Republic of the Philippines PANGASINAN STATE UNIVERSITY Graduate School Center URDANETA CITY, PANGASINAN (S.Y.

2012-2013)

LEARNING MODULES IN STRATEGIC PLANNING ( KEY ANSWER )

ALICIA M. SANCHEZ STUDENT MODULE 1

PLANNING AND DEVELOPMENT IN THE WORLD

EVALUATION: a. Multiple choice: 1. c. Europe 2. a. to spur rapid economic growth 3. d. investment 4. a. unlimited financial resources 5. d. quality education 6. b. adequate financial resources 7. b. USICA 8. a. NEC 9. a. LOI 1461 10. a. Department of Higher and Advance Education b. Fixation of Knowledge and Skills: 1. Identify the various factors why introduced western administrative technologies and tools failed in the recipient Third World countries. Introducing Western Administrative technologies and tools failed in the recipient Third World Countries because of the following factors: Third World Countries generally lacked the Administrative capability for planning and implementing plans and programs. Almost all Third World Countries had a predominantly agricultural economy and

were exporter of primary products. The development planning has a crucial role in the functioning of the government and in the evolution of coherent and effective public administration. It could mitigate economic and social inequities, create greater chance for the people giving them a sense of collective achievement and draw them as active participant in the development process. And also, the existence of a vast expanse of poverty and illiteracy among the masses of people and limited resources necessitated rational prioritization and optional use of scare resources.

MODULE 2 THEORIES, CONCEPTS AND RATIONALE

EVALUATION: a. Multiple choice: 1. b. location 2. c. operations research 3. d. inflation 4. c. poverty alleviation 5. d. Wallace Donham 6. b. make it an instrument for nation building 7. b. rationalism 8. c. SP is basically an act of choosing 9. b. H. Simon 10. c. Empiricism b. Fixation of Knowledge and Skills: 1. Similarities and differences of the four planning theories: The Philosophical synthesis tends to emphasize a broad approach to planning which seek insights into the social , economic and ethical conditions as well as the environmental context of the institution or sector for which planning is being undertaken.

Rationalism planning assumes a sequential, observable cycle that includes setting goals, determining objectives, making plans, implementing the plans, and reviewing the results. Organizational development as an approach to planning focuses primarily on the ways to achieve organizational change. Likewise, this approach possesses such important factors which include a human relations approach to innovation and change in management style, employee satisfaction, decisionmaking process, and the general health of the organization. Empiricism recognizes the significance of system behavior studies by public administrators, economists and other social scientists concerned with planning theory. On its part, empiricism is less normative than the three planning theories, it is less concerned with planned social change, and uses, however, a positivistic framework for analysis. 2. Different concepts of strategic planning viewed by business, government, and education sector: Business systematized decision making practices they were not much different from gambling efforts and identifying foreseeable trusts and weaknesses to avoid and strength and opportunities to pursue. It is in the light that strategic planning is viewed as the effective application of the best alternative information to decision that have to be made now to ensure a secure future, from another business authorities. Strategic planning is seen as the process by which the guiding members of an organization revision its future and develops the necessary procedure and operations to achieve that future. In the perspective of education, strategic planning is perceived as a set of purposeful actions influencing an

organization or some part therein to effect change. It is a methodology directed at future change of a present situation. In government concepts it is deciding the what, how, when and who of determining development goals, policies and plans; and conscious setting of alternative courses of actions, procedures and strategies need to achieve the purpose of government.

MODULE 3 PLANNING MODELS

EVALUATION: a. Multiple choice: 1. a. transformative 2. d. functional model 3. d. economic 4. a. model 5. b. rational 6. c. mixed scanning 7. d. technicist 8. a. rational and interactice

9. a. general system 10. a. political and consensual b. Fixation of Knowledge and Skills: 1.The planning models developed by B. Hudson, D. Wilson, and D. Adams: B. Hudson He used the acronym SITAR for the planning models in his typology. The Synoptic model is identical to the popular rational model. The Incremental model suggests that planning is constrained more by available means than by the definition of the goal. The Transitive model emphasizes the interaction and interpersonal dialogue and the process of mutual learning in planning. The advocacy model underscores the confrontational characteristics of decisionmaking. The last is the Radical model has two main versions, one in which spontaneous activism is guided by self- reliance and mutual aid; second one focuses on situational characteristics of nations or systems that inhibit the equitable distribution of goods and services. D. E. Wilson Has also five typologies of planning models and introduced three other alternative models in addition to the rational and incremental models. Those added are the mixed scanning , learning adaptive and general systems models. The mixed scanning is more realistic than the rational model and less passive than the incremental model, the learning adaptive model treats planning as a process of social learning built on individual psychosocial development that is best

realized in small-non-hierarchical groups. the general system model attempts to use the idea of a system as a unifying scientific paradigm. D. Adams He presents the most popular rational model in educational planning literature and practice. He calls it as a technicist model which is expert-driven assumes a linear process of decisionmaking, tends to treat the organization as a black box and severely limits the number of variables examined to quantifiable indicators of educations effects, while the models under interactive are the political model and the consensual model, it rejects the assumption of rational decision-making.

MODULE 4 PLANNING PROCESS MODULES EVALUATION: a. Multiple choice: 1. a. process

2. c. situational analysis 3. c. division plans 4. a. NEDA 5. b. environment 6. a. strategic and tactical 7. d. effectiveness-oriented 8. d. values scan 9. d. output 10. b. profit b. Fixation of Knowledge and Skills: 1. The similarities and differences of the economic, business, and educational planning process: Business systematized decision making practices, they were not much different from gambling efforts and identifying foreseeable thrusts and weaknesses to avoid and strength and opportunities to pursue. It is in the light that strategic planning is viewed as the effective application of the best alternative information to decision that have to be made now to ensure a secure future, from another business authorities strategic planning is seen as the process by which the guiding members operations to achieve that future. In the perspective of education, strategic planning is perceived as a set of purposeful actions influencing an organization or some part therein to effect change. They defined strategic planning as a dynamic process which scans current

realities and opportunities in order to yield useful strategies and tactics for arriving at a better tomorrow. In government concepts, it is deciding the what, how, when and who of determining development goals, policies and plans; and conscious setting of alternative courses of actions, procedures and strategies needed to achieve the purpose of government.

MODULE 5

DR. DEMINGS TOTAL QUALITY MANAGEMENT

EVALUATION: a. Multiple choice: 1. b. Zaibatzus 2. c. act 3. a. output 4. d. fast turn-over of personnel 5. b. quality control circle 6. a. strategic thinking 7. c. theory of knowledge 8. b. strategic control 9. a. devolution 10. b. strategic analysis b. Fixation of Knowledge and Skills: 1. Dr. Demings 14 points: 1. Create constancy of purpose for improvement of product and services 2. Adopt the new philosophy 3. Cease dependence on mass inspection 4. End the practice of awarding business on price tag alone 5. Improve constantly and forever the system of production and service 6. Institute training 7. Institute leadership 8. Drive out fear 9. Break down barriers between staff areas 10. Reduce if not eliminate slogans, exhortations and targets for the workforce 11. Eliminate numerical quotas

12. Remove barriers to pride of workmanship 13. Institute a vigorous program of education and retraining 14. Take action to accomplish the transformation 2. The four concerns of strategic thinking: Strategic planning is a process of formulating plans, objectives and strategies in the light of identified and foreseeable threats and opportunities in the external environment, strengths, and weaknesses of the organization and is managed to achieve a commonly-set and desirable future. Organizational structure is the established patterns of relationships among component units of the organization. Strategic control is the measurement and correction of performance in an implementation in order to make sure that the organizational objectives and the plans devised to attain them are accomplished. Organizational resources are inputs to the organization in the form of manpower, monies, materials, physical, knowledge and technology.

MODULE 6 PERSPECTIVES IN STRATEGIC PLANNING

EVALUATION: a. Multiple choice: 1. a. strategies 2. c. mega 3. c. traditional 4. c. output-oriented 5. d. feedback 6. a. number of graduates 7. c. output 8. b. process 9. d. paradigm shift 10. a. input b. Fixation of Knowledge and Skills: 1. Opposite terms of the following: a. Down-board thinking no insights for future b. Paradigm shift delusion or misconception c. Systems approach disorganize, disorder d. Mega-level environment no security for the future e. Outside-in planning not effective solutions 2. Reasons justifying the use and adoption of down-board thinking, paradigm shifts, system approach, mega-level environment and outside-in planning:

a. Down-board thinking or effective strategic planning requires that you think ahead. - creates scenarios and consider the consequences of competition and easily b. Paradigm shift requires you to shed off your conventional way of seeing, doing, and thinking about things which is departure from your comfort zone and adopt a new frame of reference that is novel. - causes its better understanding in strategic planning which be able to formulate planning that is responsive, achievable, and effective. c. System approach demands that you adopt the societal mega perspective where the organization is embedded and looking from the outside vantage point of society back into the organization. - can afford the school managers and staff a holistic and integrated perspective and this can even be recommended to other school divisions all country.

MODULE 7 PREPARATION FOR STRATEGIC PLANNING

EVALUATION: a. Multiple choice: 1. d. none of the above 2. b. line 3. c. university assembly 4. c. congress 5. c. evaluating 6. a. research and extension council 7. c. staffing 8. a. staff 9. d. seer 10. a. staff b. Fixation of Knowledge and Skills: 1. a. Collegial bodies that need to be created for strategic planning in my respective organization : i. executive committee ii. managers committee iii. operational committee

b. Different positions that are needed for strategic planning: i. Senior executive ii. President c. Training design for strategic planning: Information Technology Training: Strategic Teacher Business Workshop (Fish selling): Purpose The Strategic Business Planning Workshop is used to initiate the development of a Strategic Teaching Plan for fish enterprise. In addition, trained school authorities act as facilitators to impart this Strategic Teaching Planning Techniques. Preparation In preparation for this workshop, the specific strategies learned by the teacher-facilitators should be echoed particularly on the teaching strategies; while the evaluation in the demonstration teaching will be conducted by the teacher-participants. Activities the Strategic teaching Planning Workshop will carefully review the mission and purpose of Dep Ed. As well as develop a detailed plans intended for the students of the teacher-participants. Key teaching strategies will be identified, examined and integrated. The techniques used include an appraisal of the community and as assessment of the students capabilities. A strategic analysis will be conducted and goals and objectives set. Pupils as Recipients The pupils of the teacher-participants products are the targets during the Strategic Teaching Planning Workshop which will include a new applicable teaching strategies, a series of goals and objectives to be achieved, and

a set of high-level strategic techniques that will identify how the teacherparticipants will achieve such goals and objectives. Ultimately, the workshop will result in a well organized teaching plan that has bridged the gap between where a company is currently positioned and where it needs to go in the future. Participants school heads and teachers Scope Normally, the scope of a Strategic Teaching Planning Workshop will cover the entire teaching coverage from the school heads to the teachers and to the community. The training may be in the school, district or division wide.

MODULE 8 ENVIRONMENTAL SCANNING

EVALUATION: a. Multiple choice: 1. c. strong organizational leadership 2. b. planners and managers profile 3. a. theoretical paradigm 4. b. SWOT analysis 5. a. human

6. c. low morale 7. c. passive suppliers 8. a. peoples values 9. c. budget and structures 10. c. research b. Fixation of Knowledge and Skills: 1. The following are topics using my own institution as my frame of reference: a. Socio-economic profile of the Environment: Country a. Socio-cultural - kidnapping - population exploitation - crab mentality - sex trafficking b. Economic - Decline of remittance from OFW - Professionals go abroad Region I Sex trade/exploitation Increase of population rate Envy/jealousy High ignorance rate Pangasinan prostitution High rate of population Envy/greed Quality education -high employment rate - high agricultural production -Lack of support for the Invention -High cost of doing business -same -increase rate of business

-increasing rate of business -high employment

-Government debt and poverty

-same

c. political - corrupt police system - political patronage b. Institutional profile:

palaksan system

kutong and lagay system nepotism

Internal variables a. Programs/servic Planning/implementin es g teaching strategies Lots of teachers training/activities Student-service oriented Excel academically Multi-dynamic organization Equitable benefits to teachers Knowledgeable in services/products

External variables Other divisions in the region Serving the community where they belong

b. Support and services

Continuous training of teachers Cooperation of employees Suppliers support Linkages of all departmental group

Support from the municipalities and the community

c. Capital outlay

Materials, equipments, and school building

construction d. General administration Good management strategies Online system and new teaching strategies Good motivational tactics of teachers Strong relationship with teachers

c. Theoretical planning paradigm (illustration) d. Development issues and concerns: - Dep. Ed. Updates on various laws and regulations, etc. - teachears trainings and seminars as needed - demo teachings - re-echo of attended seminars and trainings - evaluation of teachers 2. SWOT ANALYSIS: A. Strength: Opportunity On-line system Customer-service oriented Customer satisfaction Dynamic organization Strong company Competent group of companies flexible innovative Motivational trainable Aggressive employee Complete line-up Good merchandise Threat competitors Increase in business rate Presence of other institutions

B. weakness

Transportation to remote areas

Lack of support for new invention

Parking space

MODULE 9 VISION/MISSION/GOALS/POLICY STATEMENT TARGET SETTING/STRATEGY FORMULATION

EVALUATION: a. Multiple choice: 1. a. policy 2. b. strategy

3. a. vision 4. c. beliefs 5. b. mission 6. a. values 7. d. target 8. b. goal 9. d. inflation 10. a. re-engineer the institutions organizational chart with everyones approval b. Fixation of Knowledge and Skills: 1. Vision, Mission, Goals, Policies and Objectives: Vision We envision our school to provide academic excellence in Region I that offers education for all, dealing on a complete knowledge with more added values, supported by technologydriven and efficient operations, ran by a dynamic school heads, aimed entirely at achieving total student development. Mission With this in mind, our school will be able to: Provide educational benefits to our students Generate academic achievements to our students Maintain favorable relationship with our superiors and other stakeholders Serve the community where we belong. Goal To be able to maintain wholesome teaching relationship with fellow teachers, school heads, parents, and students. Objective Promote quality education according to the needs of every student

2. Programs and projects of the school formulating the targets and strategies: Policy: Better teaching-learning goals and achievements. Target: Within the coming years, the school will become a model school in the District. Strategies: - Recruit good teachers - Train them - Create incentives program to motivate them - Conduct evaluation regularly - Provide convenient rooms - Satisfying students needs and wants - Conduct training to newly hired teachers.

MODULE 10 PROGRAM/PROJECT IDENTIFICATION, PROGRAM PRIORITIZATION

EVALUATION: a. Multiple choice: 1. a. activity

2. b. project augmentation 3. c. program 4. b. program and project identification 5. a. project preparation 6. b. project 7. d. annual feasibility study plan 8. d. annual rate of recession 9. c. sanitization 10. c. project packaging b. Fixation of Knowledge and Skills: 1.Magic Appliance Center, Inc. annual investment plan or business plan. 2. Feasibility study proposal of our school: Title: Impact of Quality Education Background: Quality education is the key differentiator between good schools. Good quality teaching-learning relations keep students acquire academic excellence. Here are the 7 key principals of acquiring quality education: 1. 2. 3. 4. 5. 6. 7. Attracting students with complete school facilities Contented students spread throughout the DepEd family. Understand the students needs and meet them. Good learning atmosphere. Teachers love and enjoy their work. Open all communication channels. Every student has a chance to shine.

Statement of the Problem:

1. How teaching-learning status affect the performance of the school? 2. How efficient are the teachers and the school head?

MODULE 11 BUDGETING
EVALUATION: a. Multiple choice:

1. b. management-oriented budgeting 2. c. line-item 3. a. budgeting 4. c. current operating salaries 5. c. current operating expenses 6. a. ZBB 7. c. budget accountability 8. b. development budgeting and planning council 9. a. control-oriented 10. b. budget authorization b. Fixation of Knowledge and Skills: 1. A long-term budget strategic plan of your organization indicating the COE and CO: BINMALEY SCHOOL OF FISHERIES Binmaley, Pangasinan DETAILED STATEMENT OF INCOME AND EXPENSES As of the Month Ending November 30, 2012

Income Subsidy from National Government 20,257,952.07 Subsidy from Central Office Subsidy from Regional Office _____________________ Total Subsidy Income 20,257,952.07

Less: Reversion of Unused NCA 639,853.56 _____________________ Net Subsidy Income 19,618,098.51 Other Income: Income from Grants and Donations 77,790.00 Gain/Loss on Sale of Disposed Assets ____________________ Total Income 19,695,888.51 Expenses Personal Services Salaries and Wages Regular 12,104,553.93 Personnel Economic Relief Allowance (PERA) 1,215,272.13 Additional Compensation (ADCOM) Clothing and Uniform Allowance 270,000.00 Subsistence, Laundry and Quarters Allowances 11,900.00 Productivity Incentive Allowance 106,000.00 Other Bonuses and Allowances Longevity Pay Cash Gift 275,000.00 Year End Bonus 1,104,458.00 Life and retirement Insurance Contributions 1,392,672.21 PAG-IBIG Contributions 59,900.00 PHILHEALTH Contributions 103,675.00

ECC Contributions 59,000.00 Terminal Leave Benefits Other Personnel Benefits 5,000.00 ________________ Total Personal Services 16,708,331.27

Maintenance and Other Operating Expenses Traveling Expenses Local 62,703.00 Training Expenses 25,875.00 Office Supplies Expenses Accountable Forms Expenses 1,746.00 Other Supplies Expenses 45,789.65 Water Expenses 83,800.50 Electricity Expenses 281,385.77 Telephone Expenses Landline 48,386.70 Internet Expense 25,389.31 Fidelity Bond Premiums 8,628.75 Repair and Maintenance-School Building Depreciation Land Improvements 4,627.69 Depreciation Electrification, Power and Energy - Depreciation Office Buildings Depreciation School Buildings Depreciation Office Equipments 3,044.25 Depreciation Furniture and Fixtures 3,271.95

Depreciation IT Equipment 11,802.95 Depreciation Communication Equipments 3,613.05 Depreciation Firefighting Equipment and Accessories Depreciation Other Machinery and Equipment 26,427.00 Depreciation Other Property, Plant and Equipment 5,991.03 Other Maintenance and Operating Expenses 692,656.14 Total MOOE 1,335,138.82 Financial Expenses Other Financial Charges 600.00 Total Financial Expenses 600.00 Total Expenses 18,044,070.09 ______________ Excess of Income Over Expenses 1,651,818.42 _______________

2. Budget of our institutions annual action plan indicating COE and CO: BINMALEY SCHOOLS OF FISHERIES Binmaley,Pangasinan ANALYSIS OF GOVERNMENT EQUITY As of the Month Ending November 30, 2012 Government Equity, Beginning 8,560,973.84 Retained Operating Surplus Income Subsidy from National Government 20,257,952.07

Subsidy from Central Office Subsidy from Regional Office Less: Reversion of unused NCA 639,853.56 ________________ Subsidy Income, Net 19,618,098.51 Grants and Donations 77,790.00 Gain/Loss on Sale of Disposed Assets _______________ Total Income 19,695,888.51 Expenses Personal Services Salaries and Wages Regular 12,104,553.93 Personnel Economic Relief Allowance (PERA) 1,215,272.13 Additional Compensation (ADCOM) Clothing and Uniform Allowance 270,000.00 Subsistence, Laundry and Quarters Allowances 11,900.00 Productivity Incentive Allowance 106,000.00 Other Bonuses and Allowances Longevity Pay Cash Gift 275,000.00 Year End Bonus 1,104,458.00 Life and Retirement Insurance Contributions 1,392,672.21 PAG-IBIG Contributions 59,900.00

PHILHEALTH Contributions 103,675.00 ECC Contributions 59,000.00 Terminal Leave Benefits Other Personnel Benefits 5,000.00 ________________ Total Personal Services 16,708,331.27 Maintenance and Other Operating Expenses Traveling Expenses Local 62,703.00 Training Expenses 25,875.00 Office Supplies Expenses Accountable Forms Expenses 1,746.00 Other Supplies Expenses 45,789.65 Water Expenses 83,800.50 Electricity Expenses 281,385.77 Telephone Expenses Landline 48,386.78 Internet Expense 25,389.31 Fidelity Bond Premiums 8,628.75 Repair and Maintenance-School Building Depreciation Land Improvements 4,627.69 Depreciation Electrification, Power and Energy Depreciation Office Buildings Depreciation School Buildings -

Depreciation Office Equipments 3,044.25 Depreciation Furniture and Fixtures 3,271.95 Depreciation IT Equipment 11,802.95 Depreciation Communication Equipments 3,613.05 Depreciation Firefighting Equipment and Accessories Depreciation Other Machinery and Equipment 26,427.00 Depreciation Other Property, Plant and Equipment 5,991.03 Other Maintenance and Operating Expenses 692,656.14 Total MOOE 1,335,138.82 Bank Service Charges 600.00 ________________ Total Expenses 18,044,070.09 ________________ Excess of Income Over Expenses 1,651,818.42 Prior Year Adjustments 20,000.00 _______________ Government Equity, End 10,232,756.26

MODULE 12 IMPLEMENTATION AND EVALUATION

EVALUATION: a. Multiple choice: 1. a. organizational chart 2. c. monitoring 3. a. culture 4. d. evaluating 5. c. disseminated technology 6. b. implementing 7. c. allocation of resources to programs and projects 8. a. annual budget estimates 9. d. plan evaluation 10. d. performance evaluation b. Fixation of Knowledge and Skills: 1. Strategic plan implementation and evaluation of our school: Objectives: *to promote quality education according to DepEd plans

* to be the premier source of academic excellence in Region I Task : The following department and personnel will be responsible in implementing the objectives: * students * teachers * non-teaching personnel * school heads/principal * community/parents * local officials *district/division personnel * regional office 2. Timescale: * training, conferences, and seminars * re-echo of the given and conducted seminars, etc. * preparation of various instructional materials * improvement and beatification of facilities (rooms, comfort rooms, etc.) *good supply of potable waters and electricity *monitoring activity and progress

MODULE 13 PRINTING THE PLAN

EVALUATION: a. Multiple choice: 1. d. appendices 2. b. SWOT analysis 3. d. suppliers and contractors 4. b. legitimization 5. d. governing board b. Fixation of Knowledge and Skills: 1. Components of our school: TEACHING STAFF: - Planning and executing teaching-learning activities rest on the part of the teachers. Here they undergo training and evaluation by the school head for the students to attain quality education. SCHOOLTREASURER: - He takes care of the schools finances and has a complete record open to everybody. He must be honest and approachable to make the

teachers contented of the finances of the school. THE PRINCIPALS OFFICE: - The school head is aware of the teachers and students needs, like books, instructional materials, physical facilities, sports needs and the like. - He knows who studies and works well and must be honest and serious in promoting to hardworking teachers. - He knows how many teachers the school needs and requests from the division for these teachers and must not expect any amount from the teacher he hires. PURCHASING DEPARTMENT: - Usually for small schools, the school head does the purchasing with the corresponding receipts intact. GENERAL SERVICE DEPARTMENT: - Usually for small schools, a teacher is assigned to do this responsibility. He provides various management assistance programs and policies to the principal and together they discuss what are needed for the moment. MIS DEPARTMENT: - Again a teacher is assigned to gather information necessary to manage the school effectively. GUIDANCE COUNSELORS OFFICE: - That means paying attention to even the smallest details. We value the relationships we build with our customers and the trust they place in our competence and integrity. We still believe that every customer deserves excellent service. Let us show you how to get the best performance. AUDIT DEPARTMENT: - An audit is an accounting procedure under which the financial records of a school are closely inspected to make sure that they are accurate.

MODULE 14 IMPLEMENTING THE PLAN: LAUNCHING, MOBILIZATION AND EXECUTION

EVALUATION: a. Multiple choice: 1. c. gaining support and cooperation 2. a. LAN 3. b. personal services and maintenance and other operating expenses 4. b. organizational culture 5. b. discontinuing a program/project 6. c. MIS 7. c. evaluate performance of officials and employees 8. a. annual action plan 9. c. annual performance report 10. a. COE and CO b. Fixation of Knowledge and Skills: 1. As a school head I would implement the strategic plan of: a. Hiring of qualified teachers

Follow a proven formula for hiring as a already proven by others. The faculty and the community must plan to improve all existing condition of the school from physical facilities to programs and projects. Committees must be organized for each project to ensure the implementation of such plans. A Successful Mobilization Structure allows: Every member to be reached one-on-one in a relatively short period of time. Written materials to be distributed and collected in every work location in a short period of time. Meaningful one-on-one discussion of issues. A high level of participation in collective actions.

MODULE 15 IMPLEMENTING THE PLAN: MOBILIZING TQM/SQM AND MANAGEMENT SYSTEMS

EVALUATION: a. Multiple choice: 1. d. centralization 2. c. anomic 3. b. Dr. W. Edwards Deming Prize 4. d. change philosophy very often 5. a. input 6. b. performing 7. c. facilitators 8. d. act 9. a. leading 10. c. theory of knowledge b. Fixation of Knowledge and Skills: The five pillars of quality management are the following: i. Organization the way to win and grow big is to organize small. Think big on what can be achieved, think small

ii.

iii. iv.

v.

about how to achieve it. That is because things are get done through individuals and small groups of individuals. Product/output here, what is needed is a product focus and not a job focus. It is basically the we and ours not I and my mind set that managers must build to create a proactive leadership among workers. Process is the conversion of inputs into products or outputs. There has to be a means to assess both before and after the product is delivered. Leadership one needs strong leadership in the organization to be successful but it wont be attained if employees are not empowered to exercise it. A leadership to stewardship. Commitment An organization not only has a head, it also has a heart. And the size of the heart depends upon the size of the managers and employees commitment to its ideals and goals.

All these said pillars are absolutely important and inseparable to one another for they all precisely connected and supporting each other. 1. A management systems that suits well our organization: As Creech sums up: Product is the focal point for organizational purpose and achievement. Quality in the product is impossible without quality in the process. The organization is meaningless without developed leadership. Strong, bottom-up commitment is the support pillar for all the rest. Each pillar depends upon the other four, and if one is weak, all are. With the combination and application of the five pillars, then, we arrive into a dynamic, flexible, creative, lively and productive management system in our organization.

MODULE 16 PLAN EVALUATION: Study team and proposal

EVALUATION: a. Multiple choice: 1. c. School Heads competence are open to question 2. a. plan 3. c. evaluating 4. b. theoretical framework 5. d. Delphi technique 6. a. plan 7. d. quantitative and qualitative 8. d. monitoring 9. c. post-experimental 10. d. test b. Fixation of Knowledge and Skills: 1. Prepare an evaluation study proposal focused on one-year after plan evaluation with emphasis on the following:

a. Objectives of the study (3 to 5 specific questions) i. to determine examination procedures necessary to achieve stated objectives ii. to determine if MIS policies or practices, processes, objectives, and internal controls are adequate iii. to evaluate whether MIS applications provide students and teachers with timely, accurate, consistent, complete, and relevant information. iv. to assess the types and levels of risk associated with MIS and the quality of controls over those risks. b. Theoretical framework of the study (draw it and indicate the major variables that you like to consider in the evaluation study) - refered to DepEd Manual: (pp.41-onwards) Levels: Region, Division, School Systems: outcome, output, process, input c. Methodology: (depending on the DepEds suggestion) - pp. 41-onwards - self-assessment - 60% total result of the organization; 40% external assessment i. research design to be used ii. population and sample (the sampling technique to be used) iii. research instruments to be used iv. statistical treatment of data (the statistical techniques to be used)

MODULE 17 Plan evaluation: implementing study, report writing, publication and dissemination, plan update
EVALUATION: a. Multiple choice: 1. c. quality circle 2. b. data analysis 3. d. administability 4. c. adequacy 5. c. tabular 6. b. data analysis 7. d. flowery 8. c. logic 9. d. concise 10. a. validity and reliability

b. Fixation of Knowledge and Skills: Attend Seminars and Conference s on Pupil Developme nt Sponsor Projects on Drop-out Reduction Sponsor School Developme nt Seminars/ Conference s Work with local officials to make the residents participate in the project Principal Guidance Coordinator s Teachers Parents June Guidance Coordinators/Cl ass Advisers have attended Seminars and Conferences on Pupil Development The Guidance Coordinators and the potential pupil drop-outs were able to sponsor projects like Clean and Green to make them busy and wanted. The Guidance Coordinator had worked with all concerned (parents, teachers, teacheradviser, classmates) to help encourage pupils to come to school regularly and prepared

Principal March to Guidance May Coordinator s Teachers Parents Local Officials Potential Pupil Dropouts Principal May Guidance Coordinator Teachers Parents Classmates Friends

Work with the School Principal and TeacherAdvisers to have regular home visitation to know the real family status of pupils so they are helped.

Create a committee with the Guidance Coordinator as Chairman to approach all concerned (parents, teachers, teacheradvisers, classmates) to help encourage pupils to come to school regularly and are prepared. Coordinate

Sponsor

Principal

Summer

The Guidance

simple contests be it on Sports or Quiz Bee to be participate d by each pupil.

with the young school leaders to form simple contests for this purpose. ACTION PLAN II Target Objective s Strategies

Guidance time/ Coordinator Christmas s Teachers time Parents Potential Drop-outs

Coordinators were able to sponsor simple contest be it on Sports or Quiz Bee to be participated by each pupil

Area of Concern

Office/Perso Time ns Frame Involvemen t

Financial Requireme nts

Performan ce Indicator

1.Pupil/Stud ent Developme nt a.Homogen ous grouping

a. Within the first month of every school year, the enrollees in every grade and year level should have been screened/ assessed as basis for sectioning

a. -Analysis of grade entries in Form 138 of all pupils and students - Conduct of oral assessment for preschooners - Conduct of entrance test Implement homogenou s groupings

a. -Guidance Teacher

May to June of every school -Teacher- year Advisers - Grade

P2,000 for supplies and printing of test materials

Homogen ous groupings of pupils and students fully achieved

Coordinator s -Principal -Parents

b. Improved testing program

b. Within every testing

b.-In house training on

P5,000 for b.-Resource training person on materials test and Quarter and measureme ly for production

Semest ral Activiti es

Achievem ent of learner shall have been

c. Leadership training

period, quality test questions based on the graded budgetary plan should have been construct ed with results properly interprete d

test construction by grade, year and subject area assignments Preparation of table of specification s -Classificatio n of test questions i.e. objective test, essay test -Grading system

nt -Principal -Grade/year coordinator s -Teachers

every school year

of test questionna ires every grading period

evaluated through well organized testing program

Yearround c.Administrat ors -Teacher Coordinator s -Teacher Adviser -School librarian and Computer Teachers -Teachers -Parents

c. Every end of semester for each school year at least two leadershi p training activities should have been conducte d with full participati on of pupils and students

c.Organization of pupil/studen t council represented by class officers Developmen t of constitution and law bylaws -Preparation and approval of calendars of activities by class/grade/

P50,000 per year for training materials, printing of school paper and travel of contestant s

Pupils/ Students leadership trainings shall have been conducted through different school projects and activities

-Pupils and students

year Organization of different academic clubs -Conduct of Search Project through academic Olympics like Scientist of the Year, Computer Wizard, Mathematici an of the Year, and other talents d. Guidance Programs Organization and training of the editorial board and feature writers in English and Filipino d.Within the third year of operation, a well organized guidance program should have been establishe d in Participation in different academic contests -Publication of school paper d. -Hiring

School Year 2012 onward s d.Administrat ors -Guidance Teacher -Teachers -Parents -Pupils/ Students School Year 2012 onward s

P20,000 for Guidance Office, pupils/ students records

A functional guidance program shall have been establishe d

e. Health Services

P25,000/ye ar for

Health services shall have

meeting the needs of pupils/ students.

and training of a guidance teacher -Orientation of all teachers in the guidance program

medicines e. Administrat ors -School Physician/ Dentist/Nur se -Teachers Februar y to May of every year P50,000/ye ar

been adequatel y provided to pupils and students and teachers

f. Enrollment

e. Health and Nutritiona l Status of pupils and students should have been monitored regularly

-Pupils/ Organization Students of the guidance center -Preparation of student records e. Hiring of medical staff -Medical and dental examination Comprehens ive health services -Health education program f. House-tohouse campaign along the vicinity of -School Administrat ors -Teacher f.Administrat ors -Teacher

Increased enrollmen t

2. Curriculum Developme nt a. Enrichment/ revision of curriculum

f. With all strategies to be implemen ted for student developm ent it is desired that enrollmen t be increased by 2010

April to May of every year P20,000 every year for training materials, food of conferees and printing of output Curriculu m shall have been enriched/ revised based on standards of quality set by

Calasiao a. Within every end of school ear, the existing curriculu m for secondary education should have been reviewed/ enriched/ revised Conduct funded researche s on curriculu m improvement b. Graded and budgeted outlines should have been develope d, based on enrichme nt curriculu m by grade/ year

coordinator s

-Send letters to parents -Teacher adviser -Provide scholarships -Relieving to deserving teachers pupils/ students -MLLS staff -Career campaign April to May of every year P20,000 for workshop materials and printing of output

DepEd and Accreditin g Agency -Printing of outputs Curriculu m researche s shall have been conducted Graded outlines shall have been developed before every start of school year

b. Preparation of graded budgeted outlines

a. School year end conference of teachers focused on the review of the curriculum

School Administrat ors -Teacher coordinator s

c. Laboratory Manuals

-Group workshop by -Teacher grade/year adviser level -Relieving teachers -Listing of revision/ -Teaching enrichment staff such as time allotment, content, schedule -Final revision/ enrichment b. Seminar

August, 2012

School Administrat ors

P30,000 for training materials, honorariu m of resource speaker and printing of

Functional laboratory manuals in Science/ TLE and

d. Production of instructiona l materials and teaching aids

Workshop focused on : * Listing of graded contents * Grouping of contents c. by grading Science, period TLE/EPP * Writing of laboratory specific manuals target shall have objectives been * Listing of develope teaching d for use strategies in the * Listing of laboratory evaluation classes materials strategies

-Teacher coordinator s -Teacher adviser -Relieving teachers -Teaching staff with invited resource persons/ lecturers School Administrat ors Summe r break of every school year

output

EPP shall have been developed

e. Putting up of learning resource

d. Within every school year, developm ent and productio n of instructio nal materials for the different subject areas should have been conducte

-Teacher c. coordinator Organization s of working group -Teacher among adviser teachers -Relieving teachers -Review of existing -Teaching teaching staff guides and workbooks -Art teachers -Writeshop - Resource on speaker/ developmen demonstrat t of or laboratory manuals based on expectation s in TLE/EPP

P35,000 for materials, honorariu m of resource lecturer/ demonstra tor and production of finished products

Production of relevant instruction al materials for every subject areas

April to May, 2006

P150,000

center

d d. Inventory of existing instructional materials -Review of different contents of every subject areas -Listing of needed instructional materials -Lecture demonstrati on -Group workshop Presentation of output and critiquing -Production and evaluation of instructional materials e. Organization of existing instructional materials -Structuring of the MLLS MLLS Administrat ors -Teacher coordinator s -Teacher adviser -Relieving teachers -MLLS staff -Art teachers -Resource speaker/ demonstrat or Comple t ion in School Year 20072008

for instruction al materials, internet, video cassette and structuring of the LRC

A functional LRC shall have been put-up for instruction al purposes

e. By the end of school year 20052007, a functional learning resource center should have been put up 3. Physical Facilities

P250,000 for structuring all classrooms , canteens, library, physical

New MLLS with complete structures and physical facilities

center Classificatio n of instructional materials with identified learning objectives by subject areas -Installation of high tech gadgets like the internet, Video-CD Players -Preparation of inventory -Orientation of teachers, pupils, and students on the use of the learning resource center (LRC) 3. Acquisition of another lot for the school

Administrat ors -Teacher coordinator s -Teacher adviser -Librarian -Guidance Counselor -Teachers -Pupils/ Students Year -round

education center, laboratorie s plus the capital outlay

shall have been putup and inaugurat ed by the end of school year 20072008

4. Faculty developme nt

3. Before the end of school year 20072008, the physical plant and facilities of MLLS should have been expanded improved and complete d

Construction of -Teacher classrooms, coordinator faculty s room, clinic,

MLLS Administrat ors

P150,000/ year for training materials and honorariu m of resource speakers

Faculty developm ent program shall have been continuou sly implemen ted Promotion

comfort rooms, office -Structuring of classrooms and library -Structuring of the school canteen and clinic -Extension of physical education areas Procuremen t of play apparatus and facilities -Structuring of laboratory rooms Inauguration and blessing of the school 4. Training needs assessment -Yearly in service training focused on:

-Teacher adviser -Librarian

in ranks Teachers should have been Masters and Doctoral Degree Holders

4. Within five year period, faculty developm ent program should have been continuou sly implemen ted

-Guidance Counselor -Teachers -Pupils/ Students -HEIs in Region I Resource Speaker and Lectures

a. Result of supervision b. Curriculum enrichment c. Production of instructional materials d. Evaluation of learning process e. Evaluation of learners performance f. Values formation g. Research h. Teaching strategies -Evaluation of training Demonstrati on on Team teaching -Linkage with HEIs -Enrollment of teachers in the graduate program for professional growth of teachers Implementat

ion of DepEd Thrusts on faculty developmen t