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INDEX Heart of the Brand: The 4 Ps Define The Delta Who's Next? Succession Planning Process Thinking: Making Improvements Part of Work
A Curriculum For Change I.
Introduction This white paper describes how organizational change can be managed through a systematic process of defining behaviors and disseminating them through a curriculum of development. “Curriculum” in the broadest sense is an integrated program of experiences designed to develop organizational capabilities over time. Done properly, a management development curriculum can impact the direction of an organization, providing a cadre of managers at all levels who understand the priorities of the business and who, in their daily work and contact with others, will act in a way that consistently reinforces the strategy. Proficiency and ability can become valued traits of managers; individuals who can teach others through a variety of means, from formal training to coaching and mentoring, can become organizational role models. This orientation to valuing proficiency is also reflected in the systems and structures which support performance—appraisals, promotions, succession, hiring, coaching, etc. To achieve this “culture of development”, a number of conditions and systems have to be put in place over time. These are discussed below, and they represent the complete set of conditions for a successful initiative. II.
Elements Of An Effective, Integrated
Management Development Curriculum There has to be a clear link between management behavior (competencies) and corporate strategy Not only do managers have to understand what the organization is attempting to accomplish, they have to understand how their competent behavior produces those results. In this way, competencies are not perceived as merely useful traits a manager should possess for professional advancement or personal interest. Rather, proficiency in management competencies is viewed as critical, if not vital, to success in the marketplace. The consistent practice of management competencies becomes an organizational imperative. This presents a very different picture than training individual managers to perform a set of job skills. Competencies have to represent top management’s expectations As a corollary, the organization needs to define those behaviors which are vital to success. These few, broad behaviors or competencies serve as a baseline guide to all levels of management, communicating a clear picture of what the organization expects from its management group. These competencies are a foundation for all other activities associated with Management Development, from training to performance appraisal, succession planning, promotion and selection, coaching and mentoring, to evaluation of training and developmental experiences. Development must encompass training as well as other activities A training curriculum comprised of performance-based courses with appropriate instructional methods is the definitive cornerstone to Management Development. In a sense, training initiates the development experience. Through case analysis, readings, simulations, and interactive exercises of all kinds, individuals learn to apply the skills inherent in competencies to situations which are relevant to them. So, it is in the classroom where competencies are clarified and skills are practiced. Proficiency, however, is learned through experience, extended practice and feedback in work settings. A successful integrated curriculum calls for special assignments, projects, independent research and readings directed to resolving actual organizational issues under the guidance of mentors or experts. The type of these proficiency development activities depends on a manager’s job level as well as the organization’s needs. Training is appropriate to a manager’s immediate or next job, generating a perception of high value in the organization Different levels of managers experience the same competencies in different ways. While the principles of decision making, for example, apply to all levels of management, the problems a level 25 manager face are significantly different from those of the level 29 manager. To make training and developmental experience relevant and useful to the individual learner, the training must accommodate these differences. In other words, managers must practice concepts in scenarios and settings which are meaningful to their work. Otherwise, training becomes academic and abstract as opposed to practical and immediately applicable. This suggests curriculum tracks which are aligned to management levels. With this in place, managers can not only take courses for their current levels, they can enroll in courses at their next level, allowing them to prepare to make the transition. Performance-based training is delivered in a consistent manner, using the most appropriate instructional technology for the type of competencies being learned All programs, regardless of the level of the audience, must deliver consistent, repeatable results in terms of behavior change. An important element in achieving those results is the deployment of varied instructional technologies—methods, media, formats—so as to maximize efficiency in delivering learning experiences. In addition to traditional classroom settings, methods and media can include the use of computers for a variety of analytical learning experiences, intranet web sites where relevant data resides, and even visiting experts and university courses. There is a clear statement of policy reflecting the importance of Management Development and a visible commitment to other development initiatives in addition to a training curriculum that support the ongoing effort To implement a culture of competency-based development, top management must endorse and fund new management development policies in addition to a training curriculum throughout the organization. These policies can initiate changes in how the performance of individuals is managed, i.e., performance appraisal process, compensation, promotion, succession planning as well as how the training function operates. The implementation of these other development initiatives can be phased in over time after a training curriculum is in place. In addition to functional administration of development activities, there is a standing oversight board which monitors and maintains the viability of the curriculum A curriculum is a flexible, adaptable and dynamic entity. Using data and feedback from managers, a cross-organizational, multi-level board of advisors can monitor the implementation of the curriculum, ensuring quality standards are met and changes are timely. A diverse board representing different audiences can influence the kinds of changes made as well as provide access to consitutencies. This monitoring function presumes a methodology for measuring the effectiveness and efficiency of the development investment. While techniques for this kind of evaluation are far from perfect, selected measures should be gathered and used for decision making. III.
Summary The first phases of that effort involve defining the scale of the Management Development effort, both initially and long term. Based on that level of commitment, an appropriate management development curriculum and supporting elements can be designed. Copyright © 2005
Singularity Group, Inc.
Heart
of the Brand: The 4 Ps Define The
Delta There are always considerations other
than price and product functionality. The
challenge is to define them. These ideas are at the core of the 4Ps model that Singularity has developed as an important conceptual tool. The 4Ps --Product, People, Past and Process--represent those resources of a company that can be differentiated from one institution to another. Often these differences have evolved over time with little intention or planning. For instance, one bank has a reputation among its customers for being helpful to new businesses. Where did this notion come from? A policy? A particular group of employees? A specific, well-known and publicized incident? With some thought, some veteran employees of this bank might be able to trace how this perception came to be, but most likely they will report it "just happened." On the other hand, if management is aware of the importance of differentiating the bank from its competitors, it can specifically create, develop, communicate and manage notable differences that the customer will perceive as valuable around the bank's products, people, past and processes. (See definition of the 4Ps at the end of this article.) Plainness
and a Promise Theodore Levitt of the Harvard Business School has written a number of articles on product differentiation. (Harvard Business Review, January-February,1980 and Harvard Business Review, May-June, 1981) which have contributed to the 4Ps concept. What
A Product Is: Beyond the Obvious The generic product, as Levitt presents it, is the product itself--the cash management system, the letter of credit, the term loan--whatever it is the customer can use to help improve the business. Even though these generic products are found in most banks, they are not necessarily the same. Slight differences in product design may make one bank's lock boxes more attractive than another's. This is the most obvious area for product differentiation as anyone who has ever seen a development team laboring long and hard to generate creative nuances for a new product will report. But there is more to a product than its parts. The expected product includes those aspects that relate to delivery, terms, support, new ideas for product applications, all of which are one step removed from the product itself, but without which the product simply could not be successfully sold. The augmented product refers to Levitt's notion of adding something to improve or modify the product for a particular customer. Developing a report on how much money is saved using a cash transfer system, for example, is a vehicle for demonstrating what the vendor will do for the buyer. Augmenting the product goes beyond the product by exceeding the buyer's expectations. Finally, the potential product is "everything that might be done" to attract and hold the customer. This includes making suggestions for technical changes, reporting the results of surveys regarding product usage and attitudes of customers, installing new technologies to better use the product, and advising customers on business conditions, feasibility of business plans and employment of experts in specific technical areas. Levitt's model is a useful framework for defining the various levels of product a customer can buy. Most important, as a development source for the 4Ps, it introduced the idea of moving away from product as a cluster of defined features, benefits and prices, into a more expanded view of what can be sold. In a bank, the idea of building more value into a loan or a trust account or any product or service is compelling. Every bank has the same products; an expanded view would include the unique value of people who service the product, the manner in which it is installed and how customers interact with the bank as well as the success the bank has had in the past. All these elements can be made to be different from the competition. Reducing
Uncertainty Another business writer provided some insight into how intangibles, such as services, can be made tangible. Warren J. Wittreich, in a classic article on selling professional services (Harvard Business Review, March-April, 1966), succinctly outlined the issues. To be successful, Wittreich writes that uncertainties surrounding who the customer is dealing with, how the service will be implemented and whether or not the money is being spent wisely must be dealt with. The degree to which a professional who sells can persuade the customer that he or she (and the bank) understands the problem, has solved similar problems in the past and has a way to do it or process which is logical and easily followed is the degree to which the customer's uncertainty can be reduced. The seller can sell him or herself by demonstrating command of the methods to be used, familiar relationships key people who are resources in solving the problem, and knowledge of and preferably involvement with related success stories. When people who sell do this, Wittreich writes, the "high bidder often wins" because there is much more value in dealing with certainty than uncertainty. Wittreich's article was a forerunner of the many articles and books written about the service culture, excellence and customer orientation. Today, corporations are attempting to develop new ways to add value to the customer relationship while still maintaining low costs. Consumers are aware of the competition and are attracted to banks that provide what they need with the most added value. Among many examples, combined statements with summary information, account information accessible online and even advice about markets, investments and other specialized knowledge-based services are the kinds of developments banks have to make to give the customer more for his money. In fact, as the age of disintermediation accelerates, the types of services offered and the resources surrounding those services should be more important to banks interested in keeping market share. The concepts provided by Wittreich are an additional essential ingredient of the 4Ps, offering a wider view of what has to be sold when selling these types of services. More To It Than Talking Product As a final resource for the 4Ps, a recent Sales Competency Study (Miller and Maginn, 1987) isolated the activities of high performing sales people in banks. In general, people who excel in selling in banks mention a variety of activities that revolve around themes of specificity, initiative, involvement, planning, focusing and analysis. Of critical importance to these individuals is the concept of selling yourself, of bringing more to the table than the competition, of creating an image of personal value to the customer. From a series of focus groups with these individuals, it became clear that high performers considered themselves a virtual product of the bank, an extension of the institution and behaved in a way that lead customers to recognized them as such. These individuals were good at selling the resources of the bank, but they were also excellent at selling themselves. In Wittreich's words, they were good at reducing the customer's uncertainty in the way they responded to problems, in the genuine interest they displayed in the customer's business, in their understanding of the customer's needs, in their knowledge of how the bank does business and how resources within the bank work, in demonstrating their experience with solving similar middle market business problems. In the 4Ps model, the Relationship Manager is one of the resources the bank has to offer. Those sales people who recognize this can develop ways to differentiate themselves from their counterparts at competing institutions. A firm knowledge of the bank's resources--the 4Ps--and how to talk about them in sales situations represents a personal strength and an expanded view of what can be sold to the customer. The
4Ps—A Practical Model The 4Ps model is not a difficult concept to grasp. Yet, when faced with the task of defining what products are really different, what individuals are valuable, expert resources, how doing business is more user friendly than the competition and what success stories are worthy of corporate legend status, many bank Sales Leaders and Relationship Managers struggle. While many of the 4Ps can be tactically defined at the work unit level using local heroes and successes, the real work of defining the 4Ps is for the corporation's directors. It is up to them to clearly specify what the bank should be known for and to clarify how their products, people, process and past are better than the bank down the street. The 4Ps The 4Ps represent resources of an organization which, when created and managed, become differentiators defining the brand. That is, they describe what the total offering of an organization is. Product Past People Process: Bibliography Levitt, Theodore, "Marketing intangible products and product intangibles." Harvard Business Review, May-June, 1981. Miller, N., and Maginn, M., "Business Development Competencies for Bank Relationship and Sales Managers." Lending, Winter, 1987. Wittreich, Warren J., "How to buy/sell professional services." Harvard Business Review, March-April, 1966. Copyright © 2005
Singularity Group, Inc.
Who’s Next? Succession
Planning I. What is Succession Planning? Succession Planning is a dynamic, on going process of systematically identifying, assessing and developing leadership talent for future assignments and tasks. Said another way, Succession Planning provides bench strength, a cadre of talented and ambitious people who are ready to assume more senior responsibilities. This is embodied in a Succession Plan, a document that contains an inventory of projected openings and other opportunities (special assignments, or important collateral duties), position criteria and a list of potential candidates in rank order for each opening or opportunity. The process of Succession Planning involves management at all levels and sends a message to the organization about the importance of skill development. In a way, Succession Planning helps make learning, achievement and effectiveness important cultural values throughout the organization. Note that Succession Planning has also been called “Talent Management.” Consider life in a small organization without a succession plan. There is a vague uncertainty about what will happen if key people leave. Yet, statistics on employee turnover show that people will, in fact, move on eventually, either for new positions or changes in lifestyle. Whenever there is a change in key personnel, there is a period of vulnerability. Knowledge and history are lost; perspectives on goals and priorities change; continuity of effort is interrupted. Morale and motivation can be affected. In a worst-case scenario, people are promoted to new positions solely because they’ve been around. Without Succession Planning, the momentum towards goals, improvement and strategic initiatives can be slowed. What does Succession Planning provide for an organization?
The Succession Planning process itself is relatively simple. Individuals are measured against a standard that has been defined as reflective of an effective senior manager. An individual, with the help of his/her manager, creates a development plan to close the gaps between ideal and actual. This development plan may involve training, special assignments and projects, change in role, or other kinds of learning experiences. At the same time, and depending on the nature of the development plan, the individual may or may not be identified as a candidate for a new position. As time unfolds, another measurement is made, as are new judgments about promotion. Presumably, because the individual has been at work on targeted skill improvement, their gaps are fewer or less significant than before. The candidate is more prepared for new roles. The organization benefits from having more skilled people in its cadre, an orderly process for filling openings as well as an overall sense of security about the future. There are five components to the Succession Planning process: Employee History, Creation of Standards, Measurement, Development and the Succession Plan itself. Each of these will be described below. II.
Components of Succession Planning 1. Employee History
2. Creation of Standards
3. Measurement
The result of the measurement process, whatever it is, is a database of individuals and their various ratings. The data is used to create a Succession Plan and is also valuable in searching for individuals who possess certain desired characteristics. In addition, the database is a profile of the organization’s strengths as a whole, providing information that can direct development activities and inform other kinds of planning, such as hiring and recruiting. These data provide the basis of what has been called a “Talent Management Process” where development of selected individuals can be managed towards specific ends. 4. Development
A special word has to be offered for the concept of Action Learning, a formal and structured process that involves individuals in addressing an organizational issue, resolving it and extracting learning outcomes from the experience. This is a highly economical and useful process that can be implemented easily and with little preparation. Not only do participants contribute to a “stretch” goal, but also Senior Managers can observe how participants interact with others and think through the process. Typically, Development Plans are tied into an organization Performance Appraisal process. Each half, the employee meets with his/her manager to review performance as well as progress on their Development Plan. At that meeting, new activities are identified as well as new objectives. 5. Succession Plan
In fact, the Succession Plan is resident in a Human Resource Information System (HRIS) that houses the database and all related information. There are a number of commercially available programs on the market for this purpose. In use, when an opening occurs, the system is accessed to identify the likely candidates as well as to identify their successors in their current, soon to be previous, roles. At any point, management can assess the bench strength of the organization by reviewing a profile of strengths and weaknesses. III
Summary Copyright © 2005
Singularity Group, Inc.
How To Reach Consensus I.
The Compromise Decision II.
Reaching Consensus In a consensus, if the points of view of each member are considered, discussed, compared and discussed again, everyone begins to sees all aspects of the problem. Members begin to learn about others’ perceptions and a decision or approach emerges as differences are understood and narrowed. This outcome goes beyond something people can “go along with”. Instead, it is a decision team members believe in as the truly best way to go, given the circumstances. Because the issue has been examined, re-examined, tested through discussion, critiqued and analyzed, all members of the team can “see” the problem and the solutions from many different points of view. As you can see, one of the major benefits of a consensus decision is that it brings team members who start off with differing points of view to a common understanding of all the issues. In a way, it’s a learning experience. Through discussion of how members see the problem, everyone begins to share perceptions. Differences don’t appear as great as they once did and everyone agrees, given the facts, about the alternative that makes sense. III.
Suggested Consensus Guidelines and
Tips 1. Ask each individual how he or she feels about the situation and why.
2. Ask for facts, definitions or explanations and try to uncover what different thoughts or words really mean to team members.
3. Clarify discrepancies of opinion with facts.
4. Be open-minded. Modify your own views when faced with compelling facts and opinions.
5. Identify similarities and differences among the points of view in the team.
6. Reinforce open-mindedness—the willingness to listen to other views—as well as the need for cooperation.
7. Remain non-defensive and unemotional when challenged and avoid angry encounters.
8. List the positive and negative aspects or consequences of each point of view. Assume the team has adopted a particular approach. Ask members to discuss the advantages and disadvantages. Repeat with the next approach. Explore the risks associated with each idea. Test how realistic different people’s assessment of the risks are. “Will we really be causing serious confusion among ourselves by making independent calls on prime accounts?” 9. Ensure that each team member has an opportunity to participate.
10. Try to define the element of risk associated with every decision and develop an approach that minimizes that risk for everyone.
IV.
Summary
Copyright © 2005
Singularity Group, Inc.
What's Your Extended
Product? Customers buy more than a product; they buy the total package of benefits associated with your company. This "Extended Product" includes the deal itself, the efforts your company takes to make the product work, and the relationship your company maintains. These may be more valuable than the product features, benefits, price, and other tangible aspects of the transaction. Here is a view of how this Extended Product can work. The extended product defines the total value of what you are selling. If you can take a wider view of what it is you have to offer, you can address more of the customer's needs. The more needs you can address, the more value you bring to the table. When you bring a lot of value, your offering starts to outweigh price objections or product-only advantages that the competition may have. To use this concept, you must first define what is it is you are selling. Your extended product actually consists of: The Physical Product itself, including competitive, technical features and benefits. If you can explain how the features offer benefits that differ from your competition's, you are adding value. The Deal, including terms, availability, delivery, installation, ongoing support and application ideas, negotiated terms and credit. If you can develop or negotiate deals that are competitive and you can meet customer expectations, you are adding value. Customization, or modifying or improving the general product for a specific customer, or providing tailored information about usage, design, or financial matters. If you can communicate how your company works to help its products work more effectively, you are adding value. The Service Relationship, including everything that can be done to keep the customer using the product to its maximum effectiveness, such as user meetings, customer service representatives, newsletters--even how bills are submitted and inquiries processed, etc. If you can demonstrate how you company is invested in keeping existing customers satisfied, you are adding value. Your company's Past Success Stories, including
what your company has done with other customers
that have made a positive difference to
the customer's business. If you can
point to examples of how other customers
have successfully used the product and
the impact of that on their business, you
are adding value. Yourself, including your experience
and knowledge with past customer and installations,
your ability to get things done internatll,
your long term investment in the account
and your personal position in the industry. If
you are viewed as a knowledge advocate
for the customer, as an ally at the planning
table, your are adding value. Copyright © 2005
Singularity Group, Inc.
Process Thinking: Making
Improvements Kaizen This is the nature of Kaizen, a concept that embodies improvement through process thinking. Work can be improved constantly and the people who do and manage the work should do the improving. What we are talking about here is making what is better, not necessarily innovation. The difference is that innovation starts with a breakthrough and a clean sheet of paper. Improvement works with the status quo. The focus on improvement is long-term, involves a series of small steps, is ongoing, involves everyone in monitoring the process and improving it, and requires little investment to do, but constant attention to maintain. Process thinking and process management require effort and discipline, but the rewards are extremely gratifying. As Masaaki Imai, the author of Kaizen writes:
Process thinking is a term used to describe an attitude about processes and improvement. The attitude is something like this: “We are going to satisfy our customers by delivering to them exactly what they need, when they need it, without mistakes. We are going to do that by constantly watching what we do, analyzing our work, and thinking about ways to make it better.” Process
Improvement: A Process
Here is a model for how process improvement will unfold in an organization: 1. Clarify customer expectations. Interestingly, we start at the outcome, the desired impact on the customer. What do our customer expect from us? Why do they expect that? What is it about them that makes those expectations important? Once we understand what customer expect, we can define goals for our process. 2. Understand the process. Through process mapping and measurements, we need to know how the current process works. As a result of this step, we will have a common understanding of the process and its obvious problems. 3. Focus on improvement tactics. With a clear view of the process, we can begin to make it more customer-focused. By using tools and techniques designed to stimulate ideas, we will develop approaches and tactics to fix process problems. This involves three different approaches:
4. Plan-Do-Check-Act. This is known as the P-D-C-A Cycle and is used to plan the implementation of improvements. The process involves:
Actually, this series of steps is best thought of as a circle. Just when you thought all process are operating brilliantly, new customer requirements surface, competitive companies offer more and different ways of attracting customers and you have to react. It is challenging enough to have the discipline to measure, monitor and constantly improve a process. It is another thing altogether to take a process you think is working well and change it.
Process
Mapping: A Fundamental Tool
The most important tool for understanding the process is process mapping. This section will review some basic ideas behind process mapping. What is process mapping? A process is any activity or set of activities that turns a set of inputs or resources into a product or service. When you order a book from Amazon.com or any other internet retailer, your input into that company’s website starts a chain of events that eventually results in a book or CD being delivered to your door. In between are hundreds of steps, where information is handed off from one department to another until a worker in a warehouse somewhere pulls your book off a shelf, puts it in a box and mails it. That’s a process. In an effective system, this set of activities occurs with little delay, error, or waste. The customer receives the most value, the process works at lowest possible cost, everyone is happy. However, if the order form was lying on an order entry person’s desk for three days because she was out with cold, or the wrong book was sent, or the book was damaged in the mail, or the bill was incorrect, then no one is happy. The goal of process mapping is to visually depict how a process works so the steps and interactions are revealed. When the process presents itself visually, all the activities and interactions that cause errors, delays, etc., can be analyzed. So, in a way, Process Mapping is the most basic tool in process thinking. A process map provides a real-time picture of the activities involved in transforming input into a result. It identifies all the actions that take place in the process. Representing each action with a box. Arrows that connect these boxes symbolize the directional flow and the passage of time. Now how the symbols below describe different activities.
Check out this link for an example of a simple process map. Search the web for other examples. http://www.thehelpdesk.tv/processmap.htm
Here are some steps to follow: 1. Identify the process you want to examine. 2. Identify the work units or functions involved in the process. In an office, this may simply be the names of people who do different tasks associated with the process. Write the functions or the names of the people across the top of a piece of paper. Consider ordering the functions or names so the functions or people involved first are on the left and the people involved in the later stages of a project are on the right side. 3. Identify the starting point for the entire process. What gets it rolling? Enter this on the top left-hand side of the chart under the person responsible. 4. Record each step under the people responsible in the sequence the steps occur. Remember, a diamond represents decisions; activities are a box or rectangle, beginning and end points by a circle. AVOID detail at this point. It is very easy to include unnecessary detail, such as “sharpen pencil before reviewing invoices.” Try to stick to the major steps that move the process forward. 5. Connect the steps with arrows to indicate in which direction the flow of work takes place. It is possible that the flow will go from right to left in some instances. 6. Whenever possible, indicate a way to measure each step, for example, time passed, percentage or error, etc., over each arrow. We realize that there is a lot more to process mapping than deciding who gets to reconcile the checking account at home. For more examples of process maps, see the references listed at the end of this document. Search for Process Mapping on the Internet for resources. This is a well-documented area, and there are many examples. Remember, for most purposes, simplicity is the key to success. Another
Way to Get Started: Task Analysis 1. Organize the major phases of the process in order. For example, if you were having a party at your house, the major phases will be something like “Invite People”, “Clean the House”, “Buy Food and Drinks”, “Think of Music to Play”, and the like. 2. For each phase, identify the following:
3. Once you have thought through all the phases and steps, you are ready to develop a Process Map. It will probably be more focused and concise. We recommend you do a Task Analysis, as we have defined it here, as a first step in developing a process map. Annotated
References The Basics of Process Mapping, Robert
Damielo. http://www.audit-scotland.gov.uk/search/ndx/01m01ac.htm Copyright © 2005
Singularity Group, Inc.
Keeping Customers Why do salespeople typically lose accounts to the competition? Better prices, features or service are not always the main reasons. In fact, many of the reasons lie within the salesperson’s control. Here’s what we found:
Bottom line: Competitive vendors are having less trouble making appointments with your customers, even those who feel relatively satisfied with their current vendor. The question is, how do salespeople build lasting relationships that customer consider valuable and that pre-empt competitive intrusions. Many salespeople consider frequent and regular visits the necessary mainstay in maintaining relationships. However, if every visit or phone call doesn’t clearly show the customer something worthwhile, then he or she has no reason to value the relationship. A salesperson must demonstrate the relationship’s value by what he or she brings to every customer contact. This is the key idea behind adding value. If a salesperson hasn’t differentiated him or herself in this way, the customer has little reason for valuing the relationship. A salesperson who adds value:
When you’re able to do these things, you become a relationship-oriented salesperson who makes a real contribution. Your customers allow you to influence what decisions are made and how they are made. No, it is not enough to realize that the company has needs, to build alliances and loyalty, to visit frequently, to take your boss or a senior resource along, or to create an impression that you’re dependable. You need to add value by what you bring to every contact with your customers. In this way, you create a customer relationship that competitive forces will find extremely difficult to break. Copyright © 2005
Singularity Group, Inc. |
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