Annual Financial Reporting Online

Description:  In an effort to increase the transparency and accessibility of our financial reports, the 2013 Annual Financial Report has been produced as an HTML website.

  • How does this benefit the University?  Benefits to the interactive HTML format include:
       Improved search capability and accessibility
        A more mobile and tablet-friendly design
        Elimination of printing costs ($5,000 annually)
        Addition of color graphs
        Easier access to related notes and other information

Implementation status:  This was first launched in February of 2014. 

Submitted by Travis Chillemi, Communications Principal Professional, Office of University Controller, System Administration

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Using Scriptbuilder for Course Development

Description: Scriptbuilder is an MS-Word template I created shortly after joining the Employee Learning and Development (ELD) team. Using MS-Word “quick parts,” styles, and other MS-Word features, I created the tool to improve the production and consistency of our course development scripts used by ELD instructional designers (ID), HTML developers (HD) and our client subject matter experts (SME). With this tool IDs can quickly design a course script that closely matches the HTML screens of a finished online course. SME’s and other stake holders can gain a better understanding of what the finished course will look like once it’s uploaded to SkillSoft. HTML developers, using our associated course shell, can easily develop the web pages by applying complementary library objects and CSS within the shell.

 How does this benefit the University? From an ELD perspective it has increased productivity in our course design and development procedures and improved the quality and consistency of the CU custom courses university employees must take on the universities learning management system, SkillSoft.

From an HTML developer’s standpoint, it provides a fairly accurate template for creating the course web pages.

From a SMEs (or other stake holders) perspective, it provides a pretty good view of what each page of the final course will look like when completed and uploaded to SkillSoft. Using the “track changes” feature of MS-Word, it also provides for excellent collaboration, feedback and communication during the design process. 

Implementation status:  As mentioned above, each course script created using the Scriptbuilder tool has been used to collaborate with SMEs and other stake holders during the design process, for about 3.5 years now.

In the past, ELD course development (the HTML part) was outsourced to CITT, a custom web development team at UCD. Now, in part due to the results created from Scriptbuilder, ELD is able to develop in-house.

Scriptbuilder and our course shell have been shared with OUC, Office of University Controller who design and develop their own set of courses. OUC has been using Scriptbuilder for about 2 years now.

Submitted by David Sprouse, Sr. Technical Developer / Instructional Designer, Employee Learning and Development, System Administration

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Streamlining Cash Transfer and Chartfield Request Processes

Description:  At UCCS the cash transfer JEs and new ChartField requests are a centralized process. After fiscal year-end close, I was responsible for disposing outdated records which included backup documents for the cash transfers and ChartField requests. While making several trips to the recycle bin to dispose of these documents, I saw resources being wasted and thought there should be a better way. I had already requested that campus personnel send their requests for cash transfers and new ChartField setups by email. Unfortunately, there are as many different ways to ask for cash transfers as there are people. Deciphering exactly what each request was trying to accomplish (e.g., SpeedTypes involved, amounts transferred, and business purpose for each request) took quite a bit of time and back-and-forth communications. To bring uniformity to the cash transfer requests, I created a Multi Cash Transfer template.

Transfer requests were documented by printing the transfer template, any backup documentation, the email request (if it contained supplemental information about the transfer), and the completed two line journal entry (JE). Then I learned how to do the cash transfers by an upload process, allowing more than one journal entry at a time. With this groundwork laid, I was able to move cash transfers to a fully electronic process. I take a screen shot of the transfer template, the backup report and the journal entries, and paste them into the email request. This allows me to forward the information to my approver, with all the paperwork included in one document. Once the JE is approved and I receive the notification, I save the approval email with the JE number in a folder on the network drive.

I used a similar process to record and store Chartfield requests. Upon receipt, I enter each request in a ChartField log which assigns a unique number. I add the coding needed on the form and save the completed form in a folder on the network drive with the log number and the ChartField description. Next, I send an email to my approver and note in the subject line, the log number and the description of the ST. If there is any additional backup for the request, I attach it to the email and ask the approver to forward the approval back to me. Upon receipt of the approval I save the email in a designated folder on the network drive. When creating the program I include the log number for easy reference in the long description field of the Program CU Attributes tab.

How does this impact the University? Moving both the cash transfer requests and new ChartField requests to an electronic process saves not only money but also man hours, resources, and storage space. By not printing all backup documents we save paper, energy, time, filing, and storage of the documents for three years plus current. Additionally, we no longer have paperwork to dispose after the retention period. The estimated cost saving for UCCS in one year for both the cash transfer requests and ChartField requests is as follows:

Binders (for storing documents) $  50.04
Paper $  23.21
Time 6.25 hours at $20/hour $250.00
Printing black and white $  26.00
Total savings for one year $349.25

If the forms are printed in color the cost would increase by $206.85.

I did not consider the amounts for storage and energy as they are too small for the UCCS campus. Also, not calculated in savings is the time spent deciphering emailed cash transfer requests, along with the time the departments save by having a completed template with their information for future use versus generating a new email each time for recurring cash transfers.

Implementation status: In fiscal year 2009-10 I began asking that new ChartField requests be sent to me attached to an email. The cash transfer requests already came via email. When I received a form in campus mail I would call the issuer and ask if they saved the completed form electronically and if they had, I would ask if they would mind sending that to me attached to an email. This was received well by the whole campus. Within a year the UCCS campus found out there was a shorter turn-around from the time they requested a new ChartField until they had a new SpeedType. Along with this, they did not have to print the form, print any backup, put it in an envelope (all extra costs to the requesting department), and send it through campus mail. By fiscal year 2011-12, the new Chartfield request process was fully electronic.

Next, I moved on to cash transfer requests by creating the Multi Cash Transfer template in February 2012 and an Upload Multi Cash transfer Request template in August 2013. Both templates have been received well and are being used by campus personnel. These templates save time for me as well as campus personnel requesting the cash transfers. I no longer have to take the time to figure out what is being requested, nor do I need to have a place to store all of the documentation. The departments that request numerous cash transfers quarterly or semi-annually can save the template with all the information needed and only have to change the amounts and description.

Submitted by Mary Lile, Accountant I, Financial Services – Accounting Office, University of Colorado Colorado Springs

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Residence Life Streamlined Expense Reporting and Tracking

Description:  Our Residence Life department consists of 54 staff members who use the Procurement card to make about 400 purchases a month for student development programs in the Residence Halls.  For fiscal year 2013, Hall Directors used an individual paper chit to capture the business purpose, comments, speedtype, and account code. Upon completion, they would physically take the chit and receipt to the Administrative Assistant, which took about five minutes of time. Next the admin would type the information into another departmental form, scan the form and receipt together, and save the pdf to the interdepartmental network, taking another 10 minutes. In cases where receipts were missing or purchase information was delayed, additional time might be needed. Finally, one more admins would upload the form to Concur and copy and paste the information into the fields in Concur, taking another five minutes per expense.  Each purchase took about 20 minutes to process, or about 133 hours per month and about 500 sheets of paper.

For fiscal year 2014, the Residence Hall procurement process was consolidated within my Accounting Technician position.  My first goal was to create an easier process for our Hall Directors so that purchasing took less time and directors could focus on the students in their Residence Halls.  My second goal was to save paper and improve workflow by creating a streamlined process and utilizing tools that the University had provided.  The third goal was to design a straightforward process that would allow users to review purchasing activity for correct use of SpeedTypes, adherence to University Procurement policies, timely submission of documentation, and reporting to reconcile monthly expenses to budgets.

I created a network spreadsheet for each cardholder to capture the expense information necessary for entry in Concur.  Drop downs were added for common expense types, business purposes, and SpeedTypes, as well as pop-up boxes for required information on more complex spending such as professional development, recruitment, and training.  This saved time because staff had exactly what they needed at their fingertips and hall directors had one tracking list for all of their spending to reconcile against their monthly budget reports.  Also, the admin no longer needed to re-type the information into an additional document, and scan and upload the information.

To facilitate receipts being uploaded to Concur promptly and to avoid lost receipts, I provided cardholders with training on the use of the Concur app that CU had provided.  Staff members were able to download the free app on their smartphones or iPads, take a picture of the receipt, enter, and the receipt went directly to their file on Concur, aka their Receipt Store.  By taking a picture right away, the receipt was not lost, didn’t have to be searched for, and didn’t have to physically move from the vendor, to vortex stray pocket, and then to an Admin.  Also with the immediate review of the receipt, if tax was inadvertently charged, it could be taken care of with the vendor on the spot.

How does this impact the University?  This fiscal year, the streamlining of the documentation process saved about 780 hours and reduced the number of lost receipts.  This time could then be used by hall directors to focus on connecting with residents, building community, and promoting retention.  We also saved about 10 reams of paper a year, promoting sustainability, and saving on electricity & toner for printers.  By utilizing the new Concur phone app, cardholders were able to accurately capture their receipts immediately and not have to worry about losing them or getting them to the Admin to process.  The third set of goals was met within my Accounting Technician position.  Using the Procurement Card Aging report expedited tracking of expenses that had posted to Concur.  I was then able to review those business purposes and receipts for completion, accuracy, and adherence to University policy, and hold cardholders accountable for timely submission of documentation.  Additionally, cardholders were able to use the spreadsheet to verify their expenses against budget reports and monthly supporting ABS cash controls.

Implementation status:  We have successfully used the new streamlined process this year, and are looking to implement increased efficiencies for fiscal year 2015 using the upgraded Quick Expense feature of the Concur app for capturing the receipt and the reason for purchase, the Concur CU Detailed Report for monthly budget reconciliation, and using the Procurement Aging Report weekly for the Accounting Technician to audit documentation, policy adherence, and timeliness of processing.

Submitted by Michelle Squyres, Accounting Technician III, Housing-Administration, University of Colorado Boulder

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Mail Merge for CPE Certificate Issuance

Description: The Office of the University Controller offers Continuing Professional Education (CPE) courses to University employees as well as professionals from the local community. The courses are offered on a regular basis throughout the year. A majority of the course attendees are Certified Public Accountants (CPAs) and require these courses to maintain CPA certification.  As a result, the University is required to issue certificates to each of the attendees to document completion of the course.  When the courses were first offered, issuing the certificates was a manual process. Each certificate had to be hand signed by the CPE administrator. The attendee name, course name, date, location and total credits had to be entered on each certificate. For some courses this could result in over 100 certificates being entered manually and hand signed, one-by-one. The need for an automated, faster process was clearly demonstrated. Upon review of the manual process, the need for a certificate that could automatically fill in the course name, the date, the location, the course credits, the attendee name and the administrator’s signature was addressed.  First, a certificate template was created in Microsoft Word (Word 2010). The template includes a merge field for the attendees first and last name, course name, course credits, date and location. A .jpg file with the administrator’s signature was also added to the signature line on the template.  This template can now be used for all CPE courses, regardless of location, date, or number of attendees. A Microsoft Excel (Excel 2010) file was created to extract the attendees’ names, email addresses and course name from the sign-in sheet completed by the attendees at the course. Now that the Excel file and Word template have both been created, the issuing of the certificates can now be complete in less than five minutes for any CPE course, regardless of the number of attendees. A simple mail merge extracts the information from the Excel file and loads it into the Word template. Each attendee now has a signed certificate issued with name of course and number of credits along with date and location of course. The certificate can now be immediately issued to the attendee in an electronic version delivered via email to the attendee. If the attendee prefers a hard-copy of the certificate, it can simply be printed at the attendee’s convenience. 

How does this impact the University? Lisa Vallad, the University’s CPE Program Manager, had this to say:  “Brian’s work on the CPE certificates changed my work demands from 1-1.5 days of work to about 1.5 hours of work, however, the streamlining of the process is priceless.”

Obviously, the new process is a time saver. It also saves paper and printer resources, including toner and maintenance, as all of the certificates are now created, processed and distributed in a digital format and are no longer printed and mailed to attendees.

The concept is very simple and is available for any University department to use and implement for the department’s internal processes.   Any department that presents conferences, organizes board meetings, offers training courses, distributes certifications to users for achievements and awards, can make use of this process to simplify and organize the attendee tracking, distribution of meeting minutes, issuing of certificates and awards, and validating the attendance of mandatory programs. Not only does this streamline the process, the automating of the process helps ensure there are no errors and offers a digital output format and is available immediately to all users. The digital format reduces wear and tear on equipment and reduces paper costs with a significant decrease in employee time and cost. Using this process, attendees can now be reminded of upcoming meetings or trainings using Microsoft Outlook (or any other online calendar program), attend the meeting or training, and receive an email immediately after attending with an attachment relevant to the meeting or training (including, but not limited to, minutes, certificates, awards, certifications, etc.).

Implementation Status:  This process was implemented in October, 2013 and has been used on a regular basis since that time. 

Submitted by Brian Dyet, Senior Help Desk Consultant, Office of University Controller, System Administration

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Internal Sales Compliance Analysis Project

Description: A team comprised of individuals from the Budget Office (Erika Smith, Dana Takeuchi, Linh-Thong Lo, Joy Vidalon, and Kristina Berg) and Accounting and Business Support (Laura Ragin, Leila McCamey, Elizabeth Spencer, Jenny Shao, and Rebekah Martino) completely overhauled the process by which internal sales (sales between university departments) are conducted on the Boulder campus.  This involved in-depth analyses of three years-worth of historical financial data, issue identification, examination of current policies and procedures, research into policies and practices at peer institutions, development of new policies for the Boulder campus, communication with the campus community including senior management, and working with campus units to implement the new rules.  This project has been entirely created and led by the Budget and Accounting offices and done without additional staff or operational resources. 

 How does this benefit the University?  Internal charging which goes to federally-sponsored research projects is subject to federal cost accounting standards and the Boulder campus engages in millions of dollars of this charging annually.  Violation of these standards can result in sanctions including financial penalties; therefore, this activity poses audit risks to the campus.  This activity had not been systematically analyzed in almost two decades.  The analysis showed us that this activity was widespread across the campus (400 different business lines identified) and that existing rules, guidance, and oversight provided insufficient coverage to the campus from a compliance perspective. Based on the findings from our analysis, the group came up with a new risk-based framework which helps ensure compliance, minimize administrative burden on lower-risk activities (the smallest of activities were previously subject to the same administrative requirements as the largest), and focuses effort and increases transparency on higher-risk activities.  These efforts will increase efficiency by focusing staff time on those areas where it is most needed, and help minimize the audit risks presented to the campus by this multi-million dollar activity. 

 Implementation status:  The new rules officially went into effect on January 1, 2014 though the full implementation is a multi-year process.  Fall 2013 was spent getting administrative approval and communicating with campus units, including face-to-face meetings with over 80 people from every division on campus.  We are currently working with units in their transition to the new rules and will continue to do so.  

Submitted by Dana Takeuchi, Assistant Director of Budget Services, Planning Budget & Analysis Office, University of Colorado, Boulder

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Space Inventory and Survey Training Videos

Description:  The Federal Government reimburses the campus for the significant amount of its equitable share of Facilities and Administrative (F&A) costs associated with conducting organized research.  Space costs represent more than 50% of the reimbursement; therefore, completing a reasonable space survey is expected by the University and the Federal Government.

Campus space inventory and survey process is completed using a web-based application, WebSpace. This process requires close coordination among numerous departments including but not limited to Facilities Management, the Planning Office, the Finance Office, and schools and colleges on the Anschutz and Denver campuses. This training is conducted on annual basis and it is mandatory for fiscal managers, administrators, employees that were delegated to inventory and or survey spaces. In the past six years with WebSpace, we have been training 140+ participants every year with two to four full days of trainings. Training sessions were offered at both campuses. For novice users, each training session took three hours because of materials we need to cover in the class. For experienced users, the session took one and half hours and majority of the training materials were largely a refresher.

Based on the materials we cover during these training sessions, it was clear that we needed to change our training methods to more efficiently and effectively deliver these trainings. The video tutorial was a perfect method for it. So, we created two sets of training videos using the Camtasia Studio 8.3 software:
1. The first set is for the annual training for experienced users. There are seven videos with a total run time of 25 minutes 10 seconds. Before playing the videos, each tutorial will ask for the user’s name and email address. This feature allows the tracking of who took the annual trainings, since our cognizant federal agency requires us to conduct space training and provide evidence of completion. Also, the videos include a quiz for the users to take to demonstrate their understanding of the material.

2. The second set is for step-by-step tutorials. In the WebSpace, there are many steps to complete.  Covering these detailed processes was cumbersome during in-person training sessions. Also, many participants did not always use the application correctly after the training; remembering every detailed step seemed difficult. This set of material consisted of ten video tutorials covering the most commonly used steps. Each video runs approximately 60 to 90 seconds. It has both pause and replay features, which give users a huge advantage.

The videos are located within the WebSpace software under the Training Doc menu and can be easily accessed by individuals with WebSpace access.

Other team members are Brett Yamashita, Accountant I, and Diane Roche, Accountant II.

 How does this impact the University?  By creating these videos and changing the method of delivering the trainings, the impact is positive and significant to the University.
Federal auditors physically audit spaces and results during the F&A cost rate negotiation process that occurs every four years. Thus, having good quality training materials and well-trained personnel, we can substantiate functionalized (Instruction, Organized Research, Other Sponsored Activities, etc.) campus space and subsequently the F&A rate submission.

No more in-person training is needed for experienced users but our training still meets the federal agency requirement. The video method provides flexibility and takes less time to take the training that is convenient to the user.

No more paper copies or training materials are needed, and we don’t have to hassle with coordinating and scheduling classes.

Novice users are still required to attend in-person training. However, the training time is cut down to one and half hours from three hours. Also, we are now using a hybrid training method that includes both presenting the topics and using the video tutorials.

Implementation status:  We implemented this project in April of 2014. We conducted two sessions of the training using the videos for novice users and have already received excellent feedback, such as:

“I do not think you could improve – very organized and personalized Q&A. Thanks!”
“Much, much better…new tools are good. Organization of material and amount of it was appropriate for this type of course.”

“Excellent job to all of you! I thought videos were great, easy to follow. It did not take long  -  not more than a half hour and I did have to take a call in the middle…” 

For the purpose of this submission, we have loaded couple examples of videos in the Camtasia software developer’s website:

WebSpace Introduction

Example of Video Tutorials

Inventory-Editing a Room’s Department, Room Type, and Principal Investigator –

Submitted by Narantuya Shagdar, Senior Director of Plant Fund Accounting and F&A Cost Analysis, ADM-AVCFA Administration, University of Colorado Denver

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Description: Since its founding in 1876, invoices have arrived at the University of Colorado on paper.  Whether hand-written, typed, or computer-generated, they all required manual handling to pick up the mail, sort the envelopes, open the envelopes, remove and date stamp the invoices, sort the invoices, deliver the invoices to the appropriate accounts payable technician; a slow and labor-intensive process.  While other areas of the procure-to-pay process have benefited from advancements in technology, it wasn’t until the 21st century that real improvement came to the area of invoice processing. 

In July 2011, the Procurement Service Center (PSC) launched “,” a dedicated email box to receive invoices.  Instead of requiring original paper invoice copies, this change allowed both suppliers and campus departments to email invoice images directly to the PSC.  In the initial phase, invoice images sent to APInvoice were printed, dated stamped, and sorted by the PSC Administrative Team and then delivered to Payable Services.  While this was a considerable improvement, we knew it could be even better.  In May 2012, the PSC began importing the invoice images directly into the CU Marketplace.  To streamline the process further, invoices images are imported by members of the PSC Administrative Team directly into the Marketplace folder of the Payables Technician who is responsible for a particular supplier.

How does this benefit the University?   This change benefits the university in multiple ways – it has made this a more efficient process, reduced the risk of lost invoices, reduced personnel, saved money on supplies, and promoted sustainability by reducing paper usage. 

Prior to 2011, 100% of invoices were paper and delivered via the USPS or campus mail.  We averaged 650 invoices per day which translates to 3250 invoices per week and 169,000 invoices per year.  By 2014, 80% of invoices are received electronically; 430 average per day.   This reduces transit time and the possibility of invoices being lost.  It also reduces postage and envelope costs for university suppliers. 

Invoice images are imported directly into the CU Marketplace where campus departments can easily view the scanned image.  The images are typically available within ½ hour of the time they are processed at the PSC.  Campus departments no longer need to keep a duplicate copy in their own files or request copies from the PSC.  In fact, requests by campus departments for invoice copies have ceased entirely which saves time for both department and PSC personnel.

The PSC reduced copy paper usage an average of five cases per month.  The PSC spent an average of $350/ month on copy paper in 2011 and now averages $175/month.  Since the original paper invoices contained sensitive information, they were picked up for confidential shredding.  We have reduced the number of pick-ups from our document shredding company from once per month to once every two months, an annual savings of approximately $8,000.

Because of the efficiencies gained, one FTE on the PSC administrative team was able to take on additional duties.

Implementation status:  Initial phase was implemented in July 2011; second phase was implemented in May 2012.  It has been extremely successful.  In summary, this change has increased the speed of processing invoices, allows campus departments to more easily have access in invoice images, reduced mailing costs for University suppliers, promotes sustainability by a reduction of PSC paper usage, reduced paper and shredding costs for the PSC, and reduced amount of PSC staff involved in the invoice process – it’s a trifecta of efficiency, cost savings, and resource reduction. 

Submitted by Charlene Lydick on behalf of Kaye Stewart-Hicks, Administrative Supervisor, Procurement Service Center, University of Colorado System Administration

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Graduate Student Tracking Database

Description: I have created a FileMaker database that collects data from currently unrelated campus databases – ISIS, HRMS, and OCG – to track applicant, student, and student financial / appointment information. Applicant information from ISIS/Cognos is uploaded to the database and exported to a Google Drive spreadsheet for faculty to review. Student ISIS/Cognos reports, like the enrolled student and degree reports, are uploaded to track student information each semester. Additional entries are made in the student’s database record to track critical milestones, paperwork, notes, and progress. Graduate student appointments (RA, TA, and GA) are tracked and scheduled to help PPLs monitor the appointments and changes to the appointment funding sources – from OCG data. 

How does this benefit the University? Using the database to export applicant information to the campus Google Drive has provided a means for faculty to easily review application details, make decisions about applicants, and communicate those decisions with each other and back to me, the Graduate Program Coordinator (GPC), in order to notify the applicant of a decision. This time-saving, closed-loop procedure has improved our application processing time and communication, while reducing paper waste.

Using the database to track student progress reduces academic completion and paperwork errors. Student and their faculty advisers can, at a glance, understand the progress to degree through time-stamped transaction entry. The result: more student inquiries can be processed efficiently on a daily basis.

Tracking RA, TA, and GA positions through the database links HRMS, OCG, and student information together to provide a means to schedule position entry, capture historical position information, and export financial and student data on demand. In April 2014, the College of Engineering and Applied Sciences Dean’s office requested and was given a detailed student funding report. 

Implementation status:  This database solution has been implemented in Civil, Environmental, and Architectural Engineering (CEAE), while other departments are demoing the use of the database for tracking graduate and undergraduate data and another large department has been using the Cognos down-load feature since 2011 for their application process. Within our CEAE department, my goal has been to further expand the user base to more staff – providing an opportunity to cross-train staff and increase customer efficiency – and give faculty access to student records using the same web access version used to report applicant decisions. 

Submitted by Pamela Halstead Williamson, Graduate Student Coordinator, Civil Engineering, University of Colorado Boulder

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Expense Clearing Training Videos

Description:   When a personal expense is charged on a Procurement/Travel card, the charge should be allocated to account 013109, and the reimbursement should be deposited to the same ST and same account 013109, so the charge and deposit could offset to zero. However, in the real world, these are frequently not processed to the same ST/acct. As a result, many balances are sitting in account 013109 that need to be cleared. Many people are not aware of these, or don’t have the knowledge about how to clear them, so we made instructional videos to guide people in the departments through the process of clearing the personal charges sitting in account 013109.
Other members involved in making the videos were Rebekah Martino, and Chris Zetterholm.

How does this impact the University?  Since the entire university uses Concur to process Pcard/Tcard charges, and this personal-charge issue is university-wide, we believe our videos will benefit all campuses.  Since it’s time consuming for us to clear these balances for departments, we have provided guidance for the departments to do this themselves. The videos were based on real transactions (three different scenarios) that I had fixed. These videos should clearly guide people through the process of clearing their balances. 

Implementation status:  I’ve had the idea to make the videos since last year, but just recently followed through.  I asked my co-workers to team up with me as the “actors.” We’ve played the videos in our training classes, and received very good feedback. 

Submitted by Jenny Shao, Area Accountant, Accounting & Business Support, University of Colorado Boulder

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