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... FASTPASS™ created the concept of a virtual queue, which became a new norm for theme parks (EI1; see Table 4), as well as the associated industry regulation (EI2) and infrastructure (EI3). FASTPASS™ also changed the general social values and norms about the management of queue times (EI4) (Ford & Dickson, 2008). The concept and system of the virtual queue, as well as services similar to FASTPASS™, are now widely applied by other theme parks and sectors around the world (Dickson et al., 2005). ...
... As a new service delivery system (OI2), FASTPASS™ changed Disney's culture (OI3) with a new approach to managing queue time. Via a series of new R&D practices such as computer simulations, tests, and refinements (OI4), FASTPASS™ successfully overcame the substantive amount of skepticism from management on its benefits and finally got launched (Dickson et al., 2005;Ford & Dickson, 2008). ...
Innovation research has resulted in various methods to classify service innovations, which primarily feature either the degree of change or type of change. This paper develops a novel classification scheme, based on a four-dimensional view of innovativeness. The classification scheme simultaneously concerns both the degree and type of change in service innovations. A multiple-case study is conducted in the empirical settings of theme parks and airlines, with 11 service innovation projects situated in Walt Disney World, Singapore Airlines, or China Eastern Airlines. Following the proposed scheme, the 11 cases are analyzed and classified into four dimensions: environment-, technology-, market-, and organization-dominant service innovations. The scheme offers academics and practitioners an integral understanding through four dimensions that build on each other.
Service leaders have learned that it is not enough to attract customers who are ready and willing to experience what their organizations have to offer; they must also attract customers who are able to perform important roles in co-producing a successful service experience. This recognition has led to increasing interest regarding how organizations should manage these quasi-employees to ensure everything that must be done actually is done. Leading service organizations embrace this responsibility and have developed strategies to identify and accommodate variations in their targeted customers’ capabilities. They know that client satisfaction depends upon the organization making up for deficiencies between what the customer must do to have a great service experience and what the customer actually can do. Surprisingly, there has been little systematic investigation into how organizations create and execute strategies to ensure that these deficiency gaps are filled. However, it is becoming increasingly clear that organizations that have developed systems and procedures to fill these gaps are likelier to satisfy their customers and achieve higher levels of repeat business than firms that have not. This article offers strategies for organizations that commit to bridging the customer can-do/must-do gap and thereby ensuring their customers have a successful service experience.
The service sector is dependent upon customers’ willingness to contribute their knowledge, skills, and abilities to co-produce the service experiences they want and expect. Service organizations therefore seek to employ strategies that will enhance their customers’ ability to do whatever they must to be successful in co-producing those experiences. Applying the concept of self-efficacy, we offer a theory-based approach to developing these strategies that firms may utilize. These strategies involve focusing both employee training and environmental cues on how to enhance the self-efficacy of the customer in performing whatever tasks are necessary toward a successful service experience.
The Process of Writing a Case Study of the Third Kind to Teach the Management of Change This paper is about the process of writing a case study of the third kind to teach the management of change. The theoretical model I chose to structure my case study is the one proposed by John Kotter. After the first section where I explain the background to this project, the second section contains the pertinent literature and the third one the process plan I followed. While the fourth section contains the case study I wrote, the fifth summarizes my key learnings. Finally, this project ends with a sixth section where I conclude my project and propose directions for the students who will follow our path.
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