How to evolve an MIS within a large organisation.

When considering implementing a change of?MIS across an organisation, it can at first appear to be a process which requires an extend period to complete. In fact, the average duration of a project to identify and implement an alternative MIS is 290 days. This duration is does not differ widely, when there is more than one conversion being carried out concurrently.? ?

• Internal processes = 90 to120 days
• Tender process = 9 to 120 days
• Implementation process = 90 - 120 days
• Post implementation phase = Go-live day onwards

Using this model, we can forecast the optimal time to initiate the process of transitioning the MIS used across the organisation to one which is aligned with the organisation's strategy of utilising cloud-first, software-as-a-service systems.?

To bring this model to life, strong strategic direction and intent are essential. While unanimous consensus across all areas of the organisation is not necessary, there should be a willingness to engage from all parties involved.?

If the model appears to be too compressed it should be noted that spreading the implementation process across an extended timeframe can have certain disadvantages, one of which is the potential reduction in focused effort on the project. When there is a perception that time is abundant, there is a risk of complacency and a lack of urgency. This can lead to decreased motivation and less dedicated attention to the project, potentially affecting its overall success. It is important to maintain a balance, ensuring that the project timeline allows for thorough planning and execution while keeping the momentum and focus necessary for achieving the desired outcomes.?

This methodology suggests that a project to change the MIS should ideally be spread over the course of one academic year. By allocating the necessary time and resources within this timeframe, it allows for a systematic and comprehensive approach to implementing the new MIS. This timeframe provides sufficient room for conducting internal processes, undertaking the tender process, and executing the implementation phase, ensuring a well-structured and successful transition.?

Implementation?

Before initiating any communication efforts throughout the organisation, it is crucial to ensure that the rationale for the change is fully comprehended and documented as a policy. This policy should align with or complement the strategic objectives of the organisation. This step is essential to provide clarity and understanding to all stakeholders regarding the purpose and objectives of the change in the MIS.

By integrating the rationale into a policy, it establishes a strong foundation for effective communication and facilitates alignment with the broader strategic direction of the organisation. To maximise the effectiveness of the process, it is recommended to commence the creation of the policy document outlining the rationale for the change of MIS towards the end of the academic year, preceding when the scheduled start of the actual work related to the MIS change. By initiating this process during that time, there is dedicated and uninterrupted time available for the development and completion of the policy. This approach ensures that sufficient attention and focus can be given to crafting a comprehensive and well-articulated policy, free from conflicting priorities or distractions. Starting the process before the work begins sets a solid foundation and allows for effective communication and alignment with the organisation's strategic goals.?

Internal processes?

To foster consensus and alignment throughout the process, a working party or focus group consisting of key staff members from each school will be formed. The purpose of this group is to collaborate and contribute their expertise to the project. Term of reference will be established and agreed upon, outlining the group's objectives and responsibilities. One of the primary tasks will be to define the specific requirements and functionalities that an alternative MIS should fulfil. These requirements will form the basis of the procurement process.?

To ensure transparency and mitigate the risk of challenges from unsuccessful bidders, the procurement will be conducted through a recognised Framework. This approach provides a structured and regulated framework for the procurement process, ensuring fairness and compliance with established guidelines. By utilising such a Framework, the organisation can streamline the procurement process and minimise potential legal or contractual issues.?

In addition to defining the requirements for the alternative MIS, the working party will also be responsible for reaching consensus on the areas of the MIS that need to be standardised across the organisation. This standardisation effort is crucial as it will eliminate the need for extensive resources currently dedicated to converting and aligning data from separate schools into a common format. By establishing a unified approach, data analysis can be conducted more efficiently and effectively across the organisation. This streamlining process will save valuable time and resources, allowing for better utilisation of data and facilitating more informed decision-making. ?

It is highly probable that areas falling within the standardisation effort would encompass recording behaviour, attendance, assessment, and reporting. By standardising these areas across the organisation, it enables consistency in data collection, analysis, and reporting methodologies. This harmonisation facilitates better data management, enhances comparability across schools, and streamlines administrative processes related to behaviour, attendance, assessment, and reporting. It should be noted that the presence of a standardised approach to the above aspects would not preclude schools from also implementing their own, local provisions, for consumption in local data analysis.?

The working group should continue to meet throughout the duration of the?process. They will also be involved in the review of responses received from responders to the framework request. ?

Tender Process?

As stated earlier in this document, procurement should be conducted through a recognised Framework. This is an established procedure which should be led by the organisation's Procurement team to ensure compliance with requirements.?

During the process, there will be occasions potential suppliers will demonstrate their MIS and for this, the members of the working group will also be involved to assess the MIS against the requirements of the specification that they have contributed to and created.?

The representatives of the working party should be the voice of their individual school and should be authorised?to take decisions about which solution is preferred for their individual school.?

Implementation process?

There are different timelines for implementation, depending upon which solution supplier is awarded the contract. In general, there are similar phases where data from the current MIS is made available to them to import into the new solution. This is then made available to each school for scrutiny. Informed by the results of the first import, further data-cleansing is?carried out on the current MIS before a second import is performed. This is also released to the school for scrutiny and data checking etc.

During these stages, consultations are conducted within each core reporting area. It is envisaged that the model agreed by the working group would be built within the MIS and replicated across all schools. This would become the standard, baseline organisation's reporting model. It is common for each school to be viewed as a separate project and as such, each school would be required to stand-up their own project-teams to ensure that communication and training needs were met. The existence of a baseline standard significantly reduces the burden of this process.?

Post Implementation phase?

Following successful implementations at each school, all sites would be conjoined at the MAT level to create an overview of the entire organisation from where changes to assessment and reporting modules is pushed out every to provide the consistency that is essential to make meaningful comparison and analysis of data, possible.?

Conclusion?

It is often misunderstood that changing a MIS requires a lengthy and complex process. While it is true that careful consideration and implementation are necessary for a successful outcome, MIS providers are experienced in efficiently converting data from one system to another. When coupled with a universally accepted rationale for the change, documented as a policy, and implemented through collaborative teams within schools that actively engage in training and knowledge transfer, the prospect becomes far less intimidating.?

By working closely with the MIS provider, schools can navigate the transition process with confidence. The key is to establish clear goals, effective communication channels, and robust training programs to ensure a smooth transition. When schools actively participate and embrace the change, the potential challenges associated with changing an MIS are significantly mitigated.?

It is important to dispel the notion that MIS changes are inherently burdensome. With the right approach and engagement from all stakeholders, schools can successfully adopt a new MIS and leverage its benefits for improved data management and administrative processes.?

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