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- 1. Strategic Planning and Visioning:SWOT Technique
- 2. Strategic Planning andVisioning 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 CoreValues 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 orDevelop 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 orDevelop 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)
- 7. SWOT/OTSW Strategic Planning Process(1) Factors Internal to program Strengths Weakness Opportunities Threats Factors External to program
- 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 SWOTAnalysis 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 SWOTAnalysis 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)
- 21. SWOT (OTSW) MATRIX Opportunities-external Threats-external 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. Strengths-Internal Weaknesses-Internal 1. 1. 2. 2. 3. 3. 4. 4. 5. 5.
- 22. Create a Planof 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
- #3 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.
- #4 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.
- #5 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.
- #6 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.
- #7 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 ).
- #8 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.
- #9 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
- #10 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.
- #11 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
- #15 What do you not feel as comfortable doing? What is needed resources, staff, or skills do you lack? (1)
- #22 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?