Operational Facility Management
Academy of Sport
and Physical Activity
BSc Sport Business Management
MODULE TITLE: Operational Facility Management           MODULE
CODE:Â 66-502891-CF
MODULE LEADER:Â Chris Moriarty
Â
Task: REPORT PART A
Reassessment
or Defer
The primary aim of this assessment task is to provide
an overview of the benefits of utilising a customer focused approach to service
delivery in sport facilities and provide recommendations for improvement for a
facility based on a Mystery Shopping visit.
Â
For this assessment, you are required to
complete a 1000 word report which
includes the following:
·       Â
A fully referenced overview of the benefits of customer-focused   approach to service delivery.
Â
You should also:
- Devise a
mystery shopper form to evaluate a customer journey through a sports
facility experience.Â
- Undertake
a mystery shopper visit on a facility allocated to you, completing your
mystery shopper form upon completion of your visit.
- Your
completed mystery shopper form should be included in the Appendix of your
report
·       Â
 Utilising the findings of your
Mystery Shopper visit, and where possible making use of academic theory or
industry-relevant publications :
·       Â
Identify any elements of best practice from your mystery shopper visit that
could be considered for implementation across all Sheffield City Trust
facilities.
·      Identify and any aspects of poor practice
that could be identified for potential inclusion in staff training at your
allocated facility.
The intended learning outcomes of this assessment task are
to
The assessment
will be summatively assessed by the submission of a report
The assessment is worth 100% of the overall module grade.
Submission type:Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Online (Blackboard)
Turnitin[1]
used:Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Yes
Feedback method:Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Inline
Feedback type:Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Inline
In-Module Retrieval (IMR)[2]
available: Â Yes
Non-Assessment[3]
Requirements:Â Â Â Â Â Â Â Â Â Â Â No
Word Length, Duration and Penalties
The word length/duration of this assessment,
excluding references, is 1000 words.
You must include a word count at the
end of the assignment before the
References list. Words included within tables within the main report count
towards the word count.
1 grade point will be
deducted for work which exceeds the word limit/duration by more than
10%.
Format
Your work must be submitted in
Microsoft Word (*.doc or *.docx) format.
The task should include
Module Title, Module Code, Name and Student Number (not your Student Login) in
the ‘header’ at the top of the document. Standard presentation requirements
(size 11 font, 1.5 line spacing, 2.5 cm margins) should be adhered to.
Handing-In Details
Please submit your assessment via
a) the online submission point on the module Blackboard site
AND
b) the Turnitin link on the Module Blackboard site
You will find both these links under the Assessment / Reassessment tab
on the module Blackboard site.
Feedback will normally
be available fifteen working days after
the hand-in date. You will be notified when feedback becomes available.
Â
Enquiries
Chris Moriarty c.moriarty@shu.ac.uk
Further Assessment Details
DESCRIPTION |
 Approx. 500
words: Â A fully referenced overview of the benefits
of customer-focused   approach to
service delivery. ·     Â
Overview considers a wide range of benefits
of implementing a customer-focused approach to service delivery considering
areas such as customer journey, CRM and mystery shopping. Academically
supported concepts are introduced with consideration given to application and
limitations. Â You should also:
 Approx. 500
words: Â Utilising the findings of your Mystery
Shopper visit, and where possible making use of academic theory or
industry-relevant publications : ·       Â
Identify any elements of best practice from your mystery shopper visit
that could be considered for implementation across all Sheffield City Trust
facilities. ·     Â
Identify and any aspects of poor practice that could be identified for
potential inclusion in staff training at your allocated facility. Â Â |
Academy of Sport and Physical Activity Grade
Descriptor - Level 6
Class |
Category |
General Characteristics |
 1st (Exceptional) |
Exceptional 1st |
Exceptional breadth and depth of knowledge
and understanding of the area of study, significantly beyond what has been
taught in all areas; evidence of extensive and appropriate selection and
critical synthesis of reading and research beyond the prescribed range, in
both breadth and depth, to advance arguments; excellent communication;
performance deemed to be beyond expectation. Work at publishable or
commercial standard. The ability to make decisions and systematically
carry out tasks with autonomy in unpredictable situations; exercise of
initiative in the completion of practical tasks; exceptional leadership
skills and evidence of personal responsibility in group contexts; creative
flair; extremely well-developed problem-solving skills; the ability to carry
out sustained critical reflection on practical work within the wider context
of the industry. Exceeds expectations set by the industry context. |
1st (Excellent) |
High 1st |
Excellent knowledge and understanding of the
area of study as the student is typically able to go beyond what has been
taught (particularly for a mid/high 1st); evidence of extensive and
appropriate selection and critical synthesis and analysis of reading and
research beyond the prescribed range, to direct arguments; excellent
communication; performance deemed beyond expectation of the level. The
ability to make decisions and carry out tasks with a high level of autonomy; creative
flair and the ability to (re)interpret predefined conventions to select and
justify individual working practice; excellent problem-solving skills;
accuracy and fluency; excellent command of skills appropriate to the task;
the ability to reflect critically on practical work within the wider context
of industry. Meets expectations set by the industry/employment context. |
Mid 1st |
||
Low 1st |
||
2.1 (Very good) |
High 2.1 |
Very good knowledge and understanding of the
area of study as the student is typically able to relate facts/concepts
together with some ability to apply to taught contexts; evidence of
appropriate selection and critical evaluation of reading and research, some
beyond the prescribed range, may rely on set sources to direct arguments;
demonstrates autonomy in approach to learning; strong communication skills.
Broadly autonomous completion of practical tasks; ability to adapt in
response to change or unexpected experiences; decision making is very highly
developed; a clear command of the skills relevant to the task; ability to
reflect on practical work and set future goals within the wider context of
industry. Adherence to standards set by the industry context. |
Mid 2.1 |
||
Low 2.1 |
||
2.2 (Good) |
High 2.2 |
Good knowledge and understanding of the area
of study balanced towards the descriptive rather than critical or
analytical; evidence of appropriate selection and evaluation of reading
and research, some may be beyond the prescribed range, but generally reliant
on set sources to direct arguments; communication shows clarity, but
structure may not always be coherent. A confident approach to practical
tasks; a solid grasp of the related processes, tools, technology; creativity
in the completion of the task; proficiency is demonstrated by an accurate and
well-coordinated performance; tasks are completed with a good level of
independent thought and autonomy; an ability to reflect on practical work and
set future goals. General adherence to standards set by the industry context. |
Mid 2.2 |
||
Low 2.2 |
||
 3rd (Sufficient) |
High 3rd |
Knowledge and understanding sufficient to deal with
terminology, basic facts and concepts but fails to make meaningful synthesis; some ability to select and
evaluate reading and research however work may be more generally descriptive;
general reliance on set sources to advance work; arguments may be weak or
poorly constructed; presentation is generally competent but with some
weaknesses. Competence in technical skills; tasks are completed with a degree
of proficiency and confidence; tasks are completed with a sufficient level of
independent thought; effective judgements have been made; evaluation and
analysis of performance in practical tasks is evident. Errors in completion
of the task; general adherence to appropriate conventions set by the industry
context. |
Mid 3rd |
||
Low 3rd |
||
  FAIL    |
Borderline Fail |
Insufficient knowledge and understanding of
the subject and its underlying concepts; some ability to evaluate given
reading and research however work is more generally descriptive; naively
follows or may ignore set material in development of work; given brief
may be only tangentially addressed or may ignore key aspects of the brief;
communication shows limited clarity, poor presentation, structure may not be
coherent. Practical tasks are attempted; skill displayed in some areas; there
are a significant number of errors; a lack of proficiency in most areas;
guidance may be needed to reproduce aspects of the task and apply learned
skills. Tasks may be incomplete; failure to adhere to some of the conventions
set by the industry context. |
Mid Fail |
||
Low Fail |
||
Very Low Fail |
No evidence of knowledge or understanding of
the subject; no understanding of taught concepts, with facts being
reproduced in a disjointed or decontextualised manner; ignores set
material in development of work; fails to address the requirements of the
brief; lacks basic communication skills. A general level of incompetency in
practical tasks; an evident lack of practice; set tasks are not completed;
few or no skills relating to tasks are evident. No adherence to conventions
set by the industry context. |
|
ZERO |
Zero |
Work not submitted, work of no merit, penalty in
some misconduct cases. |
THRESHOLD ASSESSMENT
CRITERIA TO PASS (LOW THIRD) AND MID FIRST CLASS WORK
 |
Grade |
||
Criteria |
Minimum pass |
 |
Mid 1st |
A fully referenced overview of the benefits
of customer-focused   approach to
service delivery. |
Limited consideration is given to the
benefits of implementing a customer focused approach to service delivery with
very few references. A customer focused concept is considered but it is not explained
or there are serious issues with comprehension of the concept. |
|
A wide range of benefits of implementing a
customer focused approach to service delivery are outlined and referenced to
a high standard. The selected customer focused concept is very well applied
with consideration given to a range of aspects. Â |
Mystery shopper form design and
layout |
The Mystery shopper form is limited in terms of detail and/or
development; aspects of the customer journey are missing or incomplete. The
form is presented in an adequate format but would benefit from more enhanced
presentation. There is limited opportunity for the user to identify areas of
best practice or poor practice. |
|
Mystery shopper form has been developed to a very high standard. The
form is professionally presented and demonstrates a clear understanding and
application of the whole customer journey at a high level. The form provides
a high level of opportunity for the user to identify a wide range of areas of
best practice or poor practice. Â |
Completion of mystery shopper form |
The mystery shopper form is completed and although comments provide
some level of feedback on largely relevant areas, they are not in enough
detail and are largely descriptive of the activity undertaken. There is little or no consideration given
to transferrable areas relating to best practice. Â |
|
The mystery shopper form is completed to a high standard. Detailed
comments and feedback/feed forward elements are included throughout, and
completion includes names of individuals providing exemplary service and a
high level of consideration is given to transferrable areas relating to best
practice. Â |
Identification of elements of best and
poor practice |
There is limited consideration of best
and/or poor practice, meaning the section is very descriptive. The link to
the mystery shopping trip was not evident as discussion was very disjointed
and/or appeared unrelated in places Academic references and/or industry relevant publications are very
limited or not included within the section and they are not applied to
recommendations. Recommendations for
further training are extremely limited in terms of development and lacked
support from evidence. Â |
|
Elements of best and poor practice
identified are wide ranging, relevant and clearly derived from the mystery
shopping visit. Academic references and industry relevant publications are integrated
within the section to provide evidence of the practical nature of best
practice recommendations.Â
Recommendations for further training are extremely well evidenced and
applied. |
References and Referencing |
The
APA referencing system has not been used and/or there are many errors
in style. |
|
An
extensive and wide-ranging set references have been sourced and used
appropriately. The APA referencing method has been used very precisely and
there are very few errors in style |
Presentation |
Poor presentation that
rarely adheres to the normal conventions of professional report writing. There
are many spelling and punctuation errors and the report is in an inappropriate
format for the intended audience. |
|
Clear, well
composed written English, spelling and grammar throughout with very few or no
mistakes. Report formatting is logical, clear and attractively presented.
Sections and subsections are clearly differentiated with normal conventions
of professional report writing and formatting adhered to. |
[1] Turnitin is
used by academic staff to ascertain whether cheating, as defined by the
University assessment regulations, has taken place. It should also be used to evaluate
your assignment for accidental plagiarism prior to the hand-in date
[2] In-module retrieval
refers to a feature of a module s assessment design whereby if you achieve below
40 in an assessment task at the first attempt you are given an opportunity of
reworking the assessment task for a capped mark of 40%
[3] It may be stipulated for
some modules that you have to do something in order to undertake assessment on
a module. Any assessment where these requirements are not fulfilled will not
be classed as a valid attempt and will receive a mark of zero. Further details
can be found later in this assessment brief