Project and Change Management Plan. Centre for Continuing Education. Roadmap for Change: Growth and Positioning for Service Excellence (GPS)

Transcription

1 Project and Change Management Plan Centre for Continuing Education Roadmap for Change: Growth and Positioning for Service Excellence (GPS) January

2 DOCUMENT APPROVALS Initials CCE Steering Committee ü HK ü KB ü TG ü GF ü KS ü SB ü SL ü GM ü WG Executive Sponsor TC Project Management Team ü HK ü KM ü KB ü KS ü SB Resource Support ü EZ ü JA Date Jan, 2012 Feb, 2012 Feb, 2012 DOCUMENT INFORMATION Document title Document file name: Project and Change Management Plan Centre for Continuing Education Roadmap for Change: Growth and Positioning for Service Excellence CCEProjectChangeManagementPlanJan2012.DOCX Version number: V 1.11 Issued by: Jeannette Aschenbrenner, Emma Zhou Issue Date: January 2012 Status: Final Draft 2

3 ACRONYMS IN THIS DOCUMENT Business and Professional Development Centre for Continuing Education Conservatory of Performing Arts Credit Studies Division English as a Second Language Program Lifelong Learning Centre BPD CCE CPA CSD ESL LLC 3

4 TABLE OF CONTENTS with revisions to January 2012 A. Project Definition 5 A.1 Background Information 5 A.2 Who We Are: Vision, Mandate, Values 5 A.3 Principles 6 A.4 Case for Change 9 B. Introduction to Project and Change Management Planning 11 B.1 Leading the People Side of Change 12 B.2 Leading the Technical Side of Change 12 B.3 Project Management Explained 13 B.4 Change Management Explained 14 B.5 Scope of Project and Change Management Support 15 C. Integrating Project and Change Management 16 C.1 Goals and Objectives 17 C.2 Milestones 19 C.3 Project and Change Management Roles and Responsibilities 19 C.4 Communication Management 21 C.5 Risk Management 22 C.6 Measurement 22 C.7 Project and Change Management Activities 23 Appendix Appendix1. CCE Change Management Teams 33 Appendix2. Individual Change Model 34 4

5 A. Project Definition Review the structure of the Non- Academic program areas (BPD+ LLC+CPA) and the Director s office in order to propose, design and implement the optimal structure and processes to allow CCE to successfully meet its mission. This review, the decisions and changes to be implemented will be made in alignment with the new CCE Structure determined in Phase 1. A.1 Background Information Over the past few years, the different areas of CCE have faced a great deal of change and growth, as the demographics of the student body have changed and as our role with clients, instructors and external partners and institutions has changed. These changes have led to many pressures on different service areas of CCE. We have done our best to respond to these changes and pressures. It is now time to move forward proactively, to plan and make decisions that will ensure we provide excellent service as we adjust to the changing landscape and implement the new directions indicated in the University of Regina Strategic Plan. CCE will define our best possible structure and supporting processes to successfully offer high quality educational programming to lifelong learners. A.2 Who We Are: Vision, Mandate, Values Our Vision We create diverse learning opportunities that empower people of all ages to build stronger communities. Our Mission The Mandate of the Centre for Continuing Education is to meet lifelong learning needs by offering high quality, accessible, innovative and responsive education and training programs to learners of all ages by building on the strengths and collaborating with the resources of the community and the University. Our Values Providing excellent service Promoting a respectful workplace and learning environment 5

6 Engaging collaborations and giving back to the community for outreach and partnerships Offering a variety of quality programs and services locally, nationally, and internationally Bringing the University, Continuing Education and our community together Opening inclusive, accessible and safe avenues for all learners Growing innovative opportunities Managing resources responsibly A.3 Principles Restructuring discussion and decision making will be guided by the following principles: Principle 1: Strategic Planning CCE has developed its strategic plan to align both strategically and fiananically with the University s overall plan and priorities. This project represents the first steps in operationalizing CCE s stragetic plan, which identifies the following themes: Implementing a unified vision and decisionmaking strategy and Creating an optimal structure and organization to meet the vision. These themes will guide our project. Principle 2: Change Management Implementing changes in administrative processes and organizational structure, initially focused on the Director s office, ESL, DLD and CSD. Phase 2 now brings BPD, LLC and Conservatory of Performing Arts into the newly developed structure. All areas will be consulted in upcoming changes. Strong commitment, involvement and connection to the future vision from all members of the management team is essential to the success of this change initiative. The CCE Management Team will act as a Steering Committee to monitor influencing factors of current processes and projects that are underway and to remove roadblocks and make any CCE wide changes required to support the project. CCE s employees are invited and encouraged to take ownership of the change. Support will be provided to assist CCE s employees and management to develop the skills necessary for change. Principle 3: Transparency and Accountability 6

7 Where administrative/structural review is occurring, employees who are part of the respective program or services under review will be aware of the review and be consulted and involved, with timely and appropriate communication and learning. CCE s employees participate and are able to see the process in its entirety and understand its logic. Principle 4: Employment While it is anticipated that there will be changes in position(s) and/or responsibilities of a position(s) as a result of the project, no one will be laid off as a result of upcoming restructuring in CCE. If changes in structure or processes mean responsibilities change, o roles will be clarified; o jobs will be appropriately and reasonably balanced in the event of task changes or shifting responsibility; and o employees will be ensured proper training to carry out any new responsibilities. The APT, URFA and CUPE Collective Bargaining Agreements and the Policy on Compensation for Out-of-Scope Employees will be respected. 7

8 Principle 5: Decision Making Diverse ideas, independent thought, open discussion and analysis of ideas will be encouraged, while also meeting the decision making criteria and deadlines outlined below. Decision making will be collaborative, with input from CCE Steering Committee, Integrated Central Services and Phase 2 Project Team, and with final decisions made by Primary and Executive Sponsors, as itemized by the following process steps: o Step 1. Steering Committee, Integrated Central Services and Phase 2 Project Team define and verify the key requirements for CCE s optimum structure from the following sources: output from CCE Leadership Retreat Planning for Change; UofR and CCE Strategic Plan; existing information / data from process mapping or process improvement and currrent practice; existing feedback from clients, partners,students and other stakeholders; CCE Employee Engagement Survey results; and external scanning of other continuing education structures. o Step 2. CCE Steering Committee, Integrated Central Services and Phase 2 Project Teams define, verify and obtain any additional information required and obtain additional data via workshops, focus groups, surveys, and/or input from CCE faculty and staff, and others, o Step 3. Phase 2 Project Team revise criteria for application to Non-Credit areas and present to CCE Steering Committee for revision / approval. o Step 4. Phase 2 Project Team identify optimum structure for Non- Credit areas, report progress, recommendations and receive feedback / approval from CCE Steering Committee. o Step 5. CCE Steering Committee consider interdependencies, alignment with Phase 1 structure to edit or approve Phase 2 Project Team recommendations. o Step 6. Phase 2 Project Team consults with Employee Relations, Primary Sponsor, URFA and Unions, etc. as required. o Step 7. Phase 2 Project Team adjusts the potential structure based on feedback. o Step 8. Phase 2 Project Team presents the draft of potential structure and supporting framework to CCE staff, including specific questions for feedback. While all details may not be articulated in their entirety, at this time, the supporting framework includes: groups that will be impacted, job 8

9 roles, job descriptions, implementation start and end dates, anticipated changes to: the reporting structure, performance management and compensation information. o Step 9. Phase 2 Project Team redesigns the final draft of potential structure and presents it to CCE Steering Committee for feedback. o Step 10. Primary Sponsor presents the final draft to Executive Sponsor, o Step 11. Executive Sponsor review the final draft of potential structure and supporting information, request additional feedback as required and make the final decision on the future structure for CCE. o Step 12. Phase 2 Project Team makes any final adjustments / changes and communicates final structure to employees, including specific effect on teams and individuals, and with supporting letters, documentation, policy, etc. in place or action planned to facilitate the changes. o Step 13. Director s Office defines Project Implementation Team to begin implementation of new structure for Phase 2. A.4 Case for Change In recent years, the different areas of CCE have faced a great deal of change and growth, as the demographics of the student body have changed and as our role with clients, instructors and external partners and institutiona has changed. Specifically, these changes are driven by: more mid-career professionals completing certificates our updating their knowledge and skill; more older adults with a desire to remain active learners (babyboomers hit 55); more and more competition exists for students as other learning institutions and private organizations are also strongly positioned in the delivery of continue education; more casual, general studies and, international students coming to us through Credit Studies, distance learning, adult learning;, a strong decline in the number of high school graduates, resulting in a more important role for CCE and more non-traditional learners; a more varied and complex range of interactions with students, involving a continuum of student needs from students familiar with online interactions to students still needing the personal touch; the increased importance of flexible learning opportunities, as manifested in a variety of ways: 9

10 o changes in Credit Studies special sessions programs, including the strong recent growth in partnerships with othe faculties to deliver Summer University, Nights, Weekends, and High School Accelerated courses; o potential future growth in all these areas as non-traditional learners compensate for the decline of traditional high school entrants; o growth in B&PD, and in the Conservatory in some areas, shrinkage in other areas; and redefining seniors in the LLC to be broader with strong futrue growth expected; o growth in distance learning as a mode of delivery, and the future growth and programmatic changes called for by the University Strategic Plan; growth and changes in ESL over the last 3-5 years, including a doubling of the size of regular programs, as well as noticeable changes in the countries of our student s origin, a larger role for ESL in the future due to the University s plan to increase internationalization of the University, increasing role and changing nature of our partnerships with University Faculties and external partners, Balance between cost recovery and social investment becoming difficult at times, Strong changes in government and university funding possible over the near future, and changes in the role of the Director s office to support the growth and changes in CCE. 10

11 B. Introduction to Project and Change Management Planning Organizations don t change, people change. Successful change is ultimately dependent on our people. Changes for CCE will flow from the opportunities created by the realization of CCE s vision we create diverse learning opportunities that empower people of all ages to build stronger communities, supported by creating strong interdependencies and synergy within and across the university. Successful and proactive change ultimately depends on how we participate, collaborate and compromise as we work together to create CCE s future. The following information outlines the strategy, tasks and roles to be applied in CCE s Growth and Positioning for Service Excellence project. The model that supports this change management plan is developed by an organization called Prosci. 1 The Prosci PCT Model (Project Change Triangle) uses a simple but powerful framework for evaluating the health of a project and creating action plans for moving projects forward. The model and assessment are based on three critical components of any successful project: Leadership/Sponsorship - the direction and governance for the project Project Management - the definition of the change itself and the actions and tasks for moving the technical side of the project forward Change Management - the process and tools for ensuring that the people impacted by the change adopt and utilize the solution to achieve the benefits Practices in Change Management Benchmarking Report involving 575 organizations, indicates that change projects with excellent change management are five times more likely to succeed than projects with poor change management. Collaborating with, including and managing employees while operations continue is inextricably linked to change projects; they must be happening in concert. Implementing an excellent change without employee engagement is like building a 1 Prosci is the recognized leader in change management research and the world's largest provider of change management products and training. Formed in 1994, Prosci has conducted longitudinal studies in the application of change management with more than 2000 organizations from 65 countries. Prosci's research-based models, processes and tools have become the industry standard, with the ADKAR Model and Prosci's organizational change management methodology becoming two of the most widely used approaches for managing the people side of change in corporations and government agencies. Prosci Research 1367 South Garfield Avenue Loveland, CO USA 11

12 great ship and having no crew. You might stay afloat for a while but you may never leave port. Change management planning focuses on engaging people in all steps of the project. The ADKAR elements of change will be used to assess and direct individual change factors. This plan articulates the steps to be taken to bring change management, the people side of this project, and project management, the technical aspects of this project together for the benefit of successfully reaching the goals and aspirations CCE has defined as successful outcomes for their future. B.1 Leading the People Side of Change: Role of HR Organizational Development Consultant: Collaborate and work with Sponsors, CCE Steering Committee, Phase 2 Project Team and Integrated Central Services Team to integrate change and transition management strategy, processes and steps with the initiatives, tasks and milestones of the project Filter information, selecting research based, high quality, tried and true and context relevant change processes and tools for the tasks and timelines of the project Develop a change and transition plan for the people side of change that meets the objective of productively engaging individuals and teams across CCE in the implementation of desired changes Coach and train Sponsors, CCE Steering Committee, Phase 2 Project Team and Integrated Central Services Team in change management practice, thereby, building the internal capacity required for sustainable change Model and practice transition management strategy, behaviours and actions as an avenue for coaching to effectively support and engage employees as they move from the current to the desired future state Collaborate with Sponsors and CCE Steering Committee to apply, monitor and assess the effectiveness of the change and transition plan and processes Link closely with other HR Support Services for advice when required B.2 Leading the Technical Side of Change: Role of ORP Institutional Research Analyst: Collaborate and work with Sponsors, CCE Steering Committee, Phase 2 Project Team and Integrated Central Services Team to write and verify the project plan Assist Phase 2 Project Team in process review and information gathering relating to the project Collaborate with Change Management lead to integrate project plan with the change plan 12

13 B.3 Project management explained Project management is the set of processes and tools applied to problems or opportunities to develop and implement a solution. One of the key components of effective project management is having the change defined you must know what is changing (processes, systems, job roles, organizational structure, etc.) in order to manage that change effectively. Project management also involves an understanding of the tradeoffs between time, cost, and scope of a change. Finally, project management is the application of the discipline called 'project management' that is a structured approach for managing tasks, resources, and budget in order to achieve a defined deliverable. Successful changes apply project management tools and processes to their initiatives. Project Management - Technical Side of Moving from the Current State to the Future State Process: Tools: Initiation Project Background Planning Case for Change Executing Goals and Objectives Monitoring/Controlling Key Project Deliverables Closing Work Breakdown Structure Milestone Dates Roles / Responsibilities Risks Measurement Budget 13

14 B.4 Change management explained Change management is the set of processes, tools and practices that are used to manage the people side of a change. Change management is the bridge between implementing a solution and an organization ultimately realizing the benefits associated with that change. Change management requires two perspectives an individual perspective (how people experience and transition through change) and an organizational perspective (how groups can be managed through a change process). Change management is the tools and processes of helping employees transition from the current state to the future state (as defined by the change) in a way that minimizes productivity loss, negative customer impact and employee turnover, while at the same time maximizes the speed of adoption and ultimate utilization of the change throughout the organization. Tools like communication, sponsorship and coaching are used to help employees make their own individual transition. Results are best achieved when employees are involved and participating in the change. Change management is the final element of realizing change effectively. Change Management - People Side of Moving from the Current State to the Future State Process: Organizational: Tools: Preparing for the Change Readiness assessments Managing Change Change Management Model Reinforcing Change Communication plans Sponsorship roadmaps Coaching plans Individual Change Process: Training plans Awareness Resistance management Desire Reinforcement Knowledge Ability Reinforcement 14

15 B.5 Scope of Project and Change Management Support Leading people through upcoming changes in CCE involves communicating the vision of success in a way that allows each employee to be aware of, motivated toward, knowledgeable and able, and rewarded for connecting their contributions to the realization of that vision. CCE Steering Committee members are an integral part of leading this change; their buy in, support and a high level of engagement to bring strategy into reality is paramount to the success of the project. The scope of this change initiative includes Non-Credit Studies Divisions Conservatory of Performing Arts (CPA), Lifelong Learning Centre (LLC), Business and Professional Development (BPD), Integrated Central Services (ICS) and the Director s office. Each of these areas may potentially undergo significant change. Each of these areas may be challenged to redesign and integrate its work in ways not currently experienced. All areas within CCE will be included in the communications. They will also all be consulted and advised throughout the project, and requested to provide information/input as required. Supporting the work of CCE Steering Committee, Phase 2 Project Team and Integrated Central Services Team, while building their knowledge and capability to support the work of all team members through this change initiative, is therefore a major focus of the project and change management support for this project. 15

16 C. Integrating Project and Change Management Prosci s Project Change Triangle (PCT) assessment measures three critical elements for successful change. Think of these elements like a three-legged stool. The first leg is executive leadership. This leg represents the formulation of the strategy and direction for an organization, and the required leadership to set the necessary changes into motion. The second leg is project management. This leg represents the fundamentals of managing a project, including the design of work tasks and the management of resources to implement changes on time and on budget. The final leg is change management the people side of change. This leg represents the actions taken by the organization to help employees transition from the current state to the desired future state. (Source: Prosci) Leadership/sponsorship defined Leadership and sponsorship are the responsibilities of executives and senior managers who authorize, fund and charter change initiatives. They are responsible for making decisions, providing direction, and demonstrating commitment to the particular change - whether it is a redesigned process, a new system, restructuring within the organization, or any type of change. The role of 'sponsor of change' is not one that can be selected or assigned; it is tied to and dictated by the actual change that is being implemented. From an organizational perspective, leadership establishes the strategy and direction. Effective changes must be clearly aligned with this vision and strategy of the organization. From a project perspective, leadership plays a key role in project management oversight and change management participation as an active and visible sponsor. 16

17 C.1 PROJECT AND CHANGE GOALS/OBJECTIVES The initiative to implement Roadmap for Change: Growth and Positioning for Service Excellence Project is driven by the following CCE strategic directions as noted in the CCE Strategic Plan: Implementing a unified vision and decision-making strategy Creating an optimal structure and organization to meet the vision The table below describes CCE s strategic goals and the project objectives supporting those goals: CCE STRATEGIC PLAN GOALS Strengthen University of Regina Offerings for Non-Traditional Students by Improving Our Program Suite and Program Delivery Become the Partner of Choice for Continuing Education Opportunities by Improving Relationships with Our Partners/Clients Increase Our Student Base and Enhance Our Reputation by Improving Client Interactions and the Service Experience and Environment of Our Students and Instructors ROADMAP FOR CHANGE: GPS PROJECT OBJECTIVES Develop a structure and appropriate processes for strategic and joint planning in the following areas, as affected by: o Potential and joint programming between LLC and B&PD (Gerontology Institute, languages, writing, etc.), LLC and CPA (music studio and appreciation courses). LLC and ESL (i.e. cultural share dialogues, skill exchange, workshops, tutoring / odd job trades, etc.) o reduce duplication of effort and resources in overlapping areas o potential credit and non-credit joint offering Incorporate relevant changes in the Director s office Create an integrated approach for LLC and CPA program and service development Create better interactions with clients, partners, instructors and volunteers Improve Non-Credit partnerships and relationships with external clients and our community Incorporate relevant changes in the Director s office Improve administrative efficiency and enhance productivity for CPA/LLC/BPD and Director s office Reduce unnecessary duplication of efforts for administrative processes/roles, such as financial, marketing, human resource, purchasing Reduce confusion for students, internal clients and external clients and improve efficiency of the unit (for e.g. provide one point of contact) Improve administrative processes in the core areas of: inquiry process, student registration, recruitment and appointment of instructors, and class scheduling in relation to stakeholder groups Provide appropriate and adequate configuration of administrative and support staff for programming needs in each area 17

18 CHANGE MANAGEMENT GOALS Provide a structured, framework or roadmap that will engage people in the changes articulated by the project plan Assess readiness and customize change initiatives for maximum effectiveness and efficiency Enhance professional skills for our instructors and staff CHANGE MANAGEMENT OBJECTIVES Raise awareness of nature and reasons for the change and increase participation of all team members in creating the preferred future Realize the benefits of the change Provide support at the appropriate level for individual s stage of change and organization s readiness and change capability 18

19 C.2 MILESTONES: Item Milestone Description Estimated Completion Date 1. Non-Credit GPS Project initiation March 16 Team Meeting with Dr Thomas Chase 2. Requirements Determination Resolve centralized ideas about central registration, including a common contact number/methodology. (Early May) Resolve the questions of the programming focus of BPD and its relationship to Career and Professional Development. (End of May) End of May 3. Construct ideal structure End of July 4. Decision validation End of September 5. Define Phase II Implementation Team(s) TBA 6. GPS PhaseII implementation begins TBA C.3 PROJECT AND CHANGE ROLES & RESPONSIBILITIES: ROLE RESPONSIBILITIES PARTICIPANTS Executive Sponsorship Fund and sponsor the change Make decisions required from executive level that influence the project Build supportive coalition create awareness and support at the leadership level within the University of Regina and the community Communicate alignment of the project with University s strategic plan Primary Sponsor / Project and Change Manager Provide overall project direction Responsible for managing and communicating a clear vision of the project objectives, and motivating the Project Management Teams to achieve them Ensure project is on track and progressing, taking corrective action(s) when necessary CCE Steering Be a strong coalition for meeting the change objectives of the GPS project VP Academic - Dr Thomas Chase CCE Director Dr Harvey King CCE Management Team members Primary Sponsor Director, Dr 19

20 Committee Change Management Team (Phase 2) Project Management Team (Phase 2) by initiating, nurturing and supporting CCE staff to embrace and implement the changes going forward, Articulate and manage interdependencies between Phase 1 & Phase 2 decisions and implementation steps Identify, manage the alignment, timing and communication of strategies / decisions of other committee / project work that affects GPS project Provide information, feedback & verification, adjustment and/or approval of the recommendations proposed by the Phase 1 Implementation Team & the Phase 2 Project Team Advocate and sponsor the change from their place in the organization Communicate changes, field questions Ensure involvement and participation in the change processes Support and coach employees and manage resistance as they experience and transition through changes, Provide assessment and feedback to ensure the business objectives of the change are met Provide the appropriate resources (staff, time, etc.) Communicate project goals, status and progress throughout the project to personnel in their area Develop, review and/or approve project deliverables Give feedback and guidance and recommendation to the project Harvey King Resource Support HR Org Dev Consultant, Jeannette Aschenbrenner Institutional Research Analyst, Emma Zhou CCE Steering Committee Phase 2 Project Team Resource Support HR Org Dev Consultant, Jeannette Aschenbrenner Phase 2 Project Team: Acting Manager, Business & Professional Development Karen Merz Head, Conservatory of Performing Arts Sophie Bouffard Head, Lifelong Learning Centre Kerrie Strathy Assistant Director Kathy Buitenhuis Resource Support HR Org Dev Consultant, Jeannette Aschenbrenner Institutional Research Analyst, Emma Zhou 20

21 Resource Support Provide project and change management expertise and planning Support and coach the project and change management team through the restructure review Assist Project Management Team in research and process review relating to the project Provide resources, training and coaching in change management HR Org Dev Consultant - Jeannette Aschenbrenner Research Analyst - Emma Zhou C.4 COMMUNICATION MANAGEMENT: Communication Tools: Ensuring communication is delivered and received through appropriate channels, the following communication tools and media will be used throughout this project , Newsletter Monthly, with dialogue to generate FAQs, Structured Meetings, formal and including Coffee Corner, Workshops / Focus Groups / Forums, Written/Electronic Documentation and Reports Telephone Communication Contents and Timing: The table below illustrates the type of communications that will be taking place throughout the project. Type Meetings Description /Purpose Responsib le Attendee /Audience Media Timing Phase 2 Project Team Meeting Scheduled meetings to discuss project activities, progress and issues Project Manager Project Management Team Face to face meeting Freq TBD, Tues Jan 10 th, 2012 Monday Feb 6 th, 2012 Feb 16 th, 2012 March 15 th, 2012 April 3 rd, 2012 Reports Steering Committee Monitoring project plan progress, remove roadblocks, manage interdependencies, change management assessment(s), training / updates, Project Manager Primary Sponsor/ Management Team Face to face meeting Tues March 20th Thurs April 26th Tues May 22 Fri June 22nd celebrate accomplishments Communication 21

22 C.4 COMMUNICATION MANAGEMENT: Planning Staff Communication Plan Create opportunities for 2-way communciation engaging management and employees in creating and supporting the ideal administrative structure to deliver excellent customer service to students in partnership with Faculties and other University partners CCE Marketing Manager Division Heads and Primary Sponsor CCE Employees/ Management Team/ Executive Sponsors / University community Various Incl. Face-to- Face Meetings & Events, Written and Website Monthly CCE Newsletter: The Insider CCE Newsletter 3x yrly to UofR community Staff communications: Area Staff Meetings, Coffee Corner C.5 RISK MANAGEMENT: An initial set of risks are identified as below: Buy-in and participation of entire team and Director s office, CPA/LLC/BPD in project and change management activities Time constraints: for communication and feedback, missing milestones Resource availability: Resource Support (Jeannette and Emma) 1/2 FTE position base throughout the ideal structure selection project, CCE Management Team workload and balance between project and operational responsibilities, ongoing operational responsibilities of CCE employees C.6 MEASUREMENTS Achievement of business objectives: e.g. more joint planning/ offering opportunities between Director s office, CPA, LLC, BPD are realized, Non-Credit areas and all of CCE have a more integrated approach to create better interactions for internal clients, Clients experiencing better, improved service Efficacy of creating and implementing a structured Change Management Plan: employees, stakeholders and partners are able to operate effectively and efficiently under the new structure Post implementation assessment with Change Team members, Stakeholders and Clients 22