Empowering Staff Through Institute Planning ESTIP Academic managers

Empowering Staff Through Institute Planning (ESTIP) Academic managers workshop Institute Name: XXXXXX Presenter: XXXXXX Date: XXXXXX

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 © institutes of technology ireland 2009

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 © institutes of technology ireland 2009

Introduction to 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 © institutes of technology ireland 2009

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) © institutes of technology ireland 2009

Introduction to 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 © institutes of technology ireland 2009

Introduction to 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 © institutes of technology ireland 2009

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 © institutes of technology ireland 2009

Introduction to ESTIP Reference manual content § Section 1 – Detailed introduction to the framework & how best to make use of it § Section 2 § Section 3 – Conceptual framework if the general types of strategic plans & three broad approaches to conducting the planning process – Detail of the ESTIP manual & the four phases: § § Phase § Section 4 § 1 2 3 4 – – Pre-planning Data collection Plan development Manage & implement plans Section 5 – Training competency framework for management & staff – Eight appendices referenced in the document © institutes of technology ireland 2009

Introduction to ESTIP § ESTIP planning model – an overview © institutes of technology ireland 2009

Introduction to ESTIP § The training programmes in the context of the ESTIP project (graphics on the next two slides) © institutes of technology ireland 2009

Ÿ Identify a co-ordinator for the programmes Ÿ Indicate the preparation required for the managers’ programmes Ÿ Schedule dates & locations Identify specific outputs required (if possible at this stage) Preparation in advance of programme delivery Put forward ideas for the final Ÿ planning process to be used Delivery of Executive programme Ÿ Identify any specific outputs required from the managers training programmes Ÿ Identify the type of plans required Ÿ Identify the broad type of planning process to be used Delivery of academic managers programme Delivery of services managers programme

Ÿ Staff consider ways in which they would like to be involved in planning process Delivery of Steering group programme Delivery of all staff awareness Ÿ Executive decides on …. . Ÿ final make up of steering group? Ÿ draft TOR for steering group Ÿ Steering groups final TOR. Ÿ Initial detailed steps in process. Ÿ Initial working groups to be formed. © institutes of technology ireland 2009 Delivery of working groups programme Start the Planning process

Personal learning log § Record any personal comments or observations so far, relating to ideas or thoughts for improving staff empowerment through institute planning © institutes of technology ireland 2009

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) © institutes of technology ireland 2009

Mapping current planning processes © institutes of technology ireland 2009

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 © institutes of technology ireland 2009

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 © institutes of technology ireland 2009

Common planning problems Table 5: Level of satisfaction of respondents with their level of involvement in strategic plan development Table 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 © institutes of technology ireland 2009

Common planning problems. Table 9: Level of agreement of respondents with the view that there should be greater staff involvement in the strategic planning process Table 10: Level of involvement of respondents in operational planning at School/ Department/ Functional area © institutes of technology ireland 2009

Common planning problems Table 11: Level of satisfaction of respondents with their level of involvement in operational plan development at School/ Department/ Functional area Table 13: Respondents views on the level of follow that exists in operational plan development in their School/ Department/ Functional area © institutes of technology ireland 2009

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 © institutes of technology ireland 2009

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 § § § © institutes of technology ireland 2009

Personal learning log § Record any personal comments or observations so far, relating to ideas or thoughts for improving staff empowerment through institute planning © institutes of technology ireland 2009

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) § © institutes of technology ireland 2009

Planning approaches § To review in outline three broad planning approaches set out in the ESTIP manual © institutes of technology ireland 2009

Classic © institutes of technology ireland 2009

Rolling © institutes of technology ireland 2009

Combined © institutes of technology ireland 2009

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 © institutes of technology ireland 2009 (25 minutes)

Personal learning log § Record any personal comments or observations so far, relating to ideas or thoughts for improving staff empowerment through institute planning © institutes of technology ireland 2009

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 © institutes of technology ireland 2009

The ESTIP planning model - Optimising staff engagement Part 2: (30 minutes) § Plenary feedback & discussion of the key points identified by each group © institutes of technology ireland 2009

Personal learning log § Record any personal comments or observations so far, relating to ideas or thoughts for improving staff empowerment through institute planning © institutes of technology ireland 2009

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 © institutes of technology ireland 2009

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 § © institutes of technology ireland 2009

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? © institutes of technology ireland 2009

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 § © institutes of technology ireland 2009

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 © institutes of technology ireland 2009

Exercise – Integrated planning Discussion (15 minutes) § What interdependencies are evident from that exercise? © institutes of technology ireland 2009

Personal learning log § Record any personal comments or observations so far, relating to ideas or thoughts for improving staff empowerment through institute planning © institutes of technology ireland 2009

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) © institutes of technology ireland 2009

Case study – integrated planning (DIT) Review the overall approach § Review the resources & structures available § Discuss applicability & potential aspects for local adoption § © institutes of technology ireland 2009

Personal learning log § Record any personal comments or observations so far, relating to ideas or thoughts for improving staff empowerment through institute planning © institutes of technology ireland 2009

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 § © institutes of technology ireland 2009

Personal learning log § Record any personal comments or observations so far, relating to ideas or thoughts for improving staff empowerment through institute planning © institutes of technology ireland 2009