Chapter Twenty-Six: Segmentation – Concentrating Customer Needs

ConPriDigm AvatarQuality IS…concentrating the needs of the customer.

Why does the concept of segmentation lead to concentration of resources in markets where competitive advantage is the greatest?



Conceptual Pattern for Segmentation

Segmentation is the structure of something that is made up of a series of similar segments separated by the creation of a boundary that divides or keeps apart subdivisions of a population with similar characteristics. It is a number of related elements or events with measurable properties and features. Segmentation is the logical or comprehensible arrangement of separate elements coming one after another in sequence or are arranged in a particular order on the basis of a common characteristic. Segmentation may exist for only a short period of time in which each member is adapted for a special use in a particular operation and are of the same kind, belonging together, and are so used in a way that they are the greatest possible degree of something and the final or limiting point resulting in a restriction in what can be done. Segmentation helps to distinguish an item, person, phenonomenon, etc., usually divided into three categories: (1) physical, (2) functional, and (3) operational. (Pattern Engine – Segmentation N=12 © 2014)

If segmentation is understood then the meaning of Quality will follow.

First Principle: The purpose of segmentation is to identify groups of potential customers with similar needs and/or characteristics who are likely to exhibit similar behavior. 1

Second Principle: Customer segmentation leads to the concentration of resources in markets where competitive advantage is greatest and returns are high. 2

Third Principle: The segmentation process starts with knowledge of who the customers are, how are they different and what are their needs. 3

Fourth Principle: Each segment must be of sufficient size to justify expenditures, must   be clearly distinguishable from other segments, must be accessible to the company, and must be compatible with the company’s resources and expertise.3

Fifth Principle: To understand what lies behind the choices made by customers requires their behavior to be understood in terms of the needs they are seeking to satisfy. 2

Sixth Principle: Customers have a limited number of similar needs and wants that can be sated by providing sets of similar products that create superior value. 1

Key Conceptual Patterns


Behavior is the aggregate of responses to internal stimuli in which a person, organism, or group responds to a specific set of conditions. Behavior is the prevailing context of circumstances following a phenomenon that stimulates information. It is something said or written in reply to a statement or question as in words or in some action that influences the performance or outcome of the process for something to happen. Behavior is based on a set of facts that surround a situation or event and that and encourages an activity or a process to begin, increase, or develop. (Pattern Engine – Behavior N=12 © 2014)


Expertise is the skilled knowledge of an expert acquired from experience, training or study. Expertise engenders special knowledge and ability acquired by repeated practice. It is skillful performance in a particular field or activity or in any special branch of learning that results in doing something well. It is usually gained through training or experience for producing solutions or performing tasks in some problem domain. Expertise is the result of an activity or exposure to events or people over a period of time resulting in knowledge acquired by learning and instruction that leads to wisdom. (Pattern Engine – Expertise N=12 © 2014)

Next Post: Improvement – a Strategic Event

 1   Art Weinstein: Handbook of Market Segmentation – Strategic Targeting for Business and Technology Firms, 2004.

 Malcolm McDonald & Ian Dunbar: Market Segmentation – How to Do It , How to Profit from It, 2004.

3   James H. Myers: Segmentation and Positioning for Strategic Marketing Decisions, 1996.

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Chapter Eleven: Curriculum – Shared Paradigms

ConPriDigm AvatarQuality IS…scientific technique not shared paradigms.

Why should curriculum be based on the needs of potential employers—not the shared knowledge and paradigms of individuals and institutions?


Conceptual Pattern for Curriculum

A curriculum is an integrated set of combined, required or prescribed academic courses of study, arranged in a sequence, to be fulfilled for a particular purpose. A curriculum is a process involving a serial arrangement of sessions that results in learning. A curriculum integrates a number of classes or lectures in an academic subject or a practical skill. A curriculum follows a logical order or a recurrent pattern for applying the mind to understand a subject by reading, thought, intuition or research using the scientific method. Curriculums have a specific connection through time imparting an education to students. (Pattern Engine – Curriculum N=12 © 2014)

If curriculums are understood then the meaning of Quality will follow.

Scholar Academic Curriculum  from Curriculum Theory, Conflicting Visions and Enduring Concerns by Michael Stephen Schiro, 2008.

First Principle: The purpose of a curriculum is to help children and young adults learn the accumulated knowledge of our culture and academic disciplines.

Second Principle: Scholars accomplish the extension of the discipline through the transmission of its knowledge and ways of thinking to students.

Third Principle: The curriculum must reflect the essence of the discipline.

Fourth Principle: The essence of the discipline is a defined area of study; the collection of facts, writings, and other works of scholars associated with a community of individuals who’s ultimate task is the gaining of meaning in one domain of the world of knowledge.

Fifth Principle Disciplines are viewed as hierarchical communities consisting of inquirers into new knowledge, teachers of knowledge, and learners of knowledge.

Sixth Principle: The primary characteristic of the knowledge that Scholar Academics consider to be potential curriculum content is that it is claimed by one of the academic disciplines as belonging to its domain.

 Social Efficiency Curriculum from The Curriculum by John Franklin Bobbitt, 1918.

First Principle: The educational task and purpose preceding all others is the determination of a scientific technique of curriculum design.

Second Principle:  Effective organization of learning experiences allows curriculum objectives to be efficiently accomplished by stimulating learning to take place efficiently, where efficient is defined in terms of expenditure of time, money, and human resources.

Third Principle:  Educators must determine the needs of society (terminal objectives) and the product that fulfills those needs (curriculum).

Fourth Principle The discovery and clear specification of terminal objectives is the first task educators undertake.

Fifth Principle: Knowledge is a skill or a capability for action identifiable as the successful performance of a class of tasks.

Sixth Principle: Human life consists of the performance of specific activities; a curriculum that prepares for life is one that prepares for those activities.

Key Conceptual Patterns


A discipline is a branch of knowledge involving the practice or methods of teaching and enforcing acceptable patterns of behavior via a system of rules of conduct. A discipline is the psychological result of systematic execution and a manner of acting.  Disciplines are orderly, logical arrangements of acts usually in steps according to a plan that result in perception, learning and reasoning.  A discipline germinates from the combination of data, information, experience, and individual interpretation leading to the awareness or understanding of a circumstance or fact. A discipline is gained through association, management, and controlling of a process or activity.(Pattern Engine – Discipline N=12 © 2014)


Evidence resulting from study and experimentation requiring or demonstrating systematic knowledge and skills, exactness in observation and testing, and keen but dispassionate interest in the truths of nature leading to organized general principles. An assumption based on a fact or belief. A proposition or principle that can be demonstrated or verified in reality that is received and understood and gives a sign or proof of the existence or truth of something, or that helps somebody to come to a particular conclusion concerning a natural phenomenon or its function in a complex system of thought that is accepted as true and can be used as a basis for reasoning or conduct. (Pattern Engine – Scientific N=12 © 2014)

Many concepts will be expanded to conceptual patterns in the book can you pick them out from the principles?

Next Post – Chapter Twelve: Metrics – The Handle on the Door to World Class Quality



Flashback in Theory Chapter

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Acknowledgements: Michael Stephen Schiro and John Fran more...