Formulating Strategies
from PIs and SWOT
Analysis
STRATEGIC PLANNING
• For External Analysis, consider the following: a)
Sociological/Demographic/Cultural: b) Political; c)
Economical; and Technological.
• For Internal Analysis, consider the following: a)
school infrastructure; b) teacher (number and
quality); c) non-teaching/administrative personnel;
d) textbooks and other learnings; e) management
systems and processes; f) financial resources; and
g) existing programs and projects
•
SWOT GRID
STRENGTHS (S)
1.
2.
3.
4.
5.
OPPORTUNITIES (O)
1.
2.
3.
4.
5
WEAKNESSES (W)
1.
2.
3.
4.
5.

A.
[S-O Strategies]
For Box A: In what ways
can the district(s)/divisions
use its strengths to take
advantage
of
the
opportunities, and thereby
achieve its objectives and
targets?

B.
[W-O Strategies]
For Box B: In what ways
can the districts/divisions
overcome its weaknesses
to take advantage of the
opportunities?
THREATS (T)
1.
2.
3.
4.
5

C.
[S-T Strategies]
For Box C: In what ways
can the districts/divisions
use its strengths to
counteract the threats?

D.
[W-T Strategies]
For Box D: In what ways
can the school overcome
its
weaknesses
to
counteract the threats?
Opportunities
1. The CCT program provides support
to households to enable them to
send their children to school
2. Increased budget of LGU for
education
3. Internet cafes as potential venue
for ICT-based learning (to
compensate for the lack of
textbooks
Strengths
1.
With Master Teachers teaching
Grades 1 to 3
2.
The school has been
implementing distance learning
3.
The school has been receiving
directly its MOOE and was a
recipient of SBM grant last year.
Weaknesses
1.Lack of teachers (TPR is 1:60)
2. Only 40% of teachers are
competent based on NCBTS
3. Lack of textbooks (TXPR is 1:3)
Opportunity-Strength (OS) Strategies

Revitalize Learning Action Cell (LAC)
sessions with Master Teachers as
lead trainers/mentors to enhance
skills of teachers on:

How to make teaching-learning
interesting to children (this will
ensure that children, including CCT
recipients will stay and complete
education)

Use of ICT in instruction
Opportunity-Weakness (OW)
Strategies

Leverage more resources from LGUs
to help address backlogs in basic
resources
Threats
Threat-Strength (TS) Strategies
1.
Many households will likely not 
Strengthen implementation of
send their children to school or
“Distance Education” and other
to discontinue education due to
Alternative Delivery Modes (ADMs)
financial constraints
to cater to the needs of poor
2.
Farm households often require
children, those who are engaged in
the children to work in the farm
labor and affected by disaster, etc
3.
Disruption of classes due to
disaster (school has been used
as evacuation center six times in
the last three years)
Threat-Weakness Strategies
Note: Strengthening implementation of
Distance Education and other ADMs can
also serve as TW Strategy as these will
not require additional teachers and
textbooks but more on self-learning
modules.
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.
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 Areas
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
Strategic Options
1.
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
The “WHY” Diagram
The “WHY” Diagram
• one of the most important questions in quality is
‘WHY?’
• from Kaoru Ishikawa’s early usage of causeeffect diagrams in the early 1940s and Toyota’s
use of ‘Five Whys’ in the early 1950s as they
developed their famous Toyota Production
System
• the drive to find root causes of problems has
been the secret of many quality success stories
STEP 1: Create the problem statement:
PROBLEM STATEMENT
CAUSE NO. 1
CAUSE NO. 2
CAUSE NO. 3
Achievement Rate is 72%
compared to the target of
72.50%.
STEP 2: Write the main sub-areas that may lead to this
problem (Level 1 WHY):
PROBLEM STATEMENT
Achievement Rate is 72%
compared to the target of
72.50%.
CAUSE NO. 1
Learners do
not attend
classes
regularly
CAUSE NO. 2
Teachers do not
have the skills to
teach to respond to
the achievement
level required by
the learner.
CAUSE NO. 3
Learner
comprehension is
not fully
developed
STEP 3: Break down the problem once more, this time by
simply asking “Why does this happen?” (Level 2 WHY):
PROBLEM
STATEMENT
CAUSE NO. 1
CAUSE NO. 2
CAUSE NO. 3
Learners do not attend Teachers do not
classes regularly
have the skills to
teach to respond
to the
achievement level
required by the
learner.
Learner
comprehensio
n is not fully
developed
The teachers were
not trained
The learners
are not
prepared to
absorb the
lessons taught.
Achievement
Rate is 72%
compared to
the target of
72.50%.
The learners have to
help the parents (at
home or at work)
STEP 4: Keep Asking “WHY” (LEVEL 3 WHY):
PROBLEM
STATEMENT
Achievement
Rate is 72%
compared to
the target of
72.50%.
CAUSE NO. 1
CAUSE NO. 2
CAUSE NO. 3
Learners do not attend
classes regularly.
Teachers do not have
the skills to teach to
respond to the
achievement level
required by the
learner.
Learner
comprehension is
not fully
developed.
The learners have to
help the parents (at
home or at work).
The teachers were not
trained.
The learners are
not prepared to
absorb the lessons
taught.
The parents cannot rely
on anyone else to help
them.
There are no specific
training programs for
teachers.
The learners are
hungry when they
get to school.
STEP 5: Keep Asking “WHY” (LEVEL 4 WHY), only when
still applicable.
PROBLEM
STATEMENT
Achievement
Rate is 72%
compared to
the target of
72.50%.
CAUSE NO. 1
CAUSE NO. 2
CAUSE NO. 3
Learners do not
attend classes
regularly.
Teachers do not have
the skills to teach to
respond to the
achievement level
required by the learner.
Learner
comprehension is not
fully developed.
The learners have to
help the parents (at
home or at work).
The teachers were not
trained.
The learners are not
prepared to absorb
the lessons taught.
The parents cannot
rely on anyone else to
help them.
There are no specific
training programs for
teachers.
The learners are
hungry when they
get to school.
END: Formulate the
strategy/program/
project/activity/
task to address the last
WHY reply
END: Formulate the
strategy/program/
project/activity/task to
address the last WHY
reply
The parents cannot
feed the learners
before they are sent
to school
STEP 6: Keep Asking “WHY” (LEVEL 5 WHY),
only when still applicable.
PROBLEM
STATEMENT
Achievement
Rate is 72%
compared to
the target of
72.50%.
CAUSE NO. 1
CAUSE NO. 2
CAUSE NO. 3
Learners do not attend Teachers do not have
classes regularly.
the skills to teach to
respond to the
achievement level
required by the learner.
Learner comprehension is
not fully developed.
The learners have to
help the parents (at
home or at work).
The teachers were not
trained.
The learners are not
prepared to absorb the
lessons taught.
The parents cannot
rely on anyone else to
help them.
There are no specific
training programs for
teachers.
The learners are hungry
when they get to school.
END: Formulate the
strategy/program/proj
ect/activity/task to
address the last WHY
reply
END: Formulate the
strategy/program/proje
ct/activity/task to
address the last WHY
reply
The parents cannot feed
the learners before they
are sent to school
Mobilize the barangay
for help in taking care
of the home on a
rotation basis.
Institutionalize a
teacher training
program on reading
END: Formulate the
strategy/program/project
/activity/task to address
the last WHY reply
STEP 7: Strategy/program/project/activity/task to address the last
WHY reply
PROBLEM
STATEMENT
Achievement
Rate is 72%
compared to
the target of
72.50%.
CAUSE NO. 1
CAUSE NO. 2
CAUSE NO. 3
Learners do not
attend classes
regularly.
Teachers do not have
the skills to teach to
respond to the
achievement level
required by the learner.
Learner comprehension is not fully
developed.
The learners have to
help the parents (at
home or at work).
The teachers were not
trained.
The learners are not prepared to
absorb the lessons taught.
The parents cannot
There are no specific
rely on anyone else to training programs for
help them.
teachers.
The learners are hungry when they
get to school.
END: Formulate the
strategy/program/pro
ject/activity/task to
address the last WHY
reply
END: Formulate the
strategy/program/proje
ct/activity/task to
address the last WHY
reply
The parents cannot feed the
learners before they are sent to
school
Mobilize the
barangay for help in
taking care of the
home on a rotation
basis
Institutionalize a
teacher training
program on reading
END: Formulate the
strategy/program/project/activity/
task to address the last WHY reply
Implement a feeding program for
learners from kinder to grade 5
STEP 8: Sort the Strategy/program/project/activity/task
Achievement Rate is 72% compared to the target of 72.50%.
STRATEGY
PROGRAMS /
PROJECTS
ACTIVITIES
Mobilize the barangay
for help in taking care
of the home on a
rotation basis
Strengthen the
productive
involvement of the
stakeholders
o LGU linkages
o Parents’ networking
programs
o School/learner
feedback system
o Parents’ networking
programs
o Homecare
assistance
o Feeding activities
o Tutoring assistance
Institutionalize a
teacher training
program on reading
Implement a feeding
program for learners
from kinder to grade 5
Build human capital
for goal achievement
Strengthen the
productive involvement
of the stakeholders
o Management Skills
training programs
for principals
o Teacher Training
Program on Reading
o Teacher Training
program on
Classroom
Management
o Teacher Training
Program on Reading
o Conduct of teacher
training for reading
o LGU linkages
o Parents’ networking
programs
o School/learner
feedback system
o Parents’ networking
programs
o Homecare assistance
o Feeding activities
o Tutoring assistance
STEP 8: Sort the Strategy/program/project/activity/task
Achievement Rate is 72% compared to the target of 72.50%.
TASKS
Resources:
financial
and human
o Homecare assistance
o Conduct a survey to
validate the need
o Include the Homecare
Assistance activity in the
PTA agenda
o Get inputs from parents
during the PTA meeting
o Develop the homecare
assistance process
based on the inputs of
parents and other
stakeholders
o Present the process
during the next PTA
meeting
o Amend/enhance when
necessary
o Implement the
homecare assistance
Budget for peso, people,
physical requirements
o Conduct of
teacher training for
reading
o Do an FGD to get
the inputs of the
teachers
o Develop the
training design and
content
o Test the design
and content
o Implement the
training programs
o Feeding activities
o Conduct a survey to
validate the need
o Organize a feeding
team from the
different stakeholders
o Plan the feeding
activity processes
o Implement the
feeding activity
Budget for peso,
people, physical
requirements
Budget for peso, people,
physical requirements
* TASKS - the step by step smaller activities to deliver the bigger activity.
THANK YOU