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In Fixes that Fail archetype, the solution provided for a problem causes side affects/consequences in the long term. Therefore, there will be more "fixes" for the initial problem

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The academic advisors are interested in speaking with the Bursar's, School of Business departments, and inviting the Transfer Resource Center in order to start a conversation in co-creating a new graduation clearance process. This will allow each professional staff member to let go of the past and create a positive shift for this process and beyond.

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1. Training- focusing on building trust and accountability within personnel. A lot of the issues that arise are because the Registrar does not trust in the academic advisor's knowledge of the major program requirements. Secondly, when the Registrar's office or School of Business departments do not complete their work or there's a mistake, those departments blame the academic advisors without proper investigation.

2. Streamline processes - each department should know what are the current practices that are in place in order to improve communication and timely graduation clearance.

3. Co-create a new graduation clearance process- the offices should met in order to create a new process for graduation clearance. With each department utilizing a "presencing" approach to the creating of the new process.

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The 4 academic advisors and I scheduled two meetings which lasted 1 hour and 30 minutes each in my office.

The academic advisors were very receptive to participating in the discussion and learning about Theory U.

Through the course of the conversation, I was able to listen to their frustrations in regards to the graduation clearance process. During our conversations, advisors were perceived to be candid, angry, frustrated, discouraged.

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The university was experiencing a delay in graduation clearance for the School of Business students.  Therefore, the Registrar’s office proposed to shift the responsibility of clearing students for graduation from the chairs of each department to the academic advisors.  The Dean of School of Business agreed, and now academic advisors approve students for graduation.  The problem is that the Registrar continues to question graduation clearance approvals by the academic advisors at an alarming rate.  The Registrar’s office emails advisors daily regarding waivers, transfer credits, substitutions and graduation requirements.  This is causing stress between department personnel and therefore there is still a delay in clearing students for graduation.

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The system type that I will be investigating is the academic advisement department within a higher education institution. The department is composed of 12 academic advisors but I will be focusing in 4 academic advisors.

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Due to the "failed fix" there were several consequences that the group discovered:

1. A longest delay in graduation clearance.

2. Frustration from students awaiting a response.

3. Frustration in academic advisors.

4. Tensions between departmental personnel: Registrar's office, Academic Advisors and School of Business departments.

5. There is zero to low accountability from other departments regarding the administrative processes in each department.

6. Since the Registrar's office questions graduation clearance procedures, academic advisors must review a student's clearance multiple times. Therefore, academic advisors spend several hours in graduation clearance administrative work than it was originally allocated.

7. Academic Advisors have less time to meet with students face to face due to the rise in administrative work.

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These are 4 academic advisors for the School of Business.  Their academic advisement experience varies from 2 years to 7 years.  Each of the advisors have about 300 students in their caseload.  They all provide academic advisement to students in Management, Marketing, Accounting, Finance, Global business and Economics.

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During our meetings, there was a moment in which the academic advisors needed to move with the U. The first 20 minutes of the meeting was breaking the "downloading" barrier. Although, the advisors were frustrated with the problem, they were not ready to speak their mind freely in fear of raising conflict.   Once those barriers started to break, academic advisors opened their mind to reflecting on the situation. They started to analyze the situation as a whole, thinking of the students who are affected by the problems and to be empathic to the other departments involved in this process. As they moved through sensing, academic advisors were ready to let go of their anger and frustration and wanted to connect with the other offices in order to co-create a better process.