Strategic Planning For Jewish Schools- Ronni Ticker CAJE 32


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  • Strategic Planning For Jewish Schools- Ronni Ticker CAJE 32

    1. 1. Strategic Planning for Jewish Schools Ronni D. Ticker CAJE 32 August 8, 2007
    2. 2. Why Do I Need A Strategic Plan? <ul><li>“ No good military officer would undertake even a small attack… without a clear concept of his strategy.” </li></ul><ul><li>Seymour Tilles, professor at Harvard Business School </li></ul>
    3. 3. Strategic Planning What Is It?
    4. 4. Definition <ul><li>Strategic Planning is a systematic process… </li></ul><ul><li>through which an organization agrees on, and builds commitment among key stakeholders… </li></ul><ul><li>to priorities which are essential to its mission and responsive to the operating environment. </li></ul>
    5. 5. A Process For: <ul><li>Assessing the current situation; </li></ul><ul><li>Gathering competitive data; </li></ul><ul><li>Understanding customer needs and wants; </li></ul><ul><li>Clarifying vision and mission </li></ul><ul><li>Articulating a plan in a concise, clear, readable format </li></ul><ul><li>Leading stakeholders to embrace a shared future </li></ul>
    6. 6. <ul><li>Time consuming </li></ul><ul><li>Requires expertise </li></ul><ul><li>Lots of data to gather </li></ul><ul><li>Employees are already underpaid and overworked </li></ul><ul><li>Boards don’t demand it </li></ul>Why Most Don’t Plan
    7. 7. <ul><li>Road map for where you are going </li></ul><ul><li>Chance to Foresee change </li></ul><ul><li>Opportunity to Adjust </li></ul>So Why Do It?
    8. 8. Activity #1 Introduction <ul><li>In pairs with someone you do not know </li></ul><ul><ul><li>Discuss one or two aspects of your school that are excellent </li></ul></ul><ul><ul><li>Discuss one or two challenges facing your school </li></ul></ul><ul><li>Introduce your partner </li></ul><ul><ul><li>Name, position and brief description of the school – excellence and challenges </li></ul></ul>
    9. 9. Steps in the Process <ul><li>Who are we today? </li></ul><ul><li>Where are we going? </li></ul><ul><li>How will we get there? </li></ul><ul><li>How will we get everyone on the same page? </li></ul><ul><li>How will we know if we are on or off course? </li></ul>
    10. 10. Phase I: Evaluate Current Situation <ul><li>Who are we today? </li></ul><ul><ul><li>Organization </li></ul></ul><ul><ul><li>Products/services </li></ul></ul><ul><ul><li>Trends and Competition </li></ul></ul><ul><ul><li>Your Customer </li></ul></ul>
    11. 11. Phase II: Where are we going? <ul><li>Define vision, mission, core values, purpose </li></ul><ul><li>Delineate desired core strategies </li></ul><ul><li>Define goals and objectives </li></ul><ul><li>Write and articulate the plan </li></ul>
    12. 12. Phase III – The Strategic Plan <ul><li>Present the information you gathered </li></ul><ul><li>Include positives and negatives – not the right time for spin </li></ul><ul><li>Can start with data or with the mission </li></ul><ul><li>Always include an executive summary with an overview of recommendations </li></ul>
    13. 13. Topics in the Plan <ul><li>Vision, Mission, Core Values, Purpose </li></ul><ul><li>SWOT – Where we are today </li></ul><ul><li>Objectives and Goals – Where we are going </li></ul><ul><li>Strategies – How we will get there </li></ul>
    14. 14. Phase IV – Implement and Monitor <ul><li>Build excitement in the organization </li></ul><ul><li>Make expectations clear </li></ul><ul><li>Implement a change management process since people will be asked to change and change is hard and scary </li></ul>
    15. 15. Responsibilities of Leadership <ul><li>Evaluate </li></ul><ul><li>Monitor </li></ul><ul><ul><li>How did it affect employee attitudes? Positive? Negative? </li></ul></ul><ul><ul><li>How did it affect customer satisfaction? </li></ul></ul><ul><ul><li>How did it affect external perceptions of the organization by stakeholders? </li></ul></ul><ul><ul><li>What were the financial implications? </li></ul></ul>
    16. 16. Managing Change <ul><li>If the planning committee worked well together, consider assigning the task of monitoring outcomes </li></ul><ul><li>Establish formal measurements </li></ul>
    17. 17. Phase I Evaluate your School Organization Products and Services Market Context Customers
    18. 18. Organization <ul><li>How you operate today </li></ul><ul><ul><li>People – paid and volunteer </li></ul></ul><ul><ul><li>Products/Services – everything you provide to your customers </li></ul></ul><ul><ul><li>Processes – how you operate </li></ul></ul><ul><ul><li>Technology – how your systems work </li></ul></ul><ul><li>Honesty is the only policy </li></ul>
    19. 19. Products vs. Services <ul><li>Products are what you “sell” to the public – what do you ask families to PAY for? </li></ul><ul><ul><li>Hebrew – Prayer? Conversational? </li></ul></ul><ul><ul><li>Bar/Bat Mitzvah Tutoring </li></ul></ul><ul><ul><li>High School program </li></ul></ul><ul><li>Services are intangible and often “included” – difficult to ascribe value </li></ul><ul><ul><li>Family Education </li></ul></ul><ul><ul><li>Junior Congregation </li></ul></ul>
    20. 20. Evaluation Tools <ul><li>How are you perceived? </li></ul><ul><ul><li>Surveys, informal feedback, questionnaires – Constantly talk to your customer </li></ul></ul><ul><ul><li>Qualitative vs. Quantitative </li></ul></ul><ul><li>Contact , “Measurement and Accountability in the Jewish World” </li></ul>
    21. 21. Know your Market <ul><li>There are several aspects to the market </li></ul><ul><ul><li>Competition </li></ul></ul><ul><ul><li>Trends </li></ul></ul><ul><ul><li>Revolution vs. evolution </li></ul></ul>
    22. 22. Competition <ul><li>Traditionally, we think of our competitors in a very narrow sense. </li></ul><ul><ul><li>Other Jewish pre-schools </li></ul></ul><ul><li>The competition is not who YOU think your competitors are, it is who your CUSTOMER thinks your competitors are. </li></ul>
    23. 23. Benchmarking <ul><li>Collect benchmarks – talk to ed directors </li></ul><ul><ul><li>Relative Value </li></ul></ul><ul><ul><li>Relative Size </li></ul></ul><ul><ul><li>Ratios </li></ul></ul><ul><li>Gather from colleagues, national organizations; </li></ul><ul><li>Take advantage of conferences </li></ul>
    24. 24. Activity #2 Evaluate Your Organization <ul><li>Think of one aspect of your school that is not working as well as you would like and evaluate it </li></ul><ul><ul><li>What is working? What is not? </li></ul></ul><ul><ul><li>How does it compare to similar programs at other schools? </li></ul></ul><ul><ul><li>What do the students think? </li></ul></ul><ul><ul><li>What do the parents think? </li></ul></ul><ul><ul><li>What does the school committee think? </li></ul></ul>
    25. 25. Customers
    26. 26. Who is the customer? <ul><li>For many businesses this is simple: </li></ul><ul><ul><li>The customer is the person who buys the product. </li></ul></ul><ul><li>Not so in Jewish schools! </li></ul>
    27. 27. The Customer Centric Organization <ul><li>An organization that is customer centric lets the customer’s needs and wants drive the development and delivery of products and services </li></ul>
    28. 28. Non-Customer Stakeholders <ul><li>Too many to count! </li></ul><ul><ul><li>Volunteers </li></ul></ul><ul><ul><li>Board members </li></ul></ul><ul><ul><li>Foundations, Federation and other external funding sources </li></ul></ul><ul><ul><li>Advocacy groups </li></ul></ul><ul><ul><li>The customer’s family </li></ul></ul><ul><ul><li>The Jewish community </li></ul></ul>
    29. 29. Activity #3 <ul><li>Discuss one problem you have with any of your customers or stakeholders </li></ul>
    30. 30. Organizing All of the Data
    31. 31. SWOT <ul><li>Composite picture of your organization today </li></ul>Strengths Weaknesses Opportunities Threats
    32. 32. Activity #4 SWOT <ul><li>In groups of 2 </li></ul><ul><ul><li>List a strength, an opportunity, a weakness and a threat facing your school </li></ul></ul><ul><ul><li>Find some commonality and discuss how you could use this information to improve your school </li></ul></ul>
    33. 33. Phase II: Defining Statements Vision, Mission, Core Values and Purpose
    34. 34. Terms <ul><li>Vision – Who you are or hope to become </li></ul><ul><li>Mission – What you do </li></ul><ul><li>Purpose – Why you exist </li></ul><ul><li>Core Values – Principles you aspire to </li></ul>
    35. 35. Vision <ul><li>A succinct statement of the future state of an organization. Ideally less than 10 words. </li></ul><ul><li>Example: JTS </li></ul><ul><ul><li>The intellectual and religious center of Conservative Judaism (8 words) </li></ul></ul><ul><ul><li>The preeminent center for the academic study of Judaica outside of Israel (11 words) </li></ul></ul>
    36. 36. Mission <ul><li>The statement of what you do </li></ul><ul><ul><li>it sometimes incorporates the purpose </li></ul></ul><ul><li>The Jewish Theological Seminary of America </li></ul><ul><ul><li>Educates Jewish professionals and lay leadership in the spirit of Conservative Judaism for the total community through academic and religious programs, both formal and informal </li></ul></ul>
    37. 37. Vision/Mission as Drivers <ul><li>KEY: SHARED STATEMENTS </li></ul><ul><li>All analysis must logically lead from the mission and vision statements to the strategic plan to the action plan </li></ul><ul><li>All delineations of target market, product/service offerings, marketing, human resources, fundraising, finance, etc. map to the strategic plan </li></ul>
    38. 38. Why Shared? <ul><li>To inspire all stakeholders to work together to deliver products and services to customers </li></ul><ul><li>To provide a context for decision-making </li></ul><ul><li>To achieve buy-in from all stakeholders </li></ul>
    39. 39. Otherwise… <ul><li>Stakeholders are unclear whether or not you are the right organization for them </li></ul><ul><li>Internal confusion hampers decision making </li></ul><ul><li>People work at cross purposes </li></ul><ul><li>Productivity goes down as employees and/or board members become confused and/or apathetic </li></ul>
    40. 40. Sample Vision Statements
    41. 41. Gesher Jewish Day School of Northern VA <ul><li>To Build a Bridge of Knowledge, Character, and Wisdom to the Future </li></ul>
    42. 42. Shaloah House, Brighton, MA <ul><li>VISION: </li></ul><ul><ul><li>Shaloh House Jewish Day School expands children’s intellectual curiosity and capabilities. It provides them with an engaging, challenging, and well-rounded academic program, replete with love for Jewish tradition, history, language, and values. Each child is encouraged to live his or her life in a compassionate, Jewish way and given the building blocks to be a future leader of our community. </li></ul></ul>
    43. 43. Paul Penna Downtown Jewish Day School (Toronto) <ul><li>VISION: The Paul Penna Downtown Jewish Day School provides an integrated approach to learning in an atmosphere where critical thinking and creative expression are encouraged and nurtured. Our vision of educational excellence encompasses a solid foundation in core academic skills, social justice, and the arts. Our teachers cultivate curiosity and a love of learning in a dynamic and encouraging environment. We bring together families from diverse backgrounds of Jewish observance and practice, in mutual respect, to promote understanding and love of Jewish tradition, values and culture. Our religious practice is egalitarian and grounded in traditional and modern sources of inspiration. Students are encouraged to question and explore, in order to develop their own meaningful relationship to Judaism and the Jewish people. Our children are active and independent learners who grow to be responsible citizens and compassionate, confident human beings. </li></ul>
    44. 44. Solomon Schechter of Greater Boston <ul><li>VISION: Our students will become self-confident, compassionate, practicing Jews and committed citizens who are prepared for the academic and social challenges of the modern world, and who are connected to the Jewish people and the land of Israel. </li></ul>
    45. 45. Pine Brook Jewish Center <ul><li>Vision: The Pine Brook Jewish Center Religious School strives to provide a high quality, stimulating and engaging Jewish education that helps foster a strong Jewish identity, community participation and love of Judaism that will inspire our children to learn our history, traditions, philosophy and the Hebrew language, now and throughout their lives.  </li></ul>
    46. 46. Congregation B’nai Jeshurun <ul><li>Our Vision </li></ul><ul><ul><li>We believe Judaism is an ongoing search for meaning, and that this search begins in childhood. </li></ul></ul><ul><ul><li>We believe Jewish identity begins to develop early and that the family and the synagogue must work together to nourish it. </li></ul></ul><ul><ul><li>We believe the best way to convey the joy and beauty of being Jewish is to provide new and creative ways for children to explore Judaism at each stage of their development. </li></ul></ul>
    47. 47. South Bend Jewish High School, South Bend, IN <ul><li>Wherever Jews live, Jewish education, and especially the teaching of Hebrew, Jewish traditions, holidays and customs is the key to maintaining Jewish identity. This vision is the guiding philosophy of the South Bend Community Hebrew School. </li></ul>
    48. 48. Sample Mission Statements
    49. 49. Minneapolis Jewish Day School <ul><li>“ The mission of the Minneapolis Jewish Day School is to provide academically challenging and developmentally appropriate curriculum in general (reading and writing English, math, ecology, fitness, music) and Jewish (Hebrew language, Torah study and prayer) studies in an environment in which students feel positive about themselves and others. The Day School community is committed to academic excellence and to the pursuit of learning as an exciting, useful and life-long venture. We challenge our students to exemplify the highest values of Judaism and of American democratic principles. The school strives to reflect and teach respect for the diversity of Jewish life, resulting in a true community day school.” </li></ul>
    50. 50. Charles E. Smith Jewish Day School <ul><li>“ The Charles E. Smith Jewish Day School of Greater Washington is an independent, community day school, serving students from kindergarten through twelfth grade. The School is dedicated to creating an environment in which students can grow to their fullest potential as responsible and dedicated members of the Jewish people, and of American society.” </li></ul>
    51. 51. The Jewish Day School of Metro Seattle <ul><li>The Jewish Day School is committed to the sacred task of providing academic excellence through a challenging, integrated curriculum of secular and Judaic studies; promoting spiritual growth through the study of God, Torah and Israel; and preparing students to become inquiring, compassionate Jewish leaders in the community and the world. </li></ul>
    52. 52. Solomon Schechter of Greater Boston <ul><li>To provide an outstanding education in English and Hebrew that Inspires a love of learning Celebrates the creativity and achievements of our children, and Nurtures lives rooted in Jewish tradition and Torah. </li></ul>
    53. 53. Keneseth Israel, Anne Arundel County, MD <ul><li>The mission of Kneseth Israel is to provide the families of our community with a place to send their children to receive affordable enrichment to their traditional Hebrew and Jewish education so that the next generation of Jewish leaders will be grounded in the values and traditions of the Jewish faith and heritage. </li></ul>
    54. 54. South Bend Community High School, IN <ul><li>The South Bend Community Hebrew School provides a Hebrew education designed to equip students with the essentials for building a solid personal Jewish identity, to prepare graduates to be comfortable in any Jewish religious setting, and to instill a love for klal yisrael. </li></ul>
    55. 55. Gratz College Jewish Community High School <ul><li>The Jewish Community High School of Gratz College’s mission is to educate Jewish teens to be knowledgeable about the culture, traditions and language of the Jewish people. We provide affiliated and non-affiliated teens with formal and informal Jewish education programs in a trans-denominational setting. We provide our students with a caring and respectful atmosphere, taking into account each student’s social, emotional and intellectual needs and abilities. Through JCHS, there are many opportunities for active involvement in Jewish life during the teen years, assuring development of positive adult Jewish identity. We develop feelings of belonging, loyalty and responsibility to the Jewish people so that teens identify with the local Jewish community and the Jewish people globally. </li></ul>
    56. 56. Getting Started <ul><li>Gather the data </li></ul><ul><li>Hold a kick-off Retreat </li></ul>
    57. 57. Retreat <ul><li>Time away from the office to begin the process </li></ul><ul><li>Best way to end up with SHARED vision and mission </li></ul><ul><li>Who will be in the room? </li></ul>
    58. 58. Sample Ground Rules <ul><li>Mutual respectful at all times. </li></ul><ul><ul><li>We are here to raise and clarify issues , enhance understanding and discuss solutions . </li></ul></ul><ul><li>We share a common goal: growth and prosperity of the school. </li></ul><ul><li>All ideas and input are encouraged. The whole is greater than the sum of its parts! </li></ul><ul><li>Blame has no place. This is a chance to move forward, not look backward. </li></ul>
    59. 59. Parking Lot <ul><li>Issues to discuss later </li></ul><ul><li>Issues of contention </li></ul><ul><li>Key words </li></ul>
    60. 60. <ul><li>“ It’s all about listening, </li></ul><ul><li>being willing to change” </li></ul><ul><li>Ken Camp, VP, Basketville Casket Company </li></ul>
    61. 61. Activity #5 – Brainstorming <ul><li>Write 5 adjectives that you hope will describe your school </li></ul><ul><li>1. </li></ul><ul><li>2. </li></ul><ul><li>3. </li></ul><ul><li>4. </li></ul><ul><li>5. </li></ul>
    62. 62. Activity # 6 Drafting Statements <ul><li>VISION – Image of the future we seek to create </li></ul><ul><li>MISSION – Description of what the organization does </li></ul><ul><li>INSTRUCTIONS </li></ul><ul><ul><li>Begin to draft statements based on brainstorming </li></ul></ul><ul><ul><li>If there is not consensus, put together more than one vision statement to present to the group </li></ul></ul>
    63. 63. Ending the Retreat <ul><li>Make sure the retreat was not a waste of time, energy, and precious resources </li></ul><ul><ul><li>Form teams </li></ul></ul><ul><ul><li>Assign tasks </li></ul></ul><ul><ul><li>Establish timeline </li></ul></ul><ul><ul><li>Define action plan </li></ul></ul><ul><ul><li>Recap discussions, read flip charts </li></ul></ul><ul><ul><li>Address “parking lot” issues </li></ul></ul>
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