business process review at kingston university
DESCRIPTION
Business Process Review at Kingston University. An overview of KU’s 7 steps of review Some of the lessons learnt and critical success factors. About KU. Approx 18,000 students 7 faculties of varying size School structure in larger faculties Income related budgets for faculties - PowerPoint PPT PresentationTRANSCRIPT
Business Process Review at Kingston University
An overview of KU’s 7 steps of review
Some of the lessons learnt and
critical success factors
About KU
• Approx 18,000 students
• 7 faculties of varying size – School structure in larger faculties – Income related budgets for faculties– Autonomy and authority of Deans
• 10 corporate/service departments
Objectives for BPR
• To deliver high standards of service
• To reduce duplication of effort
• Encourage development of harmonised more streamlined procedures
• Clarify roles and responsibilities – clearer division of labour between parts of
the University
Approach and methodologyProject management (formal project documentation) and inclusive
Implementation of recommendations a separate project
BPR Steering Group
Project Team A
Project Team B (4-6 members)Key business/ process owners & stakeholders/key members from operational environment
BPR Manager and Business Analyst
Workshops team B(up to 25 people)Project team plus
staff involved in the process
Workshops team A
7 key steps of review at KU
1. Project initiation – including PDD2. Desk review3. Interviews4. Workshops
– a) fact-finding b) process redesign
5. Review options and develop preferred solutions
6. Report Preparation7. Presentation to Project Board
Step1 – project initiation• For each process first agree a project definition document:
– Define your aims – Define the scope
• start & finish of process, inclusions, related processes, exclusions– Define process objectives and measures– State expected business benefits of potential improvements– Define known constraints– State deliverables and expected resource requirement– Provide a high level work plan– Suggest the project team and team member’s roles– Do a thorough stakeholder analysis – Start a risk analysis– Define your success factors, a communication plan – Suggest the time for the post-implementation review if possible
A word about stakeholder analysis
• Lots of people can be affected by the change• To ensure a positive contribution seek to
– Understand who they are– What influence/source of power they bring to bear– And what they have at stake– Then establish a process to actively manage
stakeholders through communication
• Your analysis can be based on – Impact, orientation, need and/or power
Lesson 1• Be thorough in your
analysis• Be proactive and
communicate– Don’t ignore key players – Seek out and manage
individual key stakeholders – Seek out and manage
individuals who may be “road-blocks”
Power - Low
Interest - Low Power - Low
Interest - High
Minimal effort Keep informed
Power - HighInterest - Low
Power – HighInterest - High
Keep satisfied Key players
Business Process Review of xxxx processes - Stakeholder Analysis
Stakeholder Interest/requirement from the project
What the project needs from them Notes
xxx staff Currently operating the processes and therefore potentially affected by process change. Ultimately responsible for operating redesigned processes.
Knowledge of existing process, views and ideas. Opinions on improvement options (practicality etc).Co-operation in anticipation of implementation.
xxx staff to be involved at every stage of the project, through direct participation and communications about progress.
Deans, Heads of Departments
Participants in xxx processes and customers of these processes. Therefore likely to be affected by changes.
Knowledge of existing process, views and ideas. Opinions on improvement options.
Representatives to be invited to appropriate workshops.
Xxx management team
Responsible for delivering the current and redesigned processes.
Knowledge of existing process (including process objectives and performance), views and ideas. Knowledge of regulatory and legislative requirements and strategic vision. Opinions on improvement options.
To take active part in the BPR work.
Staff from related functional areas
Operating parts of the personnel processes or customers of them. Therefore potentially affected by change
Knowledge of current process, views and ideas.
To be consulted with and invited to participate in workshops.
Executive Define business strategy and priorities. Ensure that the University operates within the law.
Knowledge of strategic and plans, management experience. Requirements for reports. Guidance on direction of project.
To be consulted with and reported to.
BPR Project Board Managing body for the BPR project Guidance on direction of project. Monitor project’s progress. Provide support in management of project risks and constraints.
Progress reports will be provided to the BPR Project Board for discussion.Outputs from the project will be made available to the BPR Project Board.
Risk No
Risk ProbabilityLow=1High=5
ImpactLow=1High=5
Risk FactorProbability X Impact
Measures to mitigate risk/Contingency
Review Date
1 Lack of availability of staff or other stakeholders to input knowledge of current practice, or delays in obtaining this input.The effect of this occurring would be the delay or non-completion of deliverables within the proposed timeframe and an additional risk of recommending process improvements that were not based on complete information.
2 5 10 To try to ensure availability of staff without necessitating re-arrangement will be mitigated wherever possible by Forward planning and noticeCommunication stressing the importance of the work and the support of managers in backing up this message.Contingency would be to substitute alternative staff with equivalent knowledge if possible. If the risk becomes critical the Project Sponsor and BPR Project Board would need to reconsider the viability and scope of the project within its current timeframe.
Start your risk log now
01-Mar 08-Mar 15-Mar 22-Mar 29-Mar 05-Apr 12-Apr 19-Apr 26-Apr 03-May 10-May 17-May 24-May 31-May 07-Jun 14-Jun 21-Jun 28-Jun
Activity & sub-tasks No of days 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Project initiation 21*
Project team meeting 1.5 hrs weekly
Green fields/blue skies meeting 0.5
Desk Review 8
Interviews 22*
Workshops - summary task 28*
1) process fact finding 2
2) process re-design options 2
Review options & develop preferred solutions - summary 11.25*
Produce new process models 5
Validate new process models 1
Report Preparation - summary task 14*
Write report with project team 5
Finalise & circulate 2
Project board presentation 0.5
* = days contain elapsed time
# Project team moves into implementation planning from here
Week commencing
High level project plan for Business Process Review of xxxx activity
High level project plan
Steps 2 and 3
1. Project initiation – including PDD2. Desk review 3. Interviews
• Required to get an overview of current process and problems and use this to:
• Draft a high level current process map “as is”• Start your issues log• Plan how to approach the workshops to ensure you
can achieve the results you want– Think carefully about how to structure these and what
groups to put together – Admissions example
Admissions example
Desk review & interviews revealed serious conflict between faculties and centre because– Central department was established to improve
response times to applicants– Based on assumption 80% applications
could be processed centrally– This was translated into “should”– But reality was 50% applications
required academic scrutiny
Step 4
1. Project initiation – including PDD
2. Desk review
3. Interviews
4. Workshops a) fact-finding
b) process redesign
TIP• Start fact finding workshop
with validation of your desk researched current process steps map– Helps settle attendees – Easier to correct what’s wrong
than start from blank sheet of paper
– Teases out differences in process
– Teases out issues
Lesson 2 • Separate fact-finding &
redesign workshops Usually 1 week apart
Enables move to solution finding
TIPS– Have good chocolate biscuits!
– Half day sessions work well (9am – 2pm)
– Working lunch encourages useful informal discussions to happen
– Write up “findings” for validation, additions & corrections by workshop attendees
Lesson 2 continued
Provide clear guidance for each workshop
• Explain what you mean by process review • Explain your methodology and approach• Tell them what you expect from them
– Give ground rules for the workshops
• Tell them what output the workshop should be– Eg for fact-finding workshop together you will define:
• The “As Is” process map, showing ownership of steps and critical path, identifies some measures of the process (including elapsed time if appropriate)
• A consolidated and categorised issues log• The requirements/objectives of the process
Use process step analysis
WHY- Why do we do this
Process Step?- Is its purpose
clear?
HOW WELL-How well is this process
step done? - Is its actual performance
measured and compared to the standard?
- Is corrective action takenwhen required?
WHAT- What is done in this
process step?- Is there a clearly definedmethod for doing the step,
with clear performance standards?
HOW- How is this process
step done?-Is there the capability
to achieve the standard (skills, equipment,
facilities)?- Is all the information and
knowledge available?
THE PROCESS
STEP
OUTPUT- What are the
outputs?
-Who are the customers?
-What are the standards andhow are they
measured
INPUT- What are the
inputs?
- Who are the suppliers?
-What are the standards and how are they measured?
Identify the cause of problems
Aim is “to identify improvements, not to apportion blame”
People Procedure &
methods
Equipment & technology
Plant & resources
Effect is xxx
Step 4 continued
1. Project initiation – including PDD
2. Desk review
3. Interviews
4. Workshops a) fact-finding
b) process redesign
TIPS• Write up notes from workshop
quickly – agreed process, list of issues, process objectives; circulate these for validation, ask for additions thought of since the session
• Start redesign workshop with the agreed objectives and categorised issues list output from fact-finding workshop eg from admissions:
Example - objectives of admissions
• To select and recruit suitable applicants to the right courses
• To optimise process to meet recruitment targets
• To embody good practice
– ensuring it remains appropriate as the recruitment environment changes
• To provide high quality service to applicants
Example of key issues in admissions
– Conflict exacerbated by lack of clarity • about roles & responsibilities• about terms & definitions
– Inefficiency, non-adherence to SLAs – No central deposit of information – Resource issues– Inadequate information flow
Process redesign workshop
• Develops ideas for an improved process, based on our agreed requirements
• Creates a “To Be” roadmap by – Critically evaluates and
challenges the status quo– Looks for creative alternatives – Looks for more efficient ways to
achieve objectives – Asks questions of each process
step, such as:
Can it be automated ?
Can it be simplified ?
Is it required ?
Is it duplicated ?
Does it add value ?
Should you do it ?
TIP - for complex processes ‘Critical Evaluation’ is a useful technique to manage redesign in
stepsFACT CHALLENGE OPTIONS SOLUTIONS
Purpose WHAT is achieved? Is it NECESSARY? WHY?
What else COULDbe done?
What SHOULDbe done?
Place WHERE is it done? WHY there? Where else COULDit be done?
Where SHOULD it be done?
Sequence WHEN is it done? WHY then? When else COULD it be done?
When SHOULD itbe done?
Person WHO does it? WHY that person? Who else COULDdo it?
Who SHOULD do it?
Means HOW is it done? WHY that way? How else COULDit be done?
How SHOULDit be done?
7 key steps of review at KU
1. Project initiation – including PDD
2. Desk review
3. Interviews
4. Workshops – a) fact-finding b) process redesign
5. Review options and develop preferred solutions
TIP• Remember to write up notes
from re-design workshop quickly; circulate for validation and additions before reviewing options & developing preferred solutions
Final steps - project team develops preferred solutions
– Takes ideas generated at workshops– Looks at other HEIs for ideas and possibilities– Evaluates and develops preferred options
6 elements of good process1. Customer (end-user) focus2. Adds value (not cost)3. Responsibilities clearly
owned 4. Those operating understand
the process5. Well measured6. And continuously improved
6 principles of good process design 1. Streamline (remove duplication)2. Simplify (common standard approach) 3. Move decision points (to as early in the
process as possible) 4. Remove linear or sequential steps (adopt
parallel steps where possible)5. Take a multi-skill/team base approach 6. Use technology as an enabler
TIP• May be useful to bring some faculty representation to the project team
Administrative principles appropriate to any process -
JISC• Do it ONCE
• Do it RIGHT
• Do it QUICKLY
• Keep it SIMPLE
• TRUST me
• I am ACCOUNTABLETIP• Validate preferred options with key stakeholders
Example conclusions from admissions
• A fundamental lack of trust between central dept and faculties
• Distancing of admissions tutors from central dept and vice versa
• All staff involved in admissions feeling disempowered and frustrated
• Difficulty in managing the process centrally due to lack of data input to student records system
Key changes in redesign• Accepted the changed environment and
– Removed the assumption that the majority of undergraduate applications be centrally processed
– Required adequate resources for the additional academic decision making and interviewing
• Acknowledged the process as a joint activity
• Accepted control of information in corporate system was critical to managing the whole process
• Adopted a process whereby the “decision” was part of a timely process
• Embedded customer relationship management
Steps 6 and 7
1. Project initiation – including PDD2. Desk review3. Interviews4. Workshops
– a) fact-finding b) process redesign
5. Review options and develop preferred solutions6. Report Preparation
• Project team develops preferred options into a business case for change
• models the redesigned processes
7. Presentation to Project Steering Group• Ultimate decision making point
Undergraduate Admissions - New
76
54
32
1
SEAS
RecUG8
CRMframework
Measures &dependencies
Timeframe Faculty
No
Yes
Direct
Receipt of GTTR/NMAS
applications
NoYes
WorkingDay 0
minus upto 15
WorkingDay 0
WD 0 +2
For FASC nointerview:WD 0 +10or DDA
WD 0 +15
100% acknowledgedwithin 2 days
MIS reporting toidentify numberoutside 2 days
100% within 3days of
acknowledgementMIS reporting toidentify numberoutside 3 daysExcept DDAwhere report
should be markedagainst 6 days
fromacknowledgement
100% within 15 days oflog out on SITS. MISreporting to identifynumber outside 15days not attended
interview
ApplicationChecks
Application meetsselection & minimum
entry criteria?
Centrally appliedselection criteria?
Precursors tothe annualrecruitment
cycle
0
NoRec
UG 4
Refer tofaculty forscrutiny of
applications
RecUG 10
Interview
5
7
Complete by EndSeptember
A
Receipt ofelectronic file from
UCAS
Offer decision?
Receipt of paperapplication form &
log on SITS
WD 0 +5
Except forapplicantsreferred forassessmentof disability(DDA) then:WD 0 +10
2
1st stage feeassessment:
9
For FASC withinterview:WD 0 +20or DDA
WD 0 +25
CRM Letter 1:acknowledge receipt
of application
Interview all?
No
CRM Letter 2:invitation to
interviewYes
RecUG6
Hours per week required for faculties to interview applicants referred to faculties for academic consideration, ie Faculty Applied Selection Criteria (FASC), as at 9 May 2003
0
10
20
30
40
50
60
70
80
90
100
Business Art, Design & Music Arts & Social Sciences Science Technology
hours if interview 100% hours if interview 75% hours if interview 50% hours if interview 25%
Line indicates standard working week of 37 hours
Lesson 3
Communicate widely – Used BPR internal web page provides
• briefings prior to workshops• updates on findings and interim bulletins• final reports with recommendations & process models
– Invest time in a “roadshow” to present and discuss findings and recommendations • Tailor the approach to take account of structure and
culture of your organisation• Visit sites if campus is not on one location• Use appropriate forums/committees to get colleagues
to understand and therefore support change
Lesson 4
Be flexible – Be responsive to constructive criticism – Be prepared to review your
recommendations – Take account of feedback and concerns
from your stakeholders– They may be right !! – example from
admissions
Faculties invited to comment on
• CRM plan and timeframe maximums
• Principles– Removal of assumption of majority processed by central
dept– Academic decision making absolute (no matriculation
checks by central dept)– Use of corporate system for all steps in process
• Process– Allocation of roles and responsibilities, particularly:
• Faculty/central department split • Single faculty contact point • Interview administration
Lesson 5
Manage expectations of benefits • Tendency to expect to £ savings from
change• Address qualitative benefits of new
processes • Measure what you are doing now
• marker to demonstrate improvement against
• Model the costs of new processes
Lesson 6
Enable change in policy – BPR may result in recommendations that
require change in policy• Decide best approach to achieve the desired
change • Use established good practice guidelines to
underpin your arguments for change• Use benchmarks from other organisations
where appropriate
Lesson 7
Be patient, hold on to your goals Agree a time for post implementation review • Compare against measurements of current
processes to demonstrate benefits achieved by change
• Be aware of the time lag before being able to demonstrate improvement
– Many processes are based on the annual cycle of events in academic administration which makes it more difficult to maintain momentum and motivation because of the delay in showing improvements have been achieved
A word about implementation
• Separate project for implementation• Project best led by process owner
– Ensures line management authority for action – Manages clash of resource for operational responsibilities
• Project management approach to implementation– Project steering group/board to manage progress with BPR
manager as a member to• Provide continuity from review• Assist project team to understand objectives to be achieved• Assist project team to establish project plan• Ensure original recommendations not watered down because of
difficulties during implementation
What we achieved
• Harmonised procedures• Clarified roles and responsibilities• Developed user confidence & trust in the
process and central department– increased demand for central processing now
• All processing recorded in corporate system – Enables recruitment and admissions strategies to
be measured and analysed for effectiveness – Provides mechanisms for continuous improvement
What we achieved (continued)• Improved quality of service & response time to
applicants
• At least 80% applications processed within the timeframes
• 45% of those processed within 5 working days
• Because we removed duplication of effort and reduced costs– U/G 11.5% efficiency gain; P/G 2.2% efficiency gain
• Able to cope with growth 49% increase in applications between 2001/2-2005/6 (average for comparator group 16%) – UCAS annual datasets40% increase in offers made to applicants
% Growth in UCAS Applications (UG) since 2001/02
Kingston
Comparators
Regional
New Universities
National
-10.0%
-5.0%
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
45.0%
50.0%
2001/02 2002/03 2003/04 2004/05 2005/06
Week by week trend Oct 2005 - July 2006
70%
75%
80%
85%
90%
95%
100%
% o
n t
ime
TARGET FOR 06 ENTRY =80%
% Acceptances via Clearing - 2001/02 to 2005/06
KU Total
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
1 2 3 4 5
Critical success factors1. Respected top level sponsors; proactive champions
of change 2. Independence and internal knowledge of BPR team 3. Inclusive approach to review that involves
stakeholders4. Project management approach to review &
implementation5. Good planning – adequate time & resource6. Separate implementation and
Plan procedures to support new operational process Remember balance of resource: design of change = 20% effort
implementation of change = 80% effort
7. Accept the transitional steps in process of change and retain your determination!
