The role of institutional research and data collection in an organizational design process
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The Role of Institutional Research and Data Collection in an Organizational Design Process. Speakers: Bill Neal, Assistant to the President Susan Barton, Professor of Mathematics. Overview. Introduction to BYU-Hawaii Charge to New President The Organizational Design Team (ODT)

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The Role of Institutional Research and Data Collection in an Organizational Design Process

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The Role of Institutional Research and Data Collection in an Organizational Design Process

Speakers:

Bill Neal, Assistant to the President

Susan Barton, Professor of Mathematics


Overview

  • Introduction to BYU-Hawaii

  • Charge to New President

  • The Organizational Design Team (ODT)

  • Guiding Principles

  • General Methodology

  • Data Gathering Process

  • Sample of “Deliverables”

  • IR Challenges

  • Conclusion


Introduction to BYU-Hawaii

  • An accredited four-year undergraduate institution with 2,400 students from more than 70 countries

  • Founded and operated by The Church of Jesus Christ of Latter-day Saints

  • Assists individuals in their quest to influence the establishment of peace internationally


Key Indicators 2007

  • FTE Student per FTE Faculty: 17.2

  • FTE Student per FTE Admin: 35.4

  • FTE Student per FTE Staff: 26.0

  • Cost per Student: $16,303

  • Church Funded Operations: 81.8%

  • Tuition Discounts: 41.2%

  • Placement: 56.5% (U.S. avg.:45%)


Charge to New President

  • Continue to improve quality of the broad educational experience for students

  • Lower the Cost of the student’s education to the Church (Cost per FTE student)

  • Serve more students


Organizational Design Team

  • Members with diverse backgrounds

    • Assistant to the President (Institutional Research)

    • Dean, School of Computing

    • Director, Student Activities & Leadership

    • Dean Admissions & Records

    • Professor of Mathematics

    • Budget Officer


Design Team’s Assignment

  • Assess the current organizational structure

  • Align organization and its core processes for dramatic

  • improvement in the student’s educational experience

  • (outside the classroom)

  • Align the structure and processes to our mission and board’s charter

  • Organize toward more cost efficient operations


Premise:

Organizations are perfectly designed to get the results they get.

Get picture from Steve !!


Guiding Principles

  • Student focused

  • Focus on activities/tasks not departments

  • Similar activities consolidated

  • Fewer directors with more responsibilities

  • Identify one “owner” for each major process

  • Presumes right personnel and working processes (with accountability)

  • Well-functioning councils (committees)

  • Focus not on teaching or faculty but on operations


Initial Data Collection

  • Current organizational structure and chart

  • Department activities and responsibilities

    • Discussion document from departments

      • Products and services

      • Whom they serve

      • Ideas for improvement


Initial Data Collection

  • Department activities and responsibilities (cont.)

    • Follow up Interviews with campus departments to clarify:

      • How department is organized?

      • What is your department doing that should be done by another department to be more cost effective?

      • What is another department doing that your department should do for more efficiency?

      • What are some improvements that can be made in your department and other departments?


Obtaining and Utilizing Feedback

  • Several focus groups held with the students, faculty and staff

  • University wide meetings held periodically

  • Email account created and “workspace” for communication purposes and obtaining feedback

  • Benchmarks solicited from departments

    • Benchmarks or comparisons that departments use to gage success

    • Solicited assistance from department leaders in obtaining benchmark metrics from national organizations


  • (ODT webpage information goes here. Johnson is working on it???)

  • Questions??


Institutional Research Related Data

  • 20 Comparison Schools of similar size, location or mission (e.g. Eckerd College, Chaminade, BYU-Provo)

    • Benchmarking data on organizational structure

    • Department responsibilities

    • Department sizes and proportion to campus populations

    • Staffing details for 25 departments

    • Student/FTE Staff Ratio

    • Student/FTE Faculty Ratio

    • Professional organization survey results and size recommendations


Put slide here with a snap shot of the comparison schools dept data

  • Ceci—can you do this????


  • Ceci—can you do this????


Sampling of Deliverables

  • Core Processes

  • Core Process Detailed Definition

  • Organizational Chart

  • Recommended realignment of departments and management structure

  • Major Tasks and Key Factors for Success

  • Leadership Roles and Guidelines

  • Councils Document

  • Sizing Recommendations


Selection/

Preparation

“Successful

Graduates

Spiritual/Discipleship

Academics

Student Development

Work/Career Preparation

Enabling Processes


Reorganized the President’s Council

  • Three major divisions: Academics, Student Support and University Support

  • VP for Academics, VP for Student Support, VP for University Support (Services), and Assistant to the President

  • Major activities/tasks assigned and “ownership” given to President, each VP, and Assistant to the President


Key Indicators 2008 (2007)

  • FTE Student per FTE Faculty: 18.1 (17.2)

  • FTE Student per FTE Admin: 36.6 (35.4)

  • FTE Student per FTE Staff: 26.9 (26.0)

  • Cost per Student: $14,959 ($16,303)

  • Church Funded Operations: 78.9% (81.8%)

  • Tuition Discounts: 32.5% (41.2%)

  • Placement: 62.7% (56.5%)


IR Challenges

  • National benchmarking data unavailable

  • Inconsistent organizational structures and position titles makes search difficult

  • Most schools do not include staffing details either on IPEDS or their web site


Conclusion

  • (How the project impacted our University)

  • So Bill and Steve what have you noticed?

  • I have been down in the trenches and have not noticed much difference related to the ODT recommendations– what I have noticed did not come from the ODT even though we often get blamed for it. e.g. hiring freeze – that came from SLC, freeze on building—that came from our friendly neighborhood planning commission. Etc.


How Charge was Addressed

  • Continue to improve quality of the broad educational experience for students

    • The role of operations

    • Organized to improve potential for smooth operations (with accountability)

    • Councils to improve communication


How Charge was Addressed

  • Lower the cost of the student’s education to the Church (Cost per FTE student)

    • More efficient operations

    • Fewer directors with more responsibilities

    • Fewer employees where possible

  • Serve more students

    • More streamlined operations

    • “Recruitment to Placement” focus

    • Councils to improve communication


Premise: Organizations are perfectly designed to get the results they get.

Key Questions:

  • What are the desired Results?

  • What are the gaps between the desired results and current results?

  • How should the University be organized?


  • BYU-Hawaii’s uniqueness is in developing converted, educated, productive leaders and peacemakers throughout the world; especially in Asia and the Pacific.


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