Systems Analysis: Organizations are systems.

1. Systems Analysis: Organizations are systems.

2. 2 Types • We commonly think of at least 2 things when we think of systems in organizations: • Most commonly we think of systematic solutions • i.e., a solution that is automated, built into existing practices, or supported in such a way so that it will continue (“I need a system of organization”). • Less commonly, we think of systems as the things that impact; and are impacted by the pinpoint we select to improve.

3. 3 Levels of Organizations • Performer level • Performance management view • Process level • Product or service creation view • Organizational level • Total organization view

4. The Organizational Level From Rummler & Brache, 1995 From Rummler & Brache, 1995

5. The Organizational Level Receiving system Processing system Inputs From Rummler & Brache, 1995 From Rummler & Brache, 1995

6. The Organizational Level: The TPS View Processing System Receiving System Input Output Internal Feedback External Feedback From Brethower, 2000; Sasson & Austin, in press

7. A TPS Example in Education Elementary School (K-6) Middle School Children, Teachers, Curriculum Resources Competent Students Internal Feedback External Feedback

8. Functions (Silos) Dept 1 Dept 2 Dept 3 Dept 4 Dept 5 Dept 6 Dept 7 Process 1 Process 2 Process 3 Processes Processing System

9. Functions (Silos) Grade1 Grade2 Grade3 Grade4 Grade5 Grade6 Subject 1 Subject 2 Subject 3 Processes Ed Example - Processing System

10. OBM Network Newsletter Production Process

11. Total Performance System Components - 1 • Mission: The major purpose or reason for being a performance system • Input: Information, technology, people, money, or material that initiates or is a resource for a work process • Processing system: A system that processes inputs, generating at least one output valued by an external receiver

12. Total Performance System Components - 2 • Internal Feedback: Information about the performance of individuals, work groups, or processes that is used to guide performance • Output: Information, money, material, or added value that is produced by a work task or process • Receiving system: A set of systems that are closely linked to a processing system and receive its outputs • External Feedback: Information from customers and other external sources, used to guide performance

13. The Process Level • Process = “A series of steps designed to produce a product or service” • Steps can be shared • Across people • Across departments • Across organizations • At least three different types of processes are critical to a system’s health

14. Customer Processes • Result in a product or service that is received by an organization’s customers • Preparing meals at a restaurant • Producing parts for an automobile that is sold to an auto manufacturer • Making payments to clients for an insurance claim

15. Administrative Processes • Produce products or services that are invisible to the external customer but essential to the effective operation of a business • Balancing a cash register at the end of the day • Paying bills • Sending out paychecks • Hiring/promoting/firing

16. Management Processes • Processes that result in products or services that ensure adequate performance of customer and administrative processes • Performance measurement • Goal setting • Performance Feedback • Resource Allocation • Rewards • Job Analysis and Design

17. OBM Network Newsletter Production Process

18. Process Management and Process Mapping • When people, departments, or organizations share steps of a task, there is potential for “disconnects” • People may not know how their contribution benefits the end result of the process • Participants in the process may not know the goal or ultimate result of their work • People may make the wrong kind of contribution or spend time producing extra products that are not needed • A person might hold up the process by not completing their portion of the work

19. Minimizing “Disconnects” • A process must be understood before it can be managed or adjusted effectively • Implementing a new process requires planning for relationships and responsibilities • People participating in a process must get feedback from internal co-workers about their individual contributions • People participating in a process must get feedback from those who receive the services/products they produce

20. Mapping out a Process (“Is” map) • Who are the participating parties (people, departments, organizations)? • What is the end result/product/service of the process? • Who receives the output of the process? • THEN MAP: how does this process get accomplished currently (not how we wish it was accomplished, but how it IS accomplished) • OR, how would we like this process to be accomplished (“should” map)

21. The Performer Level 2. TASK SUPPORT Ÿ Can the performer easily recognize the input requiring action? 1. PERFORMANCE SPECIFICATIONS Ÿ Can the task be done without interference from Ÿ Do performance standards exist? other tasks? Ÿ Do performers know the desired output and Ÿ Are job procedures and work flow logical? performance standards? Ÿ Are adequate resources available for Ÿ Do performers consider the standards performance (time, tools, staff, information)? attainable? INPUT OUTPUT CONSEQUENCES PERFORMER FEEDBACK 5. SKILLS/KNOWLEDGE 3. CONSEQUENCES Ÿ Do performers have the necesssary skills and knowledge to perform? Ÿ Are consequences aligned to support 4. FEEDBACK Ÿ Do performers know why desired organizational performance? performance is important? Ÿ Do performers receive information Ÿ Are consequences meaningful from about their performance? 6. INDIVIDUAL CAPACITY performer's viewpoint? Ÿ Is the information they receive: Ÿ Are consequences timely? Ÿ Are performers physically, mentally, - relevant? and emotionally able to perform? - accurate? - timely? - specific? - easy to understand? From Rummler & Brache, 1995

22. Performer-Level Analysis Dimensions • Performance specifications • Task support • Consequences • Feedback • Skills/knowledge • Capacity