Академический Документы
Профессиональный Документы
Культура Документы
Project Stages
Stage 1: Assess
1.1 Get Organized 10
1.2 Talk with Stakeholders 22
1.3 Walk the Process 38
1.4 Identify Priority Improvement Area 62
Stage 2: Analyze
2.1 Do Root Cause Analysis 90
2.2 Develop Solutions 106
2.3 Finalize Improvement Plan 132
Stage 3: Act
3.1 Pilot Your Solution 152
3.2 Roll Out Solution 164
3.3 Check Your Progress 176
Resources
Review Answer Keys 188
Project Forms 232
School Improvement Story of Marikina High School 227
Intro
o n
u cti
o d
t r
In
Situation: Its that time of the year when you need to update
your School Improvement Plan. You just agreed with your Division on your
strategic goals and targets that will be the basis for your priority
improvement areas.
Points to consider:
• How do you start selecting projects to
prioritize to meet these targets ?
You are not alone. So many schools are in the same situation.
This is why the Department of Education adopted the Continuous Improvement
methodology as a tool for undertaking school improvement projects
On a modeling level, it has proven to be an effective and structured problem solving
tool to understand and address perennial problems on school performance such as high
dropout rates, low achievement rate, weak reading and math abilities of learners, etc.
2
Intro
Department of Education
The Continuous
Improvement methodology
also ties in with your School
DBM
Improvement Planning
The DepEd strategic planning, targeting
and goal setting takes off from when the National targets
Department of Budget and Management
cascades the National level Education
targets. In turn the Central Office assigns
National
targets to the Regions while considering Plan
their individual situation. Each Regional
Office shall be assigned targets. The
regional office does the same to their
Regional targets
Division offices.
The Division then gives to schools
learner outcome targets. The trigger will Regional
be top-down but the process is iterative Plan
and consultative.
In schools, the identified priority
Division Plan
improvement areas linked to the school
measures will be the basis for the
targets. How to arrive on your project
selection and development of solutions Division
will be through the use of Continuous Plan
Improvement methodology.
As shown in the diagram, the school School Targets
improvement plan is developed using
a process that assesses the possible
improvement areas for the school and School Improvement Plan
then prioritizes these for further action. Division
Plan
In the Act stage of the school
improvement, the various tools
of continuous improvement
are used to understand the SCHOOL
problem areas, develop and Assess IMPROVEMENT Plan
implement solutions.
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Intro
4
Intro
SCHOOL
IMPROVEMENT
ANALYZE
Let’s find out more about SI. In this
methodology, you will learn that there
is a step-by-step approach to solving a
problem. This is called Triple A, which In Analyze, you will be able to gain better
stands for Assess-Analyze-Act. understanding of why the problem
occurs or its root causes through tools
In Assess, you will realize that to be During this stage, you will be made
successful in solving a problem, it is aware of the need to validate the root
important to first identify what the causes of the problem by collecting data
problem is and understand fully what the from learners and other stakeholders.
problem is all about.
From the validated root causes, you will
During this stage, you will get to know be guided in developing the appropriate
how to collect data about the problem solutions to address these causes.
by talking to learners and other
At the end of this stage, you will be able
stakeholders.
to prepare an improvement plan.
You will acquire the skill of documenting
the process by drawing a process map
or the SIPOC (Supplier-Input-Process-
Output-Stakeholder) diagram. ACT
At the end of this stage, you will be able
to identify your priority improvement In Act, you will able to pilot the solutions,
areas. review the results and then roll-out to the
rest of the school.
At the end of this stage, you will check
the progress of implementation to
determine the effectiveness of the
solutions.
55
Intro
6
Intro
i e w
r v
v e
O
77
Intro
Bearing in mind your insights and observations, let us go back to the question:
8
Intro
SCHOOL
IMPROVEMENT
ASSESS
Assess
ANALYZE
Plan
ACT
Act
99
1. 1
GET ORGANIZED
step one:
Get Organized
Learning Output:
Selected SI Project, Project Title, and Project Team Members
Learning Outcome:
Demonstrate critical thinking by
1. evaluating school performance;
2. identifying a process improvement project (SI project);
3. identifying key people that will take part in the SI project.
10
1. 1
GET ORGANIZED
ASSESS 1. 1
Get
Organized
Get organized is the first step in the ASSESS stage of the school
improvement (SI) project process. In this step, critical school measures
related to the Division and school agreed targets will be identified and
used as reference to assess the school performance. The result of the
assessment will be used to select a process that will be prioritized for
the SI project. After selecting a project, key people will be identified
to be part of the team. The team members will be tasked to ‘assess’,
‘analyze’, and ‘act’ on the process being improved in the project.
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11
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.
GET ORGANIZED
School Measure
Professional Development Stakeholders
Awards and
In Service Training Recognitions
Teachers
Gender Awareness Staff Development
Development Level
12
1. 1
School measures relate
GET ORGANIZED
the school process to the
needs of stakeholders. Some challenges encountered in
conducting SI projects are the following:
For instance, students go to school
Projects identified are not related
to receive quality education.
to the school priority objectives.
Processes such as the conduct of
leadership training, attendance Failure to properly scope projects
monitoring, guidance counseling,
No concept of a stakeholder
remedial classes, and curriculum
delivery are assessed through expectation
measures such as the Achievement Lackof a concept and
rate, Graduation Rate, and Dropout understanding of a process
Rate. These measures are indicators
of whether students receive quality No clear process owner
education from their schools. No buy-in with the process owner
When there is non-conformance to Lack
of proper stakeholder
standards, this triggers the need to management.
conduct a SI project.
After we have identified the school measures that contributes to the attainment
of our SIP targets, we might think of various projects that can provide the
output/outcomes needed to attain our targets. The process for selecting
the SI Project should be undertaken properly to avoid errors or gaps in the
process. This is where a project selection criteria becomes helpful.
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13
Project Selection
1. 1
A template is needed to show our learning as well so that other people can
learn from us as well. However, the documentation of the project need not be
tedious. We can follow this storyboard format that uses the A3 template, named
such because it uses an A3-sized document.
It’s a visual documentation
IMPLEMENTATION PLAN
PROJECT TITLE
Solution Generation
Team Members
can see what has happened
To view A3 template,
Value Analysis
Improved Process Diagram
in the project.
go to PAGE 151
BACKGROUND
STAGE 1: ASSESS
FUTURE STATE
SI Project
FIGURE 1.2 - SI PROJECT TEMPLATE
Template
14
Definitions
1. 1
• PROJECT TITLE
GET ORGANIZED
The project title contains
the name of the project,
team leader, and team
members. The project title
should be very attractive to
the sponsors/ stakeholders
in order to entice them
to support the project and
cater to its needs.
• BACKGROUND
The background contains brief information about the project. It
should be supported with data on the school issue. It should also
reflect the voice of stakeholder and be clear with the scope of
the project. The background of the project should contain a high-
level performance measure of the school that is important for the
stakeholders.
• CURRENT STATE
The current state provides the current process
map including baseline data. In this step, it is
critical to map the ‘as is’ process rather than
what should be. The baseline data should include
specific outcomes and measures of performance.
Storm clouds or pain points should also be
highlighted in this step.
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15
• FUTURE STATE
The future state provides a
1. 1
• IMPLEMENTATION PLAN
The implementation plan spells out the WHAT (needs to happen),
WHO (will do it), WHEN (it will be completed), and OUTCOME
(expected results). In this portion, tasks and timeline are
determined. Budget and resources needed are also identified.
This portion provides an analysis of stakeholders as well as risks
associated with implementing solutions to the problem.
• TEST RESULTS
A pilot run is performed in the SI project to determine
whether changes have positive impacts to the school measure.
The pilot run is implemented in a smaller scale to ensure that
improvements are effective before implementing to a wider
scope. To have a solid basis on the improvement project, compare
the before and after results in a graph.
• KEY LEARNING
Lessons learned must be shared
with other schools because they
may have similar problems and
might be able to apply what we
have already learned. Likewise, our
school can learn from other schools
as well. The key learning could also
include recognition and reward. This
provides closure to the SI project.
16
Establishing the Team
The next step in getting organized after drafting the Project template is to
1. 1
select and establish the team from the school that will implement the project.
The SI organization at the school level is led by the School Head who works
GET ORGANIZED
with the School Governing Council (SGC). The school may have several
SI Teams, each working on an improvement project. School SI Facilitators
provide guidance on the application of these tools and techniques.
School Head
- - - - - - -
School Governing
Council
FIGURE 1.3: SCHOOL IMPROVEMENT ( SI ) PROJECT ORGANIZATION
School SI School SI
Facilitator Trainer
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17
FIGURE 1.4 – THE SI TEAM AND STAKEHOLDERS
1. 1
School Head
GET ORGANIZED
SI
Facilitator
SI Team
Team members should be good team players. These are people who know how
to maturely handle the different personalities in the team. These people should
also be respectable and credible.
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The Process Owner
It is important to have a process owner because the projects take place in the
1. 1
context of process improvement.
The process owner is the person responsible for ensuring the efficiency of the
GET ORGANIZED
process, has the ability to make changes in the process and is highly involved
in the project. The process owner has the responsibility and authority to
manage and improve a process.
Process Owner
FIGURE 1.5 - PROCESS OWNER
Overall
Process
The next section will describe the 2nd step in the ASSESS
stage which is Talking to your Stakeholder
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19
Step 1: Get Organized
4
A SI team is investigating the
Teaching-Learning Process
Lesson Review
for Reading to determine why
many of students are still non-readers.
The team decided to observe the
1
Teaching-Learning Process of a particular
1. 1
2
The number of students at
risk of dropping out (SARDO)
5
is increasing beyond the A SI team is looking into the
standard set by a particular school. Teaching-Learning Process for
What project should the SI team Reading to determine why many
conduct? students are still non-readers. Two
months into the project, the team felt the
a. Look into the external factors/ need to consider the Feeding Program
processes that cause students to because most students in the class
miss classes. seemed malnourished. While looking
b. Look into the internal factors/ into the Feeding Program Process, the
processes that are used Team decided to look into the process
to monitor the students’ of cooking food. By the end of the year,
attendance. the SI project is still ongoing and the
team no longer knows what to do. What
c. Help the students’ parents challenge did the SI team experience in
earn more income so that the this scenario?
students don’t have to work after
class. a. Failure to properly define the scope
of the project.
d. Construct new classrooms to
attract students to go to school. b. Lack of Stakeholder Management.
e. All of the Choices c. Lack of concept and understanding
of a process.
3
A n elementary school has set d. Mismatch of project team members.
a goal that 25% of Grade IV e. None of the Choices
Learners should be numerates
upon completing the grade level. At
6
the end of year 2013, 100 out of 300 A SI team is looking to improve
Grade IV Learners were numerates. their school’s performance by
Which dimension of quality is raising the their students’ NAT
demonstrated in this performance? Scores, specifically for Math. They
decided to look into the Teaching-
a. Performance. Learning Process for Math. At the end
b. Durability. of the project, the SI team was able to
generate a revised Teaching-Learning
c. Conformance to standards. Process to help students solve Word
d. Reliability. Problems. By the next NAT, the students’
e. All of the Choices
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9
scores in Math increased by 10%. Math The result of the diagnostic
teachers were very happy with the project reading test that was
because they were able to teach word administered to Grade 6
problems easily. Students were also learners last 2013 shows that 83% of
satisfied with the increase of their grades. 633 students were diagnosed with to
The output of the project is ___________ the Frustration reading level in word
1. 1
while the outcome is ________. recognition. The school has set the
a. 10% increase in Math NAT Scores; desired goal that no student should
be left at the Frustration level. Which
GET ORGANIZED
Revised teaching learning process
process should the SI team investigate
b. Revised teaching learning process; to address the school’s problem?
10% increase in NAT Scores.
a. The Remedial Process for
c. Happy teachers; Satisfied students. Reading.
d. Satisfied students; happy teachers. b. Teaching-Learning Process of
e. All of the Choices Reading.
c. Attendance Monitoring Process
7
of Students.
A SI team is trying to determine
why students are unable to solve d. Feeding Program Process.
word problems in Math. The team e. All of the Choices
found that the students had difficulties
in understanding word problems. The SI
10
team then shifted their attention from A SI team is looking into the
the Math Teaching-Learning process Teaching-Learning Process for
toward the Reading Comprehension Science. Who is the Process
Teaching-Learning process. This scenario Owner?
demonstrates the concept of-- a. The School Head.
a. Scope Creep. b. SI team.
b. Lack of Focus. c. Local Government Units.
c. Systems Thinking – interrelationships d. Science Teachers.
of processes within the school
system. e. All of the Choices
ANSWERS
ON PAGE
176
d. Shifting the Burden.
e. None of the Choices
8A
n elementary school has
set a goal that 25% of
Grade IV Learners should
be numerates upon completing the
grade level. Given the data in Figure 1,
this is the most appropriate background
statement for a SI project:
a. 163 out of the 178 (92%) Grade IV
Learners are Non-numerates.
b. 175 out of the 178 (98%) of Grade IV
Learners have not reached the level
of Numerates.
c. There is a high level of Non- FIGURE 1.GRADE IV NUMERATE LEVEL
numerates Learners in Section 1,
Section 3, and Section 4.
d. Only 3 out of the 178 (1. 68%) Grade
IV Learners are Numerates.
e. All of the Choices
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1. 2
TALK W/ STAKEHOLDERS
step two:
Talk With Your
Stakeholders
Learning Output:
Identifying stakeholders; Voice of stakeholders
Learning Outcome:
Demonstrate the following:
1. skill in identifying stakeholders;
2. gathering the voice of stakeholders;
3. understanding the needs of stakeholders.
22
1. 2
TALK W/ STAKEHOLDERS
ASSESS 1. 2
Talk
With Your
Stakeholders
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23
Learners /
Students
1. 2
FIGURE 2.1 :
STAKEHOLDERS
TALK W/ STAKEHOLDERS
Internal Stakeholders
– employees of institutions,
teachers, etc.
24
Stakeholders have different needs.
As an example, please see FIGURE 2.3
1.0
FOR A FAIR SELECTION, EVERYONE HAS TO TAKE
PLEASE CLIMB THAT TREE!
ANALYZE
THE SAME EXAM!
As observed in the Figure, each type of animal has different capabilities. As expected,
the monkey will have an advantage in climbing a tree. The same idea applies to
stakeholders. Different types of stakeholders have different needs that they wanted
to satisfy-- enrolling their child or even supporting a school. It is important to
understand the stakeholder segments in order to satisfy their different needs.
In line with understanding the needs of stakeholders, it is critical to have the
stakeholders themselves help in identifying their needs. The Voice of the Stakeholder
(VOS) is a qualitative statement or phrase that describes the stakeholders’ needs and
is worded in the stakeholder’s language. The use of the stakeholders’ own language
is important because we may be able to pick up new ideas on what they need.
Oftentimes, stakeholders are unable to directly voice out what they need or want.
As such, it is important to ask follow-up questions to identify stakeholders’ needs
that are important to them.
Some of the
questions that we
need to ask are:
“WHAT”is important to
“WHAT”do
parents, students, and/ students,
parents,
or teachers? and teach
ers
ACTUALLY
mean?
“WHY”are
these needs
important? “WHERE”can we
ent “WHAT”is our baseline
focus our improvem
performance from
efforts?
parents, students,
and/ or teacher’s?
25
25
To avoid raising prices,
we made the hole bigger
and bigger, until the
1. 2
The real needs of the stakeholders may have to be inferred or extracted from what
they actually say during interviews. While they may identify the things they need,
it is critical to determine why they need these things.
26
Stakeholders may state that: But their actual need might be:
1. 2
In the preceding example, the stakeholder says that they need an understanding
teacher, but what they actually need is a strict teacher who can enforce order in
the classroom.
TALK W/ STAKEHOLDERS
But their actual usage for these
Stakeholders may state that:
needs might be:
• “I need a computer.”
• “I need a calculator.”
• “We need books in the library.”
• “We need a place for
students to study.”
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responses in order to infer the specific needs that are critical for them. After
gathering data through interviews, we can conduct surveys to quantify and
verify the responses from the interviews. In most cases, tools need to be
used in combination. Tools used in combination move you from one level of
certainty to the next.
1. 2
DYADS OR TRIADS
ONE ON ONE Dyads or Triads to obtain or capture
Conduct personal (one on one)
desired “outcomes”with deeper and more
interviews which help identify and list refined understanding”
what they really need and want
FIGURE 2.5: VOS METHODOLOGIES
28
Aside from the VOS methods mentioned previously, there are other
modes of gathering data which may be qualitative in nature.
Other forms of qualitative research include:
1. 2
a) Home Visits - The researcher goes
TALK W/ STAKEHOLDERS
to the respondent’s home and observes
the practices of the respondent. The
respondent is fully aware that he/ she is
being observed.
b) Classroom Observations
(Natural Environment)
The researchers observe their stakeholders
in a natural environment (i. e. where class
decisions are made, where stakeholders
spend most of their time). Usually, the
respondents are not aware that they are
being observed.
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29
In school, the use of observation methods can be a good tool to gather information.
The benefits of observational studies include:
• Understanding the exact process that the student go through when learning.
• Determining home stresses that students are exposed to.
1. 2
What is an
affinity diagram? Theme 2
When Gathering large amounts of Need 3
language data, an affinity diagram:
Helps grasp very large or
complex issues.
Finds patterns in voluminous
data.
Need 4 Need 4
Organizes ideas, issues,
opinions.
Facilitates understanding.
Theme 2
Need 6
Need 5
Need 7
30
How do we create an An affinity diagram allows us to
organize language data to find
affinity diagram? patterns. This is as important as
organizing numerical data. The
1. Gather ideas from interview
more data you have, or the more
transcripts, surveys, etc. Read
1. 2
complex the problem, the more
through your stakeholder notes.
important it is to organize this
Highlight statements you think are
data in a meaningful way. When
TALK W/ STAKEHOLDERS
related to the stakeholders’ needs.
we read unsorted statements,
2. Transfer data onto index cards it is easy to create meaning
or self-stick notes - Write down by filtering the data through
one sentence per card. our own biases. By sorting the
statements, we get a more
3. Group the cards to find the objective view of themes and
“affinity.” Shuffle the cards and patterns.
lay them out, or randomly place
• Unlike other data tools,
self-stick notes on the flipchart.
the creation of an affinity
Read each card and group
together the cards that seem diagram stresses creative
similar. Let the cards “group or intuitive thinking more
themselves.” Do this silently. than logical thinking.
If you disagree with a card’s placement, • The first step in getting
move it. Don’t discuss your decision with value from stakeholder
other group members. If you disagree data is organizing it in
with where someone moved a card, a way that will reveal
move the card back. If a card moves themes.
three times, make a duplicate card.
• An affinity diagram is a
4. Label the groups of cards. Examine good tool for this purpose
each group and determine its essence because it organizes
or common theme (aim for 3 to 5 words). language data into related
Write the theme on a blank card and groups.
use this as the group’s label. Continue
doing this for all groups. Having a group • The affinity diagram
comprised of one card is acceptable. involves the whole team,
which helps increase the
5. Optional: group the clusters into buy-in from individuals.
“superclusters.” Place related groupings
near each other. Create superheaders,
if necessary.
CLUSTER LABEL
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31
Examples of affinity diagrams are presented in Figures 2.7, 2.8, 2.9.
In getting the VOS, one should be careful in analyzing and interpreting data. There
may be difficulties in translating what the stakeholder is saying to what we should be
measuring.
1. 2
Available
Information
Should Have
Information about
Local Entertainment
The “Right”Room
Treat Me Special If I
am a Frequent Stayer
32
Akmang
Sapat na oras Kapaligiran para sa
sa klase pag-aral ng ingles
1. 2
klase
Ayokong maingay
Gusto ko bigyan ako sa klase habang
Me saysay ang Sapat na paraan*
TALK W/ STAKEHOLDERS
ng oras ni titser nagsasalita si
para maka-recite mga natutunan ko teacher para matuto
c
a+b=
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33
Why are VOSs important?
Through this tool, we can identify the stakeholders’ real needs.
Based on the VOS, the processes can be improved and monitored.
Furthermore, we may be able to translate the key measures into
1. 2
then proceed to flesh out the process that best serves their interests.
REMEMBER
A stakeholder-focused organization understands
the requirements of their stakeholders and
measures how well these requirements are met
34
Step 2: Talk With Your Stakeholders
Lesson Review
1 2
A SI Team has decided to A SI Team looking into the
1. 2
investigate the Teaching-Learning Teaching-Learning Process for
Process of Math to increase their Science has discovered that there
TALK W/ STAKEHOLDERS
students’ NAT Scores. The customers are learners who perform better when
for the Teaching-Learning Process for the teachers conduct graded recitation.
Math are the Learners, Parents, School Other learners understood the lesson
Head, and Society as a whole. Which better when the teacher used visual
of the following is true regarding the aids like graphs and pictures. There are
classification of the different customers? other learners who do well with hands-
a. Learners – Primary; Parents – on activities. In understanding the needs
Secondary; School Head – Internal; and wants of these learners the SI team
Society – Tertiary decided to group learners according
to the teaching style most beneficial to
b. School Head – Primary; Learners them. What concept did the SI team
– Secondary; Parents – Internal; demonstrate in this scenario?
Parents – Tertiary
a. Voice of the Stakeholder
c. Parents – Primary; Learners –
Secondary; School Head – Internal; b. Affinity Diagram
Society – Tertiary c. Stakeholder Segmentation
d. Society – Primary; Parents – d. Stratification
Secondary; Learners – Internal; e. All of the choices
School Head – Tertiary
e. None of the choices
3
A SI Team decided to interview
Grade 1 students to gather the
VOS regarding their performance
in English. What is the most appropriate
VOS method that the team should use
to ensure that the students wouldn’t be
afraid to speak up?
a. Personal Interviews
b. Home Visits
c. Dyads/ Triads
d. Expert Opinion
e. All of the choices
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35
4 6
A SI Team is creating interview A SI Team interviewed a learner
questions to gather the VOS from who responded with the
their learners. statement, “The classrooms should
be air-conditioned.” The SI Team
One question that they want to ask is noticed that the learner expressed a
1. 2
phrased as such: “What do you think stated need and not a real need. What
are the problems that the school will could the real need of the learner be?
TALK W/ STAKEHOLDERS
encounter if students are provided with a. I need to hear what the teacher is
computers in class?”What bias is shown saying.
in this question?
b. I need a classroom that is
a. Unstated Criteria conducive for learning.
b. Loaded Question c. I need to be relaxed while learning
c. Ambiguous wording so I can understand the lesson.
d. Leading Question d. I need to focus on the lesson.
e. All of the choices e. All of the choices
5
A SI Team is creating interview
7
questions to gather the VOS from The following are the statements
their learners. One question that that a SI Team has gathered from
they want to ask is phrased as such: learners regarding their Science
“What factors, such as good learning subject:
environment and good acoustics, do • I want a quiet class so I can hear what
you think are necessary for learners to the teacher is saying.
effectively understand the lesson?”What • I want a comfortable chair so I can
bias is shown in this question? Choose focus on listening to the teacher.
the most appropriate answer. • I want enough lighting to see what the
a. Loaded question teacher is writing on the board.
b. Leading question
What is the most appropriate theme for
c. Example containment this group of VOCs?
d. Unstated criteria a. Proper Instructional Materials
e. None of the choices b. Applicability of the lessons in real
life
c. Enough time to understand the
lesson
d. Conducive environment for
learning
e. All of the choices
36
8
A SI Team interviewed a learner
who responded with the
statement, “I want a personal
computer in class.” The SI Team noticed
that the learner expressed a solution for
1. 2
an intended usage and not a need for
the actual usage. What could the actual
TALK W/ STAKEHOLDERS
usage of the learner be?
a. I need proper learning materials.
b. I need to use MS Excel for
calculations.
c. I need to use the internet.
d. I need to use MS Word for taking
notes.
e. All of the choices
9
The VOS that a SI Team has
gathered expresses the need to
have “enough time for class to
learn.” What is the most appropriate
measure to quantify this VOS?
a. Total class time
b. Total teaching and learning time
c. Total time for exams
d. Total class recitation time
e. All of the choices
10
A SI Team is looking into the
Feeding Program Process
and they want to observe
the learners undergoing the process
in order to determine their needs
and wants. What appropriate form of
qualitative research can the team use?
a. Home visits
b. Process Observation
c. Conversations with Experts
d. Survey Questionnaires
e. All of the choices
ANSWERS
ON PAGE
180
37
37
1. 3
WALK THE PROCESS
step three:
Walk the Process
Learning Output:
Current Process Map and Identified Storm Clouds
(Pain Points in the Process)
Learning Outcome:
Demonstrate critical thinking by
1. Connecting the voice of the stakeholder to the school
processes
2. Mapping the process to show what is currently happening
3. Identifying storm clouds/ pain points in the current process
38
1. 3
WALK THE PROCESS
ASSESS 1. 3
Walk The
Process
39
39
REVIEW: TALK YOU ARE HERE:
WITH YOUR WALK THE PROCESS
STAKEHOLDERS
At the end of this step, we will be able to :
1. 3
Repetition
Rate Voices of the “learners”
I Need. . .
Participation
Drop-out
Rate
Rate
Achievement Graduation
Rate Measure
These school measures did not appear from a vacuum. These must be the
results or outputs of a process. Understanding these processes is the key
to identifying where the problems occur.
What is a Process?
A process is a set of activities that
are arranged together in order to
deliver a product or service.
40
Every day, one way or the other, we become
stakeholders of a process. Think about
Machine Manpower
ordering fried chicken. Processes are involved
in delivering that juicy and crispy chicken. The
processes involved in this particular scenario
1. 3
are: preparing chicken, frying chicken, dripping
the oil, placing the chicken in a tray, and finally,
delivering the chicken to our table. (Please see
41
41
Why do we need to understand What is process mapping?
the process?
It is the technique of using flowcharts
We need to understand processes in order to illustrate the flow of a process,
to know how a stakeholders’ need or want proceeding from the most macro
1.33
improvement.
THE PROCESS
42
“You don’t learn to Process Map,
You Process Map to learn.”
1.33
1.
-Dr. Myron Tribus
What is a Flowchart?
It is a diagram that uses graphic symbols to depict the nature
and flow of the steps in a process.
Process
Flowchart How do we create Flowcharts?
When creating a flowchart, it is ideal to work with a group so
as to encourage multiple viewpoints. The group should be
comprised of people who are involved in the process that
we wish to focus on. A suggested procedure for creating
flowcharts is given below.
43
43
Arrange the steps in sequence.
44
Key school processes can be defined at different levels of the organization. It is always
advisable to start at the top to first have a better grasp of the overall school processes.
This will allow us to see how major school processes are connected to each other.
Then, we can map out the processes to a more detailed map and stop wherever we
find the issues/opportunities of improvement.
1.33
1.
Figure 3.3 shows an example of the different levels in the process map of a manufacturing
company.
Level 2
Level 3
At level 1, we can see the high level processes In this map, we can see that the
of the company. Level 2 shows a more actual production needs materials
detailed process of demand fulfillment, to produce the product before
while Level 3 shows how the product is being eventually being passed on to
produced in detail. In summary, the different the picking process for delivery.
process levels in the figure are the following: However, we have only mapped
out the production stage possibly
Level 1 = highest-level view of work in because we are only concerned
the organization on the producing level as a critical
process that connects to our VOS.
Level 2 = work that flows across several In this case, we only focus our
departments or within an entire department attention to the process of our
concern. However, it is also equally
or work area
important to know the process that
our area of concern is dependent
Level 3 = a detailed view of a particular on and connected to.
process
45
45
FIGURE 3.4: CURRICULUM DEVELOPMENT
1.3
1. 3 PROCESS
THE PROCESS
46
Another example that we can all relate to is the process of
preparing our breakfast. Let’s say that we want to know why
it takes a lot of time to preparing breakfast. We want to first
1.3
start at the high level map. The ingredients for breakfast are
the primary input of the process, while the output is obviously
INPUTS: OUTPUTS:
eggs, milk, bread, butter,
bacon, plates, utensils, MAKE BREAKFAST scrambled eggs, toast, crisp
bacon, pan-fried potatoes
cookware, potatoes
FIGURE 3.5: BREAKFAST PREPARATION
Heat Pan Pour Mixture Stir Mixture Add Pepper Remove Eggs
47
47
Starting at the very detailed map may Refer to the example shown in Figure 3.6.
create confusion because there is no The stakeholders are the grade 7 students.
clear start and end in the process. The output relevant to them are their
Mapping must all start at the high level grades in science. The identified process
process to first identify the boundary connected to their grades is the Teaching
1.33
To define the boundary and scope of necessary inputs for this process are the
our process, we can use the SIPOC lesson plan, teacher’s guide, learner’s
Diagram. The acronym SIPOC stands guide, instructional materials, laptop,
for suppliers, inputs, process, outputs, projector, and computer-- all of which are
WALK THE
and customer, which form the columns provided by the teacher. Based on the
of the table as shown in Figure 3.6. SIPOC, we can see that our focus is on
WALK
Learner’s
Guide
Instructional
Materials
Laptop,
Computer and
LCD Projector
Preparatory
Activities Presentation Evaluation
48
SIPOC
The following are Steps to Complete the SIPOC Diagram
SIPOC diagrams are very easy to accomplish. Here are the steps we should follow:
1.33
1.
1. Create an area that will allow the team to post additions to the SIPOC diagram. This
could be a transparency (to be projected by an overhead projector) that follows the
49
49
Hotel Checkout Process Process Name
1.3
1. 3
1 2 3
Approach front desk Is there Yes
Wait
PROCESS
THE PROCESS
a line?
No
WALK THE
4
Numbered Steps Step up to desk
WALK
Key of symbols
5 6
Clerk available? No
Wait
Action / Task
8
Check bill
Sequence
9 10
Date of creation or Charges correct? Correct charges
update & name of No
creator
Yes
50
The first type of flowchart that we will discuss is the activity flowchart.
1.33
1.
include the decision points, rework
loops, complexity, etc.
Identifying
Least Mastered
Item Analysis Skills
51
51
FIGURE 3.10: PARENT TEACHER DIALOGUE FLOWCHART
1.33
Start
1. PROCESS
THE PROCESS
WALK THE
Adviser Check
Prepare Forms 1 Attendance:
WALK
and 2 Form 1
No
End Drop
or
Home Visit
End
52
The other type of flowchart is the deployment flowchart.
1.33
1.
in each step.
Deployment
People or groups
listed across the top
FIGURE 3.11: DEPLOYMENT FLOWCHARTS
9
3 Records receipt and
Sends invoice to claims against this
Stakeholder delivery
10 days
4 10
11
4 Checks invoice
Deliver goods against receipt
12
Pays bill
Receives and
records payment
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53
We don’t need to use all the types of flowcharts mentioned. The team
must identify which of these tools will help them the most. Table 3. 1
shows the summary of the different flowcharts and their particular uses.
1.3
1. 3
SIPOC
THE PROCESS
54
WALK THE PROCESS
Guidelines
It must be clear that we are not
doing an audit and no one should be
blamed for problems in the process.
Mapping a process should help us
understand what is happening and • The objective is to know and
1.33
1.
how it contributes to the main issue. understand the process through
Therefore, the purpose of our work interviews and direct observation.
should be clearly explained. If people
55
55
What are storm clouds
(Pain points)? Waiting
Storm clouds are pain points that are
1.33
Storm Clouds (Pain points) are relevant to the critical school measure.
These can refer to:
• Inconsistencies in the • Delays in the activities • Inability to deliver the
school measure (ex. of the process (ex. Time required output (ex.
Grades of students in a spent in class preparation, submission of homework,
quarter) extension of classes) can’t complete problem
solving)
• Inconsistency in the • Inconsistency in the
process output (ex. activities of the process • Inconsistency in the input
Grades of students (ex. Time spent in teacher’s (ex. student reading level)
during formative test) student interaction)
56
Figure 3.12 shows an example of how storm clouds are identified
in the process of teaching math problems to grade 2 students.
In this process, the teachers observed that pupils can’t perform
basic math operations, can’t complete AGONA, and that more
1.33
1.
time in class is spent in discussing math problems.
PROBLEM
SOLVING
SELECTION
PROBLEM
SOLVING
SELECTION TEST ON
DISCUSSION PROBLEM
SOLVING
RE-TEST AND
FEEDBACK CHECK ON THE
ANSWER
FEEDBACK ON
TEST RESULT
FIGURE 3.12: SAMPLE PROCESS MAP WITH STORM CLOUDS IN PROBLEM SOLVING
57
57
Step3: Walk the Process
Lesson Review
1.33
1 2
1.
the learners in a particular grade level either thrown in the trash container or
and found that one of the prominent it is thrown anywhere in the campus. If
WALK
themes was the need for hands-on the learner decides to throw garbage
applications. Given the VOS theme, in the trash container, they need to
which is the most appropriate process for properly segregate it. If the garbage is
the SI Team to focus on? properly segregated, there is no need
to segregate it again. If the learner
a. Feeding Program Process
does not segregate their garbage
b. Remedial Process prior to disposal, someone will need
to segregate the garbage at the end
c. Guidance Counseling
of the day. If the learners throw their
d. Lesson Planning Process trash anywhere in the campus, the
janitor needs to pick it up and throw it
e. All of the Choices
in the proper container.
Given the described choices
involved in the Waste Management
Process, which is the most
appropriate flowcharting technique
that the SI Team should use?
a. SIPOC
b. Activity Flowchart
c. Deployment Flowchart
58
1.33
1.
3 4
A SI Team has decided to focus A SI Team is mapping the current
5
A SI Team is looking into the
a. Supplier – teachers, staff,
Enrollment Process of a particular
and canteen personnel;
school. They want to map the
Inputs – utensils, paper plates,
current process. The first step is when
paper cups, food, and hungry
the students get their assessment from
learners; Outputs – fed learners;
the registrar’s office. The students
Stakeholders – learners
then need to bring their assessment
b. Supplier – learners; Inputs – to the accounting office to determine
utensils, paper plates, paper cups, how much they need to pay. After
and food; Outputs – fed learners; getting the details of the payment,
Stakeholders – teachers and staff they need to proceed to the cashier
for the payment and then back to the
c. Supplier – teachers, staff, and
registrar’s office to receive the official
canteen personnel; Inputs –
Enrollment Assessment Form. Given this
learners; Outputs – fed learners;
process, which is the most appropriate
Stakeholders – Parents
flowcharting technique that the SI Team
d. Supplier – Principal; Inputs – should use?
hungry learners; Outputs – fed a. SIPOC
learners; Stakeholders LGUs
b. Activity Flowchart
e. None of the Choices
c. Deployment Flowchart
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59
6
A SI Team is mapping the current process of the Guidance
Counseling Process. The flow of their process flowchart is as
follows: Get Organized, Talk with the Stakeholders, Walk the
Process, Identify priority Improvement Areas, Do Root Cause Analysis,
1.33
e. None of the Choices – the SI Team did not commit any error
7
A SI Team is looking into the process of the Reading
Comprehension Test. Figure1 below shows the process chart.
FIG. 1: READING COMPREHENSION TEST
Given the process chart in Figure 1, which common mistake did the
SI team commit?
a. Wrong use of flowcharting technique
e. None of the Choices – the SI Team did not commit any error
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8 10
A SI team has decided to lower A SI Team is wishes to create
the number of dropouts in a the process map for the
particular school according Teaching-Learning Process
to the desired standards set by the for Science. The Project Team Leader
1.33
1.
school. The SI Team has interviewed will brief the team regarding some
several students at risk of dropping out guidelines that they should remember
(SARDO) and found that a common when mapping the process. Which
9
step in the process.
A SI Team is looking into
iv. Remember that we are mapping
the Lesson Plan Preparation
the current process and not the
Process. They want to define
future state.
the boundaries of their project as
a. All guidelines are correct
well as its scope. They want to ensure
that the project will focus only on the b. All guidelines are wrong
Lesson Plan Preparation Process. They
c. Only ii and iii are correct
also want to avoid scope creep as the
project progresses. Which is the most d. Only iv is correct
appropriate flowcharting technique that
e. Only ii and iv are correct
the SI Team should use?
ANSWERS
a. SIPOC ON PAGE
184
b. Activity Flowchart
c. Deployment Flowchart
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1. 4
IDENTIFY PRIORITY IMPROVEMENT AREAS
step four:
Identifying Priority
Improvement Areas
Learning Output: Focused Problem Statement
Learning Outcome:
1. Know what storm clouds are and 5. Differentiate the different
how to locate them in the process; types of data collected;
2. Identify relevant process measures 6. Identify the most
for each storm cloud that affect appropriate graphical
process performance; presentation tool to use for
each type of data collected;
3. Recognize the importance of data
in problem identification; 7. Transform a broad problem
into a problem statement
4. Create a data collection plan with a narrower focus
based on the identified process
measures;
62
1. 4
IDENTIFY PRIORITY IMPROVEMENT AREAS
ASSESS 1. 4
Identifying
Priority
Improvement
Areas
Introduction:
At this stage, you have already accomplished the following:
1. identified a broad problem based on a relevant school measure;
2. identified the key people who will comprise the SI team;
3. identified the needs of the stakeholders and stakeholders affected
by the broad problem;
4. identified and mapped the process that is linked to the school
measure; and
5. identified the storm clouds that were observed while walking
through the process.
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63
What are
storm clouds?
1. 4
IDENTIFY PRIORITY IMPROVEMENT AREAS
64
What do you do after observing and identifying
the storm clouds that may have contributed to
the low math scores of the students?
1. 4
Data Gathering
The data that you collect must have the following characteristics:
Relevant – data should be linked to the storm cloud and the critical
school measure
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65
Data Collection Plan Project ________________________
What questions do you Be clear about your question so that you are
want to answer? going to be correct when you collect data
1. 4
Types of Data
There are two main types of data, namely qualitative and quantitative data. Qualitative
data are those that are not measured with numbers whereas quantitative data are
those that are measured numerically. Recall that in talking to your stakeholders, a lot
of qualitative data such as topics in math where students encounter much difficulty,
students’ description of a conducive learning environment, students’ rating of a new
textbook or a new teaching method, etc. were collected and processed. Here, however,
you are expected to work mostly on quantitative data rather than qualitative data.
66
Discrete Data
Discrete data can only take on
Count data – a type of data in
specific numerical values such as test
1. 4
which the observations can take only
scores, number of errors committed,
non-negative integer values {0, 1, 2,
etc. while continuous data can take
3, …}, e. g. the number of mistakes
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Operational Definition
An operational definition is a precise description that tells how to get a value for
1. 4
the characteristic you are trying to measure. It specifies what the characteristic is
and also describes your way of measuring that characteristic or feature. It removes
ambiguity so that all people involved in the data collection process have the same
IDENTIFY PRIORITY IMPROVEMENT AREAS
What questions do you Be clear about your question so that you are Still referring to Figure 4.2B, an operational
want to answer? going to be correct when you collect data
The format in Figure 4.2B merely provides a guide in documenting your data
collection plan. You may come up with your own format provided that you include
all the elements and specifications of a data collection plan as previously discussed.
You may refer to Figure 4.3 for a sample accomplished data collection plan that
follows a different format.
68
FIGURE 4.3: SAMPLE DATA COLLECTION PLAN
1. 4
IDENTIFY PRIORITY IMPROVEMENT AREAS
Developing a Sampling Scheme
There are many times when collecting all the data from a process is not
practical or possible. There may be too much data, and it would be
impractical, too costly, or too time consuming to collect and analyze
everything.
Sampling means collecting a portion of all the data and then using that
portion to draw conclusions or make inferences about the characteristic
that is being measured. Statistical methods allow us to make sound
conclusions about a process even from a relatively small sample. This is
called “statistical inference.”
You should plan out the sampling methodology that determines how your
data will be measured. In addition, if you are conducting observations,
you have to define what you need to observe and plan to make those
observations at the appropriate time periods. The sampling methodology
specifies the number of observations you should make on a particular
activity in the process, what activity to observe or who to observe and where
to observe them, how frequently each identified subject in the sample is to
be observed, and the time interval between observations.
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69
Data Collection Forms
Data collection forms facilitate and organize the recording of collected data.
These forms also indicate how data is to be recorded. The boundaries that define
1. 4
the start and end of an observation should be clearly specified in these forms
whenever possible.
IDENTIFY PRIORITY IMPROVEMENT AREAS
There are a lot of data collection forms that you can use depending on the type
of data you need to collect. One of the most commonly used data collection form
used for count data is the tally sheet as shown in Figure 4.4.
Check Sheet
A check sheet is a structured
form for collecting and
analyzing count data. This
form is generally used
when collecting data on the
frequency of occurrence of
problems or possible causes of
a problem. It is also sometimes
referred to as a tally sheet.
Frequency Plot
A frequency plot, on the other hand,
is a graph that shows the pattern
in a set of data by plotting how
1. 4
often particular values of a measure
occur. Frequency plots are useful to
The data collection forms discussed above are generally designed and created only
after determining the problem/event to observe, what to count, and the duration of
your data collection effort. In designing any data collection form, you should always
remember to keep the form simple to use and easy to understand and include only
the information you intend to use. Pilot the data collection form for a short trial period
before using it on a full scale basis in order to ensure that it is able to collect the
appropriate data and is easy to use. Do not hesitate to make changes as needed.
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Data Analysis
Data analysis is the process of evaluating collected data using analytical and logical
reasoning to examine each component of the data provided. Data from various sources
1. 4
is gathered, reviewed, and analyzed in order to generate findings, validate initial ideas,
and come up with conclusions that are key in transforming the broad problem into
IDENTIFY PRIORITY IMPROVEMENT AREAS
a focused problem. After gathering the relevant data for each of the storm clouds
according to your data gathering plan, you need to convert these data into meaningful
information by making use of the appropriate data analysis tools. The appropriate use
of graphical display and analysis tools, coupled with the proper treatment of data,
leads to a clearer and better understanding of the focused problem to be tackled.
Line Chart
A line chart is a time plot that shows a graph of data in time order. It shows the trend
or pattern of occurrence of an event over a specified period of time. Figure 4.8 shows
a line graph of a school’s enrollment from school year 2000-2001 to school year 2010-
2011. Through the line graph, you will readily see that enrollment (represented by
the red line) of the school has steadily dropped from a high of 156,000 students in
school year 2000-2001 to its lowest of 129,000 students in school year 2010-2011. If
this decline is happening consistently over time, it should be a cause of alarm for the
school administrators.
72
In order to further magnify the school’s problem, Figure 4.8 also shows
the pattern of the school’s available funding over the same time period.
You will see here that funding has increased from $740,000 in school year
2000-2001 to $1,075,000 in school year 2010-2011 (represented by the
blue line). You will expect that enrollment should have increased given
1. 4
the steady increase in funding or spending. However, the presentation
of enrollment and funding data through the line graphs enabled you to
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FIGURE 4.8: STRATIFIED LINE CHART
FIGURE 4.9: DATA STRATIFICATION
Stratification
Although the library and canteen generally have higher waste levels as compared to
the gym, stratification permits you to see that the waste levels in the library and canteen
are stable through time, with the canteen waste level having a bit of a downward bias.
What you do not see in the total waste graph found on the upper portion of Figure 4.9
is the fact that the gym waste level has sharply increased through time, even surpassing
the waste levels of the library and canteen. It only becomes obvious after stratification
has been done. While it is true that all areas must be monitored and kept clean, the
gym waste level may be chosen as the more focused problem area since the trend
indicates that it may develop into a more serious problem for the school community if
it is not properly monitored and addressed.
74
How to create the Stratified Line Chart in Microsoft Excel:
1. Encode data from each source in separate columns.
1. 4
2. Highlight multiple columns at the same time and choose
a Line Chart type. Excel does the stratification for you by
Histogram
A histogram is a frequency plot that shows the shape or distribution of the data by
constructing bar charts to depict the frequency of the different data range values.
FIGURE 4.10: SAMPLE HISTOGRAM
Figure 4.10 shows the histogram for the final grades (in percentage) of 425 students in
Chem 142 of section D. The final grade ranges, which will be referred to as bins, are
marked on the x-axis while the frequency of occurrence of each bin defines the y-axis.
In Figure 4.9, the frequency of occurrence of each bin is represented by the height of
the bar chart associated to the bin where frequency refers to the number of students
whose final grade falls within a particular bin.
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75
Going back to Figure 4.10, you will see that the lowest final grade falls within the 20-23
bin while the highest final grade falls within the 96-99 bin. Figure 4.9 used a total of 20
bins (20-23, 24-27, 28-31, 32-35, … , 84-87, 88-91, 92-95, and 96-99). You can see that
the use of 20 bins effectively shows that the clustering or concentration of final grades
occurs in 4 bins represented by the 68-71, 72-75, 76-79, and 80-83 bins. The average
1. 4
final grade for this data set is 73 and this average value falls within the aforementioned
4 bins. Furthermore, it must be noted that most data patterns resemble that of the
IDENTIFY PRIORITY IMPROVEMENT AREAS
normal distribution where the most frequently occurring value lies in the middle and
other observations tail off symmetrically in both directions.
76
watch?v=RyxPp22x9PU)
Pareto Chart
The Pareto chart is a frequency distribution (or histogram) of attribute data
arranged by category from highest to lowest frequency of occurrence. A Pareto
chart is used if data categories to be tallied are qualitative where the calculation
1. 4
of average and standard deviation is not possible. The cumulative percentage
occurrence of each data category is calculated and plotted as a line graph to
TABLE 4.1: SAMPLE DATA FOR PARETO ANALYSIS FIGURE 4.11: PARETO CHART
Table 4. 1 lists the reasons as to why students are having problems accessing files
in the computer lab. 125 students were interviewed and a total of nine different
reasons were cited. The Pareto principle works on the critical few that contribute
most to the file access problem experienced by the students in the lab. In this
simple data example, you can readily see that the critical few include unable
to download, cannot open the file and open as read only. These three reasons
already account for 95 out of the total of 125 responses or 76% of the problem.
In solving this problem, you may focus your effort in eliminating the occurrence
of these three reasons. Figure 4.11 graphically displays the Pareto chart for the
qualitative data given in Table 4. 1.
The Pareto chart is generally analyzed by identifying those items that appear
to account for most of the problem. Do this by looking for a clear breakpoint in
the line graph, where it starts to level off quickly. If there is no clear breakpoint,
identify those items that account for 60 percent or more of the effect. If there
appears to be no pattern (the bars are essentially all of the same height), think of
some factors that may affect the outcome, such as day of the week, time period
of the day (i. e. morning, noon, afternoon), age group of students, grade level,
class section, etc. Then, subdivide the data and draw separate Pareto charts for
each subgroup to see if a pattern emerges.
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77
Steps in Constructing the Pareto Chart
1. 4
78
Scatter Plot
The scatter plot graphs pairs of
numerical data, with one variable
on each axis (dependent variable
1. 4
on the y-axis and independent
variable on the x-axis), to look for
Scatter plots are used when trying to determine whether two variables are related,
such as when you are trying to validate potential root causes of problems, or whether
a particular cause and effect are related, or when determining whether two effects
that appear to be related both occur with the same cause.
Figure 4.12 shows you a sample scatter plot that attempts to correlate hours of study
and test scores of students. In this example, the test score changes whenever there is
a change in the hours of study.
Test score is therefore the dependent variable plotted on the y-axis while the hours
of study is the independent variable plotted on the x-axis. It is important not to
interchange the assignment of variables on the x and the y axis. You can observe
that the scatter plot in Figure 4.12 indicates a strong positive correlation between the
two variables. This means that if an improvement in test scores is sought, one of the
variables to focus on should be the hours allotted by a student in studying.
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79
After the application of data presentation and analysis tools
to all the data collected (i. e. determining the most frequently
occurring problem items, the pattern or trend of a problem item
1. 4
The objective of selecting the focused problem statement is for you to focus your
improvement effort on a smaller problem by analyzing the gathered data on the
process area that is linked to the broad school problem. Attempting to solve the
broad problem directly is usually ineffective since there are too many variables or
factors that may have caused the occurrence of the problem. Linking the broad
problem to a specific process, and then identifying storm clouds or problem
areas within the process, and further narrowing down the focus by analyzing
data collected on each of the storm clouds to pinpoint exactly where the biggest
impact occurs in the process, are all necessary steps in determining the focused
problem statement.
A focused problem statement is a problem statement that pertains only to a
specific component of the problem. It is a problem statement that includes
information about the following questions:
WHERE IS IT
HAPPENING? WHEN IS THE PROBLEM MOST
LIKELY TO HAPPEN?
80
The idea of breaking down the broad problem into a more focused, process
oriented problem is portrayed by the illustration on the upper right side of
Figure 4.13. This illustration suggests that a focused problem deals with very
few issues (just an inch wide) which permits more depth of analysis (a mile
deep) through an exhaustive identification of causes. It is also easier to take
1. 4
corrective actions or make improvements on small problems. The focused
problem approach results in a much more effective utilization of the school’s
Figure 4.14 (next page) shows you a sample evolution of the focused problem
statement. From a very vague statement “The canteen service is poor”, the
problem statement was transformed to a more focused statement by specifying
what the problem is, what type of service is involved, what the standard or
acceptable service time is, how much time the current service takes, and when
the problem occurs most often, i. e. day of the week and time of the day.
Now that you know how to transform a broad problem into a focused problem
statement, it is equally important to know which storm cloud among the many
storm clouds in the selected process to focus on.
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FIGURE 4.14: FOCUSED PROBLEM STATEMENT EVOLUTION
1.1.34 AREAS
service is poor.
What: Poor Service
PRIORITYTHE
WALK
IDENTIFY
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FIGURE 4.15: ACTIVITY
PROCESS FLOWCHART
Issue 1
Selecting the Focused
Problem Among Storm Clouds
1.
1.43 IDENTIFY
Figure 4.15 shows a generic activity
process flowchart with several storm
clouds or problem areas situated along
WALKPRIORITY
the process. You have collected and
analyzed data, as well as formulated
the focused problem statement for Issue 2 Issue 3
THE IMPROVEMENT
each storm cloud. Your task now is to
select one focused problem among
PROCESS AREAS
the storm clouds.
One way to select the focused problem
is to examine if a relationship exists
among storm clouds. You will have
to go back to your data and perform
additional data analysis if the situation
calls for it. It must be noted here that Issue 4
a storm cloud may have an effect on
another storm cloud. Storm clouds that
have an effect on another storm cloud
is said to have a causal relationship
with the other storm cloud.
Issue 5
Student Absences
Health
Mean
Teaching ? Percentage
Time Spent Scores of Class
in Class
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83
Figure 4.16 shows some of the observed problem areas or storm clouds
within the math teaching and learning process that have possible
relationships between them. It can be noticed in Figure 4.16 that
absences cause failure of students in math and health of students cause
absences. However, there is a question mark between teaching time
1. 4
spent in class and mean percentage scores of the class. This is because
the relationship that exists between the two storm clouds is not definite
IDENTIFY PRIORITY IMPROVEMENT AREAS
and that there may be other variables or storm clouds that have a more
defined causal relationship to the mean percentage scores. Further
analysis and validation of data is needed in these cases. It is important to
note that data, together with the tools used in analyzing data, are essential
in establishing the existence or non-existence of these relationships.
The scatter plot previously discussed may be used to determine if such
relationship exists between storm clouds.
SCHOOL MEASURE:
Low number of passing students in Math for Grade Level
Issue 3
Lecture on
Do Review Assess
Check Current Give
Motivation Previous Student
Attendance Lesson Homework
Activities Lesson Mastery
FIGURE 4.17: PROCESS FLOW CHART FOR GRADE SCHOOL MATH TEACHING
Figure 4.17 shows the activity process flowchart for the grade school math
teaching process with four storm clouds situated along the process. The
broad problem is the low number of passing students in math. Logically,
you can see that there is a causal relationship between issue 2 and issue
1, issue 2 and issue 3, and between issue 3 and issue 1.
84
Issue 4
1. 4
IDENTIFY PRIORITY IMPROVEMENT AREAS
Issue 2 Issue 1
Issue 3
References:
http://asq. org/learn-about-quality/data-collection-analysis-tools/overview/check-
sheet. html
http://www. qihub. scot. nhs. uk/knowledge-centre/quality-improvement-tools/
frequency-plots. aspx
http://www. businessdictionary. com/definition/data-analysis. html
http://www. reliableplant. com/Read/2251/pareto-chart
85
85
Step 4: Identify Priority Improvement Areas
Lesson Review
1. 1
5 120
4.5
4 100
3.5
3 80
English
2.5
2
60
1.5
1
40
0.5
0
20
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
1
0 20 40 60 80 100
The Drop out rates for all year
Math
levels of a particular high school
2
for the last 15 years is shown
A SI Team is looking into the Math
in FIGURE 1.The School Head is
Scores of learners in Grade IV.
concerned that the drop out rate has
From the VOS, the team found
been increasing since year 2000. What
that learners need to understand and
should the School Head do?
comprehend the problems properly
a. Form a SI Team to tackle the drop
before they can solve it. The team
out rate of the school.
gathered data on the English and Math
b. Disaggregate the data further Scores of the learners. The scores can
to determine which year level be seen in FIGURE 2.What analysis can
contributes to the increasing trend the SI Team gather from this figure?
of the drop out rate.
a. As English Grades go up, so do
c. Start a home visitation program Math Grades.
to entice students to go to school
and prevent dropouts. b. As English Grades go up, Math
Grades go down.
d. Call a meeting for all teachers
and scold them regarding the c. Math and English Grades are not
increasing drop out rate. related.
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3 4
A SI Team is looking into the Science A SI Team is looking
grades of Grade VI learners. Table 1 into the Math Grades of
below shows the data that the team has Learners in Grade IV. The
gathered. The school has set a standard that 1st grading exam was analyzed
1. 1
the passing grade for Science is 75. The SI for the purpose of counting and
Team now wants to know how many students classifying what type of questions
were able to get a score of 75 or higher, and learners made the most mistakes
GET ORGANIZED
how many students failed. The team also wants on. Table 2 below shows the
to know the distribution of the grades of the data that the SI Team was able to
students. gather.
TABLE 1. SCIENCE GRADES OF GRADE VI LEARNERS TABLE 2. MISTAKE TYPE FREQUENCY
Mistake Frequency
91 76 81 95 93
Asked 591
83 71 93 89 56
Operation 387
54 81 95 59 62
Expression 372
99 89 59 93 97
Given 223
67 79 95 53 89
Total 1573
83 99 42 74 40 Which type of graphical data
58 74 88 65 51 display will help the SI Team
98 90 40 60 86 determine the type of mistake in
order to help the team prioritize
Which type of graphical data display will help problem areas for their project?
the SI Team in their analysis? a. Line Graph
a. Line Graph
b. Pareto Chart
b. Pareto Chart
c. Histogram
c. Histogram
d. Scatter Plot
d. Scatter Plot
a. None of the choices
e. None of the choices
5
A SI Team is looking to improve the NAT Scores of its learners in Math. The
team focuses on the Teaching-Learning Process of Problem Solving in Math
and found the following storm clouds: Which among these
i. Inconsistent discussion time: discussion time storm clouds should
ranges from 15-30 minutes the SI Team focus on?
a. i, ii, and iii
ii. Learners can’t perform basic operations: Item analysis
shows that learners get the lowest scores in this area b. i only
iii. Delay in providing feedback: it takes a month for the c. i, ii, and iv
teachers to return the results of the exam
d. ii and iv
iv. Learners can’t comprehend the given problem: Item
analysis shows that students don’t perform the correct e. All Storm clouds
operations asked in the problems
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87
6 7
A SI Team is looking into A SI Team is looking into a particular
the Teaching-Learning school’s Feeding Program. The team
process of Science for has finished observing the process
Grade III Learners. During the and gathering data on storm clouds. The
1. 1
walk the process phase, the storm cloud that the team is focusing on
team observed that the entire is the excessive length of time for the
Teaching-Learning process feeding program. The team is now ready to
GET ORGANIZED
8
c. Time data on the amount of A SI Team is looking into the scores of
time spent for recitation Grade III learners in Science because
d. Time data on the start time majority of learners failed to reach
and end time of each sub- the passing rate of 75%. The SI team found
process of the Teaching- that the majority of the learners were having
learning process difficulties in Inferring. The team further
e. All of the choices investigated the performance of the learners
and gathered data. Now the team is ready
to craft their focused problem statement.
Which is the most appropriate focused
problem statement?
a. Learners are having difficulties in
Inferring.
b. Learners are getting low scores in
Inferring.
c. 50% of Learners fail in Science 3.
d. Only 29% of learners answered the
item on inferring about sense organs
correctly.
e. None of the choices
88
SECTION A MATH SCORES
700 120%
Freq. %
600
100%
500
80%
Cumulative % Cont.
1. 1
400
Frequency
60%
300
GET ORGANIZED
40%
200 SECTION C MATH SCORES
20%
100
0 0%
41 to 50 21 to 30 31 to 40 10 to 20
Discussion Time
9
HISTOGRAM
A SI team looking into
10
the discussion time of the A SI Team is investigating the
Teaching-Learning process Math Scores of two sections of
for English has gathered time data Grade IV Learners. The team
and created a Pareto Chart to help created a histogram of the grades of the
establish the focused problem two sections in order to help them establish
statement. Comment on the team’s their focused problem statement. What
Pareto Chart (as shown in Figure 3). analysis can the SI Team get from the
a. The Pareto chart is correct. The graphs?
team should focus on the 41-50
a. The scores of section A are higher than
minute discussion time.
section C. The team should focus on
b. The Pareto chart is wrong. The the scores of section A and determine
Pareto Chart is only used when why the learners are getting high
data categories are qualitative. scores.
The team should have used a
b. The scores of section C are lower than
histogram instead.
section A. In fact, with the passing
c. The Pareto chart is wrong. The standard of 75%, no learner passed
cumulative percentage should in section C. The SI team should look
only be up to 100%. into the reasons for why the scores of
section C are very low.
d. The Pareto chart is correct.
The team should focus on 80% c. Only a few students got a score of 90.
of the problem, which are the 3 in Section A. The SI team should
41-50, 21-30, and 31-40 minute focus on increasing the grades of
discussion times. section A.
e. None of the choices d. The scores of section A are higher
than those of section C. The SI team
should ask the students of section A to
mentor the students of section C.
ANSWERS
ON PAGE
89
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188
step five:
Root Cause Analysis
2. 1
ROOT CAUSE ANALYSIS
Learning Output:
Why-Why Diagram, Root Causes of the Focused Problem
Learning Outcome:
1. Know what a root cause is;
2. Use data and process information to help identify possible
causes of the problem;
3. Perform a why-why analysis on a focused problem;
4. Identify the root causes of the focused problem using the
why-why analysis;
5. Distinguish a well conducted why-why analysis from one that
is not;
6. Understand and avoid the common mistakes committed in
performing a why-why analysis; and
7. Use data in performing root cause validation
90
ANALYZE 2. 1
Root
Cause
Analysis
2. 1
ROOT CAUSE ANALYSIS
Introduction:
1. At this stage, you have already accomplished the following:
2. identified a broad problem based on a relevant school measure;
3. identified the key people who will comprise the SI team;
4. identified the needs of the customers and stakeholders affected by the
broad problem;
5. identified and mapped the process that is linked to the school measure;
6. identified the storm clouds that were observed while walking through the
process;
7. prepared a data gathering plan;
8. collected relevant data on each of the storm clouds in the process based
on the data gathering plan;
9. analyzed the collected data using the appropriate graphical data display
techniques and data analysis tools; and
10. selected a focused problem statement among the storm clouds
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91
So far, you have completed the Assess stage of the Continuous
Improvement (SI) methodology. It is time to move on to the first step in the
Analyze stage. Recall that the Analyze stage is focused on investigating and
validating the reasons for a well specified school problem or opportunity.
root cause?
cause, or causes, of the problematic
symptoms within any process.
2. 1
ROOT CAUSE ANALYSIS
“The Weed”
Above the surface
(obvious)
FIGURE 5.1: PROBLEM SYMPTOM & UNDERLYING CAUSES
“The Root”
Below the surface
(not obvious)
92
The “problem”you observed while “walking the process”may be likened
to the weed in Figure 5.1. It is what rises above the surface. It is what is
obvious to you and therefore, it is the one that you readily see. The weed is
actually a symptom of the problem that you have identified. The underlying
causes of this symptom, or what is commonly referred to as “The Root”, is
not obvious because it lies below the observable surface. As you can see
in Figure 5.1, the root extends way down below the surface suggesting
that some form of analysis is required in order to get to the “bottom”of
the weed. If the root or the bottom of the weed is resolved, it will surely
result in the elimination, or substantial reduction, of the symptom. It is very
important to note at this point that the root cause should be something
that you can influence and control in order for you to be able to resolve it.
Often, the most immediate or obvious cause is mistakenly identified as the
root cause when, instead, it is simply the cause closest to the surface or the
symptom. For example, blame is oftentimes first centered on an individual
when there is an observed problem in a process. Although an individual may
have indeed committed an error that resulted in the observed problem, a
deeper cause may be found in areas such as the individual’s training, the
individual’s work schedule, the duties assigned to the individual, clarification
of duties, the individual’s workload, supervision, work environment, or any
2. 1
of a host of other issues. Most people involved in an approach known as
the Root Cause Analysis understand that the vast majority of root causes
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93
?
?? Why-Why Analysis
The why-why analysis is a systematic approach in determining all the contributors
to a problem by asking a series of “Why”questions. The diagram presented
in Figure 5.2 illustrates the steps involved in using the why-why analysis. The
problem is first described in very specific terms. For each likely cause, you should
ask the question “Why did this happen?.” In doing this, you have to make sure
that each response has a logical relationship to the response that preceded it.
Continue asking the question “Why did this happen?”for a minimum of five times
(if possible) in order to achieve depth of analysis. The process is stopped when
you have enough information to identify the root cause of the problem.
The steps involved in the why-why analysis (as shown in Figure 5.2) are carried out
using the why-why diagram. The why-why diagram is a tree diagram where each
child statement is determined simply by asking why the parent statement occurs.
The very nature of the why-why diagram forces you to drill down to the underlying
reasons as to why certain “causes”are observed until you end up with a cause that
can be directly addressed.
2. 1
94
Steps in Doing the Why-Why Diagram
2. 1
identify the root cause of the focused
problem that you wrote down in Step 1, ask
In order to effectively answer the why questions (steps 2 and 3), you should
visualize the object or situation. The answers to your why questions should
drill down to the root cause. This means that the answers you provide should
become smaller and smaller in scope. The end of this chain of answers is the
root cause and becomes your bridge to the permanent solution.
The most challenging part, however, is step 4 or knowing when you have
reached the root cause. School improvement teams and others using Root
Cause Analysis often wonder when to stop seeking the cause and make the
decision that sufficient data is already available to arrive at a reasonable root.
This is often a judgment call that will improve with experience. Often, the lack
of data and the pressures of time frustrate the effort of finding the root and
force the analysis process to halt at a level below the surface symptom, but
perhaps not as deep as it must ultimately go.
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95
When is a Cause a Root Cause?
In order for you to know if you have stopped at the root cause in your
why-why analysis, you may want to use the following guide questions:
If the answer to
Will correction
this question is YES,
or resolution of
the cause you have
the cause lead to
identified is NOT the
similar events?
root cause.
Furthermore, the root cause should be logical. It should make sense and
provide clarity to the problem. Most importantly, it should be something
that you can influence and control as previously mentioned.
Using the guidelines provided and some common sense, SI teams can
usually arrive at a proximate area of cause or causes that if dissolved, or
reduced, will remedy or reduce the symptom. SI teams, however, should
not allow timidity or fear to block deeper discovery of issues that may be
related to either cultural or deeper organizational elements.
96
Figure 5.3 shows an example of a very simple why-why diagram on the late
issuance of grades to grade school students. In this illustration of the why-
why diagram, you can see that the problem is not completely described as
to when it happens, where it happens and how frequently it happens. It can
also be observed that the root causes are identified after asking just one
“why”question for each identified cause. The good thing about the diagram
though is that the identified root causes are system-based and not directed
on any individual. It does not blame the teacher or the vice principal for
the late issuance of grades. Rather, it implies that an underlying monitoring
and control process, employed by the school system, is responsible for the
occurrence of the identified problem. Moreover, the identified root causes
are within the school administrators’ influence and control.
Grades are
distributed to the
students beyond
the 7 days policy
2. 1
Teachers are not The grades have
Need to check
Teachers are allowed FIGURE 5.3:
SAMPLE WHY-WHY DIAGRAM for computation
to submit beyond
ON LATE GRADES ISSUANCE errors.
the deadline.
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97
As mentioned earlier, it is desired to ask at least five why questions when doing
the why-why diagram in order to achieve depth of analysis. This depth of
analysis is illustrated using the diagram presented in Figure 5.4. The five whys
force you to do deep thinking and reasoning towards specifying the root causes
of the problem. As you probe deeper and deeper towards the root causes of
the problem, other problems in the system are also likely to be affected by
the same root causes. Addressing the root causes therefore raises unintended
benefits as you do not only eliminate or reduce the occurrence of the main
problem, but you also sideswipe and solve other system problems as well.
FIGURE 5.4: “THE FIVE WHYS”AND MILE-DEEP THINKING
Local focus
on causes
Ask the
question
“WHY?” WHY?
2. 1
WHY?
ROOT CAUSE ANALYSIS
WHY?
3 Why did V happen? Wider focus
Because of U. on causes
WHY?
Why did U happen? Wider focus
4 on causes
Because of T.
WHY?
Wider focus
5 Why did T happen? on causes
Because of S.
98
Common Mistakes in Root Cause Analysis
Problem
are unable incompetent
to correctly follow do not
to correctly in giving
test instructions. follow test
understand the
instructions. instructions to
instructions. students.
Copying of
Students are
Root cause
2. 1
Missing link between causes Focusing on the who,
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99
FIGURE 5.7: COMMON MISTAKE #3 (CAUSES FIGURE 5.8: COMMON MISTAKE #4 (CAUSES
THAT BEGIN WITH “NO”, “NONE”, “LACK OF”) IDENTIFIED ARE NON-STANDARD OCCURRENCES)
Why?
Teachers write the
instructions on the
board.
Wh
y?
Brownout
No Visual Aids
Causes that begin with these words will Causes that seldom occur, and/or
put any why-why analysis to an abrupt the occurrence of which is beyond
end. You will be led to believe that you your control, should not appear
have just stopped at the root cause when in your why-why analysis. This is
in fact you have not. This is a common because there is nothing you can
mistake that looks more into prescribing do to address such causes. Figure
solutions or the course of action to take 5.8 identifies “brownout”as the root
rather than drilling down into the system cause of long projector preparation
elements that really cause the problem to time. This should not even have been
occur. This is oftentimes indicative of the identified as a problem if the delay
“biases”of the person doing the analysis. only occurred because there is no
Figure 5.7 illustrates this common mistake electricity. Clearly, such occurrence
by analyzing why the teacher takes more is beyond anybody’s control and you
than 10 minutes in giving instructions. cannot do anything to resolve the
You can see that the analysis came to an brownout issue.
abrupt end when “No visual aids”was
identified as the reason why teachers had
to write on the board. This is because
the person doing the analysis is indirectly
prescribing visual aids as the solution
to the problem. Does this mean then
that the problem will be solved simply
by having visual aids? Definitely not! If
indeed visual aids are needed to solve the
problem, the analysis should have focused
more on the preparation process in giving
instructions and the elements in a visual
aid that help achieve faster delivery (by
the teacher) and understanding (by the
students) of instructions.
100
FIGURE 5.9: COMMON MISTAKE #5 (CAUSES FIGURE 5.10: COMMON MISTAKE #6
THAT ARE DISGUISED SOLUTIONS) (BIAS IN IDENTIFICATION OF THE CAUSES)
Why?
W
hy
?
?
hy
the instructions.
Why?
group activities giving instructions
take more than
10 minutes.
Root Cause Students are unable to correctly
follow test instructions.
Problem
Problem
2. 1
disguised solutions of the causes
101
101
Validation of Root Causes
The output of the why-why analysis arises from
the SI team’s brainstorming of possible causes.
It is therefore important to validate whether
these root causes are real or not. Validation is
done by identifying the data to be collected
for each identified root cause.
As emphasized in Step 4: Identifying Priority
Improvement Areas, data is important in
2. 1
Root cause validation also begins with a data collection plan. It involves
the development of data collection forms, development of a sampling
methodology, actual collection of data through data sampling and/or
actual observations, and the use of graphical data display techniques and
data analysis tools such as the line graph, histogram, scatter plot, stratified
line graph, Pareto chart, etc. The output of this validation process is the
identification of the REAL causes of the problem.
After identifying the REAL root causes of the problem, the SI team must then
identify how much each one of the REAL causes contributes to the problem
and if solving these causes is within the control of the SI Team.
Once all these are done, we are now ready to develop solutions that will
address the problem and improve our processes.
102
Step 5: Root Cause Analysis
Lesson Review
1
FIGURE 1
A SI Team is looking into why the Feeding Program
takes 30 minutes when the students’ break should only
last 15 minutes. The team identified some causes of the
problem as shown in FIGURE 1.Which common mistake in
RCA did the team commit?
a. Missing link between causes
b. Focusing on the who, not on the why
c. Causes that begin with “no,”“none,”or “lack of”
d. Causes identified are non-standard occurrences
e. None of the choices
FIGURE 2
2
A SI Team is looking into why the Feeding Program
2. 1
2. 1
takes 30 minutes when the students’ break should only
last 15 minutes. The team identified some causes for
ROOT CAUSE ANALYSIS
3
A SI Team is looking into why the discussion time for a
particular topic takes 30 minutes, causing the Teaching-
Learning process to exceed the allotted 40 minutes.
The team identified some causes of the problem as shown in
Figure 3.Which common mistake did the team commit?
a. Causes that begin with “no,”“none,”and “lack of”
b. Causes identified are non-standard occurrences
c. Focusing on the who, not on the why
d. Missing link between causes
e. None of the choices
FIGURE 4
4
A SI Team is looking into why the discussion time for a
particular topic takes 30 minutes, causing the Teaching-
Learning process to exceed the allotted 40 minutes.
The team identified some causes of the problem as shown in
Figure 4.Which common mistake did the team commit?
103
103
a. Causes that begin with
“no,”“none,”and “lack of”
b. Causes identified are non-standard
occurrences
c. Focusing on the who, not on the why
d. Missing link between causes
e. None of the choices FIGURE 7.READING COMPREHENSION
AND MATH WORD PROBLEM SCORES
FIGURE 5
7
A SI team is looking into why
the learners from Grade IV
Section C are having difficulties
in solving Math word problems.
5
A SI Team is looking into why the The team gathered data on student
discussion time for a particular topic scores for Reading Comprehension
takes 30 minutes, causing the Teaching- and Math word problems. The team is
Learning Process to exceed the allotted 40 now ready to do a root cause analysis.
minutes. They’ve identified some causes Their focused problem statement
2. 1
6
A SI Team is looking into why the students
Feeding Program takes 30 minutes
when the students’ break should only b. Learners can’t complete the
last 15 minutes. The team identified some AGONA method - Learners can’t
causes of the problem as shown in Figure perform basic operations
6.Which common mistake in RCA did the c. Learners lack practice to solve
team commit? word problems - the teacher
a. Causes identified are non-standard didn’t give them enough
occurrences practice exercises
104
8
A SI team is looking into the Comment on the SI Team’s Why-why.
performance of its Grade VII learners a. The why-why diagram is correct. The
in Reading because their NAT scores team should now look into helping the
were below the school’s standards. The families earn more income.
team was able to focus on a particular b. The why-why diagram is still incomplete.
section that students did not perform well The team should further look into the
in. The team conducted an item analysis reasons for why the learners families have
and found that only 3 out of 43 students low incomes.
were able pass an exam on identifying c. The why-why diagram is wrong. There is
figures of speech. The team is now going a missing cause as to why only 4 out of
to perform a root cause analysis. 43 students passed the exam. The cause
“The students didn’t understand the
lesson”should be considered.
d. The why-why diagram is wrong. The SI
team shouldn’t look into causes that are
outside of their control.
FIGURE 8.WHY-WHY DIAGRAM FOR READING e. None of the choices
9 10
2. 1
A SI team is looking into the performance A SI team conducted a Root
of its Grade VII learners in Reading Cause Analysis and found
that one of the root causes
Learning Output:
Learning Outcome:
1. Provide an approach in generating a solution;
2. Connect the generated solutions to the root
causes of the problem;
3. Demonstrate critical and creative thinking in
developing solutions; and
4. Explain the basis, principles or concepts used
in generating solutions to address the root
causes of the problem
106
ANALYZE 2. 2
Generating
Solutions
2. 2
GENERATING SOLUTIONS
Introduction:
At this stage, you have already accomplished the following:
107
107
Solutions are not just created to satisfy yourself and to say
MUST
GENERATING SOLUTIONS
Developing and choosing a solution should account for the Voice of the
108
that can guide you in developing
solutions. Each concept can target
one or more non-value activities and
help minimize, if not eliminate them.
Solutions may vary from an activity
change to a process change all the way
to a system change. What you should
2. 2
assignment, resource management, these non-value adding activities is
GENERATING SOLUTIONS
systems, information system design, etc.
remove the redundant and wasteful actions. It also allows us to estimate the precise
process.
and/or physical employee effort. Productivity improvements also result from the
! !
!
! !
109
109
FIGURE 6.1:
COMPONENTS OF AN ACTIVITY
VALUE ADDING
Value-adding activities
110
Necessary but non-value activities Non-value adding activities
are those that are not essential to
produce an output or render the
2. 2
students learn math.
Figure 6.1 indicates that in general, 60% of the actions performed in an activity are
GENERATING SOLUTIONS
leads to continuous improvement.
No
111
111
from the non-value-added steps in providing a photocopy service.
Yes
GENERATING SOLUTIONS
Yes No
No
No Yes
No No No
Yes No
ROOT CAUSES:
SOLUTIONS:
2.2
GENERATING SOLUTIONS
After a thorough analysis of the activities involved in the feeding process, it is
time to the feeding center are non-value adding activities. As such, effort has to
distance of classroom to feeding center causes the pupils not to eat all at the
centralized signal eliminates the dependency on a pupil leader and addresses the
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Problems that require some form of monitoring and control
in order to prevent continuous occurrence may benefit from
visual management concepts. What is Visual Management?
Fire
such as schedules, performance
targets and accomplishments, Fire
Roof
concerned. It presents information
Broken
in a way that is easy to understand Window
Window
Shrubbery Shrubbery
Grass
words, so that everyone concerned
2.2
Box
conveyed. road
Grass
GENERATING SOLUTIONS
FIGURE 6.3B
what is happening,
114
Know what is happening
are
and
t o
2.2
GENERATING SOLUTIONS
means a status display station.
| |||| | |
| |
|
|
|
3
|
|
|
|
|
|
|
|
|
|
|
| |
| | |
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115
Know what to do next
Solutions using visual management techniques
should not stop at telling you what is happening.
FIGURE6.5A:
6.5A:COMMUNICATE
COMMUNICATESCHEDULING:
SCHEDULING:
is an illustration of visual replenishment
FIGURE
GENERATING SOLUTIONS
VISUALSCHEDULING
VISUAL SCHEDULING
FIGURE 6.5B:
FIGURE 6.5B: VISUAL
VISUAL REPLENISHMENT
REPLENISHMENT
116
FIGURE 6.6A: PHOTOGRAPHIC JOB AIDS
2.2
Know how to do the work
GENERATING SOLUTIONS
INBOX
PENDING
OUTBOX
117
117
FIGURE 6.7A: USING LANES IN SCHOOL HALLWAYS FIGURE 6.7B: SUPPLY
ARRANGER FOR THE DRAWER
2.2
GENERATING SOLUTIONS
FIGURE 6.8A: SHADOW BOARD FOR FIGURE 6.8B SHADOW BOARD FOR OFFICE SUPPLIES
TOOLS
118
Know how well
work was done
done in class.
2. 2
communicates a school’s performance
GENERATING SOLUTIONS
indicator, current performance on that
indicator, and future target for that same
119
119
Visual management techniques provide you with
an easy and creative way of carrying out the
SOLUTIONS:
ROOT CAUSE:
problem
2. 2
GENERATING SOLUTIONS
5S to develop or enhance solutions, particularly those that address safety,
2. 2
GENERATING SOLUTIONS
2. 2
in one area of the drawer. In contrast, the
picture on the lower part of Figure 6.11
GENERATING SOLUTIONS
organized tool drawer where each tool has FIGURE 6.11: 5S (SEITON OR SET IN ORDER)
its designated location inside the drawer.
$ 4UBOEBSEJ[FDMFBOVQBDUJWJUJFTTP %1SPNPUFBEIFSFODFUP
that these actions are specific and maintaining a high level of
easy to perform QFSGPSNBODF
IJHIRVBMJUZBOE
$ .BJOUBJOIJHITUBOEBSETPG safe work environment
housekeeping and workplace %6TFWJTVBMQFSGPSNBODF
organization at all times measurement tools to motivate
$ Create a system to maintain and inspire
cleanliness, orderliness, and a safe %.BLFBIBCJUPGNBJOUBJOJOH
work environment established procedures and
$ Ensure compliance to procedures ensuring they are followed
by conducting regular daily checks % Create discipline to maintain
of the work area cleanliness and find ways to
enhance/improve the process
2. 2
Poka-Yoke or
2. 2
GENERATING SOLUTIONS
FIG 6. 14B: AVOIDING EXCESS HAND CARRY SIZTE IN AIRLINES
t&SSPSTJOTFUUJOHVQXPSLQJFDFT
GENERATING SOLUTIONS
t.JTTJOHNBUFSJBMT
t8SPOHFYQFSJNFOUBMNFUIPE
t1SPDFTTJOHXSPOHXPSLQMBDF
t8SPOHPQFSBUJPOQFSGPSNFE
t"EKVTUNFOUFSSPS
t&YQFSJNFOUBMFRVJQNFOU
not set up properly
rules.
Short Time Investment
2. 2
GENERATING SOLUTIONS
questions- who, what, where, when,
the elements of the larger world
amount of time saved in posting of visual aid versus erasing and writing down notes on
2. 2
including creativity and other
GENERATING SOLUTIONS
comes to effective in terms of improving the
comes to
writes
Improvement Plan.
1 4
A A
Analysis and found that one of the root solution to ensure that learners
causes for why the feeding program
to do during the feeding program.
program process, resulting in delays. Which where the feeding area is, and posted
concept is the most appropriate for the SI
program procedure.
a.
A
c.
d.
GENERATING SOLUTIONS
generate solutions?
5 A for students not
throwing their trash in the proper
a.
c.
. What should
d.
the SI team do?
e.
a.
for not listening when they were
3
A oriented regarding the proper
Analysis and found that one of the root waste segregation.
causes for why the discussion time of a
9
A
2. 2
GENERATING SOLUTIONS
adding procedure. . Which solution concept
c. did the SI team use?
place one in each classroom. a.
their attendance. c.
d. d.
student to scan their time e.
cards.
1 0
e. A SI team conducted a
7
A found that one of the root
the causes for why teachers
in the previous period. Which all materials are arranged in one container and
.
develop solutions? Which solution concept did the SI team use?
a. a.
c. c.
d. d.
e. e.
131
131
step seven:
Finalize
| 2.3
Improvement Plan
FINALIZE IMPROVEMENT PLAN
Learning Output:
Cost Management Plan, Resource Plan and Risk
Management Plan
Learning Outcome:
1. Understand basic project planning tools and concepts
and use these to plan the implementation of the
selected improvement solution;
2. Know the different resources required for project
implementation and be able to calculate how much of
these resources are required;
3. Recognize and anticipate potential problems or
risks that may be encountered during project
implementation; and
4. Assess and analyze
132
ANALYZE 2.3
Finalize
Improvement
Plan
133
133
Implementation Planning
You have learned that a solution is developed for the purpose of addressing
the root causes of a problem. The assumption is that the problem will be
resolved if the root causes are addressed. However, this is not always a
valid assumption. The effectivity of a solution in solving a problem depends
largely on how well the implementation plan is crafted. Very good solutions
may fail because of the absence of a good implementation plan.
Implementation planning is the process of defining and refining tasks
and resources required to implement the solutions. The answers to the
following questions are crucial:
people, machines, tools, space, Work may include changing the present
information, etc. needed to carry layout of the classroom, posting
out the implementation. visual materials in the classrooms and
hallways, re-locating or setting up
• Plan the pre-work to be feeding centers near the classroom,
done. Pre-work may include perform 5S in the workplace,
scheduling and conducting the administering a special test for Grade
planning meetings, forming an 4 pupils, inserting fun math activities in
implementation and monitoring addition to the regular lecture, etc.
team, discussing the planned
solutions and implementation • Define the activities and tasks
to all stakeholders (i.e. school to be performed including all
administrators, teachers, pupils, activity and task details. For
parents, community officers, etc.), example, administering a special test
making budget calculations, require activities such as preparation
purchasing the materials needed, of test objectives, formulation of test
fabricating an item needed for a questions, classification and selection
process activity, documenting the of test questions to be included in the
anticipated future state (“to-be” test, printing of test questionnaire,
process) of the process or new work administration of the test, proctoring of
procedures and guidelines needed, the test, checking of test papers, and
preparing the visual materials, etc. graphing test results for analysis and
feedback. The details of these activities
should also clearly specified.
134
Who is responsible in performing What is the timeline
each defined task? What are the for implementation?
respective roles of each stakeholder
in implementing the solutions? • Specify exactly when
each implementation
• Specify clearly who performs which phase and activity is
tasks so that everyone knows his or her supposed to be carried
role and contribution to the implementation out. The beginning and end
process? A table of defined roles and date or period of each activity
responsibilities may be created to show the should be clearly specified
work that each stakeholder has to perform for and made known to everyone
the implementation of the solutions and the involved.
improvement of the process being examined.
• Do not forget to specify who monitors the
• The complete project
progress, effectivity, and efficiency of the schedule, including pilot
implementation process. runs if any, should be posted
135
135
What are the deliverables
and milestones? What are the
necessary reports?
• Specify the expected deliverables and
milestone for each implementation phase.
You may also extend this to include the
expected deliverables for each activity. A
status report that summarizes the progress of
each milestone should also be prepared for
the benefit of the stakeholders.
• For Phase 1, Phase2, and Phase 3
discussed in the previous point, for example,
deliverables may be the discussion of worded
problems using the key words posted on
the blackboard, the singing of math rhymes
songs in class, and test results respectively. What potential problems
Deliverables should at least be observable. or risks do you anticipate
| 2.3
136
FIGURE 7.1: ELEMENTS OF THE IMPLEMENTATION PLAN
Task &
Timeline
Person Communication
Expenses or Group & Participation
xxxxxxxxxxxx 00.00
Finance
xxxxxxxxxxxx 00.00
2.3
xxxxxxxxxxxx 00.00 Sales
2.0
| FINALIZE
Staff Time IS
Ted 5 hrs
ASSESS
Budget & Resources Stakeholders
IMPROVEMENT PLAN
How to Check
change made
Plan Actuals
Problems
137
137
Project Planning Tools
Planning tools are charts, diagrams, and graphical techniques that aid in the
presentation and understanding of the implementation plan. These tools
include Gantt Charts, Tree Diagrams, Planning Grids, and Flowcharts. Figure
7.2 shows a sample of these planning tools.
Gantt
Charts
| 2.3
FINALIZE IMPROVEMENT PLAN
Planning
Grids
Planning grids are a more comprehensive tool as they not only capture
all project details (i.e., steps, activities, activity sequence, stakeholder’s
responsibilities, who does what, and the activity due date) that may be obtained
from the different planning tools discussed earlier, but they may also indicate
the deliverables per activity, the milestones, and the budget requirement.
138
FIGURE 7.2: PLANNING TOOLS
Tree
Diagrams
Flowcharts
139
139
As earlier discussed, the basic elements of an implementation plan include the
budget and cost management plan, the resource plan, and the risk management
plan. The following section discusses these basic elements in detail:
Expense Income
Analysis Budget
FIGURE 7.3: BUDGET PLAN
140
Please refer to Figure 7.3 for a picture of the essential
elements of a budget and cost management plan.
The budget and cost management planning process is
essential to the healthy financial performance of any project.
This process develops the interim and final budget for
the implementation of the solution, as well as the plan for
when and how expenditures will occur over the lifetime of
the solution. This process also includes establishing the
standards and processes for tracking and reporting on-going
costs and the implementation budget.
Three activities are required to come up with a budget and cost management plan:
• Cost Control – influencing the factors that create cost variances and controlling
OUTPUT
financial performance
against the budget
141
141
| 2.3
2.0 PLAN
ASSESS
FINALIZE IMPROVEMENT
Resource Plan
A resource plan defines the organizational structure for the implementation of the
solution as well as the roles and responsibilities of each individual or entity involved in
this structure. Any identified work in relation to the implementation of the project will
surely require resources. Planning for resources require an understanding of roles and
responsibilities and where the contributions fit within the project.
Please refer to Figure 7.4 for a picture of a resource planning meeting.
The implementation plan activities, together with the staffing procedures and
standards, are the inputs needed to come up with a resource plan. On the other hand,
the outputs of a resource plan are the expected contributions of each resource to the
project and the reporting relationships among these resources.
There are two simple steps required to come up with a sound resource plan. These are:
• Assess and document the skill and effort requirements to complete the implementation
of the solution.
• Use the skills and effort requirements from the previous step to develop the plan for
allocating resources to the implementation plan activities.
142
Risk Management Plan
The four components of risk management are:
Risk Identification
• Identifying potential problems
or risks that may arise from the
implementation of your solutions
Risk Assessment
• Assessing the likelihood or
probability that the risks identified
will occur
• Assessing the consequence,
impact, or severity of the risk event
if it does occur
2.3
2.0
• Establishing a risk score for each
| FINALIZE
identified risk and a ranking of risks
based on the risk scores
ASSESSIMPROVEMENT PLAN
Risk Response Strategy
• Determining the best strategy to implement for each risk
Avoidance strategy: performing actions to eliminate the
cause of the risk
Transference strategy: transferring the risk to another
party such as a contractor or through insurance
Mitigation strategy: lowering the impact of the risk by
reducing the likelihood of occurrence, reducing the
consequence, or both
143
143
Other risks brought about by the
Improvement projects in school and its stakeholders are as
follows:
the school level may face Unrealistic expectations by
different possible risks. regional office, students,
parents, teachers,
These school system and operational administrators, etc
risks include, but are not limited to, the Significant physical and cultural
following: changes needed by the school
in adopting the proposed
Major Increase in Costs/Budget needs solutions
which delays the project implementation Resistance to change by the
Evolving and changing student and school and its stakeholders
community requirements which render Extensive training and
the proposed solution to the problem education of school
irrelevant stakeholders
Poor school performance despite the Inappropriate level of project
support
interventions made at the process level
Unavailability of school
| 2.3
Too long a time table for implementing administrators, teachers, & staff
school changes which may again render
the proposed solution to the problem
FINALIZE IMPROVEMENT PLAN
irrelevant due to the changing customer Risks that the school does not
and stakeholder requirements have control over include:
Readiness and commitment of the Poor material or equipment
school which again delays the project supplier support
implementation or even cause the project Project success is critically
to be unsuccessful due to the absence of dependent on an external
administrative support entity such as a consultant or
a product supplier which are
both outside of the school’s
control
Impact of other projects on the
school initiative
144
Yellow light: Red light: Red light:
High
Proceed with Address before Do not
Caution proceeding Proceed
Probability of Occurence
Medium
Red light:
Low
PROBABILITY IMPACT
Major Uncertainties Remain Performance, Quality, Cost
Little or No Prior Experience Or Safety Impacts Resulting
HIGH
Or Data In Major Redesign And
(5)
Infrastructure and/or Resources Program Delay
Not In Place
145
145
Table 7.1 shows the General Risk Rating Guide. Through a 3x3 matrix, it presents
the basic guidelines in evaluating the probability of occurrence and impact levels
of a certain risk. The table provides the rubric for assessment as well. There are
only three possible scores for both probability of occurrence and impact of the risk.
Probability of occurrence and impact of the risk are scored separately. A score of
“5” represents a high probability of occurrence of a risk or a high impact produced
by the risk. A score of “3” represents a moderate probability of occurrence of a
risk or a moderate impact produced by the risk. Lastly, a score of “1” represents a
low probability of occurrence of a risk or a low impact produced by the risk.
RISK ITEM
ISSUE: ISSUE:
4th Year students are failing math Absenteeism from faculty
CONCERN: CONCERN:
Students are not interested Missed classes by students
CONSEQUENCE: CONSEQUENCE:
Lost opportunity for student to graduate Incomplete lessons with students
| 2.3
FINALIZE IMPROVEMENT PLAN
RISK SCORE
PROB IMPACT TOTAL PROB IMPACT TOTAL
3 5 15 5 5 25
RISK
R
IMPACT SEVERE
TYPE LO HI
DO NOT PROCEED
1 3 5
O
HIGH
HI 5 5 15 25 RE-ASSESS PROJECT
PROBABILITY
Y
MEDIUM
3 3 9 15 FIX BEFORE
IMPLEMENTATION
5
LOW
LO 1 1 3 G PROCEED WITH
CAUTION
146
Using the General Risk Rating Guide, FIGURE 7.7: PLAN FOR MITIGATING MEASURES
the output of risk assessment is
therefore a risk score which is obtained
by multiplying the probability of RISK ITEM
occurrence score and the impact score.
The higher the risk score, the higher ISSUE:
the risk, and the higher is its priority in 4th Year students are failing math
terms of risk response. Based on the CONCERN:
risk score, a risk may also be classified Students are not listening in class
or categorized as a severe (red), high
(orange), medium (yellow) impact of risk CONSEQUENCE:
before proceeding, and proceed with students do not graduate on time
caution low (green). For the “severe”
risk category, the solution can still be RISK PROB IMPACT TOTAL
piloted but there is very high probability SCORE 3 5 15
of failure and it is recommended to
rethink the solution. However, this PLAN
can still be implemented but with
the appropriate risk management
measures. ACTION: Introduce practical examples
147
147
FINALIZE IMPROVEMENT PLAN | 2.3
Risk Management
Risk Description of Risk Event Potential Impact
ID Strategy Action
Category Risk Event Trigger if Risk Event Occurs
(1-5)
(1-5)
Severity
Plan/Contingency Plan
( 1 - 25 )
Likelihood
Risk Score
Assigned to
Assess the
Describe the Assess how often
Describe how the severity based on
consequences of each a failure mode or Risk Score = Provide actions to
design or process how bad the
failure mode. It is its cause happens. Severity x eliminate the cause of
Categorize functions (or items) Provide effects of the
extremely important to Rated on a scale Likelihood the risk. The strategy
the risk can fail. The reasons why failure mode is. A Assign a person to be
capture the experiences of of 1 to 10, where Highest Risk should lower the impact
1 according to question being asked the failure rating of 10 responsible for tracking and
the customer. Thus, we 10 means that Score of the risk by reducing
its here is “How could it mode can or means that an managing each identified risk
must put ourselves in the failure is certain warrants first the likelihood of
consequence fail” not “If it will fail”. will occur. effect is so severe,
shoes of the customer and to occur and 1 consideration occurrence, reducing the
it threatens the
know these effects means extremely for analysis. consequence, or both
safety of the
through their perspective. remote.
customer.
148
Step 3: Response Step 4 : Risk Response
Step 1: Risk Identification Step 2: Risk Assessment Strategy Planning
Risk Management
Risk Description of Risk Event Potential Impact
ID Strategy Action
Category Risk Event Trigger if Risk Event Occurs
(1-5)
(1-5)
Severity
Plan/Contingency Plan
( 1 - 25 )
Likelihood
Risk Score
Assigned to
and manage the implementation of the proposed solutions by piloting these solutions
the Continuous Improvement “Triple A” Methodology. You are now ready to monitor
When the improvement plans are finalized, you can now proceed to the Act stage of
Step 7: Finalize Improvement Plans
Lesson Review
1
A SI Team has developed a solution a. They should have set a tighter
to ensure that the time to conduct the deadline to pressure everyone to
Feeding program will be within the implement their solution.
allotted 15 minutes. The team will be using b. They should have set a longer
visual management to ensure that the learners deadline in order to give more time
know how the process will take place. What for the painting and procurement of
is the most appropriate step that the SI team new trash cans.
should do next?
c. They failed to assign the person
a. Call a meeting to brief the staff and responsible for painting and procuring
teachers in charge of the Feeding program trashcans.
so that they can implement it immediately
the next day. d. They failed to ask the School Head for
a budget to buy the new trashcans.
b. Draft a memo indicating that this solution
should be implemented immediately on all
3
grade levels within the school. A SI Team has developed a
2
A SI Team has developed a solution the implementation of their solution.
to help learners identify the proper Comment on the budget variance of
trashcan to throw their wastes in 15,000 pesos that the SI Team incurred in
order to ensure that the waste is properly this scenario.
segregated. The SI Team will paint the
trashcans in different colors, each color a. The variance of 15,000 pesos is
pertaining to a particular type of waste. The acceptable as long as the SI Team can
team has set the implementation of the justify it. Furthermore, the school still
solution one week from now in order to give has a lot of money.
time for the painting of existing trashcans or b. The variance of 15,000 pesos should
buying new trashcans. A month has passed by have been prevented if the SI Team
and the solution has not been implemented. implemented strict cost control
The School Head called a meeting to ask mechanisms.
the SI team why the solution has not been c. The variance of 15,000 pesos should
implemented. The SI team mentioned that the have been prevented if the SI Team
trashcans have not been painted. The School declared a higher budget.
Head asked who is in charge of painting the
trashcans and the SI team looked at one d. The variance of 15,000 pesos was the
another in silence. What mistake did the SI result of one teacher’s action. It should
team commit in this scenario? be charged to that person.
149
149
4
A SI Team has developed a solution to help students remember the AGONA
method. The team will be using pictures portraying the steps of the AGONA
method. The team started off with picture drawings to portray the steps. At the
end of the implementation, the team ended up with a video production showing the
steps of the AGONA. The team even bought flat screen monitors that they placed in
each classroom so that they can show the video. They ended up with a cost of 500,000
pesos. What is missing with the implementation of the SI Team that caused their
expenses to balloon to 500,000 pesos?
a. The team did not create a budget to limit d. The team should have
their expenses. asked for financial
b. The team did not properly estimate donations from
the costs of the materials for the stakeholders so that
implementation. the cost that the school
will shoulder will be
c. The team should have canvassed for lessened.
cheaper flat screen monitors and video
production services. e. None of the Choices
| 2.3
5 6
A SI Team found that teachers exceed A SI Team implemented
the allotted time for class because they a solution to ensure that
FINALIZE IMPROVEMENT PLAN
150
7 10
A SI Team has identified a certain A SI Team is going to
risk where they had no prior implement a solution that
experience and there are major involves the participation
uncertainties regarding that risk. The of Grade V teachers. The team has
team also found that the effect of the risk identified the risk that the teachers
may result in not meeting the intended may not cooperate with the solution
benefits of the solution. What should the implementation. The team identified
SI Team do? several preventive measures:
a. The risk is severe. The team should i. Lay-off the teachers and get new
not proceed with the solution. ones who will surely cooperate.
b. The risk is significant. It should be ii. Include the teachers in the
addressed first before proceeding. planning process of the solution
c. The risk is low. The team can so as to ensure their buy-in.
proceed with caution. iii. Create a memo ordering the
d. There is not much risk. The team can teachers to cooperate with the
proceed with no worries. solution implementation or incur
penalties otherwise.
e. None of the Choices.
8
A SI Team has determined that who are able to successfully
the implementation of a solution implement the solution.
requires significant time from
certain personnel/ teachers. What should Which preventive action/s is/
the SI team do? are appropriate to deal with
a. Create an implementation plan. this risk?
a. i and iii
b. Create a budget and cost
management plan. b. ii and iii
c. Create a resource plan. c. iii only
d. Create a risk management plan. d. ii and iv
a. None of the Choices a. None of the Choices
9
A SI Team is going to implement
a solution to lessen the setup
time of teachers before class. The
team has identified the risks associated
with the solution. What is the next step
that the team should take?
a. Implement the solution.
b. Formulate a Risk Response Strategy
to deal with the risks identified.
c. Create a cost estimate for each risk.
d. Do not proceed with the solution
implementation.
ANSWERS
e. None of the Choices ON PAGE
214
151
151
step eight:
Pilot Your Solutions
Learning Output:
Pilot Test Results
3.1
Learning Outcome:
PILOT YOUR SOLUTIONS
152
ACT 3.1
Pilot Your
Solutions
Introduction:
At this stage, you have already accomplished the following:
1. 9.
relevant school measure; statement among the storm clouds;
2. 10.
comprise the CI team;
3. 11. generated solutions that will
address the root causes of the
3.1
4. 12. developed the future process map
PILOT YOUR SOLUTIONS
5. 13.
process; process in order to address the
6. prepared a data gathering plan;
14.
7. collected relevant data on each of the
resources required for project
implementation and
data gathering plan;
15.
8. analyzed the collected data using the
during the implementation and
appropriate graphical data display
come up with a plan that can
techniques and data analysis tools;
153
153
In this step, you should be able
to test whether the solution is
able to address the problem you
are considering in your project
and you should also be able to
measure the costs and benefits of
applying your solution.
154
When to Test Solutions?
You need to test the solutions when there is a need
as in a pilot test. We should also test solutions when changes would have far-reaching,
samples. 3.1
FIGURE 8.3: USING A SAMPLE
PILOT YOUR SOLUTIONS
FROM A POPULATION
put these measures. We also have to consider how we can minimize disruptive impacts
on the school schedule or student learnings while ensuring the validity of the testing.
we should continue with implementing the solution or we should correct some aspects,
155
155
Evaluate the results
After pilot testing, we now have to
evaluate the results. In evaluating, we
have to clearly show what changed with
the performance measures. We typically
use histograms, pareto charts, and other
} Improvement
Remaining Gap
Step 4 Changes
Implemented } Target
Before After
} Improvement
3.1
PILOT YOUR SOLUTIONS
A1 A2 A3 A4 A2 A1 A3 A4
Before After
Absences (After)
200
FIGURE 8.5 - NOTE ON 180
COMPARING RESULTS ON
DIFFERENT GRAPHS 160
140
Make sure 120
the scale is 100
the same 80
60
* Changing the Y-axis 40
* Changing the X-axis 20
00
3.1
total expected cost of each option against
PILOT YOUR SOLUTIONS
1.
FIGURE 8.6
COST-BENEFIT ANALYSIS
157
157
Costs
In terms of cost considerations, we
Non-recurring costs: have non-recurring costs such as those
Implementation Costs, involved in setting up for the purpose of
Training Costs, Facility deploying the solution. Examples are:
Costs, and Meeting Costs. Implementation Costs, Training Costs,
Facility Costs, and Meeting Costs.
such as in
terms of the respect of students to their teachers and other school personnel or the
quality of health within school premises.
3.1
158
The key message of
this step is you have to
monitor and manage the
implementation of your
solution in order to assess
whether the solution can
provide the desired results.
3.1
The next section will help us in implementing your solution in a
PILOT YOUR SOLUTIONS
larger scale. Questions such as, How do you ensure that solutions
are applied consistently during roll-out? What level of commitment
do you need to ensure the success of the project? How would
you communicate and gain the buy-in of your solution to your
stakeholders? will be addressed in the following section.
159
159
Step 8: Test your Solution
Lesson Review FIGURE 1. 4TH YEAR DROP OUT RATE (BEFORE)
improvements if necessary.
d.
and let them implement it. The SI
team should move to the next project.
3
e. None of the choices A
drop out rate of 4th year
2
A learners has tested the solution
method. The team is now ready to and after graph of the drop out
implement the solution to the entire school.
The Team leader explains to the team that 2. Comment on the data of the SI
Team.
3.1
4
A c. Escalate the issue to the School
performance of learners in Science
has implemented a pilot test for what to do.
their solution. They have gathered the
data for the test. What is the next most d.
appropriate step that the team should and choose the solution with the
6
compare these with the current A SI team is going to perform
state in order to see if there really
are improvements. solution to ensure the proper
c. segregation of waste. Their solution
teachers and let them implement
the solution for the rest of the and assign different colors for each
school. receptacle of waste. The team has
d. Do not implement the solution.
3.1
e. None of the choices. i. Training costs for the teachers
ii. Cost for meetings
PILOT YOUR SOLUTIONS
a. i only
i, ii, and iii
c. iii and iv
d. All of the choices
e. None of the choices
161
161
7 9
A SI team has tested a solution to A
increase the Reading Comprehension a solution which involves
scores of learners. The team has teachers using a different
gathered data and found that their
solution is not effective. What should the
to implement the new method
a. Blame each other for the failure of
the solution.
the team gathered the data and
found that the solution was not
and determine if they missed
something. teachers did not implement the
c. Implement the solution to the entire method correctly. Comment on the
a.
d. Blame the teachers and the learners correct. The teachers should
for the failure of their solution.
failure of the solution.
e. None of the choices.
8
A SI Team has developed a
solution to ensure that teachers can for the solution and how to
use the method. The team
teaching. The team will use the concept relied on the memo of the
162
10
A
IV Learners. The team has developed a solution and are
planning to test it. The scores of three of the Grade IV
a. d. Section A and B.
e. All of the Sections.
c.
3.1
PILOT YOUR SOLUTIONS
ANSWERS
ON PAGE
206
163
163
step nine:
Roll-Out Your
Solutions
Learning Output:
The Implementation of Solution
3.2
Learning Outcome:
ROLL-OUT SOLUTIONS
164
ACT 3.2
Roll-Out
Your
Solutions
Introduction:
At this stage, you have already accomplished the following:
1. 10.
a relevant school measure;
2. 11. generated solutions that will address
comprise the SI team;
3. 12. developed the future process map
13.
4.
3.2
5. 14.
ROLL-OUT SOLUTIONS
165
165
In this step, we should be able to prepare the resources, identify correct
people, obtain stakeholder support, and train people in implementing
the change or the solution. We should also be able to standardize the
implementation and monitor the performance measures to manage the
implementation of solutions. At the end of this stage, we should be able
to rollout our solution to the scope considered in the project
.
People
Side
166
Oftentimes, we spend all our time on the “technical” side of a change—
what has to happen by when, etc— that we ignore the people side of the
change—how to help the people who will have to change their ways of
doing things in order to realize progress. We have to make sure that we
are able to manage our people to easily facilitate change in practices.
Understanding:
to the following questions –what to do, when to do, where it
Capability:
3.2
We have to account for the commitment of teachers
167
167
FigUre 9.4 - commitment wall Commitment signing is critical to
Developing a Increase
Communication
List down what we are prepared
Plan
3.2
ROLL-OUT SOLUTIONS
168
1 2
Developing Standard
DISCIPLINE
MANUAL
to monitor and ensure that the solution is FigUre 9.6 – discipline manUal 3.2
implemented similarly across the whole school
ROLL-OUT SOLUTIONS
Value Analysis
bACkgROUND
fUTURe STATe
improve our desired results. Figure 9.8 illustrates the level of detail
in a process.
Dry &
knees and
3.2
rise turn
ROLL-OUT SOLUTIONS
170
1 2 3
4 5 6
standard
7
FigUre 9.9 - creating standard
practices and procedUres
standard
in their language. Leaving out the persons performing the activities from
the creation of procedures can result in procedures that are theoretical
Not testing the procedure prior to full scale implementation may create
3.2
ROLL-OUT SOLUTIONS
171
171
! Increased reliability
!
!
!
!
!
!
Training
172
In summary, Step 9: Roll out
this step helped your solution
us ensure that
Lesson Review
solutions are
applied consistently
1
A
solution on one section in Grade IV to
by standardizing address the low grades of learners in
our processes.
solution is effective. What is the next most
appropriate step that the team should
Standardization allows us
to maintain the gains of the a.
changes we will roll-out. teachers and let the teachers roll
out its implementation to other
We can do this by sections.
documenting the standard
process that will lead to
better implementation and levels.
monitoring. c.
in Grade IV.
Lastly, training ensure that
all process users perform d.
key tasks in the same way. should now move to other projects.
The next section focuses on e. None of the choices.
identifying ways to make
2
sure that the gains are A SI team is planning to roll out
sustainable in the long run. their solution to ensure that
the feeding program does not
3.2
strategies of their solution. Before the
team rolls out the solution, they conducted
a program to inform the teachers involved
ROLL-OUT SOLUTIONS
a. Communication
Participation
c. Education
d. All of the choices
e. None of the choices
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173
3 5
A SI team is planning to roll A
out their solution to ensure standard procedures and
documentation for their solution
in order to increase the scores of learners
has completed the testing, the cost
4
A SI team is planning to roll out e. None of the choices.
their solution to ensure that
6
A
allotted time for discussing the lessons standard procedures and
documentation for their solution
the testing, the cost computations, and in order to ensure that the feeding
program does not exceed the allotted
solution. Before the team rolls out the
solution, they conducted short training a new methodology on how to conduct
sessions with the teachers involved to
3.2
ensure that the teachers understood how the procedures and documentation to the
to implement the solution. What element teachers and staff in charge of the feeding
of the people side planning did the team
ROLL-OUT SOLUTIONS
c. Education
d. All of the choices
c.
e. None of the choices procedures or certain parts of the
procedures.
d. Not having a method to update
procedures.
e. None of the choices.
174
7 9
A A SI team is ready to roll out the
standard procedures and solution to ensure the proper
documentation on the process of segregation of waste in the
10
procedures. A SI team has standardized
d. Not having a method to update the new methodology to
procedures.
e. None of the choices. to ensure that students understand and
8
A
standard procedures and
documentation to ensure that
Method. With the new standard
for class discussions. What is the next process, the school can ensure that the
most appropriate step that the team method is delivered the same way every
3.2
time, regardless of who is delivering it.
a. Leave the standard procedures What use for standard practices was ROLL-OUT SOLUTIONS
and documentation with the users
and proceed to the next project. a. Create consistency among
individuals or groups
procedures and documentation.
c.
c.
d. Give the standard procedure and people.
documentation to the School d. Provide a trail for tracing
Head.
e. None of the choices. e. None of the choices.
ON pAGE
175
175
step ten:
Check Progress
Learning Output:
Longitudinal data of the current and improved process
3.3
Learning Outcome:
CHECK PROGRESS
176
ACT 3.3
Check
Progress
Introduction:
At this stage, you have already accomplished the following:
1. 11. generated solutions that will address
a relevant school measure;
2. 12. developed the future process map
comprise the SI team;
3. 13.
4. 14.
required for project implementation;
3.3
5. 15.
the implementation and come up
process; with a plan that can mitigate each of
CHECK PROGRESS
177
177
improved process continues to perform as expected, and that the intended
sustained performance.
the change in goal. After this step, you need to review the results of your
project if it achieved its goals, if not, then you have to assess your process
again, analyze the data, create new ways to improve the process and
178
Active Follow-up,
Correction, and Support.
SCHOOL
data should give us a signal if there is a need
IMPROVEMENT
performance then the team must gather together
scrap)
Follow-up
3.3
CHECK PROGRESS
179
179
Figure 10.2 levelS OF Fix
How to What to
Produce it Produce
Process
Measurements Machines
Output
Store Store
Inputs Produce it Fix it
Product Product
Policies
3.3
Prepare new Pareto charts for those you created in the Assess stage.
Ensure that the scale and dimensions the same to accurately judge the
degree of improvement.
Draw new frequency plots on the same scale as the original plots.
180
After identifying what needs to be checked, the next
thing to do is to determine how to evaluate these results.
Evaluating is not only understanding and evaluating the
data but also must translates into actions of what needs
to be improved in the process if it shows undesirable
results from our objective/targets.
} Improvement
Remaining Gap
Step 4 Changes
Implemented }
BeFOre AFter
} Improvement
A1 A2 A3 A4 A2 A1 A3 A4 3.3
CHECK PROGRESS
BeFOre AFter
181
181
What do you need to evaluate?
Results Methods
How much was the gap between Did you follow your plan?
desired and actual reduced?
Did you need to modify
Were the plans effective the plan/solution during
in addressing the causes you implementation?
targeted?
What would you do
What do customers tell you now differently next time
that the changes are in place? around?
Has enough progress been made
or do you need to go back and
try other solutions?
improvement it was change for good. For example, the project aims to reduce
3.3
CHECK PROGRESS
and more people are inspired and encouraged to start their own projects.
182
project and are ready to move on. Right?
Well, not so fast! As the project leader
or member you own responsibility to the
stakeholder and customer to formally
close out the project.
Project Closure
of progress and of efforts of the teams helps Here are some of the activities
you may want to do during
the project closure:
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183
Final note on Congratulations!
Project Closure
" Improvement
must be
continuous, on our learners and recognize that involvement of your major
but individual
initiatives and
project teams
come to an end.
" Learn when it’s SI helped us to see what is really happening in our processes
time to say
goodbye.
process. SI approach allowed us to have a systematic way of
" Develop managerial
systems to
capture learning
and enable the
organization to
address system
issues.
" Documentation to see our learners achieve their dreams in life and you as his/
and recognition
are two critical
aspects of project
team closure.
3.3
" Celebrate!
CHECK PROGRESS
184
Step 10: Check your Progress
Lesson Review
1. 3.
A SI team has rolled out their solution A
to ensure that the feeding program implementation and roll out of
2.
performance of the school.
d. Continue with the monitoring
of the project performance
to ensure that it continuous
to perform according to
process exceeded the 40 minutes allotted expectations.
data on the start and end times of each None of the choices.
4.
A
3.3
to implement their solution to address the that the learners have low scores
issue, which data should they gather to CHECK PROGRESS
remedial classes to help learners with
a. low grades improve their performance.
end time of the teaching learning
process a.
excess of 40 minutes c.
c. d. All of the choices
spent for recitation
e. None of the Choices
d.
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185
5.
A
that learners have low scores in
nd made c.
8.
e. None of the Choices
A
6.
implementation of their solution
A SI team is investigating the drop to speed up the Feeding Program
out rate of a particular school.
data and are ready to analyze the results.
monitoring process and introduced new
policies to ensure the accuracy of the
What should the SI Team evaluate?
attendance and the monitoring of learners i.
and actual performance.
ii. Adherence to the implementation
a. plan.
iii.
implementation.
c.
iv. Effectiveness of the solution to
d. All of the choices
e. None of the Choices
a. i, ii, and iii
7.
A
i only
solution to improve the math
c. i and iv
3.3
a.
186
9.
A
i.
ii.
iii.
the next project.
iv.
it with the plan to see if there are deviations to the plan that caused
the failure.
10
.
have also monitored the solution for a certain time to ensure that
i. 3.3
project
CHECK PROGRESS
The student attendance rate for a particular school has consistently been at 100%
1 in the last 5 years. If quality is measured by student attendance, what dimension of
quality is demonstrated by the performance of this school?
a. Performance. (While performance may seem very similar to the
conformance to desired standards, reliability is a better measure in
assessing the quality of performance through time.)
2
The number of students at risk of dropping out (SARDO) is increasing beyond
the standard set by a particular school. What project should the SI team
conduct?
a. Look into the external factors/ processes that cause students to miss
classes. (SI projects should focus on processes that the SI team can control.)
b. Look into the internal factors/ processes that are used to monitor the
students’ attendance. (SI projects should focus on processes that the SI
team can control.)
c. Help the students’ parents earn more income so that the students don’t
have to work after class. (This is an external intervention that is outside the
responsibility of the SI team.)
An elementary school has set a goal that 25% of Grade IV Learners should
3 be numerates upon completing the grade level. At the end of year 2013, 100
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188
a. Performance. (A standard goal has been set. Conformance to this standard
is the best dimension to demonstrated in this case.)
d. Reliability. (We are not looking at the quality of the performance over time.)
4 why many of students are still non-readers. The team decided to observe the
Teaching-Learning Process of a particular teacher, but failed to inform the
teacher the reasons behind the observation. In effect, the teacher thought that
he/ she was being audited and geared away from his/ her normal teaching-
learning process. What challenge did the SI team experience in this scenario?
a. No Project Accountability. (While certainly not idea, this situation shows that
there are people in charge or are accountable for the project.)
b. No Clear Process Owner. (The situation clearly shows that the teacher is the
process owner.)
c. No Buy-in with the Process Owner. (The process owner wasn’t informed
about the objectives of the observation.)
d. Project Sponsors did not break road blocks. (This was not a major road
block that required project sponsor intervention.)
5 determine why many students are still non-readers. Two months into the project,
the team felt the need to consider the Feeding Program because most students
in the class seemed malnourishe While looking into the Feeding Program
Process, the Team decided to look into the process of cooking foo By the end
of the year, the SI project is still ongoing and the team no longer knows what to
do. What challenge did the SI team experience in this scenario?
a. ope of the project. (“Scope creep”
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189
6
A SI team is looking to improve their school’s performance by raising the their
Teaching-Learning Process for Math. At the end of the project, the SI team was
able to generate a revised Teaching-Learning Process to help students solve
Word Problems. By the next NAT, the students’ scores in Math increased by
10%. Math teachers were very happy with the project because they were able to
grades. The output of the project is _________ while the outcome is ________.
a. 10% increase in Math NAT Scores; Revised teaching learning process (These
concepts are stated the other way aroun)
c.
d.
A SI team is trying to determine why students are unable to solve word problems
7 problems. The SI team then shifted their attention from the Math Teaching-
Learning process toward the Reading Comprehension Teaching-Learning
process. This scenario demonstrates the concept of--
a. Scope Creep. (There is no indication of the project’s increasing scope.)
d. Shifting the Burden. (There is no indication that the SI team passed the
problem to English teachers.)
9 The result of the diagnostic reading test that was administered to Grade 6
learners last 2013 shows that 83% of 633 students were diagnosed with to
the Frustration reading level in word recognition. The school has set the
desired goal that no student should be left at the Frustration level. Which
process should the SI team investigate to address the school’s problem?
a. The Remedial Process for Reading.(Remedial is a reactive process. We
want to be proactive.)
d. Science Teachers. (They are able to monitor the overall health of the
process and can implement improvements into it.)
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191
Step 2: Talk with Stakeholders
Answer Key
for
page
35
1
A SI Team has decided to investigate the Teaching-Learning Process
of Math to increase the NAT Scores of their students in Math. The
stakeholders for the Teaching-Learning Process for Math are the
Learners, Parents, School Head, and Society. Which of the following
2 has discovered that there are learners who perform better when the
teachers conducts graded recitations. The team also discovered
that there are learners who understood the lesson better when the
teacher used graphs and pictures. Additionally, there are learners
who do well when they have hands-on activities to understand the
lesson. Therefore, in understanding the needs and wants of their
learners, the team decided to group the learners into three different
types. What concept did the SI team show in this scenario?
a. Voice of the Stakeholder (The team has not started gathering
the needs and wants of the stakeholders.)
b.
c. Stakeholder Segmentation (the different types of learners
have different needs and wants. As such, they need to be
segmented.)
d.
in order to get better insights.)
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192
3
A SI Team has decided to interview Grade 1 students to gather
the VOS regarding their performance in English. What is the most
appropriate VOS method that the team should use to ensure that the
students will not be afraid to speak up?
a. Personal Interviews (One-on-one interviews with teachers may
intimidate the learners.)
b. Home Visits (The learners’ performance in English is related to
the Teaching-Learning process which occurs in the classroom.
There is no need to observe the learners at home.)
c. Dyads/ Triads (Interviewing by pairs or triads will help ease the
nerves of the learners and the SI team will be able to gather more
valuable information.)
d. Expert Opinion (Because we are looking into the performance
of learners in English, the VOS should directly come from the
learners.)
e. All of the choices
4 learners. One question that they want to ask is “What do you think are
the problems that the school will encounter if students are provided
with computers in class?” What bias is shown in this question?
a. Unstated Criteria (No criteria is needed for the question.)
b. Loaded Question (The question has only one idea.)
c. Ambiguous wording (The wordings are clear.)
d. Leading Question (The questions is leading us to think that there
is a problem with computers in class.)
e. All of the choices
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6
A SI Team interviewed a learner and she said, “The classrooms should be
air-conditioned.” The SI Team noticed that the learner expressed a stated
need and not a real need. What could be the real need of the learner that
they interviewed?
a. I need to hear what the teacher is saying. (Air-conditioned rooms
prevents outside noise from coming in.)
b. I need a classroom that is conducive for learning. (Air-conditioned
rooms provide a better environment for learning.)
c. I need to be relaxed while learning so I can understand the lesson.
(Air-conditioned room provide a more relaxed environment.)
d. I need to focus on the lesson. (Air-conditioned rooms prevent outside
noise from coming in, helping learners focus)
e. All of the choices (All choices can be the real needs of the learner.)
The following are the statements that a SI Team has gathered from
7 learners regarding their Science Subject:
I want a quiet class so I can hear what the teacher is saying.
I want a comfortable chair so I can focus on listening to the teacher.
I want enough lighting to see what the teacher is writing on the board.
usage. The VOS should not suggest a solution. A calculator can also
be used for computations.)
194
c. I need to use the internet. (This VOS is still unclear as to why
the learner needs to use the internet.)
d. I need to use MS Word for taking notes. (This VOS is still an
intended usage. The VOS should not suggest a solution. A
notebook and pen can also be used to take notes.)
e. All of the choices
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195
Step 3: walk the Process
Answer Key for
page
58
1
A SI team decided to improve the NAT Scores of their students
in Science because it has consistently been below the school
standards. They gathered the VOS of the learners in a particular
grade level and found that one of the prominent themes that
came out was the need for “hands-on applications for the
concepts taught.” Given the VOS theme, which is the most
appropriate process that the SI Team should focus on?
a. Feeding Program Process (This is not related to the VOS.)
b. Remedial Process (This may be related but is a reactive
process.)
c. Guidance Counseling (This is not related to the VOS.)
d. Lesson Planning Process (This is the most applicable
process to address the VOS. The applications can be
included in the lesson plan.)
e. All of the Choices
should utilize?
a. SIPOC (This is used for high-level process mapping.)
b. Activity Flowchart (The process is complex with a lot of
applicable.)
c. Deployment Flowchart (This is used when there is a lot of
hand-off phases in the process.)
d.
for this scenario.)
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196
3
A SI Team decided to focus on the Feeding Program Process for a particular
grade level. The process begins when the learners proceed to the designated
feeding area during the break. When the learners arrive at the feeding area, the
teachers and staff assigned there would give them utensils, paper plates, and
water into their cups. When the students are fed, they return to their classrooms.
Identify the Supplier, Inputs, Outputs, and Stakeholders of this process.
a. Supplier – teachers, staff, and b. Supplier – learners; Inputs – utensils,
canteen personnel; Inputs – paper plates, paper cups, and food;
utensils, paper plates, paper cups, Outputs – fed learners; Stakeholders
food, and hungry learners; Outputs – teachers and staff
– fed learners; Stakeholders–
c. Supplier – teachers, staff, and
learners (The utensils, paper plates,
canteen personnel; Inputs –
paper cups, food, and hungry
learners; Outputs – fed learners;
students are necessary to begin
Stakeholders – Parents
the process. The teachers, staff,
canteen personnel provide these d. Supplier – Principal; Inputs – hungry
inputs. The process gives out learners; Outputs – fed learners;
learners who are fed. The direct Stakeholders -- LGUs
stakeholders are the learners.)
e. None of the Choices
A SI Team is looking into the Enrollment Process for a particular school. They
5
getting the details of the payment, they need to proceed to the cashier to pay
Enrollment Assessment Form. Given this process, which is the most appropriate
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6
A SI Team is mapping the current process for Guidance Counseling. The
the process, and there are not a lot of hand-off phases involved.)
b. Mapping the Project Processes (The process activities are based on the
Reading comprehension test.)
c. Mapping the process at different levels (The activities are mapped in
different levels. Most of the activities are at level 1 but the procedure for
distributing the exams was detailed at level 2.)
d. Trying to create the “perfect’ process map (There is no indication that the
team is trying to create the perfect process.)
e. None of the Choices – the SI Team did not commit any error.
8
A SI team decided to focus on lowering the number of dropouts in a particular
school in order to achieve a school’s standard. The SI Team interviewed several
students at risk of dropping out (SARDO) and found that a common theme
coming from the VOS is “The teacher doesn’t care whether I go to class or
not.” Given this VOS Theme, which is the most appropriate process that the SI
Team should look into?
a. Attendance Monitoring Process (This is the school process that can have
an impact on SARDO.)
b. Feeding Program Process (This is not related to SARDO.)
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198
c. Remedial Process (This is not related to SARDO.)
d. Guidance Counseling (This may be related to SARDO, however, it does
not directly address the VOS concern.)
e. All of the Choices
A SI Team is looking into the Lesson Plan Preparation Process. They now want
9 ensure that the project will focus only on the Lesson Plan Preparation Process.
They also want to avoid scope creep as the project progresses. Which is the
A SI Team is now looking to create the process map for the Teaching-Learning
10 Process for Science. The Project Team Leader briefs the team regarding some
guidelines that they should remember when mapping the process.
iii. If the team must gather time data, they can ask
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199
Step 4: identify Priority improvement Areas
Answer Key for
page
4.5 100
4
3.5
80
English
3
2.5
60
2
40
1.5
20
1
0.5
0
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 0
0 20 40 60 80 100
The Drop out rates for all year levels of Math
1
a particular high school for the last 15
years is shown in Figure 1. The School
2
Head is concerned that the drop out A SI Team is looking into
rate has been increasing since year 2000. the Math Scores of learners
What should the School Head do? in Grade IV. From the VOS,
the team found that learners
a. Form a SI Team to tackle the drop need to understand and
out rate of the school. (The drop comprehend the problems
out rate of the entire school is a big properly before they can solve
problem with several factors that it. The team gathered data on
affect it. The team cannot be sure if the English and Math Scores of
all year levels encounter the same the learners. The scores can be
problems with their dropouts.) seen in Figure 2. What analysis
b. Disaggregate the data further can the SI Team gather from
to determine which year level
contributes to the increasing trend a. As English Grades go up,
of the drop out rate. (The school so do Math Grades. (The
needs to investigate the issue scatter plot shows that
further. The problem may not be the English and Math grades
same for all year levels and for all are positively related.)
sections.)
b. As English Grades go up,
c. Start a home visitation program Math Grades go down.
to entice students to go to school (English and Math grades
and prevent dropouts. (The SI are positively related.)
team cannot be sure that a home
visitation program will solve the c. Math and English Grades
problem. This solution comes out are not related. (English
of nowhere if the team does not and Math grades are
determine the root cause of the positively related)
problem.)
d. Math teachers are better
d. Call a meeting for all teachers and than English Teachers.
scold them regarding the increasing (The data does not show
drop out rate. (The system is the the performance of
problem, not individual persons) teachers.)
e. All of the choices e. None of the choices
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200
Table 1. sCienCe grades
oF grade Vi learners
4
A SI Team is looking into the Math Grades of
Learners in Grade IV. The 1st grading exam was
Mistake Frequency
what type of questions learners made the most Asked 591
mistakes on. Table 2 below shows the data that the SI Operation 387
Team was able to gather.
Expression 372
Which type of graphical data display will help the SI
Given 223
Team determine the type of mistake in order to help
Total 1573
A SI Team is looking to improve the NAT Scores of its learners in Math. The team
clouds
problems (This issue can be observed in the Teaching-learning
process of problem solving and has an impact on the NAT scores.)
201
201
6
A SI Team is looking into the Teaching-Learning process of Science for Grade
III Learners. During the walk the process phase, the team observed that the
entire Teaching-Learning process exceeded the 40-minute allotted time. The
team now decides to gather data to further investigate this storm cloud. What is
the most appropriate data that the team should gather in order to identify the
factors which contribute to the excess time?
a. Time data on the start time and end time of the Teaching-learning process
c. Time data on the amount of time spent for recitation (This data is too
focused. It is just one sub-process in the entire Teaching-learning process.
This data will limit the investigation on which sub-process causes the delay.)
d. Time data on the start time and end time of each sub-process of the
As such, the team can investigate which sub-process causes the delay.)
e. All of the choices
A SI Team is looking into a particular school’s Feeding Program. The team has
7 cloud that the team is focusing on is the excessive length of time for the feeding
program. The team is now ready to formulate the focused problem statement.
Which is the most appropriate focused problem statement for this process?
a. The feeding program is poor. d. The feeding program
(This problem statement is vague.) takes 30 minutes.
(This problem
b. The feeding program is taking too long. statement is still
(This problem statement is vague.) vague. There is no
c. The feeding program takes between 20-30 comparison with the
standard and when it
standard of 15 minutes. This is based on occurred.)
data gathered last June 2014. e. None of the choices
(This problem statement is focused. It states
the standard, the actual time the process
takes, and when the problems occurred.)
8
A SI Team is looking into the scores of Grade III learners in Science because
majority of learners failed to reach the passing rate of 75%. The SI team found
further investigated the performance of the learners and gathered data. Now
the team is ready to craft their focused problem statement. Which is the most
appropriate focused problem statement?
a. d. Only 29% of learners
(This problem statement is vague.) answered the item on
inferring about sense
b. Learners are getting low scores in organs correctly.
Inferring. (This problem statement is (This problem
vague.) statement is focused.
It provides data and
c. 50% of Learners fail in Science 3. it is based on the
(This problem statement is considered a investigation of the
high level problem statement. The team team.)
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202
9
A SI team looking into the discussion time Figure 3. pareTo CharT on disCussion Time
of the Teaching-Learning process for English
has gathered time data and created a Pareto 700 120%
Chart to help establish the focused problem Freq. %
Cumulative % Cont.
80%
Frequency
discussion time. (The data categories are 60%
qualitative. The team should not have 300
used the Pareto chart.) 40%
200
b. The Pareto chart is wrong. The Pareto
Chart is only used when data categories 100
20%
203
203
Step 5: Root Cause Analysis
Answer Key
for
1
A SI Team is looking into the reasons for why the Feeding
page
103
Program takes 30 minutes when the students’ break only
204
Figure 3
205
205
Figure 5
A SI Team is looking into the reasons for why the discussion time of a
5 particular topic takes 30 minutes, causing the Teaching-learning process to
problem as shown in Figure 5. Which common mistake did the team commit?
a.
that the causes are non-standard occurrences.)
b. Causes disguised as solutions (The causes are geared towards the
solution of providing the teachers with more training.)
c. Missing link between causes (There are no missing links between the
causes.)
d.
the causes.)
e. None of the choices
Figure 6
A SI Team is looking into the reasons for why the Feeding Program takes 30
6 minutes when the students’ break should only last for 15 minutes. The team
206
Figure 7. reading Comprehension
and maTh Word problem sCores
A SI team is looking into the reasons for why the learners from Grade
7 Math. The team gathered the data regarding the learners’ Reading
Comprehension and Math word problem scores. The team is now
ready to do a root cause analysis. Their focused problem statement
is “Only 5 out of the 45 learners are able to solve word problems
based on an item analysis of their exams.”
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A SI team is looking into the performance of its Grade VII learners in
8 Reading because their NAT scores were below the school’s standards.
The team was able to focus on a particular section that showed a low
performance in reading. The team conducted an item analysis and found
that only 3 out of 43 students were able pass the exams on identifying
a. The why-why diagram of the team is correct. The team should now
look into helping the families earn more income. (The analysis is
wrong. It focused on issues that are beyond the control of the team.)
b. The why-why diagram is still incomplete. The team should look
further into the reasons for why the learner’s family has low income.
(The analysis is wrong. It focused on issues that are beyond the
control of the team.)
c. The why-why diagram is wrong. There is a missing cause for why
only 4 out of 43 students passed. The cause “the students did not
understand the lesson” should be added. (Although this is correct,
the overall analysis is still wrong because the team focused on
external factors that are beyond their control.)
d. The why-why diagram is wrong. The SI team should not look into
causes that are outside of their control. (The analysis is wrong.
It focused on issues that are beyond the control of the team.)
e. None of the choices
9 Reading because their NAT scores were below the school’s standards.
The team was able to focus on a particular section with low performance
in Reading. The team conducted an item analysis and found that only
speech. The team is pondering on the next steps that they should take.
i. The team should perform a Root Cause Analysis to determine the
root cause of the problem before identifying solutions. (The triple
implementing solutions.)
ii. The team should initiate a review program for learners to help the
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iii. The team should look into the data that they have gathered
on the Teaching-learning process for Reading in order to help
them conduct a root cause analysis. (The triple A approach is
implementing solutions.)
iv. The team should buy visual aids to help the students understand
should take?
a. i, ii, and iv.
b. ii and iv
c. i and iii
d. All of the choices
e. None of the choices
A SI team conducted a Root Cause Analysis and found that one of the
10 root causes for why the feeding program takes 30 minutes is because that
the canteen is too far from the classroom. The team is now pondering on
their next steps.
i. The team should build a new canteen Which is/ are the
closer to the classroom. (The team should most appropriate
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Step 6: Develop Solutions
Answer Key
for
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1
A SI team conducted a Root Cause Analysis and found that one of the
root causes for why the Feeding Program takes 30 minutes is because
this scenario.)
d.
mistakes, and is not the main issue that the team wants to address.)
e. None of the Choices
A SI Team conducted a Root Cause Analysis and found that one of the
2 root causes for why the discussion time of a lesson in Math takes 30
minutes is because there are many unnecessary activities in class before
the lesson is discussed. Which concept is the most appropriate for the SI
Team to use in order to generate solutions?
a.
scenario.)
d.
mistakes, and is not the main issue that the team wants to address.)
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A SI Team conducted a Root Cause Analysis and found that one of
3 the root causes for why the discussion time of a lesson in Science
takes 30 minutes is because the teacher is always scrambling to look
for materials to be used during the lesson. Which concept is the most
appropriate for the SI Team to use in order to generate solutions?
a. c. Good Housekeeping (This
for materials is an unnecessary concept focuses on cleaning
activity which can be addressed by
there will be no delays and that the process will be completed within the
allotted 15 minutes. Which solution concept did the team apply?
a. c.
(This concept aims to used to eliminate non-value activities
prevent learners from from a process. Although the delays
making mistakes. This were eliminated through the team’s
was not addressed by solution, the team used visual
the team’s solution.) management effectively.)
b. Good Housekeeping d. Visual Management (This concept is
(This concept is geared towards letting the learners
know what to do next through visual
cleaning, which are not signs.)
addressed in the team’s
solution.) e. None of the Choices
5
A SI Team found that the Root Cause of students not throwing their trash in the
proper receptacle for segregation is because the students do not know which
trash can is used for biodegradable wastes, which is for non-biodegradable
waste, and which is for recyclables. What should the SI team do?
a. Blame and scold the students for not listening when they were
oriented regarding the proper trash cans for segregation. (This is not
a good solution because it does not help the students identify the
proper trash can for segregation.)
b. The SI team should implement visual management by labeling the
trash containers properly and painting them with different colors
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for easier differentiation. (This action helps the students identify the
proper trash can for segregation.)
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c.
A SI team found that a one root cause for why Teachers exceed the allotted
6 time for class is because the Attendance Checking procedure takes too long.
The teachers make a roll call of each student. What can the SI team do?
a. c. Buy a biometric scanner and
simplify the Attendance Checking place one in each classroom.
process and lessen the time Ask the students to scan their
to conduct it. They can ask the biometrics and it will serve
students to sit alphabetically and as their attendance. (This
just check names of the students solution is expensive and is not
assigned to the vacant seats. These advisable. There are cheaper
will identify the absentees without and simpler solutions than this.)
having to call out every student’s
name. (This solution is simple and d. Use a time card and ask each
does not require capital outlay.) student to scan their time
cards. This will serve as their
b. Eliminate the process of checking attendance, (This solution is
attendance because it is non-value expensive and is not advisable.
adding. (Although checking the There are cheaper and simpler
students’ attendance may be non- solutions than this.)
value adding, it is necessary for the
school and cannot be disregarded.) e. None of the Choices
A SI Team found that a cause for why teachers exceed the allotted time
7 blackboard which was used by the previous teacher. Which concept can the
SI Team use to develop solutions to this problem?
a.
necessary in this scenario.)
b. Good Housekeeping (This concept is geared towards cleaning and
c.
Though erasing the blackboard is a wasteful activity, it can be more
appropriately be resolved by good housekeeping.)
d. Visual Management (This solution can be used to put signs informing
the teachers to clean the blackboard, but good housekeeping is more
appropriate because it deals with cleaning the workstation.)
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8
A SI Team found that a cause for why teachers exceed the allotted time for
class is because the teachers constantly forget the materials that they will be
using for class. The SI Team implemented a solution wherein the teachers
are given a checklist of items that they should bring to class. Which solution
concept did the SI team use?
a. d. Visual Management
scenario prevents the teachers from (This solution is for
making mistakes.) providing visual signs
to help teachers and
b. Good Housekeeping (This solution is
learners, which is
not necessary in the
which is not necessary in the scenario.)
scenario.)
c.
e. None of the Choices
eliminating wasteful activities, which is not
necessary in the scenario.)
9
A SI Team found that a root cause of the problem that learners cannot
complete the AGONA method in solving word problems is because the
the steps in the AGONA Method can help the students remember it. Which
solution concept did the SI team use?
a. d. Visual Management
preventing mistakes, which is not shown in (This solution is for
the scenario.) providing visual signs
to help teachers and
b. Good Housekeeping (This solution is learners, which is
shown in their solution.)
which is not shown in the scenario.)
e. None of the Choices
c.
eliminating wasteful activities, which is not
shown in the scenario.)
A SI team conducted a Root Cause Analysis and found that one of the root
10 causes for why the Feeding Program takes 30 minutes is because the staff
utensils, paper plates, and paper cups. The SI Team implemented a solution
wherein the materials are arranged properly in one container and labeled
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Step 7: Finalize improvement Plan
Answer Key for
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149
A SI Team has developed a solution to ensure that the time to conduct the
1 Feeding program will be within the allotted 15 minutes. The team will be using
visual management to ensure that the learners know how the process will take
place. What is the most appropriate step that the SI team should do next?
a. Call a meeting to brief the implementation of the solution and
staff and teachers in charge let the teachers and staff in charge
of the Feeding program so of the Feeding program implement
that they can implement it it. The SI Team should look for a new
immediately the next day. project. (The team should plan the
(The team should plan the
pilot test. The team should also be
conduct a pilot test.) hands-on in the implementation.)
b. Draft a memo indicating d. Determine the different activities,
that this solution should be timeline, and resources needed, and
implemented immediately create a plan to implement such
on all grade levels within the
school. (The team should plan and then implement the solution.)
A SI Team has developed a solution to help learners identify the proper trashcan
2 to throw their wastes in order to ensure that the waste is properly segregated.
The SI Team will paint the trashcans in different colors, each color pertaining to
a particular type of waste. The team has set the implementation of the solution
one week from now in order to give time for the painting of existing trashcans
or buying new trashcans. A month has passed by and the solution has not been
implemented. The School Head called a meeting to ask the SI team why the
solution has not been implemented. The SI team mentioned that the trashcans
have not been painted. The School Head asked who is in charge of painting the
trashcans and the SI team looked at one another in silence. What mistake did the
SI team commit in this scenario?
a. They should have set a tighter deadline c. They failed to assign the person
to pressure everyone to implement responsible for painting and
their solution. procuring trashcans. (This is the
(The deadline is not the issue in the issue in the scenario. No one
scenario.) was given the responsibility
to oversee the project’s
b. They should have set a longer deadline implementation.)
in order to give more time for the
painting and procurement of new trash d. They failed to ask the School
cans. (The deadline is not the issue in Head for a budget to buy the
the scenario.) new trashcans. (The budget is
not the issue in the scenario.)
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A SI Team has developed a solution to ensure that the time for the Feeding program will
3 be within the allotted 15 minutes. The team will be using visual management to ensure
that the learners know how the process will take place The team set a budget of 5,000
pesos to buy all the required materials and everything that they need to implement the
solution. By the end of the implementation, the team accounted for the total cost and
ended up spending 20,000 pesos for the implementation of their solution. Comment on
the budget variance of 15,000 pesos that the SI Team incurred in this scenario.
a. The variance of 15,000 pesos is acceptable as long as the SI Team can justify it.
Furthermore, the school still has a lot of money. (The variance is quite big, and
having a lot of money does not justify the variance.)
b. The variance of 15,000 pesos should have been prevented if the SI Team
implemented strict cost control mechanisms. (This is the issue in this scenario.
The team failed to implement control mechanisms.)
c. The variance of 15,000 pesos should have been prevented if the SI Team declared
a higher budget. (Having a higher budget will not ensure the elimination of the
variance.)
d. The variance of 15,000 pesos was the result of one teacher’s action. It should
be charged to that person. (The team is blaming an individual person, which is
discouraged in the triple A approach because the individual is only a victim of the
system having a lack of cost control mechanisms.)
A SI Team has developed a solution to help students remember the AGONA method.
4 The team will be using pictures portraying the steps of the AGONA method. The team
started off with picture drawings to portray the steps. At the end of the implementation,
the team ended up with a video production showing the steps of the AGONA. The team
show the video. They ended up with a cost of 500,000 pesos. What is missing with the
implementation of the SI Team that caused their expenses to balloon to 500,000 pesos?
a. The team did not create a budget to limit their expenses. (Failing to set a budget
will result in uncontrolled expenses, which occurred in this scenario.)
b. The team did not properly estimate the costs of the materials for the
implementation. (Proper estimation will have an impact on the cost, but without a
budget, costs can still run away from the team.)
c.
production services. (Without a budget to compare to, the team cannot determine
if an item’s price is within the budget.)
d.
cost that the school will shoulder will be lessened. (Donations will help reduce the
costs shouldered by the school but it will not prevent the team from incurring a high
cost.)
e. None of the Choices
A SI Team found that a cause for why teachers exceed the allotted time for class is that
5 because they constantly forget the materials that will be used for class. The SI Team will
implement a solution wherein teachers are given a checklist of items to bring to class.
i. The teacher might forget his/ her checklist, rendering the team’s solution as useless.
(This is a valid risk associated with the solution.)
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ii. The checklist might not include all the things Which of the following
that the teacher needs for the day. (This is a valid are legitimate risks for this
risk associated with the solution.) solution?
iii. The checklist might not be reusable, making it a. i only
an expensive solution to implement. b. ii and iii
(This is a valid risk associated with the solution.)
c. iii and iv
iv. The checklist items might be too small, making
the teachers forget some items. (This is a valid d. None of the Choices
risk associated with the solution.)
e. All of the Choices
6 properly. The team budgeted for the procurement of new trashcans with different
colors, each color representing a certain type of waste. After the implementation,
the trashcans. These trash bags are to be replaced regularly. What led the SI team to
face such problem after the implementation of their solution?
a. The team failed to budget for the recurring costs (trash bags) and only
considered the one time costs (trash cans). (Recurring costs, and not only one
time capital costs, should be included in the budget.)
b. The SI Team did not foresee the costs of trash bags as a risk. (The trash bags are
not a risk in the team’s solution implementation.)
c. The SI team did not assign a person responsible for buying the trash bags. (This
will not resolve the issue. Even if a person is responsible, without budgeting for
the trash bags, there will be no money to procure these.)
d. The SI Team forgot to estimate the costs for the trash bags. (This will not resolve
the issue. Even if the team was able to estimate the costs of the trash bags they
still won’t be able to procure them because it’s not in their budget)
e. None of the Choices
7 kind of risk and that there are major uncertainties regarding that risk. The team also
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8 from certain personnel/ teachers. What should the SI team do?
a. Create an implementation plan. (An implementation plan is not appropriate for
the scenario.)
b. Create a budget and cost management plan. (There is no mention of costs or a
budget.)
c. Create a resource plan. (A resource plan looks into the needed resources for the
solution’s implementation and ensure the availability of these resources.)
d. Create a risk management plan. (The team is not looking into the risks
associated with the implementation.)
e. None of the Choices
A SI Team is going to implement a solution to lessen the setup time of teachers before
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Step 8: Pilot your Solution
Answer Key
for
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150
1 does not exceed the allotted 30 minutes. The team has completed the
implementation plan, the budget and cost management plan, the resource
plan, and the risk management plans. What is the next most appropriate
step that the SI team should take?
a. Implement the solution on a full scale, involving all grade levels in the
school. (Implementing the full scale solution is very risky. The team may
not even know if the solution can be effective.)
b. Ask the School Head to draft a memo making the team’s solution
(Implementing the full scale solution is very risky. The team may not
even know if the solution can be effective.)
c. Test the solution on a small scale to determine if it really works, and
determine its effectiveness and to plan for the risks associated with it.)
d. Hand over the solution to the teachers and let them implement it. The
method. The team is now ready to implement the solution to the entire
2 school. The Team leader explains to the team that they need to test their
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Figure 1. 4Th year drop ouT raTe (beFore) Figure 2. 4Th year drop ouT raTe (aFTer)
A SI Team looking into the drop out rate of 4th year learners has tested the
3 solution and has gathered data. The before and after graph of the drop out
a. The solution is effective. The drop out rates decreased after the
implementation of the solution. However, the scaling of the two graphs
performances.)
e. None of the choices
4 the test. What is the next most appropriate step that the team should take?
a. Implement the solution for the rest of the school. (The team should
solution.)
b. Evaluate the tests results and compare these with the current state in
order to see if there really are improvements. (Evaluating the results will
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c. Hand over the solution to the teachers and let them implement the
5 program does not exceed the allotted time of 30 minutes. The team is
unsure of which solution to implement. What should the team do?
a. Implement all three solutions and compare which one is the most
to do.)
b. Hand over the solutions to the teachers and let them worry about
which to implement. The team can now move to another project.
solution.)
c. Escalate the issue to the School Head and let him/ her decide what
to do. (The SI team should think of what needs to be done and
should not divest its responsibility on the school head. The school
head, in turn, can give helpful suggestions.)
d.
6 ensure the proper segregation of waste. Their solution is to label the trash
cans properly and assign different colors for each receptacle of waste. The
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7
A SI team has tested a solution to increase the Reading Comprehension
scores of learners. The team has gathered data and found that their
solution is not effective. What should the team do?
a. Blame each other for the failure of the solution. (The team should not
blame each other for the failure of the solution. The solution’s failure
could caused by something that they missed in the analysis.)
b. Go back to the root cause analysis and determine if they missed
something. (The team might have missed something in the analysis or
in the solution generation phase that led to the failure of the solution.)
c. Implement the solution to the entire school, hoping that the bigger
population will yield better results. (A bigger population does not
guarantee better results. The cause of the solution’s failure might be
something the team missed in their analysis, and they should review
that.)
d. Blame the teachers and the learners for the failure of their solution.
(The team should not blame the teachers and the learners for the
failure of their solution. The cause of the solution’s failure could be
something that the team missed in their analysis.)
e. None of the choices.
9 different method for teaching AGONA. The team asked the teachers to
implement the new method through a memo sent by the School Head.
After the pilot testing, the team gathered the data and found that the
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solution was not effective because some of the teachers did not implement
the method correctly. Comment on the approach taken by the SI team.
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a. The team’s approach was correct. The teachers should be reprehended for the
failure of the solution. (The team’s approach was incorrect. The team did not
explain the reason for the solution and how to implement it. Additionally, the
team should not blame the teachers for the failure of the solution.)
b. The team’s approach was incorrect. They failed to secure the teachers’
buy-in by not explaining the reason for the solution and how to use the
method. The team relied on the memo of the School Head for the solution’s
implementation. (The team’s approach was incorrect. They did not explain the
reason for the solution and how to implement it.)
c. The team’s approach was incorrect. They should have mentioned in the
memo that non-compliance will result in penalties. (The team’s approach
was incorrect. They did not explain the reason for the solution and how to
implement it. Imposing penalties will not ensure the teachers’ compliance and
may create more problems in the future.)
d. The team’s approach was correct. They must think of other solutions to
address the problem. (The team’s approach was incorrect. They did not
explain the reason for the solution and how to implement it. The solution is
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Step 9: Roll-Out your Solution
Answer Key
for
page
173
project up to the full roll out of the solution. The team should then
guide the teachers during the roll out.)
b. Roll out the solution to all grade levels. (The issue that the team is
out of the solution. The team should guide the teachers during the
roll out.)
e. None of the choices.
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3
A SI team is planning to roll out their solution to ensure that learners know
how to do the AGONA method. The team has completed the testing, the
cost computations, and the risk management strategies of their solution.
Before the team rolls out the solution, they regularly met with the teachers
who will be involved and asked for the teachers’ inputs on how to properly
implement the solution, what needs to be done, as well as other details
regarding the implementation. What element of the people side planning
did the team illustrate in this scenario?
a. Communication (The scenario does c. Education (The scenario
not show the sharing of information does not show the
regarding the solution.) teachers being given what
they need to successfully
b. Participation (The team was
implement the solution.)
involving the teachers in the
planning and execution of the d. All of the choices
solution.)
e. None of the choices
A SI team is planning to roll out their solution to ensure that the teachers
4 don’t exceed the allotted time for discussing the lessons in English. The team
has completed the testing, the cost computations, and the risk management
strategies of their solution. Before the team rolls out the solution, they
conducted short training sessions with the teachers involved to ensure that
the teachers understood how to implement the solution. What element of the
people side planning did the team illustrate in this scenario?
a. Communication (The scenario does c. Education (The team was
not show the sharing of information training the teachers so
regarding the solution.) that the teachers can
successfully implement
b. Participation (The scenario does the solution.)
not show the teachers being
involved in the planning and d. All of the choices
execution of the solution.)
e. None of the choices
5 solution in order to increase the scores of learners in Math. The team is now
going to orient the teachers who will be using these procedures. During the
orientation, one of the SI Team members told that teachers that it is up to
the teachers whether they should follow every single step of the procedure.
What pitfall did the SI team member commit in this scenario?
a. Not including the persons c. Not stating the result to be
performing the activities in the obtained. (The scenario does
creation of procedures. (The not show the lack of results.)
scenario does not show the non-
d. Telling the teachers to ignore
involvement of persons using the
procedures or certain parts of
procedures during its creation.)
the procedures. (The scenario
b. Not testing the procedure prior shows the speaker encouraging
to full-scale implementation. the participants to skip certain
(The scenario does not show parts of the procedures.)
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A SI team has established standard procedures and documentation
6 for their solution in order to ensure that the feeding program does
not exceed the allotted 30 minutes. The team’s solution involves a
new methodology on how to conduct the feeding program. The
team then gave the procedures and documentation to the teachers
and staff in charge of the feeding program, and asked them to read
it then implement it. What pitfall did the SI team commit in this
scenario?
a. Not explaining how to do a step/s. (The scenario shows that
the teachers were asked to study the procedure and determine
how to do execute these by themselves. The teachers were not
oriented on how to do it.)
b. Not making the procedures readily available to people. (The
scenario does not show the unavailability of the procedures.)
c. Telling workers to ignore procedures or certain parts of the
procedures. (The scenario does not encourage the ignorance of
steps in the procedure.)
d. Not having a method to update procedures. (The scenario does
not show the need to update the procedures.)
e. None of the choices.
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8
A SI team has established standard procedures and documentation
to ensure that teachers don’t exceed the allotted time for class
discussions. What is the next most appropriate step that the team
should take?
a. Leave the standard procedures and documentation with the users
and proceed to the next project. (The users should be trained
properly so that they know how to apply the procedures.)
b. Train the users of the standard procedures and documentation.
(The users should be trained properly so that they know how to
apply the procedures.)
c. Keep the standard procedures and documentation in the library.
(Procedures and documentations should not be kept in the library.
These should be kept near the place where the process will be
executed so that people can easily refer to the procedures and
documentations when needed.)
d. Give the standard procedure and documentation to the School
Head. (The School Head can have a copy of the procedures and
documentation. However, these should still be given to the users.)
e. None of the choices.
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10 method. The new methodology is their solution to ensure that students
understand and know how to do the AGONA method. There are
currently 5 teachers handling Math subjects for Grade IV and all of them
are teaching the AGONA Method. With the new standard process, the
school can ensure that the method is delivered the same way every time,
regardless of who is delivering it. What use for standard practices was
illustrated in this scenario?
a. Create consistency among individuals or groups
(This makes the process output more predictable. Creating a
standard procedure ensures that the process will be delivered
consistently every time, regardless who is doing it.)
b. Provide “know-why” for teachers and leaders currently on the job.
(The scenario does not show the procedure helping the teachers
do what they need to do.)
c. Provide a basis for training new people (The scenario does not
show the procedures being used to train new people.)
d. Provide a trail for tracing problems (The scenario does not show the
procedures being used to trace problems.)
e. None of the choices.
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Step 10: Check your Progress
Answer Key for
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185
1
A SI team has rolled out their solution to ensure that the feeding
program doesn’t exceed the allotted 30 minutes. What is the next
most appropriate step that they should make?
a. Close the project and proceed to the next one. (the team should
monitor the solution to ensure it continuously performs according
to expectations before closing it)
b. Monitor the solution to ensure that the process continues to
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3 solution. They have also monitored the solution for a certain time to
ensure that it continuous to perform according to what is expected.
What is the next most appropriate step that they should take?
a.
their contribution, handover the monitoring and evaluation to
the process owner, and proceed to the next project. (the team
should take these actions to properly close the project)
b. Proceed immediately to the next project. (proper closing of the
project should be done)
c. Be content with what they have achieved and with the
performance of the school. (the team and the school should
never be content they should pursue continuous improvement)
d. Continue with the monitoring of the project performance to
ensure that it continuous to perform according to expectations.
(the team should know when to let go and proceed to other
projects)
e. None of the choices.
4
A SI team is looking into the issue that the learners have low scores
in Science. They implemented remedial classes to help learners with
apply?
a. Level 1 Fix the Output (this level is corrective, the output is being
b.
that produces the output)
c.
and procedures within the system)
d. All of the choices
e. None of the Choices
A SI team is looking into the issue that learners have low scores in
5 Math. The team investigated the teaching-learning process math and
a. Level 1 Fix the Output (this level is corrective, the output is being
b.
that produces the output)
c.
and procedures within the system)
d. All of the choices
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6
A SI team is investigating the drop out rate of a particular school. They looked
into the attendance monitoring process and introduced new policies to ensure
the accuracy of the attendance and the monitoring of learners with poor
a.
b.
produces the output)
c.
within the system)
d. All of the choices
e. None of the Choices
7 IV learners. Before the implementation there were 50% of students who were non-
numerates. After the implementation of the solution, they gathered data on the
level of numerates in grade IV and found that there were still 50% of learners who
were non-numerates. The school standard is that at most 10% of learners being
non-numerates is acceptable. Comment on the results of the solution of the SI
team?
a. The solution was successful; the team was able to sustain 50% of learners
who are non-numerates. They were able to prevent its increase and made it
consistent. (SI improvement projects aim to meet the standards set by the
school or make improvements from the current state)
b. The solution was unsuccessful. The team was not able to reach the standard
set by the school. (The team was not able to meet the performance standard
set by the school or even improve their current situation)
c. The solution was unsuccessful; the team should blame the teachers for the
failure of the solution. (Yes the solution was unsuccessful but the team should
d. It’s hard to say whether the solution was successful or not, additional data
should be gathered. (the data shows that the solution is unsuccessful, the
team was not able to meet the target performance or even improve the
current performance)
e. None of the choices.
8 Feeding Program process. They gathered ‘before’ and ‘after’ data and are ready
choices
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9 Grade IV learners. Before the implementation there were 50% of students who
were non-readers. After the implementation of the solution, they gathered
of learners who were non-readers. The school standard is that at most 10% of
learners being non-readers is acceptable. What should the SI team do after
getting this result?
i. The team should re-evaluate the analysis that they did and
look into the reasons of why they were not able to bring Which
down the number of learners who are non-readers. (this is action/s
correct because the team looks back into their analysis to
determine why their implementation failed) should the SI
team do?
ii. The team should investigate who is the reason for the a. i only
failure of the solution so they have someone to blame. (this
is wrong, the team should not blame people for failure, b. ii only
instead evaluate the process that they followed and their
analysis) c. ii and iii
iii. The team should accept the failure of the solution and move d. i and iv
on to the next project. (this is wrong, the team should not e. None of
give up whenever they experience failure, they should look the choices
into the reasons why it failed and improve)
iv. The team should look into the actual implementation and
compare it with the plan to see if there are deviations to
the plan that caused the failure. (this is correct because the
team looks into the implementation to see if deviations from
the plan happened which might have caused the failure.)
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231
PROjeCT FORMS
PROjeCT TiTle
Team Members
STAGe 1: ASSeSS
bACKGROunD
School Measures
VoC
project Scoping (SIpoC)
CuRRenT STATe
process Map +
Data gathering and presentation
problem statement
PRObleM AnAlySiS
STAGe 2: AnAlyze
232
FuTuRe STATe
objective
Statement
STAGe 2: AnAlyze
Solution generation
Value analysis
Improved process Diagram
iMPleMenTATiOn PlAn
Tasks and Timeline
Budget and resource
Stakeholder analysis
TeST ReSulTS
piloting
rollout
Key leARninG
project Closure
project Sharing
Resources
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233
Resources
Si RiSK TeMPlATe
Step 3: Response Step 4 : Risk Response
Step 1: Risk Identification Step 2: Risk Assessment Strategy Planning
Risk Management
Risk Description of Risk Event Potential Impact
ID Strategy Action
Category Risk Event Trigger if Risk Event Occurs
(1-5)
(1-5)
Severity
Plan/Contingency Plan
( 1 - 25 )
Likelihood
Risk Score
Assigned to
Assess the
Describe the Assess how often
Describe how the severity based on
consequences of each a failure mode or Risk Score = Provide actions to
design or process how bad the
failure mode. It is its cause happens. Severity x eliminate the cause of
Categorize functions (or items) Provide effects of the
extremely important to Rated on a scale Likelihood the risk. The strategy
the risk can fail. The reasons why failure mode is. A Assign a person to be
capture the experiences of of 1 to 10, where Highest Risk should lower the impact
1 according to question being asked the failure rating of 10 responsible for tracking and
the customer. Thus, we 10 means that Score of the risk by reducing
its here is “How could it mode can or means that an managing each identified risk
must put ourselves in the failure is certain warrants first the likelihood of
234
consequence fail” not “If it will fail”. will occur. effect is so severe,
shoes of the customer and to occur and 1 consideration occurrence, reducing the
it threatens the
know these effects means extremely for analysis. consequence, or both
safety of the
through their perspective. remote.
customer.
Risk Management
Risk Description of Risk Event Potential Impact
ID Strategy Action
Category Risk Event Trigger if Risk Event Occurs
(1-5)
(1-5)
Severity
Plan/Contingency Plan
( 1 - 25 )
Likelihood
Risk Score
Assigned to
Principal, Head
Create Anti-littering Committee Teachers, Guidance
counselor, Student
Government, Class
Advisers, Class
Students will Include effects of global warming and President
The student will
not support No strict waste management topics in science
still throw their
1 Moderate the campaign implementation 3 3 9 subjects
trash
failure mode. It is its cause happens. Severity x eliminate the cause of
Categorize functions (or items) Provide effects of the
extremely important to Rated on a scale Likelihood the risk. The strategy
the risk can fail. The reasons why failure mode is. A Assign a person to be
capture the experiences of of 1 to 10, where Highest Risk should lower the impact
1 according to question being asked the failure rating of 10 responsible for tracking and
the customer. Thus, we 10 means that Score of the risk by reducing
its here is “How could it mode can or means that an managing each identified risk
must put ourselves in the failure is certain warrants first the likelihood of
consequence fail” not “If it will fail”. will occur. effect is so severe,
shoes of the customer and to occur and 1 consideration occurrence, reducing the
it threatens the
know these effects means extremely for analysis. consequence, or both
safety of the
through their perspective. remote.
customer.
Risk Management
Risk Description of Risk Event Potential Impact
ID Strategy Action
Category Risk Event Trigger if Risk Event Occurs
(1-5)
(1-5)
Severity
Plan/Contingency Plan
( 1 - 25 )
Likelihood
Risk Score
Assigned to
Principal, Head
Create Anti-littering Committee Teachers, Guidance
counselor, Student
Government, Class
Advisers, Class
Students will Include effects of global warming and President
235
235
The student will
not support No strict waste management topics in science
still throw their
1 Moderate the campaign implementation 3 3 9 subjects
trash
for “Zero of rules;
everywhere
Litter” Science Teachers
Project
Award Most Clean Room of the
Week
Resources
Resources
SIPOC TEMPLATE
Supplier Inputs Process Output Customer
236
Process Steps
SAMPLE DATA COLLECTION PLAN 1
(THIS IS ONLY A SAMPLE DATA COLLECTION PLAN, TEMPLATE CAN BE
CHANGED DEPENDING ON THE DATA NEEDED)
Data Collection Plan Project ________________________
What questions do you want to answer?
237
237
Data Operational Definition and Procedures
What Measure How measured Related conditions Sampling How/where
type/ Data 1 to record 2 notes recorded (attach
type form)
Resources
Resources
238
SChOOl iMPROveMenT STORy
Resources
239
239
Resources
240
Resources
241
241
Resources
242
Resources
243
243
step eight:
Pilot Your Solutions
Learning Output:
Pilot Test Results
3.1
Learning Outcome:
PILOT YOUR SOLUTIONS
152
ACT 3.1
Pilot Your
Solutions
Introduction:
At this stage, you have already accomplished the following:
3.1
4. identified and mapped the process that 12. developed the future process map
is linked to the school measure; based on the solutions selected; PILOT YOUR SOLUTIONS
5. identified the storm clouds that were 13. identified and agreed upon a
observed while walking through the solution to be applied in the
process; process in order to address the
problem;
6. prepared a data gathering plan;
14. Identified the different
7. collected relevant data on each of the
resources required for project
storm clouds in the process based on the
implementation and
data gathering plan;
15. anticipated risks that may arise
8. analyzed the collected data using the
during the implementation and
appropriate graphical data display
come up with a plan that can
techniques and data analysis tools;
mitigate each of these risks
153
153
In this step, you should be able
to test whether the solution is
able to address the problem you
are considering in your project
and you should also be able to
measure the costs and benefits of
applying your solution.
154
When to Test Solutions?
You need to test the solutions when there is a need
to confirm the expected results and the practicality
of the solution. Testing is necessary when we want to
know whether it is easy to implement the solution, or
whether we have enough resources to implement the
solution. In some cases, we need to test the solutions
to identify difficulties that we will encounter in order
to be ready for these in the full implementation phase.
3.1
are present in the identified pilot test area or
samples.
FIGURE 8.3: USING A SAMPLE
PILOT YOUR SOLUTIONS
It is also critical to identify what needs to be measured, when, and where do we have to
put these measures. We also have to consider how we can minimize disruptive impacts
on the school schedule or student learnings while ensuring the validity of the testing.
Finally, we should be able to evaluate the results of the pilot test to determine whether
we should continue with implementing the solution or we should correct some aspects,
or in some cases, even forgo the solution for a better option. In analyzing the results of
the pilot test, we should be able to go back to the project objectives to know whether
we are able to address each objective and eliminate the problem we considered.
155
155
Evaluate the results
After pilot testing, we now have to
evaluate the results. In evaluating, we
have to clearly show what changed with
the performance measures. We typically
use histograms, pareto charts, and other
figures such as pictures to show the
conditions before and the results after the
implementation. Through providing visual
representation of results, our stakeholders
as well as our colleagues can clearly see
the benefits of implementing the solution.
Please see the charts in Figure 8.4 for
some examples.
} Improvement
Remaining Gap
Step 4 Changes
Implemented } Target
Before After
} Improvement
3.1
PILOT YOUR SOLUTIONS
A1 A2 A3 A4 A2 A1 A3 A4
Before After
Absences (After)
200
FIGURE 8.5 - NOTE ON 180
COMPARING RESULTS ON
DIFFERENT GRAPHS 160
Make sure
140
120
the scale is 100
the same 80
60
* Changing the Y-axis 40
* Changing the X-axis 20
00
Cost-Benefit Analysis
Cost-Benefit Analysis involves comparing the 3.1
total expected cost of each option against
PILOT YOUR SOLUTIONS
FIGURE 8.6
COST-BENEFIT ANALYSIS
157
157
Costs
In terms of cost considerations, we
Non-recurring costs: have non-recurring costs such as those
Implementation Costs, involved in setting up for the purpose of
Training Costs, Facility deploying the solution. Examples are:
Costs, and Meeting Costs. Implementation Costs, Training Costs,
Facility Costs, and Meeting Costs.
158
The key message of
this step is you have to
monitor and manage the
implementation of your
solution in order to assess
whether the solution can
provide the desired results.
We can only do this by testing our solution in a
small group to know if the solution is effective
or not. Therefore, by doing this, we can still
further improve your solution and mitigate risks
of failure as early as this step to assure success
when you roll-out your solution to the entire
school. Piloting the solution allows the team to
observe the corrective program at work. This
should give them enough time to smooth out
kinks and improve on the solution. Once the
solution is in top form, we can then rollout the
solution at a larger, system-wide scale.
3.1
The next section will help us in implementing your solution in a
PILOT YOUR SOLUTIONS
larger scale. Questions such as, How do you ensure that solutions
are applied consistently during roll-out? What level of commitment
do you need to ensure the success of the project? How would
you communicate and gain the buy-in of your solution to your
stakeholders? will be addressed in the following section.
159
159
Step 8: Test your Solution
Lesson Review FIGURE 1. 4TH YEAR DROP OUT RATE (BEFORE)
1
SI team has identified a solution to
ensure that the feeding program does
not exceed the allotted 30 minutes.
The team has completed the
implementation plan, the budget and cost
management plan, the resource plan, and
the risk management plans. What is the
next most appropriate step that the SI team
should take?
a. Implement the solution on a full scale,
involving all grade levels in the school. FIGURE 2. 4TH YEAR DROP OUT RATE (AFTER)
3
e. None of the choices A SI Team looking into the
drop out rate of 4th year
2
A SI team identified a solution to help learners has tested the solution
students understand the AGONA and has gathered data. The before
method. The team is now ready to and after graph of the drop out
implement the solution to the entire school. rate can be seen in figures 1 and
The Team leader explains to the team that 2. Comment on the data of the SI
they need to test their solutions first. Why Team.
3.1
should the team test their solutions first? a. The solution is effective. The
(i) So that the team can make drop out rates decreased
PILOT YOUR SOLUTIONS
4
A SI team looking into the c. Escalate the issue to the School
performance of learners in Science Head and let him/ her decide
has implemented a pilot test for what to do.
their solution. They have gathered the
data for the test. What is the next most d. Perform cost-benefit analysis,
appropriate step that the team should and choose the solution with the
take? highest net benefit.
a. Implement the solution for the e. None of the choices.
rest of the school.
b. Evaluate the tests results and
6
compare these with the current A SI team is going to perform
state in order to see if there really a cost-benefit analysis of their
are improvements. solution to ensure the proper
c. Hand over the solution to the segregation of waste. Their solution
teachers and let them implement is to label the trash cans properly
the solution for the rest of the and assign different colors for each
school. receptacle of waste. The team has
d. Do not implement the solution. identified the following costs:
3.1
e. None of the choices. i. Training costs for the teachers
ii. Cost for meetings
PILOT YOUR SOLUTIONS
161
161
7 9
A SI team has tested a solution to A SI Team is about to test
increase the Reading Comprehension a solution which involves
scores of learners. The team has teachers using a different
gathered data and found that their method for teaching AGONA.
solution is not effective. What should the The team asked the teachers
team do? to implement the new method
a. Blame each other for the failure of through a memo sent by the School
the solution. Head. After the pilot testing,
the team gathered the data and
b. Go back to the root cause analysis found that the solution was not
and determine if they missed effective because some of the
something. teachers did not implement the
c. Implement the solution to the entire method correctly. Comment on the
school, hoping that the bigger approach taken by the SI team.
population will yield better results. a. The team’s approach was
d. Blame the teachers and the learners correct. The teachers should
for the failure of their solution. be reprehended for the
failure of the solution.
e. None of the choices.
b. The team’s approach was
incorrect. They failed to
secure the teachers’ buy-in
8
A SI Team has developed a by not explaining the reason
solution to ensure that teachers can for the solution and how to
immediately find what they need for use the method. The team
teaching. The team will use the concept relied on the memo of the
of good housekeeping. However, one School Head for the solution’s
teacher is reluctant with the approach of implementation.
the SI team. What can the team do? c. The team’s approach was
a. Ask the principal to give the teacher incorrect. They should have
a memo to force compliance. mentioned in the memo that
non-compliance will result in
b. Replace the teacher with someone penalties.
who will cooperate.
3.1
162
10
A SI Team is looking to increase the Math Scores of Grade
IV Learners. The team has developed a solution and are
planning to test it. The scores of three of the Grade IV
sections before the implementation of the solution can be seen in
Figures 3-5. Which section should the SI team test the solution on?
a. Section A Only. d. Section A and B.
b. Section B Only. e. All of the Sections.
c. Section C Only.
3.1
PILOT YOUR SOLUTIONS
ANSWERS
ON PAGE
206
163
163
step ten:
Check Progress
Learning Output:
Longitudinal data of the current and improved process
3.3
Learning Outcome:
CHECK PROGRESS
176
ACT 3.3
Check
Progress
Introduction:
At this stage, you have already accomplished the following:
1. identified a broad problem based on 11. generated solutions that will address
a relevant school measure; the root causes of the problem;
2. identified the key people who will 12. developed the future process map
comprise the SI team; based on the solutions selected;
3. identified the needs of the customers 13. identified and agreed upon a solution
and stakeholders affected by the to be applied in the process in order
broad problem; to address the problem;
4. identified and mapped the process 14. Identified the different resources
that is linked to the school measure; required for project implementation;
3.3
5. identified the storm clouds that were 15. anticipated risks that may arise during
observed while walking through the the implementation and come up
process; with a plan that can mitigate each of
CHECK PROGRESS
these risks;
6. prepared a data gathering plan;
16. tested the effectivity of the solution
7. collected relevant data on each of the in small scale group;
storm clouds in the process based on
the data gathering plan; 17. measured the cost and benefit of the
solution;
8. analyzed the collected data using the
appropriate graphical data display 18. established the commitment needed
techniques and data analysis tools; by the stakeholders for the roll-out
and
9. selected a focused problem statement
among the storm clouds; 19. implemented solution to a larger
10. identified and validated the root scale group.
causes of the problem identified;
177
177
Coming from the roll-out discussion, it is important to determine if the
improved process continues to perform as expected, and that the intended
outcomes are being realized. Therefore, there is a need to continuously
monitor the improved process if they comply with project objectives and
measures as well eliminating the causes of unsatisfactory performance.
This will ensure the consistent implementation of improvements and
sustained performance.
After you finish your project, you should be able to find another way to
improve it further. The cycle never stops until we achieve perfection in
satisfying our learners and stakeholders. We must also realize that goals
are changing for good; therefore another cycle must be done to achieve
the change in goal. After this step, you need to review the results of your
project if it achieved its goals, if not, then you have to assess your process
again, analyze the data, create new ways to improve the process and
check your progress.
In this step, you need to do two major activities and these are checking
and evaluating. Checking means referring back to the measures that
you are interested with and be able to compare the before and after
intervention results shown in a graph or interviews of our major customers
and stakeholders. On the other hand, evaluating means comparing the
results to the intended benefits of your solution to the identified measure
you are interested with.
178
Active Follow-up,
Correction, and Support.
Results gathered from the monitoring phase
should be reviewed, and actions on improvement
opportunities should be promptly taken. The SCHOOL
data should give us a signal if there is a need
to revisit our process. If data shows undesirable IMPROVEMENT
performance then the team must gather together
and investigate why it is happening. The team
must agree on what to do to mitigate the risk
of happening it again. Follow-up is important
– change is not always automatic. Follow-up is
not just about checking-up on implementation
it’s also about understanding difficulties.
scrap)
Follow-up
3.3
CHECK PROGRESS
If you followed your plan but failed to get the desired results, you need to retrace your
steps ether by the output, process or the system. As shown in figure 10.1, output is
the lowest level of fix meaning it’s the easiest to determine why your implementation
failed. You project failed maybe because you have relatively new students which are
less proficient compared to the previous batch. Therefore the call now is to revisit the
solution and make some adjustment to the solution to cater for the new students. The
next level is the process, if the customer characteristics are the same but still the results
are not promising, you need to go back to your solution and refine some parts of your
solution or explore other options. The last level or the most difficult to fix is the system or
the policy in place. If the policy is to be blame, you need further collaboration to a wider
network of stakeholders and maybe change the constraints that cause the results to fail.
Please see Figure 10.2 on the next page to see the various levels of fix.
179
179
FIGURE 10.2 LEVELS OF FIX
How to What to
Produce it Produce
Process
Measurements Machines
Output
Store Store
Inputs Produce it Fix it
Product Product
Policies
In this step, it is very important to display before and after data to show the
effectivity of our solutions as shown in figure 10.3 on the next page. We can
3.3
• Prepare new Pareto charts for those you created in the Assess stage.
Ensure that the scale and dimensions the same to accurately judge the
degree of improvement.
• Draw new frequency plots on the same scale as the original plots.
Figure 10.3 shows an example of collected data of before and after results.
The project aims to improve math proficiency of grade 4 pupils. After the
successful implementation of the solution, they gather data on the level
of numerates in grade 4 and compare it to the previous performance. The
result is, starting from only 2% numerates it was improved to 41% numerates!
180
After identifying what needs to be checked, the next
thing to do is to determine how to evaluate these results.
Evaluating is not only understanding and evaluating the
data but also must translates into actions of what needs
to be improved in the process if it shows undesirable
results from our objective/targets.
} Improvement
Remaining Gap
Step 4 Changes
Implemented } Target
BEFORE AFTER
} Improvement
A1 A2 A3 A4 A2 A1 A3 A4 3.3
CHECK PROGRESS
BEFORE AFTER
181
181
What do you need to evaluate?
After displaying the before and after data you need to evaluate the following:
Results Methods
• How much was the gap between • Did you follow your plan?
desired and actual reduced?
• Did you need to modify
• Were the plans effective the plan/solution during
in addressing the causes you implementation?
targeted?
• What would you do
• What do customers tell you now differently next time
that the changes are in place? around?
• Has enough progress been made
or do you need to go back and
try other solutions?
We would like also to emphasize that, it is very important to ask the customers
if they noticed and felt the change of the improvement done by the project.
This is to supplement the results from the data collected. The team must also
document the unintended effects of their solution. The unintended effects
are not initially intended to change by the project but during the process of
improvement it was change for good. For example, the project aims to reduce
3.3
frustration level in English proficiency but after the project, the learner also
improve its math problem solving grades because they are able to comprehend
CHECK PROGRESS
182
You finally finished a very successful
project and are ready to move on. Right?
Well, not so fast! As the project leader
or member you own responsibility to the
stakeholder and customer to formally
close out the project.
Project Closure
Note that projects need to be closed. Recognition
of progress and of efforts of the teams helps Here are some of the activities
them to be motivated and do other projects you may want to do during
again. The team must take note that closure the project closure:
is not the end of continuous improvement but
rather be used to communicate learnings and • Recognize the considerable
be able to find ways to improve better. If the time and effort that went into
success of project was communicated to the the initiative.
entire school, people will tend to believe in
• Capture the learning from
the methodology and therefore they are now
the initiative:
inspired to look for their own projects as well.
– About the problem or
3.3
Project closure does not mean closing or ending process being studied.
the project only. Project closure means turning
– About the improvement
CHECK PROGRESS
over the monitoring and evaluation role back to
process itself and hand
Process Owners. The handover must be done
over responsibilities
to ensure that the process owner recognizes
for standardization
the change and embrace it for good to make
and monitoring to the
success of the project sustainable. This is the appropriate people.
very reason why in step 1 we emphasized that
we need to recognized process owners and – Learnings from the
stakeholders before we start our project since current project may also
help ensure the success
they play a very important role in the process
of future projects
that we are looking at. At the end of the day, they
are still the one who will execute the process.
183
183
Final note on Congratulations!
Project Closure
You have now reached the end of the Continuous
Improvement Methodology. To summarize, the SI
Improvement methodology provided us with a very scientific, systematic,
must be practical and evidenced based approach in solving
problems in school. The methodology allowed us to focus
continuous, on our learners and recognize that involvement of your major
but individual stakeholder to make sure that the project will be successful.
initiatives and This is very logical and practical approach since we exists
project teams
because of our customers and stakeholders therefore it also
important to start from them to make sure whatever we do
come to an end. will be according to their utmost satisfaction.
Learn when it’s SI helped us to see what is really happening in our processes
time to say through observation and data analysis. This will prevent us
goodbye. from being biased to what we currently know about the
process. SI approach allowed us to have a systematic way of
Develop managerial identifying the root causes of our problem first and not just
systems to jump into conclusions. The SI gave us ideas on how should
we improve and develop solution to mitigate the problem
capture learning we identified. Lastly, SI taught us on how we should carefully
and enable the test and implement our solutions to be able to make sure
organization to that the gains are sustainable.
address system The SI journey seems challenging especially for those who are
issues. using this for the first time. However, we assure you that the
reward is a lifetime fulfillment of our mission. It is our dream
Documentation to see our learners achieve their dreams in life and you as his/
and recognition her teacher plays a very important role to this success. Like
are two critical the old saying goes “A journey of a thousand miles begins
with a single step”. Good luck to your SI journey! And we are
aspects of project very excited to hear your story!
team closure.
3.3
Celebrate!
CHECK PROGRESS
184
Step 10: Check your Progress
Lesson Review
1. 3.
A CI team has rolled out their solution A CI team has finished the
to ensure that the feeding program implementation and roll out of
doesn’t exceed the allotted 30 their solution. They have also
minutes. What is the next most appropriate monitored the solution for a certain time
step that they should make? to ensure that it continuous to perform
a. Close the project and proceed to according to what is expected. What is
the next one. the next most appropriate step that they
should take?
b. Monitor the solution to ensure that
the process continues to perform as a. Document the learning from this
expected before finally closing it. project, recognize the team for
their contribution, handover the
c. Proceed to the next project monitoring and evaluation to the
immediately. process owner, and proceed to
d. Leave the monitoring to the the next project.
teachers and proceed to the next b. Proceed immediately to the next
project. project.
e. None of the choices. c. Be content with what they
have achieved and with the
2.
A CI Team is looking into the performance of the school.
Teaching Learning process of d. Continue with the monitoring
Science for Grade III Learners. of the project performance
During the walk the process the team to ensure that it continuous
observed that the entire Teaching Learning to perform according to
process exceeded the 40 minutes allotted expectations.
time. The team now decided to gather
data on the start and end times of each None of the choices.
sub-process of the teaching learning
4.
process of Science. The team is now going A CI team is looking into the issue
3.3
to implement their solution to address the that the learners have low scores
issue, which data should they gather to in Science. They implemented CHECK PROGRESS
assess and monitor the implementation? remedial classes to help learners with
a. Time data on the start time and low grades improve their performance.
end time of the teaching learning Which level of fix did they apply?
process a. Level 1 Fix the Output
b. Time data on the amount of time in b. Level 2 Fix the Process
excess of 40 minutes c. Level 3 Fix the System
c. Time data on the amount of time d. All of the choices
spent for recitation
e. None of the Choices
d. Time data on the start time and
end time of each sub-process of the
teaching learning process
e. None of the choices
185
185
5.
A CI team is looking into the issue b. The solution was unsuccessful. The
that learners have low scores in team was not able to reach the
Math. The team investigated the standard set by the school.
teaching-learning process math and made c. The solution was unsuccessful; the
some improvements. Which level of fix team should blame the teachers for
did they apply? the failure of the solution.
a. Level 1 Fix the Output d. It’s hard to say whether the solution
b. Level 2 Fix the Process was successful or not, additional
c. Level 3 Fix the System data should be gathered.
8.
e. None of the Choices
A CI Team has finished their
implementation of their solution
6.
A CI team is investigating the drop to speed up the Feeding Program
out rate of a particular school. process. They gathered ‘before’ and ‘after’
They looked into the attendance data and are ready to analyze the results.
monitoring process and introduced new
policies to ensure the accuracy of the
What should the CI Team evaluate?
attendance and the monitoring of learners i. The difference between the desired
with poor attendance records. Which level and actual performance.
of fix did they apply? ii. Adherence to the implementation
a. Level 1 Fix the Output plan.
b. Level 2 Fix the Process iii. Unintended benefits of the
implementation.
c. Level 3 Fix the System
iv. Effectiveness of the solution to
d. All of the choices
target the causes identified.
e. None of the Choices
a. i, ii, and iii
7.
A CI Team has implemented a
b. i only
solution to improve the math
proficiency of Grade IV learners. c. i and iv
3.3
186
9.
A CI Team has implemented a solution to improve the English
proficiency of Grade IV learners. Before the implementation
there were 50% of students who were non-readers. After the
implementation of the solution, they gathered data on the reading
proficiency in grade IV and found that there were still 50% of learners who
were non-readers. The school standard is that at most 10% of learners
being non-readers is acceptable. What should the CI team do after getting
this result?
i. The team should re-evaluate the analysis that they did and look into
the reasons of why they were not able to bring down the number of
learners who are non-readers.
ii. The team should investigate who is the reason for the failure of the
solution so they have someone to blame.
iii. The team should accept the failure of the solution and move on to
the next project.
iv. The team should look into the actual implementation and compare
it with the plan to see if there are deviations to the plan that caused
the failure.
10
.A CI team has finished the implementation and roll out of their
solution to improve the proficiency of learners in Science. They
have also monitored the solution for a certain time to ensure that
it continuous to perform according to what is expected. They are now ready
to close the project. What activities should they undertake for the closure?
i. Recognize the time and effort that the team has given into the 3.3
project
CHECK PROGRESS
1
The student attendance rate for a particular school has consistently been at 100%
in the last 5 years. If quality is measured by student attendance, what dimension of
quality is demonstrated by the performance of this school?
a. Performance. (While performance may seem very similar to the
conformance to desired standards, reliability is a better measure in
assessing the quality of performance through time.)
2
The number of students at risk of dropping out (SARDO) is increasing beyond
the standard set by a particular school. What project should the SI team
conduct?
a. Look into the external factors/ processes that cause students to miss
classes. (SI projects should focus on processes that the SI team can control.)
b. Look into the internal factors/ processes that are used to monitor the
students’ attendance. (SI projects should focus on processes that the SI
team can control.)
c. Help the students’ parents earn more income so that the students don’t
have to work after class. (This is an external intervention that is outside the
responsibility of the SI team.)
3
An elementary school has set a goal that 25% of Grade IV Learners should
be numerates upon completing the grade level. At the end of year 2013, 100
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a. Performance. (A standard goal has been set. Conformance to this standard
is the best dimension to demonstrated in this case.)
d. Reliability. (We are not looking at the quality of the performance over time.)
4
A SI team is investigating the Teaching-Learning Process for Reading to determine
why many of students are still non-readers. The team decided to observe the
Teaching-Learning Process of a particular teacher, but failed to inform the
teacher the reasons behind the observation. In effect, the teacher thought that
he/ she was being audited and geared away from his/ her normal teaching-
learning process. What challenge did the SI team experience in this scenario?
a. No Project Accountability. (While certainly not idea, this situation shows that
there are people in charge or are accountable for the project.)
b. No Clear Process Owner. (The situation clearly shows that the teacher is the
process owner.)
c. No Buy-in with the Process Owner. (The process owner wasn’t informed
about the objectives of the observation.)
d. Project Sponsors did not break road blocks. (This was not a major road
block that required project sponsor intervention.)
5
A SI team is looking into the Teaching-Learning Process for Reading to
determine why many students are still non-readers. Two months into the project,
the team felt the need to consider the Feeding Program because most students
in the class seemed malnourishe While looking into the Feeding Program
Process, the Team decided to look into the process of cooking foo By the end
of the year, the SI project is still ongoing and the team no longer knows what to
do. What challenge did the SI team experience in this scenario?
a. Failure to properly define the scope of the project. (“Scope creep”
happened in this project. The SI team failed to properly define the scope
of the project at the onset, resulting in an unmanageable range of topics to
consider.)
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6
A SI team is looking to improve their school’s performance by raising the their
students’ NAT Scores, specifically for Math. They decided to look into the
Teaching-Learning Process for Math. At the end of the project, the SI team was
able to generate a revised Teaching-Learning Process to help students solve
Word Problems. By the next NAT, the students’ scores in Math increased by
10%. Math teachers were very happy with the project because they were able to
teach word problems easily. Students were also satisfied with the increase of their
grades. The output of the project is _________ while the outcome is ________.
a. 10% increase in Math NAT Scores; Revised teaching learning process (These
concepts are stated the other way aroun)
7
A SI team is trying to determine why students are unable to solve word problems
in Math.The team found that the students had difficulties in understanding word
problems. The SI team then shifted their attention from the Math Teaching-
Learning process toward the Reading Comprehension Teaching-Learning
process. This scenario demonstrates the concept of--
a. Scope Creep. (There is no indication of the project’s increasing scope.)
d. Shifting the Burden. (There is no indication that the SI team passed the
problem to English teachers.)
9 The result of the diagnostic reading test that was administered to Grade 6
learners last 2013 shows that 83% of 633 students were diagnosed with to
the Frustration reading level in word recognition. The school has set the
desired goal that no student should be left at the Frustration level. Which
process should the SI team investigate to address the school’s problem?
a. The Remedial Process for Reading.(Remedial is a reactive process. We
want to be proactive.)
10
e. All of the Choices
d. Science Teachers. (They are able to monitor the overall health of the
process and can implement improvements into it.)
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Step 2: Talk with Stakeholders
Answer Key
for
page
35
1
A SI Team has decided to investigate the Teaching-Learning Process
of Math to increase the NAT Scores of their students in Math. The
stakeholders for the Teaching-Learning Process for Math are the
Learners, Parents, School Head, and Society. Which of the following
is true regarding the classification of the different stakeholders?
a. Learners – Primary; Parents – Secondary; School Head –
Internal; Society – Tertiary (The learners receive the primary
service of education in math; parents are indirect recipients
of the service; the school head is part of the school system
thus he/ she is an internal stakeholder; society is a tertiary
stakeholder– less direct but crucial.)
b. School Head – Primary; Learners – Secondary; Parents –
Internal; Parents – Tertiary
c. Parents – Primary; Learners – Secondary; School Head –
Internal; Society – Tertiary
d. Society – Primary; Parents – Secondary; Learners – Internal;
School Head – Tertiary
e. None of the choices
2
A SI Team looking into the Teaching-Learning Process for Science
has discovered that there are learners who perform better when the
teachers conducts graded recitations. The team also discovered
that there are learners who understood the lesson better when the
teacher used graphs and pictures. Additionally, there are learners
who do well when they have hands-on activities to understand the
lesson. Therefore, in understanding the needs and wants of their
learners, the team decided to group the learners into three different
types. What concept did the SI team show in this scenario?
a. Voice of the Stakeholder (The team has not started gathering
the needs and wants of the stakeholders.)
b. Affinity Diagram (The team has not gotten the VOS yet.)
c. Stakeholder Segmentation (the different types of learners
have different needs and wants. As such, they need to be
segmented.)
d. Stratification (Stratification is a technique to disaggregate data
in order to get better insights.)
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3
A SI Team has decided to interview Grade 1 students to gather
the VOS regarding their performance in English. What is the most
appropriate VOS method that the team should use to ensure that the
students will not be afraid to speak up?
a. Personal Interviews (One-on-one interviews with teachers may
intimidate the learners.)
b. Home Visits (The learners’ performance in English is related to
the Teaching-Learning process which occurs in the classroom.
There is no need to observe the learners at home.)
c. Dyads/ Triads (Interviewing by pairs or triads will help ease the
nerves of the learners and the SI team will be able to gather more
valuable information.)
d. Expert Opinion (Because we are looking into the performance
of learners in English, the VOS should directly come from the
learners.)
e. All of the choices
4
A SI Team is creating interview questions to gather the VOS from their
learners. One question that they want to ask is “What do you think are
the problems that the school will encounter if students are provided
with computers in class?” What bias is shown in this question?
a. Unstated Criteria (No criteria is needed for the question.)
b. Loaded Question (The question has only one idea.)
c. Ambiguous wording (The wordings are clear.)
d. Leading Question (The questions is leading us to think that there
is a problem with computers in class.)
e. All of the choices
5
A SI Team is creating interview questions to gather the VOS from their
learners. One question that they want to ask is “What factors, such
as good learning environment and good acoustics, do you think are
necessary for learners to effectively understand the lesson?” What
bias is shown in this question? Choose the most appropriate answer.
a. Loaded question (The questions has only one idea.)
b. Leading question (The questions is neutral.)
c. Example containment (The question gives examples that may
limit the answers of the participants.)
d. Unstated criteria (No criteria is needed for this question.)
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6
A SI Team interviewed a learner and she said, “The classrooms should be
air-conditioned.” The SI Team noticed that the learner expressed a stated
need and not a real need. What could be the real need of the learner that
they interviewed?
a. I need to hear what the teacher is saying. (Air-conditioned rooms
prevents outside noise from coming in.)
b. I need a classroom that is conducive for learning. (Air-conditioned
rooms provide a better environment for learning.)
c. I need to be relaxed while learning so I can understand the lesson.
(Air-conditioned room provide a more relaxed environment.)
d. I need to focus on the lesson. (Air-conditioned rooms prevent outside
noise from coming in, helping learners focus)
e. All of the choices (All choices can be the real needs of the learner.)
7
The following are the statements that a SI Team has gathered from
learners regarding their Science Subject:
• I want a quiet class so I can hear what the teacher is saying.
• I want a comfortable chair so I can focus on listening to the teacher.
• I want enough lighting to see what the teacher is writing on the board.
8
A SI Team interviewed a learner and he said, “I want a personal computer
in class.” The SI Team noticed that the learner expressed a solution for an
intended usage and not a need for an actual usage. What could the actual
usage of the learner be?
a. I need proper learning materials. (This VOS provides an actual usage
and is not leading to a solution.)
b. I need to use MS Excel for calculations. (This VOS is still an intended
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usage. The VOS should not suggest a solution. A calculator can also
be used for computations.)
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c. I need to use the internet. (This VOS is still unclear as to why
the learner needs to use the internet.)
d. I need to use MS Word for taking notes. (This VOS is still an
intended usage. The VOS should not suggest a solution. A
notebook and pen can also be used to take notes.)
e. All of the choices
9
The VOS that a SI Team gathered expresses the need to have
“enough time for class to learn.” What is the most appropriate
measure to quantify this VOS?
a. Total class time (There could be other activities covered in the
class time that is not related to learning.)
b. Total teaching and learning time
(This provides a good measure of the learning of students.)
c. Total time for exams (Exams are just a way to measure
performance, it doesn’t cover the learning aspect.)
d. Total class recitation time (Recitations are just a way to
measure performance, it doesn’t cover the learning aspect.)
e. All of the choices
10
A SI Team is looking into the Feeding Program Process and they
want to observe the learners as they undergo the process in order
to determine the learners’ needs and wants. What appropriate
form of qualitative research can the team use?
a. Home visits (The feeding program happens in school so there
is no need to visit the learners at home.)
b. Process Observation (The team wants to observe the learners
in their natural environment while undergoing the feeding
program process.)
c. Conversations with Experts (The learners are the ones who
experience the process, not the experts.)
d. Survey Questionnaires (The objective is to observe the
learners while undergoing the process. Survey questionnaires
will not show what is actually happening.)
e. All of the choices
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Step 3: Walk the Process
Answer Key for
page
58
1
A SI team decided to improve the NAT Scores of their students
in Science because it has consistently been below the school
standards. They gathered the VOS of the learners in a particular
grade level and found that one of the prominent themes that
came out was the need for “hands-on applications for the
concepts taught.” Given the VOS theme, which is the most
appropriate process that the SI Team should focus on?
a. Feeding Program Process (This is not related to the VOS.)
b. Remedial Process (This may be related but is a reactive
process.)
c. Guidance Counseling (This is not related to the VOS.)
d. Lesson Planning Process (This is the most applicable
process to address the VOS. The applications can be
included in the lesson plan.)
e. All of the Choices
2
A SI Team decided to look into the Waste Management Process
of a particular school. The process begins when the learners
throw their garbage. The garbage is either thrown in the thrash
container or it is thrown anywhere in the campus. If the learner
decides to throw their garbage in the trash container, they need
to properly segregate it. If the garbage is properly segregated,
there is no need to segregate it again. If the learner does not
segregate garbage before throwing it, someone will need to
segregate the garbage at the end of the day. If the learners
throw their trash anywhere in the campus, the janitor needs to
pick it up and throw it in the proper container.
Given the described choices, which is the most
appropriate flowcharting technique that the SI Team
should utilize?
a. SIPOC (This is used for high-level process mapping.)
b. Activity Flowchart (The process is complex with a lot of
decision points, therefore the activity flowchart is the most
applicable.)
c. Deployment Flowchart (This is used when there is a lot of
hand-off phases in the process.)
d. Data Flow Mapping (The flow of data is not being mapped
for this scenario.)
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3
A SI Team decided to focus on the Feeding Program Process for a particular
grade level. The process begins when the learners proceed to the designated
feeding area during the break. When the learners arrive at the feeding area, the
teachers and staff assigned there would give them utensils, paper plates, and
paper cups. The canteen staff would then fill their plates with food and pour
water into their cups. When the students are fed, they return to their classrooms.
Identify the Supplier, Inputs, Outputs, and Stakeholders of this process.
a. Supplier – teachers, staff, and b. Supplier – learners; Inputs – utensils,
canteen personnel; Inputs – paper plates, paper cups, and food;
utensils, paper plates, paper cups, Outputs – fed learners; Stakeholders
food, and hungry learners; Outputs – teachers and staff
– fed learners; Stakeholders–
c. Supplier – teachers, staff, and
learners (The utensils, paper plates,
canteen personnel; Inputs –
paper cups, food, and hungry
learners; Outputs – fed learners;
students are necessary to begin
Stakeholders – Parents
the process. The teachers, staff,
canteen personnel provide these d. Supplier – Principal; Inputs – hungry
inputs. The process gives out learners; Outputs – fed learners;
learners who are fed. The direct Stakeholders -- LGUs
stakeholders are the learners.)
e. None of the Choices
4
A SI Team is mapping the current state of the Teaching-Learning Process for
Filipino. Which flowcharting perspective should the team use?
a. What they think the process is c. What the process could be
(This perspective is biased.) (We are mapping the current status of
the process, and not its future state.)
b. What the process really is
(This is what we want in order d. What the process should be
to understand what is actually (We are mapping the current status of
happening in the process.) the process, not its future state.)
e. All of the choices
5
A SI Team is looking into the Enrollment Process for a particular school. They
want to map the current process. The first step is for the students to get their
assessment from the registrar’s office. They now need to bring their assessment
to the accounting office to determine how much they need to pay. After
getting the details of the payment, they need to proceed to the cashier to pay
their tuition and then go back to the registrar’s office to receive their official
Enrollment Assessment Form. Given this process, which is the most appropriate
flowcharting technique that the SI Team should use?
a. SIPOC (This is used c. Deployment Flowchart (The process
for high-level process has a lot of hand-off phases. As such,
mapping.) this is the most appropriate flowchart
technique to be used.)
b. Activity Flowchart
(The process is not that d. Data Flow Mapping (The flow of data
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6
A SI Team is mapping the current process for Guidance Counseling. The
flow of their process flowchart is as follows: Get Organized, Talk with the
Stakeholders, Walk the Process, Identify priority Improvement Areas, Do
Root Cause Analysis, Develop Solutions, and Implement the Solution. Which
common mistake did the SI Team commit?
a. Mapping the Project Processes (The steps mapped are the steps involved
in executing improvement projects, the triple A steps.)
b. Wrong use of flowcharting technique (No flowchart is shown.)
c. Mapping the process at different levels (The flowchart level is consistent.)
d. Trying to create the “perfect’ process map (We cannot determine that the
team is trying to create the perfect process.)
e. None of the Choices – the SI Team did not commit
any error.
7
A SI Team is looking into the process
for the Reading Comprehension Test.
Figure 2 below shows the process chart.
Given the process chart in Figure 2, Figure 2. Reading
which common mistake did the SI Comprehension
team commit? Test Process
a. Wrong use of flowcharting technique (An activity
flowchart may be applicable. However, there are no decisions involved in
the process, and there are not a lot of hand-off phases involved.)
b. Mapping the Project Processes (The process activities are based on the
Reading comprehension test.)
c. Mapping the process at different levels (The activities are mapped in
different levels. Most of the activities are at level 1 but the procedure for
distributing the exams was detailed at level 2.)
d. Trying to create the “perfect’ process map (There is no indication that the
team is trying to create the perfect process.)
e. None of the Choices – the SI Team did not commit any error.
8
A SI team decided to focus on lowering the number of dropouts in a particular
school in order to achieve a school’s standard. The SI Team interviewed several
students at risk of dropping out (SARDO) and found that a common theme
coming from the VOS is “The teacher doesn’t care whether I go to class or
not.” Given this VOS Theme, which is the most appropriate process that the SI
Team should look into?
a. Attendance Monitoring Process (This is the school process that can have
an impact on SARDO.)
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c. Remedial Process (This is not related to SARDO.)
d. Guidance Counseling (This may be related to SARDO, however, it does
not directly address the VOS concern.)
e. All of the Choices
9
A SI Team is looking into the Lesson Plan Preparation Process. They now want
to define the boundaries of their project as well as its scope. They want to
ensure that the project will focus only on the Lesson Plan Preparation Process.
They also want to avoid scope creep as the project progresses. Which is the
most appropriate flowcharting technique that the SI Team should use?
a. SIPOC (SIPOC is for high- c. Deployment Flowchart (The
level process mapping and team needs a high-level map
for defining the scope of the that can be used for scoping.)
project.)
d. Data Flow Mapping (The flow of
b. Activity Flowchart (The team the data is not being mapped in
needs a high-level map that this scenario.)
can be used for scoping.)
e. All of the Choices
10
A SI Team is now looking to create the process map for the Teaching-Learning
Process for Science. The Project Team Leader briefs the team regarding some
guidelines that they should remember when mapping the process.
Which among the guidelines below are CORRECT?
i. The SI Team should have a meeting in the a. All guidelines
office to sit down and map what is happening are correct
in the Teaching-Learning Process. (This is
incorrect. The team should go to where b. All guidelines
the process is happening and observe the are wrong
personally in oder to map it out accurately.) c. Only ii and iii
ii. We should divide the process into several are correct
groups then send different persons to map d. Only iv is
each group so as to ensure efficiency. (This is correct
also incorrect. The team should map together
to have a full understanding of the process and e. Only ii and iv
not just parts of it.) are correct
iii. If the team must gather time data, they can ask
the teacher how long it usually takes to finish a
particular step in the process. (The team should
gather the data and not rely on data provided
by the teachers.)
iv. Remember that the team is supposed to be
mapping the current process and not its future
state. (This is correct. The team needs to map
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Step 4: Identify Priority Improvement Areas
Answer Key for
page
4.5 100
4
3.5
80
English
3
2.5
60
2
40
1.5
20
1
0.5
0
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 0
0 20 40 60 80 100
The Drop out rates for all year levels of Math
1
a particular high school for the last 15
years is shown in Figure 1. The School
2
Head is concerned that the drop out A SI Team is looking into
rate has been increasing since year 2000. the Math Scores of learners
What should the School Head do? in Grade IV. From the VOS,
the team found that learners
a. Form a SI Team to tackle the drop need to understand and
out rate of the school. (The drop comprehend the problems
out rate of the entire school is a big properly before they can solve
problem with several factors that it. The team gathered data on
affect it. The team cannot be sure if the English and Math Scores of
all year levels encounter the same the learners. The scores can be
problems with their dropouts.) seen in Figure 2. What analysis
b. Disaggregate the data further can the SI Team gather from
to determine which year level this figure?
contributes to the increasing trend a. As English Grades go up,
of the drop out rate. (The school so do Math Grades. (The
needs to investigate the issue scatter plot shows that
further. The problem may not be the English and Math grades
same for all year levels and for all are positively related.)
sections.)
b. As English Grades go up,
c. Start a home visitation program Math Grades go down.
to entice students to go to school (English and Math grades
and prevent dropouts. (The SI are positively related.)
team cannot be sure that a home
visitation program will solve the c. Math and English Grades
problem. This solution comes out are not related. (English
of nowhere if the team does not and Math grades are
determine the root cause of the positively related)
problem.)
d. Math teachers are better
d. Call a meeting for all teachers and than English Teachers.
scold them regarding the increasing (The data does not show
drop out rate. (The system is the the performance of
problem, not individual persons) teachers.)
e. All of the choices e. None of the choices
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Table 1. Science Grades
of Grade VI Learners
4
Table 2. Mistake Type Frequency
A SI Team is looking into the Math Grades of
Learners in Grade IV. The 1st grading exam was
Mistake Frequency
analyzed for the purpose of counting and classifying
what type of questions learners made the most Asked 591
mistakes on. Table 2 below shows the data that the SI Operation 387
Team was able to gather.
Expression 372
Which type of graphical data display will help the SI
Given 223
Team determine the type of mistake in order to help
the team prioritize problem areas for their project? Total 1573
5
A SI Team is looking to improve the NAT Scores of its learners in Math. The team
focuses on the Teaching-Learning Process of Problem Solving in Math and found
the following storm clouds:
i. Inconsistent discussion time: discussion time ranges from 15-30 Which among
minutes (This issue can be observed in the Teaching-learning
process of problem solving and has an impact on the NAT scores.) these storm
clouds should
ii. Learners can’t perform basic operations: Item analysis shows that the SI Team
learners get the lowest scores in this area (This issue can be
observed in the Teaching-learning process of problem solving focus on?
and has an impact on the NAT scores.) a. i, ii, and iii
iii. Delay in providing feedback: it takes a month for the teachers to b. i only
return the results of the exam (This issue can be observed in the
Teaching-learning process for problem solving but it does not have c. i, ii, and iv
a direct impact on NAT scores. The team needs to focus on storm
clouds that affect the school measure under investigation.) d. ii and iv
iv. Learners can’t comprehend the given problem: Item analysis shows e. All Storm
that students don’t perform the correct operations asked in the
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clouds
problems (This issue can be observed in the Teaching-learning
process of problem solving and has an impact on the NAT scores.)
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6
A SI Team is looking into the Teaching-Learning process of Science for Grade
III Learners. During the walk the process phase, the team observed that the
entire Teaching-Learning process exceeded the 40-minute allotted time. The
team now decides to gather data to further investigate this storm cloud. What is
the most appropriate data that the team should gather in order to identify the
factors which contribute to the excess time?
a. Time data on the start time and end time of the Teaching-learning process
(This is the aggregate time data and it will not show which specific sub-
process is taking the longest time.)
b. Time data on the amount of time in excess of 40 minutes (This data will not
show which specific sub-process causes the delay.)
c. Time data on the amount of time spent for recitation (This data is too
focused. It is just one sub-process in the entire Teaching-learning process.
This data will limit the investigation on which sub-process causes the delay.)
d. Time data on the start time and end time of each sub-process of the
Teaching-learning process (This data reflects how long each sub-process takes.
As such, the team can investigate which sub-process causes the delay.)
e. All of the choices
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A SI Team is looking into a particular school’s Feeding Program. The team has
finished observing the process and gathering data on storm clouds. The storm
cloud that the team is focusing on is the excessive length of time for the feeding
program. The team is now ready to formulate the focused problem statement.
Which is the most appropriate focused problem statement for this process?
a. The feeding program is poor. d. The feeding program
(This problem statement is vague.) takes 30 minutes.
(This problem
b. The feeding program is taking too long. statement is still
(This problem statement is vague.) vague. There is no
c. The feeding program takes between 20-30 comparison with the
minutes to finish, which is beyond the standard and when it
standard of 15 minutes. This is based on occurred.)
data gathered last June 2014. e. None of the choices
(This problem statement is focused. It states
the standard, the actual time the process
takes, and when the problems occurred.)
8
A SI Team is looking into the scores of Grade III learners in Science because
majority of learners failed to reach the passing rate of 75%. The SI team found
that the majority of the learners were having difficulties in Inferring. The team
further investigated the performance of the learners and gathered data. Now
the team is ready to craft their focused problem statement. Which is the most
appropriate focused problem statement?
a. Learners are having difficulties in Inferring. d. Only 29% of learners
(This problem statement is vague.) answered the item on
inferring about sense
b. Learners are getting low scores in organs correctly.
Inferring. (This problem statement is (This problem
vague.) statement is focused.
It provides data and
c. 50% of Learners fail in Science 3. it is based on the
(This problem statement is considered a investigation of the
high level problem statement. The team team.)
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9
A SI team looking into the discussion time Figure 3. Pareto Chart on Discussion Time
of the Teaching-Learning process for English
has gathered time data and created a Pareto 700 120%
Chart to help establish the focused problem Freq. %
Cumulative % Cont.
should focus on the 41-50 minute 400
Frequency
discussion time. (The data categories are 60%
qualitative. The team should not have 300
used the Pareto chart.) 40%
200
b. The Pareto chart is wrong. The Pareto
Chart is only used when data categories 100
20%
10
A SI Team is investigating the Math Scores of two sections of Grade IV Learners.
The team created a histogram of the grades of the two sections in order to help
them establish their focused problem statement. What analysis can the SI Team
get from the graphs?
a. The scores of section A are higher than section C. The team should focus
on the scores of section A and determine why the learners are getting high
scores. (Section A is already doing well. The team should focus on section C,
which has lower grades.)
b. The scores of section C are lower than section A. In fact, with the passing
standard of 75%, no learner passed in section C. The SI team should look
into the reasons for why the scores of section C are very low. (This is the
most appropriate analysis taken from the graph. It shows a real problem as
well as the magnitude of the problem.)
Section A Math Scores c. Only a few students got a score of
90.3 in Section A. The SI team should
focus on increasing the grades of
Figure 4. Section A and C
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Step 5: Root Cause Analysis
Answer Key
1
for A SI Team is looking into the reasons for why the Feeding
page
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Program takes 30 minutes when the students’ break only
last for 15 minutes. The team has identified some causes
for the problem as shown in Figure 1. Which common
Figure 1 mistake in RCA did the team commit?
a. Missing link between causes (There is no direct link
between the duration of the feeding program and
the distance from the classroom to the canteen.
There should be another cause stating that the
travel time of the students from the classroom to the
canteen takes a long time.)
b. Focusing on the who, not on the why (There is no
mention of a person/s in the root cause analysis.)
c. Causes that begin with “no,” “none,” or “lack of”
(The cause does not begin with “no,” “none,” or
“lack of.”)
d. Causes identified are non-standard occurrences
(There is no indication that the cause is a non-
standard occurrence.)
e. None of the choices
2
A SI Team is looking into the reasons for why the Feeding
Program takes 30 minutes when the students’ break
Figure 2 should only last for 15 minutes. The team has identified
some causes for the problem as shown in Figure 2. Which
common mistake in RCA did the team commit?
a. Causes that begin with “no,” “none,” or “lack of”
(The causes don’t begin with “no,” “none,” or “lack
of.”)
b. Causes identified are non-standard occurrences
(There is no indication that the cause is a non-
standard occurrence.)
c. Focusing on the who, not on the why
(The analysis focuses on the learners when it should
focus on why the process takes too long. SI Teams
must never focus the on the people because it is the
processes that we should look into.)
d. Missing link between causes
(There are no missing links between the causes.)
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Figure 3
3
A SI Team is looking into the
reasons for why the discussion
time of a particular topic
takes 30 minutes, causing the
Teaching-learning process
to exceed the allotted 40
minutes. The team identified
some causes for the problem
as shown in Figure 3. Which
common mistake did the team
commit?
a. Causes that begin with “no,” “none,” and “lack of”
(The focus of the analysis should be on the process. Phrasing causes
like this tends to suggest solutions.)
b. Causes identified are non-standard occurrences (There is no
indication that the causes are non-standard occurrences.)
c. Focusing on the who, not on the why
(The causes should focus on the process, and not on the persons.)
d. Missing link between causes
(There are no missing links between the causes.)
e. None of the choices
Figure 4
4
A SI Team is looking into the
reasons for why the discussion
time of a particular topic takes 30
minutes, causing the Teaching-
learning process to exceed the
allotted 40 minutes. The team
identified some causes for the
problem as shown in Figure 4.
Which common mistake did the
team commit?
a. Causes that begin with “no,” “none,” and “lack of”
(The cause don’t begin with “no,” “none,” or “lack of.”)
b. Causes identified are non-standard occurrences
(This cause is a non-standard occurrence. Visitors talking to teachers
do not happen often and is not part of the process.)
c. Focusing on the who, not on the why
(The cause is not blaming a person.)
d. Missing link between causes
(There is no missing link between the causes.)
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Figure 5
5
A SI Team is looking into the reasons for why the discussion time of a
particular topic takes 30 minutes, causing the Teaching-learning process to
exceed the allotted 40 minutes. The team identified some causes for the
problem as shown in Figure 5. Which common mistake did the team commit?
a. Causes identified are non-standard occurrence (There is no indication
that the causes are non-standard occurrences.)
b. Causes disguised as solutions (The causes are geared towards the
solution of providing the teachers with more training.)
c. Missing link between causes (There are no missing links between the
causes.)
d. Bias in identification of causes (There is no bias in theidentification of
the causes.)
e. None of the choices
Figure 6
6
A SI Team is looking into the reasons for why the Feeding Program takes 30
minutes when the students’ break should only last for 15 minutes. The team
identified some causes for the problem as shown in Figure 6. Which common
mistake in RCA did the team commit?
a. Causes identified are non-standard occurrence (There is no indication
that the causes are non-standard occurrences.)
b. Causes disguised as solutions (No solution is mentioned in the analysis.)
c. Missing link between causes (There are no missing links between the
causes.)
d. Bias in identification of causes (The analysis is biased on the issue
regarding the distance between the canteen and the classroom.)
e. None of the choices
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Figure 7. Reading Comprehension
and Math Word Problem Scores
7
A SI team is looking into the reasons for why the learners from Grade
IV Section C are having difficulties in solving word problems in
Math. The team gathered the data regarding the learners’ Reading
Comprehension and Math word problem scores. The team is now
ready to do a root cause analysis. Their focused problem statement
is “Only 5 out of the 45 learners are able to solve word problems
based on an item analysis of their exams.”
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8
A SI team is looking into the performance of its Grade VII learners in
Reading because their NAT scores were below the school’s standards.
The team was able to focus on a particular section that showed a low
performance in reading. The team conducted an item analysis and found
that only 3 out of 43 students were able pass the exams on identifying
figures of speech. The team is now going to perform a root cause analysis.
a. The why-why diagram of the team is correct. The team should now
look into helping the families earn more income. (The analysis is
wrong. It focused on issues that are beyond the control of the team.)
b. The why-why diagram is still incomplete. The team should look
further into the reasons for why the learner’s family has low income.
(The analysis is wrong. It focused on issues that are beyond the
control of the team.)
c. The why-why diagram is wrong. There is a missing cause for why
only 4 out of 43 students passed. The cause “the students did not
understand the lesson” should be added. (Although this is correct,
the overall analysis is still wrong because the team focused on
external factors that are beyond their control.)
d. The why-why diagram is wrong. The SI team should not look into
causes that are outside of their control. (The analysis is wrong.
It focused on issues that are beyond the control of the team.)
e. None of the choices
9
A SI team is looking into the performance of its Grade VII learners in
Reading because their NAT scores were below the school’s standards.
The team was able to focus on a particular section with low performance
in Reading. The team conducted an item analysis and found that only
3 out of 43 students were able pass an exam on identifying figures of
speech. The team is pondering on the next steps that they should take.
i. The team should perform a Root Cause Analysis to determine the
root cause of the problem before identifying solutions. (The triple
A approach is geared towards finding the root cause first before
implementing solutions.)
ii. The team should initiate a review program for learners to help the
learners become familiar with figures of speech. (The team should
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iii. The team should look into the data that they have gathered
on the Teaching-learning process for Reading in order to help
them conduct a root cause analysis. (The triple A approach is
geared towards finding the root cause of a problem first before
implementing solutions.)
iv. The team should buy visual aids to help the students understand
figures of speech. (This is already a solution. The team should first
look into the root causes of the problem.)
Which is/ are the most appropriate step/s that the SI team
should take?
a. i, ii, and iv.
b. ii and iv
c. i and iii
d. All of the choices
e. None of the choices
10
A SI team conducted a Root Cause Analysis and found that one of the
root causes for why the feeding program takes 30 minutes is because that
the canteen is too far from the classroom. The team is now pondering on
their next steps.
i. The team should build a new canteen Which is/ are the
closer to the classroom. (The team should most appropriate
first validate the root cause that they have
step/s that the SI
identified. This particular solution requires a
capital outlay, which is not encouraged.) team should do?
a. i or iii
ii. The team should gather data to verify
the root cause that they have identified. b. ii only
(Validating the root cause gives the team
confidence that their analysis is correct. c. iv only
This is an important step before identifying d. i, iii, and iv
solutions.)
e. None of the
iii. The team should transfer the classrooms choices
closer to the canteen. (The team should
first validate the root cause that they have
identified. This particular solution requires a
capital outlay, which is not encouraged.)
iv. The team should just bring the food to the
classroom. (The team should first validate
the root cause that they have identified
before generating solutions.)
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Step 6: Develop Solutions
Answer Key
for
page
130
1
A SI team conducted a Root Cause Analysis and found that one of the
root causes for why the Feeding Program takes 30 minutes is because
the learners do not know the flow of the feeding program process,
resulting in delays. Which concept should the SI Team to use in order
to generate solutions?
a. Process Simplification (Process simplification focuses on eliminating
wasteful activities in the process. Although delays are wasteful, it is
the result of the lack of knowledge of the process which cannot be
remedied through process simplification.)
b. Visual Management (Visual management will help the learners
understand what to do next, resulting in the reduction or elimination
of the delays in the process)
c. Good Housekeeping (This concept is geared towards cleaning and
organizing, which are not the issues that need to be addressed in
this scenario.)
d. Mistake Proofing (This concept is geared towards preventing
mistakes, and is not the main issue that the team wants to address.)
e. None of the Choices
2
A SI Team conducted a Root Cause Analysis and found that one of the
root causes for why the discussion time of a lesson in Math takes 30
minutes is because there are many unnecessary activities in class before
the lesson is discussed. Which concept is the most appropriate for the SI
Team to use in order to generate solutions?
a. Process Simplification
(Process simplification will help the team identify the unnecessary
activities and eliminate them from the process.)
b. Visual Management (This concept is used to manage a process
through the use of visual signals. This is not the issue that needs to
be addressed in this scenario.)
c. Good Housekeeping (This concept is geared towards cleaning and
organizing which are not the issues that need to be addressed in this
scenario.)
d. Mistake Proofing (This concept is geared towards preventing
mistakes, and is not the main issue that the team wants to address.)
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3
A SI Team conducted a Root Cause Analysis and found that one of
the root causes for why the discussion time of a lesson in Science
takes 30 minutes is because the teacher is always scrambling to look
for materials to be used during the lesson. Which concept is the most
appropriate for the SI Team to use in order to generate solutions?
a. Process Simplification (Scrambling c. Good Housekeeping (This
for materials is an unnecessary concept focuses on cleaning
activity which can be addressed by and organizing, which can
process simplification. However, help the teacher organize the
a more appropriate solution materials needed for class.)
concept is Good Housekeeping.)
d. Mistake Proofing (This concept
b. Visual Management (This concept is geared towards preventing
is used to manage a process mistakes, and is not the main
through the use of visual signals. issue that the team wants to
This is not the issue that needs to address in this scenario.)
be addressed in this scenario.)
e. None of the Choices
4
A SI Team implemented a solution to ensure that learners know where
to go and what to do during the Feeding Program. The team made use
of signs pointing the learners to where the feeding area is, and posted
a picture flowchart of the Feeding Program procedure. This ensures that
there will be no delays and that the process will be completed within the
allotted 15 minutes. Which solution concept did the team apply?
5
A SI Team found that the Root Cause of students not throwing their trash in the
proper receptacle for segregation is because the students do not know which
trash can is used for biodegradable wastes, which is for non-biodegradable
waste, and which is for recyclables. What should the SI team do?
a. Blame and scold the students for not listening when they were
oriented regarding the proper trash cans for segregation. (This is not
a good solution because it does not help the students identify the
proper trash can for segregation.)
b. The SI team should implement visual management by labeling the
trash containers properly and painting them with different colors
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for easier differentiation. (This action helps the students identify the
proper trash can for segregation.)
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c. Assign students to guard the trash cans and penalize those they catch
not segregating their waste. (This solution will be difficult to implement
and is not sustainable.)
d. Hire more people to segregate the waste from the trash cans.
(This solution is reactive. The SI team needs to be proactive.)
e. All of the Choices
6
A SI team found that a one root cause for why Teachers exceed the allotted
time for class is because the Attendance Checking procedure takes too long.
The teachers make a roll call of each student. What can the SI team do?
a. Use process simplification to c. Buy a biometric scanner and
simplify the Attendance Checking place one in each classroom.
process and lessen the time Ask the students to scan their
to conduct it. They can ask the biometrics and it will serve
students to sit alphabetically and as their attendance. (This
just check names of the students solution is expensive and is not
assigned to the vacant seats. These advisable. There are cheaper
will identify the absentees without and simpler solutions than this.)
having to call out every student’s
name. (This solution is simple and d. Use a time card and ask each
does not require capital outlay.) student to scan their time
cards. This will serve as their
b. Eliminate the process of checking attendance, (This solution is
attendance because it is non-value expensive and is not advisable.
adding. (Although checking the There are cheaper and simpler
students’ attendance may be non- solutions than this.)
value adding, it is necessary for the
school and cannot be disregarded.) e. None of the Choices
7
A SI Team found that a cause for why teachers exceed the allotted time
for class is because the teachers first have to erase the contents of the
blackboard which was used by the previous teacher. Which concept can the
SI Team use to develop solutions to this problem?
a. Mistake Proofing (This concept is for preventing mistakes which is not
necessary in this scenario.)
b. Good Housekeeping (This concept is geared towards cleaning and
organizing the workplace, which is the most appropriate for this issue.)
c. Process Simplification (This concept is for eliminating wasteful activities.
Though erasing the blackboard is a wasteful activity, it can be more
appropriately be resolved by good housekeeping.)
d. Visual Management (This solution can be used to put signs informing
the teachers to clean the blackboard, but good housekeeping is more
appropriate because it deals with cleaning the workstation.)
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8
A SI Team found that a cause for why teachers exceed the allotted time for
class is because the teachers constantly forget the materials that they will be
using for class. The SI Team implemented a solution wherein the teachers
are given a checklist of items that they should bring to class. Which solution
concept did the SI team use?
a. Mistake Proofing (The solution in the d. Visual Management
scenario prevents the teachers from (This solution is for
making mistakes.) providing visual signs
to help teachers and
b. Good Housekeeping (This solution is
learners, which is
geared towards cleaning and organizing,
not necessary in the
which is not necessary in the scenario.)
scenario.)
c. Process Simplification (This solution is for
e. None of the Choices
eliminating wasteful activities, which is not
necessary in the scenario.)
9
A SI Team found that a root cause of the problem that learners cannot
complete the AGONA method in solving word problems is because the
learners are having difficulties in remembering the AGONA procedure. The
SI Team implemented a solution wherein a picture flowchart representing
the steps in the AGONA Method can help the students remember it. Which
solution concept did the SI team use?
10
A SI team conducted a Root Cause Analysis and found that one of the root
causes for why the Feeding Program takes 30 minutes is because the staff
in charge of giving the materials to students do not know where to find the
utensils, paper plates, and paper cups. The SI Team implemented a solution
wherein the materials are arranged properly in one container and labeled
properly so that the staff can easily find what they need. Which solution
concept did the SI team use?
a. Mistake Proofing (This concept is for d. Visual Management
preventing mistakes, which is not shown in (This solution is for
the scenario.) providing visual signs
to help teachers and
b. Good Housekeeping (This solution is learners, which is not
geared towards cleaning and organizing, shown in the scenario.)
which is shown in their solution.)
e. None of the Choices
c. Process Simplification (This solution is for
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Step 7: Finalize Improvement Plan
Answer Key for
page
149
1
A SI Team has developed a solution to ensure that the time to conduct the
Feeding program will be within the allotted 15 minutes. The team will be using
visual management to ensure that the learners know how the process will take
place. What is the most appropriate step that the SI team should do next?
a. Call a meeting to brief the implementation of the solution and
staff and teachers in charge let the teachers and staff in charge
of the Feeding program so of the Feeding program implement
that they can implement it it. The SI Team should look for a new
immediately the next day. project. (The team should plan the
(The team should plan the implementation first and conduct a
implementation first and pilot test. The team should also be
conduct a pilot test.) hands-on in the implementation.)
b. Draft a memo indicating d. Determine the different activities,
that this solution should be timeline, and resources needed, and
implemented immediately create a plan to implement such
on all grade levels within the solution. (The team should first plan
school. (The team should plan and then implement the solution.)
the implementation first and
conduct pilot test.) e. None of the Choices
2
A SI Team has developed a solution to help learners identify the proper trashcan
to throw their wastes in order to ensure that the waste is properly segregated.
The SI Team will paint the trashcans in different colors, each color pertaining to
a particular type of waste. The team has set the implementation of the solution
one week from now in order to give time for the painting of existing trashcans
or buying new trashcans. A month has passed by and the solution has not been
implemented. The School Head called a meeting to ask the SI team why the
solution has not been implemented. The SI team mentioned that the trashcans
have not been painted. The School Head asked who is in charge of painting the
trashcans and the SI team looked at one another in silence. What mistake did the
SI team commit in this scenario?
a. They should have set a tighter deadline c. They failed to assign the person
to pressure everyone to implement responsible for painting and
their solution. procuring trashcans. (This is the
(The deadline is not the issue in the issue in the scenario. No one
scenario.) was given the responsibility
to oversee the project’s
b. They should have set a longer deadline implementation.)
in order to give more time for the
painting and procurement of new trash d. They failed to ask the School
cans. (The deadline is not the issue in Head for a budget to buy the
the scenario.) new trashcans. (The budget is
not the issue in the scenario.)
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3
A SI Team has developed a solution to ensure that the time for the Feeding program will
be within the allotted 15 minutes. The team will be using visual management to ensure
that the learners know how the process will take place The team set a budget of 5,000
pesos to buy all the required materials and everything that they need to implement the
solution. By the end of the implementation, the team accounted for the total cost and
ended up spending 20,000 pesos for the implementation of their solution. Comment on
the budget variance of 15,000 pesos that the SI Team incurred in this scenario.
a. The variance of 15,000 pesos is acceptable as long as the SI Team can justify it.
Furthermore, the school still has a lot of money. (The variance is quite big, and
having a lot of money does not justify the variance.)
b. The variance of 15,000 pesos should have been prevented if the SI Team
implemented strict cost control mechanisms. (This is the issue in this scenario.
The team failed to implement control mechanisms.)
c. The variance of 15,000 pesos should have been prevented if the SI Team declared
a higher budget. (Having a higher budget will not ensure the elimination of the
variance.)
d. The variance of 15,000 pesos was the result of one teacher’s action. It should
be charged to that person. (The team is blaming an individual person, which is
discouraged in the triple A approach because the individual is only a victim of the
system having a lack of cost control mechanisms.)
4
A SI Team has developed a solution to help students remember the AGONA method.
The team will be using pictures portraying the steps of the AGONA method. The team
started off with picture drawings to portray the steps. At the end of the implementation,
the team ended up with a video production showing the steps of the AGONA. The team
even bought flat screen monitors that they placed in each classroom so that they can
show the video. They ended up with a cost of 500,000 pesos. What is missing with the
implementation of the SI Team that caused their expenses to balloon to 500,000 pesos?
a. The team did not create a budget to limit their expenses. (Failing to set a budget
will result in uncontrolled expenses, which occurred in this scenario.)
b. The team did not properly estimate the costs of the materials for the
implementation. (Proper estimation will have an impact on the cost, but without a
budget, costs can still run away from the team.)
c. The team should have canvassed for cheaper flat screen monitors and video
production services. (Without a budget to compare to, the team cannot determine
if an item’s price is within the budget.)
d. The team should have asked for financial donations from stakeholders so that the
cost that the school will shoulder will be lessened. (Donations will help reduce the
costs shouldered by the school but it will not prevent the team from incurring a high
cost.)
e. None of the Choices
5
A SI Team found that a cause for why teachers exceed the allotted time for class is that
because they constantly forget the materials that will be used for class. The SI Team will
implement a solution wherein teachers are given a checklist of items to bring to class.
With this solution, the SI Team has identified the following risks:
i. The teacher might forget his/ her checklist, rendering the team’s solution as useless.
(This is a valid risk associated with the solution.)
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ii. The checklist might not include all the things Which of the following
that the teacher needs for the day. (This is a valid are legitimate risks for this
risk associated with the solution.) solution?
iii. The checklist might not be reusable, making it a. i only
an expensive solution to implement. b. ii and iii
(This is a valid risk associated with the solution.)
c. iii and iv
iv. The checklist items might be too small, making
the teachers forget some items. (This is a valid d. None of the Choices
risk associated with the solution.)
e. All of the Choices
6
A SI Team implemented a solution to ensure that students segregate their waste
properly. The team budgeted for the procurement of new trashcans with different
colors, each color representing a certain type of waste. After the implementation,
the school had difficulties looking for budget to buy trash bags that they will use for
the trashcans. These trash bags are to be replaced regularly. What led the SI team to
face such problem after the implementation of their solution?
a. The team failed to budget for the recurring costs (trash bags) and only
considered the one time costs (trash cans). (Recurring costs, and not only one
time capital costs, should be included in the budget.)
b. The SI Team did not foresee the costs of trash bags as a risk. (The trash bags are
not a risk in the team’s solution implementation.)
c. The SI team did not assign a person responsible for buying the trash bags. (This
will not resolve the issue. Even if a person is responsible, without budgeting for
the trash bags, there will be no money to procure these.)
d. The SI Team forgot to estimate the costs for the trash bags. (This will not resolve
the issue. Even if the team was able to estimate the costs of the trash bags they
still won’t be able to procure them because it’s not in their budget)
e. None of the Choices
7
A SI Team has identified a certain risk where there was no prior experience of that
kind of risk and that there are major uncertainties regarding that risk. The team also
found that the effect of the risk may result in not meeting the intended benefits of
the solution. What should the SI Team do?
a. The risk is a showstopper. The c. The risk is low. The team can
team should not proceed with proceed with caution. (The
the solution. (The conditions conditions mentioned puts the risk
mentioned puts the risk in the in the category of a showstopper.)
category of a showstopper.)
d. There is not much risk. The team
b. The risk is significant. It should can proceed with no worries. (The
be addressed first before conditions mentioned puts the risk
proceeding. (The conditions in the category of a showstopper.)
mentioned puts the risk in the
e. None of the Choices.
category of a showstopper.)
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8
A SI Team has determined that the implementation of a solution requires significant time
from certain personnel/ teachers. What should the SI team do?
a. Create an implementation plan. (An implementation plan is not appropriate for
the scenario.)
b. Create a budget and cost management plan. (There is no mention of costs or a
budget.)
c. Create a resource plan. (A resource plan looks into the needed resources for the
solution’s implementation and ensure the availability of these resources.)
d. Create a risk management plan. (The team is not looking into the risks
associated with the implementation.)
e. None of the Choices
9
A SI Team is going to implement a solution to lessen the setup time of teachers before
class. The team has identified the risks associated with the solution. What is the next step
that the team should take?
a. Implement the solution. (The team is taking a high risk by implementing the
solution without planning for risk mitigation strategies.)
b. Formulate a Risk Response Strategy to deal with the risks identified.
(This is the most appropriate action. The team should plan on how to handle
and mitigate risks.)
c. Create a cost estimate for each risk. (This is an appropriate but incomplete risk
management strategy.)
d. Do not proceed with the solution implementation. (There is no mention that the
risks identified are showstoppers. There is no need to stop the implementation.)
e. None of the Choices
10
A SI Team is going to implement a solution that involves the participation of Grade V
teachers. The team has identified the risk that the teachers may not cooperate with the
solution implementation. The team identified several preventive measures:
i. Lay-off the teachers and get new ones who will surely
cooperate. (This action will not address the issue.) Which preventive
action/s is/are
ii. Include the teachers in the planning process of the
solution so as to ensure their buy-in. (This action will appropriate to deal
help mitigate the risk by ensuring the teachers’ buy in.) with this risk?
a. i and iii
iii. Create a memo ordering the teachers to cooperate
with the solution implementation or incur penalties b. ii and iii
otherwise. (This will create forced buy in, which can be
c. iii only
problematic in the future.)
d. ii and iv
iv. Create a rewards and recognition system that
will reward teachers who are able to successfully e. None of the
implement the solution. (This action will help ensure Choices
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Step 8: Pilot Your Solution
Answer Key
for
page
150
1
A SI team has identified a solution to ensure that the feeding program
does not exceed the allotted 30 minutes. The team has completed the
implementation plan, the budget and cost management plan, the resource
plan, and the risk management plans. What is the next most appropriate
step that the SI team should take?
a. Implement the solution on a full scale, involving all grade levels in the
school. (Implementing the full scale solution is very risky. The team may
not even know if the solution can be effective.)
b. Ask the School Head to draft a memo making the team’s solution
official and ready for school-wide implementation as soon as possible.
(Implementing the full scale solution is very risky. The team may not
even know if the solution can be effective.)
c. Test the solution on a small scale to determine if it really works, and
make improvements if necessary. (Solutions should be tested first to
determine its effectiveness and to plan for the risks associated with it.)
d. Hand over the solution to the teachers and let them implement it. The
SI team should move to the next project. (The SI Team should finish the
project up to a full roll-out of the solution.)
e. None of the choices
2
method. The team is now ready to implement the solution to the entire
school. The Team leader explains to the team that they need to test their
solutions first. Why should the team test their solutions first?
i. So that the team can make improvements to the solution. a. i only
(Having tested the solution, the team can then make
improvements if certain problems or issues arise during b. ii and iii
the testing.) c. i, ii, and iii
ii. So that the team will be able to understand the risks d. All of the
involved. (Some risks that were not identified during the choices
planning phase could appear during the testing phase.)
e. None of the
iii. So that the team will be able to validate the expected choices
results. (The team can become confident that their
solution will work.)
iv. So that the team will know the effects of their solution
on the entire year level. (Testing the solution does not
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Figure 1. 4th Year Drop Out Rate (Before) Figure 2. 4th Year Drop Out Rate (After)
3
A SI Team looking into the drop out rate of 4th year learners has tested the
solution and has gathered data. The before and after graph of the drop out
rate can be seen in figures 1 and 2. Comment on the data of the SI Team.
a. The solution is effective. The drop out rates decreased after the
implementation of the solution. However, the scaling of the two graphs
are different, which makes these difficult to compare. (The graphs are
not in the same scale, which makes it difficult to compare the school’s
before and after performances.)
b. The solution is not effective. The graph shows that the drop out rates
increased after the implementation of the solution. (The solution is
effective. The scales of the graphs make it difficult to compare the
school’s before and after performances.)
c. The solution is not effective. The graph shows that there is no change
in the drop out rates after the implementation of the solution. (The
solution is effective. The scales of the graphs make it difficult to
compare the school’s before and after performances.)
d. The solution is effective. The drop out rates decreased after the
implementation of the solution, which is perfectly reflected in the
graphs. (The solution is effective, but the graphs use different
scales, making it difficult to compare the school’s before and after
performances.)
e. None of the choices
4
implemented a pilot test for their solution. They have gathered the data for
the test. What is the next most appropriate step that the team should take?
a. Implement the solution for the rest of the school. (The team should
first evaluate the results of the test before implementing a school-wide
solution.)
b. Evaluate the tests results and compare these with the current state in
order to see if there really are improvements. (Evaluating the results will
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c. Hand over the solution to the teachers and let them implement the
solution for the rest of the school. (The SI team should finish the
project up to the full roll-out of the solution)
d. Do not implement the solution. (There is no indication that the
solution is not effective and should not be implemented.)
e. None of the choices.
5
A SI team has developed three solutions to ensure that the feeding
program does not exceed the allotted time of 30 minutes. The team is
unsure of which solution to implement. What should the team do?
a. Implement all three solutions and compare which one is the most
effective. (Implementing all three solutions is expensive and difficult
to do.)
b. Hand over the solutions to the teachers and let them worry about
which to implement. The team can now move to another project.
(The SI team should finish the project up to full roll-out of the
solution.)
c. Escalate the issue to the School Head and let him/ her decide what
to do. (The SI team should think of what needs to be done and
should not divest its responsibility on the school head. The school
head, in turn, can give helpful suggestions.)
d. Perform cost-benefit analysis, and choose the solution with the
highest net benefit. (A cost-benefit analysis will help the team decide
which solution to test, given its net benefits.)
e. None of the choices.
6
A SI team is going to perform a cost-benefit analysis of their solution to
ensure the proper segregation of waste. Their solution is to label the trash
cans properly and assign different colors for each receptacle of waste. The
team has identified the following costs:
Which cost should be included
i. Training costs for the teachers in the cost-benefit analysis?
(This should be included in the
analysis as a non-recurring cost.) a. i only
ii. Cost for meetings b. i, ii, and iii
(This is a non-recurring cost
that must be included.) c. iii and iv
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7
A SI team has tested a solution to increase the Reading Comprehension
scores of learners. The team has gathered data and found that their
solution is not effective. What should the team do?
a. Blame each other for the failure of the solution. (The team should not
blame each other for the failure of the solution. The solution’s failure
could caused by something that they missed in the analysis.)
b. Go back to the root cause analysis and determine if they missed
something. (The team might have missed something in the analysis or
in the solution generation phase that led to the failure of the solution.)
c. Implement the solution to the entire school, hoping that the bigger
population will yield better results. (A bigger population does not
guarantee better results. The cause of the solution’s failure might be
something the team missed in their analysis, and they should review
that.)
d. Blame the teachers and the learners for the failure of their solution.
(The team should not blame the teachers and the learners for the
failure of their solution. The cause of the solution’s failure could be
something that the team missed in their analysis.)
e. None of the choices.
8
A SI Team has developed a solution to ensure that teachers can
immediately find what they need for teaching. The team will use the
concept of good housekeeping. However, one teacher is reluctant with the
approach of the SI team. What can the team do?
a. Ask the principal to give the teacher a memo to force compliance.
(Forced compliance will be problematic in the long run because the
teacher is still not convinced in the team’s solution.)
b. Replace the teacher with someone who will cooperate. (Replacing the
teacher will not ensure the substitute’s buy in.)
c. Choose another grade level to implement the solution. (The solution
should be implemented on the grade level where the issue is present.)
d. Include the teacher in the piloting of the solution so he/ she can feel
the effects of the solution. (Including the teacher in the pilot effort will
make him/ her feel effects of the solution, resulting in the teacher’s
buy-in.)
e. None of the choices.
9
A SI Team is about to test a solution which involves teachers using a
different method for teaching AGONA. The team asked the teachers to
implement the new method through a memo sent by the School Head.
After the pilot testing, the team gathered the data and found that the
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solution was not effective because some of the teachers did not implement
the method correctly. Comment on the approach taken by the SI team.
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a. The team’s approach was correct. The teachers should be reprehended for the
failure of the solution. (The team’s approach was incorrect. The team did not
explain the reason for the solution and how to implement it. Additionally, the
team should not blame the teachers for the failure of the solution.)
b. The team’s approach was incorrect. They failed to secure the teachers’
buy-in by not explaining the reason for the solution and how to use the
method. The team relied on the memo of the School Head for the solution’s
implementation. (The team’s approach was incorrect. They did not explain the
reason for the solution and how to implement it.)
c. The team’s approach was incorrect. They should have mentioned in the
memo that non-compliance will result in penalties. (The team’s approach
was incorrect. They did not explain the reason for the solution and how to
implement it. Imposing penalties will not ensure the teachers’ compliance and
may create more problems in the future.)
d. The team’s approach was correct. They must think of other solutions to
address the problem. (The team’s approach was incorrect. They did not
explain the reason for the solution and how to implement it. The solution is
not the problem, it is the implementation that is flawed.)
e. None of the choices.
10
A SI Team is looking to increase the Math Figure 3. Section A Math Scores
Scores of Grade IV Learners. The team has
developed a solution and are planning to test
it. The scores of three of the Grade IV sections
before the implementation of the solution can
be seen in Figures 3-5. Which section should
the SI team test the solution on?
a. Section A Only. (The solution should be
implemented on the section where the
issue is present. The grades of Section A Figure 4. Section B Math Scores
learners are high.)
b. Section B Only. (The solution should be
implemented on the section where the
issue is present. The grades of Section B
learners are average.)
c. Section C Only. (The solution should be
implemented on the section where the Figure 5. Section C Math Scores
issue is present. The grades of Section C
students are low and no one passed the
school’s standards.)
d. Section A and B. (The solution should be
implemented on the section where the
issue is present. The grades of Section A
and B learners are high and average.)
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Step 9: Roll-Out Your Solution
Answer Key
for
page
173
1
A SI Team has finished testing their solution on one section in Grade IV
to address the low grades of learners in Science. Based on the learners’
test results, the team was able to prove that their solution is effective.
What is the next most appropriate step that the team should take?
a. Turn over the solution to the teachers and let the teachers roll out
its implementation to other sections. (The SI team should finish the
project up to the full roll out of the solution. The team should then
guide the teachers during the roll out.)
b. Roll out the solution to all grade levels. (The issue that the team is
tackling is specific to Grade IV learners. As such, the solution may
not be applicable to other grade levels.)
c. Roll out the solution to all sections in Grade IV. (The issue that
the team is tackling is specific to Grade IV learners. As such, the
solution should be rolled out to other Grade IV sections.)
d. The project is completed. The team should now move to other
projects. (The SI team should finish the project up to the full roll
out of the solution. The team should guide the teachers during the
roll out.)
e. None of the choices.
2
A SI team is planning to roll out their solution to ensure that the
feeding program does not exceed the allotted 30 minutes. The
team has completed the testing, the cost computations, and the risk
management strategies of their solution. Before the team rolls out the
solution, they conducted a program to inform the teachers involved
about the details of the implementation, when the implementation is
going to be conducted, as well as the rationale behind the solution.
What element of the people side planning did the team illustrate in this
scenario?
a. Communication (The team shared information about the solution
with the teachers so the teachers will know what is going to
happen.)
b. Participation (The scenario does not show the teachers being
involved in the planning and execution of the solution.)
c. Education (The scenario does not show the teachers being given
what they need to successfully implement the solution.)
d. All of the choices
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3
A SI team is planning to roll out their solution to ensure that learners know
how to do the AGONA method. The team has completed the testing, the
cost computations, and the risk management strategies of their solution.
Before the team rolls out the solution, they regularly met with the teachers
who will be involved and asked for the teachers’ inputs on how to properly
implement the solution, what needs to be done, as well as other details
regarding the implementation. What element of the people side planning
did the team illustrate in this scenario?
a. Communication (The scenario does c. Education (The scenario
not show the sharing of information does not show the
regarding the solution.) teachers being given what
they need to successfully
b. Participation (The team was
implement the solution.)
involving the teachers in the
planning and execution of the d. All of the choices
solution.)
e. None of the choices
A SI team is planning to roll out their solution to ensure that the teachers
4 don’t exceed the allotted time for discussing the lessons in English. The team
has completed the testing, the cost computations, and the risk management
strategies of their solution. Before the team rolls out the solution, they
conducted short training sessions with the teachers involved to ensure that
the teachers understood how to implement the solution. What element of the
people side planning did the team illustrate in this scenario?
a. Communication (The scenario does c. Education (The team was
not show the sharing of information training the teachers so
regarding the solution.) that the teachers can
successfully implement
b. Participation (The scenario does the solution.)
not show the teachers being
involved in the planning and d. All of the choices
execution of the solution.)
e. None of the choices
5
A SI team has established standard procedures and documentation for their
solution in order to increase the scores of learners in Math. The team is now
going to orient the teachers who will be using these procedures. During the
orientation, one of the SI Team members told that teachers that it is up to
the teachers whether they should follow every single step of the procedure.
What pitfall did the SI team member commit in this scenario?
a. Not including the persons c. Not stating the result to be
performing the activities in the obtained. (The scenario does
creation of procedures. (The not show the lack of results.)
scenario does not show the non-
d. Telling the teachers to ignore
involvement of persons using the
procedures or certain parts of
procedures during its creation.)
the procedures. (The scenario
b. Not testing the procedure prior shows the speaker encouraging
to full-scale implementation. the participants to skip certain
(The scenario does not show parts of the procedures.)
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A SI team has established standard procedures and documentation
6 for their solution in order to ensure that the feeding program does
not exceed the allotted 30 minutes. The team’s solution involves a
new methodology on how to conduct the feeding program. The
team then gave the procedures and documentation to the teachers
and staff in charge of the feeding program, and asked them to read
it then implement it. What pitfall did the SI team commit in this
scenario?
a. Not explaining how to do a step/s. (The scenario shows that
the teachers were asked to study the procedure and determine
how to do execute these by themselves. The teachers were not
oriented on how to do it.)
b. Not making the procedures readily available to people. (The
scenario does not show the unavailability of the procedures.)
c. Telling workers to ignore procedures or certain parts of the
procedures. (The scenario does not encourage the ignorance of
steps in the procedure.)
d. Not having a method to update procedures. (The scenario does
not show the need to update the procedures.)
e. None of the choices.
7
A SI Team has established standard procedures and documentation
on the process of teaching learners the AGONA Method. The
procedures have been turned over to the Math teachers. The Math
teachers have been trained on how to perform the procedures
as well. After several years, the process of teaching the AGONA
method has changed a lot in order to adapt with the changes in
teaching methods and learner needs. However, the procedures and
documentations were not updated. What pitfall did the SI team
commit in this scenario?
a. Not telling people how to do a step/s. (The scenario does not
show the lack of training of people on how to do the step/s in
the procedure.)
b. Not making the procedures readily available to people. (The
scenario does not show the unavailability of the procedures.)
c. Telling workers to ignore procedures or certain parts of the
procedures. (The scenario does not encourage the ignorance of
steps in the procedure.)
d. Not having a method to update procedures. (The scenario
shows the need to update the procedures because the actual
process has already changed but there remains no method on
how to execute it.)
e. None of the choices.
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8
A SI team has established standard procedures and documentation
to ensure that teachers don’t exceed the allotted time for class
discussions. What is the next most appropriate step that the team
should take?
a. Leave the standard procedures and documentation with the users
and proceed to the next project. (The users should be trained
properly so that they know how to apply the procedures.)
b. Train the users of the standard procedures and documentation.
(The users should be trained properly so that they know how to
apply the procedures.)
c. Keep the standard procedures and documentation in the library.
(Procedures and documentations should not be kept in the library.
These should be kept near the place where the process will be
executed so that people can easily refer to the procedures and
documentations when needed.)
d. Give the standard procedure and documentation to the School
Head. (The School Head can have a copy of the procedures and
documentation. However, these should still be given to the users.)
e. None of the choices.
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A SI team is ready to roll out the solution to ensure the proper
segregation of waste in the school. The SI team has determined that
they would need the help of parents in order to remind the learners
regarding the segregation of waste. As such, the SI team called a
symposium to orient parents regarding their proposed solution and
what the parents can do to help. What element of the people side
planning did the team illustrate in this scenario?
a. Communication with stakeholders (The team shared information
with stakeholders so that the stakeholders will know what is going
to happen and that they can provide their inputs and support.)
b. Participation (The scenario does not show the parents being
involved in the planning and execution of the solution.)
c. Education (The scenario does not show the parents being given
what they need to successfully implement the solution.)
d. All of the choices
e. None of the choices
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10
A SI team has standardized the new methodology to teach the AGONA
method. The new methodology is their solution to ensure that students
understand and know how to do the AGONA method. There are
currently 5 teachers handling Math subjects for Grade IV and all of them
are teaching the AGONA Method. With the new standard process, the
school can ensure that the method is delivered the same way every time,
regardless of who is delivering it. What use for standard practices was
illustrated in this scenario?
a. Create consistency among individuals or groups
(This makes the process output more predictable. Creating a
standard procedure ensures that the process will be delivered
consistently every time, regardless who is doing it.)
b. Provide “know-why” for teachers and leaders currently on the job.
(The scenario does not show the procedure helping the teachers
do what they need to do.)
c. Provide a basis for training new people (The scenario does not
show the procedures being used to train new people.)
d. Provide a trail for tracing problems (The scenario does not show the
procedures being used to trace problems.)
e. None of the choices.
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Step 10: Check Your Progress
Answer Key for
page
185
1
A SI team has rolled out their solution to ensure that the feeding
program doesn’t exceed the allotted 30 minutes. What is the next
most appropriate step that they should make?
a. Close the project and proceed to the next one. (the team should
monitor the solution to ensure it continuously performs according
to expectations before closing it)
b. Monitor the solution to ensure that the process continues to
perform as expected before finally closing it. (the team should
monitor the solution to ensure it continuously performs according
to expectations before closing it)
c. Proceed to the next project immediately. (the team should
monitor the solution to ensure it continuously performs according
to expectations)
d. Leave the monitoring to the teachers and proceed to the next
project. (monitoring should initially be done by the team,
and they should set up a monitoring system that they should
handover to the process owners)
e. None of the choices.
2
A SI Team is looking into the Teaching Learning process of Science
for Grade III Learners. During the walk the process the team observed
that the entire Teaching Learning process exceeded the 40 minutes
allotted time. The team now decided to gather data on the start
and end times of each sub-process of the teaching learning process
of Science. The team is now going to implement their solution to
address the issue, which data should they gather to assess and
monitor the implementation?
a. Time data on the start time and end time of the teaching
learning process (this data is not consistent to what they
collected in Step 4)
b. Time data on the amount of time in excess of 40 minutes (this
data is not similar to what they collected in Step 4)
c. Time data on the amount of time spent for recitation (this data is
not similar to what they collected in Step 4)
d. Time data on the start time and end time of each sub-process
of the teaching learning process (this data gathers how long
each sub-process took, this is consistent with the data that they
gathered in Step 4.)
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3
A SI team has finished the implementation and roll out of their
solution. They have also monitored the solution for a certain time to
ensure that it continuous to perform according to what is expected.
What is the next most appropriate step that they should take?
a. Document the learning from this project, recognize the team for
their contribution, handover the monitoring and evaluation to
the process owner, and proceed to the next project. (the team
should take these actions to properly close the project)
b. Proceed immediately to the next project. (proper closing of the
project should be done)
c. Be content with what they have achieved and with the
performance of the school. (the team and the school should
never be content they should pursue continuous improvement)
d. Continue with the monitoring of the project performance to
ensure that it continuous to perform according to expectations.
(the team should know when to let go and proceed to other
projects)
e. None of the choices.
4
A SI team is looking into the issue that the learners have low scores
in Science. They implemented remedial classes to help learners with
low grades improve their performance. Which level of fix did they
apply?
a. Level 1 Fix the Output (this level is corrective, the output is being
fixed)
b. Level 2 Fix the Process (this level is proactive, fixing the process
that produces the output)
c. Level 3 Fix the System (this level deals with fixing the policies
and procedures within the system)
d. All of the choices
e. None of the Choices
5
A SI team is looking into the issue that learners have low scores in
Math. The team investigated the teaching-learning process math and
made some improvements. Which level of fix did they apply?
a. Level 1 Fix the Output (this level is corrective, the output is being
fixed)
b. Level 2 Fix the Process (this level is proactive, fixing the process
that produces the output)
c. Level 3 Fix the System (this level deals with fixing the policies
and procedures within the system)
d. All of the choices
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6
A SI team is investigating the drop out rate of a particular school. They looked
into the attendance monitoring process and introduced new policies to ensure
the accuracy of the attendance and the monitoring of learners with poor
attendance records. Which level of fix did they apply?
a. Level 1 Fix the Output (this level is corrective, the output is being fixed)
b. Level 2 Fix the Process (this level is proactive, fixing the process that
produces the output)
c. Level 3 Fix the System (this level deals with fixing the policies and procedures
within the system)
d. All of the choices
e. None of the Choices
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9
A SI Team has implemented a solution to improve the English proficiency of
Grade IV learners. Before the implementation there were 50% of students who
were non-readers. After the implementation of the solution, they gathered
data on the reading proficiency in grade IV and found that there were still 50%
of learners who were non-readers. The school standard is that at most 10% of
learners being non-readers is acceptable. What should the SI team do after
getting this result?
i. The team should re-evaluate the analysis that they did and
look into the reasons of why they were not able to bring Which
down the number of learners who are non-readers. (this is action/s
correct because the team looks back into their analysis to
determine why their implementation failed) should the SI
team do?
ii. The team should investigate who is the reason for the a. i only
failure of the solution so they have someone to blame. (this
is wrong, the team should not blame people for failure, b. ii only
instead evaluate the process that they followed and their
analysis) c. ii and iii
iii. The team should accept the failure of the solution and move d. i and iv
on to the next project. (this is wrong, the team should not e. None of
give up whenever they experience failure, they should look the choices
into the reasons why it failed and improve)
iv. The team should look into the actual implementation and
compare it with the plan to see if there are deviations to
the plan that caused the failure. (this is correct because the
team looks into the implementation to see if deviations from
the plan happened which might have caused the failure.)
10
A SI team has finished the implementation and roll out of their solution to
improve the proficiency of learners in Science. They have also monitored the
solution for a certain time to ensure that it continuous to perform according to
what is expected. They are now ready to close the project. What activities should
they undertake for the closure?
i. Recognize the time and effort that the team has given
into the project (this is correct, the team should be Which
recognized so that they will be motivated to do more action/s
projects) should the SI
ii. Capture the learning from the initiative (this is
team do for
correct because the learning will help future project the project
implementations) closure?
a. i only
iii. Develop managerial systems to monitor the
implementation (this is correct because the monitoring b. i, ii and iii
should be handed over to the process owner, and a
system will make it easy for them) c. ii and iii
iv. Celebrate and be content with the improvement that d. i and iv
they have done (celebration is correct, the team should
e. None of the
celebrate their achievements but they should not be
choices
content with the improvements made, we want to instill
a culture of continuous improvement)
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Project Forms
project title
Team Members
stage 1: assess
background
School Profile
School Measures
VOC
Project Scoping (SIPOC)
current state
Process Map +
Data Gathering and Presentation
Problem statement
problem analysis
stage 2: analyze
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future state
Objective
Statement
stage 2: analyze
Solution Generation
Value Analysis
Improved Process Diagram
implementation plan
Tasks and Timeline
Budget and Resource
Stakeholder Analysis
TEST RESULTS
Piloting
Rollout
KEY LEARNING
Project Closure
Project Sharing
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SI RISK TEMPLATE
Step 3: Response Step 4 : Risk Response
Step 1: Risk Identification Step 2: Risk Assessment Strategy Planning
Risk Management
Risk Description of Risk Event Potential Impact
ID Strategy Action
Category Risk Event Trigger if Risk Event Occurs
(1-5)
(1-5)
Severity
Plan/Contingency Plan
( 1 - 25 )
Likelihood
Risk Score
Assigned to
Assess the
Describe the Assess how often
Describe how the severity based on
consequences of each a failure mode or Risk Score = Provide actions to
design or process how bad the
failure mode. It is its cause happens. Severity x eliminate the cause of
Categorize functions (or items) Provide effects of the
extremely important to Rated on a scale Likelihood the risk. The strategy
the risk can fail. The reasons why failure mode is. A Assign a person to be
capture the experiences of of 1 to 10, where Highest Risk should lower the impact
1 according to question being asked the failure rating of 10 responsible for tracking and
the customer. Thus, we 10 means that Score of the risk by reducing
its here is “How could it mode can or means that an managing each identified risk
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must put ourselves in the failure is certain warrants first the likelihood of
consequence fail” not “If it will fail”. will occur. effect is so severe,
shoes of the customer and to occur and 1 consideration occurrence, reducing the
it threatens the
know these effects means extremely for analysis. consequence, or both
safety of the
through their perspective. remote.
customer.
Risk Management
Risk Description of Risk Event Potential Impact
ID Strategy Action
Category Risk Event Trigger if Risk Event Occurs
(1-5)
(1-5)
Severity
Plan/Contingency Plan
( 1 - 25 )
Likelihood
Risk Score
Assigned to
Principal, Head
Create Anti-littering Committee Teachers, Guidance
counselor, Student
Government, Class
Advisers, Class
Students will Include effects of global warming and President
The student will
not support No strict waste management topics in science
still throw their
1 Moderate the campaign implementation 3 3 9 subjects
trash
failure mode. It is its cause happens. Severity x eliminate the cause of
Categorize functions (or items) Provide effects of the
extremely important to Rated on a scale Likelihood the risk. The strategy
the risk can fail. The reasons why failure mode is. A Assign a person to be
capture the experiences of of 1 to 10, where Highest Risk should lower the impact
1 according to question being asked the failure rating of 10 responsible for tracking and
the customer. Thus, we 10 means that Score of the risk by reducing
its here is “How could it mode can or means that an managing each identified risk
must put ourselves in the failure is certain warrants first the likelihood of
consequence fail” not “If it will fail”. will occur. effect is so severe,
shoes of the customer and to occur and 1 consideration occurrence, reducing the
it threatens the
know these effects means extremely for analysis. consequence, or both
safety of the
through their perspective. remote.
customer.
Risk Management
Risk Description of Risk Event Potential Impact
ID Strategy Action
Category Risk Event Trigger if Risk Event Occurs
(1-5)
(1-5)
Severity
Plan/Contingency Plan
( 1 - 25 )
Likelihood
Risk Score
Assigned to
Principal, Head
Create Anti-littering Committee Teachers, Guidance
counselor, Student
Government, Class
Advisers, Class
Students will Include effects of global warming and President
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235
The student will
not support No strict waste management topics in science
still throw their
1 Moderate the campaign implementation 3 3 9 subjects
trash
for “Zero of rules;
everywhere
Litter” Science Teachers
Project
Award Most Clean Room of the
Week
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SIPOC TEMPLATE
Supplier Inputs Process Output Customer
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Process Steps
SAMPLE DATA COLLECTION PLAN 1
(THIS IS ONLY A SAMPLE DATA COLLECTION PLAN, TEMPLATE CAN BE
CHANGED DEPENDING ON THE DATA NEEDED)
Data Collection Plan Project ________________________
What questions do you want to answer?
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Data Operational Definition and Procedures
What Measure How measured Related conditions Sampling How/where
type/ Data 1 to record 2 notes recorded (attach
type form)
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School Improvement Story
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