Five things to keep in mind during your CCWIS transition

The Merriam-Webster Dictionary defines leadership as having the capacity to lead. Though modest in theory, the concept of leadership permeates all industries and is a building block for every organization’s success. Too often, however, organizations fail to invest in leadership training.

This is especially true of government healthcare agencies that often fill managerial roles by internal promotion based on skill sets and experience, rather than leadership ability. Largely due to the nature of the healthcare industry where technical aptitude is valued highly, this is not surprising. Often the leaders with the capability to engage employees, encourage quality performance, and drive change are not promoted. Because these leadership qualities are essential to organizational transformation, providing comprehensive leadership training to both clinical and administrative staff is crucial for organizational success in the healthcare field. This is where business analysis can help.

Business analysis, or the practice of enabling change in an organization by defining needs and recommending solutions, can help customize training programs for your organization’s current needs and future goals. Here are a few ways elements of business analysis can be used to analyze your organization for leadership development needs:

1. Elicitation and Collaboration: the process of obtaining and reviewing information from stakeholders and other sources. This step confirms the need for leadership training as a project requirement, and provides insight into specific areas where supervisors lack proficiency. Though the process is ongoing, it is especially important to confirm specific training needs at the onset of a project.
   
   Methods such as document analysis, mind mapping, focus groups, surveys, and observation help properly elicit information from stakeholders. Gathering important information at the project start can help you create a tailored leadership training approach. For example, if separate competency deficiencies are discovered between clinical and administrative staff, variations of the training program can be implemented to fit organizational need. 

2. Requirements Life Cycle Management: the supervision of the strategy, from project inception to completion. This ongoing process traces the relationships between the training program and all other elements of the organizational transformation. Through techniques such as process and scope modeling, it provides ongoing improvement of training throughout the project’s life cycle. Additionally, it confirms with stakeholders that the training is on track.
    
3. Strategy Analysis: the study of how a leadership development program will enhance your organization’s existing needs and future goals. Analyzing current and future environments can reveal how to integrate the leadership training program into your organization’s strategic plan. This process helps uncover any associated risks, which then drive your change management strategy. This ensures smooth incorporation of the training program, using techniques such as business capability analysis, prototyping, and root-cause analysis.
    
4. Requirements Analysis and Design Definition: the creation of a leadership training strategy. Known in the industry as RADD, this multi-tiered process focuses on determining strategy. It includes:

• Verifying specific requirements the program should meet
• Ensuring all requirements collectively support one another
• Creating and comparing multiple leadership training options

Once RADD is complete, you can determine the best option and move forward with a personalized leadership training program for your organization. Approaches that can help with this complex process include (but are not limited to): risk analysis, surveys, organizational modeling, workshops, and assessment of Key Performance Indicators (KPIs).

5. Solution Evaluation: the method used to assess overall performance and value in order to optimize the leadership training program. This process involves measuring and analyzing current performance indicators, identifying barriers, and recommending plans of action to enhance the program, if necessary. It’s important to get feedback from staff and stakeholders during this process to define various strengths and gaps in the current program.

These business analysis elements can work together to develop leadership capacity during organizational transformation, resulting in supervisors who can engage employees, encourage quality performance, and drive change. Especially in the health sector, where the regulations are heavy and the stakes are high, having supervisors with this capacity is immensely important. Inspired leaders can truly transform an organization, as inspired leaders drive inspired organizations.

Once you implement a customized approach, not only will “leadership” go from a buzzword to a valued organization standard, but trained leaders will become the central support system as you move into the future and continue to provide for the health of your customers.

Read this if you would like a refresher of common-sense approaches to protect against fraud while working remotely.

Coronavirus (COVID-19) has imposed many challenges upon us physically, mentally, and financially. Directly or indirectly, we all are affected by the outbreak of this life-threatening disease. Anxious times like this provide perfect opportunities for fraudsters. The fraud triangle is a model commonly used to explain the three components that may cause someone to commit fraud when they occur together:

1. Financial pressure/motivation 
   In March 2020, the unemployment rate increased by 0.9 percent to 4.4 percent, and the number of unemployed persons rose by 1.4 million to 7.1 million.
2. Perceived opportunity to commit fraud 
   Many people are online all day, providing more opportunities for internet crime. People are also desperate for something, from masks and hand sanitizers to coronavirus immunization and cures, which do not yet exist. 
3. Rationalization 
   People use their physical, mental, or financial hardship to justify their unethical behaviors.

To combat the increasing coronavirus-related fraud and crime, the Department of Justice (DOJ) launched a national coronavirus fraud task force on March 23, 2020. It focuses on the detection, investigation, and prosecution of fraudulent activity, hoarding, and price gouging related to medical resources needed to respond to the coronavirus. US attorney’s offices are also forming local task forces where federal, state, and local law enforcement work together to combat the coronavirus related crimes. Things are changing fast, and the DOJ has daily updates on the task force activities. 

Increased awareness for increased threats

Given the increase in fraudulent activity during the COVID-19 outbreak, it’s important for employees now working from home to be aware of ways to protect themselves and their companies and prevent the spread of fraud. Here are some of the top COVID-19-related fraud schemes to be aware of. 

• Phishing emails regarding virus information, general financial relief, stimulus payments, and airline carrier refunds
• Fake charities requesting donations for illegitimate or non-existent organizations 
• Supply scams including fake shops, websites, social media accounts, and email addresses claiming to sell supplies in high demand but then never providing the supplies and keeping the money 
• Website and app scams that share COVID-19 related information and then insert malware that could compromise the device and your personal information
• Price gouging and hoarding of scarce products
• Robocalls or scammers asking for personal information or selling of testing, cures, and essential equipment
• Zoom bombing and teleconference hacking

If you have encountered suspicious activity listed above, please report it to the FBI’s Internet Crime Complaint Center.

Staying vigilant

To protect yourself from these threats, remember to use proper security measures and follow these tips provided by the Federal Bureau of Investigation (FBI) and DOJ:

• Verify the identity of the company, charity, or individual that attempts to contact you in regards to COVID-19.
• Do not send money to any business, charity, or individual requesting payments or donations in cash, by wire transfer, gift card, or through the mail. 
• Understand the features of your teleconference platform and utilize private meetings with a unique code or password that is not shared publicly.
• Do not open attachments or click links within emails from senders you do not recognize.
• Do not provide your username, password, date of birth, social security number, insurance information, financial data, or other personal information in response to an email or robocall.
• Always verify the web address of legitimate websites and manually type them into your browser.
• Check for misspellings or wrong domains within a link (for example, an address that should end in a ".gov" ends in .com" instead).

Stay aware, and stay informed. If you have specific concerns or questions, or would like more information, please contact our team. We’re here to help.
 

Editor’s note: Please read this if you are a not-for-profit board member, CFO, or any other decision maker within a not-for-profit.

In a time where not-for-profit (NFP) organizations struggle with limited resources and a small back office, it is important not to overlook internal audit procedures. Over the years, internal audit departments have been one of the first to be cut when budgets are tight. However, limited resources make these procedures all the more important in safeguarding the organization’s assets. Taking the time to perform strategic internal audit procedures can identify fraud, promote ethical behavior, help to monitor compliance, and identify inefficiencies. All of these lead to a more sustainable, ethical, and efficient organization. 

Internal audit approaches

The internal audit function can take on many different forms, depending on the size of the organization. There are options between the dedicated internal audit department and doing nothing whatsoever. For example:

• A hybrid approach, where specific procedures are performed by an internal team, with other procedures outsourced. 
• An ad hoc approach, where the board or management directs the work of a staff member.

The hybrid approach will allow the organization to hire specialists for more technical tasks, such as an in-depth financial analysis or IT risk assessment. It also recognizes internal staff may be best suited to handle certain internal audit functions within their scope of work or breadth of knowledge. This may add costs but allows you to perform these functions otherwise outside of your capacity without adding significant burden to staff. 

The ad hoc approach allows you to begin the work of internal audit, even on a small scale, without the startup time required in outsourcing the work. This approach utilizes internal staff for all functions directed by the board or management. This leads to the ad-hoc approach being more budget friendly as external consultants don’t need to be hired, though you will have to be wary of over burdening your staff.

With proper objectivity and oversight, you can perform these functions internally. To bring the process to your organization, first find a champion for the project (CFO, controller, compliance officer, etc.) to free up staff time and resources in order to perform these tasks and to see the work through to the end. Other steps to take include:

1. Get the audit/finance committee on board to help communicate the value of the internal audit and review results of the work
2. Identify specific times of year when these processes are less intrusive and won’t tax staff 
3. Get involved in the risk management process to help identify where internal audit can best address the most significant risks at the organization
4. Leverage others who have had success with these processes to improve process and implementation
5. Create a timeline and maintain accountability for reporting and follow up of corrective actions

Once you have taken these steps, the next thing to look at (for your internal audit process) is a thoughtful and thorough risk assessment. This is key, as the risk assessment will help guide and focus the internal audit work of the organization in regard to what functions to prioritize. Even a targeted risk assessment can help, and an organization of any size can walk through a few transaction cycles (gift receipts or payroll, for example) and identify a step or two in the process that can be strengthened to prevent fraud, waste, and abuse.  

Here are a few examples of internal audit projects we have helped clients with:

• Payroll analysis—in-depth process mapping of the payroll cycle to identify areas for improvement
• Health and education facilities performance audit—analysis of various program policies and procedures to optimize for compliance
• Agreed upon procedures engagement—contract and invoice/timesheet information review to ensure proper contractor selection and compliant billing and invoicing procedures 

Internal audits for companies of all sizes

Regardless of size, your organization can benefit from internal audit functions. Embracing internal audit will help increase organizational resilience and the ability to adapt to change, whether your organization performs internal audit functions internally, outsources them, or a combination of the two. For more information about how your company can benefit from an internal audit, or if you have questions, contact us. 

Editor's note: Read this if you are a CTO, CIO, or administrator at a college or university. This is the first blog in a series on business lessons and best practices from American literature. For this series, interviewees select from a list of American literary quotes through which to view, and discuss, their focus or industry. The goal? To generate some novel insight.

The interviewees: David Houle and Joseph Traino, consultants at BerryDunn
The focus: Higher education
The quote: “Our inventions are wont to be pretty toys . . . They are but improved means to an unimproved end.”  -- Henry David Thoreau, Walden; or, Life in the Woods

Thoreau wrote this shortly after the Industrial Revolution. How does its cynicism apply to higher education during the Digital Revolution?

David Houle (DH): It speaks to my basic philosophy about applying technology to the needs of higher education clients. I’m not a “technology for the sake of technology” cheerleader. 

Joseph Traino (JT): People often believe that applying new technology to a business problem is going to solve the business problem. That rarely happens. For example, most higher education clients have a student information system. These clients often feel that, in order to resolve certain issues, they should update the system software, whereas the issues are often resolved by updating business practices to be more efficient and effective. 

DH: Right. We are often brought in to identify needed technology changes but end up stressing practices, processes, and people. If staff can’t correctly use a new technology, then the technology will not provide a real, valuable service.

When implementing a new technology, what’s the #1 thing that a higher education institution can do to prevent or avoid “an unimproved end”?

JT: Fully understand the technology’s impact on stakeholders, such as students, faculty, and staff, and answer the “why?”

DH: Keep people in mind and gain their buy-in when making technology decisions.

What technology, or technology-related change, is going to have the biggest effect on higher education over the next five years?

DH: Clients love to ask us this question (laughs). And if I truly knew the answer, I’d be on some Caribbean island right now, filthy rich and sipping a piña colada. That said, I think the technology demands of the new workforce are going to have the biggest effect. To paraphrase the new workforce: “I don’t want to stare at a green screen. And what in the world is DOS?” Conversely, the personnel who used to support these homegrown, in-house “green screen” products want to retire and leave the workforce. 

JT: I agree that the demands of the new workforce will continue to affect higher education and steer institutions away from term-based courses and programs and toward more flexible, student-centric courses and programs. From a technology standpoint, I think AI and bots are going to replace many of the manual processes that we still see today in higher education. These new technologies will create greater efficiencies—but also possibly reduce jobs—at institutions.

DH: Higher education leaders with vision have already grasped this idea of cutting administrative costs wherever possible, because those costs are not what place students in seats—or in front of screens. On the flip side, advising is currently an underserved area in higher education. So there is an opportunity for leaders to reallocate administrative resources to fulfill advising roles and to help students—such as at-risk and first-generation students—not just in the classroom, but through their learning journey.

Circling back to the Thoreau quote, I’m sure many higher education staff fear technology will lead to “unimproved ends” for their careers. How do you navigate those fears when working with clients? 

JT: It’s certainly a challenge. We currently face some of those fears when working with IT departments—more services are being moved to the cloud, and there is less of a need for on-site database administrators and system administrators, as an example. Alluding to what Dave said about advising, I think many higher education jobs can be shifted to provide interactive high-tech, high-touch services to students.

DH: And to be blunt, some people don’t want to shift, don’t want to change. The people part is the most challenging part of technology adoption. 

In this discussion about technology, we keep returning to people—and the people side of change. Are higher education clients typically responsive to the concept of change management?

JT: There’s typically some reticence, and a lack of understanding about the value of change management. In most cases, change management requires an investment beyond the technology investment. But change management is key to success. 

DH: Reticence is a good word. Yet I do think that views about change management are changing rapidly. Higher education leaders who have been through a significant system or process change now seem to understand the value of change management and know that change management is a necessity, not a luxury. 

In the end, are you confident that new technology is going to benefit students and their educational goals? 

DH: I’m unsure if technology improves the quality of education. However, I am sure that technology increases the options for the delivery of education. And greater flexibility in education delivery is certainly beneficial, especially because the traditional student is now non-traditional. Ongoing and 24/7 access demands in education are here to stay.

JT: I agree with Dave wholeheartedly. I think technology will help improve the means to the end, but I’m not sure if technology is going to improve the end. Technology is just one part of the education equation. 
 

This spring, I published a blog about the importance of data governance in higher education institutions. In the summer, a second blog covered implementing baseline principles for data governance. With fall upon us, it is time to transition to discussing three critical steps to create a data governance culture. 

1.    Understand the people side of change.

The culture of any organization begins and ends with its people. As you know, people are notoriously finicky when it comes to change (especially change like data governance initiatives that may alter the way we have to understand or interact with institutional data). I recommend that any higher education institution apply a change management methodology (e.g., Prosci®, Lewin’s Change Management Model) in order to gauge the awareness of, the desire for, and the practical realities of this change. If you apply your chosen methodology in an effective and consistent manner, change management will help you increase buy-in and break down resistance. 

2.    Identify and empower the right people for the right roles.

Higher education institutions often focus on data governance processes and technologies. While this is necessary, you can’t overlook the people part of data governance. In fact, you can argue it is the most important part, because without people, there will be no one to follow the processes you create or use the technologies you implement. 

To find the right people, you need to identify and establish three specific roles for your institution: data trustees, data stewards, and data managers. Once you have organized these roles and responsibilities, data governance becomes easier to manage. Some definitions:

Data trustees (the sponsors) – senior leadership (or designees) who oversee data policy, planning, and management. Their responsibilities include: 

• Promoting data governance 
• Approving and updating data policies​​
• Assigning and overseeing data stewards
• Being responsible for data governance

Data stewards (the owners) – directors, managers, associate deans, or associate vice presidents who manage one or more data types. Their responsibilities include:

• Applying and overseeing data governance policies in their functional areas
• Following legal requirements pertaining to data in their functional areas
• Classifying data and identifying data safeguards
• Being accountable for data governance

Data managers (the caretakers) – data system managers, senior data analysts, or functional users (registrar, financial aid, human resources, etc.) who perform day-to-day data collection and management operations. Their responsibilities include:

• Implementing data governance policies in their functional areas
• Resolving data issues in their functional areas 
• Provide training and appropriate documentation to data users
• Being informed and consulted about data governance

3.    Be consistent and hold people accountable.

Ultimately, your data governance team needs accountability in order to thrive. Therefore, it is up to data trustees, data stewards, and data managers to hold regular meetings, take and distribute meeting notes, and identify and follow up on meeting action items. Without this follow through, data governance initiatives will likely stall or stop altogether. 

More information on data governance 

Are you still curious about additional guiding principles of data governance in higher education? Please contact the team. 
 

Editor’s note: If you are a state government CFO, CIO, project or program manager, this blog is for you. 

This is the second blog post in the blog series: “Procuring Agile vs. Non-Agile Service”. Read the first blog. This blog post demonstrates the differences in Stage 1: Plan Project in the five stages of procuring agile vs. non-agile services.

Overview of Procurement Process for Agile vs. Non-Agile IT Services

What is important to consider in agile procurement?

Here are some questions that can help focus the planning for procurement of IT services for agile vs. non-agile projects.

Plan Project Considerations for Agile vs. Non-Agile IT Services

Why are these considerations important?

When you procure agile IT services, you can define the scope of your procurement around a vision of what your organization intends to become, as opposed to being restricted to an end-date for a final delivery.

In an agile project, you get results iteratively; this allows you to constantly reassess requirements throughout the project, including the project plan, the guiding principles, and the project schedule. Your planning is not restricted to considering the effect of one big result at the end of the project schedule. Instead, your plan allows for sequencing of changes and improvements that best reflect the outcomes and priorities your organization needs. 

Since planning impacts the people-aspect of your strategy, it is important to consider how various teams and stakeholders will provide input, and how you will make ongoing communication updates throughout the project. With an agile procurement project, your culture will shift, and you will need a different approach to planning, scheduling, communicating, and risk management. You need to communicate daily, allowing for reviewing and adjusting priorities and plans to meet project needs. 

How do you act on these considerations?

A successful procurement plan of agile IT services should include the following steps:

1. Develop a project charter and guiding principles for the procurement that reflect a vision of how your organization’s teams will work together in the future
2. Create a communication plan that includes the definition of project success and communicates project approach
3. Be transparent about the development strategy, and outline how iterations are based on user needs, that features will be re-prioritized on an ongoing basis, and that users, customers, and stakeholders are needed to help define requirements and expected outcomes
4. Provide agile training to your management, procurement, and program operation teams to help them accept and understand the project will present deliverables in iterations, to include needed features, functionality and working products
5. Develop requirements for the scope of work that align with services and outcomes you want, rather than documented statements that merely map to your current processes 

What’s next? 

Now that you have gained insight into the approach to planning an agile project, consider how you may put this first stage into practice in your organization. Stay tuned for guidance on how to execute the second stage of the procurement process—how to draft the RFP. Our intention is that, following this series, your organization will better understand how to successfully procure and implement agile services. If you have questions or comments, please contact our team.
 

Read this if you are an Institutional Research (IR) Director, a Registrar, or are in the C-Suite.

In my last blog, I defined the what and the why of data governance, and outlined the value of data governance in higher education environments. I also asserted data isn’t the problem―the real culprit is our handling of the data (or rather, our deferral of data responsibility to others).

While I remain convinced that data isn’t the problem, recent experiences in the field have confirmed the fact that data governance is problematic. So much, in fact, that I believe data governance defies a “solid,” point-in-time solution. Discouraged? Don’t be. Just recalibrate your expectations, and pursue an adaptive strategy.

This starts with developing data governance guiding principles, with three initial points to consider: 

1. Key stakeholders should develop your institution’s guiding principles. The team should include representatives from areas such as the office of the Registrar, Human Resources, Institutional Research, and other significant producers and consumers of institutional data. 
2. The focus of your guiding principles must be on the strategic outcomes your institution is trying to achieve, and the information needed for data-driven decision-making.
3. Specific guiding principles will vary from institution to institution; effective data governance requires both structure and flexibility.

Here are some baseline principles your institution may want to adopt and modify to suit your particular needs.

• Data governance entails iterative processes, attention to measures and metrics, and ongoing effort. The institution’s governance framework should be transparent, practical, and agile. This ensures that governance is seen as beneficial to data management and not an impediment.
• Governance is an enabler. The institution’s work should help accomplish objectives and solve problems aligned with strategic priorities.
• Work with the big picture in mind. Start from the vantage point that data is an institutional asset. Without an institutional asset mentality it’s difficult to break down the silos that make data valuable to the organization.
• The institution should identify data trustees and stewards that will lead the data governance efforts at your institution. 
  • Data trustees should have responsibility over data, and have the highest level of responsibility for custodianship of data.
  • Data stewards should act on behalf of data trustees, and be accountable for managing and maintaining data.
• Data quality needs to be baked into the governance process. The institution should build data quality into every step of capture and entry. This will increase user confidence that there is data integrity. The institution should develop working agreements for sharing and accessing data across organizational lines. The institution should strive for processes and documentation that is consistent, manageable, and effective. This helps projects run smoothly, with consistent results every time.
• The institution should pay attention to building security into the data usage cycle. An institution’s security measures and practices need to be inherent in the day-to-day management of data, and balanced with the working agreements mentioned above. This keeps data secure and protected for the entire organization.
•  Agreed upon rules and guidelines should be developed to support a data governance structure and decision-making. The institution should define and use pragmatic approaches and practical plans that reward sustainability and collaboration, building a successful roadmap for the future. 

Next Steps

Are you curious about additional guiding principles? Contact me. In the meantime, keep your eyes peeled for a future blog that digs deeper into the roles of data trustees and stewards.
 

Editor’s note: If you are a state government CFO, CIO, project or program manager, this blog is for you.

What is the difference in how government organizations procure agile vs. non-agile information technology (IT) services? (Learn more about agile here).

In each case, they typically follow five stages through the process as shown in Figure A:
 

Figure A: Overview of Procurement Process for Agile vs. Non-Agile IT Services

However, there are differences in how these stages are carried out if procuring agile vs. non-agile IT services. 

Unfortunately, most government organizations are unaware of these differences, which could result in unsuccessful procurements and ultimately not meeting your project’s needs and expectations. 
This blog series will illustrate how to strategically adjust the standard stages outlined in Figure A to successfully procure agile IT services.

Stage 1: Plan project
In Stage 1, you define the scope of the project by identifying what your organization wants, needs, and can achieve within the available timeframe and budget. You then determine the project’s objectives while strategically considering their impact on your organization before developing the RFP. Figure B summarizes the key differences between the impacts of agile vs. non-agile services to consider in this stage.

Figure B: Plan Project for Agile vs. Non-Agile IT Services

The nuances of planning for agile services reflect an organization’s readiness for a culture shift to a continuous process of development and deployment of software and system updates. 

Stage 2: Draft RFP
In Stage 2, as part of RFP drafting, define the necessary enhancements and functionality needed to achieve the project objectives determined in Stage 1. You then translate these enhancements and functionalities into business requirements. Requirement types might include business needs as functionality, services, staffing, deliverables, technology, and performance standards. Figure C summarizes the key differences between drafting the RFP for a project procuring agile vs. non-agile services.

Figure C: Draft RFP for Agile vs. Non-Agile IT Services

In drafting the RFP, the scope of work emphasizes expectations for how your team and the vendor team will work together, the terms of how progress will be monitored, and the description of requirements for agile tools and methods.

Stage 3: Issue RFP
In Stage 3, issue the RFP to the vendor community, answer vendor questions, post amendments, and manage the procurement schedule. Since this stage of the process requires you to comply with your organization’s purchasing and procurement rules, Figure D illustrates very little difference between issuing an RFP for a project procuring agile or non-agile services.

Figure D: Issue RFP for Agile vs. Non-Agile IT Services 

Stage 4: Review proposals
In Stage 4, you evaluate vendor proposals against the RFP’s requirements and project objectives to determine the best proposal response. Figure E summarizes the key differences in reviewing proposals for a project that is procuring agile vs. non-agile services.

Figure E: Reviewing Proposals for Agile vs. Non-Agile IT Services 

Having appropriate evaluation priorities and scoring weights that align with how agile services are delivered should not be under-emphasized. 

Stage 5: Award and implement contract
In Stage 5, you award and implement the contract with the best vendor proposal identified during Stage 4. Figure F summarizes the key differences in awarding and implementing the contract for agile vs. non-agile services.

Figure F:  Award and Implement Contract for Agile vs. Non-Agile Services 

Due to the iterative and interactive requirements of agile, it is necessary to have robust and frequent collaboration among program teams, executives, sponsors, and the vendor to succeed in your agile project delivery.

What’s next?
The blog posts in this series will explain step-by-step how to procure agile services through the five stages, and at the series conclusion, your organization will better understand how to successfully procure and implement agile services. If you have questions or comments, please contact our team.