Student Services Blueprint Outcome Document Draft for Council v01.pdf

Student Services Blueprint
Transforming the student experience through customer-centric design and service.

Outcome Document

November 2015

Student Services Blueprint: Outcome Decisions
November 2015
Page 1 of 132

A message from Dr. Rick Ede, Chief Executive

Tēnā koutou katoa

Unitec is transforming because the world of education is evolving rapidly and we can’t afford to
stand still. We simply must change if we want to be here for the long haul and deliver the best
outcomes for our students, communities, and public and private enterprise.
In order to be a transformed organisation we must change the way we work and the way we deliver
services to our students. Fundamentally the Student Services Blueprint is about delivering better
services to our students through a much more financially sustainable model. It was developed in
direct response to feedback from students, international trends in service provision and Unitec
research.
The reality is that rapid advancements in technology require us to make a step change right now to
ensure we deliver our services in a way that meets the changing needs of our students. The
proposed new model will move us to a much more converged, proactive and customer-centric
approach focused on outstanding service that is strongly technology and data enabled.
Phase One will see us partner with Concentrix to deliver some of our student services. Concentrix is
a world-class customer engagement company that has been providing services to major global and
national clients from our Mt. Albert campus for nearly three years.
There was significant feedback regarding this new approach, and while this may feel like a big shift in
how we do things, a number of our services have been delivered through partnership arrangements
for many years now. Our core business is teaching and learning, and partnering with Concentrix will
allow us to focus on what we do best while ensuring our students get the best customer service
possible. Detailed responses to your feedback can be found in Appendix Three of this document.
Phase Two of the Student Services Blueprint will now get underway and in the New Year
consultation will begin on the remainder of the proposed changes.
There was also a large amount of feedback about our partnership with Māori and how we must do
better. Our transformation requires us to fundamentally change how we operate, and as part of this
process we need to revisit and cement our commitment to our partnership document. Te Noho
Kotahitanga plays a fundamental role in the culture and collective success of Unitec, and as our
founding document must inform decision-making across the whole organisation. These issues are
much bigger than any one of our change projects, and will be addressed outside of this consultation
process at the highest levels of the organisation. Our commitment to Te Noho Kotahitanga and all its
principles will continue on a wider scope within and beyond the Student Services Blueprint process
as we continue to transform.
As we move towards our new ways of working, particularly Sector Alignment, some changes in the
portfolio of the Executive Leadership Team will be required. This will be an evolutionary process
as we reconfigure how we work together and build new partnerships and relationships
externally. These changes will be communicated once some further decisions have been made, but
ultimately will reinforce collaboration and connection both internally and externally.

Student Services Blueprint: Outcome Decisions
November 2015
Page 3 of 132

Finally, I would like to thank all of you for your patience during this process and the many well-
considered and thoughtful submissions that have been made. I also want to acknowledge that this
Outcome Document has significant repercussions for many of you. I assure you once again of my
commitment to supporting you all through this transition, including those of you who will be moving
on from Unitec.
I look forward to moving into implementation for Phase One and hearing your feedback on the
further proposed changes for Phase Two.
As we move forward it is vital that we remind ourselves what this transformation is all about: better
outcomes for our students, communities and public and private enterprise.

Ngā mihi nui, ngā mihi mahana,

Dr Rick Ede
Chief Executive

Student Services Blueprint: Outcome Decisions
November 2015
Page 4 of 132

1. Introduction / Background

Unitec’s change model uses a continuous improvement cycle that involves three stages: Relook,
Rethink, Redesign. A Relook will normally involve a current state assessment or stocktake that may
include independent research, market analysis and benchmarking.  Where a Relook identifies
opportunities beyond improvements to ‘business as usual’, a Rethink may be undertaken to develop
a change proposal for consideration by those affected. A Redesign occurs when the nature of a
required change has been established.

The Student Services Blueprint Proposal for Change was developed to move us to a much more
converged, proactive and customer-centric approach to the delivery of our student services. It
focuses on outstanding service that is strongly technology and data enabled. It was developed from
the Student Services at Unitec; A Blueprint for 2017; a road-map for the further development of
existing student support services that brought together international trends in service provision,
Unitec research findings, and student feedback.

The key drivers for change outlined at that time were as follows:

Driver
Change required
Government funding is based on a higher demand
Greater accountability for how we spend service
for accountability and performance targets,
fees.
especially for priority groups.
Greater demand to achieve target outcomes.
Reliance on government funding means we are still
Greater imperative to improve our conversion rates.
prey to the fluctuations of the economic
Greater need to ensure our student experience is
environment.
consistent with their expectations.
As a business we are emphasising the need for each
Greater emphasis on shared objectives and
business unit to demonstrate how it is contributing
measuring impact.
to strategic outcomes.
Greater need to reduce inefficient business
practices.
Greater numbers of our students are not
Greater need to provide services that can be
‘traditional’. The diversity of the student body is
tailored, personalised, and engaged with in ways
now so varied that most ‘one-size-fits-all’
that are meaningful to the end users.
approaches are quickly becoming obsolete.
The ever-present technology in all areas of our life
Greater necessity to provide students with self-
has produced an expectation that this same
service and automated options that complement
convenience will be present in educational
specialist services.
endeavours.
The backroom and business intelligence functions
Greater need to centralise processes and capture
that can be realised via correct technology platforms  useful data that can help us make informed business
are now essential to contemporary business
decisions.
practice.

The Proposal for Change was released on August 7 this year. The document presented the overall
proposed future state Student Service model including a proposed three phased approach to
implementation.

  Phase One focuses on the development and implementation of the Customer Services
functions of the model. The Proposal for Change set out that these services be outsourced to
and delivered by Concentrix.

Student Services Blueprint: Outcome Decisions
November 2015
Page 5 of 132

  Phase Two focuses on the development and implementation of Student Life, Student
Achievement, Benefits Realisation, Priority Groups Centre of Excellence, and Guiding
Coalition functions of the model.
  Phase Three focuses on the development and implementation of Library and International
and working towards full convergence from January 2017.
It was proposed that in Phase One, Customer Services (Relationship managers, Help desk,
Admissions specialists) are outsourced to Concentrix, our on-site business and academic partner.
Staff and students were given one month, plus a subsequent nine day extension, to provide
feedback on the proposed model at Phase One as well as provide comment on the proposed overall
Organisational, Social and Academic (OSA) model for Phase Two and Three. Proposals will be
released next year to formally consult on Phase Two and Three.
Following the initial one month consultation period, and the subsequent nine day extension, all of
the feedback received was collated, analysed, summarised and considered by the Executive
Leadership Team and subject matter experts.

This Outcome Document outlines the final decisions that have been made regarding the proposed
changes for Phase One as well as a summary of all of the feedback received and the corresponding
responses.



Student Services Blueprint: Outcome Decisions
November 2015
Page 6 of 132

2. Key decisions relating to the new model

1.  Decisions regarding Customer Services and Outsourcing
a.  It is decided that Customer Services will be implemented at Phase One
i.  The future state Customer Services is explained in section 6. Apart from the
ORM function being assigned to prospective students at application (rather
than enrolled students upon enrolment), there are no other material
changes to what was outlined in the Proposal for Change. The Customer
Services function replaces most of the current Student Administration
(except for Student Finance and Graduation), Student Central and IMS Help
Desk. Details of roles impacted are in Section 8.
b.  It  is  decided  that  the  Customer  Services  will  be  outsourced  to  Concentrix.  The
outsourcing agreement with Concentrix will be through a master service agreement
(MSA)  that  will  define  the  umbrella  terms  and  conditions  that  will  govern  the
contractual agreement. The term of the MSA is a five year agreement for Concentrix
to provide the following scope of customer services for Unitec;
i.  Single point of contact for student queries.
ii.  Ensure seamless interactions by providing warm handovers (connections) to
specialists.
iii.  Reduce risk of disengagement of students through proactive anticipation of
need and pre-emptive outreach.
iv.  Enhance development of customer profile by capturing all engagement
activity.
v.  Filter and tailor push notifications to ensure tailoring and relevance of
communications to students.
vi.  Proactive outreach to engage and support prospective students during
enquiries to application and enrolment.
vii.  Allocating and introducing ORMs
viii.  Issuing students with a digital student ID and welcome pack
ix.  Proactively contacting students to check if study ready
x.  Responding to escalated admissions enquiries
xi.  Manage service catalogue
xii.  Manage service requests
xiii.  Manage incidents
xiv.  Manage Priority 1 incidents
xv.  Communicating with customers via their preferred channel
c.  The services will be delivered by Concentrix through;
i.  Resourcing an omni channel customer services centre, providing front and
back office services in partnership with Unitec, on campus at Mt. Albert,
Auckland
ii.  Implementing Concentrix’s Community Model that will leverage both full
time and casual employees. Casual employees to primarily consist of Unitec
students where reasonably practical. This will form a flexible delivery model
to handle high or low volumes.
iii.  Staff Unitec’s student “Frontline customer services” at each of the three
work locations (Mt Albert, Northern and Waitakere campuses).

Student Services Blueprint: Outcome Decisions
November 2015
Page 7 of 132

iv.  Establish a team to build and maintain a Knowledge Management System
(KMS) in support of the Customer Service activities and Concentrix’s staff
supporting Unitec.
v.  Implement the Concentrix Engineered Design for Global Excellence (“EDGE”)
program to identify and execute service improvement for both operations
and processes.

2.  Decisions regarding OSA model and Implementation phasing
a.  It is decided that the Organisational, Social and Academic (OSA) model will be
implemented.
b.  It is decided that implementation will take place across three phases.
i.  Phase One transition and implementation will begin from mid November
2015 with a Go Live date of 1 April 2016. Reference Section 6 for a high level
implementation plan.
ii.  Phase Two development will also start in mid November 2015. Refer to
section 7 for more detail about how stakeholders will be involved in this.

Student Services Blueprint: Outcome Decisions
November 2015
Page 8 of 132

3. Overview of feedback received

This summary highlights some of the key themes in staff feedback, and provides summary responses
to these. It is at a high level and the detailed information can be found in Appendix Three which
systematically groups all feedback items and associated replies.  There was a total of 103
submissions of feedback received from individuals and/or groups. The Blueprint Steering Group –
comprised of the two Executive Deans and the Executive Director Organisational Development – have
read and considered all feedback submitted and confirm that the feedback summaries in Appendix
Three are an accurate reflection of the feedback received.
It is important to highlight upfront the large amount of endorsements for the overall model.
Respondents clearly understood the rationale for change, the general direction indicated in the
proposal, and approved of many of the aspects of the OSA service model. Within the endorsements
fresh and insightful ideas were put forward for consideration in the Phase Two proposal for change.
“The Blueprint proposal at a high level makes absolute business sense on a
number of services that have been highlighted as in scope utilising
generalist staff to deal with student facing services.”
Many of the suggestions and ideas put forward are already inside the intent of the change proposal.
For example, some respondents suggested improvements or alterations to the ORM concept that
are already intended and currently under development. Respondents have also expressed a clear
desire to be much more involved in the progressing of Phase Two elements and this is acknowledged
and valued. In Section 7 of this document there is an overview of how that process will be
undertaken.
Concerns were raised about the overall transformation programme. Some respondents believed
there is a lack of a clear vision, and some challenged the CE statement that ‘the transformation and
the direction we are travelling is not up for debate’. Unitec’s strategy has been signalled for some
time through initiatives such as Kickstart, and is supported by Council. It is the outcome of a weighty
programme of evaluative conversations that included extensive research in 2014 through focus
groups with current students, prospective students, influencer groups, employees and employers.
Strategy and vision were therefore not up for consultation in the proposal for change; the proposal
for change was instead focused on the enabling arrangements that give life to that strategy.
There were questions about the speed of the transformation, and whether the change programme
could be more evolutionary. First, analysis of global trends makes it clear that disruptions are
already with us and are increasing their impact. Other institutions nationally and internationally are
already ahead of us in responding to these disruptions. Second, the aim to work in converged and
connected ways rather than in siloed units necessitates simultaneous change across multiple areas.
Some other changes will be phased so that they can articulate with the changes that precede.
This year two Kickstart events were held to explain and celebrate the transformation story. 321 of
667 participants at the July event responded to the online survey which showed that the percentage
of staff who have a clear understanding of where Unitec is headed increased from 59% in February
to 72% in July, and the percentage who support the vision for Unitec and path we are on, increased
from 61% to 66%.
There was concern that historically the leadership team have not managed change well. Change is
difficult, and it is important not to equate disruption and stress with poor management. Sometimes
things do not go so well; there is only a problem if there is a failure to learn from them. There are

Student Services Blueprint: Outcome Decisions
November 2015
Page 9 of 132

examples of change that has gone well such as the recent transformation of the Library, and of IT
services, leading in 2012 to the establishment of Information Management Services (IMS). The
development of the Technology Strategy followed, and it continues to be rolled out successfully.
However it is acknowledged that all change initiatives offer opportunities for learning. The lessons
gained from previous change initiatives have been applied to this project and will continue to be
reflected upon through each of the phases.
A wide range of respondents raised significant concern that the proposed changes failed to
demonstrate a commitment to partnership and Te Noho Kotahitanga and that the principles of
partnership from Te Tiriti o Waitangi have been disregarded. This is acknowledged, and a full
response will be provided at a later date. Although feedback from Māori staff indicated support for
the general direction of the proposed model, their feedback also highlighted there is a need to
understand better the role of Māori Leadership and governance, and the place and role of Te Noho
Kotahitanga – not just across these projects but across Unitec as a whole. The leadership team are
committed to the partnership and would like to spend more time unpacking this and will be
undertaking a number of engagements with staff to co-create future ways of working.

In general respondents agreed in their feedback that a range of improvements are required across
our customer facing services and our admissions process and some respondents endorsed the
proposal to outsource. On the whole however, the proposal to outsource this function was viewed
by many as clashing with Unitec values and posing significant risks to business continuity and the
student experience. The risks are acknowledged and have been carefully examined as part of the
due diligence phase. Our values are to place the student at the centre of what we do and this was a
core part of the decision to outsource.
Concerns were also raised that the proposal has taken a deficit approach rather than building on
what is already working, and that the proposed models are still experimental. There is no intention
to abandon practices that are demonstrably and successfully focused on delivering outcomes that
continue to be valued by students and stakeholders, although the way these are organised may
change to optimise opportunities. The proposed models are not based on any one foundation; there
have been a range of models and evidence that have informed the thinking, among them the
learnings from other tertiary institutions who have already undertaken related types of
transformation.
Numerous respondents expressed a concern that the OSA Services Model would remove the very
important face to face engagement option for students. At no point has this been, nor will it be, part
of what is proposed at any phase. It is recognised internationally across the education sector that
relationships are a key enhancement factor that help build persistence and sense of belonging. A
service model that diminished or removed this option would not be considered a success by any
standard.
There were various concerns that Unitec is to be run as a business. Tertiary services and business
models are not mutually exclusive. Unitec is a not-for-profit organisation focused on providing
benefits for our students, stakeholders and communities. Integrating and utilising good business
models and practices will help maximise the value that can be offered to these groups. All
operations are assessed on a financial basis but quality of service experience, student and
stakeholder benefit and strategic relevance are equally critical. Nonetheless, the transformation is
underpinned by the assumption that we will be more relevant and efficient and therefore
sustainable at the end of the transition period.

Student Services Blueprint: Outcome Decisions
November 2015
Page 10 of 132

Some questions were asked about whether the student voice is being heard. It needs to be
emphasised that students and their career and life aspirations are at the heart of the transformation
agenda. The Student President and other student council members sit on or are invited to attend a
variety of Unitec forums including the Unitec Council. Regular meetings are held with a variety of
senior Unitec staff about a number of projects happening across the institution. A core design
principle is student engagement, and so, as both the Student Services Blueprint and Sector
Alignment projects developed, the Student Council were kept up to date with what was happening
and every opportunity was taken to include a wider student voice in the project.

Numerous submissions expressed concern that the Sector Alignment and Student Services Blueprint
proposals are not aligned and are based on different language, assumptions and thinking. This is
acknowledged, although the Sector Alignment proposal was primarily a detailed a set of proposed
arrangements where the Blueprint proposal was more of a design model. However, the integration
of work processes and practices and experience for students needs to be seamless. As part of the
development of Phase Two of Student Services Blueprint, the project teams will be working to
ensure closer alignment at the interfaces between teaching and student services. There will be a
range of engagements with key internal stakeholders across the organisation to assist with this.

Student Services Blueprint: Outcome Decisions
November 2015
Page 11 of 132

4. Interface between Student Services Proposal for Change and
Sector Alignment

Because the Sector Alignment and Student Services Blueprint proposals for change were released to
staff at the same time, many staff have correctly identified areas of potential crossover between the
two proposals in their feedback. These areas of interface are specifically acknowledged below.

It is important to note Sector Alignment and Student Services Blueprint are two of a number of
change projects and strategic developments that are part of a much broader programme of
transformation work.

At Unitec our aspiration is to be a world-leader in contemporary applied learning. To meet this
aspiration, we need to create a sustainable future for the Institute within a dramatically changing
educational landscape, and our transformation programme is our plan to achieve this.

These areas of work in the transformation are highly connected. While each one is critical to our
success in its own right, together they are greater than the sum of their parts, and will allow us to
make our aspiration and purpose a reality.  

Specific areas of crossover between Student Services Blueprint and Sector Alignment

The following key points of interface have been identified and are currently being considered.  It is
acknowledged that this list is not exhaustive and work will continue through transition and
implementation of both projects. It is also worth recognising that many of these changes will be
considered in Phase Two of the Student Services Blueprint. We will be engaging with key internal
stakeholders across the organisation to assist with this.

Key Points of Interface
Blueprint
Sector Alignment
Addressed through:
Enquiry to Application  Customer Services
Academic Leaders &
  Process mapping
to Enrolment
(Relationship Managers)  Programme Administrators    Technology solutions
Processes
are first point of contact   deal with exceptions
  Process & system training
Escalation and referral  ORM/Help Desk &
Academic staff provide
  As above plus Service Level
processes relating to
specialist Student
and/or respond to
Agreements define
student queries,
Services staff manage
referrals/escalations
expected levels of service
wellbeing and success   the escalation processes
both ways
as well as incoming
referrals
Collaborative
Proposed Guiding
SA Leadership Team
  Aligned accountabilities
leadership across
Coalition

and KPIs
academic and student
  Lead the new ways of
services
working

GM BR
GM BRs with other GMs
  GMs Community of
across the organisation
Practice across the
organisation
First 6 weeks
Proposed Student Life &  Academic Leaders have
  Phase Two BP
orientation/induction   Student Achievement
input to design and assist
development of OSA
teams
with delivery
Model

Student Services Blueprint: Outcome Decisions
November 2015
Page 12 of 132

(OSA Model) have
accountability for design
and delivery
Strategic leadership to  Proposed Priority Group  Deans Innovation &
  Phase Two BP
optimise Priority Group  Centre of Excellence
Development and Heads of
development of OSA
outcomes
Practice Pathway Groups
Model
Student pathway
Self-service resources
Academic Leaders &
  Process mapping
decision making
provide an additional
Programme Administrators    Technology solutions
decision-making channel  deal with escalated
  Process & system training
for students.
queries
  Service Level Agreements
ORMs/Help Desk provide
define expected levels of
single point resolution of
service both ways
queries or escalation as
necessary
Career ecosystem
Proposed Student
GM IWDs and Senior
  Phase Two BP
Achievement function
Workforce Connectors
development of OSA
lead the development of  ensure line of sight
Model
an institution-wide
between industry
career ecosystem.
requirements and what we
teach and implement
project-based initiatives
that connect students to
employment.
Academic/achievement Proposed Student
Academic staff, Heads of
  Phase Two BP
services
Achievement function
Practice Pathway Groups
development of OSA
supports academic areas  and Deans Innovation &
Model
to enhance teaching and  Development work
learning outcomes
collaboratively with
Student Services to
enhance the student
experience


Student Services Blueprint: Outcome Decisions
November 2015
Page 13 of 132

5. Summary of changes made as a result of feedback

1.  Alignment of Metrics
a.  All Key Performance Indicators (KPIs) for services to be examined to ensure that they
align with overarching Unitec Strategic Targets.
b.  KPIs to be aligned (where applicable) across both Sector Alignment and Services
Blueprint. Use a similar presentation of the information across both.
c.  Review and finalise the OSA model Outcomes Framework in collaboration with
Subject Matter Experts.
d.  Undertake discovery and review of current Service Level Agreements between
service units and academic units to ensure these are accounted for within new
model.

2.  Te Noho Kotahitanga and partnership
a.  Undertake partnership discussions to ensure that the Guiding Principles of Te Noho
Kotahitanga are embraced and embedded in our ways of working together both
locally at the project level and across the whole institution.
b.  Undertake partnership discussions to better understand;
i.  strategic Māori governance,
ii.  alignment with the Māori Success Strategy,
iii.  the place and role of Māori leadership,
iv.  te reo me ōna tikanga,
v.  and, mātauranga Māori.
c.  Ensure a greater level of engagement with Māori staff to co-create the Phase Two
elements of the OSA model.

3.  Online Relationship Manager Design
a.  ORMs will be assigned to prospective students earlier; from application rather than
enrolment.

4.  Library IT Projects
a.  Library IT projects will be brought into the scope of the Student Services Blueprint to
provide visibility of initiatives that affect the student experiences and ensure that
they all are in line with the overall technology direction.
b.  The activity to develop the requirements for technology in the future is underway
with workshops held with identified stakeholders, including library representation.
This will ensure all development, integration and implementation work is completed
in time for finalisation of the Phase Two of Student Services Blueprint. This work will
also clearly identify roles and responsibilities in managing the systems, relationships
with vendors and the ownership of the business context and compliance
requirements of the service.

5.  Nomenclature
a.  Undertake stakeholder engagement (including student stakeholders) to determine
the names for services and units in the OSA model. Of particular note for phase 1:

Student Services Blueprint: Outcome Decisions
November 2015
Page 14 of 132

i.  To determine a name for the ‘HelpDesk’
ii.  To determine a name for ‘Customer Services’
iii.  To consider the conventions around how to define and name student roles
throughout their lifecycle (i.e. student, customer, co-creator, developing
professional etc.).
b.  Of particular note for Phase Two (but not limited to):
i.  The ‘Priority Group Centre of Excellence’

6.  Task Force
a.  Establishment of a task force to assist with managing transition and implementation.
The purpose will be to troubleshoot and identify teething problems to minimise
disruption to business as usual and student experience. This is an interim measure
until Phase Two sees the General Manager Benefit Realisation put in place.

7.  International Admissions
a.  International remain in scope for Phase Three. However, until then an interim
solution will be put in place to manage the Application to Enrolment process.
b.  This will include dedicated International Student Administration support. This
position will embed and administer the new admissions process for International.
c.  This will be a change to staff as the current Student Administrator International is to
be transferred to International until Phase three.

8.  Increased Stakeholder Engagement
a.  Undertake a greater level of stakeholder engagement to further develop the OSA
model Phase Two components.
b.  The detailed outline of this can be found in Section 7 below.

9.  Sector Alignment Interface
a.  An overview of the interface between Sector Alignment and Service Blueprint and
any changes or implications arising from this are outlined in detail in section 4
above.

10. IMS Helpdesk
a.  There has been recognition of the significant role the IMS Helpdesk plays in
supporting staff and providing services that are in addition to normal student IT
requirements. Following a detailed due diligence of the type of support the IMS
Helpdesk provides it has been determined that these activities are still in scope for
the Customer Services function that will be outsourced to Concentrix.
b.  Feedback suggested that there is a need to have an increased IMS presence
supporting the new learning and teaching spaces, as well as the need to ensure a
strong interface between IMS and the new Customer Services team.  Although this
requirement arose during the Blueprint consultation phase this activity falls outside
the scope as the Blueprint.

Student Services Blueprint: Outcome Decisions
November 2015
Page 15 of 132

6. New operating model - Phase One
6.1 New service model
The new model, known as the Organisational, Social and Academic [OSA] model, is contemporary,
customer-centric and technology-enabled. It has been developed to meet our customer critical
requirements and business critical requirements. It will see the convergence of previously separate
services and functions into a new, unified and centralised structure that will:
  Leverage technology to enable a greater range of self-service options and automation of
routine repeatable tasks
  Offer more proactive and anticipatory services, in addition to responsive and reactive ones
  Enable more personalisation and tailoring for students
  Help remove barriers to student achievement and engagement through creating a success
focus across end to end service processes
  Simplify and improve the enquiry, application and enrolment process (EAE) to improve
conversions
  Provide overview and centralisation of data that provides useful business intelligence
  Provide a consistently high level of customer service.
The model converges1 and integrates2 previously separate service units and remodels their functions
into new processes within a new structure. As such, there will no longer be individual service units
within the model, but a flexible and deployable team of generalists and specialists who work
collectively to achieve shared objectives. The model also offers a number of completely new
services.
The new model will be implemented in a three phased approach.
Phase One is the outsourcing of Customer Services to the Concentrix Delivery Centre at Unitec’s Mt.
Albert campus.
6.2 Outsourced component of new model
Phase One will see the creation of a new single Customer Services team which will take on the
functions of Relationship Management, Help Desk, and Admissions. This is represented in the
diagram at 6.6 in this section. The dotted blue line indicates the Customer Services functional area
for phase one.
6.3 Outsourcing arrangement
The arrangement will be an outsourced omni channel customer service centre. The outsourcing of
Customer Services to the Concentrix Delivery Centre will be for a five-year term. This will require
Unitec and Concentrix to enter into a contractual agreement with a master service agreement
providing the overall terms and conditions of the agreement. This will be supplemented with service
schedules which will further define how the services are delivered, monitored and managed.

1  Convergence  is  the  bringing  together  of  previously  separate  services  or  functions  into  a  unified  and  centralised
process/structure/methodology. It is a frequently used term in IT speak but recently has also permeated the international
tertiary sector.
2 Integration is the management and delivery of services so that customers receive a continuum of responsive and proactive
services according to their requirements and preferences across the life cycle.

Student Services Blueprint: Outcome Decisions
November 2015
Page 16 of 132

For the Customer Services contract the following Service Schedules will apply;
Schedule
Scope
A
Services
Description of the services to be delivered
Schedule of services
B
Transition
How the services will be transitioned
Who, how, when, cost
C
Technology
List of technology services to be provided
Timeframes for delivery
Support processes.
D
Personnel
Key personnel
Job descriptions and roles
Recruitment
Generalist capabilities
Flexible resource allocation model
E
Service Level Agreements (SLA)
Service levels to be measured and achieved
Metrics
Penalty mechanisms
Reporting
F
Governance
Reporting structures
Account management
Reporting
Contract change management
G
Real Estate
Where services are to be located
Description of property treatment in pricing
Support processes
H
Cost
Agree pricing mechanisms
Include rate cards
Agree cost for contracted services
Baseline cost measures.
I
Unitec third parties
Description of Unitec services to be supplied to
third parties (e.g. Mindlab)
J
Business Continuity and Disaster
Describe how services will be provisioned in the
Recovery
event of a disaster recovery.

We will initially work with Concentrix to validate the existing Service Agreement and a baseline
period will be established to confirm future service levels that required by Unitec. For example,
responses to interactive activities during standard hours would be expected to meet targets 85% of
the time, and 95% of interactions meet the agreed quality targets:

Channel
Response Targets
Resolve Targets
Tier 1
Tier 1
Help Desk
Phone
30 seconds
1 – 2 minutes

Student Services Blueprint: Outcome Decisions
November 2015
Page 17 of 132

Email
Instant acknowledgment
Resolve within 60
minutes
Web Chat
5 seconds
1 – 2 minutes
F2F
Wait time less than 5 minutes
1 – 5 minutes
ORM
Incoming query
10 seconds
1 – 5 minutes

The service levels will include a risk and reward framework to ensure that the services are being
delivered at the expected performance. The service metrics for the delivery of Unitec’s customer
services  and what levels will be achieved each month, based on the solution that is in place to
deliver the Services will be based on the metrics associated to the service levels below:
Measure
1.  Conversion rates from enquiry to application
2.  Conversion rates from application to enrolment
3.  Conversion rates from application to enrolment
a.  Māori
b.  Pacific
c.  Under 25s
4.  Applicant NPS immediately following interaction
5.  Number of incoming enquiries resolved at first port of call
6.  Proactive response time to outreach after disengagement flagged
7.  Reduction of submitted applications
8.  Time to enrol (application to offer) (median)
9.  Time to enrol (offer to enrolment) (median)
10.  Percentage of applications declined by Unitec
11.  Proactive response time to incomplete applications (median)
12.  Response and resolution times to incoming queries
13.  Compliance with key elements of agreed service approach
14.  Number of enquiries to Help Desk and ORMs
15.  Number of enquiries escalated to tier 2 specialists (HD & ORM)
16.  Number and type of queries not resolved
17.  % of responses to proactive follow up by HD
18.  % of student responses to proactive outreach from ORMs (specifically for disengagement triggers)

Figure x Metrics associated to the delivery of Unitec customer services

6.4 Operational Governance

Student Services Blueprint: Outcome Decisions
November 2015
Page 18 of 132

As part of ensuring that the services are delivered in accordance with Unitec’s expectations, a
governance structure and procedures will be designed to achieve the following objectives:
  ensuring the proficient delivery of the agreed Services;
  establishing  an  effective  relationship  and  communication  channel  between  Unitec  and
Concentrix;
  proactive management and planning that will optimise the value of the relationship and the
Services;
  establishing an effective mechanism for the escalation of material issues in respect of the
Services;
  establishing effective monitoring of contract;
  ability to revisit and revise the governance process over time;
  ensuring alignment with Unitec’s key strategic goals and commitments, including Te Noho
Kotahitanga;
  drive benefit realisation against Unitec’s business case.

During Phase One, this accountability will be assigned to a designated Executive Leadership position
as an interim measure. In Phase Two it is proposed that the Benefit Realisation team be accountable
in terms of governance oversight of the OSA service model.
6.5 Transition Method and Approach
The transition to Concentrix will run from mid-November, 2015 to mid-April, 2016 and will be
managed by a Transition Managers within both Unitec and Concentrix. The transition includes the
following:
  Hiring/Induction: 8 weeks (this allows for background checks including Police Checks to be
completed before training commences);
  Technology Systems: 12 weeks for setup of any Concentrix provided technology;
  3 Concentrix resources for 4 months for process mapping and KMS content creation;
  Concentrix Employee Training and Induction for 6 weeks;
  Unitec provided training material and collaborative support of the initial training for
Concentrix staff on existing and new applications and procedures. Any backfill training post
transition will be a Concentrix responsibility;
  2 Concentrix trainers will receive Train-the-Trainer training (TTT) from Unitec and will be
certified, if required, by Unitec after attending the training.

Student Services Blueprint: Outcome Decisions
November 2015
Page 19 of 132

6.6 Outsourced component of model (by functional area)
The dotted blue square shows the Customer Services area as the component of the model to be outsourced to Concentrix at Phase One.

Achievement
Priority Groups
Leadership: Guiding
Customer Services
Student Life Services
Benefits Realisation
Services
Centre of Excellence
Coalition
SUCCESS &
SOCIAL
PEER 2 PEER
CONTINUOUS
WAYS OF WORKING
ADMISSIONS
ACHIEVEMENT
CONNECTIONS
INITIATIVES
IMPROVEMENT
& TEAM CULTURE
ONLINE
STRATEGIC REVIEW
PROFESSIONAL
RELATIONSHIP
CAREER CENTRAL
STUDENT VOICE
RESEARCH
AND DECISION
DEVELOPMENT
MANAGERS
MAKING
ENGAGEMENT
RELATIONSHIPS &
PLANNING AND
EXPLORATION &
HELP DESK
SCHOLARSHIPS
To be developed further at Phase Two and Three
SERVICES
PARTNERSHIPS
DEPLOYMENT
INNOVATION
CAPABILITY
COMMUNICATIONS
RECRUITMENT
BUILDING
STUDENT FACING
MONITORING
CONTENT
WELLBEING
SERVICES

Student Services Blueprint: Outcome Decisions
November 2015
Page 20 of 132

6.7 Confirmation of Customer Services to be Outsourced
The table below confirms the role and functions of the Relationship Managers that make up
Customer Services. There are three different types of relationship managers; Online, Help Desk and
Admissions.

Customer Services Relationship Managers
Description
Channels
Functions
  Online Relationship
  Unitec Portal
  Allocating and introducing
Managers (ORMs)
  Unitec App
ORMs
Generalists
  Phone
  Issuing students with a digital
  Help desk Generalists
  Email
student ID and welcome pack
  Admissions Specialists
  Live online chat
  Proactively contacting

  Face to face at all three
students to check if study
campuses (with
ready
extended hours)
  All incoming tier one query
resolution from enquiry
onwards
  Escalation/warm handovers
when necessary to all tier two
specialists.
  Proactive outreach and
notification.
  Filtering and pushing out
tailored communications.
  Capturing customer
engagement in CRM to
enhance student profiling
  Communicating with
customers via their preferred
channel
  Manage service catalogue
  Manage service requests
  Manage incidents
  Manage Priority 1 incidents
  Resolution of tier 2 queries
relating to admissions
The high level implementation plan for Customer Services is outlined on the diagram on the
following page. Associated to this high level plan is a detailed transition and implementation plan to
provide a clear roadmap to move from current to future state.

Student Services Blueprint: Outcome Decisions
November 2015
Page 21 of 132

Student Services Blueprint: Outcome Decisions
November 2015
Page 22 of 132

7. Phase Two Development

7.1 Key Consideration for Phase Two
Feedback received during consultation for phase 1 and the OSA model was that stakeholders wish to
be involved more comprehensively throughout the development, planning, and implementation of
the OSA model. This has been noted and consequently the practice for the future will be an
increased level of stakeholder involvement. The detail of this is outlined below.
7.2 Stakeholder Engagement
Engaging our stakeholders and why
The importance of a broader, more integrated approach to external stakeholder engagement is
recognised. The process of identifying and developing key strategic long-term relationships that are
critical for the success of Unitec’s transformation, particularly in regard to the development of the
Phase Two components of the OSA model, is currently underway. Feedback has also indicated a
greater need to adhere to, and to make explicit, how the principles of Te Noho Kotahitanga are
embedded throughout the model.
Stakeholder engagement objectives for Phase Two
  Identify key stakeholders with an interest in the change and undertake an assessment in
collaboration with them to identify areas of interest and opportunities for involvement;
  Develop a clear Communication and Engagement Plan based on the outputs of the
Stakeholder Assessment. The aim is to create optimal opportunities for dialogue about the
future state while meeting the needs of the stakeholders involved.  Clear metrics will be
assigned to measure the impact of engagement and communications on the success of the
change; and
  Measure and evaluate the outcomes of communication and engagement activity.

Stakeholder Engagement Approach for Phase Two
Substantial feedback from staff and students has been received that during Phase One that
stakeholders were not fully engaged consistently throughout the design and consultation process. In
addition, there is a need to integrate consultation feedback into the design and development
process. Engagement with (and involvement of) internal and external Subject Matter Experts (SMEs)
is a critical success factor.
Who will be engaged with and what activities will they do?
For Phase Two the plan is to engage a wide group of stakeholders (as below) who have the relevant
knowledge about specific functions or areas. These stakeholders are to be drawn from the Service
Departments, Student Council and other groups identified during the process.
The groups in scope for this engagement approach are the current impacted for Phase Two and
Three and will include:
  Maia
  Te Puna Ako Learning Centres
  Pacific Centre
  Pou Aroha

Student Services Blueprint: Outcome Decisions
November 2015
Page 23 of 132

  Library
  Academic Quality
  International
  People and Culture
  Students
  Kaihautū
  Academics and support staff including
  Finance
programme administrators
  Executive Leadership Team
  Marketing

These SMEs will be expected to:
1.  Assist the project team with finalising what the OSA model looks like:
a.  How will the functional areas operate?
b.  What roles will be required to operationalise the model?
c.  What will the detailed business processes look like?
d.  What will any additional technology requirements be?
e.  What are the interfaces between services and other parts of Unitec that need to be
understood and clarified?
f.  Naming components of the model.
2.  Work with the project team to confirm functional activities and accountabilities.
3.  Work with the project team to develop detailed business case:
a.  Including resources required
b.  Costs - operational and implementation
c.  Business areas impacted
d.  Measures of success
4.  Collaborate with various stakeholders to develop, refine and confirm business and
technology requirements.
What will the different SME roles be?
There are three defined three key Subject Matter Expert (SME) stakeholder roles and they are:
  Advisory
  Service Specialist
  Process Specialist
Stakeholders will be involved in one (or more) of these roles. To provide clarity with regards the
roles, activities and the level of engagement the high level role descriptors are set out below.
Advisory
This SME role centres on defining, developing and building the high level updates/modifications to
the OSA model.  The OSA model (the model) elicited substantial feedback during the consultation
phase. These changes require consideration. Where practically possible updates/modifications are
to be made to the model prior to the Phase Two Consultation process.
This role will initially work with the project team to consider possible updates/modifications based
on consultation feedback. This will be in the form of a series of workshops during late 2015 and
early 2016.  The output of these workshops will be recommended updates/modifications to the
model. These recommendations will be submitted to the Steering Group for review and signoff.

Student Services Blueprint: Outcome Decisions
November 2015
Page 24 of 132

Once recommendations have been reviewed and signed off there will be further workshops to build
the updates/modifications into the model for inclusion into the Phase Two Consultation document.
It is anticipated that this role may require (up to) 40 hours (per person).
Service Specialist
This SME role focusses on defining, developing and building the key functional activities and
accountabilities. These are key to successfully building and implementing the OSA model for Phase
Two (and beyond). This SME role could also be tasked to review the developed detailed processes
as part of the governance and review cycle during detailed processes development.
Key inputs for these SME activities are the updated/modified OSA Model and feedback received
during consultation.
As with the Advisory SME, this role will work with the project team through a series of workshops to
define and initially define and develop the functional activities and accountabilities. These
workshops are planned for late 2015 and early 2016. These functional activities and accountabilities
will be documented and presented to the Steering Group for review prior to full development.
Once the drafted functional activities and accountabilities have been through the Steering Group
review, the SMEs and the project team can complete full development. This is expected to take
place during late 2015 and early 2016. Once fully developed they are submitted to the Steering
Group for review and sign-off.
The signed off functional activities and accountabilities will be used in a number of areas. These
include organisational design (organisational structures and positions descriptions) for Phase Two,
Detailed processes development for Phase Two and engagement with the Sector Alignment project
team to discuss possible interfaces across both projects.
It is anticipated that this role may require (up to) 40 hours (per person per area).
Process Specialist
This SME role focusses on defining, developing and building the detailed operational and
managerial processes for the signed off functional activities and accountabilities. These are critical
to successfully implementing the OSA model for Phase Two (and beyond).
The key inputs for developing the detailed processes (and defining the associated business and
technology requirements) is the signed off functional activities and accountabilities from the Service
Specialists.
A series of process workshops will be facilitated by the project teams Business Analysts (BA). In the
workshops the Process Specialist SMEs will develop detailed business processes for each of models
service areas. The project team will capture the detail and produce the business process maps. The
Process Specialist SMEs are then responsible to review the process maps to ensure completeness.
The Service Specialist SMEs may be tasked to provide additional review of the developed detailed
processes. The process workshops are planned to take place early 2016.
The Process Specialist SMEs will then update the business processes (where appropriate). Once
these processes have been reviewed, these SMEs will work with the BA’s to define and document

Student Services Blueprint: Outcome Decisions
November 2015
Page 25 of 132

business and technology requirements.  This may include workshops with the Technology team, the
wider project teams and with Advisory and Service Specialists (where appropriate).
The final outputs from the activities of this SME group are detailed business processes, business and
technology requirements.  All of these will form part of the Implementation for Phase Two including
development of operational procedures, professional development activities and recruitment and
selection into new roles.
It is anticipated that this role may require (up to) 48 hours (per person per function).
The table below summarises the three types of SME roles and their associated activities:

Advisory
Service
Process
1.  How will the functional areas operate?



2.  What roles will be required to operationalise the



model?
3.  What will the detailed business processes look



like?
4.  What will any additional technology


requirements be?
5.  What are the interfaces between services and
other parts of Unitec that need to be understood


and clarified?
6.  Naming components of the model.


7.  Work with the project team to confirm functional



activities and accountabilities.
8.  Work with the project team to develop detailed
business case:
a.  Including resources required


b.  Costs - operational and implementation
c.  Business areas impacted
d.  Measures of success
9.  Collaborate with various stakeholders to develop,
refine and confirm business and technology


requirements.

How will the process be governed?
In order to widen stakeholder engagement and to integrate consultation feedback it is important to
ensure the correct level of governance is applied to the design & development phase leading up to
the next Proposal for Change (P4C Phase Two).  The focus for this engagement is to build
understanding and awareness for the key SMEs and to gather practical insight and input into how
the model updates/modifications could be practically applied and/or implemented.
The following model will be used to govern this approach:

Student Services Blueprint: Outcome Decisions
November 2015
Page 26 of 132

Figure 1 - Proposed Phase Two Stakeholder Engagement development and governance approach

7.3 Specific Engagement to capture Student Voice
It is believed that there are large groups of students who have not yet been engaged with
throughout Unitec.
To address the gap a number of options will be utilised, including an “Intercept” approach to engage
with students, in particular those students who attend Unitec classes but who do not normally
engage with student surveys, student events, feedback opportunities and focus groups.
This will be done in collaboration with the Student Council and its representatives.

Student Services Blueprint: Outcome Decisions
November 2015
Page 27 of 132

8. Staffing Impact

8.1 Positions surplus to requirements/needs
Based on the decision to outsource, there will be 13 positions surplus to requirements. These are in
the areas of Information Management Services (Helpdesk), Student Administration and across
Student Central. The new outsourced model will mean that these services will be staffed and
delivered by Concentrix. The following table shows a summary of the permanent changes:

Positions surplus to requirements
Business Unit
Current number
of people in
positions
Helpdesk Analyst
IMS Helpdesk
4
IT Helpdesk Analyst
IMS Helpdesk
1
Helpdesk Functional Team Leader
IMS Helpdesk
1
Programme Advisors
Student Central
18
Programme Advisor/Student
Student Central
1
Reception

Team Leader Student Central
Student Central
4
Team Leader, Contact Centre
Student Central
1
Telephonist (0800)
Student Central
3
Student Central Manager
Student Central
1
Student Administrator
Student Admin
18
Team Leader Student Administration
Student Admin
2
Manager, Student Administration
Student Admin
1

Director, Student Services &
Student Admin and Central
1
Administration
Total Headcount

56

Figure 2 Table showing positions impacted in phase one
Currently there are 56 staff (49.71 FTE) across the surplus positions who will be affected under these
changes. These staff will receive formal notification that their positions have been disestablished on
1 February 2016.

Student Services Blueprint: Outcome Decisions
November 2015
Page 28 of 132

8.2 Change of accountabilities
There will be changes to position accountabilities of current position:
Position
Proposed change
Continues to report to
Customer Care Manager
Changed responsibilities and GM Information Management
staff reporting
Services
Figure 3 Table showing changed responsibilities in position in Phase One
8.3 Changes in reporting lines
There will be reporting line changes for current positions as follows:
Position
Currently reports to
Proposed reports to
Graduation Manager
Manager Student Administration
From 1 April, reporting to
Executive Leadership Team
Member until final outcome of
Phase Two released.
Team Leader Student
Manager Student Administration
From 1 April, reporting to
Finance
Finance
Telephonists (09)
Manager Student Administration
From 1 April, reporting to
Executive Leadership Team
Member until final outcome of
Phase Two released.
Student Administrator:
Team Leader Student
From 1 April, reporting to
International
Administration
International, until final outcome
of Phase Three released
Figure 4 Table showing changed reporting lines for positions in Phase One
8.4 Other Changes
Although these roles will not change reporting lines they will be affected by the changes to their
Manager/Team Leader reporting lines.
Position
Currently reports to
Change
Academic Records
Graduation Manager
See Graduation Manager
Administrator
reporting line change
Student Records
Graduation Manager
See Graduation Manager
Administrator
reporting line change
Administrator
Team Leader Student Finance
See Team Leader Student
Finance reporting line change
Cashiers
Manager Student Administration
See Team Leader Student
Finance reporting line change
Finance Administrators
Team Leader Student Finance
See Team Leader Student
Finance reporting line change
Student Accounts
Team Leader Student Finance
See Team Leader Student
Receivable
Finance
Administrator

Student Services Blueprint: Outcome Decisions
November 2015
Page 29 of 132

8.5 Secondments
There are a number of staff who are seconded from impacted positions. Staff who have been
seconded from an impacted position will have been notified of the impact to their substantive
position. Each of these secondment arrangements will now be assessed. If amendments to the
secondment arrangements are deemed necessary, staff impacted will be involved in discussions
about the impact. Where secondments end before the outcome is made, staff will return to their
substantive positions.
8.6 New positions for Phase One
All Customer Services positions will be outsourced to Concentrix. Concentrix will be recruiting for
the following positions:
  Admissions team leader
  Customer Services team leader
  Admission Advisor
  Customer Services Specialist (including Online Relationship Management)
Concentrix is an external organisation providing a service to Unitec. Unitec entered into discussions
with Concentrix regarding the potential to redeploy impacted staff. The outcome of these
discussions is that Concentrix will give Unitec staff first consideration for their new Customer Service
positions subject to Unitec staff meeting the position requirements.
Concentrix have confirmed their recruitment process as put forward in the Proposal for Change and
their positions descriptions for each of the proposed positions are in Appendix One.

Student Services Blueprint: Outcome Decisions
November 2015
Page 30 of 132

9. Transition plan – next steps

9.1 Transition plan
This section is to further inform employees and other stakeholders of the various options that will be
applied to manage staff surplus. This process is consistent with all employment agreements applying
to affected employees.

9.2     Management of staff surplus
This section outlines the various options that will be applied to manage any staff surplus. This
process is consistent with all employment agreements applying to affected employees.
Please note that now a final decision has been made on the proposed staff surplus situation,
affected employees will be notified, together with their unions if applicable.
This approach applies to ‘affected’ employees, being those employees who fill positions that have
been confirmed as surplus to requirements/needs. Employees who currently fill ‘roles’ that are
affected will revert to their substantive positions unless they apply for and are successful for any of
the new positions and roles that are created.
This includes permanent employees, i.e.:
  Permanent full-time and proportional employees
  Permanent employees currently on all forms of leave, including leave without pay and
parental leave, as well as employees who are currently seconded to other positions but their
permanent substantive position is impacted by the proposed changes
  Secondments from impacted permanent positions.
Fixed-term (temporary or limited tenure), hourly paid or casual employees are not covered by this
approach even though roles or tasks they currently perform may be affected. In this case the
relevant provisions of their employment agreement will apply.
Employees in positions not confirmed as surplus (those reconfirmed into their positions or who are
impacted by reporting line changes or position title changes only) are not covered by this approach.
9.2.1  Options
The following options apply to employees whose positions have been declared surplus to
requirements/needs:
  Attrition, or the normal process of staff turnover where an employee resigns
  Redeployment, where an employee is successful in obtaining an alternative position within
Unitec such that their employment does not terminate and they do not receive a severance
payment
  Enhanced early retirement, where an eligible employee elects to be paid the money
available under the severance option according to the conditions of the employee’s
superannuation scheme to make up the actual super annuity payable
  Severance, where an employee is paid their severance payment calculated in accordance
with their employment agreement:

Student Services Blueprint: Outcome Decisions
November 2015
Page 31 of 132

The above options, which are mutually exclusive, continue to be available to any employee whose
position has been declared surplus until their last day of employment.
Attrition
As an option, attrition has been considered and found to not be viable for implementing the
required changes due to the nature of some specific positions and the relatively low staff turnover
rates in the impacted areas. In instances where employees do choose to resign during this change
process, consideration of additional options will not be required and they will not be entitled to a
severance payment.
Redeployment
The option of redeployment is to place affected employees into suitable alternative positions while
ensuring that Unitec meets its statutory responsibility under the State Sector Act to appoint the best
person for the job.
A suitable alternative position is one that involves duties that are not unreasonable taking into
account the employee’s skills, knowledge, attributes, qualifications and experience, and where the
employee could reasonably be expected to effectively carry out those duties with a reasonable
amount of training and development.
Enhanced early retirement
Where this is provided for in an affected employee’s employment agreement, the employee may
elect to take early enhanced retirement as an alternative to severance (redundancy). Enhanced early
retirement enables an eligible employee to be paid the money available under the severance option
which may, if the employee desires, be used according to the conditions of the superannuation
scheme of which the employee is a member to make up the actual super annuity payable.
If enhanced early retirement is agreed with the affected employee, then this will be confirmed in
writing.
Severance
If none of the aforementioned options are agreed, then the affected employee’s applicable notice
period will be completed (notice will be given two months prior to the expected date that
employment will end as advised in the table in Section 8.1). Where a longer notice period is
preferred for operational transition reasons, this may be agreed between Unitec and the affected
employee.
During the notice period, Unitec and the employee may consider any opportunities for other options
that may arise. If an affected employee is appointed to another position within Unitec or another
option outlined in this document is agreed, then the employee will no longer be paid severance.
Where an affected employee has not been appointed to another position within Unitec during the
notice period and no other option is agreed, severance compensation will be paid at the end of the
notice period in accordance with the affected employee’s employment agreement. Employees will
have reasonable time off to attend interviews for alternative employment subject to operational
requirements.

Student Services Blueprint: Outcome Decisions
November 2015
Page 32 of 132

9.4 Support available
It is widely acknowledged that Unitec is undergoing transformational change in order to realise the
Unitec Strategic Framework.  Unitec recognises that this places a significant amount of pressure on
our staff, especially for those of you whose employment is directly affected.

A number of EAP sessions have been planned following the release of this Outcome Document for all
affected staff. These will be onsite at Mt. Albert and Waitakere campuses.

At the start of 2015, a number of wellbeing initiatives were tested which would support our staff to
manage the change more effectively.  A number of these initiatives received very positive feedback
and will be made available to staff following the release of this Outcome Document and throughout
implementation.

The following support is available to you now:


Employee Assistance Programme (EAP) - 0800 327 669 - see below for drop-in times

Conciliator, Glenda Grant (an independent service provided outside of HR or EAP)
– 021 810 173

Your HR Consultant 

Wellbeing Advisor – Shona Arms, 021 518 993, [email address]  

Wellbeing Initiatives – contact Shona Arms,  021 518 993, [email address] 

EAP Support Services are open to all impacted staff.
Counsellors are available for ½-1 hour drop-in sessions.

[Table of EAP Drop-In Sessions to be inserted]

Student Services Blueprint: Outcome Decisions
November 2015
Page 33 of 132

Appendix One – Position Descriptions

Concentrix Position Description – Admissions Advisor

Position Title
Admissions Advisors
Grade and/or salary range

Date

Group or Department
Concentrix – Unitec Team
Reporting To
Admissions Team Leader
Reporting Positions

Client Supporting
Unitec Institute of Technology

Position Purpose
The Admissions Advisors will provide a highly responsive, proactive service to prospective
students across a diverse customer base. They will maintain a strong customer focused approach
to deliver service outcomes and continually improve service provision in regards to all admission
and enrolment enquiries and processes.

This position will work collaboratively with the Customer Services team to ensure delivery of
service is consistent and streamlined to deliver the best outcomes for students across the Student
Life cycle, as well as engaging with prospective students to ensure they receive tailored, relevant
information and support throughout the admissions and enrolment process.
This customer-centric approach will enable Student Services to achieve common goals, creating a
consistent and positive experience for students across the Life cycle, enhancing student
conversions, retention, and employability.
Unitec’s transformation requires us to consistently work together with Unitec’s staff to enable the
success of Unitec’s students. This collaborative approach lies at the centre of all student facing
functions and role activities and this role will therefore be responsible for normalising these
shared ways of working. This approach will need to be tailored to fit different situations and the
incumbent must have the ability and willingness to apply the most appropriate collaborative tool
in order to achieve a successful student outcome.
This role will also evolve throughout the transformation phase/s, to adapt to the changing needs
and requirements of Unitec.

Student Services Blueprint: Outcome Decisions
November 2015
Page 34 of 132

Key Position Activities
  Respond to escalated queries around admissions (pathways, requisites, etc)
  Manage the admissions process
  Manage the automated scholarships allocation
  Liaise with the Help Desk where required
  Ensure the CRM system is kept updated with all student interactions, records and details
to maintain currency and seamlessness throughout the Student Life cycle
  Liaise with Programme Leaders regarding grades etc
  Analyse feedback and data in collaboration with the Operations team
  Identify opportunities for continuous improvement of the admissions service

Key Position Responsibilities
Key Areas
Key Responsibilities
Strategic
-
Planning, Analysis,
In collaboration with the Concentrix Unitec account team, analyse
Reporting
feedback and data to ensure customer services outcomes are met

Collaborate with both our internal and Unitec’s Continuous
Improvement Advisor to monitor, evaluate and utilise continuous
improvement initiatives to safeguard and optimise end-to-end
service processes

Demonstrate value and impact of admissions services by
contributing to effective and regular reporting
Financial
Maintain accurate and relevant financial records and ensure
reporting requirements are adhered to
Relationship Building
Build strong and credible relationships with internal and external
stakeholder groups, in particular with prospective students, to
protect and nurture the quality of service provision

Develop and manage an end-to-end relationship management
approach to provide a proactive, seamless experience for students
Leadership
Provide services to students through guidance and leadership with
regards to all enquiries and requests around admissions, to ensure
consistency and efficiency of service across the Student Services
group
Operational Management
Respond to escalated student queries around admissions and
enrolment in a timely and relevant manner

Identify relevant info-material for prospective students in order to
respond to the information needs of diverse customer segments

Proactively provide advice and guidance to facilitate prospective
student decision making

Ensure the CRM system is kept updated with all student interactions
and details to maintain accuracy and seamlessness throughout all
communications across the Student Life cycle
Performance and
Manage own performance and development in accordance with the
Development
Concentrix’s related Policies
Management

Student Services Blueprint: Outcome Decisions
November 2015
Page 35 of 132

Health and Safety
Contribute to a culture of health and safety and promote Zero Harm
for all staff and students
Commitment to
Commit to the values of Te Noho Kotahitanga
Concentrix’s and Unitec’s
Values

Demonstrate adherence to the both Concentrix’s and Unitec’s Code
of Conduct and all other related policies and codes of practice

Work in accordance with Concentrix’s objectives and strategic plans
Other Tasks/Projects
Achieve other task/project related goals and performance
objectives as assigned by and agreed with your Manager

Person Specification
Essential:
  Proven experience in a customer-centric environment, including familiarity using
customer service processes and systems, to deliver highly responsive and consistent
results.
  A passion for providing high-level customer service, with a focus on excellence
  Able to maintain an adaptive and flexible approach to deliver results in a complex and
dynamic environment.
  Proven capacity to work effectively and collaboratively as part of a customer focused
team.
  Ability to build and maintain strong working relationships with varied internal and
external stakeholder groups.
  Proven experience in face to face customer interactions.
Desirable:
  Good level of IT understanding.
  Knowledge and/or experience in the tertiary education environment.
  Appropriate tertiary qualification.

Other Characteristics
  Requirement to work on a flexible basis
  Requirement to work evenings, weekends and public holidays as required
  Requirement to work overtime as required

Financial Authority
Budget owner: No

Delegated Financial Authority as per Concentrix’s Delegations Policy: No
Responsible for new employee hire: No
Direct Reports:  No
Responsible for contract staff, and/or coaching, training of others: Yes

Position Contact and Relationships
There will be multiple stakeholder relationships needed both internally and externally. Examples
of external relationships would be:
  Nominated Unitec Executive Leadership Team Member/s

Student Services Blueprint: Outcome Decisions
November 2015
Page 36 of 132

  Student Services Teams (Priority Groups COE, Student Life, Achievement, Operations,
Customer Services)
  Marketing
  Organisational Development
  Prospective Students

Concentrix’s Core Values
We are Fanatical about our Clients and Staff
We have High Integrity with Exemplary Character
We are tenacious in our pursuit of excellence
We value openness, honesty and transparency
We have Contrarian views on how to run a business
We are Bold in our Decisions
We are Disruptive in the Market Place
We Invest in the Future
We all contribute and are one Concentrix

Student Services Blueprint: Outcome Decisions
November 2015
Page 37 of 132

Concentrix Position Description – Admissions Team Leader

Position Title
Admissions Team Leader
Grade and/or salary range

Date

Group or Department
Concentrix – Unitec team
Reporting To
Operations Manager
Reporting Positions
Operations Manager
Client Supporting
Unitec Institute of Technology

Position Purpose
The Admissions Team Leader will provide leadership and day-to-day management and
coordination of the Student Services Group in regards to the admissions team, ensuring they have
the necessary skills and information to deliver a highly responsive, proactive admissions service to
prospective students.

This position will foster a collaborative approach with the wider Customer Services team to
maintain consistency of service across the admissions process and other customer service
processes. This role will also ensure the admissions team have access to current and relevant
information to meet the needs of Unitec’s diverse customer base, which will enable a highly
responsive service, to empower prospective students to make informed decisions and guide them
through the enrolment process.
This customer-centric approach will enable Student Services to achieve common goals, creating a
consistent and positive experience for students across the life cycle, enhancing student
conversions, retention, and employability.
Unitec’s transformation requires us to consistently work together with Unitec’s staff to enable the
success of Unitec’s students. This collaborative approach lies at the centre of all student facing
functions and role activities and this role will therefore be responsible for normalising these
shared ways of working. This approach will need to be tailored to fit different situations and the
incumbent must have the ability and willingness to apply the most appropriate collaborative tool
in order to achieve a successful student outcome.
This role will also evolve throughout the transformation phase/s, to adapt to the changing needs
and requirements of Unitec.

Key Position Activities
  Provide support to staff through coaching, guidance and leadership with regards to
admissions processes, tools and techniques
  Monitor and measure impact and outcomes to ensure high performance
  Work collaboratively with the Customer Services Team Leader to develop an effective and
regular system of reporting  for the admissions team, to monitor progress and track
performance
  Work with the Customer Services Team Leader to ensure the admissions team is provided
with the correct training and information to achieve delivery of target outcomes

Student Services Blueprint: Outcome Decisions
November 2015
Page 38 of 132

  Champion the voice of the customer to inform opportunities for continuous improvement
of admissions services
  Work with Information Management Services (IMS) and content managers to ensure
Online Relationship Management (ORM), Customer Relationship Management (CRM) and
Knowledge Management Systems (KMS) are kept up to date

Key Position Responsibilities
Key Areas
Key Responsibilities
Strategic
Support the Operations Manager to implement systems and
processes that incorporate the strategic  customer services
objectives and operational priorities set out in the operational plan
to ensure customer service outcomes are met
Planning, Analysis,
Monitor, measure and proactively manage service outcomes to
Reporting
ensure desired targets are met

Demonstrate value and impact of services by contributing to
effective and regular reporting

Collaborate with both our internal and Unitec’s Continuous
Improvement Advisor to monitor, evaluate and utilise continuous
improvement initiatives to safeguard and optimise end-to-end
service processes

Collaborate with both our internal and Unitec’s Continuous
Improvement Advisor to develop data and evidence based
continuous improvement initiatives to foster and embed a culture
of continuous improvement practices
Financial
Liaise with the Customer Services Team Leader  to provide input
into financial forecasts, manage and monitor the operational
budgets for the Operations Manager to effectively distribute and
utilise resources

Maintain accurate and relevant financial records and ensure
reporting requirements are adhered to
Relationship Building
Build strong and credible relationships with internal and external
stakeholder groups to protect and nurture the quality of service
provision

Develop and manage an end-to-end relationship management
approach to provide a proactive, seamless experience for students
Leadership
Provide support to staff through coaching, guidance and leadership
with regards to admissions processes, tools and techniques, to
ensure consistency and efficiency of service across Concentrix’s
Student Services group
Human Resources
Recruit, develop and manage admissions staff in collaboration with
Concentrix’s recruitment team
Operational Management
In collaboration with Concentrix Account Management team
maintain feedback mechanisms and undertake ongoing evaluation,
review and improvement of processes to align with best practice

Student Services Blueprint: Outcome Decisions
November 2015
Page 39 of 132

Support staff to identify relevant info-material for prospective
students in order to respond to the information needs of diverse
customer segments

Support staff to proactively provide advice and guidance to
facilitate prospective student decision making

Support staff to collaborate with IMS to ensure the alignment of
service systems with core Unitec systems
Performance and
Manage own performance and development in accordance with the
Development
Concentrix’s related Policies
Management

Manage individual performance of all direct reports in accordance
with the Concentrix’s related Policies
Health and Safety
Contribute to a culture of health and safety and promote Zero Harm
for all staff and students
Commitment to
Commit to Unitec’s values of Te Noho Kotahitanga
Concentrix’s and Unitec’s
Values

Demonstrate adherence to the both Concentrix’s and Unitec’s Code
of Conduct and all other related policies and codes of practice

Work in accordance with Concentrix’s objectives and strategic plans
Other Tasks/Projects
Achieve other task/project related goals and performance
objectives as assigned by and agreed with your Manager

Person Specification
Essential:
  Proven experience in driving a customer-centric service, processes and systems across
complex environments, to deliver highly responsive and consistent results.
  Able to maintain an adaptive and flexible approach, utilising both analytical and creative
skill-sets, in order to support staff and deliver results in a complex, challenging and
dynamic environment.
  Demonstrated experience in successfully managing and leading a high performing and
collaborative customer focused team.
  Proven ability to coach and guide staff to meet shifting demands, creating a supportive
environment to effectively utilise and extend existing skill sets.
  Proven capacity to work effectively and collaboratively as part of a customer focused
team.
  Proven ability to effectively plan, lead and implement change.
  Understanding of sound business practices/operations and quality assurance skills.
  Good level of IT understanding.
  Ability to build and maintain strong working relationships with varied internal and
external stakeholder groups.
  A passion for providing high-level customer service, with a focus on excellence.
  Proven customer service skills within a business environment
  Effective formal and informal communication skills
  Ability to be team oriented whilst working individually
  Active listening skills to accurately determine customer requirements
  Ability to work and lead in a multicultural work environment

Student Services Blueprint: Outcome Decisions
November 2015
Page 40 of 132

  Initiative to do self study to maintain and update knowledge and skills
  Ability to maintain composure under pressure
  Ability to recognise business opportunities
  Ability to balance Concentrix’s requirements and clients expectations
  Ability to build rapport and maintain relationships with key stakeholders
Desirable:
  Appropriate tertiary qualification or proven relevant experience of managing an diverse
team
  Experience in management of admissions
  Experience in the tertiary education environment.
  Project management experience, especially in a transforming environment
  Ability to work in a challenging and dynamic environment
  Empathy and patience
  People management/team leadership experience
Other Characteristics
  Requirement to work on a flexible basis
  Requirement to work evenings, weekends and public holidays as required
  Requirement to work overtime as required
Financial Authority
Budget owner: No but yes a contributor

Delegated Financial Authority as per Concentrix’s Delegations Policy: To be confirmed
Responsible for new employee hire: Yes
Direct Reports:  Yes
Responsible for contract staff, and/or coaching, training of others: Yes

Position Contact and Relationships
There will be multiple stakeholder relationships needed both internally and externally. Examples
of external relationships would be Unitec’s:
  Nominated Unitec Executive Leadership Team Member/s
  GM Priority Groups COE, Student Life, Achievement, Operations, Customer Services
  Customer Services Team Leader
  Finance
  Marketing
  Organisational Development

Concentrix’s Core Values
We are Fanatical about our Clients and Staff
We have High Integrity with Exemplary Character
We are tenacious in our pursuit of excellence
We value openness, honesty and transparency
We have Contrarian views on how to run a business
We are Bold in our Decisions
We are Disruptive in the Market Place
We Invest in the Future
We all contribute and are one Concentrix

Student Services Blueprint: Outcome Decisions
November 2015
Page 41 of 132

Concentrix Position Description – Customer Services Specialist (including ORM)
Position Title
Customer Services Specialists (including Online Relationship
Management)
Grade and/or salary range

Date

Group or Department
Concentrix – Unitec Team
Reporting To
Customer Services Team Leader
Reporting Positions

Client Supporting
Unitec Institute of Technology

Position Purpose
The Customer Services Specialists (Helpdesk or Online Relationship Manager) will provide a highly
responsive, proactive service, catering to Unitec’s diverse customer base. They will maintain a
strong customer focused approach to deliver service outcomes and continually improve service
provision.

This position will work collaboratively across the Student Services teams to ensure delivery of
service is consistent and streamlined to deliver the best outcomes for students across the Student
Life cycle, as well as engaging with prospective and current students to ensure they receive
tailored, relevant information and services in a timely and efficient manner.
This customer-centric approach will enable Student Services to achieve common goals, creating a
consistent and positive experience for students across the life cycle, enhancing student
conversions, retention, and employability.
Unitec’s transformation requires us to consistently work together with Unitec’s staff to enable the
success of Unitec’s students. This collaborative approach lies at the centre of all student facing
functions and role activities and this role will therefore be responsible for normalising these
shared ways of working. This approach will need to be tailored to fit different situations and the
incumbent must have the ability and willingness to apply the most appropriate collaborative tool
in order to achieve a successful student outcome.
This role will also evolve throughout the transformation phase/s, to adapt to the changing needs
and requirements of Unitec.

Key Position Activities
  Respond to queries received through either Helpdesk (Phone, Email and Face-2-face) or
Online Relationship Manager (ORM - virtual) channels
  Seek information from Knowledge Management System (KMS) or specialists where
required
  Provide handovers or escalations to specialists (after disengagement is triggered)
  Complete necessary follow ups during enquiries from prospective students and
admissions process
  Complete necessary follow ups for the welcome ceremony and inductions or after
enrolment, events and special appointments
  Filtering and proactive push communications

Student Services Blueprint: Outcome Decisions
November 2015
Page 42 of 132

  Ensure the Customer Relationship Management (CRM) system is kept updated with all
student interactions and details to maintain currency and seamlessness of handovers
  Analyse feedback and data in collaboration with the Operations team
  Identify opportunities for continuous improvement of service

Key Position Responsibilities
Key Areas
Key Responsibilities
Strategic
-
Planning, Analysis,
In collaboration with the Concentrix Unitec account team, analyse
Reporting
feedback and data to ensure customer services outcomes are met

Collaborate with both our internal and Unitec’s Continuous
Improvement Advisor to monitor, evaluate and utilise continuous
improvement initiatives to safeguard and optimise end-to-end
service processes

Demonstrate value and impact of admissions services by
contributing to effective and regular reporting
Financial
Maintain accurate and relevant financial records and ensure
reporting requirements are adhered to
Relationship Building
Build strong and credible relationships with internal and external
stakeholder groups, in particular with prospective students, to
protect and nurture the quality of service provision

Develop and manage an end-to-end relationship management
approach to provide a proactive, seamless experience for students
Leadership
Provide service to students through guidance and leadership with
regards to all enquiries and requests around admissions, to ensure
consistency and efficiency of service across the Student Services
group
Operational Management
Respond to escalated student queries around admissions and
enrolment in a timely and relevant manner

Identify relevant info-material for prospective students in order to
respond to the information needs of diverse customer segments

Proactively provide advice and guidance to facilitate prospective
student decision making

Ensure the CRM system is kept updated with all student interactions
and details to maintain accuracy and seamlessness throughout all
communications across the Student Life cycle
Performance and
Manage own performance and development in accordance with the
Development
Concentrix’s related Policies
Management
Health and Safety
Contribute to a culture of health and safety and promote Zero Harm
for all staff and students
Commitment to
Commit to the values of Te Noho Kotahitanga
Concentrix’s and Unitec’s
Values

Demonstrate adherence to the both Concentrix’s and Unitec’s Code
of Conduct and all other related policies and codes of practice

Student Services Blueprint: Outcome Decisions
November 2015
Page 43 of 132

Work in accordance with Concentrix’s objectives and strategic plans
Other Tasks/Projects
Achieve other task/project related goals and performance
objectives as assigned by and agreed with your Manager

Person Specification
Essential:
  Proven experience in a customer-centric environment, including familiarity using
customer service processes and systems, to deliver highly responsive and consistent
results.
  A passion for providing high-level customer service, with a focus on excellence
  Able to maintain an adaptive and flexible approach to deliver results in a complex and
dynamic environment.
  Proven capacity to work effectively and collaboratively as part of a customer focused
team.
  Ability to build and maintain strong working relationships with varied internal and
external stakeholder groups.
  Proven experience in face to face customer interactions.
Desirable:
  Good level of IT understanding.
  Knowledge and/or experience in the tertiary education environment.
  Appropriate tertiary qualification.
Other Characteristics
  Requirement to work on a flexible basis
  Requirement to work evenings, weekends and public holidays as required
  Requirement to work overtime as required

Financial Authority
Budget owner: No

Delegated Financial Authority as per Concentrix’s Delegations Policy: No
Responsible for new employee hire: No
Direct Reports:  No
Responsible for contract staff, and/or coaching, training of others: Yes

Position Contact and Relationships
There will be multiple stakeholder relationships needed both internally and externally. Examples
of external relationships would be:
  Nominated Unitec Executive Leadership Team Member/s
  Student Services Teams (Priority Groups COE, Student Life, Achievement, Operations,
Customer Services)
  Marketing
  Organisational Development
  Prospective and Current Students

Concentrix’s Core Values
We are Fanatical about our Clients and Staff
We have High Integrity with Exemplary Character
We are tenacious in our pursuit of excellence

Student Services Blueprint: Outcome Decisions
November 2015
Page 44 of 132

We value openness, honesty and transparency
We have Contrarian views on how to run a business
We are Bold in our Decisions
We are Disruptive in the Market Place
We Invest in the Future
We all contribute and are one Concentrix

Student Services Blueprint: Outcome Decisions
November 2015
Page 45 of 132

Concentrix Position Description – Customer Services Team Leader
Position Title
Customer Services Team Leader
Grade and/or salary range

Date

Group or Department
Concentrix – Unitec team
Reporting To
Operations Manager
Reporting Positions
Operations Manager
Client Supporting
Unitec Institute of Technology

Position Purpose
The Customer Services Team Leader will provide leadership and day-to-day management and
coordination of the Student Services Group in regards to the help desk and Online Relationship
Manager (ORM) teams, ensuring they have the necessary skills and information to deliver a highly
responsive, proactive service, catering to Unitec’s diverse customer base.

This position will utilise a collaborative approach to embed customer focused thinking across the
Student Services Team and to capture and implement process improvement initiatives, as well as
providing constructive feedback and coaching to the helpdesk and ORM teams, supporting staff
engagement and performance, in order to deliver high quality and consistent services across the
Student Life cycle.
This customer-centric approach will enable Student Services to achieve common goals, creating a
consistent and positive experience for students across the life cycle, enhancing student
conversions, retention, and employability.
Unitec’s transformation requires us to consistently work together with Unitec’s staff to enable the
success of Unitec’s students. This collaborative approach lies at the centre of all student facing
functions and role activities and this role will therefore be responsible for normalising these
shared ways of working. This approach will need to be tailored to fit different situations and the
incumbent must have the ability and willingness to apply the most appropriate collaborative tool
in order to achieve a successful student outcome.
This role will also evolve throughout the transformation phase/s, to adapt to the changing needs
and requirements of Unitec.

Key Position Activities
  Develop an effective and regular system of reporting to monitor progress and track
performance
  Monitor and measure impact and outcomes to ensure high performance
  Provide support to staff through coaching, guidance and leadership with regards to
customer service approaches, tools and techniques
  Ensure team is provided with the correct training and information to achieve delivery of
target outcomes
  Champion the voice of the customer to inform opportunities for continuous improvement
of services

Student Services Blueprint: Outcome Decisions
November 2015
Page 46 of 132

  Work with Information Management Services (IMS) and content managers to ensure
ORM, Customer Relationship Management (CRM) and Knowledge Management Systems
(KMS) are kept up to date

Key Position Responsibilities
Key Areas
Key Responsibilities
Strategic
Implement systems and processes that incorporate the strategic
customer services objectives and operational priorities set out in
the operational plan to ensure customer service outcomes are met
Planning, Analysis,
Monitor, measure and proactively manage service outcomes to
Reporting
ensure desired targets are met

Demonstrate value and impact of services by contributing to
effective and regular reporting

Collaborate with both our internal and Unitec’s Continuous
Improvement Advisor to monitor, evaluate and utilise continuous
improvement initiatives to safeguard and optimise end-to-end
service processes

Collaborate with both our internal and Unitec’s Continuous
Improvement Advisor to develop data and evidence based
continuous improvement initiatives to foster and embed a culture
of continuous improvement practices
Financial
Provide input into financial forecasts, manage and monitor the
operational budgets for the Customer Services Group to effectively
distribute and utilise resources

Maintain accurate and relevant financial records and ensure
reporting requirements are adhered to
Relationship Building
Build strong and credible relationships with internal and external
stakeholder groups to protect and nurture the quality of service
provision

Develop and manage an end-to-end relationship management
approach to provide a proactive, seamless experience for students
Leadership
Provide support to staff through coaching, guidance and leadership
with regards to admissions processes, tools and techniques, to
ensure consistency and efficiency of service across Concentrix’s
Student Services group
Human Resources
Recruit, develop and manage customer services staff in
collaboration with the Operations Manager.
Operational Management
In collaboration with the Operations Manager and the Account
Manager maintain feedback mechanisms across Student Services
and undertake ongoing evaluation, review and improvement of
processes to align them with best practice

Student Services Blueprint: Outcome Decisions
November 2015
Page 47 of 132

Support staff to collaborate with IMS to ensure the alignment of
service systems with core Unitec systems
Performance and
Manage own performance and development in accordance with the
Development
Concentrix’s related Policies
Management

Manage individual performance of all direct reports in accordance
with the Concentrix’s related Policies
Health and Safety
Contribute to a culture of health and safety and promote Zero Harm
for all staff and students
Commitment to
Commit to the values of Te Noho Kotahitanga
Concentrix’s and Unitec’s
Values

Demonstrate adherence to the both Concentrix’s and Unitec’s Code
of Conduct and all other related policies and codes of practice

Work in accordance with Concentrix’s objectives and strategic plans
Other Tasks/Projects
Achieve other task/project related goals and performance
objectives as assigned by and agreed with your Manager

Person Specification
Essential:
  Proven experience in driving a customer-centric service, including management of
customer service processes and systems across complex environments, to deliver highly
responsive and consistent results.
  Able to maintain an adaptive and flexible approach, utilising both analytical and creative
skill-sets, in order to support staff and deliver results in a complex, challenging and
dynamic environment.
  Demonstrated experience in successfully managing and leading a high performing and
collaborative customer focused team.
  Proven capacity to work effectively and collaboratively as part of a customer focused
team.
  Proven ability to coach and guide staff to meet shifting demands, creating a supportive
environment to effectively utilise and extend existing skill sets.
  Proven ability to effectively plan, lead and implement change.
  Understanding of sound business practices/operations and quality assurance skills.
  Good level of IT understanding.
  Ability to build and maintain strong working relationships with varied internal and
external stakeholder groups.
  A passion for providing high-level customer service, with a focus on excellence.
  Proven customer service skills within a business environment
  Effective formal and informal communication skills
  Ability to be team oriented whilst working individually
  Active listening skills to accurately determine customer requirements
  Ability to work and lead in a multicultural work environment
  Initiative to do self-study to maintain and update knowledge and skills
  Ability to maintain composure under pressure
  Ability to recognise business opportunities
  Ability to balance Concentrix’s requirements and clients expectations
  Ability to build rapport and maintain relationships with key stakeholders

Student Services Blueprint: Outcome Decisions
November 2015
Page 48 of 132

Desirable:
  Appropriate tertiary qualification
  Experience in the tertiary education environment.
  Project management experience, especially in a transforming environment
  Ability to work in a challenging and dynamic environment
  Empathy and patience
  People management/team leadership experience
  Financial planning and analysis
Other Characteristics
  Requirement to work on a flexible basis
  Requirement to work evenings, weekends and public holidays as required
  Requirement to work overtime as required

Financial Authority
Budget owner : No but yes a contributor

Delegated Financial Authority as per Concentrix’s Delegations Policy : To be confirmed
Responsible for new employee hire : Yes
Direct Reports:  Yes
Responsible for contract staff, and/or coaching, training of others: Yes

Position Contact and Relationships
There will be multiple stakeholder relationships needed both internally and externally. Examples
of internal relationships would be:
  Nominated Unitec Executive Leadership Team Member/s
  GM Priority Groups COE, Student Life, Achievement, Operations, Customer Services
  Admissions Team Leader
  Finance
  Marketing
  Organisational Development

Concentrix’s Core Values
We are Fanatical about our Clients and Staff
We have High Integrity with Exemplary Character
We are tenacious in our pursuit of excellence
We value openness, honesty and transparency
We have Contrarian views on how to run a business
We are Bold in our Decisions
We are Disruptive in the Market Place
We Invest in the Future
We all contribute and are one Concentrix

Student Services Blueprint: Outcome Decisions
November 2015
Page 49 of 132

Appendix Two - Unitec’s Foundational Capabilities
Attribute
Weighting
Mana
TBC per
position
We are committed to upholding Unitec’s values in the pursuit of our organisational
vision and goals. We exercise our personal power to advocate appropriately in the
best interests of the organisation.
Passion for the kaupapa
  Advocates for Unitec’s kaupapa
  Demonstrates pride to work at Unitec
  Passionate about learning and the success of our students
  Inspired to make Unitec a better place.
Courage
  Acts with courage, in the best interests of Unitec and in support of our
people
  Confidently takes action when required
  Admits mistakes and learns from failure
  Faces up to people and situational problems directly.
Honesty and integrity
  Leads by example
  Acts and treats other consistently
  Follows through on promises and commitments
  Maintains confidences and is discreet when necessary
  Models our core values.

Growth
TBC per
position
We embrace evidence-based action planning and execution and continuously strive
to redefine our standards of excellence.
Credibility
  Practice and knowledge is current and continuously improving
  Sought out by others to contribute insight, opinions, knowledge, experience.
Reflective and responsive
  Open, responsive and adapts well in dynamic environments
  Open to feedback from all corners and able to adapt in response
  Self-reflective and self-aware
  Aware of their value and knows when to step forward or back as the
situation requires.
Innovation and creativity

Student Services Blueprint: Outcome Decisions
November 2015
Page 50 of 132

Attribute
Weighting
  Discovers and develops creative solutions to solve problems and implement
new ideas
  Pushes boundaries and challenges assumptions
  Uses initiative to actively seek opportunities for continuous improvement
and development.

Drive
TBC per
position
We are a student-centred organisation. We demonstrate internal motivation for
high performance and exceeding customer expectations.
Energy
  Resilient and exhibits determined resolve in the face of obstacles and
uncertainty
  Brings energy and enthusiasm to their work
  Make things happen.
Customer-centric
  Puts customers at the centre of everything they do
  Establishes, manages and consistently meets agreed customer expectations
  Understand how their work in their role contributes to student success.
Delivery and accountability
  Develops plan and systems to meet goals
  Uses evidence to make informed judgements
  Owns outcomes of decisions and actions.
  Delivers what has been agreed
  Manages people and/or performance effectively.

Collaboration
TBC per
position
We actively work together. We effectively support the success of our people in the
pursuit of Unitec’s vision and goals.
Relationships
  Is mindful and respectful of others
  Communicates effectively, engaging, sharing and focusing on issues
  Manages difficult relationships effectively.
Teamwork
  Contributes positively to teams to achieve shared goals
  Creates open, safe environments in which others can be successful
  Builds strong and engaged teams
  Values diversity and leverages these strengths in teams.

Student Services Blueprint: Outcome Decisions
November 2015
Page 51 of 132

Attribute
Weighting
Partnering
  Acknowledgement and application of Te Noho Kotahitanga in collaboration
  Builds collaborative interdisciplinary networks to achieve shared goals
  Explores opportunities to develop industry partners.

Direction
TBC per
position
We accept change as a constant. We are passionate about Unitec’s vision and
effectively bring others on board in the pursuit of our strategic imperatives.
Vision and purpose
  Creates a compelling vision for their team or work area
  Translates the overall vision for Unitec into a meaningful story
  Links work to the ‘big picture’ context
  Identifies a common purpose within their team.
Change advocate
  Actively embraces change and responds positively to efforts for progress
  Assists others to overcome resistance to change
  Instills energy for change in others.
Inspires others
  Exhibits personal leadership that inspires others to reach their potential
  Actively creates opportunities for others to learn and grow
  Provides appropriate and meaningful feedback and encouragement.

Student Services Blueprint: Outcome Decisions
November 2015
Page 52 of 132

Appendix Three – Summary of Feedback and Responses
No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
1
Overall
Overall Summary: There is concern

Transformati
that the principles of Te Noho
on Culture &
Kotahitanga and Te Tiriti o
Leadership
Waitangi have been disregarded.
There is a view that leadership must
foster collaboration rather than
restructure. Reference was made to
staff survey results and the lack of
confidence in Unitec leaders to
manage change, listen to staff or
take responsibility when things go
wrong. Staff want clarity about the
Executive Leadership positions and
how networks report into them.
There is a perception that the
transformation is disruptive and a
suggestion that alternative models
for change could be less traumatic.
There are questions about the
rationale for outsourcing and
change generally. It is asserted that
the data used to inform decision-
making is flawed, the benefits of
change are unsubstantiated, and an
in-house model would allow Unitec
to retain institutional knowledge. It
is asserted that the consultation
process lacked transparency.
1.1
Transformation

1.1.1


It is suggested that there are
  Different models of change have
No change
potentially other paradigm
been considered and indeed over
models for change that are
the past seven years applied in
less traumatic for staff,
different situations. The
students and the public. P1
conclusion reached is that
incremental or evolutionary
approach to change, whilst taking
us some way to achieving our
goals, is not going to achieve
convergence nor be fast enough
to keep up with environmental
changes.
1.1.2


There is a perception that

Change is by its very nature
No change
transformation is disruptive
disruptive and brings with it
and there’s a potential risk for
potential risks. The danger is
pursuing this
when these risks are not
transformational change. P1
identified and managed well to

There is concern over the rate
avoid negative impacts. A robust
and amount of change;
and comprehensive
suggestions include taking a
implementation plan is being
more evolutionary approach
developed to mitigate these
to the changes P1&P2
potential risks. At an
institutional and transformation
programme level we are well

Student Services Blueprint: Outcome Decisions
November 2015
Page 53 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
underway in developing a
comprehensive risk
management framework.
1.1.3


Feedback suggested that

Sector Alignment and Blueprint
No change
minimising widespread
for Student Services are two
disruption was better for staff
projects within a much wider
well-being, student well-being
institution-wide transformation
and workplace productivity.
programme. As the wider
P1
transformation programme
progresses, capability will be
built progressively to manage
the complexity and breadth of
the programme. This includes
our ability to lock in
improvements and manage risk
well. Key initiatives underway
include but are not limited to the
appointment of a transformation
director, a revised risk
management framework, and
the establishment of a Project
Management Office.
1.1.4


There is a perception that this

The extent of this change is
No change
change is so big that Unitec
acknowledged and that is
needs to seek feedback from
referenced in our use of
as many sources as possible
transformation to describe it.
i.e. staff, students and the
We have been talking with staff,
community. P1
students and our industry
partners, including professional
bodies, about our
transformation for more than a
year. We have hosted many
forums for feedback and
comment, including seeking
feedback on this current
proposal from all staff and
students.
1.1.5


Feedback reinforced that staff

Unitec has already
No change
surveys have indicated that
demonstrated its ability to
Unitec leaders are poor
implement new initiatives
managers of change which
successfully, and would point to
results in lack of confidence
the Living Curriculum,
amongst staff. P1
prototyping of new learning
spaces and implementation of
the Unitec technology strategy
as outstanding examples.

The Executive Leadership Team
are undergoing their own
reallocation of portfolios to
better support the
transformation. They are also
undertaking their own
development through the use of
the Think One Team approach.
This focuses on open, honest

Student Services Blueprint: Outcome Decisions
November 2015
Page 54 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
communications, clear
accountability setting and
leading organisations through
change.
1.2
Rationale for Change

1.2.1


What is the rationale for

It is accepted that some people
No change
change? Is it just about cost?
have heard and focused on job
There is a perception that
losses and cost cutting however
there are unsubstantiated
many others have focused on
claims about benefits of
improved student outcomes,
change P1
better facilities, stronger
investment in teaching and
learning, better relationships
with employers and stakeholders
and a more agile and dynamic
organisation. As part of the
engagement process we will
continue to listen and
communicate, to engage and
discuss Unitec’s drivers and the
specific blueprint drivers for
change for transformation with
staff.

There is confidence that our
assumptions are evidence based
and valid, and that the enabling
arrangements that will be put in
place will deliver capability,
processes and cultural practices
that are resolutely yet fluidly
focused on the results sought.

The new operating model is not
based on any one foundation,
and there will be no copy and
paste approach to the model
development.
1.2.2


What is the rationale behind

The rationale and decision
No change
outsourcing? Is it just “value
behind the proposal to
for money”? It is suggested
outsource was made against the
that one of the benefits of an
desired benefits in making the
in-house model (instead of
changes. Value for money is
outsourcing) is that Unitec
always a consideration and there
retains important institutional
is an obligation to consider that
knowledge. P1
in any decision making around
spend. There were however
other considerations.

The importance of institutional
knowledge is agreed, but also
acknowledge that this is fluid as
staff move in and out of the
organisation and therefore can
result in an inconsistent
experience for students. Some of
the benefits that could be
realised more quickly through

Student Services Blueprint: Outcome Decisions
November 2015
Page 55 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
outsourcing and pass onto our
students, include the
introduction of a knowledge
management system which will
ensure consistency of
information being shared, the
ability to increase trained
staffing resources quickly to
meet demand, the ability to
leverage a global continuous
improvement programme and
sophisticated technology
platforms.
1.2.3


It is suggested that Unitec

It is acknowledged that there is
No change
remembers to recognise and
some excellent work being done
acknowledge positive steps
within the organization and are
already being undertaken.
seeking to build on this. The
Staff believe in many areas
proposal is viewed as
they are already doing things
aspirational and future focused,
well, so why change the entire
it is about making connections
institution rather than just
between all the parts and most
changing the areas that are
importantly for presenting a
not working properly? P1
coherent, consistent, customer
focused service to our students.
Some areas may change more
than others but all will need to
change in some way to deliver
an outstanding model.

There is no intention to abandon
practices that are demonstrably
focused on delivering outcomes
that will continue to be valued
by stakeholders, although the
way these are organized may
change in order to optimize
opportunities.
1.2.4


There is a concern that a one-

Agree that the positive aspects
No change
size-fits-all approach (with
of Unitec uniqueness should be
Noted for
regards to convergence) is
maintained and certainly don’t
Phase Two
being adopted. Feedback
want to lose that.

suggests we should maintain

The rationale for convergence is
Unitec uniqueness. P2
threefold:
o  It is a way to streamline and
simplify things for our
students
o  It addresses service staff
feedback that co-location and
the ability to work more
collaboratively are desired
ways of working
o  It is a way to meet
operational savings

In the OSA model convergence is
primarily focused on the
organising structures of the

Student Services Blueprint: Outcome Decisions
November 2015
Page 56 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
services rather than the services
themselves.

Convergence does not mean
homogenizing things. Diversity
and uniqueness are absolutely
part of a converged model.

Finding the right balance as
model are developed for Phase
Two will be critical and we will
be engaging with a range of
stakeholders to ensure this.
1.2.5


Pacific Centre and Maia offer

There is a perception that the PG
No change
specialist services that work
COE is about offering a one size
Noted for
for their students. Where is
fits all combined service to
Phase Two
the rationale to combine
students. The PG COE is not a
them? There is a contention
student facing service.
that this goes against the

The PG COE is a collective that
design principles stated in the
supports the operation of the
Blueprint itself. P2
entire service model.

As a collective it combines
people’s talent and skills to
create greater impact across a
number of areas; for example,
having the mandate to intervene
where service levels to priority
group students are not being
upheld and take measures to
rectify this.

The rationale of the PG COE is:
o  To raise the power and mana
of the work that Maia and
the Pacific Centre have been
doing to date
o  To give greater effect to the
objectives of the Māori
Success Strategy and the
Pacific Responsiveness
Strategy
o  To address service staff
feedback that co-location and
the ability to work more
collaboratively are desired
ways of working.

However, this part of the model
may not be quite right yet and
there is now an opportunity to
continue development. We will
be seeking staff and student
assistance with this
development.
1.2.6


There is a perception that the

Prior to this project starting
No change
data used to make decisions is
Unitec had collected a wide
flawed; the proposals are
variety of evidence regarding our
poorly researched; some of
student experiences and their
the evidence is outdated and
expectations.

Student Services Blueprint: Outcome Decisions
November 2015
Page 57 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
the analysis is flawed.

The project team also spent an
However, there is current data
extensive period of time
to enable more informed
researching themes and
decision making for Phase
concepts to develop the
Two. P1
proposal. Many subject matter

Data relating to student input
experts were engaged with
into the proposed model was
hence the length of time taken
questioned. This included
to develop the Blueprint.
details such as who and how
Without knowing which specific
many students were involved,
parts of the data are referred to
how many focus groups were
as flawed it is hard to respond in
run and what was the
full. The proposal asked for
demographic makeup of these
feedback on the model, however
focus groups
in Phase Two there will be

another period of consultation.
The current data referred to
should be fed in to this
consultation process.

There is always an appetite for
new and updated information
and evidence.

The feedback has been gathered
through multiple sources (such
as through focus groups,
satisfaction surveys, interviews,
think tanks, graduate surveys,
NPS scores, department reviews,
and more). Some of these have
been done internally, and some
by external research agencies.

Student feedback has been
gathered and collated over the
last five years.

Thousands of students have
participated in these various
forums.

All research of this nature has to
ensure that the demographic
make-up of the respondents
matches the demographic make-
up of our student population.

On occasion there have also
been specific groups that have
been focused on (for example
students who identify as Māori
or as Pacific People).
1.2.7


There is concern that the new

Several elements in the
No change
structure will result in
proposed model are believed to
additional work for staff. P2
reduce heavy manual

transactional work for staff and
enable specialists to be able to
focus on their specialisms.
Generalists will be the first point
(Tier 1) of contact for students
(face to face, phone, email

Student Services Blueprint: Outcome Decisions
November 2015
Page 58 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
and/or via ORM). Specialists will
be called upon in exceptional
situations that required
specialist knowledge. The
elements of the model that will
make it easier to achieve this
are:
o  The increased self-service
options for students to access
24/7
o  Improved and integrated
technology solutions that can
automate routine repetitive
transactions
o  Clearly articulated processes
that are stored in a cloud
based solution so all users
have real time access to the
latest version

It is also acknowledge that any
new
model/change/improvement
always has teething issues and
requires close monitoring and
continuous improvement in the
early days to bed things down
properly. The advantage of the
proposed model is having a
Benefits Realisation team who
will take accountability for doing
this.
1.2.8


There is a suggestion that

All service metrics will be
Ensure metrics
already defined service metrics
examined to ensure that they
aligned.
and SLAs, should be taken into
align with Unitec Strategic
Identify and
account going forward, so as
Targets.
review SLAs
not to lose them. P1

Agree that existing SLAs need to
be identified and considered in
light of any changes across both
Services and Sector Alignment.
1.2.9


It is suggested that the drivers

This is not true. The Tertiary
No change
for change are not in
Education Strategy drives our
alignment with the Tertiary
Investment Plan, and there can
Education Strategy. P2
and will be no mismatch
between our commitments to
Government and the changes we
put in place in response to
environmental shifts and global
trends.
1.2.1


There is concern that the

This is unequivocally agreed that
No change
0
Success Model ignores core
students have a rewarding
business for Unitec; namely
experience. The success model
that students have a rewarding
has to articulate with our core
educational experience and
business and deliver
gain meaningful qualifications
demonstrably outstanding
answers to the two primary Key

Student Services Blueprint: Outcome Decisions
November 2015
Page 59 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
from an institution with a good
Evaluation Questions (KEQs)
reputation P1
used by Government via NZQA :
‘How well do students achieve?’
‘What is the value of outcomes
for stakeholders including
students?’
1.3
Culture and Leadership

1.3.1


There is a perception that the

The Executive Leadership Team
Partnership

principles of participation of Te
(ELT) is committed to working
discussions
Noho Kotahitanga and Te Tiriti
with Māori staff in partnership
underway.
o Waitangi have been
to ensure that the Guiding

disregarded. P1
Principles of Te Noho

Kotahitanga are embraced and
embedded in our ways of
working together. We have been
engaged in thinking around
Māori Leadership at Unitec this
year and working with the Dean
Teaching and Learning,
Mātauranga Māori and the
Director, Maia, we developed a
brief for Wally Penetito to speak
with staff and stakeholders to
help us answer the question,
‘How effective are governance
and management in supporting
Māori educational
achievement?’ The Blueprint
model is not inconsistent with
the TNK principles and Unitec
confirms its commitment to the
principles. Unitec will continue
to engage with Maori staff in
respect of its transformation
journey.

For a full response please refer
to 2.1.1
1.3.2


Some departments have

At Kickstart earlier this year, Rick
No change
demonstrated many examples
announced that the choice to
of collaborative working
transform Unitec had been made
already occurring. It is
and he described the future
suggested that effective
state, the direction was very
leadership is required to
clearly mapped out.
change the culture rather than
o  He described an organisation
just changing the structure.
that would be known for its
Specifically, the ELT needs to
innovation and leadership in
work with the entire Unitec
contemporary applied
community and in partnership
learning. One that enables
with TE NOHO KOTAHITANGA.
better futures for our
P1
students, for private and
public enterprise, and for
communities.
o  A Unitec that is regarded by
employer organisations in
key sectors as a strategic

Student Services Blueprint: Outcome Decisions
November 2015
Page 60 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
talent partner that through
our students and graduates,
and our staff (and our
research) helps them to
become better performing
organisations,
o  A Unitec that is a magnet for
talented people - educators
and industry professionals
because of the opportunities
we can provide,
o  And most importantly a
Unitec that is a magnet for
learners because of the
amazing learning experiences
we can provide, and because
we make a tangible
difference to them achieving
their goals and a better
future.
o  A Unitec that is accessible
24/7 either physically or
digitally, with core support
services that are highly
digitally enabled and focused
on customer outcomes

From this, it became very clear
of the culture that it needs to
align with the future direction.
This culture can be described as
a culture which is flexible and
externally focused, where:
o  The customer is always at the
centre of what we do;
o  Staff are engaged in our
transformation;
o  Staff are proud to work here
and recommend Unitec as a
place to work;
o  Staff are empowered to be
innovative and make
decisions;
o  Staff are accountable and
take responsibility for their
actions and their
development;
o  Talent is developed and
nurtured;
o  Results matter and each
person contributes to
meaningful outcomes;
o  Staff model our commitment
to the guiding principles of Te
Noho Kotahitanga and our
values;

Student Services Blueprint: Outcome Decisions
November 2015
Page 61 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
o  We are not constrained by
reporting lines because we
are connected and
networked internally and
externally; and
o  We look after ourselves and
each other and everyone
goes home safe

Just as the culture was easy to
define once the future direction
was defined, so are the values
that align with the culture. Most
importantly, it will be what we
do and how we behave to
demonstrate the values that will
build the culture we want. We
will be engaging with staff to
define these and embed these
into the way we work, including
our code of conduct,
performance appraisals and
recruitment of new staff.
1.3.3


It is proposed that high trust,

As above
No change
highly collaborative
relationships and working
environments are key to the
success of this transformation.
It is imperative that leadership
take note of concerns raised
about where this is not
currently occurring and take
action to address this. P1
1.3.4


It is suggested that staff

The Executive Leadership Team
No change
surveys have indicated that
are undergoing their own
staff have little confidence in
reallocation of portfolios to
Unitec leaders to manage
better support the
change, and staff felt that
transformation. They are also
senior management did not
undertaking their own
listen to staff, were poor role
development through the use of
models and did not take
the Think One Team approach.
responsibility when things go
This focuses on open, honest
wrong. P1
communications, clear
accountability setting and
leading organisations through
change. This same process will
be used to help develop network
leadership teams and
communities of practices in the
new operating environment.

The new roles are designed to
add depth and specialist
capability to Unitec leadership
both in terms of external
relationships, resource
management, academic

Student Services Blueprint: Outcome Decisions
November 2015
Page 62 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
leadership and transformational
change leadership. In part this is
both to prepare for our
transformation ahead but also to
address some of the perceived
leadership gaps we have as an
organisation as demonstrated in
the staff surveys.
1.3.5


There is concern that Unitec

Setting EFTs targets involves
No change
has an inability to accurately
many considerations and the

predict EFTS and therefore
realization of those targets is
budgets and sufficient rigour
often influenced by external
and logic don’t apply to this
factors outside our control. A
process. The impact of this
number of projects are currently
failure to manage is to
underway that will improve
undermine planning and
prediction accuracy. This
efficiency and is caustic to the
includes Business Intelligence
relationship between
reporting that will provide the
leadership and staff. P1
organisation with more accurate,
timely reporting and predictions
for our pipelines. The market
insights team have been actively
engaged in market research
which shows market trends and
informs decisions on future EFTS
1.3.6


Unitec is home to many

It is agreed that there are many
No change

talented individuals and teams
talented individuals and teams
but there is concern that it fails
at Unitec, and because of this
to utilise that talent because it
there is confidence that the
has not developed a culture of
transformation will be successful
open, honest communication.
P1
1.3.7


There is a perception that

The ELT are always open to
No change
Executive leaders are not open
receiving feedback. Some
to constructive criticism or the
decisions made may not be
pointing out of flaws and risks.
agreed to by everyone; however
P1
they are made after hearing all
feedback and considering
student and stakeholder needs,
the business drivers, and
environmental factors.
1.3.8


Request for clarity around the

Both proposals for change signal
Noted in
Executive Leadership
very different ways of organising
Outcome
positions/structure and how
ourselves and working with each
document
networks report into these. P2
other, our students and
stakeholders. The proposed
changes in the way we are
organised will need to be
reflected in tier 2 leadership
roles to model and support our
new ways of working. The
realignment of portfolios is
currently being considered by
the CE and Unitec’s council and
any changes to portfolios will be

Student Services Blueprint: Outcome Decisions
November 2015
Page 63 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
announced in November,
subject to any necessary
consultative processes.
1.4
Consultation & Engagement

1.4.1


Feedback indicated that as
  There is always conflicting
No change
there were two complex
feedback regarding the
proposals put out at the same
consultation period. Some
time, one month was too short
people ask for more time and
for consultation. P1
others request that it be
shortened. We consider one
month to be the middle ground
of both these views. Having said
that there was a request by
TIASA to extend the
consultation and a 9 day
extension was given. The
amount and quality of feedback
received from both proposals
would indicate that staff and
students were able to respond
in time.
1.4.2


It is suggested that the timing

The consultation timing is one
No change
of consultation and due
that we adopt from the TEU
diligence may indicate that
collective agreement and
Unitec may not build
usually apply this to major
confidence in terms of ‘true
change. The change process is
confidence of the process.’ P1
consistent and well
documented, it includes the
relook, rethink and redesign
stages. Each stage focusses on
achieving change that aligns
with the strategic direction of
the organisation. Due diligence
is carried out in both the rethink
and redesign stages.
1.4.3


Suggestions indicate that there

The terms and conditions for
No change
appear to be large information
Concentrix employees was not
gaps (related to the decision to
included in the proposal, as it
outsource and Terms &
was at that stage only a
Conditions for Concentrix
proposal. The terms and
employees).
conditions that Concentrix

This combined with the
employs staff on are between
complex proposals made it
Concentrix, their staff and
difficult for staff and students
potential staff. These will be
to review and provide
negotiated between the two
feedback.
parties to the employment
relationship should there be an
offer of employment.

CNX will discuss and agree
salary, benefits and conditions of
service with successful
candidates
1.4.4


Feedback has suggested

Appendix D, page 61 of the
No change
inconsistent engagement
proposal for change outlines the
staff involved in various stages of

Student Services Blueprint: Outcome Decisions
November 2015
Page 64 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
throughout the design process
the development of the proposal
P1
for change. It includes

There is a suggestion that
representation across all areas of
Engagement with stakeholders
Unitec as well as including
was lacking during design and
student participation.
consultation; students,

IMS was represented through
Bridgepoint, Marketing,
the process by the Customer
faculties with regards to
Care Manager as well as the
specialist admissions
General Manager of IMS.
requirements. Further

The recommendation for
suggestion indicated that IMS
outsourcing resulted from the
staff were not properly
assessment of different models
engaged and therefore taken
to implement the Student
by surprise by the possibility of
Services Blueprint and was not a
being outsourced. P1
predetermined outcome from
the process.

All staff have had the option for
consultation for the period of 07
August, in which the proposal for
change was presented to
impacted staff, through to 15
September. The consultation
period allowed for all staff to
include feedback into the
process prior to final decisions
being made.
1.4.5


Feedback suggested that

Information was provided to
No change
Unitec made use of technology
students on the same day as it
that hindered (not helped)
was provided to staff, following
student access to information
guidance and consultation with
about the Proposal for Change
the student council about the
(Moodle). Information was
best way to engage with the
released to the students late
wider student community.
or only upon request. P1

Moodle was used to host the
documentation for both the
Student Services Blueprint and
Sector Alignment proposals, the
Blueprint video was hosted on
YouTube, and an email was sent
to all students on the day of
release. This was opened by over
7,000 students.

Following feedback in the first
week access rights were
amended and the number of
access points for the Moodle
page so it was more visible on
the home page and accessible
without the need for a student
ID.

Through EdCollective all Student
Representatives were emailed to
highlight the upcoming changes
and provide opportunities to

Student Services Blueprint: Outcome Decisions
November 2015
Page 65 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
organise programme or faculty
specific briefings.
1.4.6


It was suggested that Unitec

The information provided in the
No change
provided vague and misleading
proposal document was
information during
comprehensive, however there
consultation with the intent of
was some information regarding
providing false hope for those
employment conditions with
staff impacted. P1
Concentrix that we did not have
in detail as we had not entered
into an agreement with them.
There was no intent to provide
incorrect information to staff.
1.4.7


It was suggested Unitec did

Concentrix will give Unitec staff
No change
have information related to
first preference, which is what
possible numbers Concentrix
was said in the proposal
may recruit and chose not to
document and at information
share it. P1
sessions. The number of
positions that Concentrix offer
will be based on their business
requirements and the match of
person and skill specifications
against the applicants.

The Concentrix recruitment
process is described in section
4.7 (page 45) of the Student
Services Blueprint Proposal for
Change.
2
Te Noho
Overall Summary: There is

Kotahitanga
significant concern from a wide
and
group of stakeholders that the
Partnership
proposed changes fail to
demonstrate a commitment to
partnership and Te Noho
Kotahitanga. There is also a view
that the engagement and
consultation process has breached
the guiding principles of TE NOHO
KOTAHITANGA and the principle of
partnership under Te Tiriti o
Waitangi, and that Unitec is side-
lining Māori perspectives. It was
also noted that the proposal
documents lack reference to key
Māori strategies. The Te Manawa
model was put forward as a means
of addressing the positioning of
Māori at Unitec. Some broad
recommendations were put forward
to address leadership and
governance issues including
replacing the position of Pae Arahi
with Deputy CE Māori, and
introducing a new Executive
Leadership position to provide a
coordinated strategic approach to

Student Services Blueprint: Outcome Decisions
November 2015
Page 66 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
Māori Success. It was also
suggested that all position
descriptions reflect the need for
staff to willingly engage in the
mātauranga Māori space.
2.1
Partnership and Te Noho Kotahitanga

2.1.1
Partnership

Significant concern from a

The Executive Leadership Team
Partnership
wide group of stakeholders
(ELT) is committed to working
discussions
that the proposed changes fail
with Māori staff in partnership
underway.
to demonstrate value,
to ensure that the Guiding

commitment and partnership
Principles of Te Noho
Working to
to Māori P1 &P2
Kotahitanga are embraced and
understand
o
Absence of right to assert
embedded in our ways of
governance,
tino rangatiratanga at
working together. We have been
TE NOHO
Unitec; for Māori to
engaged in thinking around
KOTAHITANGA
decide what is right for
Māori Leadership at Unitec this
, leadership,
Māori and to have
year and working with the Dean
and
stewardship over what
Teaching and Learning,
mātauranga
belongs to them.
Mātauranga Māori and the
Māori.
o
Perceived lack of
Director, Maia, we developed a

leadership willingness,
brief for Wally Penetito to speak
Co-creation of
confidence and ability to
with staff and stakeholders to
Phase Two
operate in partnership
help us answer the question,
elements.
and a view that what has
‘How effective are governance

been done is tokenistic.
and management in supporting
o
Contention that the
Māori educational
model overall lacks any
achievement?’
sense of incorporating

We have received the report and
world views reflective of
realise that we need to
Māori needs and
understand more before we
aspirations that would
affect any changes. We are
demonstrate an active
incorporating the principles of
commitment to the
TNK into our contractual
partnership. P1 & P2
relationship with CNX.
o
Strong recommendation

We are also mindful of the
from multiple
potential impacts of the changes
submissions that the
proposed in the Sector
principles of TE NOHO
Alignment document the
KOTAHITANGA should be
Blueprint for services document
reflected and embedded
and are considering the
throughout proposal and
submissions we received for
outcome documents
Phase 1 Student Services
(including for future
Blueprint and Phase 1 Sector
phases); suggestion that
Alignment. The ELT also
there should be a
attended a presentation from
conversation with Māori
Māori staff regarding Phase 1
to progress this. P1 & P2
Sector Alignment and Phase Two
o
There is a need for
Student Services Blueprint and
greater commitment to
heard their concerns and ideas
Te Noho Kotahitanga and
for future proofing the
as such it should be a key
partnership and place of Māori
accountability for all staff.
in are organisation and nation.
P1 & P2

Whilst we can’t solve all
o
It is proposed that TE
concerns and gaps at once, we
NOHO KOTAHITANGA and
see the brief for consideration

Student Services Blueprint: Outcome Decisions
November 2015
Page 67 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
its principles should be
much bigger than the two
embedded in the
change proposals and would
development,
therefore like to take more time
implementation and
to consider each of the elements
operation of the model
with Māori staff, students and
P1&2
Iwi. The elements that have
been identified both in written
feedback and presentations are:
o  Governance – What is
(should be) the role of
Rūnanga? What is (should be)
the relationship with Unitec
Council?
o  Te Noho Kotahitanga (The 5
Guiding Principles) – What is
the charter for change? How
do we engage in meaningful
dialogue that takes the
principles off the wall and
embed them in the way we
work together?
o  Leadership – What should
Māori Leadership look like?
Where does Māori
Leadership sit in relation to
the ELT? How do we foster
and strengthen the presence
of Māori Leadership in our
organisation?
o  The Proposals for Change –
Both current proposals for
change received a lot of
feedback around the position
of Māori staff, services,
teaching and learning and
research. We have read and
taken on board the multiple
viewpoints of staff and have
also attended a presentation
given by Māori staff on the
‘what was not in the
proposals’. All this feedback
is being considered, and to
find the best solutions we
would like to spend more
time understanding how this
and the other elements all
weave together. This will
include a number of
engagements with staff to co-
create the future way of
operating.

Where to from here:
o  Rick is seeking counsel from a
number of key Māori leaders

Student Services Blueprint: Outcome Decisions
November 2015
Page 68 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
to discuss who might be able
to provide thought leadership
and innovative thinking to
these elements. We will keep
you updated as those
discussions unfold.

As mentioned under the
proposals for change, we will be
engaging over the next couple of
months with Māori staff and
students and Rūnanga to help us
create a future model.
2.2
Consultation Process

2.2.1


Feedback expressed a view
See above
As above
that the engagement and
consultation process with
Māori has breached the
guiding principles of TE NOHO
KOTAHITANGA and the general
principle of partnership under
Te Tiriti o Waitangi; the Treaty
of Waitangi. In particular, that
Unitec has imposed a process
for consultation rather than
working with Māori to develop
an appropriate framework.
Staff feeling disenfranchised as
a result of this. P1 & P2
2.2.2


Further concern that Unitec
See above
As above
has not engaged or consulted
with Ngāti Whātua as a key
stakeholder as well as the
other hau kāinga of the
whenua. P1
2.3
Positioning

2.3.1


Claim that Unitec is asserting a
See above
As above
dominant mono-cultural
position that side lines Māori
perspectives; dilutes current
and potential Māori
contribution; and to the
detriment of these strategies,
undermines any sense of
critical consciousness serving
to address institutional racism.
P1 & P2
2.3.2


Numerous submissions put
See above
As above
forward Te Manawa model as
a means of addressing the
positioning of Māori (see
section on Proposed
Alternative Models). P1 & P2
2.3.3


Concerns that the proposed
See above
As above
model does not incorporate

Student Services Blueprint: Outcome Decisions
November 2015
Page 69 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
Mātauranga Māori principles,
and lacks recognition of the
importance of te reo Māori. P1
& P2
2.3.4


A strongly held view that at
See above
As above
the executive level there is a
requirement for strong Māori
leadership. P1 & P2
2.3.5


Concern has been expressed
See above
As above
regarding Unitec’s
commitment to TE NOHO
KOTAHITANGA and the
institute’s commitment to
improving success and
retention of Māori students,
which may be compromised by
the proposed restructuring of
Maia P2
2.3.6


It has been put forward that
See above
As above
the Rūnanga be dissolved and
replaced by a group more
suited to the needs of the
Institute for informed advice
on Māori aspirations going
forward. P2
2.4
Priority Group Centre of Excellence

2.4.1


A mixed reaction to the COE:

The PG COE is not about offering
No change.
most viewed it as undermining
a one size fits all combined
Noted for
the partnership agreement,
service to students because it is
Phase Two
promoting white ideologies,
not a student facing service.
and assuming a one size fits all

The PG COE is intended as a
approach to priority group
collective that supports the
students.
operation of the entire service

A few endorsed it and thought
model.
it could be developed further.

As a collective it combines
See also 1.2.5 and 4.6 P1
people’s talent and skills to
create greater impact across a
number of areas. It is both
strategic and operational.

Specific student facing specialist
services will be captured
elsewhere within the OSA
model.

However, there is an
opportunity to continue
development of this. We will be
seeking staff and student
assistance with this
development of Phase Two.
2.5
Roles and Spaces

2.5.1


Feedback suggested a need for

Agree that Māori spaces and
No change.
clearly identifiable Māori
positions must be clearly
Noted for
positions and spaces;
identifiable.
Phase Two
suggestion that Te Manawa

Student Services Blueprint: Outcome Decisions
November 2015
Page 70 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
gives effect to TE NOHO

The ELT have met with Māori
KOTAHITANGA by being
staff to consider Te Manawa.
adopted as the partnership

Further development of these
model between Māori and
ideas, and others, will form part
Unitec. P1 &P2
of Phase Two planning.

Please see above for responses
regarding TE NOHO
KOTAHITANGA
2.5.2


A concern that breaking up

The one stop shop concept is a
No change
functions currently provided
core part of the new model.
Consideration
from a one stop shop kaupapa

The detail of how services will
for Phase Two
will be detrimental to the
operate in the new model will be
impact Maia is able to have. P1
worked out in the development
& P2
of Phase Two.

We will be seeking staff and
student assistance with this
development.
2.6
Strategy

2.6.1


Proposal documents lack

While there is reference to the
Yes –
reference to key Māori
Māori Success Strategy, it is
reference
strategies (e.g. The Māori
acknowledged other key
required in
Research Strategy, Māori
strategies have not yet been
phase 1
Communication Strategy, the
referenced.
document.
embedding of Mātauranga

Work is being done to
Immediate
Māori in Curriculum &
incorporate linkages into the key
SME
Research). P1 & P2
Māori in to Phase 1
engagement
Implementation. Work is being
required
done in the development for
Phase Two with appropriate staff
to ensure this reference is
embedded.
2.6.2


There is concern raised

As per 2.1.1, we will take the
Yes –
regarding a lack of strategic
time to consider the place of te
reference
thinking in relation to te reo
reo me ōna tikanga Māori and
required in
me ōna tikanga Māori and
mātauranga Māori as we are
phase 1
mātauranga Māori, and space
also mindful of the potential
document.
for Māori leadership and
impacts of the changes proposed
Immediate
ownership of the proposal or
in the Sector Alignment
SME
processes. P1 & P2
document the Blueprint for
engagement
services document.
required

Engagement with Maori staff
has already begun and this will
be continued as we develop
Phase Two and Three.
3
Outsourcing
Overall Summary: While there was

recognition that improvements are
required in Customer Services and
Admissions, the proposed
outsourcing was not well received:
outsourcing of customer services is
seen as being against who we are
and viewed as clashing with Unitec
values. A particular focus was on
the risks associated with

Student Services Blueprint: Outcome Decisions
November 2015
Page 71 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
outsourcing particularly those
related to the student/prospect
experience, and how knowledge of
the ‘non-vanilla’ complexities of the
Unitec environment would be
transferred to and managed by
CNX.
3.1
Procurement and Transparency

3.1.1


There is a perception that

State Sector agencies are not
No change
Unitec has not followed a
obligated to follow the
proper procurement
guidelines, and are expected
procedure and that there has
only to have regard to the rules
been a general lack of
contained in the
transparency about the
guidelines.  Unitec considered
process. TIASA particularly
the guidelines as a part of the
pointed out that the CNX
restructure and, in particular,
proposal to Unitec was not
has taken the actions (below)
unsolicited, not truly unique,
which are consistent with the
and that there is a conflict of
guidelines.
interest between CNX and

Unitec has undertaken informal
Unitec. P1
market research about whether
or not similar products or
services exist. It has also asked
other suppliers, industry groups
and other agencies to obtain
information regarding the
availability of substitutes for the
services offered by Concentrix,
and is satisfied from these
enquiries that these are no
alternate suppliers offering
comparable services in the New
Zealand market.

The capability of Concentrix
makes it the only viable provider
of services.  The existing
relationship with Concentrix,
which allows students to obtain
employment in student services,
is a benefit not offered by other
suppliers, as Students assisting
Students is a major
consideration and attractive
unique proposition.  Concentrix's
location on Unitec’s Mt Albert
campus, and the existing
infrastructure and systems
operated by Concentrix cannot
be replicated by other suppliers
for a similar price or at
equivalent quality.

Through the provision of services
across a range of areas, this
allows an operating model that
can be streamlined by

Student Services Blueprint: Outcome Decisions
November 2015
Page 72 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
integrating resources with
Unitec, providing flexibility and
increasing business agility,
outsourcing will reduce our
ongoing costs; the proposal
meets a current of future
need: as set out in the Student
Services Blueprint Proposal for
Change ("Blueprint proposal"),
the proposal indicates
implementation by Concentrix
will result in a lower operating
cost model.
3.1.2


There is concern that Unitec
As above
No change
have not fully explored other
service providers/offerings.
Feedback suggests that Unitec
should tender for expressions
of interest on GETS to engage
the market through a
competitive, open and
transparent process. P1
3.1.3


There is concern that Unitec
As above
No change
did not follow the Government
Rules of Sourcing and that the
process should have been
open, transparent and
competitive P1
3.1.4


There is concern that

It was necessary to engage with
No change
Concentrix looks like a ‘done
Concentrix to a certain level to
deal’ P1
be able to provide the details of
the proposal. There was no
contract in place with Concentrix
prior to the proposal for change
and feedback being considered.

No contract for student services
is currently in place with
Concentrix. This is dependent on
the final decisions of the
Outcome Document on the
outsourcing of Student Services
to Concentrix.
3.2
Outsourcing Risks

3.2.1

Feedback focused on a number of

The information in response to
No change

internal and external challenges
this feedback was provided on

and risks. Major areas of risk
page 23 of the proposal for

identified centred on the following:
change.

There is concern over

As part of ensuring that the
governance and questions
services are delivered in
about who will manage the
accordance with Unitec’s
relationship with CNX,
expectations, a governance
suggestions include bringing
structure and procedures would
on the GM Benefits Realisation
be designed to achieve the
in Phase 1 P1
following objectives:

Student Services Blueprint: Outcome Decisions
November 2015
Page 73 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase

There are concerns around
o  Ensuring the proficient
accountability – Unitec will not
delivery of the agreed
be accountable for providing
services.
services that are not desirable,
o  Establishing an effective
useful or helpful. Concern that
relationship and
students won’t know who is
communication channel
providing the service (Unitec
between Unitec and
or Concentrix) P1
Concentrix.
o  Proactive management and
planning that would optimise
the value of the relationship
and the services.
o  Establishing an effective
mechanism for the escalation
of material issues in respect
of the services.

For the Phase Two Proposal for
Change it is envisaged that the
key Unitec roles in providing the
governance oversight will be the
responsibility of the proposed
Benefits Realisation team of the
OSA service model. During Phase
One, this accountability will be
assigned to a designated
Executive Leadership position.
3.2.2


Risks to the customer

Face to face service remains a
No change
experience: P1
core part of the student
o
Perceived removal of
experience. There is no intention
face to face service
now or later to remove this
options for students.
option. It is considered that the
o
That the service would be
new customer service options
commodified and
provide more options for
transactional with
students.
students rushed through

A core tenet of the new student
interactions in order for
services is to enable student self-
CNX staff to meet
service where it is applicable as
response time measures.
described below;
o
Concern that the
o  Simple repeatable tasks with
engagement with Priority
consistent outcomes are
Group students would be
driven by self-service
compromised and have
functions provided by online
an impact on
technologies.
participation.
o  Automation of business
o
General perception that
process workflow to reduce
CNX will not be able to
manual, labour intensive
uphold the level of
interactions.
service we expect.
o  Improved capabilities of
o
A view that the student
generalist services through
population is seen by
better access to information
CNX as relatively
via a centralised knowledge
homogenous and how
management system
would bespoke areas be
(KNOWLEDGE MANAGEMENT
managed (e.g. Youth
SYSTEM)
Guarantee, Bridgepoint,

Student Services Blueprint: Outcome Decisions
November 2015
Page 74 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
NZ Police, Te Miro,
o  This frees up staff time to
MindLab, students with
provide greater proactive
disabilities etc).
services as well as allowing
them more time on the more
difficult or complex student
enquiries or assistance.

We are extremely cognizant of
the importance of engaging with
priority group students correctly
and any outsourced service must
also adhere to our requirements
in this area. As articulated in the
proposal (Appendix E.1) the
competencies expected to be
represented across front line
staff roles are outlined. These
competencies would apply to
Concentrix also.

Any change that will be
introduced into our business
processes will have identified
measures and metrics to report
against service level targets. By
outsourcing to Concentrix there
will be a stronger focus on SLA
that drive towards more
consistent and positive
outcomes for our customers
with monitoring and
management to ensure
performance is in line with
Unitec requirements and our
customers’ expectations.

Agree that there is a very diverse
set of arrangements that require
detailed understanding in order
to ensure a high level of service
is manintained. These
relationships are currently being
examined and identified.
3.2.3


Risks around knowledge loss

It is acknowledged that loss of
No change
(institutional knowledge)
staff, and the institutional
particularly if only a small
knowledge they have is a
number of Unitec staff are
significant risk to any
employed by CNX. P1
organisation, whether this is
through organisational
restructures or staff deciding to
leave Unitec. Subsequently one
of the key activities that is
underway now is to document
current and future processes and
store them in a central
knowledge management system.
This work is underway now to

Student Services Blueprint: Outcome Decisions
November 2015
Page 75 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
ensure it is in place prior to the
changes being implemented.
3.2.4


Feedback highlighted risks

There are three key drivers that
No change
around costs, i.e there’s a
were used for the assessment of
view in the feedback that the
the 4 different models outlined
short term savings are
on page 21 of the proposal:
attracting us into an
o
Quality and customer
arrangement that is going to
service improvements:
have long term issues and risks
‘would it improve the
and potential cost
student experience?’
ramifications, particularly once
o
Operational efficiency:
CNX realise the time and level
‘would it provide
of detail that some admissions
better value?’
queries can involve. P1
o
Economic business
case and risk
management; ‘is it
more efficient and
effective, and are the
residual risks higher or
lower?’

For the final driver there has
been significant due diligence
completed by both organisations
to verify the information and
data required to confirm the
financial model for the Outcome
Document. This requirement to
complete due diligence this was
described in section 3.2c (page
24) of the Proposal for Change.

For the future state this
information has fed into
identifying areas that can be
improved through automation
and self-service to achieve
greater efficiencies.
3.2.5


Perceived risks around

It is a ‘non-negotiable’ that
No change
confidentiality and privacy of
privacy and confidentiality are
information if students are
protected for all students and
employed. P1
staff.

Both Concentrix and Unitec
successfully employ a large
number of students in front line
customer service roles right
now. Both organisations have
privacy policies and security
processes that are applied to the
recruitment and employment of
all new staff. This would be no
different.
3.2.6


A view that CNX has a lack of

Unitec has many different
No change
knowledge of Unitec’s culture,
cultures and it is important that
particularly with regard to TE
the desired future culture is well
NOHO KOTAHITANGA, the
communicated and supported by
Māori Success Strategy, and
values and behaviours. This will

Student Services Blueprint: Outcome Decisions
November 2015
Page 76 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
other critical strategic
be part of our expectation of all
priorities. In addition, concern
staff as well as any services that
that CNX has no previous
act on our behalf. Concentrix will
experience in the tertiary
be subject to service level
sector. P1
agreements that clearly define
our expectations for our priority
groups.
3.2.7


Concerns were raised

Concentrix and Unitec will
No change
regarding how recruitment
negotiate a set of service
and induction would be
schedules that cover all aspects
undertaken. P1
of the relationship from
governance through to
operations.

Part of the service schedule will
include clearly outlined
expectations of how recruitment
and induction will be
undertaken.

This is envisaged to be a
collaborative endeavour and it
will be necessary for Concentrix
staff to be inducted in line with
our current core inductions.
3.2.8


There is concern regarding the

The concern raised for staff
No change
impact on staff while working
working at Concentrix is
for Concentrix and the residual
appreciated, however, any issues
impacts for our
would be a matter between
students/student services P1
Concentrix and their staff. We
can, however, ensure that any
impact on the services to our
students is monitored and
managed through rigorous
enforcement of our Service Level
Agreements.
3.3
Concentrix Culture

3.3.1

Concerns around CNX’s culture,

The concerns raised about the
No change
which is seen as: P1
Concentrix business model and
o
Transactional,
its internal cultural elements are
mechanised, and based
noted. As a Unitec business
on a commodified
partner we would expect that
approach
Concentrix, when delivering
o
Profit driven rather than
services to our students, operate
human/learner focused
in a manner that reflects the
o
Promoting poor working
Unitec culture but with a
conditions for staff
Concentrix flavour (continuous
o
That CNX is essentially a
improvement, high service
call centre – which has
delivery and satisfaction). The
limitations
proposed structures and SLA's
will look to capture the best of
both Unitec and the Concentrix
worlds.

As described in response 3.1.1
the capability of Concentrix
makes it the only viable provider
of services.  The existing

Student Services Blueprint: Outcome Decisions
November 2015
Page 77 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
relationship with Concentrix,
which allows students to obtain
employment in student services,
is a benefit not offered by other
suppliers, as Students assisting
Students is a major
consideration and attractive
unique proposition.  Concentrix's
location on Unitec’s Mt Albert
campus, and the existing
infrastructure and systems
operated by Concentrix cannot
be replicated by other suppliers
for a similar price or at
equivalent quality.  This includes
providing face to face customer
support in addition to omni
channel services across
telephony, email, web and social
networks.
3.3.2


Suggestion, if outsourcing is to

Agree. Please refer to the
No change
proceed, to include an
Appendix E.1 in the proposal
awareness and understanding
where this is outlined as an
of Pacific people in the Position
important capability to be
Descriptions for Concentrix
represented in front line
staff and that a range of Pacific
positions.
people are employed to reflect
various languages (e.g. Samoan
and Tongan)
4
Overall
Overall Summary: Model design

Model
topics are extremely diverse and

cover a wide range of model
components, so we have grouped
and summarised the feedback
under a number of headings.
4.1
Endorsements for Proposal

4.1.1

The respondents who endorsed the

The endorsements received have
None
proposal support the general
been very confirming.
direction and understand the

The needs and feedback of our
rationale for change. There is a
students, the needs and
strong desire for students to
feedback of our staff, and the
receive excellent service. Some
needs of the business have all
specific areas were endorsed as per
been considered.
the list below. P1

It is acknowledged that there is

The general direction of where
still significant development to
the Student Services Blueprint
be done to fully realise the
is headed is endorsed and long
potential of the model and we
overdue.
will work with interested staff to

The rationale for change is
undertake the next phase of
understood and welcomed.
work.

There is a strong desire for
people to see students
receiving excellent service.

Particular areas mentioned in
the feedback as favourable:

Student Services Blueprint: Outcome Decisions
November 2015
Page 78 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
o  The increased use of
technology and in
particular self-service
technology
o  The ORMs
o  The move towards
centralisation and the
benefit of oversight
o  Colocation and
convergence of services at
a central location
o  There were two
endorsements for the
Priority Group COE
o  There were two
endorsements for
outsourcing to Concentrix
o  Support for the concept of
generalists and specialists
o  Support for a centralised
scholarships centre
4.2
Proposed Alternative Models

4.2.1
Alternate
A number of alternate models have

The feedback received did not

Proposed
been proposed:
indicate or highlight any possible
Option One -
Models

The first option put forward
changes to the data (quality of
no change

is to keep the services in
service, operational efficiency

house, improve current
and the economic business case

processes and implement the
and risk management) or aspects
new technology solutions.
of the business relationship with

Linked to this option is to
Concentrix that has significantly

separate the Helpdesk (HD)
changed the underlying rationale

into Student Support Service
for outsourcing to Concentrix.

(provided by Student Central)
The option put forward in the

and Staff Support Service
proposal for change, that is to

(provided by IMS). P1
outsource to CNX, is still


The second option is a hybrid
considered to be the preferred

model which retains the
option because of the CNX

current IMS HD staff to deal
ability to implement and provide

with staff queries. It suggests
services for Unitec students in

supplementing by using
short time frames, their ability to

Concentrix to deal with
meet the fluctuating service

student queries as well as to
resource demands and ability to

cover during peak time and
achieve the required cost

after hours. Benefits data
reductions.

security, morale, retained

The proposed hybrid model of

knowledge, flexibility. P1
separating IMS support between
Option Two -

The third proposal is to bring
students and staff would create
no change
all the human (IT staff) and
confusion with staff and

technological resources
students about who provides IT

under the umbrella of IMS
Services. The intent is to stream-

and then spin-off IMS as a
line services for all stakeholders

separate company and call it
and this structure does not

Unitec IT. With potential to
enable this approach as it would

provide same service to other
involve a measure of duplication

tertiary institutions. P1
of services. This duplication

Student Services Blueprint: Outcome Decisions
November 2015
Page 79 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase

The fourth proposal is a
would be less efficient and less

hybrid model with an
cost effective.
Option Three
outsourced Application

"Unitec IT" falls outside of the
- no change
Centre and specialised in-
scope of the Student Services

house assessment and
Blueprint. However, as

enrolment processing which
proposed, this model may have a

is a specialised set up with
number of challenges. These

inbuilt expertise. This would
challenges include current

include outsourcing of
contractual arrangements

student follow-up and
(including Educational

receipting application and
Institutions discount privileges),

would mean assessment of
defining ownership of the IT

applications could be
infrastructure, and current
Option Four -
centralised in-house along
operational constraints and the
no change
with enrolment activity. The
current IMS organisational
suggested outcome is that
structures.
would alleviate assessment

The hybrid Applications model
work from Academic staff.
divides the responsibility and
P1
accountability for the Enquiry to
Admissions and Enrolment (EAE)
process. This division of the
end-to-end EAE divides
accountability and
responsibilities and would make
it very difficult to measure and
continuously improve these
processes to the benefit of our
students. This doesn't align to
our business driver to have
oversight of a converged end to
end service.
4.2.2
Te Manawa

Additional network with the

The Te Manawa model has been
No change

title “Te Manawa” that sits “in
received with interest.
Consideration
the centre” alongside

We will be engaging extensively
for future
Bridgepoint and Te Miro P2
with staff and students to
model

Te Manawa will provide a
further develop the components
centre of excellence of Māori
of the OSA model and
knowledge, Community
particularly how they interface
Relationships and networks,
with Sector Alignment. There
with the aim of being kaitiaki
will be opportunities to explore
(guardians) and having
these ideas, and others, during
stewardship of Māori
the Phase Two development.
knowledge for all Unitec
students, staff and community
– Māori and non-Māori.

Would be organized into two
areas: P2
o
Community Relations –
connects Unitec
externally across Māori
stakeholders
o
Ako – T&L Mātauranga
Māori

Would be strongly integrated
with Bridgepoint and Te Miro

Student Services Blueprint: Outcome Decisions
November 2015
Page 80 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
Networks and would work
collaboratively, co-operatively
and be connected across all
Pathways and Networks P2

Would require new
positions/roles

Support the co-location of
Māori Student Support with
other student support, but
these staff should be
employed and supported
through Te Manawa. P2
4.2.3
Marae/Māor

Suggestion to include the

The Marae has not been in
No change
i
Marae in scope P2
scope for the Blueprint to date.
Consideration


Suggestion to put Maia in
However, the ELT have been in
for future
scope for Phase 1 P1
discussion with Māori staff
model


It is suggested that Maia Māori
regarding engagement,
Centre will not disappear but
leadership and TE NOHO
rather could belong to a larger
KOTAHITANGA etc. (Please see
delivery option P2
the full response at 2.1.1), so it

It is suggested that the
may be in scope for future
following new roles are
phases. This is a decision still to
created:
be made in partnership with
o
General Manager
Māori.
Marae is created

Maia were not able to be
with responsibility
included in Phase 1 as this was
for staff as
not indicated in the proposal for
developing a long
change. They remain in scope
term strategy related
for Phase Two.
to marae

Changes to reporting lines in the
maintenance and
model structure will be
financial
considered in the development
independence as an
of Phase Two model
event centre
components.
o
An executive leader

We will be engaging with a wide
who will sit at the
range of stakeholders to
table with the
undertake this development.
Executive Leadership
Team
o
Director, Māori
Student and
Community
Engagement reports
to the proposed
Executive Leader and
works with the
Centre of Excellence
for Priority Groups.
P2
o
Dean Teaching and
Learning
Mātauranga Māori
also reports to the
same Executive
Leader and the title

Student Services Blueprint: Outcome Decisions
November 2015
Page 81 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
is reconsidered as
Dean Mātauranga
Māori. P2
4.2.4
Pacific

Suggestion to put Pacific

Pacific Centre was not able to be
No change

Centre in scope for Phase 1 P1
included in Phase 1 as this was
Consideration

It is suggested that the Pacific
not indicated in the proposal for
for future
Centre will not disappear but
change. They remain in scope
model
rather could belong to a larger
for Phase Two.
delivery option P2

The other ideas suggested will

It is proposed that the Pacific
form part of the development of
Centre provided a specific
Phase Two which will be
place for pacific students to
undertaken through stakeholder
provide a sense of belonging, a
engagement (including with
place of support and provision,
students) in order to ensure the
cultural support and a point of
best model/outcome possible.
reference for the community

to directly engage with.
Suggestion that the Pacific
Centre should have their own
identity – perhaps as a Centre
of Excellence Pacific. P2

It is proposed that current
Pacific Centre and Pacific staff
be actively engaged in
discussions related to the
Pacific Centre, in particular, in
coining a more appropriate
Pacific specific title to which
Pacific peoples will regard with
pride and promote academic
excellence P2

It is proposed that the Pacific
Centre be maintained as it
currently exists

It is proposed that the Pacific
Centre and the Fono Faufautua
be made the main channel
with which information
pertaining to Pacific
communities and/ or peoples
P2
4.2.5
Forums and

There is a suggestion to add

The suggestion to add students
No change
Engagement
students to the Guiding
to the Guiding Coalition is
Consideration

Coalition P2
agreed with. The coalition is
for future

It is proposed to add a further
intended to be highly
model
dimension related to Student
collaborative across Unitec and
Wellbeing (Whare Tapa Whā)
this includes collaboration with
P2
student council and

It is suggested that the project
representatives.
consider what is currently

It is agreed that the use of Te
working well across the
Whare Tapa Whā as a
institution (e.g. Whai Ake) P2
framework to understand
student wellbeing is worth
exploring further as Phase Two
is developed.

Student Services Blueprint: Outcome Decisions
November 2015
Page 82 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase

Agree with suggestion re Whai
Ake. This is intended as part of
the role of the PG COE.
4.2.6
Library
1.  There is a suggestion that
1.  This is agreed. The Living
No change
the library aligns closely
Curriculum is the foundation of
Implications
to the teaching
our programmes, and the library
for EAE project
curriculum.
curates resources and provides
and Customer
2.  It is further suggested
support for students to engage
Services with
that the library is focused
in inquiry and successfully
CNX.
on providing greater
complete course assessments.

support services for
2.  This is agreed too; staff are also
Library IT
current students.
key clients of the library service.
projects to be
Specifically to put student

brought in
achievement at the heart

scope of SBP.
of all library activities. P3
3.  To date the library has not been
3.  There is a suggestion that
‘unbundled’. Any change that is
further unbundling will
proposed for phase 3 would be
not result in better
seriously flawed if it did not
service/practice by library
enable service improvements.
staff P3

4.  It was put forward that
4.  The intent of any unbundling
unbundling of the library
that is proposed for phase 3 will
will result in a breakdown
be to widen and deep
of the established and
relationships.
productive relationships

at present in place

5.  Concern was raised that
5.  Library IT projects will be
unbundling would result
brought into the scope of the
in a decline of the
Student Services Blueprint to
usability of databases and
provide visibility of initiatives
other resources and
that affect the student
increase in costs,
experiences and ensure that
including:
they all are in line with the
a.  Impede access
overall technology direction. The
to the key cost
activity to develop the
saving benefits
requirements for technology in
of the academic
the future is underway with
library consortia
workshops held with identified
model
stakeholders, including library
b.  Erode the
representation, to have all
strong Library
development, integration and
oversight of
implementation work completed
content and
in time for finalisation of the
usability
Phase Two of Student Services
c.
Affect the close
Blueprint. This work will also
relationships we
include clear identification of
have with our
roles and responsibilities in
database
managing the systems,
vendors
relationships with vendors and
d.  Make new
the ownership of the business
Library IT
context and compliance
projects (such
requirements of the service
as new digital

platforms) more

Student Services Blueprint: Outcome Decisions
November 2015
Page 83 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
difficult to

implement

e.  Distance the

KS’s team’s

specialist

knowledge and

understanding

of New

Zealand’s

copyright and

licensing

environment (a

Library

function) from

the Resources

team

6.  There was additional
6.  Any change that is proposed for
concern that the
phase 3 will not compromise the
proposed changes would
capacity of staff and their
result in:
associates in other areas to
a.  Losing
deliver an outstanding library
important first-
service. The reputation of the
hand insight
library will not be in any way
into changing
compromised. Similarly, our goal
student and
for will be to continually equal or
staff
better the outstanding user
requirements
satisfaction results we achieve
b.  staffing cost
every two years in the
implication
Australasian Insync Survey.
c.
Unitec’s

national and

international

reputation for

having a strong,

unified,

customer-

centric Library

would be

impaired

d.  Risk of silos of

expensive

duplicated

resources

existing across

the campus

e.  Failure to

recognise that

the skills of

understanding,

adopting and

applying new

technologies

and
communication

channels are

Student Services Blueprint: Outcome Decisions
November 2015
Page 84 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
not limited to

our technical

Library

specialists but
are a key part of

a modern

Librarian’s role.

7.  There is a suggestion that
7.  We will look closely at the
the new CS model would
specialist/generalist mix when
result in a downgrade
we develop the phase 3 proposal
from specialist services to
for change.
generalist services.

Current library CSAs

currently operate in the

OSA model at the

specialist level

8.  Potential negative effects
8.  Relationships will not be
of unbundling library
disrupted; indeed, a key goal of
would include:
the overall transformation is to
a.  The loss of the
be connected and networked
vital connection
organisation, and to enhance
between the KS
opportunities for collaboration
team and CSAs
and co-creation. The proposal
b.  The threat to
for change will certainly take
the tuakana-
note of and accommodate
teina
career pathways.
(mentoring)

relationship

c.
Maintaining a

recognised

Library

professional

pathway
9.  Reporting lines will be
9.  When integrating library
considered when the phase 3
into the model there are
proposal for change is
a number of structural
developed. The Phase Two
changes proposed
proposal will be mindful of the
including:
changes that might follow,
a.  change of GM
although structural
Student
arrangements will always be
Experience job
dynamic in response to
title to GM
environmental shifts.
Student

Achievement

and Experience

P2

b.  Reporting to the
GM Student

Achievement

and Experience

is the renamed

Manager

Library and

Achievement

Services P2

Student Services Blueprint: Outcome Decisions
November 2015
Page 85 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
c.
Building and

Facilities

Operations

Manager to

manage the

physical

informal

learning spaces

at each Campus

where all

learning

support services

and Career

Central are co-

located P2

d.  Reporting to the
GM Benefits

Realisation is

the Manager

Resources &

Systems – this

role would also

have a dual

reporting line

to the GM of

IMS. P2

10.  It is suggested that library

staff support the
10.  This is noted.
implementation of the Te

Manawa proposal as it

would ensure that

Rangatiratanga is upheld

and strengthened at
Unitec.

11.  It is proposed that access

to the Library’s collection
11.  and 12. This is agreed; the library
include material in both
is recognised as a model of
English and Te Reo Māori,
realising TE NOHO
as well as other resources
KOTAHITANGA and embedding
from all over the globe
mātauranga Māori
12.  It is strongly suggested

that the library actively

supports TE NOHO

KOTAHITANGA through

its activities and

engagement with Māori

students and staff

13.  There was a number of

suggestions that, during
13. Noted and agreed. This will form
transition, Library staff,
part of phase 1 implementation. We
their role and time/work
will be seeking SME assistance with
commitments at the
this.
Helpdesk need to be
clarified and proper

Student Services Blueprint: Outcome Decisions
November 2015
Page 86 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
resource plans need to be
put in place P1
4.2.7
Student

It is suggested to divert one of

The Student Admin finance team
No change
Finance
the three Student Admin Team
will report into the Finance
Leader roles to create a Student
Department. This is an interim
Finance  Team  Leader  position.
measure until the
It  is  further  suggested  that  the
interrelationships between
two  roles,  Student  Admin  and
processes and positions are
Finance,  report  to  a  Team
mapped out as part of the Phase
Leader  position  within  Student
Two model development. A final
Finance  on  a  day  to  day  basis,
decision about reporting lines
with  an  indirect  reporting  line
will be made at that time.
to the Unitec TMLU Operations
Manager. P1

It is proposed that the student
finance team should not report
directly to finance. Although it
is understood diverting the
direct report to Finance makes
sense on paper due to the
financial aspects. However this
team handles NZAID
Scholarships, The Next
Scholarship, International
payments and receipting,
Agent relationships, Student
relationships, Debtor
processing, Debt appeals.
Relationships are a stronger
aspect of their role than
traditional transactional
aspects. P2
4.2.8
General

It is suggested that the

Agree the right knowledge banks
No change
restructuring realises the
are critical. The aim is to have
importance of the existing
centralised knowledge banks so
hierarchy of knowledge banks
that all information is current,
specific to departments. These
updated in real time and readily
knowledge banks have taken
accessible to all appropriate
approximately six years to
staff.
hone P1
4.2.9


It is proposed that students be

It is agreed that students should
No change
actively engaged during the
be engaged and involved in the
Noted for
development of the processes
development of processes and
Phase Two –
that affect them P1&P2
change that impacts on them. So
student
far we have worked closely with
engagement
the Student Council and the
required
Student President to ensure that
those students who wish to be
involved can indeed do so. This
practice will continue in the
development of Phase Two.
4.2.1


It is suggested that Unitec

Agree. The enquiry phase of the
No change
0
should investigate more
student journey is a high priority
Student
suitable approaches to enable
area and a number of ways are
engagement
potential students to get the
being investigated to make info-
required

Student Services Blueprint: Outcome Decisions
November 2015
Page 87 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
right information that they
finding and decision making
require P1
more student centric, easy,
seamless, and attractive for
prospective students.
4.2.1


It is suggested that external

It is agreed and work has been
No change
1
stakeholders are engaged
done with the student council to
regarding the Unitec
design and implement a student
transformation, specifically
engagement process. This has
student engagement P1
gone well with positive feedback
and a very high reach.
4.2.1


It is suggested that there is a

Agree. The phasing of the
No change
2
phased approach to moving to
technology platforms required
a more digitised model, i.e.
for moving to a digitised mode
that there is a stepped
of delivery will be achieved by
approach in terms of moving
breaking down initiatives into
towards the digitised delivery
defined projects each with its
of information, online
own project manager, team and
applications and enrolment
objectives. All projects will be
P1&2
under the programme
governance of the Student
Services Blueprint to ensure that
interdependencies, and
objectives are clearly identified
and aligned.
4.2.1


It is suggested that there be an

Agree. That mechanism is the
No change
3
institution-wide mechanism for
KNOWLEDGE MANAGEMENT
the communication of
SYSTEM. A KNOWLEDGE
programme information which
MANAGEMENT SYSTEM will
is vigorously checked P2
allow us to always have a
current version of the ‘truth’
that can be updated in real time
and is easily accessible to
appropriate staff.
4.3
Model Design and Design Principles

4.3.1
Customer

It is proposed that the model

Agree. Student feedback
No change.
Experience
should be explicit about how
indicates one of the many

students are to be made
reasons students do not utilize
aware/reminded of the
services is because of a lack of
services available to them and
awareness. There are several
how to access them P1
functional areas in the proposed
model that have been
developed to address that issue
and it will also form part of the
‘education and awareness
raising’ component of
implementation.
4.3.2


There is a suggestion to expand

Noted and agreed. This is
No Change
the role of the Relationship
something currently under
Review
managers to include owning
review.
already
the relationship between the

It is intended that the
underway re:
prospective student and Unitec
Relationship Managers will have
ORMs.
(i.e. from the enquiry
a one to many relationship.
onwards). The current model

Noted re sales/conversion
focusses on the relationship
elements.

Student Services Blueprint: Outcome Decisions
November 2015
Page 88 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
from the Admission stage
onwards P1

This would mean that the
Relationship Manager would
have a one to many
relationship with prospective
students and that the skill set
and KPIs of the Relationship
Manager will have to include a
stronger measure of
sales/conversion elements P1
4.3.3


It is suggested that students

Agree. This is the aim of the
No change.
need a point of contact who is
Customer Services function (and
clear, knowledgeable and
especially the ORM) as outlined
friendly to guide them,
in the proposal.
especially at Levels 2-4 P1
4.3.4


Review student satisfaction

Agreed and done. Student
No change.
ratings for areas currently
feedback, data, evidence etc has
Consideration
working well and areas that
been a critical part of the earlier
for Phase Two.
require attention P1&2
investigations of the Blueprint.
Keeping abreast of any findings
that help to shape the
development of this proposed
model will continue.
4.3.5


There is a suggestion to

Noted and agreed. The ‘broader
No change.
consider the broader reason
reason’ is an important
Consideration
that students want to come to
consideration in thinking about
for Phase Two.
a reputable institution that
how services enhance that
gives them a rewarding
experience and achievement of
educational experience and
qualifications. Ensuring this is
where they can achieve
correctly captured this will be
meaningful qualifications P1&2
part of the development and
planning of Phase Two. We will
be asking a range of
stakeholders to assist with this
process.
4.3.6


Feedback suggested that the

Agree. Understanding changing
No change.
model should include
student needs during their
Consideration
awareness of the changing
journey with us is vital to
for Phase Two.
student needs (such as having
creating a student centric
to work full/part time while
model. We will be engaging
studying) and how these needs
again with students and other
may inform the model
stakeholders during the
outcomes (e.g. change in
development of Phase Two in
student accommodation,
order to ensure this level of
increase in online learning)
understanding is captured.
P1&2
4.3.7


It is suggested that it is

Agree. As articulated in the
No change.
important for staff to retain
proposal, there is no intention to

close connections to students,
remove face to face channels.
with opportunities to maintain
Face to face interactions are
face-to-face interactions. The
strongly encouraged – if that is
feedback suggested that all
the student preference.
these factors be considered

Student Services Blueprint: Outcome Decisions
November 2015
Page 89 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
and built into the model for all

The proposed model does not
phases P1&2
remove face to face options, it
adds another channel for
students to utilize – in effect
increasing their options as per
their feedback.
4.3.8


It is proposed that the model

Absolutely agreed. These are the
No change.
must drive “personalisation” of
aims of the model as articulated

all student engagement
in the proposal.
activities. E.g. ORM
communication must be
student specific, personalised
and not ‘mass
communications’  P1&2
4.3.9


It is suggested that the model

Noted. This will be an area
No change.
should include activities to
requiring further investigation in
Consideration
teach students (future and
the development of Phase Two.
for Phase Two.
current) the necessary

It is also important to note that

technology and learning
all current channels (i.e. phone,
platforms P2
email, and face to face) will still
be available for those students
who prefer those methods of
engaging with us.
4.3.1


Feedback highlighted that the

Noted. The Phase Two proposal
No change.
0
key roles supporting the
will elaborate significantly on
Consideration
student – Academics and
details. The phase 1 proposal
for future
Counselling – need to be
only indicated the ‘direction of
phases
clearly articulated in Student
travel’ for Phase Two.
Blueprint (SBP), so that the
transition, particularly for
vulnerable students, is
improved P2
4.3.1


Feedback suggests that

Agree. They are intended to be
No change.
1
Achievement and Student Life
closely linked – indeed more
Consideration
services should be closely
than linked. The intention, as
for future
linked especially around
stated, is that they work in a
phases
transition points for students.
converged and collective
The Student Voice function
manner.
appears complex in the model

There is scope to further
with the formal relationship
develop this area as Phase Two
with Student Bodies being
is planned and developed.
noted as an aspect of the

We will be engaging with key
Achievement Services, while
stakeholders to assist with this.
the Student Voice function lies
within Student Life Services.
The suggestion is that this
should be worked through as
the model takes shape P2
4.3.1


There is a suggestion to

Agree. This is one of the aims of
No change.
2
acknowledge volunteering as a
the supplementary transcripts
Consideration
key activity in the professional
component as outlined in the
for future
development of students P2
proposal.
phases.

This requires further
development and staff and

Student Services Blueprint: Outcome Decisions
November 2015
Page 90 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
student participation will be
sought to develop this.
4.3.1


Feedback indicated that the

Noted. The Phase Two proposal
No Change.
3
model should consider and
will elaborate significantly on

elaborate on how it may
details. The phase 1 proposal
address ALL the aspects of the
only indicated the ‘direction of
Zepke reference (e.g. role and
travel’ for Phase Two.
outcomes of Achievement
functions and greater social
engagement) P2
4.3.1


There is concern that the
  We believe there is a strong
No change
4
Blueprint P4C does not focus
focus on the factors that make a
on factors that will impact on
difference to outcomes such as
educational experiences and
focus on success and
student success, rather it
achievement, professional
focuses on superficial
development, student voice and
appearances P2
agency, and the components
that enhance a sense of
belonging, to name a few.
4.3.1
Stakeholder

Feedback clearly suggested

This is agreed with and note that
No Change.
5
Engagement
that engagement for our
this was the approach taken
Noted for

internal and external
during the announcement.
future phase
stakeholders should be
However because different
consistent – keys messages
stakeholder group needs and
and frequency P1
wishes are different, there is a
natural variation in messaging
depending on the audience.

We are reviewing our practice in
this area in an aim for
continuous improvement.
4.3.1


It is suggested that the

Agree. Marketing are working
No change.
6
marketing strategy and SBP
closely with the Blueprint team
needs to be properly aligned
to ensure this is embedded
particularly on Brand Values
throughout.
and Customer Experience. A
further suggestion is that the
role of marketing needs to
developed and detailed
throughout the Student
Lifecycle P1
4.3.1


Feedback has suggested that

Government agencies such as
No Change.
7
there is a need for a clear
StudyLink, Work & Income, MoE,
Implications
review and analysis of the
and TEC are all connected to
for EAE project
implications of the model
Unitec directly, in addition there
functions, processes and
are working relationships
channels on aspects such as
between Unitec and these
StudyLink and the relationship
agencies that need to be
with WINZ P1
considered. The critical part will
be the testing required on our
side to ensure key data
accurately reflects the outputs
required for reporting purposes.
This is a key part of the current
development of phase 1.

Student Services Blueprint: Outcome Decisions
November 2015
Page 91 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
4.3.1


It is suggested that

Noted. These amendments will
Amendments
8
documentation that is released
be made in future documents.
to future
from Unitec for or in reference
documents.
to Pacific people should state
‘Pacific peoples’ NOT ‘Pacific
Islanders’ P1
4.3.1


It is proposed that all groups

The consultation process is
No change.
9
should have their perspectives
about securing feedback from
and needs integrated into the
across impacted and relevant
proposal P1
groups in order to come to the
best possible solution.
Sometimes members of the
same group provide conflicting
feedback.

Pacific people (including
students) will be asked to
participate in developing the
model further as part of Phase
Two development.
4.3.2


Feedback suggests that the

Noted. There has been a number
No Change.
0
model must be presented in a
of feedback submissions that
Consideration
way that suits all audiences
commented on the language
for future
P1&2
and style of the proposals. Some
documents.
felt it was too academic and
others felt it was not academic
enough. Others believed it was
too corporate sounding.
Meeting the needs of all
audiences is not always possible.
4.3.2


It is proposed that the

Agreed. This will form part of the
No Change.
1
integration and involvement of
development and planning of
Consideration
departments (outside of P1)
Phase Two. We will be asking a
for Phase Two.
needs to be planned and set
range of stakeholders to assist
out in the model (who, how,
with this process.
when). This is to support
business planning (resourcing
etc) for these areas (e.g.
libraries) P2
4.3.2


There were a number of

Agree. Collective impact and
No Change.
2
suggestions to use the wealth
collaborative ways of working
Consideration
of knowledge and practical
are key aims of the proposed
for Phase Two.
experience to build the future
new model. How this looks and
social and communal study and
feels in operation will be part of
learning system. “working
the development and planning
together based on common
of Phase Two. We will be asking
knowledge and ideas can have
a range of stakeholders to assist
a great effect on developing
with this process.
tertiary advancement for all
students” P2
4.3.2


It is proposed that the model

Yes that is part of the
No Change.
3
(for Phase Two) should be
development of the proposal for
explicit with regard to
Phase Two.
functions, structures and

The proposal for Phase Two will
go through consultation also and

Student Services Blueprint: Outcome Decisions
November 2015
Page 92 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
number of staff in the
the feedback considered and
consultation document P2
responded to in the same
manner as phase 1.

The Phase Two outcome
document will have detailed
results of this process.
4.3.2


It is suggested that the model

This will form part of the
No Change.
4
must ensure that all service
detailed development of Phase
Consideration
channels are
Two.
for future
described/detailed throughout
phases
each phase P2
4.3.2


It is suggested that further

This will form part of the
No change.
5
development of the role of
development of the Phase Two
Consideration
Maia Academic Development
proposal.
for future
Lecturers in the SBP needs to

We will be seeking staff and
phases.
be undertaken to ensure
student participation to assist
proper and full inclusion of
with this development.
their capabilities and expertise
and services provided to the
students (e.g. Engagement
approach during first 6 weeks).
P2
4.3.2


It is suggested that the

As above
No change.
6
academic sphere of the OSA
Consideration
model requires further
for future
development and explanation
phases.
including reference to the
relational approaches and
future role of the key
stakeholders (Maia, TPA
learning centres, Pacific Centre,
Library, Pou Aroha etc) P2
4.3.2


It is suggested that students be

We will indeed be engaging with
No change.
7
engaged to define and clarify
students to develop parts of the

the role of ED Collective, to
model, including the social
design and deliver events and
aspects of their experience.
activities P2

EdCollective is a contracted
service provider and their role is
clearly defined within their
contract with Unitec.

As per current policy, any
services to be contracted out
will go through a transparent
procurement process and the
successful provider will deliver
the services as developed by
staff and students during the
development of Phase Two.
4.3.2


It is suggested that the role and

Agree. This will indeed form part
No change
8
functions of a modern library,
of the development of phase 3.
together with the Library
Project (currently underway)
requires careful consideration
for Phase 3 design and

Student Services Blueprint: Outcome Decisions
November 2015
Page 93 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
implementation and that time
should be taken to do this
properly. P3
4.3.2
Ways of

Feedback suggested that the

Noted and agreed. There is an
No change.
9
Working,
model should be adaptive to
appetite to understand new
Consideration
including
the increasing leadership and
ways that leadership can work
for Phase Two.
tools
reporting activities (e.g.
effectively across the service
automated reporting etc) P2
model and also with Sector
Alignment networks. There will
be opportunities for
stakeholders to develop this
area further.
4.3.3


It is suggested to use a

Agreed. These are the aims of
No change.
0
collaborative approach to
the OSA model as articulated in

service provision through
the proposal. There are still
robust case management and
many areas that require fuller
connectivity with other student
understanding and this presents
services and departments to
an opportunity for staff to be
ensure seamless, wrap around
involved in that planning and
support. In addition the model
development.
should ensure that services are
provided in an adaptable,
flexible, “nimble” way that fits
the students purpose (e.g.
Medical/Mental Health issues,
VOE, Withdrawals, Fee
reimbursement) P2
4.3.3


Feedback suggested that the

This is a vital part of the work
No change
1
model should address/detail
currently being undertaken now.
Implications
the contractual arrangements
Understanding the variations to
for EAE project
with current partners (TMLU,
process, the diversity of the
NZ Police) and third parties P1
SLAs, and arrangements with
various other organisations is
critical to ensuring those
relationships are not lost or
damaged or the
student/customer experience
negatively impacted.
4.3.3


It is proposed that the

This is something to be explored
No change.
2
ORM/Helpdesk functions
further in the development of
Consideration
should be expanded to include
Phase Two. Increasing the ORM
for Phase Two
all Unitec functions
function to this degree would
(departments). These functions
certainly help address other
should be provided in a
issues around greater
seamless manner for all levels
convergence with Sector
(Enterprise, Academic, Local)
Alignment networks also.
P2
4.3.3


It is suggested that the

Agreed and noted.
No change.
3
Leadership model
Consideration
(Thumath/Emerson) needs to
for future
be reviewed and considered
phases
for possible inclusion in the
(Thumath/
OSA model P2
Emerson)

Student Services Blueprint: Outcome Decisions
November 2015
Page 94 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
4.3.3


It is suggested that continuous

Leadership always has a hand in
No change.
4
improvement and related KPIs
setting the strategic direction
should be the responsibility of
and priorities, and monitoring
all members of the Guiding
outcomes, however in the OSA
Coalition P2
model the operationalization of
continuous improvement
activities is an accountability of
the Benefits Realisation
function.

It should be noted that the GM
Benefits Realisaton is also part
of the Guiding Coalition.
4.3.3


It is suggested that there must

Agreed. Hence the work done
No change.
5
be a continuous data stream,
identifying the necessary
analysed on a daily basis with
technology solutions that will
planned and monitored
enable this function.
outcomes based on the

The Benefits Realisation team
analysis P2
will work collectively with all
service units to raise team
development in the area of
analysing and responding to
trends indicated by data sets.
4.3.3


It is suggested that roles,

Agreed. This has been developed  No change.
6
accountabilities,
at a high level but requires
Consideration
responsibilities, relationships
considerably more detailed
for future
and authority be properly
analysis. This will form part of
phases
defined for all positions
the development of Phase Two
especially the Benefits
and we will be seeking SME
Realisation team P2
assistance with this.
4.3.3
Capability,

It is proposed that Service staff

There is indeed opportunity
No change.
7
Education,
need a ‘grounding’ in Practice
there for greater alignment
Consideration
Awareness,
Pathways/Networks, pedagogy
between Sector Alignment and
for future
Training
linked to ‘Living Curriculum’
Blueprint. This is something that
phases
including the roles P2
can be explored further during

the development of Phase Two.
4.3.3


It is suggested that

Noted. This is something can be
No change.
8
Supplementary transcripts
explored further during the
Consideration
could be used as a
development of Phase Two.
for future
collaboration/engagement
phases
mechanism between students
and academic staff P2
4.3.3


It is suggested that a

Noted. There is a good view of
No change.
9
centralised view of a student
the student experience and
and their ‘stage’ in the student
expectations during this part of
lifecycle is especially required
their journey. This does not
during EAE process definition
mean however that there isn’t
P1&2
more to be found out and we
are continuously seeking ways to
increase and deepen our
understanding of this. Our
current understanding has been
an underpinning paradigm of the
process mapping.

Student Services Blueprint: Outcome Decisions
November 2015
Page 95 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
4.3.4
Links to

Feedback suggests that the

Decisions related to new roles
No change.
0
Academic
model should consider
will be considered as part of the
Consideration

including in the structures
development of Phase Two.
for future
(Academic) the role of a

Understanding the scope and
phases
Kaihautū Rangahau, Dean of
function of this suggested role
Innovation and Development
will be required and we will be
P2
seeking key stakeholder input to
assist with this.
4.3.4


It is proposed that the future

The Language Learning Centre
No change
1
model should consider the
has not been in scope for the
Consideration
specialist roles and functions of
Blueprint but may be in scope
for future
the Language Learning Centre
for a future phase.
phase
and how these will be included

Further detailed information to
in P2 onwards P2
understand the current state is
required in order to develop a
proposal.
4.3.4
Benefits

It is suggested that the SBP

The drivers for change are
No change.
2
Realisation
model could consider
divided roughly into two

separating out Benefits
categories; customer experience
Realisation, stakeholder and
drivers and business drivers.
student service drivers P2
These are outlined in the
proposal.

The Benefits Realisation function
is a proposed part of the OSA
model. The objectives and
functions of this team are
outlined in the proposal.
4.3.4
Engagement

It is proposed that the Marae is

The Marae has not been in
No change
3
/ Marae
to remain at the heart of the
scope for the Blueprint to date.

campus and all interconnected
However, the ELT have been in
parts remain intact. In addition,
discussion with Māori staff
for the Marae to operate
regarding engagement,
effectively, it requires people
leadership and TE NOHO
to lead tikanga and protocols,
KOTAHITANGA etc. (Please see
to provide Matauranga Māori
the full response at 2.1.1), so it
expertise in teaching and
may be in scope for future
learning, to guide and support
phases. This is a decision still to
non-Māori, to manaaki visitors,
be made in partnership with
to provide a comfortable and
Māori.
welcoming space for all. This
proposal includes the
establishment of a General
Manager Marae P2
4.3.4
Bridgepoint

Another proposal relates to the

The Language Learning Centre
No change
4
involvement of and the
and Bridgepoint have not been
Implications
provision of services to
in scope for the Blueprint but
for EAE project
students from the Bridgepoint
may be in scope for a future
Foundation. It is proposed that
phase.
the Language Learning Centre

Further detailed information to
expands its current resources
understand the current state is
and services to include all
required in order to develop a
students from Bridgepoint
proposal.
Foundation/Bridging
Education, and potentially

Student Services Blueprint: Outcome Decisions
November 2015
Page 96 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
service to all students
throughout Unitec.

There was a concern that these
were not properly / adequately
addressed by the proposed
Blueprint model

It was further proposed that in
order to deliver these
expanded services that the
current Language Learning
Centre staffing level is
maintained through to the end
of the Student Services
Blueprint project

It is suggested that the new
Bridgepoint entity takes
advantage of the experience
and expertise of the existing
DLS Student Advisor Team and
Bridgepoint Administrator
resource pool to provide a
comprehensive service to
ensure learner success through
orientation and on-going
academic and pastoral care P2
4.3.4
Pou Aroha

For Phase Two it is suggested

Understanding these functions,
No change
5
(P2)
to strengthen proactive
their purpose, and inter-
services through the Student
relationships will be a core part
Advisors Team, which is
of developing Phase Two.
designed to be a conduit to and

We will be seeking assistance
from all other
from key stakeholders including
departments/faculties across
students on how this will look
Unitec, and to design
and feel in operation.
interventions to improve
outcomes for priority groups.
P2

To support all the proposals
above it was suggested that all
Service teams focus on up-
skilling in, adaption and
adoption where possible of
technology to improve
outreach and access. P2
4.3.4
Application

It is proposed that we have a
  Agreed. The development of the  No change
6
clear delineation between
new EAE (enquiry, application,
Noted for EAE
application processing and
enrolment) process has been
Project
application assessment P1
done to simplify, standardize
(where possible) and centralize
the application processing and
assessment of applications. It
clearly defines the stages and
associated responsibilities.
  Our shared intention is to offer
quicker and more positive
answers to our customers in

Student Services Blueprint: Outcome Decisions
November 2015
Page 97 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
order to be their choice of
institution to study at. We need
to be competitive and offer a
marketable point of difference
through great first impressions
via an improved EAE process
which includes both application
processing and application
assessing.
4.3.4
Career

It is proposed that the career
  Agree. This is what is intended in  No change.
7
Centre
centre be totally
the change proposal.
Consideration

reconceptualised driving Phase
Volunteering and leadership
for future
Two development including
programmes are absolutely part
phases
the role and development of
of that whole professional
Implications
student volunteering. P2
development area. This will be
for EAE project

It suggested that the careers
developed next as part of Phase
team are focused and adaptive
Two
towards progressive career
  Agreed. The Career Centre
development initiatives and
concept, as stated in the
strategies for prospective,
proposal, is viewed as the entity
current students and
that leads the development of a
graduates P2
‘career ecosystem’ across all

A further proposal is to focus
aspects of the student journey
the Careers Team on working
starting from first enquiries as a
closely with academic
prospective and continuing
departments, developing
through to alumni status.
Career Competencies, and
  There is scope to further
flipping the model of delivery.
develop this area as Phase Two
P2
is planned and developed.

Feedback highlighted that the
  We will be engaging with key
Admissions Centre must have
stakeholders to assist with this.
links with the Careers Central
function, and therefore clearly
with the Student Life team
especially with regards
transition/orientation
activities P2
4.3.4


It is suggested that Career

Agreed. This will form part of the
No change.
8
Central and its activities
planning and development of
Consideration
requires designed alignment
Phase Two. We will be engaging
for future
with work-based learning
with key stakeholders across the
phases
developments P2
organisation to assist with this.
4.4
Measures of Success/KPIs

4.4.1


There is a suggestion that the

Agreed. The metrics must align
Review
service metrics for delivery of
with key Unitec KPIs, must
outcomes
customer services need further
measure outcomes as well as
framework
revision/review. These could all
activity, and give us useful
and service
be measured positively in
information.
metrics
terms of business metrics but

The Outcomes Framework in the
be less than ideal in terms of
proposal indicated a number of
student outcomes P1&2
ways to measure the success of
services provided and outcomes
for students. It is still a work in
progress and will continue to be

Student Services Blueprint: Outcome Decisions
November 2015
Page 98 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
developed with input from
Subject Matter Experts.
4.4.2


A number of metrics were

The metrics provided in the table
Include CNX
critiqued as being too
on page 23 of the proposal were
metrics in
transactionally focused and
examples only and would form
Outcome
missing the need for quality
part of a broader suite of
document
interaction, including:
metrics.
o
Turnaround Time,

Agreed. These measures are
Average Handle Time,
currently under development.
Quality Compliance and
What should be measured, how
First Touch Completion
the measure will be calculated,
Rate. P1
and where the data will be

The quality of guidance given
sourced from are beign
to students is also proposed to
identified. Qualitative measures
be a measure for success P1&2
such as this can come from NPS
scores and comments, feedback
loops in process, and mystery
shoppers to name some
examples that have been
included.
4.4.3


It is suggested to include a

Agree. If this feedback relates to
No change
measure of success related to
student completion and success
Consideration
improvements to our student
those measures are already
for Phase Two
success P1&2
included. If it relates to students
being able to monitor and
measure their individual
progress – this is also being
investigated.
4.4.4


It is suggested that the Process

Agree. This vital piece of work
No change
Escalations metric be set at a
forms its own workstream as

reasonable level so that
part of phase one development
Student Services staff
and implementation.
recognise when enquiries
Understanding tier one and tier
should be ‘handed back to
two queries and when escalation
Unitec for support’ P1&2
is required is part of this work.
4.4.5


It has been proposed that the

Yes, to a large degree technology
No change
ability to achieve successful
does take the lion’s share of this
outcomes for proactive
work. This is why the right
services will involve reliance
technology is important, but of
on electronic processes (e.g. to
course proactive outreach also
monitor attendance) P1&2
involves human interaction.

Undertaking proactive outreach
on this scale is something new
for us at Unitec and it is
expected there will need to be a
high level of monitoring and
continuous improvement as new
initiatives are rolled out.
4.4.6


There is concern raised about

Noted. The outcome framework
Review
the Outcomes Framework
will be reviewed in light of
Outcome
table. The concern was that
feedback that it did not appear
Framework.
there are multiple components
aligned to Sector Alignment.
that appear random and it is
hard to see what the logical

Student Services Blueprint: Outcome Decisions
November 2015
Page 99 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
connection is between the
proposal and many of the
outcomes, objectives and
metrics  P1&2
4.4.7


There is a suggestion to ensure

Agreed. The best channels in the
No change
all channels (virtual and face to
world are pointless if no one

face) are easily available to
uses them or knows how to
cater to all students and
access them. Ensuring students
ensure desired customer
have that awareness will form
services outcomes are
part of the ‘education and
achieved P1&2
awareness raising’ component of
implementation.
4.5
Nomenclature/Naming

4.5.1


There is a suggestion that

Agreed that the students will
No change
students have a
have multiple roles/identities
Consideration
multifaceted/multidimensional
throughout their time at Unitec.
for Phase Two
role/identity which could
The model, the Student Service
include: developing
functions and the processes try
professional, client, co-
to address the student for each
producer, constituent P1&2
particular role. For instance
Achievement focusses on the
developing professional and
Student Life engages the student
as a co-producer.

However it is acknowledged this
is still an area needing further
development during Phase Two
and we will be seeking staff
input to assist with this.
4.5.2


There is a perception that

As stated in the proposal all
No change
naming of the PG COE is
names are working names only –
Consideration
corporate/government centric,
which means they are simply
for Phase Two
awkward, clunky and poorly
place holders to call it something
conceived P2
until the concept is more clearly
defined and then properly
named. (Note that once
established, the ‘Production
House’ became ‘Te Waka
Urungi’).

Staff and student input into
what things should be named
will be part of Phase Two
development.
4.5.3


There is also a perception that
As above.
No change
the Priority Group COE title
Consideration
does not represent Pacific
for Phase Two
people in a positive way (deficit
thinking). And further concern
that Pacific staff were not
consulted on this name P2
4.5.4


Pacific Centre like the idea of
As above.
No change
being termed the ‘Pacific
Consideration
Centre of Excellence’. They feel
for Phase Two
they have been operating as a

Student Services Blueprint: Outcome Decisions
November 2015
Page 100 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
‘centre of excellence’ in
everything but name already,
as opposed to a more deficit
approach as a ‘support centre’
being the ’ambulance at the
end of the cliff’ P2
4.5.5


There is a suggestion to change

As described above, all names
Seek student
the term ‘Help Desk” to
are currently working names
feedback for
‘Customer Solutions’ P1
only – placeholders.
customer

Student feedback will be sought
services
on what the ‘help desk’ should
names.
be called so that it resonates
with their preferences.
4.6
Priority Groups Centre of Excellence

4.6.1


Some staff viewed the

It is acknowledged that the
No change
‘Realising potential’ as a deficit
‘realising potential’ approach
approach. P2
may not be a framework that fits
well with all groups. This
framework was referenced as it
is a tenet of the Māori Success
Strategy. However, there is no
reason why alternative
frameworks can’t be used. This
can be explored further in the
development of Phase Two.
4.6.2


Concerns about clumping

We would challenge the
No change
Māori with ‘special needs’
statement that the other
groups. P2
identified priority groups are
‘special needs’. It is not
proposed to clump groups
together as a homogenous
service.
4.6.3


A perception that the future

In discussions with the Property
No change
shared Hub space is the current
team the expectations and
Hub space and that aside from
feedback from staff and
being crowded and noisy, each
students have been shared (as
service unit will lose its own
to the requirements of future
distinctive identity. P2
spaces).

The aim is to have converged
and co-located services but this
does not mean that it will be
homogenous or one-size-fits-all.

Part of the development of
Phase Two will be to explore
how all these aims can be
realised.
4.6.4


It is suggested that there is

These ideas and more are great
No change
merit in the concept of the
discussion starters for the
Priority Group COE, but it
engagement process as Phase
doesn’t mean that Maia and
Two components are developed.
the Pacific Centre disappear,
We will be asking stakeholders
but instead become part of a
including students to assist with
larger delivery option P2
this development.

Student Services Blueprint: Outcome Decisions
November 2015
Page 101 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
4.6.5


A contention there is a lack of

A range of information
No change
research to support the PG COE
contributed to the development
P2
of this idea, not just research.
However as stated previously,
the PG COE is an indication of
‘direction of travel’ and is not
set in stone.
4.6.6


A concern that the PG COE is

Please see above plus responses
No change
about a homogenous service to
at 1.2.5 and 2.4.1
students that is one size fits all.
There is concern that distinct
identities will be lost. P2
4.6.7


A view that the current

As previously stated one of the
No change
structural positioning limits the
aims of the PG COE is to
potential of PG COE and a
enhance strategic impact so this
suggestion for a more strategic
idea is one to explore further.
rather than operational

This will be done as part of the
position (links to comment
Phase Two development.
about strategic Māori
leadership). P2
4.6.8


A question about which group

Working out these types of
No change
will have a leadership role as
details will be part of Phase Two
whoever it is - other groups will
development.
feel marginalised. P2

We will be asking stakeholders
including students to assist with
this.
4.6.9


A suggestion that PG COE

Agreed. This is one of the
No change
needs to be linked to
proposed functions of the PG
government strategies (e.g.
COE.
Tertiary Education Strategy).
P2
4.6.1


Noted that there are links

Agreed.
No change
0
between Sector Alignment and

Working out these types of
PG COE e.g. guidance on
details will be part of Phase Two
pedagogy that need to be
development.
drawn out and made explicit.

We will be asking stakeholders
P2
including students to assist with
this.
4.6.1


It is proposed that the Priority

As above
No change.
1
Group COE and its focus on
Consideration
promoting/supporting success
for future
for priority groups should be
phases.
extended into Academic
structures P2
4.6.1


It is proposed that the model

Any decisions pertaining to the
No change.
2
must ensure structures to
structure and leadership of the
support the separate Māori,
Phase Two elements will be
Pacific and International
made after stakeholder
centres of excellence.
participation in development,

Feedback further proposes that
consultation etc.
this should be led by an

We will be seeking stakeholder
executive leader whose main
assistance with this.
focus is to ensure that each of

With regards to the under 25s,
these centres priorities are met
while it is agreed that under 25s

Student Services Blueprint: Outcome Decisions
November 2015
Page 102 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
under each of these centres
do indeed make up significant
General Managers.
proportions of each priority

It is suggested that Under 25s
group (and as such have
are the responsibility of each of
distinctive needs and aspirations
these centres and should not
to be considered), we disagree
singled out under a particular
that this group should not be
age group i.e. Under 25s are
singled out. The particular needs
represented across the
of young people is a key
institute and within these
consideration.
centres in particular Māori and
Pacific. P2
4.6.1


The name feels

As stated in the proposal all
No change
3
corporate/government and is
names are working names only –
awkward and clunky. P2
placeholders until the ‘right’
names are worked out.

Working to define names will be
part of Phase Two development.
5
Transition,
Overall Summary: There is concern

Implementat
about the loss of face to face
ion and
contact between staff and students,
Operation
and about Concentrix processes
being driven by quantity rather than
quality. Suggestions made include
the need for clear business
processes to support
implementation, the need to
develop and enhance PeopleSoft
functionality and the opportunity
for linkages with the marketing
strategy. There are concerns about
the rate and scale of change and
the risks around the interface points
between SBP and SAP. There are
also concerns about who will
manage the relationship with CNX
and how we will successfully
integrate the multitude of systems
needed. Feedback suggested a lack
of detail around the intended
operating approach and a need for
specific information on how the IT
Help Desk will be run. A number of
suggestions were made including
comprehensive induction for staff
and the need for a centralised
framework to capture all customer
feedback.

There is a perceived cultural
mismatch between Concentrix and
Unitec and a concern that
Concentrix will not be flexible
enough to adapt to Unitec needs.
There are privacy and security
concerns and a concern that initial

Student Services Blueprint: Outcome Decisions
November 2015
Page 103 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
service levels may not be achieved
or meet needs of students. There is
also concern about loss of
institutional/specialist knowledge
and experience. There is concern
about the close timing between the
implementation of Phase One and
Two and the need for substantial
staff training. There are concerns
about the tight timeframe for
implementing the technology
required and about the assumption
that all students have a certain level
of digital literacy. There are some
concerns about the impact of
outsourcing on professional
relationships, the loss of
institutional knowledge and the
perceived conflict of interest around
students working for Concentrix.
There are also some suggestions
about how services could be
merged and additional roles
required to ensure coordination.

Staff appeared concerned that the
new Priority Group COE will
combine all the priory groups
together into one space, which will
mean a loss of cultural identity,
service quality and effectiveness,
safety and privacy. There is a
suggestion that a clear plan is
needed to culturally support
students through all phases and for
accessible options for face-to-face
encounters at all three campuses.
5.1
Business Processes

5.1.1


Feedback suggests that there

Agree. In light of this there areb
No change
needs to be clear business
BAs (Business Analysts) who

processes to ensure the proper
have been working alongside
functioning of proactive
subject matter experts from
services along with
services to develop those
appropriate training for staff
processes.
P1&P2

Appropriate training is also part
of the planning and
implementation plan.
5.1.2


There is concern that

Work is underway to build
No Change
Concentrix processes will be
robust processes throughout,
driven by quantity rather than
not just for Enrolment. It is
quality, with a prime focus on
agreed that the quality of our
“converting inquiries to
engagement to customers is
customer sales”. Enrolment
crucial to Unitec and there will
processes will need to be
be a number of mechanisms in
robust, with the ability and
place to work with Concentrix to

Student Services Blueprint: Outcome Decisions
November 2015
Page 104 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
flexibility to cater to and
deliver the best possible
support all students and this
experience. This will be set out
will require that Concentrix
as part of our agreement with
staff have a cultural awareness
Concentrix through strong
and understanding of all
service levels that are set to
student types and their
deliver strong customer centric
particular needs throughout
outcomes, personnel schedules
the process P1
that ensure the right resource
profile and recruitment matrix,
training based on brand values,
gold standard customer service,
and our new ways of working.

This will be supplemented by the
new processes being
implemented across the student
lifecycle that will encourage
collaboration with Unitec service
teams.
5.1.3


There is a suggestion that

Both face to face and virtual
No change
there is a need to implement
services remain. There is
processes that provide and
confidence the proposed new
maintain services (both face to
model provides services that are
face and virtual) that are
relevant to students because
relevant to students P1&2
they are based on evidence and
feedback.

If student needs change and
there is a requirement for us to
change our services, the new
model will provide more robust
business intelligence from which
to make decisions.
5.1.4


There is a suggestion to

Agree, the system developments
No change
address significant issues with
from a technology perspective
the application process
are fundamental to our future
through the overdue
state. There are over 300+
development and
business requirements being
enhancement of PeopleSoft
factored into the technology
functionality P1
enhancements coming.

Feedback suggests that the

It is agreed that achieving the
enrolment process must be
business benefits cannot be
robust and cater to all
realised if we continue to run
students (through various
the application and enrolment
channels) in order to enable
processes as we do today.
the institute to gain greater
Consequently a key initiative
retention rates P1
identified to support the new

There is concern over the
operating model is a re-
outsourcing of the enrolment
engineering of the enquiry,
process. Feedback suggests
application and enrolment
there is a need to develop
processes. A working party has
clear processes around this, in
completed a review of the
particular around the timing
current state and has put
and approach of
forward a recommendation to
communication between
implement a centralised
Concentrix and relevant
admissions “centre” which is
departments and the
highly automated. (Noting that

Student Services Blueprint: Outcome Decisions
November 2015
Page 105 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
organisation and facilitation of
there will be exceptions that do
interviews, police vetting etc
not meet standard criteria &
P1
require human intervention to
progress). It aims to provide
“Line of sight”, as required from
the customer perspective. It will
be based on algorithms using
information input by the
customer to help guide the
customer through an anticipated
study-path. In other words – to
make it quicker and easier for
prospective students to enrol, or
current students to re-enrol.

This initiative has now been
formally setup as a project to
deliver all of the technology
changes required. There are
considerable interdependencies
being factored in. This includes
all our legislative requirements
during the application and
enrolment stages. The relevant
co-dependency between
Services Blueprint and Sector
Alignment are fundamental to
ensuring our future as a high
performing Institute of
Technology.
5.1.5


Feedback indicates that face to

Face to face contact is indeed
No change
face contact between staff and
important to many students and
students is an important part
there is NO intention in the
of the student-centric service
proposed model to remove this
as it ensures students feel
element. All current channels
valued and welcomed and may
that exist for students will still
be the only option for some
exist, and there will be new
students who do not have
channels as well (such as ORM)
access to technology P1 &2
for those students who prefer
this.
5.1.6


There is a suggestion to

Agree. Collaboration with
No change
include/embed Marketing
Marketing on how that looks and
customer experience
feels in practice is underway.
strategies in the acquisition
and transition phases of the
Student Lifecycle to align with
brand values and recruitment
and retention strategies P1
5.1.7


Feedback indicated that Maia

Noted. It is not intended to lose
No change
already have some successful
service functions that are proven
Consideration
processes in place to support
to be successful. As we work
for Phase Two
students (e.g. relationships
together to develop Phase Two
with Course
staff will assist in identifying
Facilitators/Leaders, online
these elements to ensure they
service, study toolbox,
are transitioned into the Phase
facilitated group sessions) P2
Two implementation.

Student Services Blueprint: Outcome Decisions
November 2015
Page 106 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
5.1.8


There is a concern that the

A project was initiated in
No change
Blueprint will have an impact
September 2014 called
on timetabling related
Timetabling Planning and Auto
services. P1
Scheduling (TPAS) that was
initiated to automate the current
timetabling process. This project
is underway for the transition to
automated timetabling being for
the Semester B 2016 as the
timetables until that period have
already been set.

Sector Alignment also proposes
that all Institutional and faculty
staff responsible for timetabling
will be integrated into a single
team reporting to the Dean
Teaching and Learning.
5.1.9


There is concern that there is a

There are currently a number of
Implication for
lack of clarity on the process
options currently being
EAE project
for international queries -
considered for International
when should these be
enquiries, applications and
separated out and passed on
enrolments. International will
to relevant international staff
come into scope at phase 3.
P1
Until then there are interim
measures in place.

One of the phase one
workstreams involves identifying
what constitutes a tier 1
generalist query and what
constitutes a tier 2 specialist
query.
5.1.1


Phase 1: Acquisition – if

The acquisition phase is (as yet)
No change
0
students need help to set goals
an untapped area of potential.
Consideration
at this early stage (Raising
There is considerable scope for
for Phase Two
awareness and aspiration) it is
us to improve the information,
suggested that extra resource
self-service resources, and
(career support/lecturers) may
decision making functions we
be needed to provide this P1
can provide for prospective
students. That is an aim of the
new model and we will be
working with the future
marketing department to
develop this.

It is agreed that there are many
types of resources (including
career) that should be available
up front to enable prospective
students to make well informed
decisions.
5.2
Implementation

5.2.1


It is proposed that there needs

Agree. There is significant
No change
to be proper processes in
potential we have yet to realise

place to correctly identify a
in the area of student profiles,
student and provide the
segmentation, and
appropriate service P1
personalisation. The processes

Student Services Blueprint: Outcome Decisions
November 2015
Page 107 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
and technology that are have
been developed and identified
for phase 1 will start realizing
these aims.
5.2.2


Feedback suggested there was

Concentrix will have a master

a lack of detail in the proposal
contract agreed, with service
for change around the
definition and service level
intended operating approach,
defined. Once the contract is
which made it difficult to
signed, a key deliverable of the
provide feedback. There needs
transition plan will be a detailed
to be some specific
Standard Operating Procedures
information on how the IT
document, indicating how all the
Help Desk will be run by
IT services will be delivered. This
Concentrix (staff location and
will be part of the exit criteria
tasks) to ensure the same level
before handover of services to
and range of services currently
Concentrix.
provided by IMS HD can be

Detailed process mapping has
provided by Concentrix P1
been undertaken to establish
the breadth and detail of
services currently delivered by
IMS.
5.2.3


It is proposed that the help
  The future state will be a

desk will need to operate in a
different operating model from
similar manner/deliver similar
today. Supporting this will be:
services to current HD with the
  Improved use of self
same amount/measure of
service options for
flex/adaptability P1
students and staff
  Better use of
knowledgebase to
resolve common
repeatable requests.
  Strong commercial
service levels on
performance and
expectations that
capabilities are in line
with Unitec
requirements.
  Also as above in 5.2.2
5.2.4


It is suggested that staff need

Agree. With regards quality of
No change
to experience consistency in
service and consistency we are
terms of quality of service, high
working to ensure simple
level responsiveness,
streamlined processes with
understanding of students
clearly defined roles and
situation (past
responsibilities. Education and
history/issues/concerns),
training on the new processes
knowing that privacy is key
and enabling technology will
(where appropriate) P1
significantly improve the quality
(and consistency) and
responsiveness of service.
Technology that provides for a
consistent overview of the
student and the interactions
with the student will provide
customer services with a better,

Student Services Blueprint: Outcome Decisions
November 2015
Page 108 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
clearer view of the student’s
situation. Access to the
technology and the data would
be governed by our privacy
policies and security processes.
It is a ‘non-negotiable’ that
privacy and confidentiality are
protected for all students and
staff.
5.2.5


It is suggested that staff

It is agreed that having a stable
No change
retention is critical for students
staff base is beneficial for many
to enjoy a consistent high
reasons. It is also important that
quality service P1
staff are supported with the
right processes, technology,
training, leadership and
capability development. These
and many other factors need to
be considered in order to create
an environment where students
enjoy a consistently high level of
service.

There will be no reduction of
students’ ability to connect face
to face with staff in the new
model. Relationships are a
primary ‘enhancement factor’
that impact positively on student
persistence and sense of
belonging. As such we will be
looking for ways to optimise this
further, not remove it.
5.2.6


There is a perception that the

Yes the development of a
No change
new model has heavy reliance
KNOWLEDGE MANAGEMENT
on Knowledge Base, and this
SYSTEM will require input from
will require commitment from
service teams to ensure all
teams and individuals across
necessary information is
the organisation to participate
captured. This process will be
and submit knowledge articles
lead and managed by a member
and for these to be assessed
of the project team.
and maintained. P1

The ongoing maintenance of the

It is proposed that there be a
KNOWLEDGE MANAGEMENT
centralised framework set up
SYSTEM will be led by the
to capture ALL customer
Benefits Realisation team in the
feedback, that ensures the
proposed new model.
information is organised in a
meaningful way to enable
decisions to be made across
the organisation, both
strategically and operationally
P1
5.2.7


There is a concern that privacy

It is a ‘non-negotiable’ that
No change
and the associated access to
privacy and confidentiality are
systems and records could be
protected for all students and
an issue and needs to be
staff.

Student Services Blueprint: Outcome Decisions
November 2015
Page 109 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
properly addressed before

Both Concentrix and Unitec
implementation P1
successfully employ a large
number of students in front line
customer service roles right
now. Both organisations have
privacy policies and security
processes that are applied to the
recruitment and employment of
all new staff. This would be no
different.
5.2.8


It is suggested that Programme

The future state will be
No change
Advisors need to be located
extremely different to the
close to academic staff to make
current state. This is in regards
it easy to navigate and resolve
to our approaches, processes,
the all related matters P1
requirements, technology
enhancements and physical
presence. An example of a key
shift is the critical importance of
workflow activity through the
system. This enables tracking
transparency and efficiencies of
time.
5.2.9


There is concern that the

Part of the decision to
No change
implementation may impact
implement in April was to

key student functions (e.g.
ensure we did not interrupt
graduation, start of semester
business continuity for semester
etc) P1
1 2016. However it is
acknowledged that part of
transition planning is to clearly
establish how we transition from
current to future state without
negative impact to students.
5.2.1


There is concern that Unitec is

For clarity, there has been 12
No change
0
not able to successfully
technologies identified that are
integrate the multitude of
required to enable the new
systems needed/required P1
student services Blueprint
model. Of the 12 technologies;
o
5 are already
implemented and in
use at Unitec but will
require configuration
changes for the new
processes.
o
2 are proposed to be
provided by Concentrix
as part of their scope
of services
o
5 are new
technologies, of which
only 1 is required for
phase 1.

However this concern is
acknowledged and will be
actively managed as a risk to the
project.

Student Services Blueprint: Outcome Decisions
November 2015
Page 110 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
5.2.1


There is concern about the

This concern is acknowledged.
No change
1
ability of some areas to provide
Whilst Subject Matter Experts

or sufficiently resource
(SMEs) from the various services
activities to implement Phase 1
are not required to develop or
(e.g. Library – KNOWLEDGE
build the KNOWLEDGE
MANAGEMENT SYSTEM) P1
MANAGEMENT SYSTEM they will
certainly be required to
participate in identifying correct
suites of information to be
included.

The implementation of phase 1
is the work of the project team
and service staff are not
required to undertake
implementation activities
5.2.1


Suggestion that all new staff

Agree. In light of the changes to
No change
2
need to undergo a
processes and technology the

comprehensive induction –
project team are working with
systems, processes etc P1&P2
the Professional Development
team to develop a
comprehensive induction for all
new staff.  Also being developed
are education and training on
the new processes and systems
for existing staff who may be
impacted by the changes.
5.2.1


There is concern about the

Staff feedback throughout this
No change
3
interface points between the
consultation process has
SBP project and SA project and
highlighted some key areas of
the risks it will raise P1&P2
interface that need further
consideration. These are
outlined in a separate section in
the outcome document as well
as in this feedback sheet in
section 6.
5.2.1


It is suggested that we need

Agreed. Recruitment of resource
No change
4
tiered enquiry levels P1&P2
to undertake this vital work for
this project has been done.
5.3
Implementation - risks

5.3.1


There is a perceived cultural

The ability to flex to Unitec’s
No change
mismatch between Concentrix
changing requirements was part
and Unitec. P1
of the rationale for outsourcing.
o
There is a concern that
This is due to the fact that
Concentrix will have no
services can be turned up or
‘flex’/ability to adapt to
down based on demand and that
Unitec needs and
isn’t available in the way we
Concentrix staff will only
provide services today.
do the base minimum to

To ensure that the services
resolve an issue (no value
delivered are more than
add), operating times.
minimum Concentrix will also be
o
There is concern that
included as part of the Guiding
Concentrix will apply ‘call
Coalition. This coalition would be
centre’ ways of working
made up of the General
when providing services
Managers, Managers, and the
to Unitec and its staff, i.e.

Student Services Blueprint: Outcome Decisions
November 2015
Page 111 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
impersonal, limited,
Executive Leadership Team
filtered and rigid.
member. Working together as an
alliance across the entire service
model.

We will not be engaging with an
external provider in a ‘call
centre’ model, because our
requirements for Student
Services go beyond that and any
agreement with a provider will
reflect the nature of our
business and requirements.
5.3.2


There are privacy and security

The systems that are provided to
No change
concerns (accessibility to the
Concentrix for managing student
data/security provisions). P1
and staff data will still be owned
by Unitec.

Access will only be provided
based on the needs of the role.
The access rights will be
assigned by Unitec.

As part of their proposal
Concentrix also bring increased
monitoring by providing voice
recording and logging of all
interactions. This will be audited
frequently to ensure compliance
to our policies and standards.

Overall it is expected that the
new model with Concentrix will
improve our privacy and security
capabilities above what is in
place today.
5.3.3


There is concern that Contract

Contract management is
No change
management/SLA’s including
important, and it is important to
pricing/service requests will
ensure it is managed well. The
not be properly
contract is around service and
drafted/measured or
there is distinct schedules that
monitored and managed
will cover this and will be
resulting in greater costs/less
managed by particular
effectiveness/efficiencies
individuals. They will report
realised. A concern that initial
regularly from our side and
service levels may not be
validate the findings. Students
achieved or meet needs of
will be surveyed on a routine
students. P1
basis to ensure these have been
met.
5.3.4


There is a concern that there

This is a concern indeed.
No change
will be a loss of
Currently a great deal of
institutional/specialist
institutional knowledge rests
knowledge and experience
within somebody’s head and is
(turnover or secondments) P1
not readily accessible for
everyone. It is our aim (and is
currently underway) to capture
institutional knowledge within a
KNOWLEDGE MANAGEMENT
SYSTEM that enables easy access

Student Services Blueprint: Outcome Decisions
November 2015
Page 112 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
to staff, is updated in real time
and monitored regularly.
5.3.5


There is concern that the close

The approach that was taken
No change
timing may present challenges
was reviewed against options for
to the implementation of
a single proposal for change
Phase Two (as Phase One
across all student services, a 3
would still be in process). Time
phased approach, as well as the
is needed to embed changes to
release with the Sector
process, people and
Alignment proposal for change.
technology. Concern that we

The decision to phase the
don’t learn from lessons from
proposals was to ensure that:
past projects or build on
o
The totality of change is
current successes. There is also
clear for staff to be able to
a perceived lack of alignment
respond to the proposal for
and interface between SAP and
change.
SBP implementation.
o
(Timing/implementation of

The phased approach
changes) P1 & P2
allows for Unitec to take
learnings from each phase
to apply and fine-tune each
subsequent proposal
ensuring a robust process
based on evidential
feedback.
o
The timing of the phases
was to minimize the risk of
change fatigue to staff
affected.
5.3.6


Feedback suggests that this is a

Yes it is a complex environment
No change
complex operating
that is why so much time in this
environment requiring
phase is spent going through all
comprehensive understanding
the various elements of this
(capability and competency) to
process to ensure all the
operate efficiently/effectively.
necessary components are
P1
captured.
5.3.7


There is concern over the

As this model is a technology
No change
possibility of technology
enabled one, the emphasis on
implementation delays and the
getting the right technology
impact this will have on the
solutions has been a top priority.
process, and further concern

Approx. 15 technology solutions
that the scope is not clearly or
and 300 business requirements
fully defined/agreed. P1
(in the Customer services area
alone) have been identified, that
technology must be able to
meet. A wide range of
stakeholders have been involved
in this process to ensure we
have the right requirements.

Many solutions are now
currently in development and
will also undergo a testing stage
to validate and improve their
functionality.
5.4
Transitional Arrangements

Student Services Blueprint: Outcome Decisions
November 2015
Page 113 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
5.4.1


Concern over risks if the

Transition will be managed very
No change
transition is not planned or
carefully with measures around
managed effectively P1
milestones, deliverables, and so

There is a suggestion that there
on. Clearly if milestones are not
should be a trial and review
met, that will raise risks which
process for each of the phases,
will have to be closely
in order to measure and make
monitored.
adjustments where required,

There will be a testing phase
to ensure the change will work
before ‘Go Live’ in order for any
P1&2
glitches to be remedied.
5.4.2


Feedback has suggested that

Noted. The current proposal for
No change
the documents should be clear
change document, the questions
about decisions made, re:
asked during the consultation
outsourcing. Be explicit about
process and the answers
the why, how, when.
provided all provide a detailed

Feedback has further
view of the current proposed
suggested the need for clarity
option to outsource. Additional
around the role of the ORM
information is provided in this
and the link to Concentrix and
sheet (see Outsourcing above).
how this will impact Phase Two

The ORM (and therefore the
P1&P2
Relationship Managers) are the
link between the student and
the services that students seek
(not just Admissions and
Enrolment). Concentrix will be
providing the ORM service and
there will be clear escalation
paths so that CNX staff know
when, how and who the query
needs to be escalated to.

5.4.3


There was a proposal for clear

Noted. We will work with all our
No change
plans to culturally support
stakeholders, through the
Consideration
students through all phases
development of all phases, to
for Phase Two
(e.g. location of cultural
better plan to support students,
spaces) P2
including culturally. This plan
would include involving students
to help us understand what
would work best for them and
the services to be delivered (and
where they should be delivered).
5.4.4


Feedback suggested that there

Yes there is a technology
No change
needs to be a defined
roadmap which identifies 12

technology roadmap that sets
technologies that are required
out the requirements and
to enable the new student
solution implementation
services Blueprint model. Of the
timeline together with plans to
12 technologies;
build staff capability (e.g.
o
5 are already implemented
international applications)
and in use at Unitec but will
before/during implementation.
require configuration
(Need to show timelines
changes for the new
aligned to phase
processes.
implementation dates).
o
2 are proposed to be
Concern that timeframe for
provided by Concentrix as
delivery is reliant on having

Student Services Blueprint: Outcome Decisions
November 2015
Page 114 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
technological infrastructure
part of their scope of
ready (ORM, KNOWLEDGE
services
MANAGEMENT SYSTEM, CRM)
o
5 are new technologies, of
P1
which only 1 is required for
phase 1.
5.4.5


Suggestion that staffing

This is a vital part of the work
No change
arrangements for TMLU need
currently being done now.
Implications
to be confirmed for BP
Understanding the variations to
for EAE
transition (P1 and P2) to
process, the diversity of the
project
ensure service commitment
SLAs, and arrangements
throughout process P1
(including staffing) we have with
various other organisations is
critical to ensuring we do not
lose or damage those
relationships or negatively
impact the student/customer
experience.
5.4.6


Suggestion to utilise existing

This is a concern indeed.
No change
institutional knowledge and
Currently a great deal of
expertise in regards to
institutional knowledge rests
transition planning and
within somebody’s head and is
processes (transition to tertiary
not readily accessible for
education). Concern that
everyone. It is our aim (and is
existing good practice has not
currently underway) to capture
been factored in to the new
institutional knowledge
ways of operating and that
throughout each of the project
links between SBP and SAP
phases. Using the KNOWLEDGE
have not been
MANAGEMENT SYSTEM will
considered/established P1&P2
enable easy access to this
information for staff that is
updated in real time and
monitored regularly.
5.4.7


There is concern that increased

Noted. Technology is a key
No change
use of/focus on technology will
enabler for the Blueprint project

affect the accessibility to
and it is planned to educate and
students who do not all have
train staff in the new processes
the same level of digital
and systems for each phase of
literacy. Need to ensure
the project. The current
adequate training is provided
channels (face to face and
to staff and students P1&P2
phone) for non-digital literate
students will still be available.
5.4.8


There is concern that the

Our main focus during this
No change
timing between phases will be
period of change will be
Establishment
disruptive and may impact
ensuring students are not
of a task force
student retention and success.
impacted negatively as
The short timeframes do not
implementation work is carried
allow for assessment and
out.
review between phases.

An Implementation Project
Suggestion that the Blueprint
Team have been established
goes slow for phases 2 and 3
who will plan transition
P2
arrangements. These will be
planned to minimise impact on
enrolments and teaching and
learning.

Student Services Blueprint: Outcome Decisions
November 2015
Page 115 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase

A task force will be established
who will be troubleshooting and
identifying any teething
problems to minimize disruption
to student experience. That
being said though, we will all
need to work together to
minimize issues for our students.
5.4.9


Prior to implementation staff

Noted. The Enquiry to
No change
will require substantial training
Admissions and Enrolment
Implications
- specific reference was made
processes currently developed
for EAE project
regarding Funding Options and
includes making students aware
the importance for
of the funding options available.
oversight/monitoring during
It will still be up to the students
admissions activities P1
to action their funding choice. It
is planned to educate and train
staff in the new processes and
systems for each phase of the
project.
5.4.1


Proposal that key experienced

It is acknowledged that
No change
0
specialists retention should be
institutional knowledge and its
considered during the
importance in business
transition phases P1
continuity. We are working with
impacted departments to put in
measures to retain this
knowledge during transition
including incentive and
implementing a KNOWLEDGE
MANAGEMENT SYSTEM to
capture key knowledge items.
5.4.1


There was a suggestion that we

This is a vital part of the work
No change
1
need to consult with our third
currently being undertaken now.
Implications
party partners and include
Understanding the variations to
for EAE project
them in the transition plans: P1
process, the diversity of the
o
Construction Site Safe
SLAs, and arrangements we have
o
Skills Update Training
with various other organisations
Institute (SUTI)
is critical to ensuring we do not
o
Animation College
lose or damage those
o
North Tec
relationships or negatively
o
Mindlab
impact the student/customer
o
NZ Police
experience.
o
STAR and Gateway

We are working with SMEs to
(Transition Programmes)
identify and understand these
interdependencies.
5.4.1


Customer services staff

Agree and this is outlined in
No change
2
(including those responsible for
further detail in the Sector
Implications
ORM) need to be trained (in
Alignment and Blueprint
for EAE project
advance) on the industry sector
Interface section in the outcome
and academic pathways P1
document.
5.4.1


Feedback clearly indicated that

Noted and agreed. There have
No Change.
3
the changes brought about by
been lessons drawn on from
Consideration
the implementation of the
previous change initiatives
for phase 1
model need to be properly
regarding planning, transition
transition
and implementation. This is
planning

Student Services Blueprint: Outcome Decisions
November 2015
Page 116 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
assessed, planned for and
especially vital for a complex
carefully implemented P1 & 2
and significant project such as
this and is why we are now, and
will be continuing to, engage
with SMEs (Subject Matter
Experts) to ensure all facets of
the change are identified and
planned for.
5.5
Infrastructure and Property

5.5.1
IT Systems

There is concern whether April

Work is already well progressed
No change
is a realistic timeframe to
on establishing the new business
capture the business
processes, requirement
requirements from all
definition and technology
Stakeholders, and develop,
business cases.
test and implement the
technology (ORM,
KNOWLEDGE MANAGEMENT
SYSTEM, CRM) required to
support the future state
processes and customer
centric experience P1
5.5.2


There is a suggestion to merge

These possibilities will be
No change for
the teams that manage other
reviewed after phase 1.
phase 1.
academic systems (e.g.
Moodle and Research Output
Management System [ROMS])
and other student interfaces
(e.g. Unitec website) to
become part of the IMS team
along with the Library
Resources team P1&2&3
5.5.3


There is a concern that under

Agree with this feedback. This
No change
resourcing in the past for
project is being setup with the
developing technology has led
right priority, resources, funding
to a lot of frustration. This
and capability to provide the
project is an opportunity to
best opportunity for success.
develop and enhance
This is also demonstrated in the
PeopleSoft functionality to
holistic approach of the proposal
address issues with the current
taking into account people,
application process P1
processes and technology.

We have also learned from
previous change projects how
important it is to have this
planned correctly.
5.5.4


There is a suggestion to build

Agree - the audit functionality
No change
in a security measure to track
has already been enabled in
who has viewed student
PeopleSoft.
records in PeopleSoft P1
5.5.5


Feedback strongly suggested

Agree, all hardware and
No change
that all hardware, software
software will be owned by
and licences should be owned
Unitec, or Unitec will have the
by Unitec. This included the
rights to own in the event of a
specialists required to
termination of the contract with
maintain and manage these.
Concentrix.

Student Services Blueprint: Outcome Decisions
November 2015
Page 117 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
5.5.6
Buildings/

Feedback indicates that

The development of the HUB
No change
Space
Infrastructure is in poor
space is not in scope for the
condition and
Blueprint. There have been
underinvestment has
many discussions with the
diminished utility. Suggest a
property team to pass on staff
need to engage staff/students
and student feedback about
who use these spaces/facilities
requirements for space with
to establish clear deficits (e.g.
regards to services.
classroom capacity, air-
conditioning and ventilation,
Wi-Fi, computing and video
facilities) P2
5.5.7


There is a concern that the

Please see responses at 1.2.5,
No change
new Priority Group COE will
2.4.1 and 4.6
combine all the priory groups
together into one space, which
will mean a loss of cultural
identity, service quality and
effectiveness, safety and
privacy. Need to clarify how
they could remain their own
separate entities, while also
sharing space and working
collaboratively P2
5.5.8


There is a suggestion that it is

As articulated in the proposal
No change
important that there are
there is no intention to remove
accessible options for face-to-
face to face options.
face encounters at all three

Concentrix will provide on-site
campuses. Need clarity around
face to face ‘help-desk’ at all
how this will work and
three campuses, and in most
Concentrix’s role P1
cases, for extended hours than
currently offered.
5.5.9


Feedback highlights the

Agree. This is the intention and is  No change
importance of co-locating
the basis of discussions had with
services in a central hub to
the property team.
allow easy access for students
and enable service groups to
develop closer working
relationships, flexibility and
adaptability P1&2
5.5.1


It is proposed that combining

It is not proposed to combine
No change.
0
priority groups together into
priority groups together.
Consideration
one space will mean a loss of

Please see response at 1.2
for future
cultural identity, service quality
(Rationale for Change)
phases.
and effectiveness, safety and
privacy P2
5.5.1


Suggestion that Maia have a

There is interest in exploring
No change.
1
clear presence in any student
these ideas further to develop
Consideration
learning space - conceptualised
the model in detail for Phase
for future
as a Māori academic space that
Two.
phases.
supports indigenous teaching

We will be engaging with key
and learning praxis P2
stakeholders across the
organisation to assist with this.
5.6
Roles

Student Services Blueprint: Outcome Decisions
November 2015
Page 118 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
5.6.1


It is suggested that the GM

There will be an interim role
No change
Benefits Realisation role should
within the Executive Leadership

be in scope for Phase One as it
Team that manages this
is critical in managing the
relationship
Concentrix relationship. Or that
there is an introduction of a
management position to
facilitate the Unitec and
Concentrix relationship. P1
5.6.2


There is concern that long

It is acknowledged in some
No change
standing professional
programmes there are long-

relationships that have been
standing relationships and also
built between the Programme
acknowledge that changes of
Leaders, Curriculum Leaders
staff at any time can have an
and Student Admin team (all
impact. Both the Sector
responsible for the
Alignment and Blueprint Student
department’s student
Services new operating models
admissions process) will
are aimed at enhancing
become less collegial as the
collaboration and collegiality
Student Administrator role is
and building robust processes to
outsourced to Concentrix. P1
ensure minimum impact if there
are staff changes. We could
expect and have service level
agreements in place to monitor
any external partner delivering
these services. Academic
Leaders will remain a key link
with the Customer Services
team.
5.6.3


There is a concern that

Agreed to the importance of
No change
students will be placed in
institutional knowledge, but also
temporary or contract roles,
acknowledge that this is fluid as
over staff who work for longer
staff move in and out of the
periods of time, resulting in a
organisation. The project is
loss of institutional knowledge.
implementing processes and
P1 & P2
technology (such as a
KNOWLEDGE MANAGEMENT
SYSTEM) to help retain and
improve this institutional
knowledge.

We currently employ students in
a variety of roles across Unitec
and we will continue to employ
a range of candidates, some of
whom may be students, to
continue to meet our staffing
needs.
5.6.4


Also a perceived conflict of

It is a ‘non-negotiable’ that
No change
interest around students who
privacy and confidentiality are
work for Concentrix because of
protected for all students and
issues with privacy. P1
staff.

Both Concentrix and Unitec
successfully employ a large
number of students in front line
customer service roles right

Student Services Blueprint: Outcome Decisions
November 2015
Page 119 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
now. Both organisations have
privacy policies and security
processes that are applied to the
recruitment and employment of
all new staff. This would be no
different.
5.6.5


Suggested requirement is that

As part of the implementation of
Capability
whoever is doing the current
Phase 1 Blueprint Student
Development
Programme Administrator
Services, Programme
Workstream
functions will require written
Administrators will be provided
Phase 1
administrative processes to link
with training relevant to new
Ensure link to
function between all areas
admissions processes. Written
EAE project
from the outset. P1
process documentation will be
accessible by all relevant staff
5.6.6


It is suggested to introduce a

This falls outside of the current
No change
Campus Manager at Waitakere
scope of the blueprint project.
to bridge a gap with Albany
We will continue to review roles
campus. P2
and responsibilities during this
(and other) transformation
projects.
5.6.7


It is suggested that there needs

International are in scope for
Change to
to be a role identified in each
phase 3 and until then an
impacted staff
network that has explicit
interim measure will be put in
as current
responsibility for co-ordinating
place.
Student
with the International team. P2

This will include dedicated
Administrator
international student
– International
administration support. This
to be
position will embed and
transferred to
administer the new EAE process
International
for International.
to provide
generalist and
specialist
support until
phase three.
5.6.8


It is proposed to alter the job

Any changes to position names
No change
title GM Student Experience to
will be undertaken as part of the
GM Student Achievement and
development of Phase Two
Experience P2
5.6.9


There is concern that a level of

The services to be provided in
IMS, and
service will be lost in the new
the new customer services team
specialist
model. IMS technicians
will be agreed and defined in the
support
currently provide support to
contract with Concentrix
services it
students and staff helping to
through;
provides, will
set up iPads and laptops,

A services schedule
be considered
install/maintain and update
including a Service
outside of the
specialist software and
operations and
SBP. This will
troubleshoot remotely or
procedures guide
be to ensure
locally (e.g. Disability Liaison
across all support
continued
Centre). Suggestion is to
activities currently
support for
consider who and how this
provided by IMS
specialist
support will be provided P1
helpdesk.
systems.

Improved use of self
service options for
students and staff

Student Services Blueprint: Outcome Decisions
November 2015
Page 120 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase

Better use of
knowledgebase to
resolve common
repeatable requests.

Strong commercial
service levels on
performance and that
capabilities are in line
with Unitec
requirements.
6
Sector
Overall Summary: Numerous

Alignment
submissions express concern that
and
the two proposals are not aligned
Blueprint
and could result in a bifurcated
Interface
student experience. It is
recommended that the two
proposals be integrated and
evaluated as a whole rather than as
two separate proposals, and a
number of opportunities have been
identified to make the links
between the two proposals clearer.
There are concerns about the
relationship between academic and
student service roles (particularly
between Programme
Administration and Student
Administration) and the impact of
the Student Services Blueprint on
academic staff (especially Academic
Leaders). There is a view that
quality advice cannot be provided
under the new Student Services
model as students pose a wide
variety and complexity of enquiries.
It is suggested that the role of
academic staff and their links with
services through various phases of
the student lifecycle could be made
clearer. There is concern about the
disestablishment of FOMs given the
likely negative impact on EFTs of
proposed changes to Student
Services. There are also a number of
concerns about the timing of the
two proposals including impact on
the student experience and the level
of disruption it will cause.
6.1
Alignment

Numerous submissions express

Recognise and acknowledge that
No change
concern that the Sector
there was a lack of alignment in
Consideration
Alignment and Student
some areas across the two
for Phase Two
Services Blueprint proposals
proposals. It is indeed critical
are not aligned and are based
that the student experience is
on different language,
seamless and not bifurcated. As
assumptions and thinking;
part of the development of

Student Services Blueprint: Outcome Decisions
November 2015
Page 121 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
Blueprint is customer-centric
Phase Two of both Sector
while Sector Alignment is
Alignment and Blueprint the
focused on academic
project teams will be working to
organisation and structure. The
ensure closer alignment at the
consequence is a lack of
interfaces between Student and
cohesion as the two proposals
academic services. We will be
reflect and emphasise differing
engaging with key internal
approaches to student success,
stakeholders across the
retention, wellbeing and wider
organisation to assist with this.
outcomes, and potentially

There are three members of the
reinforce different
Steering Group who sit across
organisational cultures. For
both projects for the purpose of
students this could potentially
understanding and aligning each
drive a bifurcated student
of the models.
experience and identity, rather
than the seamless engagement
sought. The design of each and
both must demonstrate
convergence for the student
experience to avoid the need
for them to constantly make
paradigm shifts within the
organisation. More details on
alignment can be found at the
end of the document
6.2
Structure

Concern as to how the

A new enquiry to applications to
No change
relationship between Academic
enrolment process has been
Implications
Leaders and ORMs (proposed
developed (to be implemented
for EAE project
new positions under Student
as part of Blueprint Phase 1 for
Services Blueprint) will work, in
April 2016) and this will
particular that ORMs will have
minimise the requirement for
to rely on ALs to address
referral to Academic Leaders.
enrolment issues outside their
However where there is still
knowledge areas.
requirement for intervention by

Recommendation for Maia as a
Academic Leaders this will be
student support service but
managed through a
with the academic courses
standardised escalation process.
currently sitting with Maia
All relevant staff will be advised
being more appropriately
of this and training will be
situated within the Networks.
provided during

The Pacific Centre, Maia and
implementation.
TPA learning centres all

The place of Maia as a provider
straddle the line between
of student services will be
service functions and academic
considered in Phase Two of the
functions and there is a
Blueprint; we will be engaging
concern that we have failed to
more broadly with Māori staff
recognise the implications of
and students to develop the
this or outline how this works
model together.
in practice.

Acknowledge that the Pacific

Suggestion for the
Centre, Maia and TPA learning
establishment of one
Centres are currently key areas
committee tasked with
of interface between student
collective impact
service and academic functions.
responsibilities across the
As part of the development of
Phase Two Blueprint, we will be

Student Services Blueprint: Outcome Decisions
November 2015
Page 122 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
Networks and Student Services.
considering through
This does not exist currently.
consultation what form these
services take and how to achieve
closer alignment at the
interfaces between student and
academic services. We will be
engaging with key internal
stakeholders across the
organisation to assist with this.

Agree that there is a need for
collective and collaborative
strategic leadership across
Networks and Student Services.
We consider that the
establishment of such a function
will be a key responsibility of the
incoming Deans Innovation and
Development, General
Managers Benefits Realisation
(for both Networks and Student
Services), the Student Services
Guiding Coalition, and the Deans
Teaching & Learning.
6.3
Programme

There is a concern that the

Phase Two of Sector Alignment
No change
Administrati
relationship between
will include a comprehensive
Implications
on Interface
Programme Administration and
review and relook of the
for EAE project
with Student
that of the Blueprint-affected
Programme Administration
Services
areas has not been fully
function across the organisation.
considered and this could have
As part of this process we will be
a detrimental effect on
looking to ensure the interface
students. There are also
with Student Services has been
variations to Programme
fully considered and aligned.
Administration practice across
Extensive mapping of
the institute that would need
relationships and processes is to
to be mapped at a programme-
be completed.
by-programme level.

We acknowledge in some

Concern that long standing
programmes there are long-
professional relationships that
standing relationships and also
have been built between the
acknowledge that changes of
Programme
staff at any time can have an
Leaders/Curriculum Leaders
impact. Both the Sector
and the Student Administration
Alignment and Blueprint Student
team responsible for the
Services new operating models
department’s student
are aimed at enhancing
admissions process will
collaboration and collegiality
become less collegial as the
and building robust processes to
role of the Student
ensure minimum impact if there
Administrator is outsourced to
are staff changes. We could
a separate company.
expect and have service level

Concern that Programme
agreements in place to monitor
Administrators will be required
any external partner delivering
to support students through
these services. Academic
various changes associated
Leaders will remain a key link
with the new Student Services
with the Customer Services
model; concern that
team.

Student Services Blueprint: Outcome Decisions
November 2015
Page 123 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
Programme Administrators are

There is currently no intention
located close to academic staff
to physically co-locate
and students rather than being
Programme Administrators. Any
physically centralised into one
change to the way Programme
location.
Administration is carried out will

Suggestion that Programme
be considered as part of Phase
Administration functions will
Two Sector Alignment.
require Written Administrative

As part of the implementation of
Processes from Student
Phase 1 Blueprint Student
Services to link function
Services, Programme
between all areas from the
Administrators will be provided
outset (given the new suite of
with training relevant to new
processes emerging from
admissions processes. Written
Student Services).
process documentation will be

The connection between the
accessible by all relevant staff
admissions centre and
via a real-time cloud-based
academic departments needs
solution.
to be outlined – this is key to

Agree that the connection
Unitec improving conversion of
between admissions and
enquiry to enrolment.
academic areas needs
clarification.   Currently the
entry criteria for all 137 active
academic programmes are being
considered and rationalised.
This will clarify the points of
interface between Customer
Services and Practice Pathways
in regard to the admissions
process.
6.4
Impact on

Concern that the

Lessons have been learned from
No change
Academic
implementation of the
the 2009 restructure of Student
Staff
proposed new Student Services
Central with regards to ensuring
(Blueprint) model – particularly
the proper technology solutions,
Phase One with the
processes, and training are in
outsourcing of customer
place to ensure a smooth
services to Concentrix - will
transition.  Having clear
likely have a significant impact
transition arrangements and a
on the work of academics and
robust implementation plan in
especially the Academic
place will minimise any negative
Leaders, as it did around 2009
impact.
when the Student Central

We acknowledge that we have
model was introduced.
had a number of submissions

Question the potential impact
around the concept of the
of the establishment of a
Priority Groups Centre of
Priority Groups Centre of
Excellence including the
Excellence (as part of Student
potential inclusion of the Dean
Services Blueprint) on the Dean
T&L MM within scope. These
T&L MM as the Dean’s role
suggestions will be considered
should be seen as the
as part of the development of
embedding of MM for ALL staff
Phase Two Blueprint Student
and students (not just Priority
Services. We will be consulting
Groups).
with key internal stakeholders
across the organisation to assist
with this.

Student Services Blueprint: Outcome Decisions
November 2015
Page 124 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
6.5
Language

Concern regarding the future

At this stage the Language
No change.
Learning
of the Language Learning
Learning Centre is proposed to

Centre
Centre which doesn’t appear to
be part of the Bridgepoint
Phase Two
be addressed by either
Network. The role in future of
Consideration:
proposal (either in relation to
the Language Learning Centre
Role of the
the Bridgepoint Network or the
will be considered in Phase Two
Language
Hub and Student Services
Sector Alignment and will also
Learning
development), beyond a
be influenced by the outcome of
Centre
reference to the review of LLC
the Student Services Blueprint
Administrators roles in Phase
proposal for change.
Two. (Note – this was out of
scope for SBP).
6.6
Student

Concern that there is no

The implementation of Phase 1
No change
Experience
mention in the Network
Blueprint Student Services will
structure of providing
introduce a number of self-
academic support and
service technology solutions to
guidance for students in
enable students to make more
choosing a programme and
informed and simplified
courses; the view is that quality
decisions about programme
advice cannot “be scripted into
pathways. This will be
a call/service centre
supplemented by Customer
environment” (i.e. cannot be
Services generalists and
dealt with under the new
specialists who can provide face-
Student Services model) as
to-face guidance to deal with a
students and potential
wide range and complexity of
students pose a wide variety
enquiries, and escalation to
and complexity of enquiries.
Academic Leaders as required.
We will not be engaging with an
external provider in a call centre
model, our requirements for
Student Services go beyond that
and any agreement with a
provider will reflect the nature
of our business and
requirements.
6.7
Disestablishe

Concern about the

Determining strategies to
No change
d Roles
disestablishment of FOMs
increase/maintain EFTs will be
given the likely negative impact
the responsibility of the GMs
on EFTs of proposed changes
Benefits Realisation with the
to Student Services (Blueprint)
support of Resource
as FOMs play a key role in
Coordinators.
“determining strategies to
increase/maintain EFTs).
6.8
Timing

Concern about the timing of

Our main focus during this
No change
Phase Two of Sector Alignment
period of change will be
Implications
coinciding with Blueprint Phase
ensuring students are not
for EAE project
Two changes; in particular:
impacted negatively as we work
Establishment
o
Given that Programme
through implementation.
of task force
Administrators are key to

We have established an
supporting students,
Implementation Project Team
suggestion that enough
who will plan transition
lead time should be
arrangements. These will be
allowed for each of these
planned to minimise impact on
changes as both deal
enrolments and teaching and
directly with student
learning.

Student Services Blueprint: Outcome Decisions
November 2015
Page 125 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
well-being and student

We intend to establish a task
learning.
force who will be
o
Suggestion that HoPPs
troubleshooting and identifying
and ALs be given time to
any teething problems to
immerse in their new
minimize student issues arising.
functions and get familiar
That being said though, we will
with the students’ and
all need to work together to
programmes’ needs and
minimize issues for our students.
issues before the re-look

Timing for the relook of
on programme
Programme Administration (as
administration and Phase
part of Phase Two Sector
Two of the Blueprint for
Alignment) has not yet been
Student Services are
confirmed, but cognizance will
implemented.
be taken of interdependencies

Disestablishment of
with the implementation of
Programme and Curriculum
Phase 1.
Leader roles by June 2016 will
exacerbate student
dissatisfaction and confusion as
it coincides with changes to
Student Support Services and
will impact on the provision of
advice on programmes and
courses.

With the proposed Sector
Alignment and Blueprint being
implemented at the same time,
the workforce within Unitec
that deals directly with
programmes and students have
been diminished substantially.
It leaves only the current
programme administrator roles
who can ensure continuity of
existing processes within
programme.

General concern about the
level of disruption to the
organisation across multiple
fronts with the implementation
of both proposals occurring at
the same time.
6.9
Opportunitie

Recommendation that the two

Responses have been provided
N/A
s for
proposals be integrated and
below.
Alignment
evaluated as a whole rather
Between the
than as two separate
Two
proposals. A number of
Documents
opportunities have also been
identified to make links
between the two proposals
clearer
6.9.1
Leadership

Benefits Realisation notes

Recognise that there are
No change
and
connection and networking
multiple opportunities for the
Operation
across teaching and learning
GMs Benefits Realisation to
and student services via cross
work collaboratively across the

Student Services Blueprint: Outcome Decisions
November 2015
Page 126 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
organisational functions.
organisation. This is an
Opportunities for the GM
expectation of those positions
Benefits Realisation in both
and is reflected in their position
SBP and SAP work together in a
descriptions. The GM BRs from
converged manner.
both Sector Alignment and

More detail is required around
Blueprint will work as a network
how the Guiding Coalition
along with the GM IMS, GM
works with the leadership
People & Culture, GM Decision
structure of Sector Alignment.
Support, GM Procurement and
This should include alignment
Director Facilities Management.
of the student experience

Agree that there is a need for
through consistent
collective and collaborative
organisational KPIs across both.
strategic leadership across

The centralised oversight of
Networks and Student Services.
Student Services processes,
We consider that the
data, and outcomes needs to
establishment of such a function
be aligned/linked with the KPIs
will be a key responsibility of
in the Sector Alignment
both the incoming General
document.
Managers Benefits Realisation

In Sector Alignment there is a
(for both Networks and Student
focus on enterprise-wide
Services) and the Student
engagement, co-creation and
Services Guiding Coalition,
innovation, with teams working
working with the Sector
as communities of practice -
Alignment leadership team.
the seamlessness needs to be

We consider the KPIs to be
inclusive of services.
congruent across both models

Links to Sector Alignment
although they may currently be
positions/functions are not
presented in different formats
evident in the position
and language; we will be
descriptions for key Student
working to ensure these are
Services positions (e.g.
aligned through the
Admissions Advisors and Team
development of Phase Two
Leaders). It would be logical to
Blueprint Student Services.
assume that a key relationship

The intention is that
in these positions would be
Communities of Practice will
with Pathways and Practices
span all functions of the
Groups and Networks but
organization as required.
these are not included

The links to Sector Alignment

Attributes in position
will be made clear through key
descriptions and for selection
relationships in the position
criteria should be aligned.
descriptions for key Student
Services roles.

The foundational capabilities
referenced in the Sector
Alignment Proposal for Change
apply across all Unitec positions
and are the attributes that we
expect all Unitec staff to
demonstrate. These capabilities
form part of the selection
criteria for the recruitment of
new positions, along with
specific job requirements. These
will inform the recruitment and
selection process for the

Student Services Blueprint: Outcome Decisions
November 2015
Page 127 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
recruitment of new Customer
Services positions.
6.9.2
Background

The background to the Sector

Contextual information in the
No change.
and
Alignment proposal is more
outcome documents will be

Approach
explicit about the broader
aligned.
Notes for
contextual drivers of change

We believe there is a clear
Change Team:
and could be used to pull both
shared purpose reflected in both
Ensure
proposals together more
documents which is to enable
alignment and
effectively.
better futures for students,
consistency

There needs to be a clarity
communities, public and private
across
around shared purpose – the
enterprise. The ultimate goal of
outcome
opportunity to take a “whole-
both projects is to achieve this.
documents as
of –institution” approach is

Regarding differences in
far as possible.
key. However the language of
diagrammatic representations, it
each proposal separates them
should be noted that the
significantly.
proposal was for consultation on

Significant differences in the
Phase 1 of Blueprint Student
diagrammatic representations
Services only. The model for
of the two proposals. Where
Phase Two Blueprint has not yet
Sector Alignment
been developed to the level of
demonstrates links, flow,
detail to enable alignment of
movement and a degree of
diagrammatic representation
flexibility as well as ambiguity;
across the two proposals. We
the SSB seems very hierarchical
would expect this to evolve
and siloed.
through significant input from
staff during the development of
Phase Two.
6.9.3
Specific

The role of academic staff and

Links between academic staff
New section to
Service
their links with services
and services will be clarified and
be added to
Areas and
through various phases of the
articulated during the
both outcome
their links
student lifecycle could be
development of Phase Two
documents
with
made clearer:
Blueprint Student Services. We
highlighting
Academic
o
Career communities
will be engaging with key
key points of
Functions
indicate a greater
stakeholders across the
interface

alliance with teaching
organisation to assist with this.
between
and learning, within the

A new section has been added
academic and
Achievement Team.
to both outcome documents to
student
Stronger links to
highlight the key points of
services.
Careers Services.
interface.

o
The connection

With regard to KPIs, we will be
Note for
between ORMs and the
working to ensure these are
Change Team:
Help Desk (Student
aligned through the
Confirm that
Services) and Networks
development of Phase Two
all PDs reflect
and Pathways and
Blueprint Student Services.
networked
Practice Groups needs

We have received a lot of
collaborative
to be seamless for
feedback regarding the visibility
working.
students.
of Māori in both proposals. We
o
Opportunity for
acknowledge all the
stronger linkages of
contributions and will engage
Curriculum and
with Māori staff and students to
Research KPIs across
co-create a solution.
both proposals.

We acknowledge that current
o
Academics role in
Service Level Agreements
supporting student
between Student Services and
transition into the
academic areas will need to be

Student Services Blueprint: Outcome Decisions
November 2015
Page 128 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
organisation (e.g. social
reviewed as part of the
orientation)
development of Phase Two
o
The connection
Blueprint Student Services to
between student
capture those referrals.
academic induction and

We recognise that in many cases
its significance for
processes are not currently
academic success that
embedded across the
goes beyond
organisation, therefore there
engagement and
has been a strong reliance on
choosing Unitec.
personal networks and
o
The role of teaching
relationships. Part of the aim of
staff in student
Blueprint Student Services and
retention in relation to
Sector Alignment is to embed
the students’ learning
new collaborative ways of
experiences
working across the organisation,
o
The role of Matauranga
supported by robust systems
Māori in connecting
and processes, to mitigate any
services and pathways
potential for reverting to silo'ed
(could be a key role for
behaviour. This will include
PGCoE here).
shared responsibility for KPIs
o
Academic aspects of
and an expectation, detailed in
student extension
position descriptions, that staff
(engagement with
will work in a collaborative and
alumni etc.)
networked way.

Both professional (student) and

There are multiple perspectives
academic services need to be
and philosophies regarding
viewed as resource pools to
students which we
work in co-creative
acknowledge, and we
partnerships with staff, as
acknowledge that a shared
outlined in Academic
understanding and positioning is
Development support in Sector
important across all proposals
Alignment Proposal.
and operating models.

Need for stronger and more
explicit accountabilities for the
viability and credibility of
academic portfolios and
related products and services
in both proposals

Links re referrals of students to
services and also from services
to departments through Heads
of Departments and
Programme Leaders are
currently key for student
services – but there is no
acknowledgement of this key
relationship or the pastoral
dimension in the new roles of
Heads of Practice Pathways or
of any others at this point.

No mechanism across both
proposals to ensure that the
current reliance on personal
networks and relationships is
going to be addressed; this

Student Services Blueprint: Outcome Decisions
November 2015
Page 129 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
reinforces the risk of two
“megasilos”. Key areas of
concern are:
o
Sector Alignment &
Customer Services
o
Bridgepoint/Te Miro &
Student Services
o
Sector Alignment PDs &
connection with
Student Services

Sector alignment proposal
gives little recognition to the
importance of relationships
with students and refers to
them in multiple ways (e.g.
students, learners, customers
etc. but not as stakeholders).
Blueprint feedback suggests
students are more than
customers but also developing
professionals, clients, co-
producers and constituents.
There is a need to examine our
understanding further of the
role and position of students.

Suggestion that the OSA Model
(Student Services Blueprint)
could be used as a way to
envisage connections and
convergence to strengthen
both proposals and to
demonstrate collective impact
(Note: Draft diagrammatic
representation provided of the
OSA Model linking Blueprint,
Sector Alignment & Unitec
Student Identity).
6.9.4

It is proposed that the link and

Agree. Currently the entry
No change.
alignment between the
criteria for all 137 active
Implications
Admissions and Practice
academic programmes are being
for EAE project
pathways needs to be made
simplified. This will clarify the

clear including processes, roles
points of interface between
and responsibilities, e.g. all-
Customer Services and Practice
important interface between
Pathways in regard to the
initial enquiries and the sorts of
admissions process.
detailed queries about course
advice and cross credits that
academic staff need to respond
to P1
6.9.5

It is suggested that all

Noted. We will be working to
No change.
members/participants within
ensure KPIs are aligned through
Consideration
Guiding Coalition have specific
the development of Phase Two
for future
KPIs linked to Academic Sectors
Blueprint Student Services.
phases (KPIs)
(Pathways) P2

Student Services Blueprint: Outcome Decisions
November 2015
Page 130 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
6.9.6

It is suggested that the End-to-

Agree. We will be working to
No change.
end view of Student Lifecycle
ensure there is greater
Consideration
requires alignment to SAP
alignment between Sector
for future
(Student Engagement –
Alignment and Blueprint across a  phases
Practice Pathways/Network)
number of areas during the
P1&2
development of Phase Two.
6.9.7

It is suggested that the

Agree. The OSA model has
No change.
academic teams need to be
articulated an aim of working
Consideration
engaged and properly involved
collaboratively and collectively.
for future
in the development of the
How this looks and feels on the
phases
student induction, academic
ground is still to be worked out
retention (e.g. Early
in detail and this is something
Experiences working party) P2
can be explored further during
the development of Phase Two.
We will be engaging with key
stakeholders to assist with this.
6.9.8

It is suggested that the model

Potentially impacted staff at
No change.
should elaborate on roles that
phase 1 have been advised of
may be affected (Programme
the potential impact to their
Advisors) some of who may be
role.
specialists P1

Decisions around this will be
presented in the outcome
document.
6.9.9

It is proposed that the ORM

We agree that timetabling
No change.
(and related systems) must be
should be tied to the function of
Consideration
closely tied to the Academic
the ORM.
for future
systems (such as timetabling)

There is scope to further
phases
to be able to communicate
develop this functionality as we
(timetabling)
effectively between all parties
plan and develop Phase Two.
(Student – Academic) P1

We will be engaging with key
stakeholders to assist with this.
6.9.1

It is proposed that the impact

Noted. For Phase Two this
No change.
0
on the administrative workload
analysis will be undertaken.
Consideration
(for both professional and
for future
academic staff) requires
phases
detailed analysis prior to
implementing the Blueprint
P1&2
6.9.1
Benefits

It is proposed that there is

Noted. We will be working to
No change.
1
Realisation
centralised oversight (SSB),
ensure KPIs are more obviously
Consideration

which needs to be properly
aligned through the
for future
aligned to SAP KPI’s P1&2
development of Phase Two
phases (KPIs)
Blueprint Student Services.
6.10
Priority

It is suggested that the success

The concept of Priority Groups
New section to
Groups CoE
for priority group learners
CoE providing guidance on
be added to
could be strengthened within
pedagogy is an opportunity that
both outcome
academic structures by the
we can explore further in the
documents
Priority Groups CoE providing
development of Phase Two
highlighting
guidance on pedagogy (rather
Blueprint Student Services. We
key points of
than service delivery only).
will be engaging with key
interface

It is suggested that the
internal stakeholders across the
between
Strategic Leadership of Priority
organisation to assist with this.
academic and
Group Outcomes (particularly

A new section has been added
student
to both outcome documents to
services.

Student Services Blueprint: Outcome Decisions
November 2015
Page 131 of 132

No
Theme
Summary
Response
Changes to
Proposal/
Consideration
s for Future
Phase
for Māori) needs to be linked
highlight the key points of
to Sector Alignment
interface.

There is concern that it is
unclear where the Priority
Group Centre of Excellence
aligns or converges with the
Sector Alignment Proposal.

Student Services Blueprint: Outcome Decisions
November 2015
Page 132 of 132