bml207 purple goldfish and the art of service experience

BML207: Purple Goldfish and the Art of Service Experience

Module Handbook 2016

University of ChichesterBusiness SchoolDr Andrew Clegg

Purple Goldfish and the Art of Service Experience

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Within increasingly competitive tourism and business environments,

experience and service have become core elements of strategy, as

businesses seek to improve the quality and competitiveness of products,

services, and experiences they offer. Businesses have placed greater

emphasis on service differentiation, the so called ‘Purple Goldfish’, where

increasing emphasis is placed on meeting the needs of an increasingly

quality conscious consumer market by adding value in service and

experience. The aim of this module is to introduce students to the

principles and practices related to the development and management

of customer service strategies from which they can creatively deliver

high quality customer experiences.

Knowledge and Understanding:

On successful completion of this module students will be able to:

• Distinguish between the ways in which customer service, quality and experience have been defined and conceptualised

• Debate the factors influencing the emergence of experience and quality as management tools

• Practically apply the tools and techniques that can be used to critically assess customer service and to facilitate service enhancement

• Apply the key stages in developing a customer service strategy to support the customer experience for a specific business environment

• Communicate effectively in written and verbal form

• Display appropriate IT skills

Good customer service skills are an essential employability skill for anybody wanting to work in the service sector. The aim of this module is to provide you with an opportunity to not only develop an understanding of the core principles of service excellence but also to apply them to a given business environment. The Welcome Management certification is an valuable addition to your CV, and will provide an interesting talking point at a job interview.

Introduction

Learning Outcomes

Employability


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22/1/16: Week 1: Introduction: Service, Experience and Excellence

29/1/15: Week 2: Strategies for Service Excellence [1]

5/2/16: Week 3: Strategies for Service Excellence [2]

12/2/16: Week 4: Fieldtrip: Science Museum, London

19/2/16: Week 5: Reading Week

26/2/16: Week 6: Tools & Techniques for Service Excellence 1

4/3/16: Week 7: Tools & Techniques for Service Excellence 2 Customer Service Workshops

11/3/16: Week 8: Measuring and Monitoring Service 1

18/3/16: Week 9: Measuring and Monitoring Service 2

25/3/16: Week 10: Managing Staff for Service Excellence

15/4/16: Week 11: Managing Online Service Excellence

22/4/16: Week 12: Tender meeting with developer

The specific learning outcomes for each session are provided on a weekly basis, and can be accessed and downloaded via the BML207 Moodle homepage. A weekly lecture programme will introduce the key themes of the module during which particular emphasis will be placed on student-directed activities and in-class discussion. For example, students will have the opportunity to gain ‘hands-on’ experience with the different tools and techniques that can be used to improve service quality. Sessions focusing on quality circles, benchmarking, cause and effect diagrams (fish-bone diagrams) and flow charts will be inherently student-led. The discussion generated in these sessions will help students plan their fieldwork report/exercise, which will involve applying one of the tools or techniques identified to a specific tourism business.

Precise timings for any trips will be provided during the module. Students will also be asked to make a contribution to fieldwork activity, and these monies should be promptly paid to the Business School admin office.

The module is timetabled for 9am to 12pm on Friday mornings. However, can I please ask that you keep your diaries clear to 3pm on Friday afternoons as I am planning a number of guest lectures and fieldtrips that will run beyond the timetabled slot. Specific details will be provided at the start of the module.

Module Content


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Topic 1: Service, Experience and Excellence

The aim of this introductory topic is to get you to consider what are the key indicators for service quality, and the principal elements of service excellence. You will be introduced to the concept of ‘Purple Goldfish’, the importance of experience within the service sector and key factors influencing service quality as a key management and strategic tool, which is increasingly linked to business competitiveness and the attainment of competitive advantage.

Learning Outcomes:

• Todefineexperienceandserviceexcellence• Todiscusstherelationshipbetweenqualityandthenature/

characteroftheservicesector• Todiscussthefactorsinfluencingtheemergenceofqualityand

experienceasamanagementtool• Tointroducethenotionofthe‘experienceeconomy’and

‘experiencerealms’• Toidentifythekeyelementsofserviceexcellenceandexperience

Topic 2: Developing Strategies for Excellence

The aim of this topic is to encourage you to think about developing effective customer service strategies that underpin excellence. Consideration is given to the nature of strategy itself, and then the core components and processes involved in developing customer service strategies. Central to this will be consideration to the Service Excellence Model.

Learning Outcomes:

• Developandsustainareputationforserviceexcellencebycreatingacustomerservicestrategy

• Recognisethevalueandsignificanceofcustomerservicestrategies

• Understandthekeystagesinstrumentalwhendevelopingacustomerservicestrategy

• Understandthekeyexternalinfluences,includingthemainopportunitiesandthreats,foryourbusiness

• Assesstheinternalstrengthsandweaknessesofyourbusiness

Module Topics


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Topic 3: Tools and Techniques for Service Excellence

The aim of this topic is to consider the underpinning tools and techniques that a business can adopt to support and enhance service excellence. Consideration is given to the role of systems, and the importance of quality assurance. There is also a distinct hands-on element to this topic, and through a series of practical exercises you will be introduced to a variety of tools, such as value chain analysis, that you can use to enhance service quality. As part of this session, you will also be asked prepare and deliver a short training game that focuses on one aspect of customer service.

Learning Outcomes:

• Touseappropriatetechniquestotrackandplanforserviceexcellence/serviceenhancement

• Evaluatetheimportanceofsystemsindeliveringserviceexcellence

• Todefineandimplementstrategiestodeliverserviceexcellence/serviceenhancement

• ToapplytheServiceExcellenceToolkittoaspecificbusinessscenario

• Todesignashortexercise/activityforserviceenhancement

Topic 4: Measuring and Monitoring Customer Service

Measuring and monitoring customer service is essential for any business. The aim of this topic is to examine the various methodologies that can be developed to monitor and evaluate service quality. Reference is made to established frameworks for measuring service quality such as Servqual, while through practical exercises attention is also given to service gap analysis, and calculating a satisfaction index score. By this point, you will be expected to have completed your quality audit, and you will be able to draw on your results and gap analysis, in readiness for the submission of your report.

Learning Outcomes:

• Toexamineandcritiquerespectivequantitativeandqualitativemethodologiesformonitoringandevaluatingservicequality

• Toexaminethebasicapproachestoservicegapanalysisanddemonstratehowtocalculateasatisfactionindexscore

• DiscussandanalysethebasiccomponentsoftheServqualmodel


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Topic 5: Managing Staff for Service Excellence

No matter how good your product is, high quality customer service is completely dependent on having well-trained, motivated and customer-focused staff. The aim of this topic is to therefore consider the role and importance of staff in delivering service excellence. By making reference to industry best practice, consideration will be given to key areas such as recruitment, staff engagement, retention, and reward and recognition.

Learning Outcomes:

• Toevaluatetheroleandimportanceofstaffindeliveringserviceexcellence

• Toidentifyinherentproblemsincustomer-staffrelationsasacontextformanagingserviceexcellence

• Tolookathowrecruitmentandretention,andstafftrainingareessentialtoserviceexcellence

• Toexplorethroughspecificcasestudiespracticalapproachestomanagingstaffandtraining

Topic 6: Managing Online Customer Service

Online Christmas sales of over £5bn highlights the importance of online shopping and e-commerce to businesses. The aim of this topic to consider how customers are interacting with businesses within this virtual space, and to identify and evaluate the core elements of online customer service, with reference to analysis tools such as WebQual.

Learning Outcomes:

• ToconsiderthechangingcharacteroftheInternetenvironment,andhowcustomersarenowinteractingwiththisvirtualspaceandimplicationsforcustomerservice

• Toidentifytherelativeadvantagesanddisadvantagesofonlineserviceandevaluatetheimplicationsforcustomerservice

• Toevaluatethekeyelementsofonlinecustomerservice,makingreferencetoWebQualasananalysistool


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In addition to journals and textbooks available in the libraries, additional module resources are available online via the BML207 Moodle homepage. Reading lists, online publications, weblinks and statistics are available at www.tourisminsights.info and additional resources are also available online via Business Source Complete. You will be introduced to the resources available to you during the programme. If you run into problems please do not hesitate to ask the library staff for assistance or you could ask the Business Subject Librarian, Steve Bowman, for help.

A number of relevant text to get you started include:

BELL, C. ZENUKE, R. AND ZIELINSKI, D. (2007) Managing Knock Your Socks Off Service, ACACOM, New York.DRUMMOND, S. AND YEOMAN, I. (2001) Quality Issues in Heritage Visitor Attractions, Butterworth Heinemann, London.FORNELL, C. (2009) The Satisfied Customer, Blackwell, London.FRANCIS, N. (2010) Tourist Customer Service Satisfaction – An Encounter Approach, Routledge, London.FYALL, A. (2008) Managing Visitor Attractions, Butterworth Heinemann, London.GOODMAN, A. (2009) Strategic Customer Service, ACACOM, New York.HARRIS, E.K. (2010) Customer service: A Practical Approach, Prentice Hall, London.KANDAMPULLY, J., MOK, C. AND SPARKS, B. (2001) Service Quality Management in Hospitality, Tourism and Leisure, Haworth Clinical Practice, London.MOTWANI, G. AND SOWER, E. (2006) Benchmarking in Services, Emerald Group Publishing, London.PHELPS, S. (2012) What’s Your Purple Goldfish? How to Win Customers and Influence Word of Mouth, 9-Inch Marketing, United States.RYAN, C. (2002) The Tourist Experience, Second Edition, Continuum, New York.TISCH, J. AND WEBER, K. (2009) Chocolates on the Pillow Aren’t Enough – Reinventing the Customer Experience, Wiley, Chichester.

As part of the 150 hours for each module, you will also be asked to complete short tasks that will form part of the next lecture session. While not assessed, these tasks are intended to support your own learning, and to explore specific issues covered during the module. Specific tasks will be allocated on a weekly basis. It is essential that these tasks are completed, as they designed to encourage you to start reading and exploring the resources that you have to hand.

Module Resources

Self-Directed Activities

For the latest information on developments within the attractions sector visit Attractions Management

http://www.attractionsmanagement.com


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The assessment for this module will consist of a fieldwork report, utilising tools or techniques discussed during the module (2,450 words equivalent per person; 70%) and a team Experience and Service Strategy Pitch (approx. 5-7 minutes per student; 30%) based around a synoptic exercise relating to aspects of customer service and customer service strategies.

Assessment #1: The Fieldwork Report

As part of your fieldwork report you will assume the role of an ‘experienceassessor’, and develop your own experience auditing tool/survey to provide a critical evaluation of the quality of the visitor experience for a specific tourist attraction of your own choosing. To aid you in this task you will be given access to a full suite of VAQAS resources to help you develop a suitable quality audit. Within this auditing process you will also have the opportunity to utilise the tools and techniques covered in the module. Guidelines on how to develop your audit and present your findings will be intensively covered during the course of the module.

Report Structure

In terms of the overall format and layout of the report, emphasis must be placed on providing a clear and logical structure. I will expect to see the following elements provided in the report.

(i) Introduction

Your report should start by providing a clear overview/audit of the attraction you have chosen, and the nature of the product/experience that is being provided. Give consideration to the different elements of the visitor experience, related areas such as pricing, awards, accolades, and who the main market of the attraction is. You can include any materials that may help you convey the nature of the experience on offer - this could include for example photographs and visitor information, such as site maps. You may also be able to find information on current approaches to customer service - for example do they have a current customer service strategy. This is something you might be able to enquire about during or after your visit. Some reference to the operational profile of the attraction (for example visitor numbers) could also be included, and I also expected to see some reference to the key pressures influencing the management of the visitor experience for the wider attractions sector you have chosen.

Assessment


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You will need to demonstrate engagement with the literature and industry resources to do this to the required standard. Think carefully about how this information is presented in order to establish a suitable context.

This initial discussion could also make reference to existing customer feedback that you could access via looking at visitor comments on TripAdvisor. Including one or two comments is not sufficient, and I would expect to see analysis of a number of comments with key themes identified and presented accordingly, for example using a word cloud.

The understanding of the attraction demonstrated in the introduction, and the key factors influencing the quality of the visitor experience provide the basis on which to discuss areas of enhancement or best practice in your later discussion. Some reference to the rationale for the choice of attraction should also be included.

(ii) Clear Presentation of Auditing Results and Discussion

I expect to see the results of your auditing process clearly displayed and analysed in your discussion. You should complete the auditing process thoroughly, and use these results to provide the basis of your discussion. An effort should be made to include service gap analysis for the service elements you assess (you will have covered gap analysis in the session on measuring and monitoring customer service). You must then also provide a commentary for each section highlighting what the results are showing. While this is an applied piece of work, I will expect to see some reference back to the academic literature in order to place your observations in context. Also at this point make sure you include any photos that support any aspect of your discussion. Also include make use of any additional tools, techniques and concepts covered on the module. For example when looking at the attraction website you could also score against the webqual template discussed during the module.


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(iii) Conclusions: Best Practice and Recommendations for Excellence

The final part of your report should conclude by identifying a series of recommendations for enhancement and identifying areas of best practice. At this point I would expect to see wider recognition of best practice across the attractions sector, and you making reference to best practice from other attractions. You must ultimately provide a critical commentary on the overall quality of the visitor experience and highlight areas of best practice (if applicable). The final part of your report must outline a series of recommendations for service improvement as the basis of a new customer service strategy for the attraction that you have chosen. Failure to include the final recommendations section will result in a penalty mark of 10% being applied to your report.

Please give consideration to the following:

• The overall format and layout of the report with a clear emphasis on providing a clear and logical structure. Your report should start by providing a detailed overview of the attraction you have chosen, and the nature of the product/experience that is provided.

• The results of your fieldwork and auditing will form the basis of the report and, accordingly, your results must be effectively presented using appropriate formats - for example Excel charts, tables and photos. Be creative in terms of how you present your results. You must integrate the results of your fieldwork into your discussion - they must not simply be included as standalone elements.

• Your analysis should also draw on the available literature to provide some level of contextualisation for your own results. A review of the literature will also provide you with ideas on how to present your results. You must ultimately provide a critical commentary on the overall quality of the visitor experience and highlight areas of best practice (if applicable).

• Remember not to write in the first person. The report should be objective and written in the third person.

• Subheadings are allowed and are recommended to help structure your report accordingly. Ensure that the subheadings are numbered accordingly and consistently throughout. A contents page should be included at the start.


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• I do expect to see quite a visual and innovative report structure - this is necessary to help articulate the nature of the visitor experience the attraction offers. Look at each section and consider carefully what information can be included. For example when looking at the attraction’s website I would expect to see a screenshot included in your discussion.

• All photos and any illustrations should be clearly labelled and referenced in the text. If you use an image make reference to it do not put it in as simple window-dressing. Photos should be not text-wrapped.

• I do expect to see a level of referencing to the academic text, particularly when discussing your observations and making reference to best practice and areas for enhancement from across the attractions sector. Evidence of benchmarking of good practice from comparable attractions should be included.

• Please ensure that your student number(s) are clearly included on the front page of your report.

• In terms of the overall style of presentation I will leave that to you. However there is an opportunity here to present the information in a slightly different manner. You are encouraged to look beyond a standard black and white document, and even think about changing the page orientation. Be creative but make sure you present the information in a structured and accessible way. Quite simply make sure the information is self-explanatory and suitably informed by your own investigation, background reading, and reference to sector best practice.

The specific assessment criteria for the fieldwork report are:

• Clear and logical structure making reference to the key auditing sections and thematics outlined in the assessment brief

• Appropriate use and application of tools and techniques used to measure and improve service quality

• Ability to convey results of fieldwork accurately and succinctly using appropriate formats

• Evidence of engagement with the academic literature and use of accurate referencing conventions

The auditing process can be completed in small groups but you should aim to produce a joint report. The presentation and report will both be peer assessed at the end of the module.


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The report must be submitted to the admin office 1pm on Wednesday 4th May. An electronic copy must also be submitted online via Turnitin by 1pm.

Assessment #2: Experience and Service Strategy Pitch

The team presentation will be based around a synoptic exercise involving the development of an action plan relating to the implementation of a customer service strategy for a new visitor attraction in Bognor Regis. Groups will be restricted to a maximum of 4 people.

Context

As part of regeneration proposals in Bognor Regis a large commercial space has been identified for development on the Alexandra Theatre site. As part of this process you have been asked by developers to create a new attraction concept for the site, and provide an experience and service excellence strategy. Within your tender you are asked to focus on four key areas that will be central to enhancing business competitiveness and ensuring the overall quality of the visitor experience.

Tender Element 1: The Experience

You must outline the overall attraction concept that you would develop on the site. Any proposal must be based on an understanding of the attractions sector, and an awareness of the potential audience. Development suggestions must draw on best practice from across the attractions/service sector.

Tender Element 2: Strategy and Management

The developers expect to see clear reference to core elements of an experience and service excellence strategy to support and enhance customer service and the overall visitor experience.

Tender Element 3: Staffing and Recruitment

Developers want to see how you would facilitate the involvement and empowerment of staff in the delivery of service excellence and visitor experience. Indicative areas for consideration include: staff motivation, levels of staff retention and communication between management and staff, induction and training.

Tender Element 4 : Monitoring and Evaluation

Developers also want to see how you would develop effective methods of monitoring and evaluating the quality of the visitor experience.


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Presentation Delivery

The presentation must provide a coherent and structured vision of your development proposal, and must refer to the four key areas outlined above. A number of consultancy companies have been asked to tender for this work, and the developers will select the proposal based on the extent to which they meet the following assessment criteria:

(i) Structure, content and succinctness of the pitch

Ensure there is a logical progression in terms of the overall structure of your presentation and a clear linkage between the different sections. Make sure you follow the tender guidelines clearly, and make reference to the different sections for consideration clearly. Developers will expect to see clear aims at the start, and a clear focus on your concept.

(ii) Appropriate application and relevance of customer service and experience management principles in relation to the assessment brief

Your recommendations must be based on a clear understanding of the customer service principles (covered during the module). Think about the underpinning approach to service experience and excellence that will underpin your concept. I would expect to see the service excellence model woven creatively into your presentation.

(iii) Evidence of best practice case studies (accurate referencing to the academic literature using appropriate conventions)

The developers are expecting to see reference to industry best practice and so this should be evidenced throughout. I will expect to see evidence of background reading, but included to reflect the nature of your audience and the purpose of the pitch.

(iv) The use and quality of visual aids to support the pitch

A high quality presentation is essential which above all is delivered as a tender pitch - you need to demonstrate that you have understood your audience and delivered what the developers have asked for. A high quality and professional presentation will be required. Given the length of the presentation the use of Prezzi is not allowed.

This is a professional presentation and all consultancy groups are asked to prepare their presentations to the highest standard. The groups are asked to dress professionally for their final presentations. Please note the final presentations will be filmed for dissemination and analysis by the staff team.


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The provisional dates for the presentations are Tuesday 11th and Wednesday 12th May.

Resubmission

In the unlikely event that you fail this module, the resit will consist of an extended research report (3,500 word). If you have any problems regarding your work you should talk to your module tutor. Details relating to mitigation can be found in the student handbook which can be accessed via the BML207 Moodle homepage.

I can be found on the top of floor of the Dome (Room 2.14) on the Bognor Regis campus. If you have any problems please do not hesitate to come and see me. While I am usually around, consultancy work does take me off campus from time to time. Therefore while you are welcome to pop in informally, please email me to make an appointment ([email protected]/Tel: 01243 812017) to guarantee that I am in to see you. You are also strongly advised to check your emails regularly regarding module updates and also the BML207 homepage.

At the end of the module, you will have the opportunity to complete a module evaluation form to comment on the overall structure, content and quality of the programme. If you have any immediate concerns about the quality of the module then please do not hesitate to come and talk to me directly or talk to your student representative. The module evaluation form will be available online via the BML207 Moodle homepage. A copy of last year’s module evaluation and the module tutor’s response is available online.

The University’s Commitment Charter (Section C) sets out the codes of behaviour that staff and students can expect from one another. Every member of the University community is expected to uphold the Charter commitments and to help to maintain a respectful and constructive learning environment for themselves and for others.

In contact (class) time, and outside of it, the University expects you to show consideration towards other students and the staff of the University. In lectures, seminars and workshops it is your responsibility to avoid behaviour which distracts the learning process for yourself and others. Behaviours which may seem insignificant to you, such as whispering to friends, or texting during a seminar, are almost always noticed! They can have an accumulative, negative impact on the group and the tutor. Such behaviours signal lack of respect for others - even if this was not your intention.

Code of Conduct

Staff Support

Evaluation


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To help illustrate these points, here are some behaviours that students and tutors have found distracting:

• Talking or whispering in lectures, outside times set aside for group discussion

• Talking amongst each other when a guest speaker has been invited in to the session

• Talking or whispering while other students are making points• Interrupting other students or the tutor while they are talking • Habitually arriving late or leaving early (without forewarning the tutor)• Sending and receiving texts • Mobile phones ringing (mobile phones should be turned off at the

start of the session)• Using MP3 players or equivalent• Playing electronic games• Surfing the net in class

Students whose behaviour disrupts a class persistently may be asked to leave the session. However we are sure that as adult learners you’ll use common sense and be willing to help create the best possible learning environment for everyone.

Students are reminded that attendance at all modules is compulsory. If you miss a session, for what ever reason, you should complete and submit a student absence form to the Business School admin office. This should be completed as soon as possible from the date of absence. You are reminded that persistent absence can potentially result in your de-registration from the module. The full University regulations regarding attendance can be found in your student handbook and can also be accessed via the BML207 Moodle homepage. You are also asked to arrive punctually for your lectures.

Attendance


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n th

e w

ork

of o

ther

s an

d d

oes

not

use

this

to

dev

elop

ow

n ar

gum

ents

. No

criti

cal

dis

cuss

ion

or t

heor

etic

al e

ngag

emen

t. L

ittle

pra

ctic

al

and

inte

llect

ual a

pp

licat

ion.

Des

crip

tive

or a

necd

otal

with

litt

le o

r no

crit

ical

d

iscu

ssio

n an

d t

heor

etic

al e

ngag

emen

t. U

ncon

vinc

ing

or m

inim

al li

ne o

f arg

umen

t. M

ostly

rel

iant

on

the

wor

k of

oth

ers,

dis

pla

ying

litt

le u

nder

stan

din

g or

ab

ility

to

app

ly t

he m

ater

ial.

Wor

k is

des

crip

tive

with

min

imal

crit

ical

dis

cuss

ion

and

lim

ited

the

oret

ical

eng

agem

ent.

Too

muc

h re

lianc

e on

the

wor

k of

oth

ers

rath

er t

han

dev

elop

ing

own

und

erst

and

ing

and

ap

plic

atio

n of

the

mat

eria

l

Som

e lim

ited

crit

ical

dis

cuss

ion,

but

arg

umen

t is

un

conv

inci

ng, p

artic

ular

ly a

t th

e lo

wer

end

whe

re t

he

wor

k is

mor

e d

escr

iptiv

e. M

ore

relia

nce

on w

ork

of

othe

rs r

athe

r th

an d

evel

opin

g ow

n ar

gum

ents

. Lim

ited

th

eore

tical

and

con

cep

tual

ana

lysi

s.

Gen

eral

ly c

lear

line

of c

ritic

al a

nd e

valu

ativ

e ar

gum

ent,

with

ab

ility

to

dev

elop

ow

n id

eas

from

the

w

ork

of o

ther

s. A

bili

ty t

o en

gage

in t

heor

etic

al a

nd

conc

eptu

al a

naly

sis.

A c

lear

and

con

sist

ent

line

of c

ritic

al a

nd e

valu

ativ

e ar

gum

ent,

dis

pla

ying

the

ab

ility

to

dev

elop

one

‟s o

wn

insi

ghtf

ul id

eas

from

the

wor

k of

oth

ers.

Exc

elle

nt

enga

gem

ent

in t

heor

etic

al a

nd c

once

ptu

al a

naly

sis.

A c

lear

and

con

sist

ent

line

of h

ighl

y cr

itica

l and

ev

alua

tive

argu

men

t, d

isp

layi

ng t

he a

bili

ty t

o d

evel

op

one‟

s in

nova

tive

idea

s fr

om t

he w

ork

of o

ther

s.

Cre

ativ

e fla

ir in

the

oret

ical

and

con

cep

tual

ana

lysi

s.

Con

sist

ent

line

of p

rofo

und

crit

ical

and

eva

luat

ive

argu

men

t, d

isp

layi

ng t

he a

bili

ty t

o d

evel

op o

rigin

al

idea

s fr

om a

n in

nova

tive

synt

hesi

s of

the

wor

k of

ot

hers

. Cre

ativ

e fla

ir in

ad

vanc

ed t

heor

etic

al a

nd

conc

eptu

alan

alys

is.

Evi

den

ce

Bas

ed o

n lit

tle o

r no

evi

den

ce. L

acks

aca

dem

ic a

nd

inte

llect

ual i

nteg

rity

and

qua

lity.

Use

of n

on-a

cad

emic

so

urce

s lim

its in

telle

ctua

l und

erst

and

ing.

Irre

leva

nt o

r m

inim

al u

se o

f rec

omm

end

ed s

ourc

es,

resu

lting

in a

lack

of u

nder

stan

din

g an

d in

adeq

uate

su

pp

ortin

g ev

iden

ce. N

on-a

cad

emic

sou

rces

tha

t la

ck

inte

llect

ual i

nteg

rity

are

relie

d u

pon

.

Min

imal

and

inad

equa

te k

now

led

ge o

f rel

evan

t an

d

reco

mm

end

ed s

ourc

es. T

heir

use

as s

upp

ortin

g ev

iden

ce m

ay b

e in

accu

rate

, ina

pp

rop

riate

or

negl

igib

le. R

elia

nce

on d

ated

, unr

elia

ble

or

non-

acad

emic

sou

rces

.

Very

lim

ited

ran

ge, u

se a

nd a

pp

licat

ion

of r

elev

ant

and

re

com

men

ded

sou

rces

. Dem

onst

rate

s la

ck o

f rea

l un

der

stan

din

g. T

oo m

uch

relia

nce

may

be

pla

ced

on

dat

ed, u

nrel

iab

le o

r no

n-ac

adem

ic s

ourc

es.

Lim

ited

ran

ge o

f rel

evan

t an

d r

ecom

men

ded

sou

rces

ar

e us

ed, b

ut w

ith s

ome

inad

equa

cies

in t

heir

use

and

em

plo

ymen

t as

sup

por

ting

evid

ence

. The

re m

ay b

e so

me

relia

nce

on d

ated

or

unre

liab

le s

ourc

es.

Ran

ge o

f rel

evan

t an

d r

ecom

men

ded

sou

rces

are

us

ed, b

ut t

his

may

be

in a

n un

imag

inat

ive

or li

tera

l m

anne

r, p

artic

ular

ly a

t th

e lo

wer

end

of

the

rang

e. L

imite

d u

se o

f sou

rces

bey

ond

the

st

and

ard

rec

omm

end

ed m

ater

ials

.

Goo

d r

ange

of r

elev

ant

and

rec

omm

end

ed s

ourc

es

used

in a

n im

agin

ativ

e an

d la

rgel

y co

nsis

tent

way

as

sup

por

tinge

vid

ence

. Use

of s

ome

sour

ces

bey

ond

rec

omm

end

ed t

exts

incl

udin

g m

ore

com

ple

x m

ater

ials

.

Wid

e ra

nge

of r

elev

ant

and

rec

omm

end

ed s

ourc

es

used

in a

n in

sigh

tful

and

con

sist

ent

way

as

sup

por

ting

evid

ence

. Som

e in

dep

th u

se o

f sou

rces

bey

ond

re

com

men

ded

tex

ts, t

o d

emon

stra

te in

dep

end

ent

rese

arch

.

Wid

e ra

nge

of r

ecom

men

ded

and

rel

evan

t so

urce

s us

ed in

an

inno

vativ

e an

d c

onsi

sten

t w

ay t

o su

pp

ort

argu

men

ts. I

n d

epth

use

of s

ourc

es b

eyon

d

reco

mm

end

ed t

exts

, dem

onst

rate

s cr

eativ

e fla

ir in

ind

epen

den

t re

sear

ch.

Wid

e ra

nge

of r

elev

ant

and

rec

omm

end

ed s

ourc

es

used

in a

pro

foun

d a

nd c

onsi

sten

t w

ay a

s su

pp

ortin

g ev

iden

ce. U

se o

f cut

ting-

edge

sou

rces

bey

ond

th

e re

com

men

ded

tex

ts, i

nclu

din

g in

-dep

th u

se

of c

omp

lex

mat

eria

l dem

onst

ratin

g ad

vanc

ed

ind

epen

den

t re

sear

ch.

Str

uctu

re a

nd P

rese

ntat

ion

Pre

sent

atio

n is

inap

pro

pria

te, u

ncle

ar a

nd in

acce

ssib

le. W

ork

is n

ot c

oher

ent

or s

ucci

nct.

Ser

ious

er

rors

of v

ocab

ular

y, s

ynta

x, s

pel

ling

and

pun

ctua

tion

obsc

ure

the

over

all m

eani

ng. N

o lo

gica

l d

evel

opm

ent

or o

rgan

isat

ion

of t

he m

ater

ials

with

few

link

s b

etw

een

stat

emen

ts a

nd s

ectio

ns.

Ref

eren

ces

are

abse

nt, i

ncor

rect

or

inac

cura

te.

Pre

sent

atio

n is

inap

pro

pria

te, u

ncle

ar a

nd in

acce

ssib

le. P

oint

s ar

e no

t m

ade

cohe

rent

ly o

r su

ccin

ctly

. Com

pou

nd e

rror

s of

voc

abul

ary,

syn

tax,

sp

ellin

g an

d p

unct

uatio

n se

rious

ly d

etra

ct

from

the

ove

rall

mea

ning

. Mat

eria

ls la

ck lo

gica

l dev

elop

men

t. R

elat

ions

hip

bet

wee

n st

atem

ents

an

d s

ectio

ns a

re h

ard

to

reco

gnis

e. R

efer

ence

s m

ay b

e ab

sent

or

inco

rrec

t.

Poo

r vi

sual

and

writ

ten

pre

sent

atio

n. T

he s

tyle

may

be

inap

pro

pria

te, u

ncle

ar a

nd in

acce

ssib

le.

Poi

nts

may

not

be

mad

e co

here

ntly

or

succ

inct

ly. E

rror

s of

voc

abul

ary,

syn

tax,

spel

ling

and

p

unct

uatio

n m

ay s

erio

usly

det

ract

from

the

ove

rall

mea

ning

. The

mat

eria

ls m

ay la

ck lo

gica

l d

evel

opm

ent

and

org

anis

atio

n. R

elat

ions

hip

bet

wee

n st

atem

ents

and

sec

tions

may

be

diffi

cult

to

reco

gnis

e. R

efer

ence

s m

ay b

e ab

sent

, ina

ccur

ate

or in

corr

ect.

Wea

k p

rese

ntat

ion.

Som

e as

pec

ts o

f the

sty

le m

ay b

e in

app

rop

riate

, unc

lear

and

inac

cess

ible

. S

ome

poi

nts

will

not

be

mad

e co

here

ntly

or

succ

inct

ly. E

rror

s of

voc

abul

ary,

syn

tax,

sp

ellin

g an

d p

unct

uatio

n m

ay s

erio

usly

det

ract

from

the

ove

rall

mea

ning

. The

mat

eria

ls m

ay la

ck lo

gica

l d

evel

opm

ent

and

org

anis

atio

n. T

he r

elat

ions

hip

bet

wee

n so

me

stat

emen

ts a

nd s

ectio

ns m

ay b

e d

ifficu

lt to

rec

ogni

se. L

imite

d u

se o

f ref

eren

ces

and

som

e m

ay b

e in

accu

rate

.

Acc

epta

ble

pre

sent

atio

n. S

ome

asp

ects

of t

he s

tyle

may

be

uncl

ear.

Poi

nts

may

not

be

mad

e co

here

ntly

or

succ

inct

ly. S

ome

erro

rs o

f voc

abul

ary,

syn

tax,

sp

ellin

g an

d p

unct

uatio

n b

ut t

hese

ar

e no

t se

rious

dis

trac

tions

from

the

ove

rall

mea

ning

. Som

e la

ck o

f log

ical

dev

elop

men

t an

d

orga

nisa

tion

of t

he m

ater

ials

. The

rel

atio

nshi

p b

etw

een

som

e st

atem

ents

and

sec

tions

may

be

hard

to

follo

w. W

ork

is r

efer

ence

d a

ccur

atel

y w

ith s

ome

erro

rs.

Gen

eral

ly s

ound

pre

sent

atio

n. S

tyle

is la

rgel

y cl

ear

and

acc

essi

ble

. The

re m

ay b

e m

inor

err

ors

of v

ocab

ular

y, s

ynta

x, s

pel

ling

and

pun

ctua

tion

but

the

se s

houl

d n

ot d

etra

ct fr

om t

he o

vera

ll m

eani

ng. T

here

may

be

inco

nsis

tenc

ies

in t

he o

rgan

isat

ion

and

dev

elop

men

t of

mat

eria

ls. T

he

rela

tions

hip

bet

wee

n so

me

stat

emen

ts a

nd s

ectio

ns m

ay n

ot b

e ea

sy t

o fo

llow

. Som

e p

oint

s m

ay

not

be

mad

e co

here

ntly

or

succ

inct

ly. W

ork

is r

efer

ence

d a

ccur

atel

y w

ith fe

w e

rror

s.

Goo

d v

isua

l and

writ

ten

pre

sent

atio

n. C

lear

and

acc

essi

ble

sty

le. G

ener

ally

goo

d s

tand

ard

s of

vo

cab

ular

y, s

ynta

x, s

pel

ling

and

pun

ctua

tion.

Log

ical

org

anis

atio

n an

d d

evel

opm

ent

of m

ater

ials

. C

oher

ent.

Rel

atio

nshi

p b

etw

een

stat

emen

ts a

nd s

ectio

ns a

re e

asy

to fo

llow

. Ref

eren

cing

is

accu

rate

and

ap

pro

pria

te.

Exc

elle

nt v

isua

l and

writ

ten

pre

sent

atio

n. V

ery

clea

r an

d a

cces

sib

le s

tyle

. Goo

d s

tand

ard

s of

vo

cab

ular

y, s

ynta

x, s

pel

ling

and

pun

ctua

tion.

Log

ical

and

flue

nt o

rgan

isat

ion

and

dev

elop

men

t of

m

ater

ials

. Coh

eren

t an

d s

ucci

nct.

Rel

atio

nshi

p b

etw

een

stat

emen

ts a

nd s

ectio

ns a

re v

ery

clea

r. R

efer

enci

ng is

acc

urat

e, a

pp

rop

riate

and

ext

ensi

ve.

Out

stan

din

g vi

sual

and

writ

ten

pre

sent

atio

n. S

ophi

stic

ated

yet

cle

ar a

nd a

cces

sib

le s

tyle

. Ver

y go

od s

tand

ard

s of

voc

abul

ary,

syn

tax,

sp

ellin

g an

d p

unct

uatio

n. P

ossi

bly

Pos

sib

ly in

nova

tive

yet

logi

cal a

nd fl

uent

org

anis

atio

n an

d d

evel

opm

ent

of m

ater

ials

. Art

icul

ate,

coh

eren

t an

d s

ucci

nct.

R

elat

ions

hip

s b

etw

een

stat

emen

ts a

nd s

ectio

ns a

re c

lear

and

pre

cise

. Ref

eren

cing

is a

ccur

ate

and

, ap

pro

pria

te.

Dis

tingu

ishe

d v

isua

l and

writ

ten

pre

sent

atio

n. H

ighl

y so

phi

stic

ated

yet

cle

ar a

nd a

cces

sib

le s

tyle

. E

xtre

mel

y go

od s

tand

ard

s of

voc

abul

ary,

syn

tax,

sp

ellin

g an

d p

unct

uatio

n. In

nova

tive

yet

logi

cal

and

flue

nt o

rgan

isat

ion

and

dev

elop

men

t of

mat

eria

ls. H

ighl

y ar

ticul

ate,

coh

eren

t an

d s

ucci

nct.

R

elat

ions

hip

s b

etw

een

stat

emen

t an

d s

ectio

ns a

re p

reci

sely

mad

e w

ith g

reat

cla

rity.

Ref

eren

cing

is

acc

urat

e an

d a

pp

rop

riate

. inn

ovat

ive

yet

logi

cal a

nd fl

uent

org

anis

atio

n an

d d

evel

opm

ent

of

mat

eria

ls. A

rtic

ulat

e, c

oher

ent

and

suc

cinc

t. R

elat

ions

hip

s b

etw

een

stat

emen

ts a

nd s

ectio

ns a

re

clea

r an

d p

reci

se. R

efer

enci

ng is

acc

urat

e an

d, a

pp

rop

riate

.

Und

erg

rad

uate

Ass

essm

ent

Cri

teri

a


17

Purple Goldfish

www.purplegoldfish.com


18

Notes


19

Notes


20

Deliver the Promise

Go the Extra Mile

Resolve Problems Well

Provide the Personal

Touch

Service Excellence

The Service Excellence Model

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