In analyzing an education organization's Business Architecture, I've discovered that the blueprint are layers of programs and services linked, and sometimes less known to the general public, depending on the group of individuals it is focused on. For example, both transportation and food services are offered to schools; however, additional requests are available through further applications for families needing specialized assistance. Human resources provide contracted staff and businesses their own direct online login via web portals to give them access to information that is unavailable to the public. Classroom initiatives and extracurricular school clubs further expands the district's plans and perspectives.
The involvement of the community, the students, volunteers, sponsors, etc., and including assistance from other organizations such as the federal government and their annual budget to education, are all external inputs. The organization depends on these supports, as much as those offered internally through policies and procedures directed by each school, to help make some of these programs exist. Understanding the mission statements of each of these areas and how it coordinates with the overall vision of the district is another factor in planning. Then, coordinating those involved, and how or where they're stationed, and what their resources are, creates limitations and the need for collaboration. Thus, through Business Architecture the systems need to be linked together to deflect redundancies, ineffective use of budgets, and of course, lack of progress in learning and teaching.
Therefore, the existence of any of these programs and services, really depend on fluid conversations and stakeholder involvement. Understanding the current state of the organization can give reality to future goals and visions. Business Architecture aides in planning ahead and incorporating what already exists; and answers what is already working, what is being requested and available, what new ideas could be spurred to improve progress in the school communities and in society as a whole. To develop a Business Architecture is to be able to identify all the components of the district that have been established at the current state and who or what are involved or required in ensuring its stability.
References:
"A Guide to the Business Architecture Body of Knowledge: Version 3.5." (2013). Business Architecture Guild: BIZBOK Guide. Retrieved from http://www2.mitre.org/public/eabok/pdf/BIZBOK-V3.5-Part1-Introduction.pdf
“California Enterprise Architecture Framework: Version 2.0.” (2013, August1). California Department of Technology. Retrieved from http://www.cio.ca.gov/Publications/pubs/Appendix_A.pdf
“Education Enterprise Architecture Guidebook.” (2014, March). Reform Support Network. Retrieved from http://www2.ed.gov/about/inits/ed/implementation-support-unit/tech-assist/education-architecture-guidebook.pdf
The involvement of the community, the students, volunteers, sponsors, etc., and including assistance from other organizations such as the federal government and their annual budget to education, are all external inputs. The organization depends on these supports, as much as those offered internally through policies and procedures directed by each school, to help make some of these programs exist. Understanding the mission statements of each of these areas and how it coordinates with the overall vision of the district is another factor in planning. Then, coordinating those involved, and how or where they're stationed, and what their resources are, creates limitations and the need for collaboration. Thus, through Business Architecture the systems need to be linked together to deflect redundancies, ineffective use of budgets, and of course, lack of progress in learning and teaching.
Therefore, the existence of any of these programs and services, really depend on fluid conversations and stakeholder involvement. Understanding the current state of the organization can give reality to future goals and visions. Business Architecture aides in planning ahead and incorporating what already exists; and answers what is already working, what is being requested and available, what new ideas could be spurred to improve progress in the school communities and in society as a whole. To develop a Business Architecture is to be able to identify all the components of the district that have been established at the current state and who or what are involved or required in ensuring its stability.
References:
"A Guide to the Business Architecture Body of Knowledge: Version 3.5." (2013). Business Architecture Guild: BIZBOK Guide. Retrieved from http://www2.mitre.org/public/eabok/pdf/BIZBOK-V3.5-Part1-Introduction.pdf
“California Enterprise Architecture Framework: Version 2.0.” (2013, August1). California Department of Technology. Retrieved from http://www.cio.ca.gov/Publications/pubs/Appendix_A.pdf
“Education Enterprise Architecture Guidebook.” (2014, March). Reform Support Network. Retrieved from http://www2.ed.gov/about/inits/ed/implementation-support-unit/tech-assist/education-architecture-guidebook.pdf