12-CRS-0106 REVISED 8 FEB 2013 IEEE Standards Education 09 December 2013 Standards Education:...

IEEE Standards Education

09 December 2013

Standards Education: Strategic Scenario Planning

Alex TorresSr. Business Strategy ManagerIEEE Educational Activities

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Executive Summary

The Standards Education Committee identified a need to complete a strategic planning workshop by year end 2013.

On 09 December 2013, Alex Torres, Sr. Business Strategy Manager, IEEE Educational Activities facilitated a strategic scenario planning session for IEEE Standards Education staff and Standards Education Committee members.

The strategic planning session focused on two parts. First, three exercises were completed to better understand the Standards Education environment and its stakeholders. Secondly, results of these exercises along with pre-meeting survey results were used in a strategic scenario planning session.

As a result of this strategic planning workshop …

– Two critical uncertainties were identified and used to explore the future of standards education

– Four distinct scenarios were created to represent possible futures where the standards education may reside in three to five years

– A strategic path was chosen beginning in the present day, to three years out, and finally five years out

Recommendations at the end of this debrief provide the necessary next steps to follow to utilize the scenarios and strategic path for the Standards Education Committee

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3 04/21/23

Agenda AGENDAItem Description Person Time

(mins)

1 Welcome and Introductions Jen McClain 5

2 Icebreaker Alex 15

3Exercise: Visioning the Standards Education Environment (influence mapping)

Alex & All 15

4 Exercise: Who Are Our Stakeholders? (buying center) Alex & All 15

5 Exercise: Profiling & Prioritizing (lost in translation) Alex & All 15

6 Overview: Strategic Scenario Planning (SSP) Alex 5

BREAK (5 min)

7 SSP for the Standards Education Environment All 30

8 SSP for the Standards Education Environment continued. All 45

9 The Path Forward for Standards Education All 15

10 Exercise: Monday Morning All 15

11 Closing Jennifer McClain 5

Objectives

Part I: Explore the Standards Education environment and its key components

Part II: Engage the future through a strategic scenario planning exercise that will ultimately help to create a strategic path for the Standards Education

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Team A

Yatin Trivedi

James Irvine

Kishik Park

Susan Tatiner

Chris Salicco

John Teehan

Martha Tejada

Jennifer McClain

Team B

David Law

Amin Karim

Jeff Handal

Jill Bagley

Samantha Bradley

Steve Welch

Robert Ivan

Please Join Your Team …

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PART 1: Exploring the Environment

Alex Torres

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Exercise 1: Influence Mapping

Goals:

•Create an influence map that represents all of the major components of the Standards Education environment

•Identify and prioritize the critical components we want to keep in mind for today’s workshop

Instructions:1. Write Standards Education in the center of the page

2. Identify through bubbles the different items influenced by it

3. Use the size of the bubble to determine how much that item is influenced

Influence Mapping: Standards Education Group A

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IEEE

Standards Association

Educational Activities

Accreditation Criteria Money

Standards Bodies

University perception

Public perception

Universities

Educational Demand

Content Creation/delivering/method

Development Resources

Understanding Need

GovernmentAsses to standards

Students/engineers

Industry/company

Technologies (to teach) (to use for teaching)

Corporate training

Job opportunities

Connected vs. Distributed

Understanding need

Continuing Education

Teaching methods

Standards Education

Influence Mapping: Standards Education Group B

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Standards Education

SA

Educational Activities

Human Resources

Regulatory Bodies

Companies

Cultures

Students

Educational Technologies (delivery)

Staff

Volunteers

Funding Organizations (e.g. NSF)

Accreditation (e.g. ABET)

Governments

Practicing Engineers

Publishers

SDOs (e.g. ITU)

International Trade

Academia

Faculty

Training Organizations

Exercise 2: Who Are Our Stakeholders

Goals:

•Complete the Buying Center exercise

•Identify and prioritize the critical stakeholders for the Standards Education

Who “Buys Into Standards Education and it’s Recommendations?”

InfluencerInfluencer PurchaserPurchaser

DeciderDeciderEnd-UserEnd-User

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Group A

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INFLUENCERS

•Accreditation bodies•Standards bodies (including SA)•Industry – Training department•Government – Policy makers + Regulators•Universities•Educational Activities•Professional bodies•Students, Engineers, MBA, Law Professors•Librarians

PURCHASERS

•Individuals•Students – Engineering, MBA, Law•Practicing engineers•Professors•Professionals•Librarians•Industry

END USERS

•Individuals•Students – Engineering, MBA, Law•Practicing engineers•Professors•Professionals•Industry•University•Researchers

DECIDERS

•Individuals•University admin•Industry executive•Government executive•Training Department

Group B

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INFLUENCERS

•SDO•Research/Innovation•Corporations•Government•Accreditation Bodies•Publishers•Training Organizations•International Regulatory Body•NGOs•Culture

PURCHASERS

•Corporations•Academia•Students•Practitioners•Government

END USERS

•Students•Faculty•Practicing Engineers•General Public (World)

DECIDERS

•SDO•Publishers•Training Organizations•Accreditation Bodies•Funding Organization•Professional Organization•Government

Exercise 3: Profiling and Prioritizing

Goals:

•Complete the Lost in Translation exercise

•Identify and prioritize the goals, constraints and key outcomes for three of your stakeholders

Instructions:1. Complete this exercise as a group

2. Discuss your results and look for commonalities across the stakeholders

3. Present back your findings to the larger group

Lost In Translation

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GoalsGoalsThe job that the

customer is trying to achieve

MetricsMetricsIncludes the metrics for

these outcomes

ConstrainConstraintsts

What gets in their way

Adapted from: Lost in Translation; A. Ullwick et al HBR Strategy & Innovation May-June 2004

New Value New Value CreationCreation

New Value New Value CreationCreation

Audience: Professors

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Constraints Goals Metrics

• Time• Subject Matter

Knowledge• Time + Curriculum• Accreditation body

• Attracting students• University

Reputation• Keep curriculum

Relevant• Personal reputation• Get students jobs

• # of Students• # of Standards• Projects• Ratemyprofessor• Employment rate

Audience: Students

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Constraints Goals Metrics

• Lack of awareness of importance of standards

• Lack of trained mentors

• Resources (e.g. textbooks)

• Course offerings/curriculum

• Deadlines• Just-in-time

education

• Pass course• Get degree• Become employed• Increase knowledge• Certification• Project-specific

Competence

• Employment• Passing

grade/Certificates• Job competence

Part II: Scenario Planning for Standards Education

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Parameters …

Determine our timeframe 3 to 5 years

Global scope

Consider survey results and exercise results to help build scenarios

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Strategic Scenario PlanningProcess Overview

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Phase 1: Review data as we see it today.

Phase 2:Methodically analyze and apply the data via scenario-based thinking

Phase 3:Process is debriefed and reported. Includes the key findings as well as all strategic elements

Uncertainties

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Two Critical Uncertainties

• What are the two biggest questions we have about this environment?• These two questions should not involve IEEE in anyway.

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Two Critical Uncertainties

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How will Colleges & Universities utilize standards education?

High Engagement

How will continuing professional development evolve?

Afterthought

Revolution in Continuous Learning

Status Quo/Minimal Evolution

I.

My Education, My Way

II.

Student Left Behind: Learning Needs for

Tomorrow

III.

Standards, by ABET

IV.

Creeping Along

High EngagementS

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AfterthoughtR

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How will Colleges & Universities utilize standards education?

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I. My Education, My Way

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High Engagement / Revolution

• Accreditation bodies & regulation bodies require standards education in courses.

• Significant proportion of project based learning• Standards are used in classroom• Universities subscribe to standards• Professors involved in Standards activities• Customizable, affordable, flexible student-defined learning• Smaller, discrete accredited modules• Teaching more vocational• Core groups of standards prioritized• More open content• More interdisciplinary study• Geographic & language diversity, new markets• Increased industry influence in teaching

II. Student Left Behind: Learning Needs for Tomorrow

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Afterthought / Revolution

• On the job training• Classroom/training flexibility• Just-in-time education/learning (e.g. MOOCs)• University accreditation issues• Employers needs into curriculum• Faculty-focused needs prioritized before trends/market• High graduation rate vs. employment/employability• Purchasers: industry, practicing engineers• Technology: better delivery

III. Standards, By ABET

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• Accreditation & regulatory bodies require Standards Education in courses.

• Recruiting practices require Standards trained students• Standards used in classroom• Significant proportion of project based learning• Universities subscribe to Standards• Professors involved in Standards Activities• Smaller, discrete accredited modules• More volunteer, self-supported study methods• Lower revenue opportunities for CPD• Flexible, student-defined study opportunities• More opportunities for students who do exist in CPD• More accreditors, more regulation

High Engagement / No CPD Change

IV. Creeping Along

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Afterthought / Status Quo

• Lack of mentors• Lack of resources ( e.g. books, courses )• Available material has constraints ( e.g. only available face-to-face)• ABET requirement awareness• Student-driven research• Company / universities left “Out of the drivers seat”• Purchasers: hardly any…• Technology: limited delivery

Recommendations

Answer the following questions:– What must we do at minimum to succeed on this path (per year)?

– What unique action steps should the team take to insure success (per year)?

– What must we do over the next 3-5 years if we are off the designated path (per year)?

Complete a Strategic Mapping exercise to summarize the path

Complete a Business Model Canvas (s) to better understand the possible business models available

Refine the story you want to tell then have other stakeholders provide feedback on it

IMPORTANT: Please avoid creating a task/to do list until the strategic planning process has been completed. Operational planning will naturally provide key tasks on a strategic level at the appropriate time.

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Thank You!

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Appendix

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Strategy Map

Where you are today. Where you want to be in the future.

Over what period of time?

Key Issues

Issue 1:•Description•Description




External Issue

External Issue External Issue

External Issue External Issue

Critical Success Factors

CSF 1:•Description•Description




Metrics

Metrics 1 Metrics 2 Metrics 3 Metrics 4

Tactics

Tactic 1:•Description•Description




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Key Partners (KP) Key Activities (KA)

Revenue Stream (R$)

Customer Relationships (CR)

Customer Segments (CS)

Key Resources (KR) Channels (CH)

Cost Structure (C$)

Value Proposition (VP)

• Defines the different groups of people/ organizations we are try to reach and serve.

• How do we communicate and reach our customer segment to deliver the value proposition?

• The revenue generated from each customer segment

• All of the costs involved in developing and offering the product/service.

• Who are our key partners?

• Who are our key suppliers?

• What activities must we do to make this business model work?

• What do we need to create in order to offer the value proposition?

• It is the reason why customers will choose our product/service.

• What benefits does our product/service offer that has customers choosing us instead of another organization’s products?

• What assets to we need in order to make this business model work?

• What type of relationships do we have with our customer segments?

The Business Model Canvas

12-CRS-0106 REVISED 8 FEB 2013 IEEE Standards Education 09 December 2013 Standards Education:...

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