Key metrics - from House 1 Performance vs goals (gap) Number of radical shifts in strategy Score in finance test # of clients

progressing to higher level # of unnessary calls to FP Attendance at FPA events % of FP's suggestions accepted by client IMPORTANCE RATINGS 14 7.7 6.2 9.4 5.7 10 12 21 12 10 14 9 15 19 3 1 3 9 3 0 3 9 9 14 2 2 3 3 3 9 9 3 3 3 1 1 3 1 1 1 1 3 1 3 9 9 9 9 9 3 9 22 1 7 7 3 3 3 1 9 3 9 1 3 3 3 9 9 17 11 9 9 9 1 3 9 3 1

Conduct needs assesment Develop tailored training/support program Propose solution and close agreement Set them up Show them how to use the technology Teach them about finance (Courses) Identify web resources and guide them Answer their request for assistance Provide reassurance emotional support Monitor results and adjust program Adjust service bundle to clients progress

lw ei gh ca ts C l ed on in w H du ei ou g ct ht D se n ev s e ed (su 1 el o s Pr p t as m= 10 op ail s o s o r e e s m 0) d Se e s tra ent ol tt in he uti on ing Sh m an /su ow u p pp d cl os ort Te them p e ac ho ag rog h ra w re th Id em m to en em en tif a b us e y t ou th An w e tf sw eb re ina tec e Pr r th sou nce hno ei ov lo (C r r rce id ou g y s eq e M ue and rse on rea s ito su st fo gu s) id rr r e es a nc r a s th si ul e e s ts em t an m an o c t d a d i on e a ju st l su R es

rig

in a

6 rounded

ou t An w t f he sw eb te in r a e e c Pr r th sou nce hno ei ov lo r (C c rr gy id e q e s a ou e M rs r u n e on e e d a g u s) ito ssu st f o id ra r Ad r re e su nce ass th ju em st i lts st e se an mo an rv c t d ic a d i on e e a ju bu l nd st p sup po le r to ogr rt a cl m ie nt s pr og re ss

Clients' Needs (highlevel) Insight - 24

Knowledge - 12

Intelligence - 10

Treatment -14

Type of metric Clients' needs (detail) Reference # Help me understand my true needs and attitude towards risk taking Help me manage my emotions (greed, fear, panic ) and make rational decisions Facilitate my understanding of the major choices I am facing and their implications Give me all the information I need to make enlightened choices, while ensuring that I do not suffer from information overflow Help me assess the implications of events in the environment on my risk/yield levels, and eventually on my financial security. Communicate in a language that I can understand and don't make me feel dumb Treat me like a VIP Help me with the IS/IT required to access the information sources and systems required to be autonomous in the complex world of finance.

Weight

12 12 12 6

4 4 10 5 5 3

Convenience - 13

Make the process simple and painless Be reachable at all times through my medium of choice

Trust - 18

Proactivity - 9

Assign me a top notch personable professional whom I can trust and who will remain my single contact over 12 the long term Don't hold anything back and be candid about your own business interest (make me as autonomous as I can 6 and want to be) Back me up proactively in areas where you feel I'm not 5 ready to take ownership Monitor my progress and coach me along 4

Customer Results Skill levels

IMPORTANCE RATINGS Performance vs goals (gap) Number of radical shifts in strategy Frequency of access to on-line portfolio (bull's eye) Assessment of client's tactical moves Score in finance test

Learning

Pe rfo rm N um an c be e v s r Fr e q o f r g oa l ue ad ic s (g As nc a ap se y o l sh ) fa ss ift s cc m in en e s t o ss to trat fc eg o lie nt n-lin y 's ta e p ct or ic tfo a

1 9 9 9 9 2 3 9 1 3 9 3 3 4 3 3 9 9 3 9 1 9 1 9 3 1 9 3 14 8 1 5 3 3

Learning

Support

Relationship

# of training programs changes within a month # of clients giving up on training # of clients progressing to higher level # of unnessary calls to FP Time to respond to clients' financial queries Time to respond to clients' IT queries Time to fix IS/IT problem at the clients' # of calls for technical support Attendance at FPA events % of FP's suggestions that are accepted by client Number of people in direct contact with client

Direct satisfaction metrics must be correlated with these to validate them - so they cannot be used h Direct proxies for customer satisfaction, such as number of cust complaints, growth in share of walle

9 5 9 6 1 9 1 1 3 9 9 3 9 7 1 9 1 1 3 9 9 3 9 8 3 9 1 9 1 9 3 9 1 9 10 9 9 9 11 9 9 9 12 9 9 13 9 9 9 9 9 9 14 9 9 9 1 3 9 9 9 9 15 9 3 9 16

10

12

c m be e v ro sg Fr o f eq ue rad als i (g ca As nc ap se y o l sh ) fa ss ift s Sc me cc es i n s nt or s e o to trat fc in # on eg l f ie in of y n a t's -line tra nc in e ta po # in te ct of rtf g ic s t cl p a ro l m olio ie nt gr # ov s of es gi ams cl vi ie c n nt # ha g s of u ng un pr o p o es n g n /m Ti re t r m ess ai e ni onth ar ssin n t y ca g to g Ti o re m ll sp hi e g on s to to d FP her Ti r e t le o m sp ve e o n qu e to l d r # ie to of fix I s c S/ ca IT lien At lls t pr fo te ob s' IT rt nd le e qu % anc chn m er e ic of ie a a s FP tF ls up N ' P s um A su p gg eve ort cl be ie r o es nt nt f s pe tion s op ac le ce in co pte d nt ac tw ith

rounded

em - so they cannot be used here - including complaints. laints, growth in share of wallets, growth in customer profitability or number of customer referred, cannot be used. The metrics must measu

ed. The metrics must measure aspects of quality or of the performance of the the offerings in use or of the process per se.

of the process per se.

First iteration

Second iteration

Criteria Performance vs goals (gap) # of clients progressing to higher level Attendance at FPA events % of FP's suggestions accepted 1 Perceived value Acceptance by FPs Overall risk for FPA ROI Startup time Need to hire Weighted sum of "+" Weighted sum of "S" Weighted sum of "-"

10 5 6 9 10 20 20 9 5 6

Constraint: go/no go: X or blank Weights: 1-2-3

Variantes de Club Med: Pour crer une relation plus forte avec le FP Pour augmenter la valeur perue Pour rendre la chose plus acceptable par les FP

W ei gh C t lu b M H ig ed h t Q ouc ua h/ rt H In erb igh a te gr ck tec h a t C af or et er i C lu a b M C M ed C GO M - tea C Hig m M h - A -tec h E C M c - A alli E ng fa ce -to -fa ce
+ + + + + + S 55 6 39 S S S S S S S S S S + + S + 25 6 69 + + S + S + 41 15 44 S S S + 10 21 69 S S S S S S S S S S + + + + + + S S S 60 20 20 + + S S + S S 25 41 34 S S S S + S S 10 55 35 S + + + + + + S 55 16 29 + + + + + + + + + +

C AE M c - A alli E ng fa ce -to
Second iteration

-fa ce

Name: Description:

What problem (refer to diagnosis) does it address:

What proportion of the problem would it eliminate (%): What does it require (constraints, equipment, software, HR changes ):

Is it linked (complementary, substitute, antagonistic) with any other idea:

What will it cost?

How long will it take to implement? Pros

Adopted For future consideration (out of scope) - Who should follow up on this idea?

Number:

%): re, HR changes ):

with any other idea:

Cons

Rejected follow up on this idea?

Critical activity Select trainee

Failure Mode Evaluator misinterprets the meaning of a criterion The evaluator skips a criteria The candidate misunderstands a question (wording problem)

Non-detection 9 4 5 9 4 6 10 7 7 9 9 1

Occurrence

Severity

RPN 360 16

10 4

4 1

1 Candidate's answer is less than candid (wants to rejected) 6

5 6

25 324

Answer trainee's questions about project scoping Trainee misunderstands the answer (wording problem) Evaluator misunderstands the issue Trainee is afraid to ask a question for fear of looking dumb 7 Evaluator does not know the client's business well enough to answer the question 6 420 5 7 5 4 100 168

10

630

Give feedback to trainee on his project Evaluator does not know the client's business well enough to provite accurate feedback Negative feedback is taken as a blame Feedback is not specific enough for trainee to make required changes Trainee cannot reach the evaluator 9 7 10 7 630 441

6 7

432 49

Non-detection 8 1 3 7 1 3 10 2 2 9 2 1

Occurrence

Severity

Poka Yoke Provide sheet with examples Require the evaluator to calculate a total Provide the candidate with a sheet containing simple, alternate wording Use more than one evaluator and make joint assesment Ask the trainee to repeat his understanding of the answer Ask other trainees to be present and reformulate the issue if needed Ask each trainee to write an anonymous question on a piece of paper. Collect, answer and discuss Have client executives present when questions are asked

New RPN 160 4

10 4

2 1

1 6

3 2

9 84

5 5

5 3

25 45

100

18

Have client executives present when feedback is prepared and given Provide evaluator with standard introductory formulas to use Provide feedback and "rescope immediately" with the evaluator in attendance Provide an easily reachable in-house coach

9 7

1 4

18 252

8 2

1 7

16 14

Major Feedback is mostly a one-way street - it does not allow for interaction Some executives do not understand the criteria for project and trainee selection There is no feedback on the revised version of the project before the course The instructor and the coordinator interpret Known the criteria differently The instructor is not involved in selecting the the trainees The coordinator and the instructor do not coordinate with each other Controllable Since it is hard to obtains support, trainees do it on their own Some executives are not involved: long response time and poor quality Some candidates are pressured to accept to participate No validation is made of the information Unknown provided by the candidates. Trainees do not understand what a process actually is

There is no consequence to the executive if he does not deliver

Uncontrollable

Impact Medium Nobody pushes or pulls if things do not happen in the back-office Feedback on initial project proposals is often late Nothing happens until all the projects have been received Nobody measures response time There is confusion about who is responsible to answer trainees' questions No reminder of the deadline to turn in the project is sent to the trainees There is no standard response time
Back-office people at QKM assemble the training material in their spare time It often happens that the wrong version of the material is picked for assembly. The client's training department is generally a bottleneck Nobody wants to be on those teams: it takes time and there is no recognition Some candidates are never interviewed (too busy, away on a trip, etc) The material is hard to understand and lacks examples

Minor The logistician is often late in booking the training room, resulting in the use of inferior facilities Follow-up on those who miss the deadline for turn-in the proposals is sporadic The list of candidates is not updated regularly Some candidates are not consulted before their name is put on the list

Selection of team members is generally not complete at the outset of training and drags on for days, even weeks The instructor and coordinator are very busy, and often happy to see the course delayed Some trainees do not care and just go through the motions Some trainees do not understand the importance of what they are doing The coordinator works on several projects in parallel Some trainees do not read the material

Proceso: Preparar cuenta de gastos para facturar al cliente Tiempo (horas) 1 2 3 Recoger los recibos Obtener el formulario Llenar el formulario Verificar el total Llevar al supervisor El supervisor verifica Obtener firma del supervisor ... Total (RVA=11%) Objetivo corto plazo (30%) Objetivo largo plazo (50%) 1 2 3

r al cliente Tiempo (horas) 4 5

Recapitulacin Fuentes Prob. Diagrama de influencia CAP Ishikawa-ICP 5 porque AVA

AMFE

Diagnostico global

Receta preliminar

PASO ANOTAR PEDIDO

EFFECTO MODO POTENCIAL POTENCIAL DEL DE FRACASO FRACASO MALO APELLIDO

CLIENTE DESCONTENTO

S E V

CAUSA POTENCIAL DEL FRACASO MALA LINEA RUIDO MALA LINEA RUIDO MALA LINEA RUIDO MALA LINEA RUIDO COCINERO NO PRESTA ATENCIN

O CONTROL DE D C PROCESO E C ACTUAL T

N P R

ACTION SUGERIDA

NINGUN

7 98 REPETIR DIRECTION 6 192 AL CLIENTE

MALA NO ENTREGA DIRECCIN O RETRASO 8

NINGUN

MAL TIEMPO

GRATIS!
CLIENTE DESCONTENTO

NINGUN

7 168 REPETIR ORDEN AL 7 336 CLIENTE TRANSMITIR ORDEN 7 280 ESCRITO TRANSMITIR ORDEN 8 400 ESCRITO

MAL PEDIDO

NINGUN

TRANSMITIR MALA 5 ORALMENTE TRANSMISIN LA COCINA PASA EL 6 PEDIDO

MALA PIZZA

NINGUN

NO PIZZA

COCINERO 10 NO HA OIDO 5

NINGUN

QUIEN? CUANDO?

ACTION TOMADA

S O D N E C E P V C T R

GINO MAANA

CAPACITACIN DEL TELEPHONISTA

8 4 3 96

GINO MAANA GINO MAANA GINO MAANA

CAPACITACIN DEL TELEPHONISTA PEDIDO DE

6 4 3 72

BLOQUES Y CAPACITACI N DE 8 0 PEDIDO BLOQUES Y CAPACITACI N 10 0

7 0

8 0

PASO

EFFECTO MODO POTENCIAL POTENCIAL DEL DE FRACASO FRACASO

S E V

CAUSA POTENCIAL DEL FRACASO

O CONTROL DE D C PROCESO E C ACTUAL T

N P R

ACTION SUGERIDA

QUIEN? CUANDO?

ACTION TOMADA

S O D N E C E P V C T R

PASO

EFFECTO MODO POTENCIAL POTENCIAL DEL DE FRACASO FRACASO

S E V

CAUSA POTENCIAL DEL FRACASO

O CONTROL DE D C PROCESO E C ACTUAL T

N P R

Costo por tasa Capacidad - estndar de cafena Capacidad - estndar de temperatura Taza de rendimiento Disponibilidad de empleados calificados Propina al mesero Cumple con presupuesto del proyecto Implementado por el 15 de abril Restriccin: espacio en le mostrador Total ponderado de los + Total ponderado de los S Total ponderado de los -

5 30 15 20 5 5 5 10 5

Ponderacin "Comida rpida" Con clase A la Italiana (A1) California A la Italiana (A1) "A1" libre servicio "A1" al peso "A1" con clase

de "C rac o m i n C ida on r pi c A las da" e la Ita l C al ian ifo a rn ("A ia A la la I") Ita "A lia la na I ( "A " lib "A re l a la I") s I" "A al erv ic p la I" eso io co n cl as e
+ S S S + S S S + + S S S + S S S S S + 15 55 65 100 5 20 40 + + S S 50 10 40 S S S S S S S S S + S -

Po n

"A la I" c on cl as e

Actividad

Es crtico que (de)

 Cmo se controla ?

Mejor mtodo de control?

PLAN DE ACCIN A CORTO PLAZO (DURANTE LA SEMANA DEL TALLER) Accin Indicador afectado Impacto (quant.) Empieza Acaba Responsable

values sorted values Value labels % sorted value Cumulative A

360 700 B 0.343 0.343

700 450 C 0.221 0.564

340 360 D 0.176 0.740

450 340 E 0.167 0.907

190 190

0.093 1.000

1.200

1.000

0.800

0.600

0.400

0.200

0.000 A B C D E

2040

Series2 Series1