Transcript No Slide Title

What does this mean in practice for
process management?
We need to know:
• What the processes are
• What they should deliver
• How much they cost
• Are they working effectively & efficiently
• How to improve them
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
What mechanisms do we put in place to
achieve this?
•
•
•
•
Institutional process model
Process management structure
Process management process
Corporate standards for process
documentation
• Process improvement framework
• Change management framework
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Institutional process model
Strategic & Operational
Planning
Knowledge Acquisition,
Creation & Development
Manage
Finance
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Sheffield Hallam University
Manage
Marketing
Performance Management
Deliver Student Experience
Research & Business Development
Deliver IT
infrastructure
Manage Estate
& Facilities
Manage HR
www.shu.ac.uk/integralexcellence
Process management structure
Dean
Process
Owner
Process
Manager
Local
Process
Owner
Local
Process
Owner
Process
Process
Administrator Administrator
Member of
staff
© Centre for Integral Excellence
Sheffield Hallam University
Member of
staff
HoD
Dean
Local
Process
Owner
Process
Administrator
Member of
staff
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Process management process
Annual
Planning
New
Targets
Set new targets
Y
Process
Documentation
Review
Previous
Cycle
Annual
Report
Process OK?
N
Define
Problem
c. 8 people x 2 days
N
Large Change?
Y
Re-engineer
process
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Sheffield Hallam University
Continuous
Improvement
Process
Documentation
Process
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Corporate standards for process
documentation
• Personnel, Roles, Skills & Competencies
• Process Registration Document (inc. relationship with Corporate
KPIs)
• Critical Success Factors / Service Level
• Annual Operating targets
• Procedural documentation
• Performance measures
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Process improvement framework
Tools & Methodologies for:
• Identifying “AS IS” (process, systems, people)
• Specifying problem, opportunity or change required
• Identifying “TO BE” (process, systems, people)
• Detailing migration path
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Change management framework
Robust templates for:
• Communications Planning
• Stakeholder Management
• Project management
• Delivery management
• Risk management
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Practising what we preach!
• SHU is in the process of developing and
implementing these mechanisms
• The road to University-wide acceptance has
been rocky
• A critical mass has been reached
• Will gladly continue to share learning with the
Learning Network.
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Learning from mapping the student
acquisition process – MANRU Project
• Approach
• What worked
• What didn’t work
• What will be different next
time
• Key learning points
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Approach
• Introductory seminar on process review methodology
• Workshop to identify
– Process scope
– Required outcomes
– Issues
• Workshop to explore current process
• Workshop to identify process improvements
• Workshop to develop implementation plan
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
What worked
• Participants have welcomed opportunity to meet &
talk with colleagues
• Workshop on process strategic purpose provided rich
picture of key issues
• All participants have worked hard and produced
carefully considered outputs
• An interesting picture of the key issues has emerged
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
What didn’t work
• Introductory seminars were too simple for the
audience
• Couldn’t resolve conflicting process objectives /
priorities
• Administrative staff found it difficult to move from
theory to practice when mapping process
• Difficult to identify detail of problems:
– No shared customer value perceptions
– Acceptance of what “can’t” be changed
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
What will be different next time
• More preparatory work on what “good” should look
like
• Explore existing directives & regulations and explode
“myths”
• Use of templates for delegates prior to workshops to
enable better preparation & information gathering
• Imagination unlocking activities (perhaps)
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Key learning points
• Important to design seminars & workshops to inhibit
intellectualising of problems (a universal academic failing?)
• Critical to work with local project management team to explore
and address issues arising from local culture
– Fatalism
– Lack of empowerment & confidence
– Cynicism
• Essential to get senior management teams to specify required
process improvement outcomes
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Summary
Individual values
Skills
Shared Vision
Shared Values
Relationships
Actions and
behaviours
Enablers
People
Leadership
Policy &
Strategy
Partnerships
& Resources
Results
People
Results
IIP
Processes
ISO
BSC
Customer
Results
Key
Performance
Results
6 Sigma
Society
Results
Innovation and Learning
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Thank You!
Fiona Sutherland
Mike Pupius
Sheffield Hallam University, UK
Centre for Integral Excellence,
Sheffield Hallam University, UK
[email protected]
[email protected]
www.shu.ac.uk/integralexcellence
www.shu.ac.uk/integralexcellence
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence