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Medicaid Information Technology Project (MITS) – Phase II

Change Leadership Deliverable February 22, 2005

State of Ohio, Change Leadership

ODJFS Confidential 2

Revision History

Version Date Description Author 1.0 2/4/2005 Final Deliverable Nancy Madigan, Dewitt

Harrell, Diane Toscano

1.1 2/22/2005 Revisions to Final Deliverable Nancy Madigan, Diane Toscano

Signature indicates that the deliverable(s): Meets the specification Has no significant unresolved issues Meets the acceptance criteria Is ready for release either as a baseline for subsequent work

or as a production deliverable

Project Sponsor

Project Manager



Table of Contents BACKGROUND & OVERVIEW........................................................................................................ 5 MITS PHASE I ........................................................................................................................................ 5 MITS PHASE II....................................................................................................................................... 5 EXECUTIVE SUMMARY................................................................................................................... 7

Executive Sponsorship ................................................................................................................... 7 Organizational Risk Assessment .................................................................................................... 8 Organizational Requirements ........................................................................................................ 8 Organizational Risks...................................................................................................................... 9 Organization Development .......................................................................................................... 13

CHANGE LEADERSHIP FRAMEWORK...................................................................................... 14 CHANGE LEADERSHIP OVERVIEW....................................................................................................... 14

Change Leadership Framework/Process..................................................................................... 15 EXECUTIVE SPONSORSHIP .......................................................................................................... 20 PURPOSE AND OBJECTIVES .................................................................................................................. 20 GUIDING COALITION............................................................................................................................ 21

Steering Committee...................................................................................................................... 21 Change Council ........................................................................................................................... 22 PMO............................................................................................................................................. 27

ORGANIZATIONAL RISK ASSESSMENT (ORA)....................................................................... 32 PURPOSE AND OBJECTIVES .................................................................................................................. 32 “TO BE” FUTURE STATE ...................................................................................................................... 32

Roles and Responsibilities Chart for MITS.................................................................................. 34 “AS IS” CURRENT STATE ..................................................................................................................... 35

Competencies and Capabilities (Skills) ....................................................................................... 35 Skills-Knowledge Inventory Results............................................................................................. 36

ORGANIZATIONAL DEVELOPMENT GAPS AND RISKS ......................................................................... 37 Competencies and Capabilities (Skills) ....................................................................................... 37 Functions ..................................................................................................................................... 41 Cultural Requirements................................................................................................................. 41 Capacity (Structure and Roles & Responsibilities) ..................................................................... 41

ORGANIZATIONAL DEVELOPMENT ......................................................................................... 42 PURPOSE AND OBJECTIVES .................................................................................................................. 42 APPROACH ............................................................................................................................................ 42

High-Level Training and Education Plan.................................................................................... 42 Training Process.......................................................................................................................... 45

FUNCTIONS ........................................................................................................................................... 46 CULTURAL REQUIREMENTS................................................................................................................. 47 CAPACITY ............................................................................................................................................. 47



APPENDIX .......................................................................................................................................... 49 FULL SKILL ASSESSMENT RESULTS..................................................................................................... 49 SKILLS ASSESSMENT SURVEY .............................................................................................................. 83



Section 1 BACKGROUND & OVERVIEW

MITS Phase I Between March 2004 and July 2004, Ohio Health Plans engaged Deloitte Consulting LLP (Deloitte) in an effort to construct a business case for preparing the Medicaid program of Ohio Health Plans (OHP) for current and future challenges. That effort, the Medicaid Information Technology System (MITS) Assessment, was designed to provide the framework and information necessary to prepare the business case that ODJFS presented to the Center for Medicaid / Medicare Services (CMS) in order to receive federal funding for a Medicaid Management Information System (MMIS) replacement system. The purpose of the assessment was to develop a gap analysis between business needs and current processes and IT systems, as well as produce high-level functional and technical requirements to address identified business needs. A component of the assessment and analysis included the examination of industry best practices and several system development options to help identify the best possible solution that could meet the stated goals of OHP. The MITS Phase I business case resulted in the following summary recommendations:

• Replace the current MMIS and incorporate significant additional capabilities

• Determine the feasibility of “In-house” versus “Fiscal Agent” operation of the replacement system

• Investigate modifying / replacing CRIS-E

• Incorporate Information Delivery and Internal Administration systems business needs into detailed replacement system requirements gathering

• Begin addressing many issues now in preparation for replacement – strategic, organizational, procedural, people-related

In the summer of 2004 ODJFS presented the business case to CMS and received approval to move forward with the project. Thus, MITS Phase II began on September 7th, 2004. MITS Phase II MITS Phase II built upon the work completed in Phase I to provide more detail around the initial recommendations.



Phase I Recommendation Resulting Phase II Work Replace the current MMIS and incorporate significant additional capabilities. Incorporate Information Delivery and Internal Administration systems business needs into detailed replacement system requirements gathering

Continuation of overall Medicaid requirements definition including detailed business requirements and technical requirements. Additional capabilities are being explored as part of the Web Portal and Disability Determination strategic projects. System demonstrations were also included in MITS Phase II to support the definition of detailed business requirements.

Determine the feasibility of “In-house” versus “Fiscal Agent” operation of the replacement system

Definition of a Strategic Sourcing Vision and creation of a Strategic Sourcing Framework; and assessment of several key business processes and related technology to determine if ODJFS should invest internally or with an external partner.

Investigate modifying / replacing CRIS-E The detailed business requirements will provide additional insight into the MITS requirements for the eligibility system. An overall assessment of CRISe was not included as part of MITS Phase II scope.

Begin addressing many issues now in preparation for replacement – strategic, organizational, procedural, people-related

Includes the development of Organizational Design recommendations that encompass expected changes in sourcing (business and technical), business processes, and staffing. Also includes an organizational risk assessment and high-level training plan.

Table 1: Phase I link to Phase II

The work in Phase II consisted of the following concurrent project work streams: • Project Management

• Business Requirements, Reengineering and MITS Scope of Work

• Change Leadership and Strategic Sourcing

• Technical Requirements and Service Oriented Architecture

• Strategic Projects

The remainder of this document addresses the Change Leadership issues that exist or will emerge as the MITS project progresses. MITS is scheduled to go into production in 2008 and leading the organization through this change will require strong champions over this period of time.



Section 2 EXECUTIVE SUMMARY Change Leadership has several dimensions that were addressed as part of MITS Phase II. They include:

Executive Sponsorship

Organizational Risk Assessment

Organizational Development

Executive Sponsorship MITS Phase II Executive Sponsorship encompasses the Steering Committee, OHP Change Council and the MITS Project Management Office (PMO). Each group has roles and responsibilities unique to them, however all are charged with creating the organizational vision, commitment and long-term capacity necessary to link the MITS initiative with organizational strategy, values and goals. The following are specific recommendations for Executive Sponsorship and are presented here in summary form (a more detailed discussion of each recommendation can be found later in this document):

Recommendation: All three groups within the “Guiding Coalition” (the Steering Committee, the Change Council and the Project Management Office) should continue leading the project through future phases of MITS.

Steering Committee Recommendations

Recommendation: The Steering Committee should continue to meet at least once a quarter to review the MITS project and provide strategic direction and oversight.

Recommendation: Reexamine Steering Committee membership to ensure that key/influential stakeholders are represented. Also, continuously review the alignment of roles and responsibilities with those of the other MITS governance structures.

Recommendation: Continue to secure support from internal and external entities, either through direct Steering Committee membership or periodic involvement and/ or communications.

Change Council Recommendations



Recommendation: The Change Council should continue to meet twice monthly thru the Procurement Phase. The Change Council roles/responsibilities should continue to include being MITS “change champions” to ensure overall MITS success within OHP.

Recommendation: Explore the use of various decision-making frameworks within the Change Council. Determine how to balance the need to get participation/consensus on difficult change subjects with the need to keep the project moving. For example, decisions on organizational restructuring require a different level/type of decision-making than that of determining part-time resources to participate in workshops. Also, continuously review the alignment of roles and responsibilities with those of the other MITS governance structures.

Recommendation: For each Change Council meeting, clarify the meeting purpose/agenda. Early on, each session should provide time for continuing education/coaching on the impact of MITS. The agenda should also include time for needed project decisions as well as coordination of communications OHP-wide. It is suggested that four hours is an appropriate Change Council meeting duration for these agenda items, at least through the Procurement phase.

MITS Project Management Office (PMO) Recommendations

Recommendation: The PMO should continue to meet weekly.

Recommendation: Expand the PMO’s charter to include the coordination of MITS with existing/planned technology changes within the current legacy system environment.

Recommendation: Continue MIS partnership and participation on the PMO. Clarify OHP and MIS PMO responsibilities through each phase of the MITS project life cycle.

Recommendation: Begin increasing staff of the MITS project team, and develop a MITS project team onboarding/ ramp-up plan with timing. Organizational Risk Assessment Organizational Requirements The following OHP End-User and Support Team competencies were identified as requirements in a post-implementation MITS environment:



Organizational Risks The following chart lists the six End-User Risk areas based upon the skills survey that was conducted during MITS Phase II as compared to the desired “To-Be” state:

End-User Risk

Area

Current Skills Rating

Future Skills

Desired Rating

Diff.

Impact

Type of Impact

Process Orientation for Users

30.3% 66.3% 35.9% The gap here illustrates that there may be a practice and culture that supports separate units functioning without much integration across all units. It is critical for the OHP organization to leverage the benefits of a process oriented entity and how one unit’s tasks and activities affect the overall process, not only in their unit, but also across the Bureaus. A majority of staff must have a business process way of working in order for a successful implementation and operation of MITS.

People, Process, Practice

MITS End-User Competencies MITS Support Team Competencies 1. Computer Literacy 2. Communications 3. Problem Solving Analysis 4. Business Rules and

Regulations 5. Privacy and Security 6. Media Inter-personal

Communication 7. Process Orientation for Users 8. Procurement 9. Portfolio Management 10. Developing Management

Reports 11. Management Reporting 12. User Testing 13. Business Requirements

1. User Quality Assurance 2. Role-Based Security 3. Process Orientation for System

Support 4. IT Help Desk 5. Project Management 6. System Quality Assurance 7. System Education And Training 8. System and Business

Documentation 9. Business IT and Federal Liaison 10. Business It Finance 11. System Testing 12. Business Architecture 13. Business Configuration



End-User Risk

Area


Future Skills

Desired Rating

Diff.

Impact

Type of Impact

Communications 50.7% 71.3% 20.6% This gap suggests that there is a need for additional training in the communication area. Although, based on our research and the various workshops conducted, verbal and written communication is adequate. However, the required communication skills are more related to the ability to build and communicate analytical reports (business case, project performance, etc.). Additional and more sophisticated communications skills will improve the networking and transfer of knowledge within the Bureaus. With the robust nature of the MITS, it is crucial to be able to negotiate ideas and influence others in order to keep the MITS project on track.


Business Requirements

11.9% 40.0% 28.1% Highly defined and actionable business requirements will save productivity and budget dollars. The increased knowledge of software development life cycle (project phase approach) will improve the success of MITS like project for OHP. With the portfolio of projects anticipated for OHP, it is imperative that this skill competency be addressed quickly in order for OHP to leverage the benefits of new technology and to safeguard their timely precision-like investments.


Business Rules and Regulations

43.6% 60.0% 16.4% The nature of OHP's business requires a majority of staff to be skilled in this area, The ability to partner will be critical as the organization will be looking to the executive leadership as well as others in OHP to ensure that compliance needs are being supported efficiently by new technology.


User Testing 38.7% 52.5% 13.8% Additional skills in this area will increase OHP's ability to execute system implementations and enhancements. As OHP increases it capacity to support the design, development and implementation with resources that are close to the processing, the more favorable will be the outcomes of projects like MITS. MITS-like projects require sophisticated testing and the users will ensure the system has been configured to meet the identified business requirements.

People, Process Practice, Technology

Computer Literacy

80.3% 91.3% 10.9% Since the majority of the roles and responsibilities at OHP require staff to function with a personal computer, it is critical that 90 – 100 percent of the workforce be highly proficient is navigating PC applications (i.e. word processing, spreadsheet, graphics) as well as the internet/intranet.

People, Practice, Technology

OHP needs to begin the development of a detailed training plan (use the high-level training plan provided later in this document as a starting point). This plan will continue to evolve



and expand – training will be needed for specific system functionality and job-specific process changes as implementation nears. As part of Phase II, Deloitte and the Change Council jointly developed the following MITS Project Team functional and cultural requirements:

The MITS project team can be considered a support organization within OHP. Performance metrics need to be developed for the team and measured often. Deloitte uses a “Customer Satisfaction Survey” that may be of use as a starting point for OHP measurement (provided separately).

MITS Project Team Functional Requirements

MITS Project Team Cultural Requirements

1. Portfolio Management 2. Managing Competing

Initiatives 3. Testing (DDI) 4. Project Management (business

cases, budgets, project plans) 5. Stakeholder Enrollment 6. Quality Assurance 7. Planning 8. IT Learning and Knowledge

Transfer function 9. Change Management 10. Business Requirement

Development 11. Business IT Processes Liaison 12. Shared Performance

Measurements 13. Prioritization 14. Procurement and Vendor

Management 15. Documentation 16. Business Architecture

Planning 17. Federal Support – APD 18. Privacy & Security 19. Business IT Finance 20. Business Configuration

1. Customer-Service Support/Orientation

2. Project Management Oriented 3. Knowledge Transfer/Sharing 4. Coordination Focused 5. Collaborative 6. Sense of Urgency 7. Measurement Focus 8. Ownership 9. Communication Oriented 10. Shared Accountability &

Performance Metrics 11. Strategic Thinking 12. Facilitative 13. Business Process Focused (Big

Picture View) 14. Commonality Driven 15. Flexible/Agile 16. Innovative Thinkers 17. Partnership/Strong Relationship

Building 18. Proactive/Problem Solving 19. Advocacy Focus 20. Capacity-Building



In addition, there will be demands for proficiency from the MITS project team prior to implementation. The chart below shows the need for specific competencies, by MITS phase, by the MITS project team:

9/04-1/04 1/04-5/05 7/05-11/05 1/06-12/06 1/07-3/08 3/08MITS Project Team

Competencies "As-Is" Business

Requirements RFP ProcurementDesign & Develop

Phased Implementation Production

System Quality Assurance

Business Architecture

System and Business Documentation

Business IT Finance

System Testing 8.8

Business Configuration

Process Orientation for Sys. SupportBusiness IT and Federal Liaison

Project Management

User Quality Assurance

System Education and Training

IT Help Desk

Role-Based Security

MEDIUM

LARGE

SIGNIFICANT

MITS Project Phases

Demand For Proficiency

NONE

SMALL

The difference in need (i.e., “To-Be”) versus the “As-Is” state shown on the chart above provides a visual representation of the risk areas that exist prior to MITS production. It was also noted during Phase II, that there is a need for immediate alignment between the MITS project team and current IT support and development. This need was examined thoroughly by the Change Council and a decision is expected soon on how to align organizationally in the short-term.



Organization Development In order to implement, operate and maintain MITS, training needs to be conducted for end users, which focuses on the highest risk competencies. Recommendations for the delivery of end user training include a blended learning approach, with a balance of delivery methods such as train-the-trainer/instructor-led training and web based training. A suggested, initial training curriculum is provided later in this document. In addition, significant resources will be required to provide training specific to the software system(s) which is chosen.

Likewise, the MITS Project Team will need training during different phases of MITS. The demand for these project team competencies is not as continuous as is the case with end user competencies, so this training does not need to be on-going.



Section 3 Change Leadership Framework

Figure 2: MITS Change Leadership Overview

Change Leadership Overview The chart above illustrates the elements involved in MITS Phase II for continuing to align people, processes and technology with Ohio Health Plan’s business strategy. At this juncture in the MITS ‘roadmap’ (i.e., the planning phase), OHP is beginning to build the foundation for success. Change Leadership processes and activities are outlined, (see CL process flow diagram on the next page), and these will begin the alignment of OHP leadership by preparing them to actively lead and communicate the value of the MITS initiative, strategically and directionally.

There are four work streams within Change Leadership: 1) Change Leadership Framework; 2) Executive Sponsorship; 3) Organizational Risk Assessment and 4) Organizational Development, including Training and Education.

Please refer to the MITS project plan for the detailed level sub-tasks, work steps, durations, responsibility and critical dependencies for each of these work streams.

Change Leadership

Change Leadership Framework

Executive Sponsorship

Organizational Risk Assessment

Organizational Development



Change Leadership Framework/Process

Figure 3: Change Leadership Process

The MITS Phase II Change Leadership process flow above illustrates the activities that have been agreed upon by the PMO to aid in the determination of organization development requirements, organization development risks and overall organization development recommendations for MITS. In additional, the Change Leadership process describes how various members of the Guiding Coalition, MIS and the Bureaus will be engaged to assist in affecting change as leaders in ODJFS. The processes highlighted in yellow (organization risk assessment recommendations, high level training plan, MITS roles and responsibilities) are the key deliverables in terms of expected outcomes. A large system replacement project such as MITS needs to address people, processes and technology. Each of these components is critical to overall project success and can be considered projects in and of themselves. Deloitte’s experience has shown that people and processes require additional focus, because these “projects within the project” are more difficult to align with the overall strategic direction. Numerous studies, industry analyses, and lessons learned/best practices have emphasized the need to deal with people and process issues within a technology-related initiative as shown by the following:



It has been solidly documented in the lessons learned and best practices around business transformation projects that people issues are the biggest barriers to overall project success (i.e., “show stoppers”), as illustrated in the graphs below.

“Incentives to take risks and complete IT projects according to goals do not normally exist in government. A successful IT implementation in government requires the hands-on involvement of senior management. Processes must be aligned to ensure accountability for success.”

Gartner, Why Government Systems Lag SPA-18-0885

"The ability to break down the barriers between business and government is really the ability to break down barriers within government."

- Co Commissioner Tom Hayes, CS20-5074



Source: D&T CIO Survey

CIO’s Cite Top Ten Barriers to Success

30%

41%

43%

44%

44%

46%

54%

65%

72%

82%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Unrealistic Expectations

Resistance to Change

Inadequate Sponsorship

Poor Project Management

Case for Change Not Compelling

Project Team Lacked Skills

Scope Expansion/Uncertainty

No Change Management Program

Not Horizontal Process View

IT Perspective Not Integrated

Directly Related to Change Management Issues

30%

41%

43%

44%

44%

46%

54%

65%

72%

82%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Unrealistic Expectations

Resistance to Change

Inadequate Sponsorship

Poor Project Management

Case for Change Not Compelling

Project Team Lacked Skills

Scope Expansion/Uncertainty

No Change Management Program

Not Horizontal Process View

IT Perspective Not Integrated

Directly Related to Change Management Issues

Figure 4: Top Ten Barriers to Success

As can be seen in Figure 4, the top three reasons cited by CIOs as barriers to successful system implementation directly relate to Change Management (i.e., “people issues’). In addition, survey data from Michael Hammer benchmarking studies have taught us that the:

Top three factors preventing greater business systems implementation success are: – Lack of organizational readiness – Organizational resistance to change – Insufficient executive leadership

Top business systems implementation error is: – Failing to invest adequately in change management and communications

When asked, “Why do your change initiatives fail?” CEOs also cited several change management issues as shown in Figure 5 below:



CEOs Respond to the Gartner Group

Resistance to change

Limitations of existing system

Lack of executive consensus

Unrealistic expectations

Dysfunctional project team

Narrow project charter

0 10 20 30 40 50 60 70

Directly relatedto change managementissues

Source: Gartner Group Research Figure 5: Response to Gartner Group

Investments in people will be required to ensure the success of the MITS project, and similar future projects. Significant amounts of time, budget and resources will need to be allocated to the development and growth of the OHP workforce, so MITS may be successfully implemented, operated and maintained. This “Human Capital” investment will protect and increase the ROI in the business process and technology parts of the project. There is a growing understanding among OHP leaders that they need to build workforce capacity for both the near and long term. There is not however a clear plan at this time on how to do this or a clear understanding of the level of resources that will be required. One objective of the Change Leadership work stream of the MITS Phase II project is to move OHP from the current state or the “old world” to the future state or the “new world”. It isn’t possible at this time to get a complete picture of the “new world” since much will be dependent on the system capabilities inherent in the solution chosen as part of the Procurement Phase of MITS. The impact on people will become clearer as part of the Implementation Phase of MITS as business processes are developed that define specific changes in job responsibilities and work steps as a result of the capabilities of the new technologies. The selection of a transfer system as well as the business processes that will be performed in the future will help leadership further understand the expected changes in the workforce that will be necessary to properly use the selected system tools, such as analytics, table-driven business rules and model office testing techniques available to the OHP workforce. We began a small piece of that “awareness training” in MITS Phase II of what can be expected (even before the system has been selected). An examination of the Detailed Business Requirements Phase II deliverable will underscore the depth and breadth of change envisioned by the OHP team. Also, the MITS Phase II Reference File deliverable lays out a vision on how business rules can be implemented in the system of the future and is based, in



part, on what other states have experienced as Medicaid end-users make on-line changes to business rules and see the impact in a model office testing environment. It can be expected that MITS will transform the way OHP operates, along with significant changes in job roles and responsibilities. The elimination of paper-based work processes in and of itself will require changes in workflow and the use of new tools and techniques for performing current work steps. Some other changes envisioned by the various OHP Business Process teams include:

Service Provider checking consumer eligibility via the web Claim submission via the web On-line review of business rules Daily performance reporting/progress (dashboards) Error reporting/management Additional access to existing health information On line approvals Improved internal controls requiring design and monitoring Role-based security to subsystems, screens and fields

These are just a few of the various improvements envisioned by the team and begin to illustrate to OHP leadership the positive impact that MITS can provide in overall performance as well as to the “human capital” component of the organization. As OHP nears the Design Phase of MITS, it will become increasingly clear the importance of strong, consistent communications, leadership alignment and decision-making in moving MITS forward. OHP has begun the journey of change and has set the stage for the MITS transformation that will be taking place over the next few years.



Section 4 Executive Sponsorship Purpose and Objectives In MITS Phase II, ODJFS instituted several groups charged with moving MITS forward, collectively called “Executive Sponsorship”. These groups included the Steering Committee, the Change Council and the Project Management Office. Together these groups form what is termed collectively as the ‘Guiding Coalition.’ Each group has roles and responsibilities unique to them, however, all are charged with creating the organizational vision, commitment, and long-term capacity necessary to link the MITS initiative with organizational strategy, values, and goals.

The purpose of Executive Sponsorship is to build upon ODJFS/OHP leadership ability and commitment to spearheading the MITS initiative, and to engage them in a variety of shared leadership activities.

Objectives include:

Create awareness and abilities so OHP executive leadership can actively and knowledgeably lead change. Deloitte will provide individual and group coaching so leaders can increase their ability to ‘walk the talk’ of how MITS will change OHP. At the heart of this learning, executive leadership needs to agree that they need to become role models for change. In a sense the ‘Guiding Coalition’ must positively ‘conspire’ (join or act together) to establish a common approach to enable change.

Establish ‘Guiding Coalition’ Communication opportunities. Dialogue will clarify the overall change strategy, build a compelling business case for change, and determine strategies needed to manage and balance short-term and long-term business performance, along with understanding the human dynamics involved in change. Dialogue will provide open, honest decision-making forums to discuss ‘difficult’ issues.



Guiding Coalition

Figure 6: Guiding Coalition

Recommendation: All three groups within the Guiding Coalition (the Steering Committee, the Change Council and the Project Management Office) should continue leading the project through future phases of MITS. Periodically, their charter/ purpose, roles & responsibilities, participants and objectives/goals should be updated.

Steering Committee The Executive Steering Committee was established as a key, executive group within the Guiding Coalition. Membership included China Widener, Susan Ackerman, Greg Jackson, Kim Liston, Barb Edwards, M. Renee’ Bostick and Ravi Kumar. Their roles and responsibilities are captured in the table above. Overall, they provided strategic direction, oversight, support, and ensured that the MITS project had an “up and out” focus for the entire ODJFS agency. They were also were instrumental in the development of the Strategic Sourcing Vision and guiding that vision forward. The Steering Committee also leveraged the OIT structure, bringing best practices and lessons learned to MITS from other organizations and projects. DAS, MIS and OBM involvement was secured as they were included as participants in the Steering Committee and they were helpful in providing information on finances and state architecture, which could eventually impact the project. During the initial MITS Phase II Steering Committee meeting, the role of the Steering Committee as well as other external leaders was discussed. There was healthy discussion on what will be different as a result of leadership development. The following diagram illustrates the various roles that the key stakeholders were assigned during MITS Phase II.



Figure 7: Leadership Alignment

Recommendation: The Steering Committee should continue to meet at least once a quarter to review the MITS project, and provide strategic direction and oversight. However, it may occasionally be necessary to meet monthly during specific phases where decisions are needed from the Steering Committee. Recommendation: Reexamine Steering Committee membership to ensure that key/influential stakeholders are represented. Also, continuously review the alignment of roles and responsibilities with those of the other MITS governance structures (the Change Council and the PMO). Expectations will change as MITS moves out of the Planning Phase and into Procurement/DDI phases. Consider OIT involvement, Governor’s office participation. The Committee should also provide guidance on the processes that can be used to support the various initiatives (MITS as well as other ongoing projects) on a go-forward basis. Recommendation: Continue to secure support from internal and external entities, either through direct Steering Committee membership or periodic involvement and/ or communications. Change Council Six Change Council (CC) meetings were held during Phase II of the project, where the CC discussed a variety of MITS-related change topics. . OHP CC members included Barb Edwards, Ravi Kumar, M. Renee’ Bostick, Patricia Martin, Sheila Fuji, Robyn Colby, Mel Borkan, Tracy Williams and Kim Liston. Date Purpose Topics Outcomes October 28, 2004 • Lay the foundation for

the Guiding Coalition structure, members, and organization

• Roles and responsibilities for: Steering Committee, Change Council and Project Management Office

• Agreed upon and documented roles and responsibilities for the Guiding Coalition

November 23, 2004 • Communicate strategic sourcing progress and discuss options for

• Strategic sourcing workstream

• Organizational structure options

• Development of the change council process to come to agreement on strategic sourcing and



organizational structure

• CL approach organizational structure issues.

December 30, 2004 • Agree on the organization design requirements to implement, operate and maintain MITS

• Problems/issues with the current situation

• Best practices • Various scenarios

• Organizational development requirements for functions and culture

• Unable to obtain agreement on OD requirements for structure

January 13, 2005 • Clarify skill/ competency requirements and organization design requirements

• Skills Assessment • OD requirements

• Discussion on organizational design requirements and business IT support functions

• Cultural requirements • Shared understanding of

OHP skills assessment • Agreement to close the

gap between OD requirements and current state

January 20th 2005 • Discussed Organizational Requirements

• IT Structure • IT Support Group

Location

• Review of applicable Phase II deliverables that provide a beginning “vision of the future”

• Additional meetings and Information are required

January 27th 2005 • Discussed Organizational Requirements

• IT Structure • IT Support Group

Location

• Review of applicable Phase II deliverables that provide a beginning “vision of the future”

• Additional meetings and Information are required

Table 2: Change Council Change Council Background At the end of MITS Phase I, an “Ad Hoc” group of OHP leaders was formed to review the deliverable from Phase I and provide appropriate guidance on the messages contained therein. The Ad Hoc group also understood that significant resources would have to be devoted during MITS Phase II, especially in the Business Requirements definition of all 56 sub-processes. At the onset of Phase II, it was recognized that a more permanent OHP leadership group was needed to review overall project progress as well as continue to make decisions on resources and more project-specific issues such as possible sourcing opportunities. As a result of this recognition of OHP leadership need during MITS Phase II, the Ad Hoc group was renamed the “Change Council” and was chartered to meet bi-weekly for the duration of MITS Phase II. Change Council Interviews Nine executive interviews were conducted early in Phase II to ascertain expectations around the appropriate level of leadership involvement in this phase of MITS. (Those interviewed were B. Edwards, R. Kumar, R. Bostick, T. Martin, S. Fuji, R. Colby, M. Borkan, T. Williams and K. Liston.) Many interviewees recognized that what was really needed was an OHP leadership team, who could champion the initiative from a Change Leadership



perspective. Ideas and information were collected, and the newly formed Change Council refined the charter of the three groups within the guiding coalition. In addition, opportunities for improvement were gleaned for the PMO around “what worked and what didn’t work” in Phase I. The results of these interviews were reported to the PMO and used to design and develop the Guiding Coalition and the Executive Sponsorship plan. Below are some highlights from the summary of the results of these interviews, which were compiled on 10/21/04:

- Several interviewees were concerned with a lack of involvement from middle management on the project, (Bureau Chiefs and Deputy levels). The Change Council is viewed as a good remedy for that. “Read about it in the e-room” is viewed as dismissive.

- IT capacity and competence, as well as the skill mix within the OHP workforce, is seen as a major challenge to successful implementation and operation of MITS.

- Many of the interviewees already have a “solution” or ideas around how the “To Be” organizational structure should look and a point-of-view on strategic sourcing.

- Some of their staff are worried about their jobs while some are excited about the opportunities that MITS affords.

- Everyone has been told and understands that MITS is our #1 priority. Balancing MITS with day-to-day operations was seen as a major challenge.

- There is confusion about the expectations of the BPL’s and their responsibilities now versus what they may be in the future.

Leadership Development During several Change Council meetings, time was allocated to learn about applicable change leadership techniques. The following three diagrams are highlights from the change leadership presentations that were presented by Deloitte at those meetings. “Heart of Change” The CC discussed John Kotter’s change theory and model, and the eight steps for effectively leading a large scale change project. They also discussed what was working and not working in each of the eight steps with regard to the MITS project.

Figure 8: Heart Of Change



The Emotional Side of Change The CC discussed the “Emotional Side of Change” and how their staff moves through the change process from “threat” to “opportunity”. Each CC member revealed where they were in the process and why. Most members were around the “hopeful/ skeptical” range. They also discussed how they could accelerate moving through the process as a group and how they should support their organizations in wrestling with upcoming change challenges.

Figure 9: Emotional Side of Change

How to deal with resistance Resistance is an emotional process, not a rational one. When people react to change, they are reacting emotionally.

The CC discussed organizational resistance to change and how it was expressed in various OHP employee surveys. They covered typical reactions to change, how resistance is expressed in behaviors and how to effectively manage it. They also discussed how to use the three steps for dealing with resistance: Identify it, name it and be quiet.

Figure 10: Dealing with Resistance

Change Council Recommendations Moving Forward Recommendation: The Change Council should continue to meet twice monthly thru the Procurement Phase. The Change Council roles/responsibilities should continue to include being MITS “change champions” to ensure overall MITS success within OHP. Near the end of Procurement, the frequency of Change Council meetings should be reexamined for the Design phase and beyond. The Change Council should be a team of influential and respected leaders, who drive change through the organization, playing the roles of “change champions” for the MITS project. They have a set of clearly defined roles and responsibilities, whereby they are to guide the difficult organizational change process and create an adequate business and organizational environment for MITS.



Recommendation: Explore the use of various decision-making frameworks within the Change Council. Determine how to balance the need to get participation/consensus on difficult change subjects with the need to keep the project moving. Also, continuously review the alignment of roles and responsibilities with those of the other MITS governance structures. Early on, the Change Council made decisions on who were to be assigned as MITS Phase II Business Process Leads. These decisions were critical in keeping the project moving. It was more difficult for the Change Council to resolve the issue of balancing the need for current OHP IT support with MITS Phase III needs. The need for the close alignment of the two was acknowledged, but determining the organizational changes necessary to achieve this alignment was not completed during MITS Phase II. The Change Council should adopt and adhere to a decision making model to facilitate decision making and issue resolution, during the next phase of the MITS project. Consensus on all major decisions, throughout the various stages of a major change initiative, is unrealistic. Consensus decision making should be required only when necessary for implementation. The Change Council should consider utilization of other methods of decision making, like voting or ‘get group input and announce’ for most matters. The chart below illustrates various alternatives.

Likelihood of support for implementationTime available

Deg

ree

of in

volv

emen

tLi

kelih

ood

of w

in/w

in

Decide and

announce

Get individual input and announce

Get group

input and announce

Voting

Consensus Delegation with

constraints

Figure 11: Change Process

Another aspect of decision making to consider is “who needs to make what decisions when”. At what level of the organization should particular decisions be made? Clarifying roles can help with finding the answers to these questions. Responsible, Accountable, Consult and Inform (RACI) charts can help to visualize where items should be discussed versus where decisions should be made, for example (See RACI Chart in Section 5). Recommendation: For each Change Council meeting, clarify the meeting purpose/agenda. Early on, each session should provide time for continuing education/coaching on the impact of MITS. The agenda should also include time for needed project decisions as well as coordination of communications OHP-wide. It is suggested that four hours is an appropriate Change Council meeting duration for these agenda items, at least through the Procurement phase. Educational topics could include



such areas as overall IT literacy, leading major change and balancing tactical and strategic initiatives. OHP should continue providing continuous education and coaching to their top executives as well, which will enable them to manage their increasingly complex and challenging demands over the next several years. It is not unusual to find that executives at this level need executive IT training in order to understand their changing environment and the impacts that technology can have on the organization. In addition, the Change Council should consider approaches for developing leadership abilities at the staff levels, as informal leaders are instrumental in the change process. As role models for the rest of OHP leadership, it is important for the Change Council to understand and clearly communicate the importance of MITS and the impact this initiative will have on the OHP organization of the future. The dialogue, both formal and informal, between the Change Council and the rest of OHP will help to emphasize/clarify the overall change strategy, to develop the compelling business case for change and to determine strategies needed to manage and balance long term and short term business performance. PMO The Project Management Office (PMO) is responsible for the overall success of MITS Phase II as well as keeping the project on time and within budget and scope. OHP participants included M. Renee’ Bostick, Ravi Kumar and Chet Ebner. MIS participants included Kim Liston and Michelle Burke. The PMO met every week, and provided guidance and support to various project team members. The PMO roles and responsibilities include:

• Reinforcement of quality expectations • Issue resolution and risk management. • Communication focal point for project team members • Weekly status reporting throughout the project life cycle • Development of shared performance metrics • Oversight for the project teams

While MIS involvement in the PMO only became active about halfway through MITS Phase II, it is important to continue and build upon this involvement. OHP and MIS together form a critical alliance and this is an important working asset for the future phases of MITS. The overall MITS project structure is shown in the picture below. The PMO was instrumental in helping to make this structure work as described following the diagram.



Prog IntegrityK Hamtak

PrivacyR Bergin

Project MgtR Kumar

Mgt InfoA McKay

ClaimsL Flanagan

FinancialC DrakeB Monks

ContractJ Downie

L Walsh, P Dorsey

QualityC DrakeW Ohler

CRMW Ohler

BenefitL Yaeger

MemberL Coss

MITS

CommunicationsPlan, Weekly, CC Update, BPL Minutes, eRoom, Meetings

Training MMIS, PM & Requirements

Defined Roles & Responsibilities

Team Structure & Process

BPL’s, SMEBA’s

DocumentationDevelop, document, review,

standardize, approval

Project MgtPMO, Plan, Budget, Risk, Communications, Coordination, Approval

PartnershipCMS, Deloitte, OBM, DAS, MIS, 180 Staff

Vision“The Big Picture”Positive & motivating for staff

Steering ComBuilt framework for collaborationEngaged OBM, DAS & ODJFS

Business DrivenValue of Bus-Driven ArchitectureHow technology can support us


PrivacyR Bergin

Project MgtR Kumar

Mgt InfoA McKay

ClaimsL Flanagan


ContractJ Downie

L Walsh, P Dorsey


CRMW Ohler

BenefitL Yaeger

MemberL Coss

MITS



PrivacyR Bergin

Project MgtR Kumar

Mgt InfoA McKay

ClaimsL Flanagan


ContractJ Downie

L Walsh, P Dorsey


CRMW Ohler

BenefitL Yaeger

MemberL Coss

MITS


Training MMIS, PM & Requirements

Defined Roles & Responsibilities

Team Structure & Process

BPL’s, SMEBA’s

DocumentationDevelop, document, review,

standardize, approval

Project MgtPMO, Plan, Budget, Risk, Communications, Coordination, Approval

PartnershipCMS, Deloitte, OBM, DAS, MIS, 180 Staff

Vision“The Big Picture”Positive & motivating for staff

Steering ComBuilt framework for collaborationEngaged OBM, DAS & ODJFS

Business DrivenValue of Bus-Driven ArchitectureHow technology can support us

Figure 12: Operational Areas

MITS Phase II PMO – Creating the Environment for Success Partnership The MITS PMO was instrumental in developing and maintaining several successful partnerships with the Centers for Medicare & Medicaid Services (CMS), OHP Management Information Services (MIS), Office of Budget Management (OBM), Office of Information Technology (OIT), Department of Administrative Services (DAS), Sister Agencies and Deloitte Consulting during the MITS Phase II. Communications The MITS PMO, with support from others, developed a comprehensive communication plan that documented when various meeting were to be held, who should attend and the type of information that should be provided. The Steering Committee met several times, the Change Leadership Council met many times per month, the PMO met each week, and business process leads met each week. At the conclusion of many of these meetings, minutes were developed and distributed, issues were documented and escalated and the Deloitte eRoom was used as the central repository for sharing/storage of key documentation. Vision The executive leadership group (guiding coalition), which included the PMO, developed a vision early in the MITS project which incorporates “The Big Picture” which was positive and motivating for the process team leads and staff. Steering Committee



The Steering Committee (which is comprised of ODJFS executives) helped to build the framework for collaboration and facilitated the partnering of OHP, OBM, DAS, and MIS. Business Driven Architecture (BDA) One key concept used for the MITS Phase II project was “Business Driven Architecture” (BDA). This concept mandates the alignment of information technology with the lines of business goals. The PMO helped guide the use of this concept in the development of the Business Architecture deliverable and ensured that OHP understood the value of BDA and how new technology can support OHP. Documentation A best practice that the PMO adopted early was the development of templates to capture key project information including formal deliverables, communication plan, work breakdown structures, and status reports. The emphasis was placed on the development, review, standardization and approval of all documentation, small or large. Team Structure and Process There were several meetings held within the PMO to determine the best MITS team structure and processes. The MITS Phase II team was comprised of the Guiding Coalition, the Business Process and Sub Process Leads, and Subject Matter Experts (SMEs). By design, the team structure helped to get a large percent of the OHP organization aware, involved and knowledgeable with the MITS project. Training Internal and external training was conducted in areas from “effective project management” to “how to build strong business requirements”. Several vendor demonstrations on new Medicaid Management Information Systems was conducted and well attended by MITS team members and OHP personnel. Lastly, the executive leadership team was provided change leadership and ‘how to be a champion of change” training. Roles and Responsibilities The PMO worked diligently to define roles and responsibilities not only for the MITS Phase II team, but also for MITS Phase III. Project Management On the MITS project, the PMO helped to ensure that an efficient plan, budget, and communication plan was developed and used as key tools. On a weekly basis the PMO addressed risks/issues, approved project milestones and reviewed project status. Overall, the importance that the PMO placed on coordination served the MITS Phase II project extremely well and contributed to the successful completion of the phase on time and on budget. PMO Recommendations Moving Forward Recommendation: Continue to meet weekly. Rapid decision-making is important in helping to ensure that the project stays on-time and on-budget. In Phase II, it was the frequent meeting and discussions within the PMO that operationalized the Change Council staffing decisions and built the environment for Business Process Leads to be successful. Recommendation: Expand the PMO’S charter to include the coordination of MITS with existing/planned technology changes within the current legacy system environment. The MITS PMO must be cognizant of all technology-related initiatives either



planned or underway. Significant effort went into the definition of business/technical requirements during Phase II, however, the business will not remain static until MITS implementation in 2008. Changes in the business environment must be reflected in revisions to MITS II requirements and these changes should be reviewed periodically. Aligning MITS with current OHP activities/decisions will be critical because, as the environment changes, the impact on MITS must be analyzed and changes incorporated where necessary. Otherwise, complete rework of Phase II business and/or technical requirements is a real possibility. Also, the PMO will need to coordinate the phase-down of current IT work as MITS ramps up. Investment in the current environment will decrease, except for emergency changes, as MITS moves into development and implementation phases. Recommendation: Continue MIS partnership and participation on the PMO. Clarify OHP and MIS PMO responsibilities through each phase of the MITS project life cycle. The PMO should continue to build their business partnership with MIS, which will assist in facilitating a smooth transition from legacy to new systems, and from “As Is” to “To Be” business processes and organizations. The PMO should continue to clarify the project decision making process on a go-forward basis. Recommendation: Begin increasing staff of the MITS project team, and develop a MITS project team onboarding/ ramp-up plan with timing. As OHP moves out of the MITS Planning Phases (I and II), the need for full-time staff is necessary to drive the development of the RFP during the Procurement Phase and will become even more critical during Design Phase. The PMO needs to work with the Change Council in obtaining the resources necessary to continue the project. The Executive Sponsorship Challenge The Influence of Information Technology From a structural perspective, government IT organizations are similar to those of the private sector. The primary drivers of cost, integration of systems and strategic sourcing are the same, however, the level of oversight by external groups is greater and the age of people within IT is higher. In terms of the changes being made, government IT is consolidating both the technology and the business organization and putting more resources in cross agency structures such as architecture and the program management office (PMO).

Given the drivers, IT within government needs to continue the consolidation, while investing in groups that maintain the responsiveness and coordination of IT — planning, architecture and vendor management.

The two primary drivers for structural changes within government IT at the local level (state, provincial, county and city) are cost reduction and the integration of systems. The latter is to provide a single point of access to government IT services and to better track users of services.

Structurally government IT is more fragmented than the private sector, but is following the lead of the private sector and consolidating. There are various forms of this consolidation.

One state consolidated IT around three leaders. Another city IT shop established a single CIO with all of IT reporting to him. And a state agency set up “support” groups for architecture and strategy to prioritize across multiple agencies.



Overall, the level of centralization of reporting has increased greatly in the last three years. Given the above drivers, this will continue for at least the next few years. Government IT is also forming groups to perform cross-agency work and better manage services providers, whether they are strategic sourcing entities or consultants.

Internal consulting groups have increased greatly in numbers in the private sector and are slowly growing in the public sector. Projects with even the potential for cross agency use are being run out of “support” groups.

Change Imperative IT portfolio management in its fullest vision is comprised of a number of sub-disciplines, including IT asset management (ITAM), application portfolio management (APM) and project portfolio management (PPM). Most organizations currently practice some form of asset management; however, it is most typically a variation of desktop/commercial off the shelf (COTS) software asset management, which is limited in its strategic value. Only 10 percent to 15 percent of organizations effectively roll up the sub-disciplines into a higher-level process to better enable strategic decision-making — the very definition of IT portfolio management. As a result, organizations are likely wasting 5 percent to 8 percent or more of their overall budgets due to duplicated, misaligned and ineffective spending. For an organization with a $500 million per year IT budget, this translates directly into $25 million to $40 million per year of pure waste. IT complexity has reached the point where it is no longer possible to manage these resources in the haphazard ways of the past, and the technology is now mature enough to support better management. Reference: Maximizing IT Value: Portfolio Management Options for 2003 - © 2003 Giga Information Group, Inc. Implications and Recommendations for OHP: The treatise above from the Giga Information Group clearly illustrates future trends with regard to the effects of Information Technology on government agencies. OHP has already been impacted by these trends in many ways. The Change Council has often commented for example on how “we’re working harder and producing less results” or how every bureau is feeling a “resource squeeze” and that staff are becoming taxed and stretched. Demands to produce business results continue to increase and it’s critical to have a group, such as the Change Council and/or PMO, charged with decision-making and execution. OHP needs to conduct portfolio management, along with their strategic and business planning in order to set priorities and manage the influx of competing initiatives, which will arise over the next several years and all seem critical. In addition, as the treatise states, IT support groups have proven to be an effective method of organizing and managing the growing and competing demands of business IT project for both IT functions and the organizational units that they serve.



Section 5 Organizational Risk Assessment (ORA) Purpose and Objectives The purpose of the Organization Risk Assessment work stream is to focus on designing the organizational “To Be” state, assessing the scope of work and resources required for MITS to operate successfully, and determining the preliminary requirements needed for OHP to prepare and transition the workforce. At this phase of the project, the ‘picture’ of the future is high level. The ORA will evolve as decisions around technology, business processes, resources, infrastructure, job functionality, and job roles are defined during the MITS system development life cycle (SDLC). Many of the risks identified deal with the MITS project team structure and their ability to move MITS forward rather than OHP as a whole because of the limitations inherent in defining staff risks prior to procuring/developing the system of the future.

“To Be” Future State The future “To Be” state has been defined in this section around expected MITS post-implementation competencies for end users and support staff (Skill Requirements). Skill requirements were defined initially by Deloitte Consulting by drawing on our experiences with best practices and other states’ models. These were further refined through discussion with the Change Council and apply to those areas deemed necessary in a post-implementation environment and are shown in Table 3.

Table 3: Competencies – Post Implementation

MITS End-User Competencies MITS Support Team Competencies 1. Computer Literacy 2. Communications 3. Problem Solving Analysis 4. Business Rules and Regulations 5. Privacy and Security 6. Media Inter-personal

Communication 7. Process Orientation for Users 8. Procurement 9. Portfolio Management 10. Developing Management Reports 11. Management Reporting 12. User Testing 13. Business Requirements

1. User Quality Assurance 2. Role-Based Security 3. Process Orientation for System

Support 4. IT Help Desk 5. Project Management 6. System Quality Assurance 7. System Education And Training 8. System and Business Documentation 9. Business IT and Federal Liaison 10. Business It Finance 11. System Testing 12. Business Architecture 13. Business Configuration



The MITS Phase II, the Change Council developed a conceptual picture of the organizational project team structure needed for MITS future phases (procurement, DDI). This generated discussion on the need for a new, more permanent support structure post-implementation. Conceptually, the MITS Project Team (called “Business IT Support” in the diagram below to differentiate it from the MITS Vendor) relates specifically to the group charged with the responsibility to support and facilitate the interactions and coordination between OHP’s bureaus, MITS, Medicaid MIS and Strategic Projects.

Medicaid MISMMIS

CRISe

Info DeliveryInternal Admin

OHP

BPO

BHHP

BMHC

BCA

BHCA

BLTCF

BCPS Strategic Projects

MITS- Contracted- Assume one point of contact

(ie., project manager)

Bus

ines

s IT

Sup

port

Medicaid MISMMIS

CRISe

Info DeliveryInternal Admin

OHP

BPO

BHHP

BMHC

BCA

BHCA

BLTCF

BCPS Strategic Projects

MITS- Contracted- Assume one point of contact

(ie., project manager)

Bus

ines

s IT

Sup

port

Figure 13: IT Support Structure In addition, MITS Project Team functional requirements and cultural requirements were developed to help identify the competencies necessary for successfully moving MITS forward (i.e., prior to implementation). Again, the “To Be” state should be reexamined periodically in future MITS phases as the vision clarifies around people, process and technology. The functional and cultural requirements listed in Table 4 can be considered the areas that the MITS Project team will need to be proficient in, beginning in Phase III, and relate specifically to the conceptual OHP MITS Business IT Support box shown in Figure 13. Note the similarities between these requirements and the competencies defined for the eventual post-implementation MITS Support Team. It is expected that the project group charged with the responsibility of MITS Procurement, DDI and Implementation will evolve into a more permanent technology support group following implementation.



Table 4: MITS Project Team - Functional Requirements, and Cultural Requirements

Roles and Responsibilities Chart for MITS While the Change Council reflected on the functional and cultural requirements for the MITS team, it was also noted that the working relationships with other key MITS stakeholders had to be defined. Deloitte developed the following “RACI” chart as a vehicle for OHP discussions on further clarifying roles and responsibilities specific to the MITS project.

MITS Project Team Functional Requirements

MITS Project Team Cultural Requirements

1. Portfolio Management 2. Managing Competing

Initiatives 3. Testing (DDI) 4. Project Management

(business cases, budgets, project plans)

5. Stakeholder Enrollment 6. Quality Assurance 7. Planning 8. IT Learning and Knowledge

Transfer function 9. Change Management 10. Business Requirement

Development 11. Business IT Processes

Liaison 12. Shared Performance

Measurements 13. Prioritization 14. Procurement and Vendor

Management 15. Documentation 16. Business Architecture

Planning 17. Federal Support – APD 18. Privacy & Security 19. Business IT Finance 20. Business Configuration

1. Customer-Service Support/Orientation

2. Project Management Oriented 3. Knowledge Transfer/Sharing 4. Coordination Focused 5. Collaborative 6. Sense of Urgency 7. Measurement Focus 8. Ownership 9. Communication Oriented 10. Shared Accountability &

Performance Metrics 11. Strategic Thinking 12. Facilitative 13. Business Process Focused (Big

Picture View) 14. Commonality Driven 15. Flexible/Agile 16. Innovative Thinkers 17. Partnership/Strong Relationship

Building 18. Proactive/Problem Solving 19. Advocacy Focus 20. Capacity-Building



Functions BureausChange Mgmt

Council MITS Team MIS1 Portfolio Management R A,R R,C C,I

2Project Management (business cases, budgets, project plans) C,I R A,R C,I

3 Planning R,C,I R A,R R,C,I

4Business Requirement Development R C,I A,R C,I

5 Prioritization R A,R R C,I6 Managing Competing Initiatives R A,R R C,I7 Stakeholder Enrollment R R A,R R

8IT Learning and Knowledge Transfer Function R,C,I R A R,C,I

9 Business IT Processes Liaison R,C,I C,I A,R R,C,I

10Procurement and Vendor Management C,I R R,A C,I

11 Business Architecture Planning C,I C,I A R12 Federal Support - APD C,I R A C,I13 Privacy & Security R,A C,I A,R R,A14 Business IT Finance C,I C,I A,R R,C,I15 Business Configuration R C,I R,A C,I16 Testing (DDI) R C,I R,A R

17 IT Maintenance & Enhancement C,I R A R18 Quality Assurance C,I R A R19 Change Management R R A,R R

20Shared Performance Measurements R R A,R R

21 Documentation C,I R A C,IR Responsible Party that owns the problem/project

A Accountable Party to whom the "R" party is accountable; must sign-off on project

C ConsultParty that has the information/capability necessary to complete the work

I Inform Party that must be notified of results, but need not be consulted on the work

Key

Table 5: RACI Chart for MITS

“As Is” Current State Competencies and Capabilities (Skills) The skills inventory survey was completed by 8 participants and covered 452 staff. The survey consisted of 13 End-User competencies and 13 Project Team competencies, as shown in Table 3. The skills inventory survey was designed to assess the staff’s knowledge in 26 competency areas as well as the staff’s proficiency in each competency. Each competency area has specific skills associated with it, which are listed in the appendix.

Figure 14: Key Definitions

The 26 competencies were divided into two categories: MITS End-User competencies and MITS Support Team competencies. The End-User competencies are those considered necessary for efficient day-to-day operations within the bureaus in a MITS environment, and the MITS OHP Support Team competencies are those considered necessary for supporting/maintaining the new technology system in a post-implementation environment.

Key Definitions Competencies A specific range of skill, knowledge, or ability Knowledge Familiarity, awareness, or understanding gained through experience or

study Proficiency Having or showing ability and skill Skills Abilities that has been acquired by training



Skills-Knowledge Inventory Results The table below shows the high-level results of the Bureau Chiefs assessment of the proficiency of their staff in the 26 competencies. No significant difference was found between the proficiency level results and the knowledge level results, so only the proficiency results will be discussed here. The complete proficiency results, the knowledge results, and the Process Team Lead pilot study results are in the appendix. Included in these results are overall results tables and charts, sorted results table, knowledge and proficiency charts, bureau chief/process lead comparison charts, charts by bureau and process, and the raw data.

In the table, the competencies are ranked from strongest to the weakest. The ranking was determined by combining the percentage of Intermediate staff and the percentage of Advanced staff for each competency and listing them from the highest percentage to the lowest.

The table shows that about 2/3 of the top ranked skills are End-User competencies. In the top quarter of the skills listed in the table, 4 out of 6 are End-User competencies, and in the top half of the skills, 9 of 13 are End-User competencies. This potentially illustrates that the staff is strongest in performing the skills that are most often associated with the day-to-day operations of the bureaus.

The competencies that are beneficial to all bureaus day-to-day operations (i.e. computer literacy, communications, problem solving analysis, and business rules and regulations) were ranked the highest for OHP. Lower Intermediate/Advanced percentages for some of the End-User competencies are acceptable, however, because these skills are not needed in large numbers in every bureau. (Example: Developing Management Reports) This will be taken into account in the risk analysis outlined later in this document.

N/B I/ACompetencies # % # % # % # % % %

Computer Literacy 2 0.4 87 19.2 235 52.0 128 28.3 19.7 80.3Communications 46 10.2 177 39.2 132 29.2 97 21.5 49.3 50.7Problem Solving Analysis 42 9.3 186 41.2 158 35.0 66 14.6 50.4 49.6Business Rules and Regulations 74 16.4 181 40.0 138 30.5 59 13.1 56.4 43.6User Quality Assurance 110 24.3 165 36.5 131 29.0 45 10.0 60.8 38.9User Testing 135 29.9 142 31.4 130 28.8 45 10.0 61.3 38.7Role-Based Security 134 29.6 154 34.1 130 28.8 34 7.5 63.7 36.3Privacy and Security 73 16.2 218 48.2 97 21.5 64 14.2 64.4 35.6Media Inter-personal Communication 110 24.3 189 41.8 105 23.2 48 10.6 66.2 33.8Process Orientation for Sys. Support 130 28.8 176 38.9 90 19.9 56 12.4 67.7 32.3Process Orientation for Users 120 26.5 195 43.1 80 17.7 57 12.6 69.7 30.3Procurement 207 45.8 138 30.5 62 13.7 53 11.7 76.3 25.4Program Management 222 49.1 124 27.4 55 12.2 51 11.3 76.5 23.5IT Help Desk 278 61.5 78 17.3 69 15.3 37 8.2 78.8 23.5Project Management 213 47.1 135 29.9 52 11.5 52 11.5 77.0 23.0System Quality Assurance 263 58.2 98 21.7 52 11.5 38 8.4 79.9 19.9Developing Management Reports 279 61.7 92 20.4 44 9.7 37 8.2 82.1 17.9System Education and Training 309 68.4 69 15.3 59 13.1 15 3.3 83.6 16.4System and Business Documentation 299 66.2 96 21.2 39 8.6 18 4.0 87.4 12.6Business Requirements 309 68.4 89 19.7 37 8.2 17 3.8 88.1 11.9Management Reporting 261 57.7 141 31.2 31 6.9 17 3.8 88.9 10.6Business IT and Federal Liaison 318 70.4 90 19.9 29 6.4 15 3.3 90.3 9.7Business IT Finance 351 77.7 60 13.3 23 5.1 18 4.0 90.9 9.1System Testing 317 70.1 95 21.0 25 5.5 15 3.3 91.2 8.8Business Architecture 315 69.7 110 24.3 15 3.3 2 0.4 94.0 3.8Business Configuration 394 87.2 43 9.5 14 3.1 1 0.2 96.7 3.3

Proficiency ProficiencyN B I A

Top 25%

Bottom 25%

N NoneB BeginnerI IntermediateA Advanced

Key

452 Staff Total

MITS Project Team Competencies

MITS End-User Competencies



Table 6: Competency Rating

The pink line with circles on the graph below shows the combined percent of staff in the Intermediate and Advanced levels for proficiency in each competency. This graph shows that the amount of staff with strong MITS Project Team competencies is considerably lower than the amount with strong End-User competencies. Over half of the IT System Implementation competencies are less than 20% proficient staff, while only two of the End-User competencies were rated less than 20% proficient staff. However, a small portion of the staff does appear to possess the skills necessary to implement and maintain an IT system.

Proficiency Levels

0.0

10.0

20.0

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s and

Reg

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User T

estin

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Inter-

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s Orie

ntatio

n for

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Sys. S

upport

IT Help

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Assuran

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System Edu

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n and

Trainin

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System an

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Doc

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Busines

s IT an

d Fed

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n

Busines

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nanc

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System Tes

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Busines

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Busines

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figura

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Competencies

% o

f Sta

ff

None/Beginner Intermediate/Advanced

MITS Project Team CompetenciesMITS End-User Competencies

Figure 15: Proficiency Levels Organizational Development Gaps and Risks

Competencies and Capabilities (Skills) As mentioned previously, the skills inventory assessed the OHP staff’s current proficiency in 26 competency areas. This is referred to as the staff’s “As-Is” state. For the MITS End-User competencies, Deloitte project team members were then surveyed to determine what proficiency levels are needed to implement, operate, and maintain the MITS system. This is the basis for the staff’s “To-Be” state. These “To-Be” proficiency levels should be periodically reexamined and adjusted as the MITS project continues.

The “As-Is” % column in the table below shows the current percent of staff that were placed in the Intermediate or Advanced proficiency levels for each competency. The “To-Be” %



column shows the percent of staff (+/- 5%) that should be in the Intermediate or Advanced proficiency levels to support the MITS system.

The Difference column shows the gap between the “As-Is” and “To-Be” percentages. A positive number in this column indicates that a sufficient amount of the OHP staff is proficient in those End-User competencies. A negative number signifies that the “As-Is” percentage is lower than the “To-Be” percentage and more staff will need to be proficient in those competencies to implement, operate, and maintain MITS.

A competency with a difference less than -5 is considered a significant risk. The table shows that six competencies fall in to this category: Process Orientation for Users, Communications, Business Requirements, Business Rules and Regulations, User Testing, and Computer Literacy. Best practices indicate that in a process-oriented systems environment such as MITS, these competencies levels are typically higher. They are core competencies that need to be built throughout OHP over time using on-going training. The demand for these competencies does not vary over time as the Project Team competencies do.

Four of the high-risk End-User competencies – Communications, Business Rules and Regulations, User Testing, and Computer Literacy – were in the top 25% of competencies ranked by proficiency in the “As-Is” state. However, these are still areas where a large gap exists between the “As-Is” state and the “To-Be” state, and therefore they still present a risk to OHP as it approaches MITS.

The End-User competency that is by far the largest risk is Process Orientation for Users with a difference of -35.9. The skills associated with this competency are an individual’s ability to understand the relationship of events or activities within a sub-process and its impact on the whole process and overall organization, as well as an individual’s ability to apply business rules, procedures, and related concepts to solve business problems using technology as a tool. These are skills that should be focused on and improved as OHP moves towards MITS implementation.

Other high-risk End-User competencies that should be a priority are in the -10 to -30 point range, including Communications, Business Requirements, Business Rules and Regulations, User Testing, and Computer Literacy. Some of the skills associated with these competencies are written and verbal communication skills and the ability to communicate project objectives for Communication; the ability write business requirements, conduct JAD sessions, and develop a gap analysis for Business Requirements; the ability to develop, comprehend, and adhere to business rules for Business Rules and Regulations; the ability to execute process-focused business scenarios and to validate and document results for user testing; and the ability to use a PC and basic MS Office tools, the ability to navigate the Internet and Intranet, and the knowledge of basic PC hardware for computer literacy.

End-User Risk

Area


Future Skills

Desired Rating

Diff.

Impact

Type of Impact


30.3% 66.3% 35.9% The gap here illustrates that there may be a practice and culture that supports separate units functioning without much integration across all units. It is critical for the OHP organization to leverage the benefits of a




End-User Risk

Area


Future Skills

Desired Rating

Diff.

Impact

Type of Impact

process oriented entity and how one unit’s tasks and activities affect the overall process, not only in their unit, but also across the Bureaus. A majority of staff must have a business process way of working in order for a successful implementation and operation of MITS.

Communications 50.7% 71.3% 20.6% This gap suggests that there is a need for additional training in the communication area. Although, based on our research and the various workshops conducted, verbal and written communication is adequate. However, the required communication skills are more related to the ability to build and communicate analytical reports (business case, project performance, etc.). Additional and more sophisticated communications skills will improve the networking and transfer of knowledge within the Bureaus. With the robust nature of the MITS, it is crucial to be able to negotiate ideas and influence others in order to keep the MITS project on track.



11.9% 40.0% 28.1% Highly defined and actionable business requirements will save productivity and budget dollars. The increased knowledge of software development life cycle (project phase approach) will improve the success of MITS like project for OHP. With the portfolio of projects anticipated for OHP, it is imperative that this skill competency be addressed quickly in order for OHP to leverage the benefits of new technology and to safeguard their timely precision-like investments.



43.6% 60.0% 16.4% The nature of OHP's business requires a majority of staff to be skilled in this area, The ability to partner will be critical as the organization will be looking to the executive leadership as well as others in OHP to ensure that compliance needs are being supported efficiently by new technology.


User Testing 38.7% 52.5% 13.8% Additional skills in this area will increase OHP's ability to execute system implementations and enhancements. As OHP increases it capacity to support the design, development and implementation with resources that are close to the processing, the more favorable will be the outcomes of projects like MITS. MITS-like projects require sophisticated testing and the users will ensure the system has been configured to meet the identified business requirements.

People, Process Practice, Technology

Computer Literacy

80.3% 91.3% 10.9% Since the majority of the roles and responsibilities at OHP require staff to function with a personal computer, it is critical that 90 – 100 percent of the workforce be highly proficient is navigating PC applications (i.e. word processing, spreadsheet, graphics) as well as the internet/intranet.

People, Practice, Technology



Table 7: MITS End User Competencies

*Note: “As Is” percentages are based on combined Intermediate and Advanced proficiency levels. “To-Be” percentages and rationale are based on lessons learned and best practices from other state and federal business, systems implementations. The table below demonstrates the capacity issues and risks that are associated with the implementation of MITS for the OHP Project Team competencies. The demand for these competencies will increase and decrease as OHP progresses through the MITS implementation process. Therefore, this demand is not continuous as is the case with End-User competencies, so training does not need to be on-going. The table below shows during which phases the need for each competency will increase, decrease, or remain constant.

9/04-1/04 1/04-5/05 7/05-11/05 1/06-12/06 1/07-3/08 3/08MITS Project Team

Competencies "As-Is" Business

Requirements RFP ProcurementDesign & Develop

Phased Implementation Production




Business IT Finance

System Testing 8.8


Process Orientation for Sys. SupportBusiness IT and Federal Liaison

Project Management

User Quality Assurance


IT Help Desk

Role-Based Security

MEDIUM

LARGE

SIGNIFICANT

MITS Project Phases

Demand For Proficiency

NONE

SMALL

Figure 16: MITS Project Group Competencies Chart



Functions In order to successfully implement, operate and maintain MITS, The MITS Project Team must have the capacity and the capability to effectively perform the 20 functions, which are listed in Table 4 under “Requirements” in this section. The skill gap analysis/ risk assessment indicates that presently, OHP will not be able to perform many of these functions in a proficient manner, which will impact capability. In addition, resources which are proficient in the project team skills are limited and will be insufficient during the peak demand periods, indicated in the chart above, which will impact capacity. The Design and Develop Phase and the Phased Implementation Plan Phase appear to present the greatest risks to MITS, because the need for several resources (capacity), proficient in several competencies (capability) will peak or “spike” at these times. OHP leaders are in agreement that all of the bureaus need to build capacity in order to meet the demands and challenges of the future.

Cultural Requirements Certain cultural characteristics for the MITS Project Team have been identified and are required in order to successfully implement, operate and maintain MITS within OHP. OHP Leaders must deliberately create and promote an environment which will allow staff to behave or perform in a way that will optimize the new business processes and technical systems. The Change Council has agreed that many of these characteristics are missing or lacking today, which present a risk to the MITS project. In addition, several employee surveys have been conducted separately by OHP, which indicate that many of the cultural requirements, listed in the “To Be” Future State above, do not presently exist or are minimal in OHP today. In one survey for example, respondents indicated they did not think OHP prioritizes programs for staff and resource allocation and that the strategic plan does not help to determine which programs should be discontinued. This suggests that cultural requirements such as PM orientation, measurement focus and capacity building, are not a part of the present day culture. (Source: “Becoming a Strategy Focused Organization Survey”; Measuring our Progress in Becoming an SFO; 3M Meeting- October 19, 2004) Other OHP surveys can be used to measure the extent to which a cultural characteristic exists with the organization, such as:

- 2003 OHP Employee Survey - 2004 ODJFS

Capacity (Structure and Roles & Responsibilities) While not part of MITS Phase II Change Leadership scope, it became apparent that there is a need for immediate alignment between the MITS project team and current IT support and development. Communications with Medicaid MIS happen throughout OHP at various levels and at various times during a project’s SDLC. It is unclear how the coordination of these activities with the MITS team will be performed. The need for this type coordination was examined thoroughly by the Change Council and a decision is expected soon on how to align in the short-term.



Section 6 Organizational Development Purpose and Objectives The purpose of the Organizational Development section is to determine the knowledge, skill and expertise OHP needs to effectively and efficiently design, develop, implement, and operate MITS. This work product will provide recommendations for fulfilling organizational development requirements and creating organizational structures which will support MITS.

Approach The first step involved in the skills inventory was to develop the competencies needed to implement and maintain a system such as MITS. Next, a survey packet was developed and distributed to the bureau chiefs and chief of staff to complete. Once the packets were completed the results were analyzed. The results were then used to develop the high-level training and education plan. (See Section 5 for a discussion of the survey results and conclusions). High-Level Training and Education Plan The purpose of the training and education plan is to develop a strategy and identify the training needed to implement, operate and maintain MITS.

Competency training

Project Team

Training

Role based,End-user training

Implement, Operate, and

Maintain

Competency training

Project Team

Training

Role based,End-user training

Implement, Operate, and

Maintain

Figure 17: Proficiency Level

The training strategy that needs to take place consists of three types of training: competency training, role-based end-user training, and project team training. The competency areas and



skills to focus on in the competency training were determined by the skills assessment gap analysis. The curriculum below outlines the courses that need to be developed.

Curriculum Process Orientation for Users and MITS Overview Level 1 (OHP Employees): Students will gain an understanding of relationships of ‘events’/activities within sub-process, and impact on whole process and on overall organization Students will learn how to apply business rules, procedures and related concepts to ‘solve business problems’ using technology as a tool. Process Orientation for Users and MITS Overview Level 2 (OHP Leaders): High level process orientation for leaders. Leaders gain an understanding of relationships of ‘events’/activities within sub-process, and impact on whole process and on overall organization and how it affects their employees. Students will learn how to create business rules, procedures and related concepts to ‘solve business problems’ using technology as a tool. Communications Level 1: The course teaches students how to demonstrate effective writing and verbal communication skills and communicate project objectives and potential changes. After attending this course the student will also have a better understanding of how to conduct and participate in project Kick-Off meetings. Communications Level 2: Higher level communication skills for leaders. Leaders will learn how to effectively communicate to their teams through written and verbal communication. Leaders will learn how to effectively communicate project objectives and potential changes in a way that engages the team. Business Requirements: Students will gain the ability to execute SDLC in business IT projects, write traceable business requirements, conduct JAD sessions and gap analysis, formal project management skills, and business and technology documentation. Business Rules and Regulations: Students will learn how to partner, comprehend, and adhere to business rules. User Testing: Students will gain the ability to execute process-focused business scenarios at Unit, Integration, Acceptance test phases. As well as the ability to validate and document results. Computer Literacy: This course provides students with a better understanding and knowledge of basic PC hardware, using MS Office Tools, and effectively navigating the Internet/Intranet. Software Development Cycle: Is the overall process of developing information systems through a multistep process from investigation of initial requirements through analysis, design, implementation and maintenance. There are many different models and methodologies, but each generally consists of a series of defined steps or stages.

Table 12: Curriculum Level

After a MITS system vendor is selected, training for the MITS project team and role-based end-user training can take place.

Project team training is high-level training specifically for the MITS project team. It is designed to manage teams and overcome obstacles as the system is developed and implemented.

Role-based end-user training is designed to incorporate a participant’s job role, specifically in terms of “how does this affect me and my job?” The system implementation will result in a



job role shift for employees. As a result, job role mapping will be conducted to determine how to perform and tailor end-user training.

Training for the MITS Project Team competencies should be specific to the software system which is chosen. Training for these competencies should occur as each competency’s high-demand phase approaches. As the demand for some competencies increases throughout the MITS project, the demand for others will decrease. This may free-up staff to be utilized elsewhere on the MITS project team. Although staff members with proficiency in these competencies currently exist within the bureaus, any staff utilized for MITS will need MITS specific training. The Business Requirement Teams enthusiastically embraced their responsibilities and were eager to learn more about improved business processes and ways of doing business. It is evident that OHP staff are “hungry” for additional training and education, growth and professional development. In addition, it is recommended that a two-day, project team kick-off workshop be designed and delivered, before the Procurement phase. This workshop should include participation by executive sponsorship, who emphasize the new ways of functioning and the new performance expectations, which will be part of the ‘New World’ or future state.

The table below shows during which MITS phase each part of the training strategy will occur.

MITS Phase Training Strategy

Business Requirements & Change Leadership Overall High-Level Training Strategy and Plan

RFP & Implementation APD Competency Training Design and Development

Budget Approval Commence Competency Training (ongoing)

Procurement Project Team Training (approx 10 Team Members)

MITS DDI Detailed End-User Training Strategy and Plan

Phased Implementation End-User Training Delivery (452 Staff Members)

Table 13: MITS Training Strategy

The training process consists of five steps that are illustrated below: Analysis, Design, Development, Delivery, and Evaluation.



Training Process In the first step of the process, Analysis, the outcomes of the skills inventory assessment were considered. The skills inventory assessment tool was designed to capture the 26 major areas of competency necessary for a business organization to implement, operate, and manage new technology, as well as to determine the type of skills that exist today, where they exist, and how deep they are. The purpose of the Design phase is to create a series of blueprints that will to be used to develop the actual Learning Program. The design step results in objectives, agenda, overview of learning concepts, behaviours for change associated with learning, business processes, application step by step guides, and training evaluation. The Learning Program will provide maximum opportunities for hands-on learning as well as “why” and “how” information to ensure motivation and capability of the end users. In the Development phase, course materials are actually produced using the information gathered in the design phase. The development includes the writing of instructor and participant guides, the production of web-based and instructor led training aids, instructional materials, and quick reference guides. In the Deliver phase, the training is delivered to the target audience via the selected education and training delivery mechanisms. There are a number of media options available that can be utilized to deliver training. Based on past experiences, the options in the following table are suggested delivery tools for the curriculums.

TimeHands-on approach –attendees will have the opportunity to gain hands-on experience and ask the instructor real time questions.Attendee acceptance –training is done by a recognized employee Sharing the learning experience - this training delivery option allows students to share learning experiences, system changes and challenges with their peersCost - cost effective for smaller audiences

Led by a employeeApplied to teach people how to apply the new competency.

Instructor-led training, Train the Trainer

ConstraintsBenefitsDescriptionMediaTimeHands-on approach –

attendees will have the opportunity to gain hands-on experience and ask the instructor real time questions.Attendee acceptance –training is done by a recognized employee Sharing the learning experience - this training delivery option allows students to share learning experiences, system changes and challenges with their peersCost - cost effective for smaller audiences

Led by a employeeApplied to teach people how to apply the new competency.

Instructor-led training, Train the Trainer

ConstraintsBenefitsDescriptionMedia

DesignDesign DevelopDevelop DeliverDeliverAnalysisAnalysis EvaluateEvaluateDesignDesign DevelopDevelop DeliverDeliverAnalysisAnalysis EvaluateEvaluate



Technology – Web-site, Portal, etc…

Savings – avoid costly time away from the officeReach- Provides reach to large audiencesProductivity – participants remain on site for trainingAccess - students have real time access to the trainingReuse – this training can be accessed after go liveTiming - ability to provide Just-In-Time trainingUpdates - ability to make instant updates without reprinting manuals and shipping them

Training materials are delivered electronically over the web, via the IntranetUses interactive multimedia and technology to demonstrate topicsSelf-paced and allows for hints and links to other materials

Web-based training (WBT)

Technology – Web-site, Portal, etc…

Savings – avoid costly time away from the officeReach- Provides reach to large audiencesProductivity – participants remain on site for trainingAccess - students have real time access to the trainingReuse – this training can be accessed after go liveTiming - ability to provide Just-In-Time trainingUpdates - ability to make instant updates without reprinting manuals and shipping them

Training materials are delivered electronically over the web, via the IntranetUses interactive multimedia and technology to demonstrate topicsSelf-paced and allows for hints and links to other materials

Web-based training (WBT)

Table 14: Delivery Tools

During Evaluation, the final phase, individuals who participated in the training program evaluate training in which they participated via a questionnaire distributed at the end of the training sessions. The purpose of the evaluation phase is to assess and evaluate the end-user reaction to training, the degree to which the participants learned what they were supposed to learn, their subsequent performance on-the-job, and the resultant impact on the organization. The types of evaluations that will be conducted include the quality of training materials, the trainers, and the relevance of training to the participant’s business unit. NOTE: Both the Skills Assessment and the Training and Education Plan should be updated after the selection of a software vendor. Functions It appears that OHP may have to build additional workforce capacity and capability in order to effectively perform the required functions. Presently, many of them are not being performed anywhere within OHP (such as Business Architecture Planning). Resources must be acquired or trained to do so. “Build or buy” decisions will have to be made. The work could be outsourced to an outside contractor or “contract”/ temporary staff could be used to supplement or enhance the capabilities and capacity of the workforce, during the appropriate phases of MITS. OHP could hire individuals, if it appears that a need to perform a particular function will be permanent. In addition of course, OHP could train more of their current staff, who presently do not have the ability to perform these functions. It is generally agreed among Change Council members that the need to become a “community of practice” or to begin building organizational capacity and capability is important to meet both short and long term goals. As part of the Recommendations under the PMO section of this document, Deloitte believes that OHP needs to begin increasing staff within the MITS project team, and needs to develop an onboarding/ramp up plan with timing. Clarify full /part-time/contractor resource requirements and draft illustrations of the MITS project team organization by phase.



(Required skill sets by phase for the OHP resources are listed in Figure 16: MITS Project Group Competency Chart). This should be a “living” resource plan, which is updated often and certainly within each phase. The PMO should develop the initial plan and provide it to the Change Council and the Steering Committee for them to acquire resources and remove barriers to adequately staff the MITS project.

Cultural Requirements Leaders need to continue to clarify and agree on the differences between OHP’s culture today and what it needs to look like in the future. This can be done in a formal analytical manner with a Culture Assessment instrument or more informally through workshop analysis. An action plan can then be designed to move OHP from the “old world” to the “new world”. This action plan should establish clear accountabilities, what/ who/ by when, for producing these cultural changes. Metrics should be established, wherever feasible, to monitor status against the action plan and to measure progress toward the “new world” culture. For example, many employee satisfaction surveys can measure the “sense of urgency” within a workforce. “Commonality driven” can be measured by the number of common business processes and procedures, which are shared across the bureaus. Once metrics are established, a performance management system and corresponding compensation and incentives plans can be put in place, which will reinforce managers and staff for perpetuating or institutionalizing the new, more innovative business environment. OHP has conducted several employee surveys, which are listed above in the “OD Gaps and Risks” area of this section. This information is most useful when used as benchmarking data upon which action plans are developed to improve the scores. Each time the survey is conducted, scores should improve due to actions taken by leadership to increase employee satisfaction and/ or establish particular cultural characteristics in the organizational environment. Capacity MITS Team Structure OHP has established a centralized MITS team under the Chief Administrative Officer (CAO). This team is necessary for the successful completion of Phase III - MITS Procurement. The number of resources will have to be reexamined continuously as MITS progresses, especially as OHP moves into the Design, Development and Implementation (DDI) phase. The MITS team will need the contribution, sometimes significant, of time and resources from the broader OHP organization. Business subject matter experts (SMEs) reside in the bureaus and their expertise will be tapped as MITS progresses.

In MITS Phase II, over 200 staff were engaged in the development of over 4,000 business requirements, spanning 11 major business processes. The core MITS team will need to tap into this expertise several times during the procurement and DDI phases.

• Procurement – The business requirements will change as the business changes. A mechanism is needed to coordinate the daily request for IT changes during this MITS Procurement phase with the MITS business requirements. In addition, it may be necessary to re-convene the MITS Phase II Business Requirements full team to reexamine the 4,000+ requirements and updated those as required. In this way, OHP can help ensure that the RFP contains valid requirements at the time of release.



• DDI – Similarly, the MITS core team will have to capture the changes to the business that occur between RFP issuance and the onset of the Design phase of MITS. During Design, the selected MITS system vendor will need to more fully understand the business and technical requirements and broader OHP involvement will be necessary. Numerous workshops will be required and OHP can expect a significant investment in time and resources to complete these tasks.

It is important to emphasize the close relationships that must be established between ongoing OHP business changes and the MITS team. The Bureaus submit many types of requests for IT support today including maintenance, Customer Service Requests (CSRs) and projects. These requests all move, to some degree, from definition to design to development to implementation. Earlier we introduced the table of functional requirements that will be needed to successfully implement, operate and maintain MITS.

Functional Requirements Portfolio Management Managing Competing

Initiatives Testing (DDI)

Project Management (business cases, budgets, project plans) Stakeholder Enrollment Quality Assurance

Planning IT Learning and Knowledge Transfer function Change Management

Business Requirement Development

Business IT Processes Liaison

Joint Performance Measurements

Prioritization Procurement and Vendor Management Documentation

Business Architecture Planning Federal Support – APD Privacy & Security Business and IT Finance Business Configuration

Table 9: OD Functional Requirements

Today, these functions are performed by a variety of people, some under the CAO, some within the Bureaus, some through other mechanisms such as the Change Management Council (CMC). For example, today the Business Requirement Development, Business IT Process Liaison, Business Configuration, Project Management and Testing functions reside in the Bureaus. It is expected that these activities will increase in the short term with the onset of some fairly significant cost reduction initiatives. It is unclear how the coordination of these activities with the MITS team will be performed. It is suggested that these activities be coordinated, either within the CAO organization or as close to it as possible, organizationally. The current Medicaid MIS organization has also requested this type of coordination in order to manage their resources effectively as they begin to plan for the increased demand for services that the cost reduction initiatives will require.



Section 7 Appendix Full Skill Assessment Results

Bureau Chief/Chief of Staff Results

Staff 452

# %* # % # % # % # % # % # % # %300 66.4 121 26.8 19 4.2 2 0.4 315 69.7 110 24.3 15 3.3 2 0.4380 84.1 59 13.1 12 2.7 1 0.2 394 87.2 43 9.5 14 3.1 1 0.2291 64.4 111 24.6 34 7.5 15 3.3 318 70.4 90 19.9 29 6.4 15 3.3340 75.2 62 13.7 30 6.6 20 4.4 351 77.7 60 13.3 23 5.1 18 4.0285 63.1 104 23.0 38 8.4 21 4.6 309 68.4 89 19.7 37 8.2 17 3.869 15.3 164 36.3 150 33.2 69 15.3 74 16.4 181 40.0 138 30.5 59 13.142 9.3 165 36.5 148 32.7 97 21.5 46 10.2 177 39.2 132 29.2 97 21.52 0.4 87 19.2 235 52.0 128 28.3 2 0.4 87 19.2 235 52.0 128 28.3

262 58.0 95 21.0 55 12.2 40 8.8 279 61.7 92 20.4 44 9.7 37 8.2272 60.2 72 15.9 79 17.5 39 8.6 278 61.5 78 17.3 69 15.3 37 8.2247 54.6 151 33.4 35 7.7 17 3.8 261 57.7 141 31.2 31 6.9 17 3.8106 23.5 186 41.2 104 23.0 56 12.4 110 24.3 189 41.8 105 23.2 48 10.620 4.4 269 59.5 99 21.9 64 14.2 73 16.2 218 48.2 97 21.5 64 14.242 9.3 177 39.2 160 35.4 73 16.2 42 9.3 186 41.2 158 35.0 66 14.6

129 28.5 170 37.6 95 21.0 57 12.6 130 28.8 176 38.9 90 19.9 56 12.4115 25.4 189 41.8 91 20.1 57 12.6 120 26.5 195 43.1 80 17.7 57 12.6189 41.8 146 32.3 68 15.0 57 12.6 207 45.8 138 30.5 62 13.7 53 11.7203 44.9 121 26.8 72 15.9 56 12.4 222 49.1 124 27.4 55 12.2 51 11.3191 42.3 137 30.3 69 15.3 55 12.2 213 47.1 135 29.9 52 11.5 52 11.5121 26.8 154 34.1 141 31.2 36 8.0 134 29.6 154 34.1 130 28.8 34 7.5284 62.8 102 22.6 43 9.5 23 5.1 299 66.2 96 21.2 39 8.6 18 4.0305 67.5 65 14.4 63 13.9 19 4.2 309 68.4 69 15.3 59 13.1 15 3.3249 55.1 101 22.3 57 12.6 44 9.7 263 58.2 98 21.7 52 11.5 38 8.4299 66.2 102 22.6 34 7.5 17 3.8 317 70.1 95 21.0 25 5.5 15 3.3103 22.8 161 35.6 144 31.9 45 10.0 110 24.3 165 36.5 131 29.0 45 10.0119 26.3 149 33.0 132 29.2 52 11.5 135 29.9 142 31.4 130 28.8 45 10.0

*Percent of Reported FTE's


Bureau Chief/Chief of Staff Overall Results Table

N B I AN B I A

System Testing

Knowledge Proficiency

Key

Computer Literacy

Problem Solving Analysis

Media Inter-personal Communication



Role-Based Security


Communications

IT Help Desk

User TestingUser Quality Assurance

Management Reporting

ProcurementPortfolio ManagementProject Management



Developing Management Reports

Privacy and Security

Business IT Finance



Business IT and Federal Liaison


Process Orientation for Sys. Support



Bureau Chief/Chief of Staff Sorted Results TableThe results below have been sorted by combining the Proficiency percentages for None and Beginner.The competencies were then ranked from the lowest None/Beginner percentage to the highest.

Staff 452N/B I/A

# %* # % # % # % # % # % # % # % % %Computer Literacy 2 0.4 87 19.2 235 52.0 128 28.3 2 0.4 87 19.2 235 52.0 128 28.3 19.7 80.3Communications 42 9.3 165 36.5 148 32.7 97 21.5 46 10.2 177 39.2 132 29.2 97 21.5 49.3 50.7Problem Solving Analysis 42 9.3 177 39.2 160 35.4 73 16.2 42 9.3 186 41.2 158 35.0 66 14.6 50.4 49.6Business Rules and Regulations 69 15.3 164 36.3 150 33.2 69 15.3 74 16.4 181 40.0 138 30.5 59 13.1 56.4 43.6User Quality Assurance 103 22.8 161 35.6 144 31.9 45 10.0 110 24.3 165 36.5 131 29.0 45 10.0 60.8 38.9User Testing 119 26.3 149 33.0 132 29.2 52 11.5 135 29.9 142 31.4 130 28.8 45 10.0 61.3 38.7Role-Based Security 121 26.8 154 34.1 141 31.2 36 8.0 134 29.6 154 34.1 130 28.8 34 7.5 63.7 36.3Privacy and Security 20 4.4 269 59.5 99 21.9 64 14.2 73 16.2 218 48.2 97 21.5 64 14.2 64.4 35.6Media Inter-personal Communication 106 23.5 186 41.2 104 23.0 56 12.4 110 24.3 189 41.8 105 23.2 48 10.6 66.2 33.8Process Orientation for Sys. Support 129 28.5 170 37.6 95 21.0 57 12.6 130 28.8 176 38.9 90 19.9 56 12.4 67.7 32.3Process Orientation for Users 115 25.4 189 41.8 91 20.1 57 12.6 120 26.5 195 43.1 80 17.7 57 12.6 69.7 30.3Procurement 189 41.8 146 32.3 68 15.0 57 12.6 207 45.8 138 30.5 62 13.7 53 11.7 76.3 25.4Portfolio Management 203 44.9 121 26.8 72 15.9 56 12.4 222 49.1 124 27.4 55 12.2 51 11.3 76.5 23.5IT Help Desk 272 60.2 72 15.9 79 17.5 39 8.6 278 61.5 78 17.3 69 15.3 37 8.2 78.8 23.5Project Management 191 42.3 137 30.3 69 15.3 55 12.2 213 47.1 135 29.9 52 11.5 52 11.5 77.0 23.0System Quality Assurance 249 55.1 101 22.3 57 12.6 44 9.7 263 58.2 98 21.7 52 11.5 38 8.4 79.9 19.9Developing Management Reports 262 58.0 95 21.0 55 12.2 40 8.8 279 61.7 92 20.4 44 9.7 37 8.2 82.1 17.9System Education and Training 305 67.5 65 14.4 63 13.9 19 4.2 309 68.4 69 15.3 59 13.1 15 3.3 83.6 16.4System and Business Documentation 284 62.8 102 22.6 43 9.5 23 5.1 299 66.2 96 21.2 39 8.6 18 4.0 87.4 12.6Business Requirements 285 63.1 104 23.0 38 8.4 21 4.6 309 68.4 89 19.7 37 8.2 17 3.8 88.1 11.9Management Reporting 247 54.6 151 33.4 35 7.7 17 3.8 261 57.7 141 31.2 31 6.9 17 3.8 88.9 10.6Business IT and Federal Liaison 291 64.4 111 24.6 34 7.5 15 3.3 318 70.4 90 19.9 29 6.4 15 3.3 90.3 9.7Business IT Finance 340 75.2 62 13.7 30 6.6 20 4.4 351 77.7 60 13.3 23 5.1 18 4.0 90.9 9.1System Testing 299 66.2 102 22.6 34 7.5 17 3.8 317 70.1 95 21.0 25 5.5 15 3.3 91.2 8.8Business Architecture 300 66.4 121 26.8 19 4.2 2 0.4 315 69.7 110 24.3 15 3.3 2 0.4 94.0 3.8Business Configuration 380 84.1 59 13.1 12 2.7 1 0.2 394 87.2 43 9.5 14 3.1 1 0.2 96.7 3.3*Percent of Reported FTE's


B IKnowledge Proficiency Proficiency

Key

N B I AA N



Bureau Chief/Chief of Staff Result Charts by Competency (K/P combined)



=



Process Team Lead/Bureau Chief-Chief of Staff Comparison Charts (Proficiency)



Bureau Chief/Chief of Staff Overall Results Line Charts

Knowledge

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

Business

Architec

ture

Busines

s Configu

ration

Busines

s IT an

d Federa

l Liais

on

Business

IT Finance

Busines

s Require

ments

Busines

s Rule

s and

Regulati

ons

Communica

tions

Comput

er Literac

y

Developin

g Mana

gement

Reports

IT Help Desk

Management

Reportin

g

Media In

ter-per

sonal C

ommuni

cation

Privacy

and Secu

rity

Problem

Solving A

nalysi

s

Process

Orientati

on for S

ys. Support

Process O

rientation fo

r Users

Procurem

ent

Portfolio

Management

Project M

anagement

Role-Base

d Secu

rity

System

and Busin

ess Docum

entatio

n

System

Educatio

n and

Training

System

Quality

Assurance

System

Testing

User Qualit

y Assu

rance

User Test

ing

Competencies

% o

f FTE

's

NoneBeginnerIntermediateAdvanced

Proficiency

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

Busines

s Arch

itecture

Business

Configu

ration

Busines

s IT an

d Federal

Liaiso

n

Busines

s IT Finance

Business

Requirem

ents

Busines

s Rule

s and

Regulation

s

Communi

cation

s

Compute

r Litera

cy

Develop

ing Manage

ment Repo

rts

IT Help Desk

Management R

eporting

Media Inte

r-pers

onal Com

munication

Privacy

and Secu

rity

Problem Solv

ing Anal

ysis

Process O

rientation

for Sys.

Support

Process

Orientation

for User

s

Procurem

ent

Portfolio

Managem

ent

Project M

anagement

Role-Base

d Secu

rity

System

and B

usines

s Docu

mentation

System

Education

and Training

System

Quality

Assuran

ce

System

Testing

User Qual

ity Assu

rance

User Test

ing

Competencies

% o

f FTE

's

NoneBeginnerIntermediateAdvanced

Proficiency Levels

0.0

10.020.0

30.040.0

50.0

60.070.0

80.090.0

100.0

Compu

ter Lite

racy

Communic

ation

s

Problem

Solving A

nalys

is

Busines

s Rule

s and

Reg

ulatio

ns

Privac

y and

Securi

ty

Media

Inter-

perso

nal Com

munica

tion

Proces

s Orie

ntatio

n for

Users

Procure

ment

Portfol

io Man

agem

ent

Develo

ping M

anag

emen

t Repo

rts

Manage

ment R

eport

ing

User Q

uality

Assura

nce

User T

estin

g

Role-B

ased

Securi

ty

Proces

s Orie

ntatio

n for

Sys. S

upport

IT Help

Des

k

Projec

t Man

agem

ent

System Q

uality

Assuran

ce

System Edu

catio

n and

Trainin

g

System an

d Bus

iness

Doc

umentat

ion

Busines

s Req

uirem

ents

Busines

s IT an

d Fed

eral L

iaiso

n

Busines

s IT Fi

nanc

e

System Tes

ting

Busines

s Arch

itectu

re

Busines

s Con

figura

t ion

Competencies

% o

f Sta

ff

None/Beginner Intermediate/Advanced



N/B I/ACompetencies # % # % # % # % % %

Computer Literacy 2 0.4 87 19.2 235 52.0 128 28.3 19.7 80.3Communications 46 10.2 177 39.2 132 29.2 97 21.5 49.3 50.7Problem Solving Analysis 42 9.3 186 41.2 158 35.0 66 14.6 50.4 49.6Business Rules and Regulations 74 16.4 181 40.0 138 30.5 59 13.1 56.4 43.6User Quality Assurance 110 24.3 165 36.5 131 29.0 45 10.0 60.8 38.9User Testing 135 29.9 142 31.4 130 28.8 45 10.0 61.3 38.7Role-Based Security 134 29.6 154 34.1 130 28.8 34 7.5 63.7 36.3Privacy and Security 73 16.2 218 48.2 97 21.5 64 14.2 64.4 35.6Media Inter-personal Communication 110 24.3 189 41.8 105 23.2 48 10.6 66.2 33.8Process Orientation for Sys. Support 130 28.8 176 38.9 90 19.9 56 12.4 67.7 32.3Process Orientation for Users 120 26.5 195 43.1 80 17.7 57 12.6 69.7 30.3Procurement 207 45.8 138 30.5 62 13.7 53 11.7 76.3 25.4Portfolio Management 222 49.1 124 27.4 55 12.2 51 11.3 76.5 23.5IT Help Desk 278 61.5 78 17.3 69 15.3 37 8.2 78.8 23.5Project Management 213 47.1 135 29.9 52 11.5 52 11.5 77.0 23.0System Quality Assurance 263 58.2 98 21.7 52 11.5 38 8.4 79.9 19.9Developing Management Reports 279 61.7 92 20.4 44 9.7 37 8.2 82.1 17.9System Education and Training 309 68.4 69 15.3 59 13.1 15 3.3 83.6 16.4System and Business Documentation 299 66.2 96 21.2 39 8.6 18 4.0 87.4 12.6Business Requirements 309 68.4 89 19.7 37 8.2 17 3.8 88.1 11.9Management Reporting 261 57.7 141 31.2 31 6.9 17 3.8 88.9 10.6Business IT and Federal Liaison 318 70.4 90 19.9 29 6.4 15 3.3 90.3 9.7Business IT Finance 351 77.7 60 13.3 23 5.1 18 4.0 90.9 9.1System Testing 317 70.1 95 21.0 25 5.5 15 3.3 91.2 8.8Business Architecture 315 69.7 110 24.3 15 3.3 2 0.4 94.0 3.8Business Configuration 394 87.2 43 9.5 14 3.1 1 0.2 96.7 3.3

Proficiency ProficiencyN B I A



Bar Charts by Bureau

Bureau of Managed Health Care46 Total FTE's

0

5

10

15

20

25

30

35

40

45

50

None Beginner Intermediate Advanced

Proficiency Level

Num

ber o

f FTE

's

Computer LiteracyProblem Solving AnalysisMedia/Inter-Personal CommunicationProcess Orientation for UsersBusiness Rules and RegulationsRole-Based SecurityUser TestingUser Quality AssuranceManagement ReportingProcurementPortfolio ManagementProject ManagementBusiness IT and Federal LiaisonBusiness Requirements Process Orientation for System SupportBusiness ArchitectureBusiness ConfigurationSystem TestingSystem Education and Training System and Business DocumentationSystem Quality AssuranceDeveloping Management ReportsPrivacy and SecurityBusiness IT FinanceCommunicationsIT Help Desk

Bureau of Plan Operations179 Total FTE's

0

20

40

60

80

100

120

140

160

180

200


Proficiency Level

Num

ber o

f FTE

's


Bureau of Consumer Program Support30 Total FTE's

0

5

10

15

20

25

30


Proficiency Level

Num

ber o

f FTE

's




Bureau of Health Plan Policy52 Total FTE's

0

10

20

30

40

50

60


Proficiency Level

Num

ber o

f FTE

's


Bureau of Home and Community Services33 Total FTE's

0

5

10

15

20

25

30

35


Proficiency Level

Num

ber o

f FTE

's


Bureau of Long Term Care Facilities61 Total FTE's

0

10

20

30

40

50

60


Proficiency Level

Num

ber o

f FTE

's




Bureau of Administative Staff22 Total FTE's

0

2

4

6

8

10

12

14

16

18

20


Proficiency Level

Num

ber o

f FTE

's




Bureau Chief/Chief of Staff Raw DataComputer Literacy

BC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE'sJon Barley/Pam Dorsey 0 0 36 10 0 0 36 10 46 46

Shiela Fuji 2 77 68 32 2 77 68 32 179 179B. Lucas 0 0 25 5 0 0 25 5 30 30

Robyn Colby 0 0 5 47 0 0 5 47 52 52Sara Abbott 0 6 10 17 0 6 10 17 33 33Harry Saxe 0 0 50 11 0 0 50 11 61 61

Trish Martin 0 4 14 4 0 4 14 4 22 22Tim Furguson 0 0 27 2 0 0 27 2 29 29

Total 2 87 235 128 2 87 235 128 452 452

Problem Solving AnalysisBC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's

Jon Barley/Pam Dorsey 0 20 16 10 0 20 16 10 46 46Shiela Fuji 38 70 62 9 38 70 62 9 179 179

B. Lucas 0 5 15 10 0 7 18 5 30 30Robyn Colby 0 20 17 15 0 20 17 15 52 52Sara Abbott 3 12 12 6 3 14 11 5 33 33Harry Saxe 0 38 11 12 0 40 9 12 61 61


Total 42 177 160 73 42 186 158 66 452 452

Media Inter-personal CommunicationBC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's




Total 106 186 104 56 110 189 105 48 452 452

Process Orientation for UsersBC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's




Total 115 189 91 57 120 195 80 57 452 452

Business Rules and RegulationsBC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's




Total 69 164 150 69 74 181 138 59 452 452

Role-Based SecurityBC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's




Total 121 154 141 36 134 154 130 34 452 452



User TestingBC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's




Total 119 149 132 52 135 142 130 45 452 452

User Quality AssuranceBC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's




Total 103 161 144 45 110 165 131 45 452 452

Management ReportingBC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's




Total 247 151 35 17 261 141 31 17 452 452

ProcurementBC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's




Total 189 146 68 57 207 138 62 53 452 452

Portfolio ManagementBC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's




Total 203 121 72 56 222 124 55 51 452 452

Project ManagementBC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's




Total 191 137 69 55 213 135 52 52 452 452



Business IT and Federal LiaisonBC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's




Total 291 111 34 15 318 90 29 15 452 452

Business Requirements BC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's




Total 285 104 38 21 309 89 37 17 452 452

Process Orientation for System SupportBC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's




Total 129 170 95 57 130 176 90 56 452 452

Business ArchitectureBC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's




Total 300 121 19 2 315 110 15 2 452 452

Business ConfigurationBC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's




Total 380 59 12 1 394 43 14 1 452 452

System TestingBC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's




Total 299 102 34 17 317 95 25 15 452 452



System Education and Training BC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's




Total 305 65 63 19 309 69 59 15 452 452

System and Business DocumentationBC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's




Total 284 102 43 23 299 96 39 18 452 452

System Quality AssuranceBC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's




Total 249 101 57 44 263 98 52 38 452 452

Developing Management ReportsBC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's




Total 262 95 55 40 279 92 44 37 452 452

Privacy and SecurityBC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's




Total 20 269 99 64 73 218 97 64 452 452

Business IT FinanceBC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's




Total 340 62 30 20 351 60 23 18 452 452



CommunicationsBC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's




Total 42 165 148 97 46 177 132 97 452 452

IT Help DeskBC KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's




Total 272 72 79 39 278 78 69 37 452 452

Process Team Lead Results

# %* # % # % # % # % # % # % # % Rptd Tot %Business Architecture 0 0.0 38 62.3 16 26.2 7 11.5 0 0.0 44 72.1 10 16.4 7 11.5 61 188 32.4Business Configuration 4 7.1 43 76.8 5 8.9 4 7.1 4 7.1 46 82.1 5 8.9 1 1.8 56 188 29.8Business IT and Federal Liaison 3 5.2 38 65.5 6 10.3 11 19.0 3 5.2 38 65.5 6 10.3 11 19.0 58 188 30.9Business IT Finance 0 0.0 43 76.8 7 12.5 6 10.7 0 0.0 43 76.8 8 14.3 5 8.9 56 188 29.8Business Requirements 3 5.4 36 64.3 6 10.7 11 19.6 3 5.4 36 64.3 6 10.7 11 19.6 56 188 29.8Business Rules and Regulations 0 0.0 13 21.0 21 33.9 28 45.2 0 0.0 13 21.0 21 33.9 28 45.2 62 188 33.0Communications 0 0.0 12 19.7 19 31.1 30 49.2 0 0.0 12 19.7 24 39.3 24 39.3 61 188 32.4Computer Literacy 0 0.0 1 1.4 40 55.6 31 43.1 0 0.0 1 1.4 40 55.6 31 43.1 72 188 38.3Developing Management Reports 4 7.1 40 71.4 5 8.9 7 12.5 4 7.1 41 73.2 6 10.7 5 8.9 56 188 29.8IT Help Desk 0 0.0 19 33.9 27 48.2 10 17.9 0 0.0 22 39.3 28 50.0 6 10.7 56 188 29.8Management Reporting 0 0.0 37 66.1 10 17.9 9 16.1 0 0.0 40 71.4 9 16.1 7 12.5 56 188 29.8Media Inter-personal Communication 0 0.0 18 30.0 26 43.3 16 26.7 0 0.0 18 30.0 26 43.3 16 26.7 60 188 31.9Privacy and Security 0 0.0 27 44.3 19 31.1 15 24.6 0 0.0 33 54.1 15 24.6 13 21.3 61 188 32.4Problem Solving Analysis 0 0.0 16 26.7 23 38.3 21 35.0 0 0.0 18 30.0 21 35.0 21 35.0 60 188 31.9Process Orientation for Sys. Support 0 0.0 31 50.8 20 32.8 10 16.4 0 0.0 31 50.8 20 32.8 10 16.4 61 188 32.4Process Orientation for Users 0 0.0 22 36.1 24 39.3 15 24.6 0 0.0 22 36.1 24 39.3 15 24.6 61 188 32.4Procurement 0 0.0 30 49.2 19 31.1 12 19.7 0 0.0 34 55.7 15 24.6 12 19.7 61 188 32.4Portfolio Management 0 0.0 31 49.2 11 17.5 21 33.3 0 0.0 32 50.8 15 23.8 16 25.4 63 188 33.5Project Management 0 0.0 37 61.7 7 11.7 16 26.7 2 3.3 36 60.0 8 13.3 14 23.3 60 188 31.9Role-Based Security 5 8.3 29 48.3 3 5.0 23 38.3 5 8.3 33 55.0 5 8.3 17 28.3 60 188 31.9System and Business Documentation 4 7.1 29 51.8 15 26.8 8 14.3 4 7.1 32 57.1 12 21.4 8 14.3 56 188 29.8System Education and Training 0 0.0 40 66.7 10 16.7 10 16.7 0 0.0 39 65.0 11 18.3 10 16.7 60 188 31.9System Quality Assurance 3 4.9 34 55.7 9 14.8 16 26.2 3 4.9 34 55.7 10 16.4 14 23.0 61 188 32.4System Testing 4 7.1 32 57.1 11 19.6 9 16.1 4 7.1 35 62.5 9 16.1 8 14.3 56 188 29.8User Quality Assurance 0 0.0 36 64.3 10 17.9 10 17.9 0 0.0 40 71.4 10 17.9 6 10.7 56 188 29.8User Testing 0 0.0 33 55.0 17 28.3 10 16.7 0 0.0 33 55.0 17 28.3 10 16.7 60 188 31.9*Percent of Reported FTE's

Average 31.6


N B I A

Key

Process Team Lead Overall Results

FTE'sKnowledge Proficiency FTE's

N B I A



The results below have been sorted by combining the Proficiency percentages for None and Beginner.The competencies were then ranked from the lowest None/Beginner percentage to the highest.

N/B I/A# %* # % # % # % # % # % # % # % % % Rptd Tot % Rptd

Computer Literacy 0 0.0 1 1.4 40 55.6 31 43.1 0 0.0 1 1.4 40 55.6 31 43.1 1.4 98.6 72 188 38.3Communications 0 0.0 12 19.7 19 31.1 30 49.2 0 0.0 12 19.7 24 39.3 24 39.3 19.7 78.7 61 188 32.4Business Rules and Regulations 0 0.0 13 21.0 21 33.9 28 45.2 0 0.0 13 21.0 21 33.9 28 45.2 21.0 79.0 62 188 33.0Media Inter-personal Communication 0 0.0 18 30.0 26 43.3 16 26.7 0 0.0 18 30.0 26 43.3 16 26.7 30.0 70.0 60 188 31.9Problem Solving Analysis 0 0.0 16 26.7 23 38.3 21 35.0 0 0.0 18 30.0 21 35.0 21 35.0 30.0 70.0 60 188 31.9Process Orientation for Users 0 0.0 22 36.1 24 39.3 15 24.6 0 0.0 22 36.1 24 39.3 15 24.6 36.1 63.9 61 188 32.4IT Help Desk 0 0.0 19 33.9 27 48.2 10 17.9 0 0.0 22 39.3 28 50.0 6 10.7 39.3 60.7 56 188 29.8Portfolio Management 0 0.0 31 49.2 11 17.5 21 33.3 0 0.0 32 50.8 15 23.8 16 25.4 50.8 49.2 63 188 33.5Process Orientation for Sys. Support 0 0.0 31 50.8 20 32.8 10 16.4 0 0.0 31 50.8 20 32.8 10 16.4 50.8 49.2 61 188 32.4Privacy and Security 0 0.0 27 44.3 19 31.1 15 24.6 0 0.0 33 54.1 15 24.6 13 21.3 54.1 45.9 61 188 32.4User Testing 0 0.0 33 55.0 17 28.3 10 16.7 0 0.0 33 55.0 17 28.3 10 16.7 55.0 45.0 60 188 31.9Procurement 0 0.0 30 49.2 19 31.1 12 19.7 0 0.0 34 55.7 15 24.6 12 19.7 55.7 44.3 61 188 32.4System Quality Assurance 3 4.9 34 55.7 9 14.8 16 26.2 3 4.9 34 55.7 10 16.4 14 23.0 60.7 39.3 61 188 32.4Project Management 0 0.0 37 61.7 7 11.7 16 26.7 2 3.3 36 60.0 8 13.3 14 23.3 63.3 36.7 60 188 31.9Role-Based Security 5 8.3 29 48.3 3 5.0 23 38.3 5 8.3 33 55.0 5 8.3 17 28.3 63.3 36.7 60 188 31.9System and Business Documentation 4 7.1 29 51.8 15 26.8 8 14.3 4 7.1 32 57.1 12 21.4 8 14.3 64.3 35.7 56 188 29.8System Education and Training 0 0.0 40 66.7 10 16.7 10 16.7 0 0.0 39 65.0 11 18.3 10 16.7 65.0 35.0 60 188 31.9System Testing 4 7.1 32 57.1 11 19.6 9 16.1 4 7.1 35 62.5 9 16.1 8 14.3 69.6 30.4 56 188 29.8Business Requirements 3 5.4 36 64.3 6 10.7 11 19.6 3 5.4 36 64.3 6 10.7 11 19.6 69.6 30.4 56 188 29.8Business IT and Federal Liaison 3 5.2 38 65.5 6 10.3 11 19.0 3 5.2 38 65.5 6 10.3 11 19.0 70.7 29.3 58 188 30.9Management Reporting 0 0.0 37 66.1 10 17.9 9 16.1 0 0.0 40 71.4 9 16.1 7 12.5 71.4 28.6 56 188 29.8User Quality Assurance 0 0.0 36 64.3 10 17.9 10 17.9 0 0.0 40 71.4 10 17.9 6 10.7 71.4 28.6 56 188 29.8Business Architecture 0 0.0 38 62.3 16 26.2 7 11.5 0 0.0 44 72.1 10 16.4 7 11.5 72.1 27.9 61 188 32.4Business IT Finance 0 0.0 43 76.8 7 12.5 6 10.7 0 0.0 43 76.8 8 14.3 5 8.9 76.8 23.2 56 188 29.8Developing Management Reports 4 7.1 40 71.4 5 8.9 7 12.5 4 7.1 41 73.2 6 10.7 5 8.9 80.4 19.6 56 188 29.8Business Configuration 4 7.1 43 76.8 5 8.9 4 7.1 4 7.1 46 82.1 5 8.9 1 1.8 89.3 10.7 56 188 29.8*Percent of Reported FTE's

Average 31.6


Key

ProficiencyN B I A N B I

FTE'sA

Process Team Lead Sorted Results

Knowledge ProficiencyFTE's



Process Team Lead Result Charts by Competency (K/P combined)



Process Team Lead/Bureau Chief-Chief of Staff Comparison Charts (Proficiency)



Process Team Lead Overall Results Line Charts

Knowledge

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

Busines

s Arch

itecture

Business

Configurati

on

Busines

s IT and

Federal Li

aison

Busines

s IT Fina

nce

Business

Requirements

Business

Rules a

nd Regu

lations

Communica

tions

Comput

er Literac

y

Develop

ing Mana

gement

Reports

IT Help Desk

Management

Reportin

g

Media In

ter-per

sonal C

ommuni

cation

Privacy

and Secu

rity

Problem

Solving A

nalysi

s

Process

Orientati

on for S

ys. Supp

ort

Process O

rientation fo

r Users

Procurem

ent

Portfolio

Management

Project M

anagement

Role-Base

d Secu

rity

System

and Busi

ness Docum

entatio

n

System

Educatio

n and

Training

System

Quality

Assurance

System

Testing

User Qualit

y Assu

rance

User Test

ing

Competencies

% o

f FTE

's

BeginnerIntermediate

Advanced

Proficiency

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

Busines

s Arch

itecture

Business

Configu

ration

Busines

s IT an

d Federal

Liaiso

n

Busines

s IT Finance

Business

Requirem

ents

Busines

s Rule

s and

Regulation

s

Communi

cation

s

Compute

r Litera

cy

Develop

ing Manage

ment Repo

rts

IT Help Desk

Management R

eporting

Media Inte

r-pers

onal Com

munication

Privacy

and Secu

rity

Problem Solv

ing Anal

ysis

Process O

rientation

for Sys.

Support

Process

Orientation

for User

s

Procurem

ent

Portfolio

Managem

ent

Project M

anagement

Role-Base

d Secu

rity

System

and B

usines

s Docu

mentation

System

Education

and Training

System

Quality

Assuran

ce

System

Testing

User Qual

ity Assu

rance

User Test

ing

Competencies

% o

f FTE

's

BeginnerIntermediate

Advanced



Bar Charts by Process

Program Integrity5 Reported FTE's

0

1

2

3

4

5

6


Proficiency Level

Num

ber o

f FTE

's

Computer LiteracyProblem Solving AnalysisMedia/Inter-Personal CommunicationProcess Orientation for UsersBusiness Rules and RegulationsRole-Based SecurityUser TestingUser Quality AssuranceManagement ReportingProcurementPortfolio ManagementProject ManagementBusiness IT and Federal LiaisonBusiness RequirementsProcess Orientation for UsersBusiness ArchitectureBusiness ConfigurationSystem TestingSystem Education and TrainingSystem and Business DocumentationSystem Quality AssuranceDeveloping Management ReportsPrivacy and SecurityBusiness IT FinanceCommunicationsIT Help Desk

Claims and Encounters9 Reported FTE's

0

1

2

3

4

5

6

7

8

9

10

Beginner Intermediate Advanced

Proficiency Level

Num

ber o

f FTE

's


Benefits and Services Administration17 Reported FTE's

0

2

4

6

8

10

12

14


Proficiency Level

Num

ber o

f FTE

's




Customer Relationship Management10 Reported FTE's

0

2

4

6

8

10

12


Proficiency Level

Num

ber o

f FTE

's


Member Services3 Reported FTE's

0

0.5

1

1.5

2

2.5

3

3.5


Proficiency Level

Num

ber o

f FTE

's


Management Information7 Reported FTE's

0

1

2

3

4

5

6

7


Proficiency Level

Num

ber o

f FTE

's




Contract Management0-16 Reported FTE's

0

2

4

6

8

10

12

14

16

18


Proficiency Level

Num

ber o

f FTE

's


Privacy and Security4 Reported FTE's

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5


Proficiency Level

Num

ber o

f FTE

's




Computer LiteracyBPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's

Program Integrity - Hamtak, Katy 0 0 3 2 0 0 3 2 5 11Claims and Encounters - Flanagan, Lois 0 0 9 0 0 0 9 0 9 43

Benefits and Service - Yeager, Linda 0 0 13 4 0 0 13 4 17 17Customer Relationship - Ohler, Wanda 0 0 10 0 0 0 10 0 10 36

Member Services - Lisa Coss 0 0 0 3 0 0 0 3 3 53Management Info - Ailene MacKay 0 1 4 2 0 1 4 2 7 7

Contact Manegement - Jim Downie 0 0 0 16 0 0 0 16 16 16Chet Ebner 0 0 0 1 0 0 0 1 1 1

Privacy and Security - Robert Bergin 0 0 1 3 0 0 1 3 4 4

Total 0 1 40 31 0 1 40 31 72 188

Problem Solving AnalysisBPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's





Privacy and Security - Robert Bergin 0 1 3 0 0 1 3 0 4 40 0 00 0 0

Total 0 16 23 21 0 18 21 21 60 188

Media Inter-personal CommunicationBPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's






Total 0 18 26 16 0 18 26 16 60 188

Process Orientation for UsersBPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's






Total 0 22 24 15 0 22 24 15 61 188

Business Rules and RegulationsBPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's






Total 0 13 21 28 0 13 21 28 62 188

Role-Based SecurityBPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's






Total 5 29 3 23 5 33 5 17 60 188

Process Team Leads Raw Data



User TestingBPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's






Total 0 33 17 10 0 33 17 10 60 188

User Quality AssuranceBPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's






Total 0 36 10 10 0 40 10 6 56 188

Management ReportingBPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's






Total 0 37 10 9 0 40 9 7 56 188Process Team Lead Raw Data

ProcurementBPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's






Total 0 30 19 12 0 34 15 12 61 188

Portfolio ManagementBPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's






Total 0 31 11 21 0 32 15 16 63 188

Project ManagementBPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's






Total 0 37 7 16 2 36 8 14 60 188



Business IT and Federal LiaisonBPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's






Total 3 38 6 11 3 38 6 11 58 188

Business Requirements BPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's






Total 3 36 6 11 3 36 6 11 56 188

Process Orientation for System SupportBPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's






Total 0 31 20 10 0 31 20 10 61 188

Business ArchitectureBPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's






Total 0 38 16 7 0 44 10 7 61 188

Business ConfigurationBPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's






Total 4 43 5 4 4 46 5 1 56 188

System TestingBPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's






Total 4 32 11 9 4 35 9 8 56 188



System Education and Training BPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's






Total 0 40 10 10 0 39 11 10 60 188

System and Business DocumentationBPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's






Total 4 29 15 8 4 32 12 8 56 188

System Quality AssuranceBPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's






Total 3 34 9 16 3 34 10 14 61 188

Developing Management ReportsBPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's






Total 4 40 5 7 4 41 6 5 56 188

Privacy and SecurityBPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's






Total 0 27 19 15 0 33 15 13 61 188

Business IT FinanceBPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's






Total 0 43 7 6 0 43 8 5 56 188



CommunicationsBPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's






Total 0 12 19 30 0 12 24 24 61 188

IT Help DeskBPL KN KB KI KA PN PB PI PA Rptd FTE's Tot FTE's






Total 0 19 27 10 0 22 28 6 56 188

o Skill Assessment Survey

Skills Inventory Assessment Bureau Chiefs/COS December 21, 2004

MITS Phase II



Table of Contents SKILLS ASSESSMENT INVENTORY OVERVIEW.................................................................................................................................................................. 86

SKILL ASSESSMENT RATING TEMPLATE ............................................................................................................................................................................ 87

SKILLS ASSESSMENT RATING TEMPLATE INSTRUCTIONS........................................................................................................................................... 88

BUREAU CHIEF INSTRUCTIONS .............................................................................................................................................................................................. 88

COMPUTER LITERACY.......................................................................................................................... 89 PROBLEM SOLVING ANALYSIS ............................................................................................................. 90 MEDIA/INTER PERSONAL COMMUNICATION....................................................................................... 91 PROCESS ORIENTATION FOR USERS .................................................................................................... 92 BUSINESS RULES AND REGULATIONS................................................................................................... 93 ROLE-BASED SECURITY ....................................................................................................................... 94 USER TESTING ...................................................................................................................................... 95 USER QUALITY ASSURANCE................................................................................................................. 96 MANAGEMENT REPORTING.................................................................................................................. 97 PROCUREMENT ..................................................................................................................................... 98 PROGRAM MANAGEMENT .................................................................................................................... 99 PROJECT MANAGEMENT .................................................................................................................... 100 BUSINESS IT AND FEDERAL LIAISON ................................................................................................. 101 BUSINESS REQUIREMENTS.................................................................................................................. 102 PROCESS ORIENTATION FOR SYSTEM SUPPORT................................................................................ 103 BUSINESS ARCHITECTURE.................................................................................................................. 104 BUSINESS CONFIGURATION ................................................................................................................ 105 SYSTEM TESTING ................................................................................................................................ 106 SYSTEM EDUCATION AND TRAINING.................................................................................................. 107 SYSTEM AND BUSINESS DOCUMENTATION ........................................................................................ 108 SYSTEM QUALITY ASSURANCE .......................................................................................................... 109 DEVELOPING MANAGEMENT REPORTS ............................................................................................. 110 PRIVACY AND SECURITY .................................................................................................................... 111 BUSINESS IT FINANCE ........................................................................................................................ 112 COMMUNICATIONS ............................................................................................................................. 113 IT HELP DESK..................................................................................................................................... 114



Skills Assessment Inventory Overview “Why”

• To begin planning for changes that will be necessary within OHP in order to be proficient with the anticipated new technology of MITS - in other words, what skills will be needed to implement, operate and maintain MITS?

“What”

• This skills inventory assessment tool has been designed to capture the 26 major areas of competency necessary for a business organization to manage new technology. We want to get a sense of the type of skills that exist today, where they exist, and how deep they are. MITS is a fairly comprehensive view of the technology needs of OHP, broader and deeper in some respects than the systems you manage today.

• The results of this inventory will be used as input into a first cut at an overall MITS

people development plan - as MITS moves out of the planning stage, we want to make sure that the people/training component is not neglected. Our experience tells us that people development is one of the foremost criteria for success in any large technology project like MITS.

“Who”

- Bureau Chiefs - Chief of Staff - Process Team Leads “How”

• Please refer to Instructions on the following page



Skill Assessment Rating Template

MITS OHP Organization - SKILLS INVENTORY

ORGANIZATION NAME: _________________________________ FTE’s: ________________________ BUREAU CHIEF: _______________________________________ Date: ________________________

Purpose: To determine what are the competencies we will need to implement, operate, and maintain MITS?

Current Competency Level

Computer Literacy None Beginner Intermediate Advanced

Knowledge

Proficiency

Ability to use PC Knowledge of basic PC hardware Ability to us MS Office Tools Sk

ills

Ability to navigate Internet/Intranet

Key Definitions • None – None of the listed skills • Beginner – less than 50% of the listed skills • Intermediate – 50% to 79% of the listed skills • Advanced – 80% or higher of the listed skills

• Competencies – a specific range of skill, knowledge, or ability

• Knowledge – familiarity, awareness, or understanding gained through experience or study

• Proficiency – having or showing ability and skill • Skills – abilities that has been acquired by training

Skills Assessment Rating Template Instructions Bureau Chief Instructions

1. Record your organization’s name, your name, and the date on the form

2. Determine how many FTE’s are in your Bureau and record this number on the form (include yourself in this number)

3. Complete the Skills Inventory Assessment

a. Determine how many FTE’s fit into the None, Beginner, Intermediate, and Advanced categories for Knowledge of the Competency in question (the definitions for Beginner, Intermediate, and Advanced can be found under Key Definitions at the bottom of the Skill Assessment page)

b. Determine how many of your FTE’s fit into the None, Beginner, Intermediate, and Advanced categories for Knowledge and Proficiency

c. Write the numbers of FTEs in the appropriate cells (please account for all FTEs)

d. Be sure that both the Knowledge row and the Proficiency row are equal to the total number of FTE’s in your bureau

e. Please ensure that only (1) set of the packet is returned

4. Please complete Skill Inventory Sheets by Wednesday December 29. Call Dewitt Harrell at 614-946-8887 or Karen Ellis at 937-532-9528 when you are done, and someone will pick up your forms.



Organization Name: __________________________ FTE’s: ___________ Bureau Chief: _______________________________ Date: ___________

Purpose: What are the competencies we will need to implement, operate, and maintain MITS?


• Competencies – a specific range of skill, knowledge, or ability • Knowledge – familiarity, awareness, or understanding gained through experience or study • Proficiency – having or showing ability and skill • Skills – abilities that has been acquired by training

MITS OHP Organization – Skills Inventory

Current Competency Level Computer Literacy


Knowledge

Proficiency

Ability to use PC Knowledge of basic PC hardware Ability to us MS Office Tools Sk

ills

Ability to navigate Internet/Intranet








Current Competency Level Problem Solving Analysis


Knowledge

Proficiency

Ability to create accurate and meaningful analysis based upon data derived from the system or related sources Ability to think strategically to propose and evaluate alternative, creative solutions that support overall organizational goals Sk

ills

Ability to use decision and reporting tools to gather, analyze, evaluate, and synthesize information








Current Competency Level Media/Inter Personal Communication None Beginner Intermediate Advanced

Knowledge

Proficiency

Knowledge of business case development tools Ability to build consensus and networks to enhance commitment to system related projects Knowledge of political/economic variables affecting system related efforts Ability to negotiate and influence others Ability to perform public speaking to large and small groups

Skill

s

Ability to craft and edit key Stakeholder messages








Current Competency Level Process Orientation for Users


Knowledge

Proficiency

Ability to understand relationship of ‘events’/activities within sub-process, and impact on whole process and on overall organization

Skill

s

Ability to apply business rules, procedures, related concepts to ‘solve business problems’ using technology as a tool








Current Competency Level Business Rules and Regulations


Knowledge

Proficiency

Ability to partner in the development of business rules

Skill

s

Ability to comprehend and adhere to business rules. Example: Familiarity with HIPAA privacy Rules








Current Competency Level Role-Based Security


Knowledge

Proficiency

Ability to understand Functional/Role/Security Mapping

Skill

s

Ability to define, map, and maintain Role Based Security Admin








Current Competency Level User Testing


Knowledge

Proficiency

Ability to execute process-focused business scenarios at Unit, Integration, Acceptance Test phases

Skill

s

Ability to validate and document results








Current Competency Level User Quality Assurance


Knowledge

Proficiency

Ability to assist in ensuring QA according to specifications (e.g., SEI software standards)

Skill

s

Ability to recommend enhancements to optimize system and related processes/procedures








Current Competency Level Management Reporting


Knowledge

Proficiency

Ability to request and analyze the following: State and Federal IT Budgeting reports Project Based Budgeting Variance Reporting and Project Base lining Sk

ills

Earned Value Reporting










Current Competency Level Procurement


Knowledge

Proficiency

Knowledge, skills, and ability to negotiate and manage contracts Knowledge and ability to perform Procurement Planning Knowledge and ability to create RFP, RFI, IFP Knowledge and skills to map Procurement processes Ability to perform Procurement Variance Reporting Knowledge and ability to create Deliverable Agreements Ability to manage Vendor Relationship Ability to manage Independent Verification and Validation (IV&V) relationships

Skill

s

Knowledge of Federal Reporting and Procedures










Current Competency Level Program Management


Knowledge

Proficiency

Develop project plans, estimate team member time requirements, set priorities and establish project schedules Ability to serve as the primary point-of-contact and communication Ability to manage the resource requirements across projects Ability to plan and control all aspects of project implementations Ability to set and manage the overall direction and timing of the program, helps to ensure effective program communication, coordinates activities across teams to help ensure integration, and manages risk and quality. Ability to ensure Project Plan Maintenance and Deliverables Integration Ability to ensure Cross-team Linkage and documentation of Impacts Ability to ensure standards for project management, DDI, and post implementation

Skill

s

Ability to access project Readiness and Risk








Current Competency Level Project Management


Knowledge

Proficiency

Ability to be responsible for the day-to-day management of the project team which includes project status reporting, performance tracking (milestones), and issue resolution (in a timely manner) Ability to oversee all aspects of the project, including resource, time, quality, risk, budget, scope management, schedules, project plan development, deliverables development and approval, application, and technical teams Ability to interact with user community to ensure that requirements are met Ability to serve as the specialist for their area, directing system, and process solutions to business goals Ability to develop quality principles and to conduct periodic quality management reviews Ability to recommend actions and solutions to address any identified business and technical issues or potential barriers Ability to lead facilitated design sessions Ability to document end user procedures Knowledge of Project Management Software

Skill

s

Knowledge/Skills involved (refer to SEI or PmBok)








Current Competency Level Business IT and Federal Liaison


Knowledge

Proficiency

Knowledge of Business IT Change Management Ability to prioritize across enterprise Knowledge of Business IT Communications Knowledge of Business IT Reporting Knowledge of resource and capacity planning Ability to develop formal business cases Ability to create Planning/Implementation APD’s MITA Compliance Reporting

Skill

s

Knowledge of Business IT Change Management






Current Competency Level Business Requirements


Knowledge

Proficiency

Ability to execute SDLC in Business IT Projects Ability to write traceable business requirements Ability to conduct JAD sessions Ability to conduct gap analysis Formal Project Management

Skill

s

Business and Technical Documentation








Current Competency Level Process Orientation for System Support None Beginner Intermediate Advanced

Knowledge

Proficiency

Ability to understand relationship of ‘events’/activities within sub-process Ability to understand sub-process impacts on the entire process and on overall organization Ability to apply business rules Ability to develop and adhere to policies and procedures Sk

ills

Ability to understand related concepts to ‘solve business problems’ using technology as a tool








Current Competency Level Business Architecture


Knowledge

Proficiency

Documentation of Business Architecture Knowledge of Federal models (i.e. MITA) Knowledge of Business Modeling Knowledge of Business Process Mapping Knowledge of Business Process re-engineering Knowledge of Technical Architectures, Data Conversion, Interfaces, and Service Oriented Architecture

Skill

s

Knowledge of Business Continuity/Disaster Recovery Planning








Current Competency Level Business Configuration


Knowledge

Proficiency

Knowledge and Experience of Business Rule Engine Proven ability in using Basic SQL Knowledge of Software Development Life Cycle (SDLC) methodology Sk

ills

Knowledge of package COTS applications/functionality








Current Competency Level System Testing


Knowledge

Proficiency

Ability to develop and manage test plans Ability to track testing results, using defect logs Ability to create test cases/ scenarios and test scripts Knowledge of and use of Automated Testing Tools like QA Center Develop test scripts and support testing

Skill

s

Knowledge of and Experience with various Software Testing applications










Current Competency Level System Education and Training


Knowledge

Proficiency

Ability to develop a curriculum and delivery of system training Ability to design and execute system training strategy and detailed plan Ability to manage Training Team Knowledge of Adult Learning Principles Ability to design and develop system instructional materials (online and paper-based) Ability to review and modify end user training curriculums and course materials Ability to set-up/test inter-active training environment Ability to facilitate role-based training Ability to evaluate training and recommend non-training learning interventions

Skill

s

Ability to develop and promote system learning events (e.g., end user forums, coaching)






Current Competency Level System and Business Documentation


Knowledge

Proficiency

Ability to review and recommend modifications to system documentation Operations (maintenance/modifications) Ability to assist in the documentation each output of DDI – BR, Test, Conversion, Configuration (all Areas above) Sk

ills

Ability to document end user procedures








Current Competency Level System Quality Assurance


Knowledge

Proficiency

Ability to establish a Quality Assurance process to monitor projects and ensure compliance with quality objectives Ability to review for conformance to process Ability to develop Quality Assurance Standards Ability to ensure that standards are followed throughout the project Responsible for maintaining the Quality Management process.

Skill

s

Ability to identify deviations from standards and to obtain resolution








Current Competency Level Developing Management Reports


Knowledge

Proficiency

Ability to create State and Federal IT Budgeting reports Ability to create Project Based Budgeting Ability to create Variance Reporting and Project Base lining Sk

ills

Ability to create Earned Value Reporting








Current Competency Level Privacy and Security


Knowledge

Proficiency

Knowledge of HIPAA privacy Rules Role Based Security Admin

Skill

s

Functional/Role/Security Mapping








Current Competency Level Business IT Finance


Knowledge

Proficiency

State and Federal IT Budgeting Project Based Budgeting Variance Reporting and Project Base lining Sk

ills

Earned Value Reporting








Current Competency Level Communications


Knowledge

Proficiency

Ability to demonstrate effective written communication skills Ability to demonstrate effective verbal communication skills Ability to communicate project objectives and potential changes Sk

ills

Ability to conduct and participate in project Kick-Off meeting








Current Competency Level IT Help Desk


Knowledge

Proficiency

Knowledge of help desk tools Knowledge of Root Cause Methodology - Evaluate Call, Identify Problem Sources, provide alternative solutions to support solution Customer Service/Inter-personal Skills Ability to analyze Customer's History

Skill

s

Ability to ensure consistency

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