Introduction
The influence that the environment exerts on the mission and vision of organizations has been a sufficiently demonstrated theme from classical to contemporary authors. In the case of university education organizations, the “environment” element is qualified by some specialists as vitally important for the fulfillment of their relevant mission, due to the high social responsibility of these institutions, therefore “it requires a continuous and deep improvement of its management ”.
However, in the case of Venezuelan universities, this has not been the case according to research carried out by specialists in the area, and their model has been classified as unfeasible to react efficiently to the emergencies of change that exist at the global, national and national levels. regional. Furthermore, for Evaristo Méndez, the absence of management has generated a cemetery of projects and frustrations that makes us think that our university is doomed to fail. (…) It does not advance because it is necessary to establish an organic system of academic administration and management. And he adds that, in a study carried out by him, it was shown that 87% of managers were not qualified to manage the university despite having a high academic rank.
This situation is extended to municipalized university education, in the hands of the Mission Sucre Foundation with the support of different revolutionary university education institutions, who seem to have inherited the managerial practices of traditional universities.
The foregoing is reflected in innumerable problematic situations that are manifested in the University Villages of the Sucre Mission, among which are: deficiencies in the communication and information system between the different levels of the Sucre Mission and the academic coordination of the different formation programs; deficiencies in the research and extension processes; high student and teacher dropout; low student enrollment; deficiencies in the control system; insufficient material resources and inexistence of economic resources; deficiencies in feedback with the immediate environment, among many others.
This list of manifestations would lead to characterize the management of the University Villages as reactive, not strategic, with serious deficiencies in its execution and, consequently, has led to the formulation of the following question: How would the management of the University Villages of the Sucre Mission?
The proposal of a design of managerial strategies would be the obvious and logical solution to this problem. However, various studies have shown that the vast majority of organizations, without excepting those of university education, find it relatively easy to plan management strategies for the fulfillment of their mission and vision, but present serious problems in the application or execution of the same. This is how specialists such as Rosalía Guerrero Ramos and Rafael Díaz Crespo say:
“… It is difficult to find an organization that does not proudly present the design of its strategy and its consequent mission, vision, values, SWOT matrix, strategic objectives and others, even scenarios and action plans.
However, what almost never, in order not to be absolute, is presented, nor is it reflected in the plans, are actions that correspond to the systematic and projective treatment of those elements that constitute, according to scholars of the subject, the strategic supports that accompany not only the implementation of any strategy but its own conception ”.
In this way it has been insisted that "a magnificent strategic design is not enough but we ensure its implementation."
In this sense, this research work aims not only to highlight the lack of a strategic management process in the University Villages of the Sucre Mission and the need for its design and adaptation to the vertiginous changes of the environment, but also also offer a contribution to the resolution of the problem of application or execution of the strategic objectives formulated by the organization within said strategic management process.
On the other hand, the application of agile methodologies for the execution of projects within the area of software production, according to recent studies, has proven to be an efficient and effective procedure in many ways: it facilitates inter and intra-group communication, guarantees satisfactory results and speed in the execution, integration and satisfaction of the work team, it is easily adapted to organizations of all kinds, thus facilitating strategic integration, among other advantages.
As an idea to defend, it is proposed that it is possible to contribute to raising the relevance and impact of the University Villages of the Sucre Mission if a directive strategy based on agile project management is designed for the execution of its strategic objectives.
The general objective is the design of this strategy, based on an agile project approach, whose specific objectives are: the characterization and diagnosis of the management model that is currently being implemented, particularly in the "Ezequiel Zamora" University Village, in the municipality Liberator, Edo. Mérida, Venezuela, as a case study, as well as the realization of the proposal and formulation of the strategy and action plan with an agile project approach.
Development
1.- Diagnosis of the management model that is implemented in the “Ezequiel Zamora” University Village (AUEZ).
To carry out the diagnosis, the qualitative model and the methodological procedure of Strategic Planning are taken as a basis, whose execution is supported by:
- Formation of the Strategic Group of the University Village Carrying out strategic exercises with group dynamics and / or plenary sessions, supported by techniques for generating ideas and consensus techniques, specifically the Brainstorming technique (brainstorming), complemented by qualitative research techniques, among which is the group technique of discussion groups, in order to collect interactions and inter-subjectivity of the group. Likewise, the research relies on observational techniques, specifically on participant observation, in order to know the functioning and the relationships that occur within the organization.
The diagnosis yielded the following results:
- The mission and vision of the AUEZ are not defined, there is a lack of knowledge of the mission and vision of the Mission Sucre Foundation. Likewise, until the moment of making the strategic diagnosis, the following had not been defined: trades, organizational identity, skills to be formed, key result areas (KRA), key factors. These elements were defined in the development of the strategic process Internal and external competitive position: prevalence of OPPORTUNITIES and STRENGTHS are observed Combination of Forces (SWOT MATRIX): The Matrix was elaborated in an exercise carried out with the work group, where first The Strengths and Weaknesses, Threats and Opportunities of the environment were defined. Subsequently, the Crossed Impacts Matrix was drawn up, which allowed defining in which strategic quadrant the AUEZ is located.It is observed that it moves in an environment more conducive than adverse to its development and that it has more possibilities of its own than limitations to achieve its objectives, which places it in the quadrant corresponding to an Offensive strategy. Management functions: Simple structure. Its members, specialized in their discipline, report directly to their coordinator, who makes decisions about administrative activity, with decentralization by the other members in their area of competence: teaching. There is no formalization in the tasks, except those concerning the delivery of grades and certain aspects related to the evaluations. The informal, very fluid structure would facilitate relationships and connections that would result in speed and less bureaucracy.Regarding his management style, he is not inclined towards productivity, although he could not be defined as a high relationship style. In fact, the strategic group classified this style as low task-low ratio. The possibility of control is always present, however at the moment there is no control system in the AUEZ. Although the power of the Aldea coordinator position is seen as strong by teachers and workers, everything indicates that it is not used and, at the same time, the capacity that it could have in motivating members is ignored. of the organization, who see themselves "moderately willing to make commitments." On the other hand, the village coordination does not handle enough information. The development opportunities for teachers and operators are completely absent.Regarding the motivational issue, there is a lack of participation in decision-making. The absence of a planned system of motivation is observed in the subsequent conclusions reached by the strategic team: activities that imply responsibilities and challenges are NOT offered, rewards are NOT linked to performance, although there is equity and POSSIBLY some individual differences are recognized, but growth needs are NOT being met. In the communicational area: verticality and predominantly downward flow. The group recognizes the lack of a planned communication / information system.The absence of a planned system of motivation is observed in the subsequent conclusions reached by the strategic team: activities that imply responsibilities and challenges are NOT offered, rewards are NOT linked to performance, although there is equity and POSSIBLY some individual differences are recognized, but growth needs are NOT being met. In the communicational area: verticality and predominantly downward flow. The group recognizes the lack of a planned communication / information system.The absence of a planned system of motivation is observed in the subsequent conclusions reached by the strategic team: activities that imply responsibilities and challenges are NOT offered, rewards are NOT linked to performance, although there is equity and POSSIBLY some individual differences are recognized, but growth needs are NOT being met. In the communicational area: verticality and predominantly downward flow. The group recognizes the lack of a planned communication / information system.verticality and predominantly downward flow. The group recognizes the lack of a planned communication / information system.verticality and predominantly downward flow. The group recognizes the lack of a planned communication / information system.
The control does not have a specific design or congruence with any mission, it is predominantly reactive. Regarding the organizational climate, it is observed that it does not contribute to the good performance of its members.
It is important to note that both advisory professors and coordinators and operators of all the University Villages of the Sucre Mission are characterized by being semi-voluntary personnel: they do not have a stable employment situation, receiving an irregular payment as an incentive.
What has been stated so far, offers us a panorama that is complemented by the Likert Survey. It was not launched as a survey, but was studied and answered in consensus by the members of the strategic group. Their results confirm the aforementioned: although there is freedom to communicate with their superior, the motivation presents serious flaws demonstrated in the little encouragement to participation and almost no co-responsibility in important decisions. The delegation refers only to the operational space of each person. This coupled with the verticality and almost unidirectionality of communication and the absence of clear objectives.
Regarding the degree of availability of the AUEZ towards learning, it is observed that the design of a knowledge management system is extremely necessary. Not only is tacit knowledge practically ignored, but the knowledge that is produced and made explicit is totally unknown and shelved.
Finally, in the study of the strategic profile it is observed as in a reflected mirror but in its almost perfect opposite, where it is at this moment and what would be the ideal of the AUEZ. Even with its most immediate competitor, the Universidad de Los Andes (ULA), there are very marked differences.
In view of the results obtained, it is considered that the existence of demonstrations that ratify the insufficiency in the management of the “Ezequiel Zamora” University Village has been demonstrated. Likewise, and as a consequence of this, the need to design an efficient and effective strategy is demonstrated through which the mission and vision of this organization can be fulfilled, as well as the formulation of an action plan for the execution of said managerial strategy.
2. The offensive strategy
If the AUEZ coordination decides to implement an offensive strategy, it must necessarily envision its organization in a competitive position, since said strategy seeks, among other things, to increase the organization's participation in the sector in which it operates. Therefore, his vision would be summarized as follows: The "Ezequiel Zamora" University Village competitively positioned in the sector of university education in its immediate environment.
Likewise, the actions to be executed with the assumption of said strategy will be aggressive actions focused on the main competitor. For the AUEZ this would make a lot of sense, since the threat listed in the first place was expressed as follows: "More attractive offers for students and professors from other universities." And, in preparing the strategic profile, the team defined the University of Los Andes (ULA) as the main competitor.
These actions would be basically aimed at attacking the weak points of the competition, in other words, addressing aspects neglected by the main competitor.
Actions for the attack.
- Proliferation of services Innovation of services Improved services Intensive Advertising Promotion
Taking into consideration that the offensive strategy concentrates on two essential elements: customer and competitors, and also considering that these two elements belong to the environment, the latter being characterized as "changing", "unpredictable" and possibly "turbulent", the most Appropriate is to assume the strategy with a project approach with its agile methodology.
3. The agile project approach as an alternative for the execution of the AUEZ management strategy
Agility emerged in the 1980s as a new way of managing projects, and, as Palacio and Ruata say, “it became necessary to add a 'last name' to the term 'project management' to clarify whether it refers to the new or the always. The new one, calling itself agile, forced to give a surname to the project management model that until then, for the only reason, had not needed it ”. From then on, the known model was called "classic".
In his publication “Scrum Manager. Project management ”, the mentioned authors illustrate us about the changes in the environment and the need to also change the strategies in the application of project management. They ensure that by changing the scenarios that drove the classic project management, which they also call "predictive", it is necessary to apply new strategies: "oriented to the early delivery of tangible results, and with sufficient agility and flexibility to work in unstable and fast environments (…) and as the circumstances of markets and companies cannot be changed, it is the ways in which they manage their projects that have to change to respond to new needs ”.
In their approach, the authors add that this new style has as its objectives: value, reduction of development time, agility, flexibility and reliability. And “they are good when they manage to deliver an innovative value early and continuously”.
The agile management model allows the product to be “enriched with continuous feedback during development. (…) The value of the result is not a consequence of having controlled an execution according to processes, but of having been implemented directly on the product ”.
The basic differences between one model and another could be observed in the aspects that are valued:
- The classic methods of approaching a project give greater value to the processes and tools; Agile methodology values individuals and their interaction. Classic development values exhaustive documentation, detailed requirements; Agile values effective results. For the development of a project with classical methods, importance is given to contractual negotiation; Agile methods value collaboration with the client. Classic values value following a plan; agile gives greater value to the response to change.
In the following table we appreciate some other differences between the two models of approaching a project, already from the point of view of its development:
TRADITIONAL DEVELOPMENT
Specialization
Phases
Detailed requirements
Plan monitoring
AGILE DEVELOPMENT
Multidisciplinary team
Overlap
Product vision
Adaptation to changes
For Palacio, “the key variables to succeed in the new scenario are:
- Take feedback on the product and the environment continuously. Give the greatest innovative value to the product. In the shortest possible time. There is no “finished” product, the product is in continuous evolution
4.- Design of the strategy. How will the AUEZ proceed.
Once the strategic objectives that will lead to competitively position the AUEZ in the university education sector have been defined, they will each be developed as independent projects. Those in which it is feasible to apply agile methodologies, this will be done in order to generate innovation and flexibility of the service or final result. Let's see an approximation:
Steps:
- Form strategic teams by Key Result Area (ARC). Each ARC team will be sub-divided into other teams by strategic objective. For example, the ARC Training will have TWO project TEAMS since it would hypothetically have two objectives to meet. Each objective will be the "product" to be developed or the final result to be obtained by that team in a time previously established by the ARC team. The ARC team will also study the adaptability of agile methods in each project-objective to be developed. Each strategic objective will have its approximate measurement criteria, specified in the first meeting (beginning of the cycle) of that project team.Each project team will start a process with agile methods (if applicable), starting by breaking down these measurement criteria,which will be considered specifications of the result to be obtained and thus begins the first iteration (sprint).
Roles and responsibilities within the teams at AUEZ:
If we are guided by Blé Jurado, the roles within each team, taking into account that its name can be changed and adapted to the organization, would be:
- Owners of the service: they would be the academic coordinators of the different Undergraduate Training Programs of the different university institutions that support the Sucre Mission Clients: In our case, we would identify them as, in addition to the aforementioned academic coordinators, the society represented by spokespersons from the immediate community environment Analysts: coordinators of the PFG already mentioned. However, the “translation” of the requirements that Blé Jurado speaks of, as a result of the work “side by side” with the “user”, would be carried out among all the team members. Developers: At AUEZ, it will be the other members of the project team, which, depending on the area, would mostly be made up of advisory professors. Systems administrators: In our case, the village coordinator and workers.
Work elements:
1) The requirements:
As we have seen, a project is carried out in order to achieve a result. In our case, we will take each strategic objective as a project, and its result must have certain requirements. These would be worked using as a tool the feature listings, which will be organized in the AUEZ in two ways:
- The product backlog: it would accumulate the competencies, improvements and / or bug fixes, which must be incorporated into the final result during development iterations. Its format would be adapted to the team's requirements The iteration stack: list of tasks to be executed by the team in charge of the project (strategic objective), which will lead it to comply with the competencies to be developed, improvements or correction of errors in the case of the AUEZ, specified on the product battery. This stack is reviewed and updated in each follow-up of the iteration, which we suggest for the AUEZ to be weekly. Increase: is the result at the end or product obtained. While each iteration or loop should deliver a ready-for-function output, the first iteration may not be operational.Such would be the case when adapting this methodology in the management of the AUEZ. It happens that the first iteration involves much of the design.
2) The meetings:
2.1- Iteration planning meeting:
It consists of two parts. In the first, the team in charge of carrying out a strategic objective (with a project approach), will try to understand what the proposed objective means in practice. For this, it will have the direct help of PFG coordinators and community spokespersons in the immediate environment (external clients), as well as representatives of other ARCs to which the objective is taxed (internal clients).
The developers take notes, ask questions, stimulate the generation of ideas, request necessary clarifications.
Once the list of ideas has been obtained, the developers break down the information received. They do this through the TDD methodology: each idea written on the board has a practical example. This example is reached in conjunction with those who contribute the idea. This would facilitate the understanding of the idea and avoid misinterpretations with respect to the expected results.
In this way, the product or service stack with which the developers will work is filled.
In the second part of the meeting, the team of developers distributes the tasks to design the best way to achieve the results exemplified by the clients and / or beneficiaries. Here, the duration of the first cycle or iteration is also established, which could last one or two months, during which time the developers would design and deliver the first proposal to their internal client, for example, the person in charge of the ARC Training..
2.2- Iteration follow-up meeting:
The follow-up is carried out in brief meetings that, in our case, are suggested weekly and of no more than half an hour. In it, the developers inform their teammates three basic points:
- What has the developer done since the last meeting? What is he going to do now? Has he encountered impediments, doubts, observed inconveniences, contradictions?
The team monitors these progress through tools such as charts or Kanban boards. They update in them the work done, in progress and to be done, also reviewing the time left to finish it. The whole team gets involved, watches, takes notes.
The village coordinator and a worker should also be present, in order to manage identified needs and impediments, if necessary.
2.3- Iteration review meeting:
At the end of the stipulated time for a cycle or iteration, the developers, Aldea coordinator and advisory teachers involved, present to the client (PFG coordinators, community spokesperson and internal client of another ARC) the results of the iteration or cycle.
Here is the progress and the trajectory it is taking. Team members tally up the sprint goals, what it was decided to develop, and the results are presented.
PFG coordinators and clients (internal and external), will take the floor to formulate questions and suggestions about what has been exposed to them. This is where valuable information is generated so that the team can improve the value of the product, increase the value of what has already been obtained. To do this, a new iteration or cycle would be considered.
Subsequent iterations would follow the same procedure until the objective was considered closed or achieved, that is, the project was completed. It is possible that a project deserved closure. In any case, the team must continue to monitor results since it would be aware of the constant changes in the environment, the needs of internal and external clients, and the need to increase the value of a result obtained for a specific moment and for specific needs. individuals.
Palacio and Ruata say, referring to the end result of an agile project: “does the final product exist? Perhaps there are no longer 'final products', but products in evolution, improvement or continuous increase, from the first Beta version ”.
And in this same sense, the author of this research would speak of the generic goal of the AUEZ as the “final product”. Can we see the vision of the organization as an end result? The generic goal may not be exactly the vision of the organization, but it is a stepping stone in time that will take us to crystallize that organizational vision. But we could also see it as a result in evolution, in improvement, in continuous increase. And, if we focus on goals that are no longer generic but specific, that is, "strategic objectives" within each ARC… could we apply the same principle of "product in evolution, in improvement, in continuous increase"? The author of the present work does not see the objection.
As we have already seen, the objectives in the ARC, through which we would contribute to the achievement of the generic goal (or vision of the AUEZ) within the framework of its offensive strategy, aspire to a result without descriptions or detailed plan (the plan it will be prepared by the team in charge), but we will agree that these results must be in continuous evolution, increasing their value. If we are going to "elevate" something, we may consider a measurement criterion, but that criterion is necessarily temporary, it will be necessary to evaluate that criterion in future iterations to add more value, as it is required, we talk about the immediate environment, the Venezuelan society in general, universal science… etc. So, in the AUEZ, paraphrasing Palacio and Ruata, there are no “final products”, but results in evolution, improvement and continuous increase,from the first "Beta version", which was born in September 2005, the date of its foundation.
Conclusions
The need to design management strategies in order to fulfill the mission and vision in the University Villages of the Sucre Mission is evident, however its application becomes a problem of strategic thinking and attitude, as they assure experts in the field. For this reason, as the solution of a management insufficiency problem cannot be attempted with the simple proposal of a managerial strategy, the implementation of agile project methodologies in the execution of said strategies is proposed.
As already seen, agile methodologies, although characterized by low hierarchy, flexibility and adaptability, nevertheless guarantee compliance with strategic planning through constant, albeit subtle, control of both compliance with said strategy and satisfaction. end of the client or user, the latter due to the constant interaction and informative feedback with the environment, turning the team into a machinery ready to face the changing conditions of that social environment.
But despite all its advantages, only software companies - perhaps not all - use agile methods. "Why are we taking so long to sign up for this movement?" Some authors of agile wonder and the answer has to do with the fear of change. "Are we prepared to give innovation a chance or do we stick with the 'whole life' thing, even if it only has a life of half a century?"
This question should be asked by the coordinators of the University Villages and the state and municipal coordinators of the Sucre Mission, as well as the academic coordinators of the different training programs that support the municipalization of university education if they consider among their vision to position themselves in the sector higher education at the height of what the new revolutionary society demands of it. And the answer to that question is provided by Blé Jurado in order to take it or leave it: “… agility is nothing more than a logical answer to the problems that social and technological evolution have been posing”.
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