SOLUTION: Customer Service Management | My Assignment Tutor

ASSIGNMENT INSTRUCTIONS AssessmentPractical (Group Presentation)Assessment code:011Academic Year:2020-2021Trimester:2Module Title:Customer Service Management for Tourism andHospitalityModule Code:MOD006060Level:Level 5Module Leader:Monica OrWeighting:40%Time Limit:20 minutes plus Q&AAssessed LearningOutcomes2Assessment date:Week 12 – Saturday 17th April to Friday 23rd April ADDITIONAL INFORMATION• This is a group assignment.• No extensions are available for this assessment.• Mitigation: The deadline for submission of mitigation in relation to thisassignment is no later than five working days after the submission date of thiswork. Please contact iCentre@lca.anglia.ac.uk See rule 6.103:http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdf• You must provide a hard copy of your PowerPoint slides at the start of yourpresentation.• Ensure that slide 1 includes all the group members’ names and SID numbers.• Use Harvard referencing to acknowledge the sources.• Your final slide should provide the Reference List.Words number: 500 + 3 Power Point slidesI’m Presenter 2, we chose from Brakspear Pubs the Albert Arms pubASSIGNMENT CASE STUDYAs a Customer Management Relationship Consultant, you have been asked topresent to Brakspear Pubs a proposal of how they can engage and retain theircustomers. Since the outbreak of COVID-19 their pubs across the country have beenshut and are now looking at their re-opening strategy as the lockdown eases.Customer Relationship Management (CRM) helps businesses to gain an insight intothe behaviour or their customers and modify their business operations to ensure thatcustomers are served in the best possible way. Research from YouGov (2020)shows that even when restaurant and pubs reopen, the public still feel uncomfortableabout visiting these premises:Assignment Presentation TaskPractical Task – 20 Minute Group Presentation, shared between 4 participantsUsing secondary research you will present your pitch proposal in a group of four,using a power point presentation. The pitch proposal will be presented in a live faceI’m Presenter 2, we chose from Brakspear Pubs the Albert Arms pubto face setting, either in person or online via zoom. This will be confirmed by yourtutor. The information will be split as follows: Presenter1History and overview of Brakspear Pubs customer profile andintroduction to CRMPresenter2Explain Buttle’s model of CRM – primary stagesPresenter3Apply the model to Brakspear Pubs – focusing on the CustomerPresenter4Explain Buttle’s model of CRM – supporting conditionsPresenter1Apply the model to Brakspear Pubs – focusing on the ProfitabilityPresenter2Introduce Social CRM – look at relevant social media channelsBrakspear Pubs should be or is currently usingPresenter3Give 3 recommendations on how to engage with customers on socialmedia taking into consideration the ‘new normal’Presenter4Conclude, present reference list and give next steps to the client. ASSESSMENT CRITERIAStudents will be awarded individual marks for each of the following criteria: CriteriaMarks AwardedKnowledge and understandingIdentify the different components of a CRM plan and how CRMcreates value for hospitality and tourism businesses and theircustomers.50Use of statistical data and secondary research to evidencetheories and industry application.30Professionalism, confidence in delivery and power pointpresentation (body language, clarity of expression, relevantcontent, professional slides).20 Points to ConsiderIntroduction – all members of the group must introduce themselves at the start –slide 1Buttle’s (2000) CRM Value chain model is to used. This must be explained asoutlined above with the theoretical explanation of the primary stages and thenapplication of this. Then the supporting conditions and application of this toBrakspear Pubs.(Buttle and Maklin 2015)An explanation must be given of why Social CRM is being looked at in relation toCOVID-19 and how uncomfortable the public are at visiting pubs once they re-open.Three recommendations must be given on the use of social media, evidencing howother pub companies in the industry have done this successfully, taking in to accountthe ‘new normal’. Focus on the type of message being sent out and give examples ofsuitable imagery that could be posted reflecting our current times.Clear conclusion to the presentation must be given, highlighting research evidencefrom the list of references and to close the presentation explain what the next stepsfor the Brakspear Pubs would be.Secondary research must be used and be clearly evidenced throughout, includingimages.Presentation slides must look professional, be consistent in appearance andchecked for any spelling errors and be formatted correctly.READING LISTBrakspear Pubs (2020) Welcome to Brakspear. [Online 2020] Available at:https://brakspear.co.uk/ [Access date 26 June 2020]Buttle, F. (2000) The CRM Value Chain. [Online] 2001 Available at:https://www.academia.edu/16974580/The_CRM_value_chain [Access date 1 May2020]Buttle, F. and Maklan, S., (2019) Customer Relationship Management: Conceptsand Technologies. 4th ed MUA: Routledge LtdHudson, S. and Hudson, L.,(2017) Customer Service for Hospitality and Tourism.Oxfordshire: Goodfellow Publishers Ltd.Naveed, M., (2012) Customer Relationship Management in Hospitality Sector.Journal of Good Governance and Sustainable Development (JGGSD), Vol 1, No 1,2012, p40-47Or, M., (2016) Star Quality Experience: The Hotlier’s Guide to Creating MemorableGuest Journeys. Great Britain: Rethink PressRahimi, R., Koseoglu, M.A., Ersoy, A.B., Okumus, F., (2017) Customer relationshipmanagement research in hospitality and tourism: a state of the art. Tourism Review.Vol 72, No 2, 2017YouGov (2020) Will Britons flock back to the High Street? [Online] 14 June. Availableat: https://yougov.co.uk/topics/consumer/articles-reports/2020/06/14/will-britonsflock-back-high-street-retail [Access date 26 June 2020]ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDSLEVEL 5 (was level 2) Level 5 reflects continuing development from Level 4. At this level students are not fully autonomous but are able to takeresponsibility for their own learning with some direction. Students are expected to locate an increasingly detailed theoreticalknowledge of the discipline within a more general intellectual context, and to demonstrate this through forms of expressionwhich go beyond the merely descriptive or imitative. Students are expected to demonstrate analytical competence in termsboth of problem identification and resolution, and to develop their skill sets as required.Mark BandsOutcomeGeneric Learning Outcomes (GLOs) (Academic Regulations, Section 2)Knowledge & UnderstandingIntellectual (thinking), Practical,Affective and Transferable SkillsCharacteristics of Student Achievement by Marking Band90-100%Achieves moduleoutcome(s) related toGLO at this levelExceptional information base exploring and analysingthe discipline, its theory and ethical issues withextraordinary originality and autonomy. With someadditional effort, work may be considered for internalpublicationExceptional management of learning resources, with ahigher degree of autonomy/ exploration that clearlyexceeds the brief. Exceptional structure/accurateexpression. Demonstrates intellectual originality andimagination. Exceptionalteam/practical/professional skills. With someadditional effort, work may be considered for internalpublication80-89%Outstanding information base exploring and analysingthe discipline, its theory and ethical issues with clearoriginality and autonomyOutstanding management of learning resources, with adegree of autonomy/exploration that clearly exceedsthe brief. An exemplar of structured/accurateexpression. Demonstrates intellectual originality andimagination. Outstandingteam/practical/professional skills70-79%Excellent knowledge base, exploring and analysing thediscipline, its theory and ethical issues withconsiderable originality and autonomyExcellent management of learning resources, with adegree of autonomy/exploration that may exceed thebrief. Structured/accurate expression. Very goodacademic/ intellectual skills andteam/practical/professional skills60-69%Good knowledge base; explores and analyses thediscipline, its theory and ethical issues with someoriginality, detail and autonomyGood management of learning with consistent selfdirection. Structured and mainly accurate expression.Good academic/intellectual skills andteam/practical/ professional skills50-59%Satisfactory knowledge base that begins to exploreand analyse the theory and ethical issues of thedisciplineSatisfactory use of learning resources. Acceptablestructure/accuracy in expression. Acceptable level ofacademic/intellectual skills, going beyonddescription at times. Satisfactoryteam/practical/professional skills. Inconsistent selfdirection40-49%A marginal pass inmodule outcome(s)related to GLO at thislevelBasic knowledge base with some omissions and/orlack of theory of discipline and its ethical dimensionBasic use of learning resources with little selfdirection. Some input to team work. Some difficultieswith academic/ intellectual skills. Largely imitativeand descriptive. Some difficulty with structure andaccuracy in expression, but developingpractical/professional skills30-39%A marginal fail inmodule outcome(s)related to GLO at thislevel. Possiblecompensation.Satisfies qualifyingmarkLimited knowledge base; limited understanding ofdiscipline and its ethical dimensionLimited use of learning resources, working towardsself-direction. General difficulty with structure andaccuracy in expression. Weak academic/intellectualskills. Still mainly imitative and descriptive.Team/practical/professional skills that are not yetsecure20-29%Fails to achievemodule outcome(s)related to this GLO.Qualifying mark notsatisfied. NocompensationavailableLittle evidence of an information base. Little evidenceof understanding of discipline and its ethical dimensionLittle evidence of use of learning resources. No selfdirection, with little evidence of contribution to teamwork. Very weak academic/intellectual skills andsignificant difficulties with structure/expression. Veryimitative and descriptive. Little evidence ofpractical/professional skills10-19%Inadequate information base. Inadequate understanding of discipline and its ethical dimensionInadequate use of learning resources. No attempt atself-direction with inadequate contribution to teamwork. Very weak academic/intellectual skills andmajor difficulty with structure/expression. Whollyimitative and descriptive. Inadequatepractical/professional skills 1-9%No evidence of any information base. No understanding of discipline and its ethical dimensionNo evidence of use of learning resources ofunderstanding of self-direction with no evidence ofcontribution to team work. No evidenceacademic/intellectual skills and incoherentstructure/ expression. No evidence of practical/professional skills0%Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address theassignment brief (eg: answers the wrong question) and/or related learning outcomes