BML207 - MODULE HANDBOOK 2007

BML207: Managing CustomerService

Course Outline and Assessment 2010-2011

SEMALDr Andrew Clegg

Managing Custom

er Service

Managing Customer Service

p. 2


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


p. 3

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


p. 4

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


p. 5

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)


p. 6

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.


p. 7

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.


p. 8

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


p. 9

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


p. 10

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.

Documents

BML207 - MODULE HANDBOOK 2007