BML207: Managing Customer Service Course Outline and Assessment 2010-2011 SEMAL Dr Andrew Clegg Managing Customer Service
Mar 24, 2016
BML207: Managing CustomerService
Course Outline and Assessment 2010-2011
SEMALDr Andrew Clegg
Managing Custom
er Service
Managing Customer Service
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Managing Customer Service
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 customer-
focused 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.
Knowledge and Understanding:
On successful completion of this module students will be able to:
• Distinguish between the ways in which customer service and
qualityhasbeendefinedandconceptualised
• Debatethefactorsinfluencingtheemergenceofqualityasa
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
strategytoacustomerservicestrategyforaspecificbusiness
environment
• Communicate effectively in written and verbal form
• Display appropriate IT skills
Introduction
Learning Outcomes
Managing Customer Service
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18/1/11: Week 1: Introduction-DefiningQuality
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,causeandeffectdiagrams(fish-bonediagrams)and
flowchartswillbeinherentlystudent-led.Thediscussiongenerated
in these sessionswill help students plan their fieldwork report/
exercise, which will involve applying one of the tools or techniques
identifiedtoaspecifictourismbusiness.
Precise timings for any trips will be provided during the module.
Studentswill alsobe asked tomake a contribution to fieldwork
activity, and these monies should be promptly paid to Emma
Clayfield,BusinessandManagementadministrator.
Module Content
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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),QualityIssuesinHeritage
Visitor Attractions, Butterworth Heinemann, London.
FORNELL, C. (2009),TheSatisfiedCustomer, Blackwell, London.
GOODMAN, A.(2009),StrategicCustomerService,ACACOM,New
York.
KANDAMPULLY, J., MOK, C. AND SPARKS, B. (2001),Service
QualityManagement inHospitality,TourismandLeisure, 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.
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,andtoexplorespecificissuescoveredduringthemodule.
Specifictaskswillbeallocatedonaweeklybasis. It isessential
that these tasks are completed, as they designed to encourage you
to start reading and exploring the resources that you have to hand.
Module Resources
Self-Directed Activities
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Theassessment for thismodulewillconsistofagroupfieldwork
report, utilising tools or techniques discussed during the module (for
example benchmarking, quality auditing or customer satisfaction
surveys) (1,500wordsequivalentperperson;70%*)andagroup
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
Yourfieldworkreportshouldprovideacriticalevaluationoftheoverall
qualityof thevisitorexperienceforaspecifictouristattractionor
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 (acopyofwhichshouldbeincludedinthefinalreport),
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
bysomereflectiononinternalenvironment.Forexamplewhatare
staff views towardsquality?; how is qualitymanagedwithin 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
fieldworkyouhaveundertakenandthemethodology/methodologies
employed.
Assessment
(*70%shouldequal2,450words however 1,450 words of the report is allocated to the fieldworkcomponentwhichiscore to the completion of the finalreport)
Managing Customer Service
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Theresultsofyourfieldworkwillformthebasisofthereportand,
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
integratetheresultsofyourfieldworkintoyourdiscussion-theymust
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
andhighlightareasofbestpractice(ifapplicable).Thefinalpartof
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.
Thespecificassessmentcriteriaforthefieldworkreportare:
• 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
• Abilitytoconveyresultsoffieldworkaccuratelyandsuccinctly
using appropriate formats
• Reference to the academic literature and accurate referencing
ThereportmustbesubmittedtoEmmaClayfield,by1pmonTuesday
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.
IcanbefoundonthetopofflooroftheMordingtonbuilding(Room
2.19)ontheBognorRegiscampus.Ifyouhaveanyproblemsplease
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
metomakeanappointment([email protected]/tel:01243812017)
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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TheUniversity’sCommitmentCharter(SectionC)setsoutthecodes
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, andoutsideof it, theUniversity 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
foryourselfandothers.Behaviourswhichmayseeminsignificantto
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:
n Talking or whispering in lectures, outside times set aside for group
discussion
n Talking amongst each other when a guest speaker has been
invited in to the session
n Talking or whispering while other students are making points
n Interrupting other students or the tutor while they are talking
n Habitually arriving late or leaving early (without forewarning the
tutor)
n Sending and receiving texts
n Mobile phones ringing (mobile phones should be turned off at
thestartofthesession)
n Using MP3 players
n Playing electronic games
n Surfingthenetinclass
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.
Code of Conduct
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Students are reminded that attendance at all modules is compulsory.
If you miss a session, for what ever reason, you should complete
andsubmitastudentabsenceformtoEmmaClayfield.Thisshould
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.
Attendance
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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. Inabilitytohandleknowledge;limitationsinpracticalskills.
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 areaddressed,butmaybesomewhatsuperficial.There isadegreeofappreciation 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.Goodcapacityto interpretandusematerialflexibly,nopracticalinadequacies. 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. Demonstratescreativeflairorexcellentskill inperformance linkedwithstrong interpretative understanding.
80-89% As 70-79, but makes innovative or original links with related theory and/orresearch.Maybeofpublishablequality.Creativeflaircombinedwithstrong interpretative understanding.
90-100% As 80-89 but highly original or innovative, or creates an entirely new synthesisof ideas.Ofpublishablequality.Creativeflaircombinedwithprofound 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.