RECEIVE AND HANDLE GUEST COMPLAINT SESSIIN PLAN
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This session plan covers a unit of competency on receiving and handling guest concerns over 24 hours. It includes 4 learning outcomes: listening to complaints, apologizing to guests, taking proper action on complaints, and recording complaints. Learning activities include group discussions, presentations, demonstrations, role plays and self-paced learning. Assessment methods are written tests, performance tests and interviews. The teacher reflected that peer teaching was effective for learning and trainees were able to acquire the necessary knowledge, skills and attitudes to receive and handle guest complaints efficiently.
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5MARK012W – CW1 INDIVIDUAL ASSIGNMENT
Semester One - Task Three STATEMENTS:
Each student in each seminar group will be allocated randomly two statements.
A list of student names (for each seminar) and the numbers of the statements they have been allocated will be available in bb.
1. SECONDARY DATA SOURCES ARE ONLY USEFUL BEFORE PRIMARY DATA COLLECTION
2. THE VALUE OF SECONDARY DATA COLLECTION IS QUESTIONNABLE
3. MOST RESEARCH PROJECTS DO NOT NEED SECONDARY DATA COLLECTION
4. SECONDARY DATA COLLECTION DOES NOT REQUIRE SETTING RESEARCH OBJECTIVES
5. SAMPLING IS ALWAYS THE KEY IN GOOD RESEARCH
6. SAMPLES CAN BE ADJUSTED AFTER FIELDWORK BEGINS
7. SAMPLING IS MORE RELEVANT IN OBSERVATION THAN IN FOCUS GROUPS
8. SAMPLING IS THE MOST IMPORTANT ASPECT OF ETHICAL RESEARCH
9. QUALITATIVE RESEARCH RELIES FAR LESS ON SAMPLING
10. QUALITATIVE RESEARCH MUST ALWAYS USE PROJECTIVE TECHNIQUES
11. QUANTITATIVE RESEARCH RELIES ON WELL CHOSEN RECRUITMENT PARAMETERS
12. FIELDWORK IS THE MOST IMPORTANT ASPECT OF QUANTITATIVE RESEARCH
13. QUANTITATIVE RESEARCH CAN USE PROJECTIVE TECHNIQUES
14. USER GENERATED CONTENT IS QUANTITATIVE RESEARCH
15. RESEARCH OBJECTIVES STAY THE SAME THROUGHOUT A RESEARCH PROJECT
16. THERE ARE ALWAYS AT LEAST TWO RESEARCH OBJECTIVES
17. GOOD RESEARCH IS ALWAYS ETHICAL RESEARCH
18. MOST RESEARCH IS DONE USING SOCIAL MEDIA
19. ALL RESEARCH NEEDS SOME PRIMARY DATA COLLECTION
20. IT IS EASIER TO ANALYSE SECONDARY DATA (RATHER THAN ANALYSING PRIMARY DATA)
Academic Year 2019-2020: Semester 1
5MARK012W
CW1 - TASK TWO
Any FOCUS GROUP
(&/or DEPTH)
Requires:
A set of Research Objectives
Recruitment – a Sample of Participants
A Facilitator / Moderator
Analysis
WHAT ARE THE RESEARCH OBJECTIVES?
Refer to page 3
Task Two Mark Allocation
TASK TWORecruitment10
Guide25
Moderator Instructions10Analysis5
Total Task Two50
RECRUITMENT PARAMETERS
Who do you want attending the group?
What characteristics should the participants have?
Where will the group be held (and how long will it last)?
What incentive are you giving?
Are there any ethical considerations?
https://www.qualtrics.com/blog/4-key-steps-to-recruiting-your-own-research-panel/
Outline briefly who will be attending the focus groups and justify your selection of participants
Perhaps provide a screener / short recruitment questionnaire that will ensure the right participants are attending each group
WRITING A TOPIC GUIDE
Develop a checklist of THEMES / topics / areas to be covered.
Steps in design are:
Examine the research question (objectives)
List THEMES / topics / areas of interest
Develop a list of relevant ideas
Decide on projective techniques
Lay out a logical guide
Design ‘SHOWCARDS’
Remember to cover: ethics; summary; thanks
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Poor match to the objectives
No clear sequence
Only closed questions
Only open-ended questions
No projective techniques or too many or poorly designed
Too lo ...
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PHL/320 Critical Thinking and
Decision Making in Business
Copyright ©2014 by University of Phoenix. All rights reserved.
SYLLABUS
Course Description
This course explores the critical thinking techniques necessary to be an effective manager within an organizational setting.
Students will focus on critical-thinking and reasoning methods as they apply to management concepts within a work
environment. Other topics include the use of critical thinking skills in the decision-making process as it applies to
expectations for successful performance of employees and organizations and achieving desired business goals.
Course Dates
Sep 30, 2014 - Nov 03, 2014
Faculty Information
• Academic Policies
University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be
slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the
policies governing your current class modality.
Get Ready for Class
• Familiarize yourself with the textbooks used in this course.
Course Materials
All electronic materials are available on your student website.
Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the
following two documents (both located on your student website):
Policies
JENNIFER STEPHENS (PRIMARY)Name :
Email Address : [email protected]
Alternate Email Address
Phone Number : Not Available
Week1 Sep, 30 - Oct, 06
Basics of Critical Thinking
Tasks
1.1 Describe the importance of critical thinking to the decision-making process.
1.2 Differentiate among types of reasoning and critical thinking.
1.3 Explain common cognitive biases.
Objectives/Competencies
Required Learning Activities
• Critical Thinking, Ch. 1
• Critical Thinking, Ch. 2
• Critical Thinking, Ch. 3
• Week One Electronic Reserve Readings
• Knowledge Check Personalized Study Guide
• Critical Thinking Ch. 1, 2, & 3 Microsoft® PowerPoint® Presentations
• Critical Thinking Ch. 1 Multiple Choice Quiz
• Critical Thinking Ch. 2 Multiple Choice Quiz
• Critical Thinking Ch. 3 Multiple Choice Quiz
• Gates Go Back to School Video
• Introduction
• Learning Team
Assignments
See the student website for additional recommended learning activities that may help you learn this week's concepts.
Title Type Due Points
Week 1 Participation
Participate in class discussion. Individual Oct 06, 2014 11:59 PM 2
Critical Analysis Worksheet
Read "Common Core" and "The Battle Against Common Core
Standards."
Complete the University of Phoenix Material: Critical Analysis
Worksheet.
Individual Oct 06, 2014 11:59 PM 2
Critical Thinking Discussion and Summary
Participate in a class discussion by responding to the following
questions:
• How would you define critical thinking? What makes a person a
critical thinker?
• Why is critical thinking important? Provide an example of how critical
thinking has helped you.
Final 7.2.12 1st campus session 3760
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2) An overview of the three assessment parts: a critical review of research, a professional artifact, and an oral presentation.
3) Suggested topics for student blogs and discussions to facilitate peer learning across the program. Blogs should document research progress and reflections on learning.
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