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2. BACKGROUND TO SBM. Development of SBM within the CIPFA PAQWhy is

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2. 2 BACKGROUND TO SBM Development of SBM within the CIPFA PAQ Why is ‘strategy’ important? Why is SBM at FTPC?

3. 3 SBM – WHAT MAKES THIS MODULE DIFFERENT? It requires: New learning Synthesis of prior learning Appreciation of the public service environment Awareness of current issues Application of theory The assessment: Based on pre-seen material Based on topical issues Application of theory Is postgraduate level

4. 4 SBM – SYLLABUS LEARNING OUTCOMES (1) Understand the objectives and nature of strategic management, and strategic decision making Characteristics of strategy, understanding of theoretical models (planned, emergent, cultural), levels of strategy (corporate, business, operational), stakeholder perspective, competitor reaction. Understand and apply the principles of strategic analysis and diagnosis Environmental, market, stakeholder and organisational analysis (and capability). Selection and application of appropriate (strategic management) tools, e.g. PESTLE, SWOT, VCA, portfolio analysis, Five forces, Strategy Clock, resource audit. Cultural analysis, ethical stance and governance framework.

5. 5 SBM – SYLLABUS LEARNING OUTCOMES (2) Understand the rationale and apply techniques to generate, evaluate and select strategic options Selecting, evaluating, appraising strategic options (suitability, acceptability, feasibility), e.g. competitive approach, creativity, innovation using tools such as, Ansoff Matrix, Bowman’s strategy clock, brainstorming, scenario planning, CBA. Understand the process of managing strategic change and create plans addressing the organisational and environmental implications Change management tactics, including organisational structures, behaviour and culture. Business planning, stakeholder, communication, knowledge and marketing management. Performance management, including motivation, resource allocation, HRM.

6. 6 SBM – RELEVANT PRIOR LEARNING GPP – market forces, policy framework, formulation and application L&M – motivation, role of the manager, structures, culture and cultural analysis, communication, change management, ethics. A&A – corporate governance and assurance, ethics, control. ADM – decision making (identifying and setting objectives), CBA, resource allocation F&PR – financial environment, resource allocation models.

7. 7 SBM – LEARNING MATERIALS OLM (Including Johnson and Scholes (2002) Public Finance – MUST READ Public Policy and Management The Economist PQ Magazine, Accountancy Age, Pass magazine + sector specific journals

8. 8 SBM – THE ASSESSMENT 60% of marks based on compulsory question Pre-seen material Covers whole syllabus Can take one page of notes to examination 40% of marks based on selection (2 from 3 questions) Based on short scenario Covers specific syllabus learning outcomes (application) Pass mark = 50% Last examination (JUNE 2007) 69.9% pass Highest script 88% Lowest script 12%

9. 9 SBM – PRE-SEEN MATERIAL Usually two articles One academic (high level and hard going – will need to read several times!!) One practical (application based – look for implications) Considerations Reading and understanding the themes Additional reading References (and use in examination) Making notes Using other resources The pre-seen material does not provide the answer, but provides a framework for understanding the theme of the (compulsory) questions

10. 10 SBM – WHAT THE EXAMINER IS LOOKING FOR Understanding Do you understand the key issues Can you identify implications, impact etc Application Can you select and apply appropriate tools and techniques Logic Can you work through the implications of a strategy and/or strategic decision Clarity Of thought and analysis Argument Balanced (depth v breadth), supported (evidence), relevance (to question), structured (readable)

11. 11 SBM – MYTHS AND MISCONCEPTIONS Theory, understanding and application – not all theory, must be balanced The examination setting process – The questions are tested The examination marking process (including pass rates) – Robust, marginal scripts marked FIVE times by 3 or 4 examiners The examiners – are not stupid, so do not assume they are Answer content (there is no model solution)- can be what you wish, but you must justify it and state the implications. It is not a memory test – the examination tests understanding and application, not recall

12. 12 SBM – EXAMINATION - GOOD AND BAD PRACTICE Do not: Write everything you know – answer the question asked Assume the examiner is daft – and make up references Waffle – get the point. Make it. Move on. PJI (point, justify, implication) Do: Continually check the question asked Plan the answer before writing (balance, relevance, logic) Use examples – and reference Use page and question numbering Try to avoid vague words and statements, e.g. ‘it has been said…’ ‘many organisations have…’ ‘maybe’ ‘it is obvious….’

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