Understanding Your Customer: A Data-Driven Process

Understanding Your Customer:
A Data-Driven Design Process

Archie Porter, Registrar, University of San Francisco
Nate Goore, Principal, MKThink
Laura McCarty, Director of Project Management, University of San Francisco

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

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 QuickTime™ and a
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“Educating Minds and Hearts to Change the World"


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


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

Underhill
Classrooms 1
Square Feet 400

Lone Mountain
Classrooms 31
Square Feet19,188
Sch. of Education
CPS
Classrooms 15 Classrooms 3
Square Feet 9,644 Square Feet 1,400

Room Type Number Total SF

Auditorium (>101 seats) 4

Large Classroom (60-100 seats) 5
Memorial Gym
Harney Classrooms 1
Square Feet 944
Classrooms 8 Medium Classroom (36-60 seats) 35
Square Feet 7,382

Small Classroom (21-35 seats) 27
Cowell
Classrooms 10
Square Feet 9,409 Seminar Room (<21 seats) 7

TOTAL 78 109,310
Campion
Classrooms 9
Square Feet 5,963


…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 • Needs defined through
information rigorous analytics
– Quantitative
– Qualitative

• Project scope defined by • Project scope determined
available budget by need

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

• Limited user participation • Extensive user participation
through entire process


The product development process
Example

Bicycle manufacturer

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

Objective • Increase and stabilize sales

Strategy • Redesign and release updated model
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Bicycle Manufacturer: Product Development
Process

Identify Data Collection Develop
Define Criteria Test
Key Issues and Analysis Prototype

• Declining Sales • Sales data • Improve • Design options • Focus groups
• Customer performance • Features • Prototypes at trade
information • Improve reliability shows
• Competitive • Lower price • Pre order testing
analysis

SM © Copyright 2002 Miller/Kelley. All rights reserved. - 10 -

Bicycle Manufacturer: Product Development
Process

Identify Data Collection Develop

Design Measure
Manufacture Market
Modifications Results

• Redesign • Test effectiveness
based on of modifications,
user redesign if needed
feedback


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

Identify Data Collection Design

Architectural Measure
Construction Occupy
Design Results



Construction Occupy
Design Results


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



Construction Occupy
Design Results


We collected information from many
primary and secondary sources

Quantitative Qualitative

Academic • 2002 Strategic • Previous need studies and
Environment Enrollment plan surveys
Needs • Previous need studies • Individual, departmental
and surveys interviews and workshops
• Registrar reports • Student input: Focus
• Best practice research Groups, Interviews,
– Regional university observation
benchmarking • Faculty Input
– Standards (CPEC, • Best practice research
DoE FICM)

• Building surveys • Previous planning studies
Building
Opportunities


Analystic Utilization Analysis:
Methods
Correlation Testing
Is there aa relationship
relationship
Is there
Seminar Small Medium Large Auditorium between room size and
(< 21 seats) (21 –35 seats) (36 –60 seats) (61 –99 seats) (>100 seats) between room size and
90.0 usage?
usage?

80.0
Room Utilization (hours/week)

70.0

60.0

50.0

40.0

30.0

20.0

10.0

0.0
- 20 40 60 80 100 120 140 160 180
Room Size (seats)


Analytic Utilization Analysis:
Methods
Peak Loading

(% in use)
Monday
100% Are Resources Being
Are Resources Being
90% Scheduled Effectively?
Scheduled Effectively?
80% Total
70%
70% CAMPION

Utilization
60% 54% 54% COWELL
50% 44% 45% EDUCATION
36% 37%
40% HARNEY
30% LONE MOUNTAIN
20% OTHER
10%
0%
8-10 10-12 12-2 2-4 4-6 6-8 8-10

Tuesday 100%
Utilization (% in use)

89%
90%
78%
80% Total
68%
70% CAMPION
60% 54% 54% COWELL
50% EDUCATION
40% 32% HARNEY
30% 24% LONE MOUNTAIN
20% OTHER
10%
0%
8-10 10-12 12-2 2-4 4-6 6-8 8-10


Methods
Room Location Effect
Is there aa relationship
relationship
Is there
between room location
between room location
and usage?
and usage?
Lower Campus Upper Campus
90.0

80.0

70.0

60.0

50.0

40.0

30.0

20.0

10.0

0.0
Cowell Harney Campion
Building School of Education Lone Mountain


Methods
Valuation
What Is the Economic
What Is the Economic
Value of Improving
Value of Improving
Utilization?
Weekly Room
Utilization?
Use Hours
Available
(USF Best Practice*) Utilization
4,081 51.7 h/wk
207
Weekly Room
Use Hours 258 Equivalent of
Available Utilization Adding
3,276 42 h/wk Equivalent of 39 Classrooms
Current
Adding at current
Weekly Room 168
17 Classrooms utilization
Use Hours Utilization 210
at current
2,691 34.5 h/wk
utilization
Auditorium (>100 seats) 118.7 29.8
Large (61 –99 seats) 175.8 35.3 1808

1470

Medium (36 –60 seats) 1468.3 42.0

1446
1176

Small (21 –35 seats) 852.5 30.2

294 362
Seminar (< 21 seats) 109.1 15.5
WRH WRH CPEC
WRH Capacity WRH USF Best Practice
Standard

*Top 10% performing rooms based on utilization


Analytic Occupancy Analysis:
Methods
Effective Inventory
What Is the Effective
What Is the Effective
Seat Usage?
Seat Usage?

Current Seats
Planning standards
3,464 recommend a minimum
of 20s.f. per seat in
Auditorium Adjusted Seats @20 sf/seat classrooms without fixed
554
(>100 seats) 2,999 seating

Large 382 554
(61 –99 seats)
305

Medium Seats in Use
(36 –60 seats)
1653
1,455
1366 151
138

Small 766

(21 –35 seats) 769 682
Seminar 352
(< 21 seats) 106 92 48
Seats Seats Cum Avg Class Size


Methods
Room Capacity Efficiency
Are the right rooms
Are the right rooms
being used for the right
being used for the right
classes?
classes?
160
139
140

120

100

76
80

60
47
38
40 28 28
22
20 15 13
7 Average Seats per room
0 Average class size
seminar small medium large auditorium
Room Size


Methods
Room Size and Occupancy Correlation
Seminar Small Medium Large Auditorium Smaller rooms
Are Smaller rooms
Are
(< 21 seats) (21 –35 seats) (36 –60 seats) (61 –99 seats) (>100 seats) more full?
90% more full?

80%
(Based on average occupancy when room is in use)

70%

60%
Seat Occupancy

50%

40%

30%

20%

10%

0%
- 20 40 60 80 100 120 140 160 180
Room Size (seats)


Analytic
Occupancy Analysis:
Methods
Occupancy/Location Correlation
Do certain buildings
Do certain buildings
have fuller classes?
have fuller classes?
Lower Campus Upper Campus
90%
(Based on average occupancy when room is in use)

80%

70%
Seat Occupancy

60%

50%

40%

30%

20%

10%

0%

Cowell Harney Campion
Building
School of Education Lone Mountain


Methods
Valuation
What is the Economic
What is the Economic
Value of fuller
Value of fuller
classrooms?
classrooms?

Seats in Use Occupancy
1,913 71%

396
Seats in Use Equivalent of
During Scheduled 273 55 Classrooms
Classes Occupancy (44 seat avg.)
1,455 54% at current
occupancy levels
Auditorium (>100 seats) 151 27%
Large (61 –99 seats) 138 36% 1180

Medium (36 –60 seats) 766 46%

549
Small (21 –35 seats) 352 46%
Seminar (< 21 seats) 48 45% 76
Cum Avg Class Size CPEC Standard Seats in Use


Analytic An Overall Valuation Suggested Capacity Could
Methods
Be Doubled With no Additional Space
Currently Scheduled Rooms
Currently Seat Occupancy

CPEC Occupancy Standard (71%) Include 30 additional rooms @10 hrs/week,
Total Capacity 20 occupied seats per room hour

112,438 Weekly ‘Seat in Use’ Hours Increase utilization to
51.7 USF best practice – Avg. utilization of
top 10% utilized rooms

Utilization
(51.7 hours per week)

Increase

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

34.5 Current Room Utilization
(34.5 hours per week)

Add to
Improve Current Situation
Inventory
Occupancy 50,197 Weekly ‘Seat in Use’ Hours

78 88 108
Number of Available Classrooms
71% 54%
Room Occupancy


The Analysis then Focused On Identifying Drivers
of Room Performance

ROOM 244A
-DOOR


Analytic Internal Benchmarking Analysis:
Methods
Qualitative Feature Correlations
What Are the
What Are the
Characteristics of Top
Characteristics of Top
and Bottom
Top Five Room Size (sf) Seats Avg. Weekly and Bottom
Performers?
FacultyPerformers?
Feedback
Class Size hours in use
• Proximity to parking lot and elevator, easy
Education 40 972 54 18 79 to move teaching materials
• Breakout rooms
Lone Mountain 344 811 49 21 55 • Size and proportion ideal
• No adjoining rooms, limited outside noise
Lone Mountain 358 774 35 15 54 • Size and proportion ideal
• No adjoining rooms, limited outside noise

Education 102 718 42 14 54 • Size and proportion ideal
• Good location near entry

Education 104 484 32 12 52 • Size and proportion ideal
• Good location near entry

Bottom Five Room Size (sf) Seats Avg. Weekly
Class Size hours in use

Lone Mountain 152 684 35 11 19 • Bad acoustics – sound transmission from
auditorium
Cowell 226 835 25 16 16 • Often reserved for other uses

Cowell 113 1,290 120 27 16 • Often reserved for other uses

Lone Mountain 343 273 12 10 15 • Too small, poor layout
• Bad acoustics

Lone Mountain 342 112 10 8 13 • Too small, poor layout
• Bad acoustics


Analytic Room Features Were Categorized and
Methods
Measured Across Campus…
Classroom Environment Presentation Tools Network Connectivity

Quantitative • White Boards • # Network Connections
• Occupancy • Black boards • ISDN
• Number of • # Ctr. Screens • Analog lines
Seats • Side Screens
• Cable
• Tiered ? • Selective Light
Control
• Floor level ?
• MM Podium
• Podium PC
Qualitative • Podium VCR
• Acoustic Quality • Digital
• Lighting Quality Projectors
• Monitors
• Climate (HVAC)
• Overhead
• Furniture Quality
Projector
• Layout Quality • Slide projector
• Sightlines


Analytic
Methods
…And Correlated Against Utilization…

High Significant No Correlation

Classroom Environment • Occupancy • Tiered ? • Climate (HVAC)
• Number of Seats • Acoustic Quality • Layout Quality
• Floor level (negative) • Lighting Quality • Sightlines
• Furniture Quality (negative)

Presentation Tools • Side Screens • Selective Light Control • White Boards
• Podium VCR • MM Podium • Black boards
• Digital Projectors • Podium PC • # Ctr. Screens
• Monitors
• Overhead Projector

Network Connectivity • # Network Connections • Cable • ISDN
• Analog lines


Analytic
Methods
…And Occupancy

High Significant No Correlation

Classroom Environment • Occupancy • Floor level (negative) • Tiered ?
• Number of Seats • Acoustic Quality • Climate (HVAC)
• Lighting Quality • Sightlines
• Layout Quality • Furniture Quality

Presentation Tools • Side Screens • MM Podium • White Boards
• Podium PC • Black boards
• Podium VCR • # Ctr. Screens
• Digital Projectors • Monitors
• Overhead Projector
• Selective Light Control

Network Connectivity • Cable • ISDN
• # Network Connections • Analog lines


Analytic The Correlations Defined the Drivers of Room
Methods
Performance

Correlations

1.00

0.80
Number of Seats
Side Screen
P<.001
Podium VCR
0.60 Digital Projectors
Layout Quality Network Connections

P>.05
0.40
Percent Occupancy

Tiered
Acoustic Quality
Lighting Quality
0.20 Set Light Control
MM Podium
Podium PC
Cable
0.00
-1.00 -0.80 -0.60 -0.40 -0.20 0.00 0.20 0.40 0.60 0.80 1.00
Climate (HVAC)
-0.20 Sightlines
White Boards
Black Boards
#Ctr. Screens
Furniture Quality Podium DVD
-0.40 Monitors
Overhead Projector
PA
Slide Projector
Floor Level -0.60 ISDN
Analog Lines

-0.80

-1.00

Average Room in Use Hours


Key Issues and Analysis
Define Criteria Prototype
Test

Construction Occupy
Design Results


Criteria Criteria Were Established Through a Set of
Design Standards
Intent: Design Criteria: Recommended:

• To facilitate and promote effective • Aspect ratio should not exceed 3:2
classroom-based learning. • Slab to slab partitions with sound insulation
• To provide adequate flexibility to allow to maximize acoustic qualities
for a range of teaching styles. • Visibility into classrooms through clear and
• To accommodate a variety of obscured glass.
audio/visual presentations and – Side lites
interactive teaching technologies. – Lite in door
• Natural light is preferred when space plan
• To optimize the use of space through Conference rooms should range from a 1:1 aspect
classroom environments designed to permits in small/medium sized rooms
ratio for large rooms to a 3:2 aspect ratio for small
accommodate specific ranges of class • General lighting provided by indirect rooms in order to optimize communication
sizes. fluorescent fixtures; directional lighting as
required Avoid:
• Opening windows in small/medium sized
rooms preferred
• Easily moved tables and chairs for quick
reconfiguration of classroom

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

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


Criteria
The Standards Defined Important Environmental
Aspects of the Rooms…
Lighting Recommended:
Daylight 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.

Acoustics
The 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 Natural light and ventilation, and movable Indirect artificial lighting, movable tables with
the instructor, audio/visual media, and other tables with chairs chairs and multiple wall-writing surfaces
students.

Furniture Avoid:
Movable 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.

Technology
Today’s classroom experience is constantly
evolving as new technologies enter the Uncomfortable, cramped tablet seats and fixed Surfaces which will reflect and/or transmit
classroom. Wherever possible, presentation seating (in all but large lecture halls) sound into adjoining rooms; direct
hardware, power access, and network access downlighting
should be provided.


Criteria
…As Well As Technology Standards
Presentation and Computer
Level Description Network AC Power Equipment

1 • Fixed access to networked • Instructor’s station • Instructor’s station • Available PC cart with LCD projector
resources and available projection • Perimeter wall • Screen
equipment for a single presenter • VCR and monitor
• Adjustable lighting control

2 • Fixed network and dedicated • Instructor’s station • One presentation station • Lectern with media-switching control panel
computer and presentation media • Perimeter wall • Computer with CD-RW and DVD player
equipment for a single • Laptop connection
presentation station • 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

3 • Level 2 with wireless access to • Instructor’s station • One presentation station • See Level 2
networked resources for • Wireless Access Point(s) • Perimeter wall
instructors and students

4 • Networked computer and • Instructor’s station • All presentation stations • See Level 2
presentation media equipment for • Student desks/floor • Accessible power to desks • Student PC workstations or laptop connection
each station in the classroom mount or Wireless • Optional wireless cart
Access Point

5 • Level 2 with flexible students • Instructor’s station • All presentation stations • Interactive videoconferencing with control to switch
seating, interactive • Accessible power to desks among receiving sites
teleconferencing capability and • Tabletop omni-directional microphones
enhanced audio and video • Object projection camera
resources • Presentation media switching control panel with
PC/laptop connection
• Monitors (preview, broadcast, remote)
Excerpted from “Classroom Technology Upgrades” Planning Initiative, January 2003



Construction Occupy
Design Results


Prototypes Prototypical Rooms Were Designed Based on
the Analysis
Standard Plan Design Criteria
• Lighting
20’-0” - Natural lighting
- Overhead indirect lighting
- Directional lighting on blackboard/
whiteboard surfaces
• Acoustics
- Minimize sound transmission from hall,

15’-0”
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
Usage Planning Criteria - Minimum: Access to networked
• Small interactive classes • Integrate with larger classrooms resources by instructor (level 1)
• Accommodates up to 15 people • Locate on building perimeter - Preferred: Fixed network and dedicated
(18 preferable) • Locate near faculty offices computational and presentation media
• 3:4 ideal proportion equipment for instructor (level 2)
• 300 sf - Power on each wall
• Finishes
- Floor: Carpet
- Walls: Paint
- Ceiling: Acoustic tile
- Exterior window coverings: Miniblinds
and blackout shades
• Ventilation
- Natural ventilation preferred


Prototypes
Prototypical Rooms Were Designed Based on
the Analysis

25’-0” 25’-0” • Lighting
- Natural lighting
- Overhead indirect lighting
whiteboard surfaces
• Acoustics
- Minimize sound transmission from hall,
other rooms

28’-0”
- Sound absorbing materials
- Insulated wall sections
- Sufficient reflectivity for students in rear
to hear
• Furniture
- Blackboard/ Whiteboard: 16’x4’ min. with
continuous chalk rail and clip rail
(preferably two)
- Projection screen
- Movable tables

10’-0”
- Task chairs
- Fixed network and dedicated computational
and presentation media equipment for
Usage Planning Criteria instructor (level 2)
- Power on each wall
• Flexible environment accommodating • Plan in groups of 2 - 4 • Finishes
lecture, discussion, breakout groups • Integrate breakout rooms, - Floor: Carpet
• Easily reconfigurable by instructor, storage, and informal meeting - Walls: Paint
students space into planning module - Ceiling: Acoustic tile
• Accommodates up to 35 people (40 - Exterior window coverings: Miniblinds
preferable) and blackout shades
• 1:1 proportion • Ventilation
• 700 sf min. (classroom) - Natural ventilation preferred
• 120 sf (breakout rooms)


Prototypes Prototypical Rooms Were Designed Based on
the Analysis
Standard Plan 50’-0” Design Criteria
• Lighting
- Overhead zoned direct/ indirect lighting
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,

48’-0”
and video equipment
- 2 projection screens, sectional whiteboard
- Task chairs
- Fixed network and dedicated computational
and presentation media equipment for
instructor (level 2)
- Multiple networked projectors
- Power on front wall and in tables
• Finishes
- Floor: Carpet
- Walls: Paint
- Ceiling: Acoustic tile/ drywall
• Ventilation
- Mechanical ventilation systems
Usage Planning Criteria
- Large class lecture hall - Provide adequate interaction
- Accommodates up to 80 - 120 people and storage space in immediate
- 1:1 ideal proportion vicinity
- 1,600 – 2,400 sf


Prototypes
Prototypical Rooms Were Designed Based on
the Analysis
38’-0”
• Lighting
- Overhead zoned direct/ indirect lighting
whiteboard surfaces
• Acoustics
- Minimize external sound
- Sufficient reflectivity for students in rear
to hear
Furniture

30’-0”
•
- Wide teaching counter housing document
camera, screen controls, PC connection,
lighting controls, and video equipment
- 3 projection screens, sectional whiteboard
Usage - Tables configured to allow for lecture,
discussion, group and individual work
- Collaborative studio
- Task chairs
environment housing
both individual/ group
- Recessed floor power and telecom/ data
work and lecture
boxes
modes independently
- Fixed and networked computational
or concurrently
and presentation media equipment with
- Sufficient circulation
specific architecture and software
space for instructor’s
designed for media-delivered instruction,
movement through
for instructors and all stations (level 6)
class
• Finishes
30’-0”

- Accommodates up to
- Floor: Carpet
30 people (35 preferable)
- Walls: Paint
- 3:4 ideal proportion
- Ceiling: Acoustic tile
- 1,140 sf
• Ventilation
- Mechanical ventilation systems


Key Issues and Analysis
Define Criteria
Prototype
Test

Construction Occupy
Design Results


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



Construction Occupy
Design Results


Design
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
Construction
Space Was Critical to the Success of the Project


Design &
Construction Original Elements were Restored and Reused…


Design & …While New Functional Space Types Were
Construction
Created…


Design & …With an Emphasis on Natural Light and
Construction
Ventilation



Construction Occupy
Design Results


Measure
Results 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


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

• Qualitative
– Observations
– Focus Groups (faculty)

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


Measure The Analysis Focused on Five Measures of
Results
Success

• Overall Satisfaction

• Noticeability of Improvements

• Perceived Impact of Features

• Relative Feature Impact

• Dollar-Adjusted Impact


Measure
Results Classroom users Were Satisfied with the Results

In general the new classroom meets my needs.

100%
80%
60% In general the new
classroom meets my
40%
needs.
20%
0%
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Satisfaction = Validation of Project


Measure The Most Noticeable Improvements had an
Results
Immediate Impact on Usage

• Aesthetic Improvement

• Technology upgrades

• Acoustics

Noticeability = Good PR


Measure
Results Individual Features Received Positive Responses

The interaction space (padded seating area) is useful. How important is the flexible and configurable seating in your
classrooms?
100%
90%
80% 100%
70% 90%
The interaction space 80% How important is the
60% 70%
50% (padded seating area) is 60% flexible and configurable
40% 50%
useful. 40% seating in your
30% 30%
20% 20% classrooms?
10% 10%
0%
0%

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The quantity of tables and chairs in the classroom is... There is enough blackboard and whiteboard space.

100% 100%
90%
90%
80%
80% 70% There is enough
70% 60%
The quantity of tables 50% blackboard and
60% 40%
50% and chairs in the 30% whiteboard space.
40% 20%
classroom is... 10%
30% 0%
20%
10%

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Measure The Relative Feature Impact Assessed the
Results
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) .33
Natural light/ventilation through operable windows .29
Permanent A/V equipment, no computer (vs. carts) .17
Carpet (vs. bare floors) .07
Whiteboard/Blackboards front and back (vs. front only) -.05


Measure Relative Feature Impact Was Mapped Against
Results
Feature Cost…


Measure …Leading to a Prioritization of Features for
Results
Future Projects

Avoid Evaluate

Low Priority High Priority


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

Inform Future Projects


Construction Occupy
Design Results


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

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