This week I was asked to reflect on the systems and processes my school district, San Diego Unified and my site, SCPA use to better define a business architecture and how some of these systems might be better aligned.
To understand the current state of Business Architecture within my school district and at my school site involved reviewing and analyzing several resources such as organizational charts, performance measures, budgets, the types of services provided, and especially the overall vision and strategic plan in terms of how each of these services aligns with the plan. It did seem that the district vision drove most, if not all of the strategies. The business services and capabilities of the San Diego Unified School District and my school site, SCPA that I reviewed included: transportation services, teacher preparation and support services, human resources, finance and business, technology, real estate, and custodial services. What I learned after reviewing and analyzing these systems is that there is not always a clear process owner for each business process and that not all of the processes are clearly defined and documented. For example, types of transportation services do not appear to be aligned. The iCommute Carpool service is relatively new and developed because of transportations cuts. However, it is not aligned with current transportation (busing) services. Also, many human resource services require active participation from district and school employees. For example, functions that used to be completed by administrative assistants at school sites now are required to be completed by school employees. More training in these areas would help with staff buy-in and capability in terms of automating this process and to reduce staffing in other areas. To my surprise, there were not as many gaps as I anticipated.
An area that perhaps needs to be better defined is the articulation process. Our site recently went to an automated system, Naviance for student articulation to replace the hand completed articulation forms. Students are able to login and select courses. Parents are to login to view student selections and assist with career or college planning. Documents can be shared with colleges and other career partners. Effectively articulation has been outsourced.
References:
A Guide to the Business Architecture Body of Knowledge™ (BIZBOK™ Guide). (2013) (3rd ed., p. (All Pages). Retrieved from http://www2.mitre.org/public/eabok/pdf/BIZBOK-V3.5-Part1-Introduction.pdf
Education Enterprise Architecture Guidebook. (2014) (1st ed., pp. pages 11-14 and 23-24, 29). Retrieved from http://www2.ed.gov/about/inits/ed/implementation-support-unit/tech-assist/education-architecture-guidebook.pdf
California Enterprise Architecture Framework. (2013) (2nd ed., pp. pages 13-19). Retrieved from http://www.cio.ca.gov/Publications/pubs/Appendix_A.pdf
To understand the current state of Business Architecture within my school district and at my school site involved reviewing and analyzing several resources such as organizational charts, performance measures, budgets, the types of services provided, and especially the overall vision and strategic plan in terms of how each of these services aligns with the plan. It did seem that the district vision drove most, if not all of the strategies. The business services and capabilities of the San Diego Unified School District and my school site, SCPA that I reviewed included: transportation services, teacher preparation and support services, human resources, finance and business, technology, real estate, and custodial services. What I learned after reviewing and analyzing these systems is that there is not always a clear process owner for each business process and that not all of the processes are clearly defined and documented. For example, types of transportation services do not appear to be aligned. The iCommute Carpool service is relatively new and developed because of transportations cuts. However, it is not aligned with current transportation (busing) services. Also, many human resource services require active participation from district and school employees. For example, functions that used to be completed by administrative assistants at school sites now are required to be completed by school employees. More training in these areas would help with staff buy-in and capability in terms of automating this process and to reduce staffing in other areas. To my surprise, there were not as many gaps as I anticipated.
An area that perhaps needs to be better defined is the articulation process. Our site recently went to an automated system, Naviance for student articulation to replace the hand completed articulation forms. Students are able to login and select courses. Parents are to login to view student selections and assist with career or college planning. Documents can be shared with colleges and other career partners. Effectively articulation has been outsourced.
References:
A Guide to the Business Architecture Body of Knowledge™ (BIZBOK™ Guide). (2013) (3rd ed., p. (All Pages). Retrieved from http://www2.mitre.org/public/eabok/pdf/BIZBOK-V3.5-Part1-Introduction.pdf
Education Enterprise Architecture Guidebook. (2014) (1st ed., pp. pages 11-14 and 23-24, 29). Retrieved from http://www2.ed.gov/about/inits/ed/implementation-support-unit/tech-assist/education-architecture-guidebook.pdf
California Enterprise Architecture Framework. (2013) (2nd ed., pp. pages 13-19). Retrieved from http://www.cio.ca.gov/Publications/pubs/Appendix_A.pdf
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