title: Drivers of guest loyalty in the hotel industry in New Zealand: The role of staff loyalty, service quality, guest satisfaction and commitment, and the influence of loyalty programmes

authors: Elebiary, Ahmed Mohamed Hassan

subjects: Staff loyalty

abstract: This study focused on investigating the drivers of guest loyalty in the hotel industry. Specifically, the study further explored the role of staff loyalty, service quality, guest satisfaction and commitment, and the influence of loyalty programmes. The research methodology used both qualitative and quantitative methods in a two-step process comprising focus groups and self-administered surveys. Data collected from the focus groups were analyzed using CATPAC. The survey was developed from the information collected from the focus groups and a review of the literature. Data collected from the survey were analyzed using both regression and structural equation modeling. A model of guest loyalty drivers (GLDM) was proposed and validated in the study. The study contributes to the present body of knowledge in hospitality management theory as it investigated the drivers of guest loyalty. Results from the survey showed that loyalty programmes have a significant impact on guest loyalty more than staff loyalty and staff interaction, but guest satisfaction and guest affective commitment had more significant impact on guest loyalty than loyalty programmes. This study suggests some implications for hotel managers to consider before introducing or developing a loyalty programme. For example, the research shows that there are some gender differences in relation to loyalty programmes. Male guests look for better service, special treatment and collecting points, while female guests look mainly for price incentives and experiencing a unique stay. These findings indicate that hotel managers need to consider the use of different loyalty schemes for different guests. The model proposed in the study (GLDM) provided a new insight for academics and practitioners. Although, it was evident from the study that staff loyalty, staff interaction (as a dimension of service quality), guest satisfaction and commitment, and loyalty programmes are directly linked to and are capable of predicting guest loyalty in the hotel industry as drivers for guest loyalty. The study also indicates that hotel managers should not overlook staff attitude in preference to loyalty programmes; in the sense that, hotels should focus on developing interpersonal relationships between staff and guests. This study demonstrates that hotels should allocate more resources to relational marketing at both the beginning and throughout the relational exchange. The new model is of considerable interest to both academics and practioners alike; as it gives a new dimension to the interelationship between service, staff, satisfaction and guest loyalty, and lends itself to further research which will help gain a greater understanding of this interrelationship.

text: Drivers of guest loyalty in the hotel industry in New Zealand: The role of staff loyalty, service quality, guest satisfaction and commitment, and the influence of loyalty programmes This study focused on investigating the drivers of guest loyalty in the hotel industry. Specifically, the study further explored the role of staff loyalty, service quality, guest satisfaction and commitment, and the influence of loyalty programmes. The research methodology used both qualitative and quantitative methods in a two-step process comprising focus groups and self-administered surveys. Data collected from the focus groups were analyzed using CATPAC. The survey was developed from the information collected from the focus groups and a review of the literature. Data collected from the survey were analyzed using both regression and structural equation modeling. A model of guest loyalty drivers (GLDM) was proposed and validated in the study. The study contributes to the present body of knowledge in hospitality management theory as it investigated the drivers of guest loyalty. Results from the survey showed that loyalty programmes have a significant impact on guest loyalty more than staff loyalty and staff interaction, but guest satisfaction and guest affective commitment had more significant impact on guest loyalty than loyalty programmes. This study suggests some implications for hotel managers to consider before introducing or developing a loyalty programme. For example, the research shows that there are some gender differences in relation to loyalty programmes. Male guests look for better service, special treatment and collecting points, while female guests look mainly for price incentives and experiencing a unique stay. These findings indicate that hotel managers need to consider the use of different loyalty schemes for different guests. The model proposed in the study (GLDM) provided a new insight for academics and practitioners. Although, it was evident from the study that staff loyalty, staff interaction (as a dimension of service quality), guest satisfaction and commitment, and loyalty programmes are directly linked to and are capable of predicting guest loyalty in the hotel industry as drivers for guest loyalty. The study also indicates that hotel managers should not overlook staff attitude in preference to loyalty programmes; in the sense that, hotels should focus on developing interpersonal relationships between staff and guests. This study demonstrates that hotels should allocate more resources to relational marketing at both the beginning and throughout the relational exchange. The new model is of considerable interest to both academics and practioners alike; as it gives a new dimension to the interelationship between service, staff, satisfaction and guest loyalty, and lends itself to further research which will help gain a greater understanding of this interrelationship.

year: 2012

title: The relative effectiveness of alternative treatments for young children with attention deficit hyperactivity disorder

authors: Heriot, S.A.

abstract: The objective of this study was to evaluate the relative effectiveness of pharmacological and behavioural interventions for young children diagnosed with Attention Deficit Hyperactivity Disorder. A randomised between-groups (2 x 2) double blind design was used to compare four treatment conditions: (a) 0.3mg/kg methylphenidate and parent training programme; (b) 0.3mg/kg methylphenidate and parent support group; (c) placebo medication and parent training; and (d) placebo medication and parent support group. Treatment duration was approximately 8 weeks. The 16 families who completed the study involved children aged from 3 to 5 years and their parents (typically their mothers). All children met stringent diagnostic criteria for Attention Deficit Hyperactivity Disorder and five children also met diagnostic criteria for Oppositional Defiant Disorder. Changes were assessed on parent and teacher rating scales that measured problems with attention, activity and impulse control and oppositional/defiant behaviours, direct observation during compliance and attention tasks, cognitive measures (Continuous Performance Task), and parenting and family factors. Analysis of results showed that either active treatment component (i.e., methylphenidate versus parent training) was not better than the other. The combination of active treatment components however led to significant improvements in teacher ratings of behaviour associated with Attention Deficit Hyperactivity Disorder and oppositional defiant behaviour with a similar, although generally statistically nonsignificant, trend in parent ratings. There was a significant and large degree of variability in performance on the cognitive measures and statistical analysis of group differences was not feasible; however, examination of individual data indicated increases in sustained attention and ability to inhibit behaviour for all children receiving combined active treatments. During a compliance task, the number of repeat commands issued by mothers decreased and levels of child compliance increased significantly from pre- to post-intervention levels for the total sample, irrespective of treatment condition. The quality of family relationships also improved for the total sample. At post-intervention, 7 out of 16 children no longer met diagnostic criteria for Attention Deficit Hyperactivity Disorder and 2 out of 5 no longer met criteria for Oppositional Defiant Disorder. Several independent variables, such as gender, marital status, co-existing disorder, severity of behavioural problems, and level of parental warmth and family relationships, were found not to be predictive of post-intervention status. Findings are discussed within the framework of a transactional model. Analysis of the current data set indicates that successful outcomes for young children, at least in the short term, are more likely following combined treatments. Outcomes however may depend less upon the type of treatment per se than on whether treatment leads to changes in critical child-parent interactions, such as improvement in parental attitudes and positive attention towards the child.

text: The relative effectiveness of alternative treatments for young children with attention deficit hyperactivity disorder The objective of this study was to evaluate the relative effectiveness of pharmacological and behavioural interventions for young children diagnosed with Attention Deficit Hyperactivity Disorder. A randomised between-groups (2 x 2) double blind design was used to compare four treatment conditions: (a) 0.3mg/kg methylphenidate and parent training programme; (b) 0.3mg/kg methylphenidate and parent support group; (c) placebo medication and parent training; and (d) placebo medication and parent support group. Treatment duration was approximately 8 weeks. The 16 families who completed the study involved children aged from 3 to 5 years and their parents (typically their mothers). All children met stringent diagnostic criteria for Attention Deficit Hyperactivity Disorder and five children also met diagnostic criteria for Oppositional Defiant Disorder. Changes were assessed on parent and teacher rating scales that measured problems with attention, activity and impulse control and oppositional/defiant behaviours, direct observation during compliance and attention tasks, cognitive measures (Continuous Performance Task), and parenting and family factors. Analysis of results showed that either active treatment component (i.e., methylphenidate versus parent training) was not better than the other. The combination of active treatment components however led to significant improvements in teacher ratings of behaviour associated with Attention Deficit Hyperactivity Disorder and oppositional defiant behaviour with a similar, although generally statistically nonsignificant, trend in parent ratings. There was a significant and large degree of variability in performance on the cognitive measures and statistical analysis of group differences was not feasible; however, examination of individual data indicated increases in sustained attention and ability to inhibit behaviour for all children receiving combined active treatments. During a compliance task, the number of repeat commands issued by mothers decreased and levels of child compliance increased significantly from pre- to post-intervention levels for the total sample, irrespective of treatment condition. The quality of family relationships also improved for the total sample. At post-intervention, 7 out of 16 children no longer met diagnostic criteria for Attention Deficit Hyperactivity Disorder and 2 out of 5 no longer met criteria for Oppositional Defiant Disorder. Several independent variables, such as gender, marital status, co-existing disorder, severity of behavioural problems, and level of parental warmth and family relationships, were found not to be predictive of post-intervention status. Findings are discussed within the framework of a transactional model. Analysis of the current data set indicates that successful outcomes for young children, at least in the short term, are more likely following combined treatments. Outcomes however may depend less upon the type of treatment per se than on whether treatment leads to changes in critical child-parent interactions, such as improvement in parental attitudes and positive attention towards the child.

year: 1999

title: What is the difference? What factors contribute to the variation of achievement for Year 7 and 8 Māori students in high decile, full primary schools?

authors: McLocklan, Sue

subjects: Maori student achievement

abstract: The educational disparity between indigenous Māori students and those of the majority continue to be a major issue in New Zealand. Attempting to bridge the gap for Māori students has generated focus on Māori student engagement in the classroom, the actions and understanding of the teacher and the relationship and interactions between the teacher and students in their learning environment. Elements of culturally responsive pedagogy have been identified as positive contributing factors to accelerating academic achievement for secondary Māori mainstream students. 
This small-scale cross-cultural exploratory qualitative research project seeks to identify the factors that contribute to student achievement variation for Year 7 and 8 students in high decile full primary schools and the integration of teacher’s cultural competencies in high quality learning opportunities. Within a kaupapa Māori research process, this study uses empirical data collected from a purposive sample through a semi-structured individual interview and a for self-assessment. Voluntary research participants were twelve students and six teachers in three schools in the Bay of Plenty, Waikato and Wellington regions. This research examines the engagement of student and teacher in pedagogical practice, learning variables, cultural knowledge and practices attributable to positive academic achievement for Māori. 
The findings reveal that when teachers place themselves in an agentic position; adopt a professional commitment and willingness to engage in effective relations, interactions and reciprocal practices to support Māori learners, high levels of relational trust and expectations prevail through mutual respect and interdependence to attain successful educational outcomes.
Further teacher professional learning is essential to enlighten and deepen teachers' understanding of culturally responsive pedagogy to enable Māori learners to reach their potential to participate and contribute in their world of choice.

text: What is the difference? What factors contribute to the variation of achievement for Year 7 and 8 Māori students in high decile, full primary schools? The educational disparity between indigenous Māori students and those of the majority continue to be a major issue in New Zealand. Attempting to bridge the gap for Māori students has generated focus on Māori student engagement in the classroom, the actions and understanding of the teacher and the relationship and interactions between the teacher and students in their learning environment. Elements of culturally responsive pedagogy have been identified as positive contributing factors to accelerating academic achievement for secondary Māori mainstream students. 
This small-scale cross-cultural exploratory qualitative research project seeks to identify the factors that contribute to student achievement variation for Year 7 and 8 students in high decile full primary schools and the integration of teacher’s cultural competencies in high quality learning opportunities. Within a kaupapa Māori research process, this study uses empirical data collected from a purposive sample through a semi-structured individual interview and a for self-assessment. Voluntary research participants were twelve students and six teachers in three schools in the Bay of Plenty, Waikato and Wellington regions. This research examines the engagement of student and teacher in pedagogical practice, learning variables, cultural knowledge and practices attributable to positive academic achievement for Māori. 
The findings reveal that when teachers place themselves in an agentic position; adopt a professional commitment and willingness to engage in effective relations, interactions and reciprocal practices to support Māori learners, high levels of relational trust and expectations prevail through mutual respect and interdependence to attain successful educational outcomes.
Further teacher professional learning is essential to enlighten and deepen teachers' understanding of culturally responsive pedagogy to enable Māori learners to reach their potential to participate and contribute in their world of choice.

year: 2013