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Welcome to Module 2: Strategy

in Education

Day 1 - 21/01/2021

Our Morning Welcome begins

at 8:45 am

Module 2: Strategy in Education

21/01/2021 – 22/02/2021

Day 1

#ourNCEjourney

Welcome

Nick Heard – Executive Director of the NCE

Paula Delaney – Programme Manager at the NCE

#ourNCEJourney

Zoom Conduct

• Video on, sound muted

• Chat function to be used when requested

• Be present

• Challenge! (But be kind!)

• Any technical issues, contact the Programme Manager in a private message using the chat function

▪ The National College of Education is committed to delivering the highest quality leadership and management training and development within the Education sector.

▪ Our Mission is to engage, empower, and inspire a new generation of leaders who will transform the way that schools are managed and led, promoting service to their communities and enhancing life chances for all.

▪ Our Vision is to be the home of educational leadership development. To achieve this, we have created a platform infrastructure of collaborative partnership networks and leadership development across all levels in schools that support the delivery of world-class empirically driven programmes, facilitated by exceptionally talented people.

▪ We are driven by our Values of innovation, collaboration, and excellence; to disrupt and continuously improve the system by unlocking millions of pounds of funding to develop school leaders, promote diversity of thought and challenge the meritocracy of ideas and thinking in the relentless pursuit of excellence for you.

#WomenEd

Values:

Mission:To empower more women in educationto have the choice to progress on their leadership journey

Source: Laker, Ben.; Porritt, Vivienne. Why Do We Need International Equal Pay Day? Forbes, 2020.

“Reducing the gender pay gap is both a moral and pragmatic necessity, especially when the highest-paid female CEO in the Fortune 500 earns $758,474,697 less than the highest-paid male CEO. This simply cannot continue - morally, all humans have equal rights and equal value…perversely, although Education is a feminized workforce, proportionately fewer women hold higher-paying senior leadership positions in schools, colleges, and universities: women who gain senior leadership roles are paid less than men. So if education systems are to set an example to other sectors, significant change is required, starting immediately.

It is, for this reason, why a recent collaboration between WomenEd and the National College of Education is so essential, who together this week launch a flagship master’s program that includes mandatory content on agency, diversity, equality, equity, representation, and of course, the gender pay gap.”

This programme will provide a truly diverse and informed perspective on leadership development that challenges the inherent system bias that pervades in our domain

Academic Deadline for Essay 1: 26/02/2021

This module asks you to write a 4,000-word essay that critiques how vision, culture and values underpin strategic leadership. Be sure to address demonstrate the following knowledge of:

• How to shape organisational vision, culture and values organisational/team dynamics and how to build engagement and develop high performance, agile and collaborative cultures.

• New market strategies, changing customer demands and trend analysis.

• Organisational structures; business modelling; diversity; global perspectives; governance and accountability; the external environment, social, technological and policy implications.

• Competitive strategies and entrepreneurialism, approaches to effective decision making, and the use of big data and insight to implement and manage change.

Academic writing reminders

Vision, Values, Culture, and StrategyModule 2 Knowledge Seminar 1, Sir David Carter

This session explores the identification and influence of personal and

organisational vision and values, explaining how these concepts inform

Culture and Strategy.

My thinking today is predicated on these fundamental strands…

• No Single school has the all the answers and that we can only improve the system if we work better together

• No Single school has the monopoly on challenge-every school has vulnerable children and has to equip them for their future

• No Single school has the capacity to solve all of its educational challenges on its own

• No Single school should be content if they see another school in trouble

Let’s talk about…..

• Building Strategic Thinking

• Building Strategic Capacity

• Building Strategic Collaboration

• Building Strategic System Capability

• The leaders we need to deliver this

Building the Leadership Pyramid to Strategic Improvement

ValuesWhat are the behaviours that will underpin the journey?

StrategyHow are you going to get there

VisionWhat is the destination of your ambition?

MissionWhy does your organisation exist?

Balanced Scorecard How well are we doing?

The Strategic Improvement Cycle

Diagnosis of need

Prioritisation

100 Day Plan

CapacityDelivery

Evaluation

Transmission

MissionVision

StrategyValues &

Behaviours

Strategy Cannot Exist in a Vacuum

• Strategy is given oxygen to breathe through collaboration

• Strategy has to be tested beyond the location of its intent

• Strategy has to represent the right blend of personal, organisation and system ethics

• Strategy is not the plan-it is the means by which the plan can be embedded

How do we develop and support Leaders working in complex and challenging times?

The three ”satellites” that orbit around a mission to create a better education system.

These 3 “satellites” drive development, strategy and accountability in a bottom-up model

Developing & Understanding

Self

Developing & Understanding

my Organisation

Developing & Understanding the Education

System

This is how system leaders improve educational standards beyond their own organisations

If I become the best leader I can be

My Organisation improves and

delivers its core objectives

If my Organisation performs then I incrementally

improve the system

Developing & Understanding Self

Developing & Understanding my

Organisation

Developing & Understanding the Education System

Financial Cost e.g. Salary

Talent and Intellectual

Development Cost

Time and Duration needed to build

Capacity

The Capacity

Pyramid

The School System is made up of Capacity Givers and Capacity Takers

Capacity Givers

Capacity Takers

Where Most Schools Exist

What contribution should we expect our‘Capacity Givers’ to make?

21

Building Capacity• Diagnosis of what Improvement

is needed• Bring evidence based thinking to

strategic development• Offer Advice and guidance to

Leaders and Governors on managing change

• Mentor, Coach and Develop teachers

• Challenge the orthodoxy of what people currently do

• Open up access to new networks

Driving Improvement• Take over the leadership of a school

in severe crisis• Adds capacity to accelerate

improvement by delaying the cost effective teachers and leaders

• Build sustainability for long term success rather than “quick fix”

• Identify talent and potential for succession planning

• Identify better schools for leaders to visit and learn from

“Collaboration is the Oxygen of School Improvement”

• But it has to be purposeful and deliberate

Where have we created formal collaborative partnerships?

• The Multi Academy Trust• A trust that is a charity in which academies are united under one

governance and leadership model and accountable to the Department for Education

• The Teaching School Alliance• A group of schools who have no direct accountability over them

other than the plan that they committed to deliver school improvement objectives

• The Hard and Soft Federation of Schools

• The Diocesan Education model

• The informal partnership model between schoolsthat like each other!

• The rest!

When does Collaboration work best?

• When there is a clear set of agreed goals about the intended outcome of the collaboration-PURPOSE

• When there is recognition that giving and receiving is expected of all partners-MUTUALITY

• When there is an understanding that practice might need to change even if it is not a performance issue (yet)-CHANGE

• When there is a clear timescale for the collaboration to deliver its objectives-PACE

• That there is an opportunity cost in terms of finance, resources and time-PRIORITISATION

The Three Contributions to Collaboration

What are the benefits for teachers of being part of a multiple school partnership or trust?

• Teachers become part of a wider network of professional educators so they have the chance to influence the education of children beyond your own classroom

• The Benefits for children are obvious. Their teachers…..• belongs to partnerships beyond their own school that presents them with development opportunities to

continuously improve

• are influenced by the best practitioners with whom they work & you can see how strong your practice is compared with the most effective

• can engage with the professional challenge of co-constructing curriculum, pedagogy and assessment and being exposed to the best thinking the partnership can bring to the discussion

Let’s Talk about Strategic System Leadership

• How does every leader in the education system contribute towards developing a better school system?

• What is the definition of a System Leader?• A leader who takes decisions on behalf of children that they

might never meet and get to know

• A leader who takes responsibility for the outcomes and learning of children across multiple sites

• A leader who delivers at scale

The 5 tests to see if Strategic System Leadership is working

Strategic Leaders leading at scale….

• Enhance educational opportunities for children that they are not directly accountable for

• Do not restrict educational opportunities for the children that they are NOT accountable for

• Actively participate in the leadership brain of the education system

• Accepts the challenge of codifying what has worked for them and share it as widely as possible

• Run towards educational challenge when they are faced with it

How do Strategic System Leaders make sure this happens?

1. Strategic Leaders believe that a great education is an entitlement that every child has and are relentless in pursuing the best curriculum from 4-19

2. Strategic Leaders understand and are knowledgeable about the phase of education they have not been trained to teach

3. Strategic Leaders care about and are influenced by the educational community beyond the single school

4. Strategic Leaders see the talent pool in one school as part of a wider talent pool across many schools

5. Strategic Leaders see great practice belonging to their micro system and not the school that created it (System Generosity)

6. Strategic Leaders help define the leadership brain that delivers better outcomes across wider geographical partnerships

So what does this mean for us, our leadership and school cultures?

The Culture Map

8 Dimensions of Behaviour Gaps Between Counties – by Erin Meyer

How do we define professional and personal moral codes and beliefs so they align?

Personal

• What we want for our children or children we are related to

• The kind of person I want to be

• The personal goals that I set for myself

• The personal standards that I set for myself

Professional

• What we want for the children of other families in our community

• The kind of organisation I want to lead

• The standards of ethical behaviour I expect in my organisation

“The standards you walk past arethe standards you accept”

How do we build our own inner landscape of leadership?

BehavioursReacting to what we observe

• The way adults behave towards children

• The way adults behave towards other adults

• The way children behave towards other children

InclusionBuilding fairness and equity

• The fairness of keeping an open mind and listening to every person who experiences our leadership

• The refusal to give up on any child no matter how demanding their behaviours might be

EntitlementsBuilding equality

• The entitlement of all children to quality teaching

• The entitlement of adults to being developed professionally

• The entitlement of adults to wellbeing in the workplace

How do others experience our inner leadership landscape?

Our Behaviours make our values explicit when we…

• Describe our values to our colleagues, students and parents

• Celebrate when we see the values being displayed

• Place praise ahead of sanction

Our actions also make explicit our values when we….

• Appoint Staff

• Promote Staff

• Performance manage staff

• Praise and Sanction children

• Respond to upset or challenging visitors to the school

• Create our strategic plans

• Set our targets

Who are you? What do you believe in?

What do you want to be?• How observable through your behavior are your

values and beliefs?

• Is the way that you fulfil your leadership role in complete harmony with the organisation you work for?

• Does it matter if the answer is No?

In 140 characters (a tweet), write down your personal leadership statement.

“The standards you walk past are the standards you accept”

What happens when we see the standards we want?✓School Improvement is sequential and progressive

✓Teacher Development is incremental and dynamic

✓Children’s learning becomes enriched and embedded

✓Curriculum becomes relevant and challenging

✓Enrichment promotes deeper learning

✓Relationships become more respectful

✓Differences are celebrated

✓ Inclusion means people are included and welcomed

✓Disagreements are resolved

✓Communities are more hopeful and sustainable

Academic writing

with Dr Adeyinka Adewale, accessible from the Hub

Session Objectives

• Reconnect with the essence and components of reflective essays

• Explore common flaws in reflective essays

• Using Google Scholar to find academic materials

• Introduce a framework to deepen reflection

• Evaluate some essay examples together

Back to Basics

A Critical Reflection (reflective essay) is a process of identifying, questioning, and assessing our deeply-held assumptions – about our knowledge, the way we perceive events and issues, our beliefs, feelings, and actions.

When you reflect critically, you use course material (lectures, readings, discussions, etc.) to examine our biases, compare theories with current actions, search for causes and triggers, and identify problems at their core.

Critical Reflective Essays Components

Theory Practice Reflections

NCE Marking Rubric:

Development of ideas& synthesis:

Conceptual depth

(20%)

Critical analysis: examination &

explanation of key concepts

(20%)

Critical evaluation:Intellectual depth & academically robust

assessment ofconcepts presented

(20%)

Use of source materials:

academic credibility

(10%)

Structure & organisation: scholarly conventions

& expression

(10%)Personal engagement & reflection

(20%)

Key flaws in Critical Reflective Essays

Been too descriptive: What does it mean to be critical?

Weak link between theory and practice: How do I constantly connect both whilst staying critical?

Insufficient depth in reflections: How do I deepen my reflections?

Insufficient use of academic or scholarly publications: What is rule of thumb?

Academic or scholarly publications

• Verifiable, evidence/research-based publications such as academic journals, textbooks, monographs, etc.

• We do not consider personal blogs and Wikipedia as academic sources

• Practitioner journals such as Harvard Business Review sources

• 3000-word essays (15 - 20 academic sources) 4000-word essays (20-25 references)

• Reading lists are only a starting point. These are to be complemented with independent research

• Follow the Harvard Referencing format

Google Scholar

https://scholar.google.com/

https://scholar.google.co.uk/schhp?hl=en&as_sdt=0,5

Deeper Reflection Questions

1. What did I notice?

2. How did I respond – behaviourally, emotionally, physiologically and cognitively?

3. What does this tell me about myself as a person?

4. What does this tell me about myself as an educational leader?

5. What strengths does that offer?

6. What pitfalls should I watch out for?

7. What did I learn from this observation/reflection?

8. What might I do differently next time?

These enhance self-reflection, situation awareness and support personal development

Source: The Henley Eight

In Practice: Structure

Introduction

• Background/Context of Reflection

• Thesis statement

Body: Paragraph/Section A, B, C….

• Introduce theme A, B, C…

• Writer’s past position/thinking

• Moment of learning/change

• Writer’s current/new position

Conclusion

• Summarize learning• Discuss significance of learning for self and others

• Discuss significance for practice

• Discuss future actions/behaviour

In Practice: Structure

• Argument: Effective leadership encourages team work in organisations

• Theory: E.g. Nolton et al (2003) argue that teams work more efficiently than individuals.

• Evidence: In an experiment, Suki (2012) found that teams are more effective in accomplishing complex tasks but that this does not necessarily hold true when it comes to simple and repetitive tasks.

• Example: Therefore, teams may be more effective in organisations such as consulting firms like PwC where multi-disciplinary teams often have to tackle complex yet client-specific issues. On the other hand, manufacturing businesses or retailers may not benefit from team work to the same degree. Effective leaders will thus need to consider the nature of the task at hand. However…In addition…

Review of a sample critical reflective essay

Conducting a critical analysis of the two studies above made me realise the importance of continuous

learning. Lifelong learning is advocated by the NMC (2015b) who state that skills must be maintained

to facilitate safe practice. This encouraged me to ensure I participated in all scenarios where ECG

s were being recorded and interpreted. Initially, this was quite daunting as interpretation was generally

performed by the ward doctors and specialist nurses. However, as emphasised by Mukherjee (2017), I

learned that regularly participating in a procedure increased my confidence; both in my own practice

and in working with a team. Through this process, I realised that I must be prepared to challenge

myself and take part in procedures that I find difficult in order to increase my own learning and

therefore my ability to safeguard my patient. Gaining this knowledge meant that I was more proactive whilst

on my placement. I asked my mentor for permission to attend a greater number of ward rounds with the

doctors where ECG interpretation was discussed. I also volunteered to perform ECGs when I knew they

would be required and challenged myself to look at the ECG reading each time I performed an ECG.

Importantly,I ensured that I discussed the ECG readings with the ward doctors who were able to check my

understanding and explain the reading to me.Commented [h1]: Clear steps to enhance the nursing practice

are identified. Also, supportive citations are included.

The study by Meieret al. (2016) taught me that obtaining knowledge of ECGs could be achieved in a variety

of ways. As a result, I considered my own learning and talked to my mentor about ways of

improving my own skills. I decided that to become comfortable with ECG readings I would look at as

many as possible and was encouraged by my mentor to compare ECGs performed on the same

patients over a period of time. Moreover, I found literature relating to the effectiveness of online

learning (Pereira et al., 2017) and found a website that provided practice tests in ECG interpretation. This

was very useful in allowing me to look at ECGs and gave me an opportunity to interpret them in

my own time and find the correct answers without always needing assistance from my mentor or

other ward staff. Through increasing my theoretical knowledge, I felt more confident in my own ability to

interprete ECGs, which in turn enhanced my ability to safeguard patients.

Commented [h2]: Clear reflection with appropriate and evidence-based steps are identified. Effective demonstration

of increase in learning.

Thanks for Listening

Strategic LeadershipAcademic Essay 2

Is the learner handbookin front of you?

Academic Deadline for Essay 2: 26/02/2021

This module asks you to write a 4,000-word essay that critiques how vision, culture and values underpin strategic leadership. Be sure to address demonstrate the following knowledge of:

• How to shape organisational vision, culture and values organisational/team dynamics and how to build engagement and develop high performance, agile and collaborative cultures.

• New market strategies, changing customer demands and trend analysis.

• Organisational structures; business modelling; diversity; global perspectives; governance and accountability; the external environment, social, technological and policy implications.

• Competitive strategies and entrepreneurialism, approaches to effective decision making, and the use of big data and insight to implement and manage change.

Knowledge Standards

Objective 3: Organisational structures(K2 A2.1) ; business modelling (K2 A3.1); diversity (K2 A4.1); global perspectives (K2 A5.1); governance and accountability (K2 A6.1); the external environment, social, technological and policy implications (K2 A7.1).

NCE Marking Rubric:

Development of ideas& synthesis:

Conceptual depth

(20%)

Critical analysis: examination &

explanation of key concepts

(20%)

Critical evaluation:Intellectual depth & academically robust

assessment ofconcepts presented

(20%)

Use of source materials:

academic credibility

(10%)

Structure & organisation: scholarly conventions

& expression

(10%)Personal engagement & reflection

(20%)

Essay process

• Learner completes essay using Front Cover document with appropriate formatting (on the Hub)

• Learner submits essay via UoB Moodle site – one document only

• Digital receipt will be sent to learner

• Marker will make comments/feedback within Moodle against:

1. Masters marking rubric

2. L7 Apprenticeship standard

• SLT will inform learners when essay marks are released

• Learners can access their mark and feedback on Moodle

• Essay uploaded to Onefile with associated L7 Apprenticeship criteria

Linking Sessions to the Essay Question

Linking Sessions to the Essay QuestionEssay focus Knowledge seminar Relevant reading Notes

How to shape organisational vision, culture and values organisational/team dynamics and how to build engagement and develop high performing, agile and collaborative cultures.

1. Vision, Values, Culture, and Strategy: This session explores the identification and influence of personal and organisational vision and values, explaining how these concepts inform Culture and Strategy.

1. The Culure Map- Erin Meyer (2016)2. The Chief Strategy Officer Playbook- Ricardo

Viana Vargas (2018)

Organisational structures; business modelling; diversity; global perspectives; governance and accountability; the external environment, social, technological and policy implications.

2. Stakeholder Management: This session focuses on the influence of the external environment to assess global perspectives

on organisational stakeholders, including exploration of mapping techniques that assess levels of power and influence.

1. Odhiambo, George., Hii, Amy. Key Stakeholders’ Perceptions of Effective School Leadership. Educational Management Administration & Leadership. 2012.

2. Mayers, James. Stakeholder power analysis. 2005.

3. Rose, Wade., Cray, David. Public‐sector strategy formulation. Canadian Public Administration. 2010.

New market strategies, changing customer demands and trend analysis.

3. New Market Strategies: This session explores changing customer demands and trend analysis followed by an examination of the two seminal perspectives of strategic implementation: emergent and deliberate.

1. Bradley, Chris., Hirt, Martin., Smit, Sven. Strategy to beat the odds. Mckinsey Quarterly, 2018.

2. Bungay, Stephen. 5 Myths About Strategy. Harvard Business Review, 2019.

Competitive strategies and entrepreneurialism, approaches to effective decision making, and the use of big data and insight to implement and manage change.

4. Evidencing the Impact of Strategy: This session explores how to evidence the impact of strategy using several leading business and educational models and explains how their application supports strategic decision making, big data application and implementation of change.

1. The 12 Different Ways for Companies to Innovate. Sawhney, Mohanbir., Robert, Wolcott., Arroniz, Inigo, 2016.

2. Why CEOs Fail . R Charan & G Colvin, 1999.3. Characterizing the Gap Between Strategy and

Implementation- Bryan Moser, 2019.

What have you studied that explores the relationship vision, values, culture and strategy?

• The Inner Landscape of Leadership (Sir David Carter): This session explores the identification of personal and organisational vision and values, explaining how these concepts inform Strategy and Culture using theoretical perspectives provided by David Brooks and Erin Meyer.

1. The Culure Map- Erin Meyer (2016)

2. The Chief Strategy Officer Playbook-Ricardo Viana Vargas (2018)

What have you studied that explores the external environment, organisational structures and stakeholder management?

• Stakeholder Management: This session focuses on the influence of external environment to assess global perspectives on organisational stakeholders followed by mapping techniques that measure levels of power and influence.




New Market Strategies: Dr Adeyinka Adewale This session explores changing customer demands and trend analysis followed by an examination of the two seminal perspectives of strategic implementation: emergent and deliberate.



What have you studied that explores approaches to new market strategies, trend analysis and changing customer demands?

What have you studied that explores competitive strategies andentrepreneurialism, decision making andbig data?

Delivered by Vivienne Porritt: This session examines several leading business models and explains how their application supports decision making, big data application and implementation of change.


2. Why CEOs Fail . R Charan & G Colvin, 1999.

3. Characterizing the Gap Between Strategy and Implementation-Bryan Moser, 2019.

Mind map

Academic writing: Q&A

Dr Adeyinka Adewale

Linking Sessions to the Essay Question

Essay focus Knowledge seminar Relevant reading Notes

How to shape organisational vision, culture and values organisational/team dynamics and how to build engagement and develop high performing, agile and collaborative cultures.

1. Vision, Values, Culture, and Strategy: This session explores the identification and influence of personal and organisational vision and values, explaining how these concepts inform Culture and Strategy.

1. The Culure Map- Erin Meyer (2016)2. The Chief Strategy Officer Playbook- Ricardo

Viana Vargas (2018)

Point of departure

Organisational structures; business modelling; diversity; globalperspectives; governance and accountability; the externalenvironment, social, technological and policy implications.

2. Stakeholder Management: This session focuses on the influence of the external environment to assess global perspectives on organisational stakeholders, including exploration of mapping techniques that assess levels of power and influence.




Building a guiding coalition

New market strategies, changing customer demands and trend analysis.

3. New Market Strategies: This session explores changing customer demands and trend analysis followed by an examination of the two seminal perspectives of strategic implementation: emergent and deliberate.



Navigating the journey

Competitive strategies and entrepreneurialism, approaches to effective decision making, and the use of big data and insight to implement and manage change.

4. Evidencing the Impact of Strategy: This session explores how to evidence the impact of strategy using several leading business and educational models and explains how their application supports strategic decision making, big data application and implementation of change.


2. Why CEOs Fail . R Charan & G Colvin, 1999.3. Characterizing the Gap Between Strategy and

Implementation- Bryan Moser, 2019.

Destination arrival

Reflection and review of the morning

with SLT/PLM in Senior Leaders Tutor’s Zoom Room

Welcome


Vivienne Porritt - Strategic Leader of #WomenEd

Stakeholder ManagementModule 2 Knowledge Seminar 2, Ruth Gilbert

This session focuses on the influence of the external environment to assess global

perspectives on organisational stakeholders, including exploration of

mapping techniques that assess levels of power and influence.

The reason strategy execution is often glossed over by even the most astute strategy consultants is because it’s not a strategy challenge. It’s a human behaviour one.’

Peter Bregman

A caution on use of tools & models…

Sangeet Paul Choudary

Tools & Rules

Interaction

Experience

Designers buildin this direction

Tools & Rules

Interaction

Experience

The User learns in this direction

The TRIE: Designer The TRIE: User

How does change feel?

PESTEL Analysis

PESTEL context

Situation Analysis

External Analysis Internal Analysis

Macro-environment PESTEL

Internal environment

Opportunities Threats Strengths Weaknesses

Assessing levels of power and influence

The Business Model Canvas

What’s missing?!

PLA

TFO

RM

Key partners

Key activities

Key resources

Cost structure Revenue structure

Value proposition

More choice, low friction

Low friction route to market

C.R.M.

Channels to market

Customer Segment(s)

Consumers

Producers

Osterwalder, Pigneur & al. (2010)

Stakeholder Groups- defining yours

3 groups: internal, interface, and external stakeholders

Example of a hospital:

1. Internal stakeholders - groupings of people who operate entirely within the boundaries of the organisation, e.g. administrators, clerical staff, nurses, food service personnel, housekeeping personnel, etc.

2. Interface stakeholders - those who function internally and externally in relation to the organisation. The major categories of interface stakeholders include the board of directors and the medical staff.

3. External stakeholders fall into three categories in their relationship to the organisation:

• Those who provide inputs to the organisation - members or patients, third-party payers, and equipment and material vendors.

• Those who compete with the organisation for members, patients and resources.

• Those with a special interest in how the organisation functions – the Chamber of Commerce or economic development organisations.

The Stakeholder Circle

Bourne and Walker (2003)

Stakeholder power analysis may need to be instigated and steered by a range of professions - as individuals or in groups:

• Independent analysts and evaluators

• Project planners

• Managers of organisations or enterprises

• Lobbyists and activists

• Individual stakeholders

• Groups of stakeholders

• Multi-stakeholder groups

Influence vs. Interest

Ward, S. C. and Chapman, C. (2003).

“You can be very bold as a theoretician. Good theories are like good art.

A practitioner has to compromise.”

Warren Bennis

Risk Management - Assessing stakeholder influence

Risk management- continued …or you might prefer…..

Principle #10 - Relationship

• Good relationships improve business

• Isolation is dangerous (48 Laws of Power)

• Relationship assumes accepting different cultures and points of view

• Many times the apparent problems are not necessarily the real problems

Using small wins to build trust

Planning a strategic alliance?- aim for a small win first Andrew Shipilov is Associate Professor of Strategy and Akzo Nobel Fellow at INSEAD

Leadership skills and attitudes for effective stakeholder power analysis

1. Two-way communication – getting views across, and listening to those of others

2. Respect of, and for, other stakeholders

3. Cultural and gender awareness,

4. Chairing of meetings and workshops

5. Facilitation of processes involving several stakeholders

6. Trust and consensus building, and conflict management

7. Developing enthusiasm, transparency and commitment

8. Patience – it takes time for stakeholders toconsult with their own constituencies

Strategic Planning - Key Actions:

1. Allow stakeholders to assist in I.D. of other stakeholders

2. Ensure that stakeholders trust the ‘lead’

3. Enable dialogue- not one-way info feed

4. Ensure parties are sufficiently prepared and briefed to have well-informed opinions and decisions

5. Involve stakeholders in defining the terms of engagement

6. Allow stakeholders to voice their views without restriction and fear of penalty

7. Include a public disclosure and feedback process

“The strategist’s method is very simply to challenge the prevailing assumptions with a single question: Why? And to put the same question relentlessly to

those responsible for the current way of doing things until they are sick of it.”

Kenichi Ohmae

Implementation plan - some key questions to ask:

1. Who are potential beneficiaries?

2. Who might be adversely affected?

3. Who has existing rights?

4. Who is likely to be voiceless?

5. Who is likely to resent change/ mobilise resistance against it?

6. Who is responsible for intended plans?

7. Who has money, skills or key information?

8. Whose behaviour has to change for success?

James Mayers- Stakeholder power analysis ,March 2005, International Institute for Environment & Development

Implementation plan- external influencing & impact assessment

Jones, H., (2011). A guide to monitoring and evaluating policy influence (ODI Background Note). London: ODI. http://www.odi.org.uk/sites/odi.org.uk/files/odi-assets/publications-opinion-files/6453.pdfMethodologies for Measuring Influence

http://www.odi.org.uk/sites/odi.org.uk/files/odi-assets/publications-opinion-files/6453.pdf

Roadmap - next steps

4Analyse influence,

impact and

proactive/mitigating

actions. You will take-

consider small wins

and communication.

1 DEFINE your

imperative for

strategic change-

WHY?.

2DEFINE your

stakeholders.

3Analyse your context-

PESTEL.

5 Complete your strategy

and implementation

plan- consider your

leadership role in this.

Break and reflection time

Creating a Strategic PlanApprenticeship Task 2 with SLT

Teaching and Learning Assessment Plan (TLAP)

• Log on to OneFile

• Accept the TLAP

• Ensure the Lightbulb show "0 pending"

Session Outline

A. Purpose of the Skills Seminar

B. Standards for the apprenticeship task

C. Work product to meet the standards

D. SWT analysis

E. Strategic Vision Analysis

F. Challenge Discussion

G. STAR

H. Sense Making

Purpose of the task

Skills StandardsS2. 1.2: Sets a clear agenda and gains support from key stakeholders

S4:1.1 Initiates and leads change in the organisation;1.1a creates an environment for innovation and creativity; 1.1b establishes the values of ideas; 1.1c change initiatives and 1.1d drives continuous improvement

S7: 1.3 Acts where needed as a sponsor, 1.3a championing projects, 1.3b transformation of services across organisational boundaries.

S8: 1.1Able to challenge strategies and operations in terms of ethics; 1.1a Responsibility 1.1b Sustainability; 1.1c Resource Allocation and 1.1d Business risk/continuity management.

S10.1.3: Drives a culture of resilience and supports development of new enterprise and opportunities.

S14: 1.1 Uses personal presence and ‘storytelling’ to articulate and translate vision 1.1a demonstrates clarity in thinking and 1.1b uses inspirational communication

Knowledge Standards

K2.3.1 Business ModellingK2.5.1 Global PerspectivesK2.7.1 The external environment, social, technological and policy implicationsK3.8.1 Understands new market strategies, changing customer demands and trend analysis

Securing the standards for Strategic Planning

A strategic plan looks at all the activities your organisation could do and narrows them down to the activities that should be focused on to achieve a strategic aim. As such, it helps leaders determine where to spend time, human capital, and financial resources. Key documents to secure standards:

1. Strengths, Weaknesses, Trends (SWT) analysis

2. Strategic Vision Summary (including KPIs)

3. A reflective piece, no more than 500 words explaining your Strategic Vision Summary

4. An updated/annotated strategic plan

5. A witness testimony - evidence challenge of current practice

SWT Analysis – define the terms

• What is a trend in education?

• What do we mean by strengths/core competencies in education?

• What do we mean by weaknesses in education?

Break out rooms

1. Inner City

2. Alternative Provision

3. Private

4. Special Provision

Task: In groups complete a brief SWT for your allocated setting.

One person as Chair, one as note taking and feedback.

Strengths, Weaknesses, Trends (SWT)

Strategy: Vision Summary

1. Share reflections on learning on values and purpose from the sessions today.

2. Independently reflect upon the link between your school values and purpose and your strategic aims.

3. What is Corporate Responsibility (Corona Crisis and Inequality, why management research needs a societal turn: Hari Bapuji and Charmi Patel.)

4. In groups discuss how a vision summary links to governance and compliance

Strategic Vision Summary

Core Values Purpose Principles

Relating to Corporate Social Responsibility

Relating to Governance

Relating to Regulatory Compliance

Strategic Priorities

3-5 years 1 year Quarterly (Termly)

Strategic Aim

Key Performance Indicators (KPIs)

1.

2.

3.

Your KPIs Goal

Your Termly Priorities Due

1.

2.

3.

How to demonstrate?

The purpose of the challenge discussion is for you to demonstrate the standards below:

1. Act where needed as a Sponsor, championing projects and transformation of services across organisational boundaries (S7)?

2. Use personal presence and storytelling to articulate and translate vision into operational strategies, demonstrating clarity in thinking and using inspirational communication (S14)?

3. How your strategic priorities challenge existing strategies and operations in terms of ethics, responsibility, sustainability, resource allocation and business continuity/risk management (S8)?

STAR

• Scenario or situation faced

• Task you agreed to complete

• Actions you took

• Results you achieved.

Sense making as whole group.

How equipped are you, the leader, to:

1. Act where needed as a Sponsor, championing projects and transformation of services across organisational boundaries (S7)?

2. Use personal presence and storytelling to articulate and translate vision into operational strategies, demonstrating clarity in thinking and using inspirational communication (S14)?

3. How your strategic priorities challenge existing strategies and operations in terms of ethics, responsibility, sustainability, resource allocation and business continuity/risk management (S8)?

PlenaryNick Heard – Executive Director of the NCE

Sir David Carter– Leadership Expert

Ruth Gilbert – Governance Expert

While you wait

• Ensure you are on mute

• Turn your video on

• If required edit your name on zoom to ensure it is accurate and includes your name and surname

Welcome to Module 2: Strategy

in Education

Day 2 - 22/01/2021

Our Morning Welcome begins

at 9:30 am

Module 2: Strategy in Education

21/01/2021 – 22/02/2021

Day 2

#ourNCEjourney

Welcome


Vivienne Porritt - Strategic Leader of #WomenEd

#ourNCEJourney

Zoom Conduct

• Video on, sound muted

• Chat function to be used when requested

• Be present

• Challenge! (But be kind!)

• Any technical issues, contact the Programme Manager in a private message using the chat function

Independent reading

Why 2021 Will Be The Year Of Hybridization

Benjamin Laker

https://www.forbes.com/sites/benjaminlaker/2021/01/08/why-2021-will-be-the-year-of-hybridization/?sh=bcbcd8e79da7

Estimated reading time: 5 minutes

https://www.forbes.com/sites/benjaminlaker/2021/01/08/why-2021-will-be-the-year-of-hybridization/?sh=bcbcd8e79da7

New Market StrategiesModule 2 Knowledge Seminar 3, Dr Adeyinka Adewale

This session explores changing customer demands and trend

analysis followed by an examination of the two seminal perspectives of

strategic implementation: emergent and deliberate.

CHECKING IN

How has 2021 been so far?What’s been your dominant mood?

Exploring the Customer

What do we mean by "Markets"?(1) Demand (2) Supply (3) Institutions

Sarasvathy and Dew (2005)

FOUNDATIONS

What does 'new markets' mean to your organisation?

Existing but changing/changed market or something else?

ON A CRITICAL NOTE

Is new market creation a 'search and selection' process within the space of all possible

markets? Or is it the outcome of a process of 'transformation' of extant realities into new

possibilities?

OPENING THOUGHT

Customer vs ConsumerWhat is the difference in the context of your organisations?

Parents vs Pupils?

ON A CRITICAL NOTE

Some more thoughts

• Can users of public services like education be legitimately considered customers, citizens or co-producers?

• Provision of public services is rarely about acquiring products for pure consumption, but more about providers and users jointly addressing essential social and human needs

• Tensions between the notion of a consumer who is by definition free to choose and therefore is unmanageable, and a subject who can be controlled and manipulated into ‘choosing’. Neither fits with the experience of public services users.

Gabriel and Lang, 2006; Fotaki, 2009

Macro Trend Analysis

Macro Forces and Trend Drivers

Customer Trends

1. Industry 4.0 and the Tech Revolution

• How has tech impacted the following:• curriculum, pedagogy, assessment, communications, working

practices, admin processes,

• How are support staff using technology?

• What else is driving the use of tech and how are you responding as an organisation?

• How much expectation do parents and pupils have for tech compliance? At what level?

Customer Trends

2. The process of learning

• How is learning expected to take place?

• Is your curriculum approach knowledge led, knowledge engaged, or skills led?

• How is mastery ensured?

• Do you focus on learning preferences or pedagogical approaches that best fit the content?

Customer Trends

3. Social Justice Movements, Ethics and Sustianability

• How are wider ethics, sustainability and social justice movements impacting what is happening in schools?

• Have there been explicit requests from stakeholders to consider these themes?

• How has your organisation responded?

• At what level? To what extent? How is this being approached?

• Are social issues at the local level considered? E.g Knife crime in London

What are the top 3-4 key drivers for your school's strategy?

You can pick strategy at different levels of the organisation

FURTHER REFLECTION

Strategic Implementation

What is Strategy?

• Plan versus Action - strategy is “explicit, rigorous formal planning” versus “a set of flexible, goal-oriented actions”

• Strategy as Theory-how to compete successfully

• Organisations have both intended and emergent strategies• One firm’s strategies may not work in all situations

• Past success does not guarantee future success

• It is often difficult to change strategy

• As an integrated approach: Strategy is about setting clear long-term goals and allocation of resources necessary to carry out the goals

Mintzberg’s 5Ps of Strategy

Deliberate Strategy (Classical Strategy)

• Typically this has a process of annual strategic thinking, budgeting and planning, with execution over a year or so, and the strategy refined at set (annual) points.

• A period of strategic analysis, followed by detailed design and planning.

• This strategy then gets communicated and executed.

• Execution typically carries on for a year or two (possibly more),until the strategy becomes out of date.

• At this point you re-analyse and plan again.

Emergent Strategy

• Treating strategy as a continuous process of testing and learning

• An initial hypothesis about the market is created. It is tried, tested quickly, and the feedback is assessed.

• Changes can either be to the strategy, or to the way it is being executed.

• As feedback is gathered, plans and budgets are revised, the refinements to the strategy arecommunicated and its execution monitored.

• The organisation quickly learns about the strategy and its execution from which both the strategy and the organisation evolve.

This is strategic learning. Learning from your strategy as it is implementedand executed.

CHECKING OUT

How agile are your organisations in responding to change?

Reflection and independent work on SWT

SLT/PLM in Senior Leaders Tutor’s Zoom Room for support

Evidencing the Impact of StrategyModule 2 Knowledge Seminar 4, Vivienne Porritt

This session explores how to evidence the impact of strategy using several leading business and educational models and

explains how their application supports strategic decision making, big data

application and implementation of change.

Why women don’t do strategyVivienne Porritt

Source: https://www.linkedin.com/pulse/60-strategy-leadership-books-written-women-rachel-happe/

Intent, Data, Change, Evidence

How strategic decisions are

made

How to use data

strategically

How strategic change is

implemented and achieved

How to evidence and evaluate the

impact of your strategy

Timescale

NOW

SHOULDCOULD

Strategic Decision Making

action, manage,

implement, review, reflect

vision, direction, lead, challenge, create,

innovate,

values, purpose, beliefs, culture,

framework, processes

Plethora of models

‘… an integrated set of choices that uniquely positions the firm in its industry, so as to create sustainable advantage and

superior value relative to the competition.’ Lafley and Martin, (2013)

• What is our winning aspiration?

• Where will we play?

• How will we win?

• What capabilities must we have in place to win?

• What management systems are required to support our choices?

Source: http://www.free-management-ebooks.com/news/lafley-and-martins-five-step-strategy-model/

McKinsey 7s

Shared values

Strategy

Structure

Systems

Style

Staff

Skills

McKinsey (2008)Source: https://www.mckinsey.com/business-functions/strategy-and-corporate-finance/our-insights/enduring-ideas-the-7-s-framework

Three Value Disciplines

• Customer intimacy: tailor and shape products and services to fit an increasingly fine definition of the customer; meet customer’s needs

• Operational excellence: products at the lowest total cost; high reliability

• Product leadership: innovate to stay ahead; risk oriented and future driven; cutting-edge solutions

Source: The Discipline of Market Leaders, Treacy and Wiersema, 1995

Traditionally, most firms’ innovation strategies are the result of simpleinertia (“this is what we’ve always innovated on”) or industry convention (“this is how everyone innovates”).

Source: https://sloanreview.mit.edu/article/the-different-ways-for-companies-to-innovate/

Innovation strategy

• What you offer

• Who you offer it to

• How you create and offer it

• Where you offer it.

Source: https://sloanreview.mit.edu/article/the-different-ways-for-companies-to-innovate/

What do you think strategy is in schools?

‘A strategically focused [organisation] is one that is

educationally effective in the short-term but has a

clear framework and processes to translate core

moral purpose and vision into excellent

educational provision that is challenging and

sustainable in the medium- to long-term.’

Davies, B., Davies, B. (2006)

Source: https://journals.sagepub.com/doi/10.1177/1741143206059542

Source: https://www.mckinsey.com/business-functions/strategy-and-corporate-finance/our-insights/strategy-to-beat-the-odds

‘there are several practical shifts you can make to transform what happens in your strategy room, such as changing the annual strategy-planning exercise into a

continual strategy journey’

McKinsey (2008)

Strategic initiatives in schools

Become a Trust Innovation

STEM WellbeingJoin a Trust

Improve outcomes

Outdoor learning

Digital Literacy

Numeracy

Reading Diversity, equity and inclusion

Learning through play Oracy

Literacy New build

Using data strategically

For data to support strategic intent, strategic outcomes must be established at the visioning, design stage of a strategy.

Source: https://uk.sagepub.com/en-gb/eur/evaluating-professional-development/book9582

https://uk.sagepub.com/en-gb/eur/evaluating-professional-development/book9582

To be able to evidence the impact of your strategy, outcomes and relevant big data must be

‘an integral part of discussions during the earliest stages of … planning when … goals are defined and activities specified.’

Guskey (2002)

to what? Strategic impact

© Copyright Vivienne Porritt, 2008

Baseline• Current practice

• Current experience

• Current data

• Types of measure

Impact• Changed practice

• Changed experience

• Improved data

• Types of measure

Consider for whom? By when?

From what…

Surely nothing can go wrong now?

Strategists Implementers

Implementation

• A Fortune Magazine study suggested 70% of CEOs who fail do so not because of bad strategy, but because of bad execution.

Why CEOs Fail . R Charan & G Colvin, Fortune Magazine, 21 Jun 1999.

• In a study of 200 companies in the Times 1000, 80% of directors said they had the right strategies but only 14% thought they were implementing them well, no doubt linked to the finding that despite 97% of directors having a 'strategic vision', only 33% reported achieving 'significant strategic success’.

Why do only one third of UK companies achieve strategic success? Cobbold and G. Lawrie, 2GC Ltd., May 2001.

Clear messageeffective implementation of strategy is key to success

90 per cent of success is implementation

Priorities

Plans

Relationships

Routines

Be clear what you want to achieve

Plan and engage with implementation

Establish routines to achieve change

Create the right relationship with key stakeholders

Source: Sir Michael Barber, London Centre for Leadership and Learning Annual Lecture, March 2011

‘invest in individual and collective abilities to learn and perform better. People learn and then apply methods to collect data, conduct analysis,

and gain insights with the result that creates a greater shared understanding. These activities also develop interpersonal relationships, and as people have to depend upon one another they develop greater

trust. The combination of greater trust and shared understanding provides a way to guide and align independent activities toward desired

collective outcomes.’

Source: Characterizing the Gap Between Strategy and Implementation, Bryan Moser

action, manage, implement, review, reflect

vision, direction, lead, challenge, create, innovate

,

values, purpose, beliefs, culture, framework,

processes

reflect, evaluate, celebrate redesign, redirect, innovate

Strategic leadership

Timescale

NOW

SHOULD

COULD

IMPACT

Workshop on Strategy – Vision Summarywith SLT/PLM in Senior Leaders Tutor’s Zoom Room

Plenary

welcome to while you wait

Documents