Course Outline and Assessment 2011-2012
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
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Practically apply the tools and techniques that can be used to critically assess customer service and to facilitate service enhancement
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Apply the key stages in developing a customer service strategy to a customer service strategy for a specific business environment
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Communicate effectively in written and verbal form
•
Display appropriate IT skills
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Module Content
17/1/12: Week 1:
Introduction - Defining Quality
24/1/12: Week 2:
Developing Customer Service Strategies [1]
31/1/12: Week 3:
Developing Customer Service Strategies [2]
7/2/12:
Fieldtrip: Action Stations, Portsmouth Harbour
Week 4:
14/2/12: Week 5:
Reading Week
21/2/12: Week 6:
Tools & Techniques for Service Improvement 1
28/2/12: Week 7:
Tools & Techniques for Service Improvement 2
6/3/12:
Week 8:
Measuring and Monitoring Customer Service 1
13/3/12: Week 9:
Measuring and Monitoring Customer Service 2
20/3/12: Week 10: Customer Service - Managing Staff 27/3/12: Week 11: Fieldtrip/Guest Speaker TBC 17/4/12: Week 12: Managing Online Customer Service 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, Steve Bowman, 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 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 As part of your fieldwork report you will assume the role of VAQAS assessors and provide a critical evaluation of the overall quality of the visitor experience for a specific tourist attraction of your own choosing. You will be given access to a full suite of VAQAS resources to help you conduct a suitable quality audit. Within this auditing process you will also have the opportunity to utilise the tools and techniques covered in the module. Additional guidance notes for this assessment will be provided under separate documentation which will be available via Moodle. The actual VAQAS auditing process and guidelines on how to present your findings will be intensively covered during the course of the module. It is important that this exercise is completed thoroughly and I would strongly advise that all fieldwork components are completed by the end of the Easter Holidays. 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 you have chosen, and the nature of the product/experience that is provided. The results of your fieldwork and auditing 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, in line with the VAQAS methodology. 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. Additional guidance notes for the report will p. 5
Managing Customer Service be provided and discussed during the course of the module. 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 Thursday 9th May. This work will be available for collection by 1st June 2012. An electronic copy must also be submitted online via the BML207 Moodle homepage by 1pm. Resubmission In the unlikely event that you fail this module, the resit will consist of an extended research report (3,500 word) which must be on a different topic to your first attempt. If you have any problems regarding your work you should talk to your module tutor. Details relating to mitigation can be found in the student handbook which can be accessed via the BML111 Moodle homepage.
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Managing Customer Service 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
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Appropriate application and relevance of customer service principles in relation to the assessment brief
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Evidence of best practice case studies and accurate referencing to the academic literature
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Ability to convey information accurately and succinctly
•
The use and quality of visual aids
The provision dates for the presentations are Tuesday 1st and Wednesday 2nd May. I can be found on the top of floor of the Dome (Room 2.14) 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 module tutor’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)
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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 Class Marks/Overall Quality
Relevance
Argument (Reasoning)
Evidence
Structure and Presentation
Fail
Non-submission of work
Fail 1-9% Minimal quality
Contains little of relevance to the objectives of the assessment task. Fails to answer and address the set topic
No practical, academic or intellectual application.
Based on little or no evidence. Lacks academic and intellectual integrity and quality. Use of non-academic sources limits intellectual understanding.
Presentation is inappropriate, unclear and inaccessible. Work is not coherent or succinct. Serious errors of vocabulary, syntax, spelling and punctuation obscure the overall meaning. No logical development or organisation of the materials with few links between statements and sections. References are absent, incorrect or inaccurate.
Fail 10-19% Very poor quality
Contains limited relevance to the objectives of the assessment task. May address the topic but not the assignment brief. May be scanty and brief.
Work is descriptive and anecdotal. Minimal or no argument. May be entirely reliant on the work of others, with no practical and /or academic application to demonstrate understanding of the material.
Irrelevant or minimal use of recommended sources, resulting in a lack of understanding and inadequate supporting evidence. Non-academic sources that lack intellectual integrity are relied upon.
Presentation is inappropriate, unclear and inaccessible. Points are not made coherently or succinctly. Compound errors of vocabulary, syntax, spelling and punctuation seriously detract from the overall meaning. Materials lack logical development. Relationship between statements and sections are hard to recognise. References may be absent or incorrect.
Fail 20-34% Poor quality
Inconsistency of relevance to the objectives of the assessment task. Addresses topic but not always the assignment brief. May be significantly short of required length/ time.
Descriptive or anecdotal work with scanty or no argument. Reliant on the work of others and does not use this to develop own arguments. No critical discussion or theoretical engagement. Little practical and intellectual application.
Minimal and inadequate knowledge of relevant and recommended sources. Their use as supporting evidence may be inaccurate, inappropriate or negligible. Reliance on dated, unreliable or nonacademic sources.
Poor visual and written presentation. The style may be inappropriate, unclear and inaccessible. Points may not be made coherently or succinctly. Errors of vocabulary, syntax,spelling and punctuation may seriously detract from the overall meaning. The materials may lack logical development and organisation. Relationship between statements and sections may be difficult to recognise. References may be absent, inaccurate or incorrect.
Fail/PP 35-29% Weak quality
May be some deviation from objectives of the assessment task. May not consistently address set question or assignment brief. May be short of required length/time.
Descriptive or anecdotal with little or no critical discussion and theoretical engagement. Unconvincing or minimal line of argument. Mostly reliant on the work of others, displaying little understanding or ability to apply the material.
Very limited range, use and application of relevant and recommended sources. Demonstrates lack of real understanding. Too much reliance may be placed on dated, unreliable or non-academic sources.
Weak presentation. Some aspects of the style may be inappropriate, unclear and inaccessible. Some points will not be made coherently or succinctly. Errors of vocabulary, syntax, spelling and punctuation may seriously detract from the overall meaning. The materials may lack logical development and organisation. The relationship between some statements and sections may be difficult to recognise. Limited use of references and some may be inaccurate.
3rd 40-49% Acceptable quality
Satisfactorily addresses most objectives of the assessment task Completed to acceptable tolerance, limits of time/length.
Work is descriptive with minimal critical discussion and limited theoretical engagement. Too much reliance on the work of others rather than developing own understanding and application of the material
Limited range of relevant and recommended sources are used, but with some inadequacies in their use and employment as supporting evidence. There may be some reliance on dated or unreliable sources.
Acceptable presentation. Some aspects of the style may be unclear. Points may not be made coherently or succinctly. Some errors of vocabulary, syntax, spelling and punctuation but these are not serious distractions from the overall meaning. Some lack of logical development and organisation of the materials. The relationship between some statements and sections may be hard to follow. Work is referenced accurately with some errors.
2(ii) 50-59% Sound quality, competent with some limitation
Competently addresses objectives of the assessment task, but may contain minor errors or omissions at the lower end, where treatment of issues may be superficial. Completed to required time length etc
Some limited critical discussion, but argument is unconvincing, particularly at the lower end where the work is more descriptive. More reliance on work of others rather than developing own arguments. Limited theoretical and conceptual analysis.
Range of relevant and recommended sources are used, but this may be in an unimaginative or literal manner, particularly at the lower end of the range. Limited use of sources beyond the standard recommended materials.
Generally sound presentation. Style is largely clear and accessible. There may be minor errors of vocabulary, syntax, spelling and punctuation but these should not detract from the overall meaning. There may be inconsistencies in the organisation and development of materials. The relationship between some statements and sections may not be easy to follow. Some points may not be made coherently or succinctly. Work is referenced accurately with few errors.
2(i) 60-69% High quality, skilled work
Clearly addresses the objectives of the assessment task, especially those elements requiring critical analysis. At the higher end the work will not contain errors or omissions.
Generally clear line of critical and evaluative argument, with ability to develop own ideas from the work of others. Ability to engage in theoretical and conceptual analysis.
Good range of relevant and recommended sources used in an imaginative and largely consistent way as supportingevidence. Use of some sources beyond recommended texts including more complex materials.
Good visual and written presentation. Clear and accessible style. Generally good standards of vocabulary, syntax, spelling and punctuation. Logical organisation and development of materials. Coherent. Relationship between statements and sections are easy to follow. Referencing is accurate and appropriate.
1st 70-79% Outstanding quality
Authoritatively addresses the objectives of the assessment task, especially those components requiring critical analysis, synthesis and evaluation.
A clear and consistent line of critical and evaluative argument, displaying the ability to develop oneâ€&#x;s own insightful ideas from the work of others. Excellent engagement in theoretical and conceptual analysis.
Wide range of relevant and recommended sources used in an insightful and consistent way as supporting evidence. Some in depth use of sources beyond recommended texts, to demonstrate independent research.
Excellent visual and written presentation. Very clear and accessible style. Good standards of vocabulary, syntax, spelling and punctuation. Logical and fluent organisation and development of materials. Coherent and succinct. Relationship between statements and sections are very clear. Referencing is accurate, appropriate and extensive.
1st 80-89% Outstanding quality
Innovatively addresses objectives of the assessment task, especially those components requiring sophistication of critical analysis, synthesis and evaluation.
A clear and consistent line of highly critical and evaluative argument, displaying the ability to develop oneâ€&#x;s innovative ideas from the work of others. Creative flair in theoretical and conceptual analysis.
Wide range of recommended and relevant sources used in an innovative and consistent way to support arguments. In depth use of sources beyond recommended texts, demonstrates creative flair in independent research.
Outstanding visual and written presentation. Sophisticated yet clear and accessible style. Very good standards of vocabulary, syntax, spelling and punctuation. Possibly Possibly innovative yet logical and fluent organisation and development of materials. Articulate, coherent and succinct. Relationships between statements and sections are clear and precise. Referencing is accurate and, appropriate.
1st 90-100% Exceptional or distinguised quality
Professionally addresses the objectives of the assessment task, especially those components requiring originality of critical analysis, synthesis and evaluation.
Consistent line of profound critical and evaluative argument, displaying the ability to develop original ideas from an innovative synthesis of the work of others. Creative flair in advanced theoretical and conceptual analysis.
Wide range of relevant and recommended sources used in a profound and consistent way as supporting evidence. Use of cutting-edge sources beyond the recommended texts, including in-depth use of complex material demonstrating advanced independent research.
Distinguished visual and written presentation. Highly sophisticated yet clear and accessible style. Extremely good standards of vocabulary, syntax, spelling and punctuation. Innovative yet logical and fluent organisation and development of materials. Highly articulate, coherent and succinct. Relationships between statement and sections are precisely made with great clarity. Referencing is accurate and appropriate. innovative yet logical and fluent organisation and development of materials. Articulate, coherent and succinct. Relationships between statements and sections are clear and precise. Referencing is accurate and, appropriate.