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Testing a training process to increa...

Teachers College, Columbia University.

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Testing a training process to increase the emotional functioning of restaurant customer service providers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Testing a training process to increase the emotional functioning of restaurant customer service providers./
作者:	Avella, John L.
面頁冊數:	193 p.
附註:	Adviser: Victoria Marsick.
Contained By:	Dissertation Abstracts International70-01A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3345057
ISBN:	9780549998211

Testing a training process to increase the emotional functioning of restaurant customer service providers.
Avella, John L.

Testing a training process to increase the emotional functioning of restaurant customer service providers. - 193 p.

Adviser: Victoria Marsick.

Thesis (Ed.D.)--Teachers College, Columbia University, 2008.

The transfer of learning conditions was almost ideal because all managers and executives of the company had completed the training and were committed to the study's success.

ISBN: 9780549998211Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Testing a training process to increase the emotional functioning of restaurant customer service providers.
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245 1 0 $a Testing a training process to increase the emotional functioning of restaurant customer service providers.
300 $a 193 p.
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500 $a Source: Dissertation Abstracts International, Volume: 70-01, Section: A, page: 0065.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2008.
520 $a The transfer of learning conditions was almost ideal because all managers and executives of the company had completed the training and were committed to the study's success.
520 $a The purpose of this study was to examine and assess the effect of a training process, developed by the researcher and previously implemented in five companies, to increase emotional functioning in restaurant customer service providers in ways that were hypothesized to help them connect emotionally with the guest in positive ways. This in turn was expected to contribute to guest loyalty, a strong competitive advantage.
520 $a For this study, the participants were given the BarOn EQi 360 pre- and post-training as well as other behavioral measures such as: pre- and post-training critical incident surveys, pre- and post-training job observation checklists, workshop evaluation questionnaires, manager and participant interviews, and observer and researcher notes.
520 $a The training process involved EQi confidential feedback; pre-training, and participation in the following workshops: goal setting, empathy and empathic listening, stress tolerance, impulse control, assertiveness, conflict resolution, and connecting to the guest. Personal coaching by the researcher helped the participants develop meaningful goals for behavior change.
520 $a The results of the test revealed significant findings. As a group, the participants had statistically significant increases in 6 of the 15 BarOn EQi subscales. As for individual increases on the EQi, the largest increase was 15 and the smallest increase was 2, with an average of 8. These increases were supported by the data obtained from other data sources. Other findings of interest were: the EQi results were perceived as credible and created a discontinuity that drove high engagement in the training; and the facilitator played a major role in helping participants understand their needs, suggesting learning activities and goals to support their learning efforts, and praising their achievements. The largest increases came from participants who had strong manager support and coaching. Lastly, the transfer environment encouraged participants to practice the new skills without any obstacles.
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