Learning Design StandardDigital Service Management

Version: 1.1

Table of Contents

Revision History..............................................................................................................................................3

Using this standard.........................................................................................................................................3

Intellectual property and moral rights............................................................................................................3

The Opportunity.............................................................................................................................................4

Guidance for Providers...................................................................................................................................5

Good Learning Design.................................................................................................................................5

Learning environment................................................................................................................................6

Standards of compliance............................................................................................................................6

Learning Outcome Assessment...................................................................................................................6

Guidance for Agencies....................................................................................................................................7

Customising Content...................................................................................................................................7

Setting the Context.........................................................................................................................................7

Overview of Digital Service Management.....................................................................................................11

Target audience............................................................................................................................................12

Pathways to Digital Service Management.....................................................................................................12

Qualifications and certifications...................................................................................................................13

Capabilities needed for Digital Service Management...................................................................................13

Relevant SFIA Skills.......................................................................................................................................14

Reference List...............................................................................................................................................15

Key content areas.........................................................................................................................................16

Unit 1. Service Management in the digital context...................................................................................16

Unit 2. Digital Service Management protocols.........................................................................................17

Unit 3. Essential methods and tools.........................................................................................................18

Unit 4. Service Management in the design and delivery phases...............................................................21

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Revision History

Date Version Contact Content

16/04/2018 0.3 Namrata Roy Chowdhury First versioned draft

7/05/2018 0.4 Namrata Roy Chowdhury First exposure draft

22/06/2018 0.4 Ross McGuire SFIA information added

29/06/2018 1 Ross McGuire Created – DTA Version

30/11/2018 1.1 Grant Nicholson Upgrade SFIA references to SFIA7 and added relationship management (RLMT);

Using this standardLearning design standards are developed by the Australian Public Service Commission (APSC) to clearly describe a skill needed by the APS.

The standard describes the context, business need, target audience, underpinning capabilities and curriculum required for this skill. It does NOT prescribe or mandate a specific learning solution to build the skill. That is left open so that agencies can make their own decisions and providers and sellers can offer their solutions.

This document is intended for the following user groups:

● APS agencies seeking to build capability can use this document to inform their L&D planning, program development and approaches to market.

● Providers and sellers seeking to work with APS agencies can use this document to understand the needs of the APS when developing and marketing products. In the Section for providers there is additional guidance around working with the APS.

All queries relating to the standard should be directed to learningdesign@apsc.gov.au.

Intellectual property and moral rightsIntellectual property in parts of these materials may be owned by the Skills Framework for the Information Age (SFIA) Foundation.

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The Australian Public Service Commission (APSC) holds an extended public sector licence on behalf of all Australian Public Service (APS) agencies covered by the Public Service Act 1999 (PS Act) for the use of SFIA materials. This licence permits certain uses of SFIA materials including the creation and internal distribution of products and services derived from or using significant extracts of SFIA materials. The licence does not extend to commercial use of the materials and does not cover Commonwealth bodies other than agencies under the PS Act.

These materials may only be used by APS agencies in accordance with the terms of the extended public sector licence granted to the APSC. No other uses of these materials are permitted. For more information on the APSC SFIA licence visit the APSC SFIA webpage.

The Opportunity The Australian Government is modernising the way it delivers services to citizens with ‘digital by default’ as the guiding principle. This means many APS agencies will need to engage multidisciplinary teams in the design, development and implementation of digital services as defined in the Digital Service Standard. In digital transformation, leaders play a pivotal role because of the magnitude of change, and the degree of disruption.

Digital leaders would re-envision existing business models to progress the government’s digital transformation agenda, including the development and implementation of the digital services and in doing so, would embrace different ways of bringing together people, data and processes to create value for their users. Digital Service Management has been identified as a key skill that will be in high demand for the APS workforce to transform service delivery.

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Guidance for ProvidersGood Learning DesignWhen proposing or developing a solution to meet the need identified in this document it is important to be consistent with contemporary instructional design practices. Adult learning is a continuous process that is not limited to the classroom or formal training activities. Good learning design recognises this and seeks to leverage the ways adults are learning all the time through a range of experiences.

The diagram below illustrates some of the elements that could be included in a learning program.

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Figure 1 - Pathways to learning

Learning environmentWhen developing a solution for APS use it is important to know that the APS is comprised of many individual departments and agencies. Each may have their own:

Culture Business needs Technical platforms Geographic dispersion Existing level of digital capability and maturity

If your solution is intended for broad use across the APS it is important for you to consider how it would apply in different contexts. For digital solutions you should ensure it is authored/built in a way that will make able to be deployed on a wide range of platforms.

Standards of complianceThe APS will require all digital learning solutions to be compatible with the following standards:

Digital Transformation Agency (DTA) Digital Service Standard Web content accessibility guidelines version 2.0 AA compliance level Australian Signals Directorate (ASD) Information Security Manual Standards Learning Design Specification standard

Learning Outcome AssessmentAgency requirements for assessment, to show how the learning objectives have been met, may vary. Formative and/or summative assessment may be offered by the provider and should be specified by the agency when engaging providers.

Formative assessment - is to monitor learning to provide ongoing feedback that can be used by facilitators to improve their teaching and by learners to improve their learning. It serves the purpose of assessment FOR learning. Examples of formative assessments may include:

observations, conferences, questioning

drawing concept maps, reflections

self-evaluations and self-assessments

Summative assessment - is to evaluate the level of success or aptitude that has been obtained at the end of an instructional unit, by comparing it against some standard or

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benchmark. It’s the purpose of assessment OF learning. Examples of summative assessments may include:

a midterm assessment or end-of-course test

a final project

a presentation or report

Guidance for AgenciesCustomising ContentAgencies may have specific requirements to extend, reduce or modify the content of this standard, and are at liberty to do so.

However, where this is done, the agency should highlight the changes so that providers can readily determine the modifications they should make to pre-existing learning solutions in order to meet the agency needs.

Setting the Context Building the digital capability of the Australian Public ServiceThe Australian Federal Government is progressing a digital transformation agenda to revolutionise the way it delivers services. Australians are more mobile, more connected and more reliant on technology than ever before. For this reason the Digital Transformation Agency (DTA) was created to lead Commonwealth service transformation in order to improve how the Australian Federal Government delivers services online.

As part of the digital transformation agenda, the APSC and the DTA are jointly delivering the Building Digital Capability Program. One of the main activities of this program is the identification of digital capability shortfalls and the definition of learning programs to build capability in those areas.

Business need for this skillCitizens live in a digitally connected world where they can access products and services online, simply and quickly. When citizens need to interact with government to access a service or fulfil an obligation they expect it to be quick and simple.

Digital Service Managers are experienced leaders with a strong understanding of their service and its users. They represent their service at all levels within the agency, working to ensure it is delivered successfully and meets users’ needs. They adopt a portfolio view, managing end-to-end services which include multiple products and channels.

Digital Service Managers need to have the capacity to unblock obstacles, support the project at the most senior levels and assist in ensuring the internal processes are focussed

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on achieving results for the products and or services. They need to be available to the team, but not necessarily be present with them at all times.

The Digital Service Standard

The Digital Transformation Agency is guiding government service modernisation through the Digital Service Standard. The Digital Service Standard defines the process steps and checkpoints required for effective digital service delivery.

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The Multidisciplinary Digital Delivery Team

The Digital Service Standard suggests the ideal multidisciplinary team to design, build, operate and iterate a digital service. This team includes core/permanent roles as well as a set of extended roles that are incorporated into the team when needed. People within the Digital Delivery Team may perform one or many of the identified roles, depending on their capability and the workload demands.

Figure 2 - The Digital Delivery Team

Working with the DTA, the APSC has identified 18 specialist digital capabilities that may be part of, or support, a multidisciplinary digital service delivery team, aligned with the Digital Service Standard. The capabilities defined by the collection of Learning Design Standards should enable any agency to define a fully-effective multidisciplinary team that meets their specific agency requirements for digital transformation.

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Jobs Vs. Roles Vs. Skills

Multidisciplinary team members may perform many roles in the job they occupy, and each role will have expectations of skill, behaviors and knowledge, which can be verified through relevant qualifications and certifications.

Figure 3 - Role Composition

This Learning Design Standard only addresses learning outcomes covering professional skills and knowledge for the identified role. In order to be fully effective in the role, an individual having completed the identified learning will need to put it into practice in order to gain experience. Individual agencies will determine how experience is managed.

Providers may wish to provide certifications that verify the learning outcomes specified in this LDS. However, these are not mandated and it will be up to the individual agencies commissioning the learning as to whether they desire certification.

Individual agencies will define jobs according to their needs. It may be common for jobs to involve one role only, but it is becoming more and more common for multidisciplinary teams to have job fluidity where members perform many roles according to their capabilities and the needs of the team.

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Overview of Digital Service ManagementDigital Service Managers develop a vision for the service, and provide direction for multi-disciplinary teams who want to make interactions with government better through smarter use of technology. Digital Service Managers work with providers and suppliers to achieve successful integration with their products, and maintain regulatory compliance. They own the budget and allocate funding to areas of the service based on their decisions about priorities.

Digital Service Managers communicate the benefits and performance of their service, and are responsible for the successful operation and continuous improvement of the service. They are guided by fundamental principles of putting user needs first, focusing on delivery and outcomes over process. Within a digital service delivery team, this skill is predominantly performed by the Digital Service Manager.

Figure 4 - What it is like being a Digital Service Manager within a service delivery team

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Inside a Service

Manager's mind

USERS

STAKEHOLDERS

MDT

FINANCE

Target audience Primary

Employees who bring strong leadership in successful design, delivery and continuous improvement of products and services which maximise opportunities offered by digital technology.

APS employees with academic qualifications in relevant disciplines who are seeking to apply and further extend their skills in digital product management or the Australian Government context.

Secondary

Employees with expertise in gathering, analysing and using user insights and performance data to design and continually improve digital services to ensure responsiveness to changing needs and technical developments.

Pathways to Digital Service ManagementEverybody has a different work history and career path. The following roles are some of the more common roles people may have had in their career before coming to the current role;

Project Managers

Operations Managers

Program Managers

Business Analysts

Team Leaders

Product Managers

Digital Media

Social Media

Telephony

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Qualifications and certificationsThere is no formal training or qualification available for service management. Many people who undertake service management have a background or educational qualifications in the following disciplines:

● Business Information Systems

● Master of Business Administration

● Marketing

● Information Systems

● Business Management

Capabilities needed for Digital Service ManagementThe following list of skills, knowledge and behaviours (attributes) are the expected minimum set expected for someone to perform this role effectively. At the conclusion of the learning identified in this LDS, it is expected that an individual will possess the capabilities described below, though they may require experience of these in a workplace setting in order for the learning to be fully embedded.

Knowledge: Skills: Attributes:Organisational Context

• Government frameworks and processes

• DTA Digital Service Standard

Methodologies, Procedures and Standards

• Research methods• Agile Team roles

and responsibilities• Governance,

procurement and spend control

• User experience design

• Accessibility

Analysis, synthesis & evaluation

• Findings and insights

• Metrics and Measurement

• Financial ownership

Communication

• Continuous improvement

• Collaborating and partnering

• Communicating with influence

Relationships/Interpersonal

• Collaborating and

Digital

• Digital by default

Professional

• Analytical• Awareness of

cognitive bias• Persuasive• Cultural

Awareness

Personal

• Advocacy• Adaptability• Business

acumen• Objectivity• Curiosity

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Tools

• Collaboration tools and techniques

Theory/theoretical

• Leadership in design, delivery and improvement of products and services

• Business Analysis• Change

management and strategy

partnering• Strong influencing

and stakeholder management

• Understanding constraints

• Conflict management

• Persuasive

Relevant SFIA SkillsThe Skills Framework for the Information Age (SFIA) is a global standard that defines Digital and other ICT related skills. Somebody possessing the following SFIA skills at the levels indicated would be capable of performing the role described by this standard.

SFIA

Code Skill Applicable Levels

Caveats*

PROD Product management 5 Read ‘product’ as ‘service’.

DEMM Demand management 6

BPRE Business process improvement 6

PGMG Project management 7 Restricted to relevant service areas (not necessarily whole organisation)

SLMO Service level management 7 Read 'industry' as 'government service'

RLMT Relationship management 7

*Caveats are identified components of a SFIA skill that are not explicitly required for the current role. For the purpose of this Learning Design Standard the SFIA description should be read as though the caveated components were not included in the SFIA skill description.

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Reference ListThe reference list below provides details for all the sources referred to in this standard so that readers can easily locate and use them if required.

● Design Council UK

● DTA Digital Service Standard

● UK DDaT Service Owner: role description

● UK DDaT Service Owner: role skill levels

● UK GDS: Inside a Service Manager's head

● Deloitte publication: Journey to government's digital transformation

● Boston Consulting Group publication: A CEO’s Guide to Leading Digital Transformation

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Key content areasThe following table outlines key content areas that need to be covered to build the Digital Service Management Capability.

Unit = Key area of learning.

Topic = Component of key area of learning.

Unit 1. Service Management in the digital context

Learning objective: Describe the purpose and context of digital service management

Topic title Topic learning objectives

Critical content

1.1 Transforming Government Digital services

Describe the role of Service Management in meeting the Digital Service Standard

1. Service Management in APS in the digital transformation of government services

2. What digital transformation means for agencies and departments and for the role of Digital Service Manager in particular

3. Meeting the Digital Service Standard

1.2 Introduction to Service Management

Explain the fundamentals of service management

1. Explain what a ‘service’ does

2. What is meant by Digital Service Management

3. What are the core responsibilities of a Digital Service Manager

4. Service Lifecycle Management

5. Key Service Management Concepts

6. Why you need a Digital Service Manager

7. What a Digital Service Manager doesn’t do, including:

Direct development activities Manage product backlog

8. Introduction to the link between process, organisation and technology for Service Managers

9. Key issues slowing down digital delivery within government from a Service Manager perspective

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Unit 2. Digital Service Management protocols

Learning objective: Apply protocols in the design and delivery of products and services

Topic title Topic learning objectives

Critical content

2.1 Digital delivery models

Recognise the importance of digital delivery models

1. A practical understanding of agile working

2. People management in an agile setting

3. Digital collaboration tools

2.2 Process, design and organisation

Explain how to be involved in the service design process

1. Process design, including:

Approvals, assessment and design criteria

Activities, roles and responsibilities

Process guide

2. Managing continuous improvement and service delivery, including:

Telling people what you are doing, being open and transparent and having great relationships with people- users, team, and stakeholders

3. Introduction of the process into the organisation

2.3 Service approach

Identify techniques to define the service approach

1. The approach on how to define services

2. Introduction to tools

3. Defining service level objectives

2.4 Use of technology

Manage use of technology to support services

1. Introduction of technology that can support the service management process

2. Service reporting and dashboards

3. Communication of service levels through technology

4. Selection of enabling technology

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Unit 3. Essential methods and tools

Learning objective: Apply methods and tools to the service design and delivery process

Topic title Topic learning objectives

Critical content

3.1 Design

principles

Apply design principles

1. UK Government Design Principles2. DTA Service design and delivery process

guide3. Consider how these principles could be

applied to your own service4. Understanding how design and research

work during different phases of the service5. Developing and maintaining service

strategies for new and/or existing services

3.2 User research Describe the importance of research in designing services

1. Understanding the users of government digital services

2. Explore different techniques for finding out what users need

3. How does user research continuously help in designing services, including: Reduce risk by testing design ideas

and new features with users, early and often

Reduce cost by building and deploying features that users need and can use effectively

4. Walk different personas through a user journey, to see where they might need support and what that could look like

3.3 Thinking agile being agile

Identify the principles of agile thinking for projects

1. How the principles in the Agile Manifesto apply to software projects and beyond

2. The agile disciplines that keep teams focused on outcomes and maximise the chances of success

3. Agile artefacts (for example, the backlog), themes, epics and user stories

4. Methods to make shared priorities visible, e.g. sprint planning

3.4 Technology for digital services

Develop protocols to support technology decisions

1. Choosing technology, making it possible to change your mind and lock-in decisions

2. Identify and mitigate risks to your project, and getting the whole team thinking about security

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3. Questions to ask your development team to help them make technology decisions

3.5 Supporting

people to use your

digital service

Manage digital take-up in service delivery

1. Find out why people don’t use your digital service

2. Increase digital take-up, including:

Promote your service to users

Train staff to educate users

Limit or remove access to non-digital alternatives

3.6 Data driven services

Apply design techniques to present service performance

1. Service Key Performance Indicators (KPIs)

2. Consider what data to use to inform decision-making

3. Understand the GOV.AU Performance Dashboard and how to use it

4. Design a performance data dashboard to understand services in a simple, visual way

3.7 Government, procurement and spend control

Apply government procure tools for user-centered development

1. Understand whole of government procurement processes and frameworks

2. How to procure tools and systems fit for the purpose of user-centered development

3. The range of options available and whether to make or buy

4. Discuss the controls and approvals over government spending on digital

3.8 Government as a platform

Describe the approach government as a platform

1. Government as a platform means, e.g.

influence core common platforms and channels across government to improve consistency and efficiency

enable systems and data to have application programming interfaces (API), where possible, to support flexible design of systems and public access and re-use

2. Why this approach, including:

we need to be trusted source of information, acting as a central repository for open-government data that adds value to users, and intermediaries

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3.9 Building the team

Recognise the needs of the service delivery team

1. Understand the roles needed in user-centred service design and delivery team

2. Know what job titles and descriptions really mean, so the department can appoint the right people, at the right levels

3. Consider the team’s tools and working environments

4. Identify specific development needs for yourself and your team members

3.10 Experience share

Explain how to effectively involve everyone in experience share

1. Involving users, the right people and using a fit for purpose approach

2. Managing the expectations of stakeholders with conflicting needs, engaging with them and developing pipeline of customer adoption

3. Using the information to inform and improve the service

4. Sharing practices across government to harness skills and experience and foster innovation

3.11 Digital leadership

Apply digital leadership principles

1. Which leadership principles would be fitting for managing digital services

2. Understand how high achieving digital leaders get things done, so you could model and demonstrate the behaviour in your department

3. Take away tips and practical advice on digital leadership

3.12 Accessibility Design accessible services

1. Responsibility for your service’s assisted digital support, e.g. include accessibility at the beginning, and meeting government accessibility requirements

2. Practical accessibility governance strategies and organisational inclusion planning

3. Who to involve in this work and who to test your services with, e.g. researching with users with disabilities

4. Ensure your team or service provider really knows how to implement accessibility

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Unit 4. Service Management in the design and delivery phases

Learning objective: Applying user centred design in development and deliveryTopic title Topic learning

objectivesCritical content

4.1 Creating and running digital services

Apply guidance in creating and maintaining digital services

1. Creating and running digital services in government – GOV UK

2. Guidance to help meet the Digital Service Standard – DTA design guides

3. Representing the service during service assessments against the Standard

4. Translating complex aims and needs into compelling vision statements with clear and manageable plans

5. Communicating these in an open and transparent way through a variety of channels

4.2 Kick – off meetings

Describe the importance of kick-off meetings

1. The purpose of a project kick-off meeting

2. Preparing the team and giving them the right tools for success

3. Discussing risk, assumptions, issues, dependencies and change management

4. Collaboration tools to work together

5. Reporting and approval process – the process and personnel for signing off deliverables

4.3 Stand-ups Recognise the purpose of stand-ups

1. The purpose of stand up meetings

3. Discussing issues and or dependencies, including:

Sharing what the team worked on What they are working on today What is stopping them from finishing a

user story, etc.

3. Tools for holding stand up meetings

4.5 Delivery and operation of the service

Manage the overall delivery and operation of the digital service

1. Testing with real users that are providing the data upon which the learnings, and strategic decisions can be made from the start

2. Where a decision made to scrap an initiative, little harm should come of it if the experiment is set up correctly

3. Accepting and agreeing to the fact that

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sometimes initiatives and ideas will fail

4. Making sure that you can support the service after going live or after you go into beta, and how you enable continuous deployment

4.6 Retrospective meetings

Review and iterate the service delivery process

1. The purpose of retrospective meetings

2. How to run a retrospective meeting, including:

Retros should have an open atmosphere where every member of the team can speak honestly and feel confident that their colleagues will listen

3. What should a retrospective meting cover, including:

What went well, what didn’t How to improve the working

environment or process for the next sprint/iteration/project

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