Educational Strategic Plan to Improve the Educational Status - Essay Example

CHAPTER 3: DISCUSSION Introduction Strategic plan implementation is pivotal in ensuring that the company or any institution meets its goals and objectives. With regard to the literature review above, an educational strategic plan provides the framework within which education and the overall learning can develop to meet the ever increasing and changing needs of the society. Accordingly, the above section has provided rich literature with regard to how educational SP can be developed and more importantly laying the ground on which RRR’s schools can establish strategic plans to ensure quality education that is in line with global averages. Given this understanding, this chapter will mainly focus on how RRR’s schools can implement their strategic plans. For instance, having a strategic plan without its implementation is like doing zero work given the fact that the organization will not be able to accomplish its set goals and objectives. This chapter hence answers the question, how could SP be best implemented at RRR’s schools? For this reason, the chapter will discuss building support for the SP, championing and convincing the involved stakeholders, preparing and action plan for SP implementation, monitoring the implementation process, and more importantly, the basic principles of implementation process will also be brought to light. Building support for the strategy After the development RRR’s schools developing the SP, is vital for it to be implemented in order to have positive effect on education. In this regard, there should be seamless transition from strategic planning process to strategic implementation process. For the SP to be implemented it must be supported by all stakeholders involved. Building support for the SP is a primary SP implementation activity that involves creation of the implementation intention, gaining employee trust, obtaining SP implementation budget approval and above all gaining administration trust. This section, holistically discusses how to build support for SP. Employees at the RRR’s schools are amongst the key stakeholders of these institutions and thus gaining their support is imperative for successful implementation of the SP. Gaining employee support can be attained by clearly and regularly communicating the strategy to employees; this is essential in for the top management demonstrating the link between the SP and specific business decisions. By doing so, the employees will be compelled to think and act strategically in order to achieve the newfound vision of the institution. Communication in this regard can be through informal chat, discussing the written SP document with employees in a conversational manner, setting up a feedback mechanism such as suggestion box, monthly updates, and/or one-on-one meetings. This will allow employees to have an exclusive opportunity to respond effectively. Through communication of the SP automatically facilitates employee buy-in together with giving them a broader understanding of the organization’s strategic goals and objectives Budget approval is another essential step in implementing the strategic plan at RRR’s schools. This process is not as easy as it seems; it involves discussing budget allocation together with its final approval. The budget approval is not always achieved on a short notice, but rather it involves an open-ended decision making process that requires the management to allocate the necessary amount of money for SP to be implemented. Budget approval largely depends on support from the management. Gaining support from the RRR’s schools’ administration is significant in building support for the SP. Despite the fact that the education SP may be for a section or for the whole institution, support from the administration is imperative for the implementation of the strategy. However, without support from the administration or school management, the entire process is prone to failure. Like employees’ support, the administration support can also be gained through effective communication. Championing and convincing stage Since implementation process brings change that affect individuals within the organization, behavioral characteristics of the individuals in the implementation team is very important for the school management. In behavioral approach model, it emphasizes the negotiators personal characteristics role in determining the negotiation outcome (Raiffa, 2002; Fells, 2012). The behavioral theorists explains negotiations as an interaction process between different types of personalities in negotiators and usually takes the form of dichotomies like hardliners and soft liners, where negotiators can either be portrayed as ruthlessly battling for all or go in for a gentle bargaining style (Swaab, et al, 2004). This is important for the school management since they must always employ the right strategy in winning the cause of strategic plan. Soft negotiating style will automatically be helpful for RRR’s schools, as it will allow the stakeholders to bargain on ideas and come up with a consensus. The two approaches have brought about concept termed as toughness dilemma. The dilemma point out that even though a negotiator who is typically tough during the process of negotiation are more likely to gain more of their demands during the process of negotiation and the negotiation outcome, trading off policy is the basis of this approach or else they will not agree by the end of negotiation (Swaab et al, 2004) Psychological, experimental and traditional diplomacy is the root of behavioral approaches. They share beliefs that whether the negotiation is between employees and employer, unions or nations, the end- result revolve around the individuals who are involved in the negotiation (Hartley, 2005). Whereas game theory majorly relies on the assumption that the players in the negotiation are sometimes featureless, have uniform rationale, and are entities, which always maximize payoffs. The behavioral approaches on the other hand give human tendencies, skills and emotions in negotiation. In most instances, they dwell on the role played by attitudes, persuasion arts, perceptions, trust and individual negotiators personalities in the negotiation outcome (Hartley, 2005). Other supporters of behavioral theorist emphasizes on factors like culture, negotiators relationship, skills, norms, attitudes, trust and the negotiators expectations in determining negotiation outcome. Francois de Callieres as quoted by Winham (1977) who was one of the early contributors in the diplomatic negotiation theory argued that a perfect negotiator is the one who possesses the quality of an observant mind. It is a spirited application of mind which is able to resist distraction by frivolous or pleasure amusements, a person who can apply social judgment in measuring things as they are actually are. Things that goes straight to its specific goals, by the shortest and most neutral way and at the same to maintain presence of mind in a more ingratiating manners and with maximum self-control. Strategic managers should borrow this tactics used in international diplomacy when they are negotiating for implementation with their clients (Spiess and Felding, 2008). The psychosocial supporters in their literature as quoted by Kerzner (2013) on negotiation discussed the theoretical and experimental work on how it influences the individual motivational orientation during negotiation process. There are four distinct orientations, which have been pointed out; they include the degree of interest in the interpersonal relationships and the degree of interest in negotiation outcomes (Kerzner, 2013). These typologies, which result from motivational orientation, are normally presented as continuums, which consists of individualistic, the altruistic and the cooperative and competitive. An individual who on the other hand is altruistic do displays an orientation are usually characterized by exclusive concern for the well-being of other parties but not their own interest in the negotiation process. In addition, an individual with a cooperative spirit and motivational style is interested with outcomes that will benefits both parties to negotiations (Kerzner, 2013). While an individual, who is competitively oriented is one who is usually driven by the desire to out-do his opponent. Of greater importance, there is a need for a leader who can champion and guide the strategic plan through both the approval stage and initial implementation process. A strong leader will be of importance. This will ensure good communication. Raiffa (2002) defines a strategy as a plan or a method or a series of maneuvers for obtaining a specific result or a goal. Strategic approaches and theory of negotiation have its origin in mathematics, rational choice theory, decision theory approaches. It has enjoyed support from disciplines like economics, biology and conflict analysis approaches. Structural approaches and theories mostly focuses on the means like power to the solution of a conflict, strategic approach on the other hand concentrate on the ends that is goals in determining negotiation outcome (Raiffa 2002). This will be of importance for the RRR’s schools’ strategic implementation team as they have specific objectives to achieve the improvement in the academic performance of the schools. Strategic negotiation models are rationale models of choices. The negotiators are considered as rationale decision makers who have alternatives and always make decision guided with their well calculated of the different options that will help maximize their gains or ends (Raiffa 2002). In RRR School, the negotiators must be strategists who are able to win the confidence of others and get payoff for the school PSs implementation process to kick off. Strategic model in most cases tend to be normative in nature. This is due to the belief that there is best solution for each negotiator problem and they can get optimum output from the negotiation. The negotiators will tend to get what can be described as ultra-smart, impeccable rational bargaining situations. Since the negotiators will always want to look for the best solution of the problem at hand, the negotiators tend to use symmetrically prescriptive approach to negotiation (Raiffa 2002). The strategic approach of negotiation is the foundation of negotiation theories like the game theory. It discusses Nash equilibrium and points out that strategic plan implementation and how the manager should try to maximize the best outcome from the implementation process, which he/she manage (Abu-Nasser, 2011). For RRR’s schools’ SP implementation to be successful, it is vital to have one or more champions, leaders or negotiators to guide in both strategic plan approval and implementation. In most cases, the champions are always involved from the initial stages strategic planning process and more importantly, they can be members of the steering committee. The main purpose for champions is to ensure good communication and coordination between all stakeholders involved in the SP implementation process. Action plan for implementation It is extremely important for RRR schools’ managers to pay attention to details when developing strategies because if the absence of specific steps appears or if schools are not consistent with what they say, what they pay for and what they do, their strategies are more likely to experience failures (Bryson 2004). Strategy formulation is designed in order to help organizations professionally deal with strategic issues and to give organizations clear guidelines and directions to attain their future organizational goals (Mintzberg, 1990). Once strategies have been clearly developed, the next procedure is to translate them into action in order to achieve goals, which had been originally established. Action plan helps in keeping momentum from the initial stage of strategy planning to its final implementation. The implementation of the immediate plan of action will be held up in the short-term, as the practical result will follow from the planning study thus providing credibility to the authorities, as they will seek support from other education stakeholders as well as political good will of the country and other decision makers for the strategic plan to succeed. Because this project is not long which is just conducting a literature review, the above information is almost enough to illustrate the role of action plane in implementation process. In addition, the best ideal of action plan for RRR schools will be put in the section of suggesting further areas for investigation in this project. Monitoring implementation process To be able to assess whether SP is being successfully implemented, Schools essentially need to monitor and evaluate whether the target goals are being met. The review process should be conducted on a regular basis since this will give schools an opportunity to scan how the SP is being implemented, the current surrounding environment and to see whether the SP needs to be adapted in order to match existing circumstances (Glaister 1999). One technique to assess strategy implementation according to Jim and Bruce (n.d.) is to have performance indicators, as these are criteria used to evaluate the progress of goal achievement. In brief, evaluation needs to be conducted regularly because this will allow schools to be able to assess their progress or to recognize whether their original goals are still feasible through performance indicators. Some of the performance indicators that RRRs schools are: i. The strategy is helping the schools to meet the present and future demands of education; for instance, students are able to read and write and above all participate consistently in learning activities. For instance, students should exhibit improved performance in class and school activities. ii. Local graduates should also have the capacity to compete competitively with expatriates in socioeconomic environments like the labour market iii. RRRs schools should also be able to align their educational plan with the government’s development goals In addition, the action plan will also expose various milestones and review points that the SP implementers must take into consideration. The review of the milestone that have been identified in the project implementation is very crucial and thus there is need to carry out project evaluation as it will help in making continuous adjustment to the strategic plan through the implementation process. When the objectives and action plan have been developed, the review of the data gathered is very important. All the implementation data should be shared among team members, as the implementation process managers will lead the discussion and interpretation process of the data. In the monitoring process, gap analysis will be done to come up with the variance from the objective achievement (Efendioglu, and Karabulut, 2009). Each and every stage in the implementation process will have a leader responsible for monitoring the outcome, recording them down for analysis. The result will be compared with the intended objective in order to establish the gap. For each goal and objective, the implementing team should be in a position to determine how large the gap is from the intended future status (Fogarty, 2008). The planning team will determine whether it is necessary to close the existing gap or not depending on the existing and future expectation. With the information from the gap analysis, the team will typically develop contingency plan. The contingency plan is always developed through brainstorming where the following questions will be answered. i. What is the worst thing that could happen in the environment, which might make it necessary to rethink school strategy? ii. What should school do if this worst-case situation comes true? iii. What is the best thing that could happen in the environment that might make it necessary to rethink school strategy? iv. What should school do if this best-case situation comes true? Basic principles of implementation process In order for implementation plan to succeed, strategic plan implementers should follow the following basic principles. Inclusiveness: The implementation plan must be an inclusive process, with contributions from teachers, students, staff, and other stakeholders throughout the community, including boards of visitors. Priorities: The educational, cultural, and economic needs of the stakeholders of RRR’s schools must remain a top priority in every stage of the implementation process. Integration: The implementation plan must be system-wide, and support a clear vision for the school system’s relationship to other educational systems in the country (Hartley, 2005). Quality: Implementation of each strategic direction must be guided by an effort to raise the level of quality of offerings and services at RRR schools (Mintzberg, 1990). Collaboration: collaboration among schools’ stakeholders is necessary for implementation planning to be successful (Fogarty, 2008). Communication: Work groups have a responsibility to communicate with stakeholders, and must be open to a free exchange of ideas amongst each other and with those affected by the implementation plan (Fogarty, 2008). Furthermore, members of work groups must be sensitive to adverse impacts on individuals and institutions because of implementation planning, and address positive and productive ways of working with them. Optimal Use of Technology: Throughout implementation planning, there should be an emphasis on maximizing use of new technologies at school. Reality: The implementation plan must address the economic realities the system faces today and in the future, and must provide a path toward a financially sustainable System Respect for Culture: implementation plan must continue to acknowledge and value the vital social and cultural roles the school embraces, supporting creative endeavoring RRR's schools. Attention to Diversity: the implementation plan must fully incorporate the school system’s commitment to diversity, affirmative action, and the goal of providing a good education quality for all school’s students (Gollwitzer, 1999). Organization: The implementation plan for each must create an effective framework for decision-making, resource allocation, prioritization, and accountability Conclusion Developing a strategic plan without its implementation is a recipe of continued failure; in this essence after RRRs schools developing their SP it is imperative that the SP is implemented for the desired goals and objectives to be realized. The above discussion is an extensive discussion with regard to how RRRs schools can best implement the SP. For instance, they will start by building support for the SP through communicating with all stakeholders involved. RRRs schools employees together with the schools’ top management will be informed of the benefits and importance of implementing the SP. Similarly, implementation budget allocation and approval will set the implementation process on course. After building support, championing and convincing stakeholders will automatically help the RRRs schools to successfully implement the strategy. An implementation action plan will then be developed on which the final SP implementation will be based on. Finally, the schools will have to monitor and evaluate the implementation process to determine whether the strategy is delivering on the intended goals and objectives or not. This section has also discussed the basic SP implementation principles. From this discussion, it can be concluded the question, how best could RRRs schools implements the SP has exhaustively been answered. CHAPTER 4: CONCLUSION The aim of this study was to examine the importance of SP for RRR’s schools through describing the current SP practices in the regional education context.It highlights the best way to implement SP in RRR’s schools. For instance, using a wide range of literatures, it has been established that Saudi Arabia educational system is amongst the worst educational systems in the world despite the government’s efforts of heavily investing in this sector. In order to alleviate this situation, the literature review provides an excellent discussion with regard to how an effective educational strategic plan can be created to help improve the dilapidating education situation in region of the world. With regard to the established information through this study, Saudi Arabia will be able to come up with an educational strategic plan that will guide the country in setting viable education mission, vision, goals and values. Plans, which are essential in improving the educational status of the country as well as equip local students with skills to compete competitively with the foreign expatriates who have flooded the country’s labour market. The literature review indicates that SP is a vital approach to reach a high quality level in schools as it is instrumental in helping schools to build suitable education environment. Additionally, the educational process can be improved by effective strategic plan this is due to the fact that it prepares the educational process to meet the contemporary economic and social development requirements of the country. Accordingly, the literature review not only illustrates that formulation of SP is not enough to succeed its object but also SP implementation is equally important as it makes the SP operational. With regard to the literature review, it was also found that leadership in essential factor in the SP implementation process. Educational leaders who have strategic planning skills can influence educational stakeholders to reach high levels of commitment in order to successfully implement the SP. Major Findings This research project was based on the following research questions: 1) Why is SP beneficial for educational outcomes in regional? 2) How practices are currently being utilized in the regional education context? 3) How could SP be best implemented at RRR’s schools? The findings of this research are wholly hinged on the answers to the above stated research questions. Through this research, it was established that SP is an essential tool for improving the economic competitiveness of a country. For instance, the SP will help countries realize better results from educational investment. The country’s education system is an important tool for economic development. In the same line of argument, SP is a vital tool for all educational operations across all levels. Through SP, educational institutions are empowered to achieve the desired educational outcomes. Through the study, it was also found out that, SP helps in the realization of an effective school environment as it an essential instrument in the development and implementation of the curriculum, teaching and learning methods that should be adopted in order to realize the school vision. Furthermore, administrative activities, services and total educational operations also witnessed major improvements. While performance in education settings is hard to measure, SP provides objectives, which can be used as references by institutions to access their accomplishment and progress. This study has also found out SP practices currently being utilized in the regional education context. For instance, it was established that Arab higher educational institutions perform dismally on a global perspective due to the fact that they make less contribution in research publication and students’ educational outcomes are wanting. This was mainly linked to the lack of quality management strategies within education and school administrations across the Arab world. For example, there is poor application of the SP in most Arabic schools. Consequently, the study found out that regardless of the unending emphasis on and the need and importance of SP in education, very few leaders within the region have been able to produce results through SP. The research also found out that SP could be implemented in RRRs schools by first of all building support for the strategy. For instance this can be done though gaining employee support, creation of the implementation intention, obtaining SP implementation budget approval and above all gaining administration trust. After building support for the strategy, the next step was found to be championing and convincing stakeholders thus helping the RRRs schools to successfully implement the strategy. An implementation action plan is then developed on which the final SP implementation is based on. Finally, the schools then monitor and evaluate the implementation process to determine whether the strategy is delivering on the intended goals and objectives or not. Recommendations The school director should be the head of the strategic team at the school. As a leader, he/she should provide a clear vision of the SP based on co-operation, commitment, regulative and management efficiency and loyalty, this is very crucial for success of the strategy. As leaders, schools’ directors should be acutely aware of the opportunities, amount of risks and threats that follow any changes in the way the school is managed, and he or she should have mobilization power and bring everyone on board. Leaders are critical in the management of both material and human resources essential in the achievement of the objectives of the strategic plan without which, the strategic plan is deemed to fail. The school leadership should ensure that action plan is formulated as found in the literature review. The action plan helps in keeping momentum from the initial stage of implementation. The implementation of the immediate plan of action will be held up in the short-term, as the practical result will follow from the planning study. It will provide credibility to the authorities in order to bringing their supports to success the strategic plan. As found in the current management and implementation process, both the management and stakeholders must fully support the implementation plan for it to succeed. Other key school activities must support strategy for its success. Areas for further study The study in the field of strategy planning, implementation and review process is wide and several sub topics can be subjected under investigation. Some areas that the researcher has recommended for further study include, Role of strategic planning in change management of school Role of school management in strategic planning Effect of strategic planning on outcomes of school The best ideal of action plan for RRR schools Chapter summary This chapter provides a summary of all research activities that were undertaken in the course of the research activity. For instance, the literature review and discussion have been excellently summarized in this chapter. Significantly important, the chapter provides recommendations as to what should be done in order to create and implement an educational strategic plan to improve the educational status in the Arab world. The chapter also suggests areas for further research. Read More