Main Aim(s) of the Unit:

This unit is designed to allow students to gain knowledge and understanding of the delivery and management of a reliable quality service in a sport and recreation environment. The first part of this unit is concerned with the customer and of providing excellent customer service. The next part of the unit is concerned with customer behaviour and expectations. The third part with listening to customer requirements and various methods to research them, as well as the skills necessary for providing excellent service. Finally, the last part reviews the delivery and performance of the service including service recovery and complaint handling.

Main Topics of Study:

Definitions and Importance of Customer Service Focus on the Customer

• A definition of what is excellent customer service and who are the customers?
• The ‘gaps model of service quality’.
• The importance of excellent customer service and the impact of poor customer service.
• Consumer behaviour in services.
• Customer expectations of service and the ‘zone of tolerance’ model.
• Customer perceptions of service and service encounters

Understanding Customer Requirements

• Measuring service quality.
• Determining customer service requirements and views on the current service using, for example, SERVQUAL surveys, critical incident surveys, mystery shopping, customer panels, focus groups etc.
• Using skills such as active listening, assertiveness training, establishing rapport, etc

Delivering and Performing Service

• The ‘Services Marketing Triangle’.
• Employees’ roles. Customers’ roles.
• Delivering services through intermediaries and electronic channels.
• Service recovery options and the handling of complaints

Learning Outcomes for the Unit

At the end of this Unit, students will be able to:

1. Identify the differences between goods and services marketing, and the role of the extended services marketing mix
2. Examine the importance of assessing customer expectations and perceptions
3. Describe a range of measurable service standards and explain how they could be applied to a sport and recreation organisation
4. Explain a range of service recovery options and how they can be applied in the sport and recreation industry

Learning and teaching  methods/strategies used to enable the achievement of learning outcomes:

Learning takes place on a number of levels through lectures, class discussion including problem review and analysis. Formal lectures provide a foundation of information on which the student builds through directed learning and self managed learning outside of the class. The students are actively encouraged to form study groups to discuss course material which fosters a greater depth learning experience.

Assessment methods which enable student to demonstrate the learning outcomes for the Unit:

Examination: 3 hours duration

Indicative Reading for this Unit:

Main Text:

Zeithaml V. A., Bitner, M. J., Gremler, D. D., (2009), Services marketing: integrating customer focus across the firm. New York: McGraw Hill

Alternative Texts and Further Reading:

Beech, J., and Chadwick, S., (2009). The Business of Sports Management. Harlow: Prentice Hall

Oakley, B. and M. Rhys. (2008). The Sport and Fitness Sector, an introduction. Abingdon: Routledge

Taylor, P (Ed)., (2010) Torkildsen’s Sport and Leisure Management. Abingdon: Routledge.

Useful Websites
Beech and Chadwick. The Business of Sport Management (2004) book companion website: http://www.booksites.net/download/chadwickbeech/index.html

Taylor. Torkildsen’s Sport and Leisure Management (2010) companion website: http://cw.routledge.com/textbooks/taylor

Zeithaml, Bitner, and Gremler, (2009), Services marketing: integrating customer focus across the firm, (5th Edition). Companion website: http://highered.mcgraw-hill.com/sites/0073380938/information_center_view0/

Guideline for Teaching and Learning Time (10 hrs per credit)

50 hours Lectures / Seminars / Tutorials / Workshops:
Tutorial support includes feedback on assignments and may vary by college according to local needs and wishes.

50 hours Directed learning:
Advance reading and preparation / Class preparation / Background reading / Group study / Portfolio / Diary etc

100 hours Self managed learning:
Working through the course text and completing assignments as required will take up the bulk of the learning time.  In addition students are expected to engage with the tutor and other students and to undertake further reading using the web and/or libraries.