Professional Documents
Culture Documents
Summary report
20/08/2011
Authors of report
J Phillips / Lynn Gornall
Complaints & Intelligence Officer
Business Intelligence Group
Tel: 01772 530549 /534098
Jenny.phillips@lancashire.giv.uk
Lynn.gornall@lancashire.gov.uk
1. Introduction………………………………………………………………..……3
2. Background and context…………………………………………………..…4
3. Executive Summary…………………………………………………………...5
4. Methodology……………………………………………………………………6
5. Findings…………………………………………………………………...…….6
6. Benefits…………….……………………………………………………………8
7. Challenges………………………………………………………………………9
8. Conclusion……….…………………………………………………………… 10
9. Recommendations……………………………………………………………11
It was felt that a repeat exercise exploring the 'carer's' experience of first or
most recent contact with LCC would provide an in-depth examination of those
processes and inform the statistical information already held from other
sources. Used effectively, customer journey mapping could provide a key
component to aid effective partnership work and to deliver joint service
initiatives and improvements.
With this in mind, the Business Intelligence team were tasked with developing
a model of Customer Journey Mapping appropriate to this situation with a
view to exploring the possibility of an ongoing mapping programme across
services in relation to other 'customer journeys'
This exercise was seen as having the potential to test out not only the viability
of the mapping model but where it aimed to gather qualitative evidence for
ACS, it would also give 6 MA Social Work students the enhanced opportunity
to undertake empirical research and fulfil the National Occupational standards
required for their placement, their research dissertation and their degree.
To ensure that the basis for the research was ethical and robust, the pilot
scheme was initially approved by the University's ethics committee due to the
students need to have direct customer contact and subsequently ratified by
the ACS 'Carry on Learning' group.
An evaluation of the processes used, the resources required and the benefits
and challenges to all parties from this exercise would be used to inform the
focus for the future within both ACS and UCLan.
This pilot project was designed to gain an insight into the needs of customers
and how they perceive services, it would support strategic thinking and
planning and test out/provide a positive and focused way of engaging both
staff and customers.
The journey selected for 'mapping' on this occasion was the carer's first or
most recent contact with the organisation, yet findings indicate that the initial
contact itself appears not to be the most important issue for the majority - but
what comes next.
Findings also suggest that there are areas for improvement within contact
processes but that many carers were satisfied with the overall service and
keen to tell the students that this was the case. However, the exercise
revealed what should be already evident to social care services; that carers
are not a homogenous group and therefore systems which are implemented
cannot be deemed to universally acceptable.
Although in theory this exercise was 'cost neutral' due to the 'supernumerary'
nature of the student researchers, it was resource intensive. LCC practice
educators, learning and development managers, business intelligence,
university tutors and operational support staff; (change implementation
manager) were all involved in supporting this work both before and after the
research period.
All those involved in the pilot project have identified both the individual and
organisational benefits which have emerged but it has raised questions both
for the University and for LCC about whether this type of approach is
appropriate for seeking general feedback and/or repeated in future.
UCLan have expressed a keen interest in taking part in similar or other types
research in partnership with ACS/LCC future and are keen to open further
negotiations with heads of service.
5. Findings
The process:
Research interviews of this nature produce not only data which is asked
for, but other information; organisations need to be alert to dealing with this
information
Where mapping the journey reveals unintentional or wider outcomes (ie
not the anticipated information) and thought must be given to how that will
be progressed where that occurs
Narrative approaches to research may not be compatible with the CJM
instrument as it was designed here
Although the suggested questions within this pilot were designed merely
as prompts to direct the conversation, students often reported that they
were required to interrupt the narrative account to obtain specific
information. It is recognised that this may be about the experience of the
interviewers
The 'steps' within the CJM template may not be specifically identifiable
with the carer experience
CJM is designed to focus on one journey or specific areas of one journey,
but carers frequently wanted to share their whole story, which is to be
expected.
For Students/Uclan:
The students felt that it was a really good experience for them, allowed
them to apply their skills in practice and gave them an insight into the
carer role
Some of the students have been recruited to jobs within Social care
and the CJM exercise was cited in their interview
The support by the project group members was felt to be invaluable;
particularly the one-to-one support, and students enjoyed working with
the other students as part of the process
Developed greater insight into the experiences and emotions of carers,
who previously have been a ‘seldom-researched’ group
Felt they had developed greater insight into issues in service delivery
and the relationship between expectations and responses to service
delivery
Began to be aware of differences between recall and perception and
official accounts
Felt that their work was contributing to future changes and
improvements in service delivery to carers
Had opportunities to develop their research interview skills and to
recognize the differences with social work interviews
Evaluated the strengths and weaknesses of semi-structured interviews
as a qualitative research method;
Developed practice awareness of power relationships in research
interviews
The University has strengthened it partnership/relationships with LCC
for mutual benefit
ASC/LCC
Students/UCLan
The students have reported that it was a really good experience for
them, allowed them to apply their skills in practice and gave them an
insight into the carer role
Some of the students have been recruited to jobs within Social care.
CJM was cited in their interview
Students found the support by the project group members to be
invaluable; particularly the one-to-one support, and enjoyed working
with the other students as part of the process
Methods for a qualitative approach to research and the benefits of it
have been highlighted
The exercise has raised the profile of its students and strengthened its
position where promoting the benefits of the 'social work student'
placement structure.
UCLan MA social work students have been shown to be able to
undertake a particular level of research on behalf of ACS
UCLan have expressed a keen interest in taking part in similar or other
types of research in partnership with ACS/LCC future and are keen to
discuss this further with heads of service
UCLan has been able to recognise the weight of the work required and
are keen to invest resources into future exercises if this or other types
7. Challenges
Although the quality of the information gained here was high and
pinpointed the issues for customers in line with the organisation's
principles, the resources required to provide the amount of support
which the students needed to implement the process could be seen as
disproportionate to the numbers of interviews carried out
This specific approach may not be appropriate to explore every area of
work. The challenge then is to identify areas of service where this
technique can be used for an in- depth examination of the impact on
the customer of changed provision
Demands on the Business Intelligence team are increasingly more
pressing in times of reduced staffing capacity
8. Conclusion
Customer Journey mapping is one process from amongst a range of
processes that focuses on tracking and describing the customer experience. It
can challenge the preconceptions of practitioners and organisations and be
used as a vehicle to drive change. It dovetails with the work on customer
engagement and has the potential to offer credible and detailed evidence of
the impact of the way people are treated.
This pilot exercise using Customer Journey Mapping has been shown to be a
success. It has proved to be an ideal opportunity to engage not only with
those viewed traditionally by others as its 'customers' (ie carers), but also with
its partner agencies and to raise awareness amongst those involved in the
pilot of the need to listen - and respond - to customers and use the
information for continuous improvement. The approach has also revealed high
quality and relevant information.
The benefits of using this approach have been identified not only for carers
who were the focus of the exercise, but also for organisations and students.
It has revealed both the anticipated but additional and unanticipated results,
highlighted specific issues for carers in their first or recent contact and/or how
this has impacted on their ongoing relationships with LCC.
At the outset of the pilot exercise, the situation with regard to organisational
capacity within ACS to support this approach in the future was somewhat
different to the current position. There remains a commitment to this approach
within and amongst the organisations which have been part of this pilot
exercise. Yet it is not clear that it has been possible to determined that the
technique in this particular format could be developed into a self sustaining
process with minimal support and/or used more widely by staff within Adult
Social Care (ASC)
9. Recommendations
Customer journey mapping is only one tool from a range of tools which
ACS uses to engage customers but it has been found to have the ability to
'drill down' to elicit information about the issues which customers may
experience and how service provision might impact on them.
Senior managers should make a prompt decision about whether -
and how – this resource intensive approach can be used again in
times of reduced capacity as the time-tabling of any subsequent
exercise needs to be anticipated and planned far in advance of the
MA student placements in January 2012
Consultation to be undertaken with One Connect (HR Learning and
Development) to discuss the resource implications in the light of
their own internal restructures
Senior managers should take a view on where the process should
'sit' within the organisation (Business Intelligence within ACS or with
One Connect)
Clear roles and responsibilities of all the staff required should be set
out prior to commitment to a repeat of the process. This would
require a commitment from the service identified as 'owning' the
process
Practice educators within social care services should be engaged at
the outset as dedicated time for the exercise is required. This would
require the full co-operation of operational services where the
students are placed. CJM should then be included as part of the pre
placement meeting and identified as work required as part of the
placement
A project support list should be drafted prior to a repeat of the
process identifying the staff members involved and their role to
enable students to raise any points promptly
Senior managers should make an early decision about the
'journeys' to aid co-ordination, the inclusion of students and tutors at
an earlier stage and enable students to design recording templates
etc.
Senior managers should consider making use of the range of skills
held by MA social work students to facilitate future research on
behalf of the organisation
Further discussion should be undertaken with UCLAN to consider
all methods and areas of research practice.
Report Date: xx
Author: xx
Job role
Background
Brief paragraph about why this research has been undertaken, journey
type, customer type, sample size etc.
How this research will be used e.g. The outputs from the interviews can
assist in comparing these customer experiences with the directorate's
perception of how services are received by carers
Methodology
A Customer Journey Mapping approach was used to plan and carry out the
interviews. This enables customers to tell their story themselves, so that we
can learn from their experiences from their point of view. Background
information on the Customer Journey Mapping approach used is contained
within Appendix A of this report.
A potential ??? carers identified from ??? (number of) ISSIS records were
interviewed A profile for each of these carers was created (personal
information removed), to provide a full summary of their interaction with Social
Services which led to their contact and its subsequent outcome Each carer
was given a code for anonymity and the profiles recorded with details of the
carer's district and the workers involved. ??? (number) agreed to an interview.
Interviews
Interview methodology summary e.g.
Age:
Primary Category:
District:
Referral Details:
Presenting
Problems:
Length of
experience/
impact:
Recent related
events:
Did Service User
have any
solutions in
mind?
Each step relates to the relevant Journey Step – shown on Customer Journey
Map.
Example questions below. These questions are not prescriptive but are
merely to prompt and guide the discussion. The interviewer will be
required to explore issues as they arise. Facts are important but the
carer's 'feelings' are equally significant.
It would be useful to capture how the carer felt about ringing? i.e was it
a last resort, do they see it as their right, do they feel that they are an
inconvenience or that their problem may not be significant, do they feel
that asking for authority help means that they are a burden.
Customer Comments:
Did you feel that the person answering the phone fully understood their
issue, i.e. were they confident that they had been able to explain your
situation?
Did you feel you were listened to?
Did they feel they were treated with dignity and respect? If yes – how?
If no – why?
Customer Comments:
Guidance questions:
Was this your first contact with LCC / Social Services
Did you understand the advice given and the next steps i.e. were you
clear about what to expect next?
Ask if they were referred anywhere else, such as Help Direct, Carers
Centre etc.
Customer Comments:
Customer Comments:
Customer Comments:
Touch
Touch
points
points Carer knows who to Carer satisfied with Carer understands what Carer listened to and Carer receives Carer needs are met
contact initial contact will happen next understood appropriate advice
Desired
Desired
Outcomes
Positive
Outcomes
10
9
Neutral
5
Negative
There is an expressed need for early intervention/support, rather than waiting for a
crisis;
There is a need for information about access to local carers support services and
groups;
What was appreciated: being listened to, being understood, being given a sense that
the carer and their concerns were being taken seriously, being given clear
advice/information and clear timescales; speedy responses and contact; continuity of
worker/contact person
What was not appreciated: a lack of clarity in advice/information about procedures or
‘next steps’; not receiving detailed information; not feeling listened to or understood;
not being taken seriously; extended waiting times; lack of continuity of worker/ contact
person;
Wishes were expressed for consistency in allocation of social workers; relationships
with workers which can be informal as well as formal;
Wishes were expressed for improved communication; inter-agency communication
was part of this (having to repeat information);
Wishes were expressed for speedy response to inquiries – see below, heightened
emotions;
For some carers automated systems may be difficult to understand and navigate;
For some carers there was confusion between different professionals – who was who
and what was their role;
For some carers the decision to contact for support/help/advice had been taken within
a context of feeling overwhelmed or unable to cope. For these carers, therefore,
emotions were running high at the initial point of contact. Extraploating from this
Indirect Themes
This section comprises themes which were not the focus of the CJM interviews, but which
emerged indirectly.
The range of personal health and social problems caused by having caring roles and
responsibilities;
The emotional nature of caring and physical and financial demands that it entails;
The CJM interview process not being geared to taking account of the impact of
caring responsibilities on carers’ lack of well-being;
There was a general lack of information and knowledge about local Carers’ Centres
and Help Direct;
Participants represent ‘extremes’ (satisfied – dissatisfied) and experiences may not
be typical.
Students’ Learnings
Students’ learnings from the research project in relation to carers are as follows.
Carers are not an homogeneous group;
Students developed greater insight into the experiences and emotions of carers, who
previously have been a ‘seldom-researched’ group;
Students noted the relevance and resonance of findings in existing research studies
to carers’ answers in interviews;
Students felt they had developed greater insight into issues in service delivery and
the relationship between expectations and responses to service delivery ;
Students began to be aware of differences between recall and perception and official
accounts;
Students felt that their work was contributing to future changes and improvements in
service delivery to carers.
Students’ learnings from the research project in relation to research are as follows.
Students had opportunities to develop their research interview skills and to recognize
the differences with social work interviews;
They evaluated the strengths and weaknesses of semi-structured interviews as a
qualitative research method;
They developed practice awareness of power relationships in research interviews;
They learned that research interviews produce not only data which is asked for, but
other information;
They developed understanding of the validity of qualitative research findings;
This vindicates the Steering Group position that only those students who achieve high marks
for the research module should be put forward for such a project.
If the project is repeated, LCC need to anticipate that setting up, carrying out and transcribing
interviews of this kind will take longer than anticipated due to participants desire to tell ‘the
whole story’ and allow more than sufficient time for this work to be done. This needs to be
built into PLA and the practice educator made aware of the implications – time and the need
for their support - of this work.
Wherever possible communication should flow through one or two people on each side with
clearly nominated replacements in cases of annual leave or sickness. This could be PC and
DP from the Steering Group for general enquiries; CS for placement enquiries; JP and RR
and BR at LCC to respond to queries from or students’ queries about LCC practice educators
and other parts of the local authority organization.
Like the students, members of the Steering Group have enjoyed and learned from the
process of jointly working with one another and with the students and with our partners in
LCC, developing knowledge to inform service delivery.
If this project can be repeated next year, there are seven potential students for inclusion.
However, given all of the foregoing comments from LCC staff, practice educators and
students about the need for preparation of students and of practice educators, the UCLAN
Steering Group request an early and clear indication from LCC, so that we can begin
preparations in September rather than December
MA course leaders need to mention the pilot in the Course Handbook which is issued during
the summer; CS needs to forward plan students into placements and engage with practice
educators about the project, as do LCC themselves and tutors need to be allocated
timetabled slots in semester 1 to engage with the selected students and begin early
preparation around the different style and structure of the dissertation.
This project has been win-win for all concerned. LCC have had a research instrument piloted
which they can now adapt according to feedback and comments on practice; carers have
been provided with opportunities to comment on their experiences of LCC services; students
have had opportunities to work as practitioner –researchers and develop research skills and
UCLAN have been able to develop another facet of our partnership with LCC, with students
contributing to knowledge and service delivery.
PC 01.08.2011.