How a Global Healthcare Company Assessed 4 Internal Processes with a TIPA Class 3 Method

Karen Laurberg Lauritsen Process Architect at Novo Nordisk A/S

The TIPA team sat down with Karen Laurberg Lauritsen, Process Architect at Novo Nordisk A/S to understand how she uses TIPA. In her interview, she shares her experience on how the TIPA Class 3 method fit the purpose of an internal assessment providing the expected results with a lighter approach and less resources involved.

novo-nordiskWhat was Novo Nordisk’s challenge before adopting TIPA?

Karen Laurberg Lauritsen: The market is currently very challenging in Europe for any pharmaceutical company. The focus is highly on cost management. The challenge for IT is to manage the Line of Business with high uptime and at the lowest costs. TIPA enabled us to identify the key weaknesses and address improvement opportunities.

How did TIPA help a global healthcare company like Novo Nordisk?

Karen Laurberg Lauritsen: TIPA did a good job in helping a global healthcare company like Novo Nordisk. It helped us enormously in our efforts to globalize and standardize IT service management processes. We have a federated IT organisation with regional budgets so we needed a solution to help us align and standardize processes. TIPA was very useful in that perspective. It provided a common denominator for benchmarking across our global IT organisations using Class 1.

How would you define TIPA?  Would you say that the Maturity Assessment is the objective or the tool/method to obtain other objectives?

Karen Laurberg Lauritsen: This question is quite suggestive. Let me try to answer this. During the TIPA training  we learned how it is important to set the expectations together with the sponsor regarding the level of maturity to be targeted. . However, in reality, it can be quite difficult to get. The type of expectations I received was somewhat different from what the TIPA method is asking, such as “Customer Satisfaction” and “Cost Efficiency”.   I think this will always be the case especially in a management group/sponsor with limited time and resources. They do / will not have the capacity to understand the details of the TIPA framework and be able to provide a maturity target to be reached. My task was to fix the challenge with no budget using whatever meaningful method or approach. In that context the TIPA Class 3 turned out to be a perfect solution  providing a quick  overview of the current state of process maturity.

As you mentioned, to better support assessment activities, TIPA now defines “Classes of Assessment” to enable organizations to size up and determine the effort they are willing to put into an assessment. The three classes of assessment range from Class 3 (light, flexible, quick overview) to Class 1 (highly rigorous), with a special focus on the light assessment method. Could you explain the differences you see between a Class 1 versus a Class 3?

Karen Laurberg Lauritsen: Without a partner or a budget to hire an external consultant, it makes it difficult and almost impossible  for me to use a Class 1 assessment. I wouldn’t comply with the ethical standards of the TIPA framework.

So I was extremely happy and excited with the release of the  Class 3 assessment method. The timing was perfect. In order to practise my TIPA skills and since I already had the results I needed, I started to assess the Incident Management process with a Class 1 approach. Then I used the TIPA Class 3 approach to assess Service Request, Problem and Change Management processes. It resulted in extensive time savings (after I had familiarized myself fully with the questionnaires). The Class 3 assessment method was a perfect solution to my needs – for a quick analysis of internal processes.

It fully provided the expected results with a lighter approach and less resources involved. It served its purpose.

Could you tell us how many interviews you conducted?

Karen Laurberg Lauritsen: The number of interviews to be conducted was decided at the management level. The objective was to talk to various groups within the organization, across several cultures and IT teams, as well as end-users. Only eight interviews were necessary to assess four processes (two per process).  Instead, I conducted 27 interviews – probably because of my lack of experience as a TIPA assessor. Although it was time consuming and information overloading, I gained a lot of experience, goodwill and trust within IT organization and among end users.

How did you find using the simplified templates and tools provided in the TIPA Class 3 Toolbox ?

Karen Laurberg Lauritsen: The questionnaires and tools were really good and useful for collecting the assessment results – with comprehensive calculations and easy-to-understand guidance. It made this part of the assessment pretty straightforward.  However, the format of the presentations templates was a bit challenging since I had to update them in 16:9, the format we use in my organization. I also found the presentation template a bit too “rigid” although the “simplified” class 3 version fit the purpose – as explained in the first answer.

How did you experience the TIPA Class 3 Assessment approach and methodology?

Karen Laurberg Lauritsen: When I did the TIPA training, the Class 3 wasn’t released yet. So I was happy to get a web introduction and overview of the new classes from the Luxembourg Institute of Science and Technology (LIST) team. The new classes of assessment guide was very well done and comprehensive with checklists to ensure you were on the right track. Moreover, I found it highly relevant and useful from an organizational change management perspective, including the light analysis of strengths and weaknesses presented in a positive mindset. The process of identifying and getting quickly to an overview of the light improvement opportunities was made easy with the template. It helped speed up my working process.

What outcomes can you highlight of your Class 3 assessment?

Karen Laurberg Lauritsen: The TIPA Class 3 “light” assessment method resulted in a list of several improvement suggestions. The IT management group in Europe agreed to move on with an improvement project with a scope focused first on the critical and basic improvements needed. The improvements are currently being implemented with great success, with respect to changing the mindset amongst IT supporters as well as management – which I highly acknowledge as an achievement facilitated by use of the TIPA methodology. In conclusion I would even go as far as stating that the TIPA Class 3 justifies the investment as it enables, at the least, at identifying really basic and obvious improvement needs e.g. needed for achieving Level 1.
I can highly recommend using any of the TIPA classes of maturity assessment methods.