Formulating Strategies

from PIs and SWOT

Analysis

STRATEGIC PLANNING
• 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
•
 SWOT GRID
STRENGTHS (S) WEAKNESSES (W)
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
OPPORTUNITIES (O)
1. A. B.
2. [S-O Strategies] [W-O Strategies]
3.
 For Box A: In what ways  For Box B: In what ways
4.
5
can the district(s)/divisions can the districts/divisions
use its strengths to take overcome its weaknesses
advantage of the to take advantage of the
opportunities, and thereby opportunities?
achieve its objectives and
targets?

THREATS (T)
1. C. D.
2. [S-T Strategies] [W-T Strategies]
3.  For Box C: In what ways  For Box D: In what ways
4.
can the districts/divisions can the school overcome
5
use its strengths to its weaknesses to
counteract the threats? counteract the threats?

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
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)
Strengths
1. With Master Teachers teaching
Grades 1 to 3
2. The school has been
implementing distance learning
3. The school has been receiving
directly its MOOE and was a
recipient of SBM grant last year.
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
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
Weaknesses
1.Lack of teachers (TPR is 1:60)
2. Only 40% of teachers are
competent based on NCBTS
3. Lack of textbooks (TXPR is 1:3)
Opportunity-Weakness (OW)
Strategies
 Leverage more resources from LGUs
to help address backlogs in basic
resources
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.
S
T Major moves or significant changes in the
R way an organization wants to achieve its
vision, mission and objectives.
A
T
Finding the best means of achieving one’s
E goals. It also means bridging the chasm
G between where the organization is at
today and where it wants to be tomorrow.
I
E
S
 From the Top
Vision
Idealized Picture of the Organization and What Will Happen to its Client System

Mission
Basic Purpose of the Organization

Objectives
Measurable End Results

Key Results Areas

Manifestations or Indicators that the Objectives are being met

Performance Indicators
Precise measurements of the Key Result Areas

Strategies
Best Means of Delivering PIs
 From the Bottom UP
Strategies

Strategic Option
Generated from SWOT Analysis

Strengths and Weaknesses (SW) Opportunities and Threats(OT)

from Internal Assessment 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 levels
2. 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.
Strategic Options 2.
3.
4.
• 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% Learners do Teachers do not Learner

not attend have the skills to comprehension is
compared to the target of classes teach to respond to not fully
72.50%. regularly the achievement developed
level required by
the learner.
STEP 3: Break down the problem once more, this time by
simply asking “Why does this happen?” (Level 2 WHY):

PROBLEM
CAUSE NO. 1 CAUSE NO. 2 CAUSE NO. 3
STATEMENT

Learners do not attend Teachers do not Learner

classes regularly have the skills to comprehensio
teach to respond n is not fully
to the developed
Achievement achievement level
Rate is 72% required by the
learner.
compared to
the target of
72.50%. The learners have to The teachers were The learners
help the parents (at not trained are not
home or at work) prepared to
absorb the
lessons taught.
 STEP 4: Keep Asking “WHY” (LEVEL 3 WHY):
PROBLEM
CAUSE NO. 1 CAUSE NO. 2 CAUSE NO. 3
STATEMENT

Learners do not attend Teachers do not have Learner

classes regularly. the skills to teach to comprehension is
respond to the not fully
achievement level developed.
required by the
learner.
Achievement
Rate is 72%
compared to The learners have to The teachers were not The learners are
the target of help the parents (at trained. not prepared to
home or at work). absorb the lessons
72.50%. taught.

The parents cannot rely There are no specific The learners are
on anyone else to help training programs for hungry when they
them. teachers. get to school.
 STEP 5: Keep Asking “WHY” (LEVEL 4 WHY), only when
still applicable.
PROBLEM
CAUSE NO. 1 CAUSE NO. 2 CAUSE NO. 3
STATEMENT

Learners do not Teachers do not have Learner

attend classes the skills to teach to comprehension is not
regularly. respond to the fully developed.
achievement level
required by the learner.

The learners have to The teachers were not The learners are not
Achievement help the parents (at trained. prepared to absorb
Rate is 72% home or at work). the lessons taught.
compared to
the target of The parents cannot There are no specific The learners are
72.50%. rely on anyone else to training programs for hungry when they
help them. teachers. get to school.

END: Formulate the END: Formulate the The parents cannot

strategy/program/ strategy/program/ feed the learners
project/activity/ project/activity/task to before they are sent
task to address the last address the last WHY to school
WHY reply reply
 STEP 6: Keep Asking “WHY” (LEVEL 5 WHY),
only when still applicable.
PROBLEM
CAUSE NO. 1 CAUSE NO. 2 CAUSE NO. 3
STATEMENT
Learners do not attend Teachers do not have Learner comprehension is
classes regularly. the skills to teach to not fully developed.
respond to the
achievement level
required by the learner.

The learners have to The teachers were not The learners are not
help the parents (at trained. prepared to absorb the
home or at work). lessons taught.
Achievement
Rate is 72% The parents cannot There are no specific The learners are hungry
rely on anyone else to training programs for when they get to school.
compared to help them. teachers.
the target of
END: Formulate the END: Formulate the The parents cannot feed
72.50%.
strategy/program/proj strategy/program/proje the learners before they
ect/activity/task to ct/activity/task to are sent to school
address the last WHY address the last WHY
reply reply

Mobilize the barangay Institutionalize a END: Formulate the

for help in taking care teacher training strategy/program/project
of the home on a program on reading /activity/task to address
rotation basis. the last WHY reply
 STEP 7: Strategy/program/project/activity/task to address the last
WHY reply
PROBLEM
CAUSE NO. 1 CAUSE NO. 2 CAUSE NO. 3
STATEMENT
Learners do not Teachers do not have Learner comprehension is not fully
attend classes the skills to teach to developed.
regularly. respond to the
achievement level
required by the learner.

The learners have to The teachers were not The learners are not prepared to
help the parents (at trained. absorb the lessons taught.
home or at work).

Achievement The parents cannot There are no specific The learners are hungry when they
rely on anyone else to training programs for get to school.
Rate is 72% help them. teachers.
compared to
END: Formulate the END: Formulate the The parents cannot feed the
the target of strategy/program/pro strategy/program/proje learners before they are sent to
72.50%. ject/activity/task to ct/activity/task to school
address the last WHY address the last WHY
reply reply

Mobilize the Institutionalize a END: Formulate the

barangay for help in teacher training strategy/program/project/activity/
taking care of the program on reading task to address the last WHY reply
home on a rotation
basis
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 Institutionalize a Implement a feeding
for help in taking care teacher training program for learners
of the home on a program on reading from kinder to grade 5
rotation basis
Strengthen the Build human capital Strengthen the
productive for goal achievement productive involvement
involvement of the of the stakeholders
stakeholders
PROGRAMS / o LGU linkages o Management Skills o LGU linkages
PROJECTS o Parents’ networking training programs o Parents’ networking
programs for principals programs
o School/learner o Teacher Training o School/learner
feedback system Program on Reading feedback system
o Teacher Training
program on
Classroom
Management
ACTIVITIES o Parents’ networking o Teacher Training o Parents’ networking
programs Program on Reading programs
o Homecare o Conduct of teacher o Homecare assistance
assistance training for reading o Feeding activities
o Feeding activities o Tutoring assistance
o 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 assistance o Conduct of o Feeding activities
o Conduct a survey to teacher training for o Conduct a survey to
validate the need reading validate the need
o Include the Homecare o Do an FGD to get o Organize a feeding
Assistance activity in the the inputs of the team from the
PTA agenda teachers different stakeholders
o Get inputs from parents o Develop the o Plan the feeding
during the PTA meeting training design and activity processes
o Develop the homecare content o Implement the
assistance process o Test the design feeding activity
based on the inputs of and content
parents and other o Implement the
stakeholders training programs
o Present the process
during the next PTA
meeting
o Amend/enhance when
necessary
o Implement the
homecare assistance
Resources: Budget for peso, people, Budget for peso, Budget for peso, people,
financial physical requirements people, physical physical requirements
and human requirements

* TASKS - the step by step smaller activities to deliver the bigger activity.
THANK YOU