1. Building a better culture through CI Catherine Lorigan 22 June 2015 Continuing to improve Student Education Service Student Education Service Training and Development Programme

2. Continuing to improve Student Education Service Student Education Service Training and Development Programme My CI journey How we use CI in the Student Education Service at Leeds Practical exercise Workshop agenda

3. Why is CI relevant for us? Continuing to improve Student Education Service Student Education Service Training and Development Programme Founding principles of the Student Education Service: equity, quality, consistency and opportunity Just knocking the walls down doesn’t show how we can achieve better results CI is a way of engaging colleagues in new ways of thinking and working together which are inclusive, respectful of others and break down barriers Adapted CI to a ‘light’ version which works in our environment Describing an existing process using a structured model (SIPOC) Bringing customer focus to a process, recognising who customers are and mapping their requirements (KANO) Defining the value that a process should deliver for customers (VPS) Showing how these principles can be applied to any process

4. Thinking about customers Continuing to improve Student Education Service Student Education Service Training and Development Programme Students Colleagues Academics The University Partners Government The public Media Anyone who benefits or suffers from your process!

5. What do you want to improve? Continuing to improve Student Education Service Student Education Service Training and Development Programme

6. Describing the process using SIPOC Continuing to improve Student Education Service Student Education Service Training and Development Programme SuppliersInputsProcessOutputsCustomers Where do inputs come from? The ingredients! What needs to go into this process to make the desired outputs What comes out of the process? What is achieved / delivered after the process is completed? Who are the process outputs for? Who benefits (or suffers!) from this process? Part 1 Part 2High level summary of the process: -Key stages of the process (High level steps) -Indication of how it’s currently performing

7. SIPOC Diagram SuppliersInputsProcessOutputsCustomers Academic staff; SES staff; Home Office; Students; IT & Systems’ UKCISA Sponsor guidance; legislation; interpretation of guidance; VISA data; on course data; attendance data; queries Tier 4 compliance from registration to graduation Owner: University Secretary / Director of Student Operations Accurate systems records; reporting; student communications; sponsor licence & HTS; generate CAS; monitoring data; provision of feedback. The University, Home Office, students; university Staff; UKCISA; HE Sector Process StepEligible for registration Register studentMonitor attendanceMonitor change (to student programmes) Extend visaStudent leaves the University Process MeasuresProportion of no- shows recorded Visa end dates recorded Access to complete attendance records Proportion reported within 10 days a) Proportion of successful VISA extensions b) Extended visa end dates recorded Student completion rate Present Data99%98%80%70%a) 98% b) 80%98% Goal Performance100% Sources of Variation or waste System problems (our systems or Home office system); Staff failure; System problems; staff failure Not all using PBS system; Non-recording of attendance; non attendance; non-use of system for taught students; system complexity; delayed reporting; non- activity Failure to report changes; system limitations; poor student contact / communication; hiding problems; delayed reporting Inconsistent practice Staff failure Student failure System failure CAS etc Student failure Poor experience Staff failure Impact on business Licence put at risk Student complaint Risk to research Loss of fees Failed duty of care; students may be at risk; student complaint; licence put at risk Licence put at risk; students at risk; failed duty of care; student complaints Loss of fee income Licence put at risk Student complaints Risk to research Reputation Risk to licence Loss of fee income

9. Mapping customer needs With the KANO Model Need not fulfilled Low satisfaction High satisfaction Basic Need fulfilled Wow Expected Staff: Automated attendance monitoring Students: Clear comms/guidance at all stages SES Staff ‘buy- in and taking responsibility for compliance Academics: Staff buy in to commitment and compliance Uni:PDR/Atten dance system fully up to date for all students Staff: Better more integrated IT systems Uni: excellent compliance Students: Quick and easy visa extension process Uni: Excellent HTS stats Student: University meets sponsorship duty Staff: Clear guidance/ understanding of Responsibilities Uni: Successful UKVI audit Students: Positive experience of University Home office: Keeping accurate records Students: Simple registration process Students: Uni meets sponsorship duties Students: No issues at the border HE sector: easy process for international students to come to the UK Students: Quick issue of CAS Home office: Keeping accurate records Academics: limited involvement, time and effort Students: Quick and easy visa extension process University: Does not detract from student experience Uni: know where they are and how they are progressing Uni: monthly monitoring of all aspects of compliance Home office: Comply with guidance Uni: Excellent compliance for minimum costs Uni: Home office: protect border Uni: Protect high international fees Uni: Maintain sponsor license

11. Identified customers The University – primary customer Home Office Students Staff UKCISA Customer requirements University Excellent compliance Minimal cost Maximise international income Home Office Assurance of robust selection process Assurance of robust monitoring and reporting Students Support through visa process so there is minimum impact on their experience Clear guidance on their responsibilities Staff Clear guidance on their responsibilities Support through the process so there is minimal impact on workload The Sector Sharing knowledge and best practice Raising concerns for lobbying The Value Proposition Statement To retain the University’s Tier 4 licence and Highly Trusted Sponsor status through robust, cost effective monitoring and reporting standards whilst providing comprehensive guidance to staff and International Students. Value Proposition Statement Continuing to improve Student Education Service Student Education Service Training and Development Programme

13. Process mapping using a flow chart Continuing to improve Student Education Service Student Education Service Training and Development Programme

14. Eight types of waste in our process Continuing to improve Student Education Service Student Education Service Training and Development Programme WasteDefinitionExamples identified in the workshop D Defects Incorrect outputs being delivered by the process Wrong CAS status; errors in reports (e.g. ARGOS); reports using out of date terminology; scans can get lost between teams O Over – production Producing more than is required to meet the customers requirements Two teams both reporting the same things; multiple checks to see if we’ve got the CAS W Waiting Delays incurred throughout the process Transfer of data between multiple teams can lead to delays; not reporting attendance problems on time; N Non Utilised Talent Not providing opportunities for staff to work to their full capability A lot of manual inputting by people who could do other things; Natalie’s time spent firefighting T Transport Unnecessary movement of materials, people, products, information Walking over to counter to scan passports & documents I Inventory Work in progress in excess of what the customer needs Batching of enquiries / emails M Motion Unnecessary movements by people to complete a given task Scanner; multiple teams/locations; ISO files-movement; losing files down the back of the cupboard! E Excessive Processing Adding more refinements than the customer wants Inability to check submissions to Home Office leads to duplication of work & checking things to a greater level of detail than is needed.

15. Using the 5 Rs to show what we can do better Student Education Service Student Education Service Training and Development Programme RemoveReduceReplaceRe-orderRedeploy Remove local records and use shared records (e.g. SharePoint) Remove separate monitoring systems for PGR/PGT (one system for both) Remove the ability for schools/ academics to “hide” issues Remove old terminology from documents & systems Reduce duplication and manual checking Contact students once for multiple requirements (not multiple teams contacting them individually) Reduce local files by using CRM to track student communications Reduce the number of letters sent to PGR students (2 used for PGR but only 1 for PGT) Replace multiple systems with single system (e.g. ISO database, Case worker, Banner etc) Replace the bespoke system with the Banner Module (Sector-wide system) Clarify reporting requirements throughout the process to ensure centre/schools communicate well Replace existing training with new plus guidance doc’s and student information sheets Replace manual attendance monitoring with automated system Agree standard terminology to use to replace of old terminology Combine student records/communications to reduce “gaps” between teams Add clarity regarding withdrawal in “processed” step Attendance monitoring steps / issues to be dealt with via attendance monitoring review / process Scanning of documents to move from Counter to ISO Continuing to improve

16. Designing and implementing the new process Continuing to improve Student Education Service Student Education Service Training and Development Programme 1.Who using Stakeholder Analysis to identify all the relevant people 2.What using a Communications Plan to determine what people need to know 3.How using Skills Matrix to determine who needs training

17. Continuing to improve Student Education Service Student Education Service Training and Development Programme Now you have a go! Describe the process Define the value proposition Describe some of the types of waste in the process