Sponsored by Ministry of Education & Cyprus Society for Quality CySQ TRNC September 3,...

Bringing Your Strategic Plan Bringing Your Strategic Plan to Lifeto Life

Executive Briefing for Leaders in Higher EducationExecutive Briefing for Leaders in Higher EducationPresented byPresented by

Kathleen A. Paris, Ph.D.Kathleen A. Paris, Ph.D.Consultant, Distinguished, EmeritusConsultant, Distinguished, Emeritus

Office of Quality ImprovementOffice of Quality ImprovementUniversity of Wisconsin, Madison U. S. A.University of Wisconsin, Madison U. S. A.

Sponsored bySponsored byMinistry of Education Ministry of Education

& & Cyprus Society for Quality CySQCyprus Society for Quality CySQ

TRNCTRNCSeptember 3, 2007September 3, 2007

What is Strategic What is Strategic Planning?Planning?

A process forA process for::

Establishing a limited number of major Establishing a limited number of major directions for an organization anddirections for an organization and

Focusing resources on those directionsFocusing resources on those directions

in order toin order to Maximize benefits for stakeholders.Maximize benefits for stakeholders.

Paris (2003)Paris (2003)

UW-Madison’sUW-Madison’s Plan Plan PrioritiesPriorities

Promote ResearchPromote Research Advance Undergraduate EducationAdvance Undergraduate Education Accelerate InternationalizationAccelerate Internationalization Amplify the “Wisconsin Idea”Amplify the “Wisconsin Idea” Nurture Human ResourcesNurture Human Resources

All colleges and departments (academic and All colleges and departments (academic and administrative) use these priorities to guide administrative) use these priorities to guide their planning. See their planning. See http://www.chancellor.wisc.edu/strategicplahttp://www.chancellor.wisc.edu/strategicplann

Sample College-Level Sample College-Level GoalsGoals

Improve student advisingImprove student advising Increase interdisciplinary researchIncrease interdisciplinary research Reduce time to degree for studentsReduce time to degree for students Improve hiring processImprove hiring process Increase outreach classes to community and Increase outreach classes to community and

professionsprofessions Add space and equipmentAdd space and equipment Add new programs/phase out outdated programs Add new programs/phase out outdated programs Strengthen assessment of learning in the majorsStrengthen assessment of learning in the majors Support asst. and associate professors Support asst. and associate professors

Note: These could occur at department levels too.Note: These could occur at department levels too.

Sample Strategic Goals--Sample Strategic Goals--DepartmentsDepartments

Identify intellectual gaps—use to Identify intellectual gaps—use to determine what kind of faculty candidates determine what kind of faculty candidates to look forto look for

Identify learning outcomes for all Identify learning outcomes for all programs (What should students know, programs (What should students know, understand and be able to do when they understand and be able to do when they graduate in our major?)graduate in our major?)

Correct salary inequities among facultyCorrect salary inequities among faculty Ensure every major student has an advisorEnsure every major student has an advisor Establish key campus partnershipsEstablish key campus partnerships

MoreMore DepartmentDepartment Goals Goals

Begin enrollment managementBegin enrollment management Build a new building!Build a new building! Plans for space and equipment to do X Plans for space and equipment to do X

(What we will do with these new resources)(What we will do with these new resources) Add new programs/reduce programs no Add new programs/reduce programs no

longer in demand or outdatedlonger in demand or outdated Diversify faculty and staff in terms of race Diversify faculty and staff in terms of race

and cultureand culture

Sample Administrative Unit Sample Administrative Unit GoalsGoals

Create on-line application process Create on-line application process (Graduate School)(Graduate School)

Improve coordination with various Improve coordination with various campus entities and officescampus entities and offices

Update skills of key office personnelUpdate skills of key office personnel Make more services available on the Make more services available on the

webweb Streamline processes to reduce time, Streamline processes to reduce time,

errors, complaints, etc.errors, complaints, etc.

ElementsElements

The Process of Creating a PlanThe Process of Creating a Plan Evaluating the PlanEvaluating the Plan Communicating the PlanCommunicating the Plan Implementing the PlanImplementing the Plan

The Process of Creating a The Process of Creating a PlanPlan

Involve the whole staff in Involve the whole staff in some waysome way.. They need to understand the priorities They need to understand the priorities

(and see themselves in them) in order to (and see themselves in them) in order to carry them out well. carry them out well.

See p. 3 See p. 3 Involving People in PlanningInvolving People in Planning


Have a small planning committee (5-12) or Have a small planning committee (5-12) or group with multiple ways for many people to group with multiple ways for many people to have input. have input.

Not everyone needs to be involved in every Not everyone needs to be involved in every step.step.

Consider having members designated to Consider having members designated to represent key groups (faculty, staff, represent key groups (faculty, staff, students, administrators, etc.).students, administrators, etc.).


Involve stakeholders in the process Involve stakeholders in the process (campus and external). You need (campus and external). You need information about their needs for plan information about their needs for plan creation and you need their support later creation and you need their support later for implementation.for implementation.

See p. 4 See p. 4 Determining Stakeholder NeedsDetermining Stakeholder Needs


Involve students in your planning process. Involve students in your planning process. They add immeasurably to the process. They add immeasurably to the process.


Link the planning process to accreditation, Link the planning process to accreditation, program review, site visits, other program review, site visits, other certification exercisescertification exercises

--as a starting point for planning--as a starting point for planning

oror

--create the plan as part of the --create the plan as part of the self-study processself-study process


Study together data from student learning outcomes assessment

(academic departments)

Where are we strong? Where are the gaps? What action is suggested?

This source of information is often forgotten


Bring fresh air into the planning process—Bring fresh air into the planning process—outside speakers, faculty and staff from outside speakers, faculty and staff from other departments or institutions, the other departments or institutions, the Dean, the Provost, the Chancellor.Dean, the Provost, the Chancellor.

It is difficult to think in new ways with the It is difficult to think in new ways with the same peoplesame people

Making planning more public makes it Making planning more public makes it harder to ignore the plan laterharder to ignore the plan later


Look at other plans (related Look at other plans (related departments, other institutions, departments, other institutions, etc.) etc.)

What are the trends? What are the trends? Where are we leading?Where are we leading?Where are we behind? Where are we behind? Where is the innovation?Where is the innovation?


Identify what we can stop doing or do Identify what we can stop doing or do differently to redirect resources. differently to redirect resources.


Have a plan website or BLOG that includes Have a plan website or BLOG that includes outcomes of all meetings and input outcomes of all meetings and input sessions, supporting documents, names of sessions, supporting documents, names of planning committee members (so people planning committee members (so people can contact them) calendar of events, can contact them) calendar of events, timeline, etc. timeline, etc.


Hold formal hearings, informal review Hold formal hearings, informal review sessions, e-mail or web-based sessions sessions, e-mail or web-based sessions on proposed plan to ask people:on proposed plan to ask people:

What they like about the proposed plan and would not What they like about the proposed plan and would not want to see changedwant to see changed

What causes them concernWhat causes them concern What was missed?What was missed?

DO NOT JUST ASK FOR “COMMENTS”DO NOT JUST ASK FOR “COMMENTS”

If you have several feedback sessions on If you have several feedback sessions on the draft plan:the draft plan:

Divide up the duties for hosting various Divide up the duties for hosting various feedback sessions among the planning feedback sessions among the planning committee members. committee members.

Not every member has to be at every Not every member has to be at every event.event.

The Process of Creating a PlanThe Process of Creating a Plan

Keep things moving and efficient so Keep things moving and efficient so people don’t get so tired out with creating people don’t get so tired out with creating the plan that they don’t have energy to the plan that they don’t have energy to implement.implement.

Set up all planning committee meetings in Set up all planning committee meetings in advance to ensure optimum participation advance to ensure optimum participation in a limited timeframe.in a limited timeframe.


To implement an existing plan, hold an event To implement an existing plan, hold an event where people in the department, office, or where people in the department, office, or college, can discuss:college, can discuss:

What the plan means for the work they do every What the plan means for the work they do every dayday

What action steps are needed to implementWhat action steps are needed to implement

What resources they foresee needing for What resources they foresee needing for implementation (technology, policies, staff time, implementation (technology, policies, staff time, information, meetings with other campus entities, information, meetings with other campus entities, etc.)etc.)

Evaluating the PlanEvaluating the Plan

The plan should have both:The plan should have both: A longer term strategic A longer term strategic component (3-5 years) component (3-5 years) Annual operational or short-term Annual operational or short-term goals and objectives.goals and objectives.


Is the list of strategic longer term or Is the list of strategic longer term or priorities “doable” in the priorities “doable” in the timeframe?timeframe?

The list of priorities should be The list of priorities should be short enough to reasonably short enough to reasonably remember.remember.


The plan is a The plan is a contractcontract between the leader between the leader and the organization. The contract and the organization. The contract commitment is this:commitment is this:

The leader will ensure resources to The leader will ensure resources to accomplish the stated goals and accomplish the stated goals and

All others will do their part to achieve the All others will do their part to achieve the stated goals.stated goals.


The annual goals should be The annual goals should be SMARTSMART

StrategicStrategic MeasurableMeasurable ActionableActionable RealisticRealistic Time boundTime bound


Do you have the right people to Do you have the right people to accomplish what you are setting accomplish what you are setting out to do?out to do?

If not, how will you get them or If not, how will you get them or develop them?develop them?


Do you have the right structure or Do you have the right structure or organization to achieve the long-organization to achieve the long-term priorities?term priorities?

May require reorganizationMay require reorganization


Are the goals REALLY goals for Are the goals REALLY goals for the whole department or office the whole department or office or college or has someone’s “to or college or has someone’s “to do” list taken over?do” list taken over?


A department or college plan should show A department or college plan should show how and where it’s aligned with the larger how and where it’s aligned with the larger structure of which it is a part as well as the structure of which it is a part as well as the campus plan.campus plan.

The alignment does not have to be The alignment does not have to be perfect.perfect.


The plan should be officially The plan should be officially adopted by the decision-making adopted by the decision-making body.body.

Communicating the PlanCommunicating the Plan

Is the plan where people can find it? Is the plan where people can find it? Home pageHome page One page handoutOne page handout FlyersFlyers BookletsBooklets


Have several different versions for Have several different versions for different audiences (faculty recruitment, different audiences (faculty recruitment, donors, staff, etc.).donors, staff, etc.).

Faculty and staff who will implement the Faculty and staff who will implement the plan need more detail than external plan need more detail than external readers.readers.


Make the plan look as appealing as your Make the plan look as appealing as your resources allow. resources allow.

Fancy packaging will not do much for a Fancy packaging will not do much for a poor plan, but poor packaging can detract poor plan, but poor packaging can detract from a good plan.from a good plan.


The priorities of the department, The priorities of the department, school, college, office should be school, college, office should be championed in public speaking championed in public speaking opportunities whenever possible.opportunities whenever possible.

Implementing the PlanImplementing the Plan

Each goal and/or priority must have a Each goal and/or priority must have a point point person. person. The point person:The point person:

Makes sure the goal is moving forwardMakes sure the goal is moving forwardConnects people who are working on itConnects people who are working on itReports on progress.Reports on progress.


The point person does not necessarily have The point person does not necessarily have functional authority over those implementing.functional authority over those implementing.

Avoid “co-point persons”Avoid “co-point persons” The point person can be a committee.The point person can be a committee.

See p. 7 See p. 7 Don’t Forget the Point PersonDon’t Forget the Point Person


Use existing structures as much as Use existing structures as much as possible for implementing and possible for implementing and avoid creating new committees or avoid creating new committees or task forcestask forces


Break down big goals into Break down big goals into manageable pieces:manageable pieces:

Identify a launching step for each goalIdentify a launching step for each goaland/orand/or Create a 90-day implementation plan to

create immediate action.

See p. 5 for action planning format.


Goal: Ensure that everymajor has an advisor

Find out whatexists now

Create processfor assigning

Communicatenew process

Evaluate newprocess

Find out what others do

Draw current process

Determine records kept by college

on-line survey of student needs

Design process for assigning

Department

College & beyond

Keep records on # unassigned

Discuss at dept. retreat

A tree diagram can break a big effort into more manageable parts. See p. 14.


Create step charts to identify responsibilities Create step charts to identify responsibilities and timelineand timeline (p. 15) (p. 15)

ActivityActivity Who?Who? NovemberNovember DecemberDecember

XX

XX


Structure regular staff meetings Structure regular staff meetings around individual priorities or around individual priorities or goals to provide time to focus.goals to provide time to focus.

Set up a schedule at the start of Set up a schedule at the start of the semester or year.the semester or year.


The whole organization needs to hear The whole organization needs to hear progress reports at least once a year. Top progress reports at least once a year. Top leadership needs more frequent progress leadership needs more frequent progress checks.checks.

See p. 9 See p. 9 What to do at a Check Meeting.What to do at a Check Meeting.


Show progress toward goals Show progress toward goals visuallyvisually

ChartsCharts Graphs Graphs MapsMaps Lists Lists

This graph from the 5th annual progress report on the campus strategic plan shows how the number of faculty and staff participating in professional development workshops and seminars rose from 2591 to 15,762 in five years.


Link the plan to activity reports or Link the plan to activity reports or performance appraisal:performance appraisal:

Update position descriptions based on the Update position descriptions based on the planplan

Use the plan to help set individual Use the plan to help set individual performance goalsperformance goals

Use the plan priorities to structure how Use the plan priorities to structure how people report.people report.


Use the plan to make professional Use the plan to make professional development decisions.development decisions.

See p. 6 See p. 6 Personal Professional Personal Professional Development Plan.Development Plan.


Someone besides the chair, dean or Someone besides the chair, dean or administrator should be the point person for administrator should be the point person for the planning process overall to ensuring the planning process overall to ensuring that:that: “ “Check meetings” are heldCheck meetings” are held Time is made available for planning workTime is made available for planning workProgress is monitoredProgress is monitoredThe plan is kept up to date and visible.The plan is kept up to date and visible.


The plan should guide budget The plan should guide budget requests and decisions:requests and decisions:

Ask for goals first, budget line items Ask for goals first, budget line items secondsecond

See pp. 10-11 Planning & Budget formatSee pp. 10-11 Planning & Budget format See pp. 12-13 See pp. 12-13 Strategies for Discussing Strategies for Discussing

Budget Priorities and ReductionsBudget Priorities and Reductions and and Budget Discussion Matrix.Budget Discussion Matrix.


Across-the-board cuts are antithetical to Across-the-board cuts are antithetical to strategic planning.strategic planning.


Celebrate milestones accomplished!Celebrate milestones accomplished!

Find today’s presentation and booklet Find today’s presentation and booklet at:at:

http://mistoverfm.org/station1/kaparis/http://mistoverfm.org/station1/kaparis/eventsevents

Sponsored by Ministry of Education & Cyprus Society for Quality CySQ TRNC September 3,...

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