E-banking comes to town: Exploring how traditional UK high street banks are meeting the challenge of technology and virtual relationships

UK high street banks are continuing to extend the choice of channel through which customers can manage their moneycolon; an obvious example is e-banking. They have been keen to exploit technological advances and changing customer attitudes to alternative channels. Additionally, competition from leaner new market entrants has provided an added incentive to adopt new approaches. In the light of such developments, it is worth reflecting on the changing nature of the bank–customer relationship. This paper suggests that banks are finding it difficult to manage relationships effectively due, in large measure, to the sheer volume of customer data generated by new interactive, technology-based channels. Paradoxically, it seems that the more data banks have about customers the less likely they are to know them on a personal level. It is further suggested that channels such as e-banking potentially reduce the level of personal contact between bank and customer to the extent that a ‘virtual’ relationship develops. This paper concludes that, given the tendency towards ‘virtualisation’, it is inconceivable that bank–customer relationships will become any more intimate in the future. Indeed, a greater degree of personalisation in customer communication may be the very best that banks are able to offer.     

Teaching New Product Development To Employed Adults

The purpose of this article is to report the lessons derived from broad practical experience in teaching new product development (NPD) to employed adults. My observations are importantly augmented by diverse comments from nine other service providers who also conduct and participate in similar NPD education. Our combined lessons summarize what works and what to be forewarned about. (“Those who cannot remember the past are condemned to repeat it.”– George Santayana.) We believe that what we have learned from our very different and extensive involvement can help several audiences: (1) others who offer or plan to offer and deliver NPD education – educators, service providers, or practitioners; (2) organizations that may wish to sponsor NPD training in any form; and (3) those who expect to participate as students in NPD seminars or courses. The article has four main sections, all of which are intended to provide pointers and helpful suggestions based on our collective experience. First is a discussion of issues concerning program set‐up and acceptance. Both sponsors and participants have important responsibilities for this, which are explained. Second is a discussion of practical issues specific to NPD education. The varieties of subject matter and support materials, format options, techniques to sustain interest, instructor characteristics, and client confidentiality are covered. Third is a discussion of practical logistic issues that apply to all adult education but with an emphasis on NPD. Advance warning of what can be and has been encountered may help you circumvent many avoidable problems. Fourth is a brief discussion about the future for NPD education. In this we speculate that the emergence of broadband Internet may provide a new modality, the effectiveness of which is still uncertain. An important insight for you to note is that we do not always do the same thing or approach teaching situations in the same way. What has worked for one of us may not have been effective for another or in another situation. In summary, the experiences we record should help you improve the delivery of NPD education or more efficiently benefit from participation in such training. © 2002 Elsevier Science Inc. All rights reserved.     

Predicting the geo-temporal variations of crime and disorder

Traditional police boundaries—precincts, patrol districts, etc.—often fail to reflect the true distribution of criminal activity and thus do little to assist in the optimal allocation of police resources. This paper introduces methods for crime incident forecasting by focusing upon geographical areas of concern that transcend traditional policing boundaries. The computerised procedure utilises a geographical crime incidence-scanning algorithm to identify clusters with relatively high levels of crime (hot spots). These clusters provide sufficient data for training artificial neural networks (ANNs) capable of modelling trends within them. The approach to ANN specification and estimation is enhanced by application of a novel and noteworthy approach, the Gamma test (GT).