1 MPA - 20:834:524.01 Strategic Planning Rutgers University – Newark School of Public Affairs and Administration (SPAA) Summer 2015 Instructor: Lindsey M. McDougle, PhD Class Meeting Location: CPS 105 Class Meeting Day/Time: Tuesdays & Thursdays/6:00 pm – 9:45 pm Office Hours: By appointment Office: School of Public Affairs and Administration – Room #329 E-mail: [email protected]“…plans are useless, but planning is everything.” – Dwight D. Eisenhower Course Description Can strategic planning be used to build public organizations that function more creatively and effectively? This course focuses on the theory and practice of strategic planning and introduces basic concepts of the planning process to those working (or, planning to work) in public or nonprofit organizations. Specifically, we will explore strategic planning as a tool that can be used for organizational management and effective governance. To do so, we will examine all facets of the strategic planning process, including: development of a guiding mission, recognition of emerging trends and issues, identification of strategic options, implementation of appropriate strategies, and evaluation of organizational performance. To this end, the purpose of this course is to help you understand the nature of strategic planning, its component parts, and ultimately how to construct a strategic plan.
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MPA - 20:834:524.01 Strategic Planning
Rutgers University – Newark School of Public Affairs and Administration (SPAA)
Summer 2015
Instructor: Lindsey M. McDougle, PhD Class Meeting Location: CPS 105 Class Meeting Day/Time: Tuesdays & Thursdays/6:00 pm – 9:45 pm Office Hours: By appointment Office: School of Public Affairs and Administration – Room #329 E-mail: [email protected]
“…plans are useless, but planning is everything.”
– Dwight D. Eisenhower
Course Description
Can strategic planning be used to build public organizations that function more creatively and effectively? This course focuses on the theory and practice of strategic planning and introduces basic concepts of the planning process to those working (or, planning to work) in public or nonprofit organizations. Specifically, we will explore strategic planning as a tool that can be used for organizational management and effective governance. To do so, we will examine all facets of the strategic planning process, including: development of a guiding mission, recognition of emerging trends and issues, identification of strategic options, implementation of appropriate strategies, and evaluation of organizational performance. To this end, the purpose of this course is to help you understand the nature of strategic planning, its component parts, and ultimately how to construct a strategic plan.
In this course, student learning will be facilitated through: text and journal article readings, lectures and student presentations, case studies, and other relevant course assignments. The readings are a combination of conceptual pieces drawn from research in strategic management and organizational theory, and applied pieces on how to employ strategic management techniques. Bryson’s strategic planning process (“The Strategy Change Cycle”) will be used to structure our work. The lectures and student presentations are designed to elaborate on, and extend, key points in the conceptual material, and are also intended to clarify processes and steps described in the applied material. The case analyses are designed to help you examine how different management tools have been, or could be, employed in practice. Finally, the course assignments are designed to provide you with preliminary experience with some of the most commonly used strategy tools in public and nonprofit organizations.
Please note: Due to the nature of the subject material as well as the size of the class, this is a very hands-on and participatory course. Everyone’s participation is required to make it work! There will be several opportunities for you to work in groups and discuss ideas amongst your peers. In many instances, I will serve more of a facilitator role than lecturer. If you experience difficulty speaking up in class or in group settings, please see me early in the semester so that we can finds ways to help you participate.
Learning Objectives
By the end of this course students who have fully participated and read all course material should have:
1. An understanding of the fundamentals of strategy and strategic planning in public and nonprofit organizations.
2. Knowledge of the skills needed to conduct a basic strategic plan for a public and/or a nonprofit organization.
3. Familiarity with pertinent historical, contemporary, and emerging literature relating to strategic planning and management.
4. A working competence in the analytical, process, writing, presentation, and reflective skills required for effective practice in the core tasks associated with strategic planning and management.
In addition to course material, we will concentrate on three other essential skills for those working (or, planning to work) in public and nonprofit organizations: teamwork, oral presentation skills, and written presentation skills.
Textbook and Course Readings
There is one textbook required for this course:
Bryson, John M. (2011). Strategic planning for public and nonprofit organizations: A guide to strengthening and sustaining organizational achievement. 4th edition. San Francisco: Revised Edition, Jossey-Bass. ISBN: 978-0-470-39251-5 [Referred to as “TEXT” in the Course Schedule, below]
Additional required reading material(s) are indicated in the Course Outline and in the Course Schedule (below). All required reading material (with the exception of textbook material) is available on the course Blackboard site. Please note: This is a reading intensive course.
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Assignments
Group Case Reports 30 points 3 Case Reports @ 10 points each.
In order to learn skills for problem solving around common issues and dilemmas that arise in the strategic planning process, in groups you will work through a series of case studies. Case studies are commonly used in management courses to provide insights into real-world challenges. Cases are generally written to contain background information and a series of administrative difficulties. The purpose of a case is to present relevant facts that were known (or available) to parties involved in the case situation(s) at the time. Case problem(s) may or may not be clearly defined. As a result, students are frequently asked to define the problem as a part of their analysis. If a decision has been described in the case, case analyses more often focus on the validity of the decision. In this course, we will treat case situations as opportunities to diagnose managerial and organizational problems relating to strategic planning processes. Working through the cases should allow you an opportunity to strategically select meaningful ways of addressing these problems.
Each group will write 3 case reports, which synthesizes their analysis of various case studies. Considering that group work often requires individuals to accommodate the schedules of others, when case studies are assigned you will be given time during class (at least 20 - 30 minutes) to meet with your group mates. In-class time should be spent organizing, strategizing, and asking questions in order to develop an outline from which to complete your group’s final case report. Case reports should demonstrate excellent understanding of the case study along with accurate application of appropriate frameworks and tools that have been discussed in class and highlighted in the readings. Case reports should also offer a clear, direct analysis as well as a well-argued position (again, supported by course material). You should acknowledge in the case report(s) when you are making assumptions and/or predictions. Ultimately case reports should demonstrate your ability to assess a situation and develop strategies on how to improve the situation and avoid future problems. Case reports should be no more than 5 pages of single-spaced text, and no smaller than one-inch margins and 12-point, non-condensed font.
Group Lead and Facilitated Discussion 10 points
In groups, you will be required to lead one section of a class session (as indicated in the Course Outline and in the Course Schedule, below). Leading a class session consists of several tasks. The first is to create a presentation of the materials for that topic (highlighted in yellow in the Course Outline and in the Course Schedule, below). Presentation of the material should be no longer than 20 minutes.
In addition to presenting a twenty-minute synthesis of the selected required readings for the week, your group will also be responsible for facilitating a constructive and energetic discussion about the topic. Therefore, at least ten minutes following the presentation should be devoted to class discussion and/or activities. Part of this responsibility includes keeping the discussion/activity on track, connecting disparate contributions, and providing critical perspectives/feedback to your peers.
Your group’s grade will be determined by the extent to which your questions and leadership result in a robust discussion of the readings and issues for the week and your presentation helps to synthesize the required materials. Groups that adequately prepare and develop thoughtful discussion questions/activities should receive full points. The goal of “Group Lead and Facilitated Discussion” sessions is to provide you with an opportunity to practice your leadership skills while working in a team setting.
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Group Final Assignment: Strategic Planning Guide 30 points
The primary project associated with this course is the development of a Strategic Planning Guide to assist local public sector organizations in undertaking a strategic planning process. Specifically, you are to consider yourselves consultants with the task of creating a new (and, ideally innovative) planning model for public sector organizations in the Newark area. This model can be directed toward local nonprofit organizations, government agencies, or both. You must, however, specify the intended target audience for your Guide.
Most government and nonprofit employees will not have the time, opportunity, or resources to take an entire class devoted to the process of strategic planning. And, even if they do, many of the models that we will discuss in class may seem too elaborate and complex to be useful in a practical sense. Therefore, your Strategic Planning Guide should provide easy to follow and useful direction regarding strategic planning, the opportunities and challenges associated with the planning process, and the steps needed to carry out an effective strategic plan. Drawing from the materials that we will cover during the course of the semester, your Strategic Planning Guide should include things such as:
A discussion of why strategic planning is important
The name of your strategic planning model and the major elements of the model (along with pitfalls that might arise at each step in the process)
A discussion of how to determine the value of existing data, and how you analyze and measure the data that you obtain from the strategic planning process
Resources where the organization can find more information
An explanation of terminology (if needed)
A discussion of how your model differs from other common planning models (i.e., What aspects of other planning models will you retain? What aspects will you include that may be missing from other planning models?)
Charts, worksheets, or any other planning elements that might be helpful to an organization as they undertake the strategic planning process
While you should be comprehensive in creating your model and developing your Guide, you should also be succinct in the material(s) that you present. The final document should be no more than 15 pages of single-spaced text—not including references, and appendices if applicable—and, no smaller than one-inch margins and 12-point, non-condensed font. Aside from these basic requirements on structure, your model and your Guide should be as creative and innovative as possible (the items outlined above are only meant to serve as examples of things to include in your final document). In addition to the quality of your work and the conciseness of your document, you will also be evaluated on the thoroughness of your research. Not only will the course material(s) provide you with a wealth of resources regarding strategic planning, but also in the Internet age you have access to a wide variety of sources of information. Consequently, expectations are high that you will not simply rely on three or four information sources in developing your Strategic Planning Guide. Please remember to cite all sources and to be consistent in the citation style that you choose to use (e.g. footnotes, endnotes, APA, MLA style). Each group will have approximately ten to fifteen minutes during the final class session(s) to present the major components of their model and their Strategic Planning Guide to the class. During the presentation, groups should highlight how their Guide serves as an easy to follow and practical tool that can be used by local public sector organizations.
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Individual Strategy Practice “Notebook” 15 points
The strategy practice notebook is your individual written exploration and assessment of how course concepts relate to an organization that you are familiar with (or would like to be familiar with). You are to develop your strategy practice “notes” throughout the semester by selecting and summarizing readings, frameworks, concepts, and theories from this course that are most influential for your thinking about the strategic planning process. In your notes, identify how the material(s) correlate (or, do not correlate) with your professional experienceand your present work environment (or your past or future professional experience and work environment). During finals week, you are to submit your strategy practice notebook as evidence of your cumulative learning in this course. The final document should be no more than 10 pages of single-spaced text—not including appendices, if applicable—and, no smaller than one-inch margins and 12-point, non-condensed font. A reference list should be included (as there should be evidence that you have done the required readings throughout the semester). Aside from these basic requirements on structure, your “Notebook” can be as creative as possible.
Individual Written Assignment 10 points 1 written assignment.
There is one individual written assignment in this course—no more than 4 pages (of single-spaced text, and no smaller than one-inch margins and 12-point, non-condensed font). References must be included. Details of the assignment are provided in the Course Outline and in the Course Schedule (below).
Individual Active Participation 5 points
Active participation is one of the best and most reliable ways to demonstrate your understanding of ideas and concepts discussed in the readings and presented in class. My role (as the instructor for this course) is to provide you with a conceptual framework and to facilitate your learning. My role is not merely to deliver factual material to passive learners. The exercises and discussions in this course are intended to provide you with an opportunity to test your knowledge, formulate ideas and strategies, respond to strategic management dilemmas, and get feedback from peers. Therefore, weekly class attendance is necessary, but not sufficient for an excellent class participation grade.
Summary of Grades and Assignments
The following summarizes the point breakdown for the assignments in this class:
Outcome/Deliverable Type Description (if applicable) Points
Active Participation Individual 5
Written Assignment Individual 1 Written Assignment 10
Strategy Practice “Notebook” Individual 15
Case Reports Group 3 Case Reports @ 10 points each 30
Reading Presentation and Facilitated Discussion Group 10
Final Strategic Planning Guide Group 30
Given that a significant portion of your final grade will be determined by “group assignments,” you will have an opportunity to independently evaluate each group member’s contribution to the group after each group assignment.
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A Few Notes
Attendance: While I expect all students to attend each class period, I understand that life sometimes
intervenes in our plans. Please speak with me if you must miss a class for professional or personal reasons. Any absences without prior approval will be reflected in your final participation grade (except, of course, in extenuating circumstances). The same policy applies for arriving late/leaving early. Absences are not an adequate excuse for failure to complete assignments or stay up-to-date with course readings.
Course Communications: Appointments are strongly preferred over “drop-ins.” However, I am
willing to with meet with “drop-in students” if I am in the office and available when you stop by. Please email me for appointments: [email protected]. When sending e-mail, please include the course title (i.e., MPA – Strategic Planning) in the subject line.
Grade Appeals: Grades are intended to reflect your overall quality of performance on assignments. You may appeal a grade that you receive if you think that the grade does not reflect the quality of your performance on a particular assignment. To appeal a grade, within one week after your graded assignment is returned, submit a clear written explanation describing why you believe the assigned grade is inappropriate. I will carefully consider all appeals. I will not, however, re-grade an individual component of an assignment. Instead I will re-grade the assignment in its entirety. As a result, your final grade for the re-graded assignment may be greater than, less than, or equal to the original grade.
Laptops and Cellular Devices: I welcome and encourage the use of laptops in class for taking notes
or for completing group tasks. However, I kindly ask that you use these devices only for relevant activities pertaining to MPA - 20:834:524.01. If students are observed engaging in outside activities, I will need to strictly limit the use of electronic devices in the classroom. Cell phones should be turned off or transferred to voice mail during class time.
Late Assignments: No late assignments will be accepted. All assignments are due when they are scheduled to be submitted, as indicated in the Course Outline and in the Course Schedule (below).
Plagiarism and Academic Honesty: When writing about, paraphrasing, or quoting the work of
others, you must give proper attribution in the form of parenthetic citations and quotation marks around directly quoted phrases or sentences. Using work in this class that you have completed for another class is plagiarism. Ignorance is not an acceptable excuse for plagiarism. If you are found in violation of academic dishonesty, you will be subject to the full enforcement of the applicable policies and procedures of Rutgers University.
URLs in the Syllabus: Links to some of the required readings in the syllabus have been included for
ease of access to course material. Many of these links are not direct sources, but have been tested. If a link does not work, there is a copy of each reading in the associated week’s folder on the course Blackboard site.
Written Work: Proper grammar, punctuation, and spelling are expected—as is a writing style
befitting someone earning a masters degree. All writing assignments should be: typed, 12-point font, one-inch margins, and should follow an accepted, consistent, and complete citation scheme.
A strategic planning process for a small nonprofit organization: A hospice example
When is appreciative inquiry transformational? A meta-case analysis
Chpt. 9: Implementing strategies and plans successfully Building your company’s vision
Group Presentation 4: The Visioning Process (present on reading(s) below)
Chpt. 8: Establishing an effective organizational vision for the future
DUE Class 7 (10 points): Case Report 3
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Evaluation, Performance
Measurement, and Management and
Strategy Communication
Chpt. 10: Reassess strategies and the strategic planning process
Group Presentation 5: Performance Measurement (present on reading(s) below)
Why measure performance? Different purposes require different measures
Strategic performance measurement and management in nonprofit organizations
Measuring social value
Zeroing in on impact
What is public narrative?
8 7/30
Reflections on Leadership and
Management
Chpt. 11: Leadership roles in making strategic planning work
Group Presentation 6: Adaptive Leadership and Emotional Intelligence (present on reading(s) below)
The practice of adaptive leadership: Tools and tactics for changing your organization and your world
Primal leadership: The hidden driver of great performance
The dark side of emotional intelligence
9 8/4
Cultivating Collective
Leadership
In praise of the incomplete leader
In praise of middle managers
We the leaders: in order to form a leaderful organization
Leading together: complex challenges require a new approach
Zappos just abolished bosses. Inside tech’s latest management craze
****NO IN-PERSON CLASS MEETING THIS SESSION****
DUE Class 10 (10 points): Imagine that you are a candidate for a CEO job at a local nonprofit organization. The Board has asked you to write a four-page memo addressing the following:
What are some recommendations for moving to a more collective leadership model?
What are the benefits (and what are the obstacles) of doing so?
How can it be achieved? What strategies can be taken to strengthen the role of middle managers?
Toward a definition of organizational incompetence: A neglected variable in organization theory
Group Presentation 7: Approaches to Leading Change (present on reading(s) below)
Radical change the quiet way
Sweeping people into a campaign for strategic change
The real reason people won’t change
11 8/11
Final Presentations and
Closing Comments
The fall and rise of strategic planning
Practitioner’s perspective: Have we missed the boat on planning?
The future of public and nonprofit strategic planning in the United States
Due by Conclusion of Course (During Finals Week): Strategy Practice Notebook (15 points), and Final Strategic Planning Guide/Presentation (30 points).
**This outline is subject to change at the instructor’s discretion in order to better achieve the student learning outcomes identified above. Students will be notified in advance of any changes
