Class 1: Performance Through Time
Whether we want to grow the business cash-flow, fix poor service quality, or fight off a competitive threat, improvements will happen over time. So the starting point for any business plan, or for tackling any challenge, is a clear definition and picture of how key performance outcomes have changed up to now, and may change into the future. This class shows how to specify this performance-over-time for one or more indicators, and how to set this up as a time-chart so that the model we build will show exactly how that improvement will happen.
- 1.1 Specifying the performance-over-time to model **
- 1.2 Is the model for a long-term plan, or for a specific challenge?
- 1.3 Defining appropriate time-scales and units
- 1.4 Adding simple calculation of performance outcomes **
- 1.5 Exploring how performance may change
Class 2: Stocks, Decisions, External factors and performance
We know that resources drive performance - customers drive sales, staff and capacity drive our ability to serve those customers and fulfil those sales. So we can understand changing performance much better if we lay out these causal relationships rigorously, including the simple arithmetic defining how each item depends on others. And those factors driving performance must also be changing, so this class shows the value of displaying time-charts on those factors too - rates of change for customer-numbers, purchase rates, staffing, productivity, and so on.
- 2.1 How Stocks, Decisions and External factors drive performance **
- 2.2 Using standard customers-to-sales relationships
- 2.3 Using standard relationships on the supply-side of the business
- 2.4 What to do when the objective is a Stock
- 2.5 Defining non-financial performance, and using look-ups **
- 2.6 Setting up segmentation
Class 3: Stocks accumulate and deplete
If performance is driven by the resources we have, then our business or department can deliver sustained, strong performance by building and retaining those resources. These so-called Stocks "accumulate" - filling up and draining away over time. In many cases, big improvements can be made by giving proper attention to driving the in-flow and limiting the out-flow, using time-charts to show how those win- and loss-rates are changing.
- 3.1 Modeling how Flows fill and drain stocks **
- 3.2 Where Flows come from and go to **
- 3.3 Using a common customer-flows and sales structure
- 3.4 Working out period-end and period-average Stock values
- 3.5 Adding delays to when Flows happen
- 3.6 Modeling sales for durables: the owner-base and installed-base
- 3.7 How to model Stocks' growth when we have segmentation
Class 4: Interdependence, feedback and the core system
This is where you get the "joined up" view of the business you always wanted! Growing and retaining resources strongly always depends on what we already have - strong products win customers, service staff retain customers, work-pressure drives staff losses, and so on. These are more than obvious principles - you can quantify and model these causal relationships. Interdependencies also lead, always, to feedback. So we can create reinforcing feedback that drives growth, and cut out 'balancing' feedback so that too-limited resources do not hold us back When all such relationships are added, you have a core working model that explains the performance of the organisation or function, or of any challenge you take on.
- 4.0 Explaining the principles of interdependence, feedback and the core system **
- 4.1 Modeling how current Stocks drive Flow-rates
- 4.2 Decisions drive Flow-rates
- 4.3 How external factors drive Flow-rates
- 4.4 Understanding how interdependence causes feedback **
- 4.5 Modeling the core Strategic Architecture **
- 4.6 Handling multi-stock feedback: 2-sided markets and intermediaries
- 4.7 Automating decisions in your models
- 4.8 Using sub-models to capture segmentation
Class 5: Modeling the changing quality of Stocks
We don’t just want more customers, staff and products; we want better customers, staff and products. (Some cases even get stronger performance from a smaller, better-quality business!) This class shows how to attach quality-measures to any resource-Stock, how to model the mechanisms that cause this quality to rise or fall, and how to use such models to improve the quality of our customers, staff or product-range.
- 5.1 Changing a Stock's quality with 'attributes'
- 5.1 Common attributes for standard Stocks
- 5.3 Modeling performance-attributes
- 5.4 Understanding intangible attributes
- 5.5 Modeling multiple Stock-attributes
- 5.6 When one Stock brings access to others
- 5.7 Using segmentation to preserve group-differences
Class 6: Stock-development, pipelines and aging-chains
Business development is often "stuck" because we can’t develop resources fast enough - growing managers and leaders, converting customer interest into active customers and sales, launching attractive products, for example. Well-proven models not only capture how resources move through these pipelines, but also show how to manage the many flows that drive their performance - hiring, promotion and retention of staff at each level; driving customer-trial and loyalty, and so on. This class shows how to model these development processes, and use these models to generate stronger results.
- 6.1 The basics of Stock-Flow chains and pipelines (Staff example)
- 6.2 Modeling the customer pipeline: a general adoption model
- 6.3 Product development pipelines
- 6.4 Asset-aging pipelines and performance
- 6.5 Tracking attributes alongside Stock pipelines
- 6.6 Segmenting pipelines
- 6.7 Financial and other impacts of Stock chains
Class 7: Modeling competition
We all want to fight off competition, to win and hold on to the customers, staff and other scarce resources we need - especially if that weakens our rivals! It turns out that just three standard structures explain every competitive situation and, as before, you can do much more than simply describe the principles - you can quantify and model exactly how competition plays out over time. Armed with these models, you can make much better decisions on pricing, marketing, customer support and so on, to get much better results - even driving competitors out of your way. Similar models also capture competition for staff, intermediaries and other critical resources.
- 7.1 How Type-1 competition for new customers works
- 7.2 How Type-2 competition works: stealing existing customers
- 7.3 How Type-3 competition models capture sales from shared customers
- 7.4 How competition works in durables markets
- 7.5 Modeling cases where competition-types operate together
- 7.6 Competing for staff
- 7.7 Dealing with multiple competitors
Class 8: Modeling Policies to automate Decisions
Some decisions are so routine that we have "policies" to guide our choices in any period. We show how to use the difference between current performance with targets in order to model such policies and test difference decision-rules.
- 8.1 How policies compare outcomes and targets to set decisions
- 8.2 Understanding the "policies" of staff and customers
- 8.3 Dealing with multiple and conflicting objectives
- 8.4 How policies affect competition outcomes
- 8.5 Using models as Key Performance Indicator systems (KPIs)
Class 9: Modeling Intangible factors and their impact
Everyone knows that reputation and staff morale are important, that knowledge is powerful, and that building quality is critical. But although we often measure these factors, it is not so easy to manage them or to work out their impact on performance. This class shows how to specify three categories of intangible factor, concerning state-of-mind for customers and staff, information-based factors, and quality-related items. You will also learn how to model the mechanisms causing these intangibles to grow and decline, how to manage those processes to keep them strong, and how to work out their changing impact on tangible resources and business performance.
- 9.1 Modeling state-of-mind factors
- 9.2 Capturing information-based intangibles
- 9.3 Understanding quality-related intangibles
- 9.4 Dealing with negative states-of-mind and threshold effects
- 9.5 How customer and staff behaviour reflect multiple states-of-mind driving
Class 10: Capabilities and learning
Powerfully successful organisations seem to have an ability to just get better and better at everything they need to do - launching great products, building super-loyal customers and great staff, entering new markets, making acquisitions, and so on. You too might achieve great potential if you could better manage how these capabilities get built. In this class you will see how to model a capability by quantifying and combining the development of people and skills involved in a task with effective processes and with the necessary information. Learning is easily modeled as the growth of skills and capabilities, driven by experience at doing the activity.
- 10.1 Combining skills + data + processes to model "capability"
- 10.2 How strategic capabilities help build, develop and retain resources
- 10.3 How learning grows skills and capabilities
- 10.4 Understanding the power of multiple capabilities and strategic learning
Certification and CPD
Our course management system records levels of activity on the course materials. CPD certificates can be provided, based on participation evidence.
CPD hours quoted are based on the duration of the videos supplied with the course. A "certificate of attendance" quoting the CPD hours is available at the end of the course ONLY where there is evidence of attendance.
In addition to attendance evidence as in the self-taught courses, a "certificate of completion" is given based on significant Forum contributions and webinar participation. (Without these additional items, a certificate for the self-taught course may still be issued, provided those requirements are met.)
Instructor-Led Plus Certificate of Competence
In addition to the elements in the instructor-led course participants will receive guidance in developing models for a simple case they choose. Please note that this is tuition (not consultancy) and is limited to a half-hour per class. This can be in the form of email Q&A or phone calls. You will also be asked to submit two forms of work for assessment [a] completed Worksheets of the course framework-models, and [b] a completed modeling assignment on a case of their own choice. If unable to complete, a certificate for the instructor-led course may still be issued, provided that the requirements for that more limited certificate are met.
We offer a limited money-back guarantee. If within a week of signing up for a course with instant access elements you decide that the course is not for you, then you can request a refund. However, if our records show that you have accessed more than 15% of the course materials we reserve the right to make a pro-rata refund, based on the volume of materials accessed. No refund will be available if more than 50% has been accessed.