TRAINING ON

DEPEDs
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
Practice
model strat
with cases
outputs

Individual
Facilitator
work with
Review
coaching

Peer
Review
 Moratos Framework
Strategic Planning Framework
Using Top-Down Planning and Bottom-Up Planning
VMOKraPiSPATRes
DepEds 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

Strategies
Mission 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
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
organizations 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 peoples 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 units 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
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 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 ones organizational
beliefs
It embodies your units values and beliefs
system
It defines your units 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 ones 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 Rs...

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.
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
 EXTERNAL
ASSESSMENT
External Environment Assessment

Macro Market
Environment Analysis
Industry, Sector and Micro Market
Area Analysis
Analysis

Opportunities 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 passes through or are stored.
 Determine what are the
Step relevant information that will
help you achieve your units
Vision, Mission and
1 Objectives.

Gather the relevant

Step information through the
various research methods
2 available to you.
 Analyze the
information using
four criteria:
Step Relevance,
Magnitude,
3 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
units 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 Synthesize the
data.
4
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 Use the data to
strategize.
5
The 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?
 Step Forecast and
create scenarios
6
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 Market
Environment Analysis
Industry, Sector and Micro Market
Area Analysis
Analysis

Opportunities 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 supporting education

Governments 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
N I
T
N
E
R S
P P
T
A R
I I
R EMPLOYMENT
STUDENT
E Education SECTOR S T
SECTOR Industry
N E U
The market for The market for
T education education S T
Schools and
services graduates
S their Suppliers I
O
N
S
AREA ANALYSIS
1. Political stakeholders
2. Economic stakeholders
3. Social stakeholders
4. Technological stakeholders
5. Ecological stakeholders
External Environment Assessment

Macro Market
Environment Analysis
Industry, Sector and Micro Market
Area Analysis
Analysis

Opportunities 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

Household Income
School
Parents
System and
Defray Expenses of Students
the Provision
of Education
Services
Donor Community
Donations
Graduates of
Capital Outlays, Personnel Services
Schools
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 What is Demanded by
Customers
National and Local Education Services for All Productive and Enlightened
Governments Filipinos of School Age Citizens
Parents Education Sessions to Those Skilled and competent
Who Avail of Basic Public graduates who can get
Education decent work with decent pay
Donors Good School Education Public Recognition and
Systems Naming Rights
Tax Deductions
Employers 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 Market
Environment Analysis
Industry, Sector and Micro Market
Area Analysis
Analysis

Opportunities 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 Weaknesses
1. 1.
2. 2.
3. 3.
External
Assessment
Opportunities
1. S-O W-O
2. How can Strengths be How can Weaknesses be
3. Used to Exploit Overcome to Exploit
Opportunities? Opportunities?
Threats
1. S-T W-T
2. How can Strengths be How can Weaknesses be
3. Used to Counteract Overcome to Counteract
Threats? Threats?
 The Strategist must remember 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 Major moves or significant
changes in the way an
R organization wants to achieve its
A vision, mission and objectives.
T
E Finding the best means of
achieving ones goals. It also
G means bridging the chasm
I between where the organization is
E at today and where it wants to be
tomorrow.
S
 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 Opportunities and Threats(OT)

(SW) from Internal Assessment
from Internal Assessment

Ten Levels of Internal Four Levels of External

Assessment 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 Budget 1

NAT results

2. Identify and Budget 2

validate the
gaps