Campus Spotlight: Western Colorado University

Institutional Moment

Building Internal Capability

Institution Snapshot

Institution: Western Colorado University

Institution Type: Public University

Location: Gunnison, Colorado

Technology Initiative: Workday Student

Engagement Style: Post-Go-Live Coaching, Knowledge Transfer, and Operational Support

Engagement Length: Post-Go-Live Stabilization and Capability-Building Engagement

From Getting Answers to Owning the Answers

When Western Colorado University launched Workday Student, the institution gained a new system.

What came next was learning how to own it.

Like many institutions after go-live, WCU found itself navigating a steady stream of questions and troubleshooting needs. The university could always seek outside help to resolve issues, but WCU wanted something more sustainable.

The goal was to help staff master the knowledge and practical skills needed to manage Workday Student long after implementation support ended.

You Might Be Here If...

• Your team relies heavily on consultants to answer Workday questions and resolve problems.

• Staff understand their processes but want deeper knowledge of how Workday works behind the scenes.

• Reporting, dashboards, and calculated fields still feel difficult to troubleshoot.

• Documentation is incomplete or difficult to maintain.

• Knowledge about the system lives with a small number of people.

• You want to build mastery and reduce dependency over time.

  
  

The Challenge

WCU had moved beyond implementation, but the work of operating and maintaining Workday Student was still evolving.

Staff were managing questions across reporting, student records, academic standing, enrollment tracking, NSC reporting, Program of Study configuration, GE Watershed requirements, release updates, and historical academic data.

Many of these challenges could be resolved with a quick answer from outside consultants. But the larger challenge was making sure staff understood why the answer worked.

Without that understanding, institutions often find themselves returning to the same questions repeatedly or relying long-term on outside resources to address new situations as they emerged.

WCU wanted to strengthen internal capability so that teams could troubleshoot issues, understand downstream impacts, maintain documentation, and continue improving the system with greater independence.

The Turning Point

The defining realization was that long-term success would not come from solving every issue. It would come from helping staff understand the system well enough to solve more issues themselves.

The university wanted knowledge transfer to become part of the work itself. That shift transformed post-go-live support into an investment in institutional capability.

The Partnership

Legato partnered with WCU as an extension of the team, embedding coaching, documentation, and practical learning into day-to-day support activities.

As questions surfaced, the focus was not only on resolving them but also on helping staff understand the underlying logic, processes, and tools involved.

The team provided training on reporting tools, business objects, calculated fields, dashboards, and broader Workday Student functionality. Documentation and instructional recordings were created so staff would have resources available long after individual conversations ended.

Work also included guidance on academic standing reports, EIB templates, NSC reporting processes, Ref ID management, academic requirement visibility, profile configuration, and Workday Community resources.

Hands-on troubleshooting became a learning opportunity. Whether addressing enrollment issues, reporting questions, student records concerns, or release-related changes, the goal was to help staff understand how Workday Student fit together and how decisions in one area could affect another.

Knowledge was reinforced through recurring check-ins, practical examples, real-time support, and documentation tied directly to active work.

The result was an approach that helped staff build confidence while continuing to move operational priorities forward.

The Outcome

WCU developed stronger internal ownership of Workday Student.

Staff gained practical knowledge, clearer documentation, and a deeper understanding of the reports, processes, and configuration areas they were responsible for maintaining.

Troubleshooting became faster and more informed. Teams gained stronger tools for managing reporting, enrollment, academic records, and student status processes. Documentation provided continuity, while training and coaching helped strengthen confidence across the institution.

Most importantly, the university became less dependent on outside support for routine operational questions.

The engagement helped WCU move beyond simply maintaining the system and toward actively improving it and achieving a return on its investment.

Why This Story Matters

Many institutions think about implementation as a technology project.

But long-term success depends just as much on what people learn after the technology is live.

Documentation, training, coaching, and knowledge transfer are often treated as supporting activities. In reality, they are what enable institutions to sustain and improve their systems over time.

Western Colorado University's experience demonstrates that building internal capability is not about eliminating support. It is about using support strategically to strengthen institutional ownership. By pairing hands-on guidance with practical learning opportunities, WCU developed the confidence, knowledge, and mastery needed to continue moving forward long after implementation.

"Legato was an extension of our team. They worked to understand our goals, correct us where they may not be achievable or in our best interests, provided solutions and work arounds as needed. Legato team members have made this journey more than once. We simply would not have met our deadlines without their help and guidance."

— Aaron MacLennan, Workday Project Manager, Western Colorado University