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>> So we're going to do a paired comparison analysis now.
And our client, again, it's a single client.
And the focus for this client is prioritizing.
These are things you want, and you would like to figure
out some order or preference for them.
So would you come up and just share a little data with us?
>> Yeah. Yeah.
So I basically want to explore the different --
my different ideas on a career that I want.
I'm going to be graduating in May, so I got to kind
of figure that out pretty soon.
These are all jobs that I've researched
and thought of before.
And I kind of have still like interests
in doing them once I get out of school.
So --
>> Okay. And can you tell us why those are
of particular interest?
Like what's your background --
>> Yeah.
>> Or experiences or desires around those?
>> I've always really liked marketing and public relations.
And I'm taking a class on it this semester.
And I've applied for numerous internships in that field.
I took -- I also took a museums studies class,
and I really liked the curating side.
I got to curate a museum exhibit.
And I really like doing that.
Teaching has always been like my fallback plan.
Like if I can't really find anything, I can go [inaudible].
>> No offense to the teachers in the audience.
>> Yeah, no offense to the teachers because it is hard.
>> Just personal preference.
>> I always -- when I first started out in college,
I wanted to do event planning.
And so I still kind of want to do it a little bit.
I'm really good at like planning things.
And then a travel agent.
I'm really good at like planning vacations and things like that.
So I'm very organized with that kind of stuff.
So --
>> Any questions for her?
>> Is your undergrad in teaching?
>> My undergraduate is in hospitality,
which is where the event planning --
>> Okay. Okay.
>> And travel agent come from.
>> All right.
You can go ahead and have a seat.
We're going to have her do this.
But, you know, again, it's great to have support of a group.
So this is something that could have been done just her
by herself, but having a group stay while a client does this
just brings the energy.
So all right.
Let me ask you this.
All right.
Here's our rating scale.
Slightly more important, moderately,
and much more important.
>> Okay.
>> All right.
So I'm going to ask you a few things about this,
and they're going to be forced choices.
>> Okay.
>> So if you had to choose between the job
in public relations and museum curator, which would you choose?
>> Public relations.
>> All right.
And let me ask you how much more you like that one.
Slightly, moderately, or you like that particular direction
for a career much more?
>> Moderately more.
>> Okay. So moderate is a two.
>> Two. Mm-hmm.
>> We're going to give the [inaudible] a two.
>> So reminded her on the goal and what she's looking at here?
>> Yeah. And also the rating scale.
>> Public relations against teaching.
Which would you choose?
>> Public relations.
>> She says with a smirk.
Moderately more important to you -- excuse me.
Slightly, moderately, or much more important?
>> Three. Much more.
>> That choice.
Okay. So that's a much stronger choice.
Public relations against event planner.
Which would you choose?
>> Even planner.
>> And is it slightly more appealing to you,
moderately more appealing, or much more appealing?
>> One, slightly.
>> So she's comparing option A --
>> Public relations against travel agent.
>> Versus every other options.
>> Travel agent.
>> And how much more appealing is it to you?
>> Moderately, so two.
>> So very deliberate.
One by one.
>> Curator against teaching.
>> Curator.
>> And how much more appealing is it?
>> Two, moderately.
>> See, she's got the slightly, moderately, much down now.
>> Museum curator against event planner.
>> Curator.
>> How much more appealing?
>> Slightly.
>> Museum curator --
>> A one.
>> Against travel agent.
>> Slightly should be one.
>> It should be one.
>> Oh, thank you.
>> Travel agent.
>> And how much more appealing?
Slightly, moderately, or much?
>> Moderately.
>> That's two, right?
>> Yeah.
>> Mm-hmm.
>> Good to have [inaudible].
Teaching against event planning.
>> Event planning.
>> How much more appealing is it?
>> Much more.
>> Teaching against travel agent.
>> Travel agent.
>> How much more?
>> Three. Much more.
>> And event planner against travel agent.
>> Travel agent.
>> Good. How much more?
>> Slightly.
One.
>> All right.
So now what we're going to do is add these up
and see what your priorities are according to how you rated them.
But it's a forced choice here.
So how many As do we have?
>> Five.
>> Two.
>> Oh, sorry.
The score is five.
>> No, that was good because what people will do is they will
just do how many As when actually, this A is weighted
as a two, and this is a three.
>> So it's a trick question.
What you really want to ask is the weighting of them.
>> Public relations was a five.
>> [Inaudible] make it a five.
>> Oh, okay.
>> See? Because that's the weighting.
>> Mm-hmm.
>> All right.
Let's look at the Bs.
Find them.
Add up the exponents.
>> Three.
>> Three.
>> So see, that language gave them --
>> Zero.
>> A little more targeted towards what we're looking for.
>> Which is the weighting.
>> Event planning.
>> Four.
>> Travel agent.
>> And one for [inaudible].
>> A, B, E.
>> [Inaudible].
>> Wow. That was the last.
>> Eight.
>> Yeah.
>> Yeah.
>> [Inaudible].
>> All right.
So now what we have -- obviously, you know,
with adults, you may not need to put the priorities
down here, but we can do that.
So first priority is --
>> She could see the priority, but this helps.
Gives her a visual.
With younger kids, you really need to do
that because they have to be able to see it.
So the weighting is up there, and now the order
in a simpler form is down below in case you want it.
>> I don't think that should be on the list.
>> [Inaudible].
>> It really doesn't come out as a priority as well.
>> Mm-hmm.
>> Right.
>> Because it's not -- all right.
So tell us about how this -- tell us about how it went.
>> I'm actually kind of surprised at the results
because I thought that public relations was a lot higher
on my list.
And obviously, I think
that travel agent is a little bit higher.
>> Why do you think you rated it higher when you had to choose?
>> I think it's the opportunities
to travel is more with a travel agent.
And I still really want to travel a lot more.
So I mean, you can with public relations, but not as much
as you can with travel agent.
>> Do you see yourself exploring some of these more
than others now that you prioritized?
What do you see yourself doing?
>> Yeah, I'm definitely going to look
into doing travel agent more and event planning a little bit more
as well because I didn't realize how high up it was.
>> Okay. So when you look at them, they're pretty,
you know -- five, four, and eight, they're a step above.
Three is not, you know.
But obviously, you did some sorting there with some of it.
>> Yeah.
>> All right.
Yay [phonetic].
Give her a hand.
Let's -- just to brief this a little bit while we're still
here and talking about how this works.
And tell us what you noticed with this particular tool.
>> Go ahead.
>> That it can surprise you because you're putting
up against each other instead of looking at it individually.
You're comparing it, and that forces another type of thinking.
>> All right.
So this is different than a lot of the tools we've done.
>> Yeah.
>> Yeah.
>> Mm-hmm.
>> That whole forced choice, one against --
so it's very methodical.
>> Mm-hmm.
>> Yeah. Yeah.
>> Yeah.
>> Very methodical.
People who don't like -- people never --
>> Yeah.
>> Met an idea they didn't like hate this tool.
>> Yeah.
>> And find it very valuable.
>> Mm-hmm.
>> Mm-hmm.
>> So that's when you would want to use it?
>> Yeah.
>> Yeah.
>> It feels good to watch them too.
What else you notice about the tool?
>> It clarifies thinking because when you're trying
to compare five options to each other, it's not as easy
as when you compare one to one.
>> Mm-hmm.
>> Uh-huh.
>> And then one to two and one to three and that way.
So it really organizes it.
>> Simplifies.
Yeah. Yeah.
So as opposed to the card sort, which is a nice, quick took,
but the first thing you're asked is which do you like the best?
Yeah.
>> Mm-hmm.
>> So it won't do the same thing this will do.
This one is more powerful in its ability to help you prioritize
when you don't see where one is better than the other.
And that's, I guess, what you had said.
>> Yeah. Yeah.
>> And I think it makes you be impulsive,
and so your true feelings come out.
>> Yeah. [Inaudible].
>> So you're forced to just pick which one.
>> Yeah.
>> And sometimes people have trouble picking.
>> Yeah.
>> They'll be like ugh!
I'm like got to pick.
>> I know.
I didn't want to pick some of them, but I had to, so I did.
>> So you do.
>> Yeah.
>> So you do.
>> Yeah.
>> It forces.
Now, I could also do the rating scale larger
so that these really get sorted out even more.
>> Yeah.
>> So I could make this, you know, ten, five, one,
for example, and that way we'd even see some other priorities,
which I might do if my client's really having difficulties
and really likes it all.
And then we can --
>> Especially if they're going to come out close.
>> Right. So that's not five, four, four, four.
>> Right.
>> What else?
>> I know at first I was confused about the rating scale.
I was like what do those numbers mean?
Do they matter?
And then I realized, it was like, oh,
you like count them up together.
>> Yeah, up to ten.
>> Did you noticed
that I changed the wording as we went through?
>> Yeah.
>> Because this said slightly more important.
And I said -- I don't know what I said,
but I said something else.
Slightly more --
>> Appealing.
>> Appealing.
Yeah.
>> Appealing, which was a better phrasing --
>> Mm-hmm.
>> For hers.
>> Yeah.
>> So a lot of times you might even create the rating scale
very specific to the issue that you're working with.
>> So that's a generic rating scale that's up there.
>> [Inaudible] putting in here.
Because as I went along,
I knew that wording was a little better, so continued with that.
>> Mm-hmm.
>> So do you take that chart with you or do you --
I see it posted on the chart.
Do you --
>> You could.
>> Do it on regular paper or --
>> A lot of times if I'm doing it with a group, it's on paper.
Now, the reason I -- I could have her do it on a little one,
but if the group is there and the group is involved
in helping her do a creative problem-solving session,
and so they're involved in the generating when it's needed,
she does the selecting, we may be taking this and going
on to another step of the process
that you all would be involved in.
So now you're completely up to speed with where she's
at because you've watched her.
As opposed to her doing it on a little sheet of paper.
So this is for public viewing, even though it's hers.
But I have them on little sheets and do it on little sheets most
of the time if I'm having people do it.
>> Is it best to use this with mutually-exclusive ideas
so that you could only either be a public relations expert
or a teacher?
Or you could just be a travel agent or an event planner?
You couldn't be both.
So is it best to use in situations
where it's that black and white?
>> Take it back to the focus of the tool.
The focus of the tool is prioritizing.
So it works really well with distinct.
>> Okay.
>> Could it work with others?
I suppose.
But the idea is think of the function.
Do I need to prioritize?
If I'm looking at things that are similar and I might do that
and there's a bunch of them,
maybe it's clustering or something else.
But each tool has a --
>> You want to be able to separate out --
>> Right.
>> The ideas so that they're distinct.
>> Not as critical that these are absolutely distinct.
In the matrix, critical.
Critical. Well, maybe that's not true.
I don't know.
It does work better with distinct.
Anything else?
>> I used the tool once, and I had a larger one like that.
And then had each person
in the resource group do their own prioritizing
for themselves just to reflect for the client.
So the client could ask them their opinions
and get -- if they had --
>> Nice.
>> Because some people might have experience
in those different categories.
>> Hmm. Nice.
>> And that seemed to help them.
>> Plus it also keeps them engaged.
>> Keeps them doing.
Yeah.
>> They learn another tool.
So great. Great.
Other ways you've used it or could see using it?
>> I think you can use it
to like further clarify what you want to do after the matrix.
>> Or in this case, the PCA.
>> [Inaudible] after the matrix.
>> Yeah.
>> But not before.
>> Oh, after the matrix.
>> This is a powerful tool to bring out.
>> Mm-hmm.
>> But if you kind of mess with the matrix, you've looked
at the strengths and weaknesses and you're still going okay,
I got some I like, I'd like to continue
to make some decisions --
>> Yeah.
>> You may or may not --
>> Usually, you would, but --
>> Right. You might use it in combination
after a highlighting, let's say.
>> All right.
Nice work.
Nice work.
>> The other thing this is great at, example,
in the simplest form with an individual client.
You can also use this with a group client
where you have each individual do a PCA,
and then put the results into a group grid, which --
>> And that's very powerful.
This is a particularly good tool for that.
And we do model the grid as well.
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