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RACI Charting

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How to perform RACI Charting to define roles and responsibilities

How to perform RACI Charting to define roles and responsibilities

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  • 1. Author: John Ikeda, PMP
  • 2. RACI Charting Responsible  Accountable  Consult  Inform  Lead With Honor
  • 3. Activities Functional Roles r mt so P ep ing Mg gr r vi . V mm M R pe ad pt e HR HR Lin De Co Su Gr Regrading Activities 1 Prepare/ revise job description 2 Validate request and decide to continue Grading 3 Check for similar roles 4 Evaluate new / changed role 5 Schedule review for gtading Committee Degree or Level of Participation 6 Decision by Grading Committee 7 Add decision and description to matrix an database 8 Inform stakeholders Grading 28-and above 7 Aproved grade by BoM 8 Add decision and description to matrix an database 9 Inform stakeholders Lead With Honor
  • 4. Assists team in charting roles and  responsibilities in a consistent manner. Clarifies individual and organizational roles  and responsibilities Identifies accountabilities  Eliminates misunderstandings  Lead With Honor
  • 5. Buy In – Hold meetings to introduce the 1. RACI Concept Define functional roles and Activities 2. Perform workshops to assign values to the 3. matrix For each activity, define the role that a particular ◦ person (R-A-C-I). A person can have multiple roles. Lead With Honor
  • 6. These are the individuals who actually  complete the task or activity and are responsible for action and/or implementation. Responsibility is often shared, with each  individual’s degree of responsibility determined by the individual with the “A”. Lead With Honor
  • 7. This is the individual who carries the “yes” or  “no” authority and has full veto power for an activity. Only one “A” can be assigned to a task or  activity and authority must accompany accountability. Lead With Honor
  • 8. These are the individuals who must be  consulted prior to a final decision or action. “Consult” implies two-way communication. Lead With Honor
  • 9. These are the individuals who need to be  informed after a decision or action is taken because they, in turn, may take action or make a decision based on the output. “Inform” is FYI and implies only one-way  communication. Lead With Honor
  • 10. Activities Functional Roles r mt so P ep ing Mg gr r vi . V mm M R pe ad pt e HR HR Lin De Co Su Gr Regrading Activities AR C 1 Prepare/ revise job description I AR 2 Validate request and decide to continue Grading I A R 3 Check for similar roles I A R 4 Evaluate new / changed role I A R 5 Schedule review for gtading Committee R A I R 6 Decision by Grading Committee I I A R 7 Add decision and description to matrix an database I I A R 8 Inform stakeholders Grading 28-and above I I C A R 7 Aproved grade by BoM I I A R 8 Add decision and description to matrix an database I I A R 9 Inform stakeholders Lead With Honor
  • 11. Functional Roles Activities Too Many R's A C I  R CIC No empty spaces  CI RA No R's or A's  A R Too many A's I AC  Qualifications AI R C  AC R I
  • 12. Can the functional role stay on top of so  much? Can the decision/activity be broken into smaller, more manageable functions? Lead With Honor
  • 13. Should this functional role be eliminated?  Have processes changed to a point where resources should be re-utilized? Lead With Honor
  • 14. Does a proper quot;segregation of duties” exist?  Should other groups be accountable for some of these activities to ensure checks and balances? Is this a “bottleneck” in the process and is  everyone waiting for decisions or direction? Lead With Honor
  • 15. Functional Roles Activities No R’s A C I  R CIC Too Many R's  CI RA Too many A's A R  Many C's I AC  AI R C Many I's  AC R I
  • 16. Is job getting done? Some roles may be  waiting to approve, be consulted, or informed. No one sees their role to take the initiative. Lead With Honor
  • 17. Is this a sign of “over the wall” activities? “Just  get it off my desk ASAP!” Lead With Honor
  • 18. Is there confusion? “I thought you had it!” It  also creates confusion because every person with an “A” has a different view of how it is or should be done. Lead With Honor
  • 19. C’s - Do all the functional roles really need to  be consulted? Are there justifiable benefits in consulting all the functional roles? I’s - Do all the functional roles need to be  routinely informed or only in exceptional circumstances? Lead With Honor