CADDI, Inc. 175 Jackson Avenue, Suite 215 Naperville, IL 60540 Phone. (630) 355-9800 Fax. (630) 355-9818 E-mail. [email protected]Web site. www.CADDI.com April 24, 2002 Prepared for: ISPI 2002 Conference Dallas, Texas Prepared by: Guy W. Wallace ISPI 2002 Conference ISPI 2002 Conference Aligning to the Voice of the Customer at Three Levels P-1036
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Aligning To The Voice Of The Customer At Three Levels
A presentation developed by me and delivered at ISPI first in 2002, and then again in 2003 as an Encore Session (top 10 rating in the prior conference). This is about collaboration - including governance and advisory systems for Training/ Learning/ Knowledge Management.
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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.
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
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..
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
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
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
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
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
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
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?