v1n4 THE PLANNING PROCESS

The Definition

Planning is a systems approach to maneuvering a project over time through its environment to achieve prescribed aims. Further, it is not what should be done in the future, but what current decisions must be made now in light of their futurity; or, what future developments must be included in thinking and doing; what time spans have to be considered; and how they can be converged into a simultaneous decision in the present. (Peter Drucker, 1959).

The Foundation

Three underlying factors cannot be overlooked in the development of plans:

o The project's organizational socioeconomic purpose. This means the underlying end which society expects if the former is to survive.

o Values of the project manager/director. The values, ideas, philosophies and codes, ethics, and moral standards which are unique are basic premises in planning. How he/she treats employees and the working conditions instituted are two indicators.

o Studies of the environment. A cardinal purpose of planning is to discover future opportunities and make plans to exploit them. Correspondingly, basic to long-range planning is the detection of obstructions that must be removed. To discover these, the project manager or director must have an objective understanding of the strengths and weaknesses of the project. Therefore, information on the project, staff, environment, students, state and local needs and attitudes must be studied.

The Process

There are ten elements to be addressed by the planner:

1. Current Conditions. The development of information and data describing the current program conditions and needs as expressed by students, staff, faculty, etc. is required.

2. Problem Analysis. Broad problem areas and the overall needs; the degree and intensity of the problem or causes, special characteristics of each problem and identification of the cause of the problem.

3. Defining Goals and Objectives. Objectives are developed for each function of the program's delivery system. The objectives are specific and expressed in behavioral terms.

4. Program Approaches. Priorities are ranked in terms of their importance, thus providing means to allocate financial resources. The following criteria are used to define the basis for establishing priorities: (a) magnitude of the problem; (b) severity of the problem or need; (c) difficulty of accomplishing the approach selected; (d) the impact on the student in terms of benefit received versus its cost; (e) time required to achieve the objectives; and (f) the effects of success or failure in accomplishing the objectives.

5. Administration and Organization. Administrative and organizational concepts, policies, and procedures for the delivery of the service must be developed.

6. Coordination, Communication, and Resource Mobilization. The activities of each unit of the program are linked by means of lines of authority as described in an organizational chart. They are interfaced at each service level. One objective to enhance inter-organizational communication and delivery of service at the policy levels and staff levels, is within each system and subsystem area of performance. Major emphasis is placed upon non-duplication and overlap of effort. This is accomplished by maintaining two dimensions of service delivery: core and program. core service delivery is that activity necessary to sustain operations essential to program performance; program services are those activities specifically developed into one or more projects which specifically benefit students and staff.

7. Information, Records, and Performance Monitoring. Information, records, and performance monitoring concerns the recording of usable information about students, staff, faculty, and operations. The recording of information must be cogent and concise.

8.Program Evaluation . The program engages in a self-evaluation to consider the degree to which the objective was attained and the results of the effect and the performance levels of staff and cost. At all times, the evaluation and the analysis therein force management to reevaluate the mission of the program and to determine if it remains appropriate for consideration in developing the subsequent planning period. External and internal evaluation are considered together.

9. Training and Technical Assistance. The assessment of training and technical assistance is an ongoing activity of the program. This element is structured to pinpoint the specific type of assessment needed and at what time during the program year so that it can be built into the one-year plan to insure adequate and timely delivery.

Preliminary Stage

Purpose Identification

A. Specific purposes of department/unit should be briefly listed.
B. Limits should be set on the types of problems which will be considered.
C. The scope of the department/unit should be determined.

Step I: Identification of the Problem (Definition)

A. People are unhappy or uncomfortable about something.
B. What is the condition which causes their unhappiness or discomfort?
C. Why does this condition exist?

D. The problem is ......(In any given planning process, numerous conditions/problems will be identified; the same process applies to each situation.)

Step II: Setting of Goals

A. Alternative goals should be identified in relation to each problem identified.

B. The goal should be chosen as a solution to one problem.

1. How achievement of this goal will "solve" problem should be shown.

2. This goal should be related to the overall purpose of the department/unit.

3. Is the goal achievable?

Step III: Determination of Priorities

A. All of the goals accepted in solving problems should be identified.
B. Which problem is most immediate? Causes the most discomfort?
C. Which problem is most difficult to solve? Easiest to solve?
D. Defineing the problem which has existed for the longest period of time?
E. For which problem are the resources most readily available?

F. Which problems are the staff and faculty most concerned about?
What do staff and faculty most want to see change?

G. What is the probability of successful implementation?

H. What should be the priority order of goals based on the problems stated above?

Step IV: Program Development

A. Statement and acceptance of the goal.

B. Identification of objectives (what and when).

1. The relationship between goals and objectives (sub-goals) should be established.

2. Do the objectives complement one another?

C. Identification of strategies (how, when, and who) to meet objectives.

1. What activities are staff and faculty prepared to do?
2. What resources are available (money, time, space, etc.)?

3. Are there ongoing programs and activities which could accomplish one or more goals?

4. Will the activity have an immediate effect, or will it have long-range effect?

5. Has the strategy been successful in similar situations?
6. How will the strategy involve others?
7. Is this the strategy the faculty and staff want?

D. Identification of the cost of the strategies--budgeting.

E. The above procedure should be followed for each alternative program designed to meet the goal.

F. Analysis of alternative programs.

1. Relevant costs and benefits should be identified.

Costs

a. Direct costs (budget items)
b. Incremental costs
c. Long-term costs
d. Probable costs to other departments/units
e. Hidden costs

Benefits

a. Direct benefits to staff, faculty, and students
b. Indirect benefits

l. Utilization of community resources
2. Establishment of new channels of coordination
3. Impact on institution (public image)
4. Increased community/student participation

2. Social and institutional values to be maximized should be identified.

3. Constraints should be identified and analyzed.

a. Available resources: Office of Education, Board of Governors, Board of Trustees.

b. Political realities: Is the program too controversial?

4. The risks: how "certain" are the benefits?

G. Selection of program(s) for submission to Office of Education or the State for funding.

Step V. Implementation of Program

A. Staff recruitment should be undertaken.
B. Staff should be given training.
C. Program should begin.
D. Program reporting should begin.

Step VI: Evaluation of Program

A. Reporting; record-keeping
B. Periodic program and budget review; reprogramming of funds
C. Actual site evaluation in terms of goals defined in Step II

Management Notes is published six times a year a year by Voices of the Tribe. Editorial offices are located at 933 Washington-Davenport, Iowa 52804/USA. The Purpose of this publication is to provide readers with down-to-earth management information, ideas and techniques they can put into action to motivate employees and spur productivity.

Original file name: v1n4 - converted on Sunday, 8 June 1997, 22:29