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2. 2 OPERATIONAL PLANNING Mission Vision Goals HETC PROJECT PROPOSAL University of …………….. We are here now Data Collection Data Analysis Problem Identification Improvement Plan - Designing Activities External Environment External Environment (Local, National, Global) Trend Ideology; Politics; Culture; Science; Education System Trend Ideology; Politics; Culture; Science; Education System Stakeholders Students; Staff; Users; Government Stakeholders Students; Staff; Users; Government Job Market Industry; Community; Government; Others Job Market Industry; Community; Government; Others Internal Environment Organizational Culture Resources Human; Physical; Financial Process & Services Output & Outcome

3. 3  Having identified the problems, root causes of problems, and possible solutions, the taskforce should select the most suitable set of solutions from all possible solutions  Convert the selected set of solutions into activities and sub-activities, including estimates of resources required Conceptualizing the Improvement Plan

4. 4 IMPROVEMENT PLAN PRESENT CONDITION   Comprehensiveness  Coherence  Clarity  Soundness DESIRED CONDITION IMPROVEMENT PLAN

5. 5 IDENTIFIEDPROBLEMS ACTIVITIES SWOT Force-Field PEST Gap etc

6. 6 FORCE-FIELD ANALYSIS PROBLEM  Forces – Factors influencing problems  Driving Forces change an equilibrium towards favourable conditions  Restraining Forces change an equilibrium towards unfavourable conditions Certain conditions in a working organization resulting dissatisfaction

7. 7 CONSTRUCTING ACTIVITIES Restraining Forces Driving Forces 1234 1’2’3’4’ Activity 1: Reducing Factor 2 Reducing Factor 4 Increasing Factor 2’ Activity 2: …………………… Activity 3: ……………………

9. 9 DESIGNING ACTIVITIES Investment based Proposal Outcome based Proposal E.g. Improving laboratory facilities E.g. Improving Skills  should be transformed to An investment cannot be claimed as an activity !

10. 10 DESIGNING ACTIVITIES Rules to observe in designing an Activity Activity is Not just an Investment Activity should have clear Output Activity should have clear Reason/Rationale  Why do we need to have this activity  Why we select this activity rather than others  What is this activity aimed at An investment is just a direct consequence of having an activity (necessary Resources Required to conduct that activity) !

11. 11 DESIGNING ACTIVITIES Criteria of a Good Activity  Simple – not complicated  Measurable – achievement/progress can be measured  Achievable – the scope is manageable  Rewarding – Output/Outcome contribute to the objectives  Timeframe – properly planned staging  Sustainable – does not stop at the end of the project life Students as the Primary Beneficiary !

12. 12 ACTIVITY FORMAT (Guidelines – pp.10-11) Why the activity is needed (link to problems) & How it would solve problems What are the Objectives, Outcomes & Beneficiaries How the activity will be implemented (sub-activities) When the activity will be carried out (time-schedule) What are the resources needed ……………………………………………………… How its effectiveness will be measured How to sustain the activity

13. 13 ACTIVITY – EXAMPLE : Improving English Language Skills of Undergraduate Students

14. 14 Background & Rationale Graduate employment rate low Their English language skills do not satisfy present job market English courses are offered but motivation of students is low Undergraduates have inadequate levels of English proficiency- less opportunities available at the university for improvement Undergraduates should be provided more learning opportunities to improve English language Skills

15. 15 Objective(s)Objective(s) Students would be able to complete the specified English language skills certification programme satisfactorily follow selected courses in the degree programme in English medium without difficulties find a good employment within a short period after the graduation

16. 16 Mechanism& Design English language skills certification programme linked to labor market needs Motivating students for self-learning (selected Courses in English medium, assignments etc) Monitoring & Evaluation

17. 17 Implementation Schedule

18. 18 Resources Required Instructors Audio-visual & other equipment for language lab Books, other self learning materials etc.

19. 19 Performance indicators Outcome Indicator: Proportion of students completing the English language skills certification programme Intermediate Outcome indicator: No of students enrolled in English language skills certification programme Auxiliary indicator: ………………….

20. 20 SustainabilitySustainability Make the English language skills certification programme compulsory Financial sustainability: University funds/generated funds

21. 21 UNSUSTAINABLE ACTIVITY SYMPTOMS 1.Waiting Time for the First job – High 2.First Salary – Low 3.Ability to compete with other graduates – Low Proposed Activity Improving English Language Skills POSSIBLE PROBLEMS 1.Poor Management Skills 2.Poor ICT Skills 3.Poor English Language Skills INFLUENCING FACTORS 1.Poor Management Skills 2.Students’ English Proficiency – Low 3.Staff English Proficiency – Low 4.Course Units in English Medium – None 5.Library Collection in English – Inadequate 6.Literature Survey assignments – None 7.Language Centre – Available 8.Student Motivation to learn English – Low Mechanism & Design Intensive English Course for Final Year Students at the Language Centre Resources Required Short-Term Staff Training Equipment for Language Centre(s)

22. 22 SUSTAINABLE ACTIVITY SYMPTOMS 1.Waiting Time for the First job – High 2.First Salary – Low 3.Ability to compete with other graduates – Low Proposed Activity Improving English Language Skills POSSIBLE PROBLEMS 1.Poor Management Skills 2.Poor ICT Skills 3.Poor English Language Skills INFLUENCING FACTORS 1.Poor Management Skills 2.Students’ English Proficiency – Low 3.Staff English Proficiency – Low 4.Course Units in English Medium – None 5.Library Collection in English – Inadequate 6.Literature Survey assignments – None 7.Language Centre – Available 8.Student Motivation to learn English – Low Mechanism & Design Course Units in English Literature Surveys Motivating Students for Self Learning Resources Required Short-Term Staff Training Equipment for Language Centre(s) Self Learning Materials

23. 23 TYPICAL FLAWS No link to the Identified Problems; Failure to justify the Proposed Activity Too Broad; No link to the Background Vague; Too General; Confusion about Investments (Cost Components) Wrong sequence; Inconsistent with Targets; Confusion about Investments (Cost Components) Focus only on the Financial Aspect

24. 24 there are no favorable winds for those who do not know where to go ….!