46 Reprinted from Young Children • July 2011 Behaviors That Still Challenge Children and Adults Developing Young Children’s Self-Regulation through Everyday Experiences ® 1, 2, 3 As university faculty, I often collaborate with teachers when young children experi- ence learning or behavior chal- lenges. Every child is different. Some have difficulty express- ing their ideas verbally. Some struggle to get along with peers or follow classroom routines. In each case, however, one thing is the same: improved learning and behavior requires strong self-regulation skills. According to Ellen Galinsky, president and co-founder of the Families and Work Institute and author of Mind in the Making, regulating one’s thinking, emo- tions, and behavior is critical for success in school, work, and life (2010). A child who stops playing and begins cleaning up when asked or spon- taneously shares a toy with a classmate, has regulated thoughts, emotions, and behavior (Bronson 2000). From infancy, humans automatically look in the direction of a new or loud sound. Many other regulatory functions become automatic, but only after a period of intentional use. On the other hand, intentional practice is required to learn how to regulate and coordinate the balance and motor movements needed to ride a bike. Typically, once one learns, the skill becomes automatic. The process of moving from intentional to automatic regula- tion is called internalization. Some regulated functions, such as greeting others appropriately or following a sequence to solve a math problem, always require intentional effort. It is not surprising then that research has found that young children who engage in intentional self-regulation learn more and go further in their educa- tion (Blair & Diamond 2008). Children develop foundational skills for self-regulation in the first five years of life (Blair 2002; Galinsky 2010), which means early childhood teachers play an important role in helping young children regulate thinking and behavior. Fortunately, teaching self-regulation does not require a separate curriculum. The most powerful way teachers can help children learn self-regulation is by mod- eling and scaffolding it during ordinary activities. In this article I define self-regulation and discuss how it develops. I then describe an interaction I observed in a kindergarten classroom and explain how the teacher used an everyday experience to strengthen children’s self-regulation. What is self-regulation? Self-regulation refers to several complicated processes that allow children to appropriately respond to their environment (Bronson 2000). In many ways, human self-regulation is like a thermostat. A thermostat senses and measures tem- perature, and compares its reading to a preset threshold (Derryberry & Reed 1996). When the reading passes the threshold, the thermostat turns either a heating or cooling system on or off. Similarly, c.

1. 46 Reprinted from Young Children • July 2011
Behaviors That Still Challenge Children and Adults
Developing Young Children’s
Self-Regulation through
Everyday Experiences
®
1, 2, 3
As university faculty, I
often collaborate with teachers
when young children experi-
ence learning or behavior chal-
lenges. Every child is different.
Some have difficulty express-
ing their ideas verbally. Some
struggle to get along with peers
or follow classroom routines. In
each case, however, one thing
is the same: improved learning
and behavior requires strong
self-regulation skills.
According to Ellen Galinsky,
president and co-founder of the
Families and Work Institute and
author of Mind in the Making,
regulating one’s thinking, emo-
tions, and behavior is critical
for success in school, work, and life (2010). A child who

2. stops playing and begins cleaning up when asked or spon-
taneously shares a toy with a classmate, has regulated
thoughts, emotions, and behavior (Bronson 2000).
From infancy, humans automatically look in the direction
of a new or loud sound. Many other regulatory functions
become automatic, but only after a period of intentional
use. On the other hand, intentional practice is required
to learn how to regulate and coordinate the balance and
motor movements needed to ride a bike. Typically, once
one learns, the skill becomes automatic.
The process of moving from
intentional to automatic regula-
tion is called internalization. Some
regulated functions, such as
greeting others appropriately
or following a sequence
to solve a math problem,
always require intentional
effort. It is not surprising
then that research has found
that young children who engage
in intentional self-regulation learn
more and go further in their educa-
tion (Blair & Diamond 2008).
Children develop foundational
skills for self-regulation in the
first five years of life (Blair 2002;
Galinsky 2010), which means
early childhood teachers play an
important role in helping young children regulate thinking
and behavior. Fortunately, teaching self-regulation does

3. not require a separate curriculum. The most powerful way
teachers can help children learn self-regulation is by mod-
eling and scaffolding it during ordinary activities. In this
article I define self-regulation and discuss how it develops.
I then describe an interaction I observed in a kindergarten
classroom and explain how the teacher used an everyday
experience to strengthen children’s self-regulation.
What is self-regulation?
Self-regulation refers to several complicated processes that
allow children to appropriately respond to their environment
(Bronson 2000). In many ways, human self-regulation is
like a thermostat. A thermostat senses and measures tem-
perature, and compares its reading to a preset threshold
(Derryberry & Reed 1996). When the reading passes the
threshold, the thermostat turns either a heating or cooling
system on or off. Similarly, children must learn to evaluate
what they see, hear, touch, taste, and smell, and compare
Ida Rose Florez
Ida Rose Florez, PhD, is an assistant professor of early child-
hood education at Arizona State University. She studies young
children’s readiness for formal learning environments and the
role that self-regulation plays in young children’s early educa-
tional experiences.
A study guide for this article is available online at www.naeyc.
org/yc.
47Young Children • July 2011
©
E

4. ll
en
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. S
en
is
i
it to what they already know. Children must also learn to
then use self-regulation to communicate with any number
of systems (such as motor or language systems) to choose
and carry out a response.
Self-regulation is clearly not an isolated skill. Children
must translate what they experience into information they
can use to regulate thoughts, emotions, and behaviors
(Blair & Diamond 2008). Infants translate the feel of sooth-
ing touch and the sound of soft voices into cues that help
them develop self-calming skills. Toddlers and preschoolers
begin to translate cues from adults, such as “Your turn is
next,” into regulation that helps them inhibit urges to grab
food or toys. They begin to learn how long they must usu-
ally wait to be served food or to have a turn playing with a
desired toy, which helps them regulate emotional tension.
Because self-regulation involves different domains, regu-
lation of one domain affects other areas of development.
Emotional and cognitive self-regulation are not separate,
distinct skills. Rather, thinking affects emotions and emo-
tions affect cognitive development (Blair & Diamond 2008).
Children who cannot effectively regulate anxiety or discour-
agement tend to move away from, rather than engage in,
challenging learning activities. Conversely, when children
regulate uncomfortable emotions, they can relax and focus

5. on learning cognitive skills. Similarly, children experience
better emotional regulation when they replace thoughts
like “I’m not good at this” with thoughts like “This is dif-
ficult, but I can do it if I keep trying.” Regulating anxiety
and thinking helps children persist in challenging activities,
which increases their opportunities to practice the skills
required for an activity.
Self-regulation is also like using a thermostat because
both are active, intentional processes. Setting a thermostat
requires an intentional decision and the device actively
monitors environmental temperature. Similarly, self-regula-
tion requires intentional decisions (“I will not hit Andrew!”)
and active processes (sitting on one’s hands so they are
unavailable for hitting). Although children’s behavior is
regulated by many processes that function outside their
awareness, researchers have found children’s intentional
self-regulation predicts school success (Zimmerman
1994). When provided with appropriate opportunities,
young children can and do learn intentional self-regula-
tion. Researchers Elena Bodrova and Deborah Leong, for
example, taught preschoolers to plan their play activities
and found planning helped children develop stronger self-
regulation skills (Bodrova & Leong 2007). Planning is an
important part of self-regulation. Teachers might suggest
that children sit on their hands to remind themselves to not
hit or touch another child. To use this practice, children
must think about potential future actions and then imagine
and enact alternative behaviors.
Finally, just as a thermostat monitors conditions to main-
tain optimal temperature, self-regulation monitors condi-
tions to maintain optimal arousal for a given task (Blair &
Diamond 2008). Everyone experiences peaks and lows in
levels of attention, emotion, and motivation. As children
develop, they learn that some activities require them to
pay attention more (that is, the activities require increased

6. attentional arousal). For example, children need more
attentional arousal to watch a play than to chase a friend.
The same is true for motivational arousal. Children need to
“wake up” motivation more to stick with a challenging task
Self-regulation is clearly not an iso-
lated skill. Children must translate
what they experience into infor-
mation they can use to regulate
thoughts, emotions, and behaviors.© Jul
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48 Young Children • July 2011
than to open a gift. Learning to persist in complex learning
tasks that stretch children’s skills is one of the most impor-
tant outcomes of healthy self-regulation. To regulate vari-
ous arousal levels, children must recognize when arousal is
not optimal and take steps to modify it. Children often do
this by squirming or looking away (such as out a window or
at other children’s activity)
to arouse fading attention,
or by withdrawing from oth-

7. ers to reduce high physical
or emotional arousal.
How does self-
regulation develop?
As children develop, their
regulatory skills become
more sophisticated (Kopp
1982; Blair & Diamond
2008). Infants begin to
regulate arousal and
sensory-motor responses
even before birth. An infant
may suck her thumb after
hearing a loud sound, indicating that she is regulating her
responses to the environment. Toddlers start to inhibit
responses and comply with adult caregivers. By age 4, chil-
dren begin to exhibit more complex forms of self-regulation,
such as anticipating appropriate responses and modifying
their responses when circumstances are subtly different.
For example, clapping is appropriate after someone speaks
during sharing time at school, but not while a teacher is
giving directions.
Self-regulation skills develop gradually, so it is important
that adults hold developmentally appropriate expectations
for children’s behavior. Vygotsky called the range of devel-
opmentally appropriate expectations the zone of proximal
development (ZPD) (John-Steiner & Mahn 1996). The ZPD is
the “growing edge of competence” (Bronson 2000, 20) and
represents those skills a child is ready to learn. Expecting
children to demonstrate skills outside the ZPD is ineffective
and often detrimental. Punishing young children when they
fail to sustain attention longer than a few minutes or fail to
calm themselves quickly when frustrated does nothing to
help them learn self-regulation. Likewise, failing to provide

8. challenging opportunities for children to advance their
skills can hinder their growth.
As they develop, most children begin to use self-regula-
tion skills without prompting or assistance. They develop
strategies to manage incoming information, choose appro-
priate responses, and maintain levels of arousal that allow
them to actively participate in learning. When children
routinely self-regulate without adult assistance, they have
internalized self-regulation (Bronson 2000). Vygotsky
([1934]1986) described internalization as a process in
which children progress from co-regulating behavior with
an adult to doing so independently. Thus, to develop self-
regulation skills, children need many opportunities to expe-
rience and practice with adults and capable peers.
Supporting self-regulation in a
kindergarten classroom
In the following vignette, I describe an
interaction I observed between Melissa, a
kindergarten teacher, and two children, Lucy
and Tricia, as they explored the science cen-
ter. Melissa used this everyday interaction
to help the children practice and strengthen
self-regulation skills.
I sit quietly in a corner, observing Lucy, a
kindergartner with a moderate speech and
language delay. The children experiment with
clay and rocks, water and blocks, and dirt and
seeds. Their teacher, Melissa, moves among
them, using her presence, words, and actions
to direct the children’s attention and help
them stay motivated and engaged. Melissa makes her way

9. to the water table where 5-year-old Tricia constructs intri-
cate waterways with plastic blocks. Lucy leans on the table,
watching silently.
“What are you doing, Tricia?” Melissa says as she pulls up
a chair and sits next to the table.
Tricia focuses intently as she repositions a block then straight-
ens and looks at Melissa, “I’m making the water go fast!”
Putting her hand in the water, Melissa smiles, “Wow, it is
moving fast! May I play?”
“Sure!” Tricia nods.
Melissa turns to Lucy, “Want to play with us?” Lucy nods
and Melissa hands her a block, “Where do you want to put
it?” Lucy looks down and shrugs.
“Lucy, try putting it here.” Tricia points to the next hole in
the path.
Lucy hesitates but takes the block. She tries putting the
block in an empty space, but it doesn’t fit. Lucy rests the
block on the side of the water table and looks down. Gently
rubbing Lucy’s back, Melissa asks, “Do you need help?”
Lucy nods. Melissa leans in and whispers, “Tricia’s been
doing this a lot; why don’t you ask her how to do it? I bet she
could show you.”
Lucy looks up at Tricia, “Can you help me?”
“Sure!” Tricia takes Lucy’s hand and positions it over the
next space in the path. “Okay, push hard.” Lucy leans on the
block, pushing, but it does not go in. Tricia moves closer to
Lucy. “Push really, really hard. You can do it!” Lucy, lips tight
and determined, pushes the block hard into the hole. Water
swirls around it as a smile spreads across her face.
Self-regulation skills
develop gradually,
so it is important that
adults hold develop-
mentally appropriate
expectations for chil-

10. dren’s behavior.
Behaviors That Still Challenge Children and Adults
49
pulling up a chair. She then asked Tricia a question about
her activity, waited for an answer, and responded posi-
tively. For Tricia, Melissa modeled how to invite a reluctant
observer to play: she turned her attention to Lucy, offered
a play invitation, handed her an object, and asked her to
make a play decision. When Lucy shrugged, Tricia followed
Melissa’s lead and suggested a way Lucy could participate.
All these behaviors required self-regulation. To take
conversational turns, children must recognize when their
turn has ended, then listen and wait until it is their turn
again. They must then
choose an appropriate
response from unlim-
ited possibilities. To
ask a playmate about
her play, a child must
inhibit talking about
her own play and
listen to someone
else. Asking to play
requires an anxious
child to regulate emo-
tion, inhibit passive
behavior, increase
arousal, and engage
despite potential
discomfort.

11. Of all the self-
regulation Melissa
modeled, perhaps the
most important scaf-
fold was calling atten-
tion to the opportunity
for Lucy to join Tricia.
To actively engage in
learning opportunities,
children must attend
to and recognize that
a situation offers the
potential for interest-
ing interactions and
things to do. Adults
can help children
develop this regula-
tory skill in a variety of
ways, beginning with
very young children. When adults hold infants or toddlers
on their laps and point to objects or letters in a book while
using their voices to indicate excitement, they help chil-
dren focus their attention on images that are most impor-
tant for learning. By getting the ball rolling, Melissa not only
helped Lucy actively participate, but allowed Tricia to talk
about her science activity and demonstrate to others how
to replicate her experiment.
Young Children • July 2011
Melissa stands up and gives Lucy’s shoulder a gentle
squeeze. “Lucy, you did it! I knew you could! Tricia, thank
you!” Melissa moves toward another center. “You girls have
fun. I’ll be at the next station if you need me.”

12. As she walks away, Melissa hears Lucy say, “Thank you,
Tricia!”
“No problem,” Tricia replies. “Where should we put the
next block?”
Melissa turns around just in time to see Lucy grab a block,
shove it in place, and say, “There!”
Providing
scaffolding to
help children
develop self-
regulation
Helping children
develop self-regula-
tion skills is similar
to helping children
learn to read, count,
or ride a bike.
Effective teachers
use a variety of
strategies to bridge
the developmental
space between
what children
already know and
can do and more
complex skills and
knowledge. Three
teaching strategies
are critical for scaf-
folding children’s
development of self-
regulation: model-
ing, using hints and
cues, and gradually

13. withdrawing adult
support. Melissa
used all three in her
interactions with
Lucy and Tricia.
Modeling
By demonstrating appropriate behavior, teachers show
children how to accomplish a task and use the self-regulation
needed to complete it.
For Lucy, Melissa modeled important language and social
skills: she indicated her intention to join the activity by
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50 Reprinted from Young Children • July 2011
Using hints and cues
When teachers use simple directions, gestures, and
touch, they provide young children with valuable cues
about how and when to regulate their emotions, attention,
and behavior. Teachers can help children regulate attention
by pointing to or commenting on important or interest-
ing aspects of a picture, word, or pattern. They can gently
touch a child’s back to cue a child to relax (but keep in
mind that for some children, touch may increase tension).
Sometimes, children need hints and cues in addition
to modeling. Lucy did not consistently engage. She nod-
ded, indicating her desire to play, but looked down and
shrugged when handed a block. She started to play, but
gave up quickly when she encountered difficulty. Lucy
needed direct support. Melissa gently rubbed Lucy’s back,
cuing her to remain calm and directing her attention away
from feeling

16. frustrated
and toward
solving the
problem.
Learning to
recognize
when one
needs help
and to iden-
tify good
sources of
help are critical self-regulation skills. By leaning in and qui-
etly suggesting that Lucy ask Tricia, Melissa hinted about
where to get help and continued to cue Lucy to remain
calm. Melissa also modeled for Tricia how to give appropri-
ate hints and cues. Tricia then imitated Melissa’s behavior,
and coached Lucy to success.
Younger children may need more explicit hints and cues.
Cuing children to hold their hands or put them in their
pockets helps them regulate impulses to touch, grab, or
hit. Key phrases such as “look here,” “look at me,” or “look
where I am pointing” are explicit cues teachers can use
to help young children focus their attention. Beginning in
infancy, teachers can help children recognize and name
their emotions by calmly saying to frustrated or angry
babies and toddlers, “You sound angry” or “I wonder if
you’re frustrated,” and then cuing them to start self-calming
by using gentle touch and saying, “Let’s relax” or “I’m here
to help you.” As children begin to use language, adults can
provide cues about when and how to ask for help, when to
take a break, or when to try a different strategy.
Gradually withdrawing adult support

17. At the heart of scaffolding is teachers’ careful attention to
timing the withdrawal of their support. As children increas-
ingly direct their attention appropriately, persist in chal-
lenging tasks, and use
language to engage
others or seek help,
they increase their
ability to act indepen-
dently. As they do,
teachers turn over
more of the regulat-
ing responsibilities to
the children’s control,
while monitoring their
progress and interven-
ing when necessary to
provide appropriate
support.
Scaffolding chil-
dren’s learning
requires skillful
removal of adult
assistance. According
to Salonen, Vauras,
and Efklides (2005, 2) teachers must pay careful attention
to “the learner’s moment-by-moment changing indepen-
dent functioning.” After observing a successful exchange
between Tricia and Lucy, Melissa withdrew, but she stayed
close. She encouraged the children to ask for help should
they need it, let them know where to find her, and moni-
tored their interaction.
Withdrawing adult support from infants, toddlers, and
preschoolers requires continual monitoring by adults. The
younger the child, the more inconsistent self-regulation

18. skills will be. This inconsistency means adults need to be
even more careful about how quickly they withdraw sup-
port and pay careful attention to determine whether it is
appropriate to intervene again. When an infant takes her
first toddling walk across a room, she is not ready to walk
independently without adult supervision. Similarly, infants
and toddlers who have learned to routinely self-calm need
Behaviors That Still Challenge Children and Adults
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Reprinted from Young Children • July 2011
increased adult support when they are ill or in unfamiliar

20. surroundings. At every age, learning self-regulation happens
within children’s everyday experiences with trusted adults
who regulate their own thinking, attention, emotion, behav-
ior, and motivation.
Intentionality and teaching self-regulation in
everyday interactions
Teaching young children self-regulation first requires
strong teacher self-regulation. Children learn to regulate
thoughts, feelings, behavior, and
emotion by watching and responding
to adults’ self-regulation. Referring
to motivational regulation, Galinsky
notes, “Adults foster children’s motiva-
tion by being motivated themselves”
(2010, 11). Lucy and Tricia’s interac-
tion at the water table presented a
perfect occasion to strengthen their
self-regulation skills. Melissa recog-
nized the opportunity because she was
prepared to support self-regulation
through her teaching practices. She
intentionally reflected on the children’s
needs and planned in advance the
types of modeling, hints, and cues she
would use to scaffold their self-regulation. Melissa planned
to help Lucy regulate emotions, motivation, language, and
social skills so she could initiate interactions with her class-
mates. Melissa regulated her own attention, deliberately
looking for opportunities to scaffold Lucy’s skills. Melissa
knew Lucy’s skills were at the point where she needed only
a little nudge to engage. When the opportunity presented
itself, Melissa regulated her own interactions, being careful
to model behavior rather than direct Lucy.
During the interaction, Melissa monitored Lucy’s

21. responses, mentally comparing them to her knowledge
of Lucy’s skills. She considered the types of support she
had previously decided Lucy needed. Melissa recognized
when Lucy needed hints and cues. Knowing gentle touch
often helped Lucy regulate anxiety, Melissa rubbed Lucy’s
back to soothe her, kept her voice low when offering sug-
gestions, and refrained from solving the problem for her.
Melissa intentionally removed direct adult support and
regulated her attention so she was aware of the girls’ con-
tinued interaction even as she moved away to engage with
other children. Melissa’s self-regulated teaching practice
created an environment that allowed her to scaffold the
children’s self-regulation through an everyday classroom
experience.
Conclusion
Teachers of young children play a vital role in help-
ing children develop foundational self-regulation skills.
Fortunately, young children’s everyday experiences offer
abundant opportunities for developing self-regulation.
Teachers can take advantage of these opportunities by
• identifying each child’s self-regulation zone of proximal
development and planning the kinds of modeling, hints, and
cues the child needs to continue his or her development,
• watching for opportunities in everyday classroom experi-
ences to scaffold self-regulation,
• withdrawing direct support as
children begin to demonstrate
new skills, and
• monitoring children’s
activities to ensure they are

22. successful.
When teachers deliberately
teach self-regulation as part
of everyday experiences, they
help children become actively
engaged learners, laying the
foundation for years of future
success in school and life.
References
Blair, C. 2002. “School Readiness: Integrating Cognition and
Emotion in a
Neurobiological Conceptualization of Children’s Functioning at
School
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Blair, C., & A. Diamond. 2008. “Biological Processes in
Prevention and
Intervention: The Promotion of Self-Regulation as a Means of
Prevent-
ing School Failure.” Development and Psychopathology 20:
899–911.
Bodrova, E., & D.L. Leong. 2007. Tools of the Mind: The
Vygotskian
Approach to Early Childhood Education. Upper Saddle River,
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rill/Prentice Hall.
Bronson, M.B. 2000. Self-Regulation in Early Childhood:
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opment of Cognitive Representations.” Development and
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Galinsky, E. 2010. Mind in the Making: The Seven Essential
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Every Child Needs. NAEYC special ed. New York:
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Kopp, C.B. 1982. “Antecedents of Self-Regulation: A
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Copyright © 2011 by the National Association for the Education
of Young Children. See Permissions and Reprints online at
www.naeyc.org/yc/permissions.
51
Children learn to regu-
late thoughts, feelings,
behavior, and emo-
tion by watching and
responding to adults’
self-regulation.
Quality in Practice: Understanding the Voice of the Customer at
LaRosa’s Pizzerias
“All business is the same, it just looks different” is a favorite
quote of T. D. Hughes, CEO of LaRosa’s, Inc. LaRosa’s is a
privately held chain of neighborhood pizzerias with 54 locations
in Cincinnati, Ohio, northern Kentucky, and southeast Indiana,
that offers full-service dine-in, carryout, and home delivery.
LaRosa’s competes against such national chains as Pizza Hut,
Papa John’s, Uno’s, and other local restaurants, yet holds a 45
to 50 percent share in its market area. LaRosa’s has been a
leader among local businesses in adopting and promoting total
quality principles. Hughes’ quote provides a foundation for
learning from other organizations and adopting high-
performance practices that have proven successful, no matter
what business they come from. One of these is the Voice of the
Customer process.
In 1997, as part of a new strategic planning process, LaRosa’s
identified growth as a key strategic goal. Because the local
market was essentially saturated, however, the executive

25. management team worked on strategies for growing the
company for three years and produced no tangible results. One
of the reasons for the impasse was the lack of sound, factual
data. The executive management team had developed three
growth strategies, but could not agree on which one to follow
because of a lack of a fact-based foundation for the decision.
In 2000, a project team was formed to tackle this issue, and was
given complete latitude to make any recommendation for an
Italian/pizzeria concept based on customer needs and
expectations. The team consisted of the marketing director
(team leader), two executive vice presidents, the director of
operations, two franchise owners, an external strategic business
partner, and the CEO, who was the team sponsor. The key tool
that successfully led to an understanding of their customers and
to a new and innovative restaurant design was Voice of the
Customer (VOC). VOC is a structured methodology for
listening to customers that is promoted by the Center for
Quality of Management (CQM), an industrial consortium based
in Boston (http://www.cqm.org). The basis for VOC is asking
customers to express their needs and expectations through their
experiences. LaRosa’s completed 16 in-depth, one-on-one
interviews with current and potential customers both inside and
outside of their current market area to provide examples of
dining incidents these individuals had experienced, seeking “the
good, the bad, and the ugly.” Here are some responses from
customers of current competitors and potential competitors in
other markets.
1. “So there I was, like herded cattle, standing on the hard
concrete floor, cold wind blasting my ankles every time the
door opened, waiting and waiting for our name to be called.”
2. “And then I saw a dirty rag being slopped around a dirty
table!”
3. “The manager said, ‘That’s not a gnat, that’s black pepper,’
so I said I know the difference between black pepper and a gnat,
black pepper doesn’t have little wings on it!”
4. “When they’re that age, going to the bathroom is a full-

26. contact sport—they’re reaching and grabbing at everything, and
you’re trying to keep them from touching anything because the
bathroom is so dirty.”
What were the customers actually saying? One of the challenges
that LaRosa’s faced was to translate the “customer voices” into
actionable terms. In these examples, LaRosa’s understood the
customers as saying that restaurant design should consider the
diverse comfort needs of all guests, that it provide a facility that
customers implicitly trust, that customers feel cared for by
service staff, and that restroom cleanliness affirms guests’ trust
in restaurant cleanliness. In analyzing all the responses
gathered, LaRosa’s was able to prioritize the most important
customer requirements: (1) assurance that the kitchen is clean
(which is reflected by the cleanliness of the restrooms), (2)
prompt service, (3) food and drinks at their proper temperature,
(4) fresh food, (5) meeting the unique needs of adult guests as
well as families, (6) exceeding service expectations, (7) an easy
to read and understand menu, and (8) caring staff.
The experience of using VOC changed the company focus from
a “product-out” to a “market in” mentality. It gave them a
decision-making tool based on factual data and broke down
communication silos within the company, and eliminated the
age-old sales and marketing versus operations conflict. The
executive management team and directors were able to agree on
a growth strategy that had eluded them for three years. The
result was a new restaurant design concept that explicitly
addressed the voice of the customer. To meet the diverse needs
of customers, for example, LaRosa’s developed a larger waiting
area, a casual bar area with more of an adult atmosphere in
addition to the family dining areas, both table and booth
seating, and a private dining area for parties. LaRosa’s also
initiated an improved kids’ program highlighted by Luigi’s
Closet, a small area in which children can select a toy or
activity to keep them busy and crackers to eat while waiting for
dinner. The Chapter 5 Bonus Materials folder on the Premium
website includes a PowerPoint presentation of LaRosa’s

27. Restaurant Design.
The new restaurant jumped to second in sales behind LaRosa’s
flagship location. The dining room check average is 25 percent
higher than the market average, profitability as a percent of
gross sales is well above the chain average, and secret shopper
satisfaction results show that it is performing at the top of the
chain.
BUS445: TOTAL QUALITY MANAGEMENT
Assignment
1. Voice of the Customer. Due by Day 7. In the “Understanding
the Voice of the Customer at LaRosa’s Pizzerias” case study
found in your textbook, LaRosa’s Pizzerias implemented the
Voice of the Customer process to its restaurants design to
address customer needs and expectations and ultimately allowed
the restaurant chain to gain significant market share.
Answer the following:
• Develop a customer satisfaction survey of eight questions. The
questions must be relevant to the case study that the project
team would use to solicit appropriate responses on the
restaurant design concept from current and potential customers
both inside and outside the restaurant’s current market area.
Explain your rationale for each question selected.
• For each of these survey questions, identify a critical to
quality (CTQ) performance characteristic for each of the survey
questions and discuss why they are important to customer
satisfaction.
• Examine the customer profile (age, lifestyle, etc.) that the
restaurant is targeting based on the customer requirements that
LaRosa’s has identified and considered as the design concept
the restaurant has adopted.
The Assignment:
• Must be submitted in an MS Word document.

28. • Must be 900 – 1,400 words (excluding title page and
references page) in length, double-spaced and formatted
according to APA style as outlined in the Ashford Writing
Center. Contextual (Level One) headings must be used to
organize your paper and your thoughts. Must include a title
page with the following:
o Title of paper
o Student's name
o Course name and number
o Instructor's name
o Date submitted
• Must include an introductory paragraph with a succinct thesis
statement.
• Must address the topic of the paper with critical thought.
• Must end with a conclusion that reaffirms your thesis.
• Must use at least two scholarly resources, including a
minimum of one from the Ashford Online Library, in addition to
the textbook
• Must document all sources in APA style, as outlined in the
Ashford Writing Center. • Must include a separate reference
page, formatted according to APA style as outlined in the
Ashford Writing Center.