Customer service in schools? Don't let data guide you.

Customer service is not a program. It is not an initiative. It is not the technology you use. It is not something you do.

And please, whatever you do, don't let data lead the way. For many years the number one question asked by guests at the Magic Kingdom, according to data, was, "What time does the 3 o'clock parade start?"

Imagine if Walt Disney World had spent an inordinate amount of time seeking ways to ensure the guests understood that the 3 o'clock parade began at 3 o'clock. It would not have minimized the question and Disney would have been dumbfounded because the data told them this was the problem. (See point 3 below for the answer)

Too many schools work from the outside-in. They launch initiatives to offset parent problems or an influx of calls. They purchase new technology in order to make it easier for parents to connect with the schools. And, they gather data that tells them how many parents are complaining about X, Y, or Z so they can then work to alleviate X, Y, or Z.

Over time the band-aid approach of initiatives fails and schools are left to wonder why. So, they move on to purchase new technology or reassess the data and the pattern begins again.

Where are they going wrong?

1. Amy Cuddy, a Harvard Psychologist, and TED speaker, says that "how you say something is more important than what you say."

Walt Disney World understands that customer service (guest experience) must be a culture -- not a program nor an initiative. And, technology must serve the guest experience culture and bring value to it. And, data? Well, data is used properly to help Walt Disney World identify pain points and delight opportunities. You see, customer service is not an effort to overcome a bad experience. It is also an opportunity to build experiences that continually delight the customer and build loyalty.

More importantly, Walt Disney World understands that how you say something carries more weight than what you say. But, when HOW and WHAT merge together seamlessly and both are done properly, delight is the result.

2. If schools truly want to serve their students then they must move beyond the idea of initiatives and programs. They must place technology and data where they belong. They must, I repeat, must move toward a culture of service that permeates the school.

My oldest son started his college experience in a class designed to assist new students with the college experience and, hopefully, lead to better retention of students. His professor, on the first day of class, spent much of the time sharing how much he cared about them and wanted them to succeed. "I am here for you this semester to make sure you have a great experience," is what he told them. One week later he was gone, replaced by a new professor who repeated the same content. Why? Because it was an initiative of the university and for those who led it, they had their script to follow but their heart was not in it.

Another professor of his that same semester went about her duties of teaching and guiding the students, answering their questions, encouraging them, and working to inspire them. When she would see my son on campus, she would walk over and ask him how he was doing and how his other classes were going. She didn't need to tell him how much she cared but when she said it, he knew she meant it. For her, it was not a program nor a script. It is who she is, not what she does.

Three years later when she sees him she still inquires about his well-being.

3. Back to the 3 o'clock parade. Disney understood that the real question being asked was somewhere below the surface. The data did not guide them, rather it assisted them because they kept it where it needed to stay -- in a support role. Once they uncovered the real question being asked, they then built it into their culture of how to answer it (how you say something). (If you want to know what they did, shoot me an email - houston@figment-consulting.com)

When a student says something improper in a school that has a customer-service culture, they understand the real issue might lie below the surface. And, they are trained to look for it, be open to it, and how to probe for it.

It has a completely different feel to it.

Start with these three tenets and you can begin to build a customer service culture in your school -- one that will last and one that will radically improve the relationships you desire with your students and parents.

houston@figment-consulting.com

Exit Now

The youngest of my four children is a seven-year-old girl who will one day rule the world. She is an amazing little girl whose insight into life is refreshing.

Her middle name is Breeze and my wife has collected what we call Breezyisms -- or her sayings over the years that offer a fresh perspective on life, often filled with humor.

Recently we spent over a month in Lake Buena Vista, spending time with my clients, working from and with Disney, and enjoying the parks as often as possible.

One evening as we headed back to our executive villa, we found ourselves on I-4. It was late, we were all very tired from the Magic Kingdom that day, and it was quiet in the car. Then, a Breezyism occurred.

"Dad, that sign says Exit Now," Breezy said, noticing one of the interstate directional signs flashing up ahead. "That's so rude. Why couldn't it say Exit Please?"

Sometimes what we mean doesn't come across by what we say. We need to choose our words carefully, and allow for the nuances that occur when they are heard.

houston@figment-consulting.com

Unexpected expected

If you ever go to Magic Kingdom the best place to watch the fireworks is not in front of the castle where everyone else crowds in shoulder to shoulder. The best place is behind the castle near the carousel, in front of Be Our Guest restaurant.

By standing there you will have to watch the fireworks spectacular with tennis in mind -- turning your head back and forth from Cinderella's Castle then behind you, then back to the castle, then behind you.

The beauty of it all is that you find yourself not just watching the fireworks, but standing in the middle of them. It is something to behold.

But, that is the expected. Go to Disney, watch an amazing display of fireworks set to music, and even search for unique spots to watch them.

What is the unexpected expected?

When you stand behind the castle to watch the fireworks you will find on most evenings a young man named Craig.

Craig is a Custodial Cast Member. He spends his days and evenings working to ensure that the park is kept clean of trash and debris. You would expect that since he is a Cast Member, he would also seek out ways to make magical moments for Guests of Disney. Again, that is to be expected.

But, stand there and as the fireworks begin, Craig begins to put on a show. He transforms from a Custodial Cast Member to the Conductor of the fireworks themselves. He dances, waves his arms majestically with wand in hand, and lip syncs the entire fireworks program. For the little kids who are there watching, it is as if he is the one causing the fireworks to perform.

"I enjoy my role here at Disney, but I live for this each evening," Craig said to me after his performance last night.

For the families who are there to witness his show, it is a highlight of the day spent at the Magic Kingdom.

What makes it so magical is that it is so unexpected, and yet being Disney you would expect that this might happen -- the unexpected expected.

Virtual schools can learn from this by seeking ways to provide their families with an unexpected level of service at first, Then, over time it becomes expected. Once that is achieved, you then have the opportunity to provide the unexpected expected level of service to your families, continually surprise them, and consistently build loyalty from them.

It takes a disciplined approach to provide this type of service, and a commitment to seeing it through. It must be something you "live for" each day.

houston@figment-consulting.com

Personalized learning

There is a difference between personalized and individualized.

Main Street in Magic Kingdom is the same Main Street for every individual who walks the path. Yet, for each guest on Main Street there is an opportunity for the walk to be a personalized experience.

When virtual schools grasp this difference and begin to truly focus on personalizing not just the academic adventure but also the learning experience overall, then the true journey of education can begin for each individual.

houston@figment-consulting.com

A virtual school freeze frame

I had every intention of writing today about Disney World name tags and the role they play in building relationships, but then I spent time last evening in Magic Kingdom watching a photographer perform her magic. So, I will save the name tags for the future.

One of the perks of working with and at Disney World is being able to experience it in the evening as a guest. Last night, my family and I were waiting for the rest of our party by the large Christmas tree in Magic Kingdom's Town Square, near the place where they take the photos. If you have been there you can typically see Cinderella's Castle in the background with all of Main Street in front of you, but now the Christmas tree blocks that view.

As we were waiting we watched this young Disney photographer do more than take pictures of the guests. She, like Paul earlier in the week, understood the difference between her job description and her role. She was engaging with the guests, delightful, animated, fun, and added to the show for each guest (whose ages seemed to range from 7 to 95) -- and, by the way, this was around 10:00 p.m., after a long day at work for her I am sure. But, you couldn't tell by the way she performed.

In my blog post earlier this week about Paul, I spoke of the difference between job description and roles and how he epitomized this difference. This young photographer, who could not have been more than 25 years old (if that much), was another shining example of this difference. However, that is not my purpose for this post.

What watching her did do for me was to remind me what matters most in virtual schools. The setting last night at Magic Kingdom was, well, magical. Main Street glistened with Christmas decorations, the tree was tall and beautiful, and the music was playing the familiar Christmas tunes we could all hum. The process of taking photos, standing in line, waiting for your turn, was a simple one, an easy one to follow, and a quick one to work through.

But, what created the magic was not a setting or a process, it was a Cast Member. The setting and the process crafted the environment for this young photographer to perform. But, she could have broken the magic by simply taking the photos and ignoring the opportunity she had by being on stage. Instead, the engagement and interaction between her and her guests will be their lasting memory as the exited for home.

So, what matters most in virtual schools? Is it the curriculum? Or, is it the interactive design? Is it the speed of the technology? Is it the course offerings -- how many AP courses? Is it the web site? Is it the online school?

No. It's none of that.

What matters most in virtual schools is the teacher. More precisely it is the teacher and student relationship that is formed on a day-by-day, single interaction basis. Each interaction between teacher and student either adds to the show, or the experience, or takes away from it. It is either a positive one or a negative one, and if it is not positive then it is negative. It is never just an interaction. Each one, in essence, is a freeze frame that when put together tells a story and becomes a motion film. Teachers have the ability to build the story one frame at a time.

When students and families talk about how great their school is, they are thinking of a teacher or teachers. When they share their experience with others, they are thinking about their teachers. When they think about their school, they are. in reality, thinking about their teachers.

The setting and processes of virtual schools should be set up to allow for, encourage, and simplify the teacher-student interactions. Put that first, put that in the middle, and then wrap everything else around it.

houston@figment-consulting.com

Customer-centered culture in virtual schools

"I can't put a finger on when it happened but I can definitely tell things are different," said a client of mine recently while we were on the phone discussing the retention culture we were building.

He shared with me that their engagement rate year-over-year had increased almost 25% and the attrition rate had decreased by over 20%. It mirrored a conversation I had with another client on the other side of the coast.

Our focus, our attention was on culture building, not engagement or retention programs. Programs are easier to build and easier to measure and track. However, cultures are what make the difference. Change the culture first then build the programs. You see, programs are not inherently bad or ineffective. However, they must flow from a proper perspective and culture if they are to have the type of impact potential desired.

As I write this I am situated on Main Street in the Magic Kingdom, just around the corner from Starbucks. And I am reminded constantly of the difference that a culture centered on the customer can make. The effort put in by Disney to constantly surprise, serve, and WOW the customer rises to a level envied by many but seldom mirrored, especially in education.

Disney has a culture built around the customer. Therefore, the programs it offers has a feel of authenticity to them even though they are scripted and rehearsed. There is a genuineness to the kindness of the Cast Members because of the culture of expectation built into the role. There is an obsession with the attention to detail in the architecture, the colors, the songs, the texture of the streets and pathways, the flowers, the Cast Member costumes, and more.

Families arrive on Main Street needing a vacation. However, what they want is an experience worth sharing. Disney takes care of the need by focusing their attention on serving the want and the emotions attached to the want.

Virtual schools should take heed and learn from the Mouse.

Do you know what your families need?

More importantly, do you know what your families want?

Even more importantly, do you know what emotions are attached to that want?

Once you do, then you can begin to serve them properly -- not with programs but with a culture centered on meeting those wants and emotions.

houston@figment-consulting.com

Virtual schools -- will your families really recommend you?

I know they say they will when you ask them in your survey. But, will they really recommend you?

Peruse any virtual school web site and most have a graph or announcement that touts 95% or 97% or 96.5% of their families would recommend them to another family.

Then why don't they? Take a look at attrition rates and retention rates and one has to wonder who the 95% are that said they would recommend their school when 40-50% of them are leaving each year.

In my time spent today with the Disney Research Team I was impressed by not only how they ask the questions but also how willing they are to find out the truth. They are not searching for platitudes to place on a web site, rather they are searching for ways to improve their service, enhance the guest experience, and uncover combustion points in their delivery.

What if virtual schools took a similar path in their research?

What if virtual schools stopped asking families questions for web site graphics and started researching why families are leaving.

Why do families say they will recommend you but don't?

Why do families start your school but never engage?

Why do they leave less than one month after committing to you?

Why do they not return the following year after telling you how great you are?

The answers they provide may surprise you. And, you will have to work hard to understand the real answers being given -- these go beyond the ones they give you.

Finally, if all you do is send out surveys once or twice a year, well, you will only receive web site poster material. However, if you are serious about knowing your customer then you will have multiple listening posts, gathering data in a myriad of ways, and seeking input throughout the year.

houston@figment-consulting.com

What Paul from Magic Kingdom can teach virtual schools

One of our favorite characters to watch perform in the Magic Kingdom is Gaston, the villain from Beauty and the Beast. He's arrogant, braggadocios, and quite hysterical. When we are at the Magic Kingdom we make it a point to stop by and observe Gaston in action.

However, this time it was Paul who stole the show. Paul also works for Disney and by the look of his costume, he appeared to be a supervisor of some sort. I noticed him prior to Gaston's appearance giving direction to the photographers on hand for the family photos, as well as guiding other Cast Members in the nearby vicinity.

But, it was his performance with the guests that mattered most. He was busy, quite busy, and really had no time to waste and then the first guest approached him.

"Hi Paul, you had mentioned that Gaston would appear today at 3:15 and it is now 3:30. With this long line waiting to see him, I am afraid we are going to miss our Fast Pass at Pirates," said the young lady. The line had to be at least thirty people or more and her family was toward the back, so it could easily have taken twenty minutes or so for them to see Gaston once he arrived.

Paul's response not only recovered his mistake but also kept the magic alive for the lady's little girl standing next to her, and enhanced their experience.

"Oh my, you are right," Paul said. And then he bent down to talk to the little girl. "Gaston was in the three o'clock parade today so it probably delayed him. However, let me give your mom these passes. All you have to do is show it to the Pirate Cast Members and they will let you on any time for the Pirate ride. That way you can still catch Gaston here, and ride the Pirates ride. Is that okay?" he asked.

The little girl smiled from ear-to-ear which made the mom happy. She walked away thanking him several times. Paul smiled politely knowing he had kept the show going. For the family, it was a WOW moment.

Paul wasn't done. Right after the first family went back to their line another family approached him asking for directions to a restroom that had a companion room. Paul told the family to stay there and he would be right back.

Moments later he returned sharing with them that the restrooms they were closest to did not have a companion room, however the stalls were extra large. He then offered to walk them to the closest restroom with a companion room that was nearby if they would like. They too left Paul while thanking him for his assistance, sharing with him the large stalls would work fine. Again, another WOW moment from Paul.

Paul then turned to give directions to some of the Cast Members nearby as Gaston was now making his appearance. Clearly, Paul needed to exit soon in order to move to another area as he mentioned to a Cast Member standing next to him. Then, another little girl approached with her mom.

"Do you mind if we look at your pins?" the mom asked. Disney Pin Trading is a huge endeavor, and most Cast Members wear pins around their necks to encourage the trading of them. It is not uncommon for a guest to stop a Cast Member and ask them to see their pins, then trade one of them to add to their collection. Then, they move forward and repeat the process over and over and over.

Paul quickly smiled, bent down to the girl's level and proceeded to exchange in pin trading with her. She took her time examining each one and Paul politely engaged her in conversation about Magic Kingdom, her favorite characters, and her favorite pins. It was Paul who extended the conversation, not the girl or her mother. It was Paul that proactively looked for ways to take the pin trading exchange and turn it into a WOW moment.

The girl found a pin she wanted, traded it with Paul, and then thanked him. The mom, in turn, showed her gratitude to Paul, turned and walked away -- both had large smiles on their faces. Paul had done it again.

Paul rose, turned in my direction, and as he passed by said hello to me, and then said "have a magical day."

What he didn't realize is he just created that magic, not just for the three families he interacted with, but also for those of us nearby who watched it all unfold.

Paul understood his job may be supervisor, but his primary responsibility is creating magic for guests.

When those guests go home and talk about the "Disney experience" they will not be talking about a corporate entity. Instead, they will be thinking about Paul and the other Cast Members who create that magic each and every day in the park.

I have the privilege of working with and from the Disney parks over the next month, witnessing encounters like this from Paul. Sometimes one little spark is all you need to see things differently. And, when you see things differently you then have the potential to change what is into what can be.

In my Virtual School Manifesto: Nine Essential Ingredients I list out ways in which virtual schools can create a new model. With each one I lay out practical ways to see things differently: putting the teacher-student relationship at the center instead of the student; investing in teachers beyond academic professional development; craft a remarkable learning experience; build a retention culture, and more.

The common denominator with each ingredient is exactly what Paul epitomized yesterday at the Magic Kingdom: creating WOW experiences by understanding your role and your opportunity -- in other words, building customer service into the learning experience.

Your role is not your job. Paul's job was not what he demonstrated in a span of five minutes, that was his role and his opportunity. But, what he created in those five minutes will last far beyond his job.

Virtual school administrators, staff, and teachers each have a job. More importantly, each have a role to play in constructing a remarkable learning experience, and opportunities to create WOW moments. All we have to do is Be Like Paul.

houston@figment-consulting.com