Customer Focus Essay

Customer Focusthanks so much to anyone who help me correct this

At Park Place Lexus, the company work really hard to satisfied customer satisfaction. The company doesn't just focus on making their employees happy or listening to what they have to say on how to improve their quality, but they focus more on their client (customers) to find out how their company could improve the client needs and expectations at two of their locations in Texas. Park Place Lexus has one very affected technique that they used to obtain information from various sources to define market segments and target clients, that techniques is the "Listening and Learning Process." By using this technique it allows Park Place Lexus to identify the types of client and potential clients that live in the surrounding two areas owned by Park Place Lexus and to identify client need and to exceed their expectation.

There are many access points for client feedback that are being use in the dealership. One of the most significant access points is the use of "suggestion boxes," which are located in and around the important area of the dealership, where the clients and employees can have access to the box easily. The suggestion boxes are check very often by the human resource employees and are then input into the computer system, where it send the suggestions message to the manager to be discuss later on in the manager meeting. By doing that it allows manager and other employee to continuous improving their product and satisfying it customer wants and needs whether is adding new loans service, adding more vending machines, or even adding free feature for the car, and improving the dealership customer service. After reading all the suggestion messages, the company management team sends out thank you message to the clients and employees for their suggestion feedback. That is what I called pure quality.

Another access point to the listening and learning process is the complaints system. Park Place Lexus takes every complaint seriously whether it is the employee or the clients. And work to resolves the complaint quickly. All the employees have access to the online "Clients Concern Resolutions," system to log any complaints they receive. After the concerns have been resolve, whether is on phone or in-person, the department managers will provide "follow-up call" to see if the resolution has meet or exceed the his or her needs. By doing that Park Place Lexus are building loyalty between the employees and customers.

Focus groups are also another key access point of the Listening and Learning Process. Focus group allows the company to see what kind of thoughts the clients have on their product, dealerships, and service. This Sessions are open whenever changes in client expectations are identified, when researching new opportunities or when preparing for strategic planning.

At Park Place Lexus, is all about building relationship with the clients so they can have a sense of excellent quality at Park Place Lexus. The relationship starts when the clients first step foot onto the dealership property. Employees are trained to greet the clients in certain way and make them feel as comfortable and relaxing as possible and offering them drinks. The atmosphere at the dealership is very soothing and luxury. The reason behind this relationship building is because they once lost many of their clients due to lack of relationship and not so luxury atmosphere at their dealerships. As a result, by reading clients feedbacks, it provided the opportunity for the dealership to be more interactive with their clients and employees.

One of the interesting access points that Park Place Lexus does is known as "follow-up process," after about several days after the client received the product or service. The dealership will either do a "follow-up call" or "follow-up survey" by mail. This is to obtain information on clients experience with the product or service. Follow-up call also allows them to hear any constructive feedback about their sales or services experience. The feedback is then read like a suggestion card and is used to improve the sale and service process later on in the future.

Greetings!

You've written a good essay! I've done some editing for you:

At Park Place Lexus, the company works really hard to achieve customer satisfaction. The company doesn't just focus on making their employees happy or listening to what they have to say on how to improve their quality, but they focus more on their clients (customers) to find out how their company could improve at two of their locations in Texas. Park Place Lexus has one very effective technique that they use to obtain information from various sources to define market segments and target clients; that technique is the "Listening and Learning Process." By using this technique, Park Place Lexus can identify the types of client and potential clients that live in the surrounding two areas owned by Park Place Lexus and to identify client needs and exceed their expectations.

There are many access points for client feedback that are being used in the dealership. One of the most significant access points is the use of "suggestion boxes," which are located in and around the important area of the dealership, where the clients and employees can have access to the box easily. The suggestion boxes are checked very often by the human resource employees and are then input into the computer system, where the suggestions are sent to the manager to be discussed later on in the manager meeting. By doing that it allows managers and other employees to be continuously improving their product and satisfying customer wants and needs, whether adding new loans service, adding more vending machines, or even adding free features for the cars, and improving dealership customer service. After reading all the suggestion messages, the company management team sends out thank you messages to the clients and employees for their suggestion feedback. That is what I call pure quality.

Another access point to the listening and learning process is the complaints system. Park Place Lexus takes every complaint seriously whether it is the employee's or the client's, and works to resolve the complaint quickly. All the employees have access to the online "Clients Concern Resolutions," system to log any complaints they receive. After the concerns have been resolved, whether it is on the phone or in-person, the department managers will provide a "follow-up call" to see if the resolution has met or exceeded his or her needs. By doing that Park Place Lexus is building loyalty between the employees and customers. [Note: I am not sure if you are using British or American English; if British, then it's okay to use the plural when referring to the company, so "Park Place Lexus are" would be fine.]

Focus groups are also another key access point of the Listening and Learning Process. Focus groups allow the company to see what kind of thoughts the clients have on their product, dealerships, and service. These sessions are open whenever changes in client expectations are identified, when researching new opportunities or when preparing for strategic planning.

At Park Place Lexus, it is all about building relationships with the clients so they can have a sense of excellent quality at Park Place Lexus. The relationship starts when the clients first set foot onto the dealership property. Employees are trained to greet the clients in a certain way and make them feel as comfortable and relaxed as possible and offer them drinks. The atmosphere at the dealership is very soothing and luxurious. The reason behind this relationship building is because they once lost many of their clients due to a lack of relationship-building and a not-so-luxurious atmosphere at their dealerships. As a result, by reading clients' feedback, it provided the opportunity for the dealership to be more interactive with their clients and employees.

One of the interesting access points that Park Place Lexus does is known as "follow-up process," several days after the client receives the product or service. The dealership will either do a "follow-up call" or "follow-up survey" by mail. This is to obtain information on clients' experience with the product or service. Follow-up calls also allow them to hear any constructive feedback about their sales or services experience. The feedback is then read like a suggestion card and is used to improve the sale and service process later on in the future.

Now you just need a good summarizing paragraph, maybe three sentences, to tie it all together. Good work!

Thanks,

Sarah, EssayForum.com

With the rise of mass higher learning, tight public funding and intense competition for students, universities are often encouraged to see students as “customers”. But should they?

Commentators who criticise them for “poor customer service” seem to think so.

But others object that these are social institutions, not businesses selling commodities to consumers. What’s more, if you commercialise higher education, you corrupt it.

To this, others say that all universities, public or private, create private benefits along with public goods. Yes, society benefits from the learning embodied in graduates. And students gain too, from credentials that offer them access to jobs, careers and social mobility.

So why not aim for “customer satisfaction” in the name of better quality, better value for money, or both? Whoever pays?

This seems logical; but the analogy has problems. As the angry professor in Hannie Rayson’s play Life After George says to the cash-strapped dean, “Students aren’t customers! We can’t just give them what they want. They don’t know what they want until after they’ve heard what we have to tell them!”

If it works in business…

Studies of successful businesses may have led to some cognitive dissonance in this debate. A century ago, American and English department stores succeeded with the slogan: “the customer is always right”. French hotelier Cesar Ritz had the same idea: “Le client n'a jamais tort”.

More recently that 1980s bestseller In Search of Excellence found that the best-run US companies stayed “close to the customer”.

Then came “Total Quality Management”. Its focus on process improvements aimed at boosting “customer satisfaction” made consumers the final arbiters of quality.

Meanwhile consulting firms engaged in “Customer Intimacy”, designing solutions for complex client needs, even if the “customer” couldn’t say exactly what they wanted.

Even in business the concepts of “consumer”, “customer” and “client” are not clear-cut. They are shorthand for a spectrum of simple products and complex services, brief encounters and extended engagements.

As customers, are they “always right”?

Ideas such as these, tried and true in the commercial world, are hard to reconcile with the student/teacher relationship.

To a lecturer marking assignments, the notion that the “customer is always right” soon gets mugged by the reality that “the student is often wrong”.

The analogy seems to miss the fact that students co-produce what they learn, not just with books and lectures and tutors, but with peers.

For students, study may entail heavy workloads, challenging tasks and uncomfortable interrogations. Knowing this, many lecturers lament the use of short, sharp student surveys as blunt instruments to assess their course or teaching quality.

A spectrum of student experience

In fact, as they engage with the university, students step through a spectrum of identities. Do they ever occupy the role of customer or client? Yes, but with caveats.

The “student as customer” idea is not as novel as it seems. University of California president Clark Kerr observed 50 years ago that as study electives proliferated in US universities, patterns of student choice shaped academic programs: “Their choices, as consumers, guide university expansion and contraction, and this process is far superior to a more rigid guild system of producer determination…”

But here, as part of the bargain, the “consumer” had obligations: “The student, unlike Adam Smith’s idealised buyer, must consume – usually at the rate of fiftee hours a week.”

We can add other caveats. In the marketplace, payment alone entitles the consumer to the product or service on offer. But most students must pre-qualify to enter their chosen course; and to graduate, they must show that they’ve earned their degree.

Student support and professionalism

Cocooned for a time as citizens and subjects of the university, students assume “membership” rights as well as responsibilities. These rights include access to facilities, advice and support.

The more study options there are, for example, the more guidance they may need, if only to avoid a timetable that even Hermione Granger couldn’t handle.

If they want to switch courses, can students find help that is responsive, respectful and reliable? Or must it be time-consuming, cranky, and confusing?

If the 1990s Melbourne film Love and Other Catastrophes is a guide, student administration can be chaotic, and academic supervision unprofessional, due to a lack of service commitment (or “customer focus”).

While the term is not used, a “customer focus” rubric informs the new national University Experience Survey. As a road-map to quality assurance, it shows how multi-faceted student life can be.

Along with what they think they’ve learned, it asks students to rate their experience of social engagement, teaching quality, student advice, administrative support, campus facilities and IT resources.

Limits to “customer satisfaction”

Yet clearly, students can’t finally dictate what universities do. Cambridge University’s David Howarth observes (in an essay on whether law is a humanity, or more like engineering) that academics, like judges, often serve a “virtual client”.

In court, a lawyer must act in her client’s best interests. But in determining the merits of the case, the judge must consider the interests of absent third parties: a whole society may be the “virtual client”.

Scholars are there to help individual “clients” succeed, up to a point. But when giving a grade that leads to the award of a degree, they must keep absent third parties (such as employers) in mind.

As graduates, students become “products” of the university. When assessing student work, a lecturer who gets too “close to the customer” (and here we include “customer intimacy” in its biblical sense) must take steps to avoid bias.

So, does it ever help to see students as “customers”? Yes, if this means ensuring they’ll be well advised and well supported, so they can make informed choices, use their time well, and benefit fully from study.

And no, if this means distorting the teacher-student relationship, failing to uphold course standards, or undermining the institution’s integrity and the reputation of its degrees.

Categories: 1

0 Replies to “Customer Focus Essay”

Leave a comment

L'indirizzo email non verrà pubblicato. I campi obbligatori sono contrassegnati *