Saturday, May 30, 2009
Sunday, March 22, 2009
Manage Quality Customer Service 2
Sarmin Yeasmin
6. We can communicate with colleagues about customer service standards and expectations clearly in several ways. For example discuss with them, invite in a meeting etc.
7. Providing access to information on service standards and delivery to colleagues is to talk to them, call in staff meeting etc.
8. I would use to assist colleagues to deal with customer service issues and to take responsibility for service outcomes by using informal and formal both ways. It depend on how much knowledge on customer service they already have.
9. Monitoring customer service in the workplace to ensure standards are met in accordance with enterprise policies and procedures are following way.
* watch directly or by the surveillance camera.
* from customer feedback.
* from profit outcome.
* randomly inspection.
* close supervise etc.
10. For seeking feedback from customers on an ongoing basis and use this to improve performance where applicable, I would provide feedback form to customer randomly, orally ask to customer where should be improve and use complain box and form so that if they are not happy , they can complain anytime without asking anybody.
11. Customer service problem is a complex issue, It can be happened occasionally or regularly. That is why need to monitor regularly in proper way. To identify the customer service problems, we can watch staff, collect feedback from customers, randomly asking to customer service providers about their role etc.
After identifying the problem on customer service, we have to find out why the problem is occurred , is it for lacking of resource or lacking of staff training. Then we need to solve the problem to ensure continued service quality.
12. Pls make it urself.
6. We can communicate with colleagues about customer service standards and expectations clearly in several ways. For example discuss with them, invite in a meeting etc.
7. Providing access to information on service standards and delivery to colleagues is to talk to them, call in staff meeting etc.
8. I would use to assist colleagues to deal with customer service issues and to take responsibility for service outcomes by using informal and formal both ways. It depend on how much knowledge on customer service they already have.
9. Monitoring customer service in the workplace to ensure standards are met in accordance with enterprise policies and procedures are following way.
* watch directly or by the surveillance camera.
* from customer feedback.
* from profit outcome.
* randomly inspection.
* close supervise etc.
10. For seeking feedback from customers on an ongoing basis and use this to improve performance where applicable, I would provide feedback form to customer randomly, orally ask to customer where should be improve and use complain box and form so that if they are not happy , they can complain anytime without asking anybody.
11. Customer service problem is a complex issue, It can be happened occasionally or regularly. That is why need to monitor regularly in proper way. To identify the customer service problems, we can watch staff, collect feedback from customers, randomly asking to customer service providers about their role etc.
After identifying the problem on customer service, we have to find out why the problem is occurred , is it for lacking of resource or lacking of staff training. Then we need to solve the problem to ensure continued service quality.
12. Pls make it urself.
Saturday, March 21, 2009
Manage Quality Customer Service
Manage Quality Customer Service
1.We can obtain information on customer needs, expectations and satisfaction levels in various way using both informal and formal way. Such as-
* watch procedures and suggest better ways of doing things.
* watch customers and see how they react, nothing particular trends.
* ask customers for specific feed back in questionnaire or oral.
* request to give suggestions and check responses.
* use complaining form and box , everyday watch what their opinion or
complain.
*visit competitors and compare operations.
2. In the following way, we can provide opportunities for customers and colleague to give feedback on products and services. Like-
a. Open questions.
* complaining form or book.
* complain box.
* survey with orally and written.
* Internet survey with specific form.
b. Close questions. This type of feedback is limited to answer with yes or not.
* questionnaire .
* oral survey etc.
3. The process I would use to review changes in internal and external environments is to depend on customers need and expectations. It’s can be come up from customers feedback. In other way is that closely observe the continue changing and upgrading the world through the internet and visiting different places.
The above integrated findings I would use to my entity into planning for quality services.
4. For participating in the customer service planning process, I would give to change to my colleague in different way. For example-
* Invite in the restaurant or hotel and ask opinion.
* Request or invite to participate in staff meeting.
* ask orally to provide view on customer service.
* use questionnaire to collect review etc.
5. The following list for standards and plans ,I would develop to address key quality services issues.
* pleasant and comfortable environment.
* Clean , safe and hygien.
* food flavour and texture
* appearance
* proper temperature.
* availability etc.
Sunday, March 15, 2009
Food habit for autism baby
This study documents the presence and variety of eating patterns and problems seen in children with autism. Although the study is limited by lack of developmentally normal controls, review of the data reveals some interesting observations compared to typical development. With regard to early eating patterns, the rate of breast feeding appears somewhat high although rates vary considerably based on the population studied (Lawrence, 1985). The reported incidence of colic (24%) also seems somewhat inflated, given the fact that several pediatric texts quote a usual rate of 10% (Avery & First, 1994; Taubman, 1997). However,
other texts note rates of up to 30% (Bromberg, 1997; Rudolph, Hoffman & Rudolph, 1996).
The pattern of food introduction generally follows that typically recommended by pediatricians and nutritionists, although meats were presented somewhat earlier than expected. The information regarding feeding from birth to a year provides interesting insights in that infant
temperament and early feeding patterns seemed to be associated with current eating problems. Nondemanding infants appeared to have more problems with eating nonedibles and taking medication. Initial sucking difficulties were also associated with later problems with eating nonedibles.
It could be hypothesized that these problems might be related to insufficient oral stimulation as infants. Children who were not fed on demand as infants were less likely to have a good appetite for most foods. Interestingly,those who were breastfed at a year were less likely to insist on rituals. The association of prolongedbreastfeeding with decreased compulsivity in children is not readily explained.
With regard to health and nutritional concerns, the incidence of reported medical conditions does not appear excessive. While it is estimated that gastroesophageal reflux is problematic for perhaps 20% of children, it is
noted in various pediatric texts that reflux is almost invariably present in infants less than a year of age (Avery & First, 1994; Belknap & McEvoy, 1994; Rudolph et al., 1996). The incidence of asthma appears in
line with that estimated for the general population (5% to 15%) (Pearlman, Greos, & Vitanza, 1997).
Highly varying epidemiologic figures are available concerning food allergies (Behrman & Vaughn, 1987; Katz,
1997).It is interesting that while two thirds of parents reported picky eating habits, nearly half reported that their
child had a fairly well-balanced diet and an even higher percentage reported adequate nutritional intake. EBSCOhost Page 4 of 11
http://weblinks2.epnet.com/DeliveryPrintSave.asp?tb=1&_ua=bo+B_+shn+1+db+aphjnh+... 1/28/2005 . However, the prevalence of picky eating is confirmed by the number of parents who report that their child has a good appetite only when eating foods that are liked. It is not surprising that texture was believed to have the greatest influence on food selection, given issues of oral tactile sensitivity in many children with autism.
Appearance, taste, and smell were other deciding factors. It seems reasonable that children who were not picky eaters were viewed as having better nutrition and better appetites. They were also more likely to have easy-going temperaments. Nearly all parents described a regular mealtime, perhaps reflecting an effort to maintain structure and consistency in eating patterns. In considering the social aspects of eating, over a third of the respondents felt that situations and people
influenced the eating patterns of their children. The majority of families had some meals outside of the home, with the most frequently patronized settings being fast food and drive-through restaurants. This pattern would appear typical for most American families with children. However, problems arise for the families of
children with autism when the child lacks the skills or presents with behaviors that make inclusion in certain social settings awkward.
When eating/oral problems are studied, the difficulties for families of children with autism become more obvious. The problems reported most often were unwillingness to try new foods, mouthing objects, and rituals surrounding eating. Other strongly documented problem behaviors were licking objects, smelling and
throwing food, and eating nonedibles. One may hypothesize a variety of reasons for the problems described. For instance, food refusal may be based on issues related to sensory difficulties and insistence on sameness. The child may also lack the language to express refusal or negotiate verbally.
Problems with
transition may impact on aspects of mealtime; too much stimuli or a prolonged period of sitting may cause a child to reject food. These are problems that worry parents and cause social disruption. Feeding an infant and child is often viewed as a primary responsibility of parents. When a child responds with difficult
behaviors or refusals, the parent must decide on a course of action. Assisting parents with concerns about eating is important in helping the family avoid tension and difficult behaviors.
While child developmentexperts generally advocate that parents accept their young child's selected eating patterns without forcing the issue, this may not always be the route to take with children with autism. Systematic introduction of new
foods, facilitation of one-partner social interactions during meals, establishing a routine, and minimizing stimuli may be more appropriate approaches for children with autism. Most children with autism, given patience and intervention, are eventually able to establish socially appropriate behaviors around eating.
The current study is limited in its conclusions by lack of developmentally normal controls with whom to compare results. It is also possible that the families who returned the survey were those with specific concerns about eating habits in their children and constitute a skewed population. No attempt was made to delineate racial, ethnic, or socioeconomic differences, nor were issues of family structure and dynamics addressed. Further studies are needed to document the specific nature of eating differences in children with autism as compared to typical children.
However, this study serves to provide preliminary data regarding the
eating habits and problems of children with autism. It raises issues regarding the influence of infant temperament and early feeding patterns on later eating patterns of children with autism. Additional research would aid in the development of strategies to facilitate appropriate eating habits and promote social aspects of mealtimes in this population.
other texts note rates of up to 30% (Bromberg, 1997; Rudolph, Hoffman & Rudolph, 1996).
The pattern of food introduction generally follows that typically recommended by pediatricians and nutritionists, although meats were presented somewhat earlier than expected. The information regarding feeding from birth to a year provides interesting insights in that infant
temperament and early feeding patterns seemed to be associated with current eating problems. Nondemanding infants appeared to have more problems with eating nonedibles and taking medication. Initial sucking difficulties were also associated with later problems with eating nonedibles.
It could be hypothesized that these problems might be related to insufficient oral stimulation as infants. Children who were not fed on demand as infants were less likely to have a good appetite for most foods. Interestingly,those who were breastfed at a year were less likely to insist on rituals. The association of prolongedbreastfeeding with decreased compulsivity in children is not readily explained.
With regard to health and nutritional concerns, the incidence of reported medical conditions does not appear excessive. While it is estimated that gastroesophageal reflux is problematic for perhaps 20% of children, it is
noted in various pediatric texts that reflux is almost invariably present in infants less than a year of age (Avery & First, 1994; Belknap & McEvoy, 1994; Rudolph et al., 1996). The incidence of asthma appears in
line with that estimated for the general population (5% to 15%) (Pearlman, Greos, & Vitanza, 1997).
Highly varying epidemiologic figures are available concerning food allergies (Behrman & Vaughn, 1987; Katz,
1997).It is interesting that while two thirds of parents reported picky eating habits, nearly half reported that their
child had a fairly well-balanced diet and an even higher percentage reported adequate nutritional intake. EBSCOhost Page 4 of 11
http://weblinks2.epnet.com/DeliveryPrintSave.asp?tb=1&_ua=bo+B_+shn+1+db+aphjnh+... 1/28/2005 . However, the prevalence of picky eating is confirmed by the number of parents who report that their child has a good appetite only when eating foods that are liked. It is not surprising that texture was believed to have the greatest influence on food selection, given issues of oral tactile sensitivity in many children with autism.
Appearance, taste, and smell were other deciding factors. It seems reasonable that children who were not picky eaters were viewed as having better nutrition and better appetites. They were also more likely to have easy-going temperaments. Nearly all parents described a regular mealtime, perhaps reflecting an effort to maintain structure and consistency in eating patterns. In considering the social aspects of eating, over a third of the respondents felt that situations and people
influenced the eating patterns of their children. The majority of families had some meals outside of the home, with the most frequently patronized settings being fast food and drive-through restaurants. This pattern would appear typical for most American families with children. However, problems arise for the families of
children with autism when the child lacks the skills or presents with behaviors that make inclusion in certain social settings awkward.
When eating/oral problems are studied, the difficulties for families of children with autism become more obvious. The problems reported most often were unwillingness to try new foods, mouthing objects, and rituals surrounding eating. Other strongly documented problem behaviors were licking objects, smelling and
throwing food, and eating nonedibles. One may hypothesize a variety of reasons for the problems described. For instance, food refusal may be based on issues related to sensory difficulties and insistence on sameness. The child may also lack the language to express refusal or negotiate verbally.
Problems with
transition may impact on aspects of mealtime; too much stimuli or a prolonged period of sitting may cause a child to reject food. These are problems that worry parents and cause social disruption. Feeding an infant and child is often viewed as a primary responsibility of parents. When a child responds with difficult
behaviors or refusals, the parent must decide on a course of action. Assisting parents with concerns about eating is important in helping the family avoid tension and difficult behaviors.
While child developmentexperts generally advocate that parents accept their young child's selected eating patterns without forcing the issue, this may not always be the route to take with children with autism. Systematic introduction of new
foods, facilitation of one-partner social interactions during meals, establishing a routine, and minimizing stimuli may be more appropriate approaches for children with autism. Most children with autism, given patience and intervention, are eventually able to establish socially appropriate behaviors around eating.
The current study is limited in its conclusions by lack of developmentally normal controls with whom to compare results. It is also possible that the families who returned the survey were those with specific concerns about eating habits in their children and constitute a skewed population. No attempt was made to delineate racial, ethnic, or socioeconomic differences, nor were issues of family structure and dynamics addressed. Further studies are needed to document the specific nature of eating differences in children with autism as compared to typical children.
However, this study serves to provide preliminary data regarding the
eating habits and problems of children with autism. It raises issues regarding the influence of infant temperament and early feeding patterns on later eating patterns of children with autism. Additional research would aid in the development of strategies to facilitate appropriate eating habits and promote social aspects of mealtimes in this population.
How to recognize autism
Sometimes a child does not do this. There is an absence of eye contact. Perhaps he focuses on a whirling ceiling fan or a light fixture and appears to be obsessed by the object. A voice or loud clap does not attract the baby's attention and he doesn't respond. Many times, this is the first clue a parent has that something may be wrong.
Studies show that about 17% of children in the United States have a developmental disability such as autism, but fewer than half are diagnosed before starting school. Early diagnosis and treatment is extremely important.
Early Warning Signs Include the Failure to:
•Focus on sights and sounds by 2 months of age.
•Initiate joyful behavior with parents by 4 months of age.
•Exchange smiles and sounds with parents by 8 to 9 months of age.
•Take a parent's hand to find a toy and point to objects by 12 to 16 months of age.
Other Warning Signs:
Does the baby respond to his or her name? Typical babies respond to their own name by a few months of age and turn toward the person who called them.
Does the baby engage in ‘joint attention’? By the end of the first year of age, most babies join with their parent in looking at the same object or event. Typical babies begin to shift their gaze from toys to people, look to where someone is pointing, point to objects himself and show toys to others.
Does the baby imitate others? Typical babies are mimics (sticking out their tongue, imitating facial movements). At 8-10 months, mothers and babies say the same sounds, one after the other, or clap (pat-a-cake) and make other movements.
Does the baby respond emotionally to others? Typical babies are socially responsive to others. When they see another child crying, they may cry themselves or look concerned. They smile when others smile.
Does the baby engage in pretend play? Around the end of the first year, a baby’s play begins to take on a pretend quality. Their actions involve pretending to feed themselves, their mother or a doll, brush the doll’s hair or wipe the doll’s nose.
The American Academy of Pediatrics recommends that pediatricians routinely evaluate children for developmental problems such as autism, starting in infancy, and begin testing at 9 months of age.
Some critics think this will lead to needless diagnoses in children with normal variations in behavior, but early diagnosis does not mean slapping a label on babies and giving them medications. Awareness to early warning signs increases the chances that children can develop normally.
The earlier the diagnosis, the better the prognosis. With autism, this is especially important.
Source : Collecting from net
Studies show that about 17% of children in the United States have a developmental disability such as autism, but fewer than half are diagnosed before starting school. Early diagnosis and treatment is extremely important.
Early Warning Signs Include the Failure to:
•Focus on sights and sounds by 2 months of age.
•Initiate joyful behavior with parents by 4 months of age.
•Exchange smiles and sounds with parents by 8 to 9 months of age.
•Take a parent's hand to find a toy and point to objects by 12 to 16 months of age.
Other Warning Signs:
Does the baby respond to his or her name? Typical babies respond to their own name by a few months of age and turn toward the person who called them.
Does the baby engage in ‘joint attention’? By the end of the first year of age, most babies join with their parent in looking at the same object or event. Typical babies begin to shift their gaze from toys to people, look to where someone is pointing, point to objects himself and show toys to others.
Does the baby imitate others? Typical babies are mimics (sticking out their tongue, imitating facial movements). At 8-10 months, mothers and babies say the same sounds, one after the other, or clap (pat-a-cake) and make other movements.
Does the baby respond emotionally to others? Typical babies are socially responsive to others. When they see another child crying, they may cry themselves or look concerned. They smile when others smile.
Does the baby engage in pretend play? Around the end of the first year, a baby’s play begins to take on a pretend quality. Their actions involve pretending to feed themselves, their mother or a doll, brush the doll’s hair or wipe the doll’s nose.
The American Academy of Pediatrics recommends that pediatricians routinely evaluate children for developmental problems such as autism, starting in infancy, and begin testing at 9 months of age.
Some critics think this will lead to needless diagnoses in children with normal variations in behavior, but early diagnosis does not mean slapping a label on babies and giving them medications. Awareness to early warning signs increases the chances that children can develop normally.
The earlier the diagnosis, the better the prognosis. With autism, this is especially important.
Source : Collecting from net
Autism Baby
By Diane Griffith, HealthAtoZ writer
From the moment she's born, you worry. You count her fingers and toes and listen at night to make sure she's breathing. You may even worry that she isn't developing like other babies.
If you feel in your gut that your child's development is delayed, trust your instincts. Many pediatricians won't diagnose autism (also known as autism spectrum disorder or ASD) too early, since children tend to develop at different rates. Remember, though, that no one knows your baby like you do. If you're concerned, tell your doctor and request an evaluation.
Autism spectrum disorder
No two children with ASD behave the same, but some common problems are:
Social skills. Some autistic children don't want to cuddle or be held. They don't interact with others, make eye contact or notice when people are talking to them.
Learning skills. Some children with ASD learn harder skills before easier ones. They may be able to read long words, but not understand what sound a letter makes. They may learn a new skill, but then forget it.
Communication skills. Approximately 40 percent of children with ASD don't speak. Others repeat what they hear, but can't answer questions. When speaking, they may stand too close, speak too loudly or talk about the same subject constantly. They may be able to speak, but not to listen.
Repetition. Some children with ASD need to repeat certain actions. They like routine and resist change. If a child is used to brushing his teeth before putting on his pajamas, he may become upset if asked to put on his pajamas first and then brush his teeth.
Recognizing autism in your child
Ask yourself these questions about your baby:
Does she know her name? By a few months of age, does she look at you when you call her name? Children with ASD respond only about 20 percent of the time. Some parents mistake this for a hearing loss.
Does he point things out? Does your one-year-old follow your gaze, look where you point or show you his toys? When something catches his eye, does he point it out to you? Children with ASD generally don't.
Is she a mimic? Does your 8- to 10-month-old repeat sounds and hand movements, like pat-a-cake and "so big?" Babies with ASD don't imitate others.
Does he pretend? Does your one-year-old like to pretend? Does he make believe he's feeding you or pretend his bowl is a hat? A child with ASD would rather play with his hands or a piece of string than pretend, or turn a car upside down and spin the wheels rather than pretend to drive it.
Does she understand emotions? Does your child smile back when smiled at? Does she laugh and smile when playing? If you cry, will she cry, too, or try to comfort you by patting you on the arm or back? Children with ASD usually don't respond to the emotions of others.
Other signs of ASD
No big smiles by age 6 months
No babbling by age one
No words by 16 months
No two-word phrases (unless repeating a phrase) by age two
Loss of speech, babbling or social skills at any age
If you suspect ASD, ask your pediatrician for a developmental screening. There's no known cure for ASD, but early intervention can help children to talk, interact, play, learn and care for themselves. The earlier the diagnosis, the sooner treatment can begin, and the more progress your child can make.
From the moment she's born, you worry. You count her fingers and toes and listen at night to make sure she's breathing. You may even worry that she isn't developing like other babies.
If you feel in your gut that your child's development is delayed, trust your instincts. Many pediatricians won't diagnose autism (also known as autism spectrum disorder or ASD) too early, since children tend to develop at different rates. Remember, though, that no one knows your baby like you do. If you're concerned, tell your doctor and request an evaluation.
Autism spectrum disorder
No two children with ASD behave the same, but some common problems are:
Social skills. Some autistic children don't want to cuddle or be held. They don't interact with others, make eye contact or notice when people are talking to them.
Learning skills. Some children with ASD learn harder skills before easier ones. They may be able to read long words, but not understand what sound a letter makes. They may learn a new skill, but then forget it.
Communication skills. Approximately 40 percent of children with ASD don't speak. Others repeat what they hear, but can't answer questions. When speaking, they may stand too close, speak too loudly or talk about the same subject constantly. They may be able to speak, but not to listen.
Repetition. Some children with ASD need to repeat certain actions. They like routine and resist change. If a child is used to brushing his teeth before putting on his pajamas, he may become upset if asked to put on his pajamas first and then brush his teeth.
Recognizing autism in your child
Ask yourself these questions about your baby:
Does she know her name? By a few months of age, does she look at you when you call her name? Children with ASD respond only about 20 percent of the time. Some parents mistake this for a hearing loss.
Does he point things out? Does your one-year-old follow your gaze, look where you point or show you his toys? When something catches his eye, does he point it out to you? Children with ASD generally don't.
Is she a mimic? Does your 8- to 10-month-old repeat sounds and hand movements, like pat-a-cake and "so big?" Babies with ASD don't imitate others.
Does he pretend? Does your one-year-old like to pretend? Does he make believe he's feeding you or pretend his bowl is a hat? A child with ASD would rather play with his hands or a piece of string than pretend, or turn a car upside down and spin the wheels rather than pretend to drive it.
Does she understand emotions? Does your child smile back when smiled at? Does she laugh and smile when playing? If you cry, will she cry, too, or try to comfort you by patting you on the arm or back? Children with ASD usually don't respond to the emotions of others.
Other signs of ASD
No big smiles by age 6 months
No babbling by age one
No words by 16 months
No two-word phrases (unless repeating a phrase) by age two
Loss of speech, babbling or social skills at any age
If you suspect ASD, ask your pediatrician for a developmental screening. There's no known cure for ASD, but early intervention can help children to talk, interact, play, learn and care for themselves. The earlier the diagnosis, the sooner treatment can begin, and the more progress your child can make.
Saturday, March 7, 2009
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