Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

In the thick of it: building change capability in higher education - Susie Palmer-Trew

133 views

Published on

Susie Palmer-Trew, head of PMO and change at the Open University, presented at the APM Project Management Conference on Wednesday 25 April at Central Hall Westminster, London.

Published in: Business
  • Be the first to comment

  • Be the first to like this

In the thick of it: building change capability in higher education - Susie Palmer-Trew

  1. 1. In the thick of it: Building change capability in Higher Education APM Conference 2018
  2. 2. 2 (and why on earth am I here!?) Who am I?
  3. 3. 3 What am I talking about Share some insight to Higher Education Introduce the Open University What Change really means (to us) How we tackled (and continue to tackle) our capability deficit
  4. 4. 4 Higher Education 101
  5. 5. 5 Higher Education 101 2012 200,000 2016 134,000 33% CURRENT 33% Whole Market Open University 2012 59,000 2016 39,000 Number of students starting a part-time undergraduate course in the UK has declined Higher Education income has increased but funding reduced – shift to compete 2009-10 £26.8bn 2015-16 £34.7bn
  6. 6. 6 And The Open University? The Open University exists to challenge conventional thinking and pioneer new teaching, helping our students achieve their life and career goals, it is essential we deliver the right change within the university.
  7. 7. Our relationship with Change
  8. 8. 8 Turbulent – to say the least As a University we recognised that we were falling short in both our ability to identify the right changes and to deliver them well The outcome was simple: we needed to do less and do it better We had three areas of focus: Clear the decks – to free headspace and capacity Change procedure - Single approach to approval, prioritisation and assurance Reinvigorate our change community and approach to capability building
  9. 9. 9 Risk based approach There is a risk that there is too much change affecting some parts of the organisation for our current level of change capability and capacity. Change projects might deliver their agreed outputs, yet the intended outcomes and benefits don’t materialise, or can't be evidenced. Change initiatives may fail to successfully engage staff groups and other stakeholders on whom they are reliant to achieve the change.
  10. 10. 10 The need to future proof The sector and University is in a state of unprecedented change and we didn’t feel we had the capability or capacity to navigate it The need to change threatens the History of the University, its position as an academic institution and its vision, to be ‘open to people, places, methods and ideas’ We didn’t have positive experience of change, both real and perceived
  11. 11. Knowing what you’re up against
  12. 12. 12 But what is Change Capability? People Process
  13. 13. 13 APM: 5 dimensions of professionalism Level 1 Level 2 Level 3 Level 4 Level 5 Body of Knowledge Competence framework Qualifications CPD Membership
  14. 14. 14 Change Maturity Assessment Governing Change Managing Change Landing Change Level 1 Awareness Level 2 Some good practice Level 3 Defined and consistent Level 4 Managed and Quantified Level 5 Continuous improvement 2015 2015 2015
  15. 15. 15 But what is Change Capability? People focussed Tools and Techniques Coal Face Professional Enable Parity Process focussed Add Value Increase success Transparency
  16. 16. So what did we do about it?
  17. 17. 17 Common Understanding Governing Change Managing Change Landing Change Leading, enabling and shaping the direction of change activity, providing strategic control, organisation and accountability for the outcomes of the project Coordination and delivery of the day-to-day change & project management activities that move the organisation from a current state to a future state. Ensuring that changes are sustainable and achieve desired benefits through effective design, stakeholder management and implementation
  18. 18. 18 Single Process Approval Prioritisation Assurance Accept or reject proposals inline with key criteria: • University Strategy • Step change in capability • Student Focus • Decide when initiatives happen in relation to the wider portfolio and known dependencies. • Retain the right to pause, stop or reprioritise. • Provide 2nd line assurance to all projects such as health checks and gate reviews. • Reporting to University Committees and External Bodies
  19. 19. 19 The first leap of faith Commitment to the development of project management professionals Competency framework and tools Development pathway and Quals • Based on APM competency • Guided reflection • Opportunity to translate experience into capability • 1 of 3 pathways • APM Quals • Coaching and mentoring
  20. 20. 20 Minimum Standards Provide the university with a baseline level of expectation to support decision-making and assurance Develop institutional project and change maturity, to better ensure successful delivery and enable greater transferral of skills Allow direct comparison of projects to support our learning, decision-making and assessment of the portfolio Capability and capacity Activities and assets Roles and responsibilities
  21. 21. 21 Single version of the truth
  22. 22. 22 Change community C. 500 members Action driven, results orientated Capability focussed – providing CPD to improve competency
  23. 23. Bang for Buck?
  24. 24. 24
  25. 25. 25 Shift in maturity - 2018 Level 1 Level 2 Level 3 Level 4 Level 5 Body of Knowledge Competence framework Qualifications CPD Membership
  26. 26. 26 Shift in competency Governing Change Managing Change Landing Change Level 1 Awareness Level 2 Some good practice Level 3 Defined and consistent Level 4 Managed and Quantified Level 5 Continuous improvement 2017 2017 2017 2016 2016 2016 2019 2019 2019
  27. 27. What next?
  28. 28. 28 Is the problem still the same? Coordination Capability Narrative • Inconsistent project and programme capability • Unsophisticated approaches to project planning and control • Multiple portfolios – ‘similar but different’ • Resource Management ‘at capacity’ • ‘Emotional baggage’ • Perception of changes as conspiracy rather than benefits realisation. • Inconsistent understanding of change motive
  29. 29. 29 Sort of Coordination Capability Narrative Volume of change is actively managed – prioritisation conflicts remain OU ‘emotional baggage’ Inconsistent understanding of changes and their motive Capability that meets the Chartered Project Professional Focus on consistency - no big wins Stop being so hard on ourselves
  30. 30. THANK YOU

×