2. Strategic Planning and Visioning
Group process centered on four key
core processes in information-gathering
phase of strategic planning.
Each designed with a different purpose
and together they create most of the
essential knowledge base for strategic
planning. (2)
3. 1. Identify Core Values
Purpose: To identify core values of the
program; determine how and to what extent
these core values are currently expressed in
the actions of the program community and
identify potential misalignments.
We can prompt our thinking with phrases like
we believe…, we believe in…, we
value…, we care about… : (2)
4. 2. Review or Develop a
Mission
Mission is the purpose, the reason the
program exists.
Develop or review and validate a
mission statement that answers
“Why do we exist?”
http://cid.vcc.ca (2)
5. 3. Review or Develop a Vision
Develop a shared vision of a future state.
Consider “Vision” as you plan…what the
program wants to look like in the future?
If we could have the program of our dreams
and the impact we most desire, what will our
program look like in the year 2010 and
beyond? (2)
6. SWOT: Description
A SWOT analysis generates information that
is helpful in matching an organization or
group’s goals, programs, and capacities to
the social environment in which it operates.
It is an instrument within strategic planning.
When combined with dialogue it is a
participatory process (1)
8. Brainstorming Questions
What opportunities exist in our external
environment?
What threats to the institution exist in our
external environment?
What are the strengths of our institution?
What are the weaknesses of our institution?
Facilitator polls, synthesizes and storyboards
the top 5 findings in each area (2)
9. SWOT Facilitator
One who contributes structure and
process to interactions so groups are able
to function effectively and make high-
quality decisions.
A helper and enabler whose goal is to
support others as they achieve
exceptional performance" – Bens (3)
10. The Facilitator's Role
Supports everyone to do their best
thinking.
Encourages full participation, promotes
mutual understanding and cultivates
shared responsibility.
This enables group members to search
for inclusive solutions and build
sustainable agreements. Kaner-(3)
11. SWOT Analysis
S – Strengths
W – Weaknesses
O – Opportunities-
T – Threats
12. SWOT: Internal Factors
Strengths
Positive tangible and
intangible attributes,
internal to an
organization.
They are within the
organization’s control.
13. Strengths
What do you do particularly well?
What do you do that is unique in the
“marketplace?”
What do your customers/clients/patrons
ask for you to do over and over again?
What do you have the right
tools/resources to accomplish? (1)
14. Weaknesses
Weaknesses
Factors that are within
an organization’s
control that detract from
its ability to attain the
core goal.
Which areas might the
organization improve?
15. SWOT: External Factors
Opportunities
External attractive factors that
represent the reason for an
organization to exist and
develop.
What opportunities exist in the
environment, which will propel
the organization?
Identify them by their “time
frames” (1)
16. Opportunities
Are there new situations coming down the road
that you can take advantage of (new programs
being offered, new faculty joining the department,
new tools available to you)?
Are there gaps in the “market” that you can fill?
Are there partnerships that might be fruitful? (1)
17. SWOT: External Factors
Threats
External factors, beyond an
organization’s control, which
could place the organization
mission or operation at risk.
The organization may benefit
by having contingency plans to
address them if they should
occur.
Classify them by their
“seriousness” and “probability
of occurrence”. (1)
18. Threats
Who is your competition and what do
they offer that you can’t do as well or at
all?
Are there “environmental” changes or
situations that could cause problems for
you and your programs?
What other roadblocks are being thrown
in your path?
19. Simple Rules SWOT Analysis
Be realistic about the strengths and
weaknesses of your organization or group
Distinguish between where your organization
is today, and where it could be in the future
Be specific: Avoid gray areas. (1)
20. Simple Rules SWOT Analysis
Always analyze in relation to
your core values, mission,
mandate, goals, vision.
Keep your SWOT short and
simple.
Avoid complexity and over
analysis
Empower SWOT with a logical
conceptual framework. (1)
22. Create a Plan of Action
Set goals and objectives, like with any
other plan. Limit 3-5
What steps can you take to:
Capitalize on your strengths
Overcome or minimize your weaknesses
Take advantage of some new opportunities
Respond to the threat (1)
23. Goals from SWOT
Create a 1 page summary for the
department to laminate and post
Ensure priorities for action/goals are
addressed on meeting agendas
throughout the year
Note progress on an ongoing basis. (2)
24. References
1. Benito CA. (2001) S.W.O.T. Analysis PPT cited 23
March 2009 at:
www.sonoma.edu/users/b/benito/swot.ppt
2. Drouin, C. (2007) Strategic Planning SWOT. Cited
Feb 15th 2009 at http://www.planonline.org/
3. Justice, T, Jamieson, D. (2006) The Facilitator’s
Fieldbook (2nd ed). AMACOM/American Management
Association.
Editor's Notes
Organizations are quickly changing and over the past decade evolving structures, work-related values, competitive dynamics, market demands, workforce diversity and economic realities have led organizations, and schools among them, to seek new and deliberate ways to extend planning from boardrooms to programs. While many tools are available, the best are based on three key lessons including that participation is important; teams usually perform better than individuals and process effects outcome.
Identify Core Values: Statements of what defines the program and gives it its soul; clarify and resolve issues help determine direction, and build community. Without discussion List the three most important core values of the program on the sticky notes provided. In other words, what are the heart and soul of the matter at our school in how we perform our work and manage our relationships? Examine values related to core processes that are critical to the performance of our work; our students, families, donors; to the services we provide; to our faculty and staff. Discuss Core Values, with each person reporting his/her first (top of mind) value, then the second value, then the third. Reduce the list to no more than three key core values based upon the priority votes. During the rest of the SWOT ask yourself the following as a strength or weakness if necessary. What is the evidence that we possess this core value as a school community? In other words, what are the concrete signs that we “walk the talk?” What should we continue, start, stop and/or change to better express these values? Take the three most important core values of the program and identify misalignments between what we noted today and how we run our program during the SWOT. The facilitator will summarize the gaps between existing values and desired values in the SWOT report. The SWOT report will list the most commonly identified ways or goals to better “walk the talk” and live into existing values.
Our Mission The Centre for Instructional Development at Vancouver Community College advances teaching and learning by cultivating faculty development and growth, providing teaching assistance, encouraging innovation in applied pedagogies, supporting technologies that enhance the teaching and learning process, promoting the study of teaching, and learning and guiding program renewal.
We envision a comprehensive, well-resourced and futuristic teaching and learning environment which is based on our core values of professional excellence, creativity, flexibility, diversity, honesty and which produces engaged and well employed graduates who are lifelong, self-directed learners.
Factors internal to the program usually can be classified as strengths ( S ) or weaknesses ( W ), and those external to the firm can be classified as opportunities ( O ) or threats ( T ).
Determine strengths and weaknesses inside the institution while evaluating threats and opportunities outside the institution (SWOT or OTSW Analysis) The S and the W are INTERNAL The O and T are EXTERNAL . Traditionally, facilitators begin with the organization’s Strengths and Weaknesses and then move out to the external Opportunities and Threats. Recent thinking prompts consideration first of the opportunities and threats existing in the “outside world” against which the institution can leverage its strengths and find conviction to correct its weaknesses. We like this reversal of the traditional order because it helps an organization place itself in context.
This will emerge from our following guiding question after Strategic Planning. What facilitators do not do: Back a particular opinion voiced in the group Offer their own opinions Let the group unconsciously shy away from a difficult area Lead the group towards what he/she thinks is the right direction
facilitator is someone who helps a group of people understand their common objectives and assists them to plan to achieve them without taking a particular position in the discussion. The facilitator will try to assist the group in achieving a consensus on any disagreements that preexist or emerge in the meeting so that it has a strong basis for future action. The role has been likened to one who assists in the process of creation but is not the producer of the end result. There are a variety of definitions for facilitator. In terms of program renewal process we believe the following definitions to be most informative.
What facilitators do to assist and chair meetings: Codifying (auditing) the purpose, scope, and deliverables of the meeting or workshop Coming prepared with a variety of group facilitation and dialogue tools that the facilitator is skilled in and can employ in difficult moments Keeping the group on track to achieve its goals in the time allotted Either providing the group or helping the group decide what ground rules it should follow and reminding them of these when they are not followed Reminding the group of the objectives or deliverables of the meeting or session Setting up a safe environment where members feel comfortable contributing ideas Guiding the group through processes designed to help them listen to each other and create solutions together Asking open-ended questions that stimulate thinking Tentatively paraphrasing or repeating verbatim individual contributions to confirm understanding and ensure they are heard by the whole group Tentatively summarizing a recent part of the discussion Offering a possible wording for an unspoken question that may currently beset the group Ensuring the group doesn't settle for the first thing that they can agree on because they find it painful to go on disagreeing with each other Offering opportunities for less forceful members to come forward with contributions Ensuring that actions agreed by the group to carry out its decisions are written up in a large script on the wall for all to see and are assigned to individuals Evaluating the performance of the meeting to assist in continuous improvement
What do you not feel as comfortable doing? What is needed resources, staff, or skills do you lack? (1)
What are the Threats and Opportunities present in the external environment that effect this program? What are the Strengths and Weaknesses present inside the institution that effect this program?
