strategic planning formulating strategies from pis and swot analysis
TRANSCRIPT
STRATEGIC PLANNING
Formulating Strategies from PIs and SWOT
Analysis
• For External Analysis, consider the following: a) Sociological/Demographic/Cultural: b) Political; c) Economical; and Technological.
• For Internal Analysis, consider the following: a) school infrastructure; b) teacher (number and quality); c) non-teaching/administrative personnel; d) textbooks and other learnings; e) management systems and processes; f) financial resources; and g) existing programs and projects
•
STRENGTHS (S)1.2.3.4.5.
WEAKNESSES (W)1.2.3.4.5.
OPPORTUNITIES (O)1.2.3.4.5
A.[S-O Strategies]
For Box A: In what ways can the district(s)/divisions use its strengths to take advantage of the opportunities, and thereby achieve its objectives and targets?
B.[W-O Strategies]
For Box B: In what ways can the districts/divisions overcome its weaknesses to take advantage of the opportunities?
THREATS (T)1.2.3.4.5
C.[S-T Strategies]
For Box C: In what ways can the districts/divisions use its strengths to counteract the threats?
D.[W-T Strategies]
For Box D: In what ways can the school overcome its weaknesses to counteract the threats?
SWOT GRID
Strengths 1. With Master Teachers teaching
Grades 1 to 3 2. The school has been
implementing distance learning3. The school has been receiving
directly its MOOE and was a recipient of SBM grant last year.
Weaknesses 1.Lack of teachers (TPR is 1:60)2. Only 40% of teachers are
competent based on NCBTS3. Lack of textbooks (TXPR is 1:3)
Opportunities 1. The CCT program provides support
to households to enable them to send their children to school
2. Increased budget of LGU for education
3. Internet cafes as potential venue for ICT-based learning (to compensate for the lack of textbooks
Opportunity-Strength (OS) Strategies Revitalize Learning Action Cell (LAC)
sessions with Master Teachers as lead trainers/mentors to enhance skills of teachers on:
How to make teaching-learning interesting to children (this will ensure that children, including CCT recipients will stay and complete education)
Use of ICT in instruction
Opportunity-Weakness (OW) Strategies Leverage more resources from LGUs
to help address backlogs in basic resources
Threats 1. Many households will likely not
send their children to school or to discontinue education due to financial constraints
2. Farm households often require the children to work in the farm
3. Disruption of classes due to disaster (school has been used as evacuation center six times in the last three years)
Threat-Strength (TS) Strategies Strengthen implementation of
“Distance Education” and other Alternative Delivery Modes (ADMs) to cater to the needs of poor children, those who are engaged in labor and affected by disaster, etc
Threat-Weakness Strategies Note: Strengthening implementation of Distance Education and other ADMs can also serve as TW Strategy as these will not require additional teachers and textbooks but more on self-learning modules.
STRATEGIES
Major moves or significant changes in the way an organization wants to achieve its vision, mission and objectives.
Finding the best means of achieving one’s goals. It also means bridging the chasm between where the organization is at today and where it wants to be tomorrow.
From the Top
StrategiesBest Means of Delivering PIs
Performance Indicators
Precise measurements of the Key Result Areas
Key Results Areas
Manifestations or Indicators that the Objectives are being met
ObjectivesMeasurable End Results
Mission
Basic Purpose of the Organization
Vision
Idealized Picture of the Organization and What Will Happen to its Client System
From the Bottom UP
Strategies
Strategic OptionGenerated from SWOT Analysis
Strengths and Weaknesses (SW)from Internal Assessment
Opportunities and Threats(OT)from Internal Assessment
Ten Levels of Internal Assessment Four Levels of External Assessment
Top Down Strategizing
• Starting from the top means that the strategizer is beginning from his/her ambitious goals or dreams. These goals or dreams are encapsulated in the Vision, Mission, Objectives, Key Result Areas and Performance Indicators.
• Select the most important or priority Performance Indicators to start the process of strategizing. PIs of lesser importance can be done later.
Bottom Up Strategizing• Starting from the bottom means that the strategist is
anchoring the organization to the realities at the ground level.
There are two ground levels: 1. Reality (and fearless forecast) of the External
Environment at the four different levels2. Reality of the internal environment at the ten different
levels articulated in the Internal Assessment workbook.
From one priority PI, the strategist should ask this question:
“In how many ways can the organization meet its Performance
Indicators?”
“In how many ways can my unit achieve 100% Participation Rate?
100% Participation Rate 1. 2. 3.4.
Strategic Options
• Select your priority Performance Indicators (PIs). Ask, “In how many ways can my unit achieve these PIs?”
1. PI
2. PI
3. PI
The “WHY” Diagram
The “WHY” Diagram
• one of the most important questions in quality is ‘WHY?’
• from Kaoru Ishikawa’s early usage of cause-effect diagrams in the early 1940s and Toyota’s use of ‘Five Whys’ in the early 1950s as they developed their famous Toyota Production System
• the drive to find root causes of problems has been the secret of many quality success stories
STEP 1: Create the problem statement:
PROBLEM STATEMENT CAUSE NO. 1 CAUSE NO. 2 CAUSE NO. 3
Achievement Rate is 72% compared to the target of 72.50%.
STEP 2: Write the main sub-areas that may lead to this problem (Level 1 WHY):
PROBLEM STATEMENT CAUSE NO. 1 CAUSE NO. 2 CAUSE NO. 3
Achievement Rate is 72% compared to the target of 72.50%.
Learners do not attend classes regularly
Teachers do not have the skills to teach to respond to the achievement level required by the learner.
Learner comprehension is not fully developed
STEP 3: Break down the problem once more, this time by simply asking “Why does this happen?” (Level 2 WHY):
PROBLEM STATEMENT
CAUSE NO. 1 CAUSE NO. 2 CAUSE NO. 3
Achievement Rate is 72% compared to the target of 72.50%.
Learners do not attend classes regularly
Teachers do not have the skills to teach to respond to the achievement level required by the learner.
Learner comprehension is not fully developed
The learners have to help the parents (at home or at work)
The teachers were not trained
The learners are not prepared to absorb the lessons taught.
STEP 4: Keep Asking “WHY” (LEVEL 3 WHY):
PROBLEM STATEMENT
CAUSE NO. 1 CAUSE NO. 2 CAUSE NO. 3
Achievement Rate is 72% compared to the target of 72.50%.
Learners do not attend classes regularly.
Teachers do not have the skills to teach to respond to the achievement level required by the learner.
Learner comprehension is not fully developed.
The learners have to help the parents (at home or at work).
The teachers were not trained.
The learners are not prepared to absorb the lessons taught.
The parents cannot rely on anyone else to help them.
There are no specific training programs for teachers.
The learners are hungry when they get to school.
STEP 5: Keep Asking “WHY” (LEVEL 4 WHY), only when still applicable.
PROBLEM STATEMENT
CAUSE NO. 1 CAUSE NO. 2 CAUSE NO. 3
Achievement Rate is 72% compared to the target of 72.50%.
Learners do not attend classes regularly.
Teachers do not have the skills to teach to respond to the achievement level required by the learner.
Learner comprehension is not fully developed.
The learners have to help the parents (at home or at work).
The teachers were not trained.
The learners are not prepared to absorb the lessons taught.
The parents cannot rely on anyone else to help them.
There are no specific training programs for teachers.
The learners are hungry when they get to school.
END: Formulate the strategy/program/ project/activity/task to address the last WHY reply
END: Formulate the strategy/program/ project/activity/task to address the last WHY reply
The parents cannot feed the learners before they are sent to school
STEP 6: Keep Asking “WHY” (LEVEL 5 WHY), only when still applicable.
PROBLEM STATEMENT
CAUSE NO. 1 CAUSE NO. 2 CAUSE NO. 3
Achievement Rate is 72% compared to the target of 72.50%.
Learners do not attend classes regularly.
Teachers do not have the skills to teach to respond to the achievement level required by the learner.
Learner comprehension is not fully developed.
The learners have to help the parents (at home or at work).
The teachers were not trained.
The learners are not prepared to absorb the lessons taught.
The parents cannot rely on anyone else to help them.
There are no specific training programs for teachers.
The learners are hungry when they get to school.
END: Formulate the strategy/program/project/activity/task to address the last WHY reply
END: Formulate the strategy/program/project/activity/task to address the last WHY reply
The parents cannot feed the learners before they are sent to school
Mobilize the barangay for help in taking care of the home on a rotation basis.
Institutionalize a teacher training program on reading
END: Formulate the strategy/program/project/activity/task to address the last WHY reply
STEP 7: Strategy/program/project/activity/task to address the last WHY reply
PROBLEM STATEMENT
CAUSE NO. 1 CAUSE NO. 2 CAUSE NO. 3
Achievement Rate is 72% compared to the target of 72.50%.
Learners do not attend classes regularly.
Teachers do not have the skills to teach to respond to the achievement level required by the learner.
Learner comprehension is not fully developed.
The learners have to help the parents (at home or at work).
The teachers were not trained.
The learners are not prepared to absorb the lessons taught.
The parents cannot rely on anyone else to help them.
There are no specific training programs for teachers.
The learners are hungry when they get to school.
END: Formulate the strategy/program/project/activity/task to address the last WHY reply
END: Formulate the strategy/program/project/activity/task to address the last WHY reply
The parents cannot feed the learners before they are sent to school
Mobilize the barangay for help in taking care of the home on a rotation basis
Institutionalize a teacher training program on reading
END: Formulate the strategy/program/project/activity/task to address the last WHY reply
Implement a feeding program for learners from kinder to grade 5
STEP 8: Sort the Strategy/program/project/activity/task
Achievement Rate is 72% compared to the target of 72.50%. STRATEGY Mobilize the barangay
for help in taking care of the home on a rotation basis
Institutionalize a teacher training program on reading
Implement a feeding program for learners from kinder to grade 5
Strengthen the productive involvement of the stakeholders
Build human capital for goal achievement
Strengthen the productive involvement of the stakeholders
PROGRAMS / PROJECTS
o LGU linkageso Parents’
networking programs
o School/learner feedback system
o Management Skills training programs for principals
o Teacher Training Program on Reading
o Teacher Training program on Classroom Management
o LGU linkageso Parents’
networking programs
o School/learner feedback system
ACTIVITIES o Parents’ networking programs
o Homecare assistance
o Feeding activitieso Tutoring assistance
o Teacher Training Program on Reading
o Conduct of teacher training for reading
o Parents’ networking programs
o Homecare assistance
o Feeding activitieso Tutoring assistance
STEP 8: Sort the Strategy/program/project/activity/task
Achievement Rate is 72% compared to the target of 72.50%. TASKS o Homecare
assistanceo Conduct a survey to
validate the needo Include the Homecare
Assistance activity in the PTA agenda
o Get inputs from parents during the PTA meeting
o Develop the homecare assistance process based on the inputs of parents and other stakeholders
o Present the process during the next PTA meeting
o Amend/enhance when necessary
o Implement the homecare assistance
o Conduct of teacher training for reading
o Do an FGD to get the inputs of the teachers
o Develop the training design and content
o Test the design and content
o Implement the training programs
o Feeding activitieso Conduct a survey to
validate the needo Organize a feeding
team from the different stakeholders
o Plan the feeding activity processes
o Implement the feeding activity
Resources: financial and human
Budget for peso, people, physical requirements
Budget for peso, people, physical requirements
Budget for peso, people, physical requirements
* TASKS - the step by step smaller activities to deliver the bigger activity.
THANK YOU