Suppose that you have a particular task to complete, for example, completing a weekly report on some aspect of a department, school or college's activity, an if-then plan involves stating the task in the following format :
If it is Monday at 10.00 am I will email my Line Manager/Head of Department ( A N Other) with the attendance report.
What is important here is the cue - If it is Monday at 10.00 am - is directly linked to the action - emailing the attendance report to the line manager. In other words, the cue 10.00 am Monday is 'wired' into colleagues' brains to the action - email my Line Manager with the attendance report. Once, this cue is detected the mind then triggers the 'then' part.
Halvorson states that more than 200 studies have shown that 'if-then' planners are 300% more likely than others in achieving their goals and objectives. Halvorson goes onto cite the work of Thurmer, Wieber and Gollwitzer who have shown that 'if-then' planning has helped organisational decision-making through increased information exchange or preventing additional resources being allocated to failing projects.
So if we were to adapt a typical action plan into an 'if-then' plan, what would it look like. The following is an amended example of Halvorson's (2014) 'if-then' organisational planning flow-chart.
Step 1 – Establish
school/college goal
|
Step 2 – Break the goal
down into specific concrete sub-goals
|
Step 3 – Identify
detailed actions – the who, when and where – for achieving each sub-goal
|
Step 4 Create if then
plans that trigger the actions
|
GOAL
During the autumn term improve the timely completion of annual performance
reviews and appraisals
|
SUBGOAL
Identify where timely completion of appraisals is not taking place
|
ACTION
Gather feedback from problem areas from HODs and teachers
WHO-WHERE-WHEN
Deputy Principal/Head staffing, at the end of each month
|
IF-THEN-PLANNING
If it is the last Friday of the month the Deputy Head Staffing
(I) will send out forms seeking suggestions on how to remove barriers which
are getting in the way of the completion of appraisals
|
SUBGOAL
Improve opportunities for appraisal meetings between managers and
teachers/lecturers
|
ACTION
Generate schedule for completion of appraisals
WHO-WHERE-WHEN
All appraisers, every Friday morning, to be turned in by midday.
|
IF-THEN-PLANNING
If it’s Friday morning, then I (HODS) will create a summary of
the progress on appraisals and it to the Deputy Head Staffing by midday
| |
SUBGOAL
Reduce number and duration of school/ departmental meetings
|
ACTION
Establish improve school-wide time discipline
WHO-WHERE-WHEN
All staff who set the agendas of meetings
|
IF-THEN PLANNING
When I (all agenda setters) set an agenda I will include in the
title of the agenda item its' purpose : Discuss, Decide or Disseminate
|
So what are the implications for practice as we commence the new academic year.
- It might be worth re-visiting the action plans templates of previous years to consider whether they should be amended.
- Many action plans have significant sections on success criteria by which to judge the success or otherwise of the action plans. Maybe more time needs to be spent on designing action plans which increase the likelihood of meeting those criteria (In other words, what is the point of spending time writing success criteria if the action plan does not contribute towards the delivery of the required actions).
- If-then planning is and example of how improvement can be made to the most established of practices by adopting an evidence based approach to what works.
Halvorson, H. G. (2014) Get your team to do what it says it's going to do, Harvard Business Review, May 2014 pp 83 -87
Thürmer, J. L., Wieber, F., & Gollwitzer,
P. M. (in press). Planning high performance: Can groups and teams benefit from
implementation intentions? In M. D. Mumford & M. Frese (Eds.), The
psychology of planning in organizations: Research and applications. New York,
NY: Routledge
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