Tomorrow's leaders in health promotion are being educated at American University today.

 

Note: This report was prepared in part as a class project to fulfill the course requirements of Consultants and Changes Agents in Organizations for my esteemed professors Dr. Fredric Jacobs and Dr. Steven Hundley. The consultancy project actually too place with a great deal of cooperation and assistance of Mr. Scott Ireland and several other fictitional individuals at an similarly disguised large, midwestern, public higher educational institution. However, the "facts" in this report are not necessarily true as they may have been altered to comply with the spirit and guidelines of disgression. If you have any reactions after reading this report I would love to hear from you via e-mail.

I Executive Summary

National University's Office of Information Technology (OIT) entered into a contract with the Studach Technology Assessment Group (STAG) to gain an independent evaluation of the initial phase of training for the new Lotus Notes initiative (see Appendix II). STAG designed and administered a 25-question survey to identify the attitudes and perceptions of a representative sample of three constituent groups (students, an administrative unit, and an academic unit) who were in the first wave of training.

The process design used informed consent forms and followed guidelines of the Institutional Review Board to ensure anonymity and confidentiality for those interviewed. aggregate data was compiled and was supplemented by additional written feedback from the survey and other forms of documentation. Although this project was designed to collect information from three constituent groups, at this time data has been returned from only two of the groups.

At the macro level issues relating to culture and change were examined. Micro level issues were primarily logistical or procedural and outcome based.

Four themes emerged from the data collected which include:

  • In hindsight, the initial plans for the rollout of Notes were theoretically and philosophically sound, but probably overly ambitious.
  • There is a great deal of diversity in types, experience, needs, and issues among the user population. The training scheme must accommodate the diversity of the user population.
  • A highly supportive culture is necessary to capitalize on the momentum developed during training. These support structures does not currently exist.
  • Thus far, although the reaction to the training classes has been very positive there have been mixed reactions from the trainees about prospects for using Notes and for it becoming the common platform of choice across the campus.

II Purpose/Issue

An initiative of this magnitude, even in the most advanced technological or dynamic reengineered organization, is a large undertaking. In a best case scenario, a highly motivated technical and training staff and a constituency group that thrives on change and is eager to embrace collaborative technologies can, by working with a common purpose create a vibrant electronic community that is not limited by personal or demographic characteristics, discipline or work responsibilities, or geographical location.

Educational institutions are unique and have several inherent characteristics that distinguish them from the traditional business community. Therefore, the traditional paradigms and assumptions that are commonly used in the corporate world must be reexamined.

Generally in education, change occurs at an evolutionary rather than a revolutionary pace. Academic freedom, individuality, and a "for the good of the order" spirit define the character of the institution. Authority/responsibility leadership styles are less common than in the corporate world.

At the macro level all of the critical Lotus Notes implementation issues emanate from or revert back to two areas; culture and change. The first step in this consulting process is a careful identification, diagnosis, and analysis of some of the key elements that impact culture and change including; NU and OIT's organizational mission, strategic plans, leadership, institutional climate, and the trainees willingness to change.

Micro level logistical issues to be considered include; resource allocation and management, training trainers, marketing and awareness campaigns, scheduling, production of user materials, and delivery processes, policies, politics, and procedures. Equally important and complex are issues related to pretraining preparations for new users such as; creation of user ID's and passwords, security measures, configuration and construction of Notes databases, and a host of learning and support mechanisms that must be put into place.

In February, 1997 National University made it clear that the primary thrust of its current technology initiatives would be to unify the university community by developing an ubiquitous communication system that would become the de facto standard for all of its diverse constituencies. These plans were outlined in two publications, the strategic planning document and "Building a Global University (see Appendix III)." President Rendal's June 30, 1997 memorandum (see Appendix IV) informed the campus community that his "intent is not to merely achieve a 'wired' campus but a full blown electronic community." Two other documents, "Strategic Opportunity in Information Technology" on April 18, 1997, and a Powerpoint presentation entitled "Strategic Planning Goals" were drafted by Scott Ireland and presented to senior level administrators and cabinet members. They outlined the plan that led to the selection and adoption of Lotus Notes (See Appendix V).

In previous consultations STAG has generally found that the quality of the training process is the deciding factor that determines the degree of success or failure of a Lotus Notes implementation. It is essential that the training staff be able to develop and deliver a training program that meets the needs of the end users in a timely manner. To achieve an understanding of the needs and aspirations of the users, a clear understanding of the culture in which they operate is essential. Equally important is a full awareness of the process of change which is most appropriate and effective for each of the user groups. With this information a highly effective and dynamic training program can be designed and delivered.

Interviews, informal meetings with potential users, and planning documents were used as methods to identify the critical issues at NU that would impact the success of Lotus Notes. The STAG consulting methodology used seven steps to assess cultural components at National University: 1) develop clarity about the mission, needs and desires of the client; 2) assess and diagnosis the key issues of the organization and employees; 3) clarify the key elements of organizational culture; 4) take the "institutional temperature" with respect to change; 5) gather, analyze, and interpret the data; 6) provide conclusions about the data; and 7) work collaboratively with the client to empower them to inculcate the process into the organizational ethos. The significance and implications of the first four steps for the rollout of Lotus Notes is given in the sections below.

The overall mission of the university and technology are clearly articulated in the "Building a Global University" and Strategic Planning documents. The plans were drafted primarily by individuals in the upper echelons of National University; however, both documents were circulated within the university community for commentary. There was agreement on many of the general points; although there were several contentious debates on some of the sections. Some of these issues have not been resolved. Consequently, the degree of acceptance and ownership across disciplines, divisions, and constituencies at the University is uneven.

Several critical issues have been identified that relate to the overall Notes implementation. A detailed discussion of all of these issues is beyond the scope of this current project. Instead, this report will focus on aspects related to the preparation for the training program, the presentation of the training classes and activities, the quality of the courses and learning activities, and the attitudes and perceptions of the individuals who participated in the training. The goal of this report is to clearly articulate what the attitudes and perceptions of those who have taken the training are. With that information OIT will have useful information which can be used to tailor the training and learning classes, exercises, activities, and support mechanisms rather than relying on the shotgun approach for learning.

The prevailing culture of the University will have a vital impact in determining the success of Notes. Several questions in the Lotus Notes Survey of Users Attitudes and Perceptions instrument (see Appendix VI) were used to identify some key indicators of the culture with respect to technology. The survey posed questions to gather information about the experience, gender, position, responsibilities, familiarity with Notes or similar types of programs, and the type of users. Responses were gathered from two of the three constituencies and were compared for similarities, differences, and trends. Within the university community there are extremes of users including high-end power users as well as many individuals who are classified as technologically naive.

The receptivity and willingness of individuals and institutions to embrace change is vitally important to the success of new initiatives. Everett Roger's Diffusion Theory, a frequently used tool to classify the users general attitude toward change, was applied. One of the self-report questions asked the respondents to assess their willingness to change.

The survey was designed to assess several critical elements that were likely to enhance the training effect (i.e. were the users equipped to fully make use of their Notes training immediately after their first exposure.) There is a formidable "wow factor" with Notes, and the best training experiences are designed to capitalize on the high degree of motivation that occurs directly after training.

One of the highlights of this type of consulting arrangement is the cultivation of an ongoing relationship between STAG and OIT. In this part of the process the two parties begin to work together to fill the void between the expertise of consultant and the vendor. The goal is for the client to embrace the process and incorporate it in to its organizational culture. The final oral debriefing with Mr. Ireland that occurred prior to the final draft of this report is meant to set the foundation for several further collaborative activities. STAG technology specialists will continue to assist OIT in the process throughout the length of any contract.

III Parameters and Conditions

The scope of this consulting project was originally defined in an August 5, 1997 meeting between Mr. Ireland and STAG (see Appendix VII). The two parties agreed that the primary thrust of this initial investigation phase was to examine the perceptions and attitudes of the Lotus Notes trainees. Mr. Ireland and STAG concluded that since the training was so critical to the success of the Notes implementation process this was an area worthy of inclusion in the overall project evaluation scheme. The data collected from the initial training group could be used to improve the quality of the training process and experience for all succeeding groups. Mr. Ireland wanted to determine if the training was both "hitting the mark" and efficient.

Mr. Ireland expressed a desire to examine both the training as well as the learning components associated with the first phase of the Notes rollout. However, both parties agreed that the learning elements would be harder to assess because they generally come into play further along in the learning cycle.

STAG and Mr. Ireland agreed that sensitive planning documents and all data collected would be handled according to the guidelines of the Institutional Review Board and be held in strict confidence (see Appendix VII). The interview process would include the signing of informed consent forms, anonymous surveys, and data analysis that was coded to prevent identification of individual users. Only aggregate data was used for summary statistics, conclusions, and recommendations. Any comments that were included from participants will remain anonymous.

The research plan called for the development of an instrument that would be pilot tested on three of the first groups to be trained. Subsequent revisions of the instrument will be made to improve the quality of the data collected and to reflect the interest and desires of the OIT management, and other university constituencies.

Deliverables for this contract include; the survey instrument, an oral debrief to Mr. Ireland, and this final report to the chair of the board of trustees. Preliminary negotiations for ongoing collaboration and support of this initiative have also begun. Tentative plans call for a three year follow-up process with the OIT administrators, Thinkology and OIT training and support staff, student and departmental user groups, and other groups as needed. Full written documentation will be provided in hard copy, web-based materials, and on-line discussion groups.

IV Methodology

For this contract STAG has employed a methodology that has proven effective in similar technology initiatives. The five steps in this process are listed below:

Preparation

  • Preliminary discussions were held with the key decision makers to determine the specific focus of this study;
  • All relevant reports and documents were reviewed; and
  • Project deliverables and timelines were established.

Data Collection

  • A pilot survey was drafted to assess the critical elements;
  • The survey was submitted to Mr. Ireland and revisions were made;
  • Unit liaisons were contacted to solicit their support;
  • Staff from STAG met with the three lead contacts and explained the parameters of the study, and provided them with the instruments; and
  • The divisional contacts distributed the instruments and collected the signed informed consents, and surveys.

Data Analysis

  • STAG staff entered and analyzed the data; and
  • Recommendations were drafted.

Reporting

  • An oral debrief was conducted with Mr. Ireland prior to the final preparation of this report to solicit his input as to the accuracy of the process, and enable him to offer any corrections or annotations; and
  • A final report submitted to the Chair of the board of trustees.

Follow-up

  • STAG staff are currently using the data and comments to amend any unclear questions; and
  • STAG and OIT staff are preparing a collaboration plan.

Each of the documents and surveys were examined to assess the impact of culture, change, attitudes, and perceptions on the training process. The pilot version of the survey consisted of 25 questions. The aggregate and individual user profiles were developed through;

  • Seven questions (#1 - 6 and 25) asked users about the users experience in a computing environment, familiarity with applications and systems at National University, and user preferences, with two fill-in blanks,
  • Four of the questions (#7 - 10) gathered generic demographic data in numeric ranges with one fill-in blank,
  • One question (#11) explored self-report receptiveness to change,
  • One two-part question (#12) asked about the users awareness of Lotus Notes features prior to and after training,
  • Seven Likert-type questions (#13-19) looked at specific details of the training,
  • Three fill-in questions (#20-22) surveyed expectations of post training success,
  • One question (#23) inquired about the link between Notes and the technology mission of the University, and
  • One four-part Likert-scale question (#24) looked at the perceived advantages of Notes for the University.

The data was analyzed to identify significant findings among several areas including; demographic characteristics, degree of perceived benefit from the training experience, and post training impressions. The data was examined and data from each of the three user groups was compared.

V Synthesis

No profound revelations emerged from the full data tables and summary (see Appendix IX). However, many subtle and surprising issues were found. Five main themes emerged from the data collection, surveys, and conversations with Mr. Ireland, the division liaisons, and other stakeholders. Further, many of the assumptions made in Mr. Ireland's presentations were substantiated.

1. In hindsight, the initial plans for the rollout of Notes were theoretically and philosophically sound, but probably overly ambitious. Several unexpected events caused the rollout to be problematic. Predictable technical problems, glitches in marketing and awareness schemes, manpower and resources shortages, and conflicting and simultaneous demands from other highly-complex efforts conducted by OIT rendered some of the plans unrealistic (Questions 20 - 22).

2. The trainees gave very high marks for the overall training class (On 5-point Likert-Scale questions the student average were 4.5 and the administrative unit was 4.2), Several critical observations were found in the quantitative data and others were offered in the qualitative sections.

3. There is a great deal of diversity in types, experience, needs, and issues among the user population. (Questions 1 - 10). These factors must be taken into account in order create the ideal training experience and environment (Questions 20 - 22, 25).

4. The highly supportive culture that is necessary to capitalize on the momentum developed during training does not currently exist. Key issues related to support are (Questions 20 - 22, 25):

  • a work environment that is relatively free of, or seeks solutions to, obstacles and barriers (Questions 20 - 22);
  • a work environment that establishes Notes as "the way we do business here"(Questions 20 - 22);
  • a highly supportive and dynamic learning environment. The first step in this process is to embed a support infrastructure in the initial training experience. The second step is developing a mentoring and train-the-trainer processes, and/or on-line support groups that can nurture users during the critical learning and experimentation phases; and
  • management policies that allow for released time to learn new features and encourages everyone to offer help others.

5. The process of change is highly complex. Many interrelated factors must be clearly understood; how to increase and optimize motivation for change, and how to increase acceptance of change (Question 11).

Thus far, there have been mixed reactions from the trainees about prospects for using Notes and for it becoming the common platform of choice across the campus. In fact some of the more experienced users have actually lowered their expectations after the training (Questions 20 - 22). However, it appears that this is more of a wait and see attitude rather a loss of faith in the concept and potential of full cross-platform functionality of groupware applications.

VI Implications

One of the most valuable contributions of an outside consultant is the new perspective that STAG brings to this process consultation. STAG approached the process looking for how things are done rather than what is done. Edgar Schein's three stage model; unfreezing (creating motivation and readiness for change), cognitive restructuring (helping the client use new points of view), and refreezing (integrating the new point of view into the process) is useful for framing the Notes implementation process (Schein, 1987). The OIT should consider using this conceptual model in its attempt to mold a culture that is more willing to embrace the Notes initiative. It was very apparent from the reactions and feedback on the survey that many of the trainees were under-informed about much of the functionality of Notes. Worse yet, few could immediately practice the skills they learned as they were not issued valid ID's and passwords, the access to Notes applications was limited, and/or there was insufficient computing power on their desktop necessary to run Notes. There are currently no databases available for use by new trainees that can incorporate Notes workflow processes into their daily work. For many, advanced the e-mailing functionality is not enough to get them to give up on the applications with which they are already familiar. Many of the future project evangelists are being lost in this critical time frame.

One of the trainees very astutely observed, "no one is going to use this until their job depends on it." Several teams such as the QRST faculty are experimenting with Notes and Learning Space. The Administrative unit is using Notes in some of their business processes, however the real value to them will not accrue until they have databases that allow them to track work flow from the beginning to the end.

The decision to bring all incoming freshmen up on Notes is a good idea. Unfortunately the OIT and orientation staff need to rethink the process of how to bring those new users on-line. Orientation is a phenomenally busy time. A great deal of information is being thrown at the incoming students at once. Only a small percentage of that information is retained. A less chaotic time should be chosen for their introduction to Notes.

Once the users are trained a great deal of the success of Notes will depend on the ongoing support mechanisms. Currently, most of the individuals assigned to Notes projects feel swamped. They do not feel that they have any time to experiment, learn, or develop the databases that are the backbone of Notes. Unless time is built into their schedules to develop in-depth expertise in new areas, they will have relatively little knowledge to pass on to others who are clambering for help and new ways of doing things. Moreover, there is the real danger that they will become burnt out and seek less demanding working environments.

The real value in Notes comes when all parties are using the application. Without the critical mass of users, the "groupware" benefits do not accrue. In this situation the adage "a chain is only as strong as its weakest link" is appropriate.

In order to get the full bang for the buck, those who currently use other e-mail programs will have to migrate their old mail over to Notes. The general feeling of the current trainees is that this process is neither easy nor foolproof. The OIT will need to address these concerns and dispel any incorrect assumptions. The other challenging part of changing the culture of the experienced users is reengineering their work process. The real power of Notes comes when it becomes fully integrated with the performance of users job. It will take some expert maneuvering to begin this evolutionary process. It will have to be evolutionary process since there is not a compelling need driving such a dramatic changeover.

It would behoove the OIT to continue to carefully monitor at regular intervals the trainees for changes in their attitudes and perceptions after they have been using Notes for a specified period of time.

VII Recommendations

After he reviewed the preliminary data and received the oral debrief, Mr. Ireland reaffirmed his commitment to the importance of tracking the attitudes and perceptions of the trainees. This evaluation component must continue to be a part of the overall process. Several critical points have emerged from the data analysis each of which have important implications for succeeding generations of users. Some of the recommendations presented to Mr. Ireland are;

  • pick the things that are going to have the highest probability of success first. High profile accomplishments early in the process can build a great deal of confidence and project-specific capital. Early failures can often doom a project no matter how laudable the project might be.
  • there is a very important "wow factor" directly after training. It is extremely important to capitalize on that momentum to the fullest extent possible.
  • continue evaluating of the training process as several of those surveyed indicated that they felt no one had asked them for their input prior to this project. More importantly their observations were extremely valuable. This step is even more important for those in the first stages of learning since they have not had the opportunity to get connected with any of the on-line forum or discussion groups where they can be heard and make them contribute to the process.
  • identify characteristics of the trainees prior to their orientation.
  • ensure that the trainees know that they are being listened to and when possible encourage their involvement to develop ownership.
  • training is just the first step. As Mr. Ireland rightly pointed out the learning process is where the long-term success or failure will be determined for the casual users. Power users and those who have to use Notes for mission critical processes will use Notes. However those who get trained easily fall into the "use it or loose it" mode. This was articulated by those who took the training and then did not have passwords. Some have already lost interest and the vital momentum they had at the "teachable moment" of training.
  • those who were in the training repeatedly mentioned hands on activities as being the best for helping them to learn to use Notes. A trade for less of a superficial overview of all of Notes for more in-depth practice would be a better way to go. As they grasp some of the fundamentals and get used to the Notes environment they will more willing to expand into other areas.
  • when possible ensure that the users have an immediate practical use for their new Notes skills. Train them today and require something easily achievable tomorrow.
  • seek immediate solutions to barriers - this is particularly true for those the "earliest adopters" who are generally undeterred by the pains of the "bleeding edge". One insurmountable problem for them is often enough to kill their motivation or momentum.
  • look at the work environment - departments with technology rich environments will find certain types of training more effective than others. They will be bored quickly when they are put in classes with the technophobes and Luddites.
  • provide for multiple pathways for learning that use all of the learning channels.
  • build in time for learning. Too often now people have such complex schedules and competing demands on their time they can never take or make the time to really push the envelope and learn new things.

Three adages should become the motto of the training process: "a chain is only as strong as its weakest link; the customer is always right; and communication is the essence of the collaborative process." Everything possible must be done to foster a culture that lives these dictums and always keeps open lines of communication.

VIII Strategies for Change/Interventions

Many of the following suggestions and recommendations have been touched on throughout this document. The key to the strategic implementation of these recommendations will depend on the preparation, timing, resources available and upper-level administrative support necessary to enact them properly. Therefore, the first of the "to do" steps is to make time to develop a revised master strategic plan that is based on a reevaluation of the project thus far. In this revised plan each component will need to be reconsidered, assigned a priority, and assessed for its strategic importance to the overall plan. Among the first deliverables of the plan should be something that has a high profile, and a very high chance for success. That will become a benchmark on which other parts of the plan can be built. Members of the university community can point to this achievement as a marker and something that can inspire others to go forward.

Parts of the new strategic plan should include many of the following steps:

  • put into place a system of evaluation that looks at three areas; preparation for training, the initial training, the support and learning.
  • secure high profile top-level support and regular proactive involvement.
  • drive or enact policy changes that enhance the possibilities of success such as specifically designated regular work times devoted to learning and training or support of others.
  • develop a system of rewards that acknowledges the achievements and efforts of individuals and departments who implement Notes in the work environment.
  • designate a three year period to oversee the development and expansion of the evaluation and tracking program with an outside vendor.
  • identify barriers and roadblocks and devote resources to a strike team of individuals who can solve those issues.

Throughout all of the strategic planning phase every effort needs to be made to involve broad-based participation in the process. Development of an empowering culture will be essential to the long term success of the Notes initiative. The other element that needs to be fortified is a culture where zealots, champions, and evangelists who are totally sold on, and live, and breathe the Notes concepts can flourish.

IX Evaluation

The consensus of opinion by Mr. Ireland, STAG, the departmental liaisons, and the individuals who filled out the questionnaires is that this process is highly beneficial. The first reactions of Mr. Ireland to the data, and other feedback, both favorable and unfavorable were very positive.

Although this report is beyond the initial early completion date, it has been completed on time and all deliverables under the control of the contractee have been completed.

An excellent working rapport was developed with the contractor and other groups which may work into a long-term relationship during which a transfer of knowledge, and development of skills will occur.

A survey instrument was pilot tested and revised (See Appendix VI) . Surveys were randomly distributed to the three constituency groups with excellent responses from two of the groups. Multiple efforts were made to secure the data from the third group, however it was not forthcoming. This is probably indicative of the lack of time and many conflicting responsibilities some individuals face particularly during the start-up phases.

Post training surveys that were distributed at the end of the training classes are highly effective for capturing the fist perceptions and attitudes of the users for two reasons. First, everything is still fresh in their minds. Second, when people have the option to take forms home, response rates drop significantly.

The survey was structured to capture both quantitative and qualitative data. Both forms of feedback were extremely useful for capturing the reactions of the users.

It was not apparent in any of the initial interviews or documentation that there would be two different training groups. Consequently, some critical comparisons of the training presented by the NU staff with the Thinkology group could not be made.

X Dissemination

Three versions of this report have been prepared in accordance with the terms of the contract. The full version is being submitted to Mr. Cabb, the Board of Trustees Chair. A preliminary oral debriefing with Scott Ireland took place on October 13, 1997. A written draft version was also prepared for Mr. Ireland for his commentary. His annotations are included in this report. A condensed version was prepared for the three divisional leaders and can be distributed at your behest.

Although not stipulated in the contract a set of oral debriefings and/or summary reports could also be drafted and distributed to other constituency groups such as the Thinkology group, divisional and departmental groups, Datacall project staff, and other decision makers in the university community. Remuneration for this additional service could be negotiated separately.

As this is a unique partnership between National University and Lotus Notes, consideration may be given other alternatives such as to meeting with representatives from that company to explore mutually beneficial scenarios for this innovative approach. High profile recognition for the accomplishments of this project can enhance the reputation of both organizations.

Lotus Notes representatives might be interested in further research and exploring similar topics as a way to increase customer satisfaction and increasing market share. Since the technology market is highly volatile and fast paced, all too often evaluation components are not built into project development schemes because vital resources are generally devoted to meeting unrealistic production deadlines. When evaluations are conducted extremely high failure rates such as 70% for Business Process Reengineering are typical of the industry. Efforts in this area can set Lotus Notes and National University apart from all others.

XI Reflections

This activity was a superb learning experience for me. It became the confluence of so many of the thoughts, ideas, models, theories, and methodologies that I have been exposed to over the past two years. Several of my suspicions were substantiated with a healthy dose of "gut instinct." This "process consultation" as Edgar Schein termed it, involved as much about how the evaluation of the training and change process could be impacted and improved as what was being done. To that end, I have found it extremely difficult to purge any reference to culture and change, for it is the understanding of the interplay between those two elements that is the key for moving toward achieving optimal success and efficiency.

I was amazed to find out how little is being done in this area. A literature search and information gathering phases in preparation for this project were disappointing. The STAG research staff (me) were struck by the dearth of information on this subject. A thorough search of the Lotus Notes Website found nothing related to training and users attitudes and perceptions. Calls to the Lotus Notes technical and support hotlines also yielded scant evidence that much development has occurred in this area. Keyword searches of ERIC, and other databases were similarly unproductive.

Three observations have had a profound impact on me. One is the lack of preparation for an evaluation component in such a critically important venture. Second, although many organizations espouse customer satisfaction as one of the tenants of their organization, scant few actually ask their workers what they think. Often employees and consumers can "hit the nail right on the head." Finally, this project is dealing with highly-complex change, and yet little has been done to reorganize the workload, redistribute resources, revise organizational priorities to function in a Notes world. As one of the attendees in the Notes training session said, "no one will use this until we have to, and Notes doesn't really work until everyone is using it."

I relearned the importance of field testing an instrument. Things that were clear to me and any my proof readers appeared and were interpreted differently by some of the users. When we were conceptualizing this project we thought about the advantages and disadvantages of different types of delivery systems including paper and pencil and on-line forms. The latter might have worked fine, but merely e-mailing the surveys as attachments caused some significant formatting changes in the form. Even in a technologically sophisticated environment the "keep it simple stupid" adage is the best rule of thumb.

Although universities are considered hotbeds of research and evaluation, often we forget to follow the advise we give to others. Some form of evaluation should be part of every project.

Several questions related to change and leadership are worthy of considering. Why do people try such radical changes in an environment that is traditionally characterized by evolution rather than revolution? Groupware is based on the concept of collaboration and empowerment, so why does is so little input sought from the "grass roots" and "shop floor." There are still strong pockets of resistance and resentment on campus to some earlier decisions that were made by the cabinet level decision makers. Was the collective resistance which could jeopardize this project without the support of a broad constituency taken into account?

It is interesting to note that the critical decisions about adopting Notes were being made at the same time as candidates were being interviewed to fill the recently vacated position of director of university computing. None of the candidates had mentioned Lotus Notes as a cornerstone of their personal agenda when they were interviewed for the job. It would have been interesting to see what would have happened if a new person was hired who believed that we should go in another direction.

Obviously the directors of this initiative realized that the aggressive rollout plan was overly ambitious. They displayed great wisdom in scaling it back and eating crow rather than jeopardizing the whole project.

XII Appendices

I Thinkology

II Memo of understanding

III Building a Global University

IV President Rendal's Memo on Technology Initiatives

V Strategic Planning Goals

VI Lotus Notes Survey of Users Attitudes and Perceptions

VII Letter of transmittal

VIII IRB Application

IX Data Summaries and Tables

References

Schein, E. (1987) Process Consultation; Volume 1 & II, Addison-Wesley, Reading, MA.

. Last updated on October 24, 1997

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Last Updated: December 10, 2001