Strategic Planning 3p4u2y

TRAINING ON DEPED’s STRATEGIC PLANNING CONTENT & PROCESS May 20-24, 2013, Great Eastern Hotel, Quezon City

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.

Inputs from Facilitators Present model strat outputs

Practice with cases

Facilitator Review

Individual work with coaching

Peer Review

Morato’s Framework Strategic Planning Framework Using Top-Down Planning and Bottom-Up Planning

VMOKraPiSPATRes

DepEd’s Strategic Planning Process

A. Strategizing is about setting institutional goals and finding the best means to reach those goals.

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.

ORIGIN

STRATEGY

DESTINATION

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 nononsense 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 First Sequence

Vision

Second Sequence

Mission

Strategies SWOT

Objectives KRAs PIs

Strategy

Internal Environment (the organization)

External Environment (area, industry or sector)

VMOKraPiSPATRes

Adaptive vs Evidence-based

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.

What is the basis of your strategy?

EXTERNAL

INTERNAL

THE IMPORTANCE OF HAVING A … VISION 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  A Clear Picture Of A Desired Endresult

 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

VISION  Deals With A Distant Future Point  Does Not Require Knowing How To Get There  Described In Qualitative, Subjective  Noble, Worthy Of One's Commitment

 Inspiring, Exciting, Really Desired

VISIONING 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

TIPS ON CREATING A VISION  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.

WHAT A GOOD VISION DOES?  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

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 selfmotivated, highly productive and morally upright citizens of the country

VISION an idealized state of being set in the future by an organization (see page 4)

Sample Vision Statement for a DepEd unit

Every Child Educated, Every Graduate Employed, Every Citizen Empowered.

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

DIFFERENCE BETWEEN VISION AND MISSION

VISION  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

MISSION  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 of the organization can still draw strength from their common timeless cause  Associated with a way of behaving

DIFFERENCE BETWEEN VISION AND MISSION

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

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

Sample Mission Statement To educate all Filipino children to the best of their abilities so that they may reach their full potentials.

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.

Exercise 2 Craft 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 R’s...

each esponsiveness atings eturns

evenues ecognition

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.

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: -

-

TO -

-

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.

KEY RESULT AREAS (KRAs) manifestations that the Objectives are being realized. They are stated in 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

Objectives

Reach

KRAs a. b. c. d. e.

Gross Enrolment Rate Participation Rate Cohort Survival Rate Dropout Rate Others

PIs 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.

a. Percentage of Graduates who find gainful employment b. Percentage attaining level of a. Precise percentage Responsiveness skills and competencies set for b. Precise percentage each and every grade up to the end of K to 12

Ratings

a. Rating scores attained in Actual Relevant Tests a. Precise scores and exact b. Ratings given by ranking parents/students in b. Precise ratings satisfaction surveys

Objectives

Returns

KRAs 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

a.

Revenues

Resources raised from National/Local Governments for  Capital Outlays  Personnel Services  Operating Expenses b. Resources raised  from donors  from community  from parents

PIs

a.

Recognition

b. c.

Number of awards received by school staff Number of awards received by students Number of awards received by teachers

a. Precise amount of resources raised in pesos to defray all fund needs b. Precise amount of resources raised in pesos

a. Precise number b. Precise number c. Precise number

EXTERNAL ASSESSMENT

External Environment Assessment Macro Environment Industry, Sector and Area Analysis

Opportunities

Market Analysis Micro Market Analysis

Threats

LEVEL 1: Macro Environment Assessment

Focal Points of the External Assessment • K to 12 • SCL - Student Centered Learning • SBM - School Based Management • Important and relevant education statistics • 21st century education

FACTORS FOR EXTERNAL ASSESSMENT

One 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 es through or are stored.

Step 1 Step 2

• Determine what are the relevant information that will help you achieve your unit’s Vision, Mission and Objectives.

• Gather the relevant information through the various research methods available to you.

Step 3

• Analyze the information using four criteria: Relevance, Magnitude, Importance, and Urgency

• Select the information or analysis that allows you to achieve your VMOKRAPI.

• Refers to the relative sizes of the numbers in the information you are analyzing • Find 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.

• Magnitude can be best analyzed by using various mathematical models, which are represented by charts, diagrams and tables.

• Importance particularly looks into the critical factors that most influence the unit’s desired outcomes.

• Critical factors are specific information that directly impact on the market, the industry and the macro environment.

• Dwells 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.”

• Certain 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.

Step 4

• Synthesize the data.

Synthesis 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.

Step 5

• Use the data to strategize.

The synthesized data allows you to evaluate your unit’s 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?

Step 6

• Forecast and create scenarios

You 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.

External Environment Assessment Macro Environment Industry, Sector and Area Analysis

Opportunities

Market Analysis Micro Market Analysis

Threats

LEVEL 2: INDUSTRY, AREA, AND SECTOR ASSESSMENT

INDUSTRY ANALYSIS defines your industry your unit = education services industry Different Education Levels to Categorize your Industry Basic Education Technical-Vocational Education

Higher Education Professional Education

INDUSTRY STRUCTURE there are many participants and stakeholders in the education industry

SCHOOLS = direct industry participants

Related Industry textbook publishing Stakeholders public and private sector agencies involved in promoting and ing education

Government’s Role to develop the national agenda for education through its various agencies: DepEd, CHED, and TESDA

Sample FIGURE A. EDUCATION INDUSTRY STRUCTURE

This structure is further complemented by a set of “suppliers” and “demanders.”

EDUCATION VALUE CHAIN the education industry has its own value chain Figure B. Education Value Chain

SECTOR ANALYSIS

E I N

T S

P

E

A R

E N T S

N

STUDENT SECTOR The market for education services

Education Industry Schools and their Suppliers

EMPLOYMENT SECTOR The market for education graduates

T I

R T P U R

T I

I O S N E S S

AREA ANALYSIS 1. 2. 3. 4. 5.

Political stakeholders Economic stakeholders Social stakeholders Technological stakeholders Ecological stakeholders

External Environment Assessment Macro Environment Industry, Sector and Area Analysis

Opportunities

Market Analysis Micro Market Analysis

Threats

LEVEL 3: MARKET ASSESSMENT

INDUSTRY ANALYSIS market is composed of customers who pay for the goods or services sold by the suppliers of these items The question is...

Who pays for Philippine Basic Education?

Figure E illustrates how the education industry bridges the Demand for and the Supply of education services...

FIGURE E. Four Markets of Education Services Taxpayers National and Local Governments Resources for Capital Outlay, Personnel Services and Operating Expenses

School System and the Provision of Education Services Graduates of Schools

Household Income Parents Defray Expenses of Students

Donor Community Donations Capital Outlays, Personnel Services Operating Expenses Business Enterprises and Institutions Salaries, Wages, Benefits Employee Services

Figure F depicts the Supply and Demand for Education by the four customer groups: the government, the parents, the donors and the employers

FIGURE F. Market Supply and Demand Customer Groups

What is supplied by DepEd

National and Local Governments

Education Services for All Filipinos of School Age

What is Demanded by Customers Productive and Enlightened Citizens

Parents

Education Sessions to Those Who Avail of Basic Public Education

Skilled and competent graduates who can get decent work with decent pay

Donors

Good School Education Systems



Employers

Public Recognition and Naming Rights  Tax Deductions Good Graduates of Education  Skilled and Competent Institutions Graduates Ready for Employment and Imbued with Correct Values  Employable 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.

External Environment Assessment Macro Environment Industry, Sector and Area Analysis

Opportunities

Market Analysis Micro Market Analysis

Threats

LEVEL 4: MICRO MARKET ANALYSIS

Focusing 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.

On the job market, make a tracer study of the graduates of your unit. How many are employed, where are they employed?

What are their positions in the organizations they work for?

What kind of jobs do they have, what salary levels do they realize?

You can also determine whether their skills set and competencies match the jobs they have.

You 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?

Exercise Having done your External Assessment, derive the Opportunities and Threats for your DepEd unit. Findings on External Opportunities for Threats for DepEd Assessment DepEd Unit to Exploit Unit to Counter Trends and Patterns 1. 1. 1. 2.

2.

2.

3.

3.

3.

4.

4.

4.

Formulating Strategies from PIs and SWOT Analysis

STRATEGIC PLANNING

From 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 Assessment

Strengths 1. 2. 3.

Weaknesses 1. 2. 3.

External Assessment Opportunities 1. 2. 3. Threats 1. 2. 3.

S-O W-O How can Strengths be How can Weaknesses be Used to Exploit Overcome to Exploit Opportunities? Opportunities? S-T How can Strengths be Used to Counteract Threats?

W-T How can Weaknesses be Overcome to Counteract Threats?

• The Strategist must that the SWOT Analysis should be made from the point of view of the unit in relation to its: – – – – –

Vision Mission Objectives Key Result Areas Performance Indicators.

• In formulating Strategic Options, the strategist can use the SWOT grid.

Guide Questions A. How can my unit use its Strengths to Exploit the Opportunities in order for to us to achieve our VMOKraPi? B. How can my unit overcome its Weaknesses to Exploit the Opportunities in order to achieve our VMOKraPi? C. How can my unit use our Strengths to counteract the Threats challenging the attainment of our VMOKraPi? D. How can my unit overcome our Weaknesses to counteract the Threats challenging the attainment of our VMOKraPi?

Guide Questions • From 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.

S T R A T E G I E S

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

Finding the best means of achieving one’s 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).

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 Ares 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) from Internal Assessment

Opportunities and Threats(OT) 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

Example of SPAT Objectives

To Improve NAT Score

Strategies

Improved competency through use of technical education

Programs

Online Learning Teacher Development Program

Activities

Develop a Program Design

Tasks

1. Review the NAT results 2. Identify and validate the gaps

Example of Res Tasks

People

Physical

Pesos

1. Review the NAT results

Budget 1

2. Identify and validate the gaps

Budget 2