Change Initiatives - Revision history

Invicta at 00:41, 23 December 2017

2017-12-23T00:41:29Z

Invicta at 00:40, 23 December 2017

2017-12-23T00:40:10Z

Invicta at 22:36, 22 December 2017

2017-12-22T22:36:34Z

Invicta at 22:55, 19 December 2017

2017-12-19T22:55:44Z

Invicta at 20:44, 15 December 2017

2017-12-15T20:44:17Z

Invicta at 01:38, 13 December 2017

2017-12-13T01:38:18Z

Invicta at 01:37, 13 December 2017

2017-12-13T01:37:18Z

Invicta at 01:35, 13 December 2017

2017-12-13T01:35:38Z

Show changes

Jclayton at 21:23, 19 March 2017

2017-03-19T21:23:55Z

Jclayton at 02:01, 7 March 2017

2017-03-07T02:01:26Z

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 <table border="1">
 <tr valign="top"><th width="20%" style="background-color: #58ACFA;"><font color="white">'''Phase'''</font></th><th style="background-color: #58ACFA;"><font color="white">'''Description'''</font></th></tr>
-<tr valign="top"><td>'''1) Identify'''</td><td>The '''Identify''' phase sets the boundaries for portfolio analysis. This phase includes establishing the scope of the analysis, which could be the entire enterprise or an examination of the changes impacting a specific group or type of change (for instance, changes initiated by the EIT group). This phase looks for both project and non-project change.</td></tr>
+<tr valign="top"><td>'''1) Identify'''</td><td>The '''identify''' phase sets the boundaries for portfolio analysis. This phase includes establishing the scope of the analysis, which could be the entire enterprise or an examination of the changes impacting a specific group or type of change (for instance, changes initiated by the EIT group). This phase looks for both project and non-project change.</td></tr>
-<tr valign="top"><td>'''2) Investigate'''</td><td>The '''Investigate''' phase involves collecting or generating data on the changes occurring across the portfolio. The first step is collecting data on each initiative in the portfolio, including budget, schedule, and key resources. This data is assessed to gauge the change-management risk and the overall level of change in the portfolio. The results of the investigation are mapped to show which groups in the organization are impacted by each of the changes in the portfolio.</td></tr>
+<tr valign="top"><td>'''2) Investigate'''</td><td>The '''investigate''' phase involves collecting or generating data on the changes occurring across the portfolio. The first step is collecting data on each initiative in the portfolio, including budget, schedule, and key resources. This data is assessed to gauge the change-management risk and the overall level of change in the portfolio. The results of the investigation are mapped to show which groups in the organization are impacted by each of the changes in the portfolio.</td></tr>
-<tr valign="top"><td>'''3) Analyze'''</td><td>The '''Analyze''' phase is where conclusions are drawn about the portfolio changes. This phase may include a visual representation indicating the level of change impact or change capacity on groups throughout the organization.</td></tr>
+<tr valign="top"><td>'''3) Analyze'''</td><td>The '''analyze''' phase is where conclusions are drawn about the portfolio changes. This phase may include a visual representation indicating the level of change impact or change capacity on groups throughout the organization.</td></tr>
-<tr valign="top"><td>'''4) Act'''</td><td>In the '''Act''' phase, the team captures specific risks to projects, groups, points in time, and the organization as a whole and establishes an action plan. Typically, a report is produced and presented to the business leaders and others in the organization who need insight into the portfolio of changes. Based on the information provided, mitigation strategies are identified and acted upon.</td></tr>
+<tr valign="top"><td>'''4) Act'''</td><td>In the '''act''' phase, the team captures specific risks to projects, groups, points in time, and the organization as a whole and establishes an action plan. Typically, a report is produced and presented to the business leaders and others in the organization who need insight into the portfolio of changes. Based on the information provided, mitigation strategies are identified and acted upon.</td></tr>
-<tr valign="top"><td>'''5) Monitor, Manage, and Control'''</td><td>The '''Monitor, nanage, and control''' phase determines how an organization manages changes occurring across the portfolio on a go-forward basis. How changes enter and exit the portfolio, and what lessons the organization can learn by taking an enterprise perspective are used to fine tune the change-management process. </td></tr>
+<tr valign="top"><td>'''5) Monitor, manage, and control'''</td><td>The '''monitor, manage, and control''' phase determines how an organization manages changes occurring across the portfolio on a go-forward basis. How changes enter and exit the portfolio, and what lessons the organization can learn by taking an enterprise perspective are used to fine tune the change-management process. </td></tr>
 </table>
 <p>The goal of portfolio change management is to create a clear understanding of the portfolio of changes. With solid data about the portfolio of changes, senior leaders are prepared to prioritize and mitigate the consequences of change fatigue and change impacts. Following a structured process to portfolio change management provides leaders a new perspective on the portfolio allowing them to manage the changes more holistically.</p>

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-    <td width="60%"><font color="#246196">'''Welcome to the initial version of the EITBOK wiki.  Like all wikis, it is a work in progress and may contain errors.  We welcome feedback, edits, and real-world examples. [[Main_Page#How to Make Comments and Suggestions|Click here]] for instructions about how to send us feedback.''' </font></td>
+<td width="60%"><font color="#246196">'''Welcome to the initial version of the EITBOK wiki. Like all wikis, it is a work in progress and may contain errors. We welcome feedback, edits, and real-world examples. [[Main_Page#How to Make Comments and Suggestions|Click here]] for instructions about how to send us feedback.''' </font></td>
-    <td width="20%">[[File:Ieee logo 1.png|100px|center]]</td>
+<td width="20%">[[File:Ieee logo 1.png|100px|center]]</td>
-    <td width="20%"> [[File:Acm_logo_3.png|175px|center]]</td>
+<td width="20%"> [[File:Acm_logo_3.png|175px|center]]</td>
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 </ul>
 <h2>Context Diagram</h2>
-<p>[[File:03 Change Initiatives CD.png|700px]]<br />'''Figure 1. Organizational Change Management'''</p>
+<p>[[File:03 Change Initiatives CD.png|700px]]<br />'''Figure 1. Context Diagram for Organizational Change Management'''</p>
 <h2>Levels of Organizational Change Management</h2>
 <p>There are typically multiple levels of change management within an organization. These levels span the organizational structure from strategic OCM, which is focused on the roles and responsibilities of senior leaders to drive change throughout the organization, to project-level and even individual-level change management. The individual in the organization is a key element that is often overlooked, and it is at the individual level where the change becomes the most tangible. Addressing the needs of individuals undergoing change is a key component of success. Portfolio-level change management needs to view the changes occurring across the organization in a holistic and integrated manner.</p>
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 <tr valign="top"><td>'''3) Analyze'''</td><td>The '''Analyze''' phase is where conclusions are drawn about the portfolio changes. This phase may include a visual representation indicating the level of change impact or change capacity on groups throughout the organization.</td></tr>
 <tr valign="top"><td>'''4) Act'''</td><td>In the '''Act''' phase, the team captures specific risks to projects, groups, points in time, and the organization as a whole and establishes an action plan. Typically, a report is produced and presented to the business leaders and others in the organization who need insight into the portfolio of changes. Based on the information provided, mitigation strategies are identified and acted upon.</td></tr>
-<tr valign="top"><td>'''5) Monitor, Manage, and Control'''</td><td>The '''Monitor, Manage, and Control''' phase determines how an organization manages changes occurring across the portfolio on a go-forward basis. How changes enter and exit the portfolio, and what lessons the organization can learn by taking an enterprise perspective are used to fine tune the change-management process. </td></tr>
+<tr valign="top"><td>'''5) Monitor, Manage, and Control'''</td><td>The '''Monitor, nanage, and control''' phase determines how an organization manages changes occurring across the portfolio on a go-forward basis. How changes enter and exit the portfolio, and what lessons the organization can learn by taking an enterprise perspective are used to fine tune the change-management process. </td></tr>
 </table>
 <p>The goal of portfolio change management is to create a clear understanding of the portfolio of changes. With solid data about the portfolio of changes, senior leaders are prepared to prioritize and mitigate the consequences of change fatigue and change impacts. Following a structured process to portfolio change management provides leaders a new perspective on the portfolio allowing them to manage the changes more holistically.</p>
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 <li>'''R'''einforcement to keep the change in place</li>
 </ul>
-<p>Individuals move through these phases when confronted with a change. For example, say you find out (become <strong>aware </strong>) that a highway construction project that was begun several years ago is finally complete. If you took that route to work, it would shorten the distance from home to work, but could shorten or lengthen the actual time to get to work. You decide to try it (<strong>desire</strong>) because it seems more direct and could save time. So you use your GPS service to find out the best way to access (<strong>knowledge</strong>) this new possibility. Armed with that knowledge, you create the <strong>ability</strong> to change your route by plugging it into your navigation system and trying it out. You find it works well! Now, you <strong>reinforce</strong> the change by reminding yourself every morning to take the new route until it becomes second nature.</p>
+<p>Individuals move through these phases when confronted with a change. For example, say you find out (become <strong>aware</strong>) that a highway construction project that was begun several years ago is finally complete. If you took that route to work, it would shorten the distance from home to work, but could shorten or lengthen the actual time to get to work. You decide to try it (<strong>desire</strong>) because it seems more direct and could save time. So you use your GPS service to find out the best way to access (<strong>knowledge</strong>) this new possibility. Armed with that knowledge, you create the <strong>ability</strong> to change your route by plugging it into your navigation system and trying it out. You find it works well! Now, you <strong>reinforce</strong> the change by reminding yourself every morning to take the new route until it becomes second nature.</p>
 <p>All of us go through these phases at different rates and times when asked to change. Being aware of this process helps the change manager plan for and execute activities that support employees through a transition.</p>
 <p>[[File:ADKAR_Model.gif|600px]]<br />'''Figure 5. ADKAR Model'''</p>
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 <h3>European Competency Framework</h3>
 <p>The European Union's European e-Competence Framework (e-CF) has 40 competences and is used by a large number of companies, qualification providers, and others in public and private sectors across the EU. It uses five levels of competence proficiency (e-1 to e-5). No competence is subject to all five levels.</p>
-<p>The e-CF is published and legally owned by CEN, the European Committee for Standardization, and its National Member Bodies (www.cen.eu). Its creation and maintenance has been co-financed and politically supported by the European Commission, in particular, DG (Directorate General) Enterprise and Industry, with contributions from the EU ICT multi-stakeholder community, to support competitiveness, innovation, and job creation in European industry. The Commission works on a number of initiatives to boost ICT skills in the workforce. Version 1.0 to 3.0 were published as CEN Workshop Agreements (CWA). The e-CF 3.0 CWA 16234-1 was published as an official European Norm (EN), EN 16234-1. For complete information, see http://www.ecompetences.eu.</p>
+<p>The e-CF is published and legally owned by CEN, the European Committee for Standardization, and its National Member Bodies (www.cen.eu). Its creation and maintenance has been co-financed and politically supported by the European Commission, in particular, DG (Directorate General) Enterprise and Industry, with contributions from the EU ICT multi-stakeholder community, to support competitiveness, innovation, and job creation in European industry. The Commission works on a number of initiatives to boost ICT skills in the workforce. Version 1.0 to 3.0 were published as CEN Workshop Agreements (CWA). The e-CF 3.0 CWA 16234-1 was published as an official European Norm (EN), EN 16234-1. For complete information, see http://www.ecompetences.eu. </p>
 <table cellpadding="5" border="1">
 <tr valign="top"><th width="85%" style="background-color: #58ACFA;"><font color="white">e-CF Dimension 2</font></th><th style="background-color: #58ACFA;"><font color="white">e-CF Dimension 3</font></th></tr>

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 <h3>European Competency Framework</h3>
 <p>The European Union's European e-Competence Framework (e-CF) has 40 competences and is used by a large number of companies, qualification providers, and others in public and private sectors across the EU. It uses five levels of competence proficiency (e-1 to e-5). No competence is subject to all five levels.</p>
-<p>The e-CF is published and legally owned by CEN, the European Committee for Standardization, and its National Member Bodies (www.cen.eu). Its creation and maintenance has been co-financed and politically supported by the European Commission, in particular, DG (Directorate General) Enterprise and Industry, with contributions from the EU ICT multi-stakeholder community, to support competitiveness, innovation, and job creation in European industry.The Commission works on a number of initiatives to boost ICT skills in the workforce. Version 1.0 to 3.0 were published as CEN Workshop Agreements (CWA). The e-CF 3.0 CWA 16234-1 was published as an official European Norm (EN), EN 16234-1. For complete information, see http://www.ecompetences.eu. </p>
+<p>The e-CF is published and legally owned by CEN, the European Committee for Standardization, and its National Member Bodies (www.cen.eu). Its creation and maintenance has been co-financed and politically supported by the European Commission, in particular, DG (Directorate General) Enterprise and Industry, with contributions from the EU ICT multi-stakeholder community, to support competitiveness, innovation, and job creation in European industry. The Commission works on a number of initiatives to boost ICT skills in the workforce. Version 1.0 to 3.0 were published as CEN Workshop Agreements (CWA). The e-CF 3.0 CWA 16234-1 was published as an official European Norm (EN), EN 16234-1. For complete information, see http://www.ecompetences.eu.</p>
 <table cellpadding="5" border="1">
 <tr valign="top"><th width="85%" style="background-color: #58ACFA;"><font color="white">e-CF Dimension 2</font></th><th style="background-color: #58ACFA;"><font color="white">e-CF Dimension 3</font></th></tr>

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 </ul>
 <h3>Design/Approve Change Activities</h3>
-<p><div style="float: left;">[[File:DesignApprove.jpg|180px]]&nbsp;&nbsp;</div>With the changes and potential risks defined, categorized, and understood, the team updates the planning stage information to include all of the detailed activities and specific communications used to facilitate the transition to the new state. Workshops, broad communications, specific outreach activities, group meetings, demo sessions, and intranet sites are all typical avenues for communicating change, and are a common part of our change-leadership process. </p>
+<p><div style="float: left;">[[File:DesignApprove.jpg|180px]]&nbsp;&nbsp;</div>With the changes and potential risks defined, categorized, and understood, the team updates the planning stage information to include all the detailed activities and specific communications used to facilitate the transition to the new state. Workshops, broad communications, specific outreach activities, group meetings, demo sessions, and intranet sites are all typical avenues for communicating change, and are a common part of our change-leadership process. </p>
 <p>The OCM team may review staff training and the knowledge transfer plans created by the instructional designers and training specialists to verify that these plans contain the necessary elements to adequately prepare the staff for their new roles and responsibilities, and that any pockets of resistance are adequately addressed. This is a crucial communication point for the entire organization as it provides a roadmap for how the change will be accomplished and, more importantly, how each person should prepare to interact with the system after transition. </p>
 <p>The various audiences and stakeholders provide significant input to the activities. Not all activities are appropriate for all audiences. Therefore, specifically target the most effective communications for each group. Some of these activities may include outreach presentations, workshops, web sessions, and training. Ultimately, the change-management efforts involve all impacted parties. To address this larger audience, engage organization managers and supervisors to deliver change messages. The change-management activities are designed, approved, and finalized during this process. </p>

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 <h3>Understand the Nature of the Change</h3>
 <p><div style="float: left;">[[File:Understand.jpg|180px]]&nbsp;&nbsp;</div>In the second stage in the change lifecycle, the OCM team defines areas where changes occur across the impacted organization. The areas include processes, policies, procedures, required skills, roles/responsibilities, and organizational structure. Defining these areas improves impacted staff success in the future. In identifying these changes, the team also identifies where potential [http://eitbokwiki.org/Glossary#risk risks] may exist. By minimizing the degree of change and associated impact to staff and ongoing business operations, the team minimizes the level of change required of the staff. </p>
-<p>The OCM team works closely with SMEs during the '''Understand''' stage to evaluate the ''as-is'' and ''to-be'' business process models for all areas of service support to define potential impacts. These business process models are simple tools used to compare the current state (''as is'') with the desired future state (''to be'') and document the gaps that exist between those two states (described in the Enterprise Architecture chapter). For example, if in the current state a paper sales receipt is provided to a customer and in the future a receipt will be emailed, the as-is/to-be analysis documents the differences between how receipts are provided to the customer now and in the future. The gap, or change, in that process is then categorized as a potential communications or training need. Use your best SMEs and all available documentation to prepare your as-is business process models. In many instances, these models use standard process flow and [[#Figure_Swim|swim lane diagrams]] (see Figure 4) outlining both processes and ownership and, where necessary, shows an iterative progression following project stages.</p>
+<p>The OCM team works closely with SMEs during the '''Understand''' stage to evaluate the ''as-is'' and ''to-be'' business process models for all areas of service support to define potential impacts. These business process models are simple tools used to compare the current state (''as is'') with the desired future state (''to be'') and document the gaps that exist between those two states (described in the [http://eitbokwiki.org/Enterprise_Architecture Enterprise Architecture] chapter). For example, if in the current state a paper sales receipt is provided to a customer and in the future a receipt will be emailed, the as-is/to-be analysis documents the differences between how receipts are provided to the customer now and in the future. The gap, or change, in that process is then categorized as a potential communications or training need. Use your best SMEs and all available documentation to prepare your as-is business process models. In many instances, these models use standard process flow and [[#Figure_Swim|swim lane diagrams]] (see Figure 4) outlining both processes and ownership and, where necessary, shows an iterative progression following project stages.</p>
 <p>[[File:Swim-Lane-Example.jpg|700px]]<br /><div id="Figure_Swim"></div>'''Figure 4. Swim Lane Example'''</p>
 <p>Work products generated during the '''Understand''' stage (such as the as-is/to-be analysis, process reengineering artifacts, glossary of new terms, new policies and procedures, data maps, and application configuration and design documents) provide the required to-be process information, which includes both new and modified processes. Potential risks are also defined through an analysis of the new and modified business processes by a combined effort of the organization team and the OCM team. The team needs to be rigorous in documenting all gaps. They need to be patient and make sure that their understanding is correct. Ignoring potential areas of resistance can result in confusion, miscommunication, or at worst, subversive behavior in the future. The results of the analysis are then communicated across the affected organizations.</p>

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 <h2> Key Competence Frameworks</h2>
 <p>While many large companies have defined their own sets of skills for the purposes of talent management (to recruit, retain, and further develop the highest quality staff members that they can find, afford, and hire), the advancement of EIT professionalism will require common definitions of EIT skills that can be used not just across enterprises, but also across countries. We have selected three major sources of skill definitions. While none of them is used universally, they provide a good cross-section of options. </p>
-<p>Creating mappings between these frameworks and our chapters is challenging, because they come from different perspectives and have different goals. There is rarely a 100 percent correspondence between the frameworks and our chapters, and, despite careful consideration some subjectivity was used to create the mappings. Please take that in consideration as you review them.</p> ***start
+<p>Creating mappings between these frameworks and our chapters is challenging, because they come from different perspectives and have different goals. There is rarely a 100 percent correspondence between the frameworks and our chapters, and, despite careful consideration some subjectivity was used to create the mappings. Please take that in consideration as you review them.</p>
 <h3>Skills Framework for the Information Age</h3>
 <p>The Skills Framework for the Information Age (SFIA) has defined nearly 100 skills. SFIA describes seven levels of competency which can be applied to each skill. Not all skills, however, cover all seven levels. Some reach only partially up the seven step ladder. Others are based on mastering foundational skills, and start at the fourth or fifth level of competency. It is used in nearly 200 countries, from Britain to South Africa, South America, to the Pacific Rim, to the United States. (http://www.sfia-online.org)</p>

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 <li>'''Assess change'''—OCM performs in-depth assessments of the organization's readiness for change and analyzes the key stakeholder needs and business impacts of the change. The assessments provide qualitative and quantitative data that lead to comprehensive and effective OCM planning and execution.</li>
 <li>'''Align executives'''—OCM facilitates the alignment of the organization's leaders with the project mission, vision, and key success metrics that drive consistent communication and aligned behavior of organizational [http://eitbokwiki.org/Glossary#change_agent change agents]. The results are increased organizational confidence and positive momentum in support of the change initiative.</li>
-<li>'''Translate and communicate'''—OCM team members, including the change manager, training and communications support, sponsor, and other key stakeholders, translate knowledge gained from the assessment and alignment activities into detailed plans. These plans define how stakeholders are informed of project goals, progress, and impacts, as well as how successfully stakeholders are prepared to function in the new environment. These plans should include the elements described in the table below.<br />
+<li>'''Translate and communicate'''—OCM team members, including the change manager, training and communications support, sponsor, and other key stakeholders, translate knowledge gained from the assessment and alignment activities into detailed plans. These plans define how stakeholders are informed of project goals, progress, and impacts, as well as how successfully stakeholders are prepared to function in the new environment. These plans should include the elements described in the table below.<br /><br />
-<table cellpadding="5" border="1" style="margin-left:20px">
+<table cellpadding="5" border="1">
 <tr valign="top"><th width="20%" style="background-color: #58ACFA;"><font color="white">'''Plan'''</font></th><th style="background-color: #58ACFA;"><font color="white">'''Definition'''</font></th></tr>
 <tr valign="top"><td>'''Master change plan'''</td><td>Provides an overview of the business reasons for change. It also describes the change-management approach and implementation tactics, feedback mechanisms to be deployed, and schedule of activities.</td></tr>
@@ Line 46: / Line 46: @@
 <tr valign="top"><td>'''Management assessment and development plan'''</td><td>Assesses and creates identifiable actions that senior and mid-level managers can use to sponsor the change and make it successful.</td></tr>
 </table>
-<p style ="margin-left:20px">Tasks associated with these plans may also be integrated into the overall project management plan.</p></li>
+<p>Tasks associated with these plans may also be integrated into the overall project management plan.</p></li>
 <li>'''Execute plans'''—The project manager, OCM team, and the organization's executive steering committee and functional change agents work together to facilitate the integration and coordination of the implementation from the core disciplines of OCM. Areas include project management, organization assessment, communications, management development, and training.</li>
 <li>'''Evaluate'''—Evaluation of OCM progress and success contributes to the stabilization of organizational change. A standard practice is to provide onsite support following major change activities to assess where improvement is needed to help the new processes and procedures to take hold. This is also an important task for organizational learning and knowledge transfer.</li>