ITLA XVIII | Road Map | Organizational Change | Toolkit
Research | Infrastructure Consolidation | FAQ | Appendix



The ITLA team has created this toolkit to provide sample templates, spreadsheets, and other content to address the information provided in the previous sections. The information previously provided addresses the effects consolidation may have on staff roles and changes to the organizational structure of IT within a department or agency. At some point it will be necessary to take action and deal with these changes. This toolkit provides information, starting points, and suggestions that can be tailored to your specific needs.

Organizational Change Management (OCM) Resources

People are the most valuable resource in any organization. OCM principles can help ease the stress and discomfort many staff experience when dealing with change. This section of the toolkit has a sample of readings, templates, worksheets, and links to help navigate the transition departments are facing.

OCM Methodologies

OCM Overview

  • 06. Managing Organizational Transformation

OCM In-Depth Readings

OCM Tools, Templates, Tutorials, and Worksheet

OCM Projects in Other Organizations and States

Workforce Planning and Knowledge Management Resources

With the potential of hundreds of IT staff retiring in the coming few years, workforce and succession planning is key to maintaining knowledge and capability within an organization. Knowledge management is core to succession planning, and it helps define an organized approach to identify, capture, structure, and leverage an organization’s intellectual assets, and helps to ensure the availability of this information to the right people at the right time.

Skills Assessment Resources

IT consolidation creates questions for CIOs and IT managers to ask…Which of my staff will be affected and how do I reallocate them? What skills do they currently have? How do I train them for new roles within the organization?

When existing roles and responsibilities are changed, such as in the IT Consolidation, the new requirements must be identified and training plans developed. Fitting new skills into existing staff capability may require updating or creating a skills management plan based on individual skills management assessment. Skills assessment efforts provide the foundation for effective skills management – enabling management to direct hiring, manage retention, plan training and development, and guide career path definition – all critical aspects of maintaining a quality workforce.

It is necessary for IT management to have a detailed inventory of the IT staffing resources within an organization. Without this baseline it is difficult to formulate Succession Plans or other IT Staffing Strategic plans for the near term. The skills assessment can provide strategies for training staff or sharing of staff resources, allowing IT managers across programs, divisions, or even disparate agencies by looking at IT staff as a pool of resources.

An Excel spreadsheet is provided to help detail the core competencies and technical skills for IT staff and provides a way to rank their abilities. The workbook is separated based on the ICP Workgroup area. The instructions for rating skills are explained in the upper left corner of each worksheet. When evaluating the information gathered for specific IT staff, we suggest incorporating the information into annual staff Individual Development Plans (IDPs) as well.

In addition, there are other excellent sources for self-assessment available on the internet for no cost.

The self-assessment helps:

  • Clarify what’s important in your current job,
  • Identify performance gaps, and
  • Show you where you need to develop.

Use a scale as you take the self-assessment:

  • Importance to current job: Critical, Medium, or Low
  • Needs more development: High need for training and development; refresher needed; or leave blank if training and development aren’t needed.

A few additional Self- and Skills-Assessment tools are listed below:

California CareerZone

California CareerZone is a spin-off of the New York CareerZone, a proven, successful career exploration and planning system. Users are encouraged to work through the Interest Profiler, Work Importance Profiler, and Assess Yourself assessment based on the Holland Codes for self-exploration. This website has many useful resource links for career development and job information.

Self-Assessments can help you know yourself better. And knowing yourself better can help you choose a satisfying job or occupational field to explore. California Career Zone offers one of the following three assessments to learn more about your skills.

  • Quick Assessment– Explore jobs that best match your personality. Are you realistic, investigative, artistic, social, enterprising, or conventional? Find out with this quick assessment. (Approximate completion time: 5 minutes)
  • Interest Profiler– Discover what your interests are, and how they relate to the world of work. The Interest Profiler helps you decide what kinds of occupations and jobs you might want to explore based on your interests. (Approximate completion time: 30 minutes)
  • Work Importance Profiler– What's important to you in a job? Discover how much you value achievement, independence, recognition, relationships, support, and working conditions in a job. Get a list of jobs that reflect your values. (Approximate completion time: 30 minutes)

Riley Guide – Free Career and Employment Information

The Riley Guide website provides a variety of free tools for self-assessment, skill surveys, interest inventories, and a variety of other career planning resources for potential use by employees facing a change in duties.

  • Skill Surveys – There are hundreds of skills surveys for specific job areas. The Riley Guide links to surveys designed to help you define your abilities and qualifications and then compare these lists to numerous job areas, including some you may not have previously considered.
  • Interest Inventories – Helps you to measure those things that most interest you, hopefully finding a match between your interests and possible career areas. Most interest inventories include skill surveys. The Riley Guide website indicates if a tool is self-directed or requires assistance, and if it is free or charges a fee for use.

After a self-assessment, it is recommended that supervisor and staff meet and discuss perspectives to work together to develop an individual development plan or upward mobility plan.

Duty Statement Resources

The duty statements included in this section contain suggested content for changes to the roles and responsibilities of IT staff within a consolidated IT organization. These duty statements have not been vetted by the State Personnel Board (SPB), the Department of Personnel Administration (DPA), or other Human Resources staff within the State. They are provided as possible starting points for IT managers to customize and alter based on their organizational needs and requirements.

Training Resources

When the transition to the consolidated state affects the way people work, it creates a need to update staff skills to adapt to the changing workforce. If the change is not planned, the transition can disrupt the entire organization. For any consolidation, the development and management of a comprehensive training approach is necessary.

To promote career development, a Department can implement career path guidance and facilitate knowledge sharing among staff. IT executives must anticipate and identify all training opportunities and resources required for staff in transition. A baseline goal for each employee should be set and an adequate budget provided. Training should include both technical and interpersonal competencies. Self-directed career development should be encouraged and facilitated, and coaching and mentoring that encourage cross-training can be implemented without cost.

The ICP presents a unique opportunity for Departments to develop comprehensive career development options. Examples include leveraging existing state-offered IT courses, sharing IT staff resources across departments for experience and lessons learned, and taking advantage of pooling of staff across multiple agencies for training opportunities. The section below outlines opportunities for continued career development for IT staff.

Training Resources - Formal Training Resources and Recommendations

Academic Education as Training

Often overlooked as a source of work-related “training,” staff can look into post-secondary education from local community colleges, universities, and private educational institutions to expand their knowledge. Staff will need to work with management to determine if this means of training is an option for them. Some organizations have been able to reimburse costs for registration, tuition, and books, while others have allowed employees to use State time to attend classes or have adjusted an employee’s work schedule to accommodate their class schedule. Remember, timing and monetary reimbursement depend on a department’s operational needs, capabilities, funding, and on bargaining unit contracts.

An organization may formally categorize classes as Job-Required; Job-Related; Career-Related/Upward Mobility; and Other. Staff should remember to include appropriate training in this area on their Individual Development Plans in accordance with their department’s policies and procedures.

Links to post-secondary educational resources:

Multi-Agency Training Pool Opportunities

During consolidation, communication, cooperation, and information sharing within and among agencies are of paramount importance. Establishing multi-agency training pools can help provide training opportunities to several agencies that may be dealing with the same challenges and face similar training needs. Rather than each department pursuing individual training for their staff, a list of candidates from many departments interested in similar training could be established, thus leveraging opportunities to obtain training at a discounted rate and in a consolidated fashion.

The OTech Training and Event Center (TEC) currently takes suggestions for course offerings. Taking this a step further, TEC could specifically promote and solicit, via their website or through e-mail to agency training units, names of staff that desire training in particular areas impacted by consolidation. ICP Workgroup representatives could also be made aware of opportunities for multi-agency training at TEC.

Vendor-Based Training

The following list of training providers and resources is not comprehensive, but offers a broad range of vendor-based providers in California. Each department should supplement this list by adding internal classes, and other training providers for their specific needs. You can take many courses over the Web, and some providers offer custom training on-site. Look for courses that assess knowledge and skills before and after training. That kind of assessment helps to ensure the course is effective and that the skills are put to use back on the job.

Some popular vendor-based training is offered by:

OTech Training and Event Center (TEC)

HALO IT through OTech

HALO business through OTech

Innovative Solutions, Inc.

Global Knowledge

ESI International

University of California Davis Extension (UCD)

SQE Training


American Society of Professional Education

Training Resources - Informal Training Resources and Recommendations

Staff Mentoring

Developing a mentoring program to build informal coaching relationships between senior and junior staff provides an excellent opportunity to transition staff into new skills and services. Mentors and job coaches are paired with mentees based on career goals and needs. Developing a strategy for mentoring includes the creation of guidelines, standards, and expected outcomes for mentoring programs.

State of California Mentoring Resources

The CA Department of Personnel Administration has an excellent link to a variety of mentoring-related forms and references to other state departments who have mentoring programs.

Mentoring Agreements

A Mentoring Agreement clearly establishes the roles of the mentor and the mentee, sets the goals for each participant, and helps to ensure a higher degree of accountability from both parties.

An Agreement can be as simple or elaborate as the parties wish. Below are some basic components that can be included, based on how formal you wish the agreement to be:

  • Names and roles of each player
  • Goals for the partnership
  • Target length of relationship
  • Planned frequency of contact
  • Target length for planned meetings or contact (daily? weekly?)
  • Method(s) of contact (one-on-one meetings, emails, phone, etc.)
  • Metrics for assessing satisfaction with the mentoring process

For the initial contact and first formal meeting, the mentor will be responsible for setting a meeting date, time, and agenda. Subsequently, the mentee will be responsible for setting up meetings and determining what they would like to discuss. All communication occurring between the mentorship partners will remain confidential unless it is mutually agreed otherwise.

A Mentoring Agreement can be amended to suit the purpose and goals of the relationship. The parties’ supervisor can retain the original and provide a copy to the participants.

Training and Development (T&D) Assignments

Training and Development assignments are temporary assignments of up to two years for the purpose of training staff in new functional areas. Subject to State Personnel Board (SPB) regulation, a T&D assignment may involve performing duties of a classification other than the employee’ s appointed classification. A T&D assignment may be made within a department or between departments and they are always voluntary.

The SPB encourages the use of T&D assignments to:

  • provide employees broader experiences and skills that will improve their ability to perform in their current assignments;
  • help prepare employees for future promotion; or
  • facilitate an employee’s entry into new occupational fields

Organizations are encouraged to research their own internal policies on utilization of T&D assignments.
(Example) Department of General Services T&D Assignment Policy

Informal Training Strategies

Communities of Practice

A community of practice (CoP) is a group of people who share an interest, a craft, and/or a profession. CoPs can exist within discussion boards and newsgroups, in a lunch room at work, or on a factory floor.

Expert Interviews

Expert interviews are sessions where one or more experts in a particular subject, program, process, policy, meet with others to share their knowledge. The format can range from an informal one-on-one meeting to a larger group session.

Job aids

A job aid can take many forms, an example being a document that has condensed information or instruction on how to perform a task.

Structured On-the-Job Training*

On-the-job training is any kind of instruction that takes place at the actual job site and involves learning tasks, skills, or procedures in a hands-on manner.

*When dealing with On-the-Job training opportunities or Training and Development assignments within the State of California, organizations should work with their Human Resource staff to ensure that all labor-relations and contract stipulations are handled appropriately.

Mutual Aid / Memorandum of Understanding / Interagency Agreement Resources

Mutual Aid is collaboration between two agencies to share resources on a formal or informal basis. Informal-based mutual aid is most commonly used internally between departmental bureaus, branches, and programs, or between departments within agencies or superagencies. Formal Mutual Aid is most commonly documented through use of a Memorandum of Understanding (MOU) or Interagency Agreement (IA), and is particularly used between departments or separate agencies within the State. MOUs and IAs are flexible enough to include or exclude language regarding reimbursement of services.

With the lack of financial and staff resources in the state, it is becoming increasingly apparent that use of Mutual Aid-type agreements should be expanded, despite the complexity of State policies and practices.

The following MOU and IA templates are provided as a suggested starting point only. Proper approvals within departments or agencies must be addressed prior to engaging in any such informal or possibly binding agreements.