E mpowering S taff T hrough I nstitute P lanning (ESTIP) Academic managers workshop Institute Name: XXXXXX Presenter: XXXXXX Date: XXXXXX

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



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



Workshop structure (Day 1)– Introduction to ESTIP– Mapping current planning processes– Common planning problems– Case study– Exploring & selecting planning

approaches– ESTIP planning model



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


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



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)



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



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



The ESTIP framework – handbook & reference manual– Handbook provides a detailed outline of

manual– Reference manual provides wide

ranging details to be referenced as required



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



ESTIP planning model – an overview



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


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


Personal learning log

Record any personal comments or observations so far, relating to ideas or thoughts for improving staff empowerment through institute planning


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)






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



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



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


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



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



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



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





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)


Planning approaches

To review in outline the three broad planning approaches set out in the ESTIP manual


Classic


Rolling


Combined


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)





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


The ESTIP planning model - Optimising staff engagementPart 2: (30 minutes)

Plenary feedback & discussion of the key points identified by each group





Summary & wrap up


Day 2 introduction

Review key points from previous day


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


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



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?



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



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



Discussion (15 minutes)

What interdependencies are evident from that exercise?





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)


Case study – integrated planning (DIT)

Review the overall approach Review the resources & structures

available Discuss applicability & potential

aspects for local adoption





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





Final summary

Review programme & outcomes Complete assessment sheets

Documents

E mpowering S taff T hrough I nstitute P lanning (ESTIP) Academic managers workshop Institute Name: XXXXXX Presenter: XXXXXX Date: XXXXXX