Communication Strategies for Enhanced Customer Service at Travelodge

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Work-based Problems to develop Customer Care and Employee Turnover in
Travelodge Hotel
Communicate variety of
styles at varied levels
At different styles, varied communication skills needs to
be adopted by the higher authorities in Travelodge
hotel. Already, it is found that the hotel is finding issues
from the high labour turn-over in the last 3 years, and
so that an initial investigation by the manager needs to
be done by the employee survey. Travelodge also aims
in providing better level of customer service, so that the
communicating with board members can be made
through formal sessions and meetings. It will help to
manage professionalism and discussion can be done in
an effective manner (Ko, 2012). In the hotel, middle-
level managers may be informed through conferences
and seminars, as it establish effective process of
communication with them. The use of verbal
communication may also work in communicating with
middle-level managers. Besides, the use of a mailing
system can be made effective. For dealing with low-
level staffs, assistant manager has to focus on a big
conference or notice board where information may be
disseminated in an effective way (Schaap et al. 2012).
It is believed that the formal way of communication
could be productive in Travelodge hotel, as it instructs
managers of Travelodge to work on the key aspects of
development for increasing customer care. Thus, it is
also being intended that non-verbal communication
may be based on personal understanding of reading
mind or face, or concentrating on the voice tone.
Images
It is found that Travelodge hotels has its key operations globally
and in parts of UK while it has built good reputation among its key
customers. There are certain issues that may be treated as the
noteworthy issues in workplace of Travelodge hotel. The issue
identified is that communication is being distorted in the
workplace, as problems with excessive workloads, low motivation
area for employees, unproductive communication and the
unrealistic targets sets are posing negative effect (Helyer, 2015).
In that case, it is believed that communication may be a significant
area to develop the key operations in Travelodge hotel. This is
crucial in the sense that communication skills have become a
major work-based problem in the competitive environment at
present. These skills are misinterpreted heavily by individuals and
staffs.
In dealing with the issue for retaining staffs in Travelodge, the
assistant manager has to rely on effective process of recruiting
and selecting candidates, so that new skills can be developed in
the company. At the same time, the assistant manager of
Travelodge has to rely on conducting sessions where staffs could
be analysed in terms of communication skills. The balance is set if
a proper assessment of staff people, can be made as per the
issue (Nikolova et al. 2014). Thus, training sessions can also be
provided to those staffs, so that effective territory of developing
guest satisfaction can be found readily. Moreover, staffs of
Travelodge have to be familiar with effective communicating skills,
in order to find growth opportunities.
Solutions recommended in retaining present
staffs in the hotel to improve customer care
References
Helyer, R., 2015. Learning through reflection:
the critical role of reflection in work-based
learning (WBL). Journal of Work-Applied
Management, 7(1), pp.15-27.
Ko, W.H., 2012. The relationships among
professional competence, job satisfaction and
career development confidence for chefs in
Taiwan. International Journal of Hospitality
Management, 31(3), pp.1004-1011.
Nikolova, I., Van Ruysseveldt, J., De Witte, H.
and Syroit, J., 2014. Work-based learning:
Development and validation of a scale
measuring the learning potential of the
workplace (LPW). Journal of Vocational
Behavior, 84(1), pp.1-10.
Schaap, H., Baartman, L. and De Bruijn, E.,
2012. Students’ learning processes during
school-based learning and workplace learning
in vocational education: a review. Vocations and
learning, 5(2), pp.99-117.