IEEE Standards Education

1. IEEE Standards Education 09 December 2013 Standards Education: Strategic Scenario Planning Alex Torres Sr. Business Strategy Manager IEEE Educational Activities

2. Executive Summary • The Standards Education Committee identified a need to complete a strategic planning workshop by year end 2013. • On 09 December 2013, Alex Torres, Sr. Business Strategy Manager, IEEE Educational Activities facilitated a strategic scenario planning session for IEEE Standards Education staff and Standards Education Committee members. • The strategic planning session focused on two parts. First, three exercises were completed to better understand the Standards Education environment and its stakeholders. Secondly, results of these exercises along with pre-meeting survey results were used in a strategic scenario planning session. • As a result of this strategic planning workshop … • Two critical uncertainties were identified and used to explore the future of standards education • Four distinct scenarios were created to represent possible futures where the standards education may reside in three to five years • A strategic path was chosen beginning in the present day, to three years out, and finally five years out • Recommendations at the end of this debrief provide the necessary next steps to follow to utilize the scenarios and strategic path for the Standards Education Committee

3. Agenda

4. Objectives • Part I: Explore the Standards Education environment and its key components • Part II: Engage the future through a strategic scenario planning exercise that will ultimately help to create a strategic path for the Standards Education

5. Please Join Your Team … Team B • David Law • Amin Karim • Jeff Handal • Jill Bagley • Samantha Bradley • Steve Welch • Robert Ivan Team A • Yatin Trivedi • James Irvine • Kishik Park • Susan Tatiner • Chris Salicco • John Teehan • Martha Tejada • Jennifer McClain

6. PART 1: Exploring the Environment Alex Torres

7. Exercise 1: Influence Mapping Goals: • Create an influence map that represents all of the major components of the Standards Education environment • Identify and prioritize the critical components we want to keep in mind for today’s workshop Instructions: • Write Standards Education in the center of the page • Identify through bubbles the different items influenced by it • Use the size of the bubble to determine how much that item is influenced

8. Influence Mapping: Standards Education Group A Money Accreditation Criteria IEEE Job opportunities Government Asses to standards Development Resources Corporate training Educational Demand Understanding need Standards Education Standards Association Students/engineers Continuing Education Understanding Need Universities Educational Activities Industry/company Connected vs. Distributed Public perception Content Creation/delivering/method University perception Standards Bodies Teaching methods Technologies (to teach) (to use for teaching)

9. Influence Mapping: Standards Education Group B Practicing Engineers Educational Technologies (delivery) SA Staff Publishers Educational Activities Volunteers Human Resources Governments Standards Education Training Organizations Regulatory Bodies Companies Funding Organizations (e.g. NSF) Academia Accreditation (e.g. ABET) Cultures SDOs (e.g. ITU) Faculty Students International Trade

10. Exercise 2: Who Are Our Stakeholders Goals: • Complete the Buying Center exercise • Identify and prioritize the critical stakeholders for the Standards Education

11. Who “Buys Into Standards Education and it’s Recommendations?” Purchaser Influencer End-User Decider

12. Group A

13. Group B

14. Exercise 3: Profiling and Prioritizing Goals: • Complete the Lost in Translation exercise • Identify and prioritize the goals, constraints and key outcomes for three of your stakeholders Instructions: • Complete this exercise as a group • Discuss your results and look for commonalities across the stakeholders • Present back your findings to the larger group

15. Lost In Translation Goals The job that the customer is trying to achieve New Value Creation Constraints What gets in their way Metrics Includes the metrics for these outcomes Adapted from: Lost in Translation; A. Ullwick et al HBR Strategy & Innovation May-June 2004

16. Audience: Professors

17. Audience: Students

18. Part II: Scenario Planning for Standards Education

19. Parameters … Determine our timeframe 3 to 5 years Global scope Consider survey results and exercise results to help build scenarios

20. Strategic Scenario PlanningProcess Overview Phase 1: Review data as we see it today. Phase 2: Methodically analyze and apply the data via scenario-based thinking Phase 3: Process is debriefed and reported. Includes the key findings as well as all strategic elements

21. Uncertainties

22. Two Critical Uncertainties • What are the two biggest questions we have about this environment? • These two questions should not involve IEEE in anyway.

23. Two Critical Uncertainties How will Colleges & Universities utilize standards education? High Engagement Afterthought How will continuing professional development evolve? Revolution in Continuous Learning Status Quo/Minimal Evolution

24. How will Colleges & Universities utilize standards education? High Engagement Afterthought Revolution How will continuing professional development evolve? 5 3 T Status Quo/Minimal

25. I. My Education, My Way High Engagement / Revolution • Accreditation bodies & regulation bodies require standards education in courses. • Significant proportion of project based learning • Standards are used in classroom • Universities subscribe to standards • Professors involved in Standards activities • Customizable, affordable, flexible student-defined learning • Smaller, discrete accredited modules • Teaching more vocational • Core groups of standards prioritized • More open content • More interdisciplinary study • Geographic & language diversity, new markets • Increased industry influence in teaching

26. II. Student Left Behind: Learning Needs for Tomorrow Afterthought / Revolution • On the job training • Classroom/training flexibility • Just-in-time education/learning (e.g. MOOCs) • University accreditation issues • Employers needs into curriculum • Faculty-focused needs prioritized before trends/market • High graduation rate vs. employment/employability • Purchasers: industry, practicing engineers • Technology: better delivery

27. III. Standards, By ABET High Engagement / No CPD Change • Accreditation & regulatory bodies require Standards Education in courses. • Recruiting practices require Standards trained students • Standards used in classroom • Significant proportion of project based learning • Universities subscribe to Standards • Professors involved in Standards Activities • Smaller, discrete accredited modules • More volunteer, self-supported study methods • Lower revenue opportunities for CPD • Flexible, student-defined study opportunities • More opportunities for students who do exist in CPD • More accreditors, more regulation

28. IV. Creeping Along Afterthought / Status Quo • Lack of mentors • Lack of resources ( e.g. books, courses ) • Available material has constraints ( e.g. only available face-to-face) • ABET requirement awareness • Student-driven research • Company / universities left “Out of the drivers seat” • Purchasers: hardly any… • Technology: limited delivery

29. Recommendations • Answer the following questions: • What must we do at minimum to succeed on this path (per year)? • What unique action steps should the team take to insure success (per year)? • What must we do over the next 3-5 years if we are off the designated path (per year)? • Complete a Strategic Mapping exercise to summarize the path • Complete a Business Model Canvas (s) to better understand the possible business models available • Refine the story you want to tell then have other stakeholders provide feedback on it • IMPORTANT: Please avoid creating a task/to do list until the strategic planning process has been completed. Operational planning will naturally provide key tasks on a strategic level at the appropriate time.

30. Thank You!

31. Appendix

32. Strategy Map External Issue External Issue External Issue External Issue External Issue Over what period of time? Where you are today. Where you want to be in the future. Key Issues • Issue 1: • Description • Description • Issue 2: • Description • Description • Issue 3: • Description • Description • Issue 4: • Description • Description Critical Success Factors Tactics • CSF 1: • Description • Description • CSF 2: • Description • Description • CSF 3: • Description • Description • CSF 4: • Description • Description • Tactic 1: • Description • Description • Tactic 2: • Description • Description • Tactic 3: • Description • Description • Tactic 4: • Description • Description Metrics Metrics 1 Metrics 2 Metrics 3 Metrics 4

33. The Business Model Canvas Customer Relationships (CR) Customer Segments (CS) Key Partners (KP) Value Proposition (VP) Key Activities (KA) • What activities must we do to make this business model work? • What do we need to create in order to offer the value proposition? • Who are our key partners? • Who are our key suppliers? • It is the reason why customers will choose our product/service. • What benefits does our product/service offer that has customers choosing us instead of another organization’s products? • What type of relationships do we have with our customer segments? • Defines the different groups of people/ organizations we are try to reach and serve. Channels (CH) Key Resources (KR) • What assets to we need in order to make this business model work? • How do we communicate and reach our customer segment to deliver the value proposition? Cost Structure (C$) Revenue Stream (R$) • All of the costs involved in developing and offering the product/service. • The revenue generated from each customer segment