Using a Recognition and Reward Initiative to Improve Service Quality: A Quasi-Experimental Field Study in a Public Higher Education Institution

Abstract

We describe an intervention undertaken to improve service quality in a public sector institution. More specifically, our service quality initiative focused on improving the work behavior and job attitudes of employees in a job category that is often overlooked, yet which is integral to the success of most public (and private) sector organizations—administrative assistants. In colleges and universities it has long been customary at the end of each academic year to recognize the outstanding achievements of faculty and students; however, administrative assistants have traditionally never received any accolades. A recognition and reward initiative for administrative assistants was implemented during the three academic years (2003/2004 through 2005/2006) as part of a service excellence initiative. Data on service quality were collected on an ongoing basis by an independent entity, Educational Benchmarks, Inc. After the third year of the recognition and reward initiative, survey data were also obtained from administrative assistants and individuals in related job titles. In general, attitudes were highly favorable (e.g., 89 percent of respondents wanted the program to continue), and numerous positive comments were provided such as “it is a good feeling to be recognized by your peers and commended for your work.” The present action research suggests that a recognition and reward intervention can improve service excellence in a public sector higher education organization. Further, we believe that the present intervention is transportable to various public sector entities.