TRAINING ON DEPEDs STRATEGIC PLANNING CONTENT & PROCESS

TRAINING ON DEPEDs STRATEGIC PLANNING CONTENT & PROCESSMay 20-24, 2013, Great Eastern Hotel, Quezon City1Training ObjectivesAfter the 4.5-day workshop participants will be able to improve and enhance their respective knowledge, skills, attitudes, and confidence in:

Developing Vision, Mission, Objectives, Key Result Areas and Performance Indicators;Undertake External Environment Assessment, Internal Organization Assessment, and SWOT Analysis;Formulate Operating plans and action programs, activities and tasks and resources required.

Moratos Framework

Strategic Planning FrameworkUsing Top-Down Planning and Bottom-Up Planning

VMOKraPiSPATRes

DepEds Strategic Planning ProcessStrategizing is about setting institutional goals and finding the best means to reach those goals.

ORIGINDESTINATIONSTRATEGY

Strategizing bridges the chasm between where an organization is today and where it wants to go tomorrow.

Strategies are the best means by which an organization achieves its desired ends.

Adaptive Strategizing

Adaptive strategists take opportunities as they come along

Also known as incremental strategizing

Or strategizing by muddling through

Rational, Sequential and Analytical Strategizing

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.

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.

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.

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.

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.

Rational Strategizing VisionMissionObjectives

First SequenceKRAsPIsStrategySecond SequenceInternal Environment (the organization)

External Environment (area, industry or sector)StrategiesSWOTVMOKraPiSPATRes

Adaptive vs Evidence-basedWhy do we need to move from adaptive to evidence-based?Come up with responsive strategies.Make global breakthroughs in education.Make use of the significant data that we have.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.19What is the basis of your strategy?INTERNALEXTERNALA. It aids in planning A road map to get from A to B

It is useful for surfacing, recognizing and reconciling alternative and frequently competing beliefs about an organizations future state.

C. The lack of a clear vision can be fatal. VISIONTHE IMPORTANCE OF HAVING A

VISIONA 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

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

VISIONA 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 ImaginationVISIONING

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

Creates a sense of belonging, alignment, togetherness

Orients, and provides a sense of purpose and meaning

Captures peoples hearts, minds and spirits

Gives a sense of security, stability, and clear destiny what the organization is becoming

Ennobles, empowers, and excites

Inspires proactivityWHAT A GOOD VISION DOES?

ElementsIdentify the elements of the visionElements: no child should be left behind all Filipino children have the right to good educationgood quality education = decent work/payeducation 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 country27VISION 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

Show an example28EXERCISE 1

Craft your own Vision Statement. Explain the Vision Statement.Must be your own units statement (CO, RO, DO, School)You can draw or write the vision and identify the elements.Write your vision statement using the elementsYou might want to consider K to 12

CO central officeRO regional officeDO division officeSchool - School29DIFFERENCE BETWEEN VISION AND MISSIONMISSIONVISIONNormally refers to the present. It is a timeless explanation of the organizations 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 behavingRefers 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

DIFFERENCE BETWEEN VISION AND MISSIONMISSION 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

Why Filipino children our main stakeholder32MISSION Answers the following questions:Why do we exist?What do we value?What are our competencies?Who are our stakeholders?It begins by reflecting ones organizational beliefsIt embodies your units values and beliefs systemIt defines your units overall purpose or reason for existence

Why Filipino children our main stakeholder33Sample Mission StatementEXPLANATION:

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.

Reaching ones 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.

Exercise 2Craft your own Mission Statement.Explain the Mission Statement.

OBJECTIVES

are measurable end results. They are the desired outputs and outcomes of the education process.Generally, objectives fall under six Rs...ReachesponsivenessatingseturnsevenuesecognitionReach 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. 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.

Sample Objectives: Reach all Filipino children (in the area) through both formal and informal meansbe 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.

TOKEY RESULT AREAS (KRAs)

manifestations that the Objectives are being realized. They are stated in terms of focused performance parameters which must still be quantifiedPerformance Indicators (PIs) are the numerical measurements attached to the KRAs. These PIs are the targeted performance outputs and outcomesObjectivesKRAsPIsReachGross Enrolment RateParticipation RateCohort Survival RateDropout RateOthersPut specific numbers here for the planning period. If planning for five years, then there should be a PI for each of the five years.ResponsivenessPercentage of Graduates who find gainful employmentPercentage attaining level of skills and competencies set for each and every grade up to the end of K to 12Precise percentagePrecise percentageRatingsRating scores attained in Actual Relevant TestsRatings given by parents/students in satisfaction surveysPrecise scores and exact rankingPrecise ratingsA 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)41ObjectivesKRAsPIsReturnsPercentage Return on Public Investment on Basic EducationAverage Percentage Return on Education Investment of Parents.Salary levels of graduates after K to 12 for those who opt for immediate employmentPrecise percentagePrecise percentageAverage salary attained in PesosRevenuesa. Resources raised from National/Local Governments for Capital OutlaysPersonnel ServicesOperating Expensesb. Resources raisedfrom donorsfrom communityfrom parentsPrecise amount of resources raised in pesos to defray all fund needsPrecise amount of resources raised in pesosRecognitionNumber of awards received by school staffNumber of awards received by studentsNumber of awards received by teachersAccreditation level attainedPrecise numberPrecise numberPrecise numberPrecise accreditation levelEXTERNAL ASSESSMENTExternal Environment Assessment

Macro EnvironmentIndustry, Sector and Area AnalysisMarket AnalysisMicro MarketAnalysisOpportunitiesThreats

LEVEL 1:Macro Environment Assessment Focal Points of the External Assessment

K to 12SCL - Student Centered LearningSBM - School Based ManagementImportant and relevant education statistics21st century educationSOCIAL FACTORSPOLITICAL FACTORSECONOMIC FACTORSECOLOGICAL FACTORSTECHNO-LOGICAL FACTORSFACTORS FOR EXTERNAL ASSESSMENT TIPOne useful technique in information gathering is to look for information funnels or bottlenecks.

There are organizations, government agencies, and other central information repositories where a lot of the market information passes through or are stored. LEVEL 1Steps in Conducting a Macro Environment AssessmentLEVEL 1Gather the relevant information through the various research methods available to you.Step 2Determine what are the relevant information that will help you achieve your units Vision, Mission and Objectives.Step 1Steps in Conducting a Macro Environment AssessmentLEVEL 1Select the information or analysis that allows you to achieve your VMOKRAPI.

RELEVANCELEVEL 1Refers to the relative sizes of the numbers in the information you are analyzingFind out which numbers are becoming bigger and which ones are becoming smaller. This process allows you to spot trends, patterns, and movements especially if longitudinal data is obtained.

MAGNITUDELEVEL 1Magnitude can be best analyzed by using various mathematical models, which are represented by charts, diagrams and tables. MAGNITUDELEVEL 1LEVEL 1Importance particularly looks into the critical factors that most influence the units desired outcomes.

Critical factors are specific information that directly impact on the market, the industry and the macro environment. IMPORTANCELEVEL 1Dwells on the cause and effect analysis

The unit must identify which information create the most impact on the actual or potential outputs and outcomes of your unit. By doing so, the unit must be able to trace the root causes which most influence the desired education effects.

IMPORTANCELEVEL 1Certain things have to be attended to immediately before others. These are of an urgent nature and must take precedence because it may be useless to proceed if they are not attended to first. Urgency also implies immediacy of action because of impending problems or, even, crisis situations.URGENCYLEVEL 1Steps in Conducting a Macro Environment AssessmentSynthesis is the final process of weaving all the information together to develop meaningful findings or conclusions, that is, one that would help your unit achieve its goals. LEVEL 1Steps in Conducting a Macro Environment AssessmentThe synthesized data allows you to evaluate your units current position in the education terrain. Where are the Opportunities open to your unit for achieving your VMOKRAPI? What are the Threats that may hinder your unit from achieving its VMOKRAPI? What factors are more compelling than others which you should attend to?LEVEL 1Steps in Conducting a Macro Environment AssessmentYou may use different techniques in forecasting possible scenarios in the future through mathematical, logical, and intuitive means. The freehand method is used when the forecaster thinks that the critical factors affecting past trends would no longer apply to the future.LEVEL 1External Environment Assessment

Macro EnvironmentIndustry, Sector and Area AnalysisMarket AnalysisMicro MarketAnalysisOpportunitiesThreats

LEVEL 2: INDUSTRY, AREA, AND SECTOR ASSESSMENTINDUSTRY ANALYSISdefines your industryBasic EducationTechnical-Vocational EducationHigher EducationProfessional Education

Different Education Levels to Categorize your Industryyour unit = education services industryLEVEL 2INDUSTRY STRUCTUREthere are many participants and stakeholders in the education industrySCHOOLS = direct industry participantsRelated Industry textbook publishing

Stakeholderspublic and private sector agencies involved in promoting and supporting education

Governments Role to develop the national agenda for education through its various agencies: DepEd, CHED, and TESDALEVEL 2Sample Figure A. Education Industry Structure

This structure is further complemented by a set of suppliers and demanders.LEVEL 2EDUCATION VALUE CHAINthe education industry has its own value chain

Figure B. Education Value ChainLEVEL 2STUDENT SECTORPARENTS

Education Industry

Schools and their Suppliers

EMPLOYMENT SECTOR

E N T E R P R ISES

INSTITUTIONSThe market for education servicesThe market for education graduatesLEVEL 2SECTOR ANALYSISAREA ANALYSIS

Political stakeholdersEconomic stakeholdersSocial stakeholdersTechnological stakeholdersEcological stakeholders

67External Environment Assessment

Macro EnvironmentIndustry, Sector and Area AnalysisMarket AnalysisMicro MarketAnalysisOpportunitiesThreats

LEVEL 3: MARKET ASSESSMENTINDUSTRY ANALYSISmarket is composed of customers who pay for the goods or services sold by the suppliers of these itemsWho pays for Philippine Basic Education?The question is...LEVEL 3Figure E illustrates how the education industry bridges the Demand for and the Supply of education services...FIGURE E. Four Markets of Education Services

School System and the Provision of Education Services

Graduates of Schools

TaxpayersNational and Local GovernmentsResources for Capital Outlay, Personnel Services and Operating ExpensesHousehold IncomeParentsDefray Expenses of StudentsDonor CommunityDonationsCapital Outlays, Personnel ServicesOperating Expenses

Business Enterprises and InstitutionsSalaries, Wages, BenefitsEmployee Services

Figure F depicts the Supply and Demand for Education by the four customer groups: the government, the parents, the donors and the employersFIGURE F. Market Supply and DemandCustomer GroupsWhat is supplied by DepEdWhat is Demanded by CustomersNational and Local GovernmentsEducation Services for All Filipinos of School AgeProductive and Enlightened CitizensParentsEducation Sessions to Those Who Avail of Basic Public EducationSkilled and competent graduates who can get decent work with decent payDonorsGood School Education SystemsPublic Recognition and Naming RightsTax DeductionsEmployersGood Graduates of Education InstitutionsSkilled and CompetentGraduates Ready for Employment and Imbued with Correct ValuesEmployable Graduates with all the Necessary Skills, Competencies and Values The next task in Market Assessment is to quantify the Demand and Supply along the Education Value Chain. See Figure G.

LEVEL 3External Environment Assessment

Macro EnvironmentIndustry, Sector and Area AnalysisMarket AnalysisMicro MarketAnalysisOpportunitiesThreats

LEVEL 4: Micro market analysisFocusing in the immediate market of your unit, it would be advisable to have a deeper understanding of your various customer groups (as explained in Level 3: Market Assessment).

Since this is your immediate market, you can obtain data from your own students and their parents.LEVEL 4On the job market, make a tracer study of the graduates of your unit.

How many are employed, where are they employed?What kind of jobs do they have, what salary levels do they realize?What are their positions in the organizations they work for?LEVEL 4You will discover that some of your graduates are not employed or are underemployed. Find out why. You can also survey the employers of your graduates and ask whether they are satisfied with their recruits skills set and competencies. What competency and character gaps do they see?You can also determine whether their skills set and competencies match the jobs they have. ExerciseHaving done your External Assessment, derive the Opportunities and Threats for your DepEd unit.Findings on External AssessmentTrends and PatternsOpportunities for DepEd Unit to ExploitThreats for DepEd Unit to Counter1.1.1.2.2.2.3.3.3.4.4.4.LEVEL 3STRATEGIC PLANNINGFormulating Strategies from PIs and SWOT AnalysisFrom the major Strengths and Weaknesses and the major Opportunities and Threats, the strategist can then put these conclusions into a two dimensional grid as follows:

Internal AssessmentExternal AssessmentStrengths1.2.3.Weaknesses1.2.3.Opportunities1.2.3.S-OHow can Strengths be Used to Exploit Opportunities?W-OHow can Weaknesses be Overcome to Exploit Opportunities?Threats1.2.3.S-THow can Strengths be Used to Counteract Threats?W-THow can Weaknesses be Overcome to Counteract Threats?

The Strategist must remember that the SWOT Analysis should be made from the point of view of the unit in relation to its:VisionMissionObjectivesKey Result AreasPerformance Indicators.

In formulating Strategic Options, the strategist can use the SWOT grid. Guide QuestionsHow can my unit use its Strengths to Exploit the Opportunities in order for to us to achieve our VMOKraPi?How can my unit overcome its Weaknesses to Exploit the Opportunities in order to achieve our VMOKraPi?How can my unit use our Strengths to counteract the Threats challenging the attainment of our VMOKraPi?How can my unit overcome our Weaknesses to counteract the Threats challenging the attainment of our VMOKraPi?

Guide QuestionsFrom the different Strategic Options generated which strategies should your unit take? Why? Why not the others?

Evaluate the Strategic Options according to the VMOKraPi set. The more the strategies meet the VMOKrapI, the better suited they are for the unit.

STRATEGIESMajor moves or significant changes in the way an organization wants to achieve its vision, mission and objectives.

Finding the best means of achieving ones goals. It also means bridging the chasm between where the organization is at today and where it wants to be tomorrow.

In the Strategic Planning and Management model of Dr. Eduardo A. Morato, Jr., there is a recommended methodology for doing Rational, Sequential and Analytical Strategy Formulation The recommended methodology should start either from the top (and goes down to the bottom) or start from the bottom (and goes up to the top). STRATEGIESFrom the TopFrom the Bottom UPStrategiesStrategic OptionGenerated from SWOT AnalysisStrengths and Weaknesses (SW)from Internal AssessmentOpportunities and Threats(OT)from Internal AssessmentTen Levels of Internal AssessmentFour Levels of External AssessmentTop Down StrategizingStarting 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 StrategizingStarting from the bottom means that the strategist is anchoring the organization to the realities at the ground level. There are two ground levels: Reality (and fearless forecast) of the External Environment at the four different levelsReality 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. 2. 3.4. Strategic OptionsSelect your priority Performance Indicators (PIs). Ask, In how many ways can my unit achieve these PIs?

1. PI

2. PI

3. PIExample of SPAT

ObjectivesTo Improve NAT ScoreStrategiesImproved competency through use of technical educationProgramsOnline LearningTeacher Development ProgramActivitiesDevelop a Program DesignTasksReview the NAT resultsIdentify and validate the gapsPlease refer to:(page 8 of 11)(page 9 of 11)

94Example of Res

Tasks

PeoplePhysicalPesosReview the NAT resultsBudget 1Identify and validate the gapsBudget 2Please refer to:(page 8 of 11)(page 9 of 11)

95