Business (Managing Higher Ed)
Partnering for Project Implementation
- By Elle Carne, Marcus Huff
- 09/01/19
PHOTO © MTHANAPHUM
Do you have a backlog of campus construction
projects that need attention? Are end users frustrated
with your lack of speed in addressing their needs? Are
increasing staff workloads leading to unhappy employees and
compromised project oversight? Chances are you’ve answered
“yes” to these questions about your facility department at least
once or twice over the years.
College and university facility departments face a number
of challenges when it comes to implementing development
projects, including competing priorities across campus, staff
capacity, demanding policies and procedures, and issues with
capital budgets and schedules. Navigating these issues to ensure maximum effectiveness related
to implementation of projects—and
ultimately help achieve a school’s
ambitious strategic goals—is not obvious,
nor is success guaranteed.
To address these challenges, many
schools seek program management
partners to help oversee capital projects
while also establishing long-term
standards and best practices.
There are typically two approaches
to program management partnerships
that can benefit a college or university’s
facilities department:
- If there is a large capital project in
the pipeline, a program management
consultant can be used independent of
the school’s facilities department. In this
approach, it is imperative to maintain
a strong link with the campus facilities
department to ensure alignment with
campus standards.
- When there are several small- to
medium-sized capital improvement
projects in the pipeline, a program
management consultant can be
integrated into the campus facilities
team. This approach is aimed at
reducing staff workload during
short-term influxes in projects. It
also increases overall flexibility and
collaboration amongst the program
manager and the school’s facilities
department, while broadening the
coverage and making the execution
of capital improvement projects more
efficient.
Using either of these types of strategic
approaches provides several advantages.
Doing so can:
- relieve pressure on existing staff by
reducing workload,
- augment staff to increase the
feasibility of the timely achievement
of strategic goals,
- create a safety net for unexpected staff
transitions,
- reduce long-term employment exposure
to the school once the projects are
completed, and
- develop or enhance program
management best practices within the
college or university.
While the advantages of partnering are
many, potential pitfalls can undermine
the engagement if not managed properly.
Poor communication, lack of trust
between college and university staff
and other management staff, and rigidity
or ambiguity of existing policies and
procedures can jeopardize the success
of the partnership and project. To minimize pitfalls so a campus
facilities department can have a fruitful
partnership, be sure to make these three
crucial efforts.
Establish Clear Roles and Responsibilities
Having clear roles and responsibilities is imperative between the
project team, the broader college/university staff, and the outside
partner. From the partnership’s initiation, communication protocols
should provide clarity on roles and responsibilities, identify who
maintains communication throughout the project, and establish the
preferred method and frequency of communication. Protocols and
expectations around communication eliminate confusion and build
trust amongst the project team.
While creating a communication protocol, also be sure to
develop a roles and accountability team matrix that outlines
the responsibility of each project team member. This document should be circulated within
the internal project team and shared with the university team.
Having a clear communication strategy and defined roles also
would allow for smoother and streamlined staff transitions
without disrupting the project.
Align Tools and Project Framework
The alignment of tools and project framework provides
consistency and structure to project teams. The tools and
framework are opportunities for everyone to get on the same
page and implement effective decision-making protocols. A
key tool to utilize in these partnerships is project charters.
Charters establish the goals and parameters of the project from
the beginning and can be used as a reference to maintain scope
throughout the project. Charters should be developed together
with a school’s facilities department, users, and the program
management partner.
Routine touchpoints to increase predictability and maintain
communication can also be enhanced when using the appropriate
tools. These can include monthly reports, regular steering
committee calls, project websites, budget reports, and internal
project team calls. It is key that the tools are in place to improve
the project team’s process and effectiveness and not hinder the
progress of the project. Each type of partnership may require
different approaches to tools and project frameworks, and should
be discussed with the project team.
Create Integration and Synergies
Integration and synergy with a college’s or university’s
project team is essential to any project’s success. As previously
mentioned, clear roles and tools will not be effective without
collaboration and trust between the partners. Integration starts
with onboarding the partner and ensuring that not only staff,
but also each organization’s technology platforms and utilization
styles will interact effectively. The onboarding and technology
plan should be defined as far in advance as possible to avoid
project delays.
Although not one of the three keys previously mentioned,
understanding the anticipated and/or required involvement
of institutional decision makers and the facilities department
from the beginning is critical to successful project partnerships.
This understanding of the approval process and collaboration
expectations provides an overall strategic framework, informs
project decisions, and maintains the project schedule—all
while ensuring the appropriate amount of project transparency
is provided. There should be open dialogue with the program
management partner and the college or university before the
partnership is finalized. Knowing this up front can avoid project
delays and provide the project team with a path forward on
developing the roles and responsibilities as well as the tools needed
for the project.
Finally, all of what is described here is not only applicable
to higher education, but is also transferable to K–12 programs.
Facilities departments work tirelessly behind the scenes to
create a safe and welcoming environment that encourages
learning and ultimately a stronger institution. This work is so
important given the mission-driven nature of higher education
institutions, the importance of schools achieving their mission
and visions, and the value students get out of well-organized
and well-run schools and programs. It may seem odd to say
that focusing on creating synergies or even literally creating an
accountability team matrix affects students’ lives, but that is
ultimately the reality.
The authors would like to acknowledge Rebecca Geraghty, director, Brailsford & Dunlavey. Geraghty has been an excellent resource for all things related to implementation.
This article originally appeared in the College Planning & Management September 2019 issue of Spaces4Learning.