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, 其中包括四所大学机构. The project was driven by the Chief Information Officer (CIO) in collaboration with the other three campus CIOs.
支援资讯科技总监更广泛的优先事项，以改善资讯科技服务及大学, 项目组合管理办公室(PMO)成立. TSI, 与项目管理办公室团队合作, 负责培训和指导PMO员工的业务流程改进(BPI)方法. 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, 通过gpk电子网址体验会议，四个机构的管理员体验.
TSI的方法和作用
方法
为达成既定目标，TSI在以下方面作出努力:
BPI培训和指导
要求TSI就TSI的BPI方法提供深入培训. 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”, gpk电子试玩所做的, 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. 它还允许每个人在训练中以自己的速度进步. 在I - DO阶段, TSI促进小组领导了当前状态的促进和文档化, 当前状态分析, 以及未来的州会议，并为每一次会议制定可交付成果. 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gpk电子试玩所做的阶段, 培训中的辅导员是当前状态下促进团队的积极成员, 当前状态分析, 以及未来的状态会议，以及每个过程领域的可交付成果的开发. 与TSI促进团队合作, 培训中的辅导员在指导方面处于领先地位, 指导, 并根据需要提供反馈. 一旦达到并传达了期望的能力水平, 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到场是为了提供必要的反馈和援助. 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gpk电子试玩做和你做的会议, verbal feedback and written feedback in the form of a rubric with comments were provided to each individual. 这个题目包括诸如防备等能力, 会议管理, 方法的实现, 和软技能. 能力培养以以下量表进行评分，每个量表都有详细的反馈:
- 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
- 熟练-证明能力的成长和发展, 可能需要更多的共同支持，但显示出强劲的进展.
- 正在开发中——还没有为下一阶段做好准备, 需要得到进一步发展的反馈和指导, 仍然需要共同支持.
BPI的训练
一旦每个PMO员工证明掌握了BPI开发的每个能力, 他们与其他学员合作服务, 观察, co-facilitating, 提供建设性的反馈. 另外, 他们参与了为项目管理办公室内的工作人员提供不同主题的培训讲座, 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人员与TSI合作，添加了相关的例子, 制定案例研究内容, 和跟踪交货. 每个学员在培训师的发展过程中都得到了反馈、建议和指导.
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, gpk电子试玩所做的, 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. 这包括所有涉及招聘和招生的功能领域, 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. 经过试验阶段的流程改进通过当前状态, 当前状态分析, 和未来的状态, 大学决定将流程改进扩大到所有四个校区. 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 |
随着BPA掌握了独立过程改进所需的能力, 他们接管了PMO流程改进的领导权. After completion of the training initiative and the 过程改进 initiative across the four campuses, 项目管理办公室有13名受过全面培训的工作人员领导过程改进. Six of these 工作人员 members were designated as BPAs and continued 过程改进 projects throughout other departments on campus. 其他7名受训人员要么互换角色，要么继续担任训练有素的项目经理. 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.
来自350个过程改进会议, 组成体验课程, 以及补充需求收集会议, 为了支持更广泛的系统选择项目，收集了1119个独特的需求.
gpk电子网址的组成体验和声音
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, 以及使用现有学生系统的社区成员, the University requested that TSI conduct Continuous Improvement gpk电子网址的组成体验和声音 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. 大学工作人员接受了便利和文件编制方法方面的培训. 一些关于这些经验会议的数据包括:学生参与者的总人数, 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, 以及已经出现但在另一个会议中已经确定的现有需求.
| 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 |
| 学生体验课程中出现了新的要求 | 45 |
| 在社区体验会议中出现了新的要求 | 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 |
| 在学生和社区体验课程中确定的总要求 | 145 |
角色
TSI在业务流程改进(BPI)和gpk电子网址经验方面领导培训和指导. 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曾担任推动者、文档编制者、首席培训师、导师和评估者.
结果
在整个参与过程中，数据被收集来支持朝着目标的进展, 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人接受了TSI业务流程改进方法的深入培训和指导
- 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
- 在四个校园举办了四十六场选民体验会
- 从gpk电子网址经验会议中收集了145个独特的需求
- 1119 unique student lifecycle requirements were gathered throughout the duration of this project across the four institutions
- 测量跟踪建立了监测总数: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