Informal learning and customer relationship skills in

Informal learning and customer relationship skills in casinos in Macao

21 September 2012

Carlos Siu Macao Polytechnic Institute


Introduction With Macao’s gaming liberalization in 2001, six gaming franchisees

have yielded 34 casinos in Macao (as of 2011) from under 17 in 2003 (DICJ, 2012).

Dealing jobs restricted to locals Average monthly earnings as of 4th quarter 2011 Manufacturing US$811 Wholesaling and retailing US$1,537 Hotels and restaurants US$1,277 Finance US$2,330 Gaming US$2,000 Robust demand for frontline employees (FEs) Limited formal training primarily focused on gaming-oriented skills Lack of requisite customer relationship skills in workplace


Literature Review Customer experience and service quality Service experience is the service encounter and/or service

process that creates the patrons’ cognitive, emotional and behavioural responses, which in turn result in a memory (Johnston and Clark, 2001)

Customers’ negative emotions have a stronger effect on satisfaction than do positive emotions (Wong, 2004)

Patrons with positive experiences at one service location tend to develop loyalty (Sierra, Heiser and McQuitty, 2009)

Managing customer emotions in the era of customer sovereignty

Customer is king


Although management stresses that FEs should take ownership of staff-client interactions (Frenkel, Korczynski, Shire and Tam, 1999), FEs technically own nothing but their labour power

FEs need to be both deferential and authoritative (Benson, 1986) but to convey the impression that the patron is in charge in their service delivery process

Ensure “point of balance” between patrons’ importance and efficient task completion has been achieved (Korczynski, 2001; Rieder, Matuschek and Anderson, 2000)

Different cultures may vary in their approach to social interactions, e.g., the US and Germany tend to be explicit and direct, whereas the same interactions in an Eastern environment like China involves a variety of implicit messages and subtleties of word choice can be especially important

FEs need to understand broad tendencies of the predominant cultures of their customer base


Formal learning and informal learning Formal learning occurs in the absence of action; learners are

removed from day-to-day work to engage in formal, intentionally planned educational activities such lectures and discussions

Informal learning occurs through work activities and includes self-directed learning, networking, coaching, mentoring and trial-and-error (Watkins and Marsick, 1992)

What do workers informally learn in their workplace?

Little that people can’t learn at work (Eraut, 2004)


Task performance involving fluency and skills; Understanding of colleagues and contexts; Personal development such as handling emotions and sustaining

relationships; Teamwork including collaborative work and problem-solving; Role performance including supervisory role and delegation; Academic knowledge and skills such as research-based practice; Decision-making and problem-solving;

Judgement including quality of performance and priorities


Learning strategies of informal learning include: Observation (Hara, 2001); Working in teams (MacNeil, 2001); Reflection (Doyle and Young, 1999; Hara, 2001); Action learning (Miller, 2003); Mentoring (Coyle and Ellinger, 2001); Seeking information from co-workers (Lohman, Wang and

Woolf, 1996); Application of past learning and experience (Coyle and Ellinger,

2001); Reading (Fenwick and Hutton, 2000); Field trips (Cseh, 1999)


Research question How did FEs’ informal learning influence their customer

relationship skills in dealing with patrons at gaming tables in Macao?

Methods In-depth interviews with employees from 6 casinos out of 33

casinos Male: 40.8% Female: 59.2% Positions held by study sample Dealer 34.7% Dealer-inspector 12.2% Supervisor 38.8% Pit manager 14.3%


Data Collection Semi-structured off-gaming floor in-depth interviews Interview arrangements took, on average, about three months to

have the FEs of one casino interviewed

Data Analysis Miles and Huberman (1994) framework


Findings:

1) Politeness and caring attitude

When I was new, I primarily focused on my gaming skills without paying much attention to customers’ feelings. Of course, I got blamed for a number of instances and I’ve learned that I need to always say sorry for my inadvertence, impoliteness or mistake. When I take a break, I need to wish them good luck before I leave. If they show signs of impatience at my pace, I have to apologize and say that I am a novice dealer and will try my best to do better, or I’m slow because I’m inexperienced and afraid to make mistakes. Try to wish gamblers good luck. Remember to smile and be friendly to them. (24)

When I was new, I mechanically answered ‘yes’ or ‘no’ when asked by customers. Later I learned from experienced staff that we could show them due respect and caring attitude. This not only creates good impression on customers, it also helps when troubles arise. Of course, I need to adjust a bit to suit different situations. (9)


In a casino world of customer sovereignty, polite attitude and pleasing words could be powerful tools since giving significant “face” to casino patrons not only can help patrons to observe the house rules, but can also create an amiable environment for problem-solving if arguments arise.

Most customers know about the house rules. They do not observe the rules because they want to show you that they have ‘faces’ in casinos. We should be polite and gentle in speech. Even if customers are wrong, we need to talk to them in a very gentle and polite way asking them to help us achieve something. According to my experience, very few customers won’t observe our rules if we repeatedly ask them to be cooperative as we have already given much ‘face’ to them. (36)


2) Detecting the emotional status of patrons

We can get some ideas about their personality from the short chats. We can try to obtain a response by asking them one or two questions. Some patrons ask to close the door and switch off the TV and you’ll know that the patrons do not like to be disturbed. If a customer asks you for tea, or tells you that there are not many customers around, you’ll know that he likes to chat a bit. (21)

It’s important to note their movements and eyes. However, you need to ensure that they do not know that you’re watching them, otherwise they’ll feel that they’re targets and will raise complaints against you. (14)

Considerable experience is needed to master the skills to interpret various elements of patrons’ body language and facial displays


3) Managing patrons’ emotions at gaming tables

Gamblers often request a specific card and may cry, “My 12 needs a 9!” If the card drawn is a 6 or 8, I can say, “Sorry, I was out of 9s, but that should get you close enough to win.” (12)

If the gambler loses, I would show a facial display pretending to get surprised at the gaming outcome. I think this practice works, and gamblers won’t easily get their temper out of control. (34)

In baccarat, when I turn over my card which is 8, I would try to stand on the patron’s side, calling out 9 in the hope of getting th e card he wants. If mine is 9, I try to call out 9 for him in the hope of getting a draw. What I can do is to say such nice words in the hope of appeasing th ecold atmosphere. (44)

FEs’ responses need to be purposeful and situationally appropriate.

They need to make sound judgement on particular contexts.


Two customers with an average bet of (US$500 to US$700) had played for three to four minutes. They asked the public relations staff for a comp room. The staff replied their points were not enough and asked them to play longer. The guests argued that they were regulars. I apologized and said that was the house rule. They retorted, “What kind of rules?” I advised them to play longer to win more as a comp room cost just US$125. I said, “Boss, play a bit longer and you can earn more points. With your big bets, it’ll take you just a few moments. Besides, there’s no reason to lose these benefits to the casino. I’ll ask the PR staff to help you join our membership. If you’re really short of some points, I’ll ask the manager to give you the room as you’re our regulars.” They felt okay and played for some time. After a few moments, I gave them free coupons for meals and they were surprised. They played for about two hours and I asked the PR to check their points which were more than required. In front of the guests, the PR said that the guests still needed some points, and I asked the PR to give them a favour. The PR gave them a comp room at last. (42)


FE’s creativity, judgement and situationally appropriate actions were crucial to managing patrons’ emotions in the desired direction.

If patrons lose, we’ll try to make them win by asking the dealer to stand a bit left or a bit right, or to turn over the cards with left hand or right hand. (30)

I was dealing to a table full of gamblers. The player at third base decided to stay on her 16 when I had a 7. Before moving on to my own hand, I asked the gambler, “Madam, no card, are you sure?” She repeated her request to stay and I proceeded to hit my own hand with a 4 and then a 10. As I collected the bets, I shook my head and rolled my eyes at third base, in an attempt to shift the responsibility to her. (12)

4) FE’s regulation of their own emotions My superior, who accompanies several patrons in, reminded me that they were

friends of the boss and told me to let them play their own way. It seemed to me that we sometimes had no rules and I just followed what he said. Sometimes I felt being like a machine, doing what they had “inputted” me to do. (27)


While keeping quiet and showing no emotion is one approach to emotion regulation, some other tactics include surface acting (e.g., concealing felt emotions), or deep acting (e.g., really feeling the way one is trying to express). Since customers can detect feigned sincerity with their increasing understanding of the gaming situation, deep acting appears necessary.

If customers have lost a number of rounds, I would advise them to think carefully before they bet because the pattern of the outcome does not seem to suit them. We need to talk to them in a sincere way because gamblers can tell whether you really mean what you say. So, it’s better for you to be sincere in words otherwise you’re going to add fuel to the fire. (44)

FEs need to adapt their own emotional state to what is required in a particular situation, and to really feel the way they are trying to express. On the other hand, if a FE shows symptoms of emotional distress when patrons direct obscenities at them, a common tactic is switching the dealer.


It happened that a dealer retorted to the guests and the supervisor was afraid of getting involved, so the manager came and consoled the dealer and moved the dealer to another table. With this change, it’s easier to resolve the situation. (48)

Although the acquisition of such customer relationship skills can take considerable effort, they have long-term advantages for FEs.

If FEs have the heart to offer good customer service, they will get an extra level of security and also are unlikely to be on the firing list. By doing so, they’ll have greater chance of getting praise and promotion in this competitive environment. (42)


FEs’ four strategies at gaming tables 1) to be polite and give respect to patrons; 2) to understand patrons’ emotional status from their

body language; 3) to manage patrons’ emotions; and 4) to self-regulate emotions to reflect the demands of a

service encounter


References Benson, S. (1986). Counter cultures. Chicago, IL: University of Illinois Press. Coyle, H.E., and Ellinger, A.D. (2001). Learning beliefs and strategies of

female entrepreneurs: The importance of relational context in informal and incidental learning. Proceedings of the Academy of Human Resource Development, Oklahoma.

Cseh, M. (1999). Contextual learning of owners-managers of small, successful Romanian companies. Academy of Human Resource Development Conference Proceedings.

Doyle, W., and Young, J. (1999). Entrepreneurs, experience, and management development: Considering a role for reflection. Paper presented at Canadian Council for Small Business and Entrepreneurship Conference, Banff, Canada.

Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247-273.

Fenwick, T., and Hutton, S. (2000). Women crafting new work: The learning of women entrepreneurs. Proceedings of the 41st Adult Education Research Conference. Vancouver, Canada.

Frenkel, S., Korczynski, M., Shire, K., and Tam, M. (1999). On the front line: Work organization in the service economy. Ithaca, NY : ILR/Cornell University Press.


Hara, N. (2001). Formal and informal learning: Incorporating communities of practice into professional development. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.

Johnston, R., and Clark, G. (2001). Service operations management. London: Prentice-Hall.

Korczynski, M. (2001). The contradictions of service work: The call centre as customer-oriented bureaucracy. In A. Sturdy, I. Grugulis, and H. Wilmott (Eds.), Customer service: Empowerment and entrapment. Basingstoke: Palgrave Macmillan.

Lohman, M.C., Wang, P., and Woolf, N.H. (1996). A case study of informal learning in the workplace. Proceedings of the Academy of Human Resource Development. Minneapolis, MN.

Macneil, C. (2001). The supervisor as a facilitator of informal learning in work teams. Journal of Workplace Learning, 13(6), 246-253.

Miles, M.B., and Huberman, A.M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.

Miller, P. (2003). Workplace learning by action learning: A practical example. Journal of Workplace Learning, 15(1), 14-23.


Rieder, K., Matuschek, I., and Anderson, P. (2000). The workers’ and customers’ contribution to successful interaction in call centre work. Paper presented at Call Centre Workshop at Gerhard-Mercator University, Duisberg.

Sierra, J.J., Heiser, R.S., and McQuitty, S. (2009). Exploring determinants and effects of shared responsibility in service exchanges. Journal of Marketing Theory and Practice, 17(2), 111-128.

Watkins, K.E., and Marsick, V.J. (1992). Towards a theory of informal and incidental learning in organizations. International Journal of Lifelong Education, 11(4), 287-300.

Wong, A. (2004). The role of emotions in service encounters. Managing Service Quality, 14(5), 365-376.


Thank You [email protected]

Tel: (853)88936230

mailto:[email protected]

Documents

Informal learning and customer relationship skills in