Developing Association Strategic Plan by HC120831054247


									     Developing the
Association Strategic Plan
                 June 2008
  for AMT, Association Committee, Trustees
   Trustees agreed plan be revised to:
• Cover a five year period – Jan 2009 to Dec 2013
• Be clearly strategic with operational elements removed to
  annual planning
• Draw upon the existing Association Plan as much as possible
  for continuity and to build on achievements to date
• Take forward the Reshaping project influencing it and learning
  from it
• Support the development of regional and association annual
• Allow for priorities summary so all WEA stakeholders can
  understand and act to achieve the plan
• Be developed and consulted ahead of Strategic meeting of
  Trustees and management in September

        AMT April - key themes:
•   Revitalisation and renewal
•   Sustainability
•   Difference
•   Responsiveness
•   Diversity
•   Working together and building good practice
•   Focussing on what we’re good at, improving or dropping
    the rest
•   Outward looking with partners, to government to wider
    social issues and in civil society
•   Advocating influencing and leading to defend/promote adult

             AMT April - priorities
•   Maintain responsiveness to learners and communities: working with the
    community and in many communities
•   Sharpen strategic focus and profile through doing what we do well and
    dropping other things, building the strands and marketing our work
    through these
•   Take advantage of our difference as space opens up behind Leitch
•   Engage with tutors as ambassadors, quality improvers, curriculum
    developers, advocates
•   Develop partnerships and relationship management
•   Revitalise: finance, marketing, branches, tutors, staff and management
•   Campaigning, advocacy and influencing and making the case to
    government – and locally
•   Anticipate and plan for dramatic funding change
•   Build/share good practice: develop Inter-regional work as the ‘loose’ in
    the ‘tight-loose’

                    Updated vision?
•   An Outstanding provider
•   Of Democratic adult education
•   Making a difference nationally, regionally, locally
•   Inclusive and diverse and taking forward the values of liberal
•   With great tutors that build the WEA in every class
•   Sustainable: environmentally, financially, in staff volunteers and
•   Building social capital within an infrastructure of educational
    opportunities for adults that help them change their lives
•   Long standing mission continually reviewed and renewed in
    new circumstances (curriculum, teaching methods, modes of
    study, relationship to communities, partners and civil society)
         Proposed Plan outline
•   Introduction by the President
•   Executive Summary
•   Mission and Vision Statements
•   Critical Issues (SWOT, internal/external)
•   Statements of Direction (the old four
•   Association Goals (prioritised)
•   Regional and Function plans arising

      Work – statement of direction
•   The WEA’s work is to develop a range of educational activities meeting the
    needs and interests of adults returning to education to improve their skills and
    knowledge for themselves, for their involvement in communities and
    workplaces and their understanding of the world - its environment, societies
    and cultures.
•   The WEA’s work encourages all these adults to: become aware and involved in
    an association that advocates continuing education as essential to democracy;
    become more active citizens; and to play a vital role in taking that work
•   The methods of work used throughout the WEA reflect and reinforce
    democratic educational principles
•   The WEA’s work includes campaigning, influencing and alliance building to
    ensure that a high quality adult education is available to all through an
    infrastructure of many providers – not just the WEA itself

    Workers – statement of direction
•   The WEA’s workers include all those it pays to employ (staff and tutors) and
    those who it uses as volunteers (in such activities as organising, promoting,
    campaigning, evaluating, fund-raising and governance). Workers in the WEA are
    capable, confident, resourceful, versatile and responsible for delivering the work
    of the Association.
•   Wherever they are in the organisation, WEA workers have the information
    they need to do their job and represent the WEA. This is accompanied by a
    range of appropriate continuing professional development and training that is
    systematically part of their work and informs their review and performance
•   WEA tutors are key to taking our work forward. They are expert in their
    subject and in their teaching methods and develop these through reflective
    practice and with others in a network of WEA tutors. They are involved in
    developing the overall work of the Association and the relationship is
    professional but more than just contractual. They meet all WEA students as
    equals and see themselves as part of the Association as a whole.

    Supporters – statement of direction

•    The WEA’s supporters act to further the aims of the Association and its work.
     They include members, donors, supporters, affiliated organisations and other
     partners. They understand the work of the WEA and how they can contribute
     as volunteers or in other ways.
•    Their voice is heard through the Association and they seek to encourage all
     students and potential students to hear of our work.
•    The structures through which supporters work are clear and communication
     with and between supporters is effective and builds the WEA’s voice, work,
     resources and reputation.

     Money – statement of direction

•   The Association gets its money from a range of sources including the LSC (and
    its successor), other government departments and agencies, partner
    organisations, learners and donors.
•   It uses it effectively and sustainably to maximise its impact in supporting the
    work of the WEA. The Association continually looks to cost efficiencies to
    maximise resource directed to the work, build reserves and minimise
    environmental impact and carbon use.
•   This includes, where appropriate, technological solutions and review of
    operational locations that are not directly linked to the provision of learning
    and engaging with individuals, communities and partner organisations.

                 Goals for each
• Arising from the four statements
• Each capable of being broken into actions and
  outcomes which are measurable
• Each ‘owned’ in one of the AMT Boards and
  reported to Trustees, with goal oriented agendas
• All prioritised and reviewed annually with top five
  strongly communicated to all
• Self assessment becomes a whole organisation
  activity related to reviewing progress with goals

           Example goals: by 2013
• Our income will grow overall but we will receive less
  than XX% from one contract
• Ofsted will judge us as outstanding in next inspection
• We will have XXXXX members and YYYYY supporters
• Our governance will have X:Y:Z proportion of recent
  learners drawn from our three educational strands
• Our website will have XXXXXX hits per year
• We will have a Framework for Excellence score in the
  top 10% of providers in England
• Our direct operations will be carbon neutral

            New Board structure?
• Three functional AMT boards: Finance and Resources;
  Communication & Development; Education & Strategy
• Each has an RD from North, Central & South (plus Scotland)
• With annual move-on for one RD in each board?
• With sub-boards and committees linked in to these three
• Three Inter-regional Boards based on current RQCs but with
  clear Terms of Reference, resource and reporting
• One ‘Performance and External Affairs Board’?
• Scrutiny and governance linked in by Officers

• Goal directed
• Clearer AMT and Trustee agendas and built around
  the plan and reports from these boards
• Sub-boards and other projects linked to main boards
  – e.g. TOR for nominees group
• More noting, approving and delegating
• Better flow of decisions and communication
• More devolution and peer working

      Association Strategic Plan
• Has agreed goals that we will know when met
• Is annually reviewed through self-assessment
• Is prioritised - with the top five goals widely
• Is understood and worked to by all from
  tutors to President
• Informs all management and Trustee decisions

              Devising goals
•   How do we frame them?
•   How do we invite proposals?
•   Who do we involve?
•   How to we finalise them?
•   How do we prioritise them?
•   What’s the timetable up to September

                 Next steps
• Do you agree with the thrust of the proposed
  new plan?
• What goals should be derived from the
  Statements of Direction?
• Welcome proposed goals that are:
  – Association wide
  – Strategic
  – Measurable
• Start with “in 2013 the WEA will…”
          Propose your goal
• At WEA regional and national meetings
  between now and 12th September
• To your Regional Director or the General
• Post a comment to the WEA’s Education Blog:
• E-mail


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