ANNEX 7 Walk the Process Guidelines

Walk the Process Guidelines

How to Create Flowcharts?

When creating a flowchart, people who are involved in the process

can work as a group to have multiple viewpoints. For example, if
you want to look into the attendance checking process of Grade 6,
wlak the process with Grade 6 advisers. Let them create the process
flowchart with you because they are the ones who are involved in
attendance checking. The following guidelines should help you in
walking the process with them:

1. Brainstorm action steps

- It is more beneficial to use this technique rather than

conducting an interview and mapping the process. For
brainstorming, it is better to use flipchart and self-stick
notes. You can easily write down ideas on stick notes as
soon as it is said and post it on the flipchart. The group can
give them immediate feedback and validation. If there will
be corrections, you can easily move the stick notes and
proceed to the discussion.

In mapping the process flow, make sure that it reflects

what is currently happening. The common mistake is
combining the present state with the desired outcome.

If the team is having difficulties in mapping their process

then it means that the sequence of their process is not
clear or is not defined. An unclear or undefined process
usually results in an inconsistent performance (ex: some
teachers in the grade level have very good documentation
of student attendance while others do not – this
inconsistency affects the performance of the whole grade
level).

- Make sure to include the steps that occur when things go

wrong. This will give you an idea how people will react on
the different scenarios and situations.

2. Arrange the steps in sequence

- Be consistent in the direction of flow

- Time should always flow from top to bottom, or from left to
right
- Use appropriate flowchart symbols
 ANNEX 7 Walk the Process Guidelines

3. Don’t forget to check for missing steps or decision

points. Always validate your map. Again, map only what
is currently happening and not map what it should be.

4. Number the steps

The flowchart/s should map what is really happening in the process.

However, process maps can also be used/viewed in different
perspectives:

 What you think the process is – the team’s perspective of

what is happening in the process
 What the process really is – what is actually happening in the
process, usually validated through process observation
 What the process could be – the team’s perspective of what
the process could be (this could be used for developing
solutions)
 What the process should be – the actual future state of the
process based on learners’ or stakeholders’ requirements

But remember to do these separately from each other. Do not

combine mapping a process about what is really happening with
what the process could be. Each one should have a different process
map.
 ANNEX 7 Walk the Process Guidelines

Sample Flowcharts

Develop Design Develop and

Strategic Student Operations
Curriculum Manage
Planning Support Management
Instruction Stakeholders
Services

Design and Provide Assess

Develop Deliver Effective Evaluate
Student
Curriculum Professional Instructional Programs
Achievement
Learning Programs

Align with Design Provide for Select

Develop Demonstrate
federal/state/l curriculum parent and Develop instructiona
instructiona the program
ocal development community timeline l resources
l calendars
standards procedures input

Curriculum Development Process Map

 ANNEX 7 Walk the Process Guidelines

Start

Adviser Check
Prepares Forms 1 Attendance:
and 2 Form 1

Inform Parents
(Verbal) Identify SARDO

PTD during Card YES Parents

Giving Arrive?

NO

End Drop
Or
Home Visit

End

Parent Teacher Dialogue Flowchart