Cleaners: customer complaints - British Council · PDF fileCleaners: customer complaints!...

Cleaners: customer complaints!

Teacher’s Pack

h"p://esol.bri.shcouncil.org/teaching5english5work/cleaners8

© British Council 2014 1

Cleaning: customer complaints – teachers’ notes

Cleaning: customer complaints Contents Customer complaints: teachers’ notes Customer complaints: answers Customer complaints: transcripts Customer complaints: flashcards Customer complaints: classroom materials

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Introduction This resource has been produced in two different formats:

This teachers’ pack, including teachers’ notes, classroom materials, PowerPoint presentation and an accompanying video, which can be found in the teachers’ resource page at http://esol.britishcouncil.org/cleaners/supervising-customer-complaints

A self-access resource for learners with online activities. This is available at: http://esol.britishcouncil.org/cleaners/complaints-supervisor

Overview This resource Customer complaints is part of Unit 3 of the Cleaning series of vocational resources which aims to help learners develop the language that they will need when working in the cleaning sector. There are three units in this series: Unit 1: the job aims to give learners the language needed for tasks that they are likely to carry out every day in their jobs. Unit 2: health and safety aims to help learners understand health and safety information and training at work. It also aims to give learners the language they need to clarify important safety-related details. Unit 3: supervising is aimed at a higher level for learners who are working in a supervisor’s role. It focuses on equipping learners with language skills that they would use in this role. It also has a larger focus on reading and writing skills. Level (Units 1 and 2): Entry 2/Access 3 in Scotland / CEF A2.

Level (Unit 3): Entry 3/ Intermediate 1 in Scotland / CEF B1.

http://esol.britishcouncil.org/cleaners/supervising-customer-complaints


http://esol.britishcouncil.org/cleaners/complaints-supervisor





Structure, learning hours and delivery context Each of the 12 Cleaning lessons provides a minimum of 1 hour of learning in a classroom context. It is made up of three topics: Unit 1: the job

Following instructions Problems at work Customers’ problems Using chemicals

Unit 2: health and safety

Safety signs Fire safety Personal protective equipment Preventing and reporting accidents

Unit 3: supervising

Customer complaints Accident reports Work orders Evaluating performance

The resource is suitable for whole class use in a number of settings. Timings are flexible since teachers can adapt the resource to suit their learners and build in revision as required. The resource consists of the following components: In this document:

Teachers’ notes, transcripts and answers Flashcards Classroom resources (worksheets and cut-up activities)

Available on the ESOL Nexus website:

Accompanying PowerPoint file – Customer complaints.ppt Accompanying videos Interactive self-access resources



Customer complaints Time: Approximately 1 hour

Aims

To give learners practice in using appropriate language when dealing with complaints

To give learners practice in writing brief messages/emails for their managers, explaining any problems

Objectives Learners will be able to:

ask follow up questions to find out exactly what the problem is using appropriate language

offer apologies for not meeting expectations using appropriate intonation and body language

suggest ways in which the problems may be solved write brief messages/emails to your manager, explaining any problems



Preparation You will need:

an interactive whiteboard or data projector to show the accompanying PowerPoint file, videos and interactive activities (see note below). If this is not available, flashcards can be used for most activities.

to download a copy of the PowerPoint file Customer complaints.ppt

to go to http://esol.britishcouncil.org/cleaners/supervising-customer-complaints to play the accompanying videos:

o Complaint to supervisor 1 o Complaint to supervisor 2 o Complaint to supervisor 3 o Complaint to supervisor 4

to print a copy of the flashcards to use in class

to print copies of the worksheets for learners to use in class

to copy and cut up cards for activities 1, 4 and 5

A note about interactive whiteboards (IWBs): Interactive activities are available to support this resource. We have provided links to each individual activity (these activities are also available to learners as self-access items). On some interactive whiteboards (not all), the activities will be fully functional (i.e. you will be able to touch the screen to drag and drop, and so on). Links for interactive whiteboards appear in boxes throughout the resource. As part of your preparation before the session you may wish to bookmark the activities you plan to use.




Introduction: work complaints Display the Introduction slide and ask learners if they have ever received complaints about a cleaner’s work. Elicit 1 or 2 examples and find out how the problems were reported and what action they took as supervisor. Elicit 6-10 further examples of problems that may lead to client complaints, and write them up on the board. Ask learners to work in pairs/small groups to discuss which problems are the most serious, and rank them. Compare findings as a class. Circulate and note any difficulties that learners have with this task. Activity 1: listening for problems Explain that learners are going to watch four videos in which a client is complaining about a problem with the cleaner. Ask them to identify what the problems are. Give out Activity 1 problem cards and ask learners to put them in the order that they are mentioned in the clips. Play the videos, allowing pairs discussion time to finalise answers, and get whole class feedback. If you have access to an interactive whiteboard (IWB) there is an interactive activity where learners have to order written descriptions of the problems. This could be used as an alternative to the card activity. Learners should work together to put the sentences in order, encourage all learners in the group to contribute.

IWB link: http://gamedata.bcdev.org.uk/p/MTY5MjE=

Activity 2: clarification questions Ask learners How does the supervisor check what the problem is? What questions does he ask? Elicit examples, and give out Worksheet 1 . Ask learners to work in pairs or small groups to match the questions on the sheet to the correct video. Play the clips for learners to check their answers. Pause after each clarification question and drill chorally and individually, paying particular attention to stress and intonation. If some learners finish early you could ask them to think of additional follow up questions and practise saying them. If you have an IWB there is an activity where learners have to match the customers’ responses to the supervisor’s questions. This could be used as an introduction to this activity. Encourage learners to work together to match the answers, those not at the board should call out suggestions. Learners can check their answers by watching the video again, or by playing the audio track from the interactive activity.

IWB link: http://gamedata.bcdev.org.uk/p/MTY5MjI=

http://gamedata.bcdev.org.uk/p/MTY3NjA=

http://gamedata.bcdev.org.uk/p/MTY3NjA=



Activity 3: apologies and actions Ask learners what the supervisor did to resolve the situations. If learners do not mention that he apologised, elicit whether he was rude or polite, and then try to elicit suggestions as to why learners think the supervisor was rude or polite. Learners should watch the Complaint to supervisor 1 clip again, and identify what the supervisor says to apologise Ask learners to listen for the intonation. Pause the recording after each example and drill the apology phrases chorally and individually, taking care to model appropriate intonation. Elicit other examples for apologising and get learners to practise the intonation of these phrases in pairs. Ask learners if the client is happy or not and get suggestions from the class. Elicit that it is not just what the client says, but also what the person’s body language conveys. Model examples of this by giving a neutral response, first with positive and then with negative body language, eg) ‘Oh thanks’ smiling with arms relaxed, and then frowning with arms crossed. Ask the learners to watch the other clips again and see how else the supervisor tries to keep the client happy. If learners are unable to answer, ask them what the supervisor does after apologising. Ask learners to plan what they would say to the client. Ask learners to form new pairs and get them to swap ideas on what to say to the client. Learners practise the structure by completing the sentences. Model some examples with stronger learners, e.g. ‘what’s the problem?’ ‘There’s dust left on desks.’ ‘What will you do?’ ‘I’ll ask the cleaner to dust the desks more thoroughly’. If you have access to an IWB there is an activity where learners can see how the supervisor structured his responses to the customers. This could be used as a learning check for this activity. Learners have to group the sentences according to whether they are describing, clarifying, apologising for, or suggesting a solution for the problem. Encourage learners to work together, those not at the board should call out suggestions.

IWB link: http://gamedata.bcdev.org.uk/p/MTY5MjM=

Activity 4: role play Put learners into new pairs and hand out Activity 4 blank role play cards. Ask learners to remember the ideas they had for problems that clients complain about. Each pair should agree on 9 different problems, and write one on each card. Once they have written the cards, they should place them face down on the table and mix them up. Elicit from learners what the supervisor needs to do to resolve the situation (check details, apologise and promise action). Pairs should pick a problem card and role play a conversation between client and supervisor to find a solution. The learner playing the client should give feedback on whether they felt understood and confident that the supervisor would carry through the planned actions suggested. As learners are carrying out their role plays, circulate and monitor. Focus on learners playing the supervisor’s role as supervisor’s language is the priority for this session.

http://gamedata.bcdev.org.uk/p/MTY5MjM=



It is important that learners can swap roles so that each gets an opportunity to play the supervisor’s role. Activity 5: writing brief messages/emails Ask learners if they have to report any complaints to their managers and how they do it e.g. text messages, written message/oral message, email. Elicit from the class what kind of information they would need to include for the first problem (thrown away paperwork) and write learners’ suggestions on the board. Give out the cut-up Activity 5 email section cards and ask learners to work in pairs or small groups to put the email in order. Circulate and monitor, asking learners to justify why they have ordered the text as they have. Use the Activity 5 slides to display the complete email message for learners to check their answers. Elicit from learners what the message says. Give each group a set of Activity 5 purpose cards and ask them to match the cards to the appropriate section of the email. Check answers by displaying the final Activity 5 slide. Activity 6: writing emails Ask learners to think about a typical complaint at their workplace, you could suggest that learners use the cards from Activity 4 for ideas. Give out Worksheet 2 and ask learners to make some notes in each section of the worksheet. Once learners have written notes, ask them to use these to write an ‘email’. If possible, get learners to do this on a computer, or their phones and to send you the emails. If this is not possible, then you can ask learners to write out their emails. Circulate and support learners with their writing. Activity 7: learning check Ask all learners to stand up. Make a complaint, from the lesson, or an alternative, and ask for a learner to respond. If a learner is able to deal with the complaint successfully allow them to sit down. Continue until all learners are seated.


Cleaning: customer complaints – answers

Answers Activity 1 problem cards

Worksheet 1

Activity 5 email section and purpose cards

Greeting Hi Bob

Say there’s a problem and

say where There is a problem with a customer on the 3rd floor, in room D40.

Explain what the problem

is The cleaner keeps throwing away her papers.

Action I’ll speak to the cleaner and ask him to only throw away what’s in the bins.

Request Can you make of note of this on the cleaner’s record?

Salutations Best wishes

Your name Phil

And you’re sure the cleaner hasn’t put them on your desk?

Can you tell me exactly where you put them?

An allergy to what?

Have you tried putting the engaged sign on the door?

Oh no. Is it too late?

Did your member of staff report it?


Cleaning: customer complaints – transcript

Transcript: complaints to supervisors

Clip 1

Phil: Oh, hi. My manager told me there’s a problem. Can I help?

Customer: Yeah, yeah, thank you. My papers keep getting thrown away.

Phil: How do you mean?

Customer: Well, I print them out, I put them on my desk and in the morning they're gone.

Phil: Can you tell me exactly where you put them?

Customer: Sure, just under my desk, in a big pile.

Phil: Is that not a bit near to the bin?

Customer: It's not in the bin, it's by my desk and I put a big blue note on them, look that says,

'Do not throw away'

Phil: And you’re sure the cleaner hasn’t put them on your desk?

Customer: Yes. And it’s about the fourth time it's happened now.

Phil: Ok, I’m really sorry. Maybe the cleaner didn’t see the note or didn’t quite understand

it.

Customer: It's right under my desk, it says do not throw away, it's not in the bin and it is

important

Phil: I am really sorry about this. I’ll speak to Rene, the cleaner and I'll explain.

Customer: Yeah, please, it's important, yeah?

Phil: Yes. I understand. I’ll tell him just to throw away what’s in the bin. It won’t happen

again.

Customer: OK, thank you



Clip 2

Phil: Hi. My manager told me there’s a problem. Can I help?

Customer: Yeah, thanks, there is. It's my hands!

Phil: Oh no! What happened?

Customer: Well, it's some sort of allergy.

Phil: An allergy to what?

Customer: Well, it must be the cleaning products your cleaners use

Phil: Really? Are you sure?

Customer: Well, I've not had it before and I don't use anything at home that's chemicals so yes,

it's got to be the cleaning products here.

Phil: We do only use polish on the furniture.

Customer: Well, it must be the polish then.

Phil: I’m really sorry. We have never had a problem like this before.

Customer: Well, that doesn’t really help me, does it?

Phil: Look, I am really sorry. We’ll sort this out. I’ll ask the cleaner to stop using it on your

desk.

Customer: Well, that's fine, thank you, but what about anything else that I touch What about the

kitchen and desks around me?

Phil: Well, yes, I’ll ask him not to use it there either. And also I’ll speak to my manager

and see if we can change the polish.

Customer: Thank you



Clip 3

Phil: Thanks for coming to see me. My manager told me there’s a problem. Can I help?

Customer: hmm, yeah. It’s the cleaner.

Phil: Are you not happy with Rene?

Customer: Oh no. The cleaning's fine. I mean his cleaning is fine. There’s no problem with that.

Phil: Good, but what is the problem?

Customer: Well, it’s the time he’s coming in to clean.

Phil: Oh no. Is it too late? He’s supposed to be finished by 9.

Customer: No. He comes in here at about 8.30 It’s just that …

Phil: Yes?

Customer: It’s a bit embarrassing. You see, I like to do a little bit of yoga to set me up for the

day. You know, to relax me before seeing my clients. And the thing is, the cleaner –

Rene, is it?

Phil: That’s right.

Customer: Yeah, well Rene. Well he interrupts me.

Phil: I’m sorry about that. Have you tried putting the engaged sign on the door?

Customer: Yes, and he does knock but he comes straight in. Could you speak to him and ask

him to wait until I call him?

Phil: No problem. But what I could do is ask him to finish cleaning your floor by 8.30.

Would that be OK?

Customer: Yes! That's perfect. Is that okay?

Phil: It’s fine. I’ll speak to him after his shift tomorrow.



Clip 4

Phil: Hi, thanks for coming to see me My manager told me there’s a problem. Can I help?

Customer: Yes. It’s the toilets on the second floor.

Phil: Okay. What’s the problem?

Customer: Well, The floors are wet and there’s no sign to let people know. One of my staff

slipped over. He nearly made a formal complaint!

Phil: I’m really sorry he slipped. I’ll get a cleaner to bring one down now.

Customer: Alright, but the sign needs to go up before they start cleaning. It’s dangerous.

Phil: Of course. Did your member of staff report it?

Customer: No, but he said it's been wet all week when he gets in at 8. And no sign!

Phil: All week? That’s unacceptable. We’ve just hired a new cleaner so I’ll make sure I

speak to him about that this week.

Customer: He said that he tried to tell the cleaner himself, but it didn’t make any difference.

Phil: Right. Thank you for telling me.

Customer: Can you tell me when you’ve spoken to him? I’ve promised the member of staff to

sort this out. This is a serious safety issue.

Phil: Of course. In fact, could you complete this incident form and I’ll phone you once I’ve

spoken to him.


Cleaning: customer complaints – classroom resources

Activity 1 problem cards



Worksheet 1

Hav

e yo

u tr

ied

putti

ng th

e en

gage

d si

gn o

n th

e do

or?

An

alle

rgy

to w

hat?

Can

you

tell

me

exac

tly w

here

yo

u pu

t the

m?

Oh

no. I

s it

too

late

?

And

you

’re sure the cleane

r ha

sn’t pu

t the

m on yo

ur desk?

Did

you

r mem

ber o

f sta

ff re

port

it?



Activity 4 blank role play cards

Reason for complaint Reason for complaint Reason for complaint





Activity 5 email section cards

Hi Bob

There is a problem with a customer on the 3rd floor, in room D40.

The cleaner keeps throwing away her papers.

I’ll speak to the cleaner and ask him to only throw away what’s in the bins.

Can you make of note of this on the cleaner’s record?

Best wishes

Phil



Activity 5 purpose cards

Greeting

Say there’s a problem and say where

Explain what the problem is

Action

Request

Salutations

Your name



Worksheet 2

Say there’s a problem and say where

Explain what the problem is

Action

Request

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