顾客满意与顾客忠诚对于企业发展的意义

对于一个企业而言,顾客是它们在市场上赖以生存的条件,现代企业越来越重视顾客对于自身的认可,以打造令顾客满意的服务作为企业的发展宗旨,建立顾客忠诚作为企业的发展目标。就顾客满意和顾客忠诚展开探讨,对二者之间的关联展开论述,探究二者对于企业发展的意义。     

The Behavior Engineering Model at Work on a Small Scale: Using Task Clarification,Self‐Monitoring,and Public Posting to Improve Customer Service

Gilbert's (1978/1996) Behavior Engineering Model (BEM) can enable the success of novice performance engineers by prompting appropriate front‐end analysis. This paper describes the third author's first performance improvement project conducted in the customer service department at an insurance agency. Front‐end performance analysis informed the design of an intervention package that addressed particular environment and person variables. This package included task clarification, employee self‐monitoring, and public posting of group performance. A multiple baseline design across behaviors was used to assess the effects of the intervention. The performance targets were: 1) the percentage of transactions where Customer Service Representatives (CSRs) used customer names, and 2) the percentage of transactions where CSRs suggested additional services available to customers. Average performance during intervention was more than 50% better than average baseline performance for both targets. Results are discussed in terms of the utility of the BEM as a front‐end analysis tool that can guide novice performance engineers to build simple and inexpensive, yet effective, performance improvement interventions.     

THE ROLE OF PARENTAL ATTITUDES IN CHILDREN'S MOTIVATION TOWARD HOMEWORK ASSIGNMENTS

Completing homework assignments is part of students' daily routine. Because this task is embedded within the home environment, parents play an important role in homework‐related attitudes and behaviors. Recent findings have demonstrated that effort and cognitive engagement while doing homework are better proximal predictors of positive outcomes than merely the time spent on it. The purpose of the current study was to examine whether parental goal emphasis explains children's motivational orientation toward homework and the perceived dissonance between home and school. Participants included parent–child dyads (N = 220), who completed surveys adapted from the Patterns of Adaptive Learning Scales. Path analysis using structural equation modeling indicated that parents’ emphasis on mastery goals was associated with children's mastery goals, which was in turn linked with higher achievement in school. Parents’ emphasis on performance goals was associated with children's performance goals and a higher sense of dissonance between home and school.     

服务失误、顾客抱怨、服务恢复与顾客满意之实证研究

台湾产业发展趋势,各级产业厂商基于持续获利与永续经营理念,提供完善的＂顾客服务＂是一项提升产业竞争力的重点项目。然而,在提供顾客服务的过程中,难免有服务上的失误与顾客抱怨,在服务失误后如何有效进行服务补救以改善顾客满意度极为重要。文章在7项研究假设的基础上,透过问卷设计、资料搜集及分析,得到6项实证研究结论,对业者提供了一些实务建议。     

A STATEWIDE STUDY OF SCHOOL-BASED INTERVENTION TEAMS: CHARACTERISTICS,MEMBER PERCEPTIONS,AND OUTCOMES

Surveys were administered to members of approximately 400 school-based teams participating in a statewide initiative promoting intervention-based assessment. Team members provided information about their teams' demographic characteristics, communication, leadership, and decision-making processes. Results were analyzed in terms of team features and characteristics as well as relationships between these features and several outcomes, including school faculty/staff perceptions of the acceptability of teams; ratings of school support for, and teams' mastery of, the consultative intervention-planning process; number of “traditional” multifactored evaluations conducted in the school; and actual student goal attainment. Significant relationships were found between structural and procedural aspects of team functioning and a number of these outcomes but not with student goal attainment. Results are discussed in terms of future research directions.     

Summary of comparison between FFT-CW® and Usual Care sample from Administration for Children's Services

This evaluation compared the efficiency and effectiveness of Functional Family Therapy-Child Welfare (FFT-CW^®, n = 1625) to Usual Care (UC: n = 2250) in reducing child maltreatment. FFT-CW^® is a continuum of care model based on the family's risk status. In a child welfare setting, families received either UC or FFT-CW^® in a quasi-experimental, stepped wedge design across all five boroughs of New York City. The families were matched using stratified propensity scoring on their pre-service risk status and followed for 16 months. The ethnically diverse sample included African American (36%), Asian (4%); Hispanic (49%), and Non-Hispanic White (6%) or Other (6%) participants. Referral reasons included abuse or neglect (57.4%), child service needs (56.9%) or child health and safety concerns (42.8%). Clinical process variables included staff fidelity, service duration, and number of contacts. Positive outcomes included whether all clinical goals were met and negative outcomes included transfers, outplacement, recurring allegations and service participation within 16 months of the case open date. Families receiving FFT-CW^® completed treatment more quickly than UC and they were significantly more likely to meet all of the planned service goals. Higher treatment fidelity was associated with more favorable outcomes. Fewer FFT-CW^® families were transferred to another program at closing, and they had fewer recurring allegations. FFT-CW^® had fewer out-of-home placements in families with higher levels of risk factors. The FFT-CW^® program was more efficient in completing service, and more effective than UC in meeting treatment goals while also avoiding adverse outcomes.     

Customer experience and value: A performance view

Companies often say they are customer focused, which presumably means that their operational processes and cultural practices are aligned to maximize the value delivered to customers, but how do you assure that? Two factors that contribute to customer perceptions of the quality of product or service are functional quality, how well a product or service meets customer needs, and behavioral quality, how the customer feels about using or owning the product or service. There are also functional and behavioral factors that contribute to customers' perceptions of costs. Considering these factors we have developed a performance model to aid in the pursuit of greater customer value.     

Supporting project teams: A framework used in a university‐community collaborative initiative

As commonplace as teams are in today's organizations, so too are the frustrations reported by members of many teams. Some of this frustration may be attributed to the lack of organizational support for team efforts. In this article, we draw on Kolb's components of clear direction and accountability, appropriate staffing and training, adequate information and resources, and rewards for team effort to describe and discuss a framework that was developed to support a series of 29 project teams. We use case study methodology to examine a university‐community initiative designed to increase collaboration between members of a university community and stakeholders external to the university. This design resulted in a continuous learning and feedback cycle that encouraged reflective thinking and improvement in procedures and outcomes. The focus is on the framework that was developed and executed to select, support, and evaluate these teams.     

Description and evaluation of methods for the learning of interpersonal,transferable and management skills by students of animal science

Abstract

An Interpersonal, Transferable and Management Skills course, scheduled for one morning per week over a period of 9 weeks, and offered to final year students of animal science, is described. Nine team exercises with the objective of allowing skills development are detailed. A further eight sessions were devoted to meetings between students and visitors of substance and importance with distant but tendentious links to the students. Learning outcomes were examined by questionnaires addressing twenty-three IT skills. The course appeared to have been successful in achieving substantial positive change in the skills of reviewing and measuring one's own performance, problem-solving, decision-making, team work, sensitivity to others, assertiveness, presenting spoken information, understanding and reviewing the work of others, self-confidence, and initiative. Positive change was also identified for the skills of target setting, prioritisation, negotiation, and self-knowledge. But the course achieved little or no effective change in the skills of working to schedule, listening, or absorbing spoken information. These latter elements are presently receiving attention, as are gender issues and the needs of postgraduate research students.     

Stability and Change in Social Goals as Related to Goal Structures and Engagement in School

The current studies explored (a) the extended external validity of social-goal-orientation framework; (b) the mediating role of social goals between classroom goal structures and students' engagement; and (c) whether changes in social goals can be explained by classroom goal structures and engagement. Study 1 was cross-sectional (N = 317), and study 2 included two time points, with a 6-month gap (N = 223), among sixth-grade students. The findings indicated that mastery goal structure was associated with social-development goals and engagement, whereas performance goal structure was associated with demonstration. Cross-lagged analysis revealed that (a) social goals are relatively stable; (b) development goals positively predicted change in emotional engagement, and (3) behavioral engagement positively predicted changes in development goals and negatively predicted changes in demonstration-avoidance goals.     

School Innovation in Science: Improving science teaching and learning in Australian schools

School Innovation in Science is a major Victorian Government initiative that developed and validated a model whereby schools can improve their science teaching and learning. The initiative was developed and rolled out to more than 400 schools over the period 2000–2004. A research team worked with 200+ primary and secondary schools over three years, supporting them in developing new initiatives in science, and monitoring the impact on school and classroom practice, and student outcomes. The research effort underpinning the development phase included the development and validation of a set of components describing effective teaching, the refinement of a school and teacher change strategy, the development of instruments to monitor teacher classroom practice and a variety of student outcomes, and the development of insights into the change process using questionnaires, observations, and interviews across four years. This paper describes the project and its major outcomes, and raises a number of issues concerning the nature of school and teacher change, pedagogy, school and community, and student learning, and the way these interact. A number of research issues are raised by the size and developmental nature of the project, the range of research methods, and the different audiences served by the research. The issue of sustainability of such system‐wide change initiatives is discussed.     

Guerilla Tactics for Employee Empowerment

Frontal assaults (e. g., training, team building, strategic planning) on organizational dysfunctions have been a staple of performance technology. A newly popular stratagem—-employee empowerment—-seeks to address dysfunctions by vesting more organizational power with the individual employee. This usually means that the manager and employee set specific and measurable mutual goals that require the manager to relinquish measurement processes and tools to the employee and then hold the employee accountable for quality, customer satisfaction, etc. However, managers may be loath to give up their traditional areas of control, while employees may be unaccustomed to assuming responsibilities of management. Therefore, around and between the more formal strategies for employee empowerment, the performance technologist needs to consider tactics beyond those of conventional organization development.     

Improving and Maintaining Torque Accuracy in Aerospace Manufacturing: A Case Study

Needs assessment is a systematic and systemic process intended to identify and define gaps between current performance and desired performance. Needs assessments are most beneficial if they address issues that affect successful accomplishment of operational or tactical processes as well as outcomes that allow an organization to meet its overall strategic goals. A team of graduate students took on a needs assessment project to ascertain the causes of declining accuracy in a key task in an aerospace manufacturing process. The project encountered numerous barriers within the client organization, but the team systematically applied human performance technology methods in multiple stages to gather and analyze the available data. The end result was a set of identified root causes and recommended interventions focused on improving performance.     

Developing educational goals: insights from a Peer Assisted Teaching Scheme

The rapid changes facing higher education are placing increased focus on the quality of the student experience, achieving learning outcomes, and employability expectations. As a result, academics in teaching roles are increasingly measured on performance via student evaluations amplifying attention on professional development initiatives for academics. One such initiative is the Peer Assisted Teaching Scheme currently in practice across many Australian universities. The critical component of the scheme is the establishment of teaching goals that provide focus and direction for the peer partnership. This study addresses two questions: (1) Around which aspects do academics set their goals for teaching improvement? and (2) How do academics’ goals align with the SMART goal-setting framework that is prescribed in the scheme? Findings from five Australian universities showed that goals align with a variety of educational areas yet many were underdeveloped, or misaligned with the proposed strategy. The implications of this are discussed and a framework for setting education goals for teaching improvement is developed.     

The HPT Model Applied to a Boutique‐Style Online Retail Store

Suzy Q's is a retail business located in the southeastern United States. It offers hand‐knitted scarves; handmade hair accessories; handcrafted beaded jewelry such as necklaces, bracelets, and earrings; small handmade children's toys; and stock and custom‐printed T‐shirts. It began operations in early 2014. The owners established an online store and developed plans to sell items at local craft fairs and farmers’ markets in the southeastern United States. During its initial launch, the business generated limited orders for its products. In the beginning there was a limited amount of advertising using social media, which consisted of establishing a Facebook page, posting notifications on the business's Facebook page, and posting notifications about the business to the owners’ personal contacts on Facebook. Despite establishing a web presence and utilizing social media in its first year of operations, Suzy Q's did not generate a significant number of orders and received very little revenue. The owners of Suzy Q's, our client, established a goal to generate at least $700 per month in revenue for the calendar year 2015. Our analysis of the business revealed that the managers and employees had the skills needed to perform the work, but the lack of orders presented an obstacle to achieving their business goals. After completing a performance analysis, we recommended that Suzy Q's establish a single online presence, implement a marketing effort, establish a local presence, create a dedicated studio space, and create a formal business plan. It was our belief that Suzy Q's had the potential to reach its goals set for 2015 and beyond if these solutions were implemented.     

Students’ Perceptions of Learning in an Online Multiround Business Simulation Game: What Can We Learn from Them?

Multiround business simulation games have been gaining popularity in higher education. However, certain aspects of experiential learning of individual students in the game remain unaddressed in research literature. Team assessments, such as team papers, appear a common, “natural” choice given the team‐based nature of the games but may potentially mask individual learning outcomes. In this study we use a qualitative method to glean from individual students’ papers a deeper understanding of the process of learning of individual students in a team‐based, multiround business simulation game. Our findings indicate that individual and timely assessments are necessary to identify cases of not meeting the expected individual learning outcomes for the instructor's corrective intervention. This study contributes to the understanding of the process and outcomes of student learning in a multiround business simulation game, methods of teaching a supply chain and operations class with a simulation, and methods for better aligning course goals and assessments.     

Understanding student/alumni satisfaction from a consumer's perspective: The effects of institutional performance and program outcomes

The benefits of understanding and promoting student/alumni satisfaction are numerous. While this article draws on previous studies of the determinants of satisfaction in higher education, it has a different research focus. The study investigates the student/alumni satisfaction phenomenon in a consumer satisfaction framework. Results indicate that the formation of satisfaction judgments is a multidimensional process, and that the process is dependent on the degree of goal development that a student has for a particular aspect of his or her educational experience. If students have poorly formed goals for an aspect of education, they are likely to base their satisfaction judgments on institutional performance. If their goals are well formed, they are likely to base satisfaction judgments on the outcomes of the institutional performance. In general, however, student/alumni assessments of satisfaction with higher education are influenced by both the perceived quality of the service provider's performance and the perceived outcomes of that performance.The authors' names are ordered alphabetically to reflect equal contributions.     

Meeting the speech and language needs of first nation's children attending band‐controlled schools in Northern Saskatchewan,Canada

Abstract

This paper describes an initiative by the Running Waters Cree Nation to seek speech and language services for children in the locally controlled school system. The result was a contract with a team of speech/ language pathologists from southern Saskatchewan, who were able to demonstrate that the provision of long distance service Is not without possibility. The success of this project also convinced the nations of the Tribal Council that speech and language is a vital special‐needs service. Favourable outcomes of the venture included the provision of ongoing funding, enhanced teacher knowledge, and the hiring of a qualified speech/language pathologist for the Woodlands Tribal Council, which serves 12 First Nations in the northern region of Saskatchewan, Canada.