Strategic Planning for the Public Sector

RUTGERS UNIVERSITY School of Public Affairs and Administration- MPA Program Strategic Planning for the Public Sector Instructor: Class Days and Hours: Office Hours: E-mail: Phone: James M. Davy, Director of SPAA s Center for Applied Appreciative Inquiry Thursday from 5:30 pm 8:10 pm Before or after class by appointment jdavy@andromeda.rutgers.edu 732-754-8969 (cell) I. Course Description Planning is one of the most important elements of effective organizational management. This course intends to examine the processes and practices of strategic planning and management for organizations with an emphasis on nonprofit organizations. The course will address strategic planning as a tool in organizational management and effective governance. It will examine all facets of the strategic planning process. It will provide the student an opportunity to develop basic strategic management skills that will support decision-making, goal achievement and overall governance of the organization. Students will develop the analytical and interpersonal skills necessary for strategic planning and administration/management, and gain an understanding of the politics of planning in an organizational, inter-organizational, and community context. The course will describe the basics of traditional strategic planning processes and present alternative processes such as appreciative inquiry/soar- strengths, opportunities, aspirations and results/resources. Students will be expected to perform according to graduate-level standards. II. Course Objectives A. To develop an understanding of the relevance and importance of strategic planning and organizational management in the public and nonprofit sectors B. To familiarize students with an understanding of the various perspectives and basic principles of strategic planning and organizational management in the public and non-profit sectors 1

C. To acquire knowledge about the concepts, skills, and techniques of strategic planning and implementation in the public and nonprofit sectors D. To develop an understanding of how divergent organizational contexts and cultures can result in different strategic planning processes and outcomes E. To develop an understanding of the group processes involved in planning including work with task groups, and to practice techniques of structured group processes F. To acquire knowledge about the effects of power, politics, and leadership on strategic planning and implementation G. To examine issues that impact reactive and proactive management in goal achievement. III. Required Text Bryson, John M. (2011). Strategic Planning for Public and Non-Profit Organizations: A Guide to Strengthening and Sustaining Organizational Achievement. Fourth Edition. San Francisco: Revised Edition, Jossey-Bass. ISBN: 978-0-470-39251-5 Bryson, John M. and Alston, Farnum K. (2011). Creating and Implementing Your Strategic Plan. Third Edition Jossey-Bass. ISBN: 978-0-470-40535-2 Stavros, Jacqueline M., Hinrichs, Gina (2009). The Thin Book of SOAR: Building Strengths-Based Strategy. Thin Book Publishing Company. ISBN: 978-0-9822068-0-5 Crutchfield, Leslie R. and McLeod Grant, Heather (2008). Forces for Good: The Six Practices of High Impact Nonprofits. Jossey-Bass. ISBN-13: 978-0-7879-8612-4 IV. Course Requirements The course requirements are as follows: 1. Students are required to come to class having read the material and fully prepared to engage in class discussions. Student participation will be graded in accordance with Rubric D, which is attached to this syllabus. 2. Students are required to prepare and deliver an in-class PowerPoint presentation teaching a Bryson chapter. The presentation should address the material in the Bryson textbook and workbook and relate that material to the student s professional experience. The student will also design and facilitate a class 2

discussion regarding the content of the material. Grading will be in accordance with Rubric A, which is attached to this syllabus. Instructions for PowerPoint (PPT) Presentation: Presentations should not be longer than 15 minutes. Facilitated discussions with report outs should be no longer than 30 minutes the presenter should provide a concluding summation of the key learning s from the facilitated exercise. The PPT should be used to illustrate and highlight key learning s and relate the material to the student s professional experiences. Avoid wordy PPTs. DO NOT READ THE PPT VERBATIM. Your presentation must demonstrate that you have a firm grasp of the material presented. The PPT should address: o Key Points of the Material. o How the material correlates with your professional experience or your present work environment (e.g. how might these key learning s be applied in your work environment; how might it work where you work?) The facilitated discussion should be designed to reinforce key learning s and have the students connect experientially with the material. 3. Students are required to design either a SWOT or SOAR interview guide and use it to guide three interviews of people affiliated with the organization in which you are currently working or another organization of your choice. The interviews should include the executive, a supervisor and a front-line worker. The results of the interviews should be written in the form of a SWOT or SOAR Framework Analysis paper. Students will be graded based on the quality of 1) the interview guide and 2) the SWOT or SOAR Framework Analysis paper. Grading will be in accordance with Rubric B and C, which are attached to this syllabus. The SWOT or SOAR Framework Analysis paper should not be longer than 8 pages. 4. Using the organization in which you are currently working or previously worked, students are required to complete the following strategic planning assignments: A. Develop a mock memo to your supervisor or the head of your agency that details the reasons for and recommendations for initiating a strategic planning process for your organization. The content of the memo should incorporate the elements identified in Bryson s Worksheets 1 beginning on page 29 and Worksheet 8 beginning on page 62 to help in framing your memo. The memo should not be greater than 3 pages. Grading as per Rubric E. B. Submit a 1-page chart detailing the organizational mandates relative to your agency. Refer to Bryson worksheet 16 (page 85). Grading as per Rubric F. 3

C. Submit a chart detailing an internal and external stakeholder analysis relative to your agency. Identify all relevant stakeholders and why they are important to your agency and what value they might provide to the strategic planning process. Refer to Bryson worksheets 18 through 23 to guide you in the development of your chart. Paper should not be greater than 2 pages. Grading as per Rubric G. D. Taking into consideration the questions set forth in Bryson worksheets 24 through 26, submit a paper analyzing your organization s Mission and Values Statements and Vision Sketch. For the analysis, ask yourself this following question: In what ways do these mission and values statements and the vision sketch address these questions/criteria? The paper should not be longer than 2 pages. Grading as per Rubric H. E. Submit a paper detailing the strategic issues currently facing your agency. Refer to Bryson worksheets 32 through 35 to guide your thinking. The paper should not exceed 2 pages. Grading as per Rubric I. 5. Students are required to write and submit a final paper that discusses how strategic planning and thinking can be used to reinforce the six practices of highimpact nonprofits identified by Crutchfield and McLeod-Grant in Forces for Good. Grading will be in accordance with Rubric J, which is attached to this syllabus. The final paper should contain 5 to 8 pages of content plus the bibliography. Instructions for Formatting Assigned Papers: Your paper does not need a title page; include only your name and date at the top left hand margin of the paper Under your name include the title of your paper Use Calibri 12-point font Include 1 margin all around Include page numbers at the bottom right of each page including the first page. Include 1.5 spacing Include section headings Use Chicago style for all reference citations and your bibliography When you save your paper and upload it to BlackBoard save it as follows: Your Last Name only & Title of Paper (e.g. Davy Initiating Memo; Davy SOAR Paper) 4

Important: Please proof read your paper for spelling accuracy and grammatical correctness. V. Grading Students are required to attend each class, come prepared and participate in class discussion and group interaction. The grading for these requirements as set forth above is as follows: Class attendance and participation: 10% Class PPT Bryson Presentation and Facilitated Discussion: 20% SWOT or SOAR Interview Guide: 5% SWOT or SOAR Framework Analysis Paper: 20% Strategic planning package: o Initiating and agreement memo 5% o Organizational mandates paper 5% o Internal and external stakeholder analysis 5% o Mission and Values Statement and Vision Sketch 5% o Strategic issues analysis 5% Final Paper 20% V. Course Outline Class Date Class Plan and Assignments 1 9/4 Introductions and review of course syllabus, assignments and grading rubrics Overview of Strategic Planning (Bryson Ch. 1) 1. Read Bryson 1 and corresponding Workbook chapters. 2. Read The Thin Book/SOAR (Come to class prepared with 3 questions about SOAR). 3. Cooperrider and Whitney article: A Positive Revolution in Change: Appreciative Inquiry. 2 9/11 Student PPT Presentation re: Bryson chapter 1. Overview and discussion of Appreciative Inquiry and SOAR and its use as a 5

strategic planning tool followed by Q&A. 1. Read Bryson chapter 2 and corresponding workbook pages. 2. Do some Internet research about AI/SOAR and come to class prepared with 3 observations and 3 questions. 3. Read Mohr and Watkins. The Essential Elements of Appreciative Inquiry. 4. Begin thinking about and making arrangements for conducting 3 SWOT or SOAR interviews. 3 9/18 Student PPT presentation re: Bryson chapter 2: The Strategy Change Cycle and Facilitated Class discussion re: The Strategy Cycle More about Appreciative Inquiry and SOAR: Identify Phase and Designing SOAR Interview Guides. 1. Bryson chapter 3 and attendant workbook chapter. 2. Read Forces for Good Chapter 1 3. Begin thinking about and making arrangements for conducting 3 SWOT or SOAR interviews; come to class with a preliminary list of the agency and the people you wish to interview. 4. Review Model SOAR Interview Guides provided by the instructor. 5. Students may submit a draft SWOT or SOAR interview guide before final submission. 4 9/25 Student PPT Presentation: Bryson Chapter 3: Initiating and Agreeing on a Strategic Planning Process AND Class discussion re: Initiating and Agreeing on a Strategic Planning Process. More about Ai/SOAR: Recap SOAR Interview Guides; Inquiry Phase Class Discussion re: Forces for Good chapter 1. 6

1. Bryson chapter 4 and attendant Workbook chapter. 2. Read Forces for Good Chapter 2 3. Submit Initiating and Agreement memo assignment on BB before the start of the next class. 4. Come to class prepared to talk about the organizational mandates and mission of the organization in which you are currently working or have previously worked. 5. Students may submit a draft SWOT or SOAR interview guide before final submission. 5 10/2 Student PPT presentation: Bryson chapter 4: Clarifying Organizational Mandates and Mission AND Facilitated Class Discussion re: Clarifying Organizational Mandates and Mission More about AI/SOAR: Imagine Phase Class Discussion re: Forces for Good Chapter 2. 1. Read: Read Bryson Resource A. beginning on page 405. 2. Submit Organizational Mandates chart on BB by before the start of the next class. 3. Read Forces for Good chapter 3. 4. View the three Design Thinking Videos 5. Students may submit a draft SWOT or SOAR interview guide before final submission. 6 10/9 Student PPT presentation: Bryson Resource A. and Facilitated Class Discussion re: Stakeholder Identification and Analysis Techniques. Ai/SOAR: Innovate Phase; Design Thinking Class discussion re: Forces for Good chapter 3. 7

1. Bryson chapter 5 and corresponding Workbook Step 4 starting on page 119. 2. Submit the Internal External Stakeholder Analysis chart on BB before the start of the next class. 3. Come to class having thought about the strategic issues facing the organization in which you currently work or have previously worked (bring a list). 4. Based on your reading of Bryson chapter 5 (SWOT) and Stavros (SOAR), decide if you wish to conduct a SWOT or SOAR Framework Analysis. 5. Read Forces for Good chapter 4 6. Students may submit a draft SWOT or SOAR interview guide before final submission. 7 10/16 Student PPT Presentation: Bryson chapter 5: Assessing the Environment to Identify Strengths, and Weaknesses, Opportunities and Challenges and Facilitated Class discussion re: Assessing the Environment to Identify Strengths, and Weaknesses, Opportunities and Challenges and SOAR Framing Questions for an Interview Guide. Ai/SOAR: Recap of Design Thinking; Implement Phase; Innovation Team Planning Class Discussion: Forces for Good chapter 4 1. Read: Bryson Chapter 6 and attendant Workbook Step 5 pages 135-149. 2. Submit Mission and Values Statements and Vision Sketch Analysis on BB before the start of the next class. 3. Prepare a draft of the SWOT or SOAR Interview Guide review and submit prior to next week s class. 4. Read Forces for Good chapter 5. 8

8 10/23 Student PPT Presentation: Bryson chapter 6: Identifying Strategic Issues Facing the Organization AND Facilitated Class Discussion: Identifying Strategic Issues Facing the Organization Ai/SOAR: Conducting SOAR Interviews Step-by-Step; The Ai Strategic Planning Summit Class Discussion: Forces for Good chapter 5. 1. Read Bryson chapter 7 and attendant Workbook Step 6 and 7 starting on page 151 2. Submit the Strategic Issues assignment on BB before the start of the next class. 3. Read Forces for Good chapter 6. 4. Submit final SWOT or SOAR Interview Guide before the start of the next class. 9 10/30 Student PPT Presentation: Bryson 7 Formulating and Adopting Strategies and Plans to manage Issues AND Facilitated Class Discussion. Ai/SOAR: Recap of the Ai/SOAR Strategic Planning Process Class Discussion: Forces for Good chapter 6. 1. Read: Bryson chapter 8 and attendant Workbook chapter. 2. Read Forces for Good chapter 7. 3. Review SOAR Data Reports (Essex County College; SPAA; College of Saint Elizabeth; Fairmount Promise Neighborhood) 4. Review Examples of Transformational Topics derived from SOAR Data (Essex County College; SPAA and College of Saint Elizabeth) 10 11/6 Student PPT Presentation chapter 8: Establishing an Effective Organizational Vision for the Future AND facilitated learning discussion: Establishing an Effective Organizational Vision for the Future 9

Ai/SOAR: Making Sense of SOAR Data and Developing Transformational Topics Class Discussion: Forces for Good chapter 7. 1. Read: Read Bryson chapter 9 and Attendant Workbook chapter. 2. Forces for Good Chapter 8 3. Review Model Strategic Plans (Essex County College; SPAA; Cumberland County College) 11 11/13 Student PPT Presentation chapter 9: Implementing Strategies and Plans Successfully AND Facilitated Learning Discussion: Implementing Strategies and Plans Successfully. Ai/SOAR: Structure and Format of Strategic Plans Class Discussion: Forces for Good Chapter 8 1. Bryson chapter 10 and Workbook. 2. Read Forces for Good Chapter 9. 12 11/20 Student PPT Presentation: Bryson chapter 10: Reassessing and Revising Strategies and Plans and Facilitated Class Discussion re: Reassessing and Revising Strategies and Plans. Class Discussion re: Forces for Good Chapter 9. 1. SWOT or SOAR Framework Analysis papers are due to be posted on BB before the start of the next class. 2. Read: Bryson Chapter 11 Leadership Roles for Making Strategic Planning Work 10

3. View Whitney Video and Cooperrider Video 13 12/4 Student PPT Presentation re: Bryson chapter 11: Leadership Roles for Strategic Planning AND facilitated class discussion Assignment for Next Class: 1. Final Paper is Due on BB before the start of the next class. 14 12/11 In-class facilitated learning discussion re: SWOT and SOAR Interviews In-class facilitated learning discussion re: Final Papers Grading Rubric A: Student Presentation re: Bryson Chapters: 1 2 3 Comprehensiveness of Content Student did not fully and completely present the Student presented some of the Bryson Student was very comprehensive in 11

Understanding of Material Application of Material to Examples and or personal experience Addressing Questions Clear and Coherent Verbal PPT Presentation Assignment Deadline* Bryson material in a way that conveyed its meaning. Does not have a grasp of the concepts and material. Student read the PPT verbatim. Student did not refer to examples and or personal experiences or observations. Student did a poor job in answering questions posed by the class and or instructor regarding the presentation and material. Student did not know the answers of questions posed by the class and or instructor. The facilitated class discussion was poorly designed and unmotivating. The PPT was poorly organized and not clear. The student was not able to deliver the presentation with confidence Students will receive a 0 for assignments not delivered as scheduled or not posted on BB on time. content but clearly omitted key concepts and important material. Student has some understanding of the relevant material but it needs further elaboration. Student read some material from the PPT relying on it as a crutch. Student related the concepts and material to a limited number of examples and or personal experiences or observations. Student did a satisfactory job in answering questions posed by the class and or instructor regarding the presentation and material. The facilitated discussion was satisfactory. The PPT presentation was clear albeit somewhat wordy. The verbal presentation was coherent although the student s projection could have been delivered with more confidence. B. Grading Rubric B: Design of SWOT or SOAR Interview Guide presenting the Bryson material. Student clearly understands and grasps Bryson s concepts and points. Student s grasp of the concepts was clearly evident in his/her ability to present the material without reading the PPT. Student used to the PPT to support his/her main points. Student did a superior job relating the Bryson concepts and material to illustrative examples and or personal strategic planning experiences or observations. Student did a superior job in answering questions posed by the class and or instructor regarding the presentation and material. Student did an excellent job facilitating a meaningful and insightful learning discussion with the class. The facilitated discussion reinforced key learning s. Students were clearly motivated and engaged in the class discussion. The PPT presentation was clear and to the point (not overly wordy) and the verbal presentation was coherent and delivered with confidence. Assignment was delivered in class and posted on BB on time. Quality of Questions The student s questions are unfocused and ambiguous. 1 2 3 The student crafted questions that need a The student crafted high quality questions for the 12

Assignment Deadline The questions need revision if they are to serve as in interview guide for the SWOT or SOAR analysis. Student will receive a 0 for assignments not posted on time. little more focus if they are to adequately serve as an interview guide for a SWOT or SOAR analysis. interview guide that should elicit the responses needed for the SWOT or SOAR analysis. Assignment was completed and posted on BB on time 13

C. Grading Rubric C: SWOT or SOAR Framework Analysis Paper Addressing the Topic Supporting references and research SWOT or SOAR Concepts Reporting the Content of the Interviews Clear and Coherent Writing Assignment Deadline 1 2 3 Has addressed some aspects of the SWOT or SOAR Framework Analysis topic but not all. Analysis topic. The paper does not adequately address the topic of the paper. The student has not supported the points of the paper with properly cited references and research. The student s paper demonstrates a lack of understanding about SWOT or SOAR and how they apply in specific situations. The student s reporting of the interviews was neither clear nor understandable. The student did not adequately highlight the key themes from the interviews Ideas and content are not presented clearly. The meaning of the material is not understood. Student will receive a 0 for assignments not posted on time. The assignment is late. The paper appropriately cites relevant references. Each of the main points of the paper is supported by referenced and properly cited material. While the student has some understanding of the SWOT or SOAR tools and processes, it is evident that the student is still unclear about how to use them in specific situations. The student did a satisfactory job reporting the content of the interviews. Content could have been clearer. In addition, the student adequately highlighted key themes from the interviews. Some ideas and content are not clearly presented but the general meaning is understood. The student has thoroughly addressed all aspects of the SWOT or SOAR Framework The student has not only referenced the class texts as sources but has also referenced other outside source material, which has been properly cited. The supporting references and research clearly support the main points of the framework analysis paper. The paper demonstrates that the student has a solid understanding SWOT or SOAR Framework Analysis. The student clearly has an understanding about how these strategic planning tools apply in specific situations. The student did a superior job relating the content of the SWOT/SOAR interviews in a very clear and understandable journalismlike manner. Additionally, the key themes from the interviews were clearly highlighted and understandable. The written material is clear, concise and well understood. Assignment was posted on BB on time 14

D. Grading Rubric D: Class Participation 0 1 3 Engaged in Class Discussions Does not participate in class discussions. Somewhat participative; Misses some class discussions due to lateness Fully Participative E. Grading Rubric E: Initiating and Agreement Memo. Thoughtful and deliberate Strategic Planning Concepts Clear and Coherent Writing Assignment Deadline 1 2 3 The paper demonstrates satisfactory reflection of the reasons for and benefits of engaging in a strategic planning process. Student has a satisfactory but not complete understanding of the key steps of a strategic planning process. The paper demonstrates only a superficial reflection of the reasons for and benefits of engaging a strategic planning process. Student is not fully conversant with the necessary steps for implementing a strategic planning process The student does not have a satisfactory understanding of strategic planning concepts, processes and tools. Ideas and content are not presented clearly. The meaning of the material is not understood. Student will receive a 0 for assignments not posted on time. The student has a satisfactory understanding of strategic planning concepts, processes and tools. Some ideas and content are not clearly presented but the general meaning is understood. The paper clearly demonstrates that the student has been deeply reflective about the reasons for and benefits of strategic planning and the key steps for implementation of the process. The student has a superior understanding of strategic planning concepts, processes and tools. The written material is clear, concise and well understood. Assignment was posted on BB on time 15

Grading Rubric F: Organizational Mandates Chart. Thoughtful and deliberate Research and proper citations Clear and Coherent Writing Assignment Deadline 1 2 3 The chart demonstrates satisfactory reflection of the organizational mandates for his/her agency. The chart demonstrates only a superficial reflection of the organizational mandates for his/her agency Student did not conduct any research relative to the agency s mandate. Ideas and content are not presented clearly. The meaning of the material is not understood. Student will receive a 0 for assignments not posted on time. The student did a satisfactory job researching and properly citing research relative to the organizational mandates of his/her agency. Some ideas and content are not clearly presented but the general meaning is understood. The chart clearly demonstrates that the student has been deeply reflective about the organizational mandates for his/her agency. Clearly the student did a superior job researching and properly citing research relative to the organizational mandates of his/her agency. The material is clear, concise and well understood. Assignment was posted on BB on time Grading Rubric G: Internal or External Stakeholder Analysis Chart. Thoughtful and deliberate Strategic Planning Concepts Clear and Coherent Writing Assignment Deadline 1 2 3 The chart demonstrates satisfactory reflective thinking about the internal/external stakeholders for his/her agency and their relevance. The chart demonstrates only a superficial reflection of the organizational internal and external stakeholders The student does not have a satisfactory understanding of strategic planning concepts, processes and tools. Ideas and content are not presented clearly. The meaning of the material is not understood. Student will receive a 0 for assignments not posted on time. The student has a satisfactory understanding of strategic planning concepts, processes and tools. Some ideas and content are not clearly presented but the general meaning is understood. The chart clearly demonstrates that the student has been deeply reflective in thinking about all the key internal and external stakeholders of his/her agency and their relevance. The student has a superior understanding of strategic planning concepts, processes and tools. The written material is clear, concise and well understood. Assignment was posted on BB on time 16

Grading Rubric H: Mission and Values Statements and Vision Sketch. Thoughtful and deliberate Strategic Planning Concepts Clear and Coherent Writing Assignment Deadline 1 2 3 The paper demonstrates satisfactory reflective thinking about his/her agency s Mission and Values Statements and Vision Sketch. The paper demonstrates only a superficial reflection of his/her agency s Mission and Values Statements and Vision Sketch. The student does not have a satisfactory understanding of strategic planning concepts, processes and tools. Ideas and content are not presented clearly. The meaning of the material is not understood. Student will receive a 0 for assignments not posted on time. The student has a satisfactory understanding of strategic planning concepts, processes and tools. Some ideas and content are not clearly presented but the general meaning is understood. The paper clearly demonstrates that the student has been deeply reflective in thinking about his/her agency s Mission and Values Statements and Vision Sketch. The student has a superior understanding of strategic planning concepts, processes and tools. The written material is clear, concise and well understood. Assignment was posted on BB on time Grading Rubric I: Strategic Issues. Thoughtful and deliberate Strategic Planning Concepts Clear and Coherent Writing Assignment Deadline The paper demonstrates only a superficial reflection of his/her agency s current strategic issues. 1 2 3 The paper demonstrates satisfactory reflective thinking about his/her agency s current strategic issues. The student does not have a satisfactory understanding of strategic planning concepts, processes and tools. Ideas and content are not presented clearly. The meaning of the material is not understood. Student will receive a 0 for assignments not posted on time. The student has a satisfactory understanding of strategic planning concepts, processes and tools. Some ideas and content are not clearly presented but the general meaning is understood. The paper clearly demonstrates that the student has been deeply reflective in thinking about his/her agency s current strategic issues. The student has a superior understanding of strategic planning concepts, processes and tools. The written material is clear, concise and well understood. Assignment was posted on BB on time Grading Rubric J: Final Paper. 17

Thoughtful and deliberate Strategic Planning and Governance Concepts Supporting Research and Reference Citations Clear and Coherent Writing Assignment Deadline The paper demonstrates only a superficial course reflection. 1 2 3 The paper demonstrates satisfactory reflection of the course content The student does not have a satisfactory understanding of strategic planning concepts, processes and tools and how they relate to the principles of governance. The student did a poor job citing research and references and did not use outside examples or personal professional experiences in the body of the paper. Ideas and content are not presented clearly. The meaning of the material is not understood. Student will receive a 0 for assignments not posted on time. The student has a satisfactory understanding of strategic planning concepts, processes and tools and how they relate to the principles of governance. The student did a satisfactory job citing research and references and used some outside and or personal professional examples in the body of the paper. Some ideas and content are not clearly presented but the general meaning is understood. The paper clearly demonstrates that the student has been deeply reflective about course content. The student has a superior understanding of strategic planning concepts, processes and tools and how they relate to the principles of governance. The student did a superior job citing all research and references and made excellent use of outside and or personal professional examples in the body of the paper. The written material is clear, concise and well understood. Assignment was posted on BB on time 18