Improving accessibility and responsiveness in a complaints management system

• Main Authors: Latifah Abdol Latif, Ramli Bahroom, Fard, Pooyan Yousefi
• Format: Article
• Published: 2010
• Subjects: LC5201 Education extension. Adult education. Continuing education
• Online Access: http://library.oum.edu.my/repository/343/1/Fard-Complaints.pdf; http://library.oum.edu.my/repository/343/
• Institution: Open University Malaysia

An effective complaint management system is an essential part of quality services. Complaints and compliments are valuable sources of information that organizations can use to improve programme delivery and service. This applies to all organizations, including Higher Educational Institutions (HEIs). When students complain (express their dissatisfaction) there should be a complaints policy for students to readily lodge complaints and staff should be responsive to the complaints. There was a recent study in Open University Malaysia (OUM) where accessibility and responsiveness were found to be significant predictors of student satisfaction (Latifah A.L. et. al., 2009). This paper aims to examine complaints management of OUM with regard to accessibility and responsiveness. The study is carried out using a survey method utilizing questionnaires of 12 items grouped into 2 dimensions namely accessibility and responsiveness, involving 100 OUM staff as respondents. The questions were based on the principles of effective Complaints Management System used by Graham & Lennard, (2007) and closely refered to the BS ISO 10002:2004. The result is analyzed using Lean Six Sigma approach using the 5-step method of Define, Measure, Analyse, Improve and Control (DMAIC). The findings suggest that there is a low level of accessibility and responsiveness in OUM’s complaints management system. This implies that there is a need to have in place easily accessible and well-publicized mechanisms for resolving complaints. In addition, a responsive complaints management system should allow staff to handle complaints quickly and should include established time limits for action that reflect the complexity of the problems. It should also allow staff to keep learners informed of the progress of their complaints throughout the process. Research has shown that relatively few disgruntled learners bother to complain. As a result, every complaint received provides a window into a much larger pool of dissatisfaction. By dealing with the causes of this dissatisfaction, institutions can reduce further complaints and keep learners contented. (Authors' abstract)