Transforming the Workshop Visit: Designing a Hassle-Free Service Experi- ence for Lynk & Co Revamping Car Service Customer Experience Through The Development and Analysis of a Serious Game Master’s thesis in Product Development ERIC ANDRÉN & ANN-CHRISTINA KUANG DEPARTMENT OF INDUSTRIAL AND MATERIALS SCIENCE CHALMERS UNIVERSITY OF TECHNOLOGY Gothenburg, Sweden 2023 www.chalmers.se www.chalmers.se Master’s thesis 2023 Transforming the Workshop Visit: Designing a Hassle-Free Service Experience for Lynk & Co Revamping Auto Service Customer Experience Through The Development and Analysis of a Serious Game ERIC ANDRÈN & ANN-CHRISTINA KUANG Department of Industrial and Materials Science Chalmers University of Technology Gothenburg, Sweden 2023 iii Transforming the Workshop Visit: Designing a Hassle-Free Service Experience for Lynk & Co Revamping Auto Service Interactions for an Effortless Customer Experience Through The Development and Analysis of a Serious Game ERIC ANDRÈN & ANN-CHRISTINA KUANG © ERIC ANDRÈN & ANN-CHRISTINA KUANG, 2023. Academic Supervisor: Massimo Panarotto, Department of Industrial and Materials Science Industrial Supervisor: Peter Davidsson, Lynk & Co, Sweden Industrial Assistant Supervisor: Karin Lööf Björnram, Lynk & Co, Sweden Examiner: Massimo Panarotto, Department of Industrial and Materials Science Master’s Thesis 2023 Department of Industrial and Materials Science Chalmers University of Technology SE-412 96 Gothenburg Telephone +46 31 772 1000 Cover: A depiction of a service blueprint detailing the process of workshop visits. (With the text removed.) Typeset in LATEX Printed by Chalmers Reproservice Gothenburg, Sweden 2023 iv Abstract This Master’s thesis navigates the swiftly evolving landscape of the automotive industry, focusing on the transformative implications of customer expectations within the framework of Lynk & Co’s car subscription model. Propelled by considerable technological advance- ments and changing customer behaviors, the industry has embraced Car as a Service (CaaS) models, necessitating an increased focus on delivering value across the ownership cycle, especially within service workshops. The research provides a comprehensive mapping of the current customer journey during a Lynk & Co workshop visit, moving on to explore customer expectations of a ’hassle-free’ visit. Critical factors such as convenience, transparent communication, trustworthiness, personalized service, and digital service tracking emerge as defining elements of the an- ticipated customer experience. A blend of methodologies, including service development, design thinking, focus group discussions, empathy mapping, Kano analysis, and a uniquely designed serious game simulation, developed in-house, is utilized to facilitate this compre- hensive understanding. The established comprehension of customer expectations is evaluated against Lynk & Co’s current service journey, leading to the identification of potential gaps and the formula- tion of actionable service improvement recommendations. Following a rigorous analysis of 190 unique customer responses, categorized into 54 statements and consolidated into ten primary categories, these insights shape the final set of recommendations for service enhancement. The thesis culminates by offering concrete steps towards service development or redesigns that align better with these identified customer expectations, underlining the potential for elevating the overall customer experience. Emphasizing a customer-centric perspective, this research serves as a valuable resource for Lynk & Co, offering insights and practical proposals that facilitate service improvement, foster stronger customer relationships, and sustain a competitive edge in a rapidly transforming industry landscape. In conclusion, the thesis underscores the pivotal role of understanding and addressing customer needs in shaping a superior workshop service experience. It points towards the significant potential of iterative service development, guided by customer insights, in keeping pace with the dynamic trends of the automotive industry. Keywords: Automotive Industry, Car as a Service (CaaS), Customer Experience, Service Workshop, Customer Journey, Lynk & Co, Service Development, Hassle-free Experience, Serious Game Simulation v Acknowledgments We would like to express our profound gratitude and appreciation to our supervisors, associate professor Massimo Panarotto at Chalmers University of Technology, and Peter Davidsson and Karin Lööf at the collaborating automotive company, for their invaluable guidance, advice, and insight throughout the course of this research. Their expertise, patience, and encouragement were integral to the completion of this thesis. This master’s thesis originated from a topic suggested by an automotive company. Its evolution into the current form is a testament to the collaborative research environment fostered by the aforementioned supervisors and institution. Their innovative vision, combined with their unwavering support, was crucial in shaping the direction and scope of our work. Furthermore, we would like to extend our sincere thanks Lynk & Co, the staff, and all internal and external stakeholders who actively participated in and supported our research. Their cooperation and openness in sharing information significantly facilitated our under- standing of the research topic and the subsequent analysis. We also wish to express our heartfelt appreciation to the 38 individuals who participated in our focus groups. Their contributions were vital in providing a deeper understanding of the issues studied and helped shape the research findings. Their willingness to share their time and perspectives enriched the quality and relevance of this research. Finally, to our colleagues, friends, and families - your unwavering support and encouragement throughout this challenging journey provided the strength to persevere and accomplish this work. We both thank all of you for your significant roles in making this research a success. Eric Andrén & Ann-Christina Kuang, Gothenburg, June 2023 vii List of Acronyms Below is the list of acronyms that have been used throughout this thesis listed in alphabetical order: BPMN Business Process Model Notation CaaS Car as a Service GM Game Master MaaS Mobility as a Service MVP Minimum Viable Product NSD New Service Development P2P Peer to Peer PUD Pick-Up and Delivery RNG Random Number Generator RSA Road Side Assistant SG Serious Game UI User Interface ix Contents List of Acronyms ix 1 Introduction 2 1.1 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1.1.1 Introduction to Lynk & Co . . . . . . . . . . . . . . . . . . . . . . . 3 1.2 Purpose & Research Questions . . . . . . . . . . . . . . . . . . . . . . . . . 5 1.3 Delimitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 2 Theoretical Framework 7 2.1 Transformation of the Automotive Industry . . . . . . . . . . . . . . . . . . 7 2.1.1 The Car Subscription Business Model . . . . . . . . . . . . . . . . . 8 2.2 Service Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 2.3 Service Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 2.3.1 Foundations of Service Design . . . . . . . . . . . . . . . . . . . . . . 10 2.4 Design for User Experience: Theory and Methods . . . . . . . . . . . . . . . 12 3 Models & Structured Methods in Service Design 13 3.1 Empathy Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 3.2 The Kano Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 3.3 Design Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 3.4 Structured Methods Within Service Design . . . . . . . . . . . . . . . . . . 17 3.4.1 Customer Journey Mapping . . . . . . . . . . . . . . . . . . . . . . . 18 3.4.2 BPMN - Business Process Model Notation . . . . . . . . . . . . . . . 20 3.4.3 Service Blueprint . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 3.5 Serious Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 3.5.1 Structure of a Serious Game . . . . . . . . . . . . . . . . . . . . . . . 24 4 Methodology 26 4.1 Project Planning and the General Approach . . . . . . . . . . . . . . . . . . 26 4.1.1 Initial Studies Regarding Lynk & Co and the Topic at Hand . . . . 27 4.2 Simulating the Service Through a Serious Game . . . . . . . . . . . . . . . 29 4.2.1 Game Loop and Central Mechanics . . . . . . . . . . . . . . . . . . . 30 4.2.2 The Six Characters . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 4.2.3 The Role of the Game Master — The Seventh Character . . . . . . 34 4.2.4 Gameplay Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 4.2.5 Deriving Useful Information from the Sessions . . . . . . . . . . . . 36 xi Contents 4.2.6 Postgame Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 4.3 Sampling Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 4.3.1 Sample Size . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 4.4 The Data Analysis Process . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 4.4.1 Emphasizing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 4.4.2 Kano Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 4.5 Research Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 4.6 Quality Criteria and Verification . . . . . . . . . . . . . . . . . . . . . . . . 40 5 Results & Analysis 42 5.1 Existing Customer Journey Map and Processes . . . . . . . . . . . . . . . . 42 5.1.1 Pre Workshop Visit Phase . . . . . . . . . . . . . . . . . . . . . . . . 43 5.1.2 Workshop Visit Phase . . . . . . . . . . . . . . . . . . . . . . . . . . 44 5.1.3 Post Workshop Visit Phase . . . . . . . . . . . . . . . . . . . . . . . 45 5.1.4 Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 5.2 Analysis of the Initial Focus Group . . . . . . . . . . . . . . . . . . . . . . . 47 5.2.1 Empathy mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 5.2.2 Kano Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 5.3 The Data Collected Through the Game . . . . . . . . . . . . . . . . . . . . 51 5.3.1 The Postgame Evaluation . . . . . . . . . . . . . . . . . . . . . . . . 56 5.4 Identifying and Prioritizing Gaps . . . . . . . . . . . . . . . . . . . . . . . . 57 5.4.1 Pre Workshop Phase Gaps . . . . . . . . . . . . . . . . . . . . . . . 57 5.4.2 Workshop Visit Phase Gaps . . . . . . . . . . . . . . . . . . . . . . . 58 5.4.3 Post Workshop Visit Gaps . . . . . . . . . . . . . . . . . . . . . . . . 59 5.5 Recommendations and the Redesigned Service . . . . . . . . . . . . . . . . . 60 5.5.1 Specific Suggestions for a more ’Hassle-Free’ Service Offering . . . . 62 6 Discussion 65 6.1 Research Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 6.2 Research Significance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 6.2.1 Customer Journey Map and Processes Identification . . . . . . . . . 66 6.2.2 User Desire Identification . . . . . . . . . . . . . . . . . . . . . . . . 67 6.2.3 Suggestion for Improvements . . . . . . . . . . . . . . . . . . . . . . 67 6.3 The Effectiveness of Serious Games in Service Design . . . . . . . . . . . . . 68 6.4 The Findings in Regards to Existing Literature . . . . . . . . . . . . . . . . 69 6.5 The Validity of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 7 Conclusions 71 8 Recommendations for Future Work 74 Bibliography 81 Appendix 82 A Interviews 82 A.1 Interview Subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 xii Contents B The Game 83 B.1 An Example of the Pregame Briefing Sent to the Players . . . . . . . . . . . 83 C Process Charts 88 C.1 Lynk & Co’s Business Process Model Notation . . . . . . . . . . . . . . . . 88 D The Customer Journey Map 91 E The Conversations 92 xiii List of Figures 1.1 Visual in the form of a BPMN representation of Lynk & Co’s car subscription model from receiving the car until the end of the subscription. . . . . . . . 4 1.2 Visual representation of ’the company’s’ car subscription model offerings. . 4 2.1 The features of Lynk & Co’s car subscription model. . . . . . . . . . . . . . 8 2.2 The seven steps of a service design process. The circle represents an iterative loop and could be followed any number of times. Adapted from Experience Design (2022) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 3.1 Empathy maps are split into four quadrants; Says, Thinks, Does, and Feels. 14 3.2 Kano’s satisfaction model and categories of attribute quality (adapted from Kano et al. (1984)). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 3.3 Design Thinking is a working philosophy. Adapted from Gibbons (2016). . . 16 3.4 A template of a customer journey map for Lynk & Co. The figure provides a visual representation of the different stages; Pre-purchase, Purchase, Post- purchase, Advocacy, and Retention. . . . . . . . . . . . . . . . . . . . . . . 19 3.5 An example of how a BPMN could look like that has 3 lanes. It starts with a start event/trigger, ends with an end event, and the elements between our activities and gateways. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 3.6 The BPMN diagram showcases a car repair case, from customer arrival to the final outcome, including inspection, diagnosis, repair, and payment. . . 21 3.7 Simplyfied service blueprint. Adopted from Shostack, Service Blueprint 1981. 22 3.8 The service blueprint provides a visual representation of the different el- ements; evidence, front-stage, back-stage, and support processes that are involved in delivering a service. Adopted from Nielsen Norman Group. . . . 23 3.9 Serious games categorized in regards to game, play, whole, and parts. Adopted from Deterding et al.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 3.10 The six elements of a serious game. . . . . . . . . . . . . . . . . . . . . . . . 25 4.1 Overview of the project framework. . . . . . . . . . . . . . . . . . . . . . . . 27 4.2 The typical game setup for a game with three players. The props used include; the game board, the pieces for keeping track of the rounds and for dueling (along with accompanying dice), the players’ character sheets, and their schedules. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 4.3 One of the six schedules that were provided to the players. . . . . . . . . . . 32 4.4 The character sheets representing the white, red, and black hats. . . . . . . 33 xiv List of Figures 4.5 The character sheets representing the yellow, green, and blue hats. . . . . . 34 5.1 Overview of Lynk & Co current customer journey map. More detailed customer journey map are found in Appendix D.1. . . . . . . . . . . . . . . 43 5.2 Simplified version of BPMN more extended one find in Appendix C.1. . . . 46 5.3 Lynk & Co’s current service blueprint. Showing the physical evidence, customer journey map, front-end, back-end action, and processes. . . . . . . 47 5.4 A selection of some points observed and analyzed in empathy map from the initial focus group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 5.5 Kano analysis of the initial focus group answer is divided into five categories: Must-be, one-dimensional, attractive factors, indifferent, and reversal. . . . 50 5.6 Customer journey map and the identified gaps. . . . . . . . . . . . . . . . . 57 5.7 The major aspects and the general recommendations for improvment. . . . 63 5.8 Lynk & Co’s improved service blueprint. Showing the physical evidence, customer journey map, front-end, back-end action, and processes. . . . . . . 64 D.1 Lynk & Co’s current customer journey map of a workshop visit. The maps are divided into columns and rows according to The columns are steps in the service and workshop phase and the rows are parameters such as user activity, touchpoints, pain points, and emotions. . . . . . . . . . . . . . . . 91 xv List of Tables 4.1 The questions, and their type, asked in the postgame evaluation. . . . . . . 37 5.1 Customer journey map of the pre workshop visit phase. . . . . . . . . . . . 44 5.2 Customer journey map of the workshop visit phase. . . . . . . . . . . . . . . 45 5.3 Customer journey map of the post workshop visit phase. . . . . . . . . . . . 46 5.4 Points related to Demand for Personalization . . . . . . . . . . . . . . . . . 52 5.5 Points related to Expectation of Convenience . . . . . . . . . . . . . . . . . 52 5.6 Points related to Digital Transformation . . . . . . . . . . . . . . . . . . . . 53 5.7 Points related to Responsiveness and Speed . . . . . . . . . . . . . . . . . . 53 5.8 Points related to Transparency and Trust . . . . . . . . . . . . . . . . . . . 54 5.9 Points related to Safety and Security . . . . . . . . . . . . . . . . . . . . . . 54 5.10 Points related to Sense of Ownership and Responsibility . . . . . . . . . . . 54 5.11 Points related to Flexibility in Service Options . . . . . . . . . . . . . . . . 55 5.12 Points related to Proximity and Accessibility . . . . . . . . . . . . . . . . . 55 5.13 Points related to Alternative Mobility Solutions . . . . . . . . . . . . . . . . 56 5.14 Results from analyzing the postgame evaluation survey. . . . . . . . . . . . 56 5.15 Customer expectations in pre workshop visit phase according to Kano model. 58 5.16 Customer expectations in the workshop visit phase according to Kano model. 59 5.17 Customer expectations in the post workshop phase according to Kano model. 60 7.1 User Experiences Categories Derived from the Serious Game. . . . . . . . . 71 A.1 This is the complete list of the performed data collection sessions. . . . . . 82 E.1 This is the complete list of statements derived from the game sessions. . . . 92 1 1 Introduction The opening chapter introduces the research. First, the relevant background of the research topic is presented, including an overview of the trends within the automotive industry and the challenges they pose to the collaborative automotive company with a subscription business model. Also how to use service development and service design to improve the overall customer experience for Lynk & Co. The purpose of the report will then be presented along with research questions that the report will seek to answer. Finally, the limitations of the study will be presented. 1.1 Background The automotive industry has undergone significant transformations in the past 50 years, driven by technological advancements, government regulations, and evolving customer and market behaviors. Technologies such as autonomous driving, electrification, and connectiv- ity have revolutionized automotive sales and ownership, leading to the emergence of vehicle subscriptions and car-sharing models (Cedric Vatier & Träger, n.d.). Global car sales have been declining in recent years due to changing customer mindsets and behaviors, as well as the growing popularity of the shared economy (Axel Schimidt & Holtgrave, 2019). As a result, automotive companies must now focus on creating value throughout the entire ownership cycle, not just at the point of sale. The shift towards a service-oriented business model, known as Car as a Service (CaaS), has gained traction in recent years (Mearian, 2015). Car subscription models have become increasingly popular due to their flexibility, allowing customers to avoid the hassles associ- ated with owning a car, such as maintenance, repairs, and insurance. It is projected that one in five new cars will be provided through a subscription service by 2025 (”Automotive industry plots”, 2021). This evolving dynamic in the automotive industry presents new opportunities for companies to add value to their services, particularly in the workshop visit aspect of car subscription plans. Organizations across industries are keen on finding new ways to deliver value and enhance the customer experience during the service phase of the customer journey, as well as improve the service experience in their service offering. By combining functional and emotional benefits in their service offerings, companies can strengthen customer loyalty (Berry et al., 2002). However, there is currently limited or no written guidance on how vehicle companies 2 1. Introduction should manage the customer experience during the service phase and what services would be most beneficial to customers during a workshop visit (Kitsios & Kamariotou, 2020). Furthermore, tools that simulate workshop visits for subscription cars are very few or non-existent. The discipline of service development and service design has played a crucial role in helping businesses and organizations gain a competitive edge, increase customer satisfaction, and improve service quality (Katzan, 2011). Servitization offers new ways to create value, shifting the focus from value-in-exchange to value-in-use. In other words, value is no longer created solely after the product is used but is determined during its use (Grönroos, 2008). Various models of service development and success have been identified, which are associated with factors such as service strategy, employee participation, and understanding of customer needs (Kitsios & Kamariotou, 2020). Service design involves the use of tools such as customer journey maps, business process model notation (BPMN), and service blueprints, which are tools that can facilitate service development to gain a further under- standing of users’ needs and identify the complexity and redundancy in the service process (Lynn Shostack, 1982; OMG, 2006). The objective of this thesis is to enhance the service experience for customers during their car maintenance visits as part of the Lynk & Cos car subscription plan. The main focus will be on service design and development, specifically on the front-end aspects outlined in the service blueprint. This encompasses the visible components such as physical evidence, customer journey map, and front-end interactions, particularly emphasizing the customer journey throughout the service and maintenance phase. The goal is to streamline the process and provide a hassle-free experience for customers which will serve Lynk & Co as a competitive edge. The selection of serious games (SG) as the preferred tool, despite the complexities and intangible nature of services, is based on several compelling reasons (Ávila Pesántez et al., 2017). SGs offer an effective means to simulate real-life scenarios, enabling users to provide feedback and fulfill their desires for a seamless workshop visit. To create a game that accurately replicates customers’ experiences and challenges during a workshop visit, the underlying back-end processes in the service blueprint and BPMN have been identified. The simulation will serve as the initial interaction, encompassing the process from making a case to successfully delivering the car to the workshop. 1.1.1 Introduction to Lynk & Co Lynk & Cos is the client that’s examined in this thesis, providing a range of automotive services, including a subscription model, traditional car sales, and peer-to-peer (P2P) car sharing. The company operates primarily in urban areas across seven European countries, namely Sweden, The Netherlands, France, Germany, Italy, Belgium, and Spain. The sub- scription service is predominantly available in Stockholm and Gothenburg. Customers of Lynk & Cos are categorized into three groups based on their preferred service: buyers, subscribers, and renters. The subscription model allows members to rent cars for a month at a time, with vehicles being returned to Lynk & Cos after reaching a certain mileage or upon subscription termination see figure 1.1 that shows a BPMN of the car ecosystem 3 1. Introduction explained in the section 3.4.2. These returned vehicles are then offered in the second-hand market. Figure 1.1: Visual in the form of a BPMN representation of Lynk & Co’s car subscription model from receiving the car until the end of the subscription. Lynk & Cos’ subscription plan provides customers (the subscribers) with a range of services, including registration and insurance, service and warranty, repairs, and roadside assistance. These services are included in the subscription for a fixed monthly fee. Throughout the rental period, Lynk & Cos’ aftermarket department and its partners are responsible for providing all of these services. The specific services offered under the subscription plan are illustrated in Figure 1.2. Figure 1.2: Visual representation of ’the company’s’ car subscription model offerings. In addition to its core service offerings, Lynk & Cos has collaborated with another com- pany to provide subscribers with a range of additional services. These services encompass scheduled workshop visits, such as yearly inspections and tire changes, as well as roadside assistance, maintenance errands covered under the warranty, and convenient pick-up and delivery services and Pick-up and delivery (PUD). Historically, PUD services have been extensively utilized by Lynk & Cos for various purposes, including car delivery/return and scheduled workshop visits. However, there has been a recent shift in operations, with subscribers now responsible for driving their own cars to the workshop for e.g. tire change- related cases. 4 1. Introduction By examining the evolving dynamics of Lynk & Cos and its service offerings, this thesis aims to develop a hassle-free service experience during the workshop visit phase of the car subscription plan. The focus will be on front-end development, specifically the customer journey and a simulation game will be designed to gather valuable feedback and meet users’ expectations for a seamless workshop visit. Additionally, the study will explore the back-end processes, including the service blueprint and BPMN, to enhance the workshop simulation game and optimize the overall service experience for subscribers. 1.2 Purpose & Research Questions The purpose of this Master’s thesis is to help Lynk & Cos improve its customer experience by providing Lynk & Cos with insight about its customers’ expectations on ’hassle-free’ workshop visits, and by providing concrete proposals for capitalizing on the insights through the development (and/or redesign) of a service. Three separate, but connected, research questions need to be answered to fulfill this purpose. 1. What does the existing process and customer journey look like during a workshop visit at Lynk & Cos? The first research question analyzes the current process and customer journey at Lynk & Cos. This leads to the second research question, which evaluates the expectations of car drivers of a hassle-free experience. By comparing these expectations to the existing customer journey, we can identify areas for improvement and better align Lynk & Cos’ offerings with customer expectations. 2. According to the service consultation of Lynk & Cos’ customer journey map and service blueprint: 2.1 What are the customers’ expectations for a ’hassle-free’ workshop visit? 2.2 Which aspects of Lynk & Cos’ current offerings fail to meet customers’ expectations? The second research question evaluates the alignment between car drivers’ expectations and Lynk & Cos’ current customer journey, identifying any gaps. Building on these insights, the third research question proposes new developments or redesigns to better match the company’s offerings with customer expectations, providing actionable recommendations for improvement. 3. What new developments or redesigns should Lynk & Cos consider implementing in their services to better align with their customer’s expectations? The third research question leads to actionable recommendations for Lynk & Cos. By exploring new developments and potential redesigns, the research aims to provide concrete steps for the company to align its offerings with customer expectations. Ultimately, the 5 1. Introduction goal is to implement the proposed improvements and ensure that Lynk & Cos meets the expectations of its customers better. 1.3 Delimitations This report focuses on examining and improving the service offerings in the subscription plan provided by Lynk & Co, with a specific emphasis on the Warranty and Repair aspect. The study aims to enhance the customer experience and service design for workshop visits related to service and maintenance cases. The scope of the report is limited to the post-purchase phase, specifically focusing on the service and maintenance phase, which falls under the broader usage phase of the customer journey (refer to Figure 3.4). Consequently, the pre-purchase, purchase, advocacy, and retention phases are excluded from this study. In order for the thesis to include sufficient participants, due to GDPR and limited access to customer information, the range of useful participants is quite general. The target group of the study includes car drivers in general, encompassing owners, lessees, and subscribers. The selection is not limited by age or prior experience with workshop visits but rather focuses on individuals with a valid driving license. By widening the target group beyond Lynk & Co’s specific target audience, the study aims to gather diverse perspectives and insights. It is important to note that this study is conducted in collaboration with an international automotive company. However, the report’s scope is limited to the Swedish market, as it serves as a foundation for developing a general framework for potential future enhancements. Focusing on the Swedish market is particularly crucial for addressing research questions one and two, as internal stakeholders and Lynk & Co’s customers based in Sweden serve as easily accessbile sources of relevant data. This data will help identify key improvements to enhance the service and create a hassle-free customer experience during workshop visits. Lastly, this report aims to deliver recommendations on making workshop visits more hassle- free. These recommendations will however be validated through service simulations. The report will not address the specific implementation details or associated costs for integrating the recommendations into Lynk & Co’s current operations. The focus of this study is on providing actionable insights and recommendations rather than exploring in-house process improvements or efficiency enhancements. By adhering to these delimitation, and by acknowledging its limitations, the report will provide clearer and more concise research and deliverables. 6 2 Theoretical Framework Chapter two provides an exhaustive review of the existing literature, examining the current knowledge base and research trends relevant to the topic. This chapter identifies gaps in the current understanding, setting the stage for the subsequent research. It establishes the study within the broader academic discourse, demonstrating its relevance and potential contribution. 2.1 Transformation of the Automotive Industry The automotive industry is undergoing a profound transformation driven by various economic, technological, and societal factors. This transformation is influenced by the development of emerging markets, the rapid advancement of new technologies, sustainability policies, and evolving consumer preferences regarding car ownership. As highlighted by Accenture’s report on the future of autonomous sales (2019) Axel Schimidt & Holtgrave (2019), the automotive industry has experienced a decline in sales in recent years, with notable drops observed globally, such as a 14.4 percent decline in car sales in China in 2019. These changes can be attributed to shifting customer mindsets and behaviors, as car ownership is no longer solely seen as a status symbol. In addition, the rise of the shared economy has led consumers to embrace the idea of sharing their own vehicles. In response to changing customer behaviors and preferences, automotive companies are compelled to create value beyond traditional sales points. The advent of digitization, in- creased automation, and the emergence of new business models, such as subscription models, have revolutionized various industries. The automotive industry is no exception to this trend. These forces have given rise to four disruptive technology-driven automotive trends: diversified mobility, autonomous driving, electrification, and connectivity Cedric Vatier & Träger (n.d.); Derksen (2015). One notable shift in the industry is the move from a product-oriented approach to a service- oriented approach, with cars being perceived not just as products but also as services. This transformation is often referred to as "Car as a Service" (CaaS) Mearian (2015). The popularity of business models like car subscriptions has surged in recent years, reflecting the changing dynamics of consumer preferences toward mobility services. By acknowledg- ing these transformative trends and recognizing the evolving needs and expectations of customers, automotive companies can position themselves to thrive in the new era of the 7 2. Theoretical Framework industry. Embracing the shift towards service-oriented models and leveraging emerging technologies offer opportunities for companies to create innovative and value-added offerings. 2.1.1 The Car Subscription Business Model As a result of the change in the economy, digitization, regulation, and the changing customer behavior of owning a car. A car subscription is considered a flexible alternative to car ownership it is a way of testing different brands, it’s also convenient for not having to worry about additional efforts associated with owning a car, and finally, more environmental option instead of buying a brand new car J. J. Brakus et al. (2009); Derksen (2015); Schel- long et al. (2021). The car subscription business model is considered the fastest-growing service over the next five years. According to Schmitz et al. (2021) today it’s estimated that only a small amount 3% of the market share of Mobility - as - a - Service (MaaS) consists of car subscriptions. Moreover, it’s estimated that by 2025 one in five cars offered in the market would be a car subscription ”Automotive industry plots” (2021). Car subscriptions provide a flexible alternative to traditional car ownership, bridging the gap between leasing and rental options. They offer reduced risk, commitment, and rigidity compared to owning a vehicle Schmitz et al. (2021). In subscription models, customers pay a monthly, weekly, or daily fee depending on the company for access to a vehicle they don’t own, but can use at any time. Shares similar traits with other mobility solutions such as car leasing, car rental, and P2P services. Unlike traditional rental and leasing services, a car subscription gives the subscriber access to essential vehicle needs, including registration, insurance, maintenance, warranty and repair, and roadside assistance see Figure 2.1 through their recurring payment Skentzos (2022). He means that it’s important that they are able to deliver these services as seamlessly as possible. This means partnering with service providers to offer, for example, an integrated insurance solution that enables quick and easy processing of digital claims. Figure 2.1: The features of Lynk & Co’s car subscription model. Schmitz et al. further states that the crucial element is to establish a business model that corresponds to the company’s strengths and market position, and simultaneously deals with issues regarding branding, service offerings, life-cycle management, and vehicle asset management. The business model should also guarantee profitability by adjusting significant factors like vehicle utilization, car selection, and changeover. The company may face operational hurdles that require practical and intelligent solutions. These challenges frequently arise from within the organization. However, Schmitz et al. means the challenges lie partly in managing the assets, revenues, and life cycles of vehicles used in car subscriptions is a crucial factor for profitability, but it is also a highly intricate challenge to overcome. 8 2. Theoretical Framework 2.2 Service Development Service development is a complex process encompassing multiple stages aimed at creating service offerings that effectively meet customers’ needs and expectations. The integration of customer needs into this process is crucial, and organizations often utilize design thinking methodologies to ensure a customer-centric approach. Conducting thorough research on customer preferences early in the process is essential to bridge any gaps between customer expectations and the outcomes of service offerings Menor et al. (2002). The New Service Design (NSD) process typically consists of five stages: idea generation and service concept, service development, service testing, and launch. Throughout each stage, the involvement of various stakeholders, including systems, technology, and enablers such as managers and the development team, is necessary to achieve successful service development Menor et al. (2002). By fostering collaboration and incorporating diverse perspectives, organizations can nurture creativity, align stakeholders’ viewpoints, and enhance the overall effectiveness of the service development process. Successful service development differs from unsuccessful service development in several key aspects. One critical factor is the active involvement of frontline employees during the launch stage. These employees play a pivotal role in interacting with customers, under- standing their expectations, and providing valuable insights into their behavior and needs. Additionally, customer participation is most effective during the development stage, where their input helps redefine needs and provides valuable feedback to businesses, thereby increasing understanding and commitment Melton & Hartline (2010). Furthermore, the organizational structure plays a significant role in the successful de- velopment of new services. Factors such as management support, innovation climate, organizational structure, management style, learning processes, and feedback mechanisms all contribute to ensuring the success of the NSD process Eveleen (2010); van der Panne et al. (2003). In conclusion, successful service development involves conducting careful research on customer preferences, utilizing design thinking methodologies, and actively involving frontline employees and customers. Additionally, critical success factors like organizational structure and management support are instrumental in creating services that effectively meet customer needs and expectations Eveleen (2010); Melton & Hartline (2010); van der Panne et al. (2003). By incorporating these strategies and elements, organizations can enhance their service development processes and deliver offerings that drive customer satisfaction and business success. 9 2. Theoretical Framework 2.3 Service Design The term service design was first coined by Lynn Shostack (1982). She emphasized the importance of understanding the customer’s needs and expectations and suggested that service design should focus on creating a positive customer experience. One decade later, service design was introduced as an academic field in design at the University of Applied Sciences in Oh & Kim (2015). In contemporary times, service design has undergone sig- nificant development, and it is now perceived as a more abstract concept, rather than being limited to specific design tasks. Essentially, service design is increasingly being viewed as a mindset or methodology that can be applied to a wide range of service in- novation practices Stickdorn & Schneider (2014). Nowadays, service design is seen as an interdisciplinary field that combines business, design, and technology, with a focus on value-creation, co-creation, and improving service quality for both employees and customers. The reasons for the field’s development are a response to the growing importance of services in the economy and society, and it initially focused on the design of service environments. Furthermore, service design can be a competitive advantage for companies, and it is a key to market success and company growth, as Shostack (1984) stated in her article. She also highlights that in the shift towards a service-based economy, the companies that thrive and succeed will be those that can take charge of the design and management process. Moreover, Bitner et al. (2008) state that organizations that excel at providing innovative services do not leave their service development processes to chance. Instead, they follow a systematic and often iterative approach, moving through a series of well-planned stages Experience Design (2022) see figure 2.2. Bitner et al. (2008) outlined these stages as setting clear objectives, generating ideas, developing concepts, designing services, prototyping, launching the service, and gathering customer feedback. By following this methodical approach, successful organizations ensure that their service development efforts are not ad hoc, but rather carefully orchestrated to maximize their chances of success. Although service design has gained a comprehensive theoretical and methodological founda- tion and has become an internationally recognized field in research, teaching, and consulting, there still remain many gaps in the field of studies. Katzan (2011) suggests that the real challenge with service design is determining what to do and then figuring out how to do it. Service design is still a rapidly evolving discipline with vast potential for exploration and experimentation. 2.3.1 Foundations of Service Design Katzan mentioned that there are three parts of service design. In order to create a successful service design all of these part has to be included. The first part consists of developing content for the service and deciding what needs to be designed. In this step, it is important to solve the right problem and make the definition of the problem simple. Another aspect to consider is the culture of the company and the relevant market as well. 10 2. Theoretical Framework Figure 2.2: The seven steps of a service design process. The circle represents an iterative loop and could be followed any number of times. Adapted from Experience Design (2022) The second part is determining how the designer team will work with the customer team to design the service. It differs from designing a design team in a huge organization versus a smaller company. There is a higher degree of specialization in large organizations, and careful attention must be paid to the makeup of both teams. It is also necessary for a design team to develop a strategy to work with the customer to design the service that is needed. The last part is that some service design teams must be better at their craft than others because some service design projects turn out to be more successful than others. There are some relevant questions in this regard: • What mindset do good service designers have that not-as-successful designers don’t have? • What do successful designers know to do their job better? • What service design tools are needed? • What knowledge and training is needed to be a proficient service designer and how is this information imparted to prospective service designers? The questions above can be classified into two primary categories, namely, design thinking and design methods. Design thinking pertains to individuals and cultures and differs from design methods, which deal with design models and processes. In cases where a service design involves face-to-face interactions, the effectiveness of the exchange extends beyond 11 2. Theoretical Framework mere acts or symbols. The perceptions of the participants are critical to how the service interaction is evaluated as a critical component of the overall service experience. Whether the interaction is highly predictable or highly variable is largely dependent on the client or customer’s expectations and the service provider’s branding. 2.4 Design for User Experience: Theory and Methods Many companies aim to deliver the best customer experience in their industry. However, when examining the definition of customer experience, it was clear that it was broad. The customer experience could often be confused with terms such as customer journey, user experience, and brand experience. The wide definition and the difference between these are explained below. The importance of customer experience was first emphasized back in 1999. Customer experiences appeared every time a customer came in contact with a product or service offered by the company. It could be viewed as multidimensional and could be divided into types of sensory (sense), affective (feel), cognitive (think), physical (act), and social identity (relate) experiences J. J. Brakus et al. (2009). These experiences, in turn, are created by what he calls experience providers. These can be communications, identity, and product presence. Customer experience is the internal and subjective reaction of customers to any direct contact with a company. Direct contact generally occurs when buying, using, and servicing and is usually initiated by the customer. Indirect contact most often involves un- planned encounters with representations of a company’s products, services, or brands, and companies’ products, services or brands and takes the form of the form of word-of-mouth rec- ommendations or critiques, advertising, news reports, reviews, etc Meyer & Schwager (n.d.). Nowadays custom experience seems to be crucial in building a strong business and are seems as a part of the leading management objectives Derksen (2015). Pine et al. (1998) writes about the importance of addressing the customer experience in today’s society, and firms can benefit from it and instead of designing an experience around an offering, an offering in form of a product or service can be designed around an experience. With the support of technology, companies can now offer real-time services that are tailored to in- dividual customer needs and can adapt to customer changes over time Rust & Oliver (2000). In summary, we conclude that customer experience is a multidimensional construct that focuses on a customer’s cognitive, emotional, behavioral, sensory, and social responses to a company’s offerings throughout the customer’s purchase journey J. J. Brakus et al. (2009). Customer experiences, therefore, result from a combination of what is offered (function and result of the product or service) and how it is offered (use process, context of use, and emotional components of the interaction) Berry et al. (2002); J. J. Brakus et al. (2009); Grönroos (2008). 12 3 Models & Structured Methods in Service Design This chapter provides an overview of essential models and tools in service design that enhance the customer journey and improve the overall service experience. Techniques such as customer journey mapping, BPMN, service blueprinting, and serious games offer valuable resources for analyzing and optimizing the customer journey. 3.1 Empathy Mapping Empathy mapping which is part of the first step in Design Thinking presented in section 3.3 is a design tool used in service design to help designers to understand the customers’ needs, experiences, and perspectives of their users or customers Lemon & Verhoef (2016). Empathy mapping involves creating a visual representation of the user or customer, highlighting their key characteristics, thoughts, feelings, and behaviors. According to Gray (2017b) This tool is widely used in service design and user experience design. This has been shown to be effective in improving the user experience and the effectiveness of designs. The process of empathy mapping typically involves conducting research to gather infor- mation about the users or customers, through qualitative methods such as interviews, surveys, or observations. The information is then organized into key themes, which are used to inform the creation of the empathy map Gibbons (n.d.). The empathy map typically includes four quadrants; see figure 3.1, representing the user’s or customer’s behaviors, feelings, needs, and thoughts. The quadrants are further divided into subcategories, which provide more detail and specificity about the user’s or customer’s characteristics and experiences. Empathy mapping is a tool for designers as it helps them understand their users/customers more deeply. Designers can create more effective, user-centered designs by understanding user/customer needs, preferences, and painpoints. Empathy mapping also helps designers identify areas to improve existing designs, helping develop new ideas and solutions. It can inform the development of new ideas and solutions. 13 3. Models & Structured Methods in Service Design Figure 3.1: Empathy maps are split into four quadrants; Says, Thinks, Does, and Feels. 3.2 The Kano Model The Kano model is a method used in service design to categorize customer needs and preferences into different categories based on their level of satisfaction and the impact they have on customer satisfaction Kano et al. (1984). It is a framework developed by Professor Noriaki Kano in the 1980s, and it is widely used in service design to help designers under- stand customer needs and preferences. While the Kano model can be applied using tools such as surveys, questionnaires, and data analysis software, it is primarily a method used in service design to analyze and categorize customer needs. The Kano model is a powerful tool for viewing and identifying the quality of customers’ requirements of a particular product or service might be more than the proportional satisfaction to customers H.-H. Wu et al. (2010). H.-H. Wu et al. dived the Kano model into five categories see figure 3.2 in the analysis: (i) Must-have quality element: The basic functions of a product are fulfilled by must-have quality requirements. These requirements are seen as prerequisites by customers, and if they are absent, it results in significant dissatisfaction. (ii) One-dimensional quality element: Customer satisfaction is directly proportional to the level of the one-dimensional quality element. Customers explicitly demand and expect these requirements, and their level of satisfaction increases with the improvement of this element. (iii) Attractive quality element: When the performance of a product exceeds expectations, it creates a sense of delight in customers. However, customers do not demand or expect these requirements and a low level of performance does not affect their satisfaction. (iv) Indifferent quality: Customers are indifferent to the presence or absence of this quality element, and it does 14 3. Models & Structured Methods in Service Design not impact their satisfaction. (v) Reverse quality: Customers experience dissatisfaction when the quality element is present, and satisfaction when it is absent. This is contrary to the usual expectations and demands of customers. Figure 3.2: Kano’s satisfaction model and categories of attribute quality (adapted from Kano et al. (1984)). Once the needs have been categorized, they can be prioritized based on their importance to customer satisfaction and the impact they have on the service being designed. According to H.-H. Wu et al. it is most important to make sure that the "must-be" is a priority in the service development and try to keep up with the "one-dimensional" factors for making the service gain higher satisfaction. If there is time and room left, it should focus on implementing the attractive elements of the service. The lowest priority is on the "indifferent" quality, and also "reverse" quality depending on what kind of needs there. Lastly, these needs can be used to inform the design of the service, by identifying areas where improvements can be made and focusing on the needs that have the greatest impact on customer satisfaction. 3.3 Design Thinking Design thinking is a structured approach that integrates the designer’s knowledge, sensi- tivity, and design perspective with technical feasibility and design methods to support a client in addressing a perceived problem, creating value for both the client and the designer 15 3. Models & Structured Methods in Service Design Brown (2008). Designers will be working attractively with a customer team in order to create a product that fits the customers’ needs. This put customers in a different role from the past as they no longer take a passive role in the design process, but they are rather active participants in the service process Katzan (2011). Katzan states that the process of design has been revolutionized by design thinking. In contrast to the traditional approach of taking an existing idea or product and enhancing its usefulness and usability for the customer, modern service design companies are now demanding that designers create ideas that are better aligned with customer needs, while also making the service experience a crucial aspect of the design objective. The service design process relies heavily on collaboration and prototyping, as well as a range of concep- tualization methods. Design thinking involves a structured approach that progresses through three main phases: (1) Understand, (2) Explore, and (3) Materialize Gibbons (2016) see figure 3.3. In the first phase, Understand, designers, stakeholders, and customers immerse themselves in the problem space. Through activities like observational research and content analysis, they seek to gain a deep understanding of customer needs and define the scope of the project. This phase sets the foundation for the subsequent stages. Figure 3.3: Design Thinking is a working philosophy. Adapted from Gibbons (2016). 16 3. Models & Structured Methods in Service Design The second phase, Explore, comprises stages such as Ideate and Prototype. Here, partici- pants in the design process seek inspiration and explore beyond the immediate customer base. Ethnography plays a significant role in the ideation stage, as it helps designers understand people’s cultural contexts and backgrounds. Through ideation and prototyping, designers generate and refine ideas, experimenting with various concepts and forms to find innovative solutions. This phase encourages divergent thinking and exploration to uncover fresh directions. In the final Materialize phase, designers focus on testing and implementing their ideas. The Test and Implement stages allow for iterative refinement and improvement based on customer feedback. By involving customers throughout the process, designers can ensure their solutions meet user needs effectively. This phase also emphasizes the importance of continuous learning and development, as designers seek inspiration and gather insights for further improvement. This iterative nature of design thinking fosters creativity, collabo- ration, and a user-centered approach to problem-solving. By following the principles of design thinking and embracing its iterative and user-centered nature, designers can develop innovative solutions that address customer needs effectively. The structured approach pro- vides a framework for problem-solving and encourages empathy, creativity, and continuous improvement throughout the design process Gibbons (2016). Even though the steps of applying design thinking to service design seem obvious, there are still gaps in the theory and the execution and in many cases, companies and design teams have failed to apply design thinking in the organization. Many organizations failed to build successful design teams that involve all stakeholders, including non-designers, to participate in design thinking and offer different perspectives. Addressing the stigma and backlash around bringing design thinking to the corporate landscape News & Events (2019). Furthermore, Williams (2015) argues that the success of applying design thinking does not depend on the theory itself, but rather on the designer and the team’s ability to interpret the theory of design thinking. In conclusion, design thinking is a powerful tool and an effective problem-solving method- ology that can help organizations develop innovative solutions that meet the needs of their users. Focus on empathy, creativity, collaboration, flexibility, and cost-effectiveness. If an organization successfully applied design thinking it could offer a comprehensive approach to problem-solving that can help organizations stay competitive and relevant in today’s fast-paced and ever-changing business landscape. 3.4 Structured Methods Within Service Design In service design, effective tools play a crucial role in creating customer-centered services. This section explores four powerful tools; Customer Journey Map, BPMN, Service Blueprint, and Serious Games (SGs). These tools help service designers understand customer needs, optimize processes and improve the overall service experience. By effectively utilizing these tools, service designers can create customer-centered services and enhance their offerings. In the following sections, we will explore each tool’s applications, benefits, and practical 17 3. Models & Structured Methods in Service Design implementation in service design. The Customer Journey Map provides insights into the customer’s service experience, highlighting areas for improvement. BPMN is a standardized notation for modeling business processes, aiding in understanding and streamlining complex operations. The Service Blueprint offers a comprehensive plan that identifies touchpoints and resources for enhancing service delivery. SGs are an experiential learning tool that simulates real-life scenarios for testing and refining service concepts. 3.4.1 Customer Journey Mapping The customer journey and customer experience are distinct yet interconnected concepts. The customer journey refers to the specific interactions and actions that customers have with a product or service throughout their entire experience Rodriguez (2022). It can be divided into three main phases: pre-purchase, purchase, and post-purchase Lemon & Verhoef (2016). In the pre-purchase phase, customers become aware of a need or desire for a product or service. They conduct research, compare options, and evaluate alternatives to satisfy their needs. The purchase phase involves the actual transaction, where customers make the final decision and acquire the product or service. Finally, in the post-purchase phase, customers engage with the product or service, seek support or assistance, and form perceptions based on their ongoing experiences. It’s common to describe the customer journey with touchpoints which describes how expe- riences for customers interacting with the company are created during the custom journey Rodriguez (2022). Touchpoints could be divided into four categories, these are (1) products, which can be either software, hardware, or a service; (2) two-way interactions, either face-to-face, over the phone, or virtual; (3) messages, which are one-way communications, including collateral, branding, manuals, packaging, etc.; and (4) environments, which are wherever the product is either seen or used Kuehnl et al. (2019). Depending on which of the three phases of the customer journey, different touchpoints occur in different ways. However, different industries have different control over their touchpoints and touchpoints could either be brand-owned, partner-owned, customer-owned, or external. Brand-owned touchpoints are controlled by the company. This means they can be designed by the company to meet customer needs. Partner-owned touchpoints are customer interactions that the company designs manages, and controls with at least one partner. Customer-owned and external touchpoints, on the other hand, are either controlled by the customer themselves, which could be independent decisions that the customer makes during the journey, or by peers who influence the customer to make certain decisions, i.e. external Lemon & Verhoef (2016). Customer journey mapping is a tool for identifying, understanding, and improving current customer experience. Rosenbaum et al. 2017 means that customer journey mapping can be a powerful management tool when done correctly, providing insight into which touchpoints are critical to the customer experience and which are not. Mapping the customer journey 18 3. Models & Structured Methods in Service Design also allows companies to see the experience through the eyes of their customers, which in turn can shift their mindset from individual touchpoints to the end-to-end journey Maechler et al. (2016). A customer journey map is described as a horizontal axis that shows categorized touchpoints of the customer experience in the customer journey see figure 3.4. While in the vertical axis could have different purposes e.g mapping customer actions, motivations, questions, and potential barriers in each touchpoint. While Rosenbaum et al. (2017) emphasize that the vertical axis should be used to focus on management practices that help ensure customer satisfaction at each touch point. Figure 3.4: A template of a customer journey map for Lynk & Co. The figure provides a visual representation of the different stages; Pre-purchase, Purchase, Post-purchase, Advocacy, and Retention. However, customer journey mapping does not automatically improve the overall customer experience. In fact, not every touchpoints are equally important for customers limiting the manager to improving their service offering within customer journey mapping. Managers are instead encouraged to gather all information on custom journey touchpoints, rank the importance of each touchpoints and avoid developing an all-inclusive solution. It’s also recommended that involve customers in the mapping process called self-journey mapping asking customers to develop ideal customer journeys as a way to better understand cus- tomers and their desired journeys Lemon & Verhoef (2016). There are many ways of using customer journey mapping it could be used as a strategic tool, highlight the benefit in different touchpoints, and used for making the journey more personalized by adapting the offering according to the customers Lemon & Verhoef (2016); Rosenbaum et al. (2017). 19 3. Models & Structured Methods in Service Design In order to put this into practice requires several steps. First, companies need to identify the types of journeys customers are taking. Then, they should understand how customers navigate through each touchpoint in the journey. In each part of the journey, companies should identify what their customers need, expect, and want. Next, they should understand what’s working and what’s not in order to identify and prioritize key gaps and opportunities to improve the journey. Finally, companies should fix the root cause issues and redesign the journey for a better end-to-end experience Maechler et al. (2016). 3.4.2 BPMN - Business Process Model Notation BPMN is a graphical representation standard that allows organizations to visualize and communicate their business processes in a clear and standardized way OMG (2006). BPMN diagrams can help organizations to analyze, optimize, and automate their business processes, leading to improved efficiency and cost savings. The objective of BPMN is to support the business project management that’s supposed to build a gap between technical users and business users, by providing a notation that is intuitive to business users, yet able to represent complex process semantics. In 2011 OMG realized BPMN 2.0 where the main changes were regarding the number of elements that were added in able to avoid confusion and misinterpretations. The BPMN diagrams consist mainly of a set of graphical elements see figure 3.5, such as activities, events, gateways, and flows, that are used to represent different aspects of a business process. Activities represent tasks or actions that need to be performed, events represent points in time or triggers for actions, gateways represent decision points, and flows represent the sequence and direction of the process. Figure 3.5: An example of how a BPMN could look like that has 3 lanes. It starts with a start event/trigger, ends with an end event, and the elements between our activities and gateways. 20 3. Models & Structured Methods in Service Design Figure 3.6: The BPMN diagram showcases a car repair case, from customer arrival to the final outcome, including inspection, diagnosis, repair, and payment. states that BPMN is a powerful tool for capturing and communicating complex business processes, allowing stakeholders to gain a clear understanding of the process, identify bottlenecks and inefficiencies, and suggest improvements. One of the key benefits of BPMN is its scalability and flexibility. It can be used to model simple processes, such as a pur- chase order, as well as complex processes that involve multiple systems and stakeholders. BPMN diagrams can be used to capture different levels of detail, from high-level process maps see figure 3.6 that visualizes a high level of a workshop visit for a car repair, while BPMN can also visualize detailed process flows. BPMN is a powerful tool for different functions/areas within a company making communication and collaboration easier between business analysts, process owners, developers, and other stakeholders. Even though it’s a powerful tool it still has its downfall where the complexity of a BPMN increases by the number of lanes and elements in between. It could also be really hard to motivate staff and stakeholders to Require staff in a company to learn how to analyze and design a BPMN. As a result of this, it could be that the diagram could be misinterpreted if they are not created with care. Inaccurate or incomplete diagrams can lead to misunderstandings and errors in the implementation of the process. In conclusion, BPMN could be a powerful tool for modeling and analyzing business processes if it’s interesting in the same way in an organization. Then it could enable organizations to improve their operational efficiency, reduce costs, and enhance customer satisfaction by providing a standardized language for describing and visualizing business processes. 3.4.3 Service Blueprint Shostack (1981, 1982, 1984, 1987) pioneered the development of service blueprinting in the 1980s, which was later studied in more depth by Kingman-Brundage (1989, 1991, 1993) who called it service mapping instead of blueprinting. Shostack service blueprint see figure 3.7 suggests that service blueprinting was a way for companies to examine several issues, and processes, isolate fail points, establish a time frame, and analyze profitability. A service blueprint allows a company to test its assumptions on paper and thoroughly work out the bugs by identifying process and failure points Shostack (1981). The service 21 3. Models & Structured Methods in Service Design blueprint is useful from the early stages of concept development until the final stages of service development. Bitner et al. that in the early stage, it’s a good way of visualiz- ing the processes and underlying organizational structures. While in the last stages of service design, the service blueprint should include all relevant functional areas in the organization even customers in order to make final refinements and translate the final blueprint into detailed implementation plans to support their activities within the blueprint. Figure 3.7: Simplyfied service blueprint. Adopted from Shostack, Service Blueprint 1981. Ever since the service blueprint was first introduced firms and organizations have evolved into becoming more customer-focused. The service blueprint has also evolved it doesn’t only visualize processes and identify failure points. According to Fließ & Kleinaltenkamp (2004) a service blueprint has two dimensions: the horizontal axis represents the chronology of actions conducted by the service customer and service provider. The vertical axis distin- guishes between different areas of action. These areas of action are separated by different “lines”. It has become more complex in the way that it involves front-end, back-end, and other support processes see figure 3.8. The appearance of service blueprints may vary depending on the organization and industry. However, the fundamental components of service blueprints typically consist of five components: customer action, onstage/visible contact employee actions, backstage/invisible contact employee actions, support processes, and physical evidence Bitner et al. (2008). The customer action revolves around customer actions, particularly their interactions with personnel within the organization and/or technology such as websites, as well as the tangible evidence that is visible to the customer throughout the different phases of service delivery Milton & Johnson (2012). 22 3. Models & Structured Methods in Service Design Figure 3.8: The service blueprint provides a visual representation of the different elements; evidence, front-stage, back-stage, and support processes that are involved in delivering a service. Adopted from Nielsen Norman Group. A service blueprint emphasizes the customer’s perspective rather than the organization’s. Successful firms follow a systematic design and development process, involving stakeholders at all levels, and continually iterate and improve their services Bitner et al. (2008). An example cited by Bitner, Ostrom, & Morgan highlights a case company that transformed its declining business by applying the service blueprint. The CEO printed a blueprint of the resort and compared it to a typical customer’s expectations. This visual analysis revealed gaps and differences that needed improvement, enabling the company to enhance the customer experience. Moreover, a blueprint encourages creativity, preemptive problem-solving, and control imple- mentation. It can reduce the potential for failure and enhance management’s ability to think effectively about new services. Also, the blueprint principle helps reduce random service development’s time and inefficiency and gives a higher-level view of service management prerogatives. Even though a service blueprint considers to be a method, it does not solve every service design problem. It is a complex, difficult to manage, and time-consuming process that needs a collaborating team and includes several different stakeholders that have a strong pull in the process Gibbons & Joyce (2020). 23 3. Models & Structured Methods in Service Design 3.5 Serious Games Figure 3.9: Serious games categorized in regards to game, play, whole, and parts. Adopted from Deterding et al.. Serious Games (SGs) are games or game-like systems built with game technology and de- sign principles for a purpose other than pure entertainment, it’s also an innovative and en- gaging tool in service design, providing valu- able insights into customer experiences and preferences Ávila Pesántez et al. (2017). They allow designers to understand underlying mo- tivations and emotional factors that shape cus- tomer journeys. SG promote empathy among designers, enabling them to step into the shoes of customers and identify painpoints and op- portunities for service improvement. Addition- ally, SGs help designers visualize complex service ecosystems, identifying areas for in- tegration and collaboration Brauner & Ziefle (2022a). The SG is a mixture of ’gaming’ and ’whole’ as illustrated in Figure 3.9. Apart from the term gamification that is described as the application of game elements into a non-game environment in order to give it a game-like feel. Gamification only integrates game-like mechanics like leaderboards, badges, and quests into projects whilst SGs are structured as full-scale games that emphasize the completion of a goal Deterding et al. (2011). 3.5.1 Structure of a Serious Game Serious Games (SGs) are games designed for a primary purpose other than pure entertain- ment. They are used in various fields such as education, healthcare, defense, and business to simulate real-life scenarios and provide players with an interactive and engaging learning experience. In the context of service design, SGs can be used to simulate customer journeys and allow players to step into customers’ shoes to identify emotions, painpoints, and prefer- ences Avila-Pesántez et al. (2018); Brauner & Ziefle (2022b). This approach aligns with the view of J. J. Brakus et al. (2009), who emphasize the importance of recognizing the sense, emotions, acts, and thoughts of customers in improving the overall user experience in service. SGs can be designed in various ways to achieve different learning outcomes. For exam- ple, they can be single or multiplayer, digital or physical, and can vary in their level of complexity and realism. The design of an SG should be tailored to its specific learning objectives and target audience. In our study, we used an SG to simulate a workshop visit and allow players to make decisions based on their specific needs and preferences. This approach provided valuable insights for enhancing the customer experience. Overall, SGs are a powerful tool for service design as they provide an interactive and engaging way for players to learn about customer journeys and identify areas for improvement. By using SGs in combination with other methodologies such as empathy mapping and the Kano model, 24 3. Models & Structured Methods in Service Design companies can gain a comprehensive understanding of their customer’s expectations and experiences and use this knowledge to improve their overall service. The structure of a SG is carefully designed to achieve specific objectives and ensure its effectiveness in engaging and educating players. Extensive research by Michael & Chen (2005) highlights that SGs typically adhere to a well-defined structure that incorporates key elements see Figure 3.10. These elements encompass clear goals and objectives, gameplay mechanics, and storytelling and narrative components, which collectively create an immersive experience for the players. Design factors such as attractive game characteristics, a well-defined narrative, and genre, as emphasized by Ávila Pesántez et al. (2017), play a significant role in enhancing the effectiveness of SGs in providing an engaging service experience for customers. Additionally, the navigability and flexibility of SG design are crucial considerations in service design, as they enable customers to make decisions tailored to their individual needs and preferences. Figure 3.10: The six elements of a serious game. Feedback and assessment mechanisms play a vital role in SGs as they provide players with valuable information about their performance and progress. This feedback enables players to understand the consequences of their actions and make necessary adjustments. Additionally, SGs often incorporate a progressive system with increasing levels of complexity. This progression allows players to continuously develop their skills and knowledge, fostering a sense of accomplishment and motivation to continue engaging with the game. Research by Gijsen et al. (2016) emphasizes the significance of appropriate feedback and prototyping in SGs, leading to enhanced learning outcomes while maintaining an enjoyable experience for multiple uses. Moreover, feedback mechanisms within SGs have the potential to improve learning outcomes and enhance the overall service experience. Immediate feedback and interactive participation encourage active engagement, as highlighted by Ávila Pesántez et al. (2017). By involving customers in the design process through game-based approaches, designers can gather valuable feedback, prototype different service concepts, and refine their designs accordingly. This collaborative approach ensures that the resulting services closely align with customer needs and preferences, ultimately leading to improved customer experiences. The last elements of an SG according to Michael & Chen (2005) are; user interface (UI) and visual design of a serious gameplay a significant role in its effectiveness. A well-designed UI enhances usability, engagement, and overall user experience. Drimify (n.d.) states that it allows players to intuitively navigate the game and interact with the elements. Furthermore, attention to visual design helps create an aesthetically pleasing environment that enhances immersion and enjoyment. Overall, the structure of a SG encompasses various components, including goals and objectives, gameplay mechanics, storytelling, feedback and assessment, progression, and user interface design. By carefully considering and integrating these elements, SGs can effectively engage and educate players in a wide range of domains and contexts. 25 4 Methodology This chapter offers a rigorous account of the research methodologies employed in the study, emphasizing transparency, reproducibility, and robustness. It outlines the rationale behind the chosen sampling method, the strategies for data collection across various research phases, and the mechanisms of data analysis. Notably, it introduces the Serious game methodology, a pivotal component of our research framework. Each methodological choice, tool, and material used is justified with its relevance to the research objectives, supporting the credibility and accuracy of our findings. 4.1 Project Planning and the General Approach The sentiments and expectations of customers are fundamental to the design of services. Consequently, project planning for a service development initiative should prioritize foster- ing close collaboration between the developers and the design team. Various frameworks like Agile, Design Thinking, and others are particularly suited for dynamic industries where the objectives continuously evolve, and customers remain at the center of operations Glaveski (n.d.). This project incorporated elements from all these methodologies but primarily adhered to the principles of Design Thinking see figure 4.1 which illustrates the different phases of this project. This study commenced with a Design Thinking approach, a problem-solving process de- signed to challenge the status quo and biases Kidd & Johnson (2020), to gather initial data. Utilizing empathy to understand the users, the project defined their needs and issues using a qualitative approach in data collection methodology. Following this, empathy mapping and the Kano model were deployed as analysis tools to further delineate customers’ needs. The study also identified the customer journey map, Business Process Model Notation (BPMN), and service blueprint as critical elements of the defining process. While the ideation phase underwent brief iterations, the bulk of this phase was embedded in the subsequent Agile and prototyping stages. These highly iterative phases were largely focused on comprehending customers’ perspectives on Lynk & Co’s existing workshop visit processes and their overall service expectations. 26 4. Methodology The latter stages of the project were primarily shaped by the iterative framework of the Agile methodology, which assists researchers in testing assumptions and learning from customer feedback. This approach involves the creation of a Minimum Viable Product (MVP), measuring its performance, and making decisions to pivot or persevere based on the results Galvin & Lee (2022). In this study, the MVP consisted of a simplified serious game aimed at simulating the workshop visit process. Figure 4.1: Overview of the project framework. 4.1.1 Initial Studies Regarding Lynk & Co and the Topic at Hand In this section data collection utilized for this research will be explained. The objective of this study was aiming at investigate a ’hassle-free’ customer journey for a workshop visit and in what way Lynk & Co can improve their current service experience. Moreover, this study aims to gain valuable insight into customers’ desires and expectations for ’hassle-free’ workshop visits. Therefore, an exploratory research design is employed to fulfill the research objectives. Given that perceptions of the car subscribers’ customer journey can vary among individuals and considering the exploratory nature of the study, a qualitative research approach is deemed appropriate. The prestudy included the collection of both primary and secondary data. The secondary data consisting of a literature study was initially made regarding Lynk & Co’s current offerings and the car-sharing business model explained in section 2.1.1 to gain an un- derstanding of its business model, as well of the methodology and approaches of service design and service development in order to build a general framework for this thesis. The information from Lynk & Co’s current offering gained was used to build the question used in the semi-structured interviews for internal and external stakeholders. The stakeholders 27 4. Methodology consisted of a selection of internal staff both front-line employee as well as management roles at Lynk & Co as well as their external partners such as workshops and car delivery companies. To gain a further understanding the case company’s target group was also assessed in the form of a focus group. The first step was focusing on identifying internal knowledge about the process of Lynk & Co. This was done through semi-structured interviews with internal and external key stakeholders such as front-line employees working in the customer service center, staff involved in the service and maintenance phase, and partners e.g workshop workers and people working for the PUD company. Secondly, semi-structured were conducted on four staff working in different areas in Lynk & Co. Furthermore, six external partners involved in the customer journey for workshop visits were also interviewed. This resulted in ten answers about the process and customer journey map and their process shown in section 5.1. Moreover, an initial focus group was conducted, consisting of six car drivers who answered questions about their expectations of the workshop visit. To gain a comprehensive understanding of the company’s offerings and its ecosystem, a selection of staff members was made based on the scope of the project, as determined by the after-market network department. The selected staff members included two in management roles and two front-line employees working as service agents who are directly involved in delivering the company’s offerings to customers. By selecting staff members who are part of the ecosystem for the offerings, the aim was to gain a deeper understanding of the company’s offerings and their underlying processes. The semi-structured interviews were conducted with four employees from different areas to explore the offerings and their underlying processes. The semi-structured approach allowed for a thorough exploration of the topics of interest, using open-ended questions to elicit insights and perspectives from the interviewees. The interviewees were encouraged to share their experiences and perspectives, providing valuable firsthand knowledge of the company’s operations. The data collected from the interviews were not recorded in any way, as the purpose was to maintain an open conversation with the staff. However, notes were taken during the meetings. The result of the interviews was analyzed using a qualitative approach, which involved identifying key themes and patterns in the data. The analysis revealed valuable insights into the company’s offerings and their underlying processes, shedding light on areas of strength and potential areas for improvement. Overall, the selection of staff members and the semi-structured interviews were valuable tools for gaining a deeper understanding of the company’s offerings and their delivery. In addition to the staff members directly involved in delivering Lynk & Co’s offering. Six other interviews were conducted with Lynk & Co’s partners which were the workshop and the PUD company, and the target group in a form of an initial focus group was also included in the external study. The partners included the workshops, the pickup and delivery company, and the target customer group, which consisted of car drivers between 28 4. Methodology the ages of 20-30. By including these partners, the study aimed to gain a comprehensive understanding of the company’s offerings and its ecosystem, as well as the perspectives of different external stakeholders. Data from external stakeholders were gathered through a range of qualitative studies, including semi-structured interviews, observations, and focus groups. The semi-structured interviews with staff members provided valuable insights into the company’s operations and processes, while the focus groups and observations with the target group provided insights into their experiences and need when it comes to a car subscription. The interviews and observations with the workshop and pickup and delivery company shed light on their perspectives and experiences as partners in the ecosystem. The initial focus group was held on-site, and all the participants were car drivers. According to McQuarrie et al. (1990), focus groups are particularly valuable when exploring social and cultural influences, as well as the motivations and attitudes that drive behavior. They allow researchers to observe group dynamics, nonverbal cues, and the interplay of ideas among participants. 4.2 Simulating the Service Through a Serious Game As prototyping a service in the same way as you would prototype a product is impossible, a simulation was devised as a replacement. The types of simulations available were limited by the scope of the project i.e. it was never an option to make changes to Lynk & Co’s current operations or to use their resources to launch a pilot program. The solution was to create a Serious Game (SG). Simulations are merely approximations of real-life processes. Making the game as realistic as possible presents its own set of issues however. As the stakes of the game are lower than those found in a real life scenario and the engagement, time investment, and knowledge that can be expected from study participants is reduced. A balancing act between realism and fantasy, hassle and fun, and ease-of-playing versus conceptual depth, was the main issue relating to the process of developing the SG. The upsides to the creation of the Innovation Game outweighed the potential drawbacks. For starters, the game eased the burden of having to find existing Lynk & Co’s customers, which as previously stated turned out to be the biggest hurdle of the project. It did this by allowing the study participants, regardless of their familiarity with Lynk & Co’s offering, to quickly understand the key aspects of the offering. It also served as a way to create ’artificial anecdotes’ which allowed the participants, with limited prior experience of Lynk & Co, to understand the process and the experience of being a customer in a way that opened the door to deep conversations about the offering. During each gaming session, time constraints were considered as pivotal risk factors with regards to the success of the session. In an effort to ensure seamless progress, players were given an introductory PDF file ahead of the game. This file encompassed a thorough 29 4. Methodology detailing of the game’s mechanics, its governing rules, character information, and a few potential game scenarios. For reference, one of the six files can be located in Appendix B.1. 4.2.1 Game Loop and Central Mechanics The game was based on the scenario below. All players were assigned the same exact scenario as this made it easier to compare the different players’ actions and comments. This specific scenario was chosen due to the fact that it describes a commonly occuring issue, while also being relativly easy to resolve. These aspects were appropriate as the findings became easier to obtain, but also relevant and applicable to the majority of customer issues. ” — You are a subscription-based customer of Lynk & Co. On a fateful Monday morning, you notice that your precious Lynk & Co 01 has a crack in the windshield, most likely caused by a stoneshot. You are aware of the fact that as a subscriber it is your responsibility to address this issue as fast as possible. Besides reporting the issue to Lynk & Co, you have to make sure that the car enters a workshop by the end of the week! — ” The Game Loop The goal of the game was to book a workshop visit while minimizing built up ’RAGE’. It was expected of each player that they would act in accordance with their character traits (see 4.2.2). The basic game loop consisted of: (1) If not the first turn, the player had to answer a neutral questions regarding the game and/or the offering. (2) The player had to make a verbal choice on how to proceed, using the Game Master’s prompts as inspiration (see 4.2.4). The player could only do one thing per turn, which in this case meant following a line of reasoning/questioning/action to its logical conclusion. Creative actions, which required cogent arguments for their suitability, were highly encouraged at all levels of the game and shaped how the game progressed in every session (see 4.2.3 for additional information on how this aspect of the game was managed). The Props Employed Several props where created to support the game, both in clarity and in increasing player engagement, see the setup for a game with three players in Figure 4.2. A gameboard was created to provide the game with a psychological center of attention. Besides this function, it also served as a way to keep track of the current turn when combined with the large metal piece. Pieces and dice for dueling other players using individual superpowers were also included. Lastly, each player was given a set of individual paper sheets detailing their character and their schedule. All of these concepts will be explained in further detail later in this chapter. The Game Mechanics The ’RAGE’ scoring system was a crucial aspect of the game’s mechanics. This was a variable that was carefully tracked and adjusted for every player upon the completion of each round. Players remained unaware of their individual ’RAGE’ scores throughout the gameplay. This score could either increase, decrease, or remain constant at various stages of the game. The extent of these changes was influenced by several factors, including the character type given to the player. A table including guidelines 30 4. Methodology for determining updates to players’ ’RAGE’ was present during the sessions. Both the booking and subsequent rebooking of workshop time slots were permitted within the game’s structure. These time slots were determined through a combination of logical argumentation and an element of chance, in this case being a random number generator (RNG) determining a slot in the schedule. However, it was strictly enforced that only a single participant could attend the workshop each round. Figure 4.2: The typical game setup for a game with three players. The props used include; the game board, the pieces for keeping track of the rounds and for dueling (along with accompanying dice), the players’ character sheets, and their schedules. To add an additional layer of excitement to the game, elements of fantasy, such as super- powers and duels between players, were introduced. While these elements did not reflect realistic scenarios, they could still be employed once during the game. These game elements reflect the large emphasis placed on creating an engaging and fun experience for the players. The players were not actually dealing with real world problems, the timelines were vastly shorter, and there were no financial issues facing the players. Thus, a sense of compitition and wanting the best outcome for one’s self had to be created through these other means. Also, as previously mentioned, the game encouraged innovative thinking. This meant that unique, character-appropriate ideas that are relevant to the game’s events could be accepted, provided a solid argument was put forth in support of the proposed strategy. This feature provided players with an opportunity to inject a degree of personal flair into the gameplay, which was important as to not restrict their disicion making process. 31 4. Methodology The Players’ Schedules The game structure incorporated a total of 10 turns, spanning both the morning and afternoon from Monday through Friday. Players were allowed to undertake a single action during each turn. Each activity undertaken would be documented in the game schedule. If any player’s activity was overlooked, this omission would generate ’RAGE’. It’s noteworthy to mention that multiple activities could potentially occupy the same time slot. The exact accumulation of ’RAGE’ was contingent on the nature of the activity and the character involved. Over the course of the gameplay, alterations to the schedule might transpire. Players were advised to record any such changes on the provided sheet of paper, thus ensuring the accuracy and consistency of game records. Figure 4.3: One of the six schedules that were provided to the players. 4.2.2 The Six Characters The Six Thinking Hats is a tool for group discussion and individual thinking introduced by De Bono, Edward (1985). It was designed to help facilitate more efficient, effective, and balanced decision-making and problem-solving. The concept involves using six metaphorical hats, each representing a different type of thinking. These hats are analogous to characters in the context of this project. By ’putting on’ a specific hat, participants direct their thoughts in a specific, focused way. This allows for a more comprehensive exploration of a problem or situation, reducing confusion caused by trying to consider multiple perspectives at once. The Six Thinking Hats provides a structured approach to brainstorming and decision-making, promoting lateral thinking, and reducing conflicts caused by differing perspectives within a group. By segregating thinking into these six clear roles, the method 32 4. Methodology allowed the groups to switch between different types of thinking and this ensured that all perspectives were considered in the situations the players encountered throughout the game. White The White Character represents the objective and analytical perspective in a discussion. When wearing this hat, participants are expected to gather and present factual information, data, and evidence. The focus is on providing a neutral, unbiased analysis of the situation, without personal opinions or emotional involvement. This can include statistics, research findings, and relevant details to help inform the decision-making process. The White Hat is crucial for establishing a solid foundation of information upon which other perspectives can build. Red The Red Character represents the emotional and intuitive side of the decision- making process. When wearing this hat, participants are encouraged to express their feelings, hunches, and gut reactions to a situation or idea. This allows for the exploration of emotions, such as excitement, fear, or enthusiasm, which may influence the outcome of a decision. The Red Hat acknowledges that emotions play a vital role in decision-making, and provides a safe space for sharing these subjective responses without judgment. Black The Black Character represents a critical and cautious perspective, focusing on potential risks, weaknesses, and flaws in an idea or plan. When wearing this hat, participants evaluate the situation from a skeptical point of view, assessing the possible downsides, barriers, and limitations. This hat encourages a realistic approach to decision-making, ensuring that potential issues are identified and addressed before moving forward. The Black Hat helps to prevent over-optimism and ensures that decisions are grounded in practicality. Figure 4.4: The character sheets representing the white, red, and black hats. Yellow The Yellow Character represents a positive and optimistic outlook, focusing on the benefits and opportunities presented by an idea or plan. When wearing this hat, participants highlight the strengths, advantages, and potential successes that can be 33 4. Methodology achieved. This hat encourages constructive thinking and enthusiasm, which can motivate the team to overcome challenges and strive for the best possible outcome. The Yellow Hat fosters a can-do attitude and promotes a positive approach to problem-solving. Green The Green Character represents creativity and innovation, encouraging partici- pants to think outside the box and explore alternative solutions to problems. When wearing this hat, brainstorming, imagination, and divergent thinking are emphasized. Participants are invited to propose new ideas, approaches, and perspectives without fear of judgment. The Green Hat creates an environment that nurtures experimentation and fosters the development of novel solutions, driving growth and evolution. Blue The Blue Character represents organization, control, and the overall management of the decision-making process. When wearing this hat, participants focus on coordinating the discussion, ensuring that each of the other hats is used effectively and in a balanced manner. The Blue Hat sets the agenda, outlines the strategy, and monitors progress. It also helps in reviewing and assessing the outcomes of each thinking phase. The Blue Hat serves as the facilitator, providing structure and guiding the team through the entire process. Figure 4.5: The character sheets representing the yellow, green, and blue hats. 4.2.3 The Role of the Game Master — The Seventh Character Creativity in navigating the game was highly encouraged, but it could also be abused. Therefore, a Game Master (GM) was present during each session to keep the players in check and to ensure the smooth running of the game. The GM’s responsibilities included keeping track of turns, player actions, ‘RAGE’ scores, and updating players on their current status and options for proceeding. The GM was perhaps the most important character in the game, as they balanced the players’ freedom and the game’s flow. The role of the GM in this serious game was similar to that of a GM in a multiplayer video game or a role-playing game. According to Serious Games - Master’s Programme (2021), a GM oversees gameplay and enforces the game’s rules, while also providing general 34 4. Methodology customer service. A GM also organizes gameplay and makes sure that players know the rules before they join the contest Wendel et al. (2012). In addition, a GM can also adapt the game to the players’ needs and preferences, and create a more engaging and immersive experience Gamemaster (2021). The game and the GM followed an established game structure, but they also allowed for creative and unexpected events. However, they were not arbitrary and made decisions based on predetermined rules. The rules and conditions present in the actual offering were always respected. In situations where players tried to use ta