At Utah Valley University (UVU), we continue to develop a culture where we focus our efforts on students. UVU is an integrated university and community college that educates every student for success in work and life through excellence in engaged teaching, services, and scholarship. This post addresses how a service organization like the UVU Division of Digital Transformation (Dx) can participate in engaged teaching.
The UVU Office of Engaged Learning describes engaged teaching as the teaching, learning, and scholarship that engages faculty, students, and community in mutually beneficial and respectful collaboration. Consider the three possible pairings of students and faculty, community and faculty, and students and community.
First, students learn from faculty, but faculty, in turn, learn from students. In addition, students help faculty develop their scholarship. Second, our community advises our faculty and gives their scholarship direction. Likewise, our faculty develop scholarship that benefits our community and local economy. Finally, our community provides mentoring, internships, scholarships, and jobs for our students and graduates, and our students provide our community with knowledge, energy, and fresh perspectives.
Our On-Campus Community
Dx at UVU is like information technology organizations at other universities in that Dx provides information technology infrastructure such as networks, servers, storage, telephony, identity, cybersecurity, and more. In addition, Dx includes enterprise architecture, product portfolio management, process improvement services, classroom technology, teaching technology, mobile computing platforms, teaching studios, and more.
Dx provides these products and services through the work of full-time, part-time, and some student employees. In addition to their “day jobs,” some of these employees teach as adjunct faculty in various academic units on campus. In this role, they contribute to engaged teaching as described above.
However, a campus service organization like Dx can more fully participate in engaged teaching as members of the broader community. In other words, Dx should serve as advisors to our faculty and give their academic scholarship real-world experience, data, and direction. Likewise, Dx should benefit from the faculty scholarship that informs our work. Dx should provide mentoring, internships, scholarships, and jobs for our students and graduates. In turn, these students will provide Dx with new knowledge, energy, and fresh perspectives. This insight from students regarding the student experience with the services provided is invaluable and will no doubt improve provided services.
So, what needs to be done to transform Dx? Well, there are several necessary tasks, approaches, and ideas:
When Dx hires new full-time employees, new employees must have the ability and desire to mentor students above and beyond the traditionally required skills.
When full-time positions become available, Dx must consider filling the positions with multiple student employees. While student employee turnover is rapid, requiring a tremendous amount of training, isn’t that why we’re here—to educate students who take what we teach them and become productive contributors to society?
Dx should provide internships to UVU students.
Dx should provide meaningful capstone projects to student groups that will benefit them; in turn, the campus community will benefit from project outcomes.
Dx must seek out faculty who teach classes and perform scholarly work that may benefit from the real-world experiences and data that Dx has. Dx must make these experiences and data readily available.
When Dx faces questions about technology choices, function, or performance, they should seek out the technical expertise of our faculty colleagues
Finally, Dx must find ways to give directly to faculty and students. Perhaps Dx can fund named scholarships for students or fund endowed chairs for faculty. Both endeavors send a clear message that Dx is aware and engaged in the mission of the university
Digital transformation is about much more than technology and its use; it’s about changing thinking, process, and culture. It is time that Dx and other campus service organizations transform to benefit our students more directly. Employees of Dx and all campus entities should become teachers, mentors, and examples to the students who come to us to learn and grow. We have an excellent opportunity to influence the world for good. Join me in this grand pursuit!
Many universities cut back or closed permanently during the pandemic. UVU, instead, graduated its largest class in its history — 6,410 students — last fall.
Much of the credit goes to Dr. Astrid Tuminez, who now enters her third year as the university’s president. She’s the perfect person for the job — a veteran in the tech sector.
Even before the pandemic disrupted in-person learning, she made sure UVU was prepared.
UVU wants technology to drive and enhance every aspect of the student experience, from recruitment to graduation.
The technological revolution is alive and well in the shadow of Silicon Slopes, and that will continue long after masks and social distancing are relics of the past.
In response to Mr. Benson’s article, several individuals asked the question, what is UVU actually doing that is different from other institutions? What is UVU’s secret sauce? Well, that is a question worth answering. It isn’t as much about what we are doing as who we are. The remainder of this post will address who we are, the culture of UVU, and what we’ve done and will be doing.
In Clayton M. Christensen’s book, The Innovator’s Dilemma, he discusses how established industries must change to stay competitive. If they are unwilling or unable to change, they are doomed to eventual failure. We’re all familiar with GAFA or Google (1998), Amazon (1994), Facebook (2004), and Apple (1976). I’m old enough to remember alternative search engines, bookstores, mySpace, and computer companies such as Digital Equipment Corp., Compaq, and IBM. While some of these still exist, they have become less prominent in the fields dominated by the big four. What happened? Innovators, who founded the big four, disrupted the existing market space, and the previous big players weren’t able to or chose not to compete. By the time they realized there was danger of losing their markets, it was far too late.
According to Britannica, the first true university in the West was founded at Bologna late in the 11th century. Interestingly, Britannica, a company older than the United States, but only 1/4 the modern university’s age, who up until 2012 sold a 32 volume encyclopedia set for $1400, had to adapt to a new market. Britannica stopped printing its collection it had printed every other year since 1768 and now offers annual online subscriptions for $70.
Like Britannica and many other companies in many industries, higher education must adapt to changing needs and demands. If higher education institutions are unwilling or unable to change, they run the risk of becoming irrelevant. Our students will demand and deserve that we offer education in a form that they can and want to consume. They will demand that their education leads to the acquisition of good-paying jobs. Employers want access to students and graduates with the hard and soft skills they need to be competitive. Finally, society demands higher education provide all of the above without sacrificing the education the students need to become productive and civil members of our world community.
History, Clayton Christensen, and GAFA teach us that if we in higher education are unable or unwilling to adapt, we will be replaced by innovators who take the initiative to deliver a more modern education. We see some of this already happening with Grow with Google, Microsoft Learn, Great Learning, HackBright Academy, DevMountain, Western Governors University Academy, BYU Pathway Worldwide, and many others. So, how do we adapt to changing needs and wants while maintaining our identity as a university? Part of the solution is taking advantage of information technology and applying it where and when it increases student success, learning, and completion rates and decreases time to completion and cost.
UVU’s Secret Sauce
While nearly every higher education institution is putting classes online, training faculty to work remotely, and strengthening IT infrastructure, UVU is truly transforming the educational landscape. This starts with the exceptional can-do culture developed over the years by our students, faculty, and staff. Our students are diverse, inclusive, and gritty, our faculty put student success above their own professional aspirations, our amazing staff proactively reach out to students to help them be successful, our administration focuses on student success, and our president, Dr. Astrid Tuminez, resonates with our students, understands what an education can do for them, and understands how and where technology can help.
Digital transformation is about transforming the way an institution does business. In our case, it is about making education better, more accessible, with fewer administrative burdens for students and faculty. Digital transformation is about using technology in the right way, in the right places, and at the right times to help students complete their educational dreams and be successful.
To do this, digital transformation efforts must be aligned with institutional goals and strategy. UVU has an exceptional strategy document entitled Vision 2030. Vision 2030 includes the UVU Mission Statement that reads, “Utah Valley University is an integrated university and community college that educates every student for success in work and life through excellence in engaged teaching, services, and scholarship.” Vision 2030 outlines three strategies:
Enhance student success and accelerate completion of meaningful credentials
Improve accessibility, flexibility, and affordability for all current and future UVU students
Strengthen partnerships for community, workforce, and economic development
To ensure our digital transformation efforts are aligned with institutional strategy, we created, with assistance from PM2 Consulting, a strategy map, which is a diagram that shows an organization’s strategy on a single page.
At the top and center of a strategy map, we place the organization’s mission or vision statement. Stacked down the map’s left side are four perspectives: customers or stakeholders, internal processes, enablers, and financial.
Within each perspective, we place a small number of strategic objectives. Arrows indicate how one or more strategic objectives help accomplish others. Our strategy map is illustrated in Figure 1. For details regarding the creation of our strategy map, see my post, Digital Transformation Strategy.
The UVU Division of Digital Transformation pursues the institutional strategies of achieving student success, including all students, and engaging our partners. We accomplish this by delivering delightful experiences, providing transformative solutions, strengthening our partnerships, and practicing exceptional product portfolio management. These strategies are supported by a culture of being responsive, manifesting UVU values, and developing our staff.
Where the Rubber Meets the Road
As much as I like our strategy, it is only as good as the associated tactics and our ability to make needed changes and progress. So what have we done? Like nearly all institutions of higher education, in response to the COVID-19 pandemic, we immediately bolstered our campus networks, increased cybersecurity, added classroom technology to enable multiple teaching modalities, including remote, live streaming instruction, acquired several hundred laptops for student checkout from the library, and procured a couple of hundred WiFi hotspots with unlimited data bandwidth to provide student connectivity. However, while we dealt with the immediate needs of our students and faculty, we also made changes for the post-pandemic world of higher education:
We created an Academic and Student Digital Services (ASDS) organization to focus on the teaching, learning, and academic administration technologies and services that will be delightful to use and enhance our ability to achieve student success.
We reorganized the existing Office of Information Technology.
We combined previously distributed IT organizations.
We organized a product portfolio management group to enable us to practice exceptional product portfolio management.
Within these groups, we organized units to focus on:
Identity and access management
Website, intranet, and mobile application design
We hired two associate vice presidents to lead our Office of Information Technology and our Academic and Student Digital Services groups.
We named a Senior Director of Product and Portfolio Management and charged them to ensure our products and services are delightful and transformative.
In addition to these organizational shifts and adjustments to enhance our ability to focus and transform our work at UVU, we also initiated numerous critical projects that will enhance student success:
We initiated a project to move from our traditional PBX-based phone system to Microsoft Phone System technology. This move will enable remote faculty and staff to reach out to students from anywhere in the world, using nearly any device, and appear as if they’re placing the call from their campus office. This change adds functionality, makes the experience more delightful, and saves the university money.
We began a new student-centric mobile application that will enable students to accomplish many of their administrative functions on their mobile devices. They will be able to check their academic progress, set appointments and communicate with their academic advisor, add and drop classes, pay tuition and fees, and see events, classes, exams, and final exam schedules. In the future, the UVU mobile app will include voice recognition, be a digital assistant, and act as their ID card.
We started a project to create a campus Intranet using MS Teams as the core component. Just today, Microsoft introduced Viva, a new product that may meet our needs. A modern intranet will provide us with the means to communicate better as a campus community.
We continued creating a business intelligence system that will assist all campus areas in utilizing data and information to make informed decisions. This will help students track their progress, faculty reach more students, general communication, and facilitate the use of artificial intelligence (AI) across the institution.
We began a complete rework of the UVU identity management system. This work will result in students, faculty, and staff being digital equals. While different roles and responsibilities will enable each individual to access the information pertinent to their roles, this equality will foster communication, calendaring, and virtual meetings.
These initiatives are a direct result of choosing to pursue activities that support our strategic objectives. In one way or another, they all increase the institution’s ability to help students succeed.
Utah Valley University is a special place where students, faculty, and staff understand its mission, strategies, and values. However, these are not merely the institution’s, but they’re ours, we know them, we love them, and we live them. We do all that we do to express exceptional care, exceptional accountability, and exceptional results. We are digitally transforming the university because we want our students to succeed in a digitally transforming world. So what is our secret sauce? It is a set of amazing people, driven by a common mission, directed by strategy, and guided by a set of values we’re committed to expressing in all that we do. Digital transformation at UVU is simply applying technology where, when, and how it helps people reach their full potential. We care, are accountable, and promise results!
We all understand that communication is vital. We use one form of communication or another almost continuously. I carefully chose the word disruptive as part of this post’s title because both common definitions are applicable:
causing or tending to cause disruption
innovative or groundbreaking
While communication is intended to be helpful, excessive, irrelevant, or unwanted communication is disruptive. There really can be “too much of a good thing.” However, there is a disruptive, technology-enabled approach that can make communication better.
There are numerous forms and types of communication. This post focuses on what I call team communication, marketing communication, and incident or issue communication. These communication types are important but can become less useful, even disruptive, due to excessive, irrelevant, or unwanted communication, noise.
Various organizations and human resource departments have carried out many employee satisfaction or engagement surveys. When employees are asked what could be improved, the top answer is always the same, team communication. No matter how thoroughly I have communicated as a leader, my employees have always indicated that they want more communication.
While increased communication is initially appreciated, eventually, the increased volume and breadth of topics are taxing. Eventually, the communication becomes ineffective because the interesting stuff, from one person’s perspective, is lost within the noise of what might be interesting to others – “one man’s trash is another man’s treasure.”
Marketing is a form of communication that regularly impacts us. Believers, I am giving them the benefit of the doubt here, in a particular product or service, attempt to inform us of the benefits of their wares in the hopes that, armed with this new knowledge, we’ll acquire, purchase, or subscribe to their products. This communication is vital to businesses and individuals seeking solutions to problems. However, excessive and irrelevant marketing communication reduces its value and may become an irritant.
Incident or Issue Communication
The technology revolution brought the need to communicate technology incidents, issues, and failures to those relying on it. However, like the other forms of communication discussed earlier, too much or irrelevant information, no matter how well-intended, becomes an issue in and of itself.
So how do we successfully communicate more without communicating irrelevant information in potentially excessive amounts? The key is realizing that “beauty is in the eye of the beholder,” or, in this case, the receiver of communication. Technology provides a mechanism where those receiving communication can subscribe to the types of communication they desire and decide how they want to receive it.
Several weeks ago, Utah Valley University’s Faculty Senate passed a resolution that essentially requested that faculty receive a push notification whenever a critical teaching tool was experiencing issues that would negatively impact their academic activities. They also requested that these communications not be the typical IT service desk responses that they deem to be too long, technical, and exhaustive.
While the institution has a web site to indicate IT systems’ status, status.uvu.edu, it doesn’t meet the criteria outlined previously. It is pull oriented, requiring the faculty to visit the page in reaction to an outage or suspicion of a failure, it reports the status of multiple campus IT systems, many of which are not related to teaching or other academic activities, and it contains far too much technical detail for their needs.
A couple of brilliant colleagues of mine read the Faculty Senate’s resolution and decided they could quickly deliver a solution to the problem. They created a tool associated with the IT status page that allows system status to be communicated via text (SMS), email, and even a webhook for integration with other applications.
In addition to providing multiple consumer selectable communication channels, they also provided a mechanism to allow the consumer to choose which service notifications they receive. So, not only can faculty now receive push notifications via text, they can receive text messages for services that impact them. They might choose to be notified about issues or outages affecting our learning management system (LMS), our student information system (SIS), or our classroom technology. They can choose not to be notified about issues and outages regarding systems that don’t impact them. Finally, they can change their settings at any time to meet their changing needs.
While the tool described above is for IT incident communication, the principle applies to team and marketing communication. I often hear colleagues complaining about institutional or marketing communication being overwhelming, irrelevant, and disruptive. Many indicate that they delete the communication, believing that it isn’t important or critical to their work.
Imagine a system that enables institutional consumers to subscribe to the content they are interested in and not receive the rest. Also, they could choose the communication channel they’d like to use. In fact, by combining these two features, individuals could choose the information they would like to receive via text, what they would like to receive via email, what they would like to receive through other channels, and what they don’t want.
By allowing consumers to prioritize what they receive and how they receive it, they can remove disruptive noise from their work and lives. This helps them be more productive. The communication they receive will be more impactful and less disturbing.
With such a mechanism in place, a broader set of communications can be supported and tolerated. Institutional entities such as fine arts, performing arts, athletics, clubs, etc., could be invited to communicate as they see fit. In current systems, this invitation would flood our inboxes and increase our level of frustration. With this new paradigm, consumers would receive what they want and discard the rest.
Even external entities could be invited to communicate with and market to our institutional community. For example, a flower shop or restaurant may want to market to our students, faculty, and staff. Such involvement shouldn’t bother individuals or the institution because the only receivers of such communication would be those who opted to receive it. If a vendor becomes disruptive, consumers will unsubscribe.
One final thought. There are a few communication types that all members of our community should receive. For example, emergency notifications should be received by everyone. Having all users receive this type of critical communication is easily provided for.
In this post, I described several types of communication and pointed out their importance. I also pointed out that when we communicate too often and too broadly, it becomes irrelevant to some. To avoid this issue, we should build a communication platform where our community members can subscribe to what they want and unsubscribe from the rest. We currently have this system in place for IT incident reports but should create a more general tool, let’s call it NotifyMe.
A strategy should inform an institution where business process improvements will have the largest impact on realizing its mission. Both for-profit and non-profit institutions should pursue projects and initiatives that help them reach their strategic goals. A strategy should help guide what projects and initiatives are pursued.
In a for-profit institution, the main strategy is to increase profits. Projects should be pursued if they have the potential to increase revenue, decrease expense, or both. In such a setting, it is reasonably straightforward to compute a financial return on investment (ROI) for digital transformation projects and initiatives and use it to prioritize them.
In a non-profit institution of higher education, our main strategy is to help students succeed. Projects and initiatives should be pursued to help the institution reach its strategic goals. Computing a financial ROI in this setting is not straightforward and perhaps not beneficial; therefore, we need an alternative mechanism for prioritizing which projects and initiatives to pursue. The ideal metric is a measure of a project’s ability to decrease the gap between where an institution is concerning its strategic goals and where it will be after the project is complete, i.e., its strategic value. Those projects with the most potential to decrease the strategic gap have the highest strategic value and should be pursued.
This post will describe the creation of the strategy map for the UVU Division of Digital Transformation. I’ll also describe three ontologies we’ve created:
An impact ontology that illustrates the impact divisional business processes should have on our strategic objectives.
A performance ontology that describes the impact our business processes are currently having on our strategic objectives.
A project ontology that illustrates each project’s strategic value or its ability to close strategic gaps.
The impact and performance ontologies are used to determine the strategic gap between possible impact and current performance. The project ontology determines which projects have high strategic value in closing the identified strategic gaps. Finally, a list of projects and initiatives, prioritized using their strategic value, is presented.
Utah Valley University
In early 2019, Utah Valley University (UVU) organized a Digital Transformation Task Force, which issued its final report in April 2019. In their report, the task force defined digital transformation like this:
“Digital transformation is the process of applying technology to fundamentally change how organizations operate and provide value to those served. Digital transformation requires an integrated enterprise approach to workflow, process, data management, technology, and culture.”
The use of digital technology and an accompanying change in culture will allow the university to reduce complexity, function efficiently, and provide delightful products, processes, and services to our students, faculty, and staff. While digital transformation strategies and tactics must be aligned with the institutional mission and strategic initiatives, they must also be easily understood and implemented by those participating in the transformation of digital technology, culture, and institutional practice.
Institutional Mission and Strategy
Digital transformation efforts must be aligned with institutional goals and strategy. UVU has an exceptional strategy document entitled Vision 2030. Vision 2030 includes the UVU Mission Statement that reads, “Utah Valley University is an integrated university and community college that educates every student for success in work and life through excellence in engaged teaching, services, and scholarship.” Vision 2030 outlines three strategies, with accompanying priority initiatives, employed to accomplish its mission:
Enhance student success and accelerate completion of meaningful credentials
Assess and remove barriers at every stage of the student life cycle
Support completion through comprehensively designed curriculum and services
Enhance educational quality through the recruitment and retention of excellent and engaging faculty and staff
Improve accessibility, flexibility, and affordability for all current and future UVU students
Build out a coordinated multi-campus plan
Expand flexible educational and online offerings
Strengthen outreach to and support for underrepresented students
Maintain commitment to affordability and accessibility
Strengthen partnerships for community, workforce, and economic development
Create seamless processes and practices for student transition from K-12 to UVU
Improve industry partnerships to meet workforce and community needs
Strengthen engaged learning and community engagement opportunities for students, faculty, and staff
A strategy map is a diagram that shows an organization’s strategy on a single page. A strategy map has three significant uses:
It helps every employee understand their organization’s overall strategy and where they fit in.
It helps keep everyone literally on the same page.
It helps employees see how their work helps the institution meet its strategic objectives.
At the top and center of a strategy map, we place the organization’s mission or vision statement. Stacked down the map’s left side are four perspectives: financial, customers or stakeholders, internal processes, and enablers. A for-profit enterprise would typically place the perspectives from top to bottom in the order previously described. In a non-profit organization like UVU, we place the financial perspective at the bottom. Making money is not our aim, but financial objectives support everything else we do.
Within each perspective, we place a small number of strategic objectives. Arrows indicate how one or more strategic objectives help accomplish others. Finally, we add a weight to each strategic objective indicating the amount of effort and resource we want to commit to them currently. While most aspects of the strategy map remain as is for a considerable length of time, the weights assigned to each objective should be regularly reviewed and potentially adjusted to meet changing needs.
We created a strategy map for Digital Transformation at UVU with Brett Knowles and others at Hirebook. Brett and his colleagues patiently helped us craft our strategy, asked probing questions that refined our language, and acquainted us with powerful ontologies and techniques to connect our project work with our strategic objectives.
At the top and center of the strategy map, illustrated in Figure 1, is an abbreviated form of the UVU Mission Statement. You can see the four perspectives down the figure’s left side: stakeholders, internal processes, enablers, and financial. We’ve added brief definitions of each perspective to help us remember who or what is included in each. Within each perspective, we have added strategic objectives.
Within the financial perspective, we have a single strategic objective, Plan, Budget, and Assess, which represents the UVU planning and budgeting process known as PBA. We used a shared governance approach, with much discussion and compromise, to determine the weight associated with each strategic objective. In this case, we determined that we’ll spend 10% of our effort and resources on this objective. This strategic objective supports all other objectives in the strategy map. Arrows have been omitted for clarity.
The enablers perspective contains three strategic objectives: Be Responsive, Invest in Staff Development, and Manifest UVU Values. Accomplishing these strategic objectives is essential to enable the organization to accomplish the strategic objectives above them. We must invest in staff development to ensure they continue to be productive professionals who can deliver high-quality results. The staff must also be responsive, i.e., react quickly and positively to institutional concerns and needs. Finally, they must manifest UVU values of exceptional care, exceptional accountability, and exceptional results. This perspective will receive 35% of our effort and resources.
The perspective dealing with internal processes contains four strategic objectives: Practice Exceptional Product Portfolio Management, Provide Transformative Solutions, Strengthen Our Partnerships, and Deliver Delightful Experiences. Our division doesn’t currently have a strong practice in product portfolio management. We must develop this process to enable the delivery of the other three strategic objectives in this perspective. A strong product portfolio management process will strengthen our relationships with internal partners and enable our organization to provide transformative solutions. Together these three strategic objectives will enable our division to deliver delightful experiences to our stakeholders. This perspective will currently receive 50% of our attention and resources.
The stakeholders perspective includes three strategic objectives: Achieve Student Success, Include All Learners, and Engage Our Partners. While we organize our division, strengthen our internal processes, and develop our staff, we will only expend 5% of our effort and resources on these strategic objectives. However, these objectives are shared by all divisions at UVU. We expect that pursuing the strategic objectives in the internal processes and enablers perspectives will increase other divisions’ ability to focus on these important strategic objectives.
An impact ontology describes the impact that business processes ideally have on strategic objectives. The UVU Division of Digital Transformation has nine major business processes:
Product Portfolio Management
Research and Development
Risk and Security Management
Digital Transformation Strategic Planning
Note that these nine business processes are not necessarily organizational units.
The impact ontology illustrated in Figure 2 shows the impact that business objectives have on achieving strategic objectives. Our nine business processes are included across the top. The strategic objectives and associated weights from the strategy map are included down the figure’s left side. We have a value from zero to five at the intersection of each business process and strategic objective. Like the strategic objective weights, these values were obtained through a shared governance exercise and much discussion. Zeros indicate that the associated business objective has no impact on reaching the associated strategic objective. In contrast, fives indicate that the associated business process strongly influences reaching the associated strategic objective. The grey levels are added to aid in identifying impactful business processes. For the UVU Division of Digital Transformation, the Operations business process impacts our strategic objective of Delivering Delightful Experiences but does not impact our objective of Invest in Staff Development.
We can glean other interesting information from an impact ontology. For example, intersections containing fours or fives identify business processes that greatly impact the associated strategic objectives. We should monitor these processes using key performance indicators (KPIs) and improve them. Additionally, a business process owner can use the column associated with their business process to determine where to deploy their best people and the most resource for the greatest impact. Finally, looking across a row tells us which business processes should be represented in activities intended to enhance the institution’s ability to achieve the associated strategic objective.
The performance ontology illustrated in Figure 3 shows a relationship between business processes and strategic objectives.
In this case, the relationship we’re mapping is how well our organization performs each business process to pursue associated strategic objectives. Like the previously discussed impact ontology, the performance ontology includes our nine business processes across the top. The strategic objectives and associated weights are included down the figure’s left side. For convenience, we have included the impact ontology values from Figure 2. We have added a score from one to five, indicating how our organization performs each business process to pursue associated strategic objectives. These scores were obtained through self-evaluation and much discussion. In the future, these scores should be obtained through the measurement and evaluation of key performance indicators (KPIs). The color-coding indicates the magnitude of the strategic gap. The strategic gap is calculated by taking the difference between the impact a business process should have on a strategic objective and the actual performance we’re achieving and then multiplying by the strategic objective’s weight.
The color-coding of the performance ontology directs attention to important areas where there is a strategic gap. For example, the Data Delivery business process and Deliver Delightful Experiences strategic objective. In this case, the difference between the potential impact of the business process, determined to be a four, and our current performance, determined to be a two, multiplied by a strategic objective weighting of 17 creates a significant strategic gap of 34, is color-coded red, and demands our attention. The Operations business process has a potential impact of four on Manifest UVU Values while our performance receives a value of two. The impact and performance values are identical to those of the previous example. Still, a lower strategic objective weighting of 7 results in a strategic gap of 14, is color-coded yellow, and deserves less attention. Similarly, the Data Delivery business process’s desired impact on Achieve Student Success is a four while our performance yields a two. A strategic gap exists, but because the importance of that strategic objective is low, the strategic gap of 4 doesn’t warrant our attention and is color-coded green.
As previously described, the difference between impact and performance, weighted by the importance of a strategic objective, results in a strategic gap measure.
The yellow portion of each bar illustrated in Figure 4 represents the total strategic gap for the associated strategic objective. The yellow portion’s height is the difference between the desired impact, total bar height, and our current performance, height of the blue portion. In the figure, the strategic objectives are ordered from greatest to the least strategic gap. The largest strategic gap in Figure 4 is for the Deliver Delightful Experiences strategic objective.
Each bar’s height is the total impact we desire to exert on each of the strategic objectives. This is computed for each strategic objective by multiplying the strategic objective’s weight and the sum of the business process impacts for the given strategic objective. This result is multiplied by five to enhance visualization.
The blue portion of each bar represents our current performance towards each of the strategic objectives. This is computed for each strategic objective by multiplying the strategic objective’s weight and the sum of the business process performance values for the given strategic objective. This result is also multiplied by five to enhance visualization.
The previous section illustrated a process for determining which strategic objectives have significant strategic gaps and need attention. We want to pursue the projects and initiatives with the highest strategic value or the greatest promise of decreasing strategic gaps. Figure 5 shows the project ontology, where we can discover which projects have that promise.
The project ontology includes the strategic objectives on the figure’s left side and across the top a list of potential projects and their costs. The costs are in $100,000 increments and include cash and the value of required labor.
The values within the ontology range from zero (blank) to five, where zero indicates the associated project has no ability to close the strategic gap of the associated strategic objective. These projects have no strategic value concerning the associated strategic objective. Five indicates that the associated project has high strategic value and will significantly decrease the strategic gap of the associated strategic objective. For example, a project to create a mobile application will result in a product that significantly closes the gap for several strategic objectives, including Achieve Student Success, Include All Learners, Deliver Delightful Experiences, Provide Transformative Solutions, Strengthen Our Partnerships, Be Responsive, and Manifest UVU Values. This project has a high strategic value.
In Figure 6, the yellow bars represent the strategic gap for each strategic objective, as described in the previous section. The red dots indicate the sum of the projects’ strategic values that impact the associated strategic objective. The successful completion of the proposed projects, which have significant strategic value, would nearly eliminate the strategic gap associated with several objectives: Deliver Delightful Experiences, Be Responsive, Strengthen Our Partnerships, Achieve Student Success, Include All Learners, and Engage Our Partners. In contrast, the other strategic objectives receive insufficient project work of sufficient strategic value to eliminate their strategic gaps.
If resources are fully allocated, the results illustrated in this figure may be used to adjust what projects and initiatives are pursued to distribute the strategic value more uniformly. Alternatively, if more resources are available to pursue additional projects, the graph indicates where strategic value is needed, which may be used to select appropriate projects.
Project Priority and Value
As shown in the previous section, a suite of projects may significantly decrease strategic gaps. However, the ability to close a strategic gap may also be attributed to individual projects. We should pursue projects and initiatives that have significant strategic value, i.e., significantly decrease strategic gaps.
Figure 7 illustrates the strategic value or gap-closing ability of each project and initiative. The initiative with the highest strategic value is creating a business intelligence unit and associated governance and processes. Projects to create a new web site, intranet portal, and mobile application are also strategically valuable.
The dark blue bars in Figure 7 indicate the impact value of each project. This is simply a project’s strategic value divided by the project’s cost. The MS Telephony project may not be strategically impactful, but it saves the institution money and has nearly zero cost.
As a division, we will seek approval and funding to pursue the strategically most impactful projects, those with high value, and those that save the institution money that may be applied to other high impact projects.
As pointed out earlier, a strategy should inform where improvements in business processes should be made and what projects and initiatives should be pursued. In this post, I described a process to determine the gap between an organization’s desired performance level and its current performance concerning strategic objectives. Also, a method to determine the strategic value of projects and initiatives was described. Combining these two activities enables us to evaluate proposed projects and initiatives in terms of which will best help us meet our strategic objectives. In environments where ROI is difficult to determine, this is a powerful tool to help us realize our mission.