Focus on the Customer for the School Nutrition Managers Course Workbook

Transcription

1 Focus on the Customer for the School Nutrition Managers Course Workbook National Food Service Management Institute The University of Mississippi CN_123_

2 This project has been funded at least in part with Federal funds from the U.S. Department of Agriculture, Food and Nutrition Service through an agreement with the National Food Service Management Institute at The University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. government. The University of Mississippi is an EEO/AA/TitleVI/Title IX/Section 504/ADA/ADEA Employer. In accordance with Federal law and U.S. Department of Agriculture policy, this institution is prohibited from discriminating on the basis of race, color national origin, sex, age, or disability. To file a complaint of discrimination, write USDA, Director, Office of Civil Rights; Room, 326-W, Whitten Building, 1400 Independence Avenue, SW, Washington, DC or call (202) (voice and TDD). USDA is an equal opportunity provider and employer. 2012, National Food Service Management Institute, The University of Mississippi Except as provided below, you may freely use the text and information contained in this document for non-profit or educational use providing the following credit is included Suggested Reference Citation: National Food Service Management Institute. (2012). Focus on the customer. University, MS: Author. The photographs and images in this document may be owned by third parties and used by The University of Mississippi under a licensing agreement. The University cannot, therefore, grant permission to use these images. For more information, please contact [email protected]. ii

3 National Food Service Management Institute The University of Mississippi Building the Future Through Child Nutrition The National Food Service Management Institute (NFSMI) was authorized by Congress in 1989 and established in 1990 at The University of Mississippi in Oxford and is operated in collaboration with The University of Southern Mississippi in Hattiesburg. The Institute operates under a grant agreement with the U.S. Department of Agriculture, Food and Nutrition Service. PURPOSE The purpose of the NFSMI is to improve the operation of Child Nutrition Programs through research, education and training, and information dissemination. MISSION The mission of the NFSMI is to provide information and services that promote the continuous improvement of Child Nutrition Programs. VISION The vision of the NFSMI is to be the leader in providing education, research, and resources to promote excellence in Child Nutrition Programs. CONTACT INFORMATION Headquarters The University of Mississippi Phone: Fax: Education and Training Division Information Service Division The University of Mississippi 6 Jeanette Phillips Drive P.O. Drawer 188 University, MS Applied Research Division The University of Southern Mississippi 118 College Drive #5060 Hattiesburg, MS Phone: Fax: iii

4 Table of Contents Course Checklist Lesson 1: Building a Customer-Focused School Nutrition Program... 4 Lesson 2: Know the Customer Lesson 3: Customer Service Is the Key Lesson 4: Responsibility for Customer Service Lesson 5: Rate Your Customer Service Lesson 6: Achieve Customer Satisfaction Lesson 7: Plan a Customer-Focused Program. 76 iv

5 Course Checklist Instructions: In the blanks provided, you can make a check by each assignment as it is completed. Introduction Prepare for your class by setting a date and time to take the course, download the course workbook, and have supplies (pen and paper) ready. Lesson 1: Building a Customer-Focused School Nutrition Program 1. Lesson 1 Pre-Quiz 2. Handout 1 Key Words 3. Evaluating Your School s Customer Service Activity 4. Customer Service Expectations Activity 5. Lesson 1 Post-Quiz Lesson 2: Know the Customer 1. Lesson 2 Pre-Quiz 2. Handout 1 Key Words 3. How Well Do You Know Your Customer Interactive Activity 4. District Profile Assessment 5. Factors That Influence Eating Habits Interactive Activity 6. Video Viewing Guide 7. Lesson 2 Post-Quiz Lesson 3: Customer Service is the Key 1. Lesson 3 Pre-Quiz 2. Handout 1 Key Words 3. Handout 2 Characteristics of a Service Product 1

6 4. Key Factors in Achieving Customer Satisfaction Interactive Activity 5. Customer Satisfiers Activity 6. Handout 3 Factors Affecting Customer Satisfaction 7. Handout 4 Core Customer Service Principles 7. Customer Service Principles Activity 8. Developing a Mission Statement Activity 9. Video Viewing Guide 10. Lesson 3 Post-Quiz Lesson 4: Responsibility for Customer Service 1. Lesson 4 Pre-Quiz 2. Handout 1 Key Words 3. Who Is Responsible? Interactive Activity 4. Responsibility for Customer Service Interactive Activity 5. Lesson 4 Post-Quiz Lesson 5: Rate Your Customer Service 1. Lesson 5 Pre-Quiz 2. Handout 1 Key Words 3. Rate Your Customer Service Interactive Activity 4. Quality Foodservice Survey Activity 5. Assessment Tools and Strategies Activity 6. Customer Service Associate Assessment Activity 7. Handout 2 Cafeteria Report Card 8. Handout 3 Taste Testers 2

7 9. Handout 4 How You Can Support a Healthy School Nutrition Environment 10. Improvement Checklist Assessment Activity 11. Handout 5 High School Survey for Non-Participating Students 12. Handout 6 Survey for Participating Students 13. Lesson 5 Post-Quiz Lesson 6: Achieve Customer Satisfaction 1. Lesson 6 Pre-Quiz 2. Handout 1 Key Words 3. Writing a Mission Statement Activity 4. Demographic Differences Activity 5. Handout 2 Customer Service Strategies 6. Achieve Customer Satisfaction Interactive Activity 7. Lesson 6 Post-Quiz Lesson 7: Plan a Customer-Focused Program 1. Lesson 7 Pre-Quiz 2. Handout 1 Key Words 3. Describe Your Vision Activity 4. The Plan Framework Activity 5. Lesson 7 Post-Quiz Signature Date 3

8 Focus on the Customer Lesson 1 Building a Customer-Focused School Nutrition Program 4

9 Handout 1 Key Words Key Word Child Nutrition Program Customer Customer Service Customer Satisfaction Customer-Focused Focus National School Lunch Act Nutritional Needs Primary Customer School Nutrition Team Service School Nutrition Program Student Child Nutrition Vision Definition Includes all federally assisted food and nutrition programs for children. A person who buys a product or service. A combination of product, price, presentation, support, information, and delivery that has value to the customer. Results from the customer s positive perception of the meal received including the way it was presented and delivered. Results from the total customer experience in the dining area. Keeps the child s needs and wants at the center of all school nutrition activities. Occurs when the entire school nutrition team is trained and committed to deliver an outstanding customer experience. The center of activity or attention. A federal law passed in 1946 that provides funding and standards for meals for all school children. Nutrients children need for growth and development in keeping with the Recommended Dietary Allowances and the Dietary Guidelines for Americans. A student of high school or lower grade enrolled in a school with those grades. All employees of the school nutrition department. Activities done by a person or group that help meet the needs and wants of the customer(s). A school food and nutrition program that offers healthful and appealing meals to all children in that school. A person from grades K-12 enrolled in a school. A school nutrition environment where all children enjoy a variety of healthful meals and develop healthy food practices. 5

10 Evaluating Your School s Customer Service Activity Instructions: Below is a list of activities that someone may be performing in your school. Put a check in the column on the right of the items you know are being done. If you are not sure if this activity is being completed, ask if it could be done to improve customer service. There are no right or wrong answers to this activity. School Activity Sends welcome letter to parents or students at the beginning of the school term This is done in my school Distributes menus to students on a regular basis Involves students regularly in menu planning Checks the temperature of the food on the serving line as often as is required by the director Offers students at least three types of milk to choose from Provides more than one different choice on the menu daily (example: choices of three entrees or a variety of fruits) Follows tested recipes during food preparation Organizes the customer service line to avoid the need for customers to stand in line more than ten minutes Assures that tables and floors are cleaned after each lunch period Has a monthly event in the cafeteria to promote the program 6

11 Customer Service Expectations Activity Instructions: Look at the chart below. In the column on the left are services that you might receive at your favorite local restaurant. In the third column is a list of services you should do for your customers in the school. On a scale of 1 5 (1 is the lowest; 5 is the highest) rate the services you receive in your favorite restaurant and rate the services your school nutrition team provides to your customers in your school. How do they compare and is there room for improvement? Favorite Local Restaurant Are you greeted with a smile? Is the service you receive friendly and polite? Do you receive service with a smile? What does the server s body language say? What is the server s tone of voice saying? What is the server s appearance (clean uniform, fingernails, hair restrained, shoes, gloves)? Is the dining area clean (floors, tables, chairs)? Rating Your School Nutrition Program Do you greet your customers with a smile? Are you friendly and polite to your customers? Do you serve your customers with a smile? What does your body language tell your customers? What is your tone of voice when you speak to your customers? What is your appearance (clean uniform, fingernails, hair restrained, shoes, gloves)? Is the dining area clean (floors, tables, chairs)? Rating Is the countertop clean? Is the décor of the restaurant pleasing and inviting? Is the serving line clean? Is the décor of the cafeteria pleasing, inviting, and age appropriate? 7

12 Lesson 1 Pre- and Post-Quiz 1. The school nutrition program has both internal and external customers, including a. teachers, parents, and students. b. teachers, parents, students, and school administrators. c. teachers and students. d. teachers, students, and school administrators. 2. The primary customers of the school nutrition program are a. the students. b. the principals. c. the teachers. d. the high school students. 3. You should see the students you serve as a. a group of hungry students. b. customers. c. average daily participation. d. talkative, hungry students. 4. Customer satisfaction is the responsibility of a. the school nutrition manager. b. the school nutrition director. c. the principal. d. everyone in the child nutrition program. 5. Diversity of your customers is a. the differences in ages, genders, sizes, races, and cultural backgrounds. b. the differences in food preferences. c. the ones who like cheeseburgers instead of hamburgers. d. the differences in daily meal counts. 6. The goal for your school nutrition program should be to make it a. focused on easy preparation food items. b. employee-focused. c. customer-focused. d. teacher-focused. 7. The basic purpose of the National School Lunch Act was a. to safeguard the health and well being of the Nation s children. b. to feed low-income children. c. to feed the military. d. to buy excess food from farmers and feed the incarcerated. 8

13 8. The combination of product, price, presentation, support, information, and delivery that has value to the customer is a. diversity. b. customer service. c. a price break. d. customer satisfaction. 9

14 Focus on the Customer Lesson 2 Know the Customer 10

15 Handout 1 Key Words Key Word Competitive Foods Diversity Empower Ethnic Needs Needs and Wants Reimbursable Meal School-day Nutrition Needs Sensory Tweens Expectations Definition Any foods sold in competition with the reimbursable meal program to students during meal periods. Competitive foods, or à la carte foods are usually priced individually. Differences in skills, knowledge, age, gender, abilities, disabilities, literacy, culture, income, ethnicity, religion, and other factors. Authority given to the school nutrition team to act within their job description. Relates to traits shared by members of a group as a result of their common heredity and/or cultural tradition. The healthful foods and physical conditions necessary to meet the child s school-day nutrition requirements. These include healthful food offerings, a schedule that allows students adequate time to eat, serving line(s) organized to support the meal schedule, and a clean and safe dining area with adequate seating for the number of students served in a serving period. Describes the customer s expectation of the total experience in the school dining area. A meal that meets nutrition standards and appropriate nutrient and calorie levels by age/grade group as defined in the federal regulations and priced as a unit to the customer. The portions of the child s daily food needs that should be met during the time the customer is under the care of the school. At a minimum, this includes 1/3 of the Recommended Dietary Allowance (RDA) if the child eats lunch at school. If the student also eats breakfast at school, school meals should provide approximately 3/5 or 60 percent of the RDA. Relates to the senses, as in sight, hearing, smell, taste, or touch. These are no longer children and yet not adolescents. Tweens are generally identified as the 8-year to 12 year age group. Personal factors or conditions that affect the customer s perception of school meals, the service, and the eating environment. These appeal to the social, behavioral, and psychological needs of students. They relate to the customer s sensory perceptions, social relationships, and feelings of accomplishment. 11

16 How Well Do You Know Your Customer Interactive Activity Instructions: Circle the best answer to the following statements. 1. The student will always select a school meal if the price is right. 2. School nutrition customers in all schools vary in age, gender, and food preferences. 3. A school meal that includes a meat or meat alternate, vegetable, fruit, and grains or bread selected from a variety of choices will always meet 1/3 of the child s daily food needs (RDA). 4. School nutrition customers want to be served by a friendly and caring school nutrition team. 5. School nutrition customers should have at least 15 minutes to eat their lunch and socialize with their friends after being served. 6. One characteristic of all school nutrition customers is a willingness to try new foods. 7. The term diversity, when applied to student customers, refers to differences. 8. The primary customer of the school nutrition program is the principal. 9. The manager is solely responsible for customer satisfaction with school meals. 12

17 How Well Do You Know Your Customer Interactive Activity Answer Key Instructions: Circle the best answer to the following statements. 1. The student will always select a school meal if the price is right. 2. School nutrition customers in all schools vary in age, gender, and food preferences. 3. A school meal that includes a meat or meat alternate, vegetable, fruit, and grains or bread selected from a variety of choices will always meet 1/3 of the child s daily food needs (RDA). 4. School nutrition customers want to be served by a friendly and caring school nutrition team. 5. School nutrition customers should have at least 15 minutes to eat their lunch and socialize with their friends after being served. 6. One characteristic of all school nutrition customers is a willingness to try new foods. 7. The term diversity, when applied to student customers, refers to differences. 8. The primary customer of the school nutrition program is the principal. 9. The manager is solely responsible for customer satisfaction with school meals. 13

18 District Profile Assessment Who are your customers? Every student enrolled in your school district is a potential customer! To meet the challenge of reaching all students, the school nutrition team must know their customers and recognize their differences. Instructions: The questions below will give you information about your customers. If you do not know the answers to the questions, ask your manager or director. This will provide you with information concerning the number of students that participate in your program. 1. How many students are in your school district? 2. How many students are in your school? 3. How many students in the district participate in the reimbursable school lunch program? What percentage of students in the district eat school lunch? 4. How many students in your school participate in the reimbursable school lunch program? What percentage of students in your school eat school lunch? 5. How many students in the district participate in the reimbursable school breakfast program? What percentage of students in the district eat school breakfast? 6. How many students in your school participate in the reimbursable school breakfast program? What percentage of students in your school eat school breakfast? 7. Approximately, how many students buy food at lunch time from the à la carte lines or vending machines or bring lunch from home and do not get the reimbursable meal? 8. Approximately, how many students are not eating a healthy lunch through the school nutrition program each day? 9. Approximately, how many students are not eating a school breakfast each day? 14

19 Factors That Influence Eating Habits Interactive Activity Instructions: In the left column is a list of factors the influence our eating habits. Some of the factors are internal and some are external. Read the list in the left column and mark if you think it is an internal influence or an external influence. Influences Internal Factor External Factor The smell of freshly baked bread Trends Feeling happy Competition for time Social Feeling stressed Feeling sick A beautifully arranged buffet line A place to sit with friends Examples set by celebrities Feeling of loneliness Eating to sustain life Examples set at home or in the classroom Advertising 15

20 Factors That Influence Eating Habits Interactive Activity Answer Key Instructions: In the left column is a list of factors the influence our eating habits. Some of the factors are internal and some are external. Read the list in the left column and mark if you think it is an internal influence or an external influence. Influences Internal Factor External Factor The smell of freshly baked bread X Trends X Feeling happy X Competition for time Social X X Feeling stressed Feeling sick A beautifully arranged buffet line A place to sit with friends X X X X Examples set by celebrities X Feeling of loneliness Eating to sustain life X X Examples set at home or in the classroom Advertising X X 16

21 Video Viewing Guide Instructions: As you watch the video, answer the questions below. 1. Who is your primary customer? 2. What are the differences among children? 3. About what percent of participating students qualify to receive free or reduced price meals? 4. What are the basic factors you must provide? 5. What are the things above and beyond what students need; the things they desire? 6. What are four things your customers expect from your program? 7. List four internal factors that influence children s eating habits. 17

22 Video Viewing Guide Answer Key Instructions: As you watch the video, answer the questions below. 1. Who is your primary customer? the student 2. What are the differences among children? Physical Ethnic/Cultural Economic Psychological 3. About what percent of participating students qualify to receive free or reduced price meals? 57% 4. What are the basic factors you must provide? Needs 5. What are the things above and beyond what students need; the things they desire? Wants 6. What are four things your customers expect from your program? Food that looks, tastes, and smells good Quick service and minimum time in line Food served at the right temperature Friendly service Treated with respect and courtesy Servers who remember them, who smile, make eye contact, and call them by name Clean tables and a place to sit Attractive dining area and age appropriate decorations Time to eat and spend with their friends Opportunities to belong such as the Student Nutrition Advisory Council A good value for their money Information about the menu in advance A variety of food choices 7. List four internal factors that influence children s eating habits. Feelings Environment Family Friends 18

23 Celebrities Role models Advertisements Competition 19

24 Lesson 2 Pre- and Post-Quiz 1. School nutrition customers in most schools a. are all of the same age, gender, and food preferences. b. vary in age, gender, and food preferences. c. choose the same foods every day. d. generally prefer skim, unflavored milk to flavored milk. 2. One characteristic of all customers is a. a desire to be loved and accepted. b. a willingness to try new foods. c. a need for approval from classmates and teachers. d. a desire to go by the rules. 3. The primary customer of the school nutrition program is a. a student of high school grade or lower. b. the principal, superintendent, and board members. c. teacher, custodial, and support staff. d. parents and community leaders. 4. Customer satisfaction with the school nutrition program is a. determined by the menu offered. b. the manager s responsibility. c. the result of the customer s total perception of the meal, the environment of dining area, and the way it was served. d. assured when students can go back for seconds. 5. School nutrition customers a. are only concerned about having food that meets their expectations. b. have little choice about where and what they eat during the school day. c. will eat just about anything as long as it is served with fries. d. want food that looks good, tastes good, and is served by friendly personnel; and want time to be with their friends. 6. A factor that affects a customer s decision to select school meals is a. the extreme high price of the meal. b. the appealing way the food looks, smells, and tastes. c. the long wait standing in line. d. the same food is served every day. 7. School nutrition customers want to be served by a friendly and caring school nutrition team. 20

25 Focus on the Customer Lesson 3 Customer Service Is the Key 21

26 Handout 1 Key Words Key Words Core Customer Service Principles Customer Perceived Value Customer Service Strategy First-class Function (or Purpose) Mission Moment of Truth Principles Quality Service Management Definition A set of clearly stated principles that form the foundation of customer service strategy. The principles reflect values and beliefs of the school nutrition program and are used to guide actions of the school nutrition team. A customer-centered package that includes the meal, price, support, information, physical conditions, and a customerfriendly environment. A plan for delivering customer service that provides a benefit to the customer and promotes an effective school nutrition program. Being the best in providing customer service that meets the school-day nutrition needs of students. The action the school nutrition program is uniquely prepared to perform and for which it exists. A four-part statement that describes the function of the school nutrition program, the target customer, the service offered to the customer, and why the School Nutrition Program exists in the school. Any activity in which the customer comes in contact with an aspect or aspects of the school nutrition program and forms an impression of the quality of its service. Statements of the requirements and obligations to guide actions and decisions. A measure of how well the school nutrition experience meets a customer s needs and expectations. The total approach that makes the quality of service as perceived by the customer the driving force for the school nutrition program. It is the management approach that results in a customer-focused program. 22

27 Handout 2 Characteristics of a Service Product There are ten characteristics of a service product that relate to everything that goes on in the school nutrition program. These ten characteristics and an example of each are listed in the table below. Characteristic 1. A service is produced at the instant of delivery; it cannot be created or held for delivery at a later time. 2. A service cannot be centrally produced or inspected. Most people who are beyond the immediate influence of the manager deliver it directly to the customer. 3. A sample of the service cannot be sent to the customer for approval in advance. 4. The service is intangible; the value of the service depends upon the customer s personal experience. 5. The dining/eating experience cannot be sold or passed on to someone else. 6. If poorly performed, a service cannot be recalled. Apologies may be made and new processes established, but the customer experience is not erased. 7. Quality assurance must happen before and during, rather than after, production and service. 8. Delivery of the service usually requires interaction or contact between the customer and the school nutrition team in some way. 9. The customer s expectations affect the level of customer satisfaction. Quality is measured by how well the customer s expectations and needs are met. 10. The more people the customer comes in contact with in receiving the service, the less likely it is that the experiences will be satisfying. Example The aroma of freshly baked bread A smile The taste of food on a specific day The server helps a small customer reach a menu item on a high shelf of the serving counter. A student asked her mom to join her for school lunch to taste the great chicken sandwich that she enjoys so much. A server in the cafeteria line is rude to a student after he drops his tray. The student may not remember dropping the tray, but will remember the attitude of the server. Temperatures of all menu items on the service line are taken every 30 minutes during meal service. A school nutrition team member helps students clear their trays at the dish-return window. A student is unhappy when food production delays cause her to wait in line 18 minutes before being served. She usually gets lunch in about 10 minutes and is able to eat with friends from another class. A student s allergy to milk is documented in the school nutrition program files. Rotation of cashiers during the week requires her to repeatedly explain why she has a substitute beverage on her tray. 23

28 Key Factors in Achieving Customer Satisfaction Interactive Activity Before we discuss the key factors in a customer service strategy, let s test your knowledge on what the key factors are. Instructions: In the left column you will find Descriptions of Key Factors for achieving customer satisfaction. In the right column write the key factor that is described in the left column. Descriptions of Key Factors Key Factors Clearly defined principles establish expectations of quality and service. How the customer feels about the school nutrition program is a personal matter. Meeting student s school-day nutrition needs by serving healthy and appealing meals in a customerfriendly environment. Written procedures for all operations and services are required to ensure superior performance and are used for quality controls. Every aspect of customer service depends upon trained, committed, and competent personnel, empowered to meet customer needs and wants. The school nutrition team cannot achieve its goals without help from these. 24

29 Key Factors in Achieving Customer Satisfaction Interactive Activity Answer Key Before we discuss the key factors in a customer service strategy, let s test your knowledge on what the key factors are. Instructions: In the left column you will find Descriptions of Key Factors for achieving customer satisfaction. In the right column write the key factor that is described in the left column. The six key factors are purpose, principles, personnel, procedures, partners, and perception. Descriptions of Key Factors Clearly defined principles establish expectations of quality and service. How the customer feels about the school nutrition program is a personal matter. Meeting student s school-day nutrition needs by serving healthy and appealing meals in a customerfriendly environment. Written procedures for all operations and services are required to ensure superior performance and are used for quality controls. Every aspect of customer service depends upon trained, committed, and competent personnel, empowered to meet customer needs and wants. The school nutrition team cannot achieve its goals without help from these. Key Factors Principles Perception Purpose of the school nutrition program Procedures Personnel Partners 25

30 Customer Satisfiers Activity Instructions: Read the descriptions in column 1, and then decide if it is a customer satisfier or a customer dissatisfier and mark the appropriate box. When you have completed the top part of the exercise, answer the questions at the bottom. Description Satisfier Dissatisfier Customer-friendly environment Harsh words or actions Having freedom to sit with and talk to friends Messy floors, tables, and/or condiment stations Limited and/or repetitious food offerings and menus Attractive food display Opportunities to choose from a variety of food offerings and/or menus Standing in line for more than 10 minutes Correct and consistent portions for all customers Food held too long and not properly seasoned Menus publicized and food available as menued Lack of portion control resulting in inconsistent portions Table and chairs arranged in long rows that inhibit interaction A clean place to sit after being served Questions: Answer the following questions based on your customers experiences. There are no right or wrong answers to the questions. They are to help you improve the customer service in your school. 1. Are any of the dissatisfiers that you marked occurring in your school? 2. If they are, what can you do to correct it? 26

31 Customer Satisfiers Activity Answer Key Instructions: Read the descriptions in column 1, and then decide if it is a customer satisfier or a customer dissatisfier and mark the appropriate box. When you have completed the top part of the exercise, answer the questions at the bottom. Description Satisfier Dissatisfier Customer-friendly environment X Harsh words or actions X Having freedom to sit with and talk to friends X Messy floors, tables, and/or condiment stations X Limited and/or repetitious food offerings and menus X Attractive food display X Opportunities to choose from a variety of food offerings and/or menus X Standing in line for more than 10 minutes X Correct and consistent portions for all customers X Food held too long and not properly seasoned X Menus publicized and food available as menued X Lack of portion control resulting in inconsistent portions X Table and chairs arranged in long rows that inhibit interaction X A clean place to sit after being served X Questions: Answer the following questions based on your customers experiences. There are no right or wrong answers to the questions. They are to help you improve the customer service in your school. 1. Are any of the dissatisfiers that you marked occurring in your school? Your answers will vary depending on your school. 2. If they are, what can you do to correct it? Your answers will vary depending on your school. 27

32 Handout 3 Factors Affecting Customer Satisfaction Customer Satisfiers Minimum standing-in-line time Quick service and correct portions Attractive food display Tasty food served at the peak of freshness and at the appropriate temperature Menus publicized and food available as menued Opportunities to choose from a variety of food offerings and/or menus A clean place to sit after being served An attractive dining area appropriately decorated for the age group Having time to be with and talk to friends Being treated with respect Customer-friendly environment Customer Dissatisfiers Standing in line for more than 10 minutes Disorganized and poorly arranged serving line; long waits for the counter to be replenished with food; lack of portion control Food items carelessly displayed on serving counter Food held too long, not properly seasoned, and not served at the appropriate temperature Running out of menu items and making poor substitutions Menus and food offerings that are limited or repetitious Not enough seating space; floors, tables, and condiment stations messy Out-of-date decorations and bulletin boards that are yellowed or frayed; tables and chairs that are the incorrect size or shape for age group Prearranged seating that does not allow time to be with friends Harsh words or actions Lights or whistles for noise control; tables arranged in long rows 28

33 Handout 4 Core Customer Service Principles Principles 1. Get input from customers about their needs, wants, and expectations. 2. Employ personnel who have positive attitudes and enjoy people. 3. Get input from the school nutrition team on processes, procedures, and activities. 4. Develop standards for all parts of the program, because all parts affect service. 5. Establish and communicate quality assurance procedures to ensure that standards are met. 6. Promote a high productivity work environment. 7. Empower the school nutrition team to help create a customer-friendly and responsive environment. 8. Evaluate and monitor practice and activities before and during meal service. Examples Ask, listen, conduct surveys, and observe their choices. Discover the person s attitude in the interview process; negative attitudes seldom change. Involve the staff in problem solving, including how to make the serving line move faster or how to avoid running out of food. Use standards to measure practice. Train, train, train! Post procedures, productions records, work schedules. Establish a system of incentives for high productivity. Brainstorm potential problems and their solutions. Empower the school nutrition team to act when problems occur. Get feedback from the school nutrition team through regular observation and communication. 9. Reward exceptional performance. Give individual and group recognition. 29

34 Customer Service Principles Activity Instructions: Read the description of a type of service you learned about in the left column. Then write what that service is in the right column. The first one has been completed as an example. Description of Service Involves every person that comes in contact with students and everything included in planning, preparation, service, and clean-up. Type of Service Customer Service Determined by the extent that the program meets customer needs and wants Customer-friendly environment Milk served lukewarm Get input from students Key Factors, Core Principles, and Mission Statement Purpose, Personnel, Perception, Principles, Procedures, and Partners 30

35 Customer Service Principles Activity Answer Key Instructions: Read the description of a type of service you learned about in the left column. Then write what that service is in the right column. The first one has been completed as an example. Description of Service Involves every person that comes in contact with students and everything included in planning, preparation, service, and clean-up. Determined by the extent that the program meets customer needs and wants Customer-friendly environment Milk served lukewarm Get input from students Key Factors, Core Principles, and Mission Statement Purpose, Personnel, Perception, Principles, Procedures, and Partners Type of Service Customer Service Customer Satisfaction Satisfier Dissatisfier Core Principles Customer Service Strategy Key Factors 31

36 Developing a Mission Statement Activity Instructions: Brainstorm the answers to the following four questions and write your responses in the space provided. This is the first activity in writing a mission statement for your school. 1. What is the purpose of the school nutrition 2. Who are your primary customers? program? What business are you in? 3. How do you meet the purpose and provide the service customers need and expect? 4. Why does the School Nutrition Program exist within the school setting? 32

37 Video Viewing Guide Focusing on Customer Service Instruction: As you watch the video, answer the questions below. 1. What is the secret ingredient to customer service? 2. What are some excellent customer service suggestions? 3. Good customer service and a satisfying dining experience depend on how much attention you give to three things. What are those three things?,, and 4. Communication lines must be open between the child nutrition staff and who? 5. How can students know that their voices are heard by the school nutrition team? or. 6. Excellent customer service leads to customer satisfaction. True False 7. How do you determine the customer s needs and expectations? 33

38 Video Viewing Guide Focusing on Customer Service Answer Key Instruction: As you watch the video, answer the questions below. 1. What is the secret ingredient to customer service? You 2. What are some excellent customer service suggestions? Menus posted Nutrition Advisory Council Good choices Appealing food Food that smells good Offer flavored milks Short lines, short wait Smiles and makes eye contact Calls student by name Choices take different diets into account Friendly, caring service Clean dining area Serves a variety of choices Plenty of seating and adequate time to eat 3. Good customer service and a satisfying dining experience depend on how much attention you give to three things. What are those three things? Planning, Preparing, and Delivering 4. Communication lines must be open between the child nutrition staff and who? School Administrators 5. How can students know that their voices are heard by the school nutrition team? Nutrition Advisory Council or Cooking Clubs 6. Excellent customer service leads to customer satisfaction. True 7. How do you determine the customer s needs and expectations? Ask your customer Observe customer behavior and choices Keep asking Listen to customers Customer surveys with specific age Talk to customers Ask appropriate questions 34

39 Lesson 3 Pre- and Post-Quiz 1. and of customers determine their expectations of the school nutrition program. a. Needs, expectations b. Sight, taste c. Service, seating d. Menu, wants 2. Customer service a. is not a product. b. relates only to the way food looks on the serving line and the friendliness of personnel. c. is always less important than the quality of the food served. d. is the key to customer satisfaction. 3. Morale among the school nutrition team has no effect on customer service. 4. and school meals are products that students expect from the school nutrition program. a. Dissatisfied staff b. Poor service c. Customer service d. Inadequate seating 5. There are six key factors in customer satisfaction. Three of these factors are. a. seating, procedures, and time b. time, principals, and partners c. choices, time, and seating d. perception, purpose, and personnel 6. A dissatisfier in the school nutrition program is a. related to the appearance or taste of the food served. b. a term that does apply to customer service. c. not related to the quantity of food prepared nor the way it is served. d. a poorly organized serving line that moves slowly. 7. The customer measures the quality of the school nutrition program by the sale price of the meal. 35

40 8. The mission statement a. should always be developed by the school nutrition director and other leaders in the school district office. b. does not have an impact on the activities of the school nutrition team. c. is created as a promotional gimmick. d. keeps the school nutrition team focused on the program purpose, its customers, and why the program exists in the school. 9. The helps keep the School Nutrition Program focused on its goal. a. customer service b. student workers c. mission statement d. customer s impression 36

41 Focus on the Customer Lesson 4 Responsibility for Customer Service 37

42 Handout 1 Key Words Key Word Components of a healthy school nutrition environment Collaboration Customer-friendly environment Customer Service Associate Customer Service Management Customer Service Team Healthy school nutrition environment Partner School Nutrition Team Self-managed School Nutrition Team Shared responsibility Stakeholder Definition Six interrelated and interdependent areas essential for a healthy school nutrition environment. They are a commitment to nutrition and physical activity, quality school meals, other healthful food options, pleasant eating experiences, nutrition education, and marketing. A process used by organizations that make a long-term commitment to work together to accomplish common goals. An environment that appeals to the customer s sensory needs. School nutrition team members who share responsibility for customer service in the school nutrition program. A function of management that directs all tasks to be performed to meet the goal of satisfied customers. Persons whose work or lives affect the eating habits of the student customer. An environment that gives students consistent, reliable health information; explains and reinforces healthy eating and physical activity habits; and provides students with many opportunities to practice healthy eating. One or more persons who are associated with others in achieving a goal as in helping students develop healthy food habits. The director and all employees of the school nutrition department; and principals, teachers, custodians, and community members that have school level involvement. An empowered team with members who can work independently, have the confidence and security to make decisions and take risks, and are not afraid to admit making mistakes. Responsibility for an activity or task that is held in common by two or more persons and whose success is equally dependent upon effective performance of each person. (Example: Quality food is equally dependent upon the buyer, preparer, and server.) An individual or group of individuals with a common interest in the students, the school, and the school nutrition environment. 38

43 Who Is Responsible? Activity Instructions: In the space provided by each group of people, list ways that each group can help students develop lifelong healthy eating habits. There are no right or wrong answers to this activity. School board members and superintendents Principals, parents, and teachers Health professionals School Nutrition Staff 39

44 Responsibility for Customer Service Interactive Activity Instructions: Circle the best answer to the following statements. 1. The principal is solely responsible for establishing a healthy school nutrition environment. 2. A school that has a healthy school nutrition environment always has a customer-friendly environment. 3. A stakeholder is a person or group with a common interest in the students, the school, and the school nutrition environment. 4. The quality of food served in schools is always excellent when standardized recipes are available, appropriate foods are purchased, and food production schedules are used. 5. All schools that participate in the National School Lunch Program and School Breakfast Program have healthy and customer-friendly school nutrition environments. 6. The customer service team includes parents, teachers, principals, and school nutrition team members. 7. Being able to communicate effectively with students, parents, and teachers is a skill needed only by those members of the school nutrition team who work on the serving line. 8. The six components of a healthy school nutrition environment include a commitment to nutrition and physical activity, quality school meals, other healthy food options, pleasant eating experiences, nutrition education, and marketing. 40

45 Responsibility for Customer Service Interactive Activity Answer Key Instructions: Circle the best answer to the following statements. 1. The principal is solely responsible for establishing a healthy school nutrition environment. 2. A school that has a healthy school nutrition environment always has a customer-friendly environment. 3. A stakeholder is a person or group with a common interest in the students, the school, and the school nutrition environment. 4. The quality of food served in schools is always excellent when standardized recipes are available, appropriate foods are purchased, and food production schedules are used. 5. All schools that participate in the National School Lunch Program and School Breakfast Program have healthy and customer-friendly school nutrition environments. 6. The customer service team includes parents, teachers, principals, and school nutrition team members. 7. Being able to communicate effectively with students, parents, and teachers is a skill needed only by those members of the school nutrition team who work on the serving line. 8. The six components of a healthy school nutrition environment include a commitment to nutrition and physical activity, quality school meals, other healthy food options, pleasant eating experiences, nutrition education, and marketing. 41

46 Lesson 4 Pre- and Post-Quiz 1. Customer service is the key to a. a healthy school nutrition environment. b. customer satisfaction. c. making the school nutrition program a learning laboratory. d. recruiting qualified persons as members of the school nutrition team. 2. A healthful school nutrition environment a. provides opportunities for students to practice healthful eating on a regular basis. b. is defined as everything that happens within the school dining area and kitchen. c. means the same thing as a customer-friendly environment. d. is a requirement of all schools that participate in the National School Lunch Program. 3. The customer service team includes a. everyone whose work, decisions, or actions affect the quality of food served, the environment, and the eating habits of customers. b. only those persons with direct responsibility for serving food to the customers. c. a list of assignments for each member of the team. d. the football team. 4. The school nutrition team members a. may be thought of as teachers serving as role models. b. should not be friendly, attentive, helpful, and caring. c. should be good listeners, optimistic and positive, communicate effectively, and understand messages communicated with body language. d. write procedures for raising children. 5. Shared responsibility for customer service involves a. parents not encouraging their children to practice healthy food habits. b. teachers serving as role models and disseminating correct nutrition information to students. c. school board, superintendent, and principal establishing policies and/or procedures that do not support school nutrition program goals and a healthful and customer friendly school nutrition environment. d. following their peers. 6. Characteristics of a customer-friendly environment include a. a clean and attractive dining area, well-organized serving counters, serving line moving rapidly, and an optimistic and cheerful school nutrition team. b. serving counters containing foods comparable to those available from a fast food outlet. c. whistles and blinking lights when noise level gets too high. d. allowing customers to sit anywhere they choose in the dining area. 42

47 7. Effective implementation of the key factors essential to customer satisfaction a. does not require a coordinated and collaborative effort of the customer service team. b. is not a shared responsibility. c. is the result of a commitment to a healthful and customer-friendly school nutrition environment by all members of the customer service team. d. not working together as a team. 8. The mission statement addresses the following a. the purpose of the school nutrition program and why it exists in the school. b. the teachers. c. the state department of education and the state department of health. d. the responsibility for making sure that the purpose is not accomplished. 43

48 Focus on the Customer Lesson 5 Rate Your Customer Service 44

49 Handout 1 Key Words Key Word Customer Service Assessment Customer Expectations Customer Satisfaction Level External Assessment Focus Group Informal Assessment Internal Assessment Key Informant Interviews NFSMI Customer Service Surveys Definition The process of asking opinions of customers to determine their level of satisfaction, and to secure their suggestions, ideas, and recommendations for closing the gap between the service provided and their expectations. Products and services that customers think they will receive. Determined by the customers comparison of products and services received with what they thought they would receive. Exploring the environment outside the school to determine factors, issues, or trends that impact the customer s eating habits and attitudes. This assessment is often made through observations, reading, or attending conferences. A carefully planned discussion on a defined topic in a non-threatening environment. It is conducted by a skilled interviewer and all comments are recorded. Asking customers, listening to their comments, and observing their behavior during the meal periods. Directly asking customers their opinions of customer service, activities, and food programs within the school environment. In-depth interviews of people who are selected for their knowledge of the program. The loosely structured interviews are designed to gather points of view about customer service held by a representative group of customers. School nutrition surveys developed and validated by the Applied Research Division of NFSMI and designed to determine the level of customer satisfaction with the school nutrition program. 45

50 Rate Your Customer Service Interactive Activity Instructions: Circle the best answer to the following statements. 1. The school nutrition director is required to conduct a customer survey each school year. 2. The school nutrition team shares responsibility for the rating given to customer service by students. 3. The school nutrition team conducts a variety of assessment activities each day that measure the quality of customer service. 4. Rating customer service involves gathering information from customers about their ideas and suggestions for improving customer service. 5. Self-checks help the school nutrition team identify behaviors and actions that affect customer satisfaction either positively or negatively. 6. A formal customer satisfaction survey should be conducted each school year. 7. The quality and variety of food available in the school nutrition program determines the customer service rating. 8. Customers do not provide reliable information when asked for their opinions and ideas about customer service. 46

51 Rate Your Customer Service Interactive Activity Answer Key Instructions: Circle the best answer to the following statements. 1. The school nutrition director is required to conduct a customer survey each school year. 2. The school nutrition team shares responsibility for the rating given to customer service by students. 3. The school nutrition team conducts a variety of assessment activities each day that measure the quality of customer service. 4. Rating customer service involves gathering information from customers about their ideas and suggestions for improving customer service. 5. Self-checks help the school nutrition team identify behaviors and actions that affect customer satisfaction either positively or negatively. 6. A formal customer satisfaction survey should be conducted each school year. 7. The quality and variety of food available in the school nutrition program determines the customer service rating. 8. Customers do not provide reliable information when asked for their opinions and ideas about customer service. 47

52 Quality Foodservice Survey (Self-assessment) Activity Instructions: Think about how your school is currently engaged in improving quality meal service to provide excellence in customer service. Check the appropriate box for each item. Quality Meal Service Tasty food served at the peak of freshness and at the appropriate temperature Foods served have a variety of color, texture, height, and flavor Food displayed attractively on an organized serving line/counter Servings placed neatly on the plate or tray without spills Food served according to menu description Variety of food choices available Follows standardized recipes Fresh fruits and vegetables offered daily Correct and consistent food portions for all customers Safe Food Temperature of foods on the serving line are checked often Clean and fresh vegetables served daily Spills cleaned promptly Serving and eating utensils clean A clean place to sit after being served Personnel neat and clean Dining Environment Service line moves smoothly with few backups Attractive dining area, appropriately decorated Attractive arrangement of table and chairs that support social interaction Efficient, friendly staff; customer service-friendly environment Staff embraces the value of quality meal service as part of customer service Merchandising Efforts Distribute menus to students on a regular basis Involve students in the menu planning process Use descriptive menu terms that appeal to students Menus publicized with nutrient content Mission Accomplished Mission in Progress Mission Needs Attention 48

53 Tools and Strategies Assessment Activity Instructions: This activity is to help you identify tools or strategies that are performed in your school to achieve customer satisfaction. In the first column is a tool or strategy that is used. The second column has a description of what is done. You are to decide if this tool or strategy is performed on a daily, weekly, monthly, or as needed basis and write that in the third column. Some of these may have more than one answer. Tool or Strategy Brief Description Frequency Temperature checks Check food temperature on serving line and in holding areas; also check temperatures of refrigerator/freezer, store room, milk storage boxes and dish machine water Food quality measures and controls Standardized recipes, production records, food safety, quality score cards, and taste tests Plate waste Visual check of food return areas; can be recorded on data form for more formal survey OAL (observing, asking, and listening) Observing customers, asking questions, and listening Food item testing Involve customers in testing food items being considered for the menu Menu item testing Getting customers preferences for menu combinations Recipe testing Involving customers in recipe testing both in test kitchens and on-site Comment cards Cards placed on the cafeteria line or at a convenient place in the dining area. Customers may be asked for opinions on specific issues or general topics Surveys Written surveys that may be simple or comprehensive. Large numbers can be reached through this method. 49

54 Tools and Strategies Assessment Activity Answer Key Instructions: This activity is to help you identify tools or strategies that are performed in your school to achieve customer satisfaction. In the first column is a tool or strategy that is used. The second column has a description of what is done. You are to decide if this tool or strategy is performed on a daily, weekly, monthly, or as needed during the school year and write that in the third column. Some of these may have more than one answer. Tool or Strategy Brief Description Frequency Temperature checks Food quality measures and controls Plate waste OAL (observing, asking, and listening) Food item testing Menu item testing Recipe testing Comment cards Surveys Check food temperature on serving line and in holding areas; also check temperatures of refrigerator/freezer, store room, milk storage boxes and dish machine water Standardized recipes, production records, food safety, quality score cards, and taste tests. Visual check of food return areas; can be recorded on data form for more formal survey Observing customers, asking questions, and listening Involve customers in testing food items being considered for the menu Getting customers preferences for menu combinations Involving customers in recipe testing both in test kitchens and on-site Cards placed on the cafeteria line or at a convenient place in the dining area. Customers may be asked for opinions on specific issues or general topics Written surveys that may be simple or comprehensive. Large numbers can be reached through this method. Daily Several times Daily Several times Daily For each meal and each serving period Formal plate waste analysis studies can be conducted for specific purposes such as menu revision. Daily During each meal period As Needed Several times each year or when new items are being considered for the menu. As Needed Several times during the year or when new menus are being formulated. As Needed As new recipes are added to the standardized recipe file Weekly, monthly, or for a specific purpose As Needed At least once a year 50

55 Customer Service Associate Assessment Activity Instructions: An outstanding Customer Service Associate is empowered and self managed. Make a check in the box that best describes your customer service. There are no right or wrong answers to the activity. Be honest with your answers. Customer Relations I have a smile for all students. I speak with kindness and respect to all students. I know many of the students by name and make it a point to learn a few new names every day. Safety and Sanitation The safety of the food we serve is always of the highest concern to me. I know what procedures are required and I follow them. Sharpening Skills I understand the importance of my job and attend all the training sessions offered. Playing on the Team I know the rules and regulations and how to solve problems. I believe that I can make a difference in the customer s health and well-being. I see my job as essential to the customer s health and ability to learn. I like to use new and innovative ideas to meet the wants and needs of customers. I am happy to be part of a school nutrition team focused on serving the customer. Marketing Skills I always check the serving lines to see that foods are conveniently and attractively presented. I listen to students comments with care and do my best to understand what they are saying. I see the student as a customer who is important to my job. The student is a customer I want to keep. Everyday 3-4 Times a Week 1-2 Times a Week 51

56 Handout 2 52

57 Handout 3 Taste Testers Grade Please put a mark in the box that describes how much you do or do not like each food. (name of the food item) (name of the food item) (name of the food item) (name of the food item) 53

58 Handout 4 How You Can Support a Healthy School Nutrition Environment You want the best for your students; show it by creating opportunities for them to make healthy food choices. Healthy eating patterns are essential for students to achieve their full academic potential, full physical and mental growth, and lifelong health and well-being. Well-planned school nutrition programs positively influence students eating habits. Studies of the School Breakfast Program have demonstrated positive effects on school attendance and a reduction in school tardiness, and have shown that children who eat nutritious morning meals perform better academically, show improved behavior, and are physically healthier than children who skip breakfast. School Nutrition Programs are not limited to the reimbursable school meal program for which the USDA establishes nutrition standards. Although, the immediate goal of the school nutrition program may be the provision of student meals, the ultimate goals are providing education and establishing lifelong healthful dietary habits. How Can You Help? Provide meals that are tasty, healthy, and appealing to students, meet USDA s nutrition standards, and reflect the cultural backgrounds and preferences of students. Offer only healthy choices. Look for continuing education opportunities to learn more about nutrition, preparing healthier meals, food safety, and marketing healthy choices. Invite and welcome parents and grandparents to lunch or breakfast occasionally. Market complete meals to students and provide enough choices within the school meal programs to meet nutrition standards and student preferences. Provide nutrition information to parents along with school lunch menus. Participate in a student Nutrition Advisory Council to taste test new foods and recipes, suggest how to improve the meals and dining room, and offer ideas for attracting more customers. If you offer à la carte items: o Consider students total nutritional needs; à la carte offerings can undermine the nutritional value of a complete meal. o Offer only foods that are part of the menu cycle; this will eliminate discrimination against students who can t afford to buy à la carte items. It will also eliminate students perception that à la carte items are better than school meal offerings and will encourage them to buy the complete reimbursable school lunch. o Price à la carte foods high enough to recover the full cost, including overhead and indirect costs, and to make a profit to be used to enhance the school meal programs. 54

59 Improvement Checklist Assessment Activity Instructions: This checklist will help you determine if your school s child nutrition program performs well in areas or needs some improving. Read the definitions in the first column then; decide if your school is doing OK in this area or Needs Improvement. If you think your school needs improving, write one or two suggestions that could be made. There are no right or wrong answers to this activity. Quality School Meals Definitions of Success OK Needs Improvement School offers lunch, breakfast, and afterschool snack programs, and students are encouraged to participate. All school nutrition staff have appropriate pre-service training and regularly participate in professional development activities. School meals are offered at prices students can afford. Menus are planned with input from students and include local, cultural, and ethnic favorites of the students. School nutrition staff use food preparation techniques to provide school meals that are lower in saturated fat, sodium, and sugar. They offer healthy food choices that include lean meats, fruits, vegetables, whole grains, and low fat or non-fat milk. School meals are marketed to appeal to all students, who are encouraged to choose and consume the full meal. Food safety is a key part of the school nutrition operations. If à la carte foods are available, they include a variety of choices of tasty, nutritious foods and beverages, such as fruits, vegetables, whole grains, and low fat or non-fat dairy foods. Pleasant Eating Experiences Meal periods are scheduled at appropriate times; schools do not schedule tutoring, pep rallies, club and organization meetings, and other activities during meal times. 55

60 Meal periods are long enough for students to eat and socialize. There are enough serving areas so that students don t have to spend too much time waiting in line. Dining areas are attractive and have sufficient space for seating; tables and chairs are the right size for the students. Recess for elementary grades is scheduled before lunch so that children will come to lunch less distracted and ready to eat. Creative, innovative methods are used to keep noise levels appropriate no eat in silence, no whistles, no buzzing traffic lights. Hand washing equipment and supplies are in a convenient place so that students are encouraged to wash their hands before eating. Schools use an accounting system that protects the identity of students who eat free and reduced price school meals. Nutrition Education Nutrition education is offered in the school dining room and in the classroom, with coordination between school nutrition staff and teachers. Marketing Schools consider student needs in planning for a healthy school nutrition environment. They ask students for input and feedback, and listen to what they have to say. Students receive positive, motivating messages about healthy eating and physical activity throughout the school setting. Schools promote healthy food choices and don t allow advertising that promotes less nutritious food choices. 56

61 Handout 5 High School Survey for Non-Participating Students 57

62 58

63 Handout 6 Survey for Participating Students 59

64 60

65 Lesson 5 Pre- and Post-Quiz 1. The school nutrition team shares responsibility for the rating given to customer service by students. 2. help the school nutrition team identify behaviors and actions that affect customer satisfaction either positively or negatively. a. Teachers b. Surveys c. Self-checks d. Responsibilities 3. A formal customer satisfaction survey should be conducted each school year. 4. Internal assessment is a. gathering information from customers about practices in the school nutrition environment that affect customer satisfaction. b. limited to gathering information from students about their satisfaction with the variety of food items available in the cafeteria. c. limited to gathering information from students about their satisfaction with the speed of service and their interaction with the school nutrition team. d. gathering information from customers about their favorite places to eat away from school. 5. External assessment a. is the responsibility of the school nutrition director. b. involves looking at things in the environment outside the school that influences eating practices of students and their satisfaction with school meals, such as food trends. c. is not necessary as customer satisfaction is based solely on the variety and quality of school meals. d. means an assessment conducted by a person from the state department of education or an accrediting agency. 6. Assessment a. includes gathering information about needs and expectations only from the students who participate in the school nutrition program on a regular basis. b. of customer service is an integral part of the state review process. c. includes gathering information from students even though they do not participate in the school nutrition program. d. of customer service is always done through written surveys. 61

66 7. The rating of factors that contribute to customer satisfaction a. varies with the age/grade of customers. b. is always based on the quality of food served. c. is given by the state department when the school meals initiative review is conducted. d. is always based on the service aspect of the school nutrition program. 8. An assessment or checkup on customer service a. should always be done by someone outside the school. b. is required under 7 CFR 9 of the federal regulations. c. is used primarily in response to student or community complaints. d. gives the school nutrition team a better understanding of their customers needs and expectations. 9. An assessment or checkup should be a. organized, systematic, and designed to gather information to be used in making program improvements and/or to determine that standards are being met. b. conducted by someone or group outside the school nutrition program. c. conducted at the beginning of the school year and should reach all students. d. printed on forms that can be scored by a machine. 62

67 Focus on the Customer Lesson 6 Achieve Customer Satisfaction 63

68 Handout 1 Key Words Key Words Achieve Competencies Customer Service Competency Demographic Differences Developmental Characteristics Interdependent Interrelated Mission Statement Quality Spirit of Service State Review Definition An action verb that describes the goal of delivering worldclass service that fulfills the customer s needs and expectations. Description of the knowledge and skills needed to perform specific duties and tasks. Description of the knowledge and skills needed to deliver customer service that is of value and benefit to the customer. Gender, socio-economic, lifestyle, health, and ethnic/cultural differences. These differences can affect eating practices. Strategies targeting these differences often relate to food preferences and the amount of food needed. Psychological, physical, emotional, and social characteristics of children during childhood and adolescence. The act of relying on each other or one another. The school nutrition team is interdependent of one another to reach the goals of the school nutrition program. The act of having a mutual relationship. The school nutrition team and the school nutrition program are interrelated when achieving their goals. A brief statement that describes the program purpose, who it serves, what it does, and why it exists. This statement provides direction to the school nutrition team for managing the program and communicates the program purpose to customers. A measure of how well the school nutrition experience meets a customer s needs and wants. A corporate attitude that says to the customer, We are here to serve you. Our goal is to provide you with healthy and appealing meals in a healthy and customer-friendly environment. An administrative review of the NSLP, conducted by state agencies. A review is conducted to improve the management of the program, evaluate accuracy of meal claims, and provide training and technical support to schools to improve local program accountability. 64

69 Strategies Systems Approach Plans and activities designed to meet the goals of a customer-focused school nutrition program. An approach to managing the school nutrition program that keeps the organization s purpose in mind in the performance of all activities. 65

70 Writing a Mission Statement Activity Instructions: This activity is a step-by-step to compose a mission statement that you could use for your school nutrition program. Think about the questions in Step 1 and write your answers in the box provided. In Step 2, combine your answers from Step 1 to make one or two sentences. This is your draft mission statement. Step 3 helps you check your work. Read each of the four criteria and make a check by the ones that meet the criteria for your draft mission statement. The final step, Step 4, is your final mission statement. Step 1: The parts of the statement. Write your answers to the following questions in the space provided. Questions Answers 1. What is the purpose of your school nutrition program? 2. Who are your primary customers? 3. How do you meet the purpose and provide the service? 4. Why does the school nutrition program exist within the school setting? Step 2: Put it all together. Combine your answers into one or two statements and write the sentence(s) in the space below. Mission Statement Draft 66

71 Step 3: Check Your Work. Put a check mark by each of the criteria below to be sure your draft mission statement meets the criteria listed. If it does not meet at least two of the four criteria listed, keep working until you are satisfied. The statement is 25 words or less. It includes answers to the four questions. It is easy to remember and to say out loud. It is simply stated. Step 4: The finished statement. Write your final mission statement below. Final Mission Statement 67

72 Demographic Differences Activity Instructions: Read the customer service strategy on the right side of the table. Then, make a check under the category or categories on the left side that can be used to meet student differences. The categories may be checked more than once. Categories of Demographic Differences Physical Ethnic/Cultural Lifestyle Age Health Socio-economic Customer Service Strategies to Address these Differences Physical: Boys and girls, body size, age Ethnic/Cultural: Food customs/preferences, religious practices, regional differences, vegetarian Lifestyle: Physically active, sedentary, socially active, healthy approach Age: Years of age, emotional maturity Health: Weight and health concerns, body image, allergies, special needs Socio-economic: Low, middle, high income 1. Develop a marketing plan that relates eating healthy meals to learning, living, and laughing. 2. Decorate the dining area with themes appropriate to the age group served. 3. Develop an in-house brand that will appeal to market-savvy customers. 4. Offer 12 fl. oz. milk cartons as a choice at an extra charge. 5. Decorate the dining area with student artwork. 6. Serve apple or orange wedges rather than whole pieces of fruit. 7. Use a point-of-sale system that requires a prepaid card for all sales rather than accepting cash to prevent identification of free students. 8. Develop a marketing plan that focuses attention on the fact that all students need healthy meals. 9. Use comment cards to identify recipes and menu items preferred by students of different cultures or ethnic backgrounds. 10. Offer a lighter menu option for students concerned with their weight. 11. Display information on the serving line about the nutritive value of menu items offered. 12. Offer breakfast in the classroom after school starts to all students at no charge. 13. Involve all students in menu planning and taste testing. Ask students of all grade levels for their comments, suggestions, and opinions. 14. Offer theme meals that reflect ethnic and cultural backgrounds of school population. 15. Provide special training for point-of-service personnel to perform cashiering tasks with sensitivity toward the customer. 68

73 Demographic Differences Activity Answer Key Instructions: Read the customer service strategy on the right side of the table. Then, make a check under the category or categories on the left side that can be used to meet student differences. The categories may be checked more than once. Categories of Demographic Differences Physical Ethnic/Cultural Lifestyle Age Health Socio-economic Customer Service Strategies to Address these Differences Physical: Boys and girls, body size, age Ethnic/Cultural: Food customs/preferences, religious practices, regional differences, vegetarian Lifestyle: Physically active, sedentary, socially active, healthy approach Age: Years of age, emotional maturity Health: Weight and health concerns, body image, allergies, special needs Socio-economic: Low, middle, high income 1. Develop a marketing plan that relates eating healthy meals to learning, living, and laughing. 2. Decorate the dining area with themes appropriate to the age group served. 3. Develop an in-house brand that will appeal to market-savvy customers. 4. Offer 12 fl. oz. milk cartons as a choice at an extra charge. 5. Decorate the dining area with student artwork. 6. Serve apple or orange wedges rather than whole pieces of fruit. 7. Use a point-of-sale system that requires a prepaid card for all sales rather than accepting cash to prevent identification of free students. 8. Develop a marketing plan that focuses attention on the fact that all students need healthy meals. 9. Use comment cards to identify recipes and menu items preferred by students of different cultures or ethnic backgrounds. 10. Offer a lighter menu option for students concerned with their weight. 11. Display information on the serving line about the nutritive value of menu items offered. 12. Offer breakfast in the classroom after school starts to all students at no charge. 13. Involve all students in menu planning and taste testing. Ask students of all grade levels for their comments, suggestions, and opinions. 14. Offer theme meals that reflect ethnic and cultural backgrounds of school population. 15. Provide special training for point-of-service personnel to perform cashiering tasks with sensitivity toward the customer. 69

74 Handout 2 Customer Service Strategies Instructions: Read the characteristics and strategies displayed. Write an additional strategy that recognizes the special characteristic, need, or want of customers next to the bullet provided. Think of the strategy as answering the question, What could the school nutrition team do to meet the customer s need for? (Example: respect). Developmental Characteristics Common to all Customers Characteristic/Need/ Strategy to Meet this Need/ Expectation Expectation Acceptance Greet students with a smile and use their names when possible. Self-esteem Respond to customers request or comments in a positive way. Great tasting food Prepare and serve healthy and appealing meals that customers enjoy. Ask customers to taste-test new recipes and foods to ensure that menu items pass their test for great tasting food. Respect Use a positive approach to students who have not selected a reimbursable meal or do not have money in their prepaid accounts to pay for the meal. Opportunities to make choices Allow customers to choose their meal components from a variety of healthy-choice menu options. Concerns for others Give the same consideration to all customers; do not show favoritism. Wants their senses satisfied Serve food that looks good, tastes good, and smells good. Always offer a menu item with a pleasant aroma. 70

75 Characteristic/Need/ Strategy to Meet this Need/ Expectation Expectation Food Provide menu combinations and portions that meet customers needs and expectations. Steady physical growth Serve portion sizes appropriate to age and grade level. Creativity Decorate the dining area with age appropriate décor. Parent/teachers influence Invite parents to participate in school meals. Make menus available to parents and teachers. Group-oriented Organize a nutrition advisory council. Concern about physical health Display nutrition charts in the cafeteria such as Five-A-Day and Dietary Guidelines for Americans. Autonomy Provide choices and a variety in food items. Relationships Learn the names of students and address them by name. Chat with them as time allows. Practice the listening, observing, and asking strategy. 71

76 Achieve Customer Satisfaction Interactive Activity Instructions: Circle the best answer to the following statements. 1. The quality of food is not a factor in customer satisfaction. 2. It is not possible to consider the ages and stages of customers when planning for school meals. 3. A school district menu should be flexible enough to allow schools to meet the developmental needs of customers in the individual schools. 4. Orientation of new school nutrition team members should include customer service training. 5. Customer satisfaction is determined only by the quality of food served. 6. The school nutrition team should consider the developmental needs of customers and the differences related to culture, gender, and lifestyle. 7. A mission statement helps the school nutrition team stay focused on the school nutrition program purpose, customers, service to be provided, and why the program is in the school. 8. The level of customer satisfaction achieved in any school is a shared responsibility. 72

77 Achieve Customer Satisfaction Interactive Activity Answer Key Instructions: Circle the best answer to the following statements. 1. The quality of food is not a factor in customer satisfaction. c. True d. False 2. It is not possible to consider the ages and stages of customers when planning for school meals. e. True f. False 3. A school district menu should be flexible enough to allow schools to meet the developmental needs of customers in the individual schools. 4. Orientation of new school nutrition team members should include customer service training. c. True d. False 5. Customer satisfaction is determined only by the quality of food served. 6. The school nutrition team should consider the developmental needs of customers and the differences related to culture, gender, and lifestyle. 7. A mission statement helps the school nutrition team stay focused on the school nutrition program purpose, customers, service to be provided, and why the program is in the school. c. True d. False 8. The level of customer satisfaction achieved in any school is a shared responsibility. 73

78 Lesson 6 Pre- and Post-Quizzes 1. The quality of food is a factor in. a. menu planning b. physical activity c. customer satisfaction d. cafeteria décor 2. Orientation of new school nutrition team members should include customer service training. 3. The level of customer satisfaction achieved in any school is. a. menu driven b. staff courtesy c. a shared responsibility d. the principal s responsibility 4. Customer satisfaction a. is less important than the bottom line. b. is achieved for the entire school-year when customer expectations are met in September. c. is determined by the district school nutrition director/supervisor. d. is in the mind of each customer and is determined each day by the customer s total perception of the school nutrition experience. 5. Differences among customers a. should be considered in planning menus and determining styles to be offered. b. cannot be considered in the school nutrition program as federal requirements prescribe meal standards. c. are not important as factors in achieving customer satisfaction. d. have an impact on the level of reimbursement received by the school. 6. Achieving customer satisfaction and meeting program requirements are major outcomes desired in a school nutrition program. 7. Understanding the social, psychological, and emotional development of customers a. helps the school nutrition team plan strategies to meet customers unique needs. b. is not necessary to achieve customer satisfaction. c. is important; however, cannot be applied to school nutrition programs. d. is a regulation related to menu planning. 74

79 8. The spirit of service a. reflects a concern to provide first-class food and nutrition service to just the parents. b. is an attitude that helps to achieve customer satisfaction. c. helps to keep the principal focused on meeting customer needs and expectations. d. is not related to customer satisfaction. 75

80 Focus on the Customer Lesson 7 Plan a Customer-Focused Program 76

81 Handout 1 Key Words Key Words Building a Customer-Focused School Nutrition Program Customers Customer Satisfaction Customer Service Plan Spirit of Service Strategies Vision Definition Actions taken by the school nutrition team to envision, plan, assess, implement, and evaluate a school nutrition program that is focused on meeting the needs and expectations of customers. All students enrolled in schools of high school grade and under including those who participate in the school nutrition program and those who do not. All students are potential participants in the school nutrition program. Results from the total customer experience in the school nutrition environment. A combination of product, price, presentation, support, information, and delivery that has value to the customer. It involves the food and the way it is prepared and served. A written description of mission, vision, goals, strategies, and actions, including a schedule and resources to implement the actions to build a customer-focused school nutrition program. A school nutrition team attitude that conveys to customers the feeling that they are the reason for our being; it gives the message, We are here to serve you. Our goal is to provide you with healthy and appealing meals in a healthy and customer-friendly environment. Plans and activities related to meeting the goals of a customer-focused school nutrition program. A mental picture of a possible future. For example, a school nutrition program that is attractive; is desirable to students; is an exciting place to be with friends and enjoy great food; serves students physical, social, and emotional needs; and enhances their academic progress. 77

82 Describe Your Vision Activity Instructions: Think about what you have learned in this course about getting to know your customer, the importance of customer service, how to meet the needs and expectations of students, and the school nutrition program mission. Then briefly describe your vision of a customer-focused school nutrition program in the space provided below. My vision for a customer-focused school nutrition program is: 78

83 The Plan Framework Activity Instructions: In order to build a customer-focused program you must have a plan. In this activity you will develop the framework for your plan. Complete the statements below. 1. My school s mission statement is: 2. My vision for a customer-focused school nutrition program is: 3. Goals for a customer-focused program 4. Strategies to assess customer service needs and customer expectations 5. Persons who share responsibility for customer service are,, and. We will get them involved by,,, and. 6. Resources needed to implement the plan: 7. Strategies for the school nutrition team to use in providing a variety of quality foods and customer services: 8. How we will involve students in Menu Planning: Selecting menu items and recipes: Decorating the dining area: 9. Customer service training activities: 10. An outline for a marketing strategy: 79

84 11. How the cafeteria and classroom will be linked: 12. How progress toward implementing the plan will be evaluated: The following activity will begin my journey to a customer-focused program. Activity: I will begin this activity by,

85 Lesson 7 Pre- and Post-Quiz 1. The following group shares responsibility for customer service in the school nutrition program. a. The school nutrition director, manager, school nutrition assistants, principal, parents, and teachers b. The principal and teachers c. The teachers and the school nurse d. The vendors who sell products to the school 2. Characteristics of a customer-friendly environment include a. a clean and attractive dining area, well-organized serving counters, rapidly moving line, and a friendly and cheerful school nutrition team. b. serving counters containing foods comparable to those available from a fast food outlet. c. whistles and blinking lights when noise level gets too high. d. customers allowed to sit anywhere they choose in the dining area. 3. Customer satisfaction depends upon a. friendly and caring personnel. b. food that is similar to foods offered at the local fast food restaurant. c. the sale price. d. a balance between quality food, customer service, and a fair price. 4. A customer-focused program begins with a. a written plan developed by the school nutrition director. b. an understanding that all customers are alike. c. a vision of an ideal school nutrition program. d. guidelines established by the state department of education. 5. The mission statement a. should always be developed by the school nutrition director and other leaders in the school district office. b. keeps the school nutrition team focused on the program purpose, its customers, and why the program exists in the school. c. does not have an impact on the activities of the school nutrition team. d. is created as a promotional gimmick. 6. Planning for customer service a. is a shared responsibility of all members of the school nutrition team. b. is carried out in the school district office. c. should not involve members of the school nutrition team who have responsibility for food preparation. d. is not necessary for schools that participate in the National School Lunch Program, as they just have to follow federal requirements to be successful. 81

86 7. Differences among customers a. occurs only at the high school level. b. are not important as factors in achieving customer satisfaction. c. should be considered in planning menus and determining meal styles to be offered. d. cannot be considered in the school nutrition program as federal requirements prescribe meal standards. 8. The primary goal of the school nutrition program is to a. facilitate a shorter school day by keeping the students on the campus for lunch. b. provide healthful and appealing meals to all children in a customer-friendly environment and help them develop healthy food habits. c. serve foods that children want and will buy. d. generate profit to support the school budget. 9. School nutrition customers a. are only concerned about having food that meets their expectations. b. have little choice about where and what they eat during the school day. c. will eat just about anything as long as it is served with fries. d. want food that looks good, tastes good, and is served by friendly personnel; and want time to be with their friend. 10. A dissatisfier in the school nutrition program is a. a poorly organized serving line that moves slowly. b. unrelated to the appearance or taste of the food served. c. a term that does not apply to customer service. d. is not related to the quantity of food prepared nor the way it is served. 82

87 National Food Service Management Institute The University of Mississippi P. O. Drawer 188 University, MS National Food Service Management Institute The University of Mississippi CN_123_