Figure 16: The GAP card structure. Figure 17: Ideating solution inside the card structure.
Figure 18: Cultural environment ideation session outcomes.
Figure 19: Technological and physical envi- ronment ideation session outcomes.
Figure 20: Participant employees actively co-creating during the workshop
After co-creation ideation workshop, the outcomes were consolidated by creating the ‘GAP cards’ for 6 high-level themes. These GAP cards are part of the results from deliver phase of Double Diamond. Figure 21 to 27 displays one GAP card for physical environment, one GAP card for technological environment and five cultural environment GAP cards each created with different key driver. The structure of the GAP card is:
1. Starting from left side it shows ideal state for the theme, which were derived from theoretical section of research
2. On the right-hand side is the employee current state derived from define phase of Double Diamond
3. Central area uses the information from left and right side to create solutions and ac- tivities for GAP identification and elimination.
4. In Central area on top shows the drivers for the theme and below are set 1 – self-initi- ation from employee to eliminate GAP and set 2 –expectation from organization to eliminate GAP, these solutions were ideated together with employees in co-creation workshop.
5. On top right-hand corner shows the criticality and feasibility measurement for the theme GAP card. Those are supposed to be used during practically implementation of the GAP cards.
The GAP cards from figure 28 to figure 37 displays the three motivators of the thesis they cover three cards for Employee Empowerment, four cards for Leadership Qualities and three cards for Time Management. The structure of the GAP card is:
1. Starting from left side shows ideal state for the theme that were derived from theo- retical section of research,
2. On the right-hand side in the top shows the current state of employees, 3. On the right-hand side in the bottom shows the current state of organization, 4. On top right-hand corner show the criticality and feasibility measurement for the
theme GAP card.
Figure 21: Physical Environment GAP card.
Figure 22: Technological Environment GAP card.
Figure 23: Cultural Environment GAP card 1/5
Figure 24: Cultural Environment GAP card 2/5.
Figure 25: Cultural Environment GAP card 3/5
Figure 26: Cultural Environment GAP card 4/5.
Figure 27: Cultural Environment GAP card 5/5.
Figure 28: Employee Empowerment GAP card 1/3.
Figure 29: Employee Empowerment GAP card 2/3.
Figure 30: Employee Empowerment GAP card 3/3.
Figure 31: Leadership qualities GAP card 1/4.
Figure 32: Leadership qualities GAP card 2/4.
Figure 33: Leadership qualities GAP card 3/4.
Figure 34: Leadership qualities GAP card 4/4.
Figure 35: Time management GAP card 1/3.
Figure 36: Time management GAP card 2/3.
Figure 37: Time management GAP card 3/3.
Above GAP cards became the backbone for the thesis outcome also the results depicted in this chapter were supported and created by the users and stakeholders of the case company.
The author of the thesis felt satisfied to develop the much-needed study for superior em- ployee experience in structured format bringing out needs and wants of the employee’s through this research. The formation of GAP cards and the data represented here seems ideal to create a process called Superior Employee Experience Model – SEEM. The model is de- scribed in detail in next chapter 5 – Conclusions. SEEM model will bring change in the three environments of the case company by following the outcomes represented in GAP cards and SEEM process flow.
5 Conclusions
This chapter draws together the research development work results and examine them through the theoretical framework of the thesis. The research questions are addressed, while the aim and the conclusion of the thesis is discussed in relation to the literature studied and personal interaction with group of employees in various forms as described in the content.
The results from the GAP cards are concluded into suggestive outcomes for development of superior employee experience in the case company. Furthermore, the superior employee ex- perience model (SEEM) is considered complete ones it has developed strategic plan for imple- mentation, this is suggested by using Kotter’s eight step change theory. In the end recom- mendations for the future research on this topic are suggested.
Creating experiences for human being is the basic essence of life so it is essential for them to have positive or negative experiences at their workplaces too, as they spend almost half of their awake time working at workplaces. Also, it has been established in the theoretical framework of the thesis that there is a mutual relationship between positive employee en- gagement and success in customer experience. So, these days the organizations have started to give extra attention to the experiences created by employees at workplace. Resulting in having added benefit of highly engaged employee who can contribute to increase customer experience by one and half times, leading to exponential growth of the business (Gallup 2017).
The thesis aimed on developing the Superior Employee Experience Model (SEEM) to cultivate appropriate environments inside organization for employees to receive superior employee ex- perience. So, they are motivated to perform their best by delivering results that leads to su- perior customer experience for organization’s customers and consumers both. It is identified from the theoretical framework of the thesis that physical, technological and cultural envi- ronment of the organization has big visible impact on building up employee experience inside the organization. Morgan’s employee experience equation shows that physical, technological
and cultural environment are required for building employee experience. These three envi- ronments are individually distinct from each other while each of them helps to empower and support the other, so this equation is an exponential evolution resulting in ultimate employee experience. (Morgan 2019, 131-132). Along with the three environments, it is identified from the thesis research that qualitative aspects like emotions and feelings are related to develop- ing employee experience. Employee connect emotionally with their employer, on the other hand employees are valued like internal customers of the organization. Connecting the three environments and qualitative aspects results into unique employee experience which is asso- ciated with the case company.