Transforming Solutions, Inc. (TSI) was engaged by Information Technology Services at a southern flagship university to help establish a Portfolio Management Office (PMO). This office was intended to support a variety of projects from across the University system. The University engaged TSI to help establish the PMO with training, structure, management strategies, and development of critical PMO foundations through the development of a charter, mission, and vision. Extensive in-depth training was also provided on topics such as project management, Lean Principles, and Business Process Improvement. TSI provided this training and ongoing support to the PMO staff and worked collaboratively to foster a culture of innovation and improvement throughout IT Services and the campus community.

TSI’s Approach and Role

Approach

To accomplish the identified goals, TSI engaged the following approach:

PMO Development

In order to launch a new Portfolio Management Office, TSI was brought in to collaborate and provide ongoing support and development to newly appointed or hired PMO staff. Working closely with the PMO Director, a series of high level and detailed trainings were provided surrounding project management, office setup and maintenance activities, and mentoring for PMO growth and stability. Overall, TSI provided training to approximately 40 individuals including Project Managers, Business Analysts, Business Process Analysts, and administrative staff. Additionally, TSI collaboratively presented to groups throughout IT Services to foster cultural change towards improvement and level set language used across the unit. Part of the PMO development was a Business Process Improvement Training and Mentoring program which included an in-depth dive to BPI for PMO staff and a Train-the-Trainer component for Business Process Analysts.

BPI Training and Mentoring

To support PMO growth and development, the University asked TSI to provide in-depth training in TSI’s BPI methodology. With varied experience levels of PMO staff, TSI chose to implement its’ I DO, WE DO, YOU DO approach to training and mentoring. 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. With the I DO phase, the TSI facilitation team led the facilitation and documentation of the current state, analysis of current state, and future state 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. 

In the WE DO phase, facilitators-in-training were actively part of the facilitation team for current state, analysis of current state, and future state sessions as well as for the development of deliverables for each process area. Collaborating with the TSI facilitation team, the facilitators-in-training took the lead with mentoring, guidance, and feedback as needed. Once a desired level of competencies were achieved and communicated, the individual continued to the YOU DO phase. In the YOU DO phase, each mentee took the lead for the facilitation team for all stages of the process improvement and developed the deliverables independently with review and feedback from the TSI team. For each session, pre-session planning and post-session debriefing meetings were held to share best practices for preparing for process improvement and gathering feedback about implementation of the methodology and engagement with stakeholders. This training was intended to empower PMO staff to be able to implement BPI across the University as needed for its projects.

Train-the-Trainer

Once each PMO staff member evidenced mastery of each competency for the various training components (BPI, Project Management), they were engaged to serve in a collaborative role with other mentees, observing, co-facilitating, and providing constructive feedback. Additionally, they were engaged to facilitate the training presentations for different topics to staff within the PMO, IT Services, or other stakeholders across the University. To modify and evolve the training content, PMO staff collaborated with TSI to add relevant examples, develop case study content, and track delivery. Each mentee received feedback, suggestions, and coaching throughout their trainer development.

Role

TSI worked closely with the PMO Director to develop training curriculum, materials, and tools that would result in sustainable PMO Operations. TSI serves as a project manager in collaboration with the PMO Director and other Business Analysts to reinforce training and project management best practices. TSI served as a facilitator, lead trainer, mentor, and evaluator.

Results

Throughout the engagement both the University and TSI gathered data to support progress toward goals, effective implementation of methods, measure outcomes, and evidence a return on investment. Some of this data included:

• 40 individuals received general project management training for the PMO development
• 20 individuals received deep dive training and mentoring in TSI’s Business Process Improvement methodology
• 20 Portfolio Management Office staff completed team training in Lean principles, Project Management, and Organizational Change Management
• 6 individuals completed all competencies for 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
• Metric tracking was established to monitor project timelines, progress, success, and other defined measures
• Methods for tracking business processes and desired metrics were developed for the PMO which continue to be used for PMO internal work 

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With the end of the first calendar quarter approaching quickly and the relevance of looking back, I was recently reflecting on what similarities and differences there were compared to last year and years past in terms of the type of project I was engaged in. One thing that struck me as relevant during my reflection was the presence of certain trends in change management, including topics in organization and service. Further, in researching a bit on the topic, I came across this article from our managing partner, Dan Feely, written 10 years ago! And while the projects have changed, I feel the top 5 trends in change management are still very much present.

In his article, Dan presents the following trends as the top 5 of change management, with some supporting insight into the experience he has had with these trends:

1. Rapid, Process, and Quality Improvement Events
2. Need for More Performance from Technology (Results Relative to Cost)
3. Developing a Shared Services Model
4. Driving Customer Service and Service Excellence
5. Training

Below, I’d like to share some of my thoughts and insights on how these change management trends are still relevant and top of the list of things we are seeing 10 years later, in 2021.

#1 Rapid, Process, and Quality Improvement Events

Over the course of my first few years in consulting, I became accustomed to long engagements of 6-12 months, or longer. We often performed deep dives into change management and processes, mapping and analyzing over 350 processes for one client alone! While we still have these types of engagements, it seems we are seeing more organizations interested in sprints. This may mean tackling one functional area or more high level processes to see where efficiency can be gained including reducing hand-offs, removing manual entry and review, and adding more automated workflows and approvals.

Regardless of the direction an organization wants to go with their project, we can tailor our service offering to fit their needs and ensure maximum value for their investment with TSI.

#2 Need for More Performance from Technology (Results Relative to Cost)

In 2011 we asked our constituents to consider “do you know your organization’s total spend on technology?” This cost consideration included licenses, security, maintenance, data centers, staff, ongoing support, consulting fees, and the cost of upgrades. 2021 is no different, with additional focus on the sharp movement to the cloud over the last 10 years. The fact of this matter is simple – technology is expensive and the costs arise in a variety of different areas. It is not simply the subscription cost.

Chances are your organization is considering or has recently completed an IT assessment or technology improvement. Many organizations are finding this increasingly necessary due to the sunsetting of legacy systems and the aforementioned move to cloud-based solution. Often, they discover many disparate or redundant systems that have been accumulated over the years. Examining your IT inventory and infrastructure for redundancy, the cost of managing this technology, and where you may see an advantage in right sizing can save you millions.

#3 Develop a Shared Services Model

With the growth of cloud-based solutions and a common focus to reduce redundancy, the shared services model continues to be a popular trend in change management. Just as we have highlighted for several years, the advantages of the shared services model are not just cost savings from reduced redundancy, but also improved operational efficiency by removing information silos. Ultimately, the design of these shared services organizations should take on a focus that leads the organization to being more customer centric and value add focused.

#4 Driving Customer Service and Service Excellence

We’ve seen elements of various trends showing up in the qualities and benefits of the others. Perhaps no more so than the overall improvement of customer service. So much of an organization’s strategic planning, especially in times where competition and information are at an all-time high, is based on service excellence. Additionally, this commitment to service may be the differentiator in shaping customer decision-making. Along these lines, Voice of the Customer is central in many of our projects, even those not specifically devoted to this effort, making the foundation of the project stronger and the results more impactful for the growth of the business.

#5 Training

As we pointed out in our original article, as budgets get tighter training is often one of the first items to be eliminated. However, more pointed training programs may be well worth their investment and pay dividends in the future. We specifically have recently engaged in some large-scale business process improvement training and other change management processes. This program has the benefit of quickly completing valuable improvement of several process and training resources within your organization with skills to keep the improvement efforts going well into the future.

Bottom Line

Just as in 2011, there is a robust market of talent available. However, we recognize that there is also a valuable opportunity to improve the organization by joining one or more of the trends mentioned above.

To share a quote from 10 years ago that withstands the test of time – “investing in self-improvement initiatives, these organizations will create an efficient, cost-effective organization that will thrive in any market.”

If these self-improvement initiatives generate a spark and you would like to learn more, feel free to contact us.

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Transforming Solutions Inc. (TSI), was engaged by the University of North Texas Health Science Center (UNTHSC) to create an organizational culture of continuous improvement. As background, UNTHSC is one of the nation’s premier graduate academic medical centers, with five schools that specialize in patient-centered education, research and health care. They are part of the University of North Texas system. 

Spearheaded by the Chief People Officer, the UNTHSC sought to explore new ways to address problems and continuously improve through guidance and training to transform the institution into one that embraces LEAN and Agile in an employee-centric and pragmatic way. 

Starting with pockets of exposure to Agile and LEAN methodologies, UNTHSC wanted TSI to help the overall organization take this, along with other cultural attributes (such as their vision, mission and values) and transform the culture to improve quality and gain efficiencies. 

TSI’s Approach and Role

Approach

To accomplish the identified goals, TSI engaged in the following:

• In the initial phase, UNTHSC sought to develop and prioritize processes for improvement and initial process improvement implementation for critical need areas to help build a business case with proven effectiveness and value for further buyin. This work intended to implement and share best practices and training with internal LEAN coaches and key stakeholders for process improvement, establish a usable, sustainable communication plan, evaluate improvements through metrics, and estimate return on investment for the improvement initiatives.
• In the second phase, TSI was asked to develop a Continuous Improvement methodology to be shared with UNTHSC staff through training with follow up coaching. This methodology was intended to be sustainable and usable for improvement initiatives across UNTHSC. 

TSI collaborated with the UNTHSC Leadership Team to identify and prioritize business processes to implement a practice-based training and mentoring program to enhance LEAN and Agile understanding and development of implementation skills. TSI created a training program for continuous improvement and led a cohort of leaders through process improvement methodology using critical processes including Budgets, Contract Administration, HR Hiring, and UNTHSC Leadership as a pilot. Once the pilot was complete, phase two was implemented that provided full training and mentoring to the cohort for implementation of business process improvement and other continuous improvement strategies throughout UNTHSC and coaching for growth and development for future Continuous Improvement sustainability at UNTHSC.

Role

TSI served as a methodologist, project manager, continuous improvement leader, trainer, coach, and facilitator throughout this project. TSI provided and tailored its methodology as the basis for the methodology that is currently in place. After that, TSI evaluated trainees and quality of deliverables after they were trained and did a variety of “hands on” activities to get familiar with the tools.

Results

This project was viewed as a huge success. Based on TSI’s involvement the UNTHSC achieved the following:

• Developed and used a repeatable methodology to use on areas deemed “ripe for improvement”
• Took dozens of areas through the methodology which resulted in hundreds of improvement ideas implemented
• Trained over a dozen practitioners thus improving their skillsets
• Realized tangible savings, from the improvement ideas mentioned above, that resulted in hard dollar savings of over $1 million dollars annually.

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Transforming Solutions, Inc. (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 IT Services and the University, a Portfolio Management Office (PMO) was established. TSI, in collaboration with the PMO team, was tasked with training and mentoring the PMO staff in business process improvement (BPI) methodologies. Additionally, TSI spearheaded the process improvement initiatives across the four campuses to assess the current state of readiness for change, opportunities for improvement, pain points, requirements for a new student system, and collect data about student, staff, faculty, and administrator experience across the four institutions through constituent experience sessions.

TSI’s Approach and Role

Approach

To accomplish the identified goals, TSI engaged in the following:

BPI Training and Mentoring

TSI was asked to provide in-depth training in TSI’s BPI methodology. With varied experience levels of PMO staff, TSI chose to implement its’ I DO, WE DO, YOU DO approach to training and mentoring. 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. With the I DO phase, the TSI facilitation team led the facilitation and documentation of the current state, analysis of current state, and future state 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. 

In the WE DO phase, facilitators-in-training were actively part of the facilitation team for current state, analysis of current state, and future state sessions as well as for the development of deliverables for each process area. Collaborating with the TSI facilitation team, the facilitators-in-training took the lead with mentoring, guidance, and feedback as needed. Once a desired level of competencies were achieved and communicated, the individual continued to the YOU DO phase. In the YOU DO phase, each mentee took the lead for the facilitation team for all stages of the process improvement and developed the deliverables independently with review and feedback from the TSI team. TSI was present to provide feedback and assistance as needed. For each session, pre-session planning and post-session debriefing meetings were held to share best practices for preparing for process improvement and gathering feedback about implementation of the methodology and engagement with stakeholders. Additionally, for each WE DO and YOU DO session, 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, meeting management, methodology implementation, and soft skills. Competency development was rated with the following scale with detailed feedback for each:

• Exceptional – ready for next phase, shows full development of competencies, no further need for co- support
• Proficient – Evidencing growth and development of competencies, may need more co- support but showing strong progression.
• Developing – not ready for next phase, needs to receive feedback and mentoring for further development, still needs co- support.

BPI Train-the-Trainer

Once each PMO staff member evidenced mastery of each competency for BPI development, they were engaged to serve in a collaborative role with other mentees, observing, co-facilitating, and providing constructive feedback. Additionally, they were engaged to facilitate the training presentations for different topics to staff within the PMO, IT Services, or other stakeholders across the University. To modify and evolve the training content, PMO staff collaborated with TSI to add relevant examples, develop case study content, and track delivery. Each mentee received feedback, suggestions, and coaching throughout their trainer development.

Process Improvement Sessions

TSI created a visual representation of business processes that identified the stakeholders responsible for the process, to what standard it should be completed, and how the success of each process should be determined for critical entities with direct influence into the Student System: Recruiting and Admissions, Student Records, Student Accounts, and Financial Aid. These student-focused units were assessed independently at each of the four institutions to document the similarities and differences of the current state business processes.

As part of the I DO, WE DO, and YOU DO phases of BPI training, Business Process Analysts (BPA) worked collaboratively with TSI team members to manage the process work in order to appropriately plan for, staff, and map out processes for all functional areas across the University that worked with the current student system. This included all functional areas that touched Recruiting and Admissions, Student Records, Student Accounts, and Financial Aid such as Athletics, Bursar, Financial Aid, Registrar, Advising, International programs, the Graduate School, and others. After a pilot phase of process improvement through the current state, analysis of current state, and future state, the University decided to expand process improvement to all four campuses. This decision was intended to align system requirements and processes across all four campuses to align needs for a new system and ensure all campuses needs were met.

By using real processes, the PMO staff were able to gain hands-on experience of the intricacies involved and flexibility needed in processing mapping. 350 processes were mapped across four campuses with two deliverables (current state process map and analysis of the current state document) produced for each process area. 

As BPA’s mastered the needed competencies for independent process improvement, they took over leadership of process improvement for the PMO. After completion of the training initiative and the process improvement initiative across the four campuses, the PMO had 13 fully trained staff members to lead process improvement. Six of these staff members were designated as BPAs and continued process improvement 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 process improvement sessions included the total number of: pain points, opportunities for improvement, participating stakeholders, processes, and sessions held.

Stemming from the 350 process improvement sessions, constituent experience sessions, and supplemental requirements gathering sessions, 1119 unique requirements were gathered to support the broader system selection project.

Constituent Experience and Voice of the Customer

In order to assess readiness for change, capture unique needs of campus constituents, and understand the experience of faculty, staff, students, 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 staff members to facilitate and document these sessions and analyze the data collected as a result. University staff members were trained in the methodology for both facilitation and documentation. Some of the data surrounding these experience sessions included total number of: student participants, faculty, staff, and community participants, sessions held, unique requirements from each session, and existing requirements that emerged but already identified in another session.

Role

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 constituent experience sessions across the four University institutions. TSI served as a facilitator, documenter, lead trainer, mentor, and evaluator.

Results

Throughout the engagement data was gathered to support progress toward goals, effective implementation of methods, measure outcomes, and evidence a return on investment. Some of this data included:

• 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, documentation, deliverable creation, and stakeholder engagement
• 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 processes 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: pain points, opportunities for improvement, participating stakeholders, processes, and sessions held.
• Methods for tracking business processes 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

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Transforming Solutions, Inc. (TSI) was engaged by a top ten, public research university with a medical center to develop and execute a business process improvement training program. A cohort of University trainees embarked on a journey to capture the current state, analysis of the current state whereby stakeholders identified areas of risk and opportunities for improvement within their current processes, and identified the ideal future state of these processes. These change efforts were managed by the Assistant Vice President for Strategy and Operations. TSI served as a transformation partner throughout the business processes improvement training and execution.

TSI gathered data and performed analysis to address the following questions:

• What processes existed and how was work within those processes conducted?
• What technology was in place and used (and by whom) to perform various activities?
• What gaps or opportunities exist to streamline processes and increase ROI? 
• What is the “customer experience” or “constituent experience” as a function of the current processes? 
• Why did the processes occur in the way they were documented in the current state? What areas of waste occurred? What opportunities for improvement emerged?
• What metrics were used in the process to measure success and efficiency?
• What future state options should be considered moving forward?

TSI’s Approach and Role

Approach

BPI Training and Mentoring

TSI was asked to facilitate an in-depth training in BPI methodology with a cohort of Advancement employees who would later facilitate, and document business process improvement sessions throughout the Advancement lifecycle. Practitioners followed TSI’s I DO, WE DO, YOU DO approach to training and mentoring that was customized to meet the unique learning styles of the cohort and needs of the department. The centralized focus of the University’s Advancement department helped frame the strategy of application of the I DO, WE DO, YOU DO methodology. Trainees observed TSI Consultants as they modeled the facilitation and documentation of the I DO, WE DO, YOU DO methodology using relevant, Advancement-focused case study examples. Practitioners gained mastery of BPI methodologies through a co-facilitation and co-documentation model, collaboratively working as part of a facilitation team with a TSI Consultant who provided just-in-time feedback during sessions with stakeholders to encourage in-the-moment, transformative learning that could be applied throughout the remainder of the mapping session. This feedback was also provided in an online rubric for reference and development.

Process Improvement Sessions

The cohort of co-facilitation team members conducted business process improvement sessions  (documentation and facilitation) in functional areas related to Advancement including Gift Processing, Prospect Management and Research, Annual Giving and Membership, Finance and Accounting, Donor Relations, among many others. The facilitation teams actively engaged with stakeholders by asking reflective questions, identifying opportunities for improvement and areas of risk, and developing recommended action plans based on current and future state maps. The sessions also collected any functional or technical requirements of any technology options for desired future state processes.

Role

TSI established the curriculum for the business process improvement training and mentoring program and managed the training project. TSI monitored all processes examined, evaluated competency development and progress of each cohort participant, and managed the finalization of all BPI deliverables.

Results

TSI and the cohort were intentional about collecting metrics to track progress toward goals in learning, process, and strategy. Some of this data included:

• 10 individuals received deep dive training and 9 received further mentoring and coaching in TSI’s Business Process Improvement methodology and mastered all competencies of the Business Process Improvement training and mentoring initiative evidencing mastery of facilitation, documentation, deliverable creation, and stakeholder engagement
• 47 University participant stakeholders received a high level training in BPI without outlined expectations for their involvement
• 14 University leaders participated in an engaging training about BPI and their role in supporting process improvement and change across the Foundation
• 13 University practitioners received in-depth training on business requirements and requirements gathering methods
• 56 processes mapped and analyzed (current state, analysis, and future state) with TSI, cohort practitioners, and University stakeholders
• 40 current state, analysis, and future state process sessions held to capture existing and forward thinking processes
• 700 technical and functional requirements gathered 
• Metric tracking was established to monitor total numbers of: pain points, opportunities for improvement, participating stakeholders, processes, and sessions held

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Upcoming Events – Customer Experience (CX) Training Workshops:

1.  Where are you having customer retention problems?
2.  In what scenarios are you dissatisfying customers? Why is this occurring?
3.  Is there a pattern when you are wowing your customers?

What is YOUR Organizations Unfair Advantage? Where Do You Begin?

Regardless of what your position is in your industry, or what industry you operate in, every organization needs to craft and refine their unfair advantage. In order to maintain a competitive edge, as well as attract (and retain) as many customers as possible, there has to be a reason as to why customers would choose your product or  service over that of your competitors… Click here to read more

Project and Portfolio Management – The Evolution

Early on, I was conditioned to learn project management independently and in its most simplistic form; to ensure delivery of a project(s) on-time, under budget, and within quality levels satisfactory of its stakeholders and sponsors…

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