Académique Documents
Professionnel Documents
Culture Documents
Identify
Talk with
Get Walk the Priority
Your
Organized Process Improvement
Customers
Areas
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Key Message
A Customer-Focused
Organization understands the
requirements of their customers
and measures how well these
requirements are met.
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VOICE OF THE CUSTOMER
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What is VOC?
• A qualitative statement or phrase in the
Customer’s language of their needs and
wants.
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Who are your customers?
• Individuals or groups who receive the
concept or service
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Types of Customers:
• Primary Customer
• Secondary Customers
• Tertiary Customers
• Internal Customers
• External Customers
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VOCs can mean Needs or
Wants
Needs Wants
• These are what • This is a preference of a
customers expect to customer on how to
receive from a concept or receive a concept or
service service
We need both
Make sure to Wants and Needs
address the Needs to create balance
first before Wants! on what and how!
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Understanding VOCs
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Understanding VOCs
Perceived Needs Actual Needs
• “I want an understanding • “I need to have a strict
teacher” teacher
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Understanding VOCs
Efficiency Effectiveness
• “We need our students to
• “We need our students to graduate”
learn”
• “I need to finish my
• “I need my students to lessons on time”
understand the lesson”
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Guidelines on transcribing
Parents/Students/Teachers VOC
• The statements used should be in the parents,
students, and/or teachers own language as
much as possible.
• To get these statements:
– Read through interview notes, survey notes, comment
cards, etc.,
– Highlight any statements you think are relevant to
your project.
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Example: Voice of the Customers
(10 Respondents)
Materials
Easy – 6
Average – 3
Difficult – 1
Familiarity with the words
Yes – 10
No – 0
Easiest Word
Beautiful – 6
Enough – 1
Should – 1
Guitar – 1
Adolescence – 1
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Example: Voice of the
Customers
People (Reading Teacher)
-use different assessment tool
-keep record of learner’s individual profile
-limited time to do remediation
-establishes a reward/recognition system to recognize the
learners’ efforts
Methods
• Silent Reading
• Oral Reading
• Games
• Limited reading drills and exercises on word recognition
learning process
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Example: Voice of the
Customers
STATEMENTS LIFTED FROM THE
RESPONDENTS’ RESPONSES
• “Gusto ko tahimik pag nagbabasa.”
• “Mas mahabang time na maturuan kaming
magbasa.”
• “Kulang sa time para mag-practice kaming
mag-basa.”
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TECHNIQUES FOR
GATHERING VOC
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Gathering VOC
• Qualitative:
The collection of data or information (by
verbal, visual, tactile, olfactory, and
gustatory means) that provide a detailed
description of a situation, community or
problem as the basis for developing an
analysis.
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Methods for Gathering Qualitative
Data
• Interview
– One-on-one, Pair (Dyad), Triad
– Focus Group Discussion (FGD)
• Observational
– home visits
– classroom visits
– Play area visits
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Uses of Focus Group Discussion
• Organize information from the collective
point of view of a group of customers
• To clarify and define customer needs
• To gain insights into the prioritization of
needs
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Focus Group Description
• Typically composed of 7 to 13 participants who
share characteristics that relate to the focus
group topic
• Typically, a minimum of three focus groups are
conducted
• Participants will be asked to thoroughly discuss
very few topics
• Often only three questions will be asked during
the focus group
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Focus Group Discussion
Guide
• Guidelines for developing discussion guides:
– 1. Start with questions that are easy and that all respondents can
identify with
– 2. Adopt a logical flow of questions
• chronological
• general to specific
• clustering of related questions
– 3. Category questions before specific questions (habits, practices,
beliefs, concepts)
– 4. Avoid side questions that do not contribute to the overall objective of
the research (e.g., asking too many questions about pricing of
competitive concepts in a customer fundamentals research
– 5. Limit the questions so that the discussion time is kept to a minimum
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Things to avoid in constructing
Interview Questions
• Closed-ended questions. Have a follow up
question when necessary.
• Loaded questions
• Over specificity of questions
• Ambiguous wording
• Unstated criteria
• Over emphasize
• Leading question
• Example containment
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Exercise -- Identifying Bias in
Questions
1. Do you believe in using technology for teaching to
keep the students updated?
6. Don’t you see any problems with the new dress code policy
?
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Other Forms of Qualitative Research
Bringing us closer to our customer:
• Home visits
• Classroom observations
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GUIDELINES FOR SURVEY
QUESTION CONSTRUCTION
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Guidelines for Constructing
Survey Questions
• Name your survey
• Have an introduction
• Put your questions in a logical order
• Pre-test your survey
• Assure a common understanding
• Make your questionnaire short enough for
the respondents to be cooperative.
• Use simple words
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Guidelines for Constructing
Survey Questions
• Start with interesting questions
• Don’t write leading questions
• Avoid double negatives
• Balance your rating scale
• Don’t make the list of choices too long
• Avoid difficult concepts
• Use closed-ended questions
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How Tools Can Be Used Together
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AFFINITY DIAGRAM
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What is an Affinity Diagram?
When Gathering large amounts of language
data:
• Help grasp very large or complex issues
• Find patterns in mountains of data
• Organize ideas, issues, opinions
• Encourage breakthrough understanding
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Affinity Diagram
(Getting Value from VOC Data)
Theme 1
Need 6
Theme 2
Need 3 Need 4
Need 7
Need 5
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Affinity Diagram Features & How to
Create
Statements written on
1. Gather ideas from interview individual cards or notes Notes are clustered
based on intuition, not
“affinity”
4. Label the groups of cards Need 5 Can be several
(Themes)
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Example: VOCs from a Hotel Check-
in Process Affinity Diagram
????? ?????? ??????? ??????
• Get My Room Key • Clerk Should be • Should Have • Don’t Want to Carry
Quickly Friendly Information about Luggage a Long
• Get the Room I • Clerk Should Be Local Entertainment Way
Reserved Able to Resolve • Should Be Able to • Get Help With My
• Tell Me How to Get Problems Quickly Give Me Directions Luggage If I Need It
to My Room to Local Businesses • Park My Car If I
• Room Key Needs to • Check-in Location • Be Able to Tell Me Need It
Work Should be Obvious About the Hotel
• Make Sure I Get My • Recognize Me If Services
“Miles” I’ve Been Here • Tell Me Where My
Before Convention/Meeting
• Clerk Should Be is Located
Courteous • Give Me Advice on
• Treat Me Special If I Good Restaurants
am a Frequent
Stayer
• Keep My Personal
Data Private
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Example: Hotel Check-in Process Affinity
Diagram
The “Right” Check-in Experience Available Ease of handling
Room Information “Stuff
• Get My Room Key • Clerk Should be • Don’t Want to Carry
• Should Have
Quickly Friendly Luggage a Long
Information about
• Get the Room I • Clerk Should Be Local Entertainment
Way
Reserved Able to Resolve • Get Help With My
• Should Be Able to
• Tell Me How to Get Problems Quickly Give Me Directions
Luggage If I Need It
to My Room • Park My Car If I
to Local Businesses
• Room Key Needs to • Check-in Location • Be Able to Tell Me
Need It
Work Should be Obvious About the Hotel
• Make Sure I Get My • Recognize Me If Services
“Miles” I’ve Been Here • Tell Me Where My
Before Convention/Meeting
• Clerk Should Be is Located
Courteous • Give Me Advice on
• Treat Me Special If I Good Restaurants
am a Frequent
Stayer
• Keep My Personal
Data Private
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ACTIVITY
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VOC of Grade 7 Students on their
English Subject
• Kailangan ko ng sapat na oras sa klase
• Gusto ko bigyan ako ng oras ni titser para maka-recite
• Gusto ko ng me “pictures”
• Gusto ko tulungan ako ni titser sa pag-practice
• Gusto ko magamit ang aking natutunan sa labas ng klase
• Kailangan ko matuto ng salita na magagamit ko sa “internet chat”
• Kailangan ko na me librong magamit sa labas ng klase
• Gusto ko nakapagtanong ako sa guro ko
• Gusto masaya sa klase
• Kailangan ko ng mas mahabang “time” para maturuan kami magbasa.
• Kulang ang oras para mag-practice
• Gusto ko dahan dahan sa pagturo
• Ayokong maingay sa klase habang nagsasalita si teacher
• Kailangan kong makaupo ng maayos para hindi ako nahirapan
• Matulungan akong makaintindi ng mga salitang inglish sa “google”
• Gusto kong matuto ng salitang ingles na makatulong sa aming negosyo sa bahay
• Kailangan kong umupo sa malapit para makita and makarinig ng mabuti
• Ayokong malapit masyado sa harapan dahil “farsighted” ako
• Gusto ng me laro.
• Gusto ko ng tahimik na klase
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Activity: Create the Student Requirements for each
of the VOC Groups from the Grade 7 Students on
Learning English words
???? ???? ??? ???
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PROBLEMS WITH
PROCESSING VOC
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Problems with Processing VOC
Difficulty in translating what the
customer is saying to what we should
be measuring.
Possible Reasons:
• The VOC are biased
• The VOC are ambiguous to us.
• The VOC can have many meanings.
• VOC are not expressed as a true need
• Needs versus wants
• VOC from the wrong customers
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ACTIVITY
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What to do?
• Group the VOCs into “Needs”
• Develop Customer Requirements for each group
of Needs.
• List possible learning measures inside and
outside the classroom related to learning Math
• Connect the measures that can directly or
indirectly measure the fulfillment or achievement
of the Needs
• Use a Tree Diagram Approach
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Group Activity: VOC of Grade IV
Students on their Math Subject
• I want sufficient time to solve the math problem in the classroom
• I want to participate in class recitation
• I want to know how to apply the operations
• I want the teacher to help me do practice solving math problems
• I want to use what I have learned outside of the classroom
• I need to have books to use outside of the classroom
• I want to be able to ask questions to teacher
• I want the class to be fun to learn
• I need more time to learn how to apply division and multiplication
• I need more time to practice understanding math problems
• I want the teacher to teach slowly
• I don’t want the class to be noisy while the teacher is explaining the math lessons
• I need to sit properly so I will not have a hard time listening and taking down notes from
the lecture
• I need help how to understand how to use math in day to day activities
• I need to learn math to help in my parents sari-sari store business
• I need to sit in front of the class so I can see and hear better
• I don’t want to sit in front since I am farsighted
• I want games in class
• I want a quiet class
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Group Activity: VOC of Grade IV Students on
their Math Subject (Answer)
Enough time for The learning in Conducive Proper method of
the class class is relevant environment for teaching
learning Math
• I want sufficient time
to solve the math • I want to know how • I want a quiet class • I need to have
problem in the to apply the • I don’t want the class books to use
classroom operations to be noisy while the outside of the
• I want to participate • I want to use what I teacher is explaining classroom
in class recitation have learned the math lessons • I want to be able
• I want the teacher to outside of the • I need to sit properly to ask questions
help me do practice classroom so I will not have a to teacher
solving math • I need help how to hard time listening • I want the class to
problems understand how to and taking down be fun to learn
• I need more time to use math in day to notes from the lecture • I want games in
learn how to apply day activities • I need to sit in front of class
division and • I need to learn math the class so I can see
multiplication to help in my and hear better
• I need more time to parents sari-sari • I don’t want to sit in
practice store business front since I am
understanding math farsighted
problems
• I want the teacher to
teach slowly 3-47
Remember!
A Customer-Focused
Organization understands the
requirements of their customers
and measures how well these
requirements are met.
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