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Success Metrics
There are two formatting options available. The traditional desired outcome statement is a structure used in the Outcome-Driven Innovation methodology. Since many stakeholders - especially when involved with marketing or UX teams - push back on the awkward nature of desired outcomes statements since people don’t talk like that, the alternative is a natural language structure that gets to the heart of the outcome and tries to avoid tasks and activities where feasible.
This catalog contains 20 potential metrics using each formatting option. You will likely need to reduce this set for a survey. The number of statements that have been generated is arbitrary and can be expanded to accommodate your needs.
Desired Outcome Statements (ODI)
How important is it that you… and How satisfied are you with your ability to…
- Minimize the time it takes to identify authoritative and credible sources of information, e.g., academic journals, industry experts, etc.
- Minimize the time it takes to locate learning materials that are directly relevant to the learning objectives, e.g., textbooks, online courses, etc.
- Minimize the time it takes to assess the quality and currency of learning materials, e.g., latest editions, peer-reviewed articles, etc.
- Minimize the time it takes to determine the accessibility of required materials, e.g., availability in libraries, online access, etc.
- Minimize the time it takes to secure necessary permissions or licenses for proprietary materials, e.g., software licenses, copyrighted texts, etc.
- Minimize the time it takes to evaluate the alignment of materials with personal or organizational learning styles, e.g., visual aids, interactive modules, etc.
- Minimize the time it takes to identify supplementary materials that enhance understanding, e.g., case studies, real-world examples, etc.
- Minimize the time it takes to organize learning materials for efficient study and reference, e.g., creating summaries, categorizing topics, etc.
- Minimize the time it takes to determine the appropriate mix of theoretical and practical resources, e.g., academic texts vs. hands-on training materials, etc.
- Minimize the time it takes to ascertain the level of difficulty of materials in relation to current knowledge levels, e.g., beginner, intermediate, advanced, etc.
- Minimize the time it takes to identify resources that offer different perspectives on the same topic, e.g., contrasting theories, diverse viewpoints, etc.
- Minimize the time it takes to evaluate the potential for materials to remain relevant over time, e.g., foundational concepts vs. emerging trends, etc.
- Minimize the time it takes to identify opportunities for group learning or collaborative study, e.g., discussion forums, study groups, etc.
- Minimize the time it takes to assess the compatibility of materials with existing technology and platforms, e.g., e-reader formats, learning management systems, etc.
- Minimize the time it takes to evaluate the effectiveness of materials in past learning experiences, e.g., user reviews, success rates, etc.
- Minimize the likelihood of overlooking diverse learning formats, e.g., audio books, video lectures, interactive simulations, etc.
- Minimize the likelihood of relying solely on outdated or obsolete materials, e.g., outdated textbooks, old courseware, etc.
- Minimize the time it takes to compare costs and benefits of various material sources, e.g., free resources vs. paid subscriptions, etc.
- Minimize the time it takes to establish a system for regular updates or additions to learning materials, e.g., subscribing to journals, joining professional networks, etc.
- Minimize the likelihood of neglecting materials that offer practical application of theoretical knowledge, e.g., lab manuals, field studies, etc.
Customer Success Statements (PJTBD)
How important is it that you can quickly and accurately… and How difficult is it for you to…
- Identify *authoritative and credible sources of information, e.g., academic journals, industry experts, etc.
- Locate *learning materials that are directly relevant to the learning objectives, e.g., textbooks, online courses, etc.
- Assess *the quality and currency of learning materials, e.g., latest editions, peer-reviewed articles, etc.
- Determine *the accessibility of required materials, e.g., availability in libraries, online access, etc.
- Secure *necessary permissions or licenses for proprietary materials, e.g., software licenses, copyrighted texts, etc.
- Evaluate *the alignment of materials with personal or organizational learning styles, e.g., visual aids, interactive modules, etc.
- Identify *supplementary materials that enhance understanding, e.g., case studies, real-world examples, etc.
- Organize *learning materials for efficient study and reference, e.g., creating summaries, categorizing topics, etc.
- Determine *the appropriate mix of theoretical and practical resources, e.g., academic texts vs. hands-on training materials, etc.
- Ascertain *the level of difficulty of materials in relation to current knowledge levels, e.g., beginner, intermediate, advanced, etc.
- Identify *resources that offer different perspectives on the same topic, e.g., contrasting theories, diverse viewpoints, etc.
- Evaluate *the potential for materials to remain relevant over time, e.g., foundational concepts vs. emerging trends, etc.
- Identify *opportunities for group learning or collaborative study, e.g., discussion forums, study groups, etc.
- Assess *the compatibility of materials with existing technology and platforms, e.g., e-reader formats, learning management systems, etc.
- Evaluate *the effectiveness of materials in past learning experiences, e.g., user reviews, success rates, etc.
- Avoid *overlooking diverse learning formats, e.g., audio books, video lectures, interactive simulations, etc.
- Avoid *relying solely on outdated or obsolete materials, e.g., outdated textbooks, old courseware, etc.
- Compare *costs and benefits of various material sources, e.g., free resources vs. paid subscriptions, etc.
- Establish *a system for regular updates or additions to learning materials, e.g., subscribing to journals, joining professional networks, etc.
- Avoid *neglecting materials that offer practical application of theoretical knowledge, e.g., lab manuals, field studies, etc.
Test Fit Structure
Apply this to Customer Success Statements only. Everything should fit together nicely. Here’s an article where I introduced the concept. Feel free to devise your own version for Desired Outcome Statements as this does not apply to their format directly.
As a(n) [end user] + who is + [Job] you're trying to [success statement] + "faster and more accurately" so that you can successfully [Job Step]