商业挑战
将解决方案公司. (TSI) was engaged by a southern flagship institution to ensure that appropriate mechanisms were in place to meet the needs of the University community for the modernization of its student information systems, which included the four University institutions. The project was driven by the Chief Information Officer (CIO) in collaboration with the other three campus CIOs.
To support the broader priorities of the CIO for improvement across 信息技术服务 and the University, a 项目组合管理 Office (PMO) was established. TSI, 与项目管理办公室团队合作, was tasked with training and mentoring the PMO 工作人员 in business 过程改进 (BPI) methodologies. 另外, TSI spearheaded the 过程改进 initiatives across the four campuses to assess the current state of readiness for change, 改进的机会, 痛点, 新学生制度的要求, 并收集有关学生的资料, 工作人员, 教师, and administrator experience across the four institutions through 组成体验课程.
TSI的方法和作用
方法
To accomplish the identified goals, TSI engaged in the following:
BPI培训和指导
TSI was asked to provide in-depth training in TSI’s BPI methodology. 拥有不同经验水平的项目管理办公室工作人员, TSI选择实现它的“I DO”, 澳博app下载所做的, 你有培训和指导的方法. This approach provides a deep dive exploration of the 6 steps of the methodology followed by hands-on implementation of the concepts learned. It also allowed each individual in training to progress at their own pace. 在I - DO阶段, the TSI facilitation team led the facilitation and 文档 of the current state, 当前状态分析, 和未来的状态 sessions and developed the deliverables for each session. The facilitators-in-training observed the methodology in action during the I DO sessions and reviewed the process of creating and finalizing the deliverables.
在澳博app下载所做的阶段, facilitators-in-training were actively part of the facilitation team for current state, 当前状态分析, 和未来的状态 sessions as well as for the development of deliverables for each process area. 与TSI促进团队合作, the facilitators-in-training took the lead with mentoring, 指导, 并根据需要提供反馈. Once a desired level of competencies were achieved and communicated, 个体继续进入“你做”阶段. 在YOU DO阶段, each mentee took the lead for the facilitation team for all stages of the 过程改进 and developed the deliverables independently with review and feedback from the TSI team. TSI was present to provide feedback and assistance as needed. 为每个会话, pre-session planning and post-session debriefing meetings were held to share best practices for preparing for 过程改进 and gathering feedback about implementation of the methodology and engagement with stakeholders. 另外, 为每一个澳博app下载做和你做的会议, verbal feedback and written feedback in the form of a rubric with comments were provided to each individual. The rubric included competencies such as preparedness, 会议管理, 方法的实现, 和软技能. Competency development was rated with the following scale with detailed feedback for each:
- 卓越-为下一阶段做好准备, 表现出充分发展的能力, 不再需要共同支持
- Proficient – Evidencing growth and development of competencies, may need more co- support but showing strong progression.
- 正在开发中——还没有为下一阶段做好准备, needs to receive feedback and mentoring for further development, 仍然需要共同支持.
BPI的训练
Once each PMO 工作人员 member evidenced mastery of each competency for BPI development, they were engaged to serve in a collaborative role with other mentees, 观察, co-facilitating, 提供建设性的反馈. 另外, they were engaged to facilitate the training presentations for different topics to 工作人员 within the PMO, 信息技术服务, 或大学的其他利益相关者. 修改和发展培训内容, PMO 工作人员 collaborated with TSI to add relevant examples, 制定案例研究内容, 和跟踪交货. Each mentee received feedback, suggestions, and coaching throughout their trainer development.
过程改进会议
TSI created a visual representation of business 流程 that identified the stakeholders responsible for the process, 它应该达到什么样的标准, and how the success of each process should be determined for critical entities with direct influence into the Student System: Recruiting and Admissions, 学生记录, 学生账户, 和金融援助. These student-focused units were assessed independently at each of the four institutions to document the similarities and differences of the current state business 流程.
作为I DO的一部分, 澳博app下载所做的, 你做BPI训练的阶段, Business Process Analysts (BPA) worked collaboratively with TSI team members to manage the process work in order to appropriately plan for, 工作人员, and map out 流程 for all functional areas across the University that worked with the current student system. This included all functional areas that touched Recruiting and Admissions, 学生记录, 学生账户, 和财政援助，如体育, 财务主管, 金融援助, 注册商, 建议, 国际项目, 研究生院, 和其他人. After a pilot phase of 过程改进 through the current state, 当前状态分析, 和未来的状态, the University decided to expand 过程改进 to all four campuses. This decision was intended to align system requirements and 流程 across all four campuses to align needs for a new system and ensure all campuses needs were met.
通过使用真实的过程, the PMO 工作人员 were able to gain hands-on experience of the intricacies involved and flexibility needed in processing mapping. 350 流程 were mapped across four campuses with two deliverables (current state process map and analysis of the current state document) produced for each process area.
| 机构 | 流程映射 | 会议举行 |
| 机构1 | 191 | 47 |
| 机构2 | 30 | 17 |
| 机构3 | 49 | 14 |
| 机构4 | 80 | 28 |
| 总计 | 350 | 100 |
As BPA’s mastered the needed competencies for independent 过程改进, they took over leadership of 过程改进 for the PMO. After completion of the training initiative and the 过程改进 initiative across the four campuses, the PMO had 13 fully trained 工作人员 members to lead 过程改进. Six of these 工作人员 members were designated as BPAs and continued 过程改进 projects throughout other departments on campus. The other 7 trainees had either switched roles or had continued on as trained project managers. Some metrics that were collected throughout the 过程改进 sessions included the total number of: 痛点, 改进的机会, 参与利益相关者, 流程, 和会议举行.
Stemming from the 350 过程改进 sessions, 组成体验课程, and supplemental requirements gathering sessions, 1119 unique requirements were gathered to support the broader system selection project.
Constituent Experience and Voice of the Customer
以便评估对变革的准备情况, 捕捉校园成员的独特需求, 理解教师的经验, 工作人员, 学生, and community members using the existing student system, the University requested that TSI conduct Continuous Improvement Constituent Experience and Voice of the Customer sessions across the four institutions. TSI team members partnered with University 工作人员 members to facilitate and document these sessions and analyze the data collected as a result. University 工作人员 members were trained in the methodology for both facilitation and 文档. Some of the data surrounding these experience sessions included total number of: student participants, 教师, 工作人员, 和社区参与者, 会议举行, 每个会话的独特需求, and existing requirements that emerged but already identified in another session.
| 校园 | 学生团体 | #的学生 | 会议举行 |
| 机构1 | 本科 | 15 | 4 |
| 机构2 | 本科 | 27 | 4 |
| 机构3 | 本科 | 4 | 2 |
| 机构4 | 本科 | 19 | 5 |
| 机构4 | 研究生 | 5 | 2 |
| 机构4 | 兽医学校 | 1 | 1 |
| 机构4 | 法学院 | 4 | 1 |
| 总计 | 75 | 19 |
| 校园 | # /人员/教师社区成员 | 会议举行 |
| 机构1 | 37 | 5 |
| 机构2 | 30 | 5 |
| 机构3 | 18 | 6 |
| 机构4 | 55 | 11 |
| 总计 | 140 | 27 |
| 要求发放 | #的需求 |
| New requirements emerged in the Student Experience Sessions | 45 |
| New requirements emerged in the Community Experience Sessions | 13 |
| Existing requirements that were discussed in the Student and Community Experience Sessions but were already documented in the master requirements database and other overlapping requirements | 87 |
| 总计 requirements identified in Student and Community Experience sessions | 145 |
角色
TSI led training and mentoring in Business Process Improvement (BPI) and constituent experience. TSI served as a project manager and lead for the BPI mapping initiatives and 组成体验课程 across the four University institutions. TSI served as a facilitator, documenter, lead trainer, mentor, and evaluator.
结果
Throughout the engagement data was gathered to support progress toward goals, 有效实施方法, 测量结果, 这是投资有回报的证据. 其中一些数据包括:
- 20 individuals received deep dive training and mentoring in TSI’s Business Process Improvement methodology
- 13 individuals successfully mastered all competencies of the Business Process Improvement training and mentoring initiative evidencing mastery of facilitation, 文档, 创建可交付成果, 和利益相关方参与
- 6 individuals complete the train-the-trainer developmental coaching and now serve in the training role for the PMO
- Detailed feedback and coaching was provided and tracked for 20 PMO BPI mentees and train-the-trainers to ensure visibility and transparency of competency development
- 350 流程 were mapped for the current state and analyzed collaboratively with TSI and BPI trained PMO process mapping analysts
- 46 Constituent Experience sessions were held across the four campuses
- 145 unique requirements were gathered from the Constituent Experience sessions
- 1119 unique student lifecycle requirements were gathered throughout the duration of this project across the four institutions
- Metric tracking was established to monitor total numbers of: 痛点, 改进的机会, 参与利益相关者, 流程, 和会议举行.
- Methods for tracking business 流程 and desired metrics that were developed with TSI for this project continued to be used for the PMO internal work within the PMO after completion of the project