SYLLABUS---EDLP-840-Strategic-Planning---Summer-2020

FROSTBURG STATE UNIVERSITY DEPARTMENT OF EDUCATIONAL PROFESSIONS Course Syllabus EDLP 840: Strategic Planning and Data-Driven Decision-Making Summer 2020 May 26 through August 14, 2020 Delivered online via Canvas Conferencing Instructor: Curt Baker, Ed.D Assistant Professor of Educational Leadership Department of Educational Professions Contact Information: Office Phone: TBD Cell Phone: 610-621-9011 (preferred) Email: cdbaker@frostburg.edu Frostburg State University website: www.frostburg.edu COURSE DESCRIPTION A case study approach to utilizing data in various leadership functions, including strategic planning and resource allocations Assessment as a dynamic process in the planning cycle will be examined PURPOSE Artist, poet, and playwrite Pablo Picasso is frequently quoted as saying, “Our goals can only be reached through a vehicle of a plan, in which we must fervently believe, and upon which we must vigorously act There is no other route to success.” This course is designed for aspiring organizational leaders, with the dual objectives of: (i) increasing their abilities as strategic planners within educational settings, and (ii) developing their skills to think, act, and learn strategically The author of this course’s text, J M Bryson, defines these skills as follows 1: See supplemental reading list: Bryson, J M (2010) Note Page S264  Strategic thinking Strategic thinking is defined as thinking in context about how to pursue purposes or achieve goals This also includes thinking about what the context is and how it might or should be changed; what the purposes are or should be; and what capabilities or competencies will or might be needed, and how they might be used, to achieve the purposes  Strategic acting is acting in context in light of future consequences to achieve purposes and/or to facilitate learning  Strategic learning is any change in a system (which could be an individual) that by adapting it better to its environment produces a more or less permanent change in its capacity to pursue its purposes LEARNING OUTCOMES Upon completion of this course, students will be able to demonstrate: KNOWLEDGE OF: Outcomes: Assessments: Relationships between a Atlanta Opera Case strategic planning and Study short-, intermediate-, and b Oregon Shakespeare long-term organizational Festival Case Study success c FSU Balanced Scorecard d Own Organization Proposal e Partner Critques The most common a Oregon Shakespeare reasons why Festival Case Study organizations are (or are b Own Organization not) successful in Proposal achieving the aspirations articulated in their strategic plans SKILLS IN: Outcomes: Creating the mission, vision, and strategic goals of an organization Assessments: a Atlanta Opera Case Study b Own Organization Proposal CPED: 2, FSU Graduate Learning Goals: 2, CPED: 1, 2, 3, 4, FSU Graduate Learning Goals: 1, 2, Outcomes: Assessments: Analyzing an a Oregon Shakespeare organization’s strengths, Festival Case Study weaknesses, b Own Organization opportunities, and threats Proposal Developing a FSU Balanced measurement systems Scorecard that are aligned with the organization’s strategic objectives and inform actions taken to achieve those objectives Demonstrating the a Partner Critiques ability to provide actionable feedback to and collaborate with peers Scholarly writing a Atlanta Opera Case Study b Oregon Shakespeare Festival Case Study DISPOSITIONS TO: Outcomes: Assessments: Design and lead strategic a Own Organization planning efforts within Proposal an organization Cultivate stakeholder a Atlanta Opera Case support for the vision Study and strategic intent of the b Own Organization organization Proposal CPED: 1, 2, 4, FSU Graduate Learning Goals: 1, 2, 3, 4, 5, 1, 2, 3 1, 2, 3 CPED: 1, 2, 3, 4, 5, FSU Graduate Learning Goals: 1, 2, 3, 4, 1, 2, 3, 4, 5, 1, 2, 3, 4, REQUIRED AND SUPPLEMENTAL READING Required Reading Course Textbook Bryson, J M (2018) Strategic planning for public and nonprofit organizations: A guide to strengthening and sustaining organizational achievement (5th ed.) Hoboken, NJ: John Wiley and Sons, Inc Case Studies Knapp, E S., & Meehan III, W F (2014) Oregon Shakespeare Festival (pp 1-30) Boston, MA: Harvard Business School Publishing Knapp, E S., & Meehan III, W F (2015) Oregon Shakespeare Festival (B): The 2015-25 Long Range Plan (pp 1-9) Boston, MA: Harvard Business School Publishing Tushman, M L., & Herman, K (2018) Tomer Zvulun and the Atlanta Opera: At crossroads (A) (pp 1–22) Boston, MA: Harvard Business School Publishing Tushman, M L., & Herman, K (2019) The Atlanta Opera (B): New (and old) challenges (pp 1–6) Boston, MA: Harvard Business School Publishing Tushman, M L., & Herman, K (2019) The Atlanta Opera (C): A duet (pp 1–3) Boston, MA: Harvard Business School Publishing Other Required Reading Brown, C (2012) Application of the Balanced Scorecard in higher education: Opportunities and challenges Planning for Higher Education Retrieved from: https://pdfs.semanticscholar.org/4913/41f480e839cb5c65bc661091eb21a1d62fe1.pdf Eckel, P & Trower, C (2019) Stop planning! Colleges and universities would be better served by focusing on the other half of strategic planning: the strategy Inside Higher Ed Retrieved from https://www.insidehighered.com/views/2019/02/14/colleges-needrethink-strategic-planning-opinion Note: Eckel and Trower reference the Strategic Plan for the College of Education and Social Services at the University of Vermont (For your convenience, here is that link: https://www.uvm.edu/sites/default/files/media/CESS_Strategic_Plan.pdf) Frostburg State University (n.d.) Frostburg's Strategic Plan 2018-2023 Retrieved from https://www.frostburg.edu/about-frostburg/strategic-plan-2018-2023/index.php Hanover Research (2013) Balanced Scorecards for School Districts Retrieved from https://www.gssaweb.org/wp-content/uploads/2015/04/Balanced-Scorecards-for-SchoolDistricts-1.pdf Kaplan, R S & Miyake, D N (2010) The Balanced Scorecard The School Administrator, 67(2) Retrieved from: https://www3.rps205.com/strategicplan/Documents/C%20%20The%20Balanced%20Scorecard%20-%20Atlanta%20Scorecard.pdf Kaplan, R S., & Norton, D P (1992) The Balanced Scorecard: Measures that drive performance Retrieved from https://hbr.org/1992/01/the-balanced-scorecard-measuresthat-drive-performance-2 Supplemental Reading Bennis, W., & Nanus, B (1986) Leaders: Strategies for taking charge New York, NY: Harper Perennial Bryson, J M (2010) The future of public and nonprofit strategic planning in the United States Public Administration Review (Special Issue) Retrieved from https://pdfs.semanticscholar.org/7bf5/bf15b7eb779b3e09bbb0ac4d2d5a71843726.pdf Immordino, K M., Gigliotti, R A., Ruben, B D., & Tromp, S (2016) Evaluating the impact of strategic planning in higher education Educational Planning, 23(1), 35–47 Retrieved from https://files.eric.ed.gov/fulltext/EJ1208199.pdf Kaplan, R S., & Norton, D P (2001) The strategy-focused organization: How balanced scorecard companies thrive in the new business environment Brighton, MA: Harvard Business School Publishing Simerson, B K (2011) Strategic Planning: A practical guide to strategy formulation and execution Santa Barbara, California: Praeger Steiner, G A (1979) Strategic planning : what every manager must know New York : London: Free Press; Collier Macmillan Stewart, A C & Carpenter-Hubin, J (2000) The Balanced Scorecard: Beyond reports and rankings Planning for Higher Education Retrieved from https://oaa.osu.edu/sites/default/files/uploads/irp/balancedscorecard.pdf COURSE GRADING The final course grade will be computed from the assignments listed in the table below: Total Points Possible for Assignment Weight (Percentage of Final Grade) Assignment Due Date Atlanta Opera Case Study Analysis 200 20 % June 14, 2020 Oregon Shakespeare Festival Case Study Analysis 200 20 % July 5, 2020 Frostburg Strategic Plan Balanced Scorecard 200 20 % July 26, 2020 Own Organization Strategic Plan Proposal 300 30 % August 14, 2020 Participation Activities 100 10 % Multiple (see course calendar) 1,000 100 % Assignment TOTAL The final grade for this course will be awarded using the following point scale: Grade Points Range Percent of Total Possible A 925 to 1000 points 93% to 100% B 835 to 924 points 84% to 92% C 745 to 834 points 75% to 83% F to 744 points 0% to 74% Note: The point requirements above reflect percentages being rounded up from DESCRIPTION OF COURSE ASSIGNMENTS Graded Assignments Atlanta Opera Case Study Analysis (200 points possible) For this assignment, you will read a case study about Atlanta Opera, then prepare a paper that responds to the following prompt: Prompt Given what you know from the case study materials about Atlanta Opera’s recent progress, and taking into account your course readings to date, what are your views about: (i) the factors Tomer Zvulun might consider when developing Atlanta Opera’s revised vision, mission, and strategic goals; and (ii) the approach Tomer Zvulun might take to develop enthusiastic stakeholder support for his future aspirations? The paper should be: (i) double spaced, (ii) no less than three and no more than seven pages in length 2, and (iii) presented in accordance with APA standards Grading rubric will be separately provided Oregon Shakespeare Festival Case Study Analysis (200 points possible) For this assignment, you will read a case study about the Oregon Shakespeare Festival, then prepare a paper that responds to the following prompt: Prompt Given what you know from the case study materials about the Oregon Shakespeare Festival, and taking into account your course readings to date: (i) what you perceive to be the organization’s most significant strengths, weaknesses, opportunities, and threats; and (ii) how might these influence Oregon Shakespeare Festival’s future strategic direction? The paper should be: (i) double spaced, (ii) no less than three and no more than seven pages in length2, and (iii) presented in accordance with APA standards Grading rubric will be separately provided Frostburg State University Strategic Plan Balanced Scorecard (200 points possible) For this assignment, you will read the Frostburg State University Strategic Plan, as well as literature relating to strategic measurement systems Working as a team with one or more classmates, your team will develop a Balanced Scorecard for Frostburg State University that aligns with FSU’s Strategic Plan document Specific instructions and grading rubric will be separately provided All paper length limits exclude any cover page, reference lists, charts, graphs, or tables Own Organization Strategic Plan Board Proposal (300 points possible) For this assignment, you will respond to the following prompt: Prompt Congratulations! You have just been selected by the Board to lead the effort to develop a new, ambitious five-year strategic plan for [insert your organization here] Before your appointment is announced, the Board wants you to provide them with a written proposal for their consideration that describes: (i) the scope of your effort, (ii) the process you intend to follow, (iii) how you will manage that process, (iv) whom you will involve, (v) how you intend to use data to inform plan development, and (vi) your timetable The selection of “your organization” may include the entire organization (e.g., the University or School District), or a subset of the entire organization (e.g., college, department, school, or functional area) If you not have a current organization, then you may select an organization with which you are familiar (or want to become familiar) Your proposal should be: (i) double spaced and (ii) no less than five and no more than ten pages in length2 It need not be written in accordance with APA standards, but it must be suitable for presentation to the Board Grading rubric will be separately provided Credit / No Credit Assignments Personal Bio (10 points) A short personal biography of yourself (Goal is to help the instructor learn a little bit about who you are.) Not to exceed page Conferences with Instructor (10 points each, maximum of 40 points) Scheduled live conversations (either through Canvas or by telephone) with the instructor to discuss course-related matters Partner Critiques (20 points each, maximum of 40 points) For these assignments, classmate partners will share their submitted Case Study analyses with one another Each partner will read the other’s submitted paper and provide constructive written feedback (Note: The purpose of partner critiques is to develop skill in giving and receiving constructive feedback on scholarly work Partner feedback submissions will only be reviewed by the instructor after grades for the corresponding assignment have been awarded Consequently, the feedback exchanges between study partners will have no impact on assignment grades.) Viewed recorded material (maximum of 10 points) Points will be awarded based upon the percentage of recorded course materials that you have viewed on or before August 14, 2020 COURSE CALENDAR Week Dates 05/26 to 05/31 Activities View week recorded materials Complete required readings:  Bryson chapters &  Atlanta Opera case study (all three parts) 06/01 to 06/07 Assignments Due 05/31 @ 11:59 p.m Personal Bio (Credit/No Credit) View week recorded materials Complete required readings:  Bryson chapters 3, 4, & 06/08 to 06/14 Begin crafting Case #1 analysis Conference #1 with instructor Complete and submit Case Study #1 analysis 06/15 to 06/21 View week recorded materials Complete required readings:  Bryson chapters &  Oregon Shakespeare Festival case study (both parts) 06/22 to 06/28 06/14 @ 11:59 p.m.: Case Study #1 analysis (Graded assignment) Conference #1 with instructor (Credit/No Credit) 06/21 @ 11:59 p.m Partner critique of Case Study #1 analysis (Credit/No Credit) Complete and submit partner critique of Case Study #1 analysis View week recorded materials Complete required readings:  Bryson chapters & 06/29 to 07/05 Begin crafting Case #2 analysis Conference #2 with instructor Complete and submit Case Study #2 analysis 07/05 @ 11:59 p.m.: Case Study #2 analysis (Graded assignment) Conference #2 with instructor (Credit/No Credit) Week Dates 07/06 to 07/12 Activities View week recorded materials Complete required readings:  Bryson chapter 10  Kaplan & Norton (1992)  Eckel & Trower  FSU Strategic Plan 07/13 to 07/19 Assignments Due 07/12 @ 11:59 p.m.: Partner critique of Case Study #2 analysis (Credit/No Credit) Complete and submit partner critique of Case Study #2 analysis View week recorded materials Complete required readings:  Brown  Hanover Research  Kaplan & Miyake (2010) 07/20 to 07/26 With partner(s), begin developing FSU Strategic Plan Balanced Scorecard Conference #3 with instructor 07/26 @ 11:59 p.m.: FSU Strategic Plan With partner(s), complete and submit Balanced Scorecard Case Study #2 analysis (Graded assignment) Conference #3 with instructor (Credit/No Credit) 10 07/27 to 08/02 View week 10 recorded materials Complete required readings:  Bryson chapters 11 & 12 11 08/03 to 08/09 Conference #4 with instructor 12 08/10 to 08/14 Begin crafting Strategic Plan Proposal Complete and submit Strategic Plan Proposal Conference #4 with instructor (Credit/No Credit) 08/14 @ 11:59 p.m.: Strategic Plan Proposal (Graded assignment) 10 COURSE POLICIES ASSIGNMENTS All assignments must be submitted through Canvas Assignments are due on the date posted in this syllabus Late assignments are not accepted, except in the case of personal emergencies If circumstances arise that hinder you from meeting a deadline, you must contact me by email, phone, or teleconference before the deadline in order to be given consideration Late work may be subject to a grade reduction Exception: The deadline for the final course assignment – Own Organization Strategic Plan Proposal – cannot be extended beyond the August 14 due date FROSTBURG STATE UNIVERSITY POLICIES All FSU policies are fully applicable for this course For further information, please see: http://www.frostburg.edu/fsu/assets/File/Administration/policies/policystatements.pdf ACADEMIC DISHONESTY The University considers academic dishonesty to be impermissible and subject to disciplinary actions “Academic dishonesty is defined to include any form of cheating and/or plagiarism Cheating includes, but is not limited to, such acts as stealing or altering testing instrument; falsifying the identify of persons for any academic purposes; offering, giving or receiving unauthorized assistance on an examination, quiz, or other written or oral material in a course including looking at another person’s answer key or test or taking an online test with assistance from another person; or falsifying information on any type of academic record Plagiarism is the presentation of written or oral material in a manner which conceals the true source of documentary material; or the presentation of materials which uses hypotheses, conclusions, evidence, data, or the like, in a way that the student appears to have done work which they did not, in fact do.” (Code of Student Conduct, Frostburg State University) DISABILITY Students with a disability who require accommodations with assignments or assessment practices should provide written notification prepared by Disability Support Services to the instructor no later than 48 hours prior to a request Students may request that this notification be provided to the instructor by the Office of Student Special Services 11 CONFIDENTIALITY AND MANDATORY REPORTING Frostburg State University and its faculty are committed to maintaining a safe learning environment and supporting survivors of violence To meet this commitment and comply with federal and state law, FSU requires all faculty and staff (other than the confidential employees in CAPS and Brady Health) to report any instances of gender-based harassment, sexual misconduct, relationship violence, or stalking against students This means if you share your or another FSU student’s experience with gender-based harassment, sexual misconduct, relationship violence, or, stalking, I have a duty to report the information to the University’s Title IX Coordinator The only exception to my reporting obligation is when such incidents are communicated during class discussion, as part of an assignment for a class, or as part of a University-approved research project Faculty and staff are also obligated to report allegations of child abuse and neglect to University Police and to Child Protective Services This obligation extends to disclosures of past abuse even if the victim is now an adult and the abuser is deceased My duty to report suspected child abuse and neglect extends to disclosures that are made as part of classroom discussions and in writing assignments If you or someone you know has experienced an incident of harassment or violence, please go to www.frostburg.edu/titleix to find information on reporting options and the resources and services available for support OFFICE HOURS For this online course, meetings with the instructor may be requested for mutually agreed-upon times via phone or teleconferencing CLASS MODALITIES The class will utilize many of functions available in the Canvas learning management system 12