IEEE Standards Education 09 December 2013 Standards Education

IEEE Standards Education 09 December 2013 Standards Education: Strategic Scenario Planning Alex Torres Sr. Business Strategy Manager IEEE Educational Activities 1

Executive Summary The Standards Education Committee identified a need to complete a strategic planning workshop by year end 2013. On 09 December 2013, Alex Torres, Sr. Business Strategy Manager, IEEE Educational Activities facilitated a strategic scenario planning session for IEEE Standards Education staff and Standards Education Committee members. The strategic planning session focused on two parts. First, three exercises were completed to better understand the Standards Education environment and its stakeholders. Secondly, results of these exercises along with pre-meeting survey results were used in a strategic scenario planning session. As a result of this strategic planning workshop … – Two critical uncertainties were identified and used to explore the future of standards education – Four distinct scenarios were created to represent possible futures where the standards education may reside in three to five years – A strategic path was chosen beginning in the present day, to three years out, and finally five years out Recommendations at the end of this debrief provide the necessary next steps to follow to utilize the scenarios and strategic path for the Standards Education Committee 2

Agenda Item AGENDA Description 1 5 Exercise: Profiling & Prioritizing (lost in translation) 6 Overview: Strategic Scenario Planning (SSP) 15 Alex & All 15 Alex 4 Exercise: Visioning the Standards Education Environment (influence mapping) Exercise: Who Are Our Stakeholders? (buying center) 3 5 Alex Icebreaker Time (mins) Jen Mc. Clain Welcome and Introductions 2 Person 5 BREAK (5 min) 7 SSP for the Standards Education Environment All 30 8 SSP for the Standards Education Environment continued. All 45 9 The Path Forward for Standards Education All 15 10 Exercise: Monday Morning All 15 11 Closing Jennifer Mc. Clain 5 3 3/15/2018

Objectives Part I: Explore the Standards Education environment and its key components Part II: Engage the future through a strategic scenario planning exercise that will ultimately help to create a strategic path for the Standards Education 4

Please Join Your Team … Team A Team B Yatin Trivedi David Law James Irvine Amin Karim Kishik Park Jeff Handal Susan Tatiner Jill Bagley Chris Salicco Samantha Bradley John Teehan Steve Welch Martha Tejada Robert Ivan Jennifer Mc. Clain 5

PART 1: Exploring the Environment Alex Torres 6

Exercise 1: Influence Mapping Goals: Create an influence map that represents all of the major components of the Standards Education environment Identify and prioritize the critical components we want to keep in mind for today’s workshop Instructions: 1. Write Standards Education in the center of the page 2. Identify through bubbles the different items influenced by it 3. Use the size of the bubble to determine how much that item is influenced

Influence Mapping: Standards Education Group A IEEE Money Accreditation Criteria Job opportunities Government Asses to standards Development Resources Corporate training Educational Demand Students/engineers Understanding Need Industry/company Public perception Understanding need Standards Education Standards Association Continuing Education Universities Educational Activities Connected vs. Distributed University perception Content Creation/delivering/method Standards Bodies Technologies (to teach) (to use for teaching) 8 3/15/2018 Teaching methods

Influence Mapping: Standards Education Group B Educational Technologies (delivery) Staff Publishers Practicing Engineers SA Educational Activities Volunteers Governments Training Organizations Human Resources Standards Education Regulatory Bodies Companies Funding Organizations (e. g. NSF) Accreditation (e. g. ABET) SDOs (e. g. ITU) International Trade 9 3/15/2018 Students Academia Cultures Faculty

Exercise 2: Who Are Our Stakeholders Goals: Complete the Buying Center exercise Identify and prioritize the critical stakeholders for the Standards Education

Who “Buys Into Standards Education and it’s Recommendations? ” Influencer End-User 11 Purchaser Decider

Group A INFLUENCERS • Accreditation bodies • Standards bodies (including SA) • Industry – Training department • Government – Policy makers + Regulators • Universities • Educational Activities • Professional bodies • Students, Engineers, MBA, Law Professors • Librarians END USERS • Individuals • Students – Engineering, MBA, Law • Practicing engineers • Professors • Professionals • Industry • University • Researchers 12 3/15/2018 PURCHASERS • Individuals • Students – Engineering, MBA, Law • Practicing engineers • Professors • Professionals • Librarians • Industry DECIDERS • Individuals • University admin • Industry executive • Government executive • Training Department

Group B INFLUENCERS • SDO • Research/Innovation • Corporations • Government • Accreditation Bodies • Publishers • Training Organizations • International Regulatory Body • NGOs • Culture END USERS • Students • Faculty • Practicing Engineers • General Public (World) 13 3/15/2018 PURCHASERS • Corporations • Academia • Students • Practitioners • Government DECIDERS • SDO • Publishers • Training Organizations • Accreditation Bodies • Funding Organization • Professional Organization • Government

Exercise 3: Profiling and Prioritizing Goals: Complete the Lost in Translation exercise Identify and prioritize the goals, constraints and key outcomes for three of your stakeholders Instructions: 1. Complete this exercise as a group 2. Discuss your results and look for commonalities across the stakeholders 3. Present back your findings to the larger group

Lost In Translation Goals The job that the customer is trying to achieve New Value Creation Constraints Metrics What gets in their way Includes the metrics for these outcomes 15 Adapted from: Lost in Translation; A. Ullwick et al HBR Strategy & Innovation May-June 2004

Audience: Professors Constraints • Time • Subject Matter Knowledge • Time + Curriculum • Accreditation body 16 3/15/2018 Goals • Attracting students • • University Reputation • • Keep curriculum • Relevant • • Personal reputation • • Get students jobs Metrics # of Students # of Standards Projects Ratemyprofessor Employment rate

Audience: Students Constraints • Lack of awareness of importance of standards • Lack of trained mentors • Resources (e. g. textbooks) • Course offerings/curriculum • Deadlines • Just-in-time education 17 3/15/2018 Goals • • • Pass course Get degree Become employed Increase knowledge Certification Project-specific Competence Metrics • Employment • Passing grade/Certificates • Job competence

Part II: Scenario Planning for Standards Education 18

Parameters … Determine our timeframe 3 to 5 years Global scope Consider survey results and exercise results to help build scenarios 19

Strategic Scenario Planning Process Overview Phase 1: Review data as we see it today. Phase 2: Methodically analyze and apply the data via scenario-based thinking Phase 3: Process is debriefed and reported. Includes the key findings as well as all strategic elements 2 0

Uncertainties 21

Two Critical Uncertainties What are the two biggest questions we have about this environment? • These two questions should not involve IEEE in anyway. 22

Two Critical Uncertainties How will Colleges & Universities utilize standards education? High Engagement Afterthought How will continuing professional development evolve? Status Quo/Minimal Evolution 23 Revolution in Continuous Learning

How will Colleges & Universities utilize standards education? High Engagement 24 Revolution Status Quo/Minimal How will continuing professional development evolve? I. Afterthought II. My Education, My Way Student Left Behind: Learning Needs for Tomorrow 5 IV. 3 III. Standards, by ABET T Creeping Along

I. My Education, My Way High Engagement / Revolution • Accreditation bodies & regulation bodies require standards education in courses. • Significant proportion of project based learning • Standards are used in classroom • Universities subscribe to standards • Professors involved in Standards activities • Customizable, affordable, flexible student-defined learning • Smaller, discrete accredited modules • Teaching more vocational • Core groups of standards prioritized • More open content • More interdisciplinary study • Geographic & language diversity, new markets • Increased industry influence in teaching 25 3/15/2018

II. Student Left Behind: Learning Needs for Tomorrow Afterthought / Revolution • • • 26 On the job training Classroom/training flexibility Just-in-time education/learning (e. g. MOOCs) University accreditation issues Employers needs into curriculum Faculty-focused needs prioritized before trends/market High graduation rate vs. employment/employability Purchasers: industry, practicing engineers Technology: better delivery 3/15/2018

III. Standards, By ABET High Engagement / No CPD Change • Accreditation & regulatory bodies require Standards Education in courses. • Recruiting practices require Standards trained students • Standards used in classroom • Significant proportion of project based learning • Universities subscribe to Standards • Professors involved in Standards Activities • Smaller, discrete accredited modules • More volunteer, self-supported study methods • Lower revenue opportunities for CPD • Flexible, student-defined study opportunities • More opportunities for students who do exist in CPD • More accreditors, more regulation 27 3/15/2018

IV. Creeping Along Afterthought / Status Quo • • 28 Lack of mentors Lack of resources ( e. g. books, courses ) Available material has constraints ( e. g. only available face-to-face) ABET requirement awareness Student-driven research Company / universities left “Out of the drivers seat” Purchasers: hardly any… Technology: limited delivery 3/15/2018

Recommendations Answer the following questions: – What must we do at minimum to succeed on this path (per year)? – What unique action steps should the team take to insure success (per year)? – What must we do over the next 3 -5 years if we are off the designated path (per year)? Complete a Strategic Mapping exercise to summarize the path Complete a Business Model Canvas (s) to better understand the possible business models available Refine the story you want to tell then have other stakeholders provide feedback on it 29 IMPORTANT: Please avoid creating a task/to do list until the strategic planning process has been completed. Operational planning will naturally provide key tasks on a strategic level at the appropriate time.

Thank You! 30

Appendix 31

Strategy Map External Issue External Issue Over what period of time? Where you are today. Where you want to be in the future. Key Issues Issue 1: • Description Issue 2: • Description Issue 3: • Description Issue 4: • Description Critical Success Factors CSF 1: • Description CSF 3: • Description CSF 4: • Description Tactic 3: • Description CSF 2: • Description Tactic 4: • Description Tactics Tactic 1: • Description Tactic 2: • Description Metrics 1 Metrics 2 Metrics 3 Metrics 4

The Business Model Canvas Key Partners (KP) • Who are our key partners? Who are our key suppliers? • Key Activities (KA) • • What activities must we do to make this business model work? What do we need to create in order to offer the value proposition? Key Resources (KR) • What assets to we need in order to make this business model work? Cost Structure (C$) • 33 All of the costs involved in developing and offering the product/service. 3/15/2018 Value Proposition (VP) • • It is the reason why customers will choose our product/service. What benefits does our product/service offer that has customers choosing us instead of another organization’s products? Customer Relationships (CR) • What type of relationships do we have with our customer segments? Channels (CH) • How do we communicate and reach our customer segment to deliver the value proposition? Revenue Stream (R$) • The revenue generated from each customer segment Customer Segments (CS) • Defines the different groups of people/ organizations we are try to reach and serve.