TRAINING ON

DEPED’s
STRATEGIC
PLANNING
CONTENT &
PROCESS
May 20-24, 2013, Great Eastern Hotel,
Quezon City
WELCOME
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.
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.
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 .
 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.
 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.
Instructions for Baseline
 The DepED – PAHRODF
Partnership
2010-2015
Philippine-Australia Human Resource & Organization Development Facility
 Development Assistance
Bilateral Development Agenda
Government of the Philippines Government of Australia

Statement of Commitment
Goals and Objectives Delivery Strategies

Programme Strategy: The PAHRODF

Partner Organizations HROD Interventions
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
The group managing the
programme strategy (HRODF) is
Coffey International
Please refer to us: HRODF or the
Facility
Department of Education
• Rank 1: HRODF Core Partner
Thank you!
DAY 1
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 SWOTAnalysis;
3. Formulate Operating plans and action programs,
activities and tasks and resources required.
 Inputs
from
Facilitators

Present
Practice
model strat
with cases
outputs

Individual
Facilitator
work with
Review
coaching

Peer
Review
 Morato’s Framework
Strategic Planning Framework
Using Top-Down Planning and Bottom-Up Planning
VMOKraPiSPATRes
 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.
 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
Energizer
Large Group Breakout - 60
Time - 9:45AM
Hopes and Expectations of
the Participants
Time - 10:00AM
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 STRATEGY
organization is today and ORIGIN DESTINATION
where it wants to go
tomorrow.

C. 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
First Sequence

Vision Second Sequence

Mission Strategies
SWOT

Objectives
Internal Environment
KRAs (the organization)

PIs
External
Environment
(area, industry or
sector)
Strategy
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
 Lunch
Time - 12:00NN
 Energizer
Time - 1:00PM
 VMOKraPi
Time - 1:15PM
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 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
VISION
 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
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 self-
motivated, 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 MISSION
 Refers to a future state, a condition  Normally refers to the present. It is
that is better than what now exists a timeless explanation of the
organization’s identity and
 When a vision is achieved a new ambition
vision needs to be crafted
 When a mission is achieved it can
 When there are changes in the remain the same and members of
environment, the vision needs to be the organization can still draw
revisited. strength from their common
timeless cause
 Associated with a goal
 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:
- 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.

TO -

-
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.
EXERCISE 3

Craft your own objectives.

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
 Objectives KRAs PIs
a. Gross Enrolment Rate
Put specific numbers here for
b. Participation Rate
the planning period. If planning
Reach c. Cohort Survival Rate
for five years, then there should
d. Dropout Rate
be a PI for each of the five years.
e. Others

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

a. Rating scores attained in Actual

Relevant Tests a. Precise scores and exact
Ratings b. Ratings given by ranking
parents/students in b. Precise ratings
satisfaction surveys
Objectives KRAs PIs
a. Percentage Return on Public Investment on
Basic Education a. Precise percentage
b. Average Percentage Return on Education b. Precise percentage
Returns
Investment of Parents. c. Average salary attained in
c. Salary levels of graduates after K to 12 for Pesos
those who opt for immediate employment

a. Resources raised from National/Local

Governments for
 Capital Outlays a. Precise amount of
 Personnel Services resources raised in pesos to
Revenues  Operating Expenses defray all fund needs
b. Resources raised b. Precise amount of
 from donors resources raised in pesos
 from community
 from parents

a. Number of awards received by school staff a. Precise number

b. Number of awards received by students b. Precise number
Recognition
c. Number of awards received by teachers c. Precise number
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
 Writeshop
Time - 1:45PM
Triad Sharing
Time - 2:45PM
Presentation of Model
VMOKraPI to 20
Time - 3:10PM
 Large Group
Processing/Include Facilitator
Skills Observation
Time - 3:35PM
 Breaktime
Time - 3:50PM
Journal Writing and Dyad
Sharing
Time - 4:05PM
Selection and Assessment of
Best Facilitators (Consultants
Assessment)
Time - 5:30PM
End of Day 1