PROPOSAL
“ONE CALL TO SOLVE THEM ALL”
Learning Solutions for Xerox ICS
November 14th, 2006
Cheng • Suzuki • Warman
Consulting Group
CONTEXT
To maintain its leading position in the increasingly competitive copier marketplace, Xerox must
deliver exceptional customer service. Acquiring new customers is an expensive endeavor1.
Indeed, in an industry where continuous technological improvements spawn significantly better
products every two to three years, customer tenure is a competitive necessity.
After reviewing its operations, Xerox determined a reorganization of its call centers could achieve
certain efficiencies that would ultimately generate greater customer satisfaction. Currently Xerox’s
customer face is actually a collection of four distinct organizations, equipment service, supplies
marketing, account administration, and telebusiness – a structure that reflects back-office
processing, but a potential corporate schizophrenia in the eyes of the customer. It is of little
surprise that customers, employees, and management alike are frustrated. Limitations in the
design and implementation of technology not only separate these organizations, but, as we have
seen, render tools such as CasePoint to be of dubious benefit to customer service
representatives. In addition to the scant technological and material support provided, telephone
representatives are afforded little in terms of formal structure and practices to encourage the
development and sharing of knowledge between employees.
It has become obvious with the launch of the ICS project that telephone representatives will need
to have available the knowledge, understanding, and skills necessary to fulfill all types of
customer requests whether “service”, “sales”, or “query” focused.
Not only must ICS
Representatives learn the specific facts and processes belonging to sales, ordering, product
service, and accounts, but also the ICS process which will provide the framework for all ICS
customer interactions.
The Corporate Training Organization (CTO) is the logical means to
achieve this task however a significant reorganization is needed to achieve the level of efficiency
required for the ICS project timeframe.
Unfortunately, organizational change is rarely easy. By most estimates, 75% to 80% of major
enterprise initiatives fail to realize their intended gains 2. For Xerox, a failure to successfully
integrate call services would result in an unacceptable loss of time, effort, and capital. Xerox will
have to build stakeholder support for the change by surmounting the barriers to acceptance and
adoption of the changes. Specifically, success will require buy-in from both the 4,000 ICS
Representatives as well as the CTO team responsible for their training and education.
1
It typically costs 6X the resources to acquire a new customer than keep an existing customer.
For example, research into Mergers & Acquisitions suggests that only 25% eventually recover the cost of the deal. In
technology implementations, only 15% finish on time and on budget.
2
Proposal | One Call to Solve them All
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In order to address these problems, we will focus on the following objectives:
OBJECTIVE 1
Provide a structure and process which will enable the CTO to achieve the efficiency level required
to meet the ICS project requirements.
OBJECTIVE 2
Develop environments and processes which provide ICS Representatives the requisite practices,
understanding, and skills to handle customer calls.
OBJECTIVE 3
Achieve “buy-in” from both the CTO staff and ICS Representatives.
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SUMMARY OF DESIGN RATIONALE
Cheng • Suzuki • Warman Consulting Group’s competitive advantage is our knowledge and
application of robust learning theory. Each of our recommendations is empirically grounded and,
in sum, combine the behavioral, cognitive, and situative perspectives on learning:
Working Environment
Situative Principle 1 (S1)
The learning environment serves as the context within which the learner has opportunities to
participate in specific social practices of inquiry and sense-making.
The design solution aims to provide an environment in which the ICS Representatives will work in
teams where each member provides an area of expertise. Although all Representatives will be
trained to have a foundational level of knowledge regarding all work tasks, each ICS
Representatives expert will interact within their small teams to raise the other’s expertise in all
areas. The groups will also meet weekly to share best practices as well as update each other on
the latest developments in, for example, the company product maintenance. As such each ICS
Representatives will be members of different knowledge communities in which they will be
continually upgrading and updating their knowledge and skill sets.
The research will also involve the CTOs in the design and implementation of the new training
curriculum and work culture as equal partners. Again, the CTOs will be groups into different
learning communities.
Situative Principle 2 (S2)
The learning environment provides support for development of positive epistemic identities.
An important aspect of the solution is a radical change in work practices so that ICS
Representatives now work in teams of three, each ICS Representative in one specialization area,
all sharing and supporting each other’s learning of knowledge in different domains. The work
environment will be redesigned such that the there will not be individual cubicles. Instead, the
teams will be seated close to facilitate communication and assistance to one another. There will
be open areas that ICS Representatives can use freely to discuss new problems as well as
possible resolutions.
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Supporting Technologies
Behavioral Principle 1 (B1)
The learning environment should encourage “Routines of activity for effective transmission of
knowledge.”
CasePoint has to be redesigned so that the ICS Representatives will, as part of their routine, use
CasePoint to help them solve their daily problems. Several design changes are proposed in the
later part of this document.
Formal Training Programs
Behavioral Principle 1 (B2)
The environment should provide users with “Individualization with technologies.”
An important aspect of the design solution is the formal training program for each domain
specialization. The training will be tailored to individual needs and progress. Each individual will
also have access to computer training software which they can go through at their own pace.
Cognitive Principle 1 (C1)
Classrooms should be “interactive environments for construction of understanding”.
Each ICS Representatives will undergo training in the all three domains.
Interactive
environments will enable them to learn better and grasp complex concepts easily. For example,
the technical know-how of copiers will be communicated via an interactive simulation program of
copiers in which Representatives can interact and change parameters to see for example how the
different components work with each other as well as how damage to one component will
manifest in copier problems.
Cognitive Principle 2 (C2)
“Cognitive models…[make] tacit knowledge explicit and thus knowable.”
Some of the ICS Representatives may not be that technically savvy. To ensure the knowledge is
easily understood, graphical models and analogies (like the one used by Carlos) can be used. In
fact, given that Carlos has such good technical knowledge as well as the ability to explain
technical details in layman terms, he may be invited to be one of the trainers or perhaps to be in
the team of curriculum designers.
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Cognitive Principle 3 (C3)
The curriculum should also provide “explicit attention to generality”.
It is important that the concepts that the ICS Representatives learn are transferable to all copiers
and new situations. To achieve this, the simulation program will depict a general model of a
copier rather than specific models.
Situative Principle 3 (S3)
Curricula must provide opportunities to learn practices of formulating and solving realistic
problems.
Having learned the basic knowledge of how copiers work, ICS Representatives will be put into
situations in which they have to tackle customers’ calls pertaining to a variety of problems. The
problems presented to the ICS Representatives are authentic problems encountered previously.
Assessment – Appraisal and Rewards
Behavioral Principle 3 (B3)
The environment should give users “Clear goals, feedback, and reinforcement.”
ICS Representatives and CTOs will be given clear guidelines regarding work targets. How the
ICS Representatives perform is discussed on the individual level on a half yearly basis with their
Coaches. The teams will also be appraised yearly. The associated performance rewards which
act as a direct positive reinforcement will be stated clearly. The high performing individuals are
awarded in terms of performance bonuses. To encourage teamwork, teams are also awarded
based on their appraisals.
Situative Principle 5 (S5)
Assessments must focus on the learner’s participation in inquiry and social practices.
The communication and interaction within each work team and learning community to
help each other and raise each other expertise in all domains of knowledge will be a key
component of the appraisal system. The appraisal will focus on how each member
contributes to the team rather than just individual effectiveness.
Cognitive Principle 4 (C4)
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“Crediting varieties of excellence”
There will be no one path of excellence. People who are good in technical skills or curriculum
design may be promoted to be a senior specialist in their expertise. People who are good in
management or people skills may move up to take on leadership positions within or outside
customer support services. Staffs that are talented in handling difficult customers (evidence can
be collected through recorded interactions between ICS Representatives and customers)
shouldn’t be penalized for staying in their current position. They can be recognized with better
pay and given greater responsibility. These career paths will be communicated very clearly to the
staff.
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DESIGN SOLUTION
A combination of interventions will ensure Xerox meets its ICS objectives.
Objective 1: Provide a structure and process which will enable the CTO to
achieve the efficiency level required to meet the ICS project requirements.
Clearly the current organization of CTO is incapable of delivering the training needed in the
timeframe available. Although this can be managed to a great extent through the creative use of
situative learning techniques, the CTO must be involved to ensure the delivery of fundamental
operational, product, and sales knowledge. The challenge then becomes reorganizing CTO so it
can move expeditiously through the process of 1) Needs Definition, 2) Curriculum Design, 3)
Curriculum Development, and 4) Delivery.
The answer lies in cross-functional teams. Key CTO staff will be seconded to participate in design
teams that are singularly dedicated to key tactics in our ICS Representatives solution. With the
diversity of knowledge and skills, CTO staffers will form a common understanding of each others’
role and requirements, providing an exceptional opportunity for knowledge sharing. [S1]
The CTO teams will then be coordinated through the ICS Program Manager. In addition to the
Program Manager being responsible for identifying synergistic opportunities among the teams, all
teams will be required to hold regular intra-team report sessions. These presentations will form a
part of the overall CTO assessment and ensure that teams build on and support each other’s
specific solutions and create foundational practices for their on-going operation [S2, S5]
Objective 2: Developing environments and processes which provide ICS
Representatives the requisite practices, understanding, and skills to handle
customer calls.
The heart of our solution relates to the learning environment for the ICS Representatives. The
following tactics are recommended to optimize learning within the timeframe available:
Working Environment
The following series of tactics relate to improving the workplace environment to foster learning
and the development of expertise:
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Create “Perfect Operating Details” (P.O.D.) Work Zones
Description
In order to facilitate the sharing of knowledge, call center workers will be
organized into PODs. Each POD of three will consist of experts from the current
call center functional areas. POD members will be encouraged to speak with
one another and exchange information via hard-copy materials and notes.
It is expected that the expertise of each member will transfer to the others. As
calls come in, POD members will, initially, rely heavily on one another to solve
customer requests. In time, the ZPD in all three knowledge areas will decrease
significantly.
Principle(s)
[S1, S2]
A new role – the Coach
Description
To further expedite the building of expertise within each POD, expert Coach’s
hand-selected by CTO staffers will float from team to team. Coach’s will spend a
day at a time with each team to bolster and build competency by:
o
Jointly handling calls with the ICS Representatives
o
Identifying ‘learning moments’ throughout the day based on ICS
Representatives activity and presenting these back to the team
o
Suggesting self-development tools & techniques appropriate for team
members custom to their needs.
A Coach’s schedule will include one week of ‘floor duty’ (i.e. visiting teams) and
then one week of ‘expert duty’ (i.e. being available to answer questions via IM
(see below) from any POD as they arise).
Principle(s)
S1, S2
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Institutionalized Meetings
Description
All Hands on Deck
At the start of each week, the entire call center staff will gather for a brief (10
minute) meeting where the ICS Program Manager shares key information on
metrics, challenges, and a Weekly Knowledge Nugget.
This ‘Nugget’ will be drawn from the Coach’s reports on team performance and
describe a particular innovative tactic or practice that a POD used to resolve a
customer’s query.
POD Squad
These weekly meetings (30 minutes) pull three PODs off the floor at a time and
are intended to foster knowledge sharing across teams. Every week the POD
Squad partners rotate, so that each POD eventually is exposed to all other
PODs on the call center floor.
Principle(s)
S1, S2
Trading POD Members
Description
It’s understood that it is wise for POD members to ‘change-up’ for a variety of
reasons. Interpersonal difficulties can lead to subpar performance for a POD.
Consistently underperforming PODs may need to be re-energized with the
addition of a new, expert member.
To neutralize any potential stigma associated with the trading of members,
every quarter it will be understood that PODs will be adjusted by management.
Principle(s)
S2
Supporting Technologies
The following tactics relate to the technology tools that will be available to ICS Representativess
to ensure they can perform to their full potential.
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CasePoint Redesign
Description
As per our research, CasePoint is woefully underutilized. ICS Representativess
do not currently find the technology compelling enough to use both because of
the lack of external forces pushing usage (addressed by our other tactics
mentioned thus far) and an awkward, downright clunky, user interface.
A redesign of CasePoint’s functionality and look & feel will increase user
uptake. Key improvements include:
All-in-one Interface
As soon as a ICS Representatives enters a customer’s serial number, their
CasePoint screen will populate with:
o
Account details and history
o
A dynamic list of ‘up-sell’ opportunities
o
A graphical interface that enables rapid exploration and troubleshooting
of copier issues.
Frequency Analysis
Specific to the graphical interface for product support – the CasePoint system
will dynamically generate a list of the most likely problems associated with each
product based on the frequency of calls to its database from all ICS
Representativess.
Community Section
To assist their fellow ICS Representativess, experts can post ideas and
suggested explanations that have proven successful in their dealings with
customer issues. For example, Carlos could post his metaphor of a car engine
to describe the challenge of getting ink to the copier auger for others to review
and rate. Top ideas would be displayed contextually as ICS Representativess
navigated specific copier issues.
Please see ‘Appendix A’ for a view of the new CasePoint interface.
Principle(s)
B1, C2
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Introduction of Instant Messaging (IM)
Description
Leaving someone on hold while tracking down answers can test the patience of
any reasonable customer. To minimize the time-to-answer around complex
questions (i.e. those that exceed the collective knowledge of the POD), we
propose the introduction of IM technology.
As previously mentioned, Coach’s will be available as knowledge experts to
answer ICS Representativess queries and can do so expeditiously through IM.
Principle(s)
S1
Formal Training Programs
These training initiatives will be conducted on company time, off-the-job and are designed to
ensure a foundational understanding of all aspects of the ICS Representative’s job.
Case Examples
Description
By exploring real case examples in the safe environment of a classroom, ICS
Representativess have an opportunity to make suggestions and learn from their
mistakes without jeopardizing Xerox’s bottom-line (or potentially their job!)
Case examples would relate to support issues, billing issues and sales issues.
Principle(s)
C4, S3
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Journey through a Copier, Simulation
Description
This CBT tutorial will use a story-telling approach to take the user on a journey
through a conceptual model of a copier. The user will assume the role of a
piece of paper and experience the ‘copier experience’. The journey will pass
through the components common to all copier systems (e.g. paper tray, toner,
drum, etc.) and explain some of the most common challenges that can occur at
each step of the process.
At the end of the journey, the user will have a better understanding of the
delicate copier ‘ecosystem’ and be prepared to apply this knowledge to all of
Xerox’s copier models
Please see ‘Appendix B’ for a conceptual view of a copier.
Principle(s)
C2, C3
Assessment – Appraisal and Rewards
POD Challenge Competition
Description
As further incentive for knowledge sharing within PODs, prizes will be awarded
to the POD that has achieved the greatest number of successful resolutions
each week.
Collaboration will also be encouraged, as PODs will receive secondary prizes if
they are in the surrounding proximity of a winning POD. Through this incentive
system, sharing of knowledge and best practice will spread throughout the call
center floor.
The performance of top teams will be made public on a real-time scoreboard.
Underperforming teams will be given information on their performance as a
means of motivating them to catch up, however they will not be humiliated
through public display of their score.
Principle(s)
B3, C4, S2
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Objective 3: Establish buy-in from both the CTO and Telephone
representatives
Now that we have described the proposed solution in some detail, it is critical to also outline how
we plan to – in the face of certain resistance to change – deliver these recommendations
efficiently and effectively.
Because the majority of change efforts fail as a consequence of insufficient stakeholder support,
the first series of interventions must be focused on minimizing resistance and overcoming the
human barriers to acceptance and adoption.
The above model provides a research-based, best-practice approach to implementing
organizational change. The two critical stakeholder groups requiring attention are the CTO and
Telephone Representatives (ICS Representativess).
Some of the resistance points that probably exist within the CTO organization include:



No strongly felt need
o
A general consensus that the current CTO structure is operationally functional;
o
Lack of knowledge regarding aggressive training targets
Change is contrary to self-interest
o
There is the potential for loss of power / status / opportunities
o
Current task mastery will not be rewarded in the new world
Skills lacking
o
Do not have the skills necessary for creating a new learning environment

Pace is perceived as too fast

No Perceived Reward for the Change
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Some of the resistance points that may surface with ICS Representatives include

No strongly felt need
o

Change is contrary to self-interest
o

A lack of understanding of why change is necessary
Job security is an issue as the organization looks to reduce headcount
Skills lacking
o
ICS Representatives do not have the knowledge and skills to perform all
functional duties.
o
ICS Representatives do not have the skills to use tools (e.g. CasePoint) that
have been designed to support their learning.
At each step of the change process, specific tactics will be designed to overcome these barriers.
Given their integral role in the ultimate learning solution, the CTO will be involved in the first three
stages of the above model. Subsequently, the CTO will work with the ICS Program Manager and
our Consulting team to take the ICS Representativess effectively through steps four and five.
Steps six and seven are then delivered as the actual learning solution previously described.
Corporate Training Organization (CTO)
1. Understand

Communicate the business case for the ICS initiative

Engage and excite CTO staff members regarding participation
Conduct a “Town-Hall” meeting
Description
The Senior Vice President of Operations and ICS Program Manager will present
Xerox’s business realities and the rationale for the ICS initiative. Key persuasive
information will include:

benchmark performance statistics from competitors

quotes from dissatisfied customers.

metrics and stretch targets for call center performance
The SVP will also outline the timeframe for ICS implementation success and
express the company’s need to have CTO deliver breakthrough results.
Following the presentation, CTO staff can ask questions of the SVP.
Principle(s)
B3
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2. Enlist

Build a quality team to guide the CTO side of the training and development initative
Build an ICS Initiative / CTO Design Team
Description
Build the team that will be tasked with determining and coordinating CTO’s
participation in the ICS initiative. The team will need to include a balance of
players with:

Positional power – have formal authority to get things done

Credibility – have informal power within the CTO organization and the
ability to influence

Expertise – have the knowledge and skills necessary to create an
optimal training solution
Note: Key resistors in CTO who have the ability to derail the Training
Organization’s efforts should also be considered for the CTO Design Team.
Principle(s)
S1
3. Envisage

Create a vision for the future and a workable strategy for achieving it
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Hold an Off-site Retreat
Description
The ICS Program Manager, our Consulting Firm and the CTO Design Team will
venture off-site to participate in a facilitated brainstorming session. Together, we
will design the specifics of the future learning environment, tools, and training.
We will also determine how to optimally organize CTO to deliver on the required
training initiatives.
To be successful this effort must be genuine, and therefore the ideas presented
in this proposal will be framed as the contours of the solution. The CTO will be
challenged to fill in the details.
Outcomes from this event should include an acknowledgement and willingness
for CTO experts to operate in self-managed teams that are coordinated through
the ICS Program Manager and dedicated to specific aspects of the solution
(e.g. business simulation, CasePoint interface, Workspace redesign).
Principle(s)
S1, S2
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Telephone Representatives
4. Motivate

Create a sense of urgency in the organization
5. Communicate

Communicate the vision for the future
View from the Helm
Description
Xerox’s CEO will address Telephone Representatives to explain the rationale
for the ICS initiative. Key messages will include:
Motivation related:

How ICS Representatives and their interaction with customers is critical
to success

Why the current organizational structure (four call centers with separate
foci) may work from an internal operations perspective but does not
work for customers

What the competitive realities are for Xerox (i.e. how HP, Canon, and
Brother are true threats)
Communication related:

What the ICS organization looks like

How it will facilitate more timely, accurate customer service

What’s in it for ICS Representativess:
o
Greater command of all copier related issues
o
Increased job satisfaction
o
Support for those staying (in the form of training) and for those
going (in the form of lateral promotions and outplacement
services).
Principle(s)
B3
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ICS – The Game
Description
To communicate the motives for change and the future state, a highly-engaging
game will be designed that specifically delivers a meaningful learning
experience for the ICS Representatives.
In this computer based simulation, ICS Representatives will manage a call
center as it exists today. The flow of customer calls, types of requests, and rerouting of the requests will be made specific through the visual interface.
The ICS Representatives will be challenged to use a set budget to optimize call
center operations through both management techniques (e.g. hiring more ICS
Representatives, asking employees to work overtime) and leadership
techniques (e.g. implementing new technologies like IM, reorganizing working
space). As they make both management and leadership decisions, the effect on
key organizational metrics (e.g. number of calls, number of resolutions,
customer satisfaction) will be made explicit. Feedback will also come in the form
of ‘employee reports’ where the game’s phone representatives report back on
the success that they’re having with the systems and processes.
The game has several critical goals:
o
As a rhetorical object, the game will show ICS Representatives the
value of a the new ICS approach
o
As a cognitive model, the game will provide a holistic view of the
business and assist ICS Representatives in their understanding of
information types and information flow.
Principle(s)
C1, C2, C3, S3
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ASSESSMENT
Our assessment will focus on the how well the needs of the major stakeholders, company,
employees, and customers are addressed by our solution.
We will examine the following to see how well the needs of the company were addressed:

The number of resolutions and calls fielded per team.

The number of cases requiring more than one call.

The change in total calls and onsite service resolutions over time.

The frequency of Casepoint use.
We will run quarterly surveys to see how well the needs of the employees are met focusing on the
following:

Satisfaction with Casepoint

Effectiveness of the team structure

Confidence in ability to handle customer calls
We will also run quarterly surveys to assess customer satisfaction with ICS.
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