DEPED - Continuous Improvement - Project Learning Guide - Printready

Table of Contents
Introduction to the Guidebook
The SI Model Overview For Schools
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
d
o
r
t
In
o
cti
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 ?
How do you develop solutions for these problems?
Do you experience the following when planning and

implementing projects from your School Improvement Plan?
Difficulty in selecting improvement projects directly related to your school

priority objectives?
Failure to properly scope projects
Lack of understanding of what process to improve
No clear process owner
No buy-in with the process owner
Lack of proper stakeholder management
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.
Intro
Department of Education
The Continuous
Improvement methodology
also ties in with your School
Improvement Planning
DBM
The DepEd strategic planning, targeting

and goal setting takes off from when the
Department of Budget and Management
cascades the National level Education
targets. In turn the Central Office assigns
targets to the Regions while considering
their individual situation. Each Regional
Office shall be assigned targets. The
regional office does the same to their
Division offices.
National targets
National
Plan
Regional targets
The Division then gives to schools

learner outcome targets. The trigger will
be top-down but the process is iterative
and consultative.
Regional
Plan
In schools, the identified priority

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
will be through the use of Continuous
Improvement methodology.
Division Plan
Division
Plan
School Targets
As shown in the diagram, the school

improvement plan is developed using
a process that assesses the possible
improvement areas for the school and
then prioritizes these for further action.
In the Act stage of the school
improvement, the various tools
of continuous improvement
are used to understand the
problem areas, develop and
implement solutions.
School Improvement Plan
Division
Plan
Assess
SCHOOL
IMPROVEMENT
SIP Implementation
33
Plan
Act
Intro
In school, have you ever tried solving

a problem and wondering why it
keeps repeating when you thought
you have already addressed it?
How did Batasan

Hills NHS do it?
Let us understand further how to
undertake
school
improvements
using the continuous improvement
methodology.
Take the case of one school in Metro
Manila, the Batasan Hills National
High School. For years, the school
had difficulties managing their school
registration process, which inevitably
led to problems during school opening;
problems, which were always covered
by the media to illustrate perennial
issues in the public schools.
How do you solve such problems? Is
there a way to find solutions that will
effectively address them?
Fortunately, there is and it is called
Continuous Improvement or SI. This
method was applied by Batasan Hills
NHS to their recurring problems in
school registration and school opening
with immediate and significant results.
They learned and applied a

methodology called Continuous
Improvement.
They studied the problem, analyzed
data, looked for the causes and
formulated solutions that directly
addressed these causes.
Other schools have also applied the
SI methodology and achieved similar
successes in improving some aspect
of their school performance.
Intro
SCHOOL
IMPROVEMENT
ANALYZE
Lets 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
stands for Assess-Analyze-Act.
In Analyze, you will be able to gain better

understanding of why the problem
occurs or its root causes through tools
such as the Fishbone Diagram and Root
Cause Analysis.
ASSESS
During this stage, you will be made

aware of the need to validate the root
causes of the problem by collecting data
from learners and other stakeholders.
In Assess, you will realize that to be

successful in solving a problem, it is
important to first identify what the
problem is and understand fully what the
problem is all about.
From the validated root causes, you will

be guided in developing the appropriate
solutions to address these causes.
During this stage, you will get to know

how to collect data about the problem
by talking to learners and other
stakeholders.
At the end of this stage, you will be able

to prepare an improvement plan.
You will acquire the skill of documenting

the process by drawing a process map
or the SIPOC (Supplier-Input-ProcessOutput-Stakeholder) diagram.
ACT
At the end of this stage, you will be able

to identify your priority improvement
areas.
In Act, you will able to pilot the solutions,

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
What do you hope to gain

from reading and using this
SI Learning Guide?
Teacher
If you are a teacher, you will gain

an understanding of continuous
improvement, become competent in
applying the SI methodology and be
proficient in the use of SI tools and
techniques such as data gathering thru
survey questionnaires and interviews,
SIPOC Diagram, Fishbone Diagram,
Root Cause Analysis, and validation
of root causes, among others.
Most importantly, you will find
meaning in your life as a teacher
because the knowledge and skills
that you acquired will help you in
improving the lives of the learners.
School Head
Division
Superintendent/
Supervisor
If you are a School Head, you will not

only acquire a knowledge of SI and its
methodology, tools and techniques,
but a better understanding of how
SI can help teachers and other
stakeholders work well together
to achieve a common purpose
(DepEds Mission: To protect and
promote the right of every Filipino to
quality, equitable, culture-based and
complete basic education).
If you are a Division Superintendent/

Supervisor, you will appreciate the
intent of continuous improvement
and learn to operationalize the SI
methodology, tools and techniques
to enable you to provide technical
guidance on SI to schools.
In applying SI, you will also have a
better handle of dealing with school
issues and challenges that are more
relevant and focused.
6
What is the
best way of
reading this
SI project
Learning
Guide?
It is best to stick
to the prescribed
sequence of
topics because
the SI Project
Learning Guide
is describing a
methodology
or process that
is systematic in
nature.
However, after
you have started,
you may backtrack
to the previous
topics for recall or
review.
This guide has
been designed
for team learning,
so it is best to use
this guide as a
team.
Intro
w
e
i
v
e
v
O
What does Continuous Improvement mean to you?
What do you associate Continuous Improvement with?

Let us view the case of another school, Marikina HS, to see what SI means and how it
changed the lives of the learners.
The video presents the following scenes:
(icon to PLAY VIDEO)

Marikina HS
Reading Intervention
Program (see video
MarHSMain2a.mp4)
Marikina HS
SI video
How it all started: the mass reading intervention activity

that utilized CARS (Comprehensive Assessment Reading
Strategies) was not very effective in improving high
school students reading ability.
What did they do: the video described how the SI Team
used the SI methodology (Triple A) to respond to this
problem.
What results were achieved: the targeted 14 students
were able to improve their reading ability beyond the
Grade IV level.
Did anything from the video presentation strike you?

What did the school do to impress you? What are some lessons here?
These are the things that Marikina HS did:
The school SI team did home visitations and
gathered data to determine the root cause of
the reading difficulties among some learners.
With knowledge of the root cause of the
problem, they developed a number of
solutions that target various aspects of the
learners reading difficulties.
77
Intro
Do any of the following fit your impressions, insights/ observations?

Problems identified were
backed up by data.
Data was obtained from learners
and other stakeholders through
surveys, interviews, FGD, etc.
The problems were analyzed to
determine its root cause/s before
any appropriate solutions were be
developed.
Formulating solutions generate a
number of alternative solutions to
choose from, instead on focusing on
a single plan of action.
There is a systematic
process (or step-bystep) approach to
solving problems.
Specific tools and
techniques can be used
to execute each step.
Aside from
quantifiable results,
unintended outcomes
such as changes in
attitude were also
noted.
Bearing in mind your insights and observations, let us go back to the question:
What does Continuous Improvement mean to you?
Continuous Improvement is a methodology to

continually assess, analyze, and act on the performance
improvement of key processes, focusing on both
stakeholder needs and the desired performance.
Continuous Improvement means-Good, better, best,
never let it rest,
till the good is better
and the better is best.
Intro
SCHOOL
IMPROVEMENT
SI takes place in the development, implementation, and evaluation of

the SIP (Assess-Analyze-Act) and the SI project (Act).
Assess
ASSESS
Based on strategic directions from the Division Office, a schoolspecific environmental scanning, as well as the identification of
internal and external factors, is undertaken to arrive at school-level
priority improvement areas so as to address the source/s of problems.
Plan
ANALYZE
To address priority improvement areas, school-specific strategic

objectives and targets are set, appropriate solutions are formulated,
and a School Improvement Plan (SIP) is developed.
ACT
Act
To implement the SIP, school-specific SI Projects are identified in the

Action Plan. SI Project teams are then organized to implement the
project and check for its effectiveness.
SIPs are also regularly evaluated for effectiveness and impact.
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
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.
What pre-work
is needed before
we select a
SI project and
form a SI team?
Our school improvement plan (SIP) should have

identified the priority improvement areas based on
the targets negotiated through a consultative process
between the Division and school.
We have identified the school measures that will
contribute to the attainment of targets in the priority area
defined. These measures shall be the reference point of
our assessment .
11
11
GET ORGANIZED
ASSESS 1. 1
Lets start with a discussion of what school measures are.
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.
School Process
Leadership Training
School Measure
Attendance Monitoring
Achievement Rate
Guidance Counseling
Graduation Rate
Remedial Process
Dropout Rate
Stakeholders
Learners
Curriculum delivery process
Professional Development
School Measure
In Service Training
Awards and
Recognitions
Gender Awareness
Development
Staff Development
Level
Stakeholders
Teachers
School measures include:

Enrollment rate
Dropout rate
Attendance of students
Cohort survival
Graduation rate
Child protection and
Nutrition
Student Performance
Scores
Teacher development
SBM accreditation
Sufficient infrastructure
These are examples of school measures

that form part of our performance
metrics. How do these measures relate
to the quality of education we provide
our students? These school measures
tell us whether we are able to meet our
goals. It allows us to assess whether
our stakeholders are satisfied. It also
tells us whether improvements are
necessary and effective.
12
FIGURE 1.1 - SCHOOL MEASURES AND STAKEHOLDERS
GET ORGANIZED
1. 1
School Measures
1. 1
Some challenges
encountered in
conducting SI projects are the following:
For instance, students go to school

to receive quality education.
Processes such as the conduct of
leadership training, attendance
monitoring, guidance counseling,
remedial classes, and curriculum
delivery are assessed through
measures such as the Achievement
rate, Graduation Rate, and Dropout
Rate. These measures are indicators
of whether students receive quality
education from their schools.
Projects
identified are not related

to the school priority objectives.
Failure
to properly scope projects
No
concept of a stakeholder
expectation
Lack
of a concept and
understanding of a process
When there is non-conformance to

standards, this triggers the need to
conduct a SI project.
No
clear process owner
No
buy-in with the process owner
Lack
of proper stakeholder
management.
The tools of the SI method will help
us address these challenges. Three of

these tools are discussed in subsequent
sections :
1. Using a project selection criteria;
2. Creating a SI project template;
and
3. Establishing the SI project
organization.
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.
13
13
GET ORGANIZED
School measures relate

the school process to the
needs of stakeholders.
1. 1
Project Selection
GET ORGANIZED
The project selection criteria involve the following:

The expected project outputs and/or outcomes support the
targeted performance indicator (PI) or school measure
The project revolves around the improvement of an identified
internal school process.
The project has outputs and outcomes which are realizable within
the six-month project duration. Six months from the Assess stage
to the Act stage
Project activities are generally executable and within the control
of the project SI Team, or through a local or division-level
stakeholder with whom the SI Team can partner.
The project does not require a capital outlay to execute.
To organize the information for a SI Project, a template can be used as reference.

This project template will show how we recognized the needs of our stakeholders,
how we generated solutions, and how to make them sustainable.
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.
IMPLEMENTATION PLAN
STAGE 1: ASSESS
Team Members
BACKGROUND
School Profile
School Measures
VOC
Project Scoping (SIPOC)
Objective
Statement
Solution Generation
Value Analysis
Improved Process Diagram
Tasks and Timeline
Budget and Resource

Stakeholder Analysis
Evaluation of Implementation Risks
TEST RESULTS
CURRENT STATE
Piloting
Rollout
Before and After
Cost Benefit Analysis
Problem statement
PROBLEM ANALYSIS
FUTURE STATE
Root Cause Analysis

Validation of Causes
Prioritization of Valid Causes
STAGE 3: ACT
Process Map +
Data Gathering and Presentation
STAGE 2: ANALYZE
To view A3 template,
go to PAGE 151
Name of the School and Project
STAGE 2: ANALYZE
PROJECT TITLE
KEY LEARNING
Project Closure
Project Sharing
FIGURE 1.2 - SI PROJECT TEMPLATE
14
Its a visual documentation

template. At one glance, we
can see what has happened
in the project.
The A3 is divided into
two major parts-- the
first column shows the
projects current state and
the second column shows
the future state after the
projects implementation.
SI Project
Template
Definitions
1. 1
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 highlevel 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.
PROBLEM ANALYSIS
(For each storm cloud)

The problem analysis portion provides the summary of the root
cause analysis performed. A why-why diagram is used to analyze
and identify the root cause of the problem. The root cause of
the problem should lead to the solution to the problem.
15
15
GET ORGANIZED
PROJECT TITLE
FUTURE STATE
GET ORGANIZED
1. 1
The future state provides a

description of the proposed
solutions and possible
interventions on the process.
In this step, value analysis is
performed and an improved
process map is provided in the
SI Project Template.
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
- - - - - - -
FIGURE 1.3: SCHOOL IMPROVEMENT ( SI ) PROJECT ORGANIZATION
School Governing
Council
School SI
Trainer
School SI
Facilitator
SI Team 1
Team Leader
Members
SI Team 2
Team Leader
Members
17
17
SI Team 3
Team Leader
Members
GET ORGANIZED
School Head
1. 1
The next step in getting organized after drafting the Project template is to
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
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.
1. 1
GET ORGANIZED
SI
Facilitator
SI Team
FIGURE 1.4 THE SI TEAM AND STAKEHOLDERS
School Head
Making a Great Team
The members of the SI team should be creative and

open minded. These people should have high hopes,
possess a kayang-gawin (can do), kakayanin (will do)
attitude, and are very open to new ideas.
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.
The team should be composed of 3-8 members
because a smaller team can work and organize
faster. Teams greater than 8 require
additional facilitation and often require
sub-teams.
18
The Process Owner
The librarian, Math department head, subject coordinator are examples of

process owner.
FIGURE 1.5 - PROCESS OWNER
Process Owner
Overall
Process
Dept A
Dept B
Dept C
Dept D
In summary, this section should have helped us (1) understand

how to select a SI project; (2) know what is a project
template and (3) use guidelines in organizing and identifying
key people that will take part in the SI project.
The next section will describe the 2nd step in the ASSESS
stage which is Talking to your Stakeholder
19
19
GET ORGANIZED
The process owner is the person responsible for ensuring the efficiency of the
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.
1. 1
It is important to have a process owner because the projects take place in the
context of process improvement.
GET ORGANIZED
1. 1
Step 1: Get Organized

Lesson Review
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?
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
a. No Project Accountability.
b. Reliability
b. No Clear Process Owner.
c. Durability
c. No Buy-in with the Process Owner.
d. Conformance to standards
d. Project Sponsors did not break road

blocks.
e. None of the Choices
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 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 malnourished. While looking
into the Feeding Program Process, the
Team decided to look into the process
of cooking food. 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. Look into the external factors/

processes that cause students to
miss classes.
b. Look into the internal factors/
processes that are used
to monitor the students
attendance.
c. Help the students parents
earn more income so that the
students dont 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.

c. Lack of concept and understanding
of a process.
e. All of the Choices
d. Mismatch of project team members.
A n 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 out of 300
Grade IV Learners were numerates.
Which dimension of quality is
demonstrated in this performance?
A SI team is looking to improve

their schools performance by
raising the their students NAT
Scores, specifically for Math. They
decided to look into the TeachingLearning 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
a. Performance.
b. Durability.
c. Conformance to standards.
d. Reliability.
20
a. 10% increase in Math NAT Scores;

Revised teaching learning process
b. Revised teaching learning process;
10% increase in NAT Scores.
a. The Remedial Process for

Reading.
c. Happy teachers; Satisfied students.

d. Satisfied students; happy teachers.
b. Teaching-Learning Process of
Reading.
c. Attendance Monitoring Process

of Students.
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--
d. Feeding Program Process.

10
Owner?

Science. Who is the Process
a. The School Head.
a. Scope Creep.
b. SI team.
b. Lack of Focus.
c. Local Government Units.
c. Systems Thinking interrelationships

of processes within the school
system.
d. Science Teachers.
ANSWERS
ON PAGE
176
d. Shifting the Burden.

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.
FIGURE 1.GRADE IV NUMERATE LEVEL
c. There is a high level of Nonnumerates Learners in Section 1,

Section 3, and Section 4.
d. Only 3 out of the 178 (1. 68%) Grade
IV Learners are Numerates.
21
21
GET ORGANIZED
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 schools problem?
1. 1
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 ________.
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
With Your
Stakeholders
It is important to understand the stakeholders needs and

expectations, as well as their perception of whether the process
or system is capable of addressing these. The stakeholder may
also be a source of improvement ideas or suggestions.
In this section, you will learn how to understand the
stakeholders requirements and identify improvement
opportunities based on these requirements.
23
23
ASSESS 1. 2
1. 2
Learners /
Students
FIGURE 2.1 :
STAKEHOLDERS
Who are your

stakeholders?
Stakeholders are groups or individuals who benefit

from or participate in the process or project
improvement. Who are your stakeholders in the
school? These are learners, parents, the government,
future employers, teachers, principal, janitors, etc.
How do we classify the stakeholders?

There are four types of stakeholders: primary, secondary, tertiary, and internal
stakeholders. A primary stakeholder directly receives the service. In our case,
an example of primary stakeholders is the learners. A secondary stakeholder
indirectly receives the service. In our case, these can be the learners parents.
Tertiary stakeholders are indirect but crucial participants in the process, such
as future employers, the government, and society in general. Finally, internal
stakeholders are individuals or groups who are part of the improvement
process. In our case, internal stakeholders are part of the school, such as
teachers and principals.
Secondary
Stakeholders parents
FIGURE 2.2 - TYPES OF STAKEHOLDERS
Primary
Stakeholder
- learners
Tertiary
Stakeholders
future employers,
- government
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!
FIGURE 2.3 - STAKEHOLDER SEGMENTS
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 stakeholders 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:
WHYare
these needs
important?
WHATis important to
parents, students, and/
or teachers?
WHEREcan we
ent
focus our improvem
efforts?
25
25
WHATdo
students,
parents,
and teach
ers
ACTUALLY
mean?
WHATis our baseline

performance from
parents, students,
and/ or teachers?
1. 2
To avoid raising prices,

we made the hole bigger
and bigger, until the
donut finally disappeared
FOR SALE
FIGURE 2.4
CUSTOMER VALUE
We must be able to understand what is valuable to our stakeholders. What is our

VALUE to our stakeholders? Why do learners go to school? Why do parents send their
children to school? In FIGURE 2.4, the donut store does not understand the value
of what they sell to stakeholders. Increasing the size of the donut by increasing the
hole does not add value to stakeholders. Instead, it is important for the stakeholder
to receive a bigger donut because they want to satisfy their hunger.
Must balance WANTS and NEEDS!

When gathering VOS, we must be careful in determining
whether something is a need or a want. Needs are what
stakeholders expect to receive from a concept or service.
Wants are preferences of a stakeholder on how to receive
a concept or service. Needs are more likely common across
your stakeholders. Wants may vary from stakeholder to
stakeholder even if they share the same needs. We have
to make sure to address the needs first before the wants.
However, wants are important to create a balance on what
and how we deliver our service to our stakeholders.
When identifying stakeholder needs, several issues may arise.

Stakeholders may state that:
However, their real needs might be:
I need access
to the internet.
I need to have new

teaching materials.
I need to have a projector

inside the classroom.
I need to have the

entire class see the
teaching materials.
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
But their actual need might be:
I want an
understanding teacher.
I need to have a
strict teacher.
I need a computer.
I need a calculator.
We need books in the library.
We need a place for

students to study.
In this example, stakeholders perceive that they need a specific item

such as a computer, but they only plan to use it to calculate. As such,
they do not really need a computer, instead they need a calculator.
Here are a few more examples:
Internal stakeholders may say:
We need to provide chairs in the classroom for our students.
External stakeholders may say:
We need more classrooms.
The focus of the internal and external stakeholders are different, so they will
phrase their needs differently.
In terms of effectiveness, stakeholders may say:
We need our students to learn.
I need to finish my lessons on time.

But if asked to focus on efficiency, stakeholders may say:
We need our students to graduate.
I need my students to understand the lesson.

Through these examples, we learn that stakeholders have different ways of
saying what they need. We have to learn how to scrutinize and understand
what they truly mean.
There are different tools that can be used in gathering
the voice of stakeholders. The most common way is by
conducting interviews or Focus Group Discussions (FGD).
It is critical to allow our stakeholders to elaborate on their
27
27
But their actual usage for these

needs 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.
1. 2
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.
Interview questions should be open-ended. When necessary, follow-up the

questions to delve further into the stakeholder issues. In such cases, we
should allow the stakeholders to talk. We must avoid biased, leading, or
loaded questions. Our questions should be clear, and the way we word the
questions should not be ambiguous.
How do we analyze the responses of the stakeholders? We have to transcribe
the stakeholders responses verbatim, or word for word. The use of their own
DYADS OR TRIADS
ONE ON ONE
Dyads or Triads to obtain or capture

desired outcomeswith deeper and more
refined understanding
FIGURE 2.5: VOS METHODOLOGIES
Conduct personal (one on one)

interviews which help identify and list
what they really need and want
FOCUS GROUP DISCUSSION

(FGD) or observational groups to
SURVEYS
obtain deeper and more refined

understanding
Surveys to quantify and verify
language is important. We have to read through these interview transcriptions

and highlight any statements that you think are relevant to your project. The
strongest statements should be written in sticky notes in order to group or
classify the stakeholders responses.
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:
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.
c) Buddy Panels/ Adult Panels -
An ongoing panel among stakeholders. The

respondents come in pairs wherein one is a moderator
and the other is a co-moderator. This technique is
effective among kids and teens because it is less
intimidating and more fun. The Buddy panel is also
effective in rapid concept/ prototype development.
This allows researchers to establish a more intimate
relationship with the stakeholders and gain more
insights about their lifestyles, feelings, and attitudes.
This technique can also be conducted on adults.
d) Diaries - This is effective in rapid concept/
prototype development. The use of diaries allows

researchers to understand behavioral changes in the
adoption of a new idea.
e) Conversations with experts / third parties

Identify experts on the topic and set up a meeting with
them to get their views and insights on the issue.
29
29
to the respondents home and observes

the practices of the respondent. The
respondent is fully aware that he/ she is
being observed.
1. 2
a) Home Visits - The researcher goes
In school, the use of observation methods can be a good tool to gather information.
The benefits of observational studies include:
1. 2
Understanding the exact process that the student go through when learning.
Determining home stresses that students are exposed to.
Understanding the ease/ difficulty that students experience with certain
activities.
Understanding how teachers and students actually use teaching materials.
After gathering information through
the various research methods, it
is important to put some order
to the data to see trends or
get a sense of the value of the
information. One tool that can be
used for the purpose for qualitative
data is the Affinity Diagram.
Theme 1
Need 1
What is an
affinity diagram?
Need 2
Theme 2
Need 3
When Gathering large amounts of

language data, an affinity diagram:
Helps grasp very large or
complex issues.
Finds patterns in voluminous
data.
Need 4
Organizes ideas, issues,

opinions.
Need 4
Facilitates understanding.
Theme 2
Need 5
Need 6
Need 7
FIGURE 2.6 AFFINITY DIAGRAM
30
How do we create an
affinity diagram?
3. Group the cards to find the

affinity. Shuffle the cards and
lay them out, or randomly place
self-stick notes on the flipchart.
Read each card and group
together the cards that seem
similar. Let the cards group
themselves. Do this silently.
If you disagree with a cards placement,
move it. Dont discuss your decision with
other group members. If you disagree
with where someone moved a card,
move the card back. If a card moves
three times, make a duplicate card.
4. Label the groups of cards. Examine
each group and determine its essence
or common theme (aim for 3 to 5 words).
Write the theme on a blank card and
use this as the groups label. Continue
doing this for all groups. Having a group
comprised of one card is acceptable.
CLUSTER LABEL
LABEL
The first step in getting

value from stakeholder
data is organizing it in
a way that will reveal
themes.
An affinity diagram is a
good tool for this purpose
because it organizes
language data into related
groups.
The affinity diagram
involves the whole team,
which helps increase the
buy-in from individuals.
5. Optional: group the clusters into

superclusters. Place related groupings
near each other. Create superheaders,
if necessary.
LABEL
Unlike other data tools,

the creation of an affinity
diagram stresses creative
or intuitive thinking more
than logical thinking.
LABEL
31
31
2. Transfer data onto index cards

or self-stick notes - Write down
one sentence per card.
1. 2
1. Gather ideas from interview

transcripts, surveys, etc. Read
through your stakeholder notes.
Highlight statements you think are
related to the stakeholders needs.
An affinity diagram allows us to

organize language data to find
patterns. This is as important as
organizing numerical data. The
more data you have, or the more
complex the problem, the more
important it is to organize this
data in a meaningful way. When
we read unsorted statements,
it is easy to create meaning
by filtering the data through
our own biases. By sorting the
statements, we get a more
objective view of themes and
patterns.
1. 2
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.
Possible reasons include:
The VOS are biased
The VOS are ambiguous to us.
The VOS can have many meanings.
The VOS are not expressed as a true need.
The difference between needs and wants is not clear.
The VOS was gathered from the wrong stakeholders.
FIGURE 2.7 - EXAMPLE:

HOTEL CHECK-IN
PROCESS AFFINITY
DIAGRAM
Available
Information
Should Have
Information about
Local Entertainment
The RightRoom
Get My Room Key

Quickly
Get the Room I
Reserved
Tell Me How to Get
to My Room
Room Key Needs to
Work
Make Sure I Get My
Miles
Should Be Able to Give

Me Directions to Local
Businesses
Check-in Experience
Be Able to Tell Me
About the Hotel
Services
Clerk Should be Friendly

Clerk Should Be Able to
Resolve Problems Quickly
Tell Me Where My
Convention/Meeting is
Located
Give Me Advice on
Good Restaurants
Check-in Location
Should be Obvious
Ease of handling
Stuff
Dont Want to Carry
Luggage a Long Way
Recognize Me If Ive
Been Here Before
Get Help With My

Luggage If I Need
It
Clerk Should Be
Courteous
Park My Car If I
Need It
Treat Me Special If I
am a Frequent Stayer
Keep My Personal Data
Private
32
Akmang
Kapaligiran para sa
pag-aral ng ingles
Sapat na oras
sa klase
Gusto ko tulungan
ako ni titser sa pagpractice
Kailangan ko ng mas
mahabang timepara
maturuan kami
magbasa.
Kulang ang oras para
mag-practice
Gusto ko dahan
dahan sa pagturo
Ayokong maingay
sa klase habang
nagsasalita si
teacher
Me saysay ang
mga natutunan ko
Sapat na paraan*
para matuto
Kailangan kong
makaupo ng maayos
para hindi ako
nahirapan
Gusto ko magamit
ang aking natutunan
sa labas ng klase
Gusto ng me laro.
Gusto ko ng me
pictures
Kailangan kong
umupo sa malapit
para makita and
makarinig ng mabuti
Kailangan ko
matuto ng salita na
magagamit ko sa
internet chat
Kailangan ko na me
librong magamit sa
labas ng klase
Ayokong malapit
masyado sa harapan
dahil farsightedako
Matulungan akong
makaintindi ng mga
salitang inglish sa
Google
Gusto ko
nakapagtanong ako
sa guro ko
Gusto kong matuto

ng salitang ingles na
makatulong sa aming
negosyo sa bahay
Gusto masaya sa
klase
*Paraan also refers to

how to use the teaching
materials
FIGURE 2.8 - POSSIBLE REQUIREMENTS FOR LEARNING ENGLISH IN GRADE 7
Enough time
for the class
I want sufficient
time to solve the math
problem in the classroom
I want to participate in
class recitation
I want the teacher to
help me do practice solving
math problems
I need more time to
learn how to apply division
and multiplication
I need more time to
practice understanding
math problems
a+b=
The learning in
class is relevant
Conducive
environment for
learning Math
I want to know how to

apply the operations
I want a quiet class
I want to use what I

have learned outside of
the classroom
I dont want the class

to be noisy while the
teacher is explaining the
math lessons
I need help how to

understand how to use
math in day to day
activities
I need to sit properly so

I will not have a hard
time listening and taking
down notes from the
lecture
I need to learn math to

help in my parents sarisari store business
Proper method
of teaching
I need to have books
to use outside of the
classroom
I want to be able to ask
questions to teacher
I want the class to be
fun to learn
I want games in class
I need to sit in front

of the class so I can
see and hear better
I dont want to sit
in front since I am
farsighted
I want the teacher to

teach slowly
FIGURE 2.9 - VOS

OF GRADE IV STUDENTS ON THEIR MATH SUBJECT (ANSWER)
33
33
Gusto ko bigyan ako

ng oras ni titser
para maka-recite
Gusto ko ng tahimik
na klase
1. 2
Kailangan ko ng
sapat na oras sa
klase
1. 2
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
concrete improvement plans.
After thoroughly understanding the stakeholders needs, we can
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
a. Learners Primary; Parents

Secondary; School Head Internal;
Society Tertiary
b. School Head Primary; Learners
Secondary; Parents Internal;
Parents Tertiary
a. Voice of the Stakeholder
c. Parents Primary; Learners

Secondary; School Head Internal;
Society Tertiary
b. Affinity Diagram
c. Stakeholder Segmentation
d. Society Primary; Parents

Secondary; Learners Internal;
School Head Tertiary
d. Stratification
e. All of the choices
e. None of the choices
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 wouldnt be
afraid to speak up?
a. Personal Interviews
b. Home Visits
c. Dyads/ Triads
d. Expert Opinion
35
35
A SI Team looking into the

Science has discovered that there
are learners who perform better when
the teachers conduct graded recitation.
Other learners understood the lesson
better when the teacher used visual
aids like graphs and pictures. There are
other learners who do well with handson activities. In understanding the needs
and wants of these learners the SI team
decided to group learners according
to the teaching style most beneficial to
them. What concept did the SI team
demonstrate in this scenario?
1. 2
A SI Team has decided to

investigate the Teaching-Learning
Process of Math to increase their
students NAT Scores. The customers
for the Teaching-Learning Process for
Math are the Learners, Parents, School
Head, and Society as a whole. Which
of the following is true regarding the
classification of the different customers?
1. 2
A SI Team is creating interview

questions to gather the VOS from
their learners.
A SI Team interviewed a learner

who responded with the
statement, The classrooms should
be air-conditioned. The SI Team
noticed that the learner expressed a
stated need and not a real need. What
could the real need of the learner be?
One question that they want to ask is

phrased as such: 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. I need to hear what the teacher is

saying.
b. I need a classroom that is
conducive for learning.
a. Unstated Criteria
b. Loaded Question
c. Ambiguous wording
c. I need to be relaxed while learning

so I can understand the lesson.
d. Leading Question
d. I need to focus on the lesson.
A SI Team is creating interview

questions to gather the VOS from
their learners. One question that
they want to ask is phrased as such:
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.
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.
a. Loaded question
b. Leading question
What is the most appropriate theme for

this group of VOCs?
a. Proper Instructional Materials
c. Example containment
d. Unstated criteria
b. Applicability of the lessons in real

life
c. Enough time to understand the

lesson
d. Conducive environment for
learning
36
1. 2
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
an intended usage and not a need for
the actual usage. What could the actual
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.
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
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
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
At this step in the SI process, we 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; and (3) identified the needs of the learners
and stakeholders affected by the broad problem
through the Voice of the Stakeholder (VOS).
We are now ready to explore Step 3 of the
Continuous Improvement Methodology,
Walk the Process.
39
39
WALK THE PROCESS
ASSESS 1. 3
1. 3
REVIEW: TALK
WITH YOUR
STAKEHOLDERS
WALK THE PROCESS
Recall that in the previous step,

certain concerns were raised
by our Learners in the VOS.
Now, we must connect these
concerns to the specific critical
school processes in order for us
to understand further why and
where these problems occur.
YOU ARE HERE:

WALK THE PROCESS
At the end of this step, we will be able to :
Identify where the issue is located in the
process, and
Identify what data to collect to further
understand the issue.
This step contributes importantly to the
succeeding steps, so we have to understand
the current step thoroughly.
FIGURE 3.1: REVIEW VOICE OF THE STAKEHOLDER
In the process of understanding the voice of

the stakeholder, we are able to relate their
concerns to a specific school measure and
assess how well we are satisfying these needs
(refer to Figure 3.1).
Repetition
Rate
Voices of the learners
I Need. . .
Participation
Rate
Drop-out
Rate
Achievement
Rate
Graduation
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
In our schools, we rely on many processes such

as the enrollment process, the teaching process,
the curriculum development process, and the
school canteen processes, just to name a few. The
recipients of these processes are our learners,
parents, teachers, and other stakeholders.
How do we know if these processes are able
to achieve its goals and objectives? Do these
processes satisfy the needs and the wants of our
leaners and stakeholders?
A process has different components and inputs
that work together in achieving its goals. These
components can be categorized as Manpower,
Materials, Machine, and Method.
Manpower
Process Step 1
Material
Method
Machine
Manpower
Process Step 2
Material
Manpower refers to the persons in charge of

doing the work (ex. teacher, student, parents).
Materials refer to the different things that are
needed to execute the process (ex. test papers,

chalk, teaching materials).
Machine refers to the equipment or machineries
needed to execute the process (ex. projector,

television, speaker, microphone), while
Method refers to the tasks/ steps involved in

a process (ex. the way the teaching materials
are delivered, student evaluation, checking
of test papers). These components are very
important in assessing the performance of their
corresponding processes because the issues or
problems in the process may be attributed to
one or more of these components.
41
41
FIGURE 3.2:
FRIED CHICKEN PROCESS
Method
WALK THE PROCESS
Now, the juiciness and the crispiness of our

fried chicken are highly dependent on the way
it was processed. These may be attributed to
the preparation and/ or the frying process. If the
cooks overcooked the chicken, it might not be
juicy anymore. The point of this illustration is that
the resulting quality of the product or service
that we receive is dependent on its processes.
Machine
1. 3
Every day, one way or the other, we become

stakeholders of a process. Think about
ordering fried chicken. Processes are involved
in delivering that juicy and crispy chicken. The
processes involved in this particular scenario
are: preparing chicken, frying chicken, dripping
the oil, placing the chicken in a tray, and finally,
delivering the chicken to our table. (Please see
Figure 3.2 for an illustration of this process. )
What is process mapping?
WALK
WALK THE
THE PROCESS
PROCESS
1.
1.3
3
Why do we need to understand

the process?
We need to understand processes in order
to know how a stakeholders need or want
is being met. Without understanding the
process, we cant deliver a consistent,
efficient, and effective way of achieving our
stakeholders needs and wants.
How do we understand a process?

To understand a process, there must be a way
to represent or capture what is happening
in reality. This is done through the use of a
model.
Model Definition
Models are representations of systems
or processes.
Models enable the understanding,
analysis, improvement, or replacement of
the system/ process.
Models describe:
things it works on
what a system/ process does
what controls it
what means it uses to perform its
functions
what it produces
how it is constructed
It is the technique of using flowcharts

to illustrate the flow of a process,
proceeding from the most macro
perspective to the level of detail
required to identify opportunities for
improvement.
Why should we
map the process?
It promotes the common

understanding of the process
among the SI team members.
It clarifies the steps in the
process.
It helps identify the
improvement opportunities in
the process (complexity, waste,
delays, inefficiencies, and
bottlenecks).
It helps uncover problems in the
process.
It helps reveal how the process
operates.
It provides an opportunity for
the SI team members to learn
about the work that is being
performed.
A model has different forms. It can be in

the form of prototype, mathematical, or
graphical representation. Whenever there
is a building or condominium to be built in
an area, a prototype model is used to show
people a scaled example of how the finished
project will look like after its construction. A
mathematical model is used to establish a
relationship of variables, such as the idea of
force in physics. To show the sequence and
flow of work in a process, a process map is
drawn to represent it. This is the model form
that we will focus on because it is the most
useful technique for process improvement.
42
Most processes today are

undocumented, leading to more
confusion and inconsistencies
within the organization. People
commonly act in ways that they
think is right. On the other hand,
most documented processes are
often ignored or not followed
properly.
The main objective of process
mapping is for us to understand its
importance and not just conduct
it for the sake of documentation/
reporting alone.
-Dr. Myron Tribus
What is a Flowchart?
Process
Flowchart
It is a diagram that uses graphic symbols to depict the nature

and flow of the steps in a process.
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.
Brainstorm action steps.

- Write the action steps on self-stick notes or on a flipchart. It is more beneficial
to use this technique rather than conduct interviews and map out the process.
Interviews can be time consuming because we may need to go back and schedule
another interview in order to validate the map. Normally, when conducting
interviews, we may miss many details that may result in more iterations in order to
improve the action steps. If we use flipcharts and self-stick notes, the SI group can
simultaneously validate the action steps because they can see it instantaneously.
It is easier to respond to any corrections in your flowchart because you can easily
move the stick notes and proceed to the discussion.
In mapping the current process flow, it is important to ensure that the map reflects
what is currently happening. A common mistake in process mapping is combining
the present state with the desired outcome.
If the team is having difficulties in mapping their process, it may mean that their
process sequence is unclear or that there is no standard process. This may result in
an inconsistent performance.
- Make sure to include the steps that occur when things go wrong. This will give us
an idea of how people will react when faced with different scenarios and situations.
43
43
WALK THE PROCESS
To map a process, we can use different types of flowcharts.
1.33
1.
You dont learn to Process Map,

You Process Map to learn.
WALK
WALK THE
THE PROCESS
PROCESS
1.
1.3
3
Arrange the steps in sequence.

- Be consistent in the direction of the
work flow.
- Time should always flow from top to
bottom, or from left to right.
Dont forget to check

for missing steps or
decision points.
Always validate your map!
Map out only what is
currently happening in the
process, and not what the
process should be.
- Use appropriate flowchart symbols.
Enumerate the steps.

At this point, we should map out the current situation, as it is. As such, the
flowchart(s) should map out what is really happening in the process. However,
process maps can also be used/ viewed through different perspectives:
What we think the process is
What the process could be
-this describes the teams perspective

of what is happening in the process
(Be careful with this! We should
always validate our map because our
perspectives may not represent what
is really happening).
-this
describes
the
teams
perspective of what the process
could be (This can be used for
developing solutions, which will
be discussed in step 6).
What the process should be
What the process really is
-this describes the actual future

state of the process based on
the stakeholders requirements
(This can be used for establishing
solutions, which will be discussed
on step 7).
-this describes what is actually

happening in the process and is
usually validated through process
observation (This is the primary focus
of this step. We should map out what
is really happening, no hiding!)
In a workshop session on the Continuous Improvement Methodology, one principal

asked the facilitator why he should conduct process mapping when his school was
not experiencing any problems in their enrollment process. The facilitator asked the
principal if his school can continue to expect a smooth enrollment process should he
be transferred to another school. The principal answered no because he is the only
one who knows the details of their schools enrollment process.
A process must be repeatable and replicable. Process should not be pegged on one
person because when this person is absent, the process might crumble. Process maps
can help us communicate what the process should be so that we can a have consistent
and reliable performance.
44
Level 1
FIGURE 3.3: STARTING AT THE TOP
New Product
Development
Demand
Generation
Demand
Fulfillment
Stakeholder
Service
Producing
Picking
Shipping
Filling
Sealing
Level 2
Ordering
Materials
Level 3
Mixing
At level 1, we can see the high level processes

of the company. Level 2 shows a more
detailed process of demand fulfillment,
while Level 3 shows how the product is being
produced in detail. In summary, the different
process levels in the figure are the following:
Level 1 = highest-level view of work in

the organization
Level 2 = work that flows across several
departments or within an entire department

or work area
Level 3 = a detailed view of a particular
process
45
45
Packing
In this map, we can see that the

actual production needs materials
to produce the product before
eventually being passed on to
the picking process for delivery.
However, we have only mapped
out the production stage possibly
because we are only concerned
on the producing level as a critical
process that connects to our VOS.
In this case, we only focus our
attention to the process of our
concern. However, it is also equally
important to know the process that
our area of concern is dependent
on and connected to.
WALK THE PROCESS
Figure 3.3 shows an example of the different levels in the process map of a manufacturing
company.
1.33
1.
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.
WALK
WALK THE
THE PROCESS
PROCESS
1.
1.3
3
FIGURE 3.4: CURRICULUM DEVELOPMENT
Strategic
Planning
Develop
Curriculum
Instruction
Design
Student
Support
Services
Operations
Management
Develop and
Manage
Stakeholders
Develop
Curriculum
Design and
Deliver
Professional
Learning
Provide
Effective
Instructional
Programs
Assess
Student
Achievement
Evaluate
Programs
Align with
federal/
state/local
standards
Define/design
curriculum
development
procedures
Provide for
parent and
community
input
Develop scope/
sequence/
timeline
Develop
instructional
calendars
Select
instructional
resources
Figure 3.4 shows an example of a process map

applied to school processes. Again, Level 1
should show the high level processes in school.
Level 2 focuses on discussing the different subprocesses of the Develop Curriculum Instruction
Process, while Level 3 shows the details of the
actual curriculum development process only. The
level will depend on the kind of problem that we
wish to address (ex. In curriculum development,
we will not go into the minute details of getting
the paper, printing, etc).
46
Demonstrate
the program
1.3
Another example that we can all relate to is the process of

preparing our breakfast. Lets say that we want to know why
it takes a lot of time to preparing breakfast. We want to first
start at the high level map. The ingredients for breakfast are
the primary input of the process, while the output is obviously
the meal that want. Basically, our process map will have three
high level processes: preparing, cooking, and serving.
WALK THE PROCESS
Let us presume that our cooking process has taken a lot of

our time. At this level of process mapping, we cant really
pinpoint the cause of our particular problem. Further details
are then needed to better understand the process. Please
see Figure 3.5 for the sample process map.
INPUTS:
FIGURE 3.5: BREAKFAST PREPARATION
eggs, milk, bread, butter,

bacon, plates, utensils,
cookware, potatoes
Prepare Ingredients
Cook Bacon
Heat Pan
OUTPUTS:
MAKE BREAKFAST
scrambled eggs, toast, crisp

bacon, pan-fried potatoes
COOK INGREDIENTS
COOK EGGS
Pour Mixture
Serve Ingredients
Toast Bread
Stir Mixture
47
47
Add Pepper
Fry Potatoes
Remove Eggs
1.
1.3
3
WALK
WALK THE
THE PROCESS
PROCESS
Starting at the very detailed map may

create confusion because there is no
clear start and end in the process.
Mapping must all start at the high level
process to first identify the boundary
and scope of the process we need to
map.
To define the boundary and scope of
our process, we can use the SIPOC
Diagram. The acronym SIPOC stands
for suppliers, inputs, process, outputs,
and customer, which form the columns
of the table as shown in Figure 3.6.
SIPOC can also help us identify the
important elements of the process.
It is important that we identify the
stakeholders or customers of the
process (internal or external) and
be able to link these to our school
processes. SIPOC also shows the
relevant output of the process and its
relevant inputs from the suppliers in
order to execute the process.
Refer to the example shown in Figure 3.6.

The stakeholders are the grade 7 students.
The output relevant to them are their
grades in science. The identified process
connected to their grades is the Teaching
Delivery Process, which is composed of
high level processes: preparatory activities,
actual presentation, and evaluation. The
necessary inputs for this process are the
lesson plan, teachers guide, learners
guide, instructional materials, laptop,
projector, and computer-- all of which are
provided by the teacher. Based on the
SIPOC, we can see that our focus is on
the actual delivery of lessons and does
not include the creation of lesson plans
because those are already inputs to the
process. The grades of the students are
the primary output of the process and
data must be gathered to determine if
grade 7 students would have acceptable/
desirable grades. Otherwise, we must
further investigate the process by dwelling
in to the details of the process and locating
where the problematic issues occur.
FIGURE 3.6: SIPOC OF TEACHING DELIVERY PROCESS
S UPPLIER
I NPUTS
P ROCESS
O UTPUTS
C USTOMER
Teacher
Lesson Plan
Teaching
Delivery
Process
Grades in
Science
Grade 7
learners
Teacher
Guide
Learners
Guide
Instructional
Materials
Laptop,
Computer and
LCD Projector
Preparatory
Activities
Presentation
48
Evaluation
SIPOC
The following are Steps to Complete the SIPOC Diagram
2. Begin with the stakeholder. Identify the stakeholder that will receive the outputs of
this process.
3. Identify the outputs of this process.
4. Map out up to four to five high level steps.
5. Identify the inputs required for the process to function properly.
6. Identify the suppliers of the inputs that are required in the process.
Process
Accomplishing the SIPOC diagram

is not enough to understand what is
happening in the process because it
only gives us a high level perspective of
the process. It lacks details on exposing
the issues in the process. As such,
different flowcharting techniques must
be explored.
Process
Represents action
or set of actions
Control Flow
Shows sequence
of execution
Start
End
Decision Node
Waiting
Initial Node
The beginning of
a set of actions
Refer to Figure 3.7 for the basic

flowchart symbols:
The basic symbols are further detailed
below.
Process - Represents action or set
of actions (ex. check, count, recite,
read)
Final Node
Stops all flows in
an activity
Control Flow - Shows the

sequence of the process
Decision Node
Initial Node - The beginning of

the process
Final Node - The end of the
process
Waiting
Decision Node - (ex. Pass or fail?

To proceed or not to proceed?)
Waiting - (ex. Waiting for teacher
feedback, waiting for grades)
FIGURE 3.7:
BASIC FLOWCHART SYMBOLS
49
49
WALK THE PROCESS
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
provided template, flip charts with headings (S-I-P-O-C) written on each, or headings
written on post-it notes to be posted on a wall.
1.33
1.
SIPOC diagrams are very easy to accomplish. Here are the steps we should follow:
WALK
WALK THE
THE PROCESS
PROCESS
1.
1.3
3
Hotel Checkout Process
Approach front desk
Is there
a line?
Process Name
Yes
Wait
No
Wait
No
Numbered Steps
Step up to desk
Key of symbols
5
Clerk available?
Start / End
Yes
Decision
Give Room Number
Clear direction
of flow (top to
bottom or left
to right)
Action / Task
Sequence
Date of creation or
update & name of
creator
Check bill
Charges correct?
10
No
Correct charges
Yes
Pay bill
FIGURE 3.8: ACTIVITY FLOWCHARTS
50
Clear starting and

ending points
The first type of flowchart that we will discuss is the activity flowchart.
Figures 3. 8 to 3. 10 show examples of activity

flowcharts for a Hotel Check-out process, the reading
comprehension test process flowchart, and the
parent-teacher dialogue flowchart respectively.
Preparation
Distribution
Test Proper
Recording
Checking
Retrieving
Item Analysis
Identifying
Least Mastered
Skills
FIGURE 3.9: READING COMPREHENSION TEST PROCESS FLOWCHART

51
51
WALK THE PROCESS
- The SI team can quickly assess their

current process through the use of
flowcharts. Ex. More diamonds (decision
points) in the flowchart indicate that
the process may take longer because it
needs the approval of more layers.
1.33
1.
Activity
Flowchart
- These flowcharts specify the steps

that happen in a process. These often
include the decision points, rework
loops, complexity, etc.
1.
1.3
3
FIGURE 3.10: PARENT TEACHER DIALOGUE FLOWCHART
WALK
WALK THE
THE PROCESS
PROCESS
Start
PTD during Card

Giving
Yes
Adviser
Prepare Forms 1
and 2
Check
Attendance:
Form 1
Inform Parents
(Verbal)
Identify
SARDO
Parents
Arrive?
No
End
Drop
or
Home Visit
End
52
The other type of flowchart is the deployment flowchart.
Please see Figure 3.11 for an example of a deployment flowchart.

This flowchart is very useful if we want to highlight multiple
handoff processes such as document approval. We may now
realize why approving a document takes time.
People or groups
listed across the top
SALES
BILLING
Steps listed in column of person

or group doing step or in charge
FIGURE 3.11: DEPLOYMENT FLOWCHARTS

SHIPPING
STAKEHOLDER
ELAPSED
TIME
Time flows
down the page
Deliver goods
Notifies sales of
completed delivery
Receives Delivery
5 days
Sends invoice to
Stakeholder
Records receipt and

claims against this
delivery
10
Notifies billing
of invoice
Receives invoice
10 days
11
4
Checks invoice
against receipt
Deliver goods
12
Pays bill
Receives and
records payment
Reviews weekly
report of overdue
accounts
Horizontal lines clearly

identify handoffs
53
53
WALK THE PROCESS
It is particularly useful in processes that involve

the flow of information between people or
functions, as it emphasizes the handoff areas.
1.33
1.
Deployment
Flowcharts
These flowcharts show the detailed steps in a

process and which people or groups are involved
in each step.
WALK
WALK THE
THE PROCESS
PROCESS
1.
1.3
3
We dont 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.
TABLE 3. 1: TYPES OF FLOWCHARTS
SIPOC
Activity Flowchart
Deployment Flowchart
To identify the major

steps of the process
and where it begins
and ends
To display the
complexity and
decision points of a
process
To help highlight
handoff areas in
processes between
people or functions
To illustrate where in
the process you will
collect data
To identify activity
loops and time
consuming activities
To clarify roles and

indicate dependencies
Common Process
Mapping Mistakes
Which Flowcharting
Technique Should we use?
x Being unclear about the focus of
SIPOC is used in identifying the

high-level processes (Level 0 and
Level 1).
our process mapping.
x Trying to create the
perfectprocess maps (and

forgetting why were mapping the
process in the first place).
Activity and Deployment flowcharts

are used in identifying the low-level
processes (Level 2).
x Using SIPOC to map the project
Activity flowcharts are used in

processes performed by a single
process participant.
processes. SIPOC must be used for

the critical process that connects
to our VOS and not the project
processes.
Deployment flowcharts are used

in processes performed by multiple
participants.
x Mapping the ideal state of the
process and not what is currently

happening.
x Starting the map at a very detailed

level.
x Incorrect flowchart use.
54
WALK THE PROCESS
Guidelines
The objective is to know and

understand the process through
interviews and direct observation.
Map the entire whole process

personally Observe the entire
process from start-to-finish before
gathering data.
Bring a pencil and paper.
Bring a stopwatch and do not rely
on standard times, estimated times, or
information that you cannot personally
obtain.
Always collect information on the
current state of the process while
personally walking along the actual
pathways of material and information
flows.
Interview a sample of the people
performing the task to fully understand
what is occurring in the process.
Do not rely on memory and
knowledge of the process.
Do not only use interview
information to identify the steps of the
process.
Be discerning of information
provided by process owners.
Existing process documentation may
not always reflect the actual practice.
After accomplishing the process map and highlighting what is

currently happening, we are now ready to assess our process
by identifying storm clouds or pain points in the process.
55
55
WALK THE PROCESS
A small size of interviewers/

observers is preferred.
1.33
1.
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
how it contributes to the main issue.
Therefore, the purpose of our work
should be clearly explained. If people
feel that they are being audited or
criticized in their work, they might not
reveal the true extent of the problem,
preventing us from identifying and
locating the problematic issues. For
example, if in case your VOS raises
the issue of the way the teaching
materials are delivered, we may
discover from the data we gathered
that only 1 section experiences this
problem. In this case, we should not
limit our observation and interview to
the teacher of that section because
she might be offended and may not
participate in our process mapping.
We should try to involve all the teachers
in that grade level and explain to them
that we are doing this to improve our
teaching process. This way, they may
feel that this is really a school effort
and not just a way to investigate a
particular teacher. After all, it is the
process that is problematic, and not a
single teacher.
What are storm clouds
WALK
WALK THE
THE PROCESS
PROCESS
1.
1.3
3
(Pain points)?
Waiting
Storm clouds are pain points that are

observable and relevant to the critical
school measure. These pain points exist in
certain steps or activities within a process
and represent potential problem areas that
may be tackled later. It is called pain points
because these are observations that we dont
want to see in the process but are actually
occurring. For example, there is poor students
participation in class, certain students are
often late or absent, students receive low
grades in drills, classes experience overtime,
students cant complete AGONA, classes
experience delayed starts, students possess
weak spelling and pronunciation skills,
students cant perform basic math operations,
and students litter inside the classroom.
What are the characteristics

of a storm cloud?
They help locate where the issues
reside in the current process.
They are relevant to the
background of the project.
They are specific.
They are observable / real.
They are measurable.
Why is it important to
identify storm clouds?
The careful identification of critical
storm clouds in the process
enables us to look at a smaller,
more targeted, and more focused
problem that contributes to the
broader school issue. The goal is
to determine a focused problem
which makes it easier to identify
causes, take corrective actions, and
perform incremental improvements
in the process. These incremental
improvements in the process may
not have an immediate effect on
the broad school issue but if root
causes of the focused problems
are addressed, we can certainly
improve the performance on the
broad school issue in time.
Storm Clouds (Pain points) are relevant to the critical school measure.
These can refer to:
Inconsistencies in the
school measure (ex.
Grades of students in a
quarter)
Delays in the activities

of the process (ex. Time
spent in class preparation,
extension of classes)
Inconsistency in the
process output (ex.
Grades of students
during formative test)
Inconsistency in the
activities of the process
(ex. Time spent in teachers
student interaction)
56
Inability to deliver the

required output (ex.
submission of homework,
cant complete problem
solving)
Inconsistency in the input
(ex. student reading level)
Figure 3.12 shows an example of how storm clouds are identified

in the process of teaching math problems to grade 2 students.
CANT PERFORM
BASIC OPERATION
PROBLEM
SOLVING
SELECTION
PROBLEM
SOLVING
SELECTION
DISCUSSION
TEST ON
PROBLEM
SOLVING
CANNOT COMPLETE AGONA

CORRECTLY
RE-TEST AND
FEEDBACK
CHECK ON THE
ANSWER
FEEDBACK ON
TEST RESULT
FIGURE 3.12: SAMPLE PROCESS MAP WITH STORM CLOUDS IN PROBLEM SOLVING
We have now drawn our process map and identified storm

clouds or pain points. We are now ready to proceed to the
next step and determine the focused problem statement.
57
57
WALK THE PROCESS
INCONSISTENT
DISCUSSION TIME
1.33
1.
In this process, the teachers observed that pupils cant perform

basic math operations, cant complete AGONA, and that more
time in class is spent in discussing math problems.
WALK
WALK THE
THE PROCESS
PROCESS
1.
1.3
3
Step3: Walk the Process

Lesson Review
A SI Team has decided to look

into the Waste Management
Process of a particular school.
The process starts when the learners
throw their garbage. The garbage is
either thrown in the trash container or
it is thrown anywhere in the campus. If
the learner decides to throw 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 their garbage
prior to disposal, 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.
A SI team has decided to improve

their students NAT Scores in
Science because it has consistently
been below the standards set by the
school. The team gathered the VOS of
the learners in a particular grade level
and found that one of the prominent
themes was the need for hands-on
applications. Given the VOS theme,
which is the most appropriate process for
the SI Team to focus on?
a. Feeding Program Process
b. Remedial Process
c. Guidance Counseling
d. Lesson Planning Process
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
d. Data Flow Mapping
58
a. What they think the process is

b. What the process really is
c. What the process could be
d. What the process should be

Enrollment Process of a particular
school. They want to map the
current process. The first step is when
the students get their assessment from
the registrars office. The students
then 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
for the payment and then back to the
registrars office to receive the official
Enrollment Assessment Form. Given this
process, which is the most appropriate
flowcharting technique that the SI Team
should use?
a. Supplier teachers, staff,

and canteen personnel;
Inputs utensils, paper plates,
paper cups, food, and hungry
learners; Outputs fed learners;
Stakeholders learners
b. Supplier learners; Inputs
utensils, paper plates, paper cups,
and food; Outputs fed learners;
Stakeholders teachers and staff
c. Supplier teachers, staff, and
canteen personnel; Inputs
Stakeholders Parents
d. Supplier Principal; Inputs
hungry learners; Outputs fed
learners; Stakeholders LGUs
a. SIPOC
59
59
WALK THE PROCESS
A SI Team is mapping the current

state of the Teaching-Learning
Process for Filipino. Which
flowcharting perspective should the
team use?
1.33
1.
A SI Team has decided to focus

on the Feeding Program Process
for a particular grade level.
The process starts when the learners
proceed to the designated feeding area
during the break. When the students
arrive at the feeding area, the teachers
and staff assigned there would give out
utensils, paper plates, and paper cups.
The canteen staff would then fill their
plates with food and pour water into
the cups. When the students are fed,
they return to their classrooms. Identify
the Supplier, Inputs, Outputs, and
Stakeholders involved in this process.
6
WALK
WALK THE
THE PROCESS
PROCESS
1.
1.3
3
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,
Develop Solutions, and Implement the Solution. Which common
mistake did the SI Team commit?
a. Mapping the Project Processes
b. Wrong use of flowcharting technique
c. Mapping the process at different levels
d. Trying to create the perfect process map
e. None of the Choices the SI Team did not commit any error
7
FIG. 1: READING COMPREHENSION TEST
A SI Team is looking into the process of the Reading

Comprehension Test. Figure1 below shows the process chart.
Given the process chart in Figure 1, which common mistake did the
SI team commit?
a. Wrong use of flowcharting technique
b. Mapping the Project Processes
c. Mapping the process at different levels
d. Trying to create the perfectprocess map
e. None of the Choices the SI Team did not commit any error
60
10
i. The SI Team should have a meeting

in the office to sit down and map
out what is happening in the
Teaching-Learning Process.
ii. We should divide the process
into several segments then send
different persons to map out each
segment to boost the teams
efficiency.
iii. If you must gather time data, just
ask the teacher how long they
usually take to finish a particular
step in the process.
iv. Remember that we are mapping
the current process and not the
future state.
a. All guidelines are correct
a. Attendance Monitoring Process

b. Feeding Program Process
c. Remedial Process
d. Guidance Counseling
A SI Team is looking into

the Lesson Plan Preparation
Process. They 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?
b. All guidelines are wrong

c. Only ii and iii are correct
d. Only iv is correct
e. Only ii and iv are correct
ANSWERS
ON PAGE
a. SIPOC
184
61
61
WALK THE PROCESS
A SI Team is wishes to create

the process map for the
Teaching-Learning Process
for Science. The Project Team Leader
will brief the team regarding some
guidelines that they should remember
when mapping the process. Which
among the guidelines below are
CORRECT?
1.33
1.
A SI team has decided to lower

the number of dropouts in a
particular school according
to the desired standards set by the
school. The SI Team has interviewed
several students at risk of dropping out
(SARDO) and found that a common
theme coming from the VOS is the
teacher doesnt 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?
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
how to locate them in the process;
5. Differentiate the different

types of data collected;
2. Identify relevant process measures

for each storm cloud that affect
process performance;
6. Identify the most

appropriate graphical
presentation tool to use for
each type of data collected;
3. Recognize the importance of data

in problem identification;
4. Create a data collection plan
based on the identified process
measures;
62
7. Transform a broad problem

into a problem statement
with a narrower focus
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.
63
63
ASSESS 1. 4
1. 4
What are
storm clouds?
Storm clouds are pain points that are
observable and relevant to the critical
school measure. These pain points
exist in certain steps or activities within
a process and represent potential
problem areas that may be tackled later.
Why is the identification of storm clouds important?

The careful identification of critical storm clouds in the process enables you to look at
a smaller, more targeted, and more focused problem that contributes to the broader
school issue.
The goal is to determine a focused problem which makes it easier to identify causes,
take corrective actions, and perform incremental improvements in the process.
These incremental improvements in the process may not have an immediate effect on
the broad school issue but if root causes of the focused problems are addressed, you
are certain that the performance on the broad school issue will improve in time.
INCONSISTENT
DISCUSSION TIME
Figure 4.1 is a map or an activity

flowchart representing the mathematics
teaching process for Grade 4 pupils of a
particular school. The broad school issue
here is the lower than 25% numerates
level of these Grade 4 students. These
students have expressed that they have
difficulty in dealing with word problems.
The teaching process in the classroom
was therefore observed resulting in the
three storm clouds you see in the figure
4.1 namely: inconsistent discussion time,
cannot perform basic operations, and
cannot complete AGONA correctly.
CANT PERFORM
BASIC OPERATION
PROBLEM
SOLVING
SELECTION
PROBLEM
SOLVING
SELECTION
DISCUSSION
TEST ON
PROBLEM
SOLVING
CANNOT COMPLETE AGONA

CORRECTLY
RE-TEST AND
FEEDBACK
FEEDBACK ON
TEST RESULT
CHECK ON THE
ANSWER
FIGURE 4.1: ACTIVITY FLOWCHART
64
The next step is for you to validate your observations by gathering data
on the specific process activities where storm clouds are situated. Past or
historical data may be collected if such data record is available. However, if
such data record is not available, you have to observe the process activity
and collect data according to a data gathering plan. In the latter case, the
data collected helps in creating a performance baseline.
Primarily, data can help link the process measures (e. g. time allotted for
discussion, number of additional problems solved, number of test items
answered correctly, student test score, etc. ) to the broad or high level school
measures such as NAT and Phil-IRI scores. Data can show you where the
problems in the process really occur.
Additionally, data helps you to:
separate what you think from what is really happening
confirm or disprove preconceived ideas and theories
see the pattern of the problem over time
measure the impact of changes introduced in a process
monitor and control a process
avoid solutions that will not actually contribute in solving the problem
The data that you collect must have the following characteristics:
Sufficient data should capture what is happening
Relevant data should be linked to the storm cloud and the critical
school measure
Representative data gathering process should cover
everythingthat is affected by the issue
Contextual the exact time of data collection, location where data
was collected, manner of data collection, subject(s) of data collection,
prevailing conditions during data collection, etc. should be captured
during the data collection process
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65
Data Gathering
1. 4
What do you do after observing and identifying

the storm clouds that may have contributed to
the low math scores of the students?
Project ________________________
1. 4
Data Collection Plan

What questions do you
want to answer?
Be clear about your question so that you are

going to be correct when you collect data
Data
What
Operational Definition and Procedures
Measure type/
Data type
Define the data you

need to collect and its
type. This will guide you
in terms of how you
can present it later.
How
measured 1
Related conditions
to record 2
Sampling
notes
How/where
recorded
(attach form)
An operational definition tells exactly how you

will go about collecting and recording the data
FIGURE 4.2A: DATA COLLECTION PLAN FEATURES

In order to ensure that data is sufficient, relevant, representative, and
contextual, it is helpful to prepare a data collection plan as shown in Figure
4.2A. The basic elements of a data collection plan include the data you need
to collect, the data type, and the operational definition. Identifying the type
of data at this early stage influences which data tools and analytical methods
you should use later whereas an operational definition tells exactly how you
will go about collecting and recording the data.
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.
There are two types of quantitative data namely

discrete and continuous data.
66
Discrete Data
Count data a type of data in
Discrete data include, but are not

limited to, the following types:
Percentage the proportion
of items that possess a given

characteristic, e. g. percentage of
numerates versus the percentage
of non-numerates, percentage of
passing versus failing students, etc.
Ordinal data a type of data

consisting of numerical scores that
exist on an arbitrary numerical scale
with the purpose of establishing a
ranking over a set of data points, e.
g. survey questionnaire data where
answers are coded as 1, 2, 3, and 4
representing poor, fair, good and
excellent respectively
Attribute data a type of data

that is binary in nature, e. g. good or
bad, satisfactory or not satisfactory,
pass or fail, etc. This type of data
does not lend itself to analysis unless
it is converted to count data or
percentages.
Continuous
Data
Continuous data, on the other hand, are often obtained

by use of a measuring system where the usefulness of the
data depends on the quality of this measurement system.
With continuous data, the reliability of the measurement
instrument such as a stopwatch or a weighing scale is
extremely important. You need to know how stable,
accurate, and precise your measurement system is.
Finally, independence is also important for all collected

data. It means that any given measurement or occurrence is
not influenced by another measurement or occurrence. For
example, a mistake in the recording of a quiz score will lead
to a mistake on the final grade of a student. The final grade
mistake is not independent of the quiz score mistake.
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67
which the observations can take only

non-negative integer values {0, 1, 2,
3, }, e. g. the number of mistakes
committed in each of the four basic
operations in math, the number of
passing and failing students in a
class, etc. Count data are generally
converted to percentages. With
count data, it is important to know
the boundaries that define when you
will start and stop the count. This
can be a given time period or a fixed
area or space.
1. 4
Discrete data can only take on

specific numerical values such as test
scores, number of errors committed,
etc. while continuous data can take
any numerical value such as length
of time, weight of students, space,
volume of trash, etc.
1. 4
Operational Definition
An operational definition is a precise description that tells how to get a value for
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
understanding of the characteristic or feature in question. If the data you need is
teaching time for example, an operational definition will clearly specify what to include
as teaching time, i. e. does it include only the lecture time or does it also include
discussion time, problem solving time, exam time, etc. Take note that there is no wrong
answer as this specification is geared towards the consistency of data collection.
The characteristics of an operational definition are as follows:
It must be specific and concrete When an operational definition is specific
and concrete, different people can use the definition and know that their data
will be measured in the same way.
It must be measurable Being measurable means you know how to assign a
value (either a number or a yes/no) to a data point.
It must be useful to both you and your stakeholder To be useful, an
operational definition must be meaningful to both you and your stakeholders.
That is, it should relate to how the stakeholder will judge quality, and should
allow a go/no go decisionyes, weve met the stakeholders needor no,
we havent met the stakeholders need.
There is no single right answer There is no single right operational definition
for a characteristic, but everyone who is measuring something must agree on
the definition.
Project ________________________

What questions do you
want to answer?
Be clear about your question so that you are

going to be correct when you collect data
Data
What
Measure type/
Data type
Define the data you

need to collect and its
type. This will guide you
in terms of how you
can present it later.

How
measured 1
Related conditions
to record 2
Sampling
notes
How/where
recorded
(attach form)
An operational definition tells exactly how you

will go about collecting and recording the data
FIGURE 4.2B:
DATA COLLECTION PLAN FEATURES
Still referring to Figure 4.2B, an operational

definition specifies the sampling scheme or
how data is to be measured. It also specifies
the related conditions to record, provides some
space for sampling notes, specifies how data is
to be recorded and shows the sampling forms
where data is to be recorded. Take note that
the documentation of your data collection plan
need not follow the format shown in Figure 4.2B.
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
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.
Related Conditions to Record

Related factorsare stratification factors or potential causes that you may want
to monitor as you collect your data. Stratification factors in collecting student
performance data on a worded problem math quiz may include class section,
teacher, student gender, etc. If these stratification factors are clearly specified
in the operational definition, recording of data can be done according to these
factors during the data collection stage. This will permit ready and easier analysis
when you go to the data analysis stage.
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69
Developing a Sampling Scheme
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
the start and end of an observation should be clearly specified in these forms
whenever possible.
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.
Tally Sheet
Defines what data

is being collected
A tally sheet is used as a form for collecting

data through observation and counting.
It is used to count how often some
event has happened. Referring to Figure
4.4, you will see that the top portion
of the tally sheet defines what data is
being collected. It basically provides
a column for listing the characteristics
or conditions that you are interested in
observing/counting and another column
for recording the tally or count of the
occurrence of each characteristic. A third
column is provided for important notes
or comments that may be generated
during the observation period. Extra
columns may also be included for
tracking stratification factors specified
in the operational definition of the data
gathering plan as previously discussed.
MACHINE DOWNTIME
-Line 13Operator:
Lists the characteristics or conditions of interest
1. 4
Data Collection Forms
Mary
Reason
Operator:
Frequency
May 19
Comments
Carton transport
Metal check
Has room for comments
No product
Sealing unit
Barcoding
Conveyor belt
Burned flakes
Bad product
Low Weight
Other
Includes place to
put the data
FIGURE 4.4: SAMPLE TALLY SHEET
Other commonly used forms include

the check sheet and the frequency plot
as shown in Figure 4.5 and Figure 4.6
respectively.
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.
FIGURE 4.5 SAMPLE CHECK SHEET
70
FIGURE 4.6: SAMPLE FREQUENCY PLOT CHART
Frequency Plot
Some Tips on Data Collection

Have an orientation on
gathering data
Do preliminary tests on data

collection using the designed data
collection forms
FIGURE 4.7: TIME DATA COLLECTION FORM
Make sure that the measuring

device that will be used in collecting
data is sufficient to capture the
needed data accuracy
Review the operational definition in the

data gathering plan to ensure that
the procedure of collecting data is
consistent across all data collectors
Data collected should be consistent

in the unit of measure
A customized time data collection

form may also be designed
as shown in Figure 4.7 for the
purpose of observing and timing
defined process steps. This is a
common form used in collecting
continuous time data. You need to
review the operational definitions
discussed earlier for the starting
and ending points of each process
step before developing the time
data collection form.
What is the next step after collecting
all the necessary data from the
identified storm clouds in Figure 4.1?
Process owners and subjects are

informed of the data collection
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71
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.
1. 4
A frequency plot, on the other hand,

is a graph that shows the pattern
in a set of data by plotting how
often particular values of a measure
occur. Frequency plots are useful to
investigate the spread of continuous
data and whether it clusters or forms
a particular shape such as the familiar
normal curve. The horizontal axis of a
frequency plot graph shows groupings
of a continuous measure (e. g. age,
weight, time) while the vertical axis
shows the number of times that a value
in that group was observed.
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
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
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.
Graphical Data Display and Analysis Tools

The following section presents the most commonly used data display and tools used
to analyze data in the pursuit of the focused problem.
FORM
FIGURE 4.8: LINE GRAPH
1. 4
Data Analysis
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 schools enrollment from school year 2000-2001 to school year 20102011. 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
tracking useful information for predicting trends;

understanding variation in the process;
comparing a performance measure before and after
implementation of a solution in order to assess the solutions
impact; and
detecting trends, shifts, and cycles in the process
Steps in Doing the Line Chart

1. Determine the purpose of the chart and the data
to be monitored, collected, and analyzed. Select
the time interval or an equivalent representation of
passage of time (minute, hour, trial sequence, etc. ).
2. Collect the data that will be plotted.
3. Plot time on the horizontal axis (typically located at the bottom).
4. Label the vertical axis and plot the data collected in step 2 on the
vertical axis (typically located on the left-hand-side).
5. Think of a chart title and use it to label the chart.
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Other uses of the line graph include:

focusing attention on truly vital changes in the process;
1. 4
In order to further magnify the schools problem, Figure 4.8 also shows
the pattern of the schools 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
the steady increase in funding or spending. However, the presentation
of enrollment and funding data through the line graphs enabled you to
clearly see the relationship between variables which will not be readily
evident if you read the data on a yearly basis. Thus, we come to the
conclusion that the schools enrollment is dropping but funding or
spending keeps rising. It could be that money was not appropriately
spent by the school administrators in items that have a strong correlation
with enrollment. The graphs could also mean that operational expenses
have increased through time and that the decreasing enrollment trend
may suggest the schools inability to support some basic services in
the coming years. Obviously, further investigation is necessary to drill
down to the focused problem statement and this is where the other
data presentation and analysis tools are helpful.
1. 4
Stratification
FIGURE 4.8: STRATIFIED LINE CHART

FIGURE 4.9: DATA STRATIFICATION
Direct your attention now to Figure 4.9.

The top-most graph shows the total
monthly volume of waste (measured in
tons) collected in a school. The graph
shows no particular pattern apart from
certain months having significantly
higher amount of collected waste
than others. Since the graph shows
you the total collected waste, you may
be interested to know where much of
this total waste actually comes from.
This will direct the schools clean up
drive and waste monitoring efforts to
areas that contribute most to waste
generation.
In order to break down the total waste
into its components, stratification is
a helpful tool. Recall that your data
gathering plan contains a Related
Conditions to Recordcolumn? These
are the related factors that may be
important in narrowing down your
problem area. For as long as you
indicated the various locations where
waste data should be collected in
your data gathering plan, you should
have the data you need in doing the
stratification. The Stratified Line Chart
in Figure 4.9 breaks down the total
collected waste into waste collected
from the canteen, library and gym.
You may also choose to put the total
waste, library waste, gym waste, and
canteen waste all in one graph rather
than graphing them separately.
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.
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.
Number of Bins in a Histogram

The number of bins in a histogram is calculated using some guide formulae so that
you can clearly see data distribution and patterns. Too many bins plotted along the
x-axis of a histogram excessively details the data, thus failing to make pertinent data
patterns immediately obvious. Too few bins, on the other hand, aggregates data too
much, thus hiding pertinent patterns that effectively describe your data. It is therefore
important to use the right number of bins in a histogram so as to make the center and
the spread of the data highly noticeable.
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Histogram
1. 4
2. Highlight multiple columns at the same time and choose

a Line Chart type. Excel does the stratification for you by
creating a line chart for each of the identified data source.
1. 4
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
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
normal distribution where the most frequently occurring value lies in the middle and
other observations tail off symmetrically in both directions.
Steps in Constructing the Histogram

1. Count the number of data you have.
2. Determine the right number of bins the right number of bins
depends on the number of data points. A guideline on the
number of bins you could work with is given as follows:
Number of Data Points
100 or less
101 to 200
More than 200
Number of Bins
7 to 10
11 to 15
13 to 20
3. Get the maximum and minimum data value. Compute the

difference between the two and divide the difference by the
number of bins identified in step 2. Call this resulting number
as the class width. Round this number off to a convenient value.
4. The smallest data is the lower limit of the first bin range. Add
the class width computed in step 3 to the lower limit of the first
bin range to get the lower limit of the next bin range. The upper
limit of a bin range is the number that immediately precedes
the lower limit of the next bin range. Do this until the maximum
value in the data set already falls within the last bin range.
5. Count the number of data falling into each bin range.
6. Create a graph on graphing paper. Mark the bin ranges on the
x-axis (horizontal axis) with no space between the bin ranges.
Mark the frequency in equal intervals on the y-axis (vertical axis)
7. Plot your data. For each bin range, draw a horizontal line at
the appropriate frequency marker. Then, create a vertical bar
for that bin range reaching up to the marked frequency level
thereby creating a bar chart. Do this for each bin range.
76
watch?v=RyxPp22x9PU)
Pareto Chart
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
TABLE 4.1: SAMPLE DATA FOR PARETO ANALYSIS
1. 4
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
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
represent each data categorys percentage contribution to the problem being
analyzed. The Pareto chart is a very useful data analysis tool in identifying the
critical few that contributes most to the occurrence of the problem. The Pareto
principle works on the famous 80-20 rule which states that 80% of the problem
can be solved by focusing on 20% of the identified causes.
1. 4
Steps in Constructing the Pareto Chart

1. Develop a list of problems, items or causes to be
compared.
2. Develop a standard measure for comparing the items listed in
step 1. Items are usually compared in terms of their frequency of
occurrence, length of time it takes, and cost among others.
3. Choose a timeframe for collecting the data.
4. For each item, tally the frequency of occurrence (or cost or total
time it took). Then, add these amounts to determine the grand
total for all the items. Find the percentage contribution of each
item to the grand total by taking the frequency (or cost or time)
of the item, dividing it by the grand total and multiplying by 100.
5. List the items being compared in decreasing order of the measure
of comparison: e. g. , the most frequent to the least frequent. The
cumulative percent for an item is the sum of that items percent
of the total and that of all the other items that come before it in
the ordering by rank.
6. List the items on the horizontal axis of a graph from highest to
lowest. Label the left vertical axis with the numbers (frequency,
time or cost), then label the right vertical axis with the cumulative
percentages (the cumulative total should equal 100 percent).
Draw and put in the bar charts representing the frequency, time,
or cost for each item.
7. Draw a line graph of the cumulative percentages. The first point
on the line graph should line up with the top of the first bar.
78
Scatter Plot
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.
Steps in Creating the Scatter Plot

1. Identify the independent variable (x) and
dependent variable (y) that you want to correlate.
2. Collect the paired (x,y) data through surveys or observations involving
the two variables. Each data point should consist of a numerical value for
x and a numerical value for y.
3. Plot each data point on the Cartesian plane.
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FIGURE 4.12: SCATTER PLOT
1. 4
The scatter plot graphs pairs of

numerical data, with one variable
on each axis (dependent variable
on the y-axis and independent
variable on the x-axis), to look for
a relationship between them. If
the two variables are correlated,
the points will fall along a line or
curve. Correlation between the two
variables may either be positive
or negative as determined by the
slope of the line or curve that best
fits the scatter plot. The better the
correlation, the tighter the points
will hug the line or curve.
1. 4
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
through time, the activity or set of activities that takes the
longest time or consumes majority of the school resources, the
relationship of problem items in a process to other items within
the same process or even to items in other processes, etc. ),
you are now a step closer to narrowing down the process issues
(storm clouds) further into a more focused problem statement.
How then do you arrive at a focused problem statement?
Selecting the Focused Problem Statement

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:
WHAT IS THE PROBLEM AND

HOW OFTEN IS IT HAPPENING?
WHERE IS IT
HAPPENING?
WHO
IS ENGAGED IN
THE BEHAVIOR?
WHEN IS THE PROBLEM MOST

LIKELY TO HAPPEN?
80
It should be noted that the occurrence of a broad problem based on a critical

school measure such as low NAT Scores of students is surely the effect of many
factors or variables existing in several school processes. If the broad problem
is directly tackled and solved, the solution will blindly touch on many problem
areas (a mile wide) which seriously limits the depth of analysis (just an inch deep)
that can be made. This situation is depicted by the illustration on the right side
of Figure 4.13. In the typical problem solving approach where solutionsare
prescribed in an attempt to directly solve the broad school problem, it is
extremely difficult to sustain the resulting improvement of implemented
solutions because root causes have not been identified.
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.
81
81
FIGURE 4.13: FOCUSED PROBLEM DEFINITION
1. 4
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
corrective actions or make improvements on small problems. The focused
problem approach results in a much more effective utilization of the schools
resources.
IDENTIFY
PRIORITYTHE
IMPROVEMENT
AREAS
WALK
PROCESS
1.1.34
FIGURE 4.14: FOCUSED PROBLEM STATEMENT EVOLUTION
BROAD/
VAGUE
The canteen
service is poor.
SOMEWHAT
FOCUSED
NARROW
FOCUS
What: Poor Service
BROAD/
VAGUE
The cashier service

of the canteen is
taking too long.
SOMEWHAT
FOCUSED
NARROW
FOCUS
What: Poor Service

What type of service: Cashier service
What about the service:
It is too long.
BROAD/
VAGUE
Monitoring last Jan. 2014

showed that the cashier service
of the canteen during class
recess during Mondays takes
30 minutes to finish, versus the
standard of 15 minutes.
SOMEWHAT
FOCUSED
NARROW
FOCUS
What: Poor Service

What type of service: Cashier service
What about the service:
It is too long.
How long: 30 minutes
What is the standard: 15 minutes
When is this problem the greatest:
Recess time. on Mondays
When was this observed: Jan. 2014
82
Issue 1
Figure 4.15 shows a generic activity

process flowchart with several storm
clouds or problem areas situated along
the process. You have collected and
analyzed data, as well as formulated
the focused problem statement for
each storm cloud. Your task now is to
select one focused problem among
the storm clouds.
Issue 2
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
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 3
Issue 4
Issue 5
Students Failed
in Math
FIGURE 4.16: STORM CLOUDS

WITH CAUSAL RELATIONSHIP
Absences
Student
Health
Teaching
Time Spent
in Class
Absences
Mean
Percentage
Scores of Class
83
83
WALKPRIORITY
THE IMPROVEMENT
PROCESS AREAS
1.
1.43 IDENTIFY
Selecting the Focused

Problem Among Storm Clouds
FIGURE 4.15: ACTIVITY

PROCESS FLOWCHART
1. 4
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
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
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
Issue 1
Check
Attendance
Do
Motivation
Activities
Issue 2
Lecture on
Current
Lesson
Review
Previous
Lesson
Issue 4
Assess
Student
Mastery
Give
Homework
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 1
Issue 3
FIGURE 4.18: CAUSAL RELATIONSHIP ILLUSTRATION
It cannot be ignored, however, that there is a causal relationship

between issue 1 and issue 4, issue 2 and issue 4, and between issue
3 and issue 4 as shown in Figure 4.18. This prompts you to select
issue 4 as your focused problem statement.
Now that you have determined the focused problem statement, you
may proceed to the next step which is Root Cause Analysis (RCA).
References:
http://asq. org/learn-about-quality/data-collection-analysis-tools/overview/checksheet. 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
Issue 2
1. 4
Issue 4
FIGURE 2: ENGLISH AND MATH SCORES OF
FIGURE 1: SCHOOL DROP OUT RATE FOR

2000-2014
Drop Out Rate
GRADE IV STUDENTS.
120
5
4.5
100
4
3.5
3
English
GET ORGANIZED
1. 1
Step 4: Identify Priority Improvement Areas

Lesson Review
2.5
2
1.5
1
0.5
0
80
60
40
20
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
The Drop out rates for all year

levels of a particular high school
for the last 15 years is shown
in FIGURE 1.The School Head is
concerned that the drop out rate has
been increasing since year 2000. What
should the School Head do?
20
40
60
80
100
Math
A SI Team is looking into the Math

Scores of learners in Grade IV.
From the VOS, the team found
that learners need to understand and
comprehend the problems properly
before they can solve it. The team
gathered data on the English and Math
Scores of the learners. The scores can
be seen in FIGURE 2.What analysis can
the SI Team gather from this figure?
a. Form a SI Team to tackle the drop

out rate of the school.
b. Disaggregate the data further
to determine which year level
contributes to the increasing trend
of the drop out rate.
a. As English Grades go up, so do

Math Grades.
c. Start a home visitation program

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
increasing drop out rate.
c. Math and English Grades are not

related.
d. Math teachers are better than
English Teachers.
86
TABLE 1. SCIENCE GRADES OF GRADE VI LEARNERS
TABLE 2. MISTAKE TYPE FREQUENCY
91
76
81
95
93
83
71
93
89
56
54
81
95
59
62
99
89
59
93
97
67
79
95
53
89
83
99
42
74
40
58
74
88
65
51
98
90
40
60
86
Which type of graphical data display will help

the SI Team in their analysis?
a. Line Graph
b. Pareto Chart
Frequency
Asked
591
Operation
387
Expression
372
Given
223
Total
1573
Which type of graphical data

display will help the SI Team
determine the type of mistake in
order to help the team prioritize
problem areas for their project?
a. Line Graph
b. Pareto Chart
c. Histogram
c. Histogram
d. Scatter Plot
d. Scatter Plot
a. None of the choices
Mistake
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

ranges from 15-30 minutes
ii. Learners cant perform basic operations: Item analysis
shows that learners get the lowest scores in this area
storm clouds should

the SI Team focus on?
a. i, ii, and iii
b. i only
iii. Delay in providing feedback: it takes a month for the

teachers to return the results of the exam
c. i, ii, and iv
iv. Learners cant comprehend the given problem: Item

analysis shows that students dont perform the correct
operations asked in the problems
e. All Storm clouds
87
87
d. ii and iv
GET ORGANIZED
A SI Team is looking
into the Math Grades of
Learners in Grade IV. The
1st grading exam was analyzed
for the purpose of counting and
classifying what type of questions
learners made the most mistakes
on. Table 2 below shows the
data that the SI Team was able to
gather.
1. 1
A SI Team is looking into the Science

grades of Grade VI learners. Table 1
below shows the data that the team has
gathered. The school has set a standard that
the passing grade for Science is 75. The SI
Team now wants to know how many students
were able to get a score of 75 or higher, and
how many students failed. The team also wants
to know the distribution of the grades of the
students.
GET ORGANIZED
1. 1

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
b. Time data on the amount of
time in excess of 40 minutes
c. Time data on the amount of
time spent for recitation
d. Time data on the start time
and end time of each subprocess of the Teachinglearning process
A SI Team is looking into a particular

schools 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.
b. The feeding program is taking too long.
c. The feeding program takes between
20-30 minutes to finish, which is beyond
the standard of 15 minutes. This is
based on data gathered last June 2014.
d. The feeding program takes 30 minutes.
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.
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.
88
SECTION A MATH SCORES

700
120%
Freq.
600
100%
400
60%
40%
200
SECTION C MATH SCORES
20%
100
0
GET ORGANIZED
300
1. 1
Frequency
80%
Cumulative % Cont.
500
41 to 50
21 to 30
31 to 40
10 to 20
0%
Discussion Time
FIGURE 3.PARETO CHART ON

DISCUSSION TIME
FIGURE 4.SECTION A AND C MATH SCORES

HISTOGRAM
A SI team looking into

the discussion time of the
Teaching-Learning process
for English has gathered time data
and created a Pareto Chart to help
establish the focused problem
statement. Comment on the teams
Pareto Chart (as shown in Figure 3).
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 Pareto chart is correct. The

team should focus on the 41-50
minute discussion time.
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.
b. The Pareto chart is wrong. The

Pareto Chart is only used when
data categories are qualitative.
The team should have used a
histogram instead.
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.
c. The Pareto chart is wrong. The

cumulative percentage should
only be up to 100%.
d. The Pareto chart is correct.
The team should focus on 80%
of the problem, which are the
41-50, 21-30, and 31-40 minute
discussion times.
c. Only a few students got a score of 90.

3 in Section A. The SI team should
focus on increasing the grades of
section A.
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.
89
89
ANSWERS
ON PAGE
188
2. 1
ROOT CAUSE ANALYSIS
step five:
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
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
91
91
ROOT CAUSE ANALYSIS
Introduction:
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.
Now that you have identified a process problem, it is time to focus

all your attention in analyzing this problem and determining
all the underlying causes that contribute to the occurrence of
this problem. The only way for you to come up with appropriate
and relevant solutions that will address your focused problem
is to correctly identify the root cause of the problem.
A root cause is the deepest underlying

cause, or causes, of the problematic
symptoms within any process.
ROOT CAUSE ANALYSIS
2. 1
What is a
root cause?
Symptom of the problem
FIGURE 5.1: PROBLEM SYMPTOM & UNDERLYING CAUSES
The Weed
Above the surface
(obvious)
FIGURE 5.1: ROOT CAUSE ILLUSTRATION
The Underlying Causes
The Root
Below the surface
(not obvious)
92
The problemyou observed while walking the processmay 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 bottomof
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.
What is Root Cause Analysis and

why do you need to do Root Cause Analysis?
The usual approach to problem solving used by many is to jump directly
into solutions based on preconceived ideas, assumptions or biases about
the existence of the problem. Data gathering and problem analysis using
these relevant data are not appropriately and sufficiently done to get to
the root cause of the problem. As such, solutions may temporarily provide
improvement or symptom reliefbut the problem eventually resurfaces
since the root cause was not properly addressed. This is the reason why the
root cause analysis approach is both helpful and necessary.
Root Cause Analysis (RCA) is a structured and thorough review of the
problem designed to identify and verify what is causing the symptoms, i.
e. the root cause. The root cause must be within the boundaries of the
process scope. Only entities identified in the SIPOC, which you have
done in the Walk the Processstep, must be discussed in the Root Cause
Analysis. Performing Root Cause Analysis requires complete honesty and
no predetermined assumptions. Otherwise, it may lead you to ignore the
real causes of the problem.
The next questions that should be answered are: How is RCA done? What
type of analysis do we employ to effectively carry out the RCA approach?
93
93
ROOT CAUSE ANALYSIS
Root Cause Analysis
2. 1
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 individuals training, the
individuals work schedule, the duties assigned to the individual, clarification
of duties, the individuals workload, supervision, work environment, or any
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
are system-based rather than individual-based.
?? Why-Why Analysis
The why-why analysis is a systematic approach in determining all the contributors
to a problem by asking a series of Whyquestions. 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.
ROOT CAUSE ANALYSIS
2. 1
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 causesare observed until you end up with a cause that
can be directly addressed.
Identify specific problem
Ask why problem happens
If the answer is not

the root cause, ask
why again
FIGURE 5.2: THE WHY-WHY ANALYSIS
94
Steps in Doing the Why-Why Diagram

1. Write down the specific problem. Writing the issue
and describing it completely help to formalize
the focused problem. It also helps other team
members to focus on the same problem.
2. Ask why the focused problem

happens and write the
answer below the problem.
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.
95
95
ROOT CAUSE ANALYSIS
4. Loop back to step 3 until the team

is in agreement that the root cause
of the problem has been identified.
2. 1
3. If the answer you just provided does not

identify the root cause of the focused
problem that you wrote down in Step 1, ask
why?again and write down the answer below
the answer you provided in the previous step.
When is a Cause a Root Cause?
ROOT CAUSE ANALYSIS
2. 1
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:
Would the problem have

occurred if the cause
you have identified had
not been present?
If the answer to
this question is YES,
the cause you have
identified is NOT the
root cause.
Will the problem reoccur

as the result of the same
cause if the cause is
corrected or dissolved?
If the answer to
the cause you have
root cause.
If the answer to
the cause you have
root cause.
Will correction
or resolution of
the cause lead to
similar events?
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 whywhy 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
whyquestion 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
FIGURE 5.3:
SAMPLE WHY-WHY DIAGRAM
ON LATE GRADES ISSUANCE
97
97
Need to check
for computation
errors.
ROOT CAUSE ANALYSIS
Teachers are allowed

to submit beyond
the deadline.
2. 1
The grades have

to be approved by
the Vice Principal
Teachers are not

concerned on the
timely distribution
of grades
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 WHYSAND MILE-DEEP THINKING
Problem
B
Ask the
question
WHY?
five times
ROOT CAUSE ANALYSIS
2. 1
Problem
A
Problem
C
Problem
D
Problem
E
Problem
F
Problem
G
Problem
H
Local focus
on causes
Why did X happen?

Because of W.
Why did W happen?

Because of V.
Why did V happen?

Because of U.
Why did U happen?

Because of T.
Why did T happen?

Because of S.
WHY?
Wider focus
on causes
WHY?
Wider focus
on causes
WHY?
Wider focus
on causes
WHY?
Wider focus
on causes
WHY?
Wider focus
on causes
In summary, the construction of the why-why

diagram should be guided by the following:
Do not include a response to a why question that is not
within your scope, control, or influence.
Each response should have a clear and logical relationship

to the response that immediately precedes it.
Each response should be measurable and testable.
It may also be helpful at this point to be aware of

the common mistakes in Root Cause Analysis in order
to avoid committing these mistakes.
98
Etc.
Common Mistakes in Root Cause Analysis

FIGURE 5.5: COMMON MISTAKE #1
(MISSING LINK BETWEEN CAUSES)
Students
are unable
to correctly
follow test
instructions.
Problem
Students are unable

to correctly follow
test instructions.

(FOCUSING ON THE WHO, NOT ON THE WHY)
Problem
Why?
Copying of
assignments
take more than
10 minutes.
Root cause
Test instructions
are long.
Students
do not
understand the
instructions.
Students are
slow in writing.
Students are
unskilled in
writing.
Root Cause
Focusing on the who,

not on the why
A missing link occurs when the cause is

unable to directly explain the occurrence
of the problem that immediately
precedes it. This common mistake is
illustrated in Figure 5.5. The reason why
students are unable to correctly follow
test instructions is not directly because
the test instructions are long. There is
a missing explanation in between the
problem and the cause. Perhaps the
reason why students did not correctly
follow test instructions is because they
do not understand the instructions.
They do not understand the instructions
because the test instructions are long.
The missing link here is therefore
Students do not understand the
instructions.
As mentioned earlier, a good why-why

analysis is one where the identified
causes are system-based rather than
individual-based. It is not mainly about
who committed the mistake or who is
responsible for the mistake but rather,
why did the mistake happen? What
underlying process or processes caused
the mistake to happen? Figure 5.6
illustrates another common mistake in
Root Cause Analysis where the why-why
analysis focuses on the whorather
than on the why. Specifically,
the teachers competence and the
students skill were the focus of the
analysis.
99
99
ROOT CAUSE ANALYSIS
Missing link between causes
Root Cause
2. 1
Problem
Teachers are
incompetent
in giving
instructions to
students.
FIGURE 5.7: COMMON MISTAKE #3 (CAUSES

THAT BEGIN WITH NO, NONE, LACK OF)

IDENTIFIED ARE NON-STANDARD OCCURRENCES)
Giving of instructions for

group activities take more
than 10 minutes.
y?
Wh
Problem
Preparation of projector
in class take more than
10 minutes.
Teachers write the

instructions on the
board.
y?
Wh
Brownout
No Visual Aids
Root Cause
2. 1
Root Cause
ROOT CAUSE ANALYSIS
Why?
Problem
Causes that begin with

no,none,lack of
Causes identified are

non-standard occurrence
Causes that begin with these words will

put any why-why analysis to an abrupt
end. You will be led to believe that you
have just stopped at the root cause when
in fact you have not. This is a common
mistake that looks more into prescribing
solutions or the course of action to take
rather than drilling down into the system
elements that really cause the problem to
occur. This is oftentimes indicative of the
biasesof the person doing the analysis.
Figure 5.7 illustrates this common mistake
by analyzing why the teacher takes more
than 10 minutes in giving instructions.
You can see that the analysis came to an
abrupt end when No visual aidswas
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.
Causes that seldom occur, and/or

the occurrence of which is beyond
your control, should not appear
in your why-why analysis. This is
because there is nothing you can
do to address such causes. Figure
5.8 identifies brownoutas the root
cause of long projector preparation
time. This should not even have been
identified as a problem if the delay
only occurred because there is no
electricity. Clearly, such occurrence
is beyond anybodys control and you
cannot do anything to resolve the
brownout issue.
100

THAT ARE DISGUISED SOLUTIONS)

(BIAS IN IDENTIFICATION OF THE CAUSES)
Test Instructions
are long.
Root Cause
?
hy
Students do not understand

the instructions.
hy
?
Lack of training
for teachers in
giving instructions
Why?
Giving of
instructions for
group activities
take more than
10 minutes.
Why?
Instructions
of teachers
are unclear for
students.
Root Cause
Students are unable to correctly

follow test instructions.
Problem
Problem
This is related to common mistake

#3 where the root cause is actually a
disguised solution to the problem. The
why-why analysis in Figure 5.9 identifies
the lack of training of teachers in giving
instructionsas the root cause. The
phrase lack of trainingis suggestive
of providing training for the teachers
on giving instructionsas the solution
to the problem. Will training solve
the problem? Definitely not! This is
especially true if the real issues are
not properly identified and addressed
by the training. The more appropriate
question to ask is: What elements in
the instruction preparation and delivery
process are deficient?It could be the
design of the activity itself or the choice
of words used or the activity output that
is unclear to the students or a host of
other causes that may be linked to the
process. These are the critical elements
that must be addressed in developing a
solution to address the problem.
This mistake involves conducting the

why-why analysis backwards where you
start with a pre-determined root cause
and then establish the linkages that
lead you back to the problem. The bias
in the identification of the root cause
exists mainly because you already
have a solution in mind. This is a very
dangerous practice since improvement
efforts are almost certain to fail if
the true causes are not properly and
methodically identified in the analysis
process. Figure 5.10 illustrates this
backward approach in conducting the
why-why analysis.
101
101
ROOT CAUSE ANALYSIS
Bias in the identification

of the causes
2. 1
Causes that are

disguised solutions
Validation of Root Causes
ROOT CAUSE ANALYSIS
2. 1
The output of the why-why analysis arises from

the SI teams 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
validating the existence of storm clouds in a
process. Similarly, data plays an important role
in root cause validation.
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
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
FIGURE 2
2. 1
b. Causes identified are non-standard occurrences

c. Focusing on the who, not on the why
d. Missing link between causes
FIGURE 3
A SI Team is looking into why the discussion time for a

particular topic takes 30 minutes, causing the TeachingLearning 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
FIGURE 4
A SI Team is looking into why the discussion time for a

particular topic takes 30 minutes, causing the TeachingLearning 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
ROOT CAUSE ANALYSIS
ROOT CAUSE ANALYSIS
a. Causes that begin with no,none,or lack of
2. 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 for
the problem as shown in FIGURE 2.Which common mistake
in RCA did the team commit?
a. Causes that begin with

no,none,and lack of
b. Causes identified are non-standard
occurrences
FIGURE 7.READING COMPREHENSION
AND MATH WORD PROBLEM SCORES

FIGURE 5
ROOT CAUSE ANALYSIS
2. 1
A SI Team is looking into why the

discussion time for a particular topic
takes 30 minutes, causing the TeachingLearning Process to exceed the allotted 40
minutes. Theyve identified some causes
of the problem as shown in Figure 5.Which
common mistake did they commit?
a. Causes identified are non-standard
occurrences
A SI team is looking into why

the learners from Grade IV
Section C are having difficulties
in solving Math word problems.
The team gathered data on student
scores for Reading Comprehension
and Math word problems. The team is
now ready to do a root cause analysis.
Their focused problem statement
is Based on an item analysis of
students exams, only 5 out of the
45 learners are able to solve word
problems.
b. Causes are disguised as solutions

c. Missing link between causes
d. Bias in identification of causes
Figure 7 reflects data that the team

gathered. Which causes are the
most appropriate to explain why
only 5 out of 45 learners were able
to answer word problems?

FIGURE 6
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
6.Which common mistake in RCA did the
team commit?
a. Causes identified are non-standard
occurrences
a. Learners are having difficulties in

understanding the word problem
- the words are unfamiliar to the
students
b. Learners cant complete the
AGONA method - Learners cant
perform basic operations
c. Learners lack practice to solve
word problems - the teacher
didnt give them enough
practice exercises
c. Missing link between causes
d. Learners dont understand how

to solve word problems - the
teacher didnt use visual aids
d. Bias in identification of causes
b. Causes are disguised as solutions
a. None of the choices

104

performance of its Grade VII learners
in Reading because their NAT scores
were below the schools standards. The
team was able to focus on a particular
section that students did not perform well
in. 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 now going
to perform a root cause analysis.
Comment on the SI Teams Why-why.

a. The why-why diagram is correct. The
team should now look into helping the
families earn more income.
b. The why-why diagram is still incomplete.
The team should further look into the
reasons for why the learners families have
low incomes.
c. The why-why diagram is wrong. There is
a missing cause as to why only 4 out of
43 students passed the exam. The cause
The students didnt understand the
lessonshould be considered.
d. The why-why diagram is wrong. The SI
team shouldnt look into causes that are
outside of their control.
FIGURE 8.WHY-WHY DIAGRAM FOR READING
i. The team should build a

new canteen closer to the
classroom.
i. The team should perform a Root Cause

Analysis to determine the root cause of the
problem before identifying solutions.
ii. The team should gather data

to verify the root cause that
they have identified.
ii. The team should initiate a review program

for learners to help them with figures of
speech.
iii. The team should transfer

the classrooms closer to the
canteen.
iii. The team should look into the data that

they have gathered on the TeachingLearning Process for reading to help
execute a root cause analysis.
iv. The team should just bring the

food to the classroom.
iv. The team should buy visual aids to help

the students understand figures of speech.
Which is/are the most appropriate step/s that
the SI team should do?
a. i, ii and iv
d. All of the choices
b. ii and iv
c. i and iii
e. None of the
choices
Which is/ are the most appropriate

step/s that the SI team should do?
a. i or iii
b. ii only
c. iv only
d. i, iii, and iv
ANSWERS
ON PAGE
192
105
105
ROOT CAUSE ANALYSIS
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 that the canteen is too
far from the classrooms. The team is
now pondering on their next steps.
2. 1
A SI team is looking into the performance

of its Grade VII learners in Reading
because their NAT scores were below
the schools standards. The team was able to
focus on a particular section of reading where
the students performed poorly. 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 what they should do next.
GENERATING SOLUTIONS
2. 2
step six:
Generating Solutions
Learning Output:
Future Process Map
Learning Outcome:
1. Provide an approach in generating a solution;
2. Connect the generated solutions to the root
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

a.
f. prepared a data gathering plan;
on a relevant school measure;
g. collected relevant data on each

of the storm clouds in the process
comprise the SI team;

c.
h. analyzed the collected data using

the appropriate graphical data
display techniques and data
analysis tools;
d.
i.
measure;
e.
j.
through the process;
107
107
statement among the storm

clouds; and
Introduction:
Solutions are not just created to satisfy yourself and to say
solution development process in terms of its mustsand wants.
rate of students or teachers, improvement in the percentage of Grade 4 students who
2. 2
time in the canteen during recess periods, etc.
MUST
pertain to the minimum

requirements that the solution
has to satisfy. It could specify
the level of attainment of the
WANT
to students on time all the

time), the time period within
which the solution is ready
Wants, on the other hand,
within one month. ), or even the
additional reading or computing
Php5,000. 00).
increase awareness of students on

health and safety hazards within
the school campus, etc.
Developing and choosing a solution should account for the Voice of the
of just a single criterion such as service time, implementation cost, passing
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
and process changes that produce
incremental process improvements and
which eventually produce a positive
Sometimes, an activity or process change
into the elimination of non-value adding
adding activities or activities that
assignment,
resource
these non-value adding activities is
management,
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
structure and resources involved in the process to achieve continuous improvement.
!
!
!
109
109
systems, information system design, etc.
2. 2
management techniques, prevention
FIGURE 6.1:
COMPONENTS OF AN ACTIVITY
VALUE ADDING
NECESSARY BUT NON
VALUE ADDING
2.2
NON VALUE ADDING
Value-adding activities
or function to the product
emphasized that your
value in your value creation
value and what is not.
110
Necessary but non-value activities
challenge is how to inspect without having
is a solution development principle that will
Non-value adding activities
are those that are not essential to

produce an output or render the
Activities that do not add value

to the output or the service may
include defects, errors, omissions,
preparation/setup, transporting,
waiting, delay, etc.
2. 2
students learn math.
leads to continuous improvement.
Segregating Value from

Non-Value Adding Activities
in the Activity Flowchart
Value Added Steps
NON-Value Added Steps

Loop
A tool that you can use to segregate

value-adding from non-value adding
activities in a process is the opportunity
Loop
No
value-adding and the non-value adding

steps.
Loop
No
No
No
divided into the value-added and nonFIGURE 6.2A: OPPORTUNITY FLOWCHART
value-added steps are joined with an

arrow only if there are no non-value-
111
111
Figure 6.1 indicates that in general, 60% of the actions performed in an activity are
from the non-value-added steps in providing a photocopy service.
2.2
discussed in the following section:
Value Added Steps
Non-Value Added
Yes
Yes
No
No
Yes
No
No
No
Yes
Yes
Yes
No
Yes
No
FIGURE 6.2B: OPPORTUNITY FLOWCHART
PROCESS:
FOCUSED PROBLEM
STATEMENT:
ROOT CAUSES:
OBJECTIVE OF
SOLUTION
GENERATION:
SOLUTIONS:
2.2
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
long distances to the feeding center, however, is totally non-value adding.
centralized signal eliminates the dependency on a pupil leader and addresses the
113
113
After a thorough analysis of the activities involved in the feeding process, it is
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?
Visual Management
FIGURE 6.3A
Visual management is a technique
Trees
Fire
such as schedules, performance

targets
and
accomplishments,
Fire
Roof
2.2
concerned. It presents information

in a way that is easy to understand
Broken
Window
Window
Shrubbery
Shrubbery
Grass
words, so that everyone concerned

conveyed.
road
Box
FIGURE 6.3B
convey the message whereas the

latter uses a picture to convey the
same message. Which one conveys
the meaning of words and therefore

interpretations that create confusion
among the people concerned.
what is happening,
114
Grass
Know what is happening
FIGURE 6.4A: WORK CELL LAYOUT
are
Visual management techniques such as
the
and
means a status display station.
||||
|
|
|
|
|
|
|
|
|
FIGURE 6.4B: SIGNAL: ANDON
115
115
2.2
t o
Know what to do next
Solutions using visual management techniques

should not stop at telling you what is happening.
is Visual Scheduling which utilizes visual tools

to communicate scheduling requirements.
Figure 6.5a shows a visual scheduling
2.2
communicates to airport ground staff what
FIGURE6.5A:
6.5A:COMMUNICATE
COMMUNICATESCHEDULING:
SCHEDULING:
FIGURE
VISUALSCHEDULING
SCHEDULING
VISUAL
is an illustration of visual replenishment
for incoming raw materials, demarcated
communicate scheduling requirements and
FIGURE 6.5B:
6.5B: VISUAL
VISUAL REPLENISHMENT
REPLENISHMENT
FIGURE
116
FIGURE 6.6A: PHOTOGRAPHIC JOB AIDS
2.2
Know how to do the work
INBOX
PENDING
OUTBOX
FIGURE 6.6B: IN AND OUT BOX FOR IDENTIFYING WORK

117
117
FIGURE 6.7B: SUPPLY

ARRANGER FOR THE DRAWER
2.2
FIGURE 6.7A: USING LANES IN SCHOOL HALLWAYS
its location, and an optional picture or silhouette of the item.
hazardous areas, crime scenes, etc.
FIGURE 6.8A: SHADOW BOARD FOR

TOOLS
FIGURE 6.8B SHADOW BOARD FOR OFFICE SUPPLIES
118
Know how well

work was done
communicates performance measures and
performances ranging from an individual
most common visual aid is the posting
of performance measures at different
levels of the school environment. A visual
performance tool is shown in Figure 6.9a
which uses adjectives written on French
fry containers to represent the students
perception of a classroom activity.
FIGURE 6.9A: COMMUNICATE

PERFORMANCE MEASURES
2. 2
done in class.
aid is usually posted on classroom and

performing on a particular indicator.
FIGURE 6.9B: COMMUNICATE
PERFORMANCE MEASURES & TARGETS
119
119
communicates a schools performance

indicator, current performance on that
indicator, and future target for that same
Visual management techniques provide you with

an easy and creative way of carrying out the
A visual system offers you the following advantages:

" Information is readily available to
everyone.
2. 2
" Failure is not to be feared. Honest

performance is displayed so that
everyone knows the current status
of performance and seeks ways to
accomplish the goal as a team.
" Individuals can readily see the effect
of their contribution to the teams
performance. Improvements within
the team can be worked on and
made in a timely manner.
" Competition is encouraged

because information about
everyone elses performance is
readily available.
" Clear and unambiguous visual
displays aid communication
of strengths, problem areas,
opportunities for improvement
and even potential hazards.
"
allows the synchronization of
all departments to achieve a
common goal.
It must be emphasized that in order to be effective, visuals must be

open, honest, relevant, simple, clear, and displayed close to the area
concerned. Visual displays should also be regularly updated with the
most current information status and realistic targets for relevance.
# Irrelevant or complex reporting

system and measurement that is not
easy to understand
# No visual signals in the school or
inside the classroom that promote
flow and safety
# Limited understanding by teachers
and students of how things are done
or how problems arecf identified
# No visible use of real time or

short term school or classroom
measures that everyone can work
on and monitor the progress
together
# Display of classroom information
is not timely causing late reaction
to problems
PROCESS:
FOCUSED PROBLEM
STATEMENT:
OBJECTIVE OF SOLUTION
GENERATION:
SOLUTIONS:
ROOT CAUSE:
2. 2
problem
2. 2
5S
to develop or enhance solutions, particularly those that address safety,
and sustaining the new order created.
Step 1: SEIRI (SORT)

Segregate and Eliminate
t4FHSFHBUFOFDFTTBSZJUFNTGSPN
unnecessary items and eliminate
what is not needed
t1SFWFOUBDDVNVMBUJPOPG
unnecessary and unimportant
items
t%JTQPTFBMMVOOFDFTTBSZJUFNT
properly
t.BLFXPSLFBTJFSCZFMJNJOBUJOH
obstacles and reducing the
chance of being disturbed with
unnecessary items
FIGURE 6.10: 5S (SEIRI OR SORT)
Step 2: SEITON (SET IN ORDER)

Arrange, Straighten or Streamline
t"SSBOHFUIFOFDFTTBSZBOEJNQPSUBOU
items so that they can be found and
picked up easily by anyone
t4UBOEBSEJ[FUIFMPDBUJPOTTPUIBUUIF
necessary items can easily be located
and accessed by anyone
t0SHBOJ[FBOETFUUPPMTSJHIUBUUIFXPSL
area where they are needed to promote
an efficient work environment
t.BLFXPSLnPXTNPPUIBOEFBTZ
t1SFWFOUPSNJOJNJ[FMPTTBOEXBTUFPG
time in finding the necessary items
a very disorganized tool drawer where
2. 2
organized tool drawer where each tool has

its designated location inside the drawer.
FIGURE 6.11: 5S (SEITON OR SET IN ORDER)
Step 3: SEISO (SHINE)

Daily Cleanup Process
t$SFBUFBTQPUMFTTXPSLQMBDFCZDMFBOJOHJU
everyday
t,FFQFRVJQNFOUBOEXPSLBSFBDMFBO
UPQSFWFOUNBDIJOFSZBOEFRVJQNFOU
deterioration
t,FFQXPSLQMBDFTBGFBOEFBTZUPXPSL
t6TFEBJMZDMFBOJOHBDUJWJUZBTBNFBOTUP
inspect if everything in the workplace is in
order
with no clear space for people, material, and

In contrast, the picture on the lower half of
clear pathways for safe people, material, and
FIGURE 6.12: 5S (SEISO OR SHINE)
in one area of the drawer. In contrast, the

picture on the lower part of Figure 6.11
Step 4:
SEIKETSU (STANDARDIZE)
Step 5:
SHITSUKE (SUSTAIN)
Steps & Safety

$ 4UBOEBSEJ[FDMFBOVQBDUJWJUJFTTP
that these actions are specific and
easy to perform
$ .BJOUBJOIJHITUBOEBSETPG
housekeeping and workplace
organization at all times
$ Create a system to maintain
cleanliness, orderliness, and a safe
work environment
$ This is the condition attained when

you maintain the first three steps
2. 2
$ Ensure compliance to procedures

by conducting regular daily checks
of the work area
%1SPNPUFBEIFSFODFUP
maintaining a high level of
QFSGPSNBODF IJHIRVBMJUZBOE
safe work environment
%6TFWJTVBMQFSGPSNBODF
measurement tools to motivate
and inspire
%.BLFBIBCJUPGNBJOUBJOJOH
established procedures and
ensuring they are followed
% Create discipline to maintain
cleanliness and find ways to
enhance/improve the process
Poka-Yoke or
It is something in a product, process,

or procedure that physically or
procedurally prevents a person from
arrow in Figure 6.13 indicates that
you have to turn the cap counter-
FIGURE 6.13:
MISTAKE PROOFING
mean that errors are committed and
6.14a is designed so that you do not insert the
FIGURE 6.14A: MISTAKE PROOFING

OUR ELECTRIC SOCKETS
FIGURE 6.14C: DISPOSAL BIN POKA YOKE
FIG 6. 14B: AVOIDING EXCESS HAND CARRY SIZTE IN AIRLINES
2. 2
2. 2
t$BMDVMBUJPOFSSPST
t0NJUUFEBOTXFST
t.JTTJOHNBUFSJBMT
t&SSPSTJOTFUUJOHVQXPSLQJFDFT
t8SPOHFYQFSJNFOUBMNFUIPE
t1SPDFTTJOHXSPOHXPSLQMBDF
t8SPOHPQFSBUJPOQFSGPSNFE
t"EKVTUNFOUFSSPS
t&YQFSJNFOUBMFRVJQNFOU
not set up properly
unconventional or less traditional idea generation techniques that
Creativity techniques
Some creativity techniques
that you may want to use are
Quick and Dirty

would do when faced with your
challenge.
Short Time Investment
rules.
develop a solution that you have

are involved with your area of inquiry.
the elements of the larger world

diagram involving the forces, factors,
requirements,
constraints,
and
perspective, from someone elses

vantage point. Start with someone
who has no understanding of your
on one of the forces acting on your

the constraints on other forces
Building on Creative Ideas
questions- who, what, where, when,
2. 2
and what does not, what advice they
the question What could the team do with the parents so that students do not
2. 2
in school and community activities, staging of parents-teacher conferences, etc.
to encourage more questions, allow the students to discuss these questions in
Far-fetched
ideas
Far-fetched
ideas
something
useful
something
useful
Good ideacould
implement
Perfect
idea
Good ideacould
implement
Perfect
idea
FIGURE 6.15: BUILDING ON CREATIVE IDEAS
Future Process Map
amount of time saved in posting of visual aid versus erasing and writing down notes on
FUTURE Map
including
comes to
and
other
effective in terms of improving the

A
plan
for
implementing
the
crafted to ensure that the solutions

are not just good on paper or
designed and developed. An
implementation plan includes the
or
cost
management,
writes
Improvement Plan.
FIGURE 6.16: EXAMPLE

OF CURRENT VS.
FUTURE PROCESS MAP
resource
comes to
creativity
2. 2
CURRENT
Map
Step 6: Develop Solutions

Lesson Review
program process, resulting in delays. Which

concept is the most appropriate for the SI
where the feeding area is, and posted
A
Analysis and found that one of the root
causes for why the feeding program
A
solution to ensure that learners
to do during the feeding program.
program procedure.
a.
the allotted 15-minute time. Which
solution concept did the team apply?
c.
2. 2
d.
a.
a.
c.
d.
that one of the root causes
. Which concept is the most

generate solutions?
e.
5 A
for students not

throwing their trash in the proper
a.
c.
d.
the SI team do?
e.
a.
A
Analysis and found that one of the root
causes for why the discussion time of a
. What should
for not listening when they were

oriented regarding the proper
waste segregation.
the trash containers properly

and painting them with different
colors for easier differentiation.
the materials that she will use for the lesson.

Which concept is the most appropriate for the
c. Assign students to guard the

trash cans and penalize those
who they catch not segregating
their wastes.
a.
c.
d.
d. Hire more people to segregate

the waste from the trash cans.
a.
130
e.
A SI team found that one
time for their

.
call of each student. What can the
SI team do?
a.
to simplify the Attendance

lessen the time to conduct
the need for a roll call.
c.
d.
. Which solution
concept did the SI team use?
d. Visual
a.
e.
c.
procedure.
did the SI team use?
place one in each classroom.
a.
their attendance.
c.
adding procedure.
lectures.
2. 2
Eliminate the process
. Which solution concept
d.
student to scan their time
cards.
e.
A
the causes for why teachers
e.
1 0
A SI team conducted a
found that one of the root
have to erase the contents of the

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
| 2.3
FINALIZE IMPROVEMENT PLAN
step seven:
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

a. identified a broad problem based
on a relevant school measure;
g. collected relevant data on each of the

storm clouds in the process based on
the data gathering plan;
b. identified the key people who will

comprise the CI team;
h. analyzed the collected data using the

appropriate graphical data display
techniques and data analysis tools;
c. identified the needs of the

customers and stakeholders
affected by the broad problem;
i. selected a focused problem

statement among the storm clouds;
d. identified and mapped the

process that is linked to the
school measure;
j. identified and validated the root

e. identified the storm clouds that

were observed while walking
through the process;
k. generated solutions that will address

the root causes of the problem; and
l. developed the future process map
based on the solutions selected
f. prepared a data gathering plan;
In the succeeding discussions, you will be taught how to

effectively carry out and finalize your improvement plan
as well as anticipate problems that may arise during the
implementation (pilot or rollout) of the recommended solutions.
133
133
2.3 | FINALIZE IMPROVEMENT PLAN
Introduction:
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:
| 2.3
What planning & other

pre-implementation
work have to be done?
What are the activities,

tasks, & subtasks required
to implement the solution?
Plan the resources needed

to carry out the solutions.
Define the actual work or

interventions to be done in
solving the process problem.
Resources pertain to money, time,

people, machines, tools, space,
information, etc. needed to carry
out the implementation.
Work may include changing the present

layout of the classroom, posting
visual materials in the classrooms and
hallways, re-locating or setting up
feeding centers near the classroom,
perform 5S in the workplace,
administering a special test for Grade
4 pupils, inserting fun math activities in
addition to the regular lecture, etc.
Plan the pre-work to be

done. Pre-work may include
scheduling and conducting the

planning meetings, forming an
implementation and monitoring
team, discussing the planned
solutions and implementation
to all stakeholders (i.e. school
administrators, teachers, pupils,
parents, community officers, etc.),
making budget calculations,
purchasing the materials needed,
fabricating an item needed for a
process activity, documenting the
anticipated future state (to-be
process) of the process or new work
procedures and guidelines needed,
preparing the visual materials, etc.
Define the activities and tasks

to be performed including all
activity and task details. For
example, administering a special test

require activities such as preparation
of test objectives, formulation of test
questions, classification and selection
of test questions to be included in the
test, printing of test questionnaire,
administration of the test, proctoring of
the test, checking of test papers, and
graphing test results for analysis and
feedback. The details of these activities
should also clearly specified.
134
Who is responsible in performing

each defined task? What are the
respective roles of each stakeholder
in implementing the solutions?
Specify clearly who performs which

tasks so that everyone knows his or her
role and contribution to the implementation

process? A table of defined roles and
responsibilities may be created to show the
work that each stakeholder has to perform for
the implementation of the solutions and the
improvement of the process being examined.
Specify exactly when

each implementation
phase and activity is
supposed to be carried
out. The beginning and end
date or period of each activity

should be clearly specified
and made known to everyone
involved.
The complete project

schedule, including pilot
runs if any, should be posted

for everyone to see and track
progress.
How do you carry out the planned solutions?

Divide the planned or proposed solutions into
implementation phases. An example may be to divide the new
process for teaching problem solving to Grade 4 students in a school into:

1. Posting on the blackboard of key words used to denote each math
operation (Phase 1: Word Recognition and Retention Phase),
2. Supplementing key words with bundle of math words and rhymes
songs on math operations (Phase 2: Word Mastery and Comprehension
Phase) and
3. Administering a special test to the Grade 4 pupils (Phase 3: Testing and
Feedback Phase before Solution Roll-out).
Decide if a full implementation or a pilot or parallel run will

be conducted for some or all of the solutions.
A full scale implementation of a solution means that the solution is applied

to the whole population involved in the process being improved. A pilot
or parallel run means that you implement the proposed solution on a
portion of the population to test out the solution first. The majority of the
population continues to run using the current process. This prevents major
disruptions in the process in the event that the proposed solution does not
work. An example of a pilot run is the implementation of Phase 1, Phase
2, and Phase 3 discussed in the previous point on a particular Grade 4
section first while allowing all other Grade 4 section teachers to continue
with the present word problem teaching process.
135
135
Do not forget to specify who monitors the

progress, effectivity, and efficiency of the
implementation process.
What is the timeline

for implementation?
What are the deliverables

and milestones? What are the
necessary reports?
FINALIZE IMPROVEMENT
PLAN
ASSESS
| 2.3
2.0
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.
Deliverables should at least be observable.
A milestone for Phase 1 may be familiarity
of Grade 4 pupils with frequently used math
words measured through improved pupil
participation in class recitations. For Phase
2, a milestone may be mastery of words and
better comprehension of worded problems
measured though the percentage of correct
answers provided by pupils during class
recitation and board work. Lastly, a milestone
for Phase 3 may be the improved performance
in correctly completing the AGONA method
measured through the percentage of test
passers in class. The milestones should be
measurable so that you will have a way of
determining whether the milestone has been
achieved or not. A status report is prepared
for each of the milestones.
What potential problems

or risks do you anticipate
to encounter during the
implementation of the
proposed solutions?
Risk management involves the
identification of potential problems
that may arise during the pilot run or
rollout of the solution. A potential
problem analysis is performed and
a contingency plan is developed
for each potential problem in
case the problem occurs during
implementation. This is necessary
in order to mitigate and minimize
the negative effects of failure in the
implementation process.
Answers to all the questions aforementioned reveal the basic elements

of an implementation plan. These elements include tasks and timeline,
budget and other resources required, a list of stakeholders and their roles
in the improvement project, monitoring and feedback reports, and a listing
of potential problems and countermeasures in case these problems occur
during implementation. The elements of an implementation plan may be
shown using table presentations and charting tools as shown in Figure 7.1.
These are commonly referred to as project planning tools.
136
FIGURE 7.1: ELEMENTS OF THE IMPLEMENTATION PLAN
Task &
Timeline
Step
Aug
Sept
Oct
Nov
Person
or Group
Expenses
00.00
xxxxxxxxxxxx
00.00
xxxxxxxxxxxx
Communication
& Participation
Finance
00.00
Sales
Staff Time
Ted
Jan
IS
5 hrs
Stakeholders
Budget & Resources
How to Check
Plan
Potential
Problems
change made
Actuals
Step
Potential
Failure
137
137
Potential
Cause
Countermeasures
ASSESS
IMPROVEMENT PLAN
2.0
2.3
| FINALIZE
xxxxxxxxxxxx
Dec
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.
FIGURE 7.2: PLANNING TOOLS
| 2.3
Step
Aug
Sept
Oct
Nov
Dec
Jan
Gantt
Charts
A Gantt chart is a type of bar chart that illustrates a project schedule. It
shows the start and finish dates of each one of the project elements. Gantt
charts also show which project activities may be done simultaneously and
which project activities follow a strict precedence relationship between them.
It may also be used to show the current schedule or percentage completion
status of the project.
Step No.
Step
Product
Responsibility
Due
Date
Whom to Budget
Involve
Cost
Other
Topics
Planning
Grids
Planning grids are a more comprehensive tool as they not only capture
all project details (i.e., steps, activities, activity sequence, stakeholders

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
A tree diagram is a graphic tool used to list all possibilities of
Sales
Technical
Shipping
Coordinator
Flowcharts
Multi-column process flowcharts, also known as process
swim lane diagrams, are used to show the detailed steps involved in
the project activities, the sequence in which these steps are performed,
who performs what, and what information is passed from one project
entity (or stakeholder) to another. It shows the interaction among the
different project stakeholders. The participation and role of the various
project stakeholders are also clearly defined using the multi-column
flow process chart.
139
139
a sequence of events in a systematic or chronological way. Just like

the Gantt chart, the tree diagram shows the precedence relationship
between activities. However, tree diagrams cannot clearly show which
activities may be performed simultaneously as well as the timing of
these activities. The why-why diagram discussed in step 5 is a form of
a tree diagram. The implementation phases of a proposed solution
and the sequence of activities under each phase may be drawn and
illustrated using a tree diagram.
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:
Budget and Cost Management Plan
| 2.3
The budget and cost management plan specifies the

budget and cost items in relation to key project activities
and resource requirements. These cost items may be
classified as a one-time cost or a recurring cost. The
purchase of additional utensils for a feeding station in a
school or an audio system to be used as a signal for pupils
to go to the feeding station is a one-time cost. On the
other hand, the paper used in creating the weekly visual
materials for the bundle of math words is a recurring
cost. The salary of additional feeding station personnel,
brought about by the proposed increase in the number of
feeding stations, is another example of a recurring cost.
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 Estimating - developing an approximation of the costs of the resources

needed to complete the implementation activities
Cost Budgeting aggregating the estimated costs of individual activities or

work packages to establish a cost baseline
changes to the project budget
Inputs needed to come

up with a budget and cost
management plan include:
INPUT
Initial target budgets
On the other hand, the

outputs of a budget
and cost management
plan include:
A budget which
provides a reasonably
accurate picture of how
the implementation
of the project plans
to accrue cost over
time
Implementation Plan
Estimates of work effort
by resource
Estimates of resource costs
Organizational budget and
cost tracking standards and
processes, including cost
accounts and breakdowns
OUTPUT
141
141
A set of cost
management
procedures to be used
in tracking the financial
performance of the
implementation and
in reporting this actual
financial performance
against the budget
Cost Control influencing the factors that create cost variances and controlling
| 2.3
2.0
FINALIZE IMPROVEMENT
PLAN
ASSESS
FIGURE 7.4: RESOURCE PLAN
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
Establishing a risk score for each

identified risk and a ranking of risks
based on the risk scores
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
Risk Response Planning

Developing an action plan or contingency plan for each risk
Assigning a person to be responsible for tracking and
managing each identified risk
Initiating an immediate action plan for risks of highest priority
143
143
IMPROVEMENT PLAN
ASSESS
2.3
| FINALIZE
2.0
Assessing the consequence,

impact, or severity of the risk event
if it does occur
Improvement projects in
the school level may face
different possible risks.
These school system and operational
risks include, but are not limited to, the
following:
Major Increase in Costs/Budget needs
which delays the project implementation
Evolving and changing student and
community requirements which render
the proposed solution to the problem
irrelevant
| 2.3
Unrealistic expectations by
regional office, students,
parents, teachers,
administrators, etc
Significant physical and cultural
changes needed by the school
in adopting the proposed
solutions
Resistance to change by the
school and its stakeholders
Extensive training and
education of school
stakeholders
Inappropriate level of project
support
Poor school performance despite the

interventions made at the process level
Other risks brought about by the

school and its stakeholders are as
follows:
Too long a time table for implementing

school changes which may again render
the proposed solution to the problem
irrelevant due to the changing customer
and stakeholder requirements
Readiness and commitment of the
school which again delays the project
implementation or even cause the project
to be unsuccessful due to the absence of
administrative support
Unavailability of school
administrators, teachers, & staff
Risks that the school does not
have control over include:
Poor material or equipment
supplier support
Project success is critically
dependent on an external
entity such as a consultant or
a product supplier which are
both outside of the schools
control
Impact of other projects on the
school initiative
In general, it is important to consider the

following project planning risks as you
develop your implementation plan:
Complex task dependencies

will almost always produce
implementation problems
Informal project control
procedures do not provide
the monitoring and feedback
mechanism necessary
to avoid cost overruns,
demoralization of project
contributors, etc.
Unrealistic implementation target dates lead

to a perception of project failure and possible
cost overrun due to overtime of project
participants
Low commitment by project team and
stakeholders creates lack of support leading to
implementation difficulties and project delays
Resources not available during
implementation lead to project delays
144
High
Red light:
Address before
proceeding
Red light:
Do not
Proceed
Medium
Yellow light:
Proceed with
Caution
Yellow light:
Proceed with
Caution
Red light:
Reassess
project
Low
Probability of Occurence
Yellow light:
Proceed with
Caution
Green light:
Proceed with
Caution
Yellow light:
Proceed with
Caution
Address before
proceeding
Low
Medium
High
Red light:
FIGURE 7.5: RISK MANAGEMENT
How is risk assessment and analysis performed?

In doing risk assessment, the probability of a risk affecting a project can range
from yellow light (low) to red light(high) as shown in Figure 7.5. It is the teams
responsibility to identify and assess risks prior to the implementation of a project.
Failure to recognize and address a significant risk could jeopardize an entire project.
IMPACT
PROBABILITY
Major Uncertainties Remain
HIGH
(5)
MODERATE
(3)
Performance, Quality, Cost

Or Safety Impacts Resulting
Little or No Prior Experience
In Major Redesign And
Or Data
Program Delay
Infrastructure and/or Resources
Not In Place
Some Uncertainties Remain
Some Experience & Data Exist
Infrastructure In Place But
Under-Resourced
Few Uncertainties Remain
LOW
(1)
Significant Experience And

Data Exist
Infrastructure In Place And
Fully Resourced
TABLE 7.1: GENERAL RISK RATING GUIDE
145
145

and/or Safety Impacts
Resulting In Minor Redesign
And Schedule Adjustment

And Safety Requirements
Met Within Planned
Schedule
Impact on Project
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:
4th Year students are failing math
ISSUE:
Absenteeism from faculty
CONSEQUENCE:
Lost opportunity for student to graduate
CONSEQUENCE:
Incomplete lessons with students
RISK SCORE
CONCERN:
Missed classes by students
PROB IMPACT TOTAL
PROB IMPACT TOTAL
15
25
For Each Risk:

1. Rate Probability Of Occurrence
2. Rate Severity Of Impact
3. Categorize Risk Types
RISK
TYPE
IMPACT
LO
1
PROBABILITY
| 2.3
CONCERN:
Students are not interested
HI 5
3
LO 1
HI
5 15 25
3
9 15
FIGURE 7.6: ANALYZING RISKS

146
SEVERE
DO NOT PROCEED
HIGH
RE-ASSESS PROJECT
MEDIUM
FIX BEFORE
IMPLEMENTATION
LOW
PROCEED WITH
CAUTION
Using the General Risk Rating Guide,

the output of risk assessment is
therefore a risk score which is obtained
by multiplying the probability of
occurrence score and the impact score.
The higher the risk score, the higher
the risk, and the higher is its priority in
terms of risk response. Based on the
risk score, a risk may also be classified
or categorized as a severe (red), high
(orange), medium (yellow) impact of risk
before proceeding, and proceed with
caution low (green). For the severe
risk category, the solution can still be
piloted but there is very high probability
of failure and it is recommended to
rethink the solution. However, this
can still be implemented but with
the appropriate risk management
measures.
FIGURE 7.7: PLAN FOR MITIGATING MEASURES
RISK ITEM
ISSUE:
4th Year students are failing math
CONCERN:
Students are not listening in class
CONSEQUENCE:
students do not graduate on time
RISK
SCORE
PROB IMPACT TOTAL
15
PLAN
This risk classification scheme, along

with the risk score calculation, is
illustrated in Figure 7.6. The output of
risk analysis is therefore a categorization
and prioritization of the identified risks.
RISK ITEM
As soon as all the identified risks have

been assessed and analyzed, a plan
for mitigating and reducing the impact
of these risks must be developed as
shown in Figure 7.7. Risk reduction
plans involve the following steps:
ISSUE:
Absenteeism from faculty
CONCERN:
Missed classes by students
CONSEQUENCE:
Incomplete lessons with students
Identify specific risk mitigating

actions with corresponding
measures of success.
RISK
SCORE
Assign a risk owner and

agree on the mitigating action
completion date.
PROB IMPACT TOTAL
25
PLAN
Estimate the Residual Risk Score

(Probability of Risk Occurrence
x Impact Remaining After
Implementation of Mitigating
Action).
ACTION: Review teaching schedule

and assignment
MEASURE: Attendance
OWNER-DATE: Barbara - 12/15
Post the contingency plans in the

columns beside risk items and
scores as shown in Figure 7.7.
RESIDUAL RISK: 5
147
147
ACTION: Introduce practical examples

MEASURE: Weekly exams
OWNER-DATE: Joe - 2/15
RESIDUAL RISK: 5
Provide
reasons why
the failure
mode can or
will occur.
Describe how the

design or process
functions (or items)
can fail. The
question being asked
here is How could it
fail not If it will fail.
Categorize
the risk
according to
its
consequence
Risk
Category
Moderate
ID
Risk Event
Trigger
No strict
implementation
of rules;
Description of
Risk Event
Students will not

support the
campaign for Zero
Litter Project
Step 1: Risk Identification
The student will still

throw their trash
everywhere
Potential Impact
if Risk Event Occurs
Risk Score =
Severity x
Likelihood
Highest Risk
Score
warrants first
consideration
for analysis.
Assess the
severity based on
how bad the
effects of the
failure mode is. A
rating of 10
means that an
effect is so severe,
it threatens the
safety of the
customer.
Step 2: Risk Assessment
Assess how often

a failure mode or
its cause happens.
Rated on a scale
of 1 to 10, where
10 means that
failure is certain
to occur and 1
means extremely
remote.
Describe the
consequences of each
failure mode. It is
extremely important to
capture the experiences of
the customer. Thus, we
must put ourselves in the
shoes of the customer and
know these effects
through their perspective.
Potential Impact
FIGURE 7.9: EXAMPLE OF RISK ASSESSMENT FORM
Risk Event
Trigger
Description of
Risk Event
Risk
Category
ID
| 2.3
Award Most Clean

Room of the Week
Include effects of
global warming and
waste management
topics in science
subjects
Create Anti-littering
Committee
Strategy
Step 3: Response
Strategy
Provide actions to
eliminate the cause of
the risk. The strategy
should lower the impact
of the risk by reducing
the likelihood of
occurrence, reducing the
Strategy
Step 3: Response
Strategy
Anti-Littering Committee
Science Teachers
Principal, Head Teachers,

Guidance counselor, Student
Government, Class Advisers,
Class President
Risk Management
Action
Plan/Contingency Plan
Step 4 : Risk Response

Planning
Assign a person to be
responsible for tracking and
Risk Management
Action

Planning
Assigned to
FIGURE 7.8: RISK ASSESSMENT FORMAT
Likelihood
(1-5)
Likelihood
(1-5)
Severity
(1-5)
Risk Score
( 1 - 25 )
Risk Score
( 1 - 25 )
Severity
(1-5)
148
Assigned to
A comprehensive risk management plan that includes the four components

of risk management as discussed earlier may be summarized using the risk
assessment form shown in Figure 7.8. An example of a Risk Management Form
for a school improvement project risk factor is presented in Figure 7.9.
When the improvement plans are finalized, you can now proceed to the Act stage of
the Continuous Improvement Triple A Methodology. You are now ready to monitor
and manage the implementation of the proposed solutions by piloting these solutions
on a particular class section or on a particular area of the school.
Step 7: Finalize Improvement Plans

Lesson Review
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 staff and
teachers in charge of the Feeding program
so that they can implement it immediately
the next day.
c. Set a target date for the implementation

of the solution and let the teachers and
staff in charge of the Feeding program
implement it. The SI Team should look for
a new project.
d. Determine the different activities, timeline,
and resources needed, and create a plan
to implement such solution.
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?
149
149
b. They should have set a longer

deadline in order to give more time
for the painting and procurement of
new trash cans.
c. They failed to assign the person
responsible for painting and procuring
trashcans.
d. They failed to ask the School Head for
a budget to buy the new trashcans.
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.
b. The variance of 15,000 pesos should
have been prevented if the SI Team
implemented strict cost control
mechanisms.
c. The variance of 15,000 pesos should
have been prevented if the SI Team
declared a higher budget.
d. The variance of 15,000 pesos was the
result of one teachers action. It should
be charged to that person.
b. Draft a memo indicating that this solution

should be implemented immediately on all
grade levels within the school.
a. They should have set a tighter

deadline to pressure everyone to
implement their solution.
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.
b. The team did not properly estimate
the costs of the materials for the
implementation.
| 2.3
c. The team should have canvassed for

cheaper flat screen monitors and video
production services.
A SI Team found that teachers exceed

the allotted time for class 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 teams solution as
useless.
ii. The checklist might not include all the
things that the teacher needs for the day.
iii. The checklist might not be reusable,
making it an expensive solution to
implement.
iv. The checklist items might be too small,
making the teachers forget some items.
Which of the following are

legitimate risks for this solution?
d. The team should have

asked for financial
donations from
stakeholders so that
the cost that the school
will shoulder will be
lessened.
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).
b. The SI Team did not foresee
the costs of trash bags as a
risk.
a. i only
c. The SI team did not assign a

person responsible for buying
the trash bags.
b. ii and iii
c. iii and iv
d. The SI Team forgot to estimate

the costs for the trash bags.
d. None of the Choices

150
10
A SI Team has identified a certain

risk where they had no prior
experience and 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 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:
a. The risk is severe. The team should

not proceed with the solution.
i. Lay-off the teachers and get new

ones who will surely cooperate.
b. The risk is significant. It should be

addressed first before proceeding.
ii. Include the teachers in the

planning process of the solution
so as to ensure their buy-in.
c. The risk is low. The team can

proceed with caution.
iii. Create a memo ordering the

teachers to cooperate with the
solution implementation or incur
penalties otherwise.
d. There is not much risk. The team can

proceed with no worries.
iv. Create a rewards and recognition

system that will reward teachers
who are able to successfully
implement the solution.
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.
Which preventive action/s is/

are appropriate to deal with
this risk?
b. Create a budget and cost

management plan.
b. ii and iii
a. i 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
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
ON PAGE
214
151
151
e. None of the Choices.
step eight:
Pilot Your Solutions

Learning Output:
PILOT YOUR SOLUTIONS
3.1
Pilot Test Results

Learning Outcome:
1. Understand the basic concepts in testing solutions
and monitoring the implementation status; and
2. Be able to implement an improvement solution
under controlled conditions.
152
ACT 3.1
Pilot Your
Solutions
Introduction:

1.
2.
9.
relevant school measure;
10.
4.
12. developed the future process map
5.
13.
process;
process in order to address the
14.
7. collected relevant data on each of the

data gathering plan;
15.
8. analyzed the collected data using the

153
153
resources required for project

implementation and
during the implementation and
come up with a plan that can
11. generated solutions that will

address the root causes of the
3.1
3.
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.
FIGURE 8.1 TEST SOLUTIONS
Why Test Solutions?

As seen in Figure 8.1, testing of solutions or pilot testing is implementing the solution
using a smaller scope as opposed to fully implementing the solution. In this step, it is
provides an opportunity to revisit the project
3.1
expected results. Testing of solutions allows

the implementation of the solution considering
costly to apply the solution, especially if the
solution does not provide the expected results.
Testing the solution also allows us to improve
the solution.
In cases when the expected results are not met,
we can enhance the solution and correct areas
that needs improvement. We can also understand
phase, we can convince other teachers and students that

we can achieve expected results through implementing
the solution. We can also validate the expected results
154
FIGURE 8.2 BEFORE & AFTER SOLUTION
solutions allows the team to evaluate whether
When to Test Solutions?

You need to test the solutions when there is a need
of the solution. Testing is necessary when we want to
whether we have enough resources to implement the
solution. In some cases, we need to test the solutions
as in a pilot test. We should also test solutions when changes would have far-reaching,
Some critical issues in planning a test of solution

In planning the testing of solution, we are
focused on identifying where we want to
select a small population out of the entire
scope, say for example, a section out of an
entire grade level.
required. The only important consideration
samples.
3.1
conditions. That is, all potential conditions
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
FIGURE 8.3: USING A SAMPLE

FROM A POPULATION
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
implementation. Through providing visual
as well as our colleagues can clearly see
Please see the charts in Figure 8.4 for
some examples.
Before
Good
After
Step 4 Changes
Implemented
Before
3.1
A2
A3
Remaining Gap
Target
After
}
A1
Improvement
A4
A2
Before
A1
Improvement
A3
A4
After
FIGURE 8.4 - DISPLAYING BEFORE AND AFTER DATA

156
In showing graphs, we
20
we are showing the data

using a similar scale. It is
important to continuously
monitor the performance
measures in order to
show whether there had
16
the implementation of
the solution.
FIGURE 8.5 - NOTE ON

COMPARING RESULTS ON
DIFFERENT GRAPHS
Make sure
the scale is
the same
* Changing the Y-axis

* Changing the X-axis
Absences (Before)
18
14
12
10
8
6
4
2
0
Absences (After)
200
180
160
140
120
100
80
60
40
20
00
3.1
total expected cost of each option against

much. The steps include:
1.
2. Identify all costs components.
3. Compare and assess
FIGURE 8.6
COST-BENEFIT ANALYSIS
157
157
Costs
In terms of cost considerations, we

have non-recurring costs such as those
involved in setting up for the purpose of
deploying the solution. Examples are:
Implementation Costs, Training Costs,
Facility Costs, and Meeting Costs.
Non-recurring costs:
Implementation Costs,
Training Costs, Facility
Costs, and Meeting Costs.
Recurring costs are costs that are

repeatedly
incurred.
Examples
Recurring costs:
Material/Supplies Costs
and Maintenance Costs.
Maintenance Costs. In some cases,

such as extra effort on the part of
teachers or other school personnel.
The time of teachers to implement the
such as in
such as improvement in communication
3.1
terms of the respect of students to their teachers and other school personnel or the
quality of health within school premises.
Depending on the results of the pilot test, some adjustments

1. Review the pilot process performance results and
2. Review the process maps and identify any needed
adjustments in the piloted process improvements
3. Draft the revised process maps and update related
supporting documents and materials
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.
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
should give them enough time to smooth out
solution is in top form, we can then rollout the
solution at a larger, system-wide scale.
3.1
159
159
The next section will help us in implementing your solution in a

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.
Step 8: Test your Solution

Lesson Review
FIGURE 1. 4TH YEAR DROP OUT RATE (BEFORE)
ensure that the feeding program does

not exceed the allotted 30 minutes.
The team has completed the
management plan, the resource plan, and
next most appropriate step that the SI team
a. Implement the solution on a full scale,
involving all grade levels in the school.
FIGURE 2. 4TH YEAR DROP OUT RATE (AFTER)
ready for school-wide implementation

c. Test the solution on a small scale to
improvements if necessary.
d.
and let them implement it. The SI

team should move to the next project.
3.1
method. The team is now ready to

implement the solution to the entire school.
The Team leader explains to the team that
A
drop out rate of 4th year
learners has tested the solution
and after graph of the drop out

2. Comment on the data of the SI
Team.
a. The solution is effective. The
drop out rates decreased
after the implementation of
(i) So that the team can make

improvements to the solution.
(ii) So that the team will be able to
understand the risks involved.
scaling of the two graphs are
(iii) So that the team will be able to

validate the expected results.
(iv) So that the team will know the effects of
their solution on the entire year level.
a. i only
ii and iii
c. i, ii, and iii
160
The solution is not effective.

The graph shows that the
drop out rates increased after
the implementation of the
solution.
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.
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
d. The solution is effective. The drop

out rates decreased after the
implementation of the solution,
a. Implement all three solutions

and compare which one is the
most effective.
graphs.
teachers and let them worry

team can now move to another
project.
A
performance of learners in Science
has 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
c. Escalate the issue to the School

what to do.
d.
e. None of the choices.
a. Implement the solution for the

rest of the school.
Evaluate the tests results and
compare these with the current
state in order to see if there really
are improvements.
c.
and choose the solution with the
A SI team is going to perform
solution to ensure the proper

segregation of waste. Their solution
teachers and let them implement

the solution for the rest of the
school.
and assign different colors for each

receptacle of waste. The team has
i.
Training costs for the teachers
iii. Cost for trash cans

iv. Cost for trash bags
Which cost should be included

a. i only
i, ii, and iii
c. iii and iv
161
161
ii. Cost for meetings
3.1
d. Do not implement the solution.
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
A
a solution which involves
teachers using a different
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

method correctly. Comment on the
c. Implement the solution to the entire
a.
d. Blame the teachers and the learners
for the failure of their solution.
correct. The teachers should

failure of the solution.
incorrect. They failed to

solution to ensure that teachers can
teaching. The team will use the concept
for the solution and how to

use the method. The team
relied on the memo of the
teacher is reluctant with the approach of
implementation.
c.
3.1
a.
a memo to force compliance.

Replace the teacher with someone
who will cooperate.
incorrect. They should have

mentioned in the memo that
non-compliance will result in
penalties.
d.
c. Choose another grade level to

other solutions to address the
d. Include the teacher in the piloting
the effects of the solution.

162
10
a.
A
IV Learners. The team has developed a solution and are
planning to test it. The scores of three of the Grade IV
d. Section A and B.
e. All of the Sections.
c.
FIGURE 3. SECTION A MATH SCORES
FIGURE 4. SECTION B MATH SCORES
3.1
FIGURE 5. SECTION C MATH SCORES
ANSWERS
ON PAGE
206
163
163
step nine:
Roll-Out Your
Solutions
Learning Output:
ROLL-OUT SOLUTIONS
3.2
The Implementation of Solution

Learning Outcome:
1. Understand the basic concepts of standardizing
and monitoring solutions, as well as managing
implementations; and
2. Be able to rollout an improvement solution under
controlled conditions.
164
ACT 3.2
Roll-Out
Your
Solutions
Introduction:

1.
2.
10.
a relevant school measure;
11. generated solutions that will address
3.
4.
process;
15.

7. collected relevant data on each
of the storm clouds in the process

generate plans that can mitigate
16. tested the effectiveness of our

solution in a small scale group and

9.
required for project implementation;
17.

165
165
solution.
ROLL-OUT SOLUTIONS
14.
5.
3.2
13.
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
Communication is the exchange of information
from you to others and from others to you.
project team, the students, as well as the other
teachers. It is also important to ensure that we
people involved to ensure that the concerns of
each are addressed in the implementation of
from accepting change and will also facilitate
FigUre 9.1: commUnication
ROLL-OUT SOLUTIONS
3.2
Participation means involving the teachers in

the planning and execution of a change so that
they can develop a shared sense of ownership
and commitment. Participation is critical to
will follow through with the implementation of
the solution. Please see Figure 9.2.
FigUre 9.2: participation
Education means providing teachers with what

implement the desired changes. It is important
to train teachers to ensure that they have a
common understanding of how and what to
do during the implementation of the solution.
Please see Figure 9.3.
FigUre 9.3: edUcation

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
changehow 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:
implementation of the solution.
commitment if we guarantee that all teacher concerns
167
167
ROLL-OUT SOLUTIONS
their support and remove their resistance from the

improvement efforts vital to the accomplishment of
3.2
We have to account for the commitment of teachers
Commitment signing is critical to
FigUre 9.4 - commitment wall
involved are really part of the

that teachers feel that they are part
of the project. Commitment signing
the posting of photographs on
wall, and including the pictures of
the signing in the school newsletter.
A commitment wall can also help
strengthen the commitment of
teachers. Please see Figure 9.4.
ROLL-OUT SOLUTIONS
3.2
of the project solutions.
Developing a
Communication
Plan
Increase
List down what we are prepared
List down what we are prepared
Determine exactly what

we need from particular
resource intensive.
to complete our project
e
through the use of
We should state this clearly.
168
to the idea of continuous improvement at

the start of the project. However, he plays an
Apply enough soap to
thoroughly wash hands
Wet hands with water
to the level of enthusiastic support and must
the project will fail.
Rub hands until soap turns

into a fine lather
When comparing the commitment levels of a

teacher to a principal, we expect him or her
to lend appropriate support while not requiring
Wash hands for 15-20 seconds
Dry hands with cloth

or paper towel
Rinse hands thoroughly
have varying levels of support and we should

not expect the same level of commitment from
FigUre 9.5 - step-By-step instrUctions
Developing Standard
Practices and Procedures
DISCIPLINE
MANUAL
In the solution rollout, we have to develop

standard practices and procedures. Nothing
FigUre 9.6 discipline manUal
ImPLemeNTATION PLAN
elements of a process are performed consistently

changes are made only when data shows that
illustrate examples of the implementation of
standardization and documentation.
169
169
VOC
STAge 2: ANALYze
bACkgROUND
PRObLem ANALYSIS
fUTURe STATe
Value Analysis
TeST ReSULTS
CURReNT STATe
STAge 3: ACT
In this step, standardization & documentation
STAge 2: ANALYze
implement the solution and achieve the desired

results across time.
STAge 1: ASSeSS
PROjeCT TITLe
keY LeARNINg
FigUre 9.7 a3 docUment
ROLL-OUT SOLUTIONS
to monitor and ensure that the solution is

implemented similarly across the whole school
or across the scope of the project. We should
3.2
is what allows high quality to happen on a
Standard practices and procedures are the written agreements
Actions that affect the quality, cost, or delivery of the product
improve our desired results. Figure 9.8 illustrates the level of detail
in a process.
FigUre 9.8 level oF detail

Get up
Get clean
Dress
Eat
ROLL-OUT SOLUTIONS
3.2
Dry &
knees and
rise
turn
Standard practices are useful in creating consistency among
providing a standard practice are presented in Figure 9.9.
170
standard
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
171
171
ROLL-OUT SOLUTIONS
having a method to update procedures renders it useless. Not destroying
3.2
Not testing the procedure prior to full scale implementation may create
! Increased reliability
!
!
!
!
!
!
Training
ROLL-OUT SOLUTIONS
3.2
a common process is trained in the new

methods. Even experienced employees need
Do not try to hold a single training session to
teach people everything that they may ever
have to focus on the most critical aspects of
WHY they have to change their existing

practices.
support. Do not expect everyone to learn
172
In summary,
this step helped
us ensure that
solutions are
applied consistently
by standardizing
our processes.
Step 9: Roll out

your solution
Lesson Review
A
solution on one section in Grade IV to
address the low grades of learners in
solution is effective. What is the next most

Standardization allows us
to maintain the gains of the
changes we will roll-out.
a.
We can do this by
documenting the standard
process that will lead to
better implementation and
monitoring.
teachers and let the teachers roll

out its implementation to other
sections.
levels.
c.
Lastly, training ensure that

all process users perform
key tasks in the same way.
The next section focuses on
identifying ways to make
sure that the gains are
sustainable in the long run.
d.
in Grade IV.
should now move to other projects.
A SI team is planning to roll out

their solution to ensure that
the feeding program does not
team has completed the testing, the cost
a. Communication
Participation
c. Education
173
173
ROLL-OUT SOLUTIONS
the solution. What element of the people

side planning did the team illustrate in this
3.2
strategies of their solution. Before the

team rolls out the solution, they conducted
a program to inform the teachers involved
A SI team is planning to roll

out their solution to ensure
A
standard procedures and
documentation for their solution
in order to increase the scores of learners
has completed the testing, the cost

strategies of their solution. Before
the team rolls out the solution, they
regularly met with the teachers who will
procedures. During the orientation, one of

that it is up to the teachers whether they
should follow every single step of the
procedure. What pitfall did the SI team
inputs on how to properly implement

as well as other details regarding the
implementation. What element of the
people side planning did the team
a. Not including the persons

performing the activities in the
creation of procedures.
Not testing the procedure prior to
a. Communication
Participation
c.
c. Education
d.
A SI team is planning to roll out

their solution to ensure that
A
documentation for their solution
in order to ensure that the feeding
program does not exceed the allotted
allotted time for discussing the lessons
3.2
the testing, the cost computations, and
ROLL-OUT SOLUTIONS
procedures or certain parts of the

procedures.
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
a new methodology on how to conduct

the procedures and documentation to the
teachers and staff in charge of the feeding
implement it. What pitfall did the SI team
a. Communication
a.
Participation
c. Education
c.

procedures.
d. Not having a method to update

procedures.
174
A
documentation on the process of
A SI team is ready to roll out the

segregation of waste in the
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
procedures as well. After several years,

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
a. Communication with
a. Not telling people how to do a
Participation
c. Education
c.

procedures.
10
d. Not having a method to update

procedures.
A SI team has standardized

the new methodology to
to ensure that students understand and
A
documentation to ensure that
ROLL-OUT SOLUTIONS
a. Leave the standard procedures

and documentation with the users
and proceed to the next project.
a. Create consistency among

individuals or groups
procedures and documentation.

c.
c.
people.
d. Give the standard procedure and

documentation to the School
Head.
d. Provide a trail for tracing
175
175
3.2
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
for class discussions. What is the next

most appropriate step that the team
ON pAGE
step ten:
Check Progress
Learning Output:
CHECK PROGRESS
3.3
Longitudinal data of the current and improved process

Learning Outcome:
1. Assess the degree of improvements made in the
problem
2. Demonstrate basic concepts on monitoring and
evaluation that will lead to continuously improving
the process.
3. Be able to turn over the monitoring and evaluation
role back to Process Owners.
176
ACT 3.3
Check
Progress
Introduction:

1.
2.
13.
4.
14.
5.
15.
16. tested the effectivity of the solution

in small scale group;

17.

9.
the implementation and come up

with a plan that can mitigate each of
solution;
18.
and
among the storm clouds;
19. implemented solution to a larger

scale group.
10.
177
177
CHECK PROGRESS
process;
3.3
3.
improved process continues to perform as expected, and that the intended

measures as well eliminating the causes of unsatisfactory performance.
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
intervention results shown in a graph or interviews of our major customers

you are interested with.
! Tasks,
timelines
What do you need to check?
CHECK PROGRESS
3.3
gather data on the same measures
! Budgets,
resources
the same data collection procedures.
! Stakeholder
involvement
are the methods; document what

steps are actually followed during
implementation. At this point, you
must recall all the plans that you
! Plans for
checking
of your improvement plan (Step 7)
! Failure
prevention
to the standardized procedures and

target performance levels.
178
Active Follow-up,
Correction, and Support.
SCHOOL
IMPROVEMENT
data should give us a signal if there is a need

performance then the team must gather together
Inputs
Daily
Meetings
Output
Action items
Results (units,
quality, safety)
Process measures
Figure 10.1
Active FOllOw-uP,
cOrrectiOn, AnD
SuPPOrt
Follow-up
3.3
Problems (delays,
waste, downtime,
scrap)
CHECK PROGRESS
179
179
Figure 10.2 levelS OF Fix
How to
Produce it
What to
Produce
Process
Measurements
Machines
Output
Fix it
Produce it
Inputs
Methods
People
Store
Product
Environment
CHECK PROGRESS
3.3
Policies
Add more data to an existing run chart or control chart.

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.
successful implementation of the solution, they gather data on the level
180
Store
Product
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.
Figure 10.3 - DiSPlAying BeFOre AnD AFter DAtA
BeFOre
Good
AFter
Step 4 Changes
Implemented
BeFOre
Improvement
Remaining Gap
AFter
A2 A1 A3 A4
AFter
181
181
CHECK PROGRESS
BeFOre
3.3
A1 A2 A3 A4
Improvement
What do you need to evaluate?

Results
Methods
How much was the gap between

desired and actual reduced?
Were the plans effective
in addressing the causes you
targeted?
What do customers tell you now
that the changes are in place?
Has enough progress been made
or do you need to go back and
try other solutions?
Did you follow your plan?

Did you need to modify
the plan/solution during
implementation?
What would you do
differently next time
around?
CHECK PROGRESS
3.3
or negative side effects?
improvement it was change for good. For example, the project aims to reduce
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
success of project was communicated to the

the methodology and therefore they are now
very reason why in step 1 we emphasized that

we need to recognized process owners and
they play a very important role in the process
are still the one who will execute the process.
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183
the initiative:
About the problem or
process being studied.
About the improvement
process itself and hand
over responsibilities
for standardization
and monitoring to the
appropriate people.
CHECK PROGRESS
to ensure that the process owner recognizes
time and effort that went into

the initiative.
3.3
Project closure does not mean closing or ending

the project only. Project closure means turning
Here are some of the activities

you may want to do during
the project closure:
Learnings from the

current project may also
help ensure the success
of future projects
Final note on
Project Closure
" Improvement
must be
continuous,
but individual
initiatives and
project teams
come to an end.
" Learn when its
time to say
goodbye.
CHECK PROGRESS
3.3
" Develop managerial

systems to
capture learning
and enable the
organization to
address system
issues.
" Documentation
and recognition
are two critical
aspects of project
team closure.
Congratulations!
on our learners and recognize that involvement of your major
SI helped us to see what is really happening in our processes

process. SI approach allowed us to have a systematic way of
to see our learners achieve their dreams in life and you as his/
" Celebrate!
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Step 10: Check your Progress

Lesson Review
1.
3.
A SI team has rolled out their solution

to ensure that the feeding program
A
implementation and roll out of
monitored the solution for a certain time

to ensure that it continuous to perform
a. Close the project and proceed to

the next one.
the next most appropriate step that they
Monitor the solution to ensure that

the process continues to perform as
a. Document the learning from this

project, recognize the team for
c. Proceed to the next project

immediately.
d.
monitoring and evaluation to the

process owner, and proceed to
the next project.
teachers and proceed to the next

project.
Proceed immediately to the next

project.
c. Be content with what they

have achieved and with the
performance of the school.
2.
process exceeded the 40 minutes allotted
d. Continue with the monitoring

of the project performance
to ensure that it continuous
to perform according to
expectations.
data on the start and end times of each
None of the choices.
c.
remedial classes to help learners with

low grades improve their performance.
CHECK PROGRESS
a.
A
that the learners have low scores
3.3
4.
to implement their solution to address the

issue, which data should they gather to
end time of the teaching learning

process
a.
excess of 40 minutes
c.
spent for recitation
d.
teaching learning process
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185
5.
A
that learners have low scores in
nd made
c.
the failure of the solution.
a.
d.
c.
was successful or not, additional
8.
A
implementation of their solution
to speed up the Feeding Program
6.
A SI team is investigating the drop

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
attendance and the monitoring of learners
What should the SI Team evaluate?

i.
and actual performance.
ii. Adherence to the implementation

plan.
a.
iii.
c.
implementation.
iv. Effectiveness of the solution to

7.
a. i, ii, and iii
numerates. After the implementation of

the solution, they gathered data on the
CHECK PROGRESS
3.3
A
solution to improve the math
i only
c. i and iv
Before the implementation there
that there were still 50% of learners who
a.
increase and made it consistent.
186
9.
implementation of the solution, they gathered data on the reading
i.
ii.
iii.
iv.
the next project.

it with the plan to see if there are deviations to the plan that caused
the failure.
Which action/s should the SI team do?

a. i only
ii only
c. ii and iii
d. i and iv
10
have also monitored the solution for a certain time to ensure that
3.3
i.
CHECK PROGRESS
project
ii. Capture the learning from the initiative

iii. Develop managerial systems to monitor the implementation
iv.
done
Which action/s should the SI team do for the project closure?

a. i only
i, ii and iii
c. ii and iii
d. i and iv
ANSWERS
ON PAgE

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228
Review AnSweR KeyS

Answer Key
for
page
20
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.)
b. Reliability. (This describes the consistency of performance over time. In this
case, the schools attendance rate has been at 100% in the last 5 years.)
c. Durability. (A hard-wearing quality, able to withstand pressure and other
challenges. This quality, however, is unrelated to the attendance rate.)
d. Conformance to standards. (While the schools 100% attendance rate is
certainly remarkable, it is important to note that they have maintained this
standard in the last 5. In this case, reliability is a better dimension to assess
the quality of the schools performance.)
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 dont
have to work after class. (This is an external intervention that is outside the
responsibility of the SI team.)
d. Construct new classrooms to attract students to go to school. (We dont
want projects that require capital outlay. Instead, we need projects that
are simple, easy to implement, cost effective, and have a huge impact.
Consider the leverage points.)
Resources
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
out of 300 Grade IV Learners were numerates. Which dimension of quality is
188
a. Performance. (A standard goal has been set. Conformance to this standard

is the best dimension to demonstrated in this case.)
b. Durability. (This quality is unrelated to the students being numerates.)
c. Conformance to standards. (The school was able to reach its desired
standard, even surpassing it.)
d. Reliability. (We are not looking at the quality of the performance over time.)
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 teachinglearning 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 wasnt 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.)
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.
ope of the project. (Scope creep

of the project at the onset, resulting in an unmanageable range of topics to
consider.)
b. Lack of Stakeholder Management. (There is no mention of stakeholders in

the scenario.)
c. Lack of concept and understanding of a process. (There is no indication that
the SI team dont understand what the process is.)

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d. Mismatch of project team members. (There is no indication that there is

tension between project team members.)
A SI team is looking to improve their schools 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)
b. Revised teaching learning process; 10% increase in NAT Scores.
(The project outputs refer to tangible deliverables while project
outcomes are the impacts of the outputs to the end customer.
The project was able to deliver a revised teaching learning process,
resulting in a 10% increase in NAT score.)
c.
quantify as a school measure.)
d.
A SI team is trying to determine why students are unable to solve word problems
problems. The SI team then shifted their attention from the Math TeachingLearning process toward the Reading Comprehension Teaching-Learning
process. This scenario demonstrates the concept of-a. Scope Creep. (There is no indication of the projects increasing scope.)
b. Lack of Focus. (There is no indication that the team lacks focus.)
c. Systems Thinking interrelationships of processes within the school system.
(The SI team was able to look at the relationships between the students
ability to understand word problem and their ability to solve for it.)
d. Shifting the Burden. (There is no indication that the SI team passed the
problem to English teachers.)
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An 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:
Learners are Non-numerates. (The
standard set by the school is based
on the number of learners being
numerates.)
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b. 175 out of the 178 (98%) of Grade IV Learners have not reached the
level of Numerates. (This can also be a correct answer, however, Letter
D presents a more accurate statement of the problem.)
c. There is a high level of Non-numerates Learners in Section 1, Section 3,
and Section 4. (This statement is vague and is not supported by dat)
d. Only 3 out of the 178 (1.68%) Grade IV Learners are Numerates.
(This is in line with the standards set by the school, and the low
percentage level is more accurate than what is stated in Letter )
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 schools problem?
a. The Remedial Process for Reading.(Remedial is a reactive process. We
want to be proactive.)
b. Teaching-Learning Process of Reading. (This process has a direct
impact on the performance of learners in reading and serves as a
preventive action as well.)
c. Attendance Monitoring Process of Students. (This is not related to the
performance of learners in reading.)
d. Feeding Program Process (This is not directly related to the performance
of learners in reading.)
10

A SI team is looking into the Teaching-Learning Process for Science. Who is
the Process Owner?
a. The School Head (The School Head can oversee the health of the
teaching learning process but he/ she is not the implementer of the
process nor the improvements.)
b. SI team. (There is no mention that the SI team is composed of Science
teachers. They are simply process improvement specialists looking to
improve the process.)
c. Local Government Units. (These are external stakeholders, not process
owners.)
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
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
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;
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.
c. Stakeholder Segmentation (the different types of learners
have different needs and wants. As such, they need to be
segmented.)
Resources
d.
in order to get better insights.)

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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.)
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.)

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.)
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d. Unstated criteria (No criteria is needed for this question.)
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
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.
What is the most appropriate theme for this group of VOSs?

a. Proper Instructional Materials (The VOSs are not related to
instructional materials.)
b. Applicability of the lessons in real life (The VOSs are not related to
lesson application.)
c. Enough time to understand the lesson (The VOSs are not related to
time.)
d. Conducive environment for learning (The VOSs all speak about the
learning environment of the learners.)
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
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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
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.)
The VOS that a SI Team gathered expresses the need to have

enough time for class to learn. What is the most appropriate
a. Total class time (There could be other activities covered in the
class time that is not related to learning.)
(This provides a good measure of the learning of students.)
c. Total time for exams (Exams are just a way to measure
performance, it doesnt cover the learning aspect.)
d. Total class recitation time (Recitations are just a way to
measure performance, it doesnt cover the learning aspect.)
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.)
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Step 3: walk the Process

Answer Key for
page
58
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.)
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

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.)
Resources
d.
for this scenario.)

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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.
b. Supplier learners; Inputs utensils,
a. Supplier teachers, staff, and
paper plates, paper cups, and food;
Outputs fed learners; Stakeholders
teachers and staff
food, and hungry learners; Outputs
fed learners; Stakeholders
learners (The utensils, paper plates,
students are necessary to begin
the process. The teachers, staff,
canteen personnel provide these
d. Supplier Principal; Inputs hungry
inputs. The process gives out
learners who are fed. The direct
Stakeholders -- LGUs
stakeholders are the learners.)
A SI Team is mapping the current state of the Teaching-Learning Process for

(This perspective is biased.)
(This is what we want in order
to understand what is actually
happening in the process.)

(We are mapping the current status of
the process, and not its future state.)
the process, not its future state.)
A SI Team is looking into the Enrollment Process for a particular school. They
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
a. SIPOC (This is used
for high-level process
mapping.)
technique to be used.)
d.
is not being mapped in this scenario.)

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(The process is not that
complex.)
c. Deployment Flowchart (The process

has a lot of hand-off phases. As such,
A SI Team is mapping the current process for Guidance Counseling. 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.
c.
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.
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,
which common mistake did the SI
team commit?
Figure 2. reading
Comprehension
TesT proCess
a.
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
e. None of the Choices the SI Team did not commit any error.
A SI team decided to focus on lowering the number of dropouts in a particular

school in order to achieve a schools 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 doesnt 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?
Resources
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.)
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.)
A SI Team is looking into the Lesson Plan Preparation Process. They now want
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. SIPOC (SIPOC is for highlevel process mapping and
c. Deployment Flowchart (The

team needs a high-level map
that can be used for scoping.)
project.)
d.
b. Activity Flowchart (The team

needs a high-level map that
can be used for scoping.)
10
the data is not being mapped in

this scenario.)
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.
i.
The SI Team should have a meeting in the

in the Teaching-Learning Process. (This is
incorrect. The team should go to where
the process is happening and observe the
personally in oder to map it out accurately.)
ii. We should divide the process into several

groups then send different persons to map
also incorrect. The team should map together
to have a full understanding of the process and
not just parts of it.)
a. All guidelines
are correct
b. All guidelines
are wrong
c. Only ii and iii
are correct
d. Only iv is
correct
e. Only ii and iv
are correct
iii. If the team must gather time data, they can ask
particular step in the process. (The team should
gather the data and not rely on data provided
by the teachers.)
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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
out what is currently happening.)
Step 4: identify Priority improvement Areas

Answer Key
for
page
Figure 1: sChool drop ouT

raTe For 2000-2014
86
Figure 2: english and maTh

sCores oF grade iV sTudenTs.
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100
4.5
4
English
3.5
3
2.5
2
20
1
0.5
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
The Drop out rates for all year levels of

a particular high school for the last 15
years is shown in Figure 1. The School
Head is concerned that the drop out
rate has been increasing since year 2000.
What should the School Head do?
out rate of the school. (The drop
out rate of the entire school is a big
problem with several factors that
affect it. The team cannot be sure if
all year levels encounter the same
problems with their dropouts.)
of the drop out rate. (The school
needs to investigate the issue
further. The problem may not be the
same for all year levels and for all
sections.)
and prevent dropouts. (The SI
team cannot be sure that a home
visitation program will solve the
problem. This solution comes out
of nowhere if the team does not
determine the root cause of the
problem.)
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40
1.5
80
20
40
60
80
Math

the Math Scores of learners
in Grade IV. From the VOS,
the team found that learners
need to understand and
comprehend the problems
properly before they can solve
it. The team gathered data on
the English and Math Scores of
the learners. The scores can be
seen in Figure 2. What analysis
can the SI Team gather from
a. As English Grades go up,
so do Math Grades. (The
scatter plot shows that
English and Math grades
are positively related.)
b. As English Grades go up,
Math Grades go down.
(English and Math grades
c. Math and English Grades
are not related. (English
and Math grades are
positively related)
d. Call a meeting for all teachers and

scold them regarding the increasing
drop out rate. (The system is the
problem, not individual persons)
d. Math teachers are better

than English Teachers.
(The data does not show
the performance of
teachers.)
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100
A SI Team is looking into the Science grades

of Grade VI learners. Table 1 below shows the
data that the team has gathered. The school
has set a standard that the passing grade for
Science is 75. The SI Team now wants to know
how many students were able to get a score
of 75 or higher, and how many students failed.
The team also wants to know the distribution
of the grades of the students.
Table 1. sCienCe grades

oF grade Vi learners
91
76
81
95
93
83
71
93
89
56
54
81
95
59
62
99
89
59
93
97
67
79
95
53
89
83
99
42
74
40
58
74
88
65
51

98
90
40
60
86
a. Line Graph (A line graph is
c. Histogram (A histogram shows the
used to show the behavior
distribution of data over a given range.)
of data through time.)
d. Scatter Plot (A scatter plot is used to show
b. Pareto Chart (A Pareto
the relationship between two variables.)
Chart is used when the
categories are qualitative.)
A SI Team is looking into the Math Grades of

Learners in Grade IV. The 1st grading exam was
Table 2. misTake Type FrequenCy
what type of questions learners made the most

mistakes on. Table 2 below shows the data that the SI
Team was able to gather.
Which type of graphical data display will help the SI
Team determine the type of mistake in order to help
Mistake
Frequency
Asked
591
Operation
387
Expression
372
Given
223
Total
1573

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

minutes (This issue can be observed in the Teaching-learning
process of problem solving and has an impact on the NAT scores.)
ii. Learners cant perform basic operations: Item analysis shows that
learners get the lowest scores in this area (This issue can be
observed in the Teaching-learning process of problem solving
and has an impact on the NAT scores.)
Which among
these storm
clouds should
focus on?
a. i, ii, and iii
iii. Delay in providing feedback: it takes a month for the teachers to

return the results of the exam (This issue can be observed in the
Teaching-learning process for problem solving but it does not have
a direct impact on NAT scores. The team needs to focus on storm
clouds that affect the school measure under investigation.)
b. i only
iv. Learners cant comprehend the given problem: Item analysis shows
that students dont perform the correct operations asked in the
problems (This issue can be observed in the Teaching-learning
e. All Storm
clouds
d. ii and iv
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c. i, ii, and iv
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
process is taking the longest time.)
b. Time data on the amount of time in excess of 40 minutes (This data will not
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.)
A SI Team is looking into a particular schools Feeding Program. The team has
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
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?
d. The feeding program
(This problem statement is vague.)
takes 30 minutes.
(This problem
statement is still
vague. There is no
comparison with the
c. The feeding program takes between 20-30
standard and when it
occurred.)
standard of 15 minutes. This is based on
data gathered last June 2014.
(This problem statement is focused. It states
the standard, the actual time the process
takes, and when the problems occurred.)
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.
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Inferring. (This problem statement is
vague.)
(This problem statement is considered a
high level problem statement. The team
why learners fail in Science.)
d. Only 29% of learners

answered the item on
inferring about sense
organs correctly.
(This problem
statement is focused.
It provides data and
it is based on the
investigation of the
team.)
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Figure 3. pareTo CharT on disCussion Time

700
120%
Freq.
600
100%
80%
400
60%
300
200
b. The Pareto chart is wrong. The Pareto

Chart is only used when data categories
100
are qualitative. The team should have
0
used a histogram instead. (The data
41 to 50
21 to 30
31 to 40
10 to 20
categories are qualitative. The team
Discussion Time
should not have used the Pareto chart.)
c. The Pareto chart is wrong. The cumulative percentage should only be up to
100%. (The data categories are qualitative. The team should not have used
the Pareto chart, and the problem with 100% is just a formatting issue.)
40%
Cumulative % Cont.
500
Frequency
A SI team looking into the discussion time

of the Teaching-Learning process for English
has gathered time data and created a Pareto
Chart to help establish the focused problem
statement. Comment on the teams Pareto
Chart (as shown in Figure 3).
a. The Pareto chart is correct. The team
should focus on the 41-50 minute
discussion time. (The data categories are
qualitative. The team should not have
used the Pareto chart.)
20%
0%
d. The Pareto chart is correct. The team should focus on 80% of the problem,
which are the 41-50, 21-30, and 31-40 minute discussion times. (The data
categories are qualitative. The team should not have used the Pareto chart.)
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.)
c. Only a few students got a score of
90.3 in Section A. The SI team should
section A. (Section A is already doing
well. The team should focus on
section C, which has lower grades.)
should ask the students of section A
to mentor the students of section C.
(This is already a solution. The SI team
seCTion C maTh sCores
the root cause of the problem.)

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Figure 4. seCTion a and C

maTh sCores hisTogram
seCTion a maTh sCores

Answer Key
for
page
103
Figure 1
A SI Team is looking into the reasons for why the Feeding

Program takes 30 minutes when the students break only
for the problem as shown in Figure 1. Which common
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.
(There is no indication that the cause is a nonstandard occurrence.)
Figure 2

Program takes 30 minutes when the students break
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 dont begin with no, none, or lack
of.)
b.
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(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.)
(There are no missing links between the causes.)
204
Figure 3

reasons for why the discussion
time of a particular topic
takes 30 minutes, causing the
to exceed the allotted 40
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.
indication that the causes are non-standard occurrences.)

(The causes should focus on the process, and not on the persons.)
Figure 4

time of a particular topic takes 30
minutes, causing the Teachinglearning process to exceed the
allotted 40 minutes. The team
problem as shown in Figure 4.
Which common mistake did the
team commit?
(The cause dont begin with no, none, or lack of.)
b.
(This cause is a non-standard occurrence. Visitors talking to teachers

do not happen often and is not part of the process.)

(The cause is not blaming a person.)
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(There is no missing link between the causes.)
Figure 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
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.)

Figure 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
a.
b. Causes disguised as solutions (No solution is mentioned in the analysis.)

causes.)
d.
regarding the distance between the canteen and the classroom.)
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Figure 7. reading Comprehension

and maTh Word problem sCores
A SI team is looking into the reasons for why the learners from Grade
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.
Guided by the data that the team gathered as shown in Figure 7,

which causes are the most appropriate to answer the question of
why only 5 out of 45 learners are able to answer word problems?
a.
(This analysis is a direct result of the interpretation of the data
that shows a direct proportion between the learners scores in
math problem solving and reading comprehension.)
b.
c.
cant perform basic operations. (This analysis is not supported

by the given data.)
teacher did not give the learners enough practice exercises.
(This analysis is not supported by the given data.)
d. The learners do not understand how to solve word problems.

supported by the given data.)
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A SI team is looking into the performance of its Grade VII learners in

Reading because their NAT scores were below the schools 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
Figure 8. Why-Why diagram For reading
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 learners 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.)

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.)
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ii. The team should initiate a review program for learners to help the
not implement a solution before determining the root cause of the
problem.)
208
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
iv. The team should buy visual aids to help the students understand
look into the root causes of the problem.)
should take?
a. i, ii, and iv.
b. ii and iv
c. i and iii
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
capital outlay, which is not encouraged.)
ii. The team should gather data to verify
(Validating the root cause gives the team
This is an important step before identifying
solutions.)
iii. The team should transfer the classrooms
closer to the canteen. (The team should
team should do?

a. i or iii
b. ii only
c. iv only
d. i, iii, and iv
e. None of the
choices

iv. The team should just bring the food to the
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before generating solutions.)

Answer Key
for
page
130
root causes for why the Feeding Program takes 30 minutes is because
resulting in delays. Which concept should the SI Team to use in order
to generate solutions?
a.
wasteful activities in the process. Although delays are wasteful, it is

the result of the lack of knowledge of the process which cannot be
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
this scenario.)
d.
mistakes, and is not the main issue that the team wants to address.)
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.
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.)
scenario.)
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d.

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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.
for materials is an unnecessary

activity which can be addressed by
a more appropriate solution
concept is Good Housekeeping.)
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
c. Good Housekeeping (This

concept focuses on cleaning
materials needed for class.)
d.
is geared towards preventing

mistakes, and is not the main
issue that the team wants to
address in this scenario.)
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
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.
(This concept aims to

prevent learners from
making mistakes. This
was not addressed by
the teams solution.)
b. Good Housekeeping
(This concept is
cleaning, which are not
addressed in the teams
solution.)
c.
used to eliminate non-value activities

from a process. Although the delays
were eliminated through the teams
solution, the team used visual
management effectively.)
d. Visual Management (This concept is

geared towards letting the learners
know what to do next through visual
signs.)
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.)
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b. The SI team should implement visual management by labeling the

trash containers properly and painting them with different colors
for easier differentiation. (This action helps the students identify the
c.
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.)
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.
simplify the Attendance Checking

process and lessen the time
to conduct it. They can ask the
students to sit alphabetically and
just check names of the students
assigned to the vacant seats. These
will identify the absentees without
having to call out every students
name. (This solution is simple and
does not require capital outlay.)
b. Eliminate the process of checking

attendance because it is non-value
adding. (Although checking the
students attendance may be nonvalue adding, it is necessary for the
school and cannot be disregarded.)
c. Buy a biometric scanner and

Ask the students to scan their
biometrics and it will serve
as their attendance. (This
solution is expensive and is not
advisable. There are cheaper
and simpler solutions than this.)
d. Use a time card and ask each
cards. This will serve as their
attendance, (This solution is
expensive and is not advisable.
There are cheaper and simpler
solutions than this.)
A SI Team found that a cause for why teachers exceed the allotted time
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
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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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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
a.
scenario prevents the teachers from

making mistakes.)
b. Good Housekeeping (This solution is

which is not necessary in the scenario.)
c.
eliminating wasteful activities, which is not

necessary in the scenario.)
d. Visual Management
(This solution is for
providing visual signs
to help teachers and
learners, which is
not necessary in the
scenario.)
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.
preventing mistakes, which is not shown in

the scenario.)

which is not shown in the scenario.)
c.
10
learners, which is
shown in their solution.)

shown in the scenario.)
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
utensils, paper plates, and paper cups. The SI Team implemented a solution
wherein the materials are arranged properly in one container and labeled
a.

the scenario.)

which is shown in their solution.)
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c.
learners, which is not
Step 7: Finalize improvement Plan

Answer Key for
page
149
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
staff and teachers in charge
of the Feeding program so
that they can implement it
immediately the next day.
(The team should plan the
implementation of the solution and

let the teachers and staff in charge
of the Feeding program implement
it. The SI Team should look for a new
project. (The team should plan the
pilot test. The team should also be
hands-on in the implementation.)
conduct a pilot test.)

b. Draft a memo indicating
that this solution should be
implemented immediately
on all grade levels within the
school. (The team should plan
conduct pilot test.)
d. Determine the different activities,

timeline, and resources needed, and
create a plan to implement such
and then implement the solution.)
c. Set a target date for the
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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 projects
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
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 teachers 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.
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.
d.
production services. (Without a budget to compare to, the team cannot determine
if an items price is within the budget.)
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.)
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.
i.
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The teacher might forget his/ her checklist, rendering the teams solution as useless.
(This is a valid risk associated with the solution.)
ii. The checklist might not include all the things

that the teacher needs for the day. (This is a valid
risk associated with the solution.)
Which of the following

are legitimate risks for this
solution?
iii. The checklist might not be reusable, making it

an expensive solution to implement.
a. i only
iv. The checklist items might be too small, making

the teachers forget some items. (This is a valid
b. ii and iii
c. iii and iv
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 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 teams 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 wont be able to procure them because its not in their budget)
kind of risk and that there are major uncertainties regarding that risk. The team also
the solution. What should the SI Team do?
a. The risk is a showstopper. The

team should not proceed with
the solution. (The conditions
mentioned puts the risk in the
category of a showstopper.)

proceed with caution. (The
conditions mentioned puts the risk
in the category of a showstopper.)
d. There is not much risk. The team
can proceed with no worries. (The
b.
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proceeding. (The conditions

216
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
solutions 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.)
A SI Team is going to implement a solution to lessen the setup time of teachers before
a. Implement the solution. (The team is taking a high risk by implementing the
solution without planning for risk mitigation strategies.)
b.
(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
10
A SI Team is going to implement a solution that involves the participation of Grade V
i.
Lay-off the teachers and get new ones who will surely
cooperate. (This action will not address the issue.)
ii. Include the teachers in the planning process of the

solution so as to ensure their buy-in. (This action will
help mitigate the risk by ensuring the teachers buy in.)
iii. Create a memo ordering the teachers to cooperate
with the solution implementation or incur penalties
otherwise. (This will create forced buy in, which can be
problematic in the future.)
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217
a. i and iii
b. ii and iii
c. iii only
d. ii and iv
e. None of the
Choices
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iv. Create a rewards and recognition system that

will reward teachers who are able to successfully
implement the solution. (This action will help ensure
the buy in of the teachers.)
Which preventive
action/s is/are
appropriate to deal
with this risk?
Step 8: Pilot your Solution

Answer Key
for
page
150
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 teams 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
project up to a full roll-out of the solution.)
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
i.
So that the team can make improvements to the solution.

(Having tested the solution, the team can then make
improvements if certain problems or issues arise during
the testing.)
ii. So that the team will be able to understand the risks

planning phase could appear during the testing phase.)
iii. So that the team will be able to validate the expected
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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
guarantee its effectiveness on a larger population.)
218
a. i only
b. ii and iii
c. i, ii, and iii
d. All of the
choices
e. None of the
choices
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
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
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
schools 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
compare the schools before and after performances.)
d. The solution is effective. The drop out rates decreased after the
graphs. (The solution is effective, but the graphs use different
performances.)
A SI team looking into the performance of learners in Science has

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
solution.)
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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
help the team determine whether the solution is effective or not.)
c. Hand over the solution to the teachers and let them implement 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.)
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
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.
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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i.
Training costs for the teachers

(This should be included in the
analysis as a non-recurring cost.)

a. i only

(This is a non-recurring cost
that must be included.)
b. i, ii, and iii

(This is a capital cost that
must be included.)
c. iii and iv

(This is a recurring cost
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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 solutions 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 solutions 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 solutions failure could be
something that the team missed in their analysis.)
A SI Team has developed a solution to ensure that teachers can

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 teams solution.)
b. Replace the teacher with someone who will cooperate. (Replacing the
teacher will not ensure the substitutes 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 teachers
buy-in.)
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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
solution was not effective because some of the teachers did not implement
the method correctly. Comment on the approach taken by the SI team.
a. The teams approach was correct. The teachers should be reprehended for the
failure of the solution. (The teams 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 teams 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 solutions
implementation. (The teams approach was incorrect. They did not explain the
reason for the solution and how to implement it.)
c. The teams approach was incorrect. They should have mentioned in the
memo that non-compliance will result in penalties. (The teams 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 teams approach was correct. They must think of other solutions to
address the problem. (The teams approach was incorrect. They did not
explain the reason for the solution and how to implement it. The solution is
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. (The solution should be
implemented on the section where the
issue is present. The grades of Section A
learners are high.)
Figure 3. seCTion a maTh sCores
Figure 4. seCTion b maTh sCores
b. Section B Only. (The solution should be

issue is present. The grades of Section B
learners are average.)
c. Section C Only. (The solution should be
issue is present. The grades of Section C
students are low and no one passed the
schools standards.)
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d. Section A and B. (The solution should be

and B learners are high and average.)
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Figure 5. seCTion C maTh sCores
Step 9: Roll-Out your Solution

Answer Key
for
page
173
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
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
not be applicable to other grade levels.)
c. Roll out the solution to all sections in Grade IV. (The issue that
solution should be rolled out to other Grade IV sections.)
d. The project is completed. The team should now move to other
out of the solution. The team should guide the teachers during the
roll out.)
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.)
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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
solution.)
A SI team is planning to roll out their solution to ensure that the teachers
dont 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?
c. Education (The team was
training the teachers so
that the teachers can
successfully implement
b. Participation (The scenario does
the solution.)
not show the teachers being
involved in the planning and
execution of the solution.)
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?
c. Not stating the result to be
obtained. (The scenario does
not show the lack of results.)
creation of procedures. (The
scenario does not show the nond. Telling the teachers to ignore
involvement of persons using the
procedures or certain parts of
procedures during its creation.)
the procedures. (The scenario
shows the speaker encouraging
b. Not testing the procedure prior
the participants to skip certain
to full-scale implementation.
parts of the procedures.)
(The scenario does not show
the teams failure to test the
procedure.)
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A SI team has established standard procedures and documentation

for their solution in order to ensure that the feeding program does
not exceed the allotted 30 minutes. The teams 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.)
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.)
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.)
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to ensure that teachers dont 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.)
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
c. Education (The scenario does not show the parents being given
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The new methodology is their solution to ensure that students

10 method.
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.)
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Answer Key
for
page
185
A SI team has rolled out their solution to ensure that the feeding
program doesnt 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
c. Proceed to the next project immediately. (the team should
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)
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)
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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.)
228
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)
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.
c.
that produces the output)

and procedures within the system)

A SI team is looking into the issue that learners have low scores in
Math. The team investigated the teaching-learning process math and
b.
c.

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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.
c.
produces the output)

within the system)

IV learners. Before the implementation there were 50% of students who were nonnumerates. 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. Its 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)

Feeding Program process. They gathered before and after data and are ready
The difference between the desired and actual performance.
(this is correct because it shows whether the solution is
effective)
a. i, ii, and iii
ii. Adherence to the implementation plan. (this is correct
b. i only
because it shows whether the plan was followed)
c. i and iv
iii.
d. All of the
not initially planned but are still important)
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i.
iv. Effectiveness of the solution to target the causes
230
e. None of the
choices
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
down the number of learners who are non-readers. (this is
correct because the team looks back into their analysis to
determine why their implementation failed)
Which
action/s
should the SI
team do?
ii. The team should investigate who is the reason for the
failure of the solution so they have someone to blame. (this
is wrong, the team should not blame people for failure,
instead evaluate the process that they followed and their
analysis)
a. i only
iii. The team should accept the failure of the solution and move
on to the next project. (this is wrong, the team should not
give up whenever they experience failure, they should look
into the reasons why it failed and improve)
d. i and iv
b. ii only
c. ii and iii
e. None of
the choices
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
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.
Which
into the project (this is correct, the team should be
projects)
ii. Capture the learning from the initiative (this is
correct because the learning will help future project
implementations)
iii. Develop managerial systems to monitor the
implementation (this is correct because the monitoring
should be handed over to the process owner, and a
system will make it easy for them)
iv. Celebrate and be content with the improvement that
they have done (celebration is correct, the team should
celebrate their achievements but they should not be
content with the improvements made, we want to instill
a culture of continuous improvement)
a. i only
b. i, ii and iii
c. ii and iii
d. i and iv
e. None of the
choices
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action/s
should the SI
team do for
the project
closure?
PROjeCT FORMS
PROjeCT TiTle
Name of the School and project
STAGe 1: ASSeSS
Team Members
bACKGROunD
School Measures
VoC
project Scoping (SIpoC)
CuRRenT STATe
process Map +
Data gathering and presentation
STAGe 2: AnAlyze
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problem statement
PRObleM AnAlySiS
root Cause analysis
prioritization of Valid Causes
232
STAGe 2: AnAlyze
FuTuRe STATe
objective
Statement
Solution generation
Value analysis
Improved process Diagram
iMPleMenTATiOn PlAn
Tasks and Timeline
Budget and resource

Stakeholder analysis
evaluation of Implementation risks
TeST ReSulTS
piloting
STAGe 3: ACT
rollout
Before and after
Key leARninG
project Closure
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project Sharing
Provide
reasons why
the failure
mode can or
will occur.
Describe how the

design or process
can fail. The
Categorize
the risk
according to
its
consequence
Risk
Category
Moderate
ID
Risk Event
Trigger
No strict
implementation
Students will
not support
the campaign
The student will

still throw their
trash
Potential Impact
Provide actions to
the likelihood of
Strategy
Step 3: Response
Strategy
subjects
waste management topics in science
Include effects of global warming and
Create Anti-littering Committee
Strategy
Step 3: Response Strategy
Risk Score =
Severity x
Likelihood
Highest Risk
Score
warrants first
consideration
for analysis.
Assess the
severity based on
how bad the
effects of the
failure mode is. A
rating of 10
means that an
it threatens the
safety of the
customer.
Step 2: Risk
Assessment
Assess how often

a failure mode or
its cause happens.
Rated on a scale
of 1 to 10, where
10 means that
failure is certain
to occur and 1
means extremely
remote.
Describe the
failure mode. It is
know these effects
Potential Impact
Description of
Risk Event
Risk Event
Trigger
Description of
Risk Event
Risk
Category
ID
Likelihood
(1-5)

Likelihood
(1-5)
Severity
(1-5)
Si RiSK TeMPlATe
Severity
(1-5)
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Risk Score
( 1 - 25 )
Risk Score
( 1 - 25 )
Principal, Head
Teachers, Guidance
counselor, Student
Government, Class
Advisers, Class
President
Risk Management
Action

Planning
Risk Management
Action

Planning
Assigned to
Assigned to
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ID
Moderate
Risk
Category
Students will
not support
the campaign
for Zero
Litter
Project
Description of
Risk Event
No strict
implementation
of rules;
Risk Event
Trigger
Potential Impact

the likelihood of
Strategy
Severity x
Likelihood
Highest Risk
Score
warrants first
consideration
for analysis.
Week
Award Most Clean Room of the
subjects
effects of the
failure mode is. A
rating of 10
means that an
it threatens the
safety of the
customer.
Step 2: Risk
Assessment
its cause happens.

Rated on a scale
of 1 to 10, where
10 means that
failure is certain
to occur and 1
means extremely
remote.
The student will

still throw their
trash
everywhere
eXAMPle Si RiSK TeMPlATe
failure mode. It is
know these effects
Likelihood
(1-5)
Provide
reasons why
the failure
mode can or
will occur.
Severity
(1-5)

can fail. The
Risk Score
( 1 - 25 )
Categorize
the risk
according to
its
consequence
Science Teachers
Principal, Head
Teachers, Guidance
counselor, Student
Government, Class
Advisers, Class
President
Risk Management
Action

Planning
Assigned to
Resources
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235
Resources
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Supplier
Inputs
Process Steps
Process
SIPOC TEMPLATE
Output
Customer
SAMPLE DATA COLLECTION PLAN 1
What
Data
Measure
type/ Data
type
How measured
1
What questions do you want to answer?
Related conditions
to record 2
Sampling
notes
How/where
recorded (attach
form)
Project ________________________
(THIS IS ONLY A SAMPLE DATA COLLECTION PLAN, TEMPLATE CAN BE

CHANGED DEPENDING ON THE DATA NEEDED)
Resources
237
237
Time Start
Time End
Cumulative Time
Notes
(THIS IS ONLY A SAMPLE DATA COLLECTION PLAN, TEMPLATE CAN BE CHANGED DEPENDING ON THE DATA NEEDED)
Process Step
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:
3.1
Pilot Test Results

Learning Outcome:
1. Understand the basic concepts in testing solutions
and monitoring the implementation status; and
2. Be able to implement an improvement solution
under controlled conditions.
152
ACT 3.1
Pilot Your
Solutions
Introduction:
2. identified the key people who will

10. identified and validated the root

causes of the problem identified;
3. identified the needs of the customers

and stakeholders affected by the broad
problem;
11. generated solutions that will

address the root causes of the
problem;
4. identified and mapped the process that

is linked to the school measure;

based on the solutions selected;
5. identified the storm clouds that were

observed while walking through the
process;
13. identified and agreed upon a

solution to be applied in the
process in order to address the
problem;

storm clouds in the process based on the
data gathering plan;
14. Identified the different

resources required for project
implementation and
15. anticipated risks that may arise
come up with a plan that can
mitigate each of these risks

153
153
9. selected a focused problem

3.1
1. identified a broad problem based on a

relevant school measure;
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.
FIGURE 8.1 TEST SOLUTIONS
Why Test Solutions?
Testing of solutions is important because it

provides an opportunity to revisit the project
objectives and the chosen solution. Testing of
solutions allows the team to evaluate whether
the chosen solution is able to provide the
expected results. Testing of solutions allows
the implementation of the solution considering
a smaller-scale. With this, it would not be too
costly to apply the solution, especially if the
solution does not provide the expected results.
Testing the solution also allows us to improve
the solution.
In cases when the expected results are not met,
we can enhance the solution and correct areas
that needs improvement. We can also understand
the risks to have smooth implementation.
Understanding risks are important so we can
develop ways to mitigate these risks.
Testing solutions can also facilitate buy-in of other teachers
and students. By seeing desirable results in the pilot testing
phase, we can convince other teachers and students that
we can achieve expected results through implementing
the solution. We can also validate the expected results
and identify previously unknown performance problems.
154
FIGURE 8.2 BEFORE & AFTER SOLUTION
3.1
As seen in Figure 8.1, testing of solutions or pilot testing is implementing the solution
using a smaller scope as opposed to fully implementing the solution. In this step, it is
necessary to record and observe the performance measures considered in the project.
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.
Through seeing potential risks we are exposed to in implementing solutions, we can
reduce the risk of failure. We should also test the solution when the scope of the change
is large, and reversing the change would be difficult. In this case, it would be too costly
to implement the change so it would be better to implement in a smaller-scale first, such
as in a pilot test. We should also test solutions when changes would have far-reaching,
unforeseen consequences because testing would allow us to see these situations.
Some critical issues in planning a test of solution

In planning the testing of solution, we are
focused on identifying where we want to
implement the change first. We typically
select a small population out of the entire
scope, say for example, a section out of an
entire grade level.
3.1
Through focusing on one section first, it will be

easier to implement and less resources will be
required. The only important consideration
should be to cover the full range of process
conditions. That is, all potential conditions
are present in the identified pilot test area or
samples.
We should make sure that we are able to see

the whole process and be able to implement the solution in full such that we can
evaluate whether it would be beneficial to implement on a larger or in a full scale.
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
FIGURE 8.3: USING A SAMPLE

FROM A POPULATION
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.
Before
Good
After
Step 4 Changes
Implemented
Before
Remaining Gap
Target
After
3.1
Improvement
A1 A2 A3 A4
Improvement
A2 A1 A3 A4
Before
After

156
In showing graphs, we
have to make sure that
we are showing the data
using a similar scale. It is
important to continuously
monitor the performance
measures in order to
show whether there had
been improvements with
the implementation of
the solution.
FIGURE 8.5 - NOTE ON

COMPARING RESULTS ON
DIFFERENT GRAPHS
Make sure
the scale is
the same
* Changing the Y-axis

* Changing the X-axis
Absences (Before)
20
18
16
14
12
10
8
6
4
2
0
Absences (After)
200
180
160
140
120
100
80
60
40
20
00
3.1
Cost-Benefit Analysis
Cost-Benefit Analysis involves comparing the

total expected cost of each option against
the total expected benefits, to see whether
the benefits outweigh the costs, and by how
much. The steps include:
1. Measure the benefits.
2. Identify all costs components.
3. Compare and assess
with the stakeholders.
FIGURE 8.6
COST-BENEFIT ANALYSIS
157
157
Costs
In terms of cost considerations, we

have non-recurring costs such as those
involved in setting up for the purpose of
deploying the solution. Examples are:
Implementation Costs, Training Costs,
Facility Costs, and Meeting Costs.
Non-recurring costs:
Implementation Costs,
Training Costs, Facility
Costs, and Meeting Costs.
Recurring costs are costs that are

repeatedly
incurred.
Examples
include: Material/Supplies Costs and
Maintenance Costs. In some cases,
there could also be intangible costs
such as extra effort on the part of
teachers or other school personnel.
The time of teachers to implement the
change could also be treated as a cost
measure for the cost benefit analysis.
Recurring costs:
Material/Supplies Costs
and Maintenance Costs.
Benefits
The benefits could either be tangible/quantitatively measureable benefits such as in

the case of increase in student grades, decrease in student absences, or increase in
number of students, or intangible/qualitative such as improvement in communication
between teachers, the satisfaction of students with the teaching methods, or in terms
of having better relationships between the principal and teachers. It could also be in
terms of the respect of students to their teachers and other school personnel or the
quality of health within school premises.
3.1
Regardless of the solution that we piloted, it is important to consider both tangible

and intangible benefits because these affect the quality of education we provide our
customers, which are students, parents, and other stakeholders.
Depending on the results of the pilot test, some adjustments

may need to be done to the process improvements.
1. Review the pilot process performance results and
feedback from customers and other stakeholders
2. Review the process maps and identify any needed
adjustments in the piloted process improvements
3. Draft the revised process maps and update related
supporting documents and materials
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
159
159
The next section will help us in implementing your solution in a

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.
Step 8: Test your Solution

Lesson Review
FIGURE 1. 4TH YEAR DROP OUT RATE (BEFORE)
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)
b. Ask the School Head to draft a memo

making the teams solution official and
ready for school-wide implementation
as soon as possible.
c. Test the solution on a small scale to
determine if it really works, and make
improvements if necessary.
d. Hand over the solution to the teachers
and let them implement it. The SI
team should move to the next project.
3.1
A SI team identified a solution to help

students understand the AGONA
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.
(ii) So that the team will be able to
understand the risks involved.
(iii) So that the team will be able to
validate the expected results.
(iv) So that the team will know the effects of
their solution on the entire year level.
a. i only
b. ii and iii
c. i, ii, and iii
160
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.
b. The solution is not effective.
The graph shows that the
drop out rates increased after
the implementation of the
solution.
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.
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?
d. The solution is effective. The drop

out rates decreased after the
implementation of the solution,
which is perfectly reflected in the
graphs.
a. Implement all three solutions

and compare which one is the
most effective.
b. Hand over the solutions to the
teachers and let them worry
about which to implement. The
team can now move to another
project.
A SI team looking into the

performance of learners in Science
has implemented a pilot test for
their solution. They have gathered the
data for the test. What is the next most
take?
c. Escalate the issue to the School

Head and let him/ her decide
what to do.
d. Perform cost-benefit analysis,
and choose the solution with the
highest net benefit.
a. Implement the solution for the

rest of the school.
b. Evaluate the tests results and
compare these with the current
state in order to see if there really
are improvements.
c. Hand over the solution to the

teachers and let them implement
the solution for the rest of the
school.
d. Do not implement the solution.
i. Training costs for the teachers


in the cost-benefit analysis?
a. i only
b. i, ii, and iii

c. iii and iv
161
161
3.1
A SI team is going to perform

a cost-benefit analysis of their
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:
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 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 solution was not
effective because some of the
teachers did not implement the
method correctly. Comment on the
approach taken by the SI team.
a. Blame each other for the failure of

the solution.
b. Go back to the root cause analysis
and determine if they missed
something.
c. Implement the solution to the entire
school, hoping that the bigger
population will yield better results.
a. The teams approach was

correct. The teachers should
be reprehended for the
failure of the solution.
d. Blame the teachers and the learners

for the failure of their solution.
b. The teams 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 solutions
implementation.

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?
c. The teams approach was

incorrect. They should have
mentioned in the memo that
non-compliance will result in
penalties.
3.1
a. Ask the principal to give the teacher

a memo to force compliance.
b. Replace the teacher with someone
who will cooperate.
d. The teams approach was

correct. They must think of
other solutions to address the
problem.
c. Choose another grade level to

d. Include the teacher in the piloting
of the solution so he/ she can feel
the effects of the solution.
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.
c. Section C Only.
FIGURE 3. SECTION A MATH SCORES
FIGURE 4. SECTION B MATH SCORES
3.1
FIGURE 5. SECTION C MATH SCORES
ANSWERS
ON PAGE
206
163
163
step ten:
Check Progress
Learning Output:
CHECK PROGRESS
3.3
Longitudinal data of the current and improved process

Learning Outcome:
1. Assess the degree of improvements made in the
problem
2. Demonstrate basic concepts on monitoring and
evaluation that will lead to continuously improving
the process.
3. Be able to turn over the monitoring and evaluation
role back to Process Owners.
176
ACT 3.3
Check
Progress
Introduction:
2. identified the key people who will


based on the solutions selected;
3. identified the needs of the customers

and stakeholders affected by the
broad problem;
13. identified and agreed upon a solution

to be applied in the process in order
to address the problem;
4. identified and mapped the process

that is linked to the school measure;
14. Identified the different resources

5. identified the storm clouds that were

observed while walking through the
process;
15. anticipated risks that may arise during

the implementation and come up
with a plan that can mitigate each of
these risks;
16. tested the effectivity of the solution

in small scale group;

storm clouds in the process based on
17. measured the cost and benefit of the

solution;

18. established the commitment needed

by the stakeholders for the roll-out
and
9. selected a focused problem statement

among the storm clouds;
19. implemented solution to a larger

scale group.
10. identified and validated the root

causes of the problem identified;
177
177
CHECK PROGRESS

the root causes of the problem;
3.3
1. identified a broad problem based on

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.
CHECK PROGRESS
3.3
What do you need to check?
Tasks,
timelines
First, check the Results! You need to

gather data on the same measures
identified in Assess Stage and use
the same data collection procedures.
Second that you need to check
are the methods; document what
steps are actually followed during
implementation. At this point, you
must recall all the plans that you
have prepared during the finalization
of your improvement plan (Step 7)
Budgets,
resources
Stakeholder
involvement
Plans for
checking
Failure
prevention
It is important to monitor both how

the activities are being conducted
and the results generated by these
activities. These have to be compared
to the standardized procedures and
target performance levels.
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
data should give us a signal if there is a need
to revisit our process. If data shows undesirable
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
its also about understanding difficulties.
Inputs
SCHOOL
IMPROVEMENT
Daily
Meetings
Output
Action items
Results (units,
quality, safety)
Process measures
FIGURE 10.1
ACTIVE FOLLOW-UP,
CORRECTION, AND
SUPPORT
Follow-up
179
179
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 its 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.
3.3
Problems (delays,
waste, downtime,
scrap)
FIGURE 10.2 LEVELS OF FIX
How to
Produce it
What to
Produce
Process
Measurements
Machines
Output
Fix it
Produce it
Inputs
Methods
People
Store
Product
Environment
CHECK PROGRESS
3.3
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
show this by following these steps:
Add more data to an existing run chart or control chart.
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
Store
Product
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.
BEFORE
AFTER
Good
Step 4 Changes
Implemented
BEFORE
Improvement
Remaining Gap
Target
AFTER
A2 A1 A3 A4
AFTER
181
181
CHECK PROGRESS
BEFORE
3.3
A1 A2 A3 A4
Improvement
What do you need to evaluate?

After displaying the before and after data you need to evaluate the following:
Results
How much was the gap between
desired and actual reduced?
Were the plans effective
in addressing the causes you
targeted?
What do customers tell you now
that the changes are in place?
Has enough progress been made
or do you need to go back and
try other solutions?
Methods
Did you follow your plan?
Did you need to modify
the plan/solution during
implementation?
What would you do
differently next time
around?
CHECK PROGRESS
3.3
Were there unintended benefits

or negative side effects?
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
frustration level in English proficiency but after the project, the learner also
improve its math problem solving grades because they are able to comprehend
more in understanding worded problems. Another intended effect can come
from the team, by going through the project their problem solving skills and way
of thinking has also improved, like for example, jumping into solution without
identifying the root cause of the problem. If these unintended results and
benefits are well documented and communicated to the entire school, more
and more people are inspired and encouraged to start their own projects.
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
them to be motivated and do other projects
again. The team must take note that closure
is not the end of continuous improvement but
rather be used to communicate learnings and
be able to find ways to improve better. If the
success of project was communicated to the
entire school, people will tend to believe in
the methodology and therefore they are now
inspired to look for their own projects as well.
Capture the learning from

the initiative:
About the problem or
process being studied.
About the improvement
process itself and hand
over responsibilities
for standardization
and monitoring to the
appropriate people.
CHECK PROGRESS
183
183
Recognize the considerable

time and effort that went into
the initiative.
3.3
Project closure does not mean closing or ending

the project only. Project closure means turning
over the monitoring and evaluation role back to
Process Owners. The handover must be done
to ensure that the process owner recognizes
the change and embrace it for good to make
success of the project sustainable. This is the
very reason why in step 1 we emphasized that
we need to recognized process owners and
stakeholders before we start our project since
they play a very important role in the process
that we are looking at. At the end of the day, they
are still the one who will execute the process.
Here are some of the activities

you may want to do during
the project closure:
Learnings from the

current project may also
help ensure the success
of future projects
Final note on
Project Closure
Improvement
must be
continuous,
but individual
initiatives and
project teams
come to an end.
Learn when its
time to say
goodbye.
CHECK PROGRESS
3.3
Develop managerial
systems to
capture learning
and enable the
organization to
address system
issues.
Documentation
and recognition
are two critical
aspects of project
team closure.
Congratulations!
You have now reached the end of the Continuous
Improvement Methodology. To summarize, the SI
methodology provided us with a very scientific, systematic,
practical and evidenced based approach in solving
problems in school. The methodology allowed us to focus
on our learners and recognize that involvement of your major
stakeholder to make sure that the project will be successful.
This is very logical and practical approach since we exists
because of our customers and stakeholders therefore it also
important to start from them to make sure whatever we do
will be according to their utmost satisfaction.
SI helped us to see what is really happening in our processes
through observation and data analysis. This will prevent us
from being biased to what we currently know about the
process. SI approach allowed us to have a systematic way of
identifying the root causes of our problem first and not just
jump into conclusions. The SI gave us ideas on how should
we improve and develop solution to mitigate the problem
we identified. Lastly, SI taught us on how we should carefully
test and implement our solutions to be able to make sure
that the gains are sustainable.
The SI journey seems challenging especially for those who are
using this for the first time. However, we assure you that the
reward is a lifetime fulfillment of our mission. It is our dream
to see our learners achieve their dreams in life and you as his/
her teacher plays a very important role to this success. Like
the old saying goes A journey of a thousand miles begins
with a single step. Good luck to your SI journey! And we are
very excited to hear your story!
Celebrate!
184

Lesson Review
1.
A CI team has rolled out their solution

to ensure that the feeding program
doesnt 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.
b. Monitor the solution to ensure that
the process continues to perform as
expected before finally closing it.
3.
A CI 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.
c. Proceed to the next project

immediately.
d. Leave the monitoring to the
teachers and proceed to the next
project.
b. Proceed immediately to the next

project.
c. Be content with what they

have achieved and with the
performance of the school.
2.
A CI 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?
d. Continue with the monitoring

of the project performance
to ensure that it continuous
to perform according to
expectations.
None of the choices.
a. Level 1 Fix the Output
b. Time data on the amount of time in

excess of 40 minutes
b. Level 2 Fix the Process
c. Time data on the amount of time

spent for recitation
c. Level 3 Fix the System

d. Time data on the start time and

end time of each sub-process of the
teaching learning process
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185
CHECK PROGRESS
a. Time data on the start time and

end time of the teaching learning
process
3.3
4.
A CI 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?
5.
A CI 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?
b. The solution was unsuccessful. The

team was not able to reach the
standard set by the school.
c. The solution was unsuccessful; the
team should blame the teachers for
the failure of the solution.

d. Its hard to say whether the solution

was successful or not, additional
data should be gathered.
8.
A CI Team has finished their

implementation of their solution
to speed up the Feeding Program
process. They gathered before and after
data and are ready to analyze the results.
6.
A CI 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?
What should the CI Team evaluate?

i. The difference between the desired
and actual performance.
ii. Adherence to the implementation
plan.
iii. Unintended benefits of the

implementation.

iv. Effectiveness of the solution to

target the causes identified.
CHECK PROGRESS
3.3
a. i, ii, and iii
7.
A CI Team has implemented a

solution to improve the math
proficiency of Grade IV learners.
Before the implementation there
were 50% of students who were nonnumerates. 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 nonnumerates is acceptable. Comment on
the results of the solution of the CI team?
b. i only
c. i and iv
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.
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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.
Which action/s should the CI team do?

a. i only
b. ii only
c. ii and iii
d. i and iv
10
3.3
.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?
CHECK PROGRESS
i. Recognize the time and effort that the team has given into the
project
ii. Capture the learning from the initiative
iii. Develop managerial systems to monitor the implementation
iv. Celebrate and be content with the improvement that they have
done
Which action/s should the CI team do for the project closure?

a. i only
b. i, ii and iii
c. ii and iii
d. i and iv
ANSWERS
ON PAGE

187
187
228
Review Answer Keys

Answer Key
for
page
20
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.)
b. Reliability. (This describes the consistency of performance over time. In this
case, the schools attendance rate has been at 100% in the last 5 years.)
c. Durability. (A hard-wearing quality, able to withstand pressure and other
challenges. This quality, however, is unrelated to the attendance rate.)
d. Conformance to standards. (While the schools 100% attendance rate is
certainly remarkable, it is important to note that they have maintained this
standard in the last 5. In this case, reliability is a better dimension to assess
the quality of the schools performance.)
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 dont
have to work after class. (This is an external intervention that is outside the
responsibility of the SI team.)
d. Construct new classrooms to attract students to go to school. (We dont
want projects that require capital outlay. Instead, we need projects that
are simple, easy to implement, cost effective, and have a huge impact.
Consider the leverage points.)
Resources
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
out of 300 Grade IV Learners were numerates. Which dimension of quality is
188
a. Performance. (A standard goal has been set. Conformance to this standard

is the best dimension to demonstrated in this case.)
b. Durability. (This quality is unrelated to the students being numerates.)
c. Conformance to standards. (The school was able to reach its desired
standard, even surpassing it.)
d. Reliability. (We are not looking at the quality of the performance over time.)
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 teachinglearning 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 wasnt 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.)
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.)
b. Lack of Stakeholder Management. (There is no mention of stakeholders in
the scenario.)
c. Lack of concept and understanding of a process. (There is no indication that
the SI team dont understand what the process is.)
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d. Mismatch of project team members. (There is no indication that there is

tension between project team members.)
A SI team is looking to improve their schools 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)
b. Revised teaching learning process; 10% increase in NAT Scores.
(The project outputs refer to tangible deliverables while project
outcomes are the impacts of the outputs to the end customer.
The project was able to deliver a revised teaching learning process,
resulting in a 10% increase in NAT score.)
c. Happy teachers; Satisfied students. (Happy teachers are not a tangible
deliverable of the project. Student satisfaction is qualitative and difficult to
quantify as a school measure.)
d. Satisfied students; happy teachers. (While satisfaction and happiness can be
considered outcomes, it is difficult to quantify as school measures.)
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 TeachingLearning process toward the Reading Comprehension Teaching-Learning
process. This scenario demonstrates the concept of-a. Scope Creep. (There is no indication of the projects increasing scope.)
b. Lack of Focus. (There is no indication that the team lacks focus.)
c. Systems Thinking interrelationships of processes within the school system.
(The SI team was able to look at the relationships between the students
ability to understand word problem and their ability to solve for it.)
d. Shifting the Burden. (There is no indication that the SI team passed the
problem to English teachers.)
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An 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:
Learners are Non-numerates. (The
standard set by the school is based
on the number of learners being
numerates.)
190
b. 175 out of the 178 (98%) of Grade IV Learners have not reached the
level of Numerates. (This can also be a correct answer, however, Letter
D presents a more accurate statement of the problem.)
c. There is a high level of Non-numerates Learners in Section 1, Section 3,
and Section 4. (This statement is vague and is not supported by dat)
d. Only 3 out of the 178 (1.68%) Grade IV Learners are Numerates.
(This is in line with the standards set by the school, and the low
percentage level is more accurate than what is stated in Letter )

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 schools problem?
a. The Remedial Process for Reading.(Remedial is a reactive process. We
want to be proactive.)
b. Teaching-Learning Process of Reading. (This process has a direct
impact on the performance of learners in reading and serves as a
preventive action as well.)
c. Attendance Monitoring Process of Students. (This is not related to the
performance of learners in reading.)
d. Feeding Program Process (This is not directly related to the performance
of learners in reading.)
10

A SI team is looking into the Teaching-Learning Process for Science. Who is
the Process Owner?
a. The School Head (The School Head can oversee the health of the
teaching learning process but he/ she is not the implementer of the
process nor the improvements.)
b. SI team. (There is no mention that the SI team is composed of Science
teachers. They are simply process improvement specialists looking to
improve the process.)
c. Local Government Units. (These are external stakeholders, not process
owners.)
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
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;
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.)
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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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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.)

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.)

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.)
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d. Unstated criteria (No criteria is needed for this question.)
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
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.
What is the most appropriate theme for this group of VOSs?

a. Proper Instructional Materials (The VOSs are not related to
instructional materials.)
b. Applicability of the lessons in real life (The VOSs are not related to
lesson application.)
c. Enough time to understand the lesson (The VOSs are not related to
time.)
d. Conducive environment for learning (The VOSs all speak about the
learning environment of the learners.)
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
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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
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.)
The VOS that a SI Team gathered expresses the need to have

enough time for class to learn. What is the most appropriate
a. Total class time (There could be other activities covered in the
class time that is not related to learning.)
(This provides a good measure of the learning of students.)
c. Total time for exams (Exams are just a way to measure
performance, it doesnt cover the learning aspect.)
d. Total class recitation time (Recitations are just a way to
measure performance, it doesnt cover the learning aspect.)
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.)
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Step 3: Walk the Process

Answer Key for
page
58
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.)
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.)
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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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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.
b. Supplier learners; Inputs utensils,
a. Supplier teachers, staff, and
paper plates, paper cups, and food;
Outputs fed learners; Stakeholders
teachers and staff
food, and hungry learners; Outputs
fed learners; Stakeholders
learners (The utensils, paper plates,
students are necessary to begin
the process. The teachers, staff,
canteen personnel provide these
d. Supplier Principal; Inputs hungry
inputs. The process gives out
learners who are fed. The direct
Stakeholders -- LGUs
stakeholders are the learners.)
A SI Team is mapping the current state of the Teaching-Learning Process for

Filipino. Which flowcharting perspective should the team use?
(This perspective is biased.)
(This is what we want in order
to understand what is actually
happening in the process.)

the process, and not its future state.)
the process, not its future state.)
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 registrars 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 registrars 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
for high-level process
mapping.)
d. Data Flow Mapping (The flow of data

is not being mapped in this scenario.)
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(The process is not that
complex.)
c. Deployment Flowchart (The process

has a lot of hand-off phases. As such,
this is the most appropriate flowchart
technique to be used.)
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
e. None of the Choices the SI Team did not commit
any error.
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,
which common mistake did the SI
team commit?
Figure 2. Reading
Comprehension
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
e. None of the Choices the SI Team did not commit any error.
A SI team decided to focus on lowering the number of dropouts in a particular

school in order to achieve a schools 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 doesnt 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?
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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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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.)
10
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?
c. Deployment Flowchart (The
a. SIPOC (SIPOC is for highlevel 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
the data is not being mapped in
b. Activity Flowchart (The team
needs a high-level map that
this scenario.)
can be used for scoping.)
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
office to sit down and map what is happening
in the Teaching-Learning Process. (This is
incorrect. The team should go to where
the process is happening and observe the
personally in oder to map it out accurately.)
ii. We should divide the process into several
groups then send different persons to map
each group so as to ensure efficiency. (This is
also incorrect. The team should map together
to have a full understanding of the process and
not just parts of it.)
a. All guidelines
are correct
b. All guidelines
are wrong
c. Only ii and iii
are correct
d. Only iv is
correct
e. Only ii and iv
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.)
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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
out what is currently happening.)
Step 4: Identify Priority Improvement Areas

Answer Key
for
page
Figure 1: School Drop out

Drop Out Rate
Rate for 2000-2014
86
Figure 2: English and Math

Scores of Grade IV Students.
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100
4.5
4
English
3.5
3
2.5
2
1.5
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
The Drop out rates for all year levels of

a particular high school for the last 15
years is shown in Figure 1. The School
Head is concerned that the drop out
rate has been increasing since year 2000.
What should the School Head do?
out rate of the school. (The drop
out rate of the entire school is a big
problem with several factors that
affect it. The team cannot be sure if
all year levels encounter the same
problems with their dropouts.)
of the drop out rate. (The school
needs to investigate the issue
further. The problem may not be the
same for all year levels and for all
sections.)
and prevent dropouts. (The SI
team cannot be sure that a home
visitation program will solve the
problem. This solution comes out
of nowhere if the team does not
determine the root cause of the
problem.)
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40
20
1
0.5
0
80
20
40
60
80
Math

the Math Scores of learners
in Grade IV. From the VOS,
the team found that learners
need to understand and
comprehend the problems
properly before they can solve
it. The team gathered data on
the English and Math Scores of
the learners. The scores can be
seen in Figure 2. What analysis
can the SI Team gather from
this figure?
a. As English Grades go up,
so do Math Grades. (The
scatter plot shows that
English and Math grades
b. As English Grades go up,
Math Grades go down.
(English and Math grades
c. Math and English Grades
are not related. (English
and Math grades are
positively related)
d. Call a meeting for all teachers and

scold them regarding the increasing
drop out rate. (The system is the
problem, not individual persons)
d. Math teachers are better

than English Teachers.
(The data does not show
the performance of
teachers.)
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100
A SI Team is looking into the Science grades

of Grade VI learners. Table 1 below shows the
data that the team has gathered. The school
has set a standard that the passing grade for
Science is 75. The SI Team now wants to know
how many students were able to get a score
of 75 or higher, and how many students failed.
The team also wants to know the distribution
of the grades of the students.
Table 1. Science Grades

of Grade VI Learners
91
76
81
95
93
83
71
93
89
56
54
81
95
59
62
99
89
59
93
97
67
79
95
53
89
83
99
42
74
40
58
74
88
65
51

98
90
40
60
86
A SI Team is looking into the Math Grades of

Learners in Grade IV. The 1st grading exam was
analyzed for the purpose of counting and classifying
what type of questions learners made the most
mistakes on. Table 2 below shows the data that the SI
Team was able to gather.
Table 2. Mistake Type Frequency
Which type of graphical data display will help the SI

Team determine the type of mistake in order to help
the team prioritize problem areas for their project?
Mistake
Frequency
Asked
591
Operation
387
Expression
372
Given
223
Total
1573

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
minutes (This issue can be observed in the Teaching-learning
ii. Learners cant perform basic operations: Item analysis shows that
learners get the lowest scores in this area (This issue can be
observed in the Teaching-learning process of problem solving
and has an impact on the NAT scores.)
Which among
these storm
clouds should
the SI Team
focus on?
a. i, ii, and iii
iii. Delay in providing feedback: it takes a month for the teachers to

return the results of the exam (This issue can be observed in the
Teaching-learning process for problem solving but it does not have
a direct impact on NAT scores. The team needs to focus on storm
clouds that affect the school measure under investigation.)
b. i only
iv. Learners cant comprehend the given problem: Item analysis shows
that students dont perform the correct operations asked in the
problems (This issue can be observed in the Teaching-learning
e. All Storm
clouds
d. ii and iv
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c. i, ii, and iv
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 subprocess 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.)
A SI Team is looking into a particular schools 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?
d. The feeding program
takes 30 minutes.
(This problem
statement is still
vague. There is no
comparison with the
c. The feeding program takes between 20-30
standard and when it
minutes to finish, which is beyond the
occurred.)
standard of 15 minutes. This is based on
data gathered last June 2014.
(This problem statement is focused. It states
the standard, the actual time the process
takes, and when the problems occurred.)
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.
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Inferring. (This problem statement is
vague.)
(This problem statement is considered a
high level problem statement. The team
has already identified a possible reason for
why learners fail in Science.)
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d. Only 29% of learners

answered the item on
inferring about sense
organs correctly.
(This problem
statement is focused.
It provides data and
it is based on the
investigation of the
team.)
Figure 3. Pareto Chart on Discussion Time

700
120%
Freq.
600
100%
80%
400
60%
300
200
b. The Pareto chart is wrong. The Pareto

Chart is only used when data categories
100
are qualitative. The team should have
0
used a histogram instead. (The data
41 to 50
21 to 30
31 to 40
10 to 20
categories are qualitative. The team
Discussion Time
should not have used the Pareto chart.)
c. The Pareto chart is wrong. The cumulative percentage should only be up to
100%. (The data categories are qualitative. The team should not have used
the Pareto chart, and the problem with 100% is just a formatting issue.)
40%
Cumulative % Cont.
500
Frequency
A SI team looking into the discussion time

of the Teaching-Learning process for English
has gathered time data and created a Pareto
Chart to help establish the focused problem
statement. Comment on the teams Pareto
Chart (as shown in Figure 3).
a. The Pareto chart is correct. The team
should focus on the 41-50 minute
discussion time. (The data categories are
qualitative. The team should not have
used the Pareto chart.)
20%
0%
d. The Pareto chart is correct. The team should focus on 80% of the problem,
which are the 41-50, 21-30, and 31-40 minute discussion times. (The data
categories are qualitative. The team should not have used the Pareto chart.)
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.)
c. Only a few students got a score of
90.3 in Section A. The SI team should
section A. (Section A is already doing
well. The team should focus on
section C, which has lower grades.)
should ask the students of section A
to mentor the students of section C.
(This is already a solution. The SI team
first has to investigate and determine
the root cause of the problem.)
Section c Math Scores

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Figure 4. Section A and C

Math Scores Histogram
Section A Math Scores

Answer Key
for
page
103
Figure 1

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
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
Figure 2

Program takes 30 minutes when the students break
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 dont begin with no, none, or lack
of.)
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(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.)
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Figure 3

time of a particular topic
takes 30 minutes, causing the
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?
(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.)
(The causes should focus on the process, and not on the persons.)
Figure 4

time of a particular topic takes 30
minutes, causing the Teachinglearning 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?
(The cause dont begin with no, none, or lack of.)
(This cause is a non-standard occurrence. Visitors talking to teachers
do not happen often and is not part of the process.)
(The cause is not blaming a person.)
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(There is no missing link between the causes.)
Figure 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
b. Causes disguised as solutions (The causes are geared towards the
solution of providing the teachers with more training.)
causes.)
d. Bias in identification of causes (There is no bias in theidentification of
the causes.)
Figure 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
a. Causes identified are non-standard occurrence (There is no indication
b. Causes disguised as solutions (No solution is mentioned in the analysis.)
causes.)
d. Bias in identification of causes (The analysis is biased on the issue
regarding the distance between the canteen and the classroom.)
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206
Figure 7. Reading Comprehension

and Math Word Problem Scores
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.
Guided by the data that the team gathered as shown in Figure 7,

which causes are the most appropriate to answer the question of
why only 5 out of 45 learners are able to answer word problems?
a. Learners have difficulties in understanding the word problem.
The words are unfamiliar/ difficult to understand.
(This analysis is a direct result of the interpretation of the data
that shows a direct proportion between the learners scores in
math problem solving and reading comprehension.)
b. The learners cant complete the AGONA method. Learners
cant perform basic operations. (This analysis is not supported
by the given data.)
c. The learners lack practice in solving word problems. The
teacher did not give the learners enough practice exercises.
(This analysis is not supported by the given data.)
d. The learners do not understand how to solve word problems.
The teacher did not use visual aids. (This analysis is not
supported by the given data.)
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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.
Comment on the Why-why diagram of the SI Team.
Figure 8. Why-why diagram for Reading
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 learners 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.)

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.
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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
ii. The team should initiate a review program for learners to help the
learners become familiar with figures of speech. (The team should
not implement a solution before determining the root cause of the
problem.)
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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
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
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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
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
c. iv only
confidence that their analysis is correct.
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
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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.)

Answer Key
for
page
130
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)
organizing, which are not the issues that need to be addressed in
this scenario.)
d. Mistake Proofing (This concept is geared towards preventing
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
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organizing which are not the issues that need to be addressed in this
scenario.)
d. Mistake Proofing (This concept is geared towards preventing
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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.)
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?
a. Mistake Proofing
(This concept aims to
prevent learners from
making mistakes. This
was not addressed by
the teams solution.)
c. Process Simplification (This concept is

used to eliminate non-value activities
from a process. Although the delays
were eliminated through the teams
solution, the team used visual
management effectively.)
b. Good Housekeeping
(This concept is
for organizing and
cleaning, which are not
addressed in the teams
solution.)
d. Visual Management (This concept is

geared towards letting the learners
know what to do next through visual
signs.)
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
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b. The SI team should implement visual management by labeling the

trash containers properly and painting them with different colors
for easier differentiation. (This action helps the students identify the
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.)
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
simplify the Attendance Checking
process and lessen the time
to conduct it. They can ask the
students to sit alphabetically and
just check names of the students
assigned to the vacant seats. These
will identify the absentees without
having to call out every students
name. (This solution is simple and
does not require capital outlay.)
b. Eliminate the process of checking
attendance because it is non-value
adding. (Although checking the
students attendance may be nonvalue adding, it is necessary for the
school and cannot be disregarded.)
c. Buy a biometric scanner and

Ask the students to scan their
biometrics and it will serve
as their attendance. (This
solution is expensive and is not
advisable. There are cheaper
and simpler solutions than this.)
d. Use a time card and ask each
cards. This will serve as their
attendance, (This solution is
expensive and is not advisable.
There are cheaper and simpler
solutions than this.)
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.)
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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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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
a. Mistake Proofing (The solution in the
scenario prevents the teachers from
making mistakes.)
geared towards cleaning and organizing,
which is not necessary in the scenario.)
c. Process Simplification (This solution is for
necessary in the scenario.)
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?
a. Mistake Proofing (This concept is for
the scenario.)
which is not shown in the scenario.)
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learners, which is
not necessary in the
scenario.)
learners, which is
shown in their solution.)
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
a. Mistake Proofing (This concept is for
the scenario.)
which is shown in their solution.)
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learners, which is not
Step 7: Finalize Improvement Plan

Answer Key for
page
149
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
staff and teachers in charge
of the Feeding program so
that they can implement it
immediately the next day.
(The team should plan the
implementation first and
conduct a pilot test.)
b. Draft a memo indicating
that this solution should be
implemented immediately
on all grade levels within the
school. (The team should plan
the implementation first and
conduct pilot test.)
implementation of the solution and

let the teachers and staff in charge
of the Feeding program implement
it. The SI Team should look for a new
project. (The team should plan the
implementation first and conduct a
pilot test. The team should also be
hands-on in the implementation.)
d. Determine the different activities,
timeline, and resources needed, and
create a plan to implement such
solution. (The team should first plan
and then implement the solution.)
c. Set a target date for the
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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 projects
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
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 teachers 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.
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 items 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.)
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:
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i. The teacher might forget his/ her checklist, rendering the teams solution as useless.
ii. The checklist might not include all the things

that the teacher needs for the day. (This is a valid
Which of the following

are legitimate risks for this
solution?
iii. The checklist might not be reusable, making it

an expensive solution to implement.
a. i only
iv. The checklist items might be too small, making

the teachers forget some items. (This is a valid
b. ii and iii
c. iii and iv
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 teams 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 wont be able to procure them because its not in their budget)
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

team should not proceed with
the solution. (The conditions

proceed with caution. (The
d. There is not much risk. The team
can proceed with no worries. (The
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b. The risk is significant. It should

be addressed first before
proceeding. (The conditions
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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
solutions 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.)
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
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.)
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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.)
ii. Include the teachers in the planning process of the
solution so as to ensure their buy-in. (This action will
help mitigate the risk by ensuring the teachers buy in.)
iii. Create a memo ordering the teachers to cooperate
with the solution implementation or incur penalties
otherwise. (This will create forced buy in, which can be
problematic in the future.)
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a. i and iii
b. ii and iii
c. iii only
d. ii and iv
e. None of the
Choices
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iv. Create a rewards and recognition system that

will reward teachers who are able to successfully
implement the solution. (This action will help ensure
the buy in of the teachers.)
Which preventive
action/s is/are
appropriate to deal
with this risk?
Step 8: Pilot Your Solution

Answer Key
for
page
150
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 teams 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.)
A SI team identified a solution to help students understand the AGONA

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.
(Having tested the solution, the team can then make
improvements if certain problems or issues arise during
the testing.)
a. i only
ii. So that the team will be able to understand the risks

involved. (Some risks that were not identified during the
planning phase could appear during the testing phase.)
d. All of the
choices
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iii. So that the team will be able to validate the expected

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
guarantee its effectiveness on a larger population.)
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b. ii and iii
c. i, ii, and iii
e. None of the
choices
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
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 schools
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
schools 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 schools 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 schools before and after
performances.)
A SI team looking into the performance of learners in Science has

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.)
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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
help the team determine whether the solution is effective or not.)
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.)
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.)
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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:
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
(This is a non-recurring cost
b. i, ii, and iii

(This is a capital cost that
must be included.)
c. iii and iv

(This is a recurring cost
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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 solutions 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 solutions 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 solutions failure could be
something that the team missed in their analysis.)
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 teams solution.)
b. Replace the teacher with someone who will cooperate. (Replacing the
teacher will not ensure the substitutes 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 teachers
buy-in.)
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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
solution was not effective because some of the teachers did not implement
the method correctly. Comment on the approach taken by the SI team.
a. The teams approach was correct. The teachers should be reprehended for the
failure of the solution. (The teams 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 teams 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 solutions
implementation. (The teams approach was incorrect. They did not explain the
reason for the solution and how to implement it.)
c. The teams approach was incorrect. They should have mentioned in the
memo that non-compliance will result in penalties. (The teams 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 teams approach was correct. They must think of other solutions to
address the problem. (The teams 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.)
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. (The solution should be
learners are high.)
Figure 3. Section A Math Scores
Figure 4. Section B Math Scores
b. Section B Only. (The solution should be

issue is present. The grades of Section B
learners are average.)
c. Section C Only. (The solution should be
issue is present. The grades of Section C
students are low and no one passed the
schools standards.)
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d. Section A and B. (The solution should be

and B learners are high and average.)
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Figure 5. Section C Math Scores
Step 9: Roll-Out Your Solution

Answer Key
for
page
173
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.)
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
c. Education (The scenario does not show the teachers being given

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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?
c. Education (The scenario
does not show the
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
solution.)
A SI team is planning to roll out their solution to ensure that the teachers
dont 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?
c. Education (The team was
training the teachers so
that the teachers can
successfully implement
b. Participation (The scenario does
the solution.)
not show the teachers being
involved in the planning and
execution of the solution.)
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?
c. Not stating the result to be
obtained. (The scenario does
not show the lack of results.)
creation of procedures. (The
scenario does not show the nond. Telling the teachers to ignore
involvement of persons using the
procedures or certain parts of
procedures during its creation.)
the procedures. (The scenario
shows the speaker encouraging
b. Not testing the procedure prior
the participants to skip certain
to full-scale implementation.
parts of the procedures.)
(The scenario does not show
the teams failure to test the
procedure.)
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for their solution in order to ensure that the feeding program does
not exceed the allotted 30 minutes. The teams 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.)
d. Not having a method to update procedures. (The scenario does
not show the need to update the procedures.)
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.)
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.)
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to ensure that teachers dont 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.)
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
c. Education (The scenario does not show the parents being given
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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.)
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Step 10: Check Your Progress

Answer Key
for
page
185
A SI team has rolled out their solution to ensure that the feeding
program doesnt 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
b. Monitor the solution to ensure that the process continues to
perform as expected before finally closing it. (the team should
c. Proceed to the next project immediately. (the team should
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)
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)
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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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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)
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?
fixed)
b. Level 2 Fix the Process (this level is proactive, fixing the process
c. Level 3 Fix the System (this level deals with fixing the policies
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?
fixed)
b. Level 2 Fix the Process (this level is proactive, fixing the process
c. Level 3 Fix the System (this level deals with fixing the policies
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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)

A SI Team has implemented a solution to improve the math proficiency of Grade
IV learners. Before the implementation there were 50% of students who were nonnumerates. 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
not blame people, instead look back to the analysis to find out why it failed)
d. Its 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)

A SI Team has finished their implementation of their solution to speed up the
Feeding Program process. They gathered before and after data and are ready
to analyze the results. What should the SI Team evaluate?
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i. The difference between the desired and actual performance.

(this is correct because it shows whether the solution is
effective)
a.
ii. Adherence to the implementation plan. (this is correct
b.
because it shows whether the plan was followed)
c.
iii. Unintended benefits of the implementation.
(this is correct because it shows benefits that were
d.
not initially planned but are still important)
iv. Effectiveness of the solution to target the causes
identified. (this is correct because it shows whether the
solution was able to address the causes identified)
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i, ii, and iii

i only
i and iv
All of the
choices
e. None of the
choices
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
down the number of learners who are non-readers. (this is
correct because the team looks back into their analysis to
determine why their implementation failed)
Which
action/s
should the SI
team do?
ii. The team should investigate who is the reason for the
failure of the solution so they have someone to blame. (this
is wrong, the team should not blame people for failure,
instead evaluate the process that they followed and their
analysis)
a. i only
iii. The team should accept the failure of the solution and move
on to the next project. (this is wrong, the team should not
give up whenever they experience failure, they should look
into the reasons why it failed and improve)
d. i and iv
b. ii only
c. ii and iii
e. None of
the choices
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
Which
into the project (this is correct, the team should be
action/s
recognized so that they will be motivated to do more
should the
projects)
ii. Capture the learning from the initiative (this is
correct because the learning will help future project
implementations)
iii. Develop managerial systems to monitor the
implementation (this is correct because the monitoring
should be handed over to the process owner, and a
system will make it easy for them)
iv. Celebrate and be content with the improvement that
they have done (celebration is correct, the team should
celebrate their achievements but they should not be
content with the improvements made, we want to instill
a culture of continuous improvement)
a. i only
b. i, ii and iii
c. ii and iii
d. i and iv
e. None of the
choices
Resources
231
231
SI
team do for
the project
closure?
Project Forms
project title
Name of the School and Project
stage 1: assess
Team Members
background
School Profile
School Measures
VOC
Project Scoping (SIPOC)
current state
Process Map +
Data Gathering and Presentation
stage 2: analyze
Resources
Problem statement
problem analysis
Root Cause Analysis
Prioritization of Valid Causes
232
stage 2: analyze
future state
Objective
Statement
Solution Generation
Value Analysis
Improved Process Diagram
implementation plan
Tasks and Timeline
Budget and Resource

Stakeholder Analysis
Evaluation of Implementation Risks
TEST RESULTS
Piloting
stage 3: act
Rollout
Before and After
Cost Benefit Analysis
KEY LEARNING
Project Closure
233
233
Resources
Project Sharing
Categorize
the risk
according to
its
consequence
Risk
Category
Moderate
ID
Risk Event
Trigger
No strict
implementation
Students will
not support
the campaign
The student will

still throw their
trash
Potential Impact
Provide actions to
the likelihood of
Strategy
Step 3: Response
Strategy
subjects
Strategy
Risk Score =
Severity x
Likelihood
Highest Risk
Score
warrants first
consideration
for analysis.
Assess the
severity based on
how bad the
effects of the
failure mode is. A
rating of 10
means that an
it threatens the
safety of the
customer.
Step 2: Risk
Assessment
Assess how often

a failure mode or
its cause happens.
Rated on a scale
of 1 to 10, where
10 means that
failure is certain
to occur and 1
means extremely
remote.
Describe the
failure mode. It is
know these effects
Potential Impact
Description of
Risk Event
Provide
reasons why
the failure
mode can or
will occur.
Describe how the

design or process
can fail. The
Risk Event
Trigger
Description of
Risk Event
Risk
Category
ID
Likelihood
(1-5)

Likelihood
(1-5)
Severity
(1-5)
SI RISK TEMPLATE
Severity
(1-5)
Resources
Risk Score
( 1 - 25 )
Risk Score
( 1 - 25 )
Principal, Head
Teachers, Guidance
counselor, Student
Government, Class
Advisers, Class
President
Risk Management
Action

Planning
Risk Management
Action

Planning
Assigned to
Assigned to
234
ID
Moderate
Risk
Category
Students will
not support
the campaign
for Zero
Litter
Project
Description of
Risk Event
No strict
implementation
of rules;
Risk Event
Trigger
Potential Impact

the likelihood of
Strategy
Severity x
Likelihood
Highest Risk
Score
warrants first
consideration
for analysis.
Week
Award Most Clean Room of the
subjects
effects of the
failure mode is. A
rating of 10
means that an
it threatens the
safety of the
customer.
Step 2: Risk
Assessment
its cause happens.

Rated on a scale
of 1 to 10, where
10 means that
failure is certain
to occur and 1
means extremely
remote.
The student will

still throw their
trash
everywhere
EXAMPLE SI RISK TEMPLATE
failure mode. It is
know these effects
Likelihood
(1-5)
Provide
reasons why
the failure
mode can or
will occur.
Severity
(1-5)

can fail. The
Risk Score
( 1 - 25 )
Categorize
the risk
according to
its
consequence
Science Teachers
Principal, Head
Teachers, Guidance
counselor, Student
Government, Class
Advisers, Class
President
Risk Management
Action

Planning
Assigned to
Resources
235
235
Resources
236
Supplier
Inputs
Process Steps
Process
SIPOC TEMPLATE
Output
Customer
What
Data
Measure
type/ Data
type
How measured
1
What questions do you want to answer?
Related conditions
to record 2
Sampling
notes
How/where
recorded (attach
form)
Project ________________________
(THIS IS ONLY A SAMPLE DATA COLLECTION PLAN, TEMPLATE CAN BE

CHANGED DEPENDING ON THE DATA NEEDED)
Resources
237
237
Time Start
Time End
Cumulative Time
Notes
(THIS IS ONLY A SAMPLE DATA COLLECTION PLAN, TEMPLATE CAN BE CHANGED DEPENDING ON THE DATA NEEDED)
Process Step
Resources
238
School Improvement Story
Resources
239
239
Resources
240
Resources
241
241
Resources
242
Resources
243
243

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Table of Contents

Introduction to the Guidebook

The SI Model Overview For Schools

1.2 Talk with Stakeholders

1.3 Walk the Process

1.4 Identify Priority Improvement Area

2.2 Develop Solutions

2.3 Finalize Improvement Plan

3.2 Roll Out Solution

3.3 Check Your Progress

School Improvement Story of Marikina High School

Its that time of the year when you need to update

Do you experience the following when planning and

Difficulty in selecting improvement projects directly related to your school

Failure to properly scope projects

Lack of understanding of what process to improve

No clear process owner

No buy-in with the process owner

Lack of proper stakeholder management

The DepEd strategic planning, targeting

The Division then gives to schools

In schools, the identified priority

As shown in the diagram, the school

School Improvement Plan

In school, have you ever tried solving

How did Batasan

They learned and applied a

Lets find out more about SI. In this

In Analyze, you will be able to gain better

During this stage, you will be made

In Assess, you will realize that to be

From the validated root causes, you will

During this stage, you will get to know

At the end of this stage, you will be able

You will acquire the skill of documenting

At the end of this stage, you will be able

In Act, you will able to pilot the solutions,

What do you hope to gain

If you are a teacher, you will gain

If you are a School Head, you will not

If you are a Division Superintendent/

What does Continuous Improvement mean to you?

What do you associate Continuous Improvement with?

(icon to PLAY VIDEO)

How it all started: the mass reading intervention activity

Did anything from the video presentation strike you?

Do any of the following fit your impressions, insights/ observations?

What does Continuous Improvement mean to you?

Continuous Improvement is a methodology to

SI takes place in the development, implementation, and evaluation of

To address priority improvement areas, school-specific strategic

To implement the SIP, school-specific SI Projects are identified in the

improvement (SI) project process. In this step, critical school measures

Our school improvement plan (SIP) should have

Lets start with a discussion of what school measures are.

Curriculum delivery process

School measures include:

These are examples of school measures

FIGURE 1.1 - SCHOOL MEASURES AND STAKEHOLDERS

conducting SI projects are the following:

For instance, students go to school

identified are not related

to properly scope projects