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Presentation of 17.03.2005 at Wits Business School-Through the Eyes

• f a Distant Bystander

Research · August 2015

DOI: 10.13140/RG.2.1.1872.5608

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Through the eyes of a distant bystander

A 5-year Strategic

Plan for WBS

Mukul P Gupta, India

WBS 2010

“Strategic Planning does not deal with

future decisions. It deals with the futurity

• f present decisions. What we have to do

today is to be ready for an uncertain tomorrow.”

– Peter F Drucker

Structure of this presentation

WBS as I was given to see Crystal gazing the next 5-years The Challenges that WBS faces Strategy for 5-years Where WBS be in 2010 What after 2010

Mission of WBS

To equip Africa’s business leaders by

developing core business competencies for developing economies through innovative interaction informed by locally relevant and globally significant applied research and development.

Vision of WBS

To provide a range of focused, highly

differentiated, globally positioned, emerging market orientated, practical general management programmes for

• business. These programmes support the

top levels of management decision-making and action through interactive teaching, informed by relevant research.

Goals of WBS

To build and enhance WBS’s leadership

position

To grow at a sustainable rate To further develop an internal culture of

integrity, collegiality, quality of performance, speed of action, reward and personal growth

To be the appointed Business School for 40

Top SA organisations

Goals of WBS

To be ranked as the # 1 school in Africa To be internationally accredited by 2006 To consistently achieve excellent teaching

evaluations

To increase faculty research output To increasingly represent appropriate SA

demographics in faculty and learners

Vision, Values and Credo

Mission and Vision

• A dream and rationale for the dream (purpose)

Values (the missing link)

• Deeply held/cherished convictions, beliefs and

principles that act as the glue to bind the system (and people) in pursuit of the purpose Credo

• What we do and how we do it (process that we

should define)

A Five-Year Perspective

Context and Background

Rising costs of running the programmes. Limits on revenue from the fees charged from the

participants.

Declining numbers of applicants since the choices

for them are increasing.

Rising public demand and expectations for

acceptance of programmes by potential employers.

Nebulous public expectations of programme

quality.

A Five-Year Perspective

Context and Background

Bench marking for all institutions against

pioneering institutions.

Non-availability of good faculty resources in

sufficient numbers.

Rising faculty costs and expectations. Curriculum and Pedagogical controversies. Scant and superficial media coverage for good

work done but increasing media bashing for even trivial failings.

A Five-Year Perspective

Emerging Possibilities

Public faith in formal education is growing. The general higher education will be in-sufficient

but an era for specialisation and even super specialisation is setting in.

Those who can afford and even those who cannot,

but manage with some difficulties, are willing to pay for better education.

A Five-Year Perspective

Emerging Possibilities

Public acceptance for private institutions appears

to be increasing.

All b-schools are facing financial and other

problems exception probably the one of falling number of applicants in developing world.

In the near future, the demand for professional

courses is not likely to go down though we may have a situation of over full supply.

Limitations of this Plan

Lack of Awareness and familiarity with

– External Context for WBS – Internal Context for WBS – Historical Performance/Financial Data – WBS resources - Faculty, Facilities and Knowledge – SA market conditions – Regulations

Values that we all need

Love (and not poverty of intimacy) Service of others (and not poverty of spirit) Joy (and not poverty of loneliness) Peace (and not poverty of sanctity of life) Critical openness to reality (not illusions) Strength (of morals and integrity) Courage (of soul and character) Faith and Trust (in us or we and not me or I because we is collective me only) Tolerance (to Cross-cultural differences)

Credo that we should follow

Create Knowledge

– Proactive Research (not the Japanese pitfall)

Influence Practice

– WBS a shaper (not manager) of economic Webs

Integrate Globally

– No Naïve Realism there

With Excellence

– not as an instant of glory but as a habit

4-F’s (Challenges) for WBS

Freshers Funds Faculty, and Federalism

Freshers

What is to know about them? Who are they? Where do they come from? What do they look for? Who influences their choice? How do they decide? How do the influences get influenced?

Freshers: How do they decide?

Competence and reputation of the school

• Years in business
• Size - total students and staff
• Specialisations or general Focus
• Reach - local, regional, national, international
• Growth patterns
• Types(?) of students
• Experience with students known - any conflicts
• Samples of output - students, research etc.

Freshers: How do they decide?

Faculty and Staff

• List and qualifications of faculty/staff - full time,

free lance, consultants

• Names of several former employees
• Staff to be assigned to the fresher - qualifications

and longevity with firm

• Percent of their time to be devoted to the fresher -
• ther works they will handle
• Staff or personnel backup available
• Staff turnover in the past few years

Freshers: How do they decide?

Present Students and Alumni

• Existing students - type and background
• Past students - type and background
• Average number of students during past few years
• Oldest Alumni and their recognition in the field.
• Average mid-course drop outs in last few years

Freshers: How do they decide?

Results and Measurement

• Does school understand students’ objectives/needs?
• How will progress be reported?
• How will results be measured?
• What will it cost - payment terms, cost fluctuations,

average annual increases.

Funds

Need for funds

– Cash for current operations – Capital for Augmentation of facilities – Capital for Major Growth

Sources of Funds

– Grants and Seed Capital – Rentals from under-utilised Resources – Income from Tuition and Fees – Charity & Endowments

Long Term Funds Management

Obtain Funds, Create Funds and Save Funds Resource sharing, Infrastructure Sharing,

Materials Sharing and Faculty Sharing

Costs Reduction in - Input Costs,

Throughput Costs and Output Costs

Create Corpuses/Reserves Create sustainable revenue sources

Faculty

B-schools across the world are no more employer-

controlled workplaces

It is a buyer’s market and the buyer is the faculty Ensuring performance needs better methods than

just the guillotine of firing a faculty

B-schools don’t just need bodies to fill up faculty

positions

They need ‘right-skills/right-credentials/right-

attitude’ bodies.

There is no such thing as a healthy turnover of

faculty

Faculty

Today’s faculty don’t want to live with policies

and procedures that existed in employer-driven markets

If faculty satisfaction is down, the customer

satisfaction goes down

where faculty retention goes down, customer

retention goes down

The global trends driving faculty retention include

mentoring, training and development, growth

• pportunity and a sense of community

Ninety percent of faculties rank their work

relations as important to them.

What the faculty wants?

Positive, consistent environment Supportive management Accomplishment Growth Opportunity Recognition Liking the work they do A pleasant physical environment Work-life balance Good work relationships Competitive pay/benefits

Faculty

A 1999 survey of 60000 exit interviews

points out the following as the top three reasons why people choose to leave their

• rganisations:
• They are tired of working for schoolyard bullies,

either because the supervisor ignored or bullied them.

• They do not have a sense they have any place to go.

Employees want to know, "what are you going to do to help me build my career in this organisation?”

• Attention, attention, attention. People quit their jobs

because they don't have anyone to talk to. No one will listen.

Federalism

Free inquiry as a fundamental of scholarship freedom of the student to learn and the teacher to

teach (an area of concern)

restrictions on the freedom often come in the

shape of tendency towards acceptance of status quo, conformity and a narrowing area of tolerance in which the students, faculty and administration feel free to speak, act and think

An institution of learning cannot dispense with

controversial ideas

a tremendous effort would be needed to inculcate

such a nurturing environment

Federalism

calls for fostering an internal environment of

acceptable mutual disagreement but the projection as a unified whole to the out side world

With Government cut out for a major regulatory

role, the number of irritants and spanners that are likely to be thrown in the growth plans of institutions, rightly or wrongly, is likely to increase.

In fact, even though the number of regulatory

compliance required are expected to decrease, the task of compliance is likely to expand.

Federalism

More than one authority to please - could be

• Ministry of Education
• Ministry of Human Resources
• Ministry of External Affairs
• institutions overseas with which we may enter into

collaborations

• union like body of employees
• alumni bodies
• organisations instituting grants-in-aids for academic

chairs

• and so on.

Federalism

Over time, we may need ‘Public Relations

Manager(s)’ for fact finding, trouble shooting and lobbying at various regulatory bodies.

But a bigger question that will never

possibly die down is the autonomy of WBS within the University system

Federalism

Amongst many approaches to this issue,

some dominant ways of looking at it are

The Parent-Child approach where WBS is a

child of the University

– WBS would always possibly like to argue “I am grown up now, leave me alone”; the parent in the University will always suffer from the parental anxiety of “is my child really grown up enough”

Federalism

The Bio approach where WBS is a limb of

the living body called University

– No one would advocate the dismembering of the body for this leads to crippling of the body and the death of the limb Yet another approach from political

sciences can be borrowed

– will the rising regional aspirations be a good case for countries to disintegrate?

Federalism

Imbalances in aspirations, growth, strategic

importance, stage of evolution and development can all create such debates for separatist thinking.

Such issues not addressed properly do

create bad politics and secessionist movements; luckily; there are ways of dealing with them through bases of power and other instruments in political sciences

Strategy for WBS

Mission Analysis and Diagnosis

• The General Environment
• The Industry and

International Environment

• Internal Factors

Evaluation

• Monitoring
• Control

Choice

• Generic Strategy

Alternatives

• Strategy Variations
• Strategy Choice

Implementation

• Resources and

Structure

• Policies, Plans and

administration Objectives WBS Strategic Management Brand Vision and Purpose Brand Values Brand tone, codes and Personality WBS Brand Management Strategic Products’ Common Traits

• Image
• Identity
• Positioning

Typical Brand Actions

• Marketing Mix Policies

and Tactics Marketing Operations Process

M A R K E T S

Growth Strategy for WBS

Products/ Brands Domains (Scope/Markets)

Existing New Existing New

Option 3 Option 4 Option 2 Option 1

Growth Strategy for WBS

Products/ Brands Domains (Scope/Markets)

Existing New Existing New

Extension and Repositioning Dominance and Specialisation Development and Proliferation Expansion and Transfers

Implications of Strategy

Implications for Dominance and Specialisation Extension and Repositioning Development and Proliferation Expansion and Transfers Markets Increasing the strength of existing bond(s) Creating

• ffshoots of

and/or reinventing existing bond(s) Creating New Bond(s) Creating new bonds with

• ffshoots and

revitalising weak bonds Domains of Scope & Activity Concentrate Within the existing Expand Focus within the existing Expand and/or delete

Implications of Strategy

Implications for Dominance and Specialisation Extension and Repositioning Development and Proliferation Expansion and Transfers Mission and Objectives Unchanging Incremental changes Continuous incremental changes Discontinuous dynamic changes Corporate Strategy Specialisation Stabilisation and/or Expansion Expansion Combination and/or retrenchment

Implications of Strategy

Implications for Dominance and Specialisation Extension and Repositioning Development and Proliferation Expansion and Transfers Products Dynamic Improvements Incremental Improvements Dynamic Improvements Innovations and dynamically continuous improvements Marketing Operations Focus on depth and efficiency Focus on expansion & efficiency Managing inter-brand competition Synergy and restructuring

Strategic Time Lines

Year -1

Dominance and Specialisation

Year-2

Development and Proliferation

Year-3

Extension and Repositioning

Year-4

Expansion and Transfers

Year-5

Revisit the Mission & Vision

Year-6

Revise Goals and Strategy

Systems and Resources

Stock taking and Rapid Consolidation to begin

with

restructuring Systems creation for faculty and staff Followed by rapid acquisition of faculty Development of new products and new markets Deployment to new domains in Africa and other

areas

Systems and Resources

Leverage on

– SA Rankings – FT Rankings – GMAC Membership – PIM Membership – Location of WBS and Growth of SA

Acquire New Resources in terms of

– Funds – Facilities

Structure

Internal restructuring into Strategic Units,

each with its plans, policies and deliverables

Faculty organised in to primary knowledge

domains, each with its plans & deliverables

Cross-domain integration through sector

focussed centers (to be developed based on dynamics of the SA economy)

Four Strategic Units

Graduate Education (deals with all certification programs) Continuing Education (deals with all non- certification programs) Research (deals with PhD programs, faculty research and dissemination), and Consulting (deals with client solicitation, delivery and follow-up)

Six or more Knowledge Domains

Marketing Finance Human Resources Operations Economics & Strategy Information Management

Possible Sector focussed Centers

African Consumer Markets Banking, Insurance and Financial Markets Energy Management Entertainment and New Age Media Health-Care Heritage, Wild-life and Tourism Infrastructure Innovation and SMEs

Possible Sector focussed Centers

International Business Procurement and Supply-Chains Public Policy and Governance Real-Estate Retail Sports and Events Urban Management Voluntary Sector, etc……

Results Activity Tangible Intangible Year-1 Restructuring Systems & Policies Productivity Gains Resource Forecasts Work-Life Balance Morale Year-2 Faculty Hiring New Products New Markets Revenue Gains Funds Attracted Visibility Gains Credibility Gains Reputation Year-3 Establishment of Sectoral Centres Internationalisation Research Output up Consulting Output up SA Leadership African Leadership Year-4 More Faculty More Programs International Participants Expansion of scale and scope Strength and size Domination

Broad Action-Plan

Support Systems

Marketing Services Corporate Communications Case Center and Publications Accounts Human Resources and Administration Estate and Establishment Library and Computing International Relations Placement Cell

2010 Milestones

Double the total revenues from 2005

– To achieve a balance in revenues of WBS - shared equitably between the three-core activities- Graduate Education, Continuing Education and consulting & sponsored research. – To generate a quarter of the total revenue from Consulting and Sponsored research. – Carry a retained aggregate surplus of income

• ver expenditure equivalent to 2010 revenues

2010 Milestones

To be the top rated b-school in Africa

– To have at least 50% participation from the private sector in the mid-career training activities. – To place at least one thirds of the graduating class on highest slabs for first-job offers with the most admired companies both nationally and internationally.

2010 Milestones

To have at least one key international

affiliate in every continent.

– To receive at least 40 students from international affiliates for completing part of their education in the WBS programme. – To send at least 40 students from the WBS programmes for part of their education to the international affiliates.

2010 Milestones

To sustain at least four research-centres out

• f the identified thrust areas

– To champion at least one international conference every year on a contemporary theme – To produce at least 10-15 research papers in international journals and three books published through international publishers each year.

Beyond 2010

Strategy Structure Systems

Purpose Process People

• Defined Market

Postures

• Responding to

Opportunities

• Explicit Objectives

and Vision

• Innovation
• Performance
• Rewards
• Leadership
• Entrepreneurial
• Delegation
• Communication
• Cohesive Identity
• Acquisition
• Divestments
• Succession Plan
• Review

Thanks for your attention