strategic planning and implementing change · definition: change levers are the tools which enable...

Strategic Planning and Implementing Change

Mastery Level Course – Part 1

7th July 2018

1 – Introduction and overview of learning objectives 5 mins

2 – Recap of the Foundation Level 15 mins

3 – The Choice Cascade 1hr 15 mins

4 – Strategic Initiatives 30 mins

5 - Wrap-up and recap of key learnings 2 mins

Agenda

Learning outcomes

Adapted your Choice Cascade to address a refined strategic aspiration or goal

Identified key gaps between this aspiration and your existing strategic choices

and capabilities

Prioritised a strategic initiative that could close key gaps and increase your

chances of success

By the end of this session you will have:

Have you been able to apply any of the Foundation Level principles to your school improvement plans?

If so, how?

Open

discussion

5 minutes






Agenda

Strategy is about making choices

Strategy is about

making choices. An

organisation can

choose to do some

activities and choose

not to do others

Strategy is about

increasing the odds of

success, but does not

guarantee it

Strategy is what

positions an

organisation within

its industry

Strategic planning

requires both rigour

and creativity

A well-articulated strategy is

one that is short and easy to

understand, and can:

● Bring people with you

● Provide a basis for

prioritisation

● Build a path to success

The Choice Cascade

How will

we win?

What

management

systems do

we need?

What is our

winning

aspiration?

What

capabilities

must we have?

Where will

we play?

The five questions are

structured in a cascade

because they interrelate

in a dynamic way

The Choice Cascade

•What is the purpose of

your organisation?

•What is its vision,

ethos, motivation or

guiding aspiration?

•What are you aiming

to achieve?

•What is the ‘playing

field’ for achieving

your aspiration?

•Where are your

schools situated? What

types of pupils do you

serve and with what

kind of provision?

•How will you secure your

unique right to ‘win’ your

aspiration?

•How will you develop world-

leading provision to serve

your customer?

•What set and configuration

of capabilities are required

for you win?

•What kinds of staff,

operational processes and

technical considerations do

you need to account for? •What supporting systems,

structures and governance

are required to support

your choices?How will

we win?

What

management

systems do

we need?

What is our

winning

aspiration?

What

capabilities

must we have?

Where will

we play?

The five questions are

structured in a cascade

because they interrelate

in a dynamic way

DEFINITION: Change implementation is the process of supporting individuals so that they are ready, willing,

and able to move from the current state to a future state, and deliver the desired benefits of any change.

Time

Re

ac

tio

n t

o c

ha

ng

e

Enthusiasm and commitment

Resistance

Denial

What is change implementation?

In our experience the effective management of change typically impacts benefit realisation by as much as 30% of the planned return on investment.

Change

Implementation

Ro

I (£

s)

Time

The benefits of change implementation

Examples of common challenges: Lessons learned:

Insufficient sponsorshipIdentify leaders early on, who are

willing to sponsor the change

Resistance to changeCreate and communicate a compelling

case for change

Reduction in Productivity Carefully schedule key go-live dates

Lack of long term momentumDeliver regular communications and

engagement activities

Common challenges and lessons learned

Change fatigue from previous initiativesLearn from past mistakes and report

quick wins

Failure to embed the changeImplement cultural change and training

activities

DEFINITION: Change levers are the tools which enable successful change implementation. These can be utilised to varying extents depending on the need and context of the specific change.

Today we will be focusing on the

following change levers:

• Vision and case for change

• Stakeholder engagement and

communications

• Culture and behavioural change

The Vision to Value framework

Design for impact

Define purpose and the need for

change

Embed the

change Develop capability and

implement change

Change

leadership

Vision and

case for

change

Change

planning,

impact and

readiness

Stakeholder

engagement

and comms.

Support

benefits

realisation

Training and

performance

support

Incentives

and

sanctions

Culture and

behavioural

change

1 2

34






Agenda

The Choice Cascade

•What is the purpose of

your organisation?

•What is its vision,

ethos, motivation or

guiding aspiration?

•What are you aiming

to achieve?

•What is the ‘playing

field’ for achieving

your aspiration?

•Where are your

schools situated? What

types of pupils do you

serve and with what

kind of provision?

•How will you secure your

unique right to ‘win’ your

aspiration?

•How will you develop world-

leading provision to serve

your customer?

•What set and configuration

of capabilities are required

for you win?

•What kinds of staff,

operational processes and

technical considerations do

you need to account for? •What supporting systems,

structures and governance

are required to support

your choices?How will

we win?

What

management

systems do

we need?

What is our

winning

aspiration?

What

capabilities

must we have?

Where will

we play?

Q&A

3 minutes

Brainstorm strategic

initiatives to close the

critical gaps

Choose key initiatives

using a prioritisation

matrix

Refine your ‘winning’

aspiration

Using the Choice

Cascade to identify key

choices

Compare what your

organisation has against

what it needs

1 2 3

4 5

Refine your winning aspiration

1

Select one

articulation of the

aspiration

Refine the

aspiration

Break the

aspiration down

into components

Identify the most

challenging

component

a b c d

For example:

“To create students that are positive

members of society, through the creation

and delivery of a well-rounded, socially

responsible curriculum.”

• Our diverse student-base will be well-

connected to our local community

• Our respectful and inclusive learning

environment equips students with life-long,

transferable skills

• Our world-class staff are experienced and

can lead by example on socially responsible

practices

Activity 1

15 minutes

Brainstorm ideas for a refined

aspiration:

The most transformative/challenging component is:

Break the aspiration down into specific statements:

Key questions to consider: choices

How can you amend your choice cascade to reflect the refined aspiration?

2

How will

we win?

What

management

systems do

we need?

What is our

winning

aspiration?

What

capabilities

must we have?

Where will

we play?

• What specific goal

are we trying to

reach?

Example:

Our diverse student-

base will be well-

connected to our

local community

• Who, specifically,

should we target,

help or serve?

• In which areas or

for which students

should we be

competing, to

achieve this

specific goal?

• What products and

services should we

offer in order to

achieve this

specific aspiration?

• What improvements

will help us to

attain ‘excellence’

for this specific

aspiration?

• What operational

‘nuts and bolts’ will

be required?

• How will we sustain

excellence whilst

ensuring

operational

efficiency?

• How will we know

when we have

succeeded in

achieving this


• What reporting

structures will we

need to put in

place?

• How should we

measure our

performance

against this

aspiration?

• What tools,

resources and skills

will we need to

achieve this


• What kinds of

people will we

need in the key

roles?

• What structural

configuration will

help to improve our

organisation’s

chances of success?

Secondary School worked example: choices

How a school leadership team might amend their choice cascade to reflect the refined aspiration…

How will

we win?

What

management

systems do

we need?

What is our

winning

aspiration?

What

capabilities

must we have?

Where will

we play?


base will be well-

connected to our

local community:

• Embed ‘Community

Programmes’ (CP)

within Key Stage 4

(Year 9-11) syllabus

• Include

volunteering and

work experience

modules in CP

• Use CP to positively

impact residents

and businesses

within a two-mile

catchment area

• Research-based

understanding of

biggest needs in

community

• Leveraging scale

and diversity of KS4

group to connect

with wide range of

locals

• Dedicating one FTE

resource for CP

design, planning

and operations

• Use of students’ CP

performance data

in learning and

development

review

• Monthly reporting

against community

engagement targets

• Utilisation metrics

for CP-related staff

• Integrated internal

/ external comms

plan

• Programme

leadership and

management,

reporting to Head

of KS4 development

• Effective

relationship

building (e.g. with

local reps) and

communications

• ‘Talent mapping’,

aligning students to

best opportunities

2

Primary school worked example: choices

How a school leadership team might amend their choice cascade to reflect the refined aspiration…

How will

we win?

What

management

systems do

we need?

What is our

winning

aspiration?

What

capabilities

must we have?

Where will

we play?


base will be well-

connected to our

local community:

• Embed ‘Community

Programmes’ (CP)

within Year 5 & 6

syllabus

• Include community

volunteering and

charity activities

(e.g. bake-sales,

flower planting,

etc.) in CP

• Use CP to positively

impact locals within

a two-mile

catchment area

• Building-up

understanding of

local charities and

biggest needs in the

community

• Leveraging scale

and diversity of

Year 5 & 6 classes

to connect with

wide range of locals

• Dedicating one

part-time resource

for CP planning and

operations

• Use of students’ CP

participation in

end-of-year learning

and development

review

• Monthly reporting

against community

engagement targets

• Utilisation metrics

for CP-related staff

• Integrated internal/

external comms

plan

• Programme

leadership and

management,

reporting to Head

of KS2 development

• Effective

relationship

building (e.g. with

local reps) and

communications

• ‘Talent mapping’,

aligning students to

most appropriate

activities

2

For your refined aspiration: choices?

How will

we win?

What

management

systems do

we need?

What is our

winning

aspiration?

What

capabilities

must we have?

Where will

we play?

How can you amend your choice cascade to reflect the refined aspiration?

Activity 1:

Activity 2

25 minutes

Key questions to consider: gaps

3

How will

we win?

What

management

systems do

we need?

What is our

winning

aspiration?

What

capabilities

must we have?

Where will

we play?

• Do we need to

change or expand

our catchment

area?

• Do we have the

flexibility to

adapt the

curriculum?

• What will we need

to do differently

in order to

achieve our

aspiration?

• Do we have

income to do this

without external

funding?

• Will we need to

change or replace

our governance

processes?

• Is our staff

properly

incentivised?

• Do our current

staff have the

required skills?

• Should we change

our leadership

structure?

… … … ……

In considering our refined choices, what gaps can we identify for meeting our aspiration?

Worked example: gaps

How will

we win?

What

management

systems do

we need?

What is our

winning

aspiration?

What capabilities

must we have?

Where will

we play?

• Do not yet know

which locals are

willing to

participate

• Requires timetable

flexibility to include

at least one CP

session per

fortnight

• Requires existing

connections (e.g.

parents) to identify

community needs

• if no funding avail-

able, CP Manager

must be a volunteer

• Need new processes

to monitor

students’ CP

progress / success

metrics

• Must incentivise

locals to participate

and cooperate

• Need to recruit CP

Manager and

identify local

points-of-contact

• Amend leadership

structure to include

‘CP Manager’

… … … ……

How a school leadership team might identify gaps toward meeting their aspiration…

3

For your refined aspiration: key gaps?

How will

we win?

What

management

systems do

we need?

What is our

winning

aspiration?

What capabilities

must we have?

Where will

we play?

… … … ……

In considering our refined choices, what gaps can we identify for meeting our aspiration?

Activity 3

15 minutes

Which of the gaps that you have identified would you consider to be

the most critical?

Discussion in

teams

5 minutes






Agenda

Meeting gaps with strategic initiatives

4

An initiative is an

activity or programme of

work that will help your

organisation to close a

gap…

…And should be

articulated through…

“what you will do, and

to what end”

Strategic initiatives: examples

4

“To create and enforce a

community work-

experience programme

that will make students

more work-ready”

“Launch a digital

platform to manage

procurement, estates and

facilities management

over multiple sites”

“Develop a new

curriculum based staffing

model to better manage

budgets and allocate

resources”

“Transform IT services to

enable easier interaction

within and between

schools”

“Initiate a performance

management framework

to support strategic

financial and operational

decision making”

“Develop a new approach

to parent and community

engagement to improve

communication and

student performance”

Activity 4

Brainstorm

15 minutesStrategic initiative 1

Strategic initiative 5 Strategic initiative 2

Strategic initiative 4 Strategic initiative 3

Strategic

initiatives

What were the top five strategic initiatives that you believe would help to close critical gaps in this

cascade?

Group

playback

2 minutes

Prioritising initiatives

5

Achievability

Impact

Example

initiative

Example

initiative

Example

initiative

High priorityConsiderations:

• Do we already have

the skills to execute

the initiative?

• Do we already have

the necessary

relationships in

place?

• Do we have the funds

to execute it?

Considerations:

• How many of our

customers could the

initiative impact?

• Will the impact on

each customer be

large or small?

• How will this

initiative effect our

ability to

differentiate?

Activity 5

5 minutes

Achievability

Impact

Which initiative(s) sit in the upper right quadrant of your matrix?

Group

playback

2 minutes

As a result of this exercise, you have been able to identify your organisation’s most impactful, achievable initiative.

This prioritised initiative should be considered alongside your refined ‘winning’ aspiration throughout the subsequent Change

Implementation exercises.






Agenda

Learning outcomes

Adapt your Choice Cascade to address a refined strategic aspiration or goal

Identify key gaps between this aspiration and your existing strategic choices

and capabilities

Prioritise a strategic initiative that could close key gaps and increase your

chances of success

You should now understand how to:

strategic planning and implementing change · definition: change levers are the tools which enable...

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