Department of Sport Development and Management

Quality Management and Customer Service in Sport and

Fitness

SDM 227Module Handbook

Semester 2Spring 2012

Quality Management and Customer Service in Sport and Fitness

SDM 227

Module Handbook

This handbook provides the key information you will need to follow this module. Summaries of lecture presentations and worksheets are available on Moodle.

Some key readings will be identified each week, but students will need to read other recommended readings and also refer to the books and plans in the Indicative Reading list and beyond.

Content

Module details, aims, learning outcomes and content 3

Module structure and expectations 4

Mode of assessment, criteria and re-sit requirements 6

Hand-in procedures 7

University Generic Assessment criteria 8

Indicative Reading 10

Summary of weekly sessions 11Module evaluation 2011 13

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Module Title: Quality Management and Customer Service in Sport and Fitness

Module Code: SDM 227

Credits: 15

Level: Five

Academic Department: Faculty of Sport, Education and Social Sciences, Sport Development and Management

Programmes to which the module contributes: BA. Sport & Fitness ManagementBSc. Sport & Exercise Science (elective)

BSc. Exercise & Health Science (elective)

Teaching Team: Paul Wheeler David Lord

AimsThis module aims to give students knowledge and understanding of the relationship between quality management and customer care and retention, which is central to the success of sport and fitness organisations in today’s competitive environment.

Learning OutcomesAt the conclusion of this module students should be able to:

i) Understand the importance of meeting customer requirements through quality service delivery

ii) Evaluate theories and applications of quality management to sport and fitnessiii) Critically evaluate a range of tools and techniques used in managing qualityiv) Review customer care policies and their implementationv) Develop consultancy skills

Transferable skills specifically developed in this module include:i) Working collectively with a group and being able to recognise individual rolesii) Producing written material which demonstrates evidence of knowledge and

researchiii) Analysing problems and selecting effective solutions, being aware of alternatives

Indicative Curriculum contentThe module will Explore definitions of Quality in the service industries and specifically sport and fitness

and the relevant theories and approaches to quality management. There will be consideration of the methods and techniques of measuring quality and the ways it can be monitored and controlled within organisations. The identification and meeting of customer requirements will be developed, together with a critical analysis of policies and procedures and the resource implications, particularly staffing and training for the organisation.

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TeachingModule StructureThe module will be delivered via whole group lectures / workshops. Guest speakers and will be incorporated into the programme as a means of grounding the theory in case study practice. Students will identify and study the various “Quality Awards” that are available for sport and fitness organisations and develop a greater understanding of customer requirements and the implementation of retention policies.

In addition, directed readings relevant to each lecture will be provided. Tutorials are also available.

What is Expected of You?As an athlete or a person you are always limited most by what you believe you can and cannot do. Your beliefs fuel your efforts, desires and motivation. When you think that you CAN’T do something, when you set artificial limits on yourself, then your behaviours will organise around this limiting belief. Your efforts will be less intense and effective

“If you don’t stretch your limits, you’ll set your limits.” Rob Gilbert, Motivational speaker, author of Gilbert on Greatness, Professor at Montclair State University

Whether this argument is complete remains to be decided. What is clear is that the same principle applies to your independent study: the individual who excels at this course will be the one who has put in the hours across the semester to complete the directed readings, sample questions and seminar preparation.

AttendanceAt each session there will be a module attendance list which you should ensure you have signed by the end of the session. It is your responsibility to register your attendance. Failure to sign the register will be treated as non-attendance.

It is University policy that you are expected to attend all timetabled sessions for each module. This policy is based on an approach to learning which values the learning that comes from your active engagement with your peers, lecturing staff and other external / professional experts regarding the module’s subject matter.

Your absence therefore matters to us for educational reasons, because absence reduces your opportunity to learn, may compromise your potential achievement and may in some cases also compromise the opportunities others have to learn (particularly in practical performances, presentations or professional settings).

For full details of the University’s Attendance Policy please refer to the Online University Student Handbook www.chiuni.ac.uk/services/studenthandbook/index.cfm

What to do when you have been absent from a module session? Log on to the above link on Portia and complete Absence Form. Save copy for your reference and print off two copies. Hand two copies of the form, in person, to Module Tutor before, or at, the next module session attaching evidence if applicable.

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LecturesYou are expected to come to lectures on time and ready to participate fully. You are also expected to respect your fellow students’ right to learn by not chatting during class or engaging in other disruptive behaviour including the use of mobile phones or unrelated use of other e-technology.

Large group lectures by their nature are not very interactive but I will try to engage you as much as possible in different activities and tasks – please participate fully. If you don’t understand something, or if you have a question, put up your hand and ask; I will do my best to answer you.

Be prepared for your lectures. The module guide, and the weekly outline on Moodle, contain a list of readings for each topic. These can be read before the lecture or afterwards: whichever you prefer. Please note that the lecture serves to assist the illustration and explanation of key points: they are not intended to form the basis for your revision. That is the role of the core readings.

WorkshopsYour workshops will be interactive and examine in detail key pieces of research on the week’s topic. Through discussion, videos and team working exercises the workshops will be used to reinforce and clarify any issues you have with the topic to promote greater understanding. The workshops will also provide practice in critically reviewing studies, which is a necessary element of your module assessments. Finally, the workshops will enable you as a group to review a larger amount of literature more efficiently.

Tutor Tutorial HoursPaul Wheeler will be available for individual/group tutorials of up to 15 minutes during assigned hours. These hours will be posted on his office door (New Hall room 315) once term begins.

Online University Student HandbookDetails of the University’s and academic regulations information applicable to students are available in the Online University Student Handbook. This can be found on Portia (click on Uni Services tab then click on the University Student Handbook tab in the far left hand side column) www.chiuni.ac.uk/services/studenthandbook/index.cfm

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Mode of AssessmentA formal report (1750 word) on the value of organisation gaining Quality Awards including a critique on the advantageous and disadvantageous to actual service delivery (50%) to be completed mid-way through the module. This will be proceeded by an individual presentation of your findings (formative assessment) Presentation date Tuesday 21st Feb and then report submission date Tuesday 6th March 2012

The second assessment will be a 1750 word individual critique of customer service and quality management of case study (50%). Submission date Tuesday 1st May 2012

Assessment Criteria for the Quality Award report 1750 word report (50%) Structure and presentation including clear introduction, sound argument and

logical conclusions. Good written English, correct referencing, bibliography. Use of diagrams, tables, maps and other presentation aids as appropriate. (20%)

Evidence of research, sources of information, literature and appropriate theory. (30%)

Analysis and evaluation of the relevant quality management issues and the depth of critical discussion provided with reference to theory and best practice. (50%)

Assessment Criteria for the 1750 word critique (50%) Structure and presentation including clear introduction, sound argument and

logical conclusions. Good written English, correct referencing, bibliography. Use of diagrams, tables, maps and other presentation aids as appropriate. (20%)

Evidence of research, sources of information, literature and appropriate theory. (30%)

Analysis and evaluation of the quality management processes or customer care interventions undertaken by the case study organisation, with reference to theory and best practice. (50%)

Resit Requirements

3,500 word essay critically evaluate the effectiveness of customer service and quality management processes within a sport or fitness organisation of your choice

Resit assessment criteria

As above for 1750 word critique

**** SEE HAND IN PROCEDURES OVERLEAF ****

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Hand – In Procedures

HAND IN DEADLINE IS 10.00 AM ON THE DAY OF SUBMISSION

We need to be able to process work quickly as we sometimes have 200-300 pieces of work in a working day. To help us process your work efficiently please follow the instructions below.

1. Include Assignment / Module Submission form.2. Fill in all boxes and sign.

Include The precise title of work as sometimes more than one piece of work is

handed in on the same day, (just ‘lab report’ is not enough).

SDM codes are always indicated on the hand-in box. Make sure you include it on your Assignment / Module Submission form

Your Module tutor is the Module coordinator.

Check that your details have copied through all sheets

If you have dyslexia stickers, stick them to the white sheet of the Assignment / Module Submission form.

The reason why we ask for the information is because it is all important for part of the assessment administration process.

4 An electronic copy of your work should be on a CD not on memory sticks – if these are submitted the department will not be responsible if they go missing.

5 Put work in a plastic wallet (one wallet for the whole assignment – not one sheet per plastic wallet in a folder)

Work should not be

Stapled

Sealed into a plastic wallet with sticky tape – you can tape your disk to the wallet but do not tape wallet closed

Many Thanks

The Sports Administration Office

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UNIVERSITY OF CHICHESTER: GENERIC GRADING CRITERIA

Class /Marks Overall Quality

Relevance Argument (reasoning) Evidence Structure and Presentation (visual / written)

Fail 0% Non-Submission or work of no valueFail1-9%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.

Fail10-19%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, incorrect or inaccurate.

Fail20-34%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 non-academic 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/PP35-39%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. Aspects of the style may be inappropriate, unclear and inaccessible. Some points will not be made coherently or succinctly. Errors of spelling, vocabulary, syntax and punctuation may seriously detract from the overall meaning. The materials may lack logical development and organisation. 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 limitations

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 supporting evidence. Use of some sources beyond recommended texts including more complex

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.

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materials.1st

70-79%Excellent 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 one’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 one’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 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, appropriate and extensive..

1st

90-100%Exceptional or distinguished 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, appropriate and extensive.

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Indicative Reading

Badmin, P. (1992). Leisure Operational Management. Longman, ILAM.Boniface, P. (1995), Managing Quality Cultural Tourism, Routledge, London.Codling, S. (1998), Benchmarking, Gower, Aldershot.Cook, S. (1997). Customer Service Pack for the Leisure Industry: Creating the

Competitive Edge. Longman, ILAMDrummond, S. and Yeoman, I. (2001), Quality Issues in Heritage Visitor Attractions, Butterworth Heinemann, London.Hill, N. and Brierley, J. (1999), How to Measure Customer Satisfaction, Gower, Aldershot.ILAM (1992). Quality First (multimedia) : Quality Management in the Leisure

Industry. Longman – videocassetteJuran, J. and Godfrey, B. (2001), Quality in the Travel and Tourism Industries, McGraw Hill, London.Kandampully, J., Mok, C. and Sparks, B. (2001), Service Quality Management

in Hospitality, Tourism and Leisure, Haworth Clinical Practice, London.Langer, M. (1997), Service Quality in Tourism, Lang, London.Lashley, C. (2001). Empowerment : HR Strategies for Service Excellence.

Butterworth-Heinemann.Leland, K. and Bailey, K. (1999), Customer Service for Dummies, IDG Books,

New York.Lenehan, T. and Harrington, D. (1998), Managing Quality in Tourism, Oak

Tree Press, London.Lockwood, A et al (1996), Quality Management in Hospitality, Cassell, London.Mosscrop, P. (1990). Total Quality Management in Leisure : A Guide for

Directors and Managers. Collison Grant Consultants.Mills, P. (1992). Quality in the Leisure Industry. Longman, ILAM.Robson, M. (1992). Quality First : Quality Management in the Leisure Industry

: Presenter’s Guide. Longman.Williams, C.and Buswell, J(2003), Service Quality in Leisure and Tourism, CABI Publishing, Oxon. (Recommended module text. Available on Ebrary)

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Weekly Programme

Timetabled Sessions

Lecture / Workshop: Tuesday 14.00 – 16.00 Room L03Tutorials: Office hours as advertised on staff office doors.Or contact via email:Paul Wheeler: P.Wheeler@chi.ac.uk

Week Topic1 [17th Jan]

Introduction to Quality Management and Customer Service:Definitions, Defining Quality, Seminar Activity:General discussion on value of quality and the issues surrounding it.

2[24th Jan]

Quality Management, Quality Awards and TQM IPP, Customer Service Excellence, QUEST, TAES and Flame AwardSeminar Activity:In class mock assessments of “facilities” for quality.

3[31st Jan]

Industry Application of QualityRetention Policies, Code of Practice compliance, Balanced Scorecard application.Seminar Activity:Application of quality models.

4[7th Feb]

Quality in Sport ClubsThe importance of achieving Club Mark for voluntary sector sports clubs.Guest Lecture from Active Sussex (CSP)

+ Setting of initial report assignment

5[14th Feb]

Reading Week

6[21st Feb]

Presentation of Assignment (Formative assessment)

7[28th Feb]

Customer Care Training (A Preparation for 2012)(Guest Lecturer from People 1st)Some inter- active training on customer care skills from industry experts.

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8[6th Mar]

Quality and PeopleTo evaluate the role and importance of staff in delivering service excellenceSeminar ActivityAnalysis of Park Resorts videoAssignment hand in due.

9[13th Mar]

Customer Care Strategies (inc. Mission Statements)Importance of customer services and the production of customer services strategies.Seminar ActivityStrategy and Mission Statement review and development.

10[20th Mar]

Tools and Techniques – Monitoring & EvaluationThe appropriate use of techniques to track and plan for service excellence/service enhancement and to examine and critique respective quantitative and qualitative methodologies for monitoring and evaluating service qualitySeminar ActivityInclude Systems analysis: Fishbone diagrams and assessment of Sandals video.

11[27th March]

Managing Online – Customer ServicesTo consider the changing character of the Internet environment, and how customers are now interacting with this virtual space and implications for customer service.Seminar ActivityAnalysis of John Lewis video.

+ Setting of Case Study assignmentEaster Break

12[17th April]

Revision and Review of ModuleTo review the module in preparation for the final assignment.

14[1st May]

Case study submission Date

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UNIVERSITY OF CHICHESTER, School of Sport Exercise and Health SciencesQuality Management and Customer Service, SDM 227

2010-2011Module Evaluation

N=18Resources

1. The learning outcomes of the module were

Very Clear22%

Clear61%

Not very clear17%

Unclear Very unclear

2. How well did the module handbook support your learning?

Very Well22%

Well56%

A little22%

Hardly at all Not at all

3. List other resources (eg, handouts, Portia readings/activities) that you found the most useful

Moodle, Websites, Videos, Books and Activities,

4. Were there any problems with the resources provided?

No

Assessment5. How well did the

customer service report enable you to show what you had learned on the module?

Very Well6%

Well77%

A Little17%

Not very well

Badly

6. How useful were the assessment criteria, and group presentation exercise

Very useful22%

Useful56%

Unsure17%

Not useful

5%

There were none

provided

7. How challenging did you find the first assessment.

Difficult5%

Moderately challenging

95%

Easily Achievable

Please explain why

8. Feedback from assignments and/or formative assessments was

Prompt and good quality

54%

Good quality but not very prompt38%

Prompt but of limited

use8%

Too little too late

Teaching and Learning

9. The standard of lectures was:

Very High11%

High33%

OK44%

Poor11%

Very poor

10. The standard of workshops was:

Very High6%

High33%

OK56%

Poor5%

Very poor

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11. The standard of guest lecture:

Very High7%

High47%

OK32%

Poor7%

Very poor7%

12. Please consider the statements below with reference to the module and tick as many as apply (in your opinion)

% Tutor support was good 83 Tutors were clearly knowledgeable about their subject 72 Tutors were enthusiastic about their teaching 78 Tutorials were available when required 83 Taught sessions were clear 78 Little support was available Tutorials were difficult to arrange Module teaching was hard to follow 6 The module enhanced transferable skills (eg communication, IT, numeric,

presentation) 50

13. Explain anything which you feel might improve your learning experience:

Too many slides on occasionsMore references and suggested readings need on slidesReport format difficult not done before

Individual Commitment to module

14. How hard did you work during this module?

Very Hard17%

Fairly hard50%

Enough to

keep up 28%

Not enough to keep up

5%

Very little

15. How motivated were you to work at this module at the beginning of the semester?

Very Motivated

11%

Motivated39%

Unsure17%

Not very Motivated

17%

Not motivated

at all16%

If your motivation to work at the module had changed by the end please explain why:

None

PSW December 2012

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