Aligning To The Voice Of The Customer At Three Levels

CADDI, Inc.175 Jackson Avenue, Suite 215

Naperville, IL 60540Phone. (630) 355-9800

Fax. (630) 355-9818E-mail. [email protected] site. www.CADDI.com

April 24, 2002

Prepared for:

ISPI 2002 Conference

Dallas, Texas

Prepared by:

Guy W. Wallace

ISPI 2002 ConferenceISPI 2002 Conference

Aligning to the Voice of the Customer at Three Levels

P-1036

Aligning to the Voice of the Customer at Three LevelsISPI 2002 Conference, Dallas ©2002 CADDI, Inc. P-1036 4/24/02 Page 2

Session OpenSession Open

Aligning to Aligning to the Voice the Voice of the of the Customer Customer at Three at Three LevelsLevels

Aligning to the Voice of the Customer at Three LevelsISPI 2002 Conference, Dallas ©2002 CADDI, Inc. P-1036 4/24/02 Page 3©2002 EPPIC Inc.

Session Performance ContextSession Performance Context

. . . and your ISD/HPT System’sISD/HPT System’s purpose, size, organization, complexity, and culture . . .

B3

Depending on your enterprise’senterprise’s purpose, size, organization, complexity, and culture . . .

very difficult - if you are larger and your focus is broader

Your situation is more complexmore complex

. . . getting aligned to the Voice of the Customer (VOC)Voice of the Customer (VOC) can be

relatively easy - if you are smaller or your focus is narrower

Your situation is less complexless complex


Session ObjectivesSession Objectives

Identify the impacts of poor alignment at each level

Assess your organization’s alignment to the three critical “voices”

Identify strategies and tactics for improving your alignment

Use the model as a jump-starter for assessing your own organization’s alignment to the “voices of your customers” after the session

B4

At the conclusion of this session, you will be able to

Describe the three levels of Voice of the Customer for alignment purposes


Session AgendaSession Agenda

Session Open

Quick Orientation to the Model

Level 1: Enterprise–Governance and Assessment Exercise

Level 2: Functional–Advisory and Assessment Exercise

Level 3: Process–Project and Assessment Exercise

Last Exercise: Assessing Your Overall Alignment Issues and Targeting Areas to Improve

Session Summary & Close

Session Open

Quick Orientation to the Model

Level 1: Enterprise–Governance and Assessment Exercise

Level 2: Functional–Advisory and Assessment Exercise

Level 3: Process–Project and Assessment Exercise

Last Exercise: Assessing Your Overall Alignment Issues and Targeting Areas to Improve

Session Summary & Close


Session Presenter Intro Session Presenter Intro

Guy W. WallaceGuy W. Wallace

Guy W. Wallace

Guy W. Wallace has been in the T&D field since 1979 and an ISD consultant since 1982. His clients over the years have included 27 of the Fortune 500, plus NASA, BP, Novacor, and Siemens.

He has analyzed and designed/ developed training and development for almost every type of business function and process.

He is the author of three books, more than 20 articles, and has presented more than 40 times at international conferences and local chapters of ISPI, ASTD, and at IEEE and Lakewood Conferences.

He has served on the ISPI Board of Directors as the Treasurer (1999–2001) and will become the president-elect of ISPI in April 2002.


Audience SurveyAudience Survey

What is the number of ISD/HPT staffnumber of ISD/HPT staff in your T&D function? Less than 5Less than 5 Between 5 and 10Between 5 and 10 Between 10 and 50Between 10 and 50 Between 50 and 100Between 50 and 100 More than 100More than 100

How many distinct customer segmentsdistinct customer segments does your ISD/HPT function serve?

Only 1Only 1 Between 2 and 5Between 2 and 5 Between 5 and 10Between 5 and 10 Between 10 and 20Between 10 and 20 More than 20More than 20

What, in your ISD/HPT function, is your rolerole?

Leadership Leadership oror Management/SupervisoryManagement/Supervisory or or Individual ContributorIndividual Contributor

B2

What is your function’s rolerole? HPT HPT and/orand/or ISD ISD


Quick Orientation to the Quick Orientation to the ModelModel

Alignment at three Levels of “Voice of the Customer”Alignment at three Levels of “Voice of the Customer”

Level 1: EnterpriseEnterprise––GovernanceGovernance

Level 2: FunctionalFunctional––AdvisoryAdvisory

Level 3: Process Performance/PerformerProcess Performance/Performer––ProjectProject

These can each be approached both formally and These can each be approached both formally and informally. informally.

We are presenting a “We are presenting a “formalformal” approach; which can be ” approach; which can be made “made “informalinformal” if that is appropriate to your ” if that is appropriate to your situational contextsituational context..


Quick Orientation to the Quick Orientation to the Model Model ((continued)continued)

VOC Alignment LevelsVOC Alignment Levels

Level 1: Enterprise–Level 1: Enterprise–GovernanceGovernance

Level 2: Functional–AdvisoryLevel 2: Functional–Advisory

Level 3: Process Performance/ Level 3: Process Performance/ Performer–Project Performer–Project

VOC Alignment LevelsVOC Alignment Levels



Level 3: Process Performance/ Level 3: Process Performance/ Performer–Project Performer–Project

Governance BoardSenior Executives

PER

MA

NEN

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GO

VER

NA

NC

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ND

A

DV

ISO

RY

En

terp

rise

Level 1

ABC Advisory Council

DEF Advisory Council

GHI Advisory Council

XYZ Advisory Council Training

Council(s)

T&D Representatives

Fu

ncti

on

al

Level 2

Project Steering

Team

Project Steering

Team

Analysis Team

Design Team

Etc.

TEM

PO

RA

RY

SU

PP

OR

T

(AS

REQ

UIR

ED

)

Pro

cess

Level 3

B3



Aligning with the EnterpriseEnterprise voice of the customers at Level 1 means . . .

You are “wired” into the more critical, strategic needs of the enterprise, and your contribution and results are seen as adding value

Your enterprise leaders are “governing” your ISD/HPT focus and providing timely and sufficient resources

They influence “what” and “when”, but not usually “how” to conduct the project

They own the “business decisions” inherent in ISD/HPT program management, planning, and project conduct

B1


Level 1: Enterprise–Level 1: Enterprise–Governance Governance (continued)(continued)

How to align

Informally . . . when your situation is less complexInformally . . . when your situation is less complex Enterprise leaders can be interviewed in their

offices or at lunch/dinners, and the business issues and needs solicited and feedback gathered on prior effort

B1

Formally . . . when your situation is more complexFormally . . . when your situation is more complex A “Board of Governors” can be formed to formally

meet to set strategic direction, review functional needs, allocate resources, and review results

Or you can get on the agenda of any routine meetings of the enterprise executives for their input, decision-making, and results review


Level 1: Enterprise–Level 1: Enterprise–Governance Governance (continued)(continued)

Level 1 alignment could look like this in a formal mode





Council(s)

T&D Representatives

Fu

ncti

on

al

Level 2

B1


PER

MA

NEN

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GO

VER

NA

NC

E A

ND

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terp

rise

Level 1


TheThe Costs Costs and and SignalsSignals of of Misalignment at Level 1Misalignment at Level 1

CostsCosts

Poor ROI and EVA® resulting in general dissatisfaction of enterprise executives with ISD/HPT efforts

Projects are not targeted at Critical Business Issues

Budget cuts and staff reductions when the enterprise economics are problematic

EVA = Economic Value Add

CostsCosts

Poor ROI and EVA® resulting in general dissatisfaction of enterprise executives with ISD/HPT efforts

Projects are not targeted at Critical Business Issues

Budget cuts and staff reductions when the enterprise economics are problematic

EVA = Economic Value Add

SignalsSignals

People and money resources are often cut for ISD/HPT projects

ISD/HPT project “priorities” are constantly changing

Leadership wonders out loud “what they are getting” for all of the resources consumed in ISD/HPT efforts

SignalsSignals

People and money resources are often cut for ISD/HPT projects

ISD/HPT project “priorities” are constantly changing

Leadership wonders out loud “what they are getting” for all of the resources consumed in ISD/HPT efforts

* EVA is a registered trademark of Stern Stewart & Company)


Exercise 1Exercise 1

Self Assessment: Level 1 Self Assessment: Level 1 AlignmentAlignment

Review the Session Assessment Worksheet – Pages 2-3 Review the Session Assessment Worksheet – Pages 2-3 “Top Row”“Top Row”

Take 2 minutes and quickly interview a neighbor and assess the alignment of their ISD/HPT System with their customers at Level 1 . . . and then spend 2 minutes discussing your situation

Prepare to “read out” what you’ve learned about the other person’s situation and their alignment/misalignment status



Aligning with the FunctionalFunctional voice of the customers at Level 2 means. . .

You are “wired” into the more critical, strategic needs of the functions (or business units/customer segments) within your scope, and your contribution and results are seen as adding value

Your functional leaders are “prioritizing” your ISD/HPT efforts and providing timely and sufficient oversight and support

They influence “what” and “when”, but not usually “how” to conduct the project

They own the “business decisions” inherent in ISD/HPT planning and project conduct

B1


Level 2: Functional–Advisory Level 2: Functional–Advisory (continued)(continued)

How to align

Informally . . . when your situation is less complexInformally . . . when your situation is less complex Functional leaders can be interviewed and their

needs solicited in one-on-one meetings, lunches/dinners, etc.

B1

Formally . . . when your situation is more complexFormally . . . when your situation is more complex A set of Advisory Councils can be formed to set

priorities for functional needs, request resources, staff project team teams, and review results

Or you can get on the agenda of any routine meetings of the functional/business unit directors and managers


Project Steering

Team

Project Steering

Team

Analysis Team

Design Team

Etc.

TEM

PO

RA

RY

SU

PP

OR

T

(AS

REQ

UIR

ED

)

Pro

cess

Level 3

Level 2: Functional–Advisory Level 2: Functional–Advisory (continued)(continued)






Council(s)

T&D Representatives

PER

MA

NEN

T

GO

VER

NA

NC

E A

ND

A

DV

ISO

RY

Fu

ncti

on

al

Level 2

B2


En

terp

rise

Level 1


The Costs and Signals of The Costs and Signals of Misalignment at Level 2Misalignment at Level 2

Our Model:CostsCosts

ISD/HPT resources targeted at nonstrategic/low-impact needs within the function

Projects are dropped mid-stream for other priorities

General dissatisfaction of functional management with ISD/HPT efforts and the resulting ROI and EVA

CostsCosts

ISD/HPT resources targeted at nonstrategic/low-impact needs within the function

Projects are dropped mid-stream for other priorities

General dissatisfaction of functional management with ISD/HPT efforts and the resulting ROI and EVA

SignalsSignals

Projects don’t have the support or sponsorship necessary to get appropriate resources for the project

The ROI and business case/reason for conducting the project is murky

Project target audiences and their management wonders out loud

“What they are getting” for all of the resources being consumed

Who asked for this

SignalsSignals

Projects don’t have the support or sponsorship necessary to get appropriate resources for the project

The ROI and business case/reason for conducting the project is murky

Project target audiences and their management wonders out loud

“What they are getting” for all of the resources being consumed

Who asked for this


Exercise 2Exercise 2Self Assessment: Level 2 Self Assessment: Level 2 AlignmentAlignment

Review the Session Assessment Worksheet – Pages 2-Review the Session Assessment Worksheet – Pages 2-3, “Middle Row”3, “Middle Row”

Take 2 minutes and quickly interview a neighbor and assess the alignment of their ISD/HPT System with their customers at Level 2Level 2 . . .and then spend 2 minutes discussing your situation

Prepare to “read out” what you’ve learned about the other person’s situation and their alignment/misalignment status


Level 3: Process/Performer–Level 3: Process/Performer–ProjectProject

Aligning with the Process/PerformerProcess/Performer Voice of the Customer at Level 3 means . . .

You are focused on the “process performance-based” awareness, knowledge, and/or skill needs of target audiences, as well as other human and environmental variables, and your contribution and results are seen as adding value by the users of your products/services

B1

Master performers and subject matter experts (SMEs) are contributing to your analysis, design, development, and pilot-test efforts, and are thus “governing” your ISD/HPT content and providing timely and sufficient resources

They greatly influence the “what” of content; but not usually “how” to conduct the project


Level 3: Process/Performer–Level 3: Process/Performer–Project Project (continued)(continued)

Aligning with the Process/PerformersProcess/Performers at Level 3 . . .

Informally . . . when your situation is less complexInformally . . . when your situation is less complex Leaders and managers, as well as master

performers and subject matter experts, are recruited and interviewed for analysis, design, development, and pilot-testing needs on an as-needed basis

B1

Formally . . . when your situation is more complexFormally . . . when your situation is more complex Project Teams can be handpicked by the

Functional Advisory Councils for project efforts committed to deliverables and schedules, and formally organized into teams, such as

Project Steering Team Analysis Team and Analysis Review Team Design Team and Design Review Team Development Team Pilot-Test Team


Project Steering Team

Project Steering Team

Analysis Team

Design Team

Etc.

TEM

PO

RA

RY

SU

PP

OR

T

(AS

REQ

UIR

ED

)

Pro

cess

Level 3

Level 3: Process/Performer–Level 3: Process/Performer–Project Project (continued)(continued)



Fu

ncti

on

al

Level 2

B1


TheThe Costs Costs and and SignalsSignals of of Misalignment at Level 3Misalignment at Level 3

Our Model:CostsCosts

Lack of field and staff support in project efforts

Rework and repilot-testing time and budget for ISD/HPT deliverables due to them being inaccurate, incomplete, or inappropriate

Loss of credibility as ISD/HPT professionals

CostsCosts

Lack of field and staff support in project efforts

Rework and repilot-testing time and budget for ISD/HPT deliverables due to them being inaccurate, incomplete, or inappropriate

Loss of credibility as ISD/HPT professionals

SignalsSignals

There is a lack of customer involvement/support from credible master performers and subject matter experts in project analysis, design, development, and pilot-testing efforts

Post-deployment evaluations suggest that the design and content isn’t feasible, accurate, or complete

SignalsSignals

There is a lack of customer involvement/support from credible master performers and subject matter experts in project analysis, design, development, and pilot-testing efforts

Post-deployment evaluations suggest that the design and content isn’t feasible, accurate, or complete


Exercise 3Exercise 3Self Assessment: Level 3 Self Assessment: Level 3 AlignmentAlignment

Review the Session Assessment Worksheet – Pages 2-Review the Session Assessment Worksheet – Pages 2-3, “Bottom Row”3, “Bottom Row”

1.Take 2 minutes and quickly interview a neighbor and assess the alignment of their ISD/HPT System with their customers at Level 3Level 3 . . . and then spend 2 minutes discussing your situation

2.Prepare to “read out” what you’ve learned about the other person’s situation and their alignment/misalignment status


Targeting Your Own Targeting Your Own Improvements Improvements

Based on your previous assessments of the alignment of your T&D system with your customers at three levels, where do you think you should spend your initial energies at improving any of your current or future misalignments . . . and why?

Please comment onPlease comment on

““What you think you could/should do” for better What you think you could/should do” for better alignment at what level? How will you go about it alignment at what level? How will you go about it given your situation?given your situation?


Session SummarySession Summary

Aligning to Aligning to the Voice the Voice of the of the Customer Customer at Three at Three LevelsLevels


Session Objectives ReviewSession Objectives Review

At the conclusion of this session, you should now be able to

Describe the three levels of Voice of the Customer for alignment purposes

Identify the impacts of poor alignment at each level Assess your organization’s alignment to the three

critical “voices”

Identify strategies and tactics for improving your alignment

Use the model as a jump-starter for assessing your own organization’s alignment to the “voices of your customers” after the session


Session CloseSession Close

Please Complete ISPI’s

Session Evaluation

Thank YouThank YouAnd good luck back on the job!


Additional Additional References/ResourcesReferences/Resources

Additional readings and an assessment tool are available on the EPPIC Web site

Managing Risk in the Team Environment Performance Modeling for lean-ISDSM

lean-ISD via the PACT Processes for T&D lean-ISD White Paper Targeting EPPI – Enterprise Process Performance

ImprovementSM

www.eppic.biz


Facilitator Contact Facilitator Contact InformationInformation

Updated Contact Info:

Guy W. Wallace

Web: www.eppic.biz

Mobile: 704- 746- 5126