207 - effective strategic planning
TRANSCRIPT
Vicki Stott
Director of Strategic Planning
Paul Marshall
Deputy Director of Strategic Planning
Effective Strategic Planning in Higher
Education
Introduction What is a Strategy? Types of Strategy Case Studies - University of Leeds & University of
Birmingham Key Success Factors Key Learning Points Group work - what is strategy development like at
your institution? Conclusions
What is a Strategy?
‘top management’s plans to attain outcomes consistent with the organisation’s missions and goals’? [Wright et al., 1992]
‘the creation of a unique an valuable position, involving a different set of activities’ [Porter, 1996]
Or… [Mintzberg, 1987]– Plan (intended) vs. Pattern (realised)– Position vs. Perspective – Ploy
Plan vs. Pattern
Position vs. Perspective
Types of Strategy Development(Mintzberg et al. (1998))
Prescriptive Schools:
Design School - process of conception Planning School - formal process Positioning School - analytical process
Types of Strategy Development (2)(Mintzberg et al. (1998))
Descriptive Schools:
Entrepreneurial School - visionary process Cognitive School - mental process Learning School - emergent process Power School - process of negotiation Cultural School - collective process Environmental School - reactive process Configuration School - process of transformation
How the Schools Work Together…
Case Studies
Two Different Approaches by Two Similar Organisations
– Leeds in 2005– Birmingham in 2010
University of Leeds - Drivers
New VC Aftermath of RAE01 and RAE08 approaching Recent move to Faculty Structure from
Schools New senior leadership team HEFCE requirement
University of Leeds - Process Strategy Map (2004) and Balanced Scorecard (1996)
development by HBS and Kaplan/Norton Structured, consultant led, prescriptive Only senior management team involved (Strategy Group) Driven by Finance Director with a desire to use it as a
'badge of honour‘ Senior project team of six people, plus an oversight board Notionally aligned the objectives/actions/measures
triangle Tied to a single league table for the overriding measure of
success Values work was a separate project
develop outstanding graduates & scholars
We are a research-intensive University which strives to
to make a major impact upon global society
Our research sponsors expect…
Enhance our international profile
Enhance enterprise and knowledge transfer
Financial sustainability
Improving our effectiveness
Sta
kehold
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egic
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Inspire our students to develop their full potential
Raise our game inresearch
Valuing & developing all our staff
Students – as lifelong members of our University community expect…
create, advance & disseminate knowledge
Vis
ion
...high quality research of importance to society
P1 ...the best externally recognised experts in their field
P2 ...to deal with a University with a reputation for delivery and professionalism
P3 ...to study at a first class University recognised for its strong, enduring reputation
P4 ...to learn from academics at the cutting-edge of knowledge
P5 ...an education that creates excellent career opportunities
P6 ...a stimulating environment that supports personal development
P7
Build strategic partnerships that add significant value
E1
Pu
rpo
se&
Val
ues Our values
By 2015 our distinctive ability to integrate world-class research, scholarship and education will have secured us a place among the top 50 universities in the world
Develop, promote and publicise our international profile
T1
Increase recruitment and participation of international students
T2
Develop a strong international research culture
T3
Deliver international excellence in all our areas of research
T4
Translate excellence in research and scholarship into learning opportunities for students
T6
Develop selected peaks that deliver world-leading performance
T5
Deliver excellent and inspirational learning and teaching
T7
Provide an exceptional student experience
T8
Increase participation of those who can benefit
T9
Enhance performance and value derived from enterprise and knowledge transfer
T10
Contribute to the enrichment of society on a local to global scale
T11
Provide first class facilities
E2 Create time for academic development
E3 Improve core systems and processes
E4 Manage organisational performance
E5
Aggressively grow research income
F1
Manage resources to deliver strategic priorities
F3
Grow additional sources of profitable income to invest in our future
F2
Ensure all faculties and schools are able to generate surpluses for re-investment
F4
Develop leadership skills in a wider range of staff
S1 Ensure effective communication and ownership of values and strategy at all levels
S2
Proactively attract and retain high quality staff
S3 Manage performance and support the development of all staff
S4
University of Leeds - Outcomes A pretty diagram covering most things Too many measures and mainly measures that could be
measured Poor alignment between objectives, actions and measures Little engagement below Dean of Faculty or the odd
Faculty Executive meaning a poor cascade and little direct impact at the business end
Big Bang approach to initiative development - plethora of initiatives all released at once leading to confusion over priorities
Little or no material progress
University of Birmingham - Drivers New VC Move to College Structure Aftermath of RAE08 Perception of a 'sleeping giant‘ New Senior Leadership Team Economic Climate - pre-Browne and CSR, but in the
runes Sustainable Excellence - our academic strategy HEFCE requirement
University of Birmingham - Process Started with a triptych - Global, National, Civic Small steering group led by VC, three-person project team Facilitated workshops to develop headlines and proposed
targets Workshops engaged range of staff and students not just
leadership team 'Town Meetings' used to consult wider community Feedback used to refine triptych into a small number of
goals, actions and targets Values work integrated into process
University of Birmingham - Outcomes
Early days, but...
Clear alignment between goals, actions/initiatives, and targets
No focus on 'top 50' - easy to communicate Minimal and focused number of actions or initiatives,
so little confusion Built on Sustainable Excellence Engaged community Clear indications that some activity is being stopped
or refocused
Key Success Factors
Engagement and trust of senior team Agile project team Limited prescriptiveness External facilitation not consultants Focus on engaging community from outset to
get buy-in Integration of values into project Develop-Test-Refine
Exploring strategy models and development in your institutions…
Which model does your institution conform to?
Which would be the most appropriate for your institution?
How can you apply these models in your working environment?
Feedback
Resources http://www.leeds.ac.uk/comms/strategy/
http://www.birmingham.ac.uk/university/about/2015.aspx
Mintzberg et al. (1998) ‘Strategy Safari’.
Kaplan & Norton (2004) ‘Strategy Maps: Converting Intangible Assets into Tangible Outcomes’.
Kaplan & Norton (1996) ‘The Balanced Scorecard: Translating Strategy into Action’.
JiscInfoNet Strategy Toolkit
http://www.jiscinfonet.ac.uk/infokits/strategy
Contact Details
Vicki Stott, Director of Strategic Planning
Paul Marshall, Deputy Director of Strategic Planning