See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/280990326 Presentation of 17.03.2005 at Wits Business School-Through the Eyes of a Distant Bystander Research · August 2015 DOI: 10.13140/RG.2.1.1872.5608 CITATIONS READS 0 10 1 author: Mukul P Gupta Management Development Institute Gurgaon 166 PUBLICATIONS 31 CITATIONS SEE PROFILE Some of the authors of this publication are also working on these related projects: Writings on Advertising View project General Writings View project All content following this page was uploaded by Mukul P Gupta on 16 August 2015. The user has requested enhancement of the downloaded file.
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 of 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 - other 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 opportunity 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 organisations: • 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.
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