understanding your customer: a data-driven process

© Copyright 2002 Miller/Kelley. All rights reserved.SM - 0 -

Understanding Your Customer:A Data-Driven Design Process

Archie Porter, Registrar, University of San FranciscoNate Goore, Principal, MKThinkLaura McCarty, Director of Project Management, University of San Francisco


Session Overview

• University of San Francisco Overview

• Classroom Situation Overview

• Customer Data-Driven Design Process

• Case Study: 2004 Classroom Renovation

• Conclusions


University of San Francisco

• Established in 1855• Private, Catholic, Jesuit• Located on 55 acres in San Francisco• Enrollment is approximately 8,300

– Baccalaureate– Master's– Doctorate– Law

“Educating Minds and Hearts to Change the World"

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The University is Implementing a long-term Master Plan in Support of its Institutional Goals

• Meet needs of projected enrollment

• Support adjacency requirements that promote academic excellence

• Enable flexibility to accommodate changing pedagogies

• Improve efficient use of existing space


Auditorium (>101 seats) 4

Large Classroom (60-100 seats) 5

Medium Classroom (36-60 seats) 35

Small Classroom (21-35 seats) 27

Seminar Room (<21 seats) 7

TOTAL 78 109,310

Lone MountainClassrooms 31Square Feet19,188

Sch. of EducationClassrooms 15Square Feet 9,644

UnderhillClassrooms 1Square Feet 400

CPSClassrooms 3Square Feet 1,400

HarneyClassrooms 8Square Feet 7,382

CampionClassrooms 9Square Feet 5,963

CowellClassrooms 10Square Feet 9,409

Memorial GymClassrooms 1Square Feet 944

Room Type Number Total SF

The Lone Mountain Classrooms Are the Largest Block of Classrooms on Campus


…and Have Been in use since 1937

• Limited changes and renovations• Historic character

Insert original conditions photos


There Has Always Been a Perceived Shortage of Classrooms on Campus

• Existing Rooms don’t meet faculty requirements

• Rooms reserved for special uses

• Desirable time slots create scheduling conflicts

How should we get ahead of the problem?


Renovation Projects Have Traditionally Been Reactive

• Need based on anecdotal information

• Project scope defined by available budget

• Program driven by available space

• Limited user participation


The Redesigned Process Emphasizes Critical Success Factors

• Need based on anecdotal information

• Project scope defined by available budget

• Program driven by available space

• Limited user participation

• Needs defined through rigorous analytics– Quantitative– Qualitative

• Project scope determined by need

• Program determined by quantitative analysis– Enrollment/Growth– Schedule issues– Facility issues

• Extensive user participation through entire process


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The product development processExample

Bicycle manufacturer

• Declining sales of mature product– Popular model, limited changes over past 10 years

• Increase and stabilize sales

• Redesign and release updated model

Issue

Objective

Strategy


Bicycle Manufacturer: Product Development Process

TestDefine Criteria

• Sales data• Customer

information• Competitive

analysis

• Design options• Features

• Declining Sales

Data Collection and Analysis

Develop Prototype

IdentifyKey Issues

• Improve performance

• Improve reliability• Lower price

• Focus groups• Prototypes at trade

shows• Pre order testing


Bicycle Manufacturer: Product Development Process

TestDefine Criteria

• Redesign based on user feedback

Data Collection and Analysis

Develop Prototype

IdentifyKey Issues

• Test effectiveness of modifications, redesign if needed

MeasureResultsManufactureDesign

Modifications Market


We adapted this process to the redesign of the Lone Mountain Classrooms

TestDefine CriteriaData Collection and Analysis

Design Prototype

IdentifyKey Issues

MeasureResultsConstructionArchitectural

Design Occupy



Design Prototype

IdentifyKey Issues


Design Occupy


Classrooms will have to accommodate a growing population and changing teaching methods

• Accommodate Growth and Classroom Demand

– Undergraduate population growth of up to 15% by 2009*

– Emphasize residential campus culture

• Modernize Classroom Experience

– Technology support for lectures, discussion, lab

– Qualitative improvements: light, air, acoustics, storage

• Embrace Changing Pedagogies

– Emerging role of PC as teaching tool

– Small group breakout sessions

• Manage Financial Resources Efficiently

*2002 Strategic enrollment plan


These Goals Defined Specific Issues for the Lone Mountain Classrooms

• Improve Utilization

• Improve Occupancy

• Support Pedagogical Requirements

• Foster interaction among students and faculty


TestDefine CriteriaData Collection

and AnalysisDesign

PrototypeIdentify

Key Issues


Design Occupy


We collected information from many primary and secondary sources

• 2002 Strategic Enrollment plan

• Previous need studies and surveys

• Registrar reports• Best practice research

– Regional university benchmarking

– Standards (CPEC, DoE FICM)

• Building surveys

Academic EnvironmentNeeds

BuildingOpportunities

Quantitative Qualitative

• Previous need studies and surveys

• Individual, departmental interviews and workshops

• Student input: Focus Groups, Interviews, observation

• Faculty Input• Best practice research

• Previous planning studies


0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

- 20 40 60 80 100 120 140 160 180

Room Size (seats)

Roo

m U

tiliz

atio

nUtilization Analysis:Correlation Testing

Auditorium(>100 seats)

Seminar(< 21 seats)

Small(21 –35 seats)

Medium(36 –60 seats)

Large(61 –99 seats)

AnalysticMethods

(hou

rs/w

eek)

Is there a relationship between room size and

usage?

Is there a relationship between room size and

usage?


Utilization Analysis:Peak Loading

Monday

Tuesday

36%

70%

37%44% 45%

54% 54%

0%

10%20%

30%

40%

50%60%

70%

80%90%

100%

8-10 10-12 12-2 2-4 4-6 6-8 8-10

Util

izat

ion

TotalCAMPIONCOWELLEDUCATIONHARNEYLONE MOUNTAINOTHER

24%

89%

32%

78%

54%

68%

54%

0%

10%20%

30%

40%

50%60%

70%

80%90%

100%

8-10 10-12 12-2 2-4 4-6 6-8 8-10

Util

izat

ion

TotalCAMPIONCOWELLEDUCATIONHARNEYLONE MOUNTAINOTHER

AnalyticMethods

(% in

use

)(%

in u

se)

Are Resources Being Scheduled Effectively?

Are Resources Being Scheduled Effectively?


0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

Building

Roo

m U

tiliz

atio

n

Utilization Analysis:Room Location Effect

Cowell Harney Campion School of Education Lone Mountain

Lower Campus Upper Campus

AnalyticMethods

(hou

rs/w

eek)

Is there a relationship between room location

and usage?

Is there a relationship between room location

and usage?


362

1446

258

207

1808

WRH USF Best Practice

294

1176

1470

210168

WRH Capacity

109.1

852.5

1468.3

175.8118.7

WRH

Utilization Analysis:Valuation

Seminar (< 21 seats)

Small (21 –35 seats)

Medium (36 –60 seats)

Large (61 –99 seats)Auditorium (>100 seats)

Weekly RoomUse HoursAvailable3,276Current

Weekly RoomUse Hours

2,69129.835.3

42.0

30.2

15.5

Weekly RoomUse HoursAvailable

(USF Best Practice*)4,081

Equivalent ofAdding 17 Classrooms at current utilization

Equivalent ofAdding 39 Classroomsat currentutilizationUtilization

34.5 h/wk

Utilization42 h/wk

Utilization51.7 h/wk

*Top 10% performing rooms based on utilization

WRH CPECStandard

AnalyticMethods

What Is the Economic Value of Improving

Utilization?

What Is the Economic Value of Improving

Utilization?


92

682

1366

305

554

Seats

Occupancy Analysis:Effective Inventory

106

769

1653

382

554

Seats

48352

766

138151

Cum Avg Class Size

Seminar(< 21 seats)





Current Seats3,464

Seats in Use1,455

Adjusted Seats @20 sf/seat2,999

AnalyticMethods

Planning standards recommend a minimum of 20s.f. per seat in classrooms without fixed seating

What Is the Effective Seat Usage?

What Is the Effective Seat Usage?


Occupancy Analysis:Room Capacity Efficiency

15

28

47

76

139

713

2228

38

0

20

40

60

80

100

120

140

160

seminar small medium large auditorium

Room Size

Average Seats per room

Average class size

AnalyticMethods

Are the right rooms being used for the right

classes?

Are the right rooms being used for the right

classes?


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

- 20 40 60 80 100 120 140 160 180

Room Size (seats)

Occupancy Analysis:Room Size and Occupancy Correlation


Seminar(< 21 seats)




Sea

t O

ccu

pan

cy(B

ased

on

ave

rage

occ

upa

ncy

wh

en r

oom

is in

use

)

AnalyticMethods

Are Smaller rooms more full?

Are Smaller rooms more full?


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Building

Occupancy Analysis:Occupancy/Location Correlation

Cowell Harney Campion School of Education Lone Mountain

Lower Campus Upper Campus

AnalyticMethods

Sea

t O

ccu

pan

cy(B

ased

on

ave

rage

occ

upa

ncy

wh

en r

oom

is in

use

)

Do certain buildings have fuller classes?

Do certain buildings have fuller classes?


Occupancy Analysis:Valuation

48352

766

138151

Cum Avg Class Size

76

549

1180

273

396

CPEC Standard Seats in Use

Seminar (< 21 seats)

Small (21 –35 seats)

Medium (36 –60 seats)

Large (61 –99 seats)Auditorium (>100 seats)

Seats in UseDuring Scheduled

Classes1,455

36%

46%

46%

45%

Occupancy54%

27%

Seats in Use1,913

Occupancy71%

Equivalent of55 Classrooms (44 seat avg.) at current occupancy levels

AnalyticMethods

What is the Economic Value of fuller classrooms?

What is the Economic Value of fuller classrooms?


Current Room Utilization (34.5 hours per week)

Increase utilization to Avg. utilizationOf top 60% utilized rooms (42 hours per week)

Increase utilization toUSF best practice – Avg. utilization of top 10% utilized rooms(51.7 hours per week)

Add toInventory

108

Include 30 additional rooms @10 hrs/week, 20 occupied seats per room hour

An Overall Valuation Suggested Capacity Could Be Doubled With no Additional Space

Number of Available Classrooms

Currently Scheduled Rooms

Current Situation

50,197 Weekly ‘Seat in Use’ Hours

Total Capacity

112,438 Weekly ‘Seat in Use’ Hours

Room Occupancy54%71%

Incr

ease

Uti

lizat

ion

ImproveOccupancy

78

Roo

m U

tiliz

atio

n (h

ours

/wee

k)

34.5

42

51.7

Currently Seat Occupancy

CPEC Occupancy Standard (71%)

88

AnalyticMethods


ROOM 244A

-DOOR

The Analysis then Focused On Identifying Drivers of Room Performance


Internal Benchmarking Analysis:Qualitative Feature Correlations

Top Five

Bottom Five

12

14

15

21

18

Avg. Class Size

5232484Education 104

5442718Education 102

5435774Lone Mountain 358


7954972Education 40

Weekly hours in use

SeatsSize (sf)Room

8

10

27

16

11

Avg. Class Size



161201,290Cowell 113

1625835Cowell 226


Weekly hours in use

SeatsSize (sf)Room

• Proximity to parking lot and elevator, easy to move teaching materials

• Breakout rooms

• Size and proportion ideal• No adjoining rooms, limited outside noise

• Size and proportion ideal• No adjoining rooms, limited outside noise

• Size and proportion ideal • Good location near entry

• Size and proportion ideal • Good location near entry

• Bad acoustics – sound transmission from auditorium

• Often reserved for other uses

• Often reserved for other uses

• Too small, poor layout• Bad acoustics

• Too small, poor layout• Bad acoustics

Faculty Feedback

AnalyticMethods

What Are the Characteristics of Top

and Bottom Performers?

What Are the Characteristics of Top

and Bottom Performers?


Room Features Were Categorized and Measured Across Campus…

Classroom Environment Presentation Tools Network Connectivity

Quantitative

• Occupancy

• Number of Seats

• Tiered ?

• Floor level ?

Qualitative

• Acoustic Quality

• Lighting Quality

• Climate (HVAC)

• Furniture Quality

• Layout Quality

• Sightlines

• White Boards• Black boards • # Ctr. Screens• Side Screens • Selective Light

Control • MM Podium • Podium PC • Podium VCR • Digital

Projectors • Monitors • Overhead

Projector • Slide projector

• # Network Connections

• ISDN

• Analog lines

• Cable

AnalyticMethods


…And Correlated Against Utilization…

High Significant No Correlation

• Occupancy

• Number of Seats

• Floor level (negative)

• Side Screens

• Podium VCR

• Digital Projectors


• Tiered ?



• Furniture Quality (negative)

• Selective Light Control

• MM Podium

• Podium PC

• Cable

• Climate (HVAC)

• Layout Quality

• Sightlines

• White Boards

• Black boards

• # Ctr. Screens

• Monitors

• Overhead Projector

• ISDN

• Analog lines

Classroom Environment

Presentation Tools

Network Connectivity

AnalyticMethods


…And Occupancy

High Significant No Correlation

• Occupancy

• Number of Seats

• Side Screens

• Floor level (negative)



• Layout Quality

• MM Podium

• Podium PC

• Podium VCR

• Digital Projectors

• Cable


• Tiered ?

• Climate (HVAC)

• Sightlines

• Furniture Quality

• White Boards

• Black boards

• # Ctr. Screens

• Monitors

• Overhead Projector

• Selective Light Control

• ISDN

• Analog lines

Classroom Environment

Presentation Tools

Network Connectivity

AnalyticMethods


The Correlations Defined the Drivers of Room Performance

Correlations

-1.00

-0.80

-0.60

-0.40

-0.20

0.00

0.20

0.40

0.60

0.80

1.00

-1.00 -0.80 -0.60 -0.40 -0.20 0.00 0.20 0.40 0.60 0.80 1.00

Average Room in Use Hours

Perc

ent O

ccup

ancy

Number of SeatsSide ScreenPodium VCRDigital ProjectorsNetwork Connections

TieredAcoustic QualityLighting QualitySet Light ControlMM PodiumPodium PCCable

Layout Quality

Climate (HVAC)SightlinesWhite BoardsBlack Boards#Ctr. ScreensPodium DVDMonitorsOverhead ProjectorPASlide ProjectorISDNAnalog Lines

Furniture Quality

Floor Level

P<.001

P>.05

AnalyticMethods



Design Prototype

IdentifyKey Issues


Design Occupy


Criteria Were Established Through a Set of Design Standards

Intent:

• To facilitate and promote effective classroom-based learning.

• To provide adequate flexibility to allow for a range of teaching styles.

• To accommodate a variety of audio/visual presentations and interactive teaching technologies.

• To optimize the use of space through classroom environments designed to accommodate specific ranges of class sizes.

Design Criteria:

• Aspect ratio should not exceed 3:2• Slab to slab partitions with sound insulation

to maximize acoustic qualities• Visibility into classrooms through clear and

obscured glass.– Side lites– Lite in door

• Natural light is preferred when space plan permits in small/medium sized rooms

• General lighting provided by indirect fluorescent fixtures; directional lighting as required

• Opening windows in small/medium sized rooms preferred

• Easily moved tables and chairs for quick reconfiguration of classroom

Classroom with movable seating and multiple writing surfaces is ideally suited to flexible configurations

Conference rooms should range from a 1:1 aspect ratio for large rooms to a 3:2 aspect ratio for small rooms in order to optimize communication

Recommended:

Rooms exceeding a 3:2 aspect ratio result in long, thin spaces unsuitable for effective group interaction

Avoid:

Criteria


LightingDaylight is the ideal way to bring light into a space. It conserves energy and enhances the learning environment by creating a connection between exterior and interior. Whenever possible and feasible, natural lighting is recommended as a supplement to indirect artificial lighting.

AcousticsThe acoustical properties of a classroom are one of the most important factors contributing to its usage. Unwanted sound must not enter a classroom from adjoining spaces; at the same time, sound must reverberate appropriately within the room to ensure all students can hear the instructor, audio/visual media, and other students.

FurnitureMovable tables and chairs offer the greatest flexibility and comfort. They also allow for quick reconfigurations of the classroom by the instructor and students. Tablet chairs should be avoided due to their limiting proportions and right-handed bias. Fixed seating is also not recommended in small and medium sized classrooms.

TechnologyToday’s classroom experience is constantly evolving as new technologies enter the classroom. Wherever possible, presentation hardware, power access, and network access should be provided.

Natural light and ventilation, and movable tables with chairs

Recommended:

Avoid:

Indirect artificial lighting, movable tables with chairs and multiple wall-writing surfaces

Uncomfortable, cramped tablet seats and fixed seating (in all but large lecture halls)

Surfaces which will reflect and/or transmit sound into adjoining rooms; direct downlighting

The Standards Defined Important Environmental Aspects of the Rooms…

Criteria


Level

1

2

3

4

5

Network

• Instructor’s station


• Instructor’s station• Wireless Access Point(s)

• Instructor’s station• Student desks/floor

mount or Wireless Access Point


AC Power

• Instructor’s station• Perimeter wall

• One presentation station• Perimeter wall

• One presentation station• Perimeter wall

• All presentation stations• Accessible power to desks

• All presentation stations• Accessible power to desks

Presentation and ComputerEquipment

• Available PC cart with LCD projector• Screen• VCR and monitor• Adjustable lighting control

• Lectern with media-switching control panel• Computer with CD-RW and DVD player• Laptop connection• Overhead mounted LCD projector• Enhanced speakers with colume control• Document camera• Screen• VCR with direct screen projection• Adjustable lighting control• Remote control for computer and LCD projector• Television

• See Level 2

• See Level 2• Student PC workstations or laptop connection• Optional wireless cart

• Interactive videoconferencing with control to switch among receiving sites

• Tabletop omni-directional microphones• Object projection camera• Presentation media switching control panel with

PC/laptop connection• Monitors (preview, broadcast, remote)

Description

• Fixed access to networked resources and available projection equipment for a single presenter

• Fixed network and dedicated computer and presentation media equipment for a single presentation station

• Level 2 with wireless access to networked resources for instructors and students

• Networked computer and presentation media equipment for each station in the classroom

• Level 2 with flexible students seating, interactive teleconferencing capability and enhanced audio and video resources

…As Well As Technology Standards

Excerpted from “Classroom Technology Upgrades” Planning Initiative, January 2003

Criteria



Design Prototype

IdentifyKey Issues


Design Occupy


20’-0”

15’-0

”

Standard Plan Design Criteria• Lighting

- Natural lighting- Overhead indirect lighting- Directional lighting on blackboard/

whiteboard surfaces• Acoustics

- Minimize sound transmission from hall,other rooms

- Sound absorbing materials- Insulated wall sections

• Furniture- Blackboard/ Whiteboard: 12’x4’ min. with

continuous chalk rail and clip rail- Projection screen- Movable tables- Task chairs

• Technology/ Power- Minimum: Access to networked

resources by instructor (level 1)- Preferred: Fixed network and dedicated

computational and presentation mediaequipment for instructor (level 2)

- Power on each wall• Finishes

- Floor: Carpet- Walls: Paint- Ceiling: Acoustic tile- Exterior window coverings: Miniblinds

and blackout shades• Ventilation

- Natural ventilation preferred

Usage

• Small interactive classes• Accommodates up to 15 people

(18 preferable)• 3:4 ideal proportion• 300 sf

Planning Criteria

• Integrate with larger classrooms• Locate on building perimeter• Locate near faculty offices

Prototypical Rooms Were Designed Based on the Analysis

Prototypes


28’-0

”

25’-0”

10’-0

”

25’-0” • Lighting- Natural lighting- Overhead indirect lighting- Directional lighting on blackboard/


- Minimize sound transmission from hall,other rooms

- Sound absorbing materials- Insulated wall sections- Sufficient reflectivity for students in rear

to hear• Furniture

- Blackboard/ Whiteboard: 16’x4’ min. withcontinuous chalk rail and clip rail(preferably two)

- Projection screen- Movable tables- Task chairs

• Technology/ Power- Fixed network and dedicated computational

and presentation media equipment forinstructor (level 2)

- Power on each wall• Finishes

- Floor: Carpet- Walls: Paint- Ceiling: Acoustic tile- Exterior window coverings: Miniblinds

and blackout shades• Ventilation

- Natural ventilation preferred

Usage

• Flexible environment accommodatinglecture, discussion, breakout groups

• Easily reconfigurable by instructor,students

• Accommodates up to 35 people (40 preferable)

• 1:1 proportion• 700 sf min. (classroom)• 120 sf (breakout rooms)

Standard Plan Design Criteria

Planning Criteria

• Plan in groups of 2 - 4• Integrate breakout rooms,

storage, and informal meetingspace into planning module


Prototypes


48’-0

”

50’-0”

• Lighting- Overhead zoned direct/ indirect lighting- Directional lighting on blackboard/

whiteboard surfaces- Dimmer control for all zones

• Acoustics- Minimize external sound transmission- Room designed to optimize acoustics- Amplified lecturer station

• Furniture- Fixed tiered continuous tables- Wide teaching counter housing document

camera, screen controls, lighting controls,and video equipment

- 2 projection screens, sectional whiteboard- Task chairs

• Technology/ Power- Fixed network and dedicated computational

and presentation media equipment forinstructor (level 2)

- Multiple networked projectors- Power on front wall and in tables

• Finishes - Floor: Carpet- Walls: Paint- Ceiling: Acoustic tile/ drywall

• Ventilation- Mechanical ventilation systemsUsage

- Large class lecture hall- Accommodates up to 80 - 120 people- 1:1 ideal proportion- 1,600 – 2,400 sf

Design CriteriaStandard Plan

Planning Criteria

- Provide adequate interactionand storage space in immediatevicinity


Prototypes


30’-0

”

38’-0”

30’-0

”

• Lighting- Overhead zoned direct/ indirect lighting- Directional lighting on blackboard/


- Minimize external sound - Sufficient reflectivity for students in rear

to hear• Furniture

- Wide teaching counter housing documentcamera, screen controls, PC connection,lighting controls, and video equipment

- 3 projection screens, sectional whiteboard- Tables configured to allow for lecture,

discussion, group and individual work- Task chairs

• Technology/ Power- Recessed floor power and telecom/ data

boxes- Fixed and networked computational

and presentation media equipment withspecific architecture and softwaredesigned for media-delivered instruction,for instructors and all stations (level 6)

• Finishes - Floor: Carpet- Walls: Paint- Ceiling: Acoustic tile

• Ventilation- Mechanical ventilation systems

Usage

- Collaborative studioenvironment housingboth individual/ groupwork and lecturemodes independentlyor concurrently

- Sufficient circulationspace for instructor’s movement through class

- Accommodates up to30 people (35 preferable)

- 3:4 ideal proportion- 1,140 sf

Design CriteriaStandard Plan


Prototypes



Design Prototype

IdentifyKey Issues


Design Occupy


The Prototypes Were Tested Through a Variety of Methods

• Focus group reviews – Room Configurations– Technology Support

• Full scale mock-ups– Audio/Video setup with Smart Box– Furniture configurations– Lighting control– Breakout Rooms

Results of the Testing Were Used to Refine the Prototype Designs



Design Prototype

IdentifyKey Issues


DesignOccupy


The Analysis, Prototypes, and Testing Directly Feed the Architectural Design Phase

• Application of standards/prototypes to existing environment– Modifications to idealized prototypes to accommodate physical

constraints– Leverage opportunities found in existing environment

• Limited rework and redesign– Approvals already received during earlier phases– Clear understanding of project intent

Design


The Renovations focused on Rightsizing the Classrooms…

Original Conditions Redesigned

Design


…Adding Breakout Rooms…


Design


…And Creating Informal Interaction Space


Design


The Improvements Also Focused on Specific Functional and Environmental Issues

• Lighting– Improve lighting level and eliminate glare– Provide zone control

• Improve acoustic conditions– Reduce in-room reverberation– Eliminate adjoining room transmission

• Additional wall writing surfaces

• Presentation/Display technology in all rooms– Projector– Screen– DVD/VCR– Laptop Connection Station– Remote control

Design


Maintaining the Identity and Character of the Space Was Critical to the Success of the Project

Design &Construction


Original Elements were Restored and Reused…Design &Construction


…While New Functional Space Types Were Created…



…With an Emphasis on Natural Light and Ventilation




Design Prototype

IdentifyKey Issues

MeasureResults

ConstructionArchitecturalDesign Occupy


Post-Occupancy Analysis

• Critical step of process: feedback loop

• Measure results

• Assess overall success of project

• Understand what worked, what didn’t

• Analyze value of key features and criteria

• Apply learnings to future projects

MeasureResults


For the Post Occupancy analysis, We Conducted Another Round of Data Collection

• Qualitative– Observations– Focus Groups (faculty)

• Quantitative– Enrollment Data– Course Scheduling– Survey (students and faculty)

MeasureResults


The Analysis Focused on Five Measures of Success

• Overall Satisfaction

• Noticeability of Improvements

• Perceived Impact of Features

• Relative Feature Impact

• Dollar-Adjusted Impact

MeasureResults


Classroom users Were Satisfied with the Results

In general the new classroom meets my needs.

0%20%40%60%80%

100%

Strong

ly Agre

eSom

ewha

t Agre

eSom

ewha

t Disa

...Stro

ngly

Disagre

e

In general the newclassroom meets myneeds.

MeasureResults

Satisfaction = Validation of Project


The Most Noticeable Improvements had an Immediate Impact on Usage

• Aesthetic Improvement

• Technology upgrades

• Acoustics

MeasureResults

Noticeability = Good PR


Individual Features Received Positive Responses

The interaction space (padded seating area) is useful.

0%10%20%30%40%50%60%70%80%90%

100%

Strong

ly Agre

eSom

ewha

t Agre

eSom

ewha

t Disa

gree

Strong

ly Disa

gree

The interaction space(padded seating area) isuseful.

The quantity of tables and chairs in the classroom is...

0%10%20%30%40%50%60%70%80%90%

100%

Not Eno

ugh

About R

ight

Too M

uch

The quantity of tablesand chairs in theclassroom is...

How important is the flexible and configurable seating in your classrooms?

0%10%20%30%40%50%60%70%80%90%100%

Very Im

porta

nt

Impo

rtant

Somew

hat Im

porta

ntNot

Impo

rtant

How important is theflexible and configurableseating in yourclassrooms?

There is enough blackboard and whiteboard space.

0%10%20%30%40%50%60%70%80%90%

100%Stro

ngly

Agree

Somew

hat A

gree

Somew

hat D

isagre

eStro

ngly

Disagre

e

There is enoughblackboard andwhiteboard space.

MeasureResults


The Relative Feature Impact Assessed the Importance of Features to a Successful Room

• Conjoint Analysis• Respondents select degree of preference between room pairs with varying

features• Analysis determines relative degree of preference of individual features

ROOM FEATURE RELATIVE FEATURE IMPACT

Moveable Tables and Chairs (vs. other forms of seating) .33Natural light/ventilation through operable windows .29Permanent A/V equipment, no computer (vs. carts) .17Carpet (vs. bare floors) .07Whiteboard/Blackboards front and back (vs. front only) -.05

MeasureResults


Relative Feature Impact Was Mapped Against Feature Cost…

MeasureResults


…Leading to a Prioritization of Features for Future Projects

Avoid

Low Priority

Evaluate

High Priority

MeasureResults



Design Prototype

IdentifyKey Issues


Design Occupy

Inform Future Projects

MeasureResults

Post-Occupancy Value Comes from Application of Findings to Future Efforts


Conclusions

• Adapting a Product Development Process optimizes design for user satisfaction

• Decisions are based on comprehensive data collection and analysis, not anecdotal information

• Key decisions made early in process avoids costly changes

• Measuring results informs future projects

understanding your customer: a data-driven process

Education

room size seats sm copyright

average seats

seats305medium seats

seats100 seats

analytic utilization

room size seatssm copyright

room utilization hoursweek70

seminar room