Go To 2040 Managerial Effectiveness Six Plan Process
The Steps
In the first step, there is clear demarcation that the plan should be based on the region's expectations about the future. Ideally, the plan describes the desired social systems, governance structure, and future environment as well as the local economy. In the second step, there are understanding of existing conditions that include complex planning topics as well as strategies that help to address the balance between infill and redevelopment. As well, there is a clear status on the recommendations that should be addressed in the plan. In the third step, there is a critical evaluation of potential planning strategies that involves regional vision and the assessment of the process that helps adequate evaluation of local goals. In the fourth stage, there are properly developed future scenarios for the regional development that involve combining different implications of the quality of life. The fifth stages show the ability to choose major capital projects that are preferred to help the development of major plans based on the regional vision. The final stage involves the communicative program that is part of the planning with partners and other public bodies on the strategies of implementing the GO TO 2040 Plan (CMAP). Some recommendations will be directed to the local governments, state agencies, and other groups.
Discussion
For the plan to work lucidly, there is a complexity plan, which helps to promote collaboration and encourage dialogue. Findings from Oliveira (2011) show that it is important to cultivate shared values encourage dialogue and collective creativity that provides supportive conditions that are conducive to the collaboration as well as shared learning. As well, there is strong-shared leadership, which improves the process of learning and encourages a strong commitment to the decision-making and the systematic staff development (Innes & Booher, 2010).). What the plan seems to say is that there are strong professional communities that help to strengthen practices and collective beliefs that help to reinforce the required predetermined strategy.
Given that the plan is a demanding entity and task, its leaders are required to begin making personal choices, which help to participate collaboratively and encourage dialogue. As well, the plan encourages value diversity with different views, which encourages and accepts problems and disruptions with the catalyst and opportunity for personal and organizational learning as well as, transformation. For the GO TO 2040 to work as planned, leaders are knowledgeable on the influence of collaboration in increasing participation at all levels of the planning process (Pieczka & Escobar, 2012, p. 111).The leaders use their learning to expand the competitive membership and promote proper agendas. For that reason, they are capable of fostering diverse groups of individuals who are collaboratively working on the plan.
As well, the planners incorporate other measures that include using multiple literary strategies as well as sharing their opinions about the plan. Likewise, there is an essence of developing mentoring relationships. As well, it will be possible to incorporate a more action-oriented strategy that is part of the physical activities and helps to promote the active learning strategies for team players (Oliveira, 2011, p. 43). As such, it will be possible to foster dialogue and the inquiry process. Likewise, it will be possible to team with the learning and the collaboration process. Additionally, it will be possible to develop a shared vision, which helps to empower participants and linking organization with the environment.
Conclusion
The suggested learning and the collaborative process creates common goals of neutrality and the quality which helps to provide an ideal learning opportunity for the professional development of knowledge and skills for the project. In other words, the learning, collaborative, and the dialogue process encourages the gaining of a better understanding in respect of the required professional roles as well as the positive outcomes of the collaborative strategy itself. Reflectively, it will be important for the strategic team to develop a community around the development process.
References
CMAP. (n.d.). Look Ahead Search. Retrieved February 09, 2016, from http://www.cmap.illinois.gov/about/2040/supporting-materials/process-archive
Innes, J. E., & Booher, D. E. (2010). Planning with complexity: An introduction to collaborative rationality for public policy. Milton Park, Abingdon, Oxon: Routledge.
Oliveira, M. P., Bronzo, M., & P., K. (2011). The Supply Chain Process Management Maturity Model – SCPM3. Supply Chain Management - Pathways for Research and Practice.
Pieczka, M., & Escobar, O. (2012). Dialogue and science: Innovation in policy-making and the discourse of public engagement in the UK. Science and Public Policy, 40(1), 113-126.
