������������������������������� Karianne Chassee Natalia Bovkun
������������� Karianne Natalia 2
����������� FA C I L I T I E S F I N A N C E & S U P P O R T A C C O U N T I N G O P E R AT I O N S S T U D E N T D ATA S T R AT E G I C H U M A N C O N S U LT I N G R E S O U R C E S 3
���������� Share insights on operational excellence and its five pillars • Explore two of the pillars (Roles & Responsibilities and • SOPs) in more detail Discuss reconceptualizing the ops team’s role • Provide best practice tools to build upon ops practices at • your schools 4
�������������������������������������� There are many factors which encourage well-run school operations. We believe there are five pillars to creating an effective operational environment. • Increase • Increase • Improve team • Replace “fire • Promote staff accountability consistency of flexibility and fighting” with engagement and deliverables overall forward professionalism • Reduce confusion performance planning • Create roadmap • Improve service • Boost team for operational • Foster internal • Raise awareness level while cohesion and procedures coverage of of ops team providing forward planning vacancies contributions growth • Decrease new opportunities • Prevent things staff training • Build skills • Develop “falling through burden towards cadence for • Encourage staff the cracks” promotion updates and ownership over streamline advancement information Standard Clear Roles & Proactive Staff Operating Cross-Training Responsibilities Messaging Development Procedures 5
������������������������������� Maximize instructional time; ops processes run Shared understanding of expectations and behind the scenes goals, with clear accountability of objectives and appropriate resources, empowerment, training, processes and tools Commitment to defined key processes and strategic decisions Routine across schools communication and Proactive and ahead of the feedback loops game Schools hum; systems run smoothly, avoiding Giving 100% during the work hours, unnecessary hiccups Operations positions are exciting, but leaving work / not being competitive and rewarding; Less consumed by it operations turnover 6
�������������������� ����!�"�������#��������������� Standard Clear Roles & Proactive Staff Operating Cross-Training Responsibilities Messaging Development Procedures Lack of time, or a lot of urgent (or seemingly urgent) requests Operations isn’t a priority for the organization High turnover in operations staff Lack of joint planning or effective communication between academic and operations teams We have something “that works,” and a lot of other problems to solve We don’t have strong communication between Ops Team and other staff, students, and families Underdeveloped Many exceptions to policies & procedures Staff feeling that Lack of feedback career pathways “it is not their job” or trust due to lack of Jack of all trades, Desire not to have clear directives or master of none accountability to a resources for PD mentality written process 7
��������������������!���!���������$��������#��������������� There is no silver bullet. Pursuing incremental improvement across the five core areas is more likely to lead to success . Do not over-engineer. A simple, consistently implemented process aligned with the school’s size and needs is always better than a more complex one. Take ground gradually and keep it. It is best to go slow or take a measured approach, especially at first, to avoid re-work and staff frustratio n. Explicitly identify dependencies. The sequence of implementation will depend on when certain steps are taken (e.g. cross-training can only begin once roles are defined). 8
%�����&�%��������������� • Increase • Increase • Improve team • Replace “fire • Promote staff accountability consistency of flexibility and fighting” with engagement and deliverables overall forward professionalism • Reduce confusion performance planning • Create roadmap • Improve service • Boost team for operational • Foster internal • Raise awareness level while cohesion and procedures coverage of of ops team providing forward planning vacancies contributions growth • Decrease new opportunities • Prevent things staff training • Build skills • Develop “falling through burden towards cadence for • Encourage staff the cracks” promotion updates and ownership over streamline advancement information Standard Clear Roles & Proactive Staff Operating Cross-Training Responsibilities Messaging Development Procedures 9
������%&%�"���������'��������������������� The first step to achieving operational excellence is a clear, shared understanding of who is supposed to be doing what, and who is responsible for various decisions. No amount of process documentation, cross-training, development or proactive messaging can make up for lack of clarity when it comes to what staff members’ jobs are (and are not). 10
����������������� �����(���� Let’s do a quick status check on how well your roles are defined (Page 3 of Workbook) 11
)��������������*�%�����&�%��������������� RACI Decision Job Descriptions Employee Skills Matrix Competency Maps Framework Outlines essential job Allows for tracking staff Clarifies team roles and Articulates ownership of functions for each skills by helping to decision rights within decision-making by position; typically determine appropriate specific tasks allowing for showing how externally facing, setting responsibilities & a clear delineation of departmental expectations for new individual growth plans duties responsibilities are hires broadly allocated 12
)���%�#���)����������!������)��!�������!��������*���������+ ������� across roles within and outside the team, ensuring all parties share expectations ������� so it can be regularly reviewed and adjusted as needed �������� between a need for team clarity and a level of excess detail that poses a barrier to regular use 13
'�����#��,�%"���-%����������.�"����������.����������.������!��/ RACI enables teams to clearly define each person’s role within each process or task. For each task, individuals are assigned one of four roles: “The Doer.” The individual(s) who completes the task. R esponsible “The Buck Stops Here.” The individual who ensures task/process succeeds. A ccountable Should only be 1 person; has veto power if a decision is involved; may or may not be the same person as “the doer.” “In the Loop.” Consulted prior to the final decision / task C onsulted completion. Typically a subject-matter expert; input affects process / task. “Keep in the Picture.” Those who must be informed after task I nformed completion. One-way communication – NOT solicitation for feedback or advice. 14
%"��,����!��� Listed roles must include all members of the ops team, even if they are not involved in the specific process, and non-ops staff when relevant. These may Tasks / Activities sequentially outline each step not vary much (or at all) between processes. These vary based on process selected. Quarterly Report ROLES within a particular process. Cards Dir. of Assistant Curri- Recep- Office Dir. of TASKS / ACTIVITIES Teacher Teacher culum Principal tionist Mgr Ops C 1. Enter grades into SIS R A I 2. Review grades R A I I I I C 3. Print report cards R A C I 4. Mail report cards R A I I I C I Responsible Accountable Consulted Informed 15
��������������������� !�"����� ��� ��� .���#��0 16
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