Assist With Policy Development For Client Support

Assisting with Policy Development for Client Support
Injibara Polytechnic College
Ethiopian TVET-System
INFORMATION TECHNOLOGY
Database Administration system
Level IV
LEARNING GUIDE # 1
Unit of Competence: Assist with Policy Development for Client Support
Module Title: Assisting with Policy Development for Client Support
LG Code: ICT DBS4 02 0811
TTLM Code ICT ITHW1 TTLM 02 0811
Prepared By:-Yeshambel.A Page 1

Information Sheet#1 Review change requests
 LO1 review change requests
Procedures and Protocols in Receiving Request for Hardware and Software Changes
 Protocols are rules and procedures for communicating.

 The term "protocol" is used in a variety of contexts. For example, diplomats from one country adhere to rules
of protocol designed to help them interact smoothly with diplomats from other countries. Rules of protocol
apply in the same way in the computer environment.
 When several computers are networked, the rules and technical procedures governing their communication
and interaction are called protocols. Requests must be received and documented for hardware and software
changes, utilizing a change management system and according to organizational help desk procedures.
 A procedure is a section of a program that performs a specific task. A procedure is a series of steps, taken
together, to achieve a desired result. System data must be gathered and organized relevant to the change
requests, using available diagnostic tools.
 The proposed changes are reviewed against current and future business requirements. System data are
examined, with work team, in order to select appropriate changes to be carried out. Selected changes are
discussed and e clarified with client.
Keep three points in mind when you think about protocols in a network environment:
There are many protocols. While each protocol facilitates basic communications, each has different
purposes and accomplishes different tasks. Each protocol has its own advantages and restrictions.
Some protocols work only at particular OSI layers. The layer at which a protocol works describes its
function. For example, a protocol that works at the physical layer ensures that the data packet passes
through the network interface card (NIC) and out onto the network cable.
Protocols can also work together in a protocol stack or suite. Just as a network incorporates functions
at every layer of the OSI reference model, different protocols also work together at different levels in a
single protocol stack. The levels in the protocol stack "map," or correspond, to the layers of the OSI
reference model. For instance, the TCP/IP protocol's application layer maps to the OSI reference model's
presentation layer. Taken together, the protocols describe the entire stack's functions and capabilities.
Change Management System According to Organizational Help Desk Procedures
 The objective of Change Management is to ensure that standardized methods and techniques are used for
efficient and prompt handling of IT changes, in order to prevent change-related incidents. The objective is
to make changes in such a way as to minimize negative impact on the delivery of services to users and
clients.
 All production services, as well as all services with agreements that specifically state service levels and
environment up-time, are subject to the Change Management process and policies.

 The Change Management system provides a mechanism for the creation, approval, scheduling, and
notification of Change Requests.
 Requests may be submitted, approved, and closed either via email or via a web interface.
CHANGE MANAGEMENT PROCESS
 The purpose of the change management process is to manage the scheduling of changes with minimum
disruption to IT services.
 The goal of the process is to implement fault-free changes with minimal business impact.
 A definition of a change should be specified in the process.
 Typically, a change is any task or action that can alter the organization’s IT production environment.
Step 1: Initiation /
 A change inquiry may be initiated by a user or a nominated business representative, who usually
completes a form specifying the type of change, its potential impact, and proposed date of
implementation.
 Usually, this form is electronic and is available on an organization’s intranet.
 The user should provide as much detail as possible to the reviewer of the change inquiry to ensure an
appropriate action can be taken.
 During this stage of the process, the auditor should ensure that there is sufficient detail in the inquiry form
to make a decision. Also, the auditor should check whether the business manager or someone in authority
has supported the change inquiry.
Step 2: Categorization
 An authorized person, usually a change manager, reviews the change inquiry and allocates a unique
number that designates it as a change request.
 This change request number enables tracking of a specific request at any time and at any stage of the
process.
 In many organizations a forum of senior business users meets regularly to review submitted change
requests.
A change management forum’s decision about a change request may fall into one of three
categories:
Accepted. The change request has some business benefit, and it is worthwhile for further investigation or
work to be undertaken.
Rejected. There is no business benefit and the change request is declined.
On hold/further work is needed. The forum requires further information to make a decision.
Based on the change requests that have been accepted, a further categorization based on a risk
assessment needs to be undertaken by the change manager and endorsed by the forum:

Type A. Change impacts multiple systems and has a customer impact. There is high technical complexity.
Type B. Change impacts one system and has a customer/business impact. There is a medium level of
complexity.
Type C. Change impacts one system and there is a low level of complexity.
The auditor should ensure that all change inquiries have been assigned a unique number. Further, auditors should
ascertain whether all change requests have been considered by the change management forum and whether the
change manager has conducted a risk assessment. The auditor also should assess whether the forum’s
membership is appropriate and its roles and responsibilities are documented in a charter.
Step 3: Release Decision
 Once a change request has been worked on and tested, it must be presented to the change management
forum to ascertain whether the change can be released into the production environment.
 This release decision should be based on the risk assessment decision made in step 2.
Before approving the release of a change, the change management forum should consider whether:
 All testing is complete and authorized by the appropriate parties. This should include user acceptance
testing at a minimum, as well as stress and volume, regression, performance, and security vulnerability
testing, if applicable.
 A run sheet containing roll-back and back-out procedures has been documented.
 All quality measures have been met. This is usually defined as part of the system development life cycle
and is out of scope for the change management process.
 Outage impacts have been determined. This is the amount of time a system will not be available while the
change is being implemented.
 Impacted business units/stakeholders have been informed that the system may not be available for a
specified time period. Communication to users is only needed when there is a direct impact to them.
 System documentation has been updated.
 Operational teams are ready to support the change.
 The auditor should ensure that all change requests are approved by the forum and all documentation is in
place to support the decision.
Step 4: Migration
 It is important that the actual migration of the change is completed by a person who is independent from the
development team because there is a risk that unauthorized changes may be made to production code. In
most organizations, the change manager performs this function.
 The auditor should ensure that only authorized personnel can migrate code into the production environment
by checking the security access profiles of users.
 While conducting this work, there also is some merit in checking the access profiles of developers to ensure
that their access is restricted to development environments.
Step 5: Emergency Changes

 At times, urgent emergency changes may be needed with no time to follow the standard process.
 To prepare for this scenario, the organization should develop an emergency change management process,
preferably with authorization from a senior manager or a subgroup of the change management forum.
 Emergency access also should be authorized by the manager or subgroup.
 Once the change is implemented, the key participants in the change should conduct a post-implementation
review (PIR) to ascertain the impact of the change to the process and system and report the findings to the
forum. A PIR also may be conducted for key changes.
 From an internal audit perspective, hastily implemented emergency changes pose a great risk to the
organization because they do not apply the same level of rigor and due process established for the change
management process.
 The auditor should ensure that temporary access provided to personnel is removed promptly.
Step 6: Reporting and Tracking
 All change inquiries and requests should be reported to senior management on a regular basis.
 An automated change management system can track and report on each unique change request number at any
point in time.
 The auditor should ensure that timely reports are produced and used by management.
 Furthermore, the auditor should ascertain that open changes are managed and closed out promptly.
Review and Assessing Existing System Data with the Work Team
What is document review?

Document review is a way of collecting data by reviewing existing documents.
The documents may be internal to a program or organization (such as records of what components of an
asthma management program were implemented in schools) or may be external (such as records of
emergency room visits by students served by an asthma management program).
Documents may be hard copy or electronic and may include reports, program logs, performance ratings,
funding proposals, meeting minutes, newsletters, and marketing materials.
When should you use document review for evaluation?
1. To gather background information.
- Reviewing existing documents helps you understand the history, philosophy, and operation of the
program you are evaluating and the organization in which it operates.
2. To determine if implementation of the program reflects program plans.
- The review of program documents may reveal a difference between formal statements of program
purpose and the actual program implementation.
- It is important to determine if such a difference exists and to clarify the program intent before moving
forward with the evaluation.
3. When you need information to help you develop other data collection tools for evaluation.
Reviewing existing documents to better understand the program and organization you are
evaluating will help you formulate questions for interviews, questionnaires, or focus groups or
develop an observation guide.
4. When you need data to answer what and how many evaluation questions.

Reviewing program documents is useful for answering basic evaluation questions related to the
number and type of participants, number and type of program personnel, and program costs.
How do you plan and conduct document reviews?

1. Assess existing documents. Find out what types of documents exist and determine which ones you think
will answer your evaluation questions.
2. Secure access to the documents you have identified through your assessment. Certain documents may
require the permission of others before being released for review and analysis. You may need to work
with legal experts in your agency to understand what limitations you may face and how they can help you
access documents you will need for your evaluation.
3. Ensure confidentiality. Confidentiality is always an important consideration when collecting data for
evaluation. If you need to review documents that involve confidential data about individuals, develop a
system that ensures confidentiality of individual-level data. Developing these processes and guidelines
may also help you in securing access to sensitive or confidential documents.
4. Compile the documents relevant to your evaluation. Once you have secured access to the documents
you need to answer your evaluation questions, compile the documents. It is important that you limit your
review to only those documents that answer your evaluation questions.
5. Understand how and why the documents were produced. You will need to talk to the people who
know something about the documents you are compiling to better understand the context for which they
were developed. This is critical to gathering usable information for your evaluation.
6. Determine the accuracy of the documents. Determining the accuracy of the documents may involve
comparing the documents that contain similar information, checking the documents against other data you
have collected, and speaking with people who were involved in the development of the documents.
7. Summarize the information from documents reviewed. Create a data collection form to summarize
data gleaned from your document reviews. You may want to include on the form the type of document
you are reviewing; a way to reference each document; and information that answers each applicable
evaluation question. You will use the form to help you compile and analyze your evaluation findings.
Conducting the data gathering
Choosing a methodology for the data collection exercise

Collecting the data
Reporting results
Choosing a methodology for the data collection exercise
The type and volume of data to be collected will very much depend on the focus of the benchmarking
exercise. In any case, the amount of data collection should be realistic for best results.
Measure only what needs to be measured (rather than measure what is measurable) and select or
develop the best possible indicators which will make it possible to define short and long term targets and
benchmarks.
Once the focus of the benchmarking exercise is clear it is worth carrying out some desk research into
existing performance-based indicators, pre-standards and benchmarks for the area you wish to
benchmark.

For the data gathering, the methodology will very much depend on the focus and expected outputs of the
benchmarking exercise. Quantitative data, qualitative information, focusing on management processes or a
mix of these, all are viable options.
Collecting the data
 Self-assessment is the first step for effective benchmarking in which higher education institutions will
gain a more accurate understanding of their own policies and processes. The EFQM Excellence Model can
be an excellent tool in this respect to map the institution, make an inventory of indicators and set targets
for improvement.
 Which data-gathering methods are used depends on many factors; research methods handbooks can give
all the necessary insights and skills.
 However, a common approach identified is as follows:
 First, design a template for a questionnaire or survey, either in the form of open or closed
questions to collect information. A preliminary meeting with all partners will bring added value in
terms of commitment and understanding.
 One option for the next step is that the templates/questionnaires are sent to all partners with a
return date for completion. The coordinating institution should have staff available to clarify
matters. You may wish to add telephone interviews or site visits in the process for qualitative
aspects of the data gathering exercise.
 Alternatively you may wish to collect qualitative data purely through site visits by two/three
experts/peers who will use a questionnaire and checklists. Validation of information with partners
for accuracy is vital.
 Gathering all data in a standardized format/ database is of paramount importance for further use in
benchmarking and other exercises.
 To assess the performance of higher education institutions against a set of benchmarks Scoring systems
are often used.
Reporting Results
 The next stage will be to process data and produce comparative, structured and transparent reports on
the results, which are clearly understandable to all those involved.
 Reporting results should:
 Be carried out in an effective way (Internal/external)

 Produce well-structured, transparent and comparable information (qualitative/quantitative) with a
view to identifying good practices and gaps in performance which can lead to future target-setting
 Apply measures to enhance the credibility and the visibility of the benchmarking exercise
 Public dissemination of results will enhance the reputation both of the higher education institutions and
of the benchmarking exercise itself among stakeholders. The issue of communicating results to the outside
audience must be addressed carefully. Results of the benchmarking exercise will produce new benchmarks
for the sector, so public reporting will be valuable, but obviously paying close attention to the

confidentiality issue. Some benchmarking exercises have compiled results in an anonymous way for some
aspects of the exercise where sensitive data were at stake.
Reviewing the Proposed Changes and Comparing against Current and Future Business Requirements
 Proposed changes to other pay-related terms and conditions should also be subject to equality impact
assessment, for example:
 Working pattern payments, for instance, shift premium payments, unsocial hours payments, overtime,
standby and call-out arrangements
 Other benefits, for instance, health insurance, cars and travel allowances
 In terms of the equal pay legislation, each term must be considered separately and any disparate impact
identified. This can be done in the following way:
 Identify those affected, either advantaged or disadvantaged, by the proposed changed by grade, gender,
ethnicity or disability.
 Where the proportions advantaged or disadvantaged in each grade are significantly different from the
numbers and proportions in the grade, then it is necessary to provide an objective justification for the
change, which has nothing to do with the gender (ethnicity, disability) of the group concerned.
 Where numbers affected by the proposed change are very small (e.g. removal of a historic payment from
the very small group of employees still receiving it), then the proportions cannot be compared on a grade
basis, only in relation to the relevant workforce.
Steps to review the proposed changes
Step 1: Deciding the scope of an equality impact assessment and assembling data
This step is often easier than for an equal pay audit because the scope of the equality impact assessment is
determined by the coverage of the proposed changes to pay policies, and the data should already have been
assembled in order to cost the proposals.
1. Who should be covered by the assessment?
The assessment should include all those employees covered by the pay and grading proposals. Employees in other
collective bargaining structures, outside the scope of the proposals, will be included in the first post-
implementation equal pay audit.
2. Scope of the assessment
As with an equal pay audit, the principles and techniques for an equality impact assessment derive from the
Equality Act 2010 and relate to gender. The same principles and techniques can be applied in relation to race and
disability.

In some organizations sufficiently detailed data on ethnicity or disability may not be available at the time of
introducing the new pay structure. If this is the case, it may be better to collate the data and include the relevant
areas in the first equal pay audit after implementation of the new structure.
3. Who should be involved in the assessment?
An equality impact assessment requires input from a range of people in the organization including:
 Negotiators (of the grading and pay structure proposals)

 Human resources staff
 Recognized trades unions
 Equal opportunities staff
 Payroll staff
 Most of these people are likely to have been involved in negotiations leading to the proposed new grading
and pay structure. If they have not, they will need briefing on the background to and development of the
proposals.
4. Data
All the data required for an equality impact assessment should already have been assembled in spreadsheet form
in order to cost the grading and pay structure proposals. The spreadsheet should include every individual
employee covered by the proposals (identified by name or employee reference number), together with:
 Pay data (for the old and new pay structures), that is:
 'Old’ grade, basic pay (actual data and on a full time equivalent basis) and any additional payments
each identified in a separate column of the spreadsheet
 ‘New’ grade, basic pay (actual data and on a full time equivalent basis) and any additional payments
each identified in a separate column
 Hours of work
 Job evaluation points, if the proposals are based on a job evaluation exercise.
 Human resource information, for example:
 Job title
 Gender
 Any other personal characteristics to be included in the equality impact assessment (i.e. race,
disability)
In order to make comparisons between those covered by the new pay structure, it is necessary to bring all the data
to common units of hours and pay. These adjustments should have already taken place when the proposals were
costed. If such adjustments have not yet been made to the data, they will need to be made at this stage. So, if one

group works different normal hours or if normal hours of work will change under the new pay structure, it is
necessary to convert basic pay to a common hour’s base.
It is also necessary to bring full time and part time employees to a common salary basis. This will entail grossing
up the basic pay of part-timers to their full-time equivalents, excluding overtime.
5. Frequency tables
If it has not already been done as part of the negotiations over the new structure, it is helpful to prepare a
frequency table of the relevant employees by gender and by other personal characteristics and proposed new
salary grade/band. This information will be useful when it comes to analyzing the proportions of employees
receiving ‘old’ and ‘new’ pay/benefits/working time payments etc by grades.
Step 2: Calculating average basic pay and identifying pay gaps
The second step in an equality impact assessment involves calculating and comparing average basic pay, for
example for men and women on a ‘before and after basis’ where they are doing equal work to identify any
significant pay gaps.
What is equal work?
Equal work is defined in exactly the same way as for an equal pay audit. As most new grading and pay structure
proposals are based on new or previously existing job evaluation exercises, the ‘work rated as equivalent’
definition of equal work is the most useful one for the purposes of an equality impact assessment.
The agreed job evaluation points ranges for each grade, band or pay scale, should provide the basis for ‘work
rated as equivalent’ assessments of equal work. The exception is where the proposed new grading structure has
broad bands. In this case it may be necessary to identify sub-zones within each broad band in order to identify
equal work and undertake the ‘work rated as equivalent’ calculations.
If your organization is proposing new grading and pay structures which are not based on job evaluation, then you
need to be sure that you can demonstrate that the new structure delivers equal pay for work of equal value. For
example, some organizations construct their grades/pay bands on NVQs/SVQs or a similar competence measure
and would then justify differences in pay on the basis of differences in skill level requirements. Unless it has such
a justification, your organization will be vulnerable to equal pay claims.
The calculations
These are exactly the same as for an equal pay audit, but relate to each proposed new grade and to both existing
‘old’ pay and proposed ‘new’ pay (see table below).
Significant differences are determined as for an equal pay audit. Any difference of 5% should be further
investigated. Patterns of 3% differences favoring one protected group should also be investigated, as they may be
indicative of discriminatory features of the proposals.
In the context of an equality impact assessment it is also useful to calculate the overall pay gap, as the expectation
is that new grading and pay structure proposals will move towards greater overall pay equality.

The table shows that the overall gender pay gap does narrow to 20% as a result of introducing the proposed new
structure. If this had not been the case, it would have indicated disproportionate numbers of male up-grading
and/or female down-grading, which would have required further investigation.
Step 3: Supplementary checks
There are some useful supplementary checks in relation to proposed changes to basic grading and pay structures:
 Analysis of ‘red’ ‘green’ and ‘white’ circles

 Checks on proposed grade boundaries
Analysis of green, red and white circles by gender (ethnicity, disability)
It has been standard practice in the UK for employees to be assimilated to a new grading and pay structure as
follows:
 Those whose old salaries fall within the proposed new salary range are moved across onto the nearest
point on the new scale - the next higher point if the old salary is not a point on the new scale. Such
employees have recently come to be called ‘white circles’ because this is how they show up on some pay
modelling systems.
 Those whose old salaries are below the minimum of the new scale have been moved to the minimum of
the new scale. These are often called ‘green circles’ and the gap between their old pay and the minimum
of the new pay scale is sometimes referred to as the ‘green gap’.
 Those whose old salaries are above the maximum of the new scale are moved to the maximum point as
their substantive salary, but their old salary is subject to personal protection for a transitional period to
help cushion the transition to the lower rate of pay. These are often called ‘red circles’.
Note that this standard policy can result in previously lower graded women clustered towards the bottom of the
new pay scale and previously higher paid men clustering towards the top of the grade. This will contribute to
remaining pay gaps, but could also be open to legal challenge, where, for example, the women on the minimum
point of the scale have similar experience and/or performance levels to men on the maximum point of the scale.
This is an area of law on which specific legal advice should be sought.
In a grading and pay review with the aim of moving towards equal pay for work of equal value, the general
expectation is that the green circles will be disproportionately female (reflecting the correction of historic under-
valuation and pay of typically female jobs) and the red circles are likely to be disproportionately male (reflecting
the historic position of men in the workforce in most organizations). Where this is the case, men are likely to be
clustered towards the top of the new pay scale and women towards the bottom. This often explains remaining
significant pay gaps in the new structure, a situation that is compounded if the pay scales are relatively long.
Where the expected pattern of ‘green’ and ‘red’ circles does not prevail, there should be an obvious reason, for
example, a group of historically undervalued male workers.
You can assess the impact of the assimilation policy by considering the numbers of males and females subject to
red and green circling or pay protection under the proposals as they currently stand by grade and overall.
Proposed grade boundaries

You can also check the positioning of the proposed grade boundaries using the following checklist. If you cannot
provide the requested information or justifications, then the positioning of your grade boundaries could contribute
to the risk of equal pay challenge.
Step 4: Reviewing pay policies
 Proposed new or changed pay policies can be checked using the checklists in the toolkit.
 The pay policies you are most likely to need to review when proposing new basic grading and pay
structures are:
 Job evaluation system, design and implementation checklist

 Starting salaries, pay progression and pay protection checklist
 Performance, competence related pay checklist
 Market factors payments checklist
Pay protection
Particular attention needs to be paid to protection arrangements used to cushion the impact of the new
arrangements for a transitional period on those individuals whose jobs are downgraded as a result of the grading
and pay structure review.
This is a complex and ever changing area from a legal perspective and legal advice should be taken.
Pay protection may be applied to basic pay as well as other terms and conditions affected by the proposals.
Where pay protection results from the introduction of a job evaluation scheme and/or a new pay and grading
structure, it is important to identify those employees who were entitled to equal pay before the restructuring was
introduced and to ensure that the pay protection policy does not have the effect of continuing historic
discrimination between these groups.
Step 5: Reviewing other proposed changes
 Proposed changes to other pay-related terms and conditions should also be subject to equality impact
assessment, for example:
Working pattern payments, for instance, shift premium payments, unsocial hours payments, overtime,
standby and call-out arrangements
Other benefits, for instance, health insurance, cars and travel allowances
 In terms of the equal pay legislation, each term must be considered separately and any disparate impact
identified. This can be done in the following way:
Identify those affected, either advantaged or disadvantaged, by the proposed changed by grade, gender,
ethnicity or disability.
Compare the numbers and proportions advantaged and disadvantaged by gender and grade with the
numbers and proportions by grade and gender.
Where the proportions advantaged or disadvantaged in each grade are significantly different from the
numbers and proportions in the grade, then it is necessary to provide an objective justification for the
change, which has nothing to do with the gender (ethnicity, disability) of the group concerned.
Where numbers affected by the proposed change are very small (e.g. removal of a historic payment from
the very small group of employees still receiving it), then the proportions cannot be compared on a grade
basis, only in relation to the relevant workforce.
Step 6: Reviewing proposals and creating an action plan
1. What happens next?
If the equality impact assessment reveals any gender or other bias in the grading and pay structure proposals
which cannot be satisfactorily explained and justified, steps should be taken to amend the proposals to eliminate
the bias.
2. What should an action plan include?
An action plan should include arrangements to:
Remedy any unjustifiable pay gaps remaining once the proposals are implemented
Compensate individuals who are entitled to back pay – see below
Introduce an equal pay policy - see below
Introduce ongoing monitoring of pay outcomes by gender, ethnicity, and disability.
Take forward any checks not completed during the assessment and any other outstanding matters
3. When should equal pay be brought in?
 Subject to the operation of the pay protection policy, the introduction of equal pay for equal work should take
place immediately. Any delay will increase the risk of equal pay claims to the organization and may also
expose the union to challenge under discrimination legislation.
4. How often should monitoring and review take place?
 Where it is necessary to amend the grading and pay proposals because they result in unequal pay, it is
recommended that an equal pay audit is undertaken a year after the proposals have been brought into effect in
order to ensure that any amendments to the proposals are having the desired effect.
 Once you are satisfied that the changes to the proposals have eliminated any bias in the new pay structure, it is
recommended that an equal pay audit is undertaken every two to three years.
Techniques and Procedures in Determining Appropriate Changes To Be Carried Out

Changes in workplace procedures generally produce positive results. These changes may save the company time,
money or promote other workplace savings. Change is exciting to those who adapt to it easily. But, some
employees do not like change. They find it difficult to accept the unknown, causing distress. As a leader in the
workplace, it's your job to make sure that any transition runs as smoothly as possible.

Steps
1. Plan for procedure changes. You will want to introduce the changes in the workplace slowly in order to
make the transition easy for everyone.
2. Build awareness.
Make an announcement to let your employees know that there will be a change in procedure. Post an
announcement of the new or changed procedure on your company intranet, inform employees via
email or hold a meeting.
Include the date when the procedure will become effective.
Recruit employee help. This is a good time to get your employee's involved in some of the tasks. You
may need help scheduling committee meetings, recording meeting minutes or documenting policies.
Provide your employees with as much relevant information about the change as possible. Offer to talk
to any employee with concerns or questions.
Your employees will want to know how the changed policy affects them and what impact it will have
on the company.
Remain calm and patient. Explain why the procedure changes are necessary or important.
3. Provide documentation for the new or changed procedures to assist your employees with the
transition.
4. Offer training and practice to help staff learn the changed procedures.
5. Implement policy changes slowly.

 Change one procedure at a time. Once your employees have become familiar with the new
procedure, then you can move on to the next one
6. Ask for feedback. Suggestions, ideas, concerns or comments may be helpful to you. It is also a way of
getting your employees on board and involved with the changes.
7. Listen to your employees. If you include your employees in these procedure changes, be sure to listen.
You should implement good employee ideas and give credit to the employee for the suggestion.
 Make yourself available. Answer questions or concerns promptly.
8. Celebrate achievements and successes. Many companies show appreciation or success with pizza parties
or barbecues. These team-building activities help to bring employees together.
Theoretical
Self-check#1

Name: _________________ Date: _______

Time Started: ______________ Time Finished: ______
I. Short Answer :
1. __________ is a section of a program that performs a specific task.
A. Procedure C. Standard
B. Protocol D. All
2. Which one is differ from other?
A. Initiation / D. Migration
B. Categorization E. Emergency Changes
C. Release Decision F. None
3. __________is a way of collecting data by reviewing existing documents.

A. Document review C. Business plan
B. Cost analysis D. All
4. __________is the Conducting the data gathering
A. Choosing a methodology for the data C. Reporting results

collection exercise
D. all
B. Collecting the data
5. is the first step for effective benchmarking in which higher education institutions will gain a more accurate
understanding of their own policies and processes.
A. Self-assessment C. Discussion
B. Evaluation D. All

Level IV
LEARNING GUIDE # 2
LG Code : ICT DBS4 02 0811
Information Sheet#1 modify system according to requested changes
LO2 modify system according to requested changes
Modify system according to requested changes

Identify potential solution to solve problems

SEVEN STEPS TO PROBLEM SOLVING

There are seven main steps to follow when trying to solve a problem. These steps are as follows:
1. Define and Identify the Problem

2. Analyze the Problem
3. Identifying Possible Solutions
4. Selecting the Best Solutions
5. Evaluating Solutions
6. Develop an Action Plan
7. Implement the Solution

1. Define and Identify the Problem

This first step is critical. It is essential for each group member to clearly understand the problem
so that all energy will be focused in the same direction. A good way to define the problem is to
write down a concise statement which summarizes the problem, and then write down where you
want to be after the problem has been resolved. The objective is to get as much information about
the problem as possible. It may be helpful to divide the symptoms of the problem into hard and
soft data.

Hard Data Includes: Facts, statistics, goals, time factors, history
Soft Data Includes: Feelings, opinions, human factors, attitudes, frustrations, personality
conflicts, behaviors, hearsay, intuition
These steps may not always be pleasant, but after "venting" group participants may feel that the air
has finally cleared and members can be more rational and cooperative.
Sometimes information needs to be gathered via various devices to define the problem. These
devices may include: Interviews, statistics, questionnaires, technical experiments, check sheets,
brainstorming and focus groups.
Develop a Problem Statement

 It is essential to develop an objective statement which clearly describes the current condition
your group wishes to change.
 Make sure the problem is limited in scope so that it is small enough to realistically tackle and
solve. Writing the statement will ensure that everyone can understand exactly what the problem
is.
 It is important to avoid including any "implied cause" or "implied solution" in the problem
statement. Remember, a problem well stated is a problem half solved.

State the Goal

 Once the problem is defined, it is relatively easy to decide what the goal will be.
 Stating the goal provides a focus and direction for the group.
 A measurable goal will allow the tracking of progress as the problem is solved.

2. Analyze the Problem

In this stage of problem solving, questions should be asked and information gathered and sifted. Do not
make the mistake of assuming you know what is causing the problem without an effort to fully investigate
the problem you have defined. Try to view the problem from a variety of viewpoints, not just how it
affects you. Think about how the issue affects others. It is essential to spend some time researching the
problem. Go to the library or develop a survey to gather the necessary information.

Questions to Ask When Analyzing the Problem:

 What is the history of the problem? How long has it existed?
 How serious is the problem?
 What are the causes of the problem?

 What are the effects of the problem?
 What are the symptoms of the problem?
 What methods does the group already have for dealing with the problem?
 What are the limitations of those methods?
 How much freedom does the group have in gathering information and attempting to solve the
problem?
 What obstacles keep the group from achieving the goal?

3. IDENTIFYING POSSIBLE SOLUTIONS

"The best way to have a good idea is to have a lot of ideas."
Identifying possible solutions to the problem is sometimes referred to as finding "Optional Solutions"
because the goal is to complete a list of all conceivable alternatives to the problem. Using a variety of
creative techniques, group participants create an extensive list of possible solutions. Asking each group
member for input ensures that all viewpoints will be considered. When the group agrees that every course
of action on the list will be considered, they will feel some direct ownership in the decision making
process. This may help put the group in the mood of generating consensus later in the decision making
process.

Techniques Used in Solving Problems

These idea generation techniques are broken down into easy-to-follow steps that will help keep your
group organized and on the topic at hand.
We are basically giving you step-by-step instructions on how to accomplish each technique with
ease and success.

Brainstorming


Brainstorming is a problem solving approach designed to help a group generate several creative
solutions to a problem.
It was first developed by Alex Osborn, an advertising executive who felt the need for a problem
solving technique that, instead of evaluating and criticizing ideas, would focus on developing
imaginative and innovative solutions.

Buzz Groups
The facilitator presents a target question to the group.
If the group is large, divide into smaller groups (approx. six people).
Each group is given a copy of the target questions on an index card and a recorder/spokesperson is
selected by seating. The individual then writes all ideas on index cards.
The group spends a few minutes thinking of and evaluating ideas.
The group reports its list to the entire assembly.
Nominal Groups
The problem, situation, or question is stated clearly and concisely.
The coordinator asks participants to generate a list of the features or characteristics of the problem or
question.
The coordinator gives the group five to fifteen minutes to work silently.
Each suggestion is recorded on a chart visible to all members.
Members clarify the items, but do not yet evaluate them.
Each person chooses his or her top ranked items.
The group engages in full discussion about the top rated items.
A decision is reached
Delphi Methods
A Delphi Panel is selected by the facilitator.
The problem or issue is stated concisely in writing and sent to each of the Delphi panel for
individual work.
The facilitator compiles another document that details all the individual positions taken by the panel
and distributes a copy to each member
This procedure, with a facilitator compiling the individual comments into a single document and
distributing it to the group, continues until a consensus is reached
Fantasy Chaining
Whenever the group is not talking about the here-and-now of the problem, it is engaged in fantasy.
Fantasy chaining is a group story-telling method wherein everyone in the group adds something to the
topic at hand, which may not necessarily be the primary focus.
Focus Groups
Instructor introduces a topic that is to be discussed by the group in any way they choose.
Encourages unstructured thoughts about a given topic.
Often used to analyze people's interests and values.

Universities, large corporations, and political candidates use focus groups to understand how
others perceive their strengths and weaknesses.
Metaphorical Thinking

A metaphor is a thinking technique connecting two different universes of meaning. The key to
metaphorical thinking is similarity.
Excessive logical thinking can stifle the creative process, so use metaphors as a way of thinking
differently about something. Make and look at metaphors in your thinking, and be aware of the
metaphors you use. Metaphors are wonderful, so long as we remember that they don't constitute
a means of proof. As by definition, a metaphor must break down at some point.

4. SELECTING THE BEST SOLUTIONS

Six Steps to Decision Making

"Decision making can be seen as bringing one into an ambivalent relationship with both power and
responsibility."

o Define and Identify the Problem

The starting point in any conscious attempt at rational decision making must be the recognition that a
problem exists.
While effective meetings are essential to getting work done, most meetings leave us still looking for a
decision. A good group meeting should bring the group members together.
It should facilitate decision making, assist others in taking responsibility, and contribute to building team
effort within the group.
The group begins with defining the problem.
The group members only discuss the definition of terms and how the problem relates to other issues.
Identifying the problem is very crucial. It is important to not define a problem so broadly that it generates
never-ending questions.

• Be Alert
• Gather Information and Do Not Jump to Conclusions
• State The Case Briefly
• What Decisions Have to Be Made?
• By Whom?

Specify Feasible Alternatives

In this step the group needs to begin defining the problem. The group members need to define the
problem and come up with other ideas so they are not limited to just one final decision. If their

first alternative does not work out, they can make another decision and choose other alternatives.
The following are some steps to follow while finding feasible alternatives:
 Define the problem. Try to phrase it as a question.
 Discuss group goals and options.
 Identify all options available at that time.

 Determine the importance of the problem.
 Make clear all meeting times and places.
.

Identify Morally Significant Factors in Each Alternative

In this step you need to use your ethical resources to determine what the decision will be. The
following are the most significant factors you should use as a guideline when determining your
decision.

 Principles
 Respect Autonomy
 Don't Harm
 Be Fair
 Use Good Context

Discussion of Possible Resolutions

 Gathering Ideas and Information on the Actual Problem

 Determine who exactly your audience is. This allows you to specify a solution that best addresses a
specific audience.
 Research and establish the history of the problem to be solved, as well as what caused the problem to
occur. This allows for accuracy within your solution.
 Discuss how the problem to be solved relates to other issues. However, be careful not to bring forth any
other problems while solving the initial problem.
 Analyze and examine the facts and all of the gathered information. This allows the group to challenge
facts and assumptions, making sure they can withstand any type of scrutiny or disagreement.
 Make sure that you have gathered enough information on the problem.
 Establish Some Type of Decision Criteria
 Discuss Possible Solutions
Selecting or Determining the Best Solution
At this stage in the process the group is working towards an agreement on the final solution. This
is done by testing all previously made solutions using the decision making criteria set forth by the

group. The group goal in this step is to make sure they have found the solution that will best solve
the problem and address any other issues that may have been a consequence of that problem.
During this phase, the group should eliminate any solution that does not meet the requirements and
focus on those that could ultimately be utilized. The group should be concerned with whether or
not the solution chosen solves the problem or just minimizes it.
Implementing the Solution

 For this to work, complete dedication on the part of all group members is needed. Everyone in the
group has to be willing to work with one another while offering their unique skills and talents.
Group members also have to be willing to take full responsibility for the solution they choose.

 Once this is done, the group can implement the solution.
During this final step, it is important to have the support of the entire group. Keep in mind that in
case this primary solution does not work as planned, the group will have to look for alternative
solutions. Tracking the effect of the solution in the long run also serves to be a helpful future
model and determines what is and what is not needed in a solution.
5. Evaluating Solutions

 There are several ways to evaluate the chosen solutions, and writing them all down will help the group
to choose the best solution to the problem.
 Making a T-Chart to Weigh the Pros and Cons of Each Idea
 Develop and Assign Weights to Criteria
 Prioritize the Criteria
 Rate Proposed Solutions Using Criteria
 Considerations

6. Develop an Action Plan

 An action plan is a chart that lists the tasks that need to be done and identifies who will be responsible
for each, when and what action is necessary, where to start, and how.

 Divide the Solution In to Sequential Tasks
 Develop Contingency Plans
 Action Planning Question Checklist
 Considerations

7. Implement the Solution

Sometimes the groups who choose the solution are not the ones who will implement it. If this is the case,
members who select the solution should clearly explain why they selected it to the ones who will
implement it. Showing that the problem solving process was an organized and orderly process will
convince others that the solution is valid.

Monitoring

 A designated member of the group should monitor whether or not specific tasks are being performed
or short-term targets are being achieved as planned. This monitoring should take place regularly until
all tasks are completed. Some suggested monitoring techniques are:
Tickler file
Compliance reports
Group meetings
Individual meetings
Customer/user interviews
Surveys and written questionnaires
Quality control spot checks
Audit
Walk through or role play
Trend graph
Checkpoints on action plan
Personal inspection of all work
Budget controls
Grapevine

Implement Contingency Plan if Necessary

 As conditions change during monitoring and evaluation of the Action Plan, it may become necessary
to implement the contingency plans to continue moving toward the goal.
Evaluate Results
 This step may involve repeating the initial seven-step problem solving process to address additional
problems as needed. Make certain that the goal has been reached and that a plan is in place to ensure
that the problem will not recur.

Six-Step Problem-Solving Process
Identify and Select the
Problem
Analyze the Problem
Generate Potential
Solutions
Select and Plan the

Solution
Implement the Solution
Evaluate the Solution
2.1 Recommendation of possible solutions
2.1.1 Develop recommendations
 An opinion given by an analyst to his/her clients about whether a given stock is worth buying or not.
 Wall Street investment firms employ thousands of analysts whose job is to issue reports and
recommendations on specific stocks.
 These analysts typically look at the company's fundamentals and then build financial models in order
to project future trends, most notably future earnings.
 They then use these projections as a basis for issuing recommendations on whether or not they think
the stock should be bought or sold.
 Each brokerage has its own terminology, which makes it difficult to compare recommendations
between brokerages, but the most common ratings are (in descending order of quality) strong buy,
buy, hold, and sell.
 Evaluations often make recommendations about how a program can be improved, how the risk of
program failure can be reduced or whether a program should continue. However, not all evaluations
include recommendations.
 It is important to clarify whether recommendations are expected when developing the evaluation brief,
terms of reference or scope of work.
 If recommendations are developed on the basis of the evaluation findings, processes which involve
stakeholders in developing and/or reviewing them will contribute to the use of the evaluation findings.
 The individual or group who has control of the evaluation – a manager or evaluation steering
committee – should be consulted when developing recommendations as their support will probably be
very important in order to ensure that the evaluation findings are disseminated and use
2.1.1 Document and ranked recommendations
Direct structure:
 In a document that follows a direct structure, the issue is introduced, followed by the most important
information—the recommendation. The analysis (discussion) follows the recommendation.
 This part of the document covers the background, factors considered in arriving at the alternatives
considered, the analysis of the options and any other information that was considered in arriving at the
recommendation.
 This structure allows the reader to get the most important information first.
 The reader can then read the discussion to see how the recommendation was arrived at (or, of course, can
skip the discussion).
Indirect structure:
 An indirect structure follows the traditional academic approach to inquiry: the issue is introduced,
followed by the analysis (discussion) as described for direct structure, and finally the recommendation.
 The reader follows the same sequence as the writer. Few policy documents follow this structure; if they
do, the recommendation is still presented before the analysis.
2.1 Planning implementation and evaluation of solutions

 Implementation is the culmination of all your work in solving a problem and requires careful attention to
detail. There are three basic stages involved:
planning and preparing to implement the solution

implementing and monitoring the action
Reviewing and analyzing the success of the action.
a. Planning and preparation
Planning and preparation is the key to successful implementation. The more important the problem, or the
more complex the actions required to solve it, the more thorough your planning and preparation needs to be to
ensure success.
measures to counter adverse consequences

management of the action
reviewing the plan
selecting, briefing and training those involved
b. Implementing and monitoring the action
 Once action has been initiated, it has to be supervised and monitored to ensure that the plan is followed
accurately, implementing corrective action when necessary.
 The details of this stage are specified in the plan of action.
 Supervising the action ensures that individuals carry out their tasks efficiently according to the plan.
 Monitoring progress enables you to identify whether or not the results being achieved are meeting the
planned requirements, and if not, why not.
 A decision can then be made on the action required to put the plan back on course.
 Reviewing the overall achievement once the plan has progressed significantly will indicate how well it is
achieving the objective. If there are major discrepancies it suggests that the plan is inadequate and needs
to be revised.
 Taking corrective action may involve implementing the appropriate countermeasure laid down in the plan,
or taking unplanned action to counter unforeseen problems.
 For example, if time has been lost in completing one activity, other activities may have to be completed
more quickly than planned in order to meet a deadline.
 Minor problems which are unlikely to recur may not require any action. Major faults in the plan may make
it necessary to abandon implementation if no appropriate corrective action is possible.
These three processes must be maintained until the plan is completed.

c. Reviewing and analyzing the outcome
 When the plan has been completed and the solution implemented it is important to measure and analyse its
success. This tells you whether the solution has been effective in solving the problem and how useful it will
be in solving similar problems in the future. There are three stages
measure the success of the solution by comparing the outcome of the action with the expected results
analyze any discrepancy to identify the reasons for it
Take further action if necessary.
take further action if necessary
Level IV
LEARNING GUIDE # 3
LG Code : ICT DBS4 02 0811

Information Sheet#1 train on the use of modified system
LO3 train on the use of modified system
 Train on the use of modified system
Training is prepared to meet the needs of client in using the changed system.
Prepared training is delivered appropriately for client
3.1 Prepare training for the client in using the changed system
How to Prepare for Training
 There are several major steps in preparing a training session. These areas include the importance of promoting
the program to top management, preparing training materials, the training space, trainers, and trainees. The
most successful training sessions are well-planned and well-prepared.
Promote Training to Management
 Lack of upper-management support and commitment is one of the top five reasons why training is not as
effective as it’s expected to be.
 Without top-level support, employees have less incentive to retain information and apply it to their work.
 When top management shows interest in the learning process, participants are more likely to apply new skills
and knowledge to their work.
 Upper management’s influence on how employees react to training cannot be overestimated. Here are several
ways to get your company’s top officers behind your training.
Prepare Training Materials
 Preparing training materials in-house is more laborious than using prepackaged materials, but if done
right, it only has to be done once.
 With a logically organized filing and storage system, you will have training sessions that are reusable and
easy to update as equipment or procedures change.
 You will have complete control over what is trained in your company.
According to the ASTD, preparation time varies for different training methods:
Traditional classroom training requires about 40 hours of research and development for 1 hour of
instruction.
Computer-based training requires about 200 hours of research and development for 1 hour of instruction.
Video-based training requires anywhere from 40 to 120 hours of research and development for 1 hour of
instruction.
Web-based training requires anywhere from 40 to 200 hours of research and development for 1 hour of
instruction.
3.2 Delivering the training
The Six Best Practices for Delivering IT Training
1. Provide IT trainees with the flexibility to choose among different IT training delivery methods.
2. Ensure that on-the-job training is planned and monitored as part of the training process.
3. Consider combining different teaching methods (Web-based and instructor-led) within the same course.
4. Provide just-in-time training.
5. Consider outsourcing training solutions.
6. Build courses using reusable components.

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Assisting with Policy Development for Client Support

Injibara Polytechnic College

Database Administration system

Unit of Competence: Assist with Policy Development for Client Support

Module Title: Assisting with Policy Development for Client Support

LG Code: ICT DBS4 02 0811

TTLM Code ICT ITHW1 TTLM 02 0811

Prepared By:-Yeshambel.A Page 1

Information Sheet#1 Review change requests

 LO1 review change requests

 Protocols are rules and procedures for communicating.

Change Management System According to Organizational Help Desk Procedures

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CHANGE MANAGEMENT PROCESS

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Step 3: Release Decision

Step 5: Emergency Changes

Step 6: Reporting and Tracking

What is document review?

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How do you plan and conduct document reviews?

Conducting the data gathering

Choosing a methodology for the data collection exercise

Choosing a methodology for the data collection exercise

Prepared By:-Yeshambel.A Page 6

Collecting the data

 Be carried out in an effective way (Internal/external)

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Steps to review the proposed changes

1. Who should be covered by the assessment?

2. Scope of the assessment

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3. Who should be involved in the assessment?

 Negotiators (of the grading and pay structure proposals)

 Human resource information, for example:

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Step 2: Calculating average basic pay and identifying pay gaps

What is equal work?

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Step 3: Supplementary checks

 Analysis of ‘red’ ‘green’ and ‘white’ circles

Analysis of green, red and white circles by gender (ethnicity, disability)

Proposed grade boundaries

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Step 4: Reviewing pay policies

 Job evaluation system, design and implementation checklist

Step 5: Reviewing other proposed changes

Step 6: Reviewing proposals and creating an action plan

1. What happens next?

2. What should an action plan include?

An action plan should include arrangements to:

3. When should equal pay be brought in?

4. How often should monitoring and review take place?

Techniques and Procedures in Determining Appropriate Changes To Be Carried Out

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5. Implement policy changes slowly.

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Name: _________________ Date: _______

Name: ___________ Date: _