Stage 1: Assess

Step 2:Talk with

your Customers
 Assess – Steps

Identify
Talk with
Get Walk the Priority
Your
Organized Process Improvement
Customers
Areas

• Evaluation of School • Voice of the • SIPOC • Situating the Storm

Performance Customer • Process Mapping Cloud
• Project Selection • Techniques for • Flowcharting • Data Collection
Criteria gathering VOC • Walk the Process • Data Collection Plan
• Challenges of CI • Guidelines for Survey Guidelines • Data Analysis
Projects question construction • Selecting the
• CI Project Template • Affinity Diagram Focused Problem
• School Based CI • Problems with Statement
Organizational processing VOC 3-2
Structure
Outline
• Voice of the Customer
• Techniques for gathering VOC
• Guidelines for Survey question construction
• Affinity Diagram
• Problems with processing VOC

3-3
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

3-5
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

3-7
Types of Customers:
• Primary Customer
• Secondary Customers
• Tertiary Customers
• Internal Customers
• External Customers

3-8
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!

3-9
Understanding VOCs

Stated Needs Real Needs

• “I need access to the • “I need to have new
internet” teaching materials”
• “I need to have a • “I need to have the entire
projector inside the class see the teaching
classroom” materials”

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Understanding VOCs
Perceived Needs Actual Needs
• “I want an understanding • “I need to have a strict
teacher” teacher

Intended Usage Actual Usage

• “I need a computer” • “I need a calculator”
• “We need a place for
• “We need books in the students to study”
library”

3-11
Understanding VOCs

Internal Customer External Customers

• “We need to provide • “We need more
chairs for our students in classrooms”
the classroom”

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”

3-12
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.

3-13
 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

3-14
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

3-15
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?

2. When you have your lunch break, how many

times did you visit the canteen and did not throw
your trash properly after eating?

3. How do you learn?

4. How important is it for the library to have a

complete collection of the textbooks? 3-24
Exercise -- Identifying Bias in Questions
5. Would you favor reducing the penalty for late students when
they are sick?

6. Don’t you see any problems with the new dress code policy
?

7. What qualities, such as knowledge of the subject matter and

good communication skills, are important for an effective
teacher?

8. When you go to school, what percentage of the time are you

late for each of the reasons you may have?

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 Other Forms of Qualitative Research
Bringing us closer to our customer:
• Home visits

• Classroom observations

• Buddy panels / adult panel interviews

• Diaries - video; written; audio; drawing

• Conversations with experts / third parties

3-26
 Benefits of Observational Studies

• Observational studies allow us to:

– Understand the exact process the student goes
through when learning
– Determine home stresses that students are
exposed to in their homes
– Understand the ease/difficulty students with
certain activities
– Understand how teaching materials are actually
being used by teachers and students

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GUIDELINES FOR SURVEY
QUESTION CONSTRUCTION

3-28
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
3-30
How Tools Can Be Used Together

Conduct personal FGD or

(one on one) observational
interviews with the Dyads or Triads to groups to obtain
customers to help obtain capture deeper and more
identify and list desired refined
what they really “outcomes” understanding
need and want deeper and more
refined
understanding Surveys to quantify
and verify

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AFFINITY DIAGRAM

3-32
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

3-33
Affinity Diagram
(Getting Value from VOC Data)
Theme 1

Need 1 Need 2 Theme 3

Need 6
Theme 2

Need 3 Need 4
Need 7

Need 5

3-34
Affinity Diagram Features & How to
Create
1. Gather ideas from interview
Statements written on
individual cards or notes Notes are clustered
based on intuition, not

transcripts, questionnaires, Theme 1

logic

etc. Need 1 Need 2 Theme 3

2. Transfer verbatim quotes

onto index cards or self-stick Title notes identify
themes

notes Theme 2 Need 6

OK to have
clusters of
3. Group the cards to find the Need 3 Need 4 Need 7
one note

“affinity”
4. Label the groups of cards Need 5 Can be several

5. Optional: group the clusters layers of

clustering

(Themes)
3-35
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

3-36
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
3-37
ACTIVITY

3-38
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
3-39
 Activity: Create the Student Requirements for each
of the VOC Groups from the Grade 7 Students on
Learning English words
???? ???? ??? ???

• Kailangan ko ng • Gusto ko magamit • Gusto ko ng tahimik • Gusto ng me laro.

sapat na oras sa ang aking natutunan na klase • Gusto ko ng me
klase sa labas ng klase • Ayokong maingay “pictures”
• Gusto ko bigyan ako • Kailangan ko matuto sa klase habang • Kailangan ko na me
ng oras ni titser para ng salita na nagsasalita si librong magamit sa
maka-recite magagamit ko sa teacher labas ng klase
• Gusto ko tulungan ako “internet chat” • Kailangan kong • Gusto ko
ni titser sa pag- • Matulungan akong makaupo ng nakapagtanong ako
practice makaintindi ng mga maayos para hindi sa guro ko
• Kailangan ko ng mas salitang inglish sa ako nahirapan • Gusto masaya sa
mahabang “time” para “google” • Kailangan kong klase
maturuan kami • Gusto kong matuto umupo sa malapit
magbasa. ng salitang ingles na para makita and
• Kulang ang oras para makatulong sa makarinig ng mabuti
mag-practice aming negosyo sa • Ayokong malapit
• Gusto ko dahan dahan bahay masyado sa
sa pagturo harapan dahil
“farsighted” ako
3-40
Example: Possible Grade 7 Students’ Requirements on
Learning English words (Can you rephrase them better?)
Sapat na oras sa Me saysay ang Akmang Sapat na paraan*
klase mga natutunan ko Kapaligiran para sa para matuto
pag-aral ng ingles
• Kailangan ko ng • Gusto ko magamit • Gusto ko ng tahimik • Gusto ng me laro.
sapat na oras sa ang aking natutunan na klase • Gusto ko ng me
klase sa labas ng klase • Ayokong maingay “pictures”
• Gusto ko bigyan ako • Kailangan ko matuto sa klase habang • Kailangan ko na me
ng oras ni titser para ng salita na nagsasalita si librong magamit sa
maka-recite magagamit ko sa teacher labas ng klase
• Gusto ko tulungan ako “internet chat” • Kailangan kong • Gusto ko
ni titser sa pag- • Matulungan akong makaupo ng nakapagtanong ako
practice makaintindi ng mga maayos para hindi sa guro ko
• Kailangan ko ng mas salitang inglish sa ako nahirapan • Gusto masaya sa
mahabang “time” para “google” • Kailangan kong klase
maturuan kami • Gusto kong matuto umupo sa malapit
magbasa. ng salitang ingles na para makita and
• Kulang ang oras para makatulong sa makarinig ng mabuti *Paraan – also
mag-practice aming negosyo sa • Ayokong malapit refers to how to use
• Gusto ko dahan dahan bahay masyado sa
sa pagturo the teaching
harapan dahil
“farsighted” ako
materials

3-41
PROBLEMS WITH
PROCESSING VOC

3-42
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
3-43
ACTIVITY

3-44
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

3-45
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
3-46
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.

3-48