3. Eternal Father, thank you for this
wonderful day. Thank you for bringing
us safely to where we are now.
May everything we do in this program
begin with You,
and be done under Your guidance.
4. Dear God, there are many challenges to be
faced and overcome in our country and
company
today.
We can get ready to meet some of these
challenges
through this facilitation skills program.
5. May we be equal to the tasks ahead of us,
ready to renew ourselves, ready to take on
the new things, anxious to let go of old ideas
that no longer fit, moving with confidence
into the future, the future of DepEd
and our country .
6. q
Make us flexible enough to grow and
change as needed, optimistic enough
to see the new opportunities as we move
into the changing landscape of the dynamic
external environment and our
functions and responsibilities as leaders and
employees of our organization.
7. Help us to be
ready to embrace the gift of wisdom and
move swiftly forward to apply what we learn
for better leadership and organization support
These we ask through Jesus
our Lord, Amen.
11. The DepED – PAHRODF
Partnership
2010-2015
Philippine-Australia Human Resource & Organization Development Facility
12. Development Assistance
Programme Strategy: The PAHRODF
Partner Organizations HROD Interventions
Statement of Commitment
Goals and Objectives Delivery Strategies
Bilateral Development Agenda
Government of the Philippines Government of Australia
13. Statement of Commitment
Objectives
• Building human capital through improved access to
and quality of education
• Building capacity of local government units to deliver
essential service
• Supporting peace and development
• Strengthening climate change adaptation and disaster
risk management
• Transparent, accountable and effective governance
• Supporting Sustainability and Replication
14. The group managing the
programme strategy (HRODF) is
Coffey International
Please refer to us: HRODF or the
Facility
18. Training Objectives
After the 4.5-day workshop participants will be able to
improve and enhance their respective knowledge, skills,
attitudes, and confidence in:
1. Developing Vision, Mission, Objectives, Key Result
Areas and Performance Indicators;
2. Undertake External Environment Assessment, Internal
Organization Assessment, and SWOT Analysis;
3. Formulate Operating plans and action programs,
activities and tasks and resources required.
22. Workshop Norms
Give 100% attention to the workshop. No
attending to e-mails, facebook, etc.
Use nicknames when addressing to each other.
No titles.
Do not stay with your home group. Try to mix
with the other region.
Come on time for all sessions.
23. Expectations of Sponsors
Individually prepare strategic plan for a select
unit to be chosen by DepEd facilitator
An individual strategic planning work plan to
contribute to regional plan and ensure
application of competencies learned
28. A. Strategizing is about
setting institutional goals
and finding the best
means to reach those
goals.
ORIGIN DESTINATION
STRATEGY
B. Strategizing bridges the
chasm between where an
organization is today and
where it wants to go
tomorrow.
C. Strategies are the best
means by which an
organization achieves its
desired ends.
31. 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 or
she wants the organization to go.
This is the organizational vision.
A vision is an idealized state desired three, five or ten years down the strategic
road.
32. The strategist then articulates the reason for being or basic purpose for
establishing the organization.
This is called the mission statement core values often accompany the mission
statement.
From the vision and mission, the strategist goes further down to objectives,
which are measurable end-results that determine whether the organization is
getting close or farther from its goals.
Each objective is then translated into key result areas (KRAs) which are specific
manifestations that the objective is being attained.
33. 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 which
can 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 and
tasks (SPAT) are spelled out.
34. The second sequence usually taken in the rational approach is from the
bottom up.
The strategist grounds the organization to the realities of the environment it
operates in.
There are two grounding environments: the external environment which is the
area, industry or sector affecting or being affected by the organization; and, the
internal environment which is the organization itself.
The internal environment is composed of the resources, manpower, systems,
processes, capabilities and constraints of the organization itself.
35. In the second sequence, the strategist must be able to determine the
opportunities 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) of
the organization according to the same vision, mission and objectives.
Next, the strategist juxtaposes the opportunities and threats (OT) from the
external environment with the strengths and weaknesses (SW) of the internal
environment in relation to the vision, mission and objectives (VMO) of the
organization.
The result of this juxtaposition is the SWOT matrix shown in Diagram 4.
40. Why do we need to move from
adaptive to evidence-based?
1. Come up with responsive strategies.
2. Make global breakthroughs in education.
3. Make use of the significant data that we
have.
41. What is the basis of your
strategy?
INTERNALEXTERNAL
45. A. It aids in planning……
A road map to get from A to B
B. It is useful for surfacing,
recognizing and reconciling
alternative and frequently
competing beliefs about an
organization’s future state.
C. The lack of a clear vision can be
fatal.
VISION
THE IMPORTANCE OF HAVING A …
46. VISION
A Clear Picture Of A Desired End-
result
Specific And Tangible In The
Imagination
A Crystallization Of What You
Want To Create
Describes The Complete Result:
The Whole Picture
Lofty Definition Of A Desired
Future State
47. Deals With A Distant Future Point
Does Not Require Knowing How
To Get There
Described In Qualitative,
Subjective Terms
Noble, Worthy Of One's
Commitment
Inspiring, Exciting, Really Desired
VISION
48. A Process:
Of Creative visualization
Of Picturing Vividly In The Mind A
Desired End-result As Complete
Of Seeing Inwardly The Gap
between The End-result and Current
Reality
Involves Intuition And Imagination
VISIONING
49. Create a clear picture in your mind of what
you want your organization to be like in the
future.
Make your picture as vivid and detailed as
possible.
Make it powerful enough to excite people to
aim for it.
Do not think about hindrances, difficulties
and ways to get there yet.
Let your imagination flow and picture what
you really desire.
TIPS ON CREATING A VISION
50. Creates a sense of belonging,
alignment, “togetherness”
Orients, and provides a sense of
purpose and meaning
Captures people’s hearts, minds
and spirits
Gives a sense of security, stability,
and clear destiny – what the
organization is becoming
Ennobles, empowers, and excites
Inspires proactivity
WHAT A GOOD VISION DOES?
51. Elements
Identify the elements of the vision
Elements:
1. “no child should be left behind”
2. all Filipino children have the right to good education
3. good quality education = decent work/pay
4. education is molding the character and increasing the
confidence of all learners so that they would be self-
motivated, highly productive and morally upright citizens of
the country
52. VISION
an idealized state of being set in the future by an
organization (see page 4)
Every Child Educated,
Every Graduate Employed,
Every Citizen Empowered.
Sample Vision Statement for a DepEd unit
53. EXERCISE 1
Craft 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 identify
the elements.
3. Write your vision statement using the elements
4. You might want to consider K to 12
54. DIFFERENCE BETWEEN VISION AND MISSION
MISSIONVISION
Normally refers to the present. It is
a timeless explanation of the
organization’s identity and
ambition
When a mission is achieved it can
remain the same and members of
the organization can still draw
strength from their common
timeless cause
Associated with a way of behaving
Refers to a future state, a condition
that is better than what now exists
When a vision is achieved a new
vision needs to be crafted
When there are changes in the
environment, the vision needs to be
revisited.
Associated with a goal
56. MISSION
a statement defines the basic purpose for being
of an organization
It is the very mandate of DepEd.
Hence, it cannot be stated far
from the basic purpose of
educating Filipino children
57. 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 organizational
beliefs
• It embodies your unit’s values and beliefs
system
• It defines your unit’s overall purpose or
reason for existence
58.
59. Sample Mission Statement
EXPLANATION:
1. Academic excellence is suggested but the statement also
recognizes that children have different brain preferences or
intelligences as hinted by the phrase, “to the best of their abilities.”
2. Reaching one’s full potentials means stretching the mind, body
and spirit of a person in a holistic and effective manner.
To educate all Filipino children
to the best of their abilities so
that they may reach their full
potentials.
61. OBJECTIVES
are measurable end results. They are the desired
outputs and outcomes of the education process.
Generally, objectives fall under six R’s...
each
esponsiveness
atings
eturns
evenues
ecognition
62. Reach means access to education by the learners. It is the
geographic (area) as well as the sectoral (student sector) coverage or
sphere of influence of the education unit.
Responsiveness is the ability to satisfy the needs, wants and
aspirations of parents and students and of employers who will hire the
graduates of the school system.
Ratings are the quantified assessments (i.e. numerical
indicators of satisfaction) of the impact of education as calculated by
widely-researched comparative statistics such as the national or local
tests or ratings done through surveys of students, parents and other
education stakeholders.
63. Returns represent the Return on the Education Investment
of Filipino taxpayers (both at the national and local levels).
Returns to the organizational unit may be translated into
sustainability measures such as the ability to defray all expenses
and ensure the provision of school facilities, teachers, learning
materials and supplies for the future.
Revenues are the resources raised by the unit from both
the public and private sources of funds. Revenues can also come
from the community itself, meaning the parents and civic-oriented
individuals or groups.
Recognition is the reputation, prestige and image of the unit
in the eyes of its immediate constituencies and in the eyes of the
country as a whole. Recognition can come in the forms of
awards, accreditations, and accolades.
64. Sample Objectives:
- Reach all Filipino children (in the area)
through both formal and informal means
- be Responsive to the quality expectations
of parents and students and the needs of
the local community.
- attain high Ratings for the unit.
- ensure that taxpayers receive their due
Return on education investments and to
ascertain the sustainability of the Basic
Education unit.
- receive Revenues that would enable the
unit to provide for all its facilities,
equipment, personnel and operating needs
of the unit.
- gain Recognition as one of the best DepEd
units in the country.
TO
66. KEY RESULT AREAS (KRAs)
manifestations that the Objectives are being realized.
They are stated in terms of focused performance
parameters which must still be quantified
Performance Indicators (PIs) are the
numerical measurements attached to the KRAs.
These PIs are the targeted performance outputs
and outcomes
67. Objectives KRAs PIs
Reach
a. Gross Enrolment Rate
b. Participation Rate
c. Cohort Survival Rate
d. Dropout Rate
e. Others
Put specific numbers here for
the planning period. If planning
for five years, then there should
be a PI for each of the five years.
Responsiveness
a. Percentage of Graduates who
find gainful employment
b. Percentage attaining level of
skills and competencies set for
each and every grade up to the
end of K to 12
a. Precise percentage
b. Precise percentage
Ratings
a. Rating scores attained in Actual
Relevant Tests
b. Ratings given by
parents/students in
satisfaction surveys
a. Precise scores and exact
ranking
b. Precise ratings
68. Objectives KRAs PIs
Returns
a. Percentage Return on Public Investment on
Basic Education
b. Average Percentage Return on Education
Investment of Parents.
c. Salary levels of graduates after K to 12 for
those who opt for immediate employment
a. Precise percentage
b. Precise percentage
c. Average salary attained in
Pesos
Revenues
a. Resources raised from National/Local
Governments for
Capital Outlays
Personnel Services
Operating Expenses
b. Resources raised
from donors
from community
from parents
a. Precise amount of
resources raised in pesos to
defray all fund needs
b. Precise amount of
resources raised in pesos
Recognition
a. Number of awards received by school staff
b. Number of awards received by students
c. Number of awards received by teachers
a. Precise number
b. Precise number
c. Precise number
69. EXERCISE 4
Craft your own KRAs and PIs for
every Objective. If planning for a
longer time period (say, five years)
then come up with PIs for each of
the five years.
A. Objective 1
1. KRA PI
2. KRA PI
3. KRA PI
B. Objective 2
1. KRA PI
2. KRA PI
3. KRA PI
C. Objective 3
1. KRA PI
2. KRA PI
3. KRA PI
Other Objectives
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)
