MODULE III
THE PLANNING PROCESS: PART 2
INTRODUCTION
Module III delves on the third and fourth phases of the planning process, namely: (1) vision, mission, goal and objective formulation and target setting; and (2) policy and strategy formulation. Correspondingly, these phases of the planning process are the first and second lessons of this module, respectively.
Visioning is a critical part of the planning process. It is that phase where the institutional profile and data on the external environment are processed and transformed into institutional vision, mission, goal, objectives and targets. Out of these, policy statements are made.
LEARNING OBJECTIVES
At the end of Module III, you should be able to:
1. Define planning process-related concepts, namely: vision, mission, goal, objective, target and policy;
2. Formulate your institution’s vision, mission, goal, and objectives (VGMO) and transform objectives into targets; and
3. Devise rules and policies and make decisions designed to meet the goals and objectives of your institution or institution of choice.
LESSON 1
Vision, Mission, Goal and Objective
formulation and Target Setting
This stage of the planning process poses the questions: Given our present needs and problems and our resource potentials and constraints – “What do we want to achieve?” “Where do we want to go?” The vision, mission, goal, objective, and target will provide answers to these questions.
Vision, Mission, Goal and
Objective Formulation
Definition of Vision
Kaufman et al., (2002) defines vision as the act of power of seeing an ideal state through mental sharpness or foresight that a man or institution intends to accomplish. A good vision should be conceptually ideal, unitarily and purposively focused, and intellectually challenging and exciting. The vision explicitly states in general terms the role of the institution in the mega (society), macro (region or province), and micro (university/college) levels. The planning group should specify what the institution intends to do and to become given the social, cultural, economic, political and technological factors in the environment and the resources at the disposal of the institution.
In crafting the vision, there should be a consensus on the following items (Goodstein et al., 1993): a) shared beliefs and values; b) variables and factors that will impact the university/school from the environment; c) school variables and factors that will impact upon itself, and d) a listing of critical success indicators to confidently gauge the attainment of the vision at some future time.
Man’s perception and convictions about reality and his concept and idea of the universe and the supernatural are embodied in his beliefs. On the other hand, values are standards and principles in terms of which choices are made among alternative courses of action. They represent expression of the ultimate ends, goals or purposes of social action (Panopio et al., 1994). In strategic planning, beliefs and values are the ideas, ideals and things we strongly have faith on and give them with the highest worth and appreciation. Traditional beliefs and values that are given highest priority and importance are are quality, responsiveness, relevance, economy, efficiency, effectiveness, and productivity. These beliefs and values eventually end up as core university policies. Internal and external factors both from the environment and the institution as summarized in the SWOT matrix table would generate the critical success factors. Examples of success indicators are: a) strong university leadership and linkages; b) high enrolment figures; c) competent and qualified faculty, researchers, extensionists, and d) adequate university budget.
The vision should not be too verbose but not too short and failing to capture the essential things. The vision may be stated as “The university shall be a potent instrument of the state to produce the country’s or region’s manpower requirements who are not only high achieving, globally-oriented, but of world-class competence.”
In the case of the Central Luzon State University, the vision is “The CLSU as a world class knowledge-based people’s university, pro-active, relevant and committed to service and excellence.”
Definition of Mission
Kaufman et al., (2002) defines mission as a statement of philosophy or purpose for which the organization is created. It is the reason for the existence of the organization which defines the primary functions stated in precise and clear language. Said mission is normally found in the organization’s charter or the law creating it.
A conventional mission statement is “The university shall provide advanced instruction in the arts, agricultural and natural sciences as well as in technological and professional fields, conduct scientific studies and undertake community services.” Another example of an institutional mission is “The University shall develop socially responsible and empowered human resources and knowledge for poverty alleviation, towards sustainable development.”
Definition of Goal
The NEDA (1993) defines goal as a desirable future condition which an organization strives to achieve. It is normally broad in scope and long-term in its perspective or horizon. A goal dovetails the vision and mission of the organization. The formulation of the goal calls for an elaboration in specific manner the generalities of the mission.
In the formulation of university goals, planners should be guided by the university mission. Pertinent educational goals in the fundamental law as well as national, regional and provincial development plans should also be referred to. One or two goals for each function would be ideal.
Characteristics of Goals
Roberts (1999) enumerates five characteristics to remember in formulating goals. Goals should:
1. Specify what business the organization is in including a clear statement about:
1.1. “What” customer or client needs the organization is attempting to fill not what products or services are offered;
1.2. “Who” the organization’s primary clients or customers are; and
1.3. “How” the organization plans to go about its business, that is, what its primary technologies are.
2. Have primary focus on a single strategy or a chosen driving force behind the organization’s strategy;
3. Reflects the organization’s distinctive competence;
4. Reflects the values, beliefs, and philosophy of operations of the organization; and
5. Be worded clearly as to serve as an energy source and rallying point for the organization.
Examples of Goal
The following are examples of goal of an education institution:
1. Instruction:
To transmit knowledge to enable the individual to develop his potentials through relevant and quality education based on his aspirations, need and capabilities.
2. Research:
To discover new knowledge and technology particularly in areas appropriate and pertinent to the needs and aspirations of a developing society and those in which the community enjoys a distinctive are of competence.
3. General Administration:
To evaluate continuously community programs projects, activities, and management systems and processes to make them more efficient, responsive, and cost-effective.
CLSU has a goal each for the three functions of instruction, research and extension, as follows:
Quality and Excellence in Learning
“Provide stakeholders with relevant and responsive learning experiences designed to develop their intellectual capability, technical skills, and leadership potentials, while at the same time instilling in them moral values and principles to enable them to compete and survive in a knowledge-based society characterized by rapid changes in the national and global economic, political, social and environmental milieu.”
Discovery of New Knowledge
“Lead in the pursuit of knowledge not only in the established areas of inquiry but also in the rapidly advancing frontiers of science and technology, fortified by a set of core values, and inspired by the conviction that an equitable and sustainable technological change is the primary vehicle for progress.”
Proactive Engagement
“Effectively engage the university to the broader segment of society by responding to and addressing issues that have local and global impact with emphasis on humane values development, poverty alleviation, sustainable economic growth, and environmental protection.”
Definition of Objective
According to the NEDA (1993), an objective is a specific description of a desired end result to be achieved. It translates the broad goal into a set of more specific and concrete objectives. In an HEI, these are the translation of the goals into program objectives in terms of course offerings, research activities and services, income generation, community outreach, capital outlay, and general administration.
For example, an objective under instruction would be “Promote quality and relevant education to fully exploit individual potentials commensurate to the needs of industry and the economy and global competitiveness.” For research, a good objective is “Expand the conduct of research that generate new knowledge, perspectives and insights, and new technologies and processes appropriate to a developing society and of the community.” For general administration, the example would be “Reinvent and re-engineer institutional structures and management systems to enhance the efficiency, cost-effectiveness, and responsiveness of the university’s programs and projects.”
TARGET SETTING
Definition of Target
The NEDA (1993) looks at target as a more specific expression in quantifiable and measurable terms of what is intended to be accomplished. It should tell the “WHAT” – the specific end result; “WHEN” – a target date or period; and “WHO” – the individual responsible and accountable in the accomplishment of the activity.
Target Setting Stages
The process of target setting consists of the following stages (NEDA, 1993.):
First Stage
Set preliminary targets. Undertake an exhaustive review of past performances in specific university functions. Consult planning standards issued by authoritative agencies prior to setting preliminary targets. In this manner, targets become realistic, measurable, and achievable.
Second Stage
Assess the resource implementation of preliminary targets. Evaluate specific targets in terms of required inputs and possible constraints. Said input, should be those that are available in the university in terms of faculty and staff, budgetary allotments, facilities and equipment, etc.
Third Stage
Determine how much resources are available, generated or tapped under existing conditions. Review past experiences and accomplishments to verify how much actually has been tapped and allocated.
Fourth Stage
Compare with resource requirements of preliminary targets. Formulate and initiate policies that will augment inadequate resources. Can these tentative results and effects be measured?
Fifth Stage
Adjust or modify targets in accordance with expected results from preceding step. There should be a continuing feedback between target setting and resource allocation in order that targets are realistic and attainable and not overly ambitious.
The target connects the objective with a linchpin in like manner that the objective is linked with the goal, the goal is joined with the mission, and the mission with the vision. To better understand this relationship, the sample vision, mission, goal and objective are once again stated and the targets restated as examples (Adopted from Miclat, 2005).
Vision:
The university shall be a potent instrument of the state to produce the region’s manpower needs who are high achieving, globally-oriented, and of world class competence.
Mission:
The university shall provide advanced instruction in the arts, agricultural and natural sciences as well as in technological and professional fields, conduct scientific and technological studies, and undertake community services.
Goal:
To transmit knowledge to enable the individual to develop his potentials through relevant and quality education and training based on his aspirations, needs, and capabilities.
Objective:
Promote quality and relevant education to fully exploit individual potentials commensurate to the needs of the industry and economy and global competition.
Targets:
Within the period 2007-2011, the university will:
- Train 3,000 professionals in the different fields of discipline, 80 per cent of whom shall pass the licensure examination after graduation and be employed after passing the board;
- Enrich and update graduate and collegiate degree programs annually in accordance with standards;
- Enhance academic competence of faculty members through short-term training programs and scholarship grants, and sabbatical leaves and privileges; and
- Submit degree/curricular programs for accreditation.
ACTIVITY
Secure a copy of your institution’s strategic plan (SP). Analyze it by taking critical attention on whether the vision, mission, goal(s), objectives and targets are properly stated. Find out if the targets are logically linked with the objective(s), the objective(s) is/are joined with the goal(s), the goal(s) are connected with the mission, and the mission is rested on the vision. Otherwise, provide the logical connection by restating or reformulating the vision, mission, goal(s), objectives and targets.
If your institution has no strategic plan, look for another school/university that has one.
LESSON 2
Policy and Strategy Formulation
The policy and strategy formulation phase of the planning process answers the questions: “What rules and decisions have been collectively arrived at designed to meet development goals and objectives?” and “How shall we do it or implement said rules and decisions/strategy?
POLICY AND STRATEGY
Definition of Policy
In a paper in 1995, NEDA describes policy as a course of action or decision believed and perceived to be socially desirable to a great number of people. On the other hand, strategy is the method or approach undertaken to accomplish development goals, objectives and targets. An example of a policy is “To promote quality and relevant education.” This policy could be achieved through the following strategies: selective admission and retention of students, recruitment of highly qualified and competent teachers, enrichment of curricular programs, and provision of adequate library resources and laboratory equipment and apparatuses.
Definition of Strategy
Strategy may be based on any or a combination of the following (NEDA, 1993): a) develop potentials such as the emerging information and communications technology; b) development problems or constraints such as lack of funds, facilities, and equipment; c) relevant educational policies such as equity, quality, access, relevance and excellence in education, resource complementation, and consortia or faculty exchange, twining or sandwich program; and d) area of distinctive competence or excellence such as teacher education, fisheries, agriculture, agro-forestry, nursing and other health sciences, tourism, and special education, etc.
Criteria in Evaluating Strategy
There are certain criteria that could be used to evaluate a strategy. Optimum satisfaction of these criteria would somehow ensure their responsiveness with targets, objectives, and goals. Quoting the NEDA (1993), Miclat (2005) enumerates these criteria as follows: clarity, consistency, appropriateness, acceptability, adequacy, effectiveness, efficiency and side effects. These criteria are illustrated or explained below.