MASTER TEACHERS

PROFESSIONAL
DEVELOPMENT
PROGRAM
(MTPDP)

10/6/2019 SLIDE1
 MODULE III
Strand I: Planning Process for
Curriculum Innovation
through CI Methodology
Part I

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 K to 12 Curriculum

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 Is…

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 How do we innovate
curriculum

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 When we plan for innovation, we should
not simply think about the end results but
most importantly the process that will
lead us to the desired results.

CI

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 Session Objectives
• Assess and analyze the context of the school in terms
of curriculum and instruction;
• Use the CI process in planning for innovations (steps
1-6);
• Walkthrough CI process steps 7-10;
• Identify the big problem, customers and process
steps and the corresponding issues; and
• Express understanding on the need to have a needs-
based, data-driven and learner focused curricular
innovations.

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• Group your squad according to
level, elementary or secondary.
Once in the squad, shake each Form your “squad”
other’s hands.
• Next, Group yourselves according
to your school’s location (rural or
urban). Stay in your group for 30
seconds and get to know each
other’s names.
• Then, group yours squad according
to your area of specialization. This
time, give each other a high five.
• Once done, shout out squad
complete!
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 Let’s work
on the Big Elephant
• share “big elephants” or
the big problems on
curriculum and instruction
• Include quantitative data to
the big problem
• Consolidate answers and
encircle the recurring
problem
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 It helps that we have quantitative
data as it gives us a clear idea of the
problem at hand. It also reveals the
extent or degree of the problem.

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 Let’s talk about
that thing called

In your group and using the

first output, write a problem
statement following
the 4Ws and H principle

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 Questions to Ponder
• Analyze your problem statement, are the
answers to the 4Ws and H questions included?
• Does the problem you identified reveal the
customers/clients you will cater? Who are
they?
• Does the problem also reveal a school
process? What could that be?
• How important is it to identify and understand
the problem?

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 Sample Broad Problem/Big elephant
Test results in all learning areas
and in all grade levels fall along the
range of 40-50% as compared to
the 75% standard for SY 2016-
2017.
Customers
Process is
are teachers
Assessment.
and learners

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 When we cull our problem
statement from the big picture, we
get a good view of our problem. It
is also helpful in identifying the
focused clients/customers as well
as the school process.

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 Our next task the PCP…
(Problem-Customer-Process) Table
Broad Problem Customers Process

Who? What Tool

may be
used to Sub Sub Sub
gather process 1 process 2 process 3
informati
on from Tasks/Activities
them? 1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.

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 Let’s talk about your outputs…

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 From your last output, brainstorm to
identify the task where issues/pain points
occur.
Process
Main Process

Sub process 1 Sub process 2 Sub process 3

Tasks/Activities
1. 1. 1. Pain
Pain point
2. 2. 2.
point
3. 3. 3.
Pain
4. 4. point 4.

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 • In identifying problem, customers
and processes in schools one needs
to think critically and collaborate
with each other.
• Voice of the customer must be heard
to gather relevant data and to make
sure that innovations are customer
focused.
• Process defines the task and gives a
more objective look on things.

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 Let’s talk about what happened
in the activities…
• How did the three activities connect with each
other?
• What crucial steps did you learn in planning for
curriculum innovations?
• What are the tools or principles used in this
planning process?
• Are these steps helpful in planning for
innovation? How?

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 Let’s talk about what happened
in the activities…
• What is your current practice in planning for
innovation? How similar or different is it from this
process?
• What are the CI tools/principles used in the
planning process?
• What is your role as a Master Teacher in planning
for curriculum innovation?
• What insights have you gained from going
through the various activities?

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 What is Continuous Improvement?

2.1-22
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 “Continuous Improvement is a
methodology to continually Assess,
Analyze, and Act on the performance
improvement of key processes,
focusing on both stakeholder needs
and the desired performance.”

2.1-23
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 • Identify what the problem is and understand fully
what the problem is all about.
• Collect data about the problem by talking to
learners and other stakeholders.
• Document the process by drawing a process map or
the SIPOC (Supplier-Input-Process- Output-
Stakeholder) diagram.
• Identify your priority improvement areas.
2.1-24
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 • gain better understanding of why the problem occurs
or its root causes through tools such as the Fishbone
Diagram and Root Cause Analysis.
• Validate the root causes of the problem by collecting
data from learners and other stakeholders.
• Develop the appropriate solutions to address its
causes.
• Prepare an improvement plan

2.1-25
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 • pilot the solutions, review the results and
then roll-out to the rest of the school.
• Check the progress of implementation to
determine the effectiveness of the
solutions.

2.1-26
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 The Assess Steps

Identify
Get Talk with the Walk the Priority
Organized Stakeholders Process Improvement
Areas

• Current Process Map • Focused Problem

• Selected SI • Voice of the SIPOC Statement
Project, Stakeholder • Identified Storm Clouds
• Affinity Diagram (Pain Points in the
• Project Title, • Defining the Metric Process) Process
• Project Team Mapping
Members • Activity Chart
• Deployment Chart

2.1-27
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 STEP 1: GET ORGANIZED
…is the first step in the ASSESS stage of the CI
methodology. It shows
• school measures related to the Division and
school agreed targets will be identified aka big
elephant
• result of the assessment will be used to select a
process that will be prioritized
• key people will be identified to be part of the
team
2.1-28
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 School Measures
• School measures tell us something
important about our outputs and
how we deliver them. They help us
understand, manage, and improve
what our organizations do.

2.1-29
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 • How do these
measures
relate to the
quality of
education we
provide our
students?

2.1-30
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 Know the big problem and
gather around a good group of
people to help you out.

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 Who are your stakeholders?
• Individuals or groups who receive the
product or service.

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 Who are your stakeholders?
• These are learners, parents, the
government, future employers,
teachers, principal, janitors, etc.

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 2.2-34
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 Voice of the Stakeholder/Customer
• The use of the stakeholders’ own
language is important because we
may be able to pick up new ideas on
what they need

2.2-35
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 Tools in gathering VOS/VOC

1. Interviews
2. Focus Group Discussions
3. Dyads or Triads
4. Surveys

2.2-36
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 Other forms of qualitative
data gathering include:
1. HOME VISITS - The researcher goes to the
respondent’s home and observes the practices
of the respondent.
2. CLASSROOM OBSERVATIONS - The researchers
observe their stakeholders in a natural
environment
3. BUDDY PANELS/ ADULT PANELS -This allows
researchers to establish a more intimate
relationship with the stakeholders and gain
more insights about their lifestyles, feelings and
attitudes
2.2-37
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 Other forms of qualitative
data gathering include:

4. DIARIES - allows researchers to understand

behavioral changes in the adoption of a new
idea.
5. CONVERSATIONS WITH EXPERTS / THIRD
PARTIES - Identify experts on the topic and
set up a meeting with them to get their views
and insights on the issue.
2.2-38
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 Gather as much data by talking
to the customers/stakeholders.

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 What is a Process?
• Set of activities that arranged together in
order to deliver a product or service.
• Must also be simple enough to be replicable
and repeatable
Machine People Machine People Machine People

Process Step 1 Process Step 2 Process Step k Output: Product or

... Service

Material Information Material Information Material Information

2.3-40
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 How do we understand a process?
A model/template is used to
represent or capture the process of
what is really happening in reality.
Models enable the understanding,
analysis, improvement, or
replacement of the systems/process

2.3-41
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 S
U
SIPOC C
U
P S
P T
L Inputs Process Outputs O
I M
E E
R R
S S
– A high-level view of a process helps to:
• define project boundaries (starting and ending
points);
• describe where to collect data.

2.3-42
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Step 3
Current State
SIPOC
SUPPLIERS INPUTS PROCESS OUTPUTS CUSTOMERS
Reading SCORES
Teachers IN WORD
Selected Third COMPUTER BASED Reading RECOGNITION &
GRADE 7
Year Students READING COMPREHENSION
Intervention STUDENTS
MATERIALS TEST OF
ICT Team 64 G7 Students in
frustration level

start Process Steps/Process Details

end

Take home
Preparation Lesson Proper Progress check tasks

43
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Step 3

Sub Process/Process Steps

• Minimum of three and maximum of seven steps
• The sub process has a beginning and an end
• It is what’s currently happening (current/real) not
what should be happening (ideal).

Conduct of
Reading Take home
Preparation Progress check tasks
Exercises

44
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Step 3
Main/General Process
READING INTERVENTION
Process Steps
start end
Conduct of
Reading Take home
Preparation Progress check
Exercises tasks

Activities in every Steps

• • • Provide new set of • RTs provide
Prepare the plan Set the mood (RT) • Reading Teachers
and the Ims • Provide background reading materials materials to be read
Facilitate Oral reading
• Prepare the • Wards read, warriors listen • Wards read on at home with
of the words flashed
mechanics of • Warriors read based on the their own comprehension
on the screen
• Answer questions
the activity list of mispronounced • Lead the ,
• Orient the words/ comprehension • RW and RP discuss
comprehension
involved teams phrases, sentences, questions when and how they
check thru spelling, fill in
• Provide the • wards listen and repeat • Assess results will meet for peer
the blanks and
materials * Wards read again on their • Follow up reading
comprehension questions
needed own, • Assess comprehension misunderstandings
• Do a simulation • Warriors listen for possible results • Draw out insights
errors from the class
• Check errors via listen and
repeat activity 45
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 If we have four sub-
processes,
we will prepare
four deployment
Flowcharts

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 Example of
Deployment Preparation
Flowchart
Reading Reading Teacher,
Teacher Chairperson Reading Wards and
Warriors
Prepare the plan Check the plan
and the IMs
Does it
Modify the plan and IMs No follow the
standards?

Prepare the mechanics

of the activity Yes
Do a simulation of the
reading activity
Orient the involved teams
Is the
simulation
No standard
Get ready for the conduct observed?
Yes
Of the reading exercises SLIDE47
10/6/2019
 A process details steps in the
school that the members of the
group could easily connect with.
Process mapping requires data
gathering and observation.

2.3-48
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 What are storm clouds?
(Pain Points)
Storm clouds are pain points that are
observable, measurable and relevant to
the critical school measure. These pain
points exist in certain steps or activities
within a process and represent potential
problem area.

2.3-49
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Step 3

Process Details
28 students
Little are not
32 students with
Kind of exposure to No follow up at comfortable
poor home
materials and long, /don’t know
comprehension/ how to use
motivation unfamiliar understanding computer
techniques words

Prepares focus Reading,

skill and mood listening and Take home
Progress check Session recap
setting correcting tasks

• Ward reads, warriors listen • Looking up the • RT will facilitate

• Discussion of the • Reading Teacher
• Warriors read based on the Meaning of the given Q&A about the session
task Facilitates Oral reading
List of mispronounced words/ Set of words of the day
• motivation of the words flash
• An assigned warrior
• Pre-reading
Phrases, sentences, on the screen • Use the words/
ward listens and repeats phrases in a may lead in singing a
activity • Retention,
• Wards read again on their sentence Round song
comprehension
own, Warriors listen for possible • Wards will write • RT/a volunteer
check thru spelling, fill in
errors any idea/concept warrior to chant a
the blanks and
they rhymes or tongue
comprehension questions
understood from the twisters
given selection
50
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 Example of
Deployment Preparation
Flowchart
Reading Reading Teacher,
Teacher Chairperson Reading Wards and
Warriors
Prepare the plan Check the plan Takes 1 day
and the IMs to be checked
Does it
Modify the plan and IMs No follow the
standards?
2 Reading
Warriors failed
Prepare the mechanics to do the task
of the activity Yes
Do a simulation of the
reading activity
Orient the involved teams
3 out of 7
Rwarriors are Is the
frequently simulation 10 days
absent
No standard
Get ready for the conduct observed?
Yes
Of the reading exercises SLIDE51
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 The strong message is that
unless we know what the
real process is we cannot
really know what to
address.

2.3-52
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 The process of innovation is
not linear rather it’s cyclical. It
requires continuous
improvement to become
relevant to the needs of the
customers and appropriate to
the school context.

2.3-53
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 Let’s do this…
Memoir of the PCP Table
• Go back to the group’s previous output
• Make the necessary improvements in
the process identification part using the
SIPOC template
• Be guided by the sample SIPOC

Memoir of the PCP Table

2.3-54
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Step 3
Memoir
of the “PCP Main/General Process
Table” Sub-Process Steps
start end

Activities in every Steps

• • • Provide new set of • RTs provide
Prepare the plan Set the mood (RT) • Reading Teachers
and the Ims • Provide background reading materials materials to be read
Facilitate Oral reading
• Prepare the • Wards read, warriors listen • Wards read on at home with
of the words flashed
mechanics of • Warriors read based on the their own comprehension
on the screen
• Answer questions
the activity list of mispronounced • Lead the ,
• Orient the words/ comprehension • RW and RP discuss
comprehension
involved teams phrases, sentences, questions when and how they
check thru spelling, fill in
• Provide the • wards listen and repeat • Assess results will meet for peer
the blanks and
materials * Wards read again on their • Follow up reading
comprehension questions
needed own, • Assess comprehension misunderstandings
• Do a simulation • Warriors listen for possible results • Draw out insights
errors from the class
• Check errors via listen and
repeat activity 55
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 When you love, that love has no
limit, no measure, because you
know in your deepest being that
when that love demands
sacrifice, you will give it without
question. You will not look for
reasons, for justification - the act
of giving, of sacrificing, is a
natural compulsion, like
breathing, and it will, in the end,
surprise you because you did it
without second thoughts.

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 Lunch Break

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 MODULE III
Strand I: Planning for
Curriculum Innovation
through CI Process
Part 2
10/6/2019 SLIDE58
10/6/2019 SLIDE59
 With simple steps, big things
happen. Doing things slowly
with a clear focus brings us to
our desired end successfully.

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 Session Objectives
At the end of this session, together we shall:
• Use the CI process in planning for innovations;
• Craft a focused problem statement and an
objective statement;
• Do root cause analysis
• Identify possible innovation to an instructional
and curriculum concern; and
• Express appreciation of and understanding of the
planning process.

10/6/2019 SLIDE61
 “Sequel to the PCP Memoir : SIPOC”
• go through the tasks under each sub
process and the critical issues/storm
clouds found in some tasks
• Identify the most critical issue
• Connect the broad problem to the most
critical issue to narrow down the problem
• Follow the 4Ws and H principle in crafting
the problem statement.

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 Broad Problem Sample Focused
Statement Problem

Test results in all 100 out of 150

learning areas and in Grade 7 Learners
all grade levels fall failed in the
along the range of performance task in
40-50% as compared Math for the first
to the 75% standard quarter of SY 2016-
for SY 2016-2017. 2017

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 As a Master Teacher, you should help
to narrow down or make the problem
more focused so that you and your
team will find it easier to address.

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 Focus on one problem
at a time!

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 “Ang Ugat”
• Use the focused problem statement
crafted in the previous activity in
identifying the root cause of the
problem;
• Use why-why diagram (example
provided)
• Keep asking why in each identified
cause until all possible causes have
been exhausted.
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 Why-Why Diagram on Late Grades
Issuance
5 Math Teachers
are not There is no clear
concerned on stated penalty
the timely for late
distribution of submission of
grades grades in Math
Grades are
distributed to the
Grade 10 students The grades have
The Dept Heads
beyond the 7 days to be approved
are task to do
policy by the Dept
other functions
Heads

The recording
and computation
of grades are
done manually
3.1-67
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 Let’s talk about your outputs…

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 When you have identified
and analyzed the root of
a problem, you are one
step closer to crafting
your innovative solution.

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 Think Away From the Box
• Using the why-why diagram outputs of
the groups, identify which one is a
critical root cause, the cause that
addresses all the other causes.
• Craft an objective statement to
address the root cause
• Based on the objective statement and
the critical root cause, think of
possible innovative solutions

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 Sample Root Cause(s) Objective
Focused Statement
Problem
100 out of 150 Objectives and To prepare
Grade 7 activities in the lessons in G-7
Learners failed lessons do not Math focusing
in the match on the
performance congruency of
task in Math for objectives and
the first quarter activities to be
of SY 2016- taught in one
2017 quarter.
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 Let’s talk about your outputs…

Objective
Statement

Root Cause Solutions

2.3-72
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 • Get to the root of the
problem
• Write down your objective
statement/your goal/your
target
• Develop your innovative
solution

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 Solutions have to address the
root cause. They have to be
creative, innovative and
doable.

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 Let’s ponder on this…
• What crucial steps do you think are added to
the first three steps that you went through?
• Did the last three steps connect to the first
steps?
• What stages are covered in the 6 steps?

10/6/2019 SLIDE75
 Let’s ponder on this…
• What are the CI tools or principles used in this
planning process?
• Are these steps helpful in planning for
innovation? How?
• What are your “takeaways” or key learnings
from the activities done?
• What do we do next after identifying creative
solutions?

10/6/2019 SLIDE76
 The Assess Steps

Identify
Talk with Walk the Priority
Get Organized
Customers Process Improvement
Areas

• Selected SI Project, • Voice of the • Current Process Map • Focused Problem

• Project Title, Stakeholder SIPOC
• Project Team Members • Affinity Diagram • Identified Storm Clouds
Statement
• Defining the Metric (Pain Points in the • Data Presentation
Process) Process
Mapping
• Activity Chart
• Deployment Chart

2.1-77
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 Why focus on a storm cloud?
• Focusing on a storm cloud or
specific problem allows you to deal
with fewer issues which you can
deeply analyze.

• Improving your area of focus may

contribute in addressing bigger
issues in school
3.1-78
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 Why focus on a storm cloud?
• In choosing an area of focus,
consider the most strategic storm
cloud that will affect your priority
improvement area (PIA)
• Focus on the critical storm cloud
where most of the other storm
clouds are linked.

3.1-79
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 You may identify your area of focus from
the storm clouds by:
• Connecting to the VOS
• Knowing what the problem really is,
• brainstorming
• Decision making
• Prioritization check sheet

Having identified your area of focus from

the storm clouds, you are one step closer to
formulating a problem statement.
3.1-80
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 More Examples of Focused Problem
Statements
Broad and Somewhat
Scenario Vague Focused Narrow Focus
Student Long queue in Enrollment for Enrollment for
Enrollment student elementary elementary students
enrollment students takes too during afternoon takes
long an hour to finish
Student Grade Wrong Students are All the 2nd yr students
Computation computation of complaining about are complaining that
grades their final grades their final grade in
English this 2nd qrtr is
erroneously low
Working Muscle strain High incidence of 85% of teachers in high
Condition of leg muscle strain school experience leg
Teachers among teachers in muscle strain by the end
high school. of the week.
3.1-81
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 Stating the Problem/Improvement
Area
Include answers to the 4Ws and 1H

TEV documents of deployed/field-based

personnel in the Division of Palawan are
pending in the budget and accounting
sections for 24 days out of the 27
processing days for 2015

3.1-82
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 When is a Cause a Root Cause?
• Would the problem • If the answer to this
have occurred if the question is YES, the cause
cause had not been you have Identified NOT
present? the root cause.
• Will the problem reoccur as • If YES, the cause you have
the result of the same Identified NOT the root
cause if the cause is cause.
corrected or dissolved?

• Will correction or • If YES, the cause you have

dissolution of the cause Identified NOT the root
lead to similar events? cause.
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 When is a Cause a Root Cause?
The root cause should be:
• Logical
• Sensible
• Provide clarity to the problem
• Controllable

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 Common Mistakes in Root Cause
Analysis

Missing link
between causes

3.1-85
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 Common Mistakes in Root Cause
Analysis

Focusing on the
who, not on the
why

3.1-86
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 Common Mistakes in Root Cause
Analysis

Causes that begin

with “no”, “none”,
“lack of”

3.1-87
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 Common Mistakes in Root Cause
Analysis

Causes are
identified as non-
standard
occurrence

3.1-88
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 Common Mistakes in Root Cause
Analysis

Causes that are

disguised
solutions

3.1-89
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 Common Mistakes in Root Cause
Analysis

Bias in the
identification of
the causes

3.1-90
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 Example of Why-Why Diagram

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 Root Cause Analysis (Project ASAP2)
Accessible Structure & Accountability Performance of Personnel)
Unsupervised signing 8 out of 20 personnel
of attendance sheet were not given clear
definition of role
18 out of 20 Absence of 3 meal
submitted attendance sheet
incomplete Attendance sheets are Failure to put
During the format during May to
attendance not properly labeled label/signage
period of Dec
May to
December
Out of 100 participants Only 80 participants
2015, it took
there are only 10 Shortage of supply were given complete
36 days to
signing pen set of materials
process
payment of
the 4 training
activities as Absence of attendees There was an average
against the 7 of 4 absences during
days the period of May to
required December
standard of
14 out of
the Division. Strict deadline in the
20 has NO
submission of
accomplish
accomplishments
ment
Non-compliance of the Deadline of submission report is not improved
Report
assigned personnel is not set during May to
December
10/6/2019 SLIDE92
 What is a Root Cause?
• It is the deepest underlying cause, or
causes, of problematic symptoms within
any process.
• If dissolved, would result in elimination,
or substantial reduction, of the symptom.

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 “For every effect there is a root
cause. Find and address the root
cause rather than try to fix the
effect, as there is no end to the
latter.”
Anonymous

10/6/2019 SLIDE94
 Setting of Objectives is the first
step in any solution
development process. These
objectives have to be set first
before alternative solutions are
generated.

2.1-95
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 S M A R T
SPECIFIC MEASURABLE ATTAINABLE REALISTIC TIME-BOUND

What do you How will you Is it in your Can you When exactly
want to do know when power to realistically do you want to
specifically? you’ve accomplish it? achieve it? accomplish it?
reached it?

AVOID
G L O B E
GENERAL LOOSE OBSOLETE BIG WORDS ELASTIC
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 Basic concepts that govern the
generation of solutions
• Process Simplification
• Visual Management
• 5S or Good Housekeeping
• Poka Yoke or Mistake Proofing
• Creativity Technique
Each concept can target one or more non-
value activities and help minimize, if not
eliminate them. 3.2-97
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 What is Process Simplification?
• Breaking down the process into
smaller tasks
• Classifying each task whether it is
necessary, redundant or wasteful
(value adding or non-value adding).

3.2-98
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 Objective of Process Simplification
• Eliminate wasteful or non-value adding actions
• Reduce cycle time
• Rearrangement of process activities or activity
steps
• Remove defects or disconnections between
process tasks
• Reduce process cost
• Increase employee involvement

3.2-99
10/6/2019 SLIDE99
 What are value and non-value adding actions & how
will you know if an activity or a process is value or
non-value adding?

• Actions performed in an activity produce

stakeholders value (value adding actions),
business value (necessary actions but non-
value adding), and waste (non-value adding
actions)

3.2-100
10/6/2019 SLIDE100
 Value-adding activities
• Are those that add form, fit, or function
to the product or service
• The needs and wants of your
stakeholders obtained from the VOC
must be considered in defining what is
value and what is not.

.2-101
10/6/2019 SLIDE101
 Necessary but non-value activities
• Are those activities that are required
to build a “window of opportunity”
but for which the stakeholder is not
willing to pay

3.2-102
10/6/2019 SLIDE102
 Non-value adding activities
• Activities that are not essential to
produce an output or render the
service.
• These activities are not required and
should be eliminated because they
are wasteful.

3.2-103
10/6/2019 SLIDE103
 To illustrate…
• A collaborative activity on math operations is a
value-adding activity in the teaching process for
the students because it produces stakeholder
value/ownership.
• Copying lecture notes and erasing a
computational error on the board are examples of
non-value adding activities in the teaching process
because such are wasteful actions that are not
essential in making students learn Math.

3.2-104
10/6/2019 SLIDE104
 14 NON-VALUE ADDING
ACTIVITIES IN ORGANIZATIONS

1.Preparation Time 2.Waiting Time 3.Transportation/

Drafts, preliminary meetings,
pre-planning sessions Distribution

4.Unnecessary 5.Administration/
Process Steps Decision-Making
Total Quality Management in the Public Sector, Colin 3.2-105
10/6/2019 Mergan and Stephen Murgatroyd, 1994 SLIDE105
 14 NON-VALUE ADDING
ACTIVITIES IN ORGANIZATIONS

6.Communications 7.Overproduction 8.Set-up Times

9.Timing 10.Bottlenecks 11.Process Waste

12.Rejects 13.Materials Waste 14.Untidiness

3.2-106
Total Quality Management in the Public Sector, Colin Mergan and Stephen Murgatroyd, 1994
10/6/2019 SLIDE106
 VISUAL MANAGEMENT

3.2-107
10/6/2019 SLIDE107
 Visual management

• Visual management is a technique that

makes important information such as
schedules, performance targets and
accomplishments, monitoring boards,
performance results, etc. visible to
everyone concerned

Attendance monitoring

3.2-108
10/6/2019 SLIDE108
 S EIRI S EISO
SORT SWEEP
SURIIN
SHITSUKE SIMUTIN

SELF-DISCIPLINE
SARILING KUSA
TAKE OUT UNNECESSARY CLEAN YOUR WORKPLACE
ITEMS AND DISPOSE

S EITON
S EIKETSU
SYSTEMATIZE
SINUPIN SANITIZE
SIGURUHIN
ANG
DO THINGS SPONTANEOUSLY KALINISAN
WITHOUT BEING TOLD
OR ORDERED

MAINTAIN HIGH STANDARD

ARRANGE NECESSARY ITEMS OF HOUSEKEEPING
IN GOOD ORDER

The Practice of 5S Good Housekeeping

development academy of the philippines 3.2-109

10/6/2019 The National Productivity Organization SLIDE109
 Mistake Proofing (Poka Yoke)
• Poka Yoke = error proofing
• It is something in a product, process, or
procedure that physically or procedurally
prevents a person from doing something
incorrectly.

3.2-110
10/6/2019 SLIDE110
 Disposal Bin
Poka Yoke

3.2-111
10/6/2019 SLIDE111
 Practical Mistake Proofing Solutions

3.2-112
10/6/2019 SLIDE112
 Select best solution
i.e. Decision Matrix
COST RESULTS PROBLTY TOTAL
IMPACT SUCCESS POINTS
5 pts 15 pts 10 pts
Solution HIGH HIGH MEDIUM
A 1 3 2 6
x5=5 x 15 = 45 x 10 = 20 = 70
Solution MEDIUM MEDIUM MEDIUM
B 2 2 2 6
x 5 = 10 x 15 = 30 x 10 = 20 = 60
Solution LOW LOW HIGH
C 3 1 3 7
x 5 = 15 x 15 = 15 x 10 = 30 = 60
3.2-113
10/6/2019 SLIDE113
 Decision Matrix Sample of Sampaloc ES Project ABC
Cost Result Impact
Solution Probability (10) Total
(X5) (X15)

Involvement of Low High Low

70
parent (3x5=15) (3x15=45) (1x10=10)
Enhancement of
Teacher’s Medium Medium Medium
60
methodology and (2x5=10) (2x15=30) (2x10=20)
teaching strategies
Development of new
High High High
instructional 80
(1x5=5) (3x15=45) (3x10=30)
materials
Legend: **High -- 3pts **Medium -- 2pts ** Low -- 1 pt.
Note: In terms of cost, its the opposite. The higher the cost the lower the score.
COST: High – 1pt. Medium – 2pts Low – 3pts.
10/6/2019 SLIDE114
 Decision Matrix Sample of Sampaloc NHS Project ReaWaS
Cost Result Impact
Solution Probability (10) Total
(X5) (X15)

Remediation focused
Low High Low
on vocabulary 85
(2x5=10) (3x15=45) (3x10=30)
comprehension

Training of teachers Medium Medium Medium

70
in teaching reading (1x5=5) (3x15=45) (2x10=20)

Writeshop on
High High High
contextualization of 70
(1x5=5) (3x15=45) (2x10=20)
materials
Legend: **High -- 3pts **Medium -- 2pts ** Low -- 1 pt.
Note: In terms of cost, its the opposite. The higher the cost the lower the score.
COST: High – 1pt. Medium – 2pts Low – 3pts.

10/6/2019 SLIDE115
Future Process Map

3.2-116
10/6/2019 SLIDE116
 Think Away from the Box
• Using the critical root cause, Brainstorm for an
innovative solution

10/6/2019 SLIDE117
 Remember this!
When creating solutions to
address your root cause, you can
be as creative as you want as long
you remember the tips to ensure
that your solutions are effective.

10/6/2019 118 SLIDE118

 CI Standards
* Project Background
• State impact of project and link to one major
mandate(quality, access, governance)
• Discuss the ELEPHANT-system, bigger picture
• Define the SYSTEM KPIs
• State the BROAD PROBLEM STATEMENT
• Present data (indicative) that supports
‘viability’ of project as the project focus

10/6/2019 SLIDE119
 CI Standards
* Voice of the Customer
• Define who the CUSTOMER is based on the system
• Discuss the customer experience-positive and
pains/negative
• Discuss the NEEDs and WANTs
• The customer experienced must be linked to the
SYSTEM (elephant) and division/school process that
delivers the experience
• Discuss the methodology

10/6/2019 SLIDE120
 CI Standards
* SIPOC with Deployment Process Charting
• Current SIPOC diagram (only one diagram)
• For each sub-processes, develop a deployment
process chart. Discuss the HOW things are being
done.
• Storm clouds at task/activity level (deployment,
not process level.
• Time measurement

10/6/2019 SLIDE121
 CI Standards
* Root Cause Analysis
• Use the why-why template
• Evaluate based on SIPOC
• Analyze the INPUT; form, reports submitted by the
supplier to the process owner
• Analyze the 3-7 SUB-PROCESSES
• Analyze the OUTPUT like reports given to the customers
• Quantify the root causes and color the box/font in red of
the ROOT CAUSES

10/6/2019 SLIDE122
 CI Standards
* Develop Solutions
• Solution should address the red boxes in the RCA
• Developed the proposed process
• Complete Components
Gantt Chart
PPA
M&E
Stakeholders Assessment/Plan
• Consistency of solution, Formulation matrix with
validation table

10/6/2019 SLIDE123
 “Memoir of the RCA and solution template”
• Go back to their list of solutions.
• Applying the decision matrix, determine which
solution could be used to address the root
cause.
• Write answers on manila paper; and
• Prepare for presentation. Each group takes
turns presenting their output.

10/6/2019 SLIDE124
 In formulating solution(s)

THINK OUTSIDE THE BOX BUT REMEMBER that

it’s all about the PROCESS…
it’s all about the customers/stakeholders!
10/6/2019 125 SLIDE125
 Journal Writing

What I’ve learned…

What I appreciate…

10/6/2019 SLIDE126
 The Continuous Improvement Process
(video)

10/6/2019 SLIDE127
 Keep Calm ….Change is coming
(insert photo)

10/6/2019 SLIDE128
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