1. Addressing the challenges & devising solutions
IL Strategy Workshop Day 2 Session 3
Introduce the session

2. Learning Objectives During this session, you will:
Learn how to identify challenges and devise solutions
Use a the context analysis (PEST) to identify potential challenges
Transform the PEST into a SWOT analysis
Convert SWOT into a risk management plan
(1 min)
• Briefly outline the objectives

3. PESTLE to SWOT Analysis
Take the PEST context & analyse how these factors may impact your project
Political
Economic
Social
Technological
Legal
Environmental
Strengths
Weaknesses
Opportunities
Threats
(1 mins)
• A PESTLE and SWOT are strategic planning tools that help you identify the tasks you need to undertake to successfully achieve your project, programme or service goals.
At this point, we will use the information gathered in the previous PEST exercise and use this information to create SWOT analyses. The information you gather today will be used later to feed into a risk management plan towards the end of the session (and ‘communications and advocacy plan’ in session 11, and a project plan in session 10).
• Show the slide.

4. SWOT Strengths Weaknesses Opportunities
Strengths that convert into opportunities e.g.
University senate endorse IL
Weaknesses that prevent you from taking advantage of opportunities e.g. Faculty have low appreciation of IL
Threats
Strengths that pose a threat e.g. University senate (or Government) encourages critical thinking but favours programmes with more limited scope
Weaknesses that make threats a reality e.g. University senate (or government) doesn’t invite criticism of its policies
(3 mins)
• We are about to undertake an ‘enhanced’ SWOT analysis where we probe further than just identifying the strengths, weaknesses, opportunities and threats to identify solutions and know how to manage the risks. This should result in a more meaningful outcome as we will explore how to probe further, to discover strategies for overcoming threats and/or take advantage of a opportunities.
• When we look at opportunities, we will also ask - what is the impact if the opposite happens, as this would be regarded as a risk which needs to be managed as part of a risk assessment plan.
• For instance, if you identify that Senates support for IL is a strength, then you will need to consider what impact it would have on the project if Senate suddenly changed their levels of support?
• Although the likelihood of this happening is low, it is important to consider how to maintain their support during the project lifecycle.
• Show the slide, and explain each section of the matrix.

5. Activity Part One (30 mins)
In this part of the activity:
Refer to your PEST analysis
Place some of your PEST factors in relevant SWOT sections:
Strengths
Weaknesses
Opportunities
Strengths that convert into opportunities
Weaknesses that prevent you from taking advantage of opportunities
Threats
Strengths that pose a threat
Weaknesses that make threats a reality
(30 mins)
• Before we start to develop an enhanced SWOT, let’s transfer our PEST factors (from Day One) into the relevant section of the matrix.
• Remember each section is looking at a combination of the following factors, that relate to your contextual analysis and may have an impact on your project (whether positive or negative):
- Strengths/Opportunities: factors that are considered strengths and provide good opportunities for the project e.g. the university senate endorse the IL project
- Strengths / Threats: factors that are strengths that pose a threat to the success of the project e.g. Although senior management endorse the IL project, the faculty have a low appreciation of the value of IL (and therefore threaten the success of the project)
- Weaknesses / Opportunities: factors that are regarded as weaknesses and prevent the project team from taking advantage of the opportunities e.g. the university senate would like to encourage critical thinking but do not favour radical teaching and learning programmes therefore they have the power to block progressive approaches
- Weaknesses / Threats: factors that are regarded as weaknesses and are likely to make threats a reality e.g. the university senate is not open to advise or recommendations on how to change institutional policies to support the IL project.
• Show the slide and explain how to fill in the matrix. Advise participants to write down each PEST factor as a bulleted list in the SWOT matrix (Step One), and to consider the ‘opposite’ risk if the opposite happened, in particular for the factors positioned in the opportunities and strengths segment. These secondary statements should be written in brackets beside the original PEST factor.
• After 30 minutes ask participants to listen to the next set of instructions.

6. Risk Assessments Calculating risks (1 mins)
• Now we have started to develop an enhanced SWOT, let’s start to assess the likelihood of potential threats or opportunities happening. A well-planned project always considers the risks in advance – even those that will have a positive impact on the project. Usually, the project manager is responsible for checking that risks are managed and the positive outcomes are maintained throughout the project!
• Show the slide.

7. Event “What would happen?”
(1 mins)
• When you are considering the risks (both positive and negative) it is important to consider the following:
- Event: what would happen? Would the project be threatened, lose credibility or risk bad exposure or publicity? Would the project team be liable for costs?
• Show the slide
Nothingtosay / flickr.com

8. Event “What would happen?”
What would happen if…
Consider the opposite of a SWOT happening
Does this present new challenges or new opportunities?
How will you plan for these risks or new opportunities?
(2 mins)
This is an important activity as it teaches participants to think strategically. When we consider the opposite of something happening we are forced to plan strategically. This process cultivates strategic thinking skills, which will help us manage the risks and spot opportunities.

9. Example University senate endorse IL
What would happen if the university senate stopped endorsing IL?
How would this impact your project?
What is the likelihood of this happening?
Consider the what if… for all of your SWOT statements
(20 mins)
Let’s take an example from our SWOT. What would happen if the university senate stopped endorsing information literacy programmes. What would have circumstances could have prompted this shift in thinking? How would this impact your project? Is this likely to happen? What factors could increase or decrease its likelihood? What could you do to minimise this risk? Are there any opportunities you could take advantage of that would help you maintain their support for IL?
All of these questions are strategic questions, the questions and responses will help you to think of solutions or strategies to minimise the risk and exploit opportunities. It’s important to look at your plans critically so for each of your SWOT statements ask the question – what if the opposite happened? Take a few moments (10 mins) to consider the opposite before we calculate the probability of this happening.
Ask participants to work with their institutional peers or in small groups of two / three. Walk around the room and check that individuals are able to practice strategic thinking. Some participants may need more help practicing this skill. Give participants plenty of time to practice before asking them to share their experiences across the group. Also, get participants to think about mitigation or contingency responses to their risks. How will they manage this risk or challenge?

10. Risk Plan
Risk
Probability
Impact
Risk Response
Approach
The university senate fails to endorse the new approaches in your programme?
Medium
High
Engage the senate in the design of the project, regular briefings / updates
Mitigate
(1 min)
The purpose of this exercise is to develop a risk management plan. There are several elements included in the plan and we will look at these in more detail now.

11. Probability “How likely is it to happen?”
(1 mins)
• Probability – what is the probability that it will occur? Is it high, medium or low?
• When you are considering the risk, it is important to discuss these factors with the project team before reaching a final decision about the likelihood of occurrence
• Show the slide
Doug88888/flickr.com

12. Calculating Probability
What is the likelihood of the risk materialising?
Risk
Description
High
High risk (70% or more)
Medium
Slight risk (30-70%)
Low
Relatively little risk (30% or less)
(1 mins)
• When you calculate probability, you can use the following percentages / labels as a guide:
- A high risk has a probability of occurrence that is 70% or more
- A medium risk, is regarded as a slight risk, that has a probability occurrence of 30-70%
- A low risk, is regarded as a relatively minor risk, with a probability of occurrence lower than 30%
• Show the slide

13. Impact “How bad will it be if it happens?”
(1 mins)
• We also need to consider what the impact would be on a project if the risk (both positive and negative) where to occur. For instance, you would be advised to keep a close eye on risks that have a high impact on project costs, the project schedule or performance.
• Show the slide
Relentlessly/flickr.com

14. Calculating impact Measure the impact on: project cost
project schedule
performance
Impact
Description
High
High impact
Medium
Slight impact
Low
Relatively little impact
(1 mins)
• When calculating the impact consider the effect on project cost, the project schedule and project performance. The following labels will help you categorise the impact on the project:
- High (High impact)
- Medium (Slight impact)
- Low (Relatively little impact)
• Show the slide

15. Mitigation “How can you reduce the probability, and by how much?”
(1 mins)
• Develop a mitigation plan for risks by considering actions that will reduce the probability of it happening. If you can, calculate the amount by which the risk will be reduced. For instance, employing additional staff will reduce the risk of not meeting the project deadline, but may incur additional costs (e.g. £5000 or equivalent currency)
• Show the slide, ask 1-2 participants to share an example of a mitigation strategy
ExpoLightRail/Flickr.com

16. Contingency “How can you reduce the impact, and by how much?”
(1 mins)
• Create a contingency plan to reduce the impact of factors that will have a negative effect on the project. If you can, calculate the amount by which the impact will be reduced. For instance, hosting regular events may reduce the impact of the faculty derailing the project if students understand and appreciate the value of the IL project / programme, but may need additional staff time and costs (e.g. £2000 or equivalent currency)
• Show the slide, ask 1-2 participants to share an example of a contingency strategy
Boofalo/Flickr.com

17. Risk Plan
Risk
Probability
Impact
Risk Response
Approach
The university senate fails to endorse the new approaches in your programme?
Medium
High
Engage the senate in the design of the project, regular briefings / updates
Mitigate
(25 mins)
Looking back at our example of the risk management (RM) plan you’ll notice that the SWOT analysis feeds into the RM plan. In the plan the author has included a risk response, which states how they will manage the risk. Here they are planning to deploy a mitigation strategy, which means they will reduce the likelihood of this risk happening by engaging the senate throughout the programme.
On a flipchart create a risk plan for your SWOT analyses. Record your risk response and your approach (i.e. mitigation or contingency)
After 20 mins, ask one or two participants to share a mitigation / contingency strategy for one of their SWOT statements with the group before concluding the session.

18. Learning Outcomes By the end of this session, you will:
Know how to identify challenges and devise solutions
Know how to use a the context analysis (PEST) to identify potential challenges
Have created a SWOT analysis
Practiced creating a risk management plan
(2 mins)
• Show the slide, and conclude the session.

19. Course materials developed by Siobhan Duvigneau
Information Literacy manager, IDS
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22/09/2018