Supporting Melissa in the Workplace: Task Analysis for Taking Customer Orders
Case Study Melissa
Melissa is a 20-year-old, high school graduate with a love for animals and poetry. She is diagnosed with Mental Illness. She has difficulty completing tasks correctly without reminders and maintaining focus in the face of outside distractions. Melissa needs verbal reminders but does not like to be critiqued. Melissa may elope or use profanity when she is critiqued. Melissa also has challenges with boundaries as it relates to professional work relationships. In the past, Melissa volunteered at local animal shelters with success and has very limited work history and skills. Attempts to find Melissa work has been challenging as Melissa may either not dress properly according to interviewing standards or may use maladaptive behaviors such using profanity during the interview. Melissa was recently hired to work as a cashier at a local fast-food restaurant. She is assigned to a Vocational Counselor who attended the onboarding process with Melissa. The Vocational Counselor has started to see that Melissa often takes more breaks then allowed. In the presence of customers, Melissa may yell such things as, “Hey good looking†or “He is hot†when referring to a customer she may be attracted to. As her Vocational Counselor, how would you support Melissa to observe proper work breaks and refrain from using unprofessional language in front of customer? Write a Task Analysis for taking an order from a customer.
Write a progress note for a typical day.
Title: Supporting Melissa in the Workplace: Task Analysis for Taking Customer Orders
Introduction:
In order to support Melissa, a 20-year-old with a mental illness, in observing proper work breaks and refraining from using unprofessional language in front of customers, a task analysis for taking customer orders is essential. This analysis will break down the steps involved in this specific task, providing a structured framework for Melissa to follow. By implementing this task analysis, Melissa can enhance her job performance while ensuring a positive and professional work environment.
Thesis Statement:
By utilizing a task analysis approach, Melissa's vocational counselor can help her understand and effectively perform the process of taking customer orders, enabling her to observe proper work breaks and maintain professional conduct.
Task Analysis for Taking an Order from a Customer:
Step 1: Greeting the Customer
Approach the customer with a friendly smile and positive attitude.
Say, "Hello, welcome to [restaurant name]. How may I assist you today?"
Step 2: Listening Attentively
Focus on the customer's order without any distractions.
Maintain eye contact and provide verbal cues to ensure understanding.
Avoid any form of interruption or distraction during this step.
Step 3: Repeating the Order
Paraphrase the customer's order to confirm understanding.
Say, "So, if I got it right, you would like [repeat the order]. Is that correct?"
Step 4: Offer Assistance
Provide any additional information or options relevant to the customer's order.
Ask if they would like any side dishes, drinks, or special requests.
Step 5: Inputting the Order
Use the restaurant's computer system or written order form to record the customer's order accurately.
Double-check the entered information for any mistakes or omissions.
Step 6: Confirming the Order
Repeat the entire order back to the customer to ensure accuracy.
Say, "Just to make sure, your order is [repeat the order]. Is that correct?"
Step 7: Payment Handling
Politely inform the customer of the total amount due.
Accept payment method (cash, card) and provide change or receipt when necessary.
Step 8: Expressing Gratitude
Thank the customer for their order and express appreciation for their visit.
Say, "Thank you for choosing [restaurant name]. Have a great day!"
Progress Note for a Typical Day:
Date: [Insert Date]
Time: [Insert Time Period]
Objective:
During today's shift, Melissa demonstrated progress in observing proper work breaks and refraining from using unprofessional language in front of customers. She successfully completed her tasks with improved attention to detail and professionalism.
Summary:
Melissa actively engaged in taking customer orders today while adhering to the provided task analysis. She consistently greeted customers with a friendly demeanor and provided attentive listening skills. Melissa effectively repeated and confirmed orders, ensuring accuracy. Furthermore, she handled payments professionally and expressed gratitude towards customers.
Challenges and Interventions:
While Melissa generally showed improvement, there were moments when she took longer breaks than allowed. To address this issue, her vocational counselor provided gentle reminders about adhering to break schedules. Additionally, when Melissa was tempted to use unprofessional language or make inappropriate comments about customers' appearances, her counselor intervened by redirecting her attention to the task at hand and reinforcing appropriate behavior.
Conclusion:
Through the implementation of a task analysis approach and ongoing support from her vocational counselor, Melissa has made noticeable progress in observing proper work breaks and maintaining professional conduct when interacting with customers. Continued reinforcement of these skills will contribute to Melissa's growth and success in her role as a cashier at the fast-food restaurant.