SD Continuous Improvement

SCHOOL HEADS DEVELOPMENT PROGRAM:
F UNDATION COURSE
INSTRUCTIONAL LEADER ORGANIZATION LEADER EXEMPLAR
Date: __________________________________
Venue: _________________________________
Module 2
Day 4
Session 4
Continuous
Improvement
_______________________
Facilitator
SCHOOL HEADS DEVELOPMENT

PROGRAM:
MODULE 2 Desired School
JOURNEY
Yrs 2020-2021
*SBM
Assessment SBM
Results Practice L4
*SWOT, Year 2019
Current School
PESTL & 7S SBM
Analyses Practice L3
Year 2018
SBM
Practice L2
Year 2017
SBM
Practice L1
Year 2016
SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

Terminal Objective:
At the end of the session, the school
heads should be able to scan continuously
the school environment and align strategies
to its changing context leading to the
development of adaptive methods in order to
deliver effectively the intended outcomes.

Enabling Objectives:
▪Discuss how the Continuous Improvement
program helps in attaining desired learning
outcomes;
▪Recognize the importance of improving
school processes;
▪Explain how CI methodology improves
processes.

What is QUALITY?

Quality
▪ Degree of customer satisfaction

▪ ISO 8402:1992
▪ totality of characteristics of an entity to
satisfy stated and implied needs

What is Quality in Education?
(UNICEF, 2000, paraphrased)
▪ Relevant curricula and materials
▪ Child-centered teaching processes
▪ Relevance to achievement of national goals and
society
▪ Healthy learners
▪ Safe and conducive learning environments
▪ Adequacy of resources and facilities
SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION
12
COURSE
What is Total Quality
Management?

A comprehensive and fundamental
rule or belief for leading and operating an
organization, aimed at continually
improving performance over the long
term by focusing on customers while
addressing the needs of all
stakeholders.
SOURCE: ISO TC 176/SC2/WG15/N131 –
Quality Management Principles and Guidelines on Their Application, 29 May 1997

Systems Thinking

What is a SYSTEM?
A system is a whole, which
consists of interdependent and
interacting parts with a single purpose.

What is Systems Thinking?
It is a way of thinking about life,
work, and the world based on the
importance of relationships
(interconnections).

Description of the CI
Paper Plane Game Activity

Continuous Improvement
Methodology
A methodology to continually
assess, analyze, and act on the
performance improvement of key
processes focusing on both customer
needs and the desired performance.

Continuous Improvement
Methodology
Assess Analyze Act
Step 1: Get Organized Step 5: Do root cause Step 8: Pilot Your
analysis Solution
Step 2: Talk with Your
Customers Step 6: Develop Step 9: Roll Out
Solutions your Solution
Step 3: Walk the
Process Step 7: Finalize Step 10: Check
Improvement Your
Step 4: Identify priority Progress
Plan
improvement
areas

Define the Project
STAGE 1: ASSESS

What is the Assess Stage?
Defines the objectives of

the project and its
respective measures from
the perspective of the
customers

The Assess Steps
• CI Project • VOC • SIPOC • Data Collection

Template • Affinity Diagram • Process Mapping Plan
• Defining the Metric • Activity Chart • Histogram, Pareto,
• Deployment Chart and Line Chart

Establishing the Continuous Improvement (CI) Teams
Step 1: Get Organized

CI Project Template
PROJECT TITLE FUTURE STATE
Name of the Project
STAGE 1:
Solution Generation
ASSESS
Team Members
ANALYZE
STAGE 2:
BACKGROUND Value Analysis
Improved Process Diagram
Broad Problem Statement +
VOC + Project Scoping (SIPOC)
IMPLEMENTATION PLAN
CURRENT STATE
Tasks and Timeline
Budget and Resources
VOC + Process Map + Data Gathering Stakeholder Analysis
and Presentation Evaluation of Implementation
Risks
PROBLEM ANALYSIS TEST RESULTS
Before and After

Problem Definition Piloting
STAGE 3:
ANALYZE
STAGE 2:
Root Cause Analysis Cost Benefit Analysis
ACT
Validation of Causes
LESSONS LEARNED
Project Closure
Project Sharing

CI Team Structure
School Head
CI CI
CI
Team Team
Facilitator
Leader Member
CI Team

Example: The Catalyst
VIRGIE G. POLICARPIO
CI Team Leader/
Facilitator
MARY JANINE S. YGOT

BONIBELLE G. CENIZA MARY JEAN M. ANDALES VIRGINIA N. OSTRIA
Scribe
Communications Officer Documentation Officer Process Observer

Team Composition
▪ Creative and open minded
▪ Good team players
▪ Well respected among peers,
stakeholders, and other school leaders

Team Selection Criteria
▪ Ideal team size: 5-8
▪ Smaller Team Size: 3 to 4 ->work
faster
▪ Teams greater than 8 require additional
facilitation and often require sub-teams.

Example of Project
Background
Based on the 2nd Periodic Test
(PT) result of the Gr. VI pupils in
Cabancalan Elementary School 1 for S.Y.
2014-2015, Math shows a low mean
percentile score.

Who Are Your Stakeholders?
SH
Other Stakeholders:
- Process Owner
- Teachers,
Students,
Parents,
CI Community, etc
Team

Process Owner
• Worries about overall process health

• Has responsibility and authority to manage and improve a
process
Getting the Voice of the Customers (VOC)
Step 2: Talk with Your
Customers

Who Are Your Customers?

Identifying our Customers
▪ In Education, the primary customer is
always the LEARNER:
▪ LEARNERS come and acquire
knowledge, skills, and values
▪ LEARNERS help us understand what
we need to provide and deliver to be
successful in our goals.
Identifying our Customers
▪ Remember, we also need to consider needs
of:
▪ Internal Customers
▪ Teaching staff, Admin Staff, Support Service, etc.
▪ External Customers
▪ Suppliers, Local Government, Parents, Community,
Businesses, etc.
Remember: Internal & External Customers’ input is also essential!

What is VOC?
A qualitative statement or
phrase in the Customer’s
language of their needs
and wants
http://blog.mozilla.org/metrics/2009/07/13/does-mozilla-champion-the-voice-of-firefox-users/

Voice of the Customers
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ganahan ko sa remedial magdiscus ang
ganahan ko apil sa class maestra sa dili
kamao mosukli ganahan ko
MTAP pa magtest magbisaya ang
kun dako ang
kwarta maestra
Voice of the Customers

Tools used in
gathering the
voice of
customers

Other modes of gathering data
▪ Home visits
▪ Classroom observation
▪ Buddy panels/adult panels
▪ Diaries
▪ Conversation with experts/third parties
Why is VOC important?
▪ Understand how parents, students,

and/or teachers define what is important
from our products and services.
▪ Have an idea where to focus
improvement efforts.
http://www.endeavor.org/blog/wp-content/uploads/2012/11/word-focus-300x300.jpeg

▪ Identify key drivers of parents, students,

and/or teacher’s satisfaction.
▪ Get a baseline measure of parents,
students, and/or teacher’s satisfaction to
measure improvement against.

▪ Identifies critical features and

specifications for those products and
services.
▪ Understand what parents, students,
and/or teachers need and want

Affinity Diagram Features
and How to Create Statements written on
individual cards or notes Notes are clustered
1. Gather ideas from interview based on intuition, not

logic
Theme 1
transcripts, questionnaires, etc. Need 1 Need 2 Theme 3
2. Transfer verbatim quotes onto

index cards or self-stick notes Title notes identify
themes
3. Group the cards to find the Theme 2

Need 6
OK to have
“affinity”
clusters of
one note
Need 3 Need 4
Need 7
4. Label the groups of cards

5. Optional: group the clusters Need 5 Can be several
layers of
clustering

Affinity Diagram Uses
▪ Helping grasp very large or complex issues
▪ Encouraging breakthrough thinking
▪ Finding patterns in mountains of data
▪ Gathering large amounts of language data
▪ Organizing ideas, issues, opinions

Example :
AFFINITY DIAGRAM
Step 3: Walk the Process

What is a Process?
•Set of activities that arranged together in
order to deliver a product or service.
•Processes not equal to Functions
Machine People Machine People Machine People
Process Step 1 Process Step 2 Process Step k Output: Product or

... Service
Material Information Material Information Material Information

SIPOC Template
Suppliers Inputs Process Outputs Customers
Process Steps

SIPOC Example

Activity 1: Let’s do the SIPOC
•In a small group, identify the supplier,
input, process, output, and customer from
the airplane game.
•accomplish a SIPOC template for the
chosen process.
•Assign a reporter to present your SIPOC
outputs in plenary.
Why Map the Process?
• Creates a common understanding
about the process.
• Clarifies steps in the process.
• Helps identify improvement
opportunities in the process
(complexity, waste, delays,
inefficiencies and bottlenecks).
• Helps uncover problems in the process.
• Helps reveal how the process operates.

Process Mapping Example

What is a Flowchart?
A diagram that uses graphic symbols to depict the
nature and flow of the steps in a process
Sales Technical Shipping Coordinator

Hotel Check-out Process Process Name
Activity Flowcharts 1
Approach front desk
2
Is there
YES 3
Wait
a line?
Clear
direction of
NO flow (top to
- are specific about Numbered

steps
4
Step up to desk
bottom or
left to right)
what happens in a 5
Clerk
available?
NO
6
Wait
Key of symbols
process. They 7
YES
Consistent
Give room number
often capture Start/End
Action/Task
8
Check bill
level of
detail
decision points, Decision
9
Charges NO 10
rework loops, Sequence correct?
YES
Correct charges
complexity, etc. Date of creation

or update &
11
Pay bill
Clear starting
and ending
points
name of creator

Activity 2: Map the Process
1. In the same groups, map out the
process based on what they wrote in
their SIPOC.
2. Assign a reporter who will present the
process map in plenary.

What are Storm Clouds?
Storm clouds are pain points that
are observable and relevant to the critical
school measure. These pain points exist in
certain steps or activities within a process
and represent potential problem areas that
may be tackled later.
Storm Clouds
inattentive
no drill
learners
PREPARATION

Storm Clouds
IMS’ not visible
less participation Step by step
lack of concrete and less Learners critical from the learners procedure in
examples of skill interesting thinking are not
problem solving is
presented evident not practiced
PRESENTATION

Storm Clouds
distribution of
worksheets took
longer checking not
carried out.
ASSESSMENT

Getting the Voice of the Customers (VOC)
Step 4: Identify Priority
Improvement Areas

How Can Data Help You?

By Showing What It Really Is

Data Presentation
Types of Data Presentation:

•Histogram
•Pareto Chart
•Line Graph

Histogram
A frequency
plot shows the shape
or distribution of the
data by showing how
often different values
occur.

Histogram of Final Course Grade

What to look for in a
Histogram?
•The Center of the data
•The Range of the data
•Comparison with the target
•Other irregularities, i.e. Outliers

Pareto Chart
The Pareto chart
is a frequency
distribution (or
histogram) of attribute
data arranged by
category.

Pareto is used for:
1. Focusing on critical issues by ranking them in
terms of importance and frequency
2. Prioritizing problems to efficiently initiate problem
solving
3. Analyzing problems or causes by different
groupings of data
4. Analyzing the before and after impact of changes
made in a process
Reasons for Late Arrival of Students

Line Graph
•A time plot is a
graph of data in
time order.
•It show trends or
patterns over a
specified period of
time.
Focusing a Problem Definition
Broad or vague Somewhat focused Narrow focus
The canteen service is poor.
What: Poor service
The cashier service of Broad or vague Somewhat focused Narrow focus

the canteen is taking too What: Poor Service
long. What type of service: Cashier service
What about the service: It is too long.
The cashier service of the Broad or vague Somewhat focused Narrow focus
canteen during class What: Poor Service
recess during Mondays What type of service: Cashier service
What about the service: It is too long.
takes 30 minutes too
How long: 30 minutes
finish. When is this problem the greatest: Recess time. on Mondays

Activity 3: Make a Graph
1. In the same groups, make a graph out
of the results of the paper plane activity.
2. Assign a reporter to present it to the
group.

STAGE 2: ANALYZE

What is Analyze Stage?
•The analyze stage is focused on
investigating and validating the reasons for
a well specified school problem or
opportunity.
•We would like to generate appropriate
solutions that addresses the requirements
of the various stakeholders of the School.
Analyze Steps
• Root Cause • Process Simplification • Implementation

Analysis • Visual Workplace Planning
• Cause Validation Management/ 5S
Tools • Mistake Proofing

Step 5: Do Root Cause
Analysis

What is a Root Cause?
•It is the deepest underlying
cause, or causes, of problematic
symptoms within any process.
•If dissolved, would result in
elimination, or substantial
reduction, of the symptom.
The Fishbone Diagram
▪ A tool for facilitating the thought process
in identifying the causes of a problem.
▪ Should start with a clear statement of
the problem being dealt with.
▪ Causes are categorized for organization
and analysis.

Fishbone Diagram Schematic
For the major branches, specific factors can be identified which becomes
‘causes’ of the ‘effects’ along these major branches. Attach these as sub-
branches of the major branch.
Schematic taken from: www.educationworld.com/tools_templates/template_Fish-thumb.png

Cause and Effect Example
Source: http://www.summercampleadership.com/2012/09/the-fishbone-diagram-identifying-causes.html

Why-Why Diagram
A Why-Why Diagram is a Tree Diagram
where each child statement is
determined simply by
asking 'why' the parent
occurs.

“The Five Whys” and Mile-Deep Thinking
Problem Problem Problem Problem Problem Problem Problem Problem Problem Problem Problem Problem Problem Etc.
A B C D E F G H I J K L M
Local focus
“Ask the question on causes
‘Why’ five times”
Why?
1. Why did X happen? Wider focus
Because of W. on causes
2. Why did W happen? Why?

Wider focus
Because of V. on causes
3. Why did V happen? Why?

Wider focus
Because of U. on causes
4. Why did U happen? Why?

Wider focus
Because of T. on causes
5. Why did T happen? Why?

Wider focus
Because of S. on causes

When is a Cause a Root Cause?
▪ Would the problem have occurred if the
cause had not been present?
▪ Will the problem reoccur as the result of
the same cause if the cause is corrected
or dissolved?
▪ Will correction or dissolution of the
cause lead to similar events?
Example of Why-Why Diagram

Activity 4: Find the Root
Cause
1. In the same groups, use why-why
diagram in finding the root cause of the
problems in the paper plane game.
2. Assign a reporter to present it to the
group.

Generate and Select Solutions
Step 6: Develop Solutions

Activity 3
Go over your root cause and your priority

improvement area, try forming an
objective statement.

In developing
solutions, you need to craft
a SMART objective for
your identified priority area

S M A R T
SPECIFIC MEASURABLE ATTAINABLE REALISTIC TIME-BOUND
What do you want How will you know Is it in your power to Can you realistically When exactly do
to do specifically? when you’ve accomplish it? achieve it? you want to
reached it? accomplish it?
AVOID
G L O B E
GENERAL SCHOOL HEADS
LOOSEDEVELOPMENT
OBSOLETE BIG WORDSCOURSE ELASTIC
PROGRAM: F UNDATION
Sample Objective Statement
Verb Indicator
To increase the MPS in English from a
range of 49.88 to 53.96 to 75 in 3 years
Baseline Target Time Period

Sample Objective Statement
To reduce the number of
identified Grade 7 Frustration Readers by
at least 15% or 10 out of the 64 students
by the end of December 2013.

1. Given your objective what solution
should you come up with?
2. What are your considerations in

formulating solution(s)?

Formulate Solution(s)
FOCUS AREA ROOT CAUSE SOLUTIONS

In formulating SOLUTIONS,
do not forget the following TIPS:
Within the
Address the control of the
ROOT CAUSE(S) school
With support from

Sustainable Economical the process owner

Types of Solutions
▪ Corrective vs. Preventive
▪ Short vs. Long Term
▪ Focused vs. Broad
▪ Single vs. Multiple

3.2-99
Generate alternative solutions per root cause
Adapt Corrective Action and generate
Alternative Preventive Action - DA
Evaluate and Select Best Alternative Solutions

- FFA
Identify details of the Solution
Draw an Action Plan
Anticipate potential problems that may occur - PFA
Seek Management Approval

4 Ws and 1 H
4 W’s & 1H Tool/Guideline 5 Whys
1. What is the ■ Be specific ■ Why did you select this
solution? ■ Exhaust all possible solution?
solutions. Don’t be drastic ■ Why not another
■ As much as possible, avoid solution?
solutions requiring capital ■ Will this solve the
investment problem?
2. Where is the ■ Specific

areas for ▪ Why this area?
solution to be improvement ▪ What about other
applied? areas?
4 Ws and 1 H
4 W’s & 1H Tool/Guideline 5 Whys
3. When is the solution ■ Timetable (Gantt chart) ■ Why this schedule?
to be implemented? ■ Activities with dates from start to ■ Why not make it sooner or
finish later?
■ Cost-benefit analysis
4. Who is responsible? ■ Gantt chart- person responsible ■ Why this person/s?

■ Is he/are they capable of
carrying out the solution ?
5. How is the solution to ▪ Gantt Chart – Activities Why these activities?

■
be implemented? ■ Cost-benefit analysis ■ Why not less costly
activities with more
benefits?
Process Simplification
▪ An activity that involves breaking down
the process into smaller tasks
▪ Classifying each task whether it is value
(necessary) or non-value (redundant or
wasteful) from the perspective of the
customers.
Objectives of Simplification
▪ Eliminate wasteful or non-value adding
actions
▪ Reduce process time
▪ Remove defects or disconnections
between process tasks
▪ Increase employee involvement
▪ Reduce process cost
Components of an Activity
Value Adding (5%)
Activity Necessary but non
Value Adding (35%)
Non Value Adding
(60%)
Visual Management
Sort Set in Order
Sustain Shine
8:50
Standardize
What Is 5S?
Step 1 SEIRI (SORT) Segregate and
Eliminate
• Segregate and eliminate what is not needed.
• Dispose all unnecessary items.
Step 2 SEITON (SET IN ORDER) Arrange and
Identify
• Arrange remaining items so that they can be
found quickly by anybody.
• Standardize the locations so that items can
easily be located and accessed by anybody.
What Is 5S?
Step 3 SEISO (SHINE) Daily Cleanup
Process
• Create a spotless workplace…swept and
clean.
• Keep equipment and work are clean

What Is 5S?
Step 4 SEIKETSU (STANDARDIZE)
Constant Adherence to the First Three Steps &
Safety
• Standardize cleanup activities so that these actions are specific
and easy to perform.
• Create a system to maintain order and a safe work environment.
• Ensure compliance to procedures by conducting regular daily
exercise.
• This is the condition we support when we maintain the first three
steps.

What Is 5S?
Step 5 SHITSUKI (SUSTAIN)
Motivate to Achieve Habitual Compliance
•Promote adherence to maintaining a high performance,
high quality and safe work environment.
•Use visual performance measurement tools.
•Make a habit of maintaining established procedures and
ensuring they are followed.
•Create discipline to maintain cleanliness and find ways to
enhance/improve the process.

Mistake Proofing
(Poka-Yoke)
Poka Yoke = error proofing
It is something in a product, process, or
procedure that physically or procedurally
prevents a person from committing an
error.

Kinds of Errors
• Forgetfulness •Inadvertent
• Misunderstanding •Judgment
• Misidentification •No standards
•Unexpected situations
• Inexperience
•Intentional
• Willful

Dealing with Errors
Two mindsets in dealing with errors:

1.Errors are unavoidable
2.Errors can be eliminated

Levels of Error Detection
Successive Detection
• Finding the error after the activity
Self Detection
• Finding the error during the activity
Source Detection
• The process or activity detects error
making it impossible to do wrong
Step 3
Current State
Process Details Reading Intervention
21 learners said “Lack of 18 learners said “Little 64 were identified Poor in 32 learners said “there’s No
interesting materials with exposure to long, unfamiliar comprehension/understanding follow up at home”
picture & written in big letters” words”
Prepares Reading,
focus skill Take home
listening and Progress check Tasks Session recap
and mood correcting
setting
1.Discussion of the 1.Protege reads words, 1.Reading Teacher 1.Reading Teacher will
1.Looking up the
task phrases, sentences & selections flash on facilitates Oral reading facilitate Q&A about the
Meaning of the given set of
the computer, warriors listens of the words flash session of the day
2. Motivation words
2.Warriors read based on on the screen 2.An assigned
3.Pre-reading activity 2.Use the words/
the List of mispronounced 2.Reading Teacher check the Warrior may lead in singing a
phrases in a sentence
words/Phrases, sentences, Retention, Comprehension of round song
3.Proteges will write
ward listens and repeats the Reading Protégés 3.Reading Teacher/a volunteer
any idea/concept they
3.Protege read again on their thru spelling, fill in the blanks warrior to chant a rhymes or
understood from the given
own, Warriors listens for possible errors and comprehension questions tongue twisters
selection

Step 6
Future State
SIPOC
Process Steps
Prepares Reading, Monitoring

focus skill Progress Take home
listening and Tasks and
and mood correcting check Evaluation
setting

Step 6
Future State
Process Details
READING INTERVENTION
Preparing
focus skill and Reading, listening Checking Taking home Monitoring
mood setting and correcting Progress Tasks and Evaluating
activities
1.RT does the 1.Listening while RT 1.RW & RP work 1. RT gives reading 1.RW fills-out monitoring form
following: does the first reading of together to answer assignment based on the session results
Setting the mood, the story comprehension questions 2. RW helps the RP in the 2.Assigned CI member
Unlocking 2.A group/a volunteer 2.RT facilitates reading assignment together with other
of difficulties/ RW will do the second checking and discusses the 3.RT/RP/RW sign teachers(refer M&E
vocabulary drill; reading reading task the assignment form sched.)observes session,
Discussing the 3.RP reads the story, 3. RP reads another story, and 4.RP does the interviews RWs&RPs regarding
motive question RW listens and checks answers comprehension assignment & submits the the program/lessons, and fill out
pronunciation, RT does questions next day duly signed by M&E form
the rounds on their own, RT and RW guide the parent/guardian 3.RT & CI Team consolidate
LEGEND: the RPs. 5. RP writes in the journal accomplished M&E tools
RT-Reading Teacher 4. RT leads the comprehension his/her important for evaluation and incorporate
RW-Reading Warriors check and reinforces the learning for the day. suggestions for improvement of
RP-Reading Protégé learning. the process.
5. One of the RPs reads the
story aloud.
Let’s watch this!
“ S Oil HERE Balloon”

In formulating solutions…
THINK OUTSIDE THE
BOX BUT REMEMBER
that it’s all about the
PROCESS…
it’s all about the
customers/stakeholders!

Plan Activities and Identify Responsibilities/Resource Needs
Step 7: Finalize
Improvement Plan

Finalizing Improvement plan is
planning for implementation.
Implementation plan is the process of

defining and refining tasks and resources
required to implement the solutions.

What are the activities, tasks, &
subtasks required to implement
the solution?
▪ Define the actual work or interventions to
be done in solving the process problem.
▪ Define the activities and tasks to be
performed including all activity and task
details
What planning & other pre-
implementation work have to be
done?
▪ Plan the resources needed to carry out
the solutions.
▪ Plan the pre-work to be done

CI Improvement Plan
Target Timeline Person/s Resources
Activity
Output Responsible Needed
Starting Completion
Date Date
What are the How long will each Who will What
specific targets activity take? start/orchestrate the CI resources
and milestones of What are the specific project? other than
each activity? target dates of the Who are the lead people do
activity? When will it persons for each you need
start and end activity? to be able
(You may enlist the help to carry
of other people, within out the
or outside your team in activities
conducting the you
activities.) proposed?

Step
7
Future State Implementation Plan
Activity Output Persons Responsible Due Date Resources/ Budget
Orientation of RWs & RTs Roles and Responsibilities CI Team Sept. 27-Oct. 4 MOOE
5,000
Stakeholders Orientation Agenda, stakeholders commitment form CI Team Sept. 25 MOOE
(Parents & Students (RPs) 5,000
Launching of the project Program flyers, materials for the project CI Team and SNHS family Oct. 15 MOOE
5,000
First part of the implementation Reading Materials, Journal, daily activities, RTs, RWs & RPs Oct. 16-Nov. 14 MOOE
pictures of the diff. sessions CI Team , invited guests 25,000
Mid Assessment Results and monitoring results, pictures RT & RPs Nov. 15 Donations
1,000
Second part of the implementation Additional Reading Materials, Journal, RTs, RWs & RPs Nov. 18- Dec. 11 MOOE
results of daily activities, pictures CI Team, , invited guests 10,000
Post Assessment Results and pictures RT & RPs Dec. 12-13 MOOE
1,000
Monitoring & Evaluation Accomplished and consolidated M&E formsCI Team & SNHS Teachers, Oct. 16-Dec.11 MOOE
(Throughout the implementation) Principal, EPS 1,000
Tabulating & interpretation of Bar graphs and interpretation RT & CI Team Dec. 16-17 MOOE
results SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE 2,000
Project Planning Tools:
Gantt Chart, Tree Diagram, Planning Grids &
Flowcharts
A Gantt chart is a tool that illustrates

a schedule.
Gantt charts indicate the start and finish dates
of the implementation of a solution and
summarizes the key elements or activities.

Gantt Chart
WEEK
ACTIVITIES
1 2 3 4 5 6 7 8 9 10 11 12
1. Draw up current process

2. Remove non-value adding operations
3. Determine preliminary improvement

4. Determine resource requirements
5. Make skills inventory
6. Formalize responsibility matrix
7. Implement training plan
8. Update skills inventory
9. Pilot Test
10. Determine Results (positive/negative)
11. Standardize SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

Project ABC: IMPLEMENTATION PLAN
PROJECT ABC June July Aug
Septemb
er
October November December BUDGET PERSON INVOLVE OUT PUT Percentage of
Completion REMARKS
SEF MOOE TOTAL

Principal Class adviser Master
1. Administration of the PHIL-IRI 3,900 3,900
Teacher
PHIL IRI Result 100 Completed
2. Consolidation and Submission of the 5,000 5,000 English Coordinator by Grade Consolidated Result 100 Completed
Results Level, Master Teacher
3. Evaluate and Analyse the Results School English Coordinator List of Non-Readers 100 Completed
4. Conduct Survey CI Team Survey Forms
5. Prepare the Project Proposal Project Project ABC Coordinator Project Proposal 50
Charter, Implementation Plan On Going
6. Presentation of Proposal, Teachers, Pupils Principal English Team Launching of the Project ABC
Class organization, Class schedule,

7. Prepare logistics Principal CI Team
classroom
50 On Going
8. Validation and finalization of the list of non- Principal English Coordinator Program of Activities, Memo 50 On Going
readers
Big Books, Developing Reading
9. Prepare Reading Materials 30,000 30,000 Principal, CI team
Power
50 Lack of Fund
Manila paper, Ink, pentel pen,
10. Preparation of Instructional Materials 28,700 28,700 Principal CI Team Fuller's Manual, Talking English 50 Lack of Fund
(pen)
11. Pilot/Implementation/ Conduct Activities CI Team and Implementers Monitoring and Evaluation Result
based on the plan and Merit System
12. Monitor the Progress CI Team Monitoring tools
13. Roll Out CI Team Minutes/ Pictorial/Narrative
Stakeholders Analysis,
14. Prepare Documentation CI Team and Implementers Communication Strategies, and Risk 10 On going
Assessment
14. Conduct Post Test SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE CI Team and Implementers Result of the PHIL IRI
Finalizing Improvement Plan
It aims to prepare on how to effectively
carry out and finalize improvement plan as
well as anticipate problems that may
arise during the implementation (pilot or
roll out) of the recommended solutions.

Risk Management Process
A Risk Process, or Risk Management Process,
describes the steps you need to take to identify,
monitor and control risk. Within the Risk Process, a
risk is defined as any future event that may prevent
you to meet your team goals. A Risk Process allows
you to identify each risk, quantify the impact and
take action on how to prevent it from occurring and
reduce its impact.
Risk Management and Mitigation Plan
Critical Identified Possible Preventive Remedial
Activities Risks Impact Actions Actions
Basic CI training Inadequate Unprepared CI Expert guidance and Coaching of CI
technical team members Continuing Technical Team members
competence and Assistance
confidence of CI
Trainers
Resource Insufficient Delays in activities Allocation from Fundraising,
Availability, i.e., resources Division funds, build adjusting schedules
time, material and requirements into
finances annual MOOE, solicit
contributions from
benefactors and
stakeholders, proper
scheduling
Staff movement Program Continuity Suspension of CI No movement policy,

Programme proper turnover policy
Risk Management
▪ Identify potential problems of your solutions
▪ Determine the likelihood of their occurrence
▪ Take steps to avoid or deal with the likely problems in order to
have higher chance of success
High
Probability of Occurrence
Yellow Orange light: Red light:
Proceed with
light: Address before Do not Proceed
caution proceeding
Medium
Yellow Yellow Orange light:

proceed with
light: proceed with
light: Reassess
caution caution project
Yellow Yellow
Low
Green light Proceed with

light: Address before
light:
Caution proceeding
Low Medium High

Impact on Project

How is risk assessment and analysis
performed?

Step
7
Risk Analysis
Potential Problem Probable Cause L I RF Preventive Action
(1-5) (1-5) (L x I)
Action: Involve and engage Reading

1. Unreliable reading Personal reasons 3 3 9 Teachers in the project
teachers attendance Measure: Design emergency schedule
in the absence of the RT’s
Schedule of the assigned Action: Prepare materials in advance .
person. Availability of Communicate with the persons assigned
2. Failure to produce materials needed for 3 3 9 in reproduction of materials.
material on time reproduction equipment /
machine
Action: Communicate and report to

Distance of house from parents periodically through home visit
3. Frequent absences of school 3 3 9 Measure: Monitor attendance regularly
Reading Protégés and come up with recognition system of
improved attendance
L – Likelihood I – Impact RF – Risk Factor
Preventive action required for RF >10

STAGE 3: ACT

What is the Act Stage?
▪ The Act stage focuses on testing the agreed
ideas through a pilot.
▪ The results of the test are compared to the
previous results.
▪ Change management plans are created in
preparation for the deployment of the verified
solution to the entire school.
Act Steps
• Testing • Change Management • Tracking, Monitoring,

• Cost-Benefit Analysis • Communication Plan Reviews, and Follow-
• Standardization and ups
Documentation • Project Closure
• Training

Test your solution and assess results
Step 8: Pilot Your Solution

Why test solutions?
• Improve the solution
• Understand risks
• Validate expected results
• Smooth implementation
• Facilitate buy-in
• Identify previously unknown performance
problems
When to Test Solution?
• You need to confirm the expected results and
practicality of the solution.
• You want to reduce the risk of failure.
• The scope of the change is large, and reversing
the change would be difficult.
• Implementing the change will be costly.
• Changes would have far-reaching, unforeseen
consequences.
Some Critical Issues in Planning a Test
of Solution
▪ Where to test? What school area or grade level?
▪ How do we ensure that the full range of process
conditions is tested?
▪ What needs to be measured? When? Where?
▪ How to minimize disruptive impacts on the school
schedule or student learnings while ensuring the
validity of the testing?
▪ How to evaluate the results of the test?
Evaluate the Test Results
▪ Compare results: Future and Current State.
▪ Recalculate histogram, Pareto, line chart.
▪ Analyze causal relationships and process
conditions.

Cost Benefit Analysis
▪ Comparing the total expected cost of each option
against the total expected benefits, to see whether
the benefits outweigh the costs, and by how much.
▪ Steps:
1. Measure the benefits.
2. Identify all costs components.
3. Compare and assess with the stakeholders.
Plan and implement Change Management
Step 9: Roll-Out Your
Solution

The People Side
There are three elements of people side
planning:
Communication: the exchange of
information both from you to others and
from others to you.
Increased understanding → decreased
confusion
The People Side
Participation: involving the affected personnel in
the planning & execution of a change so they
develop shared ownership and commitment.
Increased commitment → decreased resistance
Education: providing affected personnel with

what they will need to know before they
successfully implement the desired changes.
Increased capability → decreased fear of failure
Commitment Planning
Goal/Purpose
To identify and secure the support of and remove the
resistance of people and systems vital to the
accomplishment of the work
Developing Standard Practices &
Procedures
Nothing happens on a reliable, sustained basis
unless we build a system to cause it to happen
on a reliable, sustained basis. Standardization
is what allows high quality to happen on a
reliable, sustained

Standardization = “Standard
Practices and Procedures”
▪ A standard practice is…
▪ “A definition of a work method wherein all
variables of the method have been specified in
detail.”
▪ It is a written agreement between the worker
and the company regarding how the job will be
done.
Monitor and perform improvements on the implemented solution
Step 10: Check Your

Progress

Monitoring of Solution
To ensure :
•Consistency
•Compliance
•Identification of ways
•Sustain

What You Need to Check
▪ Results
▪ Gather data on the same measures
identified in Assess Stage
▪ Use the same data collection procedures
▪ Methods
▪ Document what steps are actually
followed during implementation
▪ How much was the gap between desired and
actual reduced in your project?
▪ Were the plans effective in addressing the
causes you targeted?
▪ What do customers tell you now that the
changes are in place?
▪ Has enough progress been made or do you
need to go back and try other solutions?
▪ Were there unintended benefits or negative
side effects?
In evaluating the methods…
▪ Did you follow your plan?
▪ Did you need to modify the
plan/solution during implementation?
▪ What would you do differently next
time around?

Remember: Prepare detailed plans
▪ Tasks, timelines
▪ Budgets, resources
▪ Stakeholder involvement
▪ Plans for checking
▪ Failure prevention
▪ Implement on small scale first, then
move to full-scale
Project Closure
It means turning over the monitoring and

evaluation role back to process owners.

Importance of Closure
▪ Recognize the considerable time
▪ and effort that went into the initiative.
▪ Capture the learning from the initiative:
▪ About the problem or process being studied.
▪ About the improvement process itself and hand
over responsibilities for standardization and
monitoring to the appropriate people.

Final Note on Project
Closure
▪ Continuous improvement
▪ Managerial systems
▪ Documentation
▪ Recognition

“By practicing CI, I hope everyone learns that no
one has a monopoly on solutions. It takes the
whole school to come up with solutions to our very
own problems.”
Rizalino Rivera

Let’s watch this!
“ The Continuous Improvement
Program”

PROFESSIONAL DEVELOPMENT DIVISION
National Educators Academy of the Philippines
2nd Floor Mabini Building, DepEd Complex, Meralco Avenue, Pasig City
(02) 638 8638; 635 4796; 633 9455
neap.pdd@deped.gov.ph

SD Continuous Improvement

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SCHOOL HEADS DEVELOPMENT PROGRAM:

SCHOOL HEADS DEVELOPMENT

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

▪ Degree of customer satisfaction

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

Defines the objectives of

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

• CI Project • VOC • SIPOC • Data Collection

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

PROBLEM ANALYSIS TEST RESULTS

Before and After

Root Cause Analysis Cost Benefit Analysis

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

MARY JANINE S. YGOT

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

• Worries about overall process health

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

Voice of the Customers

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

▪ Understand how parents, students,

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

▪ Identify key drivers of parents, students,

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

▪ Identifies critical features and

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

1. Gather ideas from interview based on intuition, not

transcripts, questionnaires, etc. Need 1 Need 2 Theme 3

2. Transfer verbatim quotes onto

3. Group the cards to find the Theme 2

4. Label the groups of cards

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

Process Step 1 Process Step 2 Process Step k Output: Product or

Material Information Material Information Material Information

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE