IKEA- planning

Course Description:

This course focuses on approaches to formulating strategies that enable public, private & not-for-profit organizations to adapt to changing social, technological, economic and political conditions. Strategic Management from the administrator’s perspectives. Development of long-range organizational strategies. Topics include forecasting, goal setting, environmental scanning, implementation of organizational strategies and strategic management and public policy. Taken as the last or next to last course after completion of at least 24 credits. (As per catalog)

The previous coursework of the MAS Program has emphasized functional, product, and program aspects of public and not-for-profit organizations. This course will investigate how public and not-for-profit organizations plan, program, and manage their diverse activities. It is designed to enable you to expand your knowledge of the concepts, practices, techniques, and tools of strategic management used at the upper levels of the organizations.

This course provides the participants with tools to formulate strategies that enable the public and not-for profit organizations to adapt to changing social, technological, economic, and political conditions. It will provide an opportunity for participants to exercise the knowledge of strategic planning in functional and planning areas. Participants will investigate the strategic planning process used in a public or not-for-profit organization.

The course uses readings, lecture, discussion, presentations, and case studies.

Prerequisites (If any):

None.

It is expected that class participants will be familiar with basic information regarding management theory and practices used in the private, public and not-for-profit sector. In addition, students should have satisfactorily completed at least 24 credits in the MAS program.

Goals and Objectives:

By the end of the course, the students should be expected to:

· Define the dimensions of strategic planning in the work place;

· Identify the concepts, techniques, and practices of long-range planning in a large organization;

· Conduct an environmental assessment and incorporate the assessment into the strategic planning process;

· Investigate the process of identifying goals and objectives;

· Identify the alternative organizational philosophies and their impact on the culture and politics of the organization;

· Explain the allocation of resources as relevant to the strategic plan; and

· Investigate alternative functional strategies available to the organization to help it meet its goals and objectives.

Course Topics:

Required Text:

· Bryson, J. M. (2011). Strategic planning for public and nonprofit organizations (4th Ed.). San Francisco, CA: Jossey-Bass Publishers. ISBN 13:978-0470392515

· Bryson, J. M., & Alston, F. M. (2011). Creating and implementing your strategic plan: A workbook for public and nonprofit organizations (3rd Ed). San Francisco, CA: Jossey-Bass Publishers. ISBN 13: 978-0470405352

Suggested Reading:

The following list of suggested reading materials is not an exhaustive source of published works that focus on this topic. Some of these appear to be vintage sources, but they are considered seminal materials that are appropriate for this topic.

· Allison, M., & Kaye, J. (1997). Strategic planning for nonprofit organizations: A practical guide and workbook. New York: John Wiley & Sons, Inc.

· Auderbrand, L. K. (Sept 2010). Sustainability in strategic management education: the quest for new root metaphors. Academy of Management Learning & Education, 9(3), pp. 413-428.

· Barksdale, S., & Lund, T. (2006). 10 steps to successful strategic planning. Alexandra, VA: American Society for Training & Development.

· Bradford, R. W. & Duncan, J. P. (2000). Simplified strategic planning: The no-nonsense guide for busy people who want results fast. Wocester, MA: Chandler House Press.

· Bryson, J.M. (Dec 2010 Supplement). The future of public and nonprofit strategic planning in the United States. Public Administration Review, 70, pp. 255-267.

· Chen, D. Q., Mocker, M., Preston, D. S., & Teubner, A. (June 2010). Informantion systems strategy: Reconceptualization, measurement, and implications. MIS Quarterly, 34(2), pp. 233-238.

· Cheung, A., Kutcher, E., & Wagle, D. (2009). Strategic planning in a crisis. McKinsey Quarterly, (3), pp. 122-123.

· Comstock, B., Gulati, R., & Liguori, S. (Oct. 2010). Unleashing the power of marketing. Harvard Business Review, 88(10), pp. 90-98.

· Dye, R., & Sibony, O. (2009). How to improve strategic planning. McKinsey Quarterly, (3), pp. 40-49.

· Elms, H., Brammer, S., Harris, J. D., & Phillips, R. A. (Jul 2010). New directions in strategic management and business ethics. Business Ethics Quartely, 20(3), pp. 401-425.

· Grant, R. M. (June 2003). Strategic planning in a turbulent environment: Evidence from the oil majors. Strategic Management Journal, 24(6), pp. 491-517. ( http://www.jstor.org/stable/20060552 ).

· Hunger, J. D., & Wheelen, T. L. (1993). Strategic management (4th edition). Reading, Mass.: Addison-Wesley Publishing Company.

· Ivanov, D. (Jul 2010). An adaptive framework for aligning (re)planning decisions on supply chain strategy, design, tactics, and operations. Internation Journal of Production Research, 48(13). Pp. 3999-4017/

· Mintzberg, H. (January – February, 1994). The rise and fall of strategic planning. Harvard Business Review, Reprint Number 91407. ( http://online.worcester.edu/external/evescio/Principles%20of%20Management/strategicplan.pdf )

· Mintzberg, H., & Quinn, J. B. (1996). The strategy process: Concepts, contexts, cases (3rd edition). Upper Saddle River, NJ: Prentice Hall Publishers.

· Nolan, T. N., Goodstein, L. D. (2008). Applies strategic planning: An introduction. San Francisco, CA: John Wiley and Sons, Inc.

· Poister, T. H. (Dec 2010). The future of strategic planning in the public sector: Linking strategic management and performance. Public Administration Review, 70, pp. 246-254.

· Rabin, J., Miller, G. J., & Hildreth, W. B. (Eds.). (1989). Handbook of strategic management. New York: Marcel Dekker, Inc.

· Stanton-Reinstein, R. (2003). Success planning: A “how to” guide for strategic planning. North Miami Beach, FL: TOBSUS Press.

Websites:

· http://www.civicus.org/new/media/Strategic%20Planning.pdf

· http://www.quickmba.com/strategy/strategic-planning/

· http://www.planware.org/strategicplan.htm

Entrance Competencies:

It is expected that class participants will be familiar with basic information regarding:

· Management theory and practices used in the public and not-for-profit sector.

Exit Competencies:

By the end of the course, class participants will be able to:

· Develop short and long term plans;

· Analyze an organizational plan (either strategic or operational) to determine if relevant components are included;

· Differentiate between different types of planning models, including collaborative or community based planning as demonstrated through group projects or assignments;

· Demonstrate understanding of the concepts, techniques, and practices of long-range planning through exams and the term paper;

· Demonstrate how to conduct an environmental assessment through inclusion of such an assessment in the term paper;

· Identify the differences between goals and objectives within their strategic or operational plan (term paper);

· Research using the Internet and online library to conduct a basic literature review;

· Write a term paper that includes a research component (literature review) and a practical application of concepts relative to strategic planning;

· Present a summary of their project either in a oral or written format;

· Identify components of the organizational culture that impact planning activities and their success; and

· Explain the budget process and the allocation of resources as relevant to the strategic plan.

GRADING POLICY

Grade Scale:

Grade

Percentage

Grade

Percentage

A

95-100

B-

80-82

A-

90-94

C+

75-79

B+

87-89

C

70-74

B

83-86

F

69 & Below

Activity Weight:

Activity and Value

Discussion Board/ Online Participation – 25%

Mid-term Exam – 25%

Term Paper – 25%

Final Exam – 25%

Learning Outcomes Assessment:

Each college program has identified outcome measures that indicate whether students are successful in meeting the specific outcomes for the program. The following are the four outcome measures that will be assessed for the MAS program:

1. Strategic Orientation – An MAS graduate will demonstrate the ability to develop, implement, coordinate, and/or manage a strategic plan through a collaborative process.

2. Communication – An MAS graduate will demonstrate the ability to prepare and deliver effective oral presentations and or write documents that present and evaluate information and opinion in a logical and analytical manner, incorporating research and documentation, and using style, grammar, mechanics, and format appropriate to an educated audience.

3. Information Literacy – An MAS graduate will demonstrate the ability to carry out thorough and effective information search strategies using traditional print, digital, and internet sources, evaluate information accessed, and use this information along with existing knowledge to create something new.

4. Critical Thinking – An MAS graduate will demonstrate competency in critical thinking that encompasses dimensions of informal logic and ethical analysis.

In this class, we will be addressing the outcomes of Strategic Orientation, Communication, Information Literacy, and Critical Thinking. Student will be expected to complete a Strengths, Weaknesses, Opportunities, and Threats analysis during this course. This will be conducted as a group exercise, and all students are expected to participate, but there will be no grade assigned for individual work. Responses will be reviewed by external individuals against the specific measures listed above.

In addition, this exercise will provide input to the program administrators as to areas in need of improvement. This is part of our continuous improvement process, where we work to improve the program content and delivery.

ASSESSMENT OF LEARNING

Class Participation:

There are a series of questions of relevant topics to discuss each week. Students are expected to bring their personal concepts and experiences to assist the learning process. Participation in Discussion Boards is absolutely necessary so that student colleagues can share these ideas. Moreover, students must complete the assigned readings and assigned questions, exercises and other assignments (case studies, simulations, etc.) every week.

Students who are unable to keep pace due to illness or unforeseen professional conflicts should advise the instructor immediately and provide a timeline for catching up with assigned work. Non-participation, without good cause (illness, work assignment conflicts, etc.) is unacceptable and will adversely impact the grade earned for the course.

Class participation is critical to the success of this class. Class participation will account for 25% of the final grade and will be assessed based upon the student’s involvement in the discussions and the relevance of that input.

Exams:

Examinations will involve short answer and comprehensive essays. The mid-term exam will be returned the following week. The final exam will be graded and returned by email. The exams will contain no surprises. All questions will be specifically derived from class presentations/readings. There will be no questions derived from materials not discussed in class. For the essay section of the exams, students will be given a series of questions and will be asked to respond to a specific number of items. Exams are to be taken on the date assigned. Exams given on a date other than the scheduled date without prior authorization will contain questions from any aspect of the class presentations and readings, and there will be no choice of questions to which to respond.

Term Paper:

Papers will be discussed during the first session. The professor must approve the topic. Students will submit a one-page proposal on their projects by the second class. Since we in the School of Administrative Science are concerned with conservation of resources, students should email their proposals to the instructor at the University email (FDU Webmail ID). Any student without access to email can bring their proposal to class.

Depending on where the student is in his or her organization, the paper can focus on different planning aspects. For example, a student who is at a front-line level of the organization may not have access to strategic planning information, but that individual might be able to assess an operational plan that is in place. In some cases, these individuals might be able to develop a plan for a specific operation. If an individual is higher in the organization, he or she might be able to assess a strategic plan that the company has completed. There may be some students who are in a position to develop a strategic plan for their organization. Some students might use this class exercise to develop an operational or strategic plan for an organization with which they are affiliated, such as a civic or religious group. If students are not able to do any of the above, they can develop an operational plan for getting a job or a strategic plan for their career. Students will submit a one-page proposal on their projects by the second week of the class.

The purpose of the paper is to exemplify meeting the course objectives as listed in the exit competencies in this syllabus. The emphasis should be on concepts as they apply to descriptive information and not the information itself. Students are expected to demonstrate the use of different aspects presented in this course. The paper must include a SWOT analysis, but may include other environmental assessments. The SWOT analysis should include the strengths, weaknesses, opportunities, and threats, as well as any recommendations.

Papers are expected to be 10 to 15 pages, double-spaced in APA format. The paper should include the following:

· Table of Contents

· Introduction

· Background

· Current thinking

· Relationship to current/other organizations with which student is familiar

· Conclusion

· References

· Supplemental materials

An Executive Summary should be done for the paper. This should provide highlights of the paper and is used to entice the executive into reading the complete paper. It is placed between the title page and the table of contents.

A SWOT Analysis should be included in the paper. It can be incorporated into the body of the paper or as supplementary materials.

The introduction should include why this paper is being done; what is the point. The background provides a summary of the issue or case. Current thinking covers current literature relating to the topic. For the area of relationship to current or other organizations, explain how the subject compares or contrasts with those of another organization. This demonstrates the start of the benchmarking process. The conclusion is what you found out by conducting this research and exercise. There should be at least six references from journal articles, textbooks, or government publications (excluding textbooks from this course). These can be from various sources, but should include internet or online library resources.

As a student of FDU, you have access to the online library resources. There are thousands of full text articles available through the library. To access the library, click on the library button on either FDU’s homepage or on the webcampus homepage. You use your FDU email username and password for access. Since there are numerous sources for any topic, you must search through the different materials and select those materials that support your position.

Supplemental materials to be attached to the end of the paper may include a specific policy or procedure in effect in your organization or personnel manual. Permission to use the material must be obtained, and the issue of confidentiality must be observed. Inability or failure to attach these materials may adversely impact grading.

The paper is due by the date provided in the class announcements. Papers should be transmitted electronically. If a student needs to submit a hard copy, two copies should be submitted without covers and with a single staple in the upper left hand corner. Papers late without good cause will be reduced one letter grade for each day late.

Presentation:

A presentation will be expected for each term paper. This can be either an Executive Summary of your paper or a PowerPoint presentation. A Discussion Board will be set up for presentations. This also provides an opportunity for other classmates to provide comments on your work.

There will be a five to ten minute presentation of the paper on the last day of class. The presentation should provide a summary of the term paper. The presentation will provide an opportunity for other class participants to suggest other aspects to consider. In addition to the oral presentation, students are expected to provide appropriate handouts to support their presentation. Students are expected to answer questions raised by others in the class in an appropriate manner.

In the online class, there will be a specific Discussion Board set up for your presentation. This can be either a PowerPoint presentation or an Executive Summary of your paper. The presentation should provide a summary of the term paper. The presentation will provide an opportunity for other class participants to suggest other aspects to consider.

GENERAL CLASS PROCEDURES

Attendance:

Classes will follow the University calendar and will start and end at stated times.

For classes offered in a Saturday format, students must attend all five sessions. If there are extenuating circumstances that prevent a student from attending a scheduled class, that class must be made up in the next term.

Classes will not be canceled unless ordered by the Provost or the Program Director.

Online courses follow a 10-week format. It is important that students respond to discussion questions during the week in which they are posted. Students can respond to the instructor’s question or to responses of other students. The quality and quantity of the student’s response will impact the class participation part of the grade.

Late Work:

Students are expected to take the exams when they are scheduled. In the event that the student cannot take the scheduled exam due to illness or employment-related obligations, a make-up may be offered; however, only one such exam will be scheduled for each exam.

Assignments received after the scheduled due date will be reduced one full grade for each class session that the material is late. Emergency situations that adversely impact the participant’s ability to meet the requirements must be discussed with the professor to determine if there could be a waiver of this policy.

Extra Credit:

There will be no extra credit work or extra credit assignments accepted at any time during this course.

Grade Notification:

Grades will only be provided to the participants through the normal reporting process. No grades will be provided to a participant through any electronic medium.

Work Format:

Students are expected to submit their work in Office 2003 format. This may require students to convert their files from a more current version to the 2003 version.

The School of Administrative Science is concerned with sustainability and conservation of resources. Students are encouraged to email exams and term papers to the instructor rather than printing out copies and using resources.

Reference / Sources:

As a FDU student, you have access to the FDU online library ( http://fdu.edu/library ) that has thousands of full text articles available. To access this site, click on the library button on the FDU homepage and use your user name and password from your email account to search the various journals.

Plagiarism:

The School of Administrative Science is concerned with Academic Integrity and follows the University’s policy on this topic. All work in this course is expected to be that of the individual student and/or the work of others that is appropriately cited. Any term paper or examination that misrepresents the work of others as that of the student will receive a grade of “0” for that assignment.

Work in this course is also expected to be prepared specifically to fulfill assignments in this course. Any duplication of material submitted for course credit in this course and another course without appropriate disclosure and approval of that duplication is also subject to a grade of ‘0’ and will be duly reported to the University. (Example: Submitting the same, or essentially the same, term paper to two different classes for course credit.)

Plagiarism is taken seriously at the University and may lead to disciplinary actions. The complete University policy can be found on the University’s website.

Disability Support Services:

Any student with documented medical, psychological or learning disabilities, who feels he/she may need in-class academic adjustments, reasonable modifications, and/or auxiliary aids and services while taking this course, should first contact Disability Support Services (DSS) to discuss his/her specific needs. For the Florham Campus, including the School of Pharmacy and study abroad programs, please contact the Director of Disability Support Services at 973-443-8079. For the Metropolitan Campus, including online and off-campus programs, please contact the Associate Campus Provost at 201-692-2477. Once the academic adjustments, modifications, or auxiliary aids and services are approved by DSS, then you should make an appointment to see your professor(s).

FDU Technical Assistance Center:

Issues related to your FDU Webmail, WebCampus and Webadvisor accounts should be immediately directed to FDU Technical Assistance Center (UTAC) at [email protected] / [email protected] / 973-443-8822.

The instructor reserves the right to alter the syllabus where warranted.