"Teachers are not inspired by a strategic plan, but by what it means for their students."

Turner acted as a ‘critical friend’, always available for strategic advice

The Limburg-based primary school network INNOVO needed a new strategic plan
The challenge: its affiliated schools had already developed their own school plans
The unconventional solution: the strategic plan became a course plan, built on the foundations of the schools’ existing plans
Turner organized a two-day MD session to align all stakeholders
As many school directors as possible were involved in the process
The guiding question: How does this course plan benefit the students?
The new course plan is concrete, written in clear language, and outlines expectations and benefits for all stakeholders

Case Study INNOVO: A conversation between Daniëlle Schaepkens, Board Secretary, and Hélène Bessems, Communications Advisor, at INNOVO, and Nicolai Manie, Director Strategy Execution at Turner, on the strategic assignment.

The development of INNOVO’s new course plan in South and Central Limburg was an unconventional exercise. Due to previous circumstances, the 43 affiliated schools had only recently developed their own school plans. Working with Turner’s education consultant, Nicolai Manie, as a critical friend, Daniëlle Schaepkens and Hélène Bessems sought to identify the common thread across all these plans. “Teachers are not excited by a strategic plan, but they are by what that plan means for their students.”

1. What Was the Challenge for hich Turner Was Engaged? And What Made It So Complex?

During a strategic retreat with the Executive Board (CvB) of INNOVO, a network of primary schools in Limburg, board secretary Daniëlle Schaepkens and communications advisor Hélène Bessems took the initiative to explore the path toward a new strategic course plan for the organization. The term “course plan” was chosen deliberately, explains Bessems. Due to circumstances, the 43 affiliated primary schools had each recently developed their own school plan. “We couldn’t simply say, ‘We are now going to design a new strategy, and what you’ve done at all these schools no longer matters.’ That wasn’t an option. Instead, we had to flip the process and use the individual school plans as the foundation for the course plan. The journey toward our shared vision was just as important. That’s why we decided not to call it a ‘strategic policy plan’ but a course plan—the collective direction we want to take must be our guiding principle.”

Schaepkens and Bessems naturally assumed leadership of the project. “Most staff members within the Service Bureau have specialized expertise,” explains Schaepkens. “They excel in specific areas such as HR, education, or finance. In contrast, we are more generalists within the organization.” As board secretary, Schaepkens supports the Executive Board (CvB) and Supervisory Board (RvT) while serving as a liaison between these governing bodies and the joint participation council (GMR). As communications advisor, Bessems works closely with the Executive Board and many other staff members, including the 32 school directors. The development of a new course plan was a critical initiative for the INNOVO network. The organization consists of 43 schools across fourteen municipalities in Limburg, including special education institutions, serving over 9,000 students and employing more than 1,000 staff members. The geographical scope is vast, stretching from Slenaken-Epen in the south to Linne and Posterholt in the north, and encompasses a highly diverse landscape. “This complexity made the process particularly challenging,” notes Schaepkens.
Early in the process, Schaepkens and Bessems realized that external support was essential to develop the plan and guide the process effectively. During discussions with the Executive Board, they expressed their need for professional assistance. Bessems recalls: “Carola van der Weijden, Chair of the Executive Board, suggested the name of Nicolai Manie from Turner. She had worked with him on a complex project at Maastricht University. A few key takeaways from our initial conversation with Nicolai stuck with us: the importance of making the process as practical as possible, ensuring the plan was actionable, and keeping the strategy execution-focused.”

Manie assumed the role of “critical friend.” “We spent a considerable amount of time discussing what INNOVO truly needed, as this was an atypical assignment for us—we are not typically active in the primary education sector,” explains Manie. “As an advisor, I remained constantly available, ensuring that we were on the right track, refining the language, and keeping all stakeholders engaged.” Because Manie was not present at every stage, Schaepkens and Bessems were able to grow into their leadership roles throughout the process. “By collaborating in this way, we took ownership of much of the process ourselves and, in doing so, learned a great deal,” Bessems reflects. Schaepkens adds: “For example, before each session, we would call Nicolai to discuss the format. How do you manage a large group? How do you ensure the most effective participation? How do you keep everyone engaged?”

The project involved a significant number of stakeholders. “The school directors are the key figures within the schools,” explains Bessems. At one stage, they expanded the engagement to include assistant directors and the Service Bureau, forming a group of nearly 80 participants. Together, they meticulously worked through the entire process, continually refining the plan and probing deeper. Ultimately, the project also included sessions with the joint participation council (GMR) and the Supervisory Board (RvT). Additionally, a staff-wide meeting is scheduled to take place soon to further engage employees.

2. What Led to the Breakthrough? In Terms of Content, Change Management, and/or Project Execution?

Schaepkens and Bessems identify two key breakthroughs. The first breakthrough was the MD two-day session, designed and largely facilitated by Turner, which was attended by all school directors. “During those two days, we focused exclusively on the course plan,” says Schaepkens. “Our goal was to define the key themes, using the individual school plans as a foundation. The central question was: what is the common thread running through these plans? Based on those two days, we identified five main themes, which were embraced by all directors. These themes are now integrated into the course plan, leaving no room for surprises.” This session was crucial because it helped bring the directors closer together.

Bessems explains: “As long as discussions are about dreams or the future, most people can align with the plans. But when things become more challenging—such as financial considerations—people can find themselves on opposing sides. The language and tools provided by Turner, such as check-ins, were invaluable in navigating these conversations.”

The second breakthrough was process-related. “We actually went against one of Turner’s recommendations,” says Bessems. “And that was regarding the size of the project group. We had some initial concerns about it, but ultimately, it turned out to be a good decision. Nicolai advised us to work with a maximum of eight people in the project group, but thirteen directors expressed interest in being part of it. In our view, we couldn’t say no to people who genuinely wanted to contribute. However, we did set some conditions—for instance, if someone couldn’t attend a meeting, the session would proceed as planned without them.” This decision proved to be highly effective. “Having thirteen directors involved meant that we had strong buy-in from the very beginning,” Bessems continues. Schaepkens adds: “It also brought additional advantages. It was always relatively easy to gather a portion of the group for deeper discussions, and working with a smaller subset of people at times was beneficial. Additionally, several directors took on an informal ambassador role, helping to engage and energize their colleagues.” The decision to have a larger project group was an interesting approach, according to Manie.

“I would still advise against working with such a large group,” he says. “You also noticed that working with a group of eight people was more efficient, didn’t you? However, what worked well in this case was that previously unseen talent emerged—people who wouldn’t typically speak up. With other clients, the project team is often pre-selected, usually consisting of the most outspoken individuals. This means that more reserved or introverted team members don’t always get the opportunity to contribute. Your approach allowed for a broader range of voices to be heard, which was valuable.”

3. How was execution achieved?

Establishing the five core themes was not difficult. The real challenge began when Schaepkens and Bessems delved deeper. As they probed further and explored the next steps required after drafting the course plan, things became more complex. Bessems explains: “If we have five core themes, that also means there are things we won’t be focusing on. Or we may address them, but they won’t be our primary focus.” Schaepkens adds: “Take digital literacy, for example. It’s an important topic that will undoubtedly come up, but we won’t make it a central focus in the course plan.” Bessems: “That’s a bold decision. We have now written version 1.0 of the course plan together, but how will the Executive Board respond? We have adhered to the original plan—this course plan is the outcome.” Schaepkens: “For example, the Executive Board is currently working on an initiative called ‘Every Child a Diploma.’ This initiative began after the development of our course plan. Of course, inclusive education, which is a major focus of that initiative, is also addressed in the course plan. But how do we align these two?”

This process is complex for the organization, but also entirely natural, says Manie: “At some point, the organization starts to ‘shake,’ and you are still experiencing that. But within that disruption lies the key to execution. Suppose someone—perhaps a board member—feels an important theme is missing. Should we quickly add it in? I don’t think so. This plan aligns with what was agreed upon at the outset.” The INNOVO Board members are relatively new, but during the management day, Manie observed that “they are not looking to dominate the discussion. They have positioned themselves as stakeholders rather than decision-makers and have demonstrated confidence in the process.” Schaepkens confirms this experience: “They have given us the trust to chart our own course. At the same time, it remains challenging. We have made it clear that everyone has done their part, and as a result, the course plan is widely supported.” The finalized course plan consists of only thirteen pages, is sharply formulated, and widely endorsed.

“The challenge now is to ensure the course plan doesn’t just become a poster on the wall,” says Manie. “Throughout this process, you have felt the urgency to document exactly how the organization can take action. You have opted for clear, straightforward language. Vague concepts have been stripped away—in theory, even children could read it. Now, it’s time for action.”

4. What are the benefits for all stakeholders?

One of the key milestones in this process is the staff meeting scheduled for March, referred to as a “hot-air balloon session.” “The central question is: what will a child see, hear, smell, and feel when they walk into your classroom four years from now?” Schaepkens explains. “That is ultimately what it’s all about.” Bessems adds: “What does equal opportunity in education look like? That’s a complex question, and teachers are best positioned to answer it. The further removed you are from the primary educational process, the harder it is to grasp. Teachers don’t get excited about a strategic plan itself—but they do get excited about what it means for their students.”

This question was already explored during the MD two-day session, where teachers were asked to write an article envisioning their schools a few years into the future. “This exercise highlighted the stark differences between, for example, Heerlen-North and Heerlen-South,” says Manie. “Teachers had to integrate two very different perspectives, which proved to be extremely valuable. Issues that are urgent at one school, such as ensuring students have had breakfast, may not even be a concern at another school.” For the more than 1,000 employees, the course plan should foster greater mutual understanding and engagement. For external stakeholders, it provides clarity on INNOVO’s direction and ambitions. “Our schools naturally interact with many other organizations, such as healthcare providers, childcare facilities, and municipalities,” Bessems explains. “These partners will soon have a much clearer understanding of what we stand for and what they can expect from us. At the same time, we need solidarity from them. There may be friction at times, but we believe the plan, as it stands now, aligns well with all schools. That is the common thread we have distilled from the individual school plans.”

Schaepkens emphasizes that each school faces its own societal challenges. “For one school, the focus might be on equal opportunities; for another, it may be about inclusion.” The new course plan also offers clear benefits for school leaders in their interactions with teachers, students, parents, and other stakeholders. “If you keep things vague, it remains unclear what people can truly expect,” says Manie. “Now, we have a well-defined document that eliminates ambiguity. No one can hide behind broad statements anymore. That’s a major improvement over the previous plan.”

Schaepkens agrees: “The previous plan was excellent—beautifully written—but it was open to interpretation, which sometimes led to confusion. From the very beginning, we’ve emphasized the need for clear, straightforward language that leaves no room for ambiguity.”

5. Was the biggest dilemma, and how was it resolved?

The key dilemma had already been discussed: the affiliated schools had developed their own school plans before the new course plan was in place. Schaepkens and Bessems resolved this by reversing the approach—using the school plans as the foundation for the new course plan. “One of our biggest challenges was figuring out how to continually re-engage with the journey we embarked on together,” Schaepkens explains. “How do you do that? How do you ensure that everyone stays involved, finds it meaningful, and that we don’t lose momentum? We are no longer meeting with everyone regularly, which makes it even more challenging.” This concern is critical. When Manie joined the project, Van der Weijden, Chair of the Board of Directors, shared that when she assumed her role in April 2023, she found an organization that needed stronger internal connections. “She wanted to bring employees closer together,” Manie recalls. “The course plan could serve as a vehicle for that. Her hope was that if the process of developing the course plan was successful, it would naturally strengthen organizational cohesion.” That vision materialized during a key management session, where examples emerged of how school directors valued her leadership style and her approach to engagement.

Hélène Bessems, INNOVO’s management communications advisor, Daniëlle Schaepkensen, INNOVO’s executive secretary, and Nicolai Manie, director Strategy = Execution Turner

Hélène Bessems

INNOVO’s management communications advisor

Daniëlle Schaepkens

INNOVO’s executive secretary

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