Operational Facility Management

Academy of Sport and Physical Activity

BSc Sport Business Management

MODULE TITLE: Operational Facility Management            MODULE CODE:  66-502891-CF

MODULE LEADER:  Chris Moriarty

 

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.

 

For this assessment, you are required to complete  a 1000 word report which includes the following:

 

·         A fully referenced overview of the benefits of customer-focused    approach to service delivery.

 

You should also:

  • Devise a mystery shopper form to evaluate a customer journey through a sports facility experience. 
  • 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

 

·          Utilising the findings of your Mystery Shopper visit, and where possible making use of academic theory or industry-relevant publications :

·         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

1.              Identify, explain and apply the key concepts and processes of facility performance management applied to the sport industry. 

2.              Undertake applied primary research in a selected sport facility, and apply a range of operational quality management approaches to that facility.

3.              Communicate information, ideas and solutions in a professional written and graphical format appropriate to different audiences.

 

The assessment will be summatively assessed by the submission of a report

The assessment is worth 100% of the overall module grade.

 

 

 

Submission type:                                             Online (Blackboard)

Turnitin[1] used:                                                  Yes

Feedback method:                                          Inline

Feedback type:                                                 Inline

In-Module Retrieval (IMR)[2] available:   Yes

Non-Assessment[3] Requirements:            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.

 

Enquiries

Chris Moriarty c.moriarty@shu.ac.uk


 

Further Assessment Details

DESCRIPTION

 

Approx. 500 words:  A fully referenced overview of the benefits of customer-focused    approach to service delivery.

·       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.

 

You should also:

  • Devise a mystery shopper form to evaluate a customer journey through a sports facility experience. 
  • 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 and should be presented in a professional manner, demonstrating an understanding of the full customer journey, enabling the identification of areas of best and poor practice. 

 

 

Approx. 500 words:  Utilising the findings of your Mystery Shopper visit, and where possible making use of academic theory or industry-relevant publications :

·         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.

 

 

 

 

 

 


 

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.

 

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.

 

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.

 

 

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.

 

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.

 

 

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.  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