Course Outline and Assessment 2010-2011
SEMAL Dr Andrew Clegg
Managing Customer Service
BML207: Managing Customer Service
Managing Customer Service
Managing Customer Service Introduction
Within increasingly competitive tourism and business environments, customer service has become a core element of business and management strategy, as businesses, agencies, promoting institutions and destinations seek to maintain and improve quality standards and the competitiveness of products and services on offer. In addition, businesses have become increasingly customerfocused as increasing emphasis is placed on market segmentation, and meeting the needs of an increasingly quality conscious consumer market. The aim of this module is to introduce students to the principles and practices related to the development and management of customer service strategies from which they can consistently and creatively exceed the expectations of the customer.
Learning Outcomes
Knowledge and Understanding: On successful completion of this module students will be able to: •
Distinguish between the ways in which customer service and quality has been defined and conceptualised
•
Debate the factors influencing the emergence of quality as a management tool
•
Practically apply the tools and techniques that can be used to critically assess customer service and to facilitate service enhancement
•
Apply the key stages in developing a customer service strategy to a customer service strategy for a specific business environment
•
Communicate effectively in written and verbal form
•
Display appropriate IT skills
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Module Content
18/1/11: Week 1:
Introduction - Defining Quality
25/1/11: Week 2:
Developing Customer Service Strategies [1]
1/2/11:
Week 3:
Developing Customer Service Strategies [2]
8/2/11:
Week 4:
Fieldtrip: Action Stations, Portsmouth Harbour
15/2/11: Week 5:
Tools & Techniques for Service Improvement 1
22/2/11: Week 6:
Reading Week
1/3/11:
Week 7:
Tools & Techniques for Service Improvement 2
8/3/11:
Week 8:
Measuring and Monitoring Customer Service 1
15/3/11: Week 9:
Measuring and Monitoring Customer Service 2
22/3/11: Week 10: Customer Service - Managing Staff 29/3/11: Week 11: Fieldtrip/Guest Speaker TBC 5/4/11:
Week 12: Managing Online Customer Service
The sessions for BML207 will be taught in Mordington 2.22. The specific learning outcomes for each session are provided on a weekly basis, and can be accessed and downloaded via the BML207 Moodle homepage. A weekly lecture programme will introduce the key themes of the module during which particular emphasis will be placed on student-directed activities and in-class discussion. For example, students will have the opportunity to gain ‘hands-on’ experience with the different tools and techniques that can be used to improve service quality. Sessions focusing on quality circles, benchmarking, cause and effect diagrams (fish-bone diagrams) and flow charts will be inherently student-led. The discussion generated in these sessions will help students plan their fieldwork report/ exercise, which will involve applying one of the tools or techniques identified to a specific tourism business. Precise timings for any trips will be provided during the module. Students will also be asked to make a contribution to fieldwork activity, and these monies should be promptly paid to Emma Clayfield, Business and Management administrator.
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Module Resources
In addition to journals and textbooks available in the libraries, additional module resources are available online via the BML207 Moodle homepage. Reading lists, online publications, weblinks and statistics are available at www.tourisminsights.info. Resources are also available online via Business Source Premium and useful journals can also be found at Chichester Public Library and Chichester College Library. You will be introduced to the resources available to you during the programme. If you run into problems please do not hesitate to ask the library staff for assistance or you could ask the SEMAL Subject Librarian, Rosemary Noble, for help. A number of relevant text to get you started include: BELL, C. ZENUKE, R. AND ZIELINSKI, D. (2007), Managing Knock Your Socks Off Service, ACACOM, New York. CANNING, V. (1999), Being Successful in Customer Care, Blackhall Publishing, Dublin. DRUMMOND, S. AND YEOMAN, I. (2001), Quality Issues in Heritage Visitor Attractions, Butterworth Heinemann, London. FORNELL, C. (2009), The Satisfied Customer, Blackwell, London. GOODMAN, A. (2009), Strategic Customer Service, ACACOM, New York. KANDAMPULLY, J., MOK, C. AND SPARKS, B. (2001), Service Quality Management in Hospitality, Tourism and Leisure, Haworth Clinical Practice, London. MOTWANI, G. AND SOWER, E. (2006), Benchmarking in Services, Emerald Group Publishing, London. RYAN, C. (2002), The Tourist Experience, Second Edition, Continuum, New York. TISCH, J. AND WEBER, K. (2009), Chocolates on the Pillow Aren’t Enough – Reinventing the Customer Experience, Wiley, Chichester.
Self-Directed Activities
As part of the 150 hours for each module, you will also be asked to complete short tasks that will form part of the next lecture session. While not assessed, these tasks are intended to support your own learning, and to explore specific issues covered during the module. Specific tasks will be allocated on a weekly basis. It is essential that these tasks are completed, as they designed to encourage you to start reading and exploring the resources that you have to hand.
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Assessment
The assessment for this module will consist of a group fieldwork report, utilising tools or techniques discussed during the module (for example benchmarking, quality auditing or customer satisfaction
(*70% should equal 2,450 words however 1,450 words of the report is allocated to the fieldwork component which is core to the completion of the final report)
surveys) (1,500 words equivalent per person; 70%*) and a group quality diagnostic and enhancement bid proposal (approx. 10 minutes per student; 30%) based around a synoptic exercise relating to aspects of customer service and customer service strategies. The Fieldwork Report Your fieldwork report should provide a critical evaluation of the overall quality of the visitor experience for a specific tourist attraction or event. Your assessment of the quality of the visitor experience must be based around the tools and techniques covered in the module, and must also be based around the academic literature and some understanding of how quality is assessed. You must conduct a short customer satisfaction survey/benchmarking survey to a minimum of 50 visitors (a copy of which should be included in the final report), in addition to employing additional tools discussed on the module. Some evidence of the application of service gap methodology and subsequent analysis must be presented in your final report. You are free to employ a range of measures/techniques that you think are appropriate to your case study. Your focus on the external perspective, and the perceptions of the visitor, should be balanced by some reflection on internal environment. For example what are staff views towards quality?; how is quality managed within the business or destination? You should work in small groups, and you need to ensure that your chosen case study is signed off by your module tutor. I would advise that you use the Easter vacation to complete your customer satisfaction survey, to ensure suitable visitor numbers. I will expect all your fieldwork elements to be completed by Monday 25th April. In terms of the overall format and layout of the report, emphasis must be placed on providing a clear and logical structure. Your report should start by providing an overview of the attraction or event you have chosen, and the nature of the product/experience that is provided. This analysis for example, should provide the basis of an introductory SWOT analysis. Having provided some context for your chosen case study, you should outline the overall aims of the fieldwork you have undertaken and the methodology/methodologies employed.
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Managing Customer Service The results of your fieldwork will form the basis of the report and, accordingly, your results must be effectively presented using appropriate formats - for example Excel charts, tables and photos. Be creative in terms of how you present your results. You must integrate the results of your fieldwork into your discussion - they must not simply be included as standalone elements. Use subheadings to help provide structure. Your analysis should also draw on the available literature to provide some level of contextualisation for your own results. A review of the literature will also provide you with ideas on how to present your results. You must ultimately provide a critical commentary on the overall quality of the visitor experience and highlight areas of best practice (if applicable). The final part of your report must outline a series of recommendations for service improvement as the basis of a new customer service strategy for the visitor attraction or event that you have chosen. The specific assessment criteria for the fieldwork report are: •
Clear rationale for the adopted tool/technique and choice of study area
•
Appropriate use and application of tools and techniques used to improve service quality
•
Clear and logical structure, including introduction, main body and conclusion
•
Ability to convey results of fieldwork accurately and succinctly using appropriate formats
•
Reference to the academic literature and accurate referencing
The report must be submitted to Emma Clayfield, by 1pm on Tuesday 10th May. An electronic copy must also be submitted online via the BML207 Moodle homepage by 1pm.
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Quality Diagnostic and Enhancement Bid Proposal The group presentation will be based around a synoptic exercise involving the development of an action plan relating to the implementation of a customer service strategy for a given business. Additional details for this assessment and related support materials will be available on Moodle. The specific assessment criteria for the quality diagnostic and enhancement bid proposal are: •
Structure, content and delivery of the presentation
•
Appropriate application and relevance of customer service principles in relation to the assessment brief
•
Evidence of best practice case studies and accurate referencing to the academic literature
•
Ability to convey information accurately and succinctly
•
The use and quality of visual aids
The provision dates for the presentations are Tuesday 3rd and Wednesday 4th May. I can be found on the top of floor of the Mordington building (Room 2.19) on the Bognor Regis campus. If you have any problems please do not hesitate to come and see me. While I am usually around, consultancy work does take me off campus from time to time. Therefore while you are welcome to pop in informally, please email me to make an appointment (a.clegg@chi.ac.uk/tel: 01243 812017) to guarantee that I am in to see you. You are also strongly advised to check your emails regularly regarding module updates and also the BML207 homepage. You can also contact me via Skype. My Skype username is: andyshelpline. At the end of the module, you will have the opportunity to complete a module evaluation form to comment on the overall structure, content and quality of the programme. If you have any immediate concerns about the quality of the module then please do not hesitate to come and talk to me directly or talk to your student representative. The module evaluation form will be available online via the BML207 Moodle homepage. A copy of last year’s module evaluation and the programme’s response is available online.
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Code of Conduct
The University’s Commitment Charter (Section C) sets out the codes of behaviour that staff and students can expect from one another. Every member of the University community is expected to uphold the Charter commitments and to help to maintain a respectful and constructive learning environment for themselves and for others. In contact (class) time, and outside of it, the University expects you to show consideration towards other students and the staff of the University. In lectures, seminars and workshops it is your responsibility to avoid behaviour which distracts the learning process for yourself and others. Behaviours which may seem insignificant to you, such as whispering to friends, or texting during a seminar, are almost always noticed! They can have an accumulative, negative impact on the group and the tutor. Such behaviours signal lack of respect for others - even if this was not your intention. To help illustrate these points, here are some behaviours that students and tutors have found distracting:
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Talking or whispering in lectures, outside times set aside for group discussion
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Talking amongst each other when a guest speaker has been invited in to the session
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Talking or whispering while other students are making points
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Interrupting other students or the tutor while they are talking
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Habitually arriving late or leaving early (without forewarning the tutor)
n
Sending and receiving texts
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Mobile phones ringing (mobile phones should be turned off at the start of the session)
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Using MP3 players
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Playing electronic games
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Surfing the net in class
Students whose behaviour disrupts a class persistently may be asked to leave the session. However we are sure that as adult learners you’ll use common sense and be willing to help create the best possible learning environment for everyone.
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Attendance
Students are reminded that attendance at all modules is compulsory. If you miss a session, for what ever reason, you should complete and submit a student absence form to Emma Clayfield. This should be completed as soon as possible from the date of absence. You are reminded that persistent absence can potentially result in your deregistration from the module. The full University regulations regarding attendance can be found in your student handbook and can also be accessed via the BML207 Moodle homepage. You are also asked to arrive punctually for your lectures.
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Undergraduate Assessment Criteria
%Grade
Characteristics of % grade band
FAIL
0%
Penalty grade for academic malpractice
1-9%
Of no relevance whatsoever to the objectives of the module assessment.
10-19%
Very little of any relevance or substance. Lacking in application or quality.
20-34%
An attempt has been made to address the relevant issues. However, it is still mainly of little relevance or is scanty and backed up with little or no evidence. The style may be inappropriate, with serious errors of grammar, spelling and structure. Displays some intellectual or practical application.
35-39%
Some relevant issues are addressed, however the answer is largely descriptive or anecdotal, or is backed up with little evidence. The style may be inappropriate, with serious errors of grammar, spelling and structure. Inability to handle knowledge; limitations in practical skills.
A PASS GRADE
40-49%
The main issues have been addressed, but with some omissions. There is little theoretical content. The style may be inappropriate, with errors of grammar, spelling and structure. Limited in interpretative use of knowledge or in some practical skills.
A LOWER SECOND (2:2)
50-59%
A competent answer which addresses the main issues satisfactorily, but which may contain minor omissions or errors. Theoretical issues are addressed, but may be somewhat superficial. There is a degree of appreciation of the material, but this may show limited evidence of critical ability. The style is largely good. Good grasp of knowledge and practice with some limitations.
AN UPPER SECOND (2:1)
60-69%
All main issues addressed with clarity. There is evidence of wide reading. The work is well organised with relevant arguments cogently developed and supported by appropriate evidence. There is evidence of considerable critical and analytical ability, with clear insights and competent evaluation of material. It is well presented and structured. The grammar and style are good. Good capacity to interpret and use material flexibly, no practical inadequacies. At the higher margin, work will not contain any errors or omissions.
FIRST CLASS
70-79%
Highly critical and analytical, well presented and structured, with a comprehensive and insightful exposition of relevant theory and research. Demonstrates creative flair or excellent skill in performance linked with strong interpretative understanding.
80-89%
As 70-79, but makes innovative or original links with related theory and/ or research. May be of publishable quality. Creative flair combined with strong interpretative understanding.
90-100%
As 80-89 but highly original or innovative, or creates an entirely new synthesis of ideas. Of publishable quality. Creative flair combined with profound interpretative understanding.
PLAGARISM
Plagarism is taken extremely seriously by the University and you are reminded to ensure that you reference clearly and accurately in your work. University regulations relating to plagarism can be found in your student handbook. If you are ever in any doubt as to the best way of referencing source material then please seek guidance from your module tutor.
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