Managing Change at Loughborough University

1. Managing Change at Loughborough University Anne Mumford Sam MarshallMeg Stafford

2. Managing Change at Loughborough • How do we Manage Change at Loughborough? • How the Director of Change Projects came about • What has been possible for 3 years with one person • Scaling Up – service improvement and saving money • Change Team • Change Academy • A process review methodology for the University • Peer to peer challenge • Giving our methodology a go

3. Managing change at Loughborough • Staff say we do it badly and we need to do it well • Too quickly without getting buy-in and thinking of the unintended consequences • Too slowly resulting in stress on staff • Poor communications • We need to take time to prioritise the projects, agree where we are heading and get involvement – resources do not help if we don’t get this right

4. How we got here and what have we done? • Appointment was a result of reorganisation • Vision of the Chief Operating Officer to deliver change in his area but now wider remit • In VC’s Office, reporting to COO • Examples of projects prior to 2013: • Institutional step change for: • Environmental sustainability, Business continuity • New ways of working across the institution for: • Central timetabling, Workload modelling • Building moves – into open plan and more integration

5. Managing Projects • Forced to work with people or I could do nothing! This has been good for embedding. • Some close involvement, some more distant • Some formal project management board, others task and finish groups • Very pragmatic approach rather than a formal one • Some with PMB and then an implementation team • Involvement of academic expertise • Sustainability, business continuity, email efficiency • Working across the University – schools and services • Look at two examples – timetabling & building moves

6. Central Timetabling • Aim was to move from 20+ different approaches with a central room booking to a centrally managed but with local involvement approach using a shared system • Formal PMB with an implementation group • Outcomes and lessons • Came in without (almost) people noticing • Great staff appointment • Widespread involvement across the university • People were ready for this having been resistant – enough people and depts. were ready to make the change and took others with them • We really listened and worked with people - and had to because the central resource was small

7. Relocating Staff • Project comprised the refurbishment of two 1930s buildings which had been halls of residence into offices for 250 staff moving from other buildings many in single or small offices. • Aim was to create environmentally sustainable open plan offices & improve cross-section working through co-location. • What we did and what we learned: • Lot of fear, anger, angst – KPI to turn this into joyous happy-ness! • Worked with the building project manager and ran sessions for people moving and developed a way of working with departmental heads and staff who are moving – interface to the project manager • Ensured enabling factors included e.g. meeting rooms, help for move • People now proud of where they are and working more effectively. • Lessons learned about how to manage change for building projects.

8. Building on the Good Work • Change projects perceived positively • Suddenly popular • Want to expand • Want to save money • Want to do things better • Want to do it NOW NOWNOW! • Resources made available for 2013/14

9. Creating a Change Team • Expand capability and capacity – but not a permanent team • Secondments of staff who will get experience, training and mentoring • Consultation on priority projects which might deliver significant savings • Senior colleagues, staff campaign • Change Academy

10. Change Academy • A way to spend time on the “difficult to solve problems” • 3 day, 2 night residential • Facilitated by the HEA using a well tried and tested model supported by the Change Team and involving colleagues from the University. • Time for teams to work individually and jointly • Sessions on managing change, thinking creatively • Attracted academic and professional service colleagues

11. Change Academy Projects • Loughborough in London • IT support • Developing our Technicians • Procurement • Catering Provision • Increasing income • Sustainability of programmes & modules All discussions have moved the agenda forward

12. So, what would you change? • Groups – each person identify something and the barriers to making this change Group 1: James, Steven, Ashley, Carla, Meg Group 2: Matt, Stuart, Simon, Sam Group 3: Darren, Wendy, Lizzie, Lin, Anne Feedback on the barriers

13. What would you change? • Feedback session

14. Process Change Methodology • Process Change methodology • Based on Vanguard methodology • Change from command and control to systems thinking • Improved services to customers at lower costs and improved morale • Adapted and promoted by Richard Taylor as a standard methodology for the University • Over to Sam………………

15. Understand Before Changing • Add Richards plan, do, check slide

16. Understand before changing

17. Process Review Methodology • DEFINE the process from the customer’s view • CHECK – collect information • FOLLOW – the flow (literally) • CATEGORISE – value & failure demand • MAP the current flow from customer’s perspective • ANALYSE the demand patterns and flow • DESIGN a simpler flow • EXPERIMENT with the new flow • SCALE UP

18. Let’s have a go • Over to Meg to introduce the exercise……….

19. Induction at Loughborough University • This is supposed to be standard for all staff http://www.lboro.ac.uk/services/sd/new-staff/induction/ • Anecdotal evidence suggests this is not the case • Let’s have a look!

20. Process Mapping Induction • DEFINE: Induct me as an employee of Loughborough University • CHECK and FOLLOW:your homework • CATEGORISE, MAP, ANALYSE:your activity

21. In Groups • Prepare a presentation for the COO which includes a map of what happens in reality, comparing it to the University’s policy • Identify value and failure demand and hand-offs • Make recommendations as to what should happen next in creating a clean flow • Groups: Group 1: Steven, Matt, Ashley, Lin, Stuart +Meg & Sam Group 2: James, Darren, Wendy, Lizzie, Simon, Carla + Anne

22. Induction Process at Loughborough University Presentations to the COO

23. Where now for the Change Team? Current active projects involving process review: • Bought in Teachers (scale up) • IT Support (going into experiment) • Agents’ fees (experiment) • Module choice (experiment) • Exams outside halls (analyse) • Procurement (experiment) • Managing exchange students (experiment) • Managing Multi-function Devices (scale up) Other Projects: • Developing technicians, increasing income Future projects: • Admissions, assessment, staff recruitment

24. Some Final Points • Institutional change can be managed with a small (even one-person) resource. We hope to be funded next year. • Strategic priorities for change need to be agreed and appropriate buy-in obtained. • Need high level commitment and agreed appetite for the changes. • Need to clearly articulate and agree on the “end game”. • Don’t do things to people, do it with them. • Involve and trust people. • Good communication is essential.