Strategic planning- from DepEd


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  • Example for no. 1:2% across the board is incremental.AFTA Free Trade will be in place in 2015 which will bring more opportunities for our graduates.Example for no. 2:Grade 12 graduates will have gainful employment (global and local)Example for no. 3:1. GER and NER increases, teacher to student ratio etc.Erroneous application of data, none use of data, lack or no data.Notes:Doing the right things right the first time, on time, all the time.
  • Show an example
  • CO – central officeRO – regional officeDO – division officeSchool - School
  • Why Filipino children – our main stakeholder
  • Why Filipino children – our main stakeholder
  • A Child And Community Centered Education Systems (ACCESs)Access to Basic Education Basic Education Sector Reform Agenda (BESRA)Third Elementary Education Project (TEEP) Basic Education Assistance for Mindanao (BEAM)Strengthening Implementation of Visayas Education (STRIVE)Major Final Output (MFO)Government Assistance to Students and Teachers in Private Education (GASTPE)Rationalization Plan (RatPlan)
  • Page 9
  • Strategic planning- from DepEd

    1. 1. TRAINING ONDEPED’sSTRATEGICPLANNINGCONTENT &PROCESSMay 20-24, 2013, Great Eastern Hotel,Quezon City
    2. 2. WELCOME
    3. 3. Eternal Father, thank you for thiswonderful day. Thank you for bringingus safely to where we are now.May everything we do in this programbegin with You,and be done under Your guidance.
    4. 4. Dear God, there are many challenges to befaced and overcome in our country andcompanytoday.We can get ready to meet some of thesechallengesthrough this facilitation skills program.
    5. 5. May we be equal to the tasks ahead of us,ready to renew ourselves, ready to take onthe new things, anxious to let go of old ideasthat no longer fit, moving with confidenceinto the future, the future of DepEdand our country .
    6. 6. qMake us flexible enough to grow andchange as needed, optimistic enoughto see the new opportunities as we moveinto the changing landscape of the dynamicexternal environment and ourfunctions and responsibilities as leaders andemployees of our organization.
    7. 7. Help us to beready to embrace the gift of wisdom andmove swiftly forward to apply what we learnfor better leadership and organization supportThese we ask through Jesusour Lord, Amen.
    8. 8. Instructions for Baseline
    9. 9. The DepED – PAHRODFPartnership2010-2015Philippine-Australia Human Resource & Organization Development Facility
    10. 10. Development AssistanceProgramme Strategy: The PAHRODFPartner Organizations HROD InterventionsStatement of CommitmentGoals and Objectives Delivery StrategiesBilateral Development AgendaGovernment of the Philippines Government of Australia
    11. 11. Statement of CommitmentObjectives• Building human capital through improved access toand quality of education• Building capacity of local government units to deliveressential service• Supporting peace and development• Strengthening climate change adaptation and disasterrisk management• Transparent, accountable and effective governance• Supporting Sustainability and Replication
    12. 12. The group managing theprogramme strategy (HRODF) isCoffey InternationalPlease refer to us: HRODF or theFacility
    13. 13. Department of Education• Rank 1: HRODF Core Partner
    14. 14. Thank you!
    15. 15. DAY 1
    16. 16. Training ObjectivesAfter the 4.5-day workshop participants will be able toimprove and enhance their respective knowledge, skills,attitudes, and confidence in:1. Developing Vision, Mission, Objectives, Key ResultAreas and Performance Indicators;2. Undertake External Environment Assessment, InternalOrganization Assessment, and SWOT Analysis;3. Formulate Operating plans and action programs,activities and tasks and resources required.
    17. 17. InputsfromFacilitatorsPracticewith casesIndividualwork withcoachingPeerReviewFacilitatorReviewPresentmodel stratoutputs
    18. 18. Morato’s FrameworkStrategic Planning FrameworkUsing Top-Down Planning and Bottom-Up Planning
    19. 19. VMOKraPiSPATRes
    20. 20. Workshop NormsGive 100% attention to the workshop. Noattending to e-mails, facebook, etc.Use nicknames when addressing to each other.No titles.Do not stay with your home group. Try to mixwith the other region.Come on time for all sessions.
    21. 21. Expectations of Sponsors Individually prepare strategic plan for a selectunit to be chosen by DepEd facilitatorAn individual strategic planning work plan tocontribute to regional plan and ensureapplication of competencies learned
    22. 22. Energizer
    23. 23. Large Group Breakout - 60Time - 9:45AM
    24. 24. Hopes and Expectations ofthe ParticipantsTime - 10:00AM
    25. 25. DepEd’s Strategic PlanningProcess
    26. 26. A. Strategizing is aboutsetting institutional goalsand finding the bestmeans to reach thosegoals.ORIGIN DESTINATIONSTRATEGYB. Strategizing bridges thechasm between where anorganization is today andwhere it wants to gotomorrow.C. Strategies are the bestmeans by which anorganization achieves itsdesired ends.
    27. 27. Adaptive StrategizingAdaptive strategists takeopportunities as they comealongAlso known as incrementalstrategizingOr strategizing by muddlingthrough
    28. 28. Rational, Sequential andAnalytical Strategizing
    29. 29. There are usually two sequential processes taken in the rational approach.The first sequence is from the top to the bottom.In the top-down sequence, the strategist draws a clear picture of where he orshe wants the organization to go.This is the organizational vision.A vision is an idealized state desired three, five or ten years down the strategicroad.
    30. 30. The strategist then articulates the reason for being or basic purpose forestablishing the organization.This is called the mission statement core values often accompany the missionstatement.From the vision and mission, the strategist goes further down to objectives,which are measurable end-results that determine whether the organization isgetting close or farther from its goals.Each objective is then translated into key result areas (KRAs) which are specificmanifestations that the objective is being attained.
    31. 31. The KRAs, which are qualitative statements, are then quantified into no-nonsense performance indicators (PIs).Based on the PIs, the organization then generates alternative strategies whichcan be employed to achieve these PIs.The strategies are broken down into action programs, which are, in turn,cascaded into group activities and individual tasks.Finally, the resources required to deliver the strategies, programs, activities andtasks (SPAT) are spelled out.
    32. 32. The second sequence usually taken in the rational approach is from thebottom up.The strategist grounds the organization to the realities of the environment itoperates in.There are two grounding environments: the external environment which is thearea, industry or sector affecting or being affected by the organization; and, theinternal environment which is the organization itself.The internal environment is composed of the resources, manpower, systems,processes, capabilities and constraints of the organization itself.
    33. 33. In the second sequence, the strategist must be able to determine theopportunities and threats (OT) in the external environment in relation to its vision,mission and objectives (VMO).The strategist must also be able to distill the strengths and weaknesses (SW) ofthe organization according to the same vision, mission and objectives.Next, the strategist juxtaposes the opportunities and threats (OT) from theexternal environment with the strengths and weaknesses (SW) of the internalenvironment in relation to the vision, mission and objectives (VMO) of theorganization.The result of this juxtaposition is the SWOT matrix shown in Diagram 4.
    34. 34. Rational StrategizingVisionMissionObjectivesFirst SequenceKRAsPIsStrategySecond SequenceInternal Environment(the organization)ExternalEnvironment(area, industry orsector)StrategiesSWOT
    35. 35. VMOKraPiSPATRes
    36. 36. Adaptive vs Evidence-based
    37. 37. Why do we need to move fromadaptive to evidence-based?1. Come up with responsive strategies.2. Make global breakthroughs in education.3. Make use of the significant data that wehave.
    38. 38. What is the basis of yourstrategy?INTERNALEXTERNAL
    39. 39. LunchTime - 12:00NN
    40. 40. EnergizerTime - 1:00PM
    41. 41. VMOKraPiTime - 1:15PM
    42. 42. A. It aids in planning……A road map to get from A to BB. It is useful for surfacing,recognizing and reconcilingalternative and frequentlycompeting beliefs about anorganization’s future state.C. The lack of a clear vision can befatal.VISIONTHE IMPORTANCE OF HAVING A …
    43. 43. VISION A Clear Picture Of A Desired End-result Specific And Tangible In TheImagination A Crystallization Of What YouWant To Create Describes The Complete Result:The Whole Picture Lofty Definition Of A DesiredFuture State
    44. 44.  Deals With A Distant Future Point Does Not Require Knowing HowTo Get There Described In Qualitative,Subjective Terms Noble, Worthy Of OnesCommitment Inspiring, Exciting, Really DesiredVISION
    45. 45. A Process: Of Creative visualization Of Picturing Vividly In The Mind ADesired End-result As Complete Of Seeing Inwardly The Gapbetween The End-result and CurrentReality Involves Intuition And ImaginationVISIONING
    46. 46.  Create a clear picture in your mind of whatyou want your organization to be like in thefuture. Make your picture as vivid and detailed aspossible. Make it powerful enough to excite people toaim for it. Do not think about hindrances, difficultiesand ways to get there yet. Let your imagination flow and picture whatyou really desire.TIPS ON CREATING A VISION
    47. 47.  Creates a sense of belonging,alignment, “togetherness” Orients, and provides a sense ofpurpose and meaning Captures people’s hearts, mindsand spirits Gives a sense of security, stability,and clear destiny – what theorganization is becoming Ennobles, empowers, and excites Inspires proactivityWHAT A GOOD VISION DOES?
    48. 48. ElementsIdentify the elements of the visionElements:1. “no child should be left behind”2. all Filipino children have the right to good education3. good quality education = decent work/pay4. education is molding the character and increasing theconfidence of all learners so that they would be self-motivated, highly productive and morally upright citizens ofthe country
    49. 49. VISIONan idealized state of being set in the future by anorganization (see page 4)Every Child Educated,Every Graduate Employed,Every Citizen Empowered.Sample Vision Statement for a DepEd unit
    50. 50. EXERCISE 1Craft your own Vision Statement.Explain the Vision Statement.1. Must be your own unit’s statement (CO, RO,DO, School)2. You can draw or write the vision and identifythe elements.3. Write your vision statement using the elements4. You might want to consider K to 12
    51. 51. DIFFERENCE BETWEEN VISION AND MISSIONMISSIONVISION Normally refers to the present. It isa timeless explanation of theorganization’s identity andambition When a mission is achieved it canremain the same and members ofthe organization can still drawstrength from their commontimeless cause Associated with a way of behaving Refers to a future state, a conditionthat is better than what now exists When a vision is achieved a newvision needs to be crafted When there are changes in theenvironment, the vision needs to berevisited. Associated with a goal
    53. 53. MISSIONa statement defines the basic purpose for beingof an organizationIt is the very mandate of DepEd.Hence, it cannot be stated farfrom the basic purpose ofeducating Filipino children
    54. 54. MISSION• Answers the following questions:– Why do we exist?– What do we value?– What are our competencies?– Who are our stakeholders?• It begins by reflecting one’s organizationalbeliefs• It embodies your unit’s values and beliefssystem• It defines your unit’s overall purpose orreason for existence
    55. 55. Sample Mission StatementEXPLANATION:1. Academic excellence is suggested but the statement alsorecognizes that children have different brain preferences orintelligences as hinted by the phrase, “to the best of their abilities.”2. Reaching one’s full potentials means stretching the mind, bodyand spirit of a person in a holistic and effective manner.To educate all Filipino childrento the best of their abilities sothat they may reach their fullpotentials.
    56. 56. Exercise 2Craft your own Mission Statement.Explain the Mission Statement.
    57. 57. OBJECTIVESare measurable end results. They are the desiredoutputs and outcomes of the education process.Generally, objectives fall under six R’s...eachesponsivenessatingseturnsevenuesecognition
    58. 58. Reach means access to education by the learners. It is thegeographic (area) as well as the sectoral (student sector) coverage orsphere of influence of the education unit.Responsiveness is the ability to satisfy the needs, wants andaspirations of parents and students and of employers who will hire thegraduates of the school system.Ratings are the quantified assessments (i.e. numericalindicators of satisfaction) of the impact of education as calculated bywidely-researched comparative statistics such as the national or localtests or ratings done through surveys of students, parents and othereducation stakeholders.
    59. 59. Returns represent the Return on the Education Investmentof Filipino taxpayers (both at the national and local levels).Returns to the organizational unit may be translated intosustainability measures such as the ability to defray all expensesand ensure the provision of school facilities, teachers, learningmaterials and supplies for the future.Revenues are the resources raised by the unit from boththe public and private sources of funds. Revenues can also comefrom the community itself, meaning the parents and civic-orientedindividuals or groups.Recognition is the reputation, prestige and image of the unitin the eyes of its immediate constituencies and in the eyes of thecountry as a whole. Recognition can come in the forms ofawards, accreditations, and accolades.
    60. 60. Sample Objectives:- Reach all Filipino children (in the area)through both formal and informal means- be Responsive to the quality expectationsof parents and students and the needs ofthe local community.- attain high Ratings for the unit.- ensure that taxpayers receive their dueReturn on education investments and toascertain the sustainability of the BasicEducation unit.- receive Revenues that would enable theunit to provide for all its facilities,equipment, personnel and operating needsof the unit.- gain Recognition as one of the best DepEdunits in the country.TO
    61. 61. EXERCISE 3Craft your own objectives.
    62. 62. KEY RESULT AREAS (KRAs)manifestations that the Objectives are being realized.They are stated in terms of focused performanceparameters which must still be quantifiedPerformance Indicators (PIs) are thenumerical measurements attached to the KRAs.These PIs are the targeted performance outputsand outcomes
    63. 63. Objectives KRAs PIsReacha. Gross Enrolment Rateb. Participation Ratec. Cohort Survival Rated. Dropout Ratee. OthersPut specific numbers here forthe planning period. If planningfor five years, then there shouldbe a PI for each of the five years.Responsivenessa. Percentage of Graduates whofind gainful employmentb. Percentage attaining level ofskills and competencies set foreach and every grade up to theend of K to 12a. Precise percentageb. Precise percentageRatingsa. Rating scores attained in ActualRelevant Testsb. Ratings given byparents/students insatisfaction surveysa. Precise scores and exactrankingb. Precise ratings
    64. 64. Objectives KRAs PIsReturnsa. Percentage Return on Public Investment onBasic Educationb. Average Percentage Return on EducationInvestment of Parents.c. Salary levels of graduates after K to 12 forthose who opt for immediate employmenta. Precise percentageb. Precise percentagec. Average salary attained inPesosRevenuesa. Resources raised from National/LocalGovernments for Capital Outlays Personnel Services Operating Expensesb. Resources raised from donors from community from parentsa. Precise amount ofresources raised in pesos todefray all fund needsb. Precise amount ofresources raised in pesosRecognitiona. Number of awards received by school staffb. Number of awards received by studentsc. Number of awards received by teachersa. Precise numberb. Precise numberc. Precise number
    65. 65. EXERCISE 4Craft your own KRAs and PIs forevery Objective. If planning for alonger time period (say, five years)then come up with PIs for each ofthe five years.A. Objective 11. KRA PI2. KRA PI3. KRA PIB. Objective 21. KRA PI2. KRA PI3. KRA PIC. Objective 31. KRA PI2. KRA PI3. KRA PIOther Objectives
    66. 66. WriteshopTime - 1:45PM
    67. 67. Triad SharingTime - 2:45PM
    68. 68. Presentation of ModelVMOKraPI to 20Time - 3:10PM
    69. 69. Large GroupProcessing/Include FacilitatorSkills ObservationTime - 3:35PM
    70. 70. BreaktimeTime - 3:50PM
    71. 71. Journal Writing and DyadSharingTime - 4:05PM
    72. 72. Selection and Assessment ofBest Facilitators (ConsultantsAssessment)Time - 5:30PM
    73. 73. End of Day 1
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