Creating a Service Map
These tips are designed to remind you of the elements of a well-prepared service map. An effective service map will assist your office or department with identifying and implementing excellent service opportunities to enhance the experience of all college stakeholders.
1. Select an important and often used process that includes interaction with colleagues, students, or other college stakeholders, and title your Service Map accordingly.
2. Identify the steps in the process using the Service Map template. Please make note of the directional arrows.
3. Most importantly, each stage of the process should describe the experience from the perspective of the student or other stakeholder who is receiving the service provided by the process, rather than from the perspective of the person providing the service. All steps on the Service Map should begin with "The student," or "The client," or "The constituent," or whatever is preferred and applicable to the process. In other words, if the step in a process is to "enter information from the form into the computer," you should ask the question "What is the constituent doing at this stage?" If the response is "waiting," then that (plus the normal duration) is what goes on the Service Map.
4. Page two of the Service Map is used to describe the constituent experience at each step of the process. "Mediocre" means the service at that stage might be functional, yet what Snow and Yanovitch refer to as merely "transactional." At this point, you should consider if or how each stage could be improved from the eyes of the constituents, and then describe what "excellent" service at each step would look like. Your process will likely be a combination of "mediocre" and "excellent" steps. The eventual goal is to provide excellence at every possible step.
5. When thinking about what would make a step excellent, don't be limited by what is possible at the moment. Aim high and if your department considers it important enough, it will become something to work toward longer-term.
6. It would be beneficial to have a small team work on the Service Map, or at least have a draft reviewed by several others. Seeking feedback from constituents who receive the service will provide valuable insight on your process. Not only will this provide varied input and feedback, but it will also develop within your department a more widespread understanding of the constituent's perspective.
Creating an Everything Speaks Checklist
A detailed Everything Speaks Checklist helps personnel within an office or department continue to see their workspace from the perspective of other college stakeholders who enter that space. The Checklist enables those within the workspace to identify the specific elements that collectively project an image of professionalism and pride. Moreover, it provides an objective and consistent base from which personnel can move toward developing an ideal environment for all college stakeholders.
1. Ideally, the Everything Speaks Checklist should be developed by a small team from your office or department to allow for observations from different perspectives.
2. Choose an area within your workspace that is used or visited by students, colleagues, or other college stakeholders. Depending on your position, this could be a waiting area, a single office, a frequently travelled hall, a classroom, an eating area, a building entrance, a parking area, or another site. Label your Checklist accordingly.
3. Analyze the area for the details that make it, or would make it, a satisfactory or unsatisfactory environment. Avoid vague words like "clean" and "nice" in favor of specific and actionable descriptions like "free from trash," "posted information is up-to-date," "insufficient seating at peak time," or "scuff marks on floor."
4. In addition to cleanliness, functionality, and organization, consider comfort and convenience, if applicable. For example, how is the ambient noise? How is the air quality? Consider temperature and odor. Is the lighting sufficient? Would a wall clock be helpful? Are pencils sharpened and ready for the constituent users? Is there too much or not enough furniture? Do the design and arrangement facilitate the activity taking place in the space?
5. The Everything Speaks Checklist should note conditions as they should be, regardless of whether or not it is believed that the condition can be achieved at the present time. For example, if the chairs are uncomfortable but there is no budget for new chairs, keep the goal of new chairs in mind. Prioritizing what is currently not within reach will result in a longer-term plan for area improvement.
6. The Action column details the specific action needed to change unsatisfactory elements to satisfactory. It may also include the name of the person or department to be contacted for help, if needed.
7. Departments may vary in terms of how frequently they apply the Checklist. It is recommended that different personnel be trained to rotate Checklist responsibility. The wider the involvement in the process, the more pervasive the awareness of the constituent's perspective.