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The Process of Managing Change - Charles Sturt University
Transcript of The Process of Managing Change - Charles Sturt University
A T T A C H M E N T 2
P a g e | 1
Leading People
Process of Managing Change
Version 1.0 © Charles Sturt University, 2008
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Acknowledgement: Workplace Productivity Program (WPP) grant from DEEWR. This module and these resources are available on the Organisational Development, Division of Human Resources website. © Charles Sturt University, 2008
Learning resource Owner Version: Summary/Overview of changes
Process of Managing Change
Hedy Bryant 1.0 2008
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Table of Contents
LEARNING IN THE WORKPLACE 4
PROGRAM OVERVIEW 5
ICONS 5
SESSION PLAN 6
FRAMEWORK FOR DELIVERY OF PROFESSIONAL DEVELOPMENT RESOURCES 7
THE CONTEXT 8
WHAT IS CHANGE? 9
EXERCISE – INTRODUCTIONS 9 EXERCISE – CHANGE ACCEPTANCE CURVE 10
WHY MANAGE CHANGE? 11
EXERCISE – REASONS FOR CHANGE IN THE HIGHER EDUCATION SECTOR 11 EXERCISE – LEADING AND FACILITATING CHANGE AT CSU 12
HOW TO MANAGE CHANGE AT CSU 13
EXERCISE – CSU CHANGE MANAGEMENT FRAMEWORK 14
ATTACHMENTS 16
REFERENCES AND SUGGESTED READINGS 16
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LEARNING IN THE WORKPLACE To continue to reinforce your learning from this workshop and prior to the follow up session, when you return to your team use the table below to assist you to reflect on the concepts introduced. Your reflection may also incorporate other behaviours that you have observed from other leaders within your workplace as well. You should aim to identify at least 10 different situations. As part of your reflection, identify some of your key strengths and opportunities for improvement in the way you think about change management within the workplace. What steps might you be able to take to improve your own practice?
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PROGRAM OVERVIEW
Module Content This module will provide participants with: - an introduction to their responsibilities for managing change at CSU - a framework for change management at CSU, and - a launch for the Business Knowledge Change Management modules and for the CSU Organisational
Change and Renewal Framework (also referred to as Change Management Framework) Session Objectives At the end of this session participants will be able to identify: - the key stages of change - their generic responsibilities and accountabilities for managing change as leaders and managers at
CSU - why managing change is important for organisational transformation - the key dimensions of the CSU Organisational Change and Renewal Framework Process Workshop Program (refer to Attachment 1.) What is change? Why manage change? The CSU/university context. Who (should) manage change? The manager as leader & facilitator of change. When to manage change? What is the impact of the change: people, structure, technology. How to manage change? A framework for managing change at CSU: the CSU Organisational Change and Renewal Framework, Project Management Framework and other relevant frameworks The workshop will be a mixture of facilitated and focussed discussions as a whole group and/or in groups as well as presentation of key concepts and information.
ICONS
The following icons appear within this learning resource. They highlight important information as well as activities that can be completed:
These are the outcomes that relate to a section of the resource.
An Individual or group exercise.
A key message or important point
Self-reflection
This is a workplace activity
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SESSION PLAN
1.00pm Welcome Objectives of the Session & Outline of the Process for the Workshop The Context: University Strategy: Frameworks, Tools & Resources: Leading People, Business Knowledge, WPP & Change Management
Hedy Bryant, Facilitator Diagrams
2.15pm Introductions What is change & Why manage change Q. What is change? Why manage? change cycles, an overview & exercise
Hedy Bryant (either in small groups or whole group depending on numbers)
3.00pm Who manages change The manager as a change leader; CSU responsibilities; introduction to Module 2: Facilitating & Leading Change & further reading
3.15pm Afternoon Tea
3.30 Managing change at CSU: The Organisational Change & Renewal Framework The 8 key dimensions: an overview Project management methodology; communication plan
4.00 Group Exercise: Using the framework in the context of current or planned workplace change
4.45-5.00pm Homework: Workplace Applications: Developing a Change Management Plan, Evaluation & Close
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FRAMEWORK FOR DELIVERY OF PROFESSIONAL DEVELOPMENT RESOURCES For leaders and managers to enhance their business knowledge and increase organisational effectiveness and readiness for change. How will the program be delivered? Leading People Series of Workshops: Commencing in 2007 - Change Management - People Management - Resource Management - Planning (Strategic Context) - Business and Report Writing Skills Online Learning Resources: progressively available from June 2008 - Change Management - People Management - Resource Management - Planning (Strategic Context) - Business Reporting Language Leadership Programs and Management Forums - Frontline Management; Graduate Certificate in University Leadership and Management; Leadership
Development for Women - Senior Managers Forum; senior Women‘s Network; Middle Managers Forums; Heads of School
Forum; Course Coordinators Forum For details on dates refer to the Staff Development Calendar: http://www.csu.edu.au/division/humres/services/sd/
2. SKILLING & TOOLS - Discipline, systems,
delegations - Project management
tools & templates - Initiatives & funding
proposals & mechanisms
- Reports – committees, Academic Senate etc
- Business and report writing skills
- Leadership programs & Leading People Series
- Online learning resources on OD website
1. FRAMING: - University
Strategy & core plans & frameworks
- Core processes & University/ Enterprise Model: yourCSU; WPI; BPM
- OD Frameworks
Delivery:
Resources: books, articles, web links
Workshops
Online learning modules
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THE CONTEXT University strategy Charles Sturt University (CSU) in its University Strategy 2007-2011, under Institutional Development, has committed to: ―Creating a culture that is responsive to organisational change and renewal.” An Organisational Change and Renewal Framework has been developed, along with a number of other initiatives, some outlined below, to facilitate the creation of this culture. Workplace Productivity Program (WPP) and the Enterprise Model
Key findings from focus groups: organisational culture and internal communication: In 2007, the Internal Communication Working Party and the Organisational Culture Program Committee were convened by Professor Lyn Gorman, Deputy Vice-Chancellor (Administration) and identified a range of communication areas to be improved. In response to these issues, focus groups and individual interviews were held with about 85 staff participating from across a number of campuses, including Ontario. The purpose of these focus groups was to establish issues, concerns, positive aspects and solutions to organisational culture and internal communication. Staff said that they want changes and the communication of changes to be better managed. They welcome change and wish to be part of the consultation. They want a process for change management and for celebrating small wins. Refer to Attachment 3 for more detailed key themes that emerged from the focus groups.
Organisational culture & communication
University Strategy Institutional
Development - Organisational
Culture (& Change)
- Service Alignment - Workforce
Planning - Sustainability
Work Process Improvement (WPI) 2006
Organisational Development Frameworks: - Leadership &
Management - Performance - Continual PD
- Change Management
Workplace Productivity Program (WPP) - Enterprise model yourCSU - Organisational Change &
Renewal Framework - PD resources for leaders &
managers (YOU) - WPI Stage 2: Business
Process Management (BPM)
Business Knowledge modules & Leading People Series: - Change Management - People Management - Resource Management
- Planning
PD delivery & development: OD & WPP
CSU Project Management Framework
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WHAT IS CHANGE?
Exercise – Introductions
“Change is the process of altering, reshaping or transforming a business to improve the way it works or interacts with its environment”. (Anand and Nicholson 2004). Change has always been a constant in our lives. The current pace of change is accelerating with innovations and advances in technology increasing at an exponential rate. In fact many businesses, conferences, communiqués, references, change ‗gurus‘ and consultants talk of change as being a constant that we are all grappling to manage which will just be common place, even ‗expected‘ by the Y Generation. Models and Stages of Change There are a variety of models that outline the stages of change and the variables that are affecting or need to be considered during change. Attachment 3 of the CSU Organisational Change and Renewal Framework provides a good overview of: - The four variables of change: culture, context, knowledge and technology - The necessary conditions in people for effective change: awareness, capability, inclusion - The effects of change on people: people in the process of transition and the change acceptance curve
Consider the following question and write down your responses. What is change? Consider a recent or impending change in your area. How has this change affected staff? In the workshop introduce yourself then identify your role as a change leader and your response to the questions above.
Change is constant
- Benjamin Disraeli
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The two models that follow provide a very graphic picture of how staff and stakeholders may be affected:
?
AnxietyCan I cope?
HappinessAt last something‘s
going to change!
FearHow will
this affect
me?
ThreatThis is bigger
than I thought!
GuiltDid I really
do that!
DisillusionmentI‘m off.. This isn‘t
for me
DenialChange,
what change?
DepressionWho am I ?
Gradual
AcceptanceI can see myself
in the future
Moving forwardThis can work
and be good
HostilityI‘ll make this
work if it kills me!
PEOPLE IN THE PROCESS OF TRANSITIONOrganisational Development Model 2: May 2005
© 2000/3 J M Fisher. A free resource from www.businesballs.com
OPTIMISM
PESSIMISM
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PR
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S
THE CHANGE ACCEPTANCE CURVE
TIME FRAME – WEEKS/ MONTHS/ YEARS© CPA Australia, 2004
Organisational Development Model 1 – May 2005
Enthusiasm
Scepticism
Launch-
celebrations
This is taking my
management
time
Where are the
results?
Is it worth
all the
hassle?
Why isn’t the current
business being taken
care of?
Sponsors/
Innovators Point of
Despair
The payoffs begin
to appear
Hey, this was a
pretty good idea!
I always knew it
would work
Exercise – Change Acceptance Curve
Consider a change within which you are currently involved and place yourself on the change acceptance curve. Discuss and debrief the experience with your work group, peer learning group and/or mentor.
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WHY MANAGE CHANGE? What are the reasons for change at CSU?
Exercise – Reasons for Change in the Higher Education sector
The Manager as a leader of change in a University “University leadership requires leaders capable of producing change, aligning people and motivating them whilst simultaneously engaging the management function of keeping the organisation on time and within budget” (Ramsden 1998) Ramsden‟s (1998) emphasis on the leader‟s responsibility for generating change and commitment to change, largely reflects transformational leadership dimensions”. (as cited by Pounder 2001). Transformational leadership and the notion of the learning organisation (Senge 1990) “speak directly” to the effectiveness of universities of the future that will be (are) faced with issues of managing change in the areas of “diversity, growth, responsiveness and external accountability”. This leadership is not confined to senior managers (eg SEC). Leadership in universities is “dispersed leadership”. It is also undoubtedly transformational in nature involving “helping ordinary people do extraordinary things”, evaluating individual‟s visions to higher levels, and helping people to embrace change.” (Pounder 2001) The Responsibilities of a Manager at CSU The generic responsibilities and accountabilities as managers (http://www.csu.edu.au/adminman/hum/humanresources.htm):
Fosters a culture of cooperation/collegiality, teamwork, reflective practice, continual improvement and learning, and responsiveness to change. Managing change by anticipating and responding to developments within the external and internal environment that may impact on the University or a Faculty; Division; Section (as appropriate)
Anand & Nicholson (2004) provide a strong case for the management of change and why change fails. Basically it ―requires the full range of management skills: „hard‟ skills in planning, project management and analysis, and „soft‟ skills in persuasion, understanding business cultures and communication”. These are the “keys to success”.
Brainstorm individually, in pairs or groups in the workshop or with your work group, peer learning group and/or mentor, the reasons for change at CSU and in the Higher Education Sector. Summarise and collate the list. How does it compare with the CSU Organisational Change & Renewal Framework? What stood out for you in relation to your leadership role at CSU?
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Exercise – Leading and Facilitating change at CSU
Leading Through Change
“Without successfully managing a difficult
transition, no leader can be effective for
very long.‖
—William Bridges
Leadership and the Bridges Model
The higher a leader is in an organisation the more quickly he/she tends to move through the change process
Others can‘t always see the intended destination and take longer to make the transition by letting go of old ways
moving through the neutral zone, and finally
making a new beginning
Ending, Losing,
Letting Go
The Neutral Zone
The New Beginning
Le
ve
l o
f M
an
ag
em
en
t
Time
Bridges, as cited by (Bounds and Hempsall 2007)
Unit 2 of this series of Change Management Business Knowledge modules for leaders and managers is ―Leading and Facilitating Change‖. Suggested readings before the next workshop or unit are: John Kotter Leading Change and The Heart of Change Ann Gilley The Manager as Change Leader CSU Diploma of Frontline Management: BSBFLM510B Search the CSU Library Catalogue for resources on change and change management. A number of readings specific to the Higher Education Sector will be provided prior to Unit 2
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HOW TO MANAGE CHANGE AT CSU
The CSU Organisational Change and Renewal Framework was developed as part of the University Strategy to develop an organisational ―culture responsive to change and renewal”. This will increase CSU‘s capability to manage change proactively and effectively so that as an organisation we can be effective and sustainable in the rapidly changing Higher Education sector. There are a number of organisational change management and /or transition frameworks, plans and resources available. No one way is correct. The CSU framework has been developed as an amalgam of two frameworks; Kotter (2002) and Synnot (2007). The underlying foundation of the CSU framework are the eight (8) key dimensions (or ingredients) as they cover all four main variables of impact to be considered which will ensure buy in from staff and all stakeholders directly affected by change. Four main variables to be considered in any change at CSU (CSU Frontline Management Program BSBFLM10B Facilitate and Capitalise on Change and Innovation):
1. People; (Culture is an important component) 2. Tasks; (considered as Processes under the CSU Enterprise Model (WPI)) 3. Organisational Structure; and 4. Technology
CSU Organisational Change and Renewal Framework (Attachment 2) Eight dimensions or ingredients for successfully managing change Refer to Figure 1 Managing Change @ CSU: The Eight Dimensions for Effective Organisational Change and renewal.
Dimension 1: Laying the Foundation for New Ways – Leadership & Readiness for Change
Dimension 2: Establishing a Sense of Urgency
Dimension 3: Forming a Change Team and Defining Change Management Interventions
Dimension 4: Creating Strategic Alignment
Dimensions 5: Communicating the Vision for Change
Dimension 6: Maximising Connectedness
Dimension 7: Creating and Celebrating Short Term Wins
Dimension 8: Consolidating Performance Improvements & Institutionalising New Approaches
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Exercise – CSU Change Management Framework
Identifying how to improve change management at CSU using the CSU Change Management Framework With your workshop group, work team, peer learning group and/or mentor: Think about a recent or current change which you have led or been involved with. What were the strengths? What could have been improved? Which of the 8 dimensions of the framework were used/align with the strengths? Which dimensions were not considered? Use butchers paper or a whiteboard.
Strengths Improvables Where do/what dimensions of the framework fit?
Which dimensions were not considered?
Whole group debrief: Considering planned or anticipated changes in your area, what could we do in the future to improve the management of change and therefore the effectiveness acceptance of the change/s? How will you use the framework?
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Developing a Change Management Plan The three main fundamentals in the CSU Change Management Framework should be considered in developing any Change Management Plan and a Communication Plan. These are well covered by the 8 dimensions:
People and Culture: 1. lay the foundations for new ways through capability: knowledge, skills and leadership
development (Dimension 1) 2. maximise connectedness: identify and remove barriers to change; willingness and readiness
for change (Dimension 6) 3. consolidate performance improvements (Dimension 8)
Plan:
1. use the project management methodology: create an ―Assignment ― or a full scale project and form a change or transition team (Dimension 3)
2. create strategic alignment or fit within the university strategy: establish goals and objectives (Dimension 4)
Communicate:
1. develop a communication plan and communicate the vision (Dimension 5) 2. create a sense of urgency (Dimension 2) 3. create and celebrate short and long term wins (Dimension 7)
Homework – Change Management Plan
Consider a change which you are planning in your area. Develop a draft change management plan (and Communication Plan) using the CSU project management templates and tools http://www.csu.edu.au/division/psc/PLframework/ and the CSU Organisational Change and Renewal Framework. Examples are provided in Attachments 4 & 5 of the CSU Interact Change and Communication Plans.
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ATTACHMENTS
1. CSU Organisational Change and Renewal Framework 2. CSU Interact Communication Plan Template
REFERENCES AND SUGGESTED READINGS Anand, N. and Nicholson, N. eds. (2004) Change: How to adapt and transform the business. Format
Publishing: Norwich. Bounds, A. and Hempsall, K. (2007) Managing change strategically. ATEM NSW workshop series, 2007. CSU Diploma of Frontline Management: BSBFLM510B Facilitate and Capitalise on Change and
Innovation. Charles Sturt University Strategy 2007-2011 Gilley, A. (2005) The manager as a change leader. Praeger Publishers: Westport, CT. Kotter, J. P. (1996) Leading change. Boston : Harvard Business School Press. Kotter, J. P. and Cohen, D.S. (2002) The heart of change : real-life stories of how people change their
organizations. Boston, Mass.: Harvard Business School Press. Pounder, J.S. (2001) ―New leadership‖ and university organisational effectiveness: exploring the
relationship. Leadership and Organisational Development Journal: 2001; 22, 5/6; ABI/INFORM Global p281.
Synnot, Bill (2007) Successful organisational transition. A workshop for Charles Sturt University, September 2007.
Synnot, Bill and Fitzgerald, Rosie (2007) The toolbox for change. Danjugah Pty Ltd: Brisbane
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CSU Organisational Change and Renewal Framework
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Communication Plan Template from Interact Communication Plan
Ref Target Audience Outcomes Key Messages Medium (Channel) Responsible Timing & Frequency
1
Academic staff - including Sub-Deans L&T (CELT and DIT complete)
Accept the rationale for changing
Awareness and acceptance of the system/tool
Know the date of releases
Commitment to system/tool usage
CSU wishes to achieve higher quality and more flexible delivery of learning and teaching via CSU Interact
CSU Interact is to provide a richer learning experience through interactivity
CSU Interact is to empower academics and students through direct management of the online environment
Benefits for academics
Relative advantage: the degree to which an innovation is perceived as better than the idea it supersedes
• Compatibility: the degree to which an innovation is perceived as being consistent with the existing values, past experiences and needs of potential adopters.
Sakai is an integrated and developing system to which we can all contribute
Objectives, implementation scope and time frames, FAQ‘s
Programme updates, key decisions and milestones
OLE public website Programme Manager Communications Project Manager
Updated monthly or as required
Briefings with Deans, HOSs
Programme Sponsor Programme Manager Communications Project Manager
As required
Whats New & News Communications Project Manager/ Programme Manager/ Programme Sponsor
As required
Professional development ED Formal: October – December 2007 JIT: January – December 2008
School meetings HOSs and EDs; L&T Committees
As required
site ‗about ICT Integration‘ Communications Project Manager, EDs, academics, general staff
As required
School CSU Interact site ED As required
Faculty Representative group
OLE Sponsor As required
L&T Committees ED As required
2 Students Will be addressed in the Student Support Project
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3 CELT staff Accept the rationale
for changing
Awareness and acceptance of the system/tool
Know the date of releases
Ready to be change agents
To assist in the development of champions
CSU wishes to achieve higher quality and more flexible delivery of learning and teaching via CSU Interact
CSU Interact is to provide a richer learning experience through interactivity
CSU Interact is to empower academics and students through direct management of the online environment
Sakai is an integrated and developing system to which we can all contribute
The key role that EDs play as change agents in schools
FLI Team
Director Fortnightly
Learning designs/exemplars
All As required
‗Flexlearn Interact site
All As required
site ‗about ICT Integration‘
All As required
CELT ALL meetings
Director, Managers As required
Professional development EDs themselves; Lincoln Gill and Greg Hardham
June to September 2007
Supervisor communication
Supervisor As required
4 Library staff
Informed staff Inform staff of Interact developments. Library staff blog, information sessions, divisional meetings; Using Interact for projects and working parties.
Kerryn Amery As required
5 Student Services staff
Accept the rationale for changing
Awareness and acceptance of the system/tool
Know the date of releases
Commitment to system/tool usage
CSU Interact has the potential to deliver an enhanced student experience CSU Interact can facilitate a richer learning experience through interactivity CSU Interact can enhance the support of students through interactivity Student services is central to the support of students in the Interact environment
Disemination of relevant information to LSAs Attendance at ALDG Professional development sessions for LSAs Professional development for SSOs and Help Desk staff Briefing of Managers meeting Dissemination of relevant information circulars, highlighting WN&Ns
Manager, learning Manager, learning, LSAS CELT/Manager Learning IT/Managers Support, Contact & Administration Manager, learning
September-December As required As required As required As required
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6 LMC staff
Accept the rationale for changing
Awareness and acceptance of the system/tool
Know the date of releases
Commitment to system/tool usage
CSU wishes to achieve higher quality and more flexible delivery of learning and teaching via CSU Interact CSU Interact can facilitate a richer learning experience through interactivity CSU Interact can empower academics and support students through interactivity Sakai is an integrated and developing system to which we can all contribute
LMC Management and Interact teams LMC Management and Interact teams; ICT Integration site LMC Management and Interact teams
Director As required
7 DIT staff
Awareness of the strategic importance of the initiative
Information to assist in the support of the application
Understanding of key timeline events
CSU is pursuing a goal to once again be a leader in the delivery of online learning and teaching
The move to an integrated learning environment is a fundamental shift
The move to Sakai makes CSU the member of a global community
DIT Interact site
Regular meeting of staff working on/around Interact
Dissemination of relevant documentation (e.g. PD materials)
Executive Director
Learning, Teaching and Community Source Liaison Officer
DIT Managers
DIT Service Desk
As required
8 Student Admin Student Administration Executive
Publishing links on the Student Administration Staff website
Progress and details of CSU Interact. With a flow on of information to divisional staff To actively promote CSU interact to staff
Briefing Project Team - Student Administration Representative
Monthly
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10 Human Resources staf (HR to complete)
Improve awareness of CSU Interact in
Progress and details of CSU Interact Email updates as communiqués come from the Program Manager
An information session (2 will be conducted) with all of HR staff by videoconference and bridgit
Through OD involvement in CSU Interact Learning Communities (terminology) and communicating this experience and knowledge gained through HR Directors and Managers group: Committee of Heads of School; Middle Managers Forum and Academic Liaison Discussion Group
Hedy Bryant As required
11 Marketing staff
Improve awareness of CSU Interact in prospective students and parties external to the university
CSU Interact provides a richer learning experience through interactivity
CSU Interact provides advanced communication technology for students on campus and DE
Online course brochures
Core publications – general Prospectus, Flexible study Guide, etc
Future printed publications
PR/Media (via Wes Ward)
All Marketing Staff As required
12 Senior Executive Council
Assist with financial issues or major problems
Financial issues or major problems
Briefing Programme Sponsor As required
14 Vice Chancellors Forum
Aware of key decisions/ milestones
Objectives, implementation scope and time frames, FAQ‘s, key decisions and milestones
OLE public website Programme Manager Updated monthly or as required
Key decisions Memo via email; briefing
Programme Sponsor As required
15 Academic Senate Rule on relevant policy issues
Policy issues Briefing Programme Sponsor As required
16 ILSC Rule on relevant policy issues
Policy issues Briefing Programme Sponsor As required
17 Steering Committee
Aware of state of Objectives, implementation scope and time frames, FAQ‘s, key decisions and milestones
OLE public website Programme Manager Updated monthly
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Programme & projects
Appreciate issues, risks, change requests and costs
Decision making and guidance
Awareness, information, provide guidance, decision making
Progress meetings - video conference
Programme Manager As required
Questions and guidance Email Sponsor, Project Manager
As required
Progress, risks, issues, change requests, costs, future activities
Progress report Programme Manager Monthly
18 Programme Team
Aware of stage and state of Programme and projects to facilitate decision making
Aware of key dates and decisions
Collaboration, information Interact intranet site
Programme Manager Updated frequently
Communication and actions required to be performed, Programme updates and decisions
Email or audio
Project Manager or Business Analyst
As required
Programme information and queries Email or audio
Team members As required
Progress, risks, issues, change requests, costs, future activities
Progress report Programme Manager Monthly
Progress, actions, issues, risks, decisions Progress meeting – audio/video conference
Programme Manager As required
Develop new ideas and way forward Workshop
Programme Manager As required
19 Project Team Aware of stage and state of projects
Aware of key dates and decisions
Collaboration, information Interact intranet site
Programme Manager Updated frequently
Communication and actions required to be performed, project updates and decisions
Email or audio Project Manager or Business Analyst
As required
Project information and queries Email or audio
Team members As required
Progress, actions, issues, risks, decisions Progress meeting - audio Project Manager or Business Analyst
Weekly
Progress, risks, issues, change requests, costs, future activities
Progress report Programme Manager Monthly
Communication and actions required to be performed
Videoconference Project Manager As required
Develop new ideas and way forward Workshop
Project Manager As required
20 Other general staff
21 Other University staff members
Accept the rationale for changing
Awareness and acceptance of the system/tool
Date of releases
Objectives, implementation scope and time frames, FAQ‘s, key decisions and milestones
OLE public website Programme Manager Updated monthly or a required
Programme updates, key decisions and milestones
Whats New & News Project Manager/ Programme Manager/ Programme Sponsor
As required
site ‗about ICT Integration‘ Project Manager and members
As required
22 All staff members Accept the rationale for changing
Awareness and acceptance of the system/tool
Date of releases