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Strategic Thinking Strategic Planning Strategic Action

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Strategic Thinking Whether we, as educators, like it or not, schools are commercial organisations that have to: make their budgets balance, ... – PowerPoint PPT presentation

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Title: Strategic Thinking Strategic Planning Strategic Action


1
Strategic ThinkingStrategic PlanningStrategic
Action
Dennis Doherty, Principal Consultant
2
Contents
  1. Strategic Thinking
  2. Preferred futures
  3. Where are we now? engagement
  4. Strategic Intent/Plans
  5. Why?

3
Strategic Thinking
  • Whether we, as educators, like it or not, schools
    are commercial organisations that have to
  • make their budgets balance,
  • compete for clients on an open market,
  • constantly reinvent themselves,
  • understanding their purpose clearly,
  • produce satisfied customers.

4
Strategic Thinking
  • Strategic Thinking not just Strategic Planning
  • the central challenge facing school leaders
    today is to create and lead an adaptive
    enterprisean organisation with the built-in
    ability to sense and rapidly adjust to change on
    a continuous basis
  • Petersen WReinventing Strategy

5
Strategic Thinking
  • Strategic Thinking (and planning) is about the
    future of the school
  • We understand what the future might be when we
    understand
  • why the school exists
  • who we are and
  • what we aim to achieve

6
Five key questions go to the heart of what
constitutes the schools future
  • What is important to us as an organisation?
  • What sort of School? - What do we want to
    achieve?
  • What is our point of difference/distinctiveness?
  • What seems to be happening?
  • What is working? What is working against us?
  • What is the demand? What are the trends?
  • What are our competitors doing?
  • What are the possibilities?
  • What are we going to do?

How will we know we have been successful?
7
The Preferred Futures concept
Not the normal strategic planning exercise Not
just the Possible! Not just the Probable! The
Preferred Futures Beare H Creating the
Future School
8
Where are we now?
  • Cultural Audit
  • The Engagement Index

9
The Engagement Index
10
The Engagement Index
  • What is Engagement?
  • Engagement is a voluntary state of connection
    with an organisation.

Teachers (staff), Students and Parents engage
with the school
11
The Engagement Index
  • Teacher Engagement
  • Teachers embrace the vocation of teaching for
    many reasons.
  • some because they like working with children,
  • some because they enjoy the challenge of
    developing their students in all sorts of ways,
  • others become teachers because they have a
    passion for their subject area and,
  • there are those few who are teachers because the
    hours and the holidays suit their lifestyle.

12
Engagement
  • Whatever the reason for embracing the vocation of
    teaching, teachers are then employed in a school
    setting.
  • They are employed to lead their students to
    learning, not just academic learning but that
    learning we all need to become balanced human
    beings.
  • For any teacher, to be able to do that happily,
    the school (their employer) needs to provide an
    environment with which they can engage.

13
Engagement
  • Stage one
  • The first stage is a purely knowledge and
    understanding level of engagement. In other
    words, I know and understand about this
    organisation so therefore I willingly become
    engaged with it.
  • Stage two
  • Because I made the initial effort to engage with
    the school on the basis of my knowledge of it, I
    become motivated to be more and more involved
    with the school and its activities. So the second
    stage of my engagement is involvement/motivation.

14
Engagement
  • Stage three
  • As I become more and more involved with the
    school and its activities I develop a level of
    professional (and personal) satisfaction about my
    connection with the school. So the third stage of
    engagement is satisfaction. My level of
    satisfaction may be strong or weak.
  • Stage four
  • When my level of satisfaction is high I may move
    to the next stage of my engagement with the
    school and develop a commitment to and/or passion
    for the school as an organisation, for what it
    is, what it stands for, what is doing and how it
    does it.

15
Engagement
  • Stage five
  • The most engaged I can be with the school is
    when, as a result of my commitment and passion, I
    advocate willingly for the school. So advocacy is
    the fifth and final stage of engagement.

16
Engagement
  • What is it about the school that I engage with?
  • Mission or Purpose
  • Working Environment and Conditions
  • Leadership
  • Best Practice
  • Opportunities
  • Challenge

17
Engagement
  • What connects the aspects to the teacher and the
    teacher to the aspects and therefore the school?

18
Engagement
  • The Mission/purpose and the Working Conditions
    have a valuing effect that encourages my
    connection with the school.
  • The Working conditions and the Leadership have an
    inspiring effect on me
  • The Leadership and the Best Practice encourage my
    emulating capacity
  • The Best Practice and the Opportunity the school
    provides is empowering of me.
  • Finally, although the actions are always in
    perpetual motion,
  • The Opportunity and the Challenge have an
    energising influence
  • The Challenge and the Mission are about embracing
    what the school is about and its, and my,
    capacity to make a difference.

19
Engagement
  • The Mission/purpose and the Working Conditions
    have a valuing effect that encourages my
    connection with the school.
  • The Working conditions and the Leadership have an
    inspiring effect on me
  • The Leadership and the Best Practice encourage my
    emulating capacity
  • The Best Practice and the Opportunity the school
    provides is empowering of me.
  • Finally, although the actions are always in
    perpetual motion,
  • The Opportunity and the Challenge have an
    energising influence
  • The Challenge and the Mission are about embracing
    what the school is about and its, and my,
    capacity to make a difference.

20
Engagement
  • Aspect 1 The Mission
  • I understand the Schools Mission / purpose
  • I impart an understanding of the history and
    traditions of the school to students
  • Staff inspire others / students to embrace the
    schools Mission and direction
  • The beliefs and values espoused by the school
    match my own beliefs and values
  • Staff proactively talk about the Schools ethos /
    Mission / purpose for the students and others
  • The schools Mission / purpose encourage a sense
    of collegiality
  • Staff demonstrate a commitment to the Schools
    Mission / purpose
  • I strongly believe in the Schools Mission /
    purpose
  • I model the Schools Mission / purpose in all my
    dealings with students
  • The Mission / purpose is very evident in the day
    to day operation of the school

Knowledge/understanding
Communication
Relational
Communication
Passion
21
Engagement
  • The measurement
  • The person completing the questionnaire is asked
    to rate each Item on two seven point scales.
  • On the first scale the rating refers to the level
    of importance the person places on the particular
    item.
  • The second scale asks them to agree or disagree
    with the Item according to their personal
    position. The two scales approach provides a
    valuable measurement tool.

22
Engagement
  • If the person is asked, for example, just to
    agree or disagree with the statement, the
    inference is that they see all the items as of
    equal importance.
  • Not all the items are of equal importance to
    everyone.
  • To disagree strongly with a statement that you
    rate of little importance is of less consequence
    than strongly disagreeing with a statement about
    an issue you believe is really important.

23
Engagement
High
Importsnce
High Gap
High Gap
Low
High
Personal Position
24
Engagement
  • The Gap score indicates the average difference
    between the two rankings of an item.
  • If the Gap score is high, e.g. 25 to 50 (or
    higher) this indicates that this is a crucial
    item and worthy of further attention because the
    Gap obviously indicates a level of emotional
    concern by the people who have completed the
    questionnaire.

25
Engagement
  • Gives a snap-shot of the current situation
  • Staff, parents and students
  • Highlights areas of strength and concern
  • Pin-points source of concern
  • Raises the crucial issues

Where are we now?
26
Where do we want to be?
  • Creative think tank
  • Consider everything
  • From all the possibilities and the probabilities
    comes the preferred
  • Mindful of the strengths and areas of concern

27
The Future Focus
  • The future of Australian society
  • The future influence of religion, societal norms
    and values as we know them
  • The future of education and schools
  • What are the implications for your School?

28
The Future
  • The Future of Australian Society?
  • What's happening to marriage and the family?
  • 42 per cent of contemporary marriages will end in
    divorce
  • Marriage rate the lowest for 100 years
  • Shift in emphasis from institution to
    relationship'
  • The Options generation - wait and see 'what else
    is there?'
  • Birth rate lowest in our history ?
  • Consequences for the age distribution of the
    population - the single-person household
  • Most children have more parents than siblings

29
The Future
  • The need for a global focus
  • The role of schools in preparing people for
    leadership
  • Girls and boys education issues for the future
  • The current and future demographic information
  • The style and size of the school
  • The need for financial sustainability
  • The need for environmental sustainability
  • The future of community influence e.g Religion,
    neighbourhood
  • Graduates needing to be prepared for two or three
    career paths

30
The Future
  • The majority of graduates will remain single and
    in the workforce
  • The influence of technology on information
  • The amount of information available to students
    and their lack of capacity to make critical
    judgments about it
  • The proliferation of drug use among the youngthe
    need for immediate gratification
  • The lack of structure in families
  • The lack of security in families

31
The Future
  • The need to employ teachers with a strong
    pastoral care ethic
  • The need to employ teachers with a relevant
    pedagogical approach
  • The place of sport/cocurriculum in a school
  • The reputation of the school in the communityfor
    academic, social, and sporting achievement

32
The Future
  • The uncertainty of the world of the
    futureenvironmentally, politically, culturally
  • The place of peers in the development of
    valuesthe concept of family for single child
    families
  • The cost of educationthe cost of higher
    education
  • The particular role of schools in values
    development
  • The need for efficient, well maintained and safe
    infrastructure

33
The four revolutionsBeare
  • In the last 15 years we have all lived through
    four simultaneous revolutions
  • Technologyrestructured our idea of knowledge
  • Genderredefined the rights of half of the
    worlds population
  • Culturechanged our view of what is important
    about cultureglobal movement loss of identity
  • Economictotal victory of economic rationalism

34
The four revolutions
  • A child born in the last ten years
  • She has a mindset fashioned by the four
    revolutions
  • She is international in thinking
  • She is unlikely to marry before she is 32 (if at
    all)
  • She will most probably have one child (if any)
  • She will have two or three career paths
  • She will live well into her 80s
  • She is facing transformations of life on earth
    that are beyond our imaginings

35
The Planning
  • Where are we now?
  • Where do we want to be? (Preferred Futurethe
    Strategic Intent)
  • How do we get from one to the other?
  • (the Plan)

36
Strategic Intent
  • The Preferred Future
  • Long term
  • What do we want the school and its
    students/graduates to be like in 2020?
  • - clarify the mission/purpose
  • - create a new vision

37
Strategic Intent
  • Focus on big picture concepts
  • the learning environment
  • the learning experience
  • the global citizen
  • the enterprise
  • environmental sustainability

38
Strategic Planning
  • short term (3 to 5 yrs)
  • educational management plans
  • master plan (buildings and facilities)
  • business plan

39
Strategic Planning
  • Features
  • Goalsfrom the strategic intent
  • Strategieshow will the goals be achieved?
  • Specific actionswhat needs to be done?
  • Responsibilitieswhose job is it?
  • Indicatorswhat will it look like when it is
    done?
  • Timelinewhen will it be done? Achieved?

40
Why?
  • the best thing about the future is that we can
    change it
  • Im all for progressits change that I dont
    like Mark Twain

41
Why?
  • Planning is a timetable for taking deliberate
    actions to maximise the chance of achieving your
    preferred futures, a road map to guide you to the
    future of your choice

42
Why?
  • Strategic thinking describes the process of
    constant inquiry and change which is essential if
    the organisation is to not only survive but to
    thrive.

43
  • Questions?
  • creating pathways to a better future

44
  • creating pathways to a better future

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