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OPERATIONAL PLANNING
External Environment
HETC
PROJECT
(Local, National, Global)
Trend
Ideology; Politics;
Culture; Science;
Education System
Mission
Vision
Goals
Stakeholders
Students; Staff;
Users;
Government
Data
Collection
PROPOSAL
University of
……………..
Job Market
Industry; Community;
Government; Others
Data
Analysis
Organizational Resources
Process & Output &
Human; Physical; Services Outcome
Culture
Financial
Problem
Identification
Improvement
Plan
- Designing
Activities
We are here now
Internal Environment
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Conceptualizing the
Improvement Plan
 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
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IMPROVEMENT PLAN
PRESENT
CONDITION
DESIRED
CONDITION
IMPROVEMENT
PLAN




Comprehensiveness
Coherence
Clarity
Soundness
4
IDENTIFIED
PROBLEMS
ACTIVITIES
IMPROVEMENT
PLAN
• SWOT
• Force-Field
• PEST
• Gap
etc
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FORCE-FIELD ANALYSIS
PROBLEM
 Forces – Factors influencing
problems
 Driving Forces change an
equilibrium towards favourable
conditions
Certain conditions in a
working organization
resulting dissatisfaction
 Restraining Forces change
an equilibrium towards
unfavourable conditions
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CONSTRUCTING ACTIVITIES
Activity 1:
• Reducing Factor 2
• Reducing Factor 4
• Increasing Factor 2’
Restraining Forces
1
1’
2
2’
3
3’
Driving Forces
4
4’
Activity 2:
• ……………………
• ……………………
• ……………………
Activity 3:
• ……………………
• ……………………
• ……………………
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DESIGNING ACTIVITIES
Investment
based
Proposal
E.g. Improving
laboratory facilities

should be
transformed to
Outcome
based
Proposal
E.g. Improving Skills

An investment cannot be claimed as an activity !
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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) !
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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 !
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ACTIVITY FORMAT
(Guidelines – pp.10-11)
Name of Activity
………………………………………………………
Background &
Rationale
Why the activity is needed (link to
problems) & How it would solve problems
Objective(s)
What are the Objectives, Outcomes &
Beneficiaries
Mechanism &
Design
Implementation
Schedule
Resources Required
Performance
Indicators
Sustainability
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
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ACTIVITY – EXAMPLE
Name of Activity
:
Improving English Language Skills of
Undergraduate Students
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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
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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
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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
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Implementation Schedule
Activity
1. Enhancing
ICT Skills
2. Improving
English
Language
Skills
SubActivity
Year 1
Q1
Q2
Q3
Year 2
Q4
Q1
Q2
Q3
Year 3
Q4
Q1
Q2
Q3
Q4
1.1. ………….
1.2. ………….
1.3. ………….
2.1. ………….
2.2. ………….
2.3. ………….
3.
Strengthening
Soft Skills
3.1. ………….
4. Promoting
Ethnic
Cohesion
4.1. ………….
           
           



3.2. ………….
4.2. ………….
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Resources Required
• Instructors
• Audio-visual & other equipment for
language lab
• Books, other self learning materials
etc.
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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:
………………….
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Sustainability
• Make the English language skills
certification programme
compulsory
• Financial sustainability:
University funds/generated
funds
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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
Mechanism & Design
Intensive English Course
for Final Year Students at
the Language Centre
INFLUENCING FACTORS
1.
2.
3.
4.
5.
6.
7.
8.
Poor Management Skills
Students’ English Proficiency – Low
Staff English Proficiency – Low
Course Units in English Medium – None
Library Collection in English – Inadequate
Literature Survey assignments – None
Language Centre – Available
Student Motivation to learn English – Low
Resources Required
• Short-Term Staff Training
• Equipment for Language
Centre(s)
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SUSTAINABLE ACTIVITY
SYMPTOMS
1. Waiting Time for the First job – High
2. First Salary – Low
3. Ability to compete with other graduates – Low
POSSIBLE PROBLEMS
1. Poor Management Skills
2. Poor ICT Skills
3. Poor English Language Skills
Proposed Activity
Improving
English Language Skills
Mechanism & Design
•Course Units in English
•Literature Surveys
•Motivating Students for
Self Learning
INFLUENCING FACTORS
1.
2.
3.
4.
5.
6.
7.
8.
Poor Management Skills
Students’ English Proficiency – Low
Staff English Proficiency – Low
Course Units in English Medium – None
Library Collection in English – Inadequate
Literature Survey assignments – None
Language Centre – Available
Student Motivation to learn English – Low
Resources Required
•Short-Term Staff Training
•Equipment for Language
Centre(s)
•Self Learning Materials 22
TYPICAL FLAWS
Background &
Rationale
No link to the Identified Problems;
Failure to justify the Proposed Activity
Objective(s)
Too Broad; No link to the Background
Mechanism &
Design
Vague; Too General; Confusion about
Investments (Cost Components)
Implementation
Schedule
Wrong sequence; Inconsistent with
Targets; Confusion about Investments
(Cost Components)
Sustainability
Focus only on the Financial Aspect
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there are no favorable winds
for those who do not know
where to go ….!
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