Module 3 Introduction

Assignment [Here is your title!]

Write an essay that critiques how to achieve operational excellence within an organisation. Be sure to comment on the following concepts:

• Strategic workforce planning including talent management • Workforce design and succession planning• Governance • Financial

• Distinction level work is characterised by a sustained independent voice that evidences excellent reasoning and

critical thought employed to systematically explore a complex specialist subject.

• It examines and interrogates critical frameworks and knowledge that lie beyond its boundaries that inform the

analysis and evaluation of the subject.

• It is original and creative, with highly skilled, sustained synthesis and the critical evaluation of evidence,

methodologies and critical frameworks.

• Its conclusions are rigorously defended and make a convincing contribution to the knowledge and understanding of thediscipline.

• These rigorously challenge received ideas and the basis upon which they were validified, challenge accepted orthodoxies,

show willingly to thoroughly engage with unpredictable contexts, and rigorously argue for alternative perspectives that

extend the knowledge and understanding of the subject.

• A full range of established and current research is accessed form a diverse range of sources. It is clearly, coherently and

systematically ordered to support the development of a personal line of argument.

• Research methodologies within and beyond the field of enquiry are critically considered and evaluated, and an excellently

conceived rationale for the study’s methodology is clearly articulated and rigorously applied.

• A very sophisticated level of a communication is sustained throughout with academic conventions being

rigorously and accurately followed.

• Ideas and professional working methods and practices are thoroughly and critically reviewed in sustained self-reflective

practice that seamlessly blends theoretical ideas, action-based learning and knowledge with critical insight and evaluation.

• The original and creative conclusions, that lie at the forefront, or extend the knowledge and understanding of the

discipline, are robustly defended through excellently informed and logically structured argument.

Dr Becky Allen

The teacher challenge

400000

450000

500000

550000

600000

650000

700000

750000

800000

850000

2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 64 66 68 70 72 74 76

Age in mid-2020

The retention rate of early career teachers has been falling since 2010

https://www.nfer.ac.uk/news-events/nfer-blogs/school-workforce-in-england-is-the-perfect-storm-subsiding/

https://www.nfer.ac.uk/news-events/nfer-blogs/school-workforce-in-england-is-the-perfect-storm-subsiding/

Do staff shortages of well-qualified teachers hinder instruction at your school?

• England (lower secondary) – 38%

• OECD average – 21%

You’ll never be as bad at teaching as you were in year one…

You’d be crazy to hire an NQT…

(…except that the alternatives could be so much worse)

Why it’s hard to win the recruitment game

Can you spot a good teacher?

Headteacher evaluation of employees?

Headteacher recruitment of new staff?

Why it’s hard to win the recruitment game

Finding good staff

• It’s hard for any school to identify talent at interview

• This is why schools are desperate to retain talented teachers – replacing them is a lottery!

• This is why those applying for jobs tend, on average, to not be the most talented teachers

Finding good schools

• It’s hard for any teachers to identify a great working environment at interview

• Schools with poorer working environments replace staff more frequently so are more likely to be advertising

Workload is about more than working hours

Creating a paper trail that proves learning has happened, for people who were not

present in the room at the time

Competence

Self-determination theory

Working conditions

1. Order and discipline:

• Safe working environment

• SLT consistently enforce behaviour rules

2. Peer collaboration:

• Time to collaborate with and learn from colleagues

• Collective processes to solve problems

3. Principal leadership:

• Supports teachers

• Makes sustained effort to address teacher concerns

4. Professional development:

• Funds and time for CPD

• School PD for teaching instruction

5. School culture:

• Atmosphere of trust and mutual respect

• Clear expectations communicated to all

• Commitment to high instructional standards

6. Teacher evaluation:

• Feedback that helps them improve teaching

• Consistent and appropriate teacher evaluation procedures

Strongly

agree

21%

Somewhat agree

31%

Neither agree

nor disagree

16%

Somewhat

disagree

15%

Strongly

disagree

16%

“I have a best friend at work.” To what extent do you agree with the statement?

Do you have sufficient contact with colleagues as part of your work?

There is a great deal of cooperative effort among the staff members at my school

Never 3%

Sometimes 41%

Often 32%

Always 23%

Strongly agree

33%

Somewhat

agree 54%

Somewhat

disagree 10%

Strongly

disagree 3%

Can you participate in decisions that affect the nature of your job at school?

Members of staff at my school are able to raise problems and tough issues with management

Strongly agree

20%

Somewhat agree

35%

Slightly agree

23%

Slightly

disagree

8%

Somewhat

disagree

8%

Strongly disagree

6%

Never

10%

Sometimes

55%

Often

22%

Always

13%

You know less about other teachers than you think

1. Are you a better teacher than you were last year?

2. Are you a better teacher than average?

3. Do you feel the quality of education at your own school is improving?

68%

83%

71%

How do teachers climb up their learning curve?

1. Practise specific techniques

2. Get feedback

3. Adjust practice in response

Practice

specific

technique?

Feedback? Repeat?

Commit

to

change?

Coaching ✓ ✓ ✓ ✓

Teacher

learning

communities

✓ ✓

Lesson study ✓ ✓ ✓

Peer

observation?

•You’d be crazy to hire an NQT… (…except that the alternatives could be so much worse)

•Workload is about more than working hours… (…and it's not just about you)

•You know less about other teachers than you think

You think things are bad now?

400000

450000

500000

550000

600000

650000

700000

750000

800000

850000

2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 64 66 68 70 72 74 76

Age in mid-2020

http://teachertapp.co.uk/get-the-app/

Download Teacher Tapp from your app

store and start helping us make schools

smarter!

By asking questions, sharing data, and researching outcomes

we will be able to build a better-informed workforce

Reflection, and your Questions

Tweet @DrBenLaker #askbecky

What does talent mean to us?

Are We Long—or Short—on Talent? By Megan McConnell and Bill Schaninger

Will the 4-Day Workweek Take Hold in Europe? By Ben Laker and Thomas Roulet

The increase of automation generates a significant shift in the distribution of tasks between humans and machines.

• Between 2019 and 2025 >66% of US$ 9 trillion knowledge worker marketplace affected.

• World Economic Forum indicates 71% tasks currently performed by humans, 29% by machines.

• This distribution will become 58% tasks performed by humans, 42% by machines; this shift in the

distribution of tasks requires an adequate management response; jobs redesigned and good

management of the new hybrid workforce, where humans interact with intelligent automation robots.

Discuss on your tables, what you see as the most significant recruitment / retraining issues may be for your organisation over the next 5 years.

Source: KPMG International, HR COE, 2012

Low

Cognitive augmentation

Limited

Robotic automation

Cognitive androbotic

Requires some judgement within a rules base

Rules and procedures based

Highly complex, requires judgement and/or creativity

High-skilled but with cognitive augmentation and

support in some cases

Zone of job replacement

Low-skilled but high dexterity and

perception

Incr

easi

ng

auto

mat

ion

an

den

able

men

t

Skills

Increasing automation and enablement

• Big space teaching?

• Outsource?

• Home school?

• Three shift schooling?

• What learning outcomes do we really want?

• What sorts of teachers do we really want?

Task (Five Minutes)

Identify what skills (on your tables) you believe your organisation requires in the short term and medium term.

So are we long or short on talent?

Task (Five Minutes)

On your tables, Identify which are the most common threads to your chosen skills

acquisition strategy.

Build?, Aquire?, Rent?

Amazon offers every year each customer service agent $5000

to tempt them to quit.

This has the bizarre effect of making the workforce stronger.

The Amazon offer

If we have a notion of life long employability, then certain

things have to happen:

or

The ever-evolving workplace...

We adapt to new structures

and systems

Design a new system

altogether and disrupt

What does this mean for me in my workplace?

How could this be implemented?

What are the resource implications?

Where should we start?

When should we start?

Time to reflect and come up with a plan!

Less is more?

• France implemented a reduction of working hours (les 35 heures) almost 20 years ago to create

better work-life balance for the nation

• Netherlands, where the average weekly working time (taking into account both full-time and part-

time workers) is about 29 hours — the lowest of any industrialized nation, according to the OECD

• Henly Business School carried out a survey of 505 UK businesses this year. Half of them reported

they’ve enabled a four-day workweek for full-time employees, citing greater work satisfaction &

reduced sickness.

• However, the above UK finding has been welcomed by the majority of Generation X and Y because

they were using the additional time to upskill. The savings on comuting was also seen as a positive.

TaskThese are some of the positives of a reduced working week. In your context, on your tables, discuss what might be the potential problems to expediting this in your setting. Choose someone to report back in five minutes.

Disrupting the norms

• A shorter working week for companies can lead to a competitive advantages including impact to

employer brand, However, employers cited difficulty with regulations on contracts, and sheer

bureaucracy to implement any changes.

• In 2019 the Wellcome Trust, the world’s second-biggest research donor, ended a four-day week for its

800 London staff; it was “too operationally complex to implement.”

• Employees also have reservations. 45% of those surveyed worried that spending less time at work

would make colleagues think they’re lazy. This suggests employees want implementation but are afraid

to engage.

Task Five minutes.

Thinking of the challenges in the current education context in tables, discuss and arrive

at a possible solution. Choose someone to report back in five minutes.

What do you think?Is it too much aggravation? Or?

Task (Five Minutes)

What conclusions can we draw from this learning activity? Make 3 predictions to pass on to your future self.

Given that there may be a number ofadvantages to a different model for alearning institution.

Educating the creative workforce

Educating The Creative Workforce: New Directions For Twenty-First Century Schooling By Erica McWilliam and Sandra Haukka

Should education re-think its purpose?

• if they are to become better? (Here, we are talking about the use of Wiki’s – Ref Moodle)

• Lots of current interest about how the twenty first century learner learns in a different way.

• It is a combination of skills that employers are now finding attractive and their collective term is

“Creatives”

• The ability of a candidate to navigate the internet at blinding speed will be commercially more attractive

to an employer than the ability to write a 6000 word essay in mistake free prose.

• Digital savvy while a core attribute is not the only aspect. Yes, technology has an impact but so too will

be how these access social systems and networks too.

TaskTo what extent do you agree that creating creative capital is a worthy

pursuit for education within 5 years or will the Govian curriculum prevail?

• Organisational analysts, show that the sort of creativity

that leads to innovative organisational practice is more

likely to be an outcome of adaptation—new recombinations

of what currently exists (see Leadbeater, 1999)

• 50 years ago, Koestler’s The Act of Creation (1964),

identified the decisive phase of creativity as the capacity to

‘perceive … a situation or event in two habitually

incompatible associative contexts’

• The sociologist Ronald Burt (2004), insists that an idea is

more important than the source of an idea, the implication

being that people who can ‘broker’ ideas successfully might

create change.

The case for creativity

Task (Five Minutes)

To what extent does this creativity quotient help answer the questions we have for the four day week and the talent gap?

• We could, of course, carry on business as normal

• But we could acknowledge that the under 30’s will be much

more aligned to multitasking rather than listening or watching,

but doing

• These new learners are the experience generation and want to

buy in (or not!)

• They are unlikely to seek a career as such – but rather drift,

churn and park, because the future is not so clearly defined

• Dweck (1999) – an over emphasis on performance is likely to

restrict extending competence not enhance it

The implications

• Building capacity in creativity could be deemed too hard

• There is a growing de-school network. Is this the way

to travel?

• What are the profound cultural shifts that need to be made

in order for us to redefine and foster creative capital?

Can we build creative capacity in our school today?

• Creative capacity building still languishes in the too-hard

basket for many in mainstream education

• Another option is, Illich (1970) suggested to de-school society.

Given the custodial role that schools play in freeing up parents

for work, this remains an unlikely option.

• Bauman (2004) has outlined, any learning that is done must

now occur in an increasingly unpredictable and irregular world

where supply and demand is neither linear nor stable

Conclusion

Writing the assignment

Write a 4,000-word essay that critiques how to achieve operational excellence within an organisation. Be sure to comment on the following concepts:

• Governance • Financial • Strategic workforce planning including talent management• Workforce design and succession planning

Assignment

• Distinction level work is characterised by a sustained independent voice that evidences excellent reasoning and

critical thought employed to systematically explore a complex specialist subject.

• It examines and interrogates critical frameworks and knowledge that lie beyond its boundaries that inform the

analysis and evaluation of the subject.

• It is original and creative, with highly skilled, sustained synthesis and the critical evaluation of evidence,

methodologies and critical frameworks.

• Its conclusions are rigorously defended and make a convincing contribution to the knowledge and understanding of thediscipline.

• These rigorously challenge received ideas and the basis upon which they were validified, challenge accepted orthodoxies,

show willingly to thoroughly engage with unpredictable contexts, and rigorously argue for alternative perspectives that

extend the knowledge and understanding of the subject.

• A full range of established and current research is accessed form a diverse range of sources. It is clearly, coherently and

systematically ordered to support the development of a personal line of argument.

• Research methodologies within and beyond the field of enquiry are critically considered and evaluated, and an excellently

conceived rationale for the study’s methodology is clearly articulated and rigorously applied.

• A very sophisticated level of a communication is sustained throughout with academic conventions being

rigorously and accurately followed.

• Ideas and professional working methods and practices are thoroughly and critically reviewed in sustained self-reflective

practice that seamlessly blends theoretical ideas, action-based learning and knowledge with critical insight and evaluation.

• The original and creative conclusions, that lie at the forefront, or extend the knowledge and understanding of the

discipline, are robustly defended through excellently informed and logically structured argument.

Here to help...

OKR’s

Measure What Matters: OKRs By John Doerr

How the Best School Leaders Create Enduring Change By Alex Hill, Liz Mellon, Ben Laker & Jules Goddard

Unleashing Capacity: The Hidden Human Resources By Rita Trehan

1954 1981 1992 1999

The balanced ScoreCard by

Kaplan & NortonMBO Practice ofmanagement byPeter Drucker

S.M.A.R.T. George Doran SMART way

1954 1981 1992 1999

OKR (Google and Microsoft adopt

OKR’s)

Goal leadership

When looking to set OKRs (objectives and key results), it’s understandable to want examples to spark inspiration—or at least compare with others to see if you’re stretching enough.

For how to write OKRs, the actual formula is simple: Objectives are goals and intents, while Key Results are time-bound and measurable milestones under these goals and intents.

So, put together, what are some examples of good OKRs to express this goal-setting equation? Say for example you’re planning a meeting about setting OKRs. John Doerr, author of "Measure What Matters", recommends these OKRs:

O: Meaningfully improve your operating excellence in this session, as measured by:

•KR1: Finishing the session on time.•KR2: 100% commitment to trying OKRs •KR3: 100% appearance of OKRs in your assignments

While there are three Key Results here, the maximum you should have is five. Teams and individuals should have no more than seven Objectives and they should all fit on one line.

So – What can OKR’s do for us?

Why do this?

Having your organisation’s concentrated focus on core

business is by far the most important benefit, followed by

accountability. The other benefits are engagement, alignment

and transparency.

Focus Alignment TransparencyEngagement Accountability

• Clarity

• Transparency

• Focus

What are the benefits?

Be a great place to work

• Autonomy

• Voice

• Engagement

• Clarity

• Transparency

• Focus

• Align

• Structure

• Data informed

Have a clear path to success

Consistently achieve goals

A simple example…

Objective - I want more money

Key result - get promotion

Objectives are… Always qualitative and aspirational. They

are something that you, your team, or your organization aim

to achieve (and should not contain numbers!)

Key Results are... Always quantitative. They will tell you

if you have achieved your objective, so they should be

measurable to avoid any doubt. Even Yes / No key result is

(really) numeric since the outcome is binary.

When

How many objectives?

A person or a team should have up to 3 objectives

Objectives last for a planning period – This could be as short

as three months but as long as a year.

To start, everyone should have just one objective. The

importance of successfully achieving an objective under Okrs

as a starting point is significant.

It is important that its introduction is not overwhelming.

How many key results?

• No less than 1

• No more than 5

• You can have key results for individuals

• Key results for teams

• Key results for groups

• Key results for organisations

• How might you implement OKR’s in your establishment?

• What are the potential barriers?

• What are the potential overarching wins?

Reflection time

Impact of the actions 411 leaders of UK academies…

• 62 of them managed their turnaround successfully and

sustainably transformed their school

• Other leaders managed to create a school that looked good

while they were there, but then regressed

• HBR studied them over eight years, using 64 investment

and 24 performance variables to identify what it was to

enable these to be successful

HBR

Building Block 1

Challenge the system: stay for at least 5 years.

Building Block 4

Change your staff

Building Block 7

Engage parents

Building Block 2

Teach everyone: expel less than 3% of students

Building Block 5

Ensure that your children attend

Building Block 8

Manage staff absence

Building Block 3

Teach for longer: from ages 5 to 18

Building Block 6

Manage your governors/ trustees

Building Block 9

Build staffing


Building Block 1


Building Block 4

Change your staff

Building Block 7

Engage parents

Building Block 2


Building Block 5

Ensure that your childrenattend

Building Block 8


Building Block 3


Building Block 6


Building Block 9

Build staffing

The first step is to develop a

10year plan, clearly showing

how you aim to transform the

school and the community it

serves. This shows everyone

you’re committed to the long

haul — like your students

and their families — and

are prepared to make tough

decisions and manage their

consequences.


Building Block 1


Building Block 4

Change your staff

Building Block 7

Engage parents

Building Block 2


Building Block 5


Building Block 8


Building Block 3


Building Block 6


Building Block 9

Build staffing

Once you’ve committed to

the journey, then you need

to commit to the community.

You can’t just kick kids out to

improve test scores. You need

to show parents and students

you want to help them. Show

you want to fix the problem,

not give it to someone else.


Building Block 1


Building Block 4

Change your staff

Building Block 7

Engage parents

Building Block 2


Building Block 5


Building Block 8


Building Block 3


Building Block 6


Building Block 9

Build staffing

Of all the changes made by the

leaders in our study, teaching

kids for longer was the one with

the most consistent impact. It

took five years to see results,

but test scores then suddenly

jumped by nine percentage

points and continued to

improve by five percentage

points each year after that.

Change your staff

Building Block 1


Building Block 4

Change your staff

Building Block 7

Engage parents

Building Block 2


Building Block 5


Building Block 8


Building Block 3


Building Block 6


Building Block 9

Build staffing

Now it’s time to start changing

how the school works. That

usually means changing staff.

“Too many Heads duck the

issue of firing poor teachers,”

one Architect told us.


Building Block 1


Building Block 4

Change your staff

Building Block 7

Engage parents

Building Block 2


Building Block 5


Building Block 8


Building Block 3


Building Block 6


Building Block 9

Build staffing

It’s pretty simple really. You

can’t teach your kids if they’re

not there — or don’t care.

However, it’s easier said

than done. As one Architect

explained, “Half our students

live in poverty, in communities

that have been let down by

their schools for generations.

Manage your governors/trustees

Building Block 1


Building Block 4

Change your staff

Building Block 7

Engage parents

Building Block 2


Building Block 5


Building Block 8


Building Block 3


Building Block 6


Building Block 9

Build staffing

It doesn’t matter what your

governors say, they all want test

scores to improve as quickly

as possible. (In the UK system,

“governors” are the school’s

board of directors.) They’ll give

you one year’s grace, but then

they want some hard evidence

that the school is improving.

Engage Parents

Building Block 1


Building Block 4

Change your staff

Building Block 7

Engage parents

Building Block 2


Building Block 5


Building Block 8


Building Block 3


Building Block 6


Building Block 9

Build staffing

You need to start engaging your

parents right from the start, but

it can take a while to happen.

This is particularly true in rural

or coastal schools in the UK,

where people are less mobile

and parents and grandparents

may have attended the same

school.


Building Block 1


Building Block 4

Change your staff

Building Block 7

Engage parents

Building Block 2


Building Block 5


Building Block 8


Building Block 3


Building Block 6


Building Block 9

Build staffing

Engaging your staff also takes

time. “You walk into a very

stressful environment,” one

Architect explained. “Your staff

have just been told they’ve

failed and you’re here to sort

them out.”

Build talent

Building Block 1


Building Block 4

Change your staff

Building Block 7

Engage parents

Building Block 2


Building Block 5


Building Block 8


Building Block 3


Building Block 6


Building Block 9

Build staffing

Anyone can fire staff. The

real question is: How do you

replace them? “Good teachers

don’t apply to work in failing

schools in deprived areas,”

one Architect told us. “They

want to work in good schools

with engaged students.

So we contacted the good

schools near us who’d recently

advertised jobs and had more

applicants than places.

Activity• Analyse the 9 building blocks. On your tables identify which

building blocks your leadership has used

• The HBR article says choose just 6 to work on to start.

• The HBR article says that the leader must emphasise that this

is a long-term plan that will not show results for up to five

years

All nine building blocks at once?

Activity

How could you build sufficient time allowance to ensuresuccess?

Simon Murphy

• The imperative makes learning happen

• Does learning In this day and age really rely on remembering?

• Shortcuts to learning will need to be taken and explored

• Self oriented learning environments are worth exploring

• Oracy:- a key to drive up standards

• Adults can get in the way of learning

• Children should use the internet in their examinations

• Who remembers encylopedias?

• Who remembers a dial phone?

• Who remembers fold up paper maps?

• Who remembers yellow pages?

• Who remembers milk tokens?

• Blackboards and chalk?

• Banda machines?

Things aren’t what they used to be:

School 21 Oracy

Disruptor 1

• Two willing volunteers for a high stakes experiment

This may or may not work!

Disruptor 2

Learn while you sleep!

Human progress is about expanding limits

Heavy stuff doesn’t fly….

• Talent

• Aptitude

• Immersion

• Saturation

Things that don’t have to apply to successful learning

If you are drowning,are you going to learn how to swim?

What can matter is:

Meaning

Understanding

Relevance

Memory

A lovely day for a

walk in the woods

Notice anything?

At the river!

Cute aren’t they?

Information that helps survival has relevance

Information that helps achieve personal goals has relevance

We learn tools fastest when they are relevant

We master tools by using them

• What would happen if every child had access to a computer

when they take their gcse’s?

• Would this be cheating? Is the current system designed to

check learning or memory capacity?

• What if children work better without adult intervention?

Disruptor 3

Your questions answeredTweet @ROptimism #askSimon

Finance: informing leadership decisions

Differing Responses to School Finance Reform: The Haves Versus the Have-Nots By Laura Ullrich

Schools funding in UK a growing problem or opportunity?

The shrinking DSG

Comparison time

Comparison time…

Dedicated Schools Grant 2019/2020

Schools block77%

Early years block8%

High needs block14%

Central schools services block

1%

Drivers Primary Secondary

Pupils to teacher ratio 20.5 15.0

Average teacher cost £48,046 £50,396

Proportion of revenue available for teacher cost 0.45 0.54

Per pupil revenue required £5,208 £6,222

How does your AWPU compare?

How DSG is assumed

The bigger picture..

To cut to the chase...

• Clearly the challenge will be to ameliorate the impact of these forthcoming financial storms.

• How can we as educators compensate for poverty in public policy?

Problems in school funding are not new

• In the US, 40 years ago, the Serrano v. Priest decision, California Supreme Court declared the school

finance system was unconstitutional because “it makes the quality of a child’s education a function of

the wealth of his parents and neighbors.”

• As changes in school finance formulas have evolved, administrations have a dilemma related to the

flypaper effect. As in the UK, they generally have at least partial control over how much of the new

grant will “stick”

• Several studies have examined the effect of modern school finance reforms on the distribution of

school spending and specifically on the distribution across income groups. This is an important topic to

analyse because it is generally the basis of school finance reform itself

Is unfair funding a US only problem?

“It’s time we came clean: the pupil premium hasn’t worked. And it’s unfair too.”The pupil premium is a political intervention, not an educational one, and it doesn’t work, argues one teacher-writer.

• Problem one; Pupil Premium. Should students/pupils be selected on the basis of their parents income

for special provision?

• Household income generally isn’t found to be an important causal contributor to child’s attainment. It

is a poor proxy for other important social factors that tell us how well a child is likely to do at school,

including parental education.

Here to help

Operational excellence

Service Fitness Ladders: Improving Business Performance By Alex Hill, Richard Cuthbertson, Ben Laker and Steve Brown

Organisations need to:

SELL services or products to customers

DESIGN services or products

PURCHASE materials and/or services

DELIVER services/products to meet customer need

ACCOUNT for the cash or credit transactions involved in the above

What does Operations Management do?

What does Operations Management do?

Organisations need to:

SELL services or products to customers

DESIGN services or products

PURCHASE materials and/or services

DELIVER services/products to meet customer need

ACCOUNT for the cash or credit transactions involved in the above

‘There are two approaches to market orientation – a MARKET

DRIVEN approach and a MARKET DRIVING approach.’

Arvind Sahay (2000)

Assistant Professor at London Business School

Key theory

MARKET OPERATIONS

Developing a strategyMarket Driven orientation

Market drives operations

MARKET OPERATIONS

Operations drives market

Developing a strategyMarket Driving orientation

Squire (2013)

Driving Behaviours (Lead market driven firms) Driven Behaviours (Follow market driving firms)

Disrupt markets Reactive to markets

Discontinuously (step change) innovative Incrementally automating existing methods

Sell Capability Sell Standard product/service

Create significant value to increase customer expectation Add features to differentiate (customisation)

Agile, and can pivot both vision and strategy Rigid, with low flexibility to pivot

Recognized as competitive by early activity Perceived as tentative, by their late reactivity

Decisive in quantifying and taking measured risk Less need to take risk

Clear in articulating positioning and value Saturated messaging regarding positioning and value

Dynamic in creating new and growing markets Static and serve existing often declining markets

High R&D costs Low R&D costs

Quality management around people (key resource) Quality management around processes (key resource)

Orientation around customers Orientation around throughput

Performance measurement around customer satisfaction Performance measurement around cost reduction

Promote public image (PR) to develop brand Advertise offers and discounted products/services

‘Strategic fit is the degree of linkage or consistency between

COMPETITIVE PRIORITIES, DELIVERY SYSTEM and

INFRASTRUCTURE of a firm’

Terry Hill (1994)

Professor at London Business School

Key theory

Aspects Typical characteristics

Orders are won Order-winning criteria Design capability Price

What does the company sell? CapabilityStandard product/

service

Product customisation High Low

Key task

BusinessResponding to customer

needsCost reduction

ManagementProduct design/ meeting

schedules

Throughput speed/

efficiency

Order natureOrder volume Low High

Technical similarity Low High

Organisation

Layout Decentralised Centralised

Structure Team based Functional

Orientation Customers Processes

Performance measurement orientationLevel of customer

supportCost reduction

Employee incentivisation, reward and development orientation Customer need Internal business need

Service delivery

system

Key task Managing customers Processing work

Key resource People Technology/ equipment

Level of flexibility High Low

Level of automation Low High

Customer interactionLevel High Low

Type Face-to-face Telephone

Quality management orientation People Process

Level of service differentiation and competitor barriers to entry High Low

Definition of strategic fit

External fit

+Internal fit

• Actions and interests of all employees are focused on the key company goals

• Resources, capabilities and strategies match external environment

• All functions and hierarchies agree on competitive criteria to support

• Fit within and between all structure and process variables

The investment-fit-performance triangle: The relationships between investment, strategic fit and performance in service organisations

The Change BusinessThe Art of Business Analysis

It has developed because of a number of distinct shifts in

recent times:

• Outsourcing and procurement

• The competitive advantage of using IT

• Successful business change that was worth analysis

Why can business analysis be a discipline all of its own?

The life cycle of business change according to Cadel, Hindle, Yeates, Eva

The actors of the business change according to Cadel, Hindle, Yeates, Eva

The processes - are they well defined and communicated?

The people - Do they have the right skills? Are they motivated?

The organisation - Is there a supportive management style?

Are responsibilities clearly defined?

The information - Do staff have the right information to carry

out their job effectively?

Technology - Does it support the objectives of the company?

The process... Lets look at this another way..

Orientation

Define detailedrequirements

Support implementation

Help implementation

Assess value created

Understand fully the objectives Define scope Formulate plan

Have sufficient information ?

End

Change Project

Module 3 Introduction - uploads-ssl.webflow.com

Documents

Transcript of Module 3 Introduction - uploads-ssl.webflow.com