The document discusses the gaps model of service quality. It introduces the conceptual framework of the gaps model, which identifies four key gaps in how companies deliver service quality to customers. The first is the customer gap, which is the difference between customer expectations and perceptions. The other three are provider gaps that occur within companies and contribute to the customer gap. These include the listening gap of not knowing customer expectations, the service design gap of not having the right standards, the service performance gap of not meeting standards, and the communication gap of not matching promises to performance. The document provides details on each gap and how analyzing these gaps can help companies improve service quality.

1. Copyright © 2013 by The McGraw-Hill Companies, Inc. All
rights reserved.
McGraw-Hill/Irwin
Chapter
2
Conceptual Framework of the Book:
The Gaps Model of Service Quality
The Customer Gap
The Provider Gaps:
Gap 1 – The Listening Gap
not knowing what customers expect
Gap 2 – The Service Design and Standards Gap
not having the right service designs and standards
Gap 3 – The Service Performance Gap
not delivering to service standards
Gap 4 – The Communication Gap
not matching performance to promises
Putting It All Together: Closing the Gaps
2-2

2. Objectives for Chapter 2:
The Gaps Model of Service Quality
Introduce the framework, called the gaps model of service
quality, used to organize this textbook.
Demonstrate that the gaps model is a useful framework for
understanding service quality in an organization.
Demonstrate that the most critical service quality gap to close is
the customer gap, the difference between customer expectations
and perceptions.
Show that four gaps that occur in companies, which we call
provider gaps, are responsible for the customer gap.
Identify the factors responsible for each of the four provider
gaps.
2-3
The Customer Gap
2-4

3. Customer Expectations
Customer
Perceptions
Key Factors Leading
to the Customer Gap
Customer
Gap
2-5
Gaps Model of Service Quality
Customer Gap:
difference between customer expectations and perceptions
Provider Gap 1 (Listening Gap):

4. not knowing what customers expect
Provider Gap 2 (Service Design & Standards Gap):
not having the right service designs and standards
Provider Gap 3 (Service Performance Gap):
not delivering to service standards
Provider Gap 4 (Communication Gap):
not matching performance to promises
2-6
Company perceptions of customer expectations
Customer expectations
CUSTOMER
COMPANY
Gap 1:
The Listening Gap
Provider Gap 1
Perceived Service
2-7

5. Key Factors Leading to Provider Gap 1
2-8
CUSTOMER
COMPANY
Gap 2: The Service Design and Standards Gap
Customer-driven
service designs and standards
Company perceptions of customer expectations
Provider Gap 2
2-9

6. Key Factors Leading to Provider Gap 2
2-10
CUSTOMER
COMPANY
Service delivery
Gap 3: The Service Performance Gap
Customer-driven
service designs and standards

7. Provider Gap 3
2-11
Key Factors Leading to Provider Gap 3
2-12
CUSTOMER
COMPANY
External communications to customers
Gap 4: The Communication Gap

8. Provider Gap 4
Service delivery
2-13
Key Factors Leading to Provider Gap 4
2-14

9. Gaps Model of Service Quality
2-15
Ways to Use Gap Analysis
Overall Strategic Assessment:
How are we doing overall in meeting or exceeding customer
expectations?
How are we doing overall in closing the four company gaps?
Which gaps represent our strengths and where are our
weaknesses?
2-16
Ways to Use Gap Analysis
Specific Service Implementation
Who is the customer? What is the service?

10. Are we consistently meeting/exceeding customer expectations
with this service?
If not, where are the gaps and what changes are needed?
(Examine gaps 1-4 for this particular service.)
2-17
t selecting the right service designs and
standards
· Provider Gap 1: Not knowing what customers expect
· Provider Gap 2: Not selecting the right service designs and
standards
· Provider Gap 3: Not delivering to service standards
· Provider Gap 4: Not matching performance to promises
Research Paper
The final assignment for this course is a Research Paper. The
purpose of the Research Paper is for you to culminate the
learning achieved in the course by describing your

11. understanding and application of knowledge in the field of
program management strategy. The Research Paper represents
23% of the overall course grade.
Focus of the Research Paper
This final research paper must demonstrate the understanding of
new learning in the field of project management and how it
relates to the Project Management Maturity Model. This is an
assignment with a length of 10- to 15- pages (not including title
and reference pages) that should integrate the reading, multi-
media and class discussion boards. It is mandatory to have
research from the classroom text, as well as at least 4 sources
from the internet or online library to support your views. A
minimum of 2 of these sources must be from the Ashford Online
Library.
Consider the validity of your resources carefully before using
them in academic papers. It is recommended to use examples
from your professional experience where possible, or build from
your learning in the discussion boards. Use at least one project
you have been a team member or a project manager as an
example to discuss each of the following topics:
· The definition of the Project Management Maturity Model and
how organizations can increase their overall productivity using
the model.
· The importance of organizational strategy and how project
management needs to link to objectives to achieve results.
· Project communication methods including who the
stakeholders are and why they are important to the project
manager.
· The use of project quality, including earned value analysis,
and examples of successful and troubled projects.
· A conclusion to describe how the probability of success can be
found with an organization that is able to reach maturity in
terms of project management.
Writing the Research PaperThe Research Paper:

12. · Must be ten to fifteen double-spaced pages in length, and
formatted according to APA style as outlined in the Ashford
Writing Center.
· Must include a title page with the following:
· Title of paper
· Student’s name
· Course name and number
· Instructor’s name
· Date submitted
· Must begin with an introductory paragraph that has a succinct
thesis statement.
· Must address the topic of the paper with critical thought.
· Must end with a conclusion that reaffirms your thesis.
· Must use at least five scholarly sources, including a minimum
of two from the Ashford Online Library.
· Must document all sources in APA style, as outlined in the
Ashford Writing Center.
· Must include a separate reference page, formatted according to
APA style as outlined in the Ashford Writing Center.
Co-production Paper (part of Class Contribution)
This educational “service” (MKT 3364) requires active co-
production and participation in the classroom for it to be a
success.Since I consider the student to be a co-producing
partner in the delivery of this service, I provide the opportunity
for students to evaluate their own contributions to the course
and to assign themselves a co-production score (part of Class
Contribution).Near the end of the course, students will submit a
2-3 page paper as justification for the grade they believe they
deserve for their co-production efforts. Students are asked to
explicitly state their suggested percentage (from 0% to 100%) at
the beginning of the paper and then proceed to provide support
for that recommended score.The due date for this paper is
indicated on the syllabus. Your paper is to be submitted at the

13. beginning of class that day. If I do not receive a paper, I will
assign a score of zero and assume that adequately reflects your
opinion about your co-production in the course.
Co-production in this service setting (education) can mean many
things. At a minimum, it would seem to entail the following
student behaviors:
(1) Preparation
- reads assigned materials prior to class
- considers discussion questions (from textbook and readings)
(2) Promptness
- is on time, or even early, to class all of the time (i miss one
class but i go to class on time)
(3) Professionalism (as defined by prior students)
- attends class regularly
- puts name card out on desk
- asks questions about material/assignments
- is attentive (i.e., does not text or read newspaper during class)
- listens to instructor and fellow students
- begins assignments well before the due date
- turns all work in on time (or early!)
- does not create class interruptions (cell phone ringing, coming
into class late, leaving class early)
- is present mentally as well as physically
- takes pride in the quality of work submitted
- has a positive attitude and a willingness to learn
- addresses the instructor properly (i.e., as “Dr. Foxx”) during
class meetings or other interactions
- identifies him/herself and his/her specific class in all email
and/or telephone communication
(4) Participation
- engages in class discussion regularly

14. - contributes personal experiences to class discussions to
illustrate course concepts
- speaks up in class when the topic is not understood
- is present for every class (except for emergencies)
- contributes in an active manner to group
discussions/assignments
- pulls his/her own weight in group activities
There are probably several other co-production behaviors that
could be listed. Thus, your paper should lay out what would be
appropriate criteria for evaluating a student’s co-production.
In-class participation is a part of your co-production efforts.
Some guidelines as to how you might evaluate yourin-class
participation are provided below. As an instructor, I would use
these guidelines if I were assigning a score for just in-class
participation. In reality, although in-class participation is
certainly a key component of your co-production, it is not the
only component. Students may use the criteria provided on this
page and in the table that follows to help them evaluate their
own co-production, or develop (and explicitly state) their own
criteria.
Typical Class Participation Rubric from Prior Courses
Scale
Description
100%
An incredible leader in class discussions. Is completely
prepared for every class discussion and is able to answer every
question posed by the instructor. Student frequently initiates
stimulating dialogue by asking thought provokingquestions and

15. regularly brings in outside material to class to illustrate
application of course concepts.Student is a role model for others
in the class.
90%
An outstanding leader in class discussions. Always prepared for
discussion of chapter topics and assignedreadings. A frequent
initiator of class discussion. Excels in interacting with
classmates in a professionalmanner. Comments are focused,
integrative, demonstrate preparation, and indicate active
listening.
80%
A consistent leader in class discussions. Almost always
prepared to discuss assigned topic in class. A regularinitiator of
class discussion. Interacts with classmates in a professional
manner. Comments demonstratepreparation and indicate active
listening.
70%
Quality participation based on sound preparation. Regularly
responds to instructor’s comments and questions.Also, responds
to comments of classmates. Occasionally takes the lead in class
discussion. Often volunteersillustrations about the subjects
being discussed.
60%
Occasional contributions to class based on solid preparation.
Occasionally responds to the remarks of theinstructor and/or
classmates. Rarely volunteers to begin a discussion.
50%
Seldom answers questions posed by the instructor. Responds to
other students in active learning assignmentswhen required to
do so.

16. 40%
Answers questions from the instructor if explicitly asked.
Otherwise, does not take part in class discussions.
30%
Shows up regularly to class but takes no part in classroom
discussion.
0%
Completely avoids any attempt to contribute to classroom
discussion. (Seriously...would anyone who falls intothis
category actually take the time to write a paper stating this?)
In the co-production paper students should explicitly state their
suggested percentage (from 0% to 100%) at the beginning of the
paper and then proceed to provide support for that
recommendation.Students may find it beneficial to keep track of
days/topics when they take an especially active leadership role
in class discussion and times when they conducted themselves
in a professional manner. At several points during this semester,
students will be asked to co-produce the service and add value
to the class, so those times may be included in the discussion.
Students should be fair and honest in their evaluation of their
co-production. Students who inflate their co-production are not
likely to receive any “benefit of the doubt” if they are sitting on
the fence between two grades at the end of the semester -
particularly if a significantly inflated percentage has moved
them into range of a higher course grade. (Thus, the instructor
reserves the right to adjust the final co-production grade if
deemed necessary.)