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This document outlines a session plan for a unit on receiving and handling guest concerns. The session plan covers 4 learning outcomes: listening to complaints, apologizing to guests, taking proper action on complaints, and recording complaints. A variety of learning activities are included such as group discussions, demonstrations, role playing, and self-paced learning. Assessment methods incorporate written tests, performance tests, and interviews. Upon reflection, the teacher found peer teaching and observation effective, with trainees acquiring the necessary knowledge, skills, and attitudes to receive and handle guest complaints efficiently.
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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)
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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
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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’
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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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Scheme of Work
BTEC HND in Business
Module Title: Business Decision Making (BDM)
September 2016 Semester
Module Leaders: Kuldeep Pradhan
Module Lecturers:
Nooreen Jafferkhan
Kuldeep Pradhan
Aims:
The aim of this unit is to give learners the opportunity to develop techniques for data gathering and
storage, an understanding of the tools available to create and present useful information, in order to
make business decisions
Learning Outcomes:
On successful completion of this unit a learner will:
LO1 Be able to use a variety of sources for the collection of data, both primary and secondary
LO2 Understand a range of techniques to analyse data effectively for business purposes
LO3 Be able to produce information in appropriate formats for decision making in an organisational context
LO4 Be able to use software-generated information to make decisions in an organisation.
Delivery:
This unit will be delivered through a combination of different methods that mainly include formal lectures (1 hour) and seminars (2hours). The lecture sessions will normally introduce the topics, and will be largely tutor-led. Seminars are designed to allow for in-depth discussion on the lecture topic, and provides opportunities for students to understand in more detail the linkages between the lecture content and the assessment for the module. During seminars, several methods and techniques that can be applied may include question and answer, group discussions and short presentations based for example on scenarios, video-clips and case study material.
Assessment:
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A completed assignment must provide evidence reflecting that students have understood and can use the information they have studied on the course. The evidence should meet all the assessment criteria and presented in a manner that helps students to receive at least a PASS grade, in order to succeed in the Module.
Essential Reading:
E-text book on Moodle:
Newbold P, Carlson William L, Thorne B, Statistics for Business and Economics: Global Edition.
8th edition, Thomson Publications
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3. Journal of Strategic Management
Websites:
www.businessweek.com
www.ft.com
Week Number
Lecture Topics
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Seminar Topics
Duration: 1st Hour
Seminar Topics
Duration: 2nd Hour
Objectives of the Sessions
Week 1
Topic 1: Introductory session:
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-Overview of Learning
Outcomes and Assessment criteria
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REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
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- 1. SESSION PLAN Sector : TOURISM Qualification Title : FOOD AND BEVERAGE SERVICES NC II Unit of Competency : RECEIVE AND HANDLE GUEST CONCERNS Module Title : RECEIVING AND HANDLING GUEST CONCERNS Learning Outcomes: LO1: Listen to the complaint LO2: Apologize to the guest LO3: Take proper action on the complaint LO4: Record complaint A. INTRODUCTION This unit deals with the knowledge and skills required in receiving and handling guest complaints. 24 hours B. LEARNING ACTIVITIES LO 6.1: Listen to the complaint Learning Content Methods Presentation Practice Feedback Resources Time 1. Different types of Guest Group discussion The trainer initiates discussion on information sheet 6.1 – 1 Different types of Guest Answer self- check on 6.1 - 1 Compare answers with answer key 6.1- 1 CBLM 2. Common Guest Complaints Computer aided presentation The trainer conducts discussion using PowerPoint presentation on information sheet 6.1 – Common Guest Answer self – check on 6.1 – 2 Compare answers with answer key 6.1- 2 CBLM, Internet, PowerPoint presentation
- 2. Complaints 3. Acknowledging Guest Complaints Self – paced /modular method Demonstration/role play Read information sheet 6.1 – 3 Acknowledging Guest Complaints/Concerns Refer Job sheet 6.1-3 Acknowledge Guest Complaints Answer self – check on 6.1 – 3 Perform Job Sheet 6.1-3 Compare answers with answer key 6.1- 3 Evaluate performance using performance criteria checklist 6.1-3 CBLM, Internet, Book.Guest Complaint logbook LO 2: Apologize to the guest 1. Apologizing to guest Group discussion Demonstration The trainer initiates group discussion on information sheet 6.2 – 1 Apologizing sincerely for the disservice Refer Job sheet 6.2-1 Offer sincere apology for the disservice to guest Answer self – check 6.2 – 1 Perform Job Sheet 6.2-1 Compare answers with answer key 6.2 – 1 Evaluate performance using performance criteria checklist 6.2-1 CBLM LO3: Take proper action on the complaint 1. Responding to Group discussion The trainer initiates group discussion on Answer self – Compare answers CBLM
- 3. Complaints information sheet 6.3 –1 Responding to Complaints check 6.3 – 1 with answer key 6.3 – 1 2. Taking Appropriate Action to complaint Modular/self-paced learning Role playing The trainer initiates group discussion on information sheet 6.3 –2 Responding to Complaints Refer to job sheet 6.3- 2 Take proper action on the complaint Answer self – check 6.3 – 2 Perform job sheet 6.3 – 4 Take proper action on the complaint Compare answers with answer key 6.3 – 2 Evaluate performance using performance criteria checklist 6.3 – 4 CBLM, Internet, PowerPoint Presentation Audio – visual presentation Writing materials Paper Pen LO4: Record complaint 1. Documenting guest complaints Self – paced /modular method Slide presentation Demonstration Read Information Sheet 6.4 – 1 Documenting guest complaint Refer Job sheet 6.4-1 Note details of guest complaint Answer self – checked 6.4 – 1 Perform job sheet 6.4-1 Take proper action on the complaint Compare answers with answer key 6.4 – 1 Evaluate performance using performance criteria checklist 6.4-1 CBLM, internet, book Complaint Record book pen
- 4. C. ASSESSMENT PLAN Written Test Performance Test Interview D. TEACHER’S SELF-REFLECTION OF THE SESSION Prepared by: RODELYN C. ABEGONIA
- 5. After all the learning outcomes have been accomplished and after the session plan was used , it is observed that peer teaching/ mentoring and peer observation was very effective because the fast learners are given the chance to assist the slow learners. The trainees have been able to acquire necessary knowledge, skills and attitudes needed in receiving and handling guest concerns. Furthermore, the expected target period for this activity has been met. In addition the trainees have been able to meet standard needed in the competency wherein the trainees passed all the different assessment required in the said competency. As a result the trainees have been able to receive and handle guest complaints efficiently and effectively.