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IMPLEMENTING THE PURDUE POLYTECHNIC
Exploring how agile strategy can support and accelerate the implementation of the Purdue Polytechnic Institute
December 30, 2014
Prepared by:
Ed Morrison
Purdue Center for Regional Development
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Preface
This document explores how the discipline of Strategic Doing could be applied to the implementation of the Purdue Polytechnic Institute.
Strategic Doing is a strategy discipline designed for open, loosely-connected networks. It focuses on building collaborations quickly, moving them toward measurable outcomes and making adjustments along the way.
Lately, Strategic Doing has been gaining traction in the transformation of undergraduate engineering education. Coupled with the Pathways to Innovation initiative developed by Stanford’s Epicenter and VentureWell, Strategic Doing has been guiding the transformation of undergraduate engineering education at 12 universities. In February 2015, another 24 universities will take up the discipline.
Further, the board of the American Society for Engineering Education has turned to Strategic Doing to redesign the Association’s strategy.
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Strategic Doing applies agile principles to the development of strategy .
Incubated at Purdue, Strategic Doing has spread to universities in the U.S., Australia and the UK.
Strategic Doing also forms the core of a partnership among the Purdue Center for Regional Development, Fraunhofer IAO, and the New Jersey Institute of Technology.
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Table of Contents
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This document explores how the discipline of Strategic Doing could be applied to the implementation of the Purdue Polytechnic Institute.
04 11 18page page page
24 30 35page page page
PPI’s Challenge PPI: A Visual Interpretation
Strategic Doing Explained
The Proposed Strategy Process
Additional Training Options
References and Contact Information
PPI’s Challenge
The challenge of large scale transformation
Overcoming the organizational immune system
Innovation diffusion within the College
The challenge of distributed leadership
Transforming undergraduate engineering education
Applying Strategic Doing to the challenges of deploying the PPI
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The challenge of large scale transformation
PPI represents the transformation of the complex system of engineering education within the College of Technology. Although the college is organized hierarchically, it does not operate that way. Effective hierarchies depend on command-and-control structures.
Instead, the College, like the university, operates quite differently (Hammond, 2002). Clark Kerr, president of the University of California system in the 1950s and 1960s, joked that the university has become “a series of individual faculty entrepreneurs held together by a common grievance over parking.”
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How does large-‐scale transformation take place when hierarchical command and controls do not work?
Rather than a hierarchy, a university operates on a loosely connected series of networks.
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Overcoming the organizational immune system
Transformative initiatives disrupt existing relationships. As a consequence, they often trigger resistance that can appear in a variety of different forms from bureaucratic inertia to subtle political maneuvers.
Resistance arises from an inadequate understanding of how loosely coupled networks transform. In other words, as Kezar notes, resistance to change is often a product of a poor approach to change (Kezar, 2013).
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Transformative initiatives can quickly encounter significant resistance from power bases within the organization.
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Innovation diffusion within the College
Diffusion theory explains how transformation in open, loosely connected networks takes place. Transformation occurs when the entrepreneurs promoting the transformation engage "willing volunteers.”As one former dean of the College at Purdue commented to us, "When changing the college, I focused on the one-third of the faculty most receptive to change. I found that that one-third would bring along a second third. I didn’t worry much about the third third.”
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Change efforts become stuck when entrepreneurs spend too much time trying to overcome the objections of vocal skeptics.
Transformation Entrepreneurs
Core Team
InitiativeTeam Leaders
Willing Volunteers, Pragmatists
Passive skeptics
The "Chasm"
Vocal resistors
Percent of college faculty
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Distributed leadership in innovating networks
Effective networks combine a tight core of trusted leadership, combined with porous boundaries that enable continuous learning and growth. Designing and guiding open, innovative networks is neither a top-down nor a bottom-up process. Networks operate without tops or bottoms.
Innovating networks operate with trust built over time. Rather than a single leader, transformation leadership falls to a core team.
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Innovating networks, the type of networks capable of transforming the College, operate off of trust built over time.
Innovating networks are tighter and more focused than other types of networks, such as an interested community or a community of practice. Innovating networks take time to emerge.
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Transforming undergraduate engineering education
Designing and guiding these innovating networks calls for a new approach to strategy. Traditional strategy disciplines, called “strategic planning,” emerged in the 1960s to address the challenges of managing large, hierarchical organizations.
Strategic Doing is designed to address the strategy issues of open, loosely connected networks. It is similar to applying the disciplines of agile product development or “Lean Launchpad” to the challenges of strategy.
Stanford’s Epicenter and VentureWell are applying Strategic Doing to transform the undergraduate engineering curriculum at universities across the country. In the first year the program, we deployed Strategic Doing with 12 universities. In 2015, a new cohort of 24 universities will apply the discipline.
Strategic Doing addresses the core issues of network strategy in a lean, low-cost and agile way. Because the disciplines are teachable, the practice of Strategic Doing is scalable.
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Strategic Doing works by focusing intensively and relentlessly on the critical questions of strategy for collaborations.
In February 2014, 12 universities developed their strategy for transforming undergraduate engineering education by using the disciplines of Strategic Doing.
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Applying Strategic Doing to PPI’s deployment
The next three sections of this paper outline how Strategic Doing could assist in the deployment of the PPI.
• The first section provides a visual interpretation of the PPI as a platform for transformation within the College.
• In the second, I introduce a basic explanation of Strategic Doing and how it works.
• In the third section, I propose a process for applying Strategic Doing to the deployment of the PPI.
Finally, I introduce training options for faculty and staff to become certified in Strategic Doing. Although this step is not essential for moving forward, adding College of Technology faculty into the pool of professionals skilled in the practice of Strategic Doing will accelerate the adoption of the discipline across the College.
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Teams charged with implementing PPI will need 1) a common strategy vocabulary; 2) a shared process for moving ideas into action; and 3) a continuing commitment to design shared experiments and learn “what works.”
PPI: A Visual Interpretation
PPI: The Basic Design
Migration of College assets
The Engagement Threshold
The Migration Roadmap
The PPI Deployed
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PPI: The basic design
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1. The Core Team guides implementation
2. The Learning Innovation Institute designs and pilots new ideas
3. Curriculum Transformation accelerates deployment of new models
4. Innovation Labs engage industry in applied research
5. Workforce Educator focuses on expanding the pipeline of STEM students within Indiana
The PPI represents a transformational platform consisting of five components.
Implementation began in 2014 with the Learning Innovation Institute. Other components will be designed and launched in 2015.
Innovation Labs
Cur
ricul
um
Tran
sfor
mat
ion
Core Team
Learning InnovationInstitute
Workforce
Educator
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Migration of College assets to the new platform
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Over a period of 3-‐5 years, assets that are embedded in the College’s current hierarchical organization will migrate to a more open, agile and networked structure built on the PPI platform.
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The Engagement Threshold
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External Partners
Innovation LabsW
orkforce Educator
Acc
eler
ator
Core Team
Incubator
Engagement Threshold
Existing College of
TechnologyDepartments
As existing departments and external partners cross an “Engagement Threshold,” they will invest resources in developing the platform.
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The Engagement Threshold
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The Engagement Threshold is defined by a commitment to a new way of teaching, research and engagement.
The Engagement Threshold is articulated by the Polymeter document and the following components:
• The PPI Values;
• The PPI Assumptions;
• The PPI’s commitment to provide students with a marketable skills portfolio, focused knowledge, and diverse experiences (the T-shaped professional);
• Overarching philosophical ideals; and
• Dimensions of technology experience.
When partners commit to consistent actions in alignment with these values and beliefs, they cross the Engagement Threshold.
Reference: ”Polymeter: Criteria and Guidelines for the Polytechnic Curricula in the College of Technology at Purdue University.”
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The Migration Roadmap
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Colleges and faculty within each college will engage with the new platform at different rates. External partners will engage as more College resources migrate to the new platform.
Aviation Technolgy
External Partners
Innovation LabsW
orkforce Educator
Acc
eler
ator
Core Team
Incubator
Building Construction Management
Computer InformationTechnology
Computer GraphicsTechnology
EngineeringTechnology
StatewideTechnologyTechnologyLeadership & Innovation
Engagement Threshold
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The PPI Deployed Over time, the College will be transformed in alignment with the core values and beliefs of the PPI. The resulting structure will be far more agile, networked and innovative.
Strategic Doing Explained
What is Strategic Doing?
How does it work?
Why does it work?
Who uses Strategic Doing?
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What is Strategic Doing?
Strategic Doing enables people to form action-‐oriented collaborations quickly, guide them toward measurable outcomes, and make adjustments along the way.
Nearly everywhere we turn these days, people talk about the importance of collaboration. But how do we design these collaborations? How do we manage them? Strategic Doing provides a simple set of rules to answer these questions.
With Strategic Doing, people:
• “link and leverage” their assets to create new opportunities;
• convert high-priority opportunities into measurable outcomes; and
• define “Pathfinder Projects” that move toward these outcomes.
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Strategic Doing is designed for open, loosely connected networks.
Managing complexity within these networks requires simple rules. We have designed Strategic Doing to be intuitive and concise. In a matter of hours, a loosely- organized network of people can generate a sophisticated strategic action plan and begin implementing their ideas.
In today’s world, we need strategic thinking more than ever. But we cannot rely on slow, cumbersome traditional approaches. Strategic Doing is designed for today’s world.
Watch a video introduction.
Managing complexity requires simple rules.
The work Strategic Doing takes place in short bursts. We organize the process around workshops that last between 2 to 3 hours to full days. In between these workshops, we start implementation with Pathfinder Projects.
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How does it work?
Collaborations are born and live in conversation. Strategic Doing focuses conversations on the two critical questions of strategy:
• Where we going? and
• How will we get there?
By keeping our conversations focused on these critical questions, Strategic Doing generates all the components we need for practical strategic action plans. Over time, we make continuous adjustments to these plans, as we learn by doing.
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Strategic Doing works by focusing intensively and relentlessly on the critical questions of strategy for collaborations.
What could we do
together?
What will we do
together?
What should we
do together?
What is your 30/30?
The Strategic Doing
Cycle
Where are we going?
How will we get there?
By keeping conversations tightly focused on answering simple but not easy questions of strategy, Strategic Doing generates all the components of a strategy within a matter of hours.
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Why does it work?Strategic Doing works because it is intuitive and stimulates learning by doing.
Strategic Doing works because it is:
• Intuitive
• Inductive and data-driven
• EnjoyableIntuitive. Each of us is experienced in making strategic decisions in our personal lives. Yet, we rarely bring this experience into our collaborations. Strategic Doing builds off these personal experiences. Strategic Doing connects with how we personally make complex decisions.
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Inductive and data-driven. At the same time, most of us recognize that we cannot forecast the future. We often do not know what will work. By stimulating a spirit of experimentation, Strategic Doing encourages us to learn continuously.
Enjoyable. Finally, Strategic Doing promotes the deeper conversations, as well as the collaborative action, that most of us find engaging. Strategy sessions are focused, short and pragmatic.
Strategic Doing focuses on translating ideas and action quickly, so we can figure out what works.
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Why does it work?Strategic Doing also promotes transparency to form trust more quickly.
Because Strategic Doing promotes transparency to accelerate learning and network expansion, it also discourages behavior that slows innovation and erodes trust.
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Who uses Strategic Doing?
Strategic Doing is designed for strategy and open, loosely connected networks. We see applications both within organizations and across organizational and political boundaries.
As a lean, agile strategy discipline, Strategic Doing has applications in a wide range of situations.
Dealing with messy challenges in communities and regions. We are increasingly confronting complex, messy problems. In these situations, multiple organizations, each with a unique set of assets, need a practical approach to designing and guiding collaborations.
Focusing an organization. As organizations become flatter and more networked, traditional approaches to strategy no longer work as well. Strategic Doing fills a void.
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University engagement. Along side teaching and research, university engagement represents the Third Mission of higher education. Increasingly, universities are being called on to improve engagement with their regional economy. Strategic Doing delivers a lean and scalable solution to leveraging university assets in new and different ways.
University transformations. An increasing number of universities are turning to Strategic Doing to guide the complex moves needed to transform the student experience. Strategic Doing provides a simple discipline that can guide these transformation.
Moving a profession association forward. Guiding an association forward can be difficult without a simple process to engage and align members.
Building clusters. Clusters are an important feature of dynamic regional economies, and Strategic Doing is a fast way to build these networks.
Strategic Doing can be applied to any complex situation in which collaboration represents the only practical alternative.
Purdue has been conducting Strategic Doing workshops both nationally and internationally since 2005.
Proposed Strategy Process
Proposed Strategy Process for PPI
2015 Schedule
Strategic Doing: The Game
Strategic Doing Workshops
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Proposed Strategy Process for PPI
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When What Who Outcomes Comment
January Strategic Doing Game
Open invitation
Get an overview of Strategic Doing
3 hour time block. Participants will play a Strategic Doing Game designed for Stanford’s Epicenter. Representatives from 24 universities will be playing this game in Palo Alto on January 15.
January ———Follow up workshops every 90 days
PPI Strategy Workshop
PPI Core Team (open definition*)
Strategic action plan for PPI
This workshop of 3-6 hours will design first version of the strategic action plan of the PPI for 2015. This initial version (the alpha version) will focus on two already defined initiatives: recasting the Year 1 experience and the Year 4 capstone. The session will design strategies for all four components of the PPI.
February ———Follow up workshops every 90 days
Department Workshops
College teams committed to PPI
Strategic action plan for each college
This 2-3 hour workshop will focus on departmental teams as they migrate resources to the PPI platform. Follow-up workshops every 90 days will revise their strategic action plan.
Every 30 days
30/30 check-ins
Everyone engaged on a team
Revision of strategic action plans
The 30/30 check-in meetings are critical to keeping strategies on track. These meetings, which can be held virtually, are short: 20-30 minutes, normally. They enable the team to shape implementation plans in 30 day time buckets and make adjustments.
*At the initial workshop, the core team should be defined broadly to include any faculty, administrator or student who has been engaged in the implementation of the PPI in 2014, as well as others who are willing to commit time in 2015.
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2015 Schedule of Workshops
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Strategic Doing is an iterative process of continuous commitment and refinement. The graphic outlines a process that includes the overall PPI and 2 departments, a total of 12 workshops in 2015.
Workshops30/30
Check-in Meetings
PPI Core Team 4 11
Department 1 4 10
Department 2 4 10
Total 12 31
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Strategic Doing: The Game
Strategic Doing: The Game introduces the skills of designing and guiding collaborations through a simulation. Participants gain some valuable insights by focusing on the challenges of transforming engineering education in a smaller university. Participants play different roles in the university.
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Participants in the game learn that they can develop sophisticated strategic quickly, if they keep their conversation focused on answering strategic questions.
The University:Student size: 10,000 undergraduatesPopulation of community: 200,000Engineering: 2,500 studentsDepartments of : Mechanical, Chemical, Civil, ElectricalOther Departments: Business School, Biology, Physics, and Chemistry
The Situation:School of Engineering has been given a building downtown (100,000 SF).
New university president wants to see more innovation and dean of Engineering suggests that we should meet to talk about use of building. Dean just came back from meeting where he met a Pathways School and wants this group to explore using the Strategic Doing process.
The new building is coming on line in 2016…..The strategy challenge: What kind of programming, space and use of the building makes sense?
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Strategic Doing Workshops
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Strategic Doing workshops focus on answering simple, but not easy, strategy questions. Collaborations emerge when participants link and leverage assets within their networks.
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Strategic Doing Workshops
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Participants in workshops learn how to communicate their strategies in simple, concise terms. Strategy maps keep the process focused.
Here a participant in the 2014 Stanford Epicenter initiative is presenting his team’s strategy to the other universities.
Additional Training Options
Professional Training Options
3-‐Day Practitioner Deep Dive
Certification
Strategic Doing Faculty
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Training Options
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Face to Face Online
Introduction to Strategic Doing 1 day $275 5 weeks $395
Strategic Doing: The Game 3 hours $100/player
Minimum 20 people X X
Strategic Doing: The Game + Briefing 1 day $275/player
Minimum 20 people X X
Strategic Doing Table Guide 1 hour Included in a Strategic Doing workshop 1 hour Included in a
workshop
Practitioner Training 3 days $1,275 X X
Practitioner Training + Capstone
Course
3 days+
Capstone$1,575 X X
Certification + Purdue Residency 3 day
Residency at Purdue
$1,200 X X
Intr
oduc
tory
Cer
tific
atio
nPr
actit
ione
rFa
culty
The Purdue Center for Regional Development offers training in Strategic Doing. The table below outlines our current offerings.
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Practitioner Training: 3-day deep dive
Practitioner training is geared for professionals who need a deeper grounding in the theory and practice of collaboration in open networks.
In this training, practitioners learn how to design and guide a Strategic Doing workshop, draft Strategic Doing packs of workshop exercises, and translate packs into strategic action plans.
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With this training, professionals will be able to design and guide collaboration using Strategic Doing workshops.
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Certification: Practitioner Training + Capstone Experience
Some professionals want to teach Strategic Doing.
Strategic Doing certification enables professionals to teach Strategic Doing workshops and conduct Strategic Doing: The Game.
The capstone experience includes field work that is supervised by a member of the Strategic Doing faculty. During this fieldwork, professionals learn to design and guide Strategic Doing workshops.
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Strategic Doing certification enables professionals to teach Strategic Doing workshops and Strategic Doing: The Game.
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Faculty: Certification + Purdue Residency
Certified professionals are eligible to join the Strategic Doing faculty. In order to take that step, the professional participates in a residency at Purdue. During this residency, participants learn the latest approaches to teaching this new discipline.
The professional also develops a plan for contributing to the Strategic Doing curriculum. In addition, the existing faculty provide suggestions for improving presentations and teaching styles.
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Strategic Doing faculty design new curriculum, and they lead the development of Strategic Doing in anchor universities.
References Contact
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ReferencesHammond, Thomas H. "Herding cats in university hierarchies: Formal structure and policy choice in American research universities." Governing academia (2004): 91-138.
Hechinger, G. "Clark Kerr, Leading Public Educator, Dies at 92”, New York Times, December 3, 2003.
Henderson, C., and M. Dancy. Increasing the Impact and Diffusion of STEM Education Innovations, White Paper commissioned for the Characterizing the Impact and Diffusion of Engineering Education Forum, Feb 7-8, 2011.
Kezar, A., How Colleges Change: Understanding, Leading and Enacting Change. Routledge, 2013. Klein, K., and Knight. A., "Innovation Implementation. Overcoming the Challenge." Current Directions in Psychological Science 14.5 (2005): 243-6.
Miller, R. From the Ground Up: Rethinking Engineering Education for the 21st Century, Symposium on Engineering andLiberal Education , Union College, Schenectady, NY, June 4-5, 2010.
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Contact: [email protected]
