1æ ´ ÑJ ó © © © © ©
Students First! Final Report Ch.5: Next Steps
This is an archive
of the Process Redesign web pages - for historical and reference purposes only
CHAPTER FIVE: NEXT STEPS
The completion of this report marks both an end and a beginning for Lane. The work of the Students First! Redesign Team is now complete, but the hard work of implementation, or ensuring that the improvements recommended by the Students First! Redesign Team really happen, has just begun.
Lane recognizes that just as with redesign, successful implementation requires effective organization, sufficient resources, and hard work. The groups involved in implementation and the contributions they will make are described below. But first, this chapter addresses the factors that are critical to Laneís success in implementation. The chapter concludes with a standard implementation plan outlining the steps Lane will follow during implementation.
Critical Success Factors for Implementation
Lane has invested much energy, enthusiasm, and resources in redesign thus far. Lane now needs to continue the momentum that has been developed toward positive changes in services to students. Before beginning implementation it is helpful to be aware of the factors critical to its success, based on the experiences of other institutions, and to ensure that they are in place at Lane before proceeding with implementation. These success factors include:
- commitment from leadership - the single most important factor to success is the commitment of Lane leadership to change. In fact, the other success factors all depend on leadership to ensure that they are in place, and that sufficient attention is devoted to them. The role that the Lane Executive Leadership Team must play during implementation to ensure its success is described below.
- continuous and clear communication - Lane needs to continuously and clearly communicate to the campus community what changes are occurring, why and when they are occurring, and how they will influence the work of employees. Dedicated time from the Institutional Advancement department toward this end will be critical during implementation.
- anticipation of potential resistance - Lane needs to anticipate where potential resistance to change may occur, and address it before it spreads. Concern over adverse consequences of the changes, fear of change, and insecurity about loss of power and influence are powerful motivators that can seriously impede implementation. Lane has already begun to anticipate potential resistance and to address it through the development of employment security policies. The development of these policies can serve as a model for anticipating and addressing potential resistance early on.
- sufficient resources - Lane needs to commit sufficient resources to implementation. These resources include the dedicated time and energy of many individuals within the organization to work on implementation, training for employees whose jobs will change, adequate technology support and programming time, funding for the acquisition of new technology or upgrade of existing technology, and funding for external resources as required. Laneís limited staffing in the Computer Services area make it particularly vulnerable to not meeting this critical success factor, unless a commitment is made to address this shortcoming.
- willingness to modify policies - Lane needs to be willing to modify existing policies and procedures that may impede implementation progress, despite tradition. Both explicit and implicit policies regarding training, cross-training, work hours, job assignments, technology, communication and the like must be revisited for implementation to succeed. The technology and personnel functions will play a key role in addressing the necessary modifications that may arise, and will need to engage the support of the campus as they do so.
Groups Involved in Implementation
Lane Executive Leadership Team
Despite the best efforts of countless others at Lane, implementation will not succeed without the sustained support of Lane leadership. This Team must ensure that factors critical to implementation success including sufficient resources, continuous and clear communication, anticipation of potential resistance, and willingness to modify policies are all in place. Furthermore, the Lane Executive Leadership Team must:
- continue to make redesign a campus-wide priority - too often, short-term, crisis-oriented management supersedes the realization of positive and long-lasting change in organizations. The only factor that can prevent this from happening is the Executive Leadership Groupís sustained emphasis on improving services to student as as a top priority.
- foster a culture of innovation - changes in technology, funding patterns, student expectations, and other forces are making higher education a highly dynamic environment. The Executive Leadership Group needs to accept this dynamism, and encourage the entire campus community to accept that Lane must continually change if it is to succeed in such a dynamic environment. Leadership can do this by rewarding successful innovation, refraining from punishing failed attempts at innovation, and demonstrating that self-serving resistance to change will not be tolerated.
- trust in those given responsibility - implementation will require the time and talent of many individuals at all levels of the Lane organization. These individuals must be empowered to conduct the work of implementation with confidence that leadership will trust their efforts regarding the short-term details, and focus on the long-term vision to be achieved.
Implementation Team
Lane has created an Implementation Team that will work intensively during August and September to:
- thoroughly study the Students First! Redesign Teamís recommendations
- identify the implications of the recommendations in terms of resource requirements, changes in human resource practices, labor contracts, employees training, technical support, service impact, staffing impact, external support, and other implications
- assess the feasibility of the recommendations in light of these implications
- develop a Detailed Implementation Plan that will address the staging and funding of the changes
- present conclusions and Detailed Implementation Plan to the Leadership Team for input
- present conclusions and Detailed Implementation Plan to the Executive Leadership Team for approval, funding, and sponsorship
- inform Board of approved Detailed Implementation Plan
- establish subgroups to execute key components of implementation
- serve as a steering group to oversee implementation, including monitoring progress, troubleshooting, assisting with communications to departments and campus, and the like
The work of the implementation team requires in-depth knowledge of the Students First! Redesign Teamís recommendations; knowledge about technology, which will enable many of the recommendations to be implemented; and knowledge about personnel policies and practices, which will support the implementation. The Implementation Team was selected because of their collective knowledge in these areas. Members of the Implementation Team are:
- Alen Bahret, Computer Services
- Nick Cheshire, Computer Services
- Mary Glenn, Personnel Services
- Edna Grass, Financial Aid
- Kay Malmberg, College Finance
- Bee McRae, Admissions
- Carol Lynn Morse, Counseling
- Jana Nelson, Mathematics
Implementation Team Advisors
During its work, the Implementation Team may need to consult with individuals who play key roles in student services, instruction, personnel, finance, communication, and other areas to receive their perspective on the implications and feasibility of the recommendations. For this reason, Lane has identified Advisors to the Implementation Team that can be called upon when needed. These individuals include:
- Sue Colvin, Personnel Services
- Sandy Cutler, OSBDCN
- Diane Dann, Institutional Advancement
- Linda DeWitt, Financial Aid
- Linda Fossen, Vice President, Student Services
- Dennis Gilbert, Science
- Debra Lamb, Continuing Education
- Marie Matsen, Vice President, College Operations
- Leslie Rasor, ABSE
- Linda Waddell, Executive Services
- Verne Whittaker, College Finance
- Sharon Williams, Admissions and Records
- Student First! Redesign Team Members not on Implementation Team
- Other Process Redesign Leadership Team Members
- Other Student Services Directors
Standard Implementation Plan
While the Implementation Team will be developing a Detailed Implementation Plan regarding the staging and funding of the changes to be implemented, the following Standard Implementation Plan is designed to guide the work of those involved in implementation and to describe the overall steps that Lane will follow during implementation. This standard plan assumes that project objectives, project milestone dates, and the project team have already been established. It also assumes that physical space to be utilized by the project team is made available, and that project management and communication plans and approaches have been established and are ongoing. The Standard Implementation Plan begins with step 6.0, since implementation is step six in the overall redesign methodology Lane has followed.
6.0 Organize Resources for Successful Implementation
6.1 Organize Project Team
6.1.1 Define implementation project team commission
6.1.2 Confirm implementation project team membership
6.1.3 Confirm implementation project team member release time
6.1.4 Confirm implementation project team work space and equipment availability
6.1.4 Plan implementation project team kick-off meeting
6.1.5 Conduct implementation project team kick-off meeting
6.1.5.1 Review project objectives
6.1.5.2 Review implementation team objectives
6.1.5.3 Review project team member roles and responsibilities
6.1.5.4 Review implementation plan
6.1.5.5 Confirm implementation approach; modify as necessary
6.1.5.6 Confirm/clarify tasks including deliverables/work products
6.1.5.7 Establish team member project assignments
6.2 Structure Projects
6.2.1 Plan project meeting
6.2.2 Conduct project team meeting(s)
6.2.2.1 Review change proposal including objectives
6.2.2.2 Confirm change tasks considering the five dimensions of redesign: people/organization; technology; cross-functional work flow; physical infrastructure; policies and regulations
6.2.2.3 Confirm implementation approach and timing
6.2.2.4 Establish personnel access requirements
6.2.2.4.1 Decision-maker(s)
6.2.2.4.1 Individual(s) impacted by the change
6.2.2.5 Plan project prototype considering the five dimensions of redesign
6.3 Develop Prototype
6.3.1 Develop detailed cross-functional work flow
6.3.1.1 Design detailed cross-functional work flows
6.3.1.2 Estimate volumes and resource demands
6.3.1.3 Draft proposed cross-functional work flows
6.3.2 Assess impact on policies and regulations
6.3.2.1 Examine policies and regulations thought to be impacted by revised approach
6.3.2.2 Develop proposed changes (at individual policy/regulation level) to policies and regulations
6.3.2.3 Determine probability of approval/acceptance of revised policies and regulations
6.3.2.4 Draft revised policies and regulations
6.3.2.5 Develop detailed policy and regulations transition plans
6.3.2.5.1 Develop plan for gaining approval of revised policies and regulations likely to be accepted
6.3.2.5.1 Develop plan for repositioning revised policies and regulations unlikely to gain approval
6.3.3 Assess physical infrastructure
6.3.3.1 Assess constraints
6.3.3.2 Develop proposed changes (at individual facility/area level) to physical infrastructure
6.3.3.3 Confirm feasibility of changes
6.3.3.4 Develop proposed physical infrastructure change specifications
6.3.3.5 Develop detailed physical infrastructure transition plan(s)
6.3.3.5.1 Develop plan for feasible physical infrastructure changes
6.3.3.5.2 Develop plan for increasing/achieving physical infrastructure feasibility
6.3.4 Assess technology support
6.3.4.1 Assess constraints
6.3.4.2 Determine technology support required (at component level) to support revised work flow
6.3.4.3 Develop proposed changes (at component level) to current technology support
6.3.4.3 Assess feasibility of changes
6.3.4.4 Define proposed changes to technology (at organization, configuration or module/program level)
6.3.4.4.1 Support organization/staffing
6.3.4.4.2 Hardware
6.3.4.4.3 Networking
6.3.4.4.4 Software
6.3.4.4.4.1 Production programs
6.3.4.4.4.2 Data conversion programs
6.3.4.4.5 Parameters in software (e.g., security set-ups, routing set-ups, code structures)
6.3.4.5 Develop detailed technology support transition plan(s)
6.3.4.5.1 Develop plan for feasible technology support changes
6.3.4.5.2 Develop plan for increasing/achieving technology support feasibility
6.3.5 Revise cross-function work flows to reflect feasible alternative
6.3.6 Assess people/organization
6.3.6.1 Assess constraints
6.3.6.2 Determine people/organization (at position level) r equired to support revised work flow
6.3.6.3 Develop position descriptions including performance criteria and incentives
6.3.6.4 Develop methodology for filling positions
6.3.6.4.1 Develop methodology for selecting new position holder
6.3.6.4.2 Develop methodology for configuring employeesí skills and knowledge
6.3.6.4.2.1 Assess skills and knowledge gap
6.3.6.4.2.2 Develop individual personal training and transition plans
6.3.6.5 Develop detailed people/organization transition plan
6.3.6.5.1 Develop detailed plan for individuals changing positions within the organization
6.3.6.5.2 Develop detailed plan for individuals assigned to positions external to/leaving the organization
6.3.7 Consolidate deliverables for prototype
6.3.7.1 Prepare prototype description
6.3.7.2 Prepare prototype plan
6.3.7.2.1 Sequence tasks based on task dependencies
6.3.7.2.2 Assign responsibility and estimate effort
6.3.8 Consolidate prototypes
6.3.8.1 Consolidate prototype descriptions
6.3.8.2 Consolidate prototype plans
6.3.9 Obtain approval(s) of prototypes including the consolidated plan
6.4 Prepare for Cut-over
6.4.1 Prepare for data conversion and cut-over
6.4.1.1 Identify conversions requiring automated support
6.4.1.2 Develop conversion program specifications
6.4.1.3 Develop conversion programs
6.4.1.4 Test conversion programs
6.4.1.4.1 Test individual programs
6.4.1.4.2 Test programs in sequence
6.4.1 Execute and monitor progress of plan for gaining approval of revised policies and regulations likely to be accepted
6.4.2 Execute and monitor progress of plan for feasible physical infrastructure changes
6.4.3 Execute and monitor progress of plan for feasible technology support changes
6.4.4 Execute and monitor progress of plan for individuals changing positions within the organization
6.4.5 Execute and monitor progress of plan for individuals assigned to positions external to/leaving the organization
6.5 Test Prototype
6.5.1 Develop testing approach
6.5.2 Establish test environment
6.5.3 Conduct test including test of data conversion
6.5.4 Revise prototype in preparation for further deployment
6.5.4.1 Update process documentation
6.5.4.2 Update procedures
6.5.4.3 Update policies
6.5.4.4 Update facility
6.5.4.5 Update technology support
6.5.4.6 Update organization/staffing
6.6 Deployment
6.6.1 Develop deployment approach
6.6.2 Develop deployment plan
6.6.3 Execute and monitor progress of plan
6.7 Support Implementation
6.7.1 Support implementation
6.7.2 Assess performance against objectives
6.7.3 Develop approach to remedy deficiencies in performance
6.7.4 Revise documentation based on assessment of implementation successes and failures
6.7.4.1 Update process documentation
6.7.4.2 Update procedures
6.7.4.3 Update policies
6.7.4.4 Update facility
6.7.4.5 Update technology support
6.7.4.6 Update organization/staffing
6.7.5 Establish on-going process of performance evaluation
6.8 Address Long-term Issues
6.8.1 Lobby for repositioning revised policies and procedures
6.8.2 Lobby for increasing/achieving physical infrastructure feasibility
6.8.3 Lobby for increasing/achieving technology support feasibility
Return to Table of Contents
| Students First! Page
| Main Process Redesign Page
| Lane's Home Page
URL http://www.lanecc.edu/pr/chapter5.htm
Revised 11/06/96 (jac)
© 1996 Lane Community College
within the organization
6.3.6.5.2 Develop detailed plan for individuals assigned to positions exteÄ ÑJ w ÑJ B Ä à ê ‘ — ˜ @ B e k m o x Ä Ö á © ´ ƒ ¾ ¾ | ~ É Ö ¼ ª ¿ ¬ å é î ñ " $ Ä É ‘
‹
K N N k m t y { } ´ ‚ Þ ý Ö á ç è Ô Ú / 2 § ¶ ¶ ‚ ¾ ¥ Ž Ð @ B H J ï ñ È O ´ . j ƒ a c j j o q * , 2 4 Y Ä € ‰ È ( G N S U } ! ! ! "! G! b! è! ±! Ê! " +" b" {" £" " ¯" ># s# ö# ú# £# ®# ®# # ³# Œ# œ& ' ' ' ' ?' A' F' H' c' i' k' ¶' ’' '( ~( ‡( ‡( ( ) 0) h) …) “) 0* Ç* ‡* Ÿ* À* * ³* Í* •* Ú* + 9+ ;+ A+ A+ ~+ B, ~, …, ‡, Â, '- /- Ç- Ñ- ã- í- ô- û- Ý- ª- ¡- ™- . =. =. t. ƒ. …. Ó. Ù. Q/ ø/ !0 Y0 ©0 Ø0 1 é1 ï1 ú1 »1 ‘1 Ú1 [2 ã2 ã2 ¤2 (3 /3 }3 Ð3 Â3 4 44 ù4 ™4 )5 ô5 ¦5 Ï5
6 (6 S6 É6 Ó6 ž6 ž6 D7 ì7 Û7 ™7 I8 q8 x8 ù8
9 m9 ®9 ¨9 š9 X: ç: ·: -; 7; °; ´; ´; &< -< a< g< ñ< æ< ‰<
= H= K= R= Y= |= Ç= = “= Í= 7> 9> @> @> G> e> k> °> ß> È> $? Q? {? Å? Æ? Ð? “? g@ Š@ &A ñA B B $B $B &B >B DB jB íB ‘B C C C JC mC éC ØC ŽC D
D D D 2D :D :D bD áD ¼D ¡D ˆD “D ÈD
E @E ÑE ÁE ÌE F >F _F ÄF ´F F ýF "G "G $G +G -G OG UG öG ÍG 5H