) to help them to remember the main points of good customer service. In addition, 33 facilitators - who came from various professional backgrounds - were selected to conduct training sessions with volunteers. Facilitators were chosen for their enthusiasm, ability to teach and willingness to put in long hours.

AchieveGlobal produced information for the volunteers on subjects such as Olympic history and event venues, and a video on customer-service training. Workbooks covered topics such as how to keep a respectful attitude when faced with rude visitors, and little reminders to say please and thank you. And a pocket guide helped volunteers to solve visitors' problems on the spot. Cultural-awareness training was also a key factor, making volunteers

sensitive to the idea that accepted practices of behavior can differ not only from country to country but also by region. Once they had finished their training, volunteers were given test events as trial runs to try out their new skills.

Walker points out that, despite volunteers often working very long hours in some challenging weather conditions, and in an often tedious rather than glamorous role, they were able to apply their customer-service skills because they appreciated that what they were doing was contributing to the overall success of the Games.

The AchieveGlobal marketing director, Colleen O'Sullivan, is quoted as saying that the Games experience helped to illustrate to a global audience the importance of soft-skills training.

In his International Journal of Contemporary Hospitality Management paper, Karl J. Mayer (2002) demonstrates how a large US theme park referred to as the Florida Theme Park (FTP) - uses human-resource strategies to maximize delivery of superior customer service.

Mayer argues that, to be properly responsive to customer needs, front-line staff need to be empowered to deal with customer requests and to recover immediately when things do not go to plan. He points out how FTP empowers its employees to resolve all guest issues, with managers intervening only in extreme circumstances. This leads to happy, motivated staff who can address customer needs more quickly, and have allowed FTP to build a strong relationship with millions of visitors from around the world.

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The FTP company, of which FTP is a subsidiary, places great emphasis on providing cutting-edge supportive technology for its staff, so they are not frustrated in their desire to deliver service quality because of equipment failing them. To motivate staff further to deliver superior guest services, FTP works hard at keeping morale high, and ensuring that employees feel valued. There are more than 50 reward and recognition programs, plus employee-- training sessions, flexible schedules and on-site day-care for working parents.

The company holds employee picnics, plus special events for its staff after park hours. Other benefits include stock-purchasing plans, educational reimbursement and free park passes.

This review is based on "My week as a room-service waiter at the Ritz", by Hemp, "Going for customer service gold", by Walker and "Human resource practices and service quality in theme parks", by Mayer.

"My week as a room-service waiter at the Ritz" focuses on the day-to-day experiences of the author, who spent seven days training and working in the new Ritz-Carlton Boston Common hotel. It provides a first-hand perspective of customer service, and shows how the Ritz's training program could be of value for other companies involved in customer-employee relations. This is an accessible and journalistic piece.

In "Going for customer service gold" Walker details the recruitment and training systems used for volunteers at the Salt Lake City Winter Olympic Games and emphasises the importance of generating high morale through making clear to volunteers how important their contribution is to the success of the overall customer experience. The article provides some useful tips on providing volunteers with the information and skills they would require.

This philosophy is echoed in Mayer's article, as is the idea of staff empowerment being good for both employee morale and customer service. The article provides a useful insight into the sort of incentives that keep staff happy and loyal to the company.

II. ABOUT POTHYS

The Legacy

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Pothys has established itself as house hold name in the textile industry in Tamil Nadu. The undisputed reputation stems from unflinching dedication to deliver highest quality, exclusive and diverse clothing options and unmatched customer service.

The hard work, dedication and perseverance has earned Pothys the distinction of being voted the most preferred saree showroom in Chennai, as per SUN TV – Neilson survey in the year 2002. Pothys has been the first retail showroom in Tamil Nadu to be accredited with ISO 9001 certification way back in 2003. Pothys’ desire to innovate and excel in silk manufacturing won them the Guinness World Record in the year 2005 for creating the world’s longest silk saree.

Pothys showrooms house the largest collection of silk sarees in Tamil Nadu. At Pothys customers get the benefit of diverse silk varieties, exclusive designs and authentic silk brands. Pothys is the first Textile showroom in Tamil Nadu to launch its own unique brand of silk sarees – Samudrika, Parampara and Vastrakala. These brands stand apart for their richness in silk, exclusivity in design and luxury, genuine zari work and weaving artistry for that special look and feel. The branded silks are truly heirlooms in their own right and are designed to last for generations to come.

The house of Pothys has a rich legacy and vibrant history, their fore fathers served as weavers to the royal households of the maharajas of yesteryears. Pothys itself was established over 90 years back by K.V. Pothy Moopanar the founding father, under the name “Pothy Moopanar” to sell cotton sarees, dhotis and towels woven in his own loom. Thus the first showroom was set up at Srivilliputtur.

In the year 1977, his son K.V.P. Sadayandi Moopanar expanded the showroom’s operations and christened the showroom as “POTHYS”. Over the years as the customer base grew, POTHYS broadened its horizons by expanding its presence to other cities and towns across Tamil Nadu. Today, Pothys can be found in Chennai, Srivilliputtur, Madurai and Tirunelveli.

Pothys intrinsically understands contemporary client preferences and market trends, they work round the clock to source the best and diverse clothing options from silks to western wear, accessories, cosmetics, baby and child care products and other lifestyle products. The showrooms are a one stop fashion destination for the entire family, with separate floors catering to different clientele such as Sarees, Chudidhar Materials, Women’s Western Wear, Men’s Wear, Baby and Children’s Clothing, Accessories, Cosmetics … to mention a few.

Awards

It is this quest to achieve excellence and be daringly different that awards and recognitions have been bestowed on Pothys:

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Pothys has been conferred with two prestigious awards from the Government of India – The National Award for Master Weavers and The Silk Mark distinction, which is an authentic certificate of quality and creativity.Pothys is the first showroom in South India to be accredited with ISO 9001:2000 – a mark of international quality and reliability. Pothys has been voted as the most popular Silk Saree Showroom in Chennai – in a survey conducted by SUN TV and Neelson in the year 2002. Created history in the field of silk weaving by stepping into the Guinness Book of World Records for World’s Longest Silk Saree (1276 feet), endowed with images that trace the rich and varied heritage of India through Five millennia.

Product range:

Silk SareesKids wear

Men’s wear

Women’s wear

Exclusive collections:

Samudrika PattuParampara Pattu

Vastrakala Pattu

Bridal Collections

Kancheepuram Silks

Partywear Sarees

Printed Silks

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http://www.pothys.com/ProductsDisplay.aspx?Prod=Printed%20Silks

http://www.pothys.com/ProductsDisplay.aspx?Prod=Partywear%20Sarees

http://www.pothys.com/ProductsDisplay.aspx?Prod=Kancheepuram%20Silks

http://www.pothys.com/ProductsDisplay.aspx?Prod=Bridal%20Collections

http://www.pothys.com/ProductsDisplay.aspx?Prod=Vastrakala%20Pattu

http://www.pothys.com/ProductsDisplay.aspx?Prod=Parampara%20Pattu

http://www.pothys.com/ProductsDisplay.aspx?Prod=Samudrika%20Pattu


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III. RESEARCH METHODOLOGY

OBJECTIVE: To develop training manual for over the counter salesmen at Pothys, Madurai.DATA COLLECTION: Training needs have been identified using questionnaires enabling collection of primary data. SAMPLING:60/1064 employees at Pothys, Madurai are respondents. The method of sampling used is convenience sampling. Questionnaire used for identifying training needs has been attached in the annexure.

The data obtained in the questionnaire has been processed using SPSS (Statistical Package for Social Sciences-Statistical Tool) and the inference drawn from processing has been tabulated below:

What training do you prefer of the choice given?

Frequency Percent Valid PercentCumulative Percent

Valid Customer Service 28 46.7 48.3 48.3

Interpersonal Skills 14 23.3 24.1 72.4

Personality Development Program

16 26.7 27.6 100.0

Total 58 96.7 100.0Missing System 2 3.3Total 60 100.0

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IV. TRAINING DESIGN

Training is a systematic process of changing knowledge, skill, behavior and/or motivation of employees to improve their performance on the job as per the goals and objectives of the organization.

ROLE OF TRAINING:

DESIGNING TRAINING PROGRAMMES:

For developing and structuring training or development programmes some essential elements are:

Choice of participants or traineesGetting trainers/facultyDuration of training programsTraining methodTraining material

Training programs are relevant in following area:For mew employeesFor performance improvementTo equip trainees to tackle operational problems of the organization/job

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Employee development for future responsibilitiesFor organization development to meet changing environment

Training program: The design of the training program can be undertaken only when a clear training objective has been produced. The training objective clears what goal has to be achieved by the end of training program i.e. what the trainees are expected to be able to do at the end of their training. Training objectives assist trainers to design the training program.

The trainer – Before starting a training program, a trainer analyzes his technical, interpersonal, judgmental skills in order to deliver quality content to trainers.

The trainees – A good training design requires close scrutiny of the trainees and their profiles. Age, experience, needs and expectations of the trainees are some of the important factors that affect training design.

Training climate – A good training climate comprises of ambience, tone, feelings, positive perception for training program, etc. Therefore, when the climate is favorable nothing goes wrong but when the climate is unfavorable, almost everything goes wrong.

Trainees’ learning style – the learning style, age, experience, educational background of trainees must be kept in mind in order to get the right pitch to the design of the program.

Training strategies – Once the training objective has been identified, the trainer translates it into specific training areas and modules. The trainer prepares the priority list of about what must be included, what could be included.

Training topics – After formulating a strategy, trainer decides upon the content to be delivered. Trainers break the content into headings, topics, modules. These topics and modules are then classified into information, knowledge, skills, and attitudes.

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Training Manual Development Procedure:

1. Organization vision and perspectives plan: The vision of the organization is to establish franchisees and to be the market leader in garments retailing. Pothys operates with customer satisfaction as its topmost priority and bringing more product mix. Pothys has identified its manpower as the competitive advantage.

2. Conduct training need analysis: Training needs analysis was conducted with the aid of questionnaire. Over the counter salesman in different floors were administered the questionnaire and the results were tabulated and processed.(Refer Research Methodology)

3. Develop training objectives: On the basis of training needs analysis results obtained, it was found that most of the respondents required training in customer service. Accordingly, training module has been developed to provide training in customer service.

4. Review available training methods: Of the various training methods available, on the job and off the job training methods have been studied.

5. Select training methods: The following training methods have been recommended in this training manual to train the employees on customer service skills:

Assistant-to-PositionInternshipClass room trainingVideo Case studyRole playIn-basket training

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2. Conduct training need analysis

3. Develop training objectives

4. Review available training methods

5. Select training methods

1. Organization vision and perspective plans


Job RotationCustomer relationship training

RANKTraining methods

Knowledge acquisition

Changing attitudes

Problem solving skills

Interpersonal skills

Participant acceptance

Knowledge retention

Case study

2 4 1 4 2 2

Class room

9 8 9 8 8 8

Films 4 6 7 6 5 7Role Playing

7 2 3 2 4 4

Table 1. The relative effectiveness of training methods

LEARNING CRITERIAMethods Feedback of

results to trainee

Permits practice during training

Transfer of learning to job

Estimated cost per trainee

Apprentice program

Yes Yes High Mod-High

Classroom lectures

Yes Yes High Moderate

Films No No Low Low Case study Some No Low Moderate

Table 2. Comparison of training methods with key learning criteria and cost estimates

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V. TRAINING MODULE

1. Job rotation

In some vertically integrated organizations, for example, where the supplier is actually part of same organization or subsidiary, job rotation might be to the supplier to see how the business operates from the supplier point of view. Learning how the organization is perceived from the outside broadens the executive’s outlook on the process of the organization. Or the rotation might be to a foreign office to provide a global perspective.

For managers being developed for executive roles, rotation to different functions in the company is regularly carried out.

This approach allows the manger to operate in diverse roles and understand the different issues that crop up. If someone is to be a corporate leader, they must have this type of training. A recent study indicated that the single most significant factor that leads to leader’s achievement was the variety of experiences in different departments, business units, cities, and countries.

An organized and helpful way to develop talent for the management or executive level of the organization is job rotation. It is the process of preparing employees at a lower level to replace someone at the next higher level. It is generally done for the designations that are crucial for the effective and efficient functioning of the organization.

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2. Role play

Role play is a simulation in which each participant is given a role to play. Trainees are given with some information related to description of the role, concerns, objectives, responsibilities, emotions, etc. Then, a general description of the situation, and the problem that each one of them faces, is given. For instance, situation could be strike in factory, managing conflict, two parties in conflict, scheduling vacation days, etc. Once the participants read their role descriptions, they act out their roles by interacting with one another.

Role Play helps in:

There are various types of role plays, such as:

Multiple Role Play – In this type of role play, all trainees are in groups, with each group acting out the role play simultaneously. After the role play, each group analyzes the interactions and identifies the learning points.

Single Role Play – One group of participants plays the role for the rest, providing demonstrations of situation. Other participants observe the role play, analyze their interactions with one another and learn from the play.

Role Rotation – It starts as a single role play. After the interaction of participants, the

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trainer will stop the role play and discuss what happened so far. Then the participants are asked to exchange characters. This method allows a variety of ways to approach the roles.

Activities:

ROLE PLAY-ACTIVITIES

1. The Scruffy Salesman

Handout

Brief for the sales manager

You run a team of 10 sales staff covering a large slice of the country. You have been remarkably successful as a tem selling to the financial services sector.

One of your team, although he meets all his targets, is worrying you. He is scruffy and unkempt and his car is a mess. A couple of customers have remarked to you that he always looks as if he’s slept in his clothes. He doesn’t seem to recognize the importance of appearance , particularly in your market where formal and smart working dress is customary.

Another customer has complained, unofficially, about a row that this man had with their buyer. It appears that he became quite aggressive and almost rude. It is only a small firm but you do not want to upset and lose them. You wish to remind this man of the need to retain good relations with all his customers.

You have asked him to come and speak to you.

Brief for the salesman

You are a salesman selling to the financial services sector. You have met all the targets recently and have built a good rapport with your customers. You have a quality range of products and will defend them to anyone.

A couple of days ago a buyer of a small customer criticized one of your products and the resulting discussion became a bit heated when he wouldn’t accept what you were telling him. But you believe he was wrong and you defended the product vigorously.

Your sales manager has asked to see you and you suspect it is about the argument. You still think you were justified in shouting. In the past year, your boss has had a go at you about your appearance too.

2. Customer complaint

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Brief for the customer

You have been a regular customer of this motor service and parts organization for a long time. You know the manager of the parts department as well. You are responsible for a large fleet of company cars. A recent invoice for the supply of parts is wrong and you came down personally with the intention of getting it altered. You want it altered straight away and you do not want any messing about. This is the third invoice in a row that has been wrong so you want prompt action from somebody and you will go to the top if necessary. You are very annoyed. A young assistant is behind the counter.

Brief for the assistant

You are 20 years old and have worked for this motor service and parts company for a year. You are standing behind the counter of the parts department with a monumental hangover after a party last night and you were late in the morning, so you are bound to be told off by the manager.

A man in a suit has just walked in looking angry and you are not keen to deal with him. If you can you will get rid of him. You cannot take any aggravation this morning-you do feel ill! The man comes up to speak to you.

Brief for the shop manager

You work in a busy motor parts store and you have 3 store/sales staff working for you. One of your staff is only 20 and thinks he knows everything. He was late in this morning and you intended to have a word with him. You were just about to call him in when you heard raised voices outside your office. It sounds like this young chap being very rude to a customer. From the voice you recognize one of your most valued customers. You know him very well. You go to sort it out.

2. In basket training

It provides trainees with a log of written text or information and requests, such as memos, messages, and reports, which would be handled by manger, engineer, reporting officer, or administrator.

Procedure of the In basket Technique

1. In this technique, trainee is given some information about the role to be played such as, description, responsibilities, general context about the role.

2. The trainee is then given the log of materials that make up the in-basket and asked to respond to materials within a particular time period.

3. After all the trainees complete in-basket, a discussion with the trainer takes place.

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4. In this discussion the trainee describes the justification for the decisions. 5. The trainer then provides feedback, reinforcing decisions made suitably or encouraging

the trainee to increase alternatives for those made unsuitably.

A variation on the technique is to run multiple, simultaneous in baskets in which each trainee receives a different but organized set of information. It is important that trainees must communicate with each other to accumulate the entire information required to make a suitable decision.

3. Video

Video is a good way of showing and telling the trainees about how to perform the tasks. They can present factual and conceptual information with visual illustrations, animations, and graphics. This type of media is portable and can be made available to the trainees anywhere and anytime. According to a survey 96% of the companies with the strength of 50 or more use video as a training method. This method is rated as second best after classroom instruction.

Video is a one-way communication system and has a disadvantage of no interaction session; therefore, companies use video along with other training methods. Video is used to enhance the training program. The video recording and playback feature eliminated the use of film.

Training films have been transferred to the video format. The ease of use in developing and presenting the product during the training session, makes video superior to film in almost every instance.

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5. Case Study:

A case is a objective description of a real life business situation in which executives take action and are responsible for results. Cases are designed to illustrate problem issues.

A ‘case’ provides a decision making situation. The trainee uses the ‘case’ data to identify the problem, analysis, diagnose and solve it. Case method is an excellent method for developing analytical skills.

Case study is a written description of an actual situation in business which provokes in the reader the need to decide what is going on, what the situation reality is or what the problems are and what can and what should be done. Taken from actual experiences of organizations, cases represent attempts to describe as accurately as possible, real problems that managers have faced. Trainees study the cases to determine problems, analyse causes, develop alternative solutions, select the best one and implement it. Case study can provide simulating discussions among participants, as well as excellent opportunities for individuals to defend their analytical and judgemental abilities. It appears to be an ideal method to promote decision making abilities within the constraints of the limited data. Steps while working with case study:

1. Define the problem in the case2. Lay problem solving objectives3. Identify alternative course of action4. Taking decision and plan action5.

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6. Classroom Training

Effective classroom training should be viewed as a three-legged stool. If any one leg of the stool is weak or missing, it can make for unsuccessful training. The three important components of trainer are: the trainer, classroom, and content.

Trainer

A trainee should expect a training experience that includes quality instruction from an effective trainer, documentation, hands-on activities, and additional resources as needed. Trainers do not have to be experts, but they should be capable of fielding questions and following up with further research. Documentation should be clear and provide the information necessary for trainees to use what they have learned when they return to work. Resources that provide more information for further research and training are an important part of the learning process. As technology continues to change, trainees need to know how to keep up with new trends and distill what is important. A seasoned trainer will clearly outline learning objectives for the class at the outset. This can help demystify the learning process for the student.

There are a number of potential drawbacks to classroom training. Personality differences between the trainer and the student, for example, can impact the success of any training class. This problem can rarely be anticipated or avoided. Additionally, fellow trainees can dictate the pace of the training, leaving some students behind, and others bored with a pace that is too slow for them.

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The old advice to do your homework holds true once again. Learn as much as you can about the training class you are considering. Ask these questions:

What is the trainee to trainer ratio? (12:1 is ideal, less is preferable when the class is hands-on)What will be covered in class; is it possible to get an outline beforehand?

What is the trainer's background and experience?

Will there be a student workbook, additional resources, or quick guides of some kind that I can take with me?

Is there any kind of placement process for classes offered at a certain skill level?

Classroom

The organization of a classroom, as well as the tools available for learning, all play a role in the effectiveness of training. The layout of a training lab should allow the trainer to interact with the trainees easily. Trainees should be able to see any kind of visual aids that are provided. Ideally, the classroom will have a projector for the trainer to use when giving instructions. There should also be adequate workspace, and extra room for taking notes is preferable. An advantage to attending training off-site is the lack of distractions. When phones are silent trainees focus solely on the training.

Keep in mind that the equipment used in an off-site training course might be different from what you use at work. Be prepared to transfer what you learn in the classroom to the technology you use. For example, a training lab might use Microsoft Office XP, while you use Microsoft Office 2000 in your office.

The condition of the training facility is important. Certainly, you do not want to be training on out-of-date or malfunctioning equipment.

Be sure to ask questions before and during the training class to make the experience as effective as possible:

How up to date is your training facility? (Specifications of the workstations should be available.)Ask whether particular software features discussed during class are available in the version you have at work?

Ask the training provider to describe the training classroom. Better yet, if you are making a big investment, take a tour.

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Content

A solid technology curriculum has key components that should go unnoticed if they are used well. At the bare minimum, expect the following:

Different skill levels will be addressed.The examples used will be relevant to the work being done.

The layout of any training materials should be consistent and easy to read.

There will be an equal balance between lecture time and hands-on time. (This is especially important in technology training.)

There should be a glossary, quick guides, and additional resources.

As stated earlier, the student should receive a workbook or other material for continued study after the class ends.

Unfortunately, there is not a one-size-fits-all approach when it comes to curriculum. The trainers play an important role here. They must bring the curriculum alive and make it relevant to the trainees. But as long as the curriculum is solid, half the battle is won. At the very least, this way trainees leave with enough information to learn more without the trainer.

Some pointed questions will help you get to the heart of the matter:

What kind of curriculum do you use? What will the learner take home? Are there any handouts?

What will be covered in class -- could I get an outline?

7. Assistant-to-Position

Many organizations, require each manager to have at least one person, in training, in the ‘assistant-to-position’ or an ‘understudy’, to learn to do everything, that is to be done in a managerial position. Understudy and assistant to position differ in only one aspect as in understudy there are some regular duties to be performed along with learning managerial job.

Requisites for personnel in assistant-to-position 1. Objective

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The objective of this training is to make the trainee fully aware of the duties and responsibilities of his superior and to look after the superior’s job during his long absence or illness or transfer or promotion.

2. Selection criteria for assistant-to-positionKnowledge of operations to be supervisedOrganizing abilityPower to judgmentKnowledge of and cooperation in existing company policiesPersonal and physical qualificationAbility to lead, guide and direct peopleThe requisite technical ability

Requisites of superior1. Responsibilities for personnel in assistant-to-position

The personnel in understudy has to be open minded-receiving new ideas, suggestions and inquisitive learning

He must be ambitious, willing to cooperate, accept responsibilities, and take risksHe must be self confidentHe must be friendly and get along with people well

He needs to be tolerant

2. Superior’s responsibility towards Personnel in assistant-to-positionHe has to be capable, cooperative and competentHe must extend whole hearted support to his assistantHe must be genuinely interested in people and appreciate their efforts

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He must help in redressing grievances, removing difficulties that come in the way of performing the task

REFERENCES:

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Final Training Manual-CORRECTED(2)

Documents

customerservice training

excellent customer service

excellent service

pothys madurai training

special service philosophy

us training

training sets

training sessions