e mpowering s taff t hrough i nstitute p lanning (estip) academic managers workshop institute name:...
TRANSCRIPT
Empowering Staff Through
Institute Planning (ESTIP)
Academic managers workshop
Institute Name: XXXXXXPresenter: XXXXXXDate: XXXXXX
© institutes of technology ireland 2009
Programme introduction
Personal introduction Outline six programmes
© institutes of technology ireland 2009
Programme introduction
Overall learning outcomes Develop skills for effectively reviewing & managing
the delivery of operational plans Understanding of the current position in existing
planning processes in the institute Develop knowledge of other planning processes Understanding for the need & benefits of
empowering staff in institute planning processes Understanding of the need to integrate academic &
operational planning Developed team working & consensus decision
making skills Develop a 360 degree awareness of planning
processes
© institutes of technology ireland 2009
Programme introduction
Workshop structure (Day 1)– Introduction to ESTIP– Mapping current planning processes– Common planning problems– Case study– Exploring & selecting planning
approaches– ESTIP planning model
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Programme introduction
Workshop structure (Day 2)– Exercise in integrated planning– Integrating PMDS into planning
processes– Integrated planning case study– Final half day: to be defined by the
group or institute
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Introduction to ESTIP
ESTIP Phase 1: Requirement & methodology– Review best practice in the sector– Review national & international best
practice– Prepare a reference manual for
guidance, without being prescriptive, capturing lessons learned & best practice
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Introduction to ESTIP
ESTIP research – key findings (national)– Poor pre-planning of processes– Disconnection between consultation
phase & written up strategic plan– Minimal operational plans– Low sense of ownership of strategic plans– (Note: Some of these will be covered in
greater detail later in the workshop)
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Introduction to ESTIP
ESTIP research – key findings (international) External factors changing the way of strategic
planning Increasing control over policies & programmes Pressures for rationalisaton & co-operation between
institutions Move towards simpler strategic plans & shorter
term plans with capability for being updated annually
Operational planning & structured performance reviews becoming normal practice
Long term environmental scanning is increasingly being done on a continuous watching brief basis
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Introduction to ESTIP
ESTIP research – key findings (international) Move towards simplified, ongoing stakeholder
consultation High level themes/goals are being developed by
senior management after consultation with staff & other stakeholders. Staff involvement is focused on the development & updating of annual operating plans
Some institutions moving towards a PMDS type of approach but none studied have gone the whole way in this direction
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Introduction to ESTIP
The ESTIP framework – handbook & reference manual– Handbook provides a detailed outline of
manual– Reference manual provides wide
ranging details to be referenced as required
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Introduction to ESTIP
Reference manual content Section 1
– Detailed introduction to the framework & how best to make use of it Section 2
– Conceptual framework if the general types of strategic plans & three broad approaches to conducting the planning process
Section 3– Detail of the ESTIP manual & the four phases:
Phase 1 – Pre-planning Phase 2 – Data collection Phase 3 – Plan development Phase 4 – Manage & implement plans
Section 4– Training competency framework for management
& staff Section 5
– Eight appendices referenced in the document
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Introduction to ESTIP
ESTIP planning model – an overview
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Introduction to ESTIP
The training programmes in the context of the ESTIP project (graphics on the next two slides)
Ÿ Identify a co-ordinator for theprogrammes
Ÿ Indicate the preparation required forthe managers’ programmes
Ÿ Schedule dates & locationsIdentify specific outputs required (ifpossible at this stage)
Preparation inadvance ofprogramme
delivery
Delivery ofExecutive
programme
Ÿ Identify any specific outputs requiredfrom the managers trainingprogrammes
Ÿ Identify the type of plans requiredŸ Identify the broad type of planning
process to be used
Delivery ofservices
managersprogramme
Delivery ofacademicmanagers
programme
ŸPut forward ideas for the finalplanning process to be used
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Delivery ofall staff
awareness
Ÿ Staff consider ways in whichthey would like to be involvedin planning process
Ÿ Executive decides on …..Ÿ final make up of steering
group?Ÿ draft TOR for steering group
Delivery ofSteering
groupprogramme
Ÿ Steering groups final TOR.Ÿ Initial detailed steps in
process.Ÿ Initial working groups to be
formed.
Delivery ofworkinggroups
programme
Start thePlanningprocess
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Personal learning log
Record any personal comments or observations so far, relating to ideas or thoughts for improving staff empowerment through institute planning
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Mapping current planning processes
Aim: To identify the principal steps involved in:
1. Planning new academic programmes.2. Developing a strategic plan.
Divide into two sub-groups, taking a topic each. (Outputs illustrated on next two slides)
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Mapping current planning processes
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Mapping current planning processes
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Common planning problems
Aim:– To review the most common problems
identified in the ESTIP research phase– To identify ones relevant to your
institute– To consider options for resolving/
minimising problems in a new planning process
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Common planning problems
Table 2: Level of respondent’s involvement in strategic plan development
Table 4: Respondents views on level of follow up in the development of the strategic plan
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Common planning problems
Table 5: Level of satisfaction of respondents with their level of involvement in strategic plan developmentTable 7: Agreement of respondents that they feel a strong sense of ownership of the strategic plan due to the empowerment felt from the process used to develop it
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Common planning problems.
Table 9: Level of agreement of respondents with the view that there should be greater staff involvement in the strategic planning processTable 10: Level of involvement of respondents in operational planning at School/ Department/ Functional area
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Common planning problems
Table 11: Level of satisfaction of respondents with their level of involvement in operational plan development at School/ Department/ Functional areaTable 13: Respondents views on the level of follow that exists in operational plan development in their School/ Department/ Functional area
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Common planning problems
Table 14: Level of agreement with the statement that there needs to be a greater level of staff involvement in the operational plan development in their School/ Department/ Functional area
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Common planning problems
Lessons learned from survey qualitative responses
Put time, resources, support & facilitation into the process. Learn from international best practice Develop better information sharing & communication around
strategic planning Develop a cyclical model of strategic planning which includes
emphasis on prioritisation, follow up, implementation & measurement of outcomes
Ensure that there is appropriate development of the skills needed to engage in a strategic planning process
Staff believe that the next strategic planning process they are involved in must provide for genuine involvement & really focus on follow through/ delivery
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Personal learning log
Record any personal comments or observations so far, relating to ideas or thoughts for improving staff empowerment through institute planning
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Academic planning case study
Divide into groups of 4/5 Take 20 minutes to discuss the
scenario provided & answer the questions posed
Following sub group consideration, discuss each groups findings in a plenary session (30 minutes)
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Planning approaches
To review in outline the three broad planning approaches set out in the ESTIP manual
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Classic
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Rolling
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Combined
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Picking a planning approach
Divide into three groups of 4/5 Requirement: (20 minutes)
– Advantages of the proposed planning process– Disadvantages of the proposed process– Identify practical problems with involving
staff in this type of planning process.– Identify options to overcome the potential
problems, to ensure maximum involvement of staff in the planning process.
Plenary feedback (25 minutes)
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Personal learning log
Record any personal comments or observations so far, relating to ideas or thoughts for improving staff empowerment through institute planning
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The ESTIP planning model - Optimising staff engagement Part 1: (30 minutes)
Divide into your respective schools Review phase 2: Data collection &
phase 3: Plan development of the ESTIP model
Identify up to five key points that could be applied within your school to enhance staff empowerment
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The ESTIP planning model - Optimising staff engagementPart 2: (30 minutes)
Plenary feedback & discussion of the key points identified by each group
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Personal learning log
Record any personal comments or observations so far, relating to ideas or thoughts for improving staff empowerment through institute planning
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Summary & wrap up
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Day 2 introduction
Review key points from previous day
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Day 2
Programme outline Integrated planning exercise Integrating PMDS into planning
processes Case study in integrated planning Afternoon to be define by institute of
group, as required
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Exercise – Integrated planning
Short brain storm (<5 minutes)– identify the functional areas that would have specialised contribution to make to planning the future development of the institute
Divide into three sub groups Allocate a number of functional areas
to each sub group
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Exercise – Integrated planning
Requirement: (Part 1 – Academic planning) (30 minutes)
Consider in turn each functional area you’ve been given. Answer the following:– What information or expertise would each
functional area have which would help inform a particular planning stage in the overall planning process?
– What information could come out of a planning stage, which would affect a functional area & which they would need to be informed about & may have a response to?
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Exercise – Integrated planning
Record on post-its, each functional area & the information going to it or coming from it, in respect of each stage of the academic planning process
Post the post-its on the (academic) wall planner from yesterday
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Exercise – Integrated planning
Requirement: (Part 2 – Strategic planning) (30 minutes)
Repeat the process for strategic planning, with post-its going onto the strategic planning wall chart from the previous day
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Exercise – Integrated planning
Discussion (15 minutes)
What interdependencies are evident from that exercise?
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Personal learning log
Record any personal comments or observations so far, relating to ideas or thoughts for improving staff empowerment through institute planning
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Integrating PMDS in planning processes
Divide into respective schools (20 minutes)
– Review the ESTIP manual for references to PMDS, TDP & PDP
– Record up to five specific ideas which could be implemented in your school during strategic & operational planning processes
Plenary feedback & discussion(25 minutes)
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Case study – integrated planning (DIT)
Review the overall approach Review the resources & structures
available Discuss applicability & potential
aspects for local adoption
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Personal learning log
Record any personal comments or observations so far, relating to ideas or thoughts for improving staff empowerment through institute planning
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Final afternoon
Content determined by the overall outputs required by the institute/ group
Alternative - An operational planning case study is provided if the group want to explore this aspect of planning in more detail
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Personal learning log
Record any personal comments or observations so far, relating to ideas or thoughts for improving staff empowerment through institute planning
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Final summary
Review programme & outcomes Complete assessment sheets