FLEX YU: Transitioning from Waterfall PM to Agile PM

Written by

Adnan ul Haque

ahaque@yorkvilleu.ca

Yorkville University

$2000$ Steeles Avenue West, Concord, ON$,$ Canada

$$ Yorkville University, $2024$

Company Overview

Established in $2003,$ Yorkville University $($YU$)-$ a private for$-$profit university started and within a year, the university has successfully grown to three campus locations, namely, Ontario, British Columbia, and New Brunswick, Canada$1.$ The simplest idea behind the commencement of Yorkville University has been offering flexible mode of education that enables the students to focus on career$-$oriented programs$2.$ These programs are offered on$-$campus, online on$-$line as well as combination of both for pursuing long$-$term career path. Thousands of graduates have conferred the degree and gone to thrive to success in their careers$3.$ Yorkville University$$s programs are designed to equip graduates with the professional knowledge, skills, and designations that employers value$4.$

The mission of Yorkville University is to build a national university that provides practitioner$-$oriented programs, leading to professional careers that are personally rewarding and contribute to the betterment of society.

The core values of YU have evolved to larger extent. This is due to the change in the operations, methodology, and leadership at top. The current core values of YU include $($i$)$ fuel potential for learning, $($ii$)$ own our impact, $($iii$)$ build inclusive community, and $($iv$)$ embrace a purposeful curiosity.

Core Values of Yorkville University $($YU$)$

Waterfall methodology and challenges

The Waterfall methodology stands out as one of the most popular and traditional approaches in project management $($Institute Project Management, $2022).$ It is recognized for its longevity and has been widely employed, particularly in projects where requirements are well$-$established and anticipated to remain unchanged. At YU$,$ his methodology followed typical linear sequential design process, initially originating in software development practices. Its roots trace back to the manufacturing and construction industries, offering a structured framework in physically constrained environments that pose challenges for alterations once the work has commenced. However, YU has been involved in the provision of services $($i$.$e$.,$ education and certifications$).$ Therefore, the methodology was too structured and rigid in long$-$term implications. YU was looking for flexibility through design and waterfall methodology was not allowing the flexibility. During the early stages of software development, the Agile methodology and iterative life cycles were not yet conceptualized or embraced. The Waterfall methodology, with its sequential and fixed nature, reflected the prevailing mindset at the time, emphasizing a comprehensive understanding of requirements before initiating project work. This was creating a challenge for the top leadership in bringing change. Moreover, the post$-$COVID era, the education industry experienced a drastic change. The existing waterfall model was not serving YU operations in an effective manner.

The Waterfall model operated as a linear sequential design process, requiring the completion of one phase before progressing to the next. This approach was characterized by a high level of structure and regimentation, limiting flexibility in project execution. Furthermore, YU in all project phases required finalization before commencement of testing, causing excessive use of resources. Consequently, any late modifications or additions required a complete revisit to earlier stages and reworking all preceding phases, potentially incurring significant costs. Unlike some software development models, the Waterfall project management approach at YU did not prioritize key stakeholders feedback during the product development process. Instead, it was concentrating on fulfilling predetermined requirements established early in the project lifecycle. The drawback was that the requirements evolved especially due to the change in the practices in the education industry, especially as users engage and impacted by the service. YU was facing a serious challenge of testing deferred until the final stage of development, referred to as system testing. This delay poses a challenge, as issues identified at this stage entailed significant rework, leading to potential financial losses due to the substantial allocation of resources in prior stages. Since, YU has multiple projects operating at the same time at YU$,$ BID, and TFS$,$ requiring the ability to make revisions and reflect on progress is crucial. However, the Waterfall model's rigid structure limited this flexibility, as revisions are deferred until the completion of each phase. This lack of adaptability became apparent, especially when YU projects needed to pivot in a different direction than initially planned before the conclusion of ea