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Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY SAN JUAN


San Juan, Southern Leyte, Philippines
___________________________

Name:
Course:
Academic Period:
Professor:

Lanie D. Brodeth
MM506 Problem Analysis and Decision Making
First Semester, 2015 2016
Dr. Eden J. Garces

ACTIVITY 2B PROBLEM ANALYSIS IN THE AGENCY


Activity Objectives:
Through this activity in problem analysis, the masterand is expected to present a clear,
justified and detailed array of problems in our respective organization or agency being
represented.
Agency / Organization Represented:
New Guinsaugon National High School
Present Role of the Masterand:
Academic Adviser / Teacher
Specific Areas of Concern:
Technology and Livelihood Areas
Management Model Emphasized:
Dr. Elijah Ezendus Model of Problem Analysis
Part I. Verification of subject of analysis
In this phase, the proponent makes a guide list for her to ask students, co-subject
teachers, parents, and the principal in the verification of nature of the subject to be analyzed
based on personal and communal feedbacks and observation:
A. The Interview guide list questions. The purpose of this guide list question is to establish
initial subject areas of concern either it can be timely, logically and purposively accounted for as
subject of analysis. It is done through assignment to students, informal listings of suggestions
during teachers meeting with the principal.
The conduct of the guide is procedural which means questions are ask in a step by step
one at a time manner.
Guide list:
1. Among the many concerns of our developing school, can you identify problems which are
directly related to our T.L.E. department?
___________________________________________
___________________________________________
___________________________________________
Initial result most concerns being identified by stakeholders:
o Lack of classroom space
o Outnumbered textbooks and library references
o Lack of tools and materials for instruction during laboratory period
o No internet access
The proponent aligned these suggestions towards structural, material, capacity and
functional types of organizational problems.
2. Does the suggested problem directly related to the T.L.E. areas in general?
Problem
Identified Areas of Related Concern
1. Classroom Space
Facility
2. Supply of Textbook
Instruction
3. Supply of References
Instruction
4. Laboratory Tools
Instruction
5. Laboratory Materials
Instruction
6. Internet Access
Facility and Instruction
3. What identified subject of analysis is most common?
Problems related to improvement with instruction due to lack of textbook supply and
references, lack of laboratory tools and materials for T.L.E. instruction without available student
hotspot for information technology support.
B. PTA Meeting: The purpose of the meeting is to eye a confirmation of stakeholders
commitment towards its suggested problems, priority level, timeliness as to the proponent and
practicability of resourcing.

Step 1:

Verbal request of the proponent to include Instructional Improvement in the PTA


General Meeting in the Principals Office and the Residence of the PTA President.
Step 2:
Letter of Invitation to Parents, Guardians, LGU Stockholders regarding for
a general PTA meeting.
Step 3:
Presentation of the agenda and approval of the attendees.
Step 4: Distribution of the Ranking Sheet of the following suggested problems to
prepared ready for return after a weekend through their student.
Questionnaire:
If you are going to rank 1 being the first priority and 2 being the second, which areas of
concern is mostly practical among our students to address with?
_____ Facility / Amenities
_____ Instruction
If your first priority is facility / amenity by what immediate means can we cater the present
needs of our students? (Please check only one choice)
_____ Additional Classroom / Building
_____ Internet Access
If your first priority is instruction by what immediate means can we cater the present needs
of our students? (Please rank from 1 being the first and 4 being least)
_____ Additional Textbook Supply _____ Additional Supply of References
_____ Additional Laboratory Tools _____ Additional Laboratory Materials
Initial result mostly preferred by stakeholders:
Answer to Q1. Instruction
Answer to Q2. Internet Access
Answer to Q3. 1. Additional Textbook Supply
3. Additional Laboratory Materials

2. Additional Laboratory Tools


4. Additional Supply of References

Part II. Identification of problems related to subject


Part II, III and IV, brainstorming, lateral thinking, mind mapping and structured inquisition
involve using three of common tools in problem analysis, namely; the five why, critical incidence
analysis and force field analysis.
Toyodas Five Whys
1. Why does the school lack the instructional resources (textbook supply, laboratory tools,
laboratory materials and supply of library references)?
Answer: It lacks the monetary capacity
2. Why does the school lack the monetary capacity?
Answer: a) Majority of enrollees are below poverty line
b) Being a new school it is in its state of structuring in the side of
government budgeting; where land and other facilities are still needs to
be acquired
3. Why majority of the clientele does incapacitating and the government in context fails to
address these problems to act upon readily?
Answer: Being in its state of structuring, the school also is integrating K12
nationwide program which encourage the use of tested classroom
technology in the teaching of T.L.E. areas.
4. Why the state does encourages tested classroom technology in the teaching of T.L.E.
areas?
Answer: To address practically the lack of academic and skill laboratory
resources by reducing it to few technological strategic solution.
5. Why technological strategic solution?
Answer: To answer practically and scientifically these lack of resources into
one effective classroom instruction strategy.
Identified problem:
What classroom technological strategy is needed to suffice out of lack of
resources?
Part III. Ascertainment of key problems
Flanagan Critical Incidence Analysis
Critical Incident
Incident Reflective Responses
Reflective Cycle
Description:
Lecture and laboratory activities with lack of resources (books,
Context
references, tools and materials)
Teacher Proponent: It takes time and extra effort to sustain
Related Roles
knowledge and skill acquisition through limited resources
causing it a traditional way of teaching

Student: Strongly dependent to teachers environment, poor study


habits, minimal interaction
PTA: Lack the capacity to support
DepEd: Curriculum K12 Priorities, ASEAN 2015 data-basing
Feelings:

Teacher Proponent: Tiresome, limited effort due to controlled restraining


limitation, feeling of burn-outs
Student: Boring, unmotivated, felt unfair for front row listeners and upper
class students, laxity
PTA: Worried and resilient
DepEd: Piety and hopeful

Evaluation:

Goodness:
Compassion with the teacher student rapport, resourcefulness,
openness to flexibility and anticipated development
Bad:
Less even and distant heterogeneity in learning process, traditional,
less exciting, unorthodox to generation stance

Analysis:
Sense
Why
Challenge

Text:
Related Literature
Class Reading
Conclusion:
Learning

Introduce interesting, proactive, cooperative and technology-base


concept of lecture and laboratory type activities
Engaging, satisfying, maximum learning, highly practical and
economical, timeliness and continue to promote goodness aspect.
Feasible acquisition of a set of flipped technology instruction in T.L.E.,
Versatility of purpose

Flipped classroom has been emphasized in the teachers manual,


DepEd K12 strategies and implementation, TESDA oriented skill
technology research and development manual
Instruction must be placed as foremost priority in the teacher-student
relations

Other related

Technology integration eases time, effort, money and assessment value

Impact

Highly communicative to student needs, versatile sense of addressing


lack of several resources

Ascertained key problem:


Feasible acquisition of a set of flipped technology instruction in T.L.E.
Identification of Evidence
Open to problem solving
situations and further
research

Compliance with DepED, TESDA


and Work text Teachers Manual
Specification

Dealing with other co teachers


with on-line open resources for
lesson designs

Critical Incident
flipped technology instruction

Collaborative and interactive relationship with student teacher, student


student, teacher teacher within and outside school setting through
on-line interaction and professional membership

Part IV. Establish causes of key problems

Suffice other demand


for lack of resources and
minimize classroom and
laboratory facilitation

Safe in demonstrating lecture


and laboratory lessons

Enhance learning
environment
1. lecture
2. laboratory
3. research
4. skill
demonstrative
activities

To establish cause of problem an interrelationship diagraph is used to trace the very


cause through identification of the highest number of arrows representing or heading out as that
causes the problem.
Interrelationship Digraph
Lack of T.L.E.
Laboratory Materials
Lack of Classroom /
Laboratory

Lack of Monetary
Resources

Lack of Library
References
Lack of Textbook /
Skill Manuals

Necessity of flipped
technology T.L.E.
classroom instruction

Lack of Lab Tools

Lack of Textbook

Instability of Enrollee

Newly instituted
Lack of Network Support

Established Cause:
The factor with the highest number of arrows heading out is the lack of monetary
resources which is established here as our key cause factor
This established cause which is mainly monetary or economic resources is looked closer
with its necessary requirements such as the measurement, materials, method, environment,
resourcing and management using Isikawas Fishbone Analysis.
Isikawas Fishbone Analysis
Measurement
a. Room size adjustments
b. Minimal number of
chairs and working table
c. Space to student ratio

Materials

Method

a. Audio Visual
a. Transcribe lessons
LED Flat TV
based in USB, DVD,
DVD Player
CD
b. On-line Requisite
b. Membership into
Portable modem
professional on-line
USB for data basing
organizations

a. Internal Stakeholders a. Necessity of faculty


a. In and out disturbances
PTA, Alumni, Student training and orientation
b. Need to position for light
Government, LGU
b. Borrowers logbook
conduciveness
b.
External
Shareholders
c.
Management guide
c. Need to position for air
Private
Entities
d.
Room-based library
conduciveness
Foundations
of USB, DVD and CD

Environment

Resourcing

Flipped T.L.E. classroom


/ laboratory technology

Management

Part V. Identify possible solution


Towards this end a possible solution identified as a problem necessity in the
establishment of causes is then applied to Lewins Force Field Analysis to arrive at implementing
flipped classroom technological strategy through audio video flat screen TV with on-line
accessibility out of monetary constraint.
Lewins Force Field Analysis
Forces
Driving Force
Softcopy reading
Video shows for AV learning
On-line reading
Restraining Force
Lack of textbook supply
Lack of laboratory tools
Lack of laboratory materials
Lack of library references

Importance

Agency Control

Total

4
5
3

3
5
4

7
10
7

5
5
4
3

4
5
4
3

9
10
8
6

Restraining Force (Forces Against Change)


Current Situation: Lack of academic instructional resources

Lack of
textbook supply

Lack of lab
tools

Lack of lab
materials

10

Lack of library
references

= 33

Implementation of flipped classroom technological strategy through


Audio Video Flat Screen TV with On-line Accessibility
7

10

Softcopy
reading

Lack
Videotextbook
shows
for AV
supply
learning

10

7
Video shows
for AV learning

= 34
On-line
reading

Driving Force (Forces For Change)


Ideal Situation: Impelementation of versatile effective classroom instruction strategy

References:
On line PDF Resources:
"How senior managers acquire and use information in environmental scanning" by Ethel Auster
and Chun Wei Choo (1996).
"Information sources used by lawyers in problem-solving: An empirical exploration" by Margaret
Ann Wilkinson (2001).
"When Is 'Enough' Enough? Modeling the Information-Seeking and Stopping Behavior of Senior
Arts Administrators" by Lisl Zach (2004).

On-line topics:
Seven New Quality Tools for Managers and Staff (Wikepedia.com)
Most Useful and Practical Tool in Management and Decision Making (Mindtools.org)

Republic of the Philippines


SOUTHERN LEYTE STATE UNIVERSITY SAN JUAN
San Juan, Southern Leyte, Philippines

___________________________

Name:
Course:
Academic Period:
Professor:

Lanie D. Brodeth
MM506 Problem Analysis and Decision Making
First Semester, 2015 2016
Dr. Eden J. Garces

ACTIVITY 3B ORGANIZATIONAL PROFILE OF THE AGENCY


Activity Objectives:
Through this activity, the masterand is expected to present a concise introductory
information on the organizational setting of the Agency.
Agency / Organization Represented:
New Guinsaugon National High School
Present Role of the Masterand:
Academic Adviser / Teacher
Specific Areas of Concern:
Employee
Management Model Emphasized:
Style of Berkshire Hathaway Inc.

New Guinsaugon National High School (NGNHS) is government owned public


secondary school located in New Guinsaugon, Saint Bernard, Southern Leyte functioning under
the countrys leading Department of Education with main office in DepEd Complex, Meralco Ave.,
Pasig City, Metro Manila. DepEd oversees and manages a number of private, public, NGO-based
and sectarian schools including NGNHS. The school consequently being growing has still in need
of an average annual growth in book value through its stakeholders including school PTA and
student-based fund raising activities. For less than 10 years, while growing a steady 6 to 11
classroom still a school with no annexes NGNHS projects an enrolment from 260 plus last year to
463. This makes the school a larger school, with 213 more students than the average school and
268 more students than the average school in Saint Bernard. The school has more male students
(262) than female students (201) - for every one female student there are 3 male students. This is
similar to the average gender breakdown in Saint Bernard, which sees on average 1:3 male
students per female.
Being a secondary school, NGNHS teaches students in grades seventh through tenth in
Saint Bernard, Southern Leyte of Eastern Visayas (Region VIII). Though it has no noninstructional rooms, it is powered and supplied with water by a power grid. With 463 students,
class size is around 77 students in 6 main classrooms down to 42 students per activity quasi
group meetings among major subjects. Margarita D. Badeo is in charge of the school, acting as
the school's Principal. With a school ID registered at 192023 it approximates a partially urban
income of P 25 M or more but less than P 35 M. Only standard rooms are emphasized with
minimal rooms concentrated for Laboratory, Home Economics, Industrial / Workshop, Computer
and Special Education. Non-instructional rooms for Canteen, Clinic, Library and different Offices
needs a lot to be work-out
Under the lead of Dr. Margarita D. Badeo, 23 teachers of different focus of academic
specialization cater a K12 prepared and competent junior education in the secondary level while
anticipating competitiveness in the structural and foundation of its require amenities and facilities.
Its conducive location along the National highway fronted by a sandy beach of Magbagacay and
its upper hill stance contemplate a promising nest for your learners and modern teachers.

They are expensive to implement, offer a good return on education as a future investment
by achieving the school's goals to better enhance good academic performance paired with the
core of servitude and nationhood. To assure the problem that employees get the message that
they have a job to do and that they see the change as something integral to their daily activities,
the strategies for the success of functional structure in NGNHS are:

Positioning the functional structure as a basic element in the organization's formal


performance management system

Designing instructional and faculty programs to fully integrate outcomes into the core
functional structure

Enrichment education, seminars & training among all members in effective performance
planning and management practices such as how to handle specific academic and nonacademic demands, challenges and problems

References:

School Improvement Plan of NGNHS


DepEd Masterlist of Public Schools
Berkshire Hathaway Brochure 2015