Evaluating the Benefits of Strategic Planning In Educational Settings

EDS 6130

September 7, 2009

Bernadette HarrisUniversity of North Florida

College of Education and Human ServicesGraduate School

The concept of strategic planning, according to Armstrong, (1982) has been in

under experimentation for approximately 30 years (p.1). In the qualitative research

conducted in Armstrong’s data, four key components seemed to necessitate carefully

designed strategic planning. An organization that has identified any one of these

components could likely benefit from the use of strategic planning. The components are

inefficient market, high complexity within the organization’s operation, high uncertainty

(which can relate to fiscal and budget issues, personnel and enrollment needs, etc.), and

large change within the organization ( p.7).

Certainly most educators could identify at least one of these key components in

most school organizations. A school defined as an inefficient market would likely be the

failing school, unable to make AYP for many consecutive years. All educational

organizations have a high level of complexity, in that they are under the demands of

meeting student needs effectively, complying with NCLB, forming unity and a collective

focus among staff and faculty, and initiating high student achievement. Naturally, the

component of large change is one that schools are frequently faced with, with turnover of

faculty, transient student populations causing frequent mobility, and changes in

administration.

The results of Armstrong’s study correlated closely with Smith’s (2009)

perspective on strategic planning. Both cited that in order for strategic planning to be

effective in any organization, there are some critical measures that must be in place.

First, specific objectives, tailored to the individual organization must be identified and

defined. In school settings, involving stakeholders in this process is likely to have better

results, since those involved in identifying the objectives are more likely to have a sense

of ownership in helping to see them to fruition. Both Armstrong and Smith also agree

that there must be a system of evaluating the progress of achieving these objectives, using

data (such as test scores) as a benchmark for measurement. A crucial factor identified by

both Smith and Armstrong is the need for commitment on the part of the whole

organization. This can probably be the most difficult in educational settings, as there are

often some faculty members on one side or the other of goals and issues that are school-

wide. This is where the administrator must be very skilled at instilling a sense of

collective focus and goal-setting. It is important to have the allegiance and commitment

of all members of the school team in order to achieve high stakes goals, especially where

student achievement is concerned. If only a portion of the faculty embrace the methods

agreed upon and set forth by the team, then the results of the plan will likely be skewed

and achievement less than optimal.

One aspect of strategic planning in creating mission statements, setting objectives

and planning the steps in meeting the objectives that Smith (2009) mentions that is not

mentioned in Armstrong’s study is compensation of staff ( p.31). Perhaps because

Smith’s strategic planning model is formulated specifically for human resources, where

Armstrong’s looks at all aspects of the organization’s business, Smith emphasizes the

importance of identifying and meeting the needs of staff members. In school settings

especially, faculty and staff must feel comfortable and competent in their positions.

There is far too much at stake in developing young minds for a teacher to feel

inadequately prepared for the task at hand.

This is where the monitoring of progress with regard to the objectives comes in.

The school administrator must delicately find a monitoring method to ensure that the

objectives are being addressed and progress toward the long and short term goals is being

made, without creating frustration, apathy or resentment from the teachers. Teachers are

likely to feel threatened if the monitoring method is too intrusive, leaving them to feel

that they are “under the microscope.” However, leaving them to their own resources can

also create feelings of alienation, as well as complacency at working towards goals, that

seem to only hold “face value.”

It seems that both pieces of literature also agree that the systems approach,

(Armstrong, 1982) which includes setting objectives and evaluating strategies

collectivelyis highly favored over the behavioral approach, which allows for groups

collectively to identify and solve problems, but omits the explicit setting of objectives

and the evaluation of strategies used in accomplishing them , (p. 11).

In summary, the use of strategic planning, including the setting of explicit

objectives and evaluating their results continuously is a key element in the administration

of most successful business organizations, and certainly schools.

References

Armstrong, J. S. (1982). The value of formal planning for strategic decisions: review of empirical research. Strategic Management Journal (3, 3).

Smith, R. E. (2009). Smith, R. E. (2009). Human resource administration: a school-based perspective. Larchmont: Eye on Education.