Boldness By Design
Vice President for Finance & Operations
July 2006
Boldness by Design
Strengthen Stewardship
Focus Area #1: Environmental
Stewardship
Goal: Improve the sustainability of the
Issue:
Viewing the campus from a holistic or systems perspective, these
inputs, processes, and outputs are managed by multiple operational units that
report to different administrators. These operational units are, for the most
part, separated from the academic domains of the university. This complexity is
such that no single individual is or could be conversant with all aspects of
these variables and processes. Consequently, without a systems design
perspective, it is difficult to optimize operations to achieve a goal leading
to campus sustainability or environmental stewardship (e.g., energy
conservation, recycling, etc.). Optimization of operations across these
variables and processes to achieve a complex goal, such as campus
sustainability, is extraordinarily challenging under current administrative
structures and approaches.
Approach: The principles of systems science and engineering will be used to identify, quantify, and categorize MSU’s campus components as a hierarchical system of inputs, flows, processes, and outputs. The aim is to simultaneously reduce the university’s environmental footprint and increase the efficiency of its materials and energy usage. In turn, this form of stewardship will also reduce costs, demonstrating how environmental stewardship and fiscal responsibility can be achieved simultaneously.
System Team: A system team will be
appointed to qualify and quantify the operational system components, inputs,
flows, processes, and outputs within the campus community. The systems team
will be guided by the Office of the Vice President for Finance and Operations
to be cognizant of the existing or the potential interdependent processes. The
initial work will center on two complementary activity sets:
1) Reduction in flows of
materials and wastes
2) Reduction in the use of
energy and the production of greenhouse gases.
Both objectives will be sought through practical
measures that can be achieved in the near future and reduce operating costs.
The system team will also:
·
Characterize the major components, inputs, flows, and outputs within
the university system
·
Identify the flows of materials between the system components
·
Quantify the flows and flow rates between system components
·
Develop a dynamic diagram of the system components, inputs flow rates,
processes, and outputs
·
Identify constraints, issues, and opportunities associated with the
university system
·
Examine and integrate the outcomes of the analysis of and information
from the process teams and prioritize processes for implementing change
·
Identify practical energy and materials management scenarios that
reduce environmental impact and costs
·
Reduce the emissions of greenhouse gases through energy conservation
and efficiency
·
Identify and prioritize processes for change
Operations
Teams:
Operations teams (e.g., energy conservation, recycling, etc.) will be
identified to:
·
Investigate and further quantify a designated process
·
Suggest modifications to the process based on considerations of
environmental sustainability, cost and/or business plans, and the health and well-being
of the community
·
Measure the impact of process changes on the community.
The operations teams will include representation
that will integrate the expertise of faculty, staff, and students as well as
the academic and support missions of
Focus Area #2: Stewardship of
Business Processes
Goals: Replace the university’s financial and human
resource systems to increase efficiency and improve the timeliness and accuracy
of management information.
Issue:
While
the solution to this issue may appear straightforward, it is not. Other large
universities similar to MSU have installed expensive enterprise resource
planning (ERP) systems. These systems necessitate a large initial investment
and high ongoing maintenance costs. When these systems have been installed at
other universities, they have not routinely delivered the promised
functionality, have created a high vendor dependency, and have been difficult
to interface with other software programs outside the ERP. MSU needs an
administrative software system that
will make data consistently accessible and transparent, that streamlines and
automates business processes, and that provides flexible decision support
tools. The systems should have a coherent and consistent overall design and
framework, providing needed integrity and security.
Approach: After a critical evaluation of software system architecture
relevant to this issue, MSU has decided to upgrade its financial and human
resource systems using an approach that connects “Best of Breed” modules for
various functions using commercially available middleware. This architecture
offers MSU flexibility today and into the future. Modules may be replaced or
upgraded as needed based on MSU evaluations rather than ERP software vendor
schedules. Use of middleware maximizes the possibilities to interface with a
variety of software modules.
MSU has made a commitment to the Kuali Project; a
multi-university project formed to develop a community source, higher education-based
financial system that can replace MSU’s nearly 40-year-old FIS. Kuali FIS will
include modules for the general ledger, accounts receivable, capital asset
management, purchasing, and accounts payable, among others. The system will be
table based, with great flexibility and, because MSU will have the source code,
the university will not be dependent on a commercial vendor for modifications.
Several human resource software programs are available in
the marketplace. MSU will evaluate these packages for compatibility with the
FIS under development and MSU business practices. The Human Resources package
will include modules for employment, employee records, employee relations,
benefits, retirement programs, compensation, training and organizational
development, payroll, and human capital management. The HR package will be
interfaced with the relevant FIS modules using middleware.
Focus Area #3: Stewardship of Human Capital
Goals:
1. Enhance
employee investment options.
Issue:
In addition to access to a diverse set of investment opportunities,
employees must be prepared to make informed choices regarding their individual
investments. MSU has a long-standing commitment to providing educational
opportunities for employees to gain knowledge of retirement investing. However,
specific individual advisory support to employees that is unbiased, heavily
research-based, and affordable traditionally has not been available at MSU. MSU
should seek to expand private advisory services to meet these criteria.
Approach:
Further, in addition to providing educational materials and programs
with regard to retirement investments and planning,
2. Enhance computer access and training for
labor employees; identify MSU workforce skill and knowledge development
opportunities; and work collaboratively to design initiatives and programs.
Issue:
While computer access issues have
not been ignored, understanding different views and perspectives on acceptable
access will be important. Today, not all support staff members have direct
access to fundamental online services, e.g., benefits open enrollment, payroll
information and services, parking registration, orientation, training, and
educational information. The ability to use e-mail and a level of basic
keyboard skills will need to become a necessary requirement for employment.
Many employees in the labor and trades areas do not use computers as part of
their daily jobs, and some lack the necessary skills or access to do so. This
creates a skill and access gap that will continue to widen as new employees
enter the workforce with a much stronger set of computer skills. Computer
access and developing the skills of current employees are critical components
of future efficiency and effectiveness at MSU that will result in a more
inclusive environment that will foster improved communications within a unit
and throughout the university.
Approach: Assessment of computer access, identification of a set of
minimal computer skills, and development of education and training programs for
current employees will be needed. Development of a training program that has a
particular focus on the skill development of labor and skilled trade employees
that will result in enhanced use of technology in the work environment will be
critical. Large staff units, such as the Physical Plant, and Housing and Food
Services, will need to identify locations throughout their operations in which
computers may be situated to provide easy and reasonably private access for
employees in their daily work environment. Revisions to job requirements that
incorporate minimal computer skills will need to occur. Providing training to
move current employees to this level will be necessary.
3. Transition to a more inclusive work
environment for staff employees.
Issue: In a university setting, providing opportunities at all employment levels within the support and operational units for creative input, problem solving, and work process changes and improvements requires that the institution bring together diverse backgrounds, experiences, and viewpoints. By engaging a more diverse set of individuals, the university will be better positioned to fulfill its mission. The sharing of different perspectives on problem solving and work process change efforts should be encouraged and supported across all employee classifications, which will result in a more engaged workforce and more inclusive work environment. Open communication, spirited problem solving, collaboration, and participatory management styles should be developed.
Approach: Establish a work group of innovative, creative people who routinely demonstrate these competencies to help identify the best attributes of a successful and participatory manager/supervisor. The work group would identify a set of best practices for managers and supervisors, including engaging all levels of employees in problem solving, idea development, change and process improvements, and the like.
Training and education programs for managers and supervisors will be developed and enhanced that include participatory management skill development. Supervisors would be expected to demonstrate inclusive management styles. Efforts will be undertaken, working collaboratively with various campus resources, to identify and implement effective strategies for transitioning to a more inclusive work environment for staff employees. Attention will be given to the identification of effective strategies for achieving maximum employee input through inclusive team building, understanding differences, valuing different perspectives, and managing conflict and difficult dialogues.
Focus Area #4: Stewardship of
Community Safety and Security
Goals:
1. Enhance the general security of
buildings and sensitive areas within buildings while maintaining reasonably
open access to campus.
Issue:
Residence Halls present unique safety and
security issues within an already complex academic community. MSU operates the
largest university residence hall system in the
Approach: To meet these
challenges MSU must consolidate campus safety and security issues under a
single advisory committee. The committee must be composed of faculty, staff,
and students representing the diversity of safety and security needs within the
campus community. The committee should assess the safety and security needs of
each major campus facility, including the farms, and recommend changes in
policies and procedures that govern access. The policies should be driven by a
set of principles, criteria, and characteristics that can be used to assess the
need for added security to particular types of areas. Understanding the university risks
associated with the lack of additional security controls should be part of the
criteria development. A comprehensive
review and assessment of the best methods to provide access to buildings as
well as the buildings’ interiors should be completed. Developing a process to
continually assess particular areas should be integrated with unit and college
planning processes.
Likewise, MSU
building codes should be reviewed and updated to integrate card access systems
for exterior doorways and appropriate interior passageways. All new facilities
and buildings that undergo major renovation will be required to meet these
codes. Clearly, policies and procedures must be effectively implemented to
provide new employees with electronic access to protected areas and
systematically deny access to those who have left MSU or no longer require
special access. Key card access systems should be designed to integrate with
other card systems (e.g., gate cards, residence hall cards). While it may not be practicable to achieve
a one-card system for the campus, card access systems should be integrated
where practical and appropriate.
2.
Develop progressive emergency planning,
management, and communications for the campus.
Issue: Emergency planning preparation in a diverse, decentralized university setting that encourages creativity provides challenges. Integrated emergency planning must engage the academic, research, operations and support components of the institution. Providing for the safety of individuals is first and foremost in any emergency; following this, however, a university must, if possible, protect its physical, research, and intellectual property—and must determine how to establish protection priorities. The question of how MSU can best protect the institution’s mission and long-term stability in emergency disasters must be raised, analyzed, and addressed. Understanding what needs to be protected or saved in an emergency will provide a reasonable chance for the university to recover over the long term. With such information, MSU would be better positioned to deploy support services to preserve the vital components of its structure—external and internal—during such times. Engaging the academic components of the university will continue to be a critical part of emergency planning.
The campus is physically large and its population extremely diverse. Communication during times of crisis on the campus and in the surrounding community can be challenging. Each emergency (e.g. fire, weather, explosion, human health issues, and animal issues) brings a different set of emergency responses. Continuing to develop better communication methods within buildings and within the university will only strengthen leaders’ abilities to manage more quickly and efficiently during an emergency. Communications technology continues to advance to a level in which immediate communication during emergencies can be achieved. Continued enhancements, integrated planning, and testing of these communications methods and systems is critical.
Approach: Further development of a progressive, integrated emergency planning approach that includes collaboration between the academic, research, and support side of the institution should be continued. Such planning results in increased informed understanding of the support services needed to preserve and prioritize the mission critical projects of the university under emergency conditions. The development of creative and innovative methods to assist in identifying critical property (physical, research, intellectual) is needed to assist in managing MSU’s overall priorities in times of emergency. This should be done by each major building—creating smaller sub-teams with representation from the academic, operations, and support units. These teams should have a greater understanding of the research and activities within their particular building so that a more informed level of emergency planning can be established and executed, if needed. This concept of a RED Team (research emergency defense) has been piloted in several buildings and should now become a university-wide approach to emergency planning throughout campus. Preparing for emergencies should include disaster planning, recovery, and continuity by all units.
Boldness By Design
Enrich Community, Economic and Family Life
Focus Area #1: Enrich Community
Goal: Cultivate public participation in the
planning process for campus construction projects by creating appropriate
opportunities for dialog and engagement.
Issue: The
physical environment of the campus is shaped by a complex array of programmatic
and operational activities conducted to support the university’s mission. As
these activities evolve, the campus infrastructure must adapt to provide a
supportive environment.
In the early days of the university, the faculty, staff, and students
took an active role in shaping the growth of the institution—not only planning
the facilities, but even physically making the changes in some cases. This
tradition was altered after World War II, when an unprecedented period of
growth ensued. During this period the pressure to build and occupy projects as
quickly as possible left no time for the participatory planning process that
had been in place. Today, technology offers previously unavailable methods for
communication and feedback that are commonplace in society. As a result, it is
again possible for people to be more easily and more effectively involved in
the discussion of complex and often competing issues—at the most appropriate
time—related to planning and design.
Approach: The
revised construction approval process adopted by the Board of Trustees in the
spring of 2006 provides an opportunity to rethink the role of the campus
community and its surrounding neighbors in the infrastructure planning process.
A Planning and Construction
Communication Committee should be established to ensure that projects
are adequately publicized and that ample opportunities for pubic interaction
are made available for campus planning and development projects. Areas of focus
would include:
·
Broad
distribution of information about the projects authorized for planning by the
Board of Trustees to campus constituencies and surrounding communities.
·
Establishment
and monitoring of a process that facilitates a broad-based discussion of
pending projects and creates opportunities for public input early in the design
process. Appropriate communication strategies will be employed at each given
step of the process.
·
Facilitation
of campus and community-wide discussions that focus on the broader planning
issues, such as land use, density, parking, and transportation.
·
Utilization
of all of the resources available to create multiple, user-friendly
opportunities for public interaction during the planning process. Examples
include creation of a website containing comprehensive information about
projects, e-mail, town hall style public meetings, meetings with individual
stakeholder groups, newspaper ads, and regular meetings with community planners
from neighboring communities.
Boldness by Design
Enhance the Student Experience
Focus Area #1: Student Employment and Career Development on Campus
Goal: Create and enhance employment opportunities for students on campus.
Issue: Experiential learning is crucial to the education and advancement of today’s undergraduate students. For many MSU students, this form of learning is augmented by university work experiences. First-year students are frequently advised to secure MSU employment in an area of interest whether or not they need the income. The experience helps ground the student in the community, provides income, expands his or her resume, and provides another professional capable of evaluating a student’s capabilities for future employment. Students interested in working on campus must investigate numerous sources—from departmental bulletin boards and newsletters to web-based job postings. Most often opportunities are passed by word of mouth from student to student. This makes securing a work experience in one’s area of interest unnecessarily challenging. During an academic year, roughly 17,000 different students are hired throughout the campus—evidence of the heavy reliance of departments and units on student employees.
The more formal form of student
work experience involves enrollment in an academic internship. Many of the MSU
curricula offer, and in some cases require, academic internships. Not all
public and private organizations, however, are qualified to serve as mentors
for internships. A mentor is usually required to meet standards involving the
quality of the educational experience and the evaluation of the student, with
the standards set by the faculty overseeing the internship. Students typically
secure a position and move away from the campus for the duration of the
internship. This presents a special hardship for students who are bound to the
area by personal or family circumstances. In a few cases, students in this
situation may be fortunate enough to find internships in the mid-Michigan area,
but most often such opportunities are spread across
Approach: An inventory of current internship opportunities for students should be compiled. In addition, an advisory committee that includes a diverse cross-section of faculty and staff to assist in the integration of support unit internship opportunities with academic internship criteria and processes should be identified. Identification of one of the colleges as a ‘pilot’ in developing these opportunities should be incorporated so that partnerships with academic units can be strengthened. Assessment and evaluation of internship opportunities should be incorporated.
The integration of Student Employment with the Office of Human Resources will result in improved web access, streamlined employment processes, and enhanced communication about employment opportunities for students. Integrating two separate employment offices should enhance administrative efficiencies and reduce duplicate efforts. Modifications to the current Human Resources hiring systems to accommodate the student employment functions have been identified.