Strategic Planning, Implementation, Monitoring and Evaluation (SPIME) for Educational Managers and...
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WELCOME & MABUHAY ! ! ! Mr. VirGILio G. Gundayao, MBA/MPA Exec. Dir., Graft-Free Philippines, a national project of Philippine Jaycee Senate 2004 Exec. Director, Junior Chamber International (JCI) Phils. Immediate Past Exec. Director, JC Leaders International Ex-AMO, CSC Mamamayan Muna, Hindi Mamaya Na! Program
Strategic Planning, Implementation, Monitoring and Evaluation (SPIME) for Educational Managers and Leaders
1. WELCOME & MABUHAY ! ! ! Mr. VirGILio G. Gundayao,
MBA/MPA Exec. Dir., Graft-Free Philippines, a national project of
Philippine Jaycee Senate 2004 Exec. Director, Junior Chamber
International (JCI) Phils. Immediate Past Exec. Director, JC
Leaders International Ex-AMO, CSC Mamamayan Muna, Hindi Mamaya Na!
Program
2. WE specially want to give credit to the TEAM EFFORT of the
Class For the Group Dynamics For the coordination to come out with
a good atmosphere or ambiance conducive to the art of learning by
doing For exemplifying the essence of ANDRAGOGY or
Adult/Alternative Learning system cum Pedagogy For attempting to
transcend the various dimensions of educative processes
3. I. PROLOGUE Plan your work and work your plan. - Vince
Lombardi The function of Implementation, Monitoring, and Evaluation
(IME) in the Strategic Planning is a pivotal management and
leadership component paving towards organizational success. The
SPIME complements and completes the SWOT, environmental scanning,
action plan to come out with an ideal but workable road map, blue
print, milestone, in the attainment of organizational goals,
values, and objectives. On this oral and written reports, it is
apparent that the SPIME is intertwined as a practical approach
towards exploring the entire gamut of a CorPlan that are within the
frame work of the organizational vision, mission, goals, objectives
and valuesin this case of an educational institution.
4. II. KEY WORDS Strategic Planning is worthlessunless there is
first a strategic vision. John Naisbitt Strategic (tactical,
militant, impact, guided/directional) Planning (preparation,
preparedness, forecasting, envisioning) Implementation (execution,
manning, re-tooling, Monitoring (checking, overseeing, comparing,
coordinating, supervising,) Evaluation (assessment, measurement,
scoring, grading, classifying, analyzing, synthesizing)
7. . Dynamic Planning Model Scan Plan Implement Monitor Review
Scan Plan Implement Monitor Review One year Five recurring steps:
Scanning to identify trends Planning to develop an agreed strategic
direction Implementing by allocating resources, developing
structures and procedures Monitoring regularly in achieving stated
goals Reviewing at the end of each set period
9. . The tasks of Strategic Planning a summary Defining the
business and developing a vision SWOT and gap analysis -setting
objectives Crafting a strategic action plan Implementing and
executing strategy Evaluating performance reviewing adjusting and
correcting
10. . Various levels of indicators Input indicators Output
indicators Process indicators Outcome indicators Economy Efficiency
Effectiveness
11. III. IMPLEMENTATION & MONITORING OF A STRATEGIC PLAN
Failing to prepare is preparing to fail. - John Wooden (See
self-designed SPIME Table) Action Plan Execution Schedule (Time
Frame) Checklist Diagram/Flowchart Management Function Meetings
(FDG, RTD, staff, committee, commission, board) Inspection
Report
12. Planning for Implementation Set priorities. Identify
resourcestime, expertise, materials, funds, space, and other
resources. Establish clear leadershipvision and focus. Provide
professional developmenttraining, job-embedded, sustained, and
aligned. Create lines of communication for input and feedback.
Monitor and evaluate the implementation and impact of
strategies.
13. . Implementation - a learning process Everything that can
go wrong, will go wrong - Murphys law How will we respond? How can
we learn from mistakes?
14. . Matt H. Evans, [email protected] Make sure everything is
linked and connected for a tight end-to-end model for driving
strategic execution is linked and connected for a tight end-to-end
model for driving strategic execution. INITIATIVE Employee
Productivity Improvement Program Employee Satisfaction Survey
Rating 90% favorable overall Measure Target Target Actual 90% 45%
PercentSatisfaction gap MEASURE / TARGET OBJECTIVE Improve Employee
Satisfaction ACTION PLAN Identify issues per a company wide survey
Sanity Check . . . Down to Specifics
15. Thinking Chain . 15 A treasure hunt into learning and
school improvement begins with a need to know something, a theory,
a question, or a hypothesis that has come to us through some
natural flow of logic. What part of the curriculum do our students
struggle with most? Which critical expectations are our students
the weakest? What sub-group of students are most in need of
improvement? Which instructional strategies lead to the most rapid
rate of growth for different student populations? Data
Disaggregated sub-groups Data -Aspects of ____ -Skills Data -EQAO*
(Literacy & Numeracy) -SEF (Self/School Evaluation Form)
-District/School Assessments *Education Quality &
Accountability Office (Ontario, Canada) Evidence Evidence Evidence
Evidence Adapted from The Handbook for SMART School Teams, 2002)
p.63
16. . Effective implementation requires the following: Focus A
schedule Collaboration Data (sign-in sheets, teacher surveys,
evaluation forms, debriefing notes, lesson plans, classroom
observations, student samples, and achievement data) Ongoing
monitoring Periodic evaluation
17. IV. ISSUES IN THE STRATEGIC PROGRAM EVALUATION Failing to
prepare is preparing to fail. - John Wooden (See self-designed
SPIME Table) Budget Constraints Data Time Reliability Validity
Sensitivity Internal Evaluator/s External Evaluator/s Complacency
Stiff Competition De-motivation (other attitude/behavioral
manifestation)
18. . Designing Good Evaluations Better to have an approximate
answer to the right question, than an exact answer to the wrong
question. Paraphrased from statistician John W. Tukey
19. . Designing Good Evaluations Better to be approximately
correct than precisely wrong. Paraphrased from Bertrand
Russell
20. Methodology in Grading and Evaluating Your Organizations
Strategic Planning Performance Each of the ten strategic planning
and implementation tasks has been cast as a question focusing on
whether or not an organizations existing processes ensure the
execution of them. For each question, you are asked to respond with
a number from 1-5 indicating the frequency in which your
organization completes each of the required strategic
planning/implementation tasks. These are as follows: Score
Frequency Indicator 1 Very Rarely or Never 2 Occasionally 3 About
Half of the Time 4 The Majority of the Time 5 All of the Time
r
21. Evaluation Questions. By using the above scoring
methodology, you can now assess your overall strategic planning
effectiveness by responding to the following questions: 1. Does
your organization have established strategic planning cycle linked
to fiscal year-end and budgeting process? 1 2 3 4 5 2. Does your
organization undertake strategic planning in a manner that is
clearly linked into the broader corporate planning process? 1 2 3 4
5 3. Does your organization operate on the basis of a
professionally run planning process, supported by an external
facilitator and/or a staff person dedicated to lead the planning
exercise? 1 2 3 4 5 4. Does your organization undertake
environmental scanning and/or opinion surveys of key audience
segments to serve as strategic inputs to the strategic planning
process? 1 2 3 4 5 5. Does your organization have a planning
process that ensures the active involvement process of
functional/operational unit heads? 1 2 3 4 5
22. 6. Does your organization follow-up with a formal
operational planning process that translates the strategic plan
into operational plan(s)? 1 2 3 4 5 7. Does your organization have
an employee work plan development process that clearly references
goals set out in the strategic plan and ensures day to day
implementation of operational plan? 1 2 3 4 5 8. Does your
organization have a quarterly reporting process whereby Board of
Directors receives updates on organization progress in meeting
strategic goals set out in the strategic plan? 1 2 3 4 5 9. Does
your organization have an employee compensation process whereby
employees are evaluated and rewarded based upon achieving
operational objectives in support of the strategic communication
plan? 1 2 3 4 5 10. Does your organization undertake an ongoing
program evaluation process whereby the impact of key strategies and
tactics are rigorously assessed against defined objectives? 1 2 3 4
5
23. Calculating Your Organizations Strategic Planning Grade For
grading purposes, you are asked to total your score based upon the
ten questions. The total numeric scores are then translated into a
letter grade based upon the following: Total Score Grade 42 or More
A 37-41 B 31-36 C 25-30 D 24 or less F 4. Reading Your Report Card
To help your organization interpret their grades, we provide some
general observations that accompany each grade. Such comments, by
necessity, deal in generalities. However, they do offer the basis
for an assessment of a organizations effectiveness in using
strategic planning as a salient management tool.
24. Grade Comments A . Your organization represents a best
practice in its approach to strategic planning and implementation.
Within your organization strategic planning is a powerful
management tool for setting priorities, defining strategies, and
determining performance benchmarks. B. Your organization is
committed to a regular, formalize, strategic planning process that
helps to set strategic priorities. C. Your organization has
undertaken some strategic planning in an effort to set strategic
direction. However, the lack of a disciplined process in each of
the key task areas probably means that the results of the planning
process do not offer the degree of priority setting they are
otherwise capable of providing the organization. D. Your
organization displays a very limited commitment to strategic
planning. When it is carried out it is ad hoc and is seldom
translated into workable action plans that gain organization-wide
commitment. F . (Failed) Your organization fails to undertake even
the basic elements of strategic planning. While occasionally senior
management may convene a planning session, the virtual absence of
follow-through renders the resulting plan useless.
25. V. CRITERIA FOR EVALUATING AN EDUCATIONAL STRATEGIC PLAN
Program Evaluation Criteria (Adapted from Materials provided by the
United States Department of Education Essential components of
successful curricula are challenging, comprehensive and
high-quality academic programs that are accessible to all students.
The selection of these programs is one of t he most significant
decisions educators must make. The program evaluation criteria
listed below may serve as a guide to help facilitate this process.)
A. Quality of Program Criterion 1. The program's learning goals are
challenging, clear, and appropriate for the intended student
population. Indicator a.) explicit and clearly stated. Indicator
b.) consistent with research on teaching and learning or with
identified successful practices. Indicator c.) foster the
development of skills, knowledge, and understandings. Indicator d.)
include important concepts within the subject area. Indicator e.)
can be met with appropriate hard work and persistence.
26. Criterion 2. The program's content is aligned with its
learning goals, and is accurate and appropriate for the intended
student population. Indicator a.) aligned with its learning goals.
Indicator b.) emphasizes depth of understanding, rather than
breadth of coverage. Indicator c.) reflects the nature of the field
and the thinking required in the field. Indicator d.) makes
connections within the subject area and between disciplines.
Indicator e.) culturally and ethnically sensitive, free of bias,
and reflects diverse participation & diverse student
27. Criterion 3. The program's instructional design is
appropriate, engaging, and motivating for the intended student
population. Indicator a.) provides students with a relevant
rationale for learning this material. Indicator b.) attends to
students prior knowledge and commonly held conceptions. Indicator
c.) fosters the use and application of skills, knowledge, and
understandings. Indicator d.) engaging and promotes learning.
Indicator e.) promotes student collaboration, discourse, and
reflection. Indicator f.) promotes multiple and effective
approaches to learning. Indicator g.) provides for diverse
interests.
28. Criterion 4. The program's system of assessment is
appropriate and designed to inform student learning and to guide
teachers' instructional decisions. Indicator a.) an integral part
of instruction. Indicator b.) consistent with the content, goals,
and instructional design of the program. Indicator c.) encourages
multiple approaches and makes use of diverse forms and methods of
assessment. Indicator d.) probes students abilities to demonstrate
depth, flexibility, & application of learning. Indicator e.)
provides information on students' progress and learning needs.
Indicator f.) helps teachers select or modify activities to meet
learning needs.
29. B. Usefulness to Others Criterion 5. The program can be
successfully implemented, adopted, or adapted in multiple
educational settings. Indicator a.) provides clear instructions and
sufficient training materials to ensure use by those not in the
original program. Indicator b.) is likely to successfully transfer
to other settings. Indicator c.) specifies the conditions and
resources needed for implementation. Indicator d.) program's costs
(time and money) can be justified by the benefits.
30. C. Educational Significance Criterion 6. The program's
learning goals reflect the vision promoted in national standards.
Indicator a.) consistent with national standards. Indicator b.) The
program's pedagogy and ssessment are aligned with national
standards. Indicator c.) The program promotes equity and equal
access to knowledge, as reflected in national standards.
31. Criterion 7. The program addresses important individual and
societal needs. Indicator a.) is of sufficient scope and importance
to make a significant difference in student learning. Indicator b.)
contributes to increases in teachers' knowledge of effective
teaching and learning. Indicator c.) is designed to improve
learning for a wide spectrum of students OR serves to meet the
special learning needs of under- served students OR serves to meet
the special learning needs of students whose interests and talents
go beyond core programs of study
32. . Matt H. Evans, [email protected] Measurement Template Down
to Specifics(Insert organization name) (Insert division name)
(Insert department name) Risk Frame area objective supports (Insert
objective owner) (Insert measureme nt owner) (Insert reporting
contact info) Objective Description description of objective
purpose, in sufficient detail for personnel not familiar with the
objective to understand its intent. Objective descriptions are
typically two or three paragraphs long. This will appear in the
pop-up window when you mouse over the objective in the Balanced
Scorecard System. References source documentation for objective and
objective description Comments additional information about the
objective not covered in above blocks, such as recommendations for
further revision, additional organizations objective impacts,
recommendations for coordination / alignment with other objectives,
etc. Measure Name - The name exactly as you want it to appear in
the Balanced Scorecard, including the measure number (i.e. Percent
Employees Satisfied, etc.) Measure Description description of the
measure, include its intent, data source, and organization
responsible for providing measure data. This will appear in the
pop-up window when you mouse over the measure in the Balanced
Scorecard. Measure Formula formula used to calculate measure value
(if any) Data Source - The source of the data manual, data
spreadsheet, or database name and contact familiar with the data
Measure Weight - the relative weight of the measure based on the
impact it has on the overall objective. The total weights for all
measures for an objective must add to 100 Measure Reporter Person
responsible for providing measure data. Include the name,
organization and email. Target Maximum Maximum expected value for
the measure. Effective Date Date the target first becomes effective
Frequency How often target data will be reported Units Units of
measure Target Point where the measure goes from green to amber
Target Minimum Point where the measure goes from amber to red. The
target minimum and target can not be the same value. Scorecard
Perspective Name
33. Simplified Criteria for Evaluating an Educational Plan
Specific Measurable Attainable Reliable Time-bound 3 E Quality
Quantity Timeliness
34. SPIME Preparedness SP Resources Assessment/Measurement
Before During After Qty Qlty Timeliness Who Forecasting STAFFING
Manpower Plan/ning Impact Mitigation EFFICIENT * EFFECTIVE *
ECONOMICAL PLANNING * ORGANIZING * DIRECTING * COORDINATING
CONTROLLING MBR Emasculating LeapFrog MBE Repairing MBO R & D
Archiving What FEEDBACK Outsourcing Tactics Risk Mgnt. Performing
Diagnosing Allocation ROI Cost-Benefit Risk-Taking Insurance RTD
Auditing MBWA Prognosis TQM Accounting Why SWOT Tool Kits Sketch
Activating Enabling Simulation Meetings/Fellowship Decision-Making
Crystallazing Gauging DISCIPLING * DELEGATING FGD Pilot- Testing
Standar dizing Team- Building How Scanning Devices Designs
Empowering Energizing Conflict Res. Supply & Procurement Stds.
Realizing Schedule/ing Pole-vaulting Documentation/RecordsKeepng
Verifying Validating Post-Testing Bonding Interpreting Recognizing
Rewarding Where PESTE Packages Model Familiarizing Beating odds
Legal Management Inspecting Supervising Training & Development
Phasing/ Facing Critical Thinking Break-time Time Mgnt. When Road
map Scheme Beating competition Breakthrough Clustering CSR
Conceptualizing Streamlining Dove-Tailing Need /Gap Analysis
Creative Thinking Constructive Destruction Which CPE Guidepost
Calibration Beating standards Synergy Convergence
Optimizing/Maximizing Investiture Trafficking Adaptati on
Zero-based Budgeting Campaining Communica tion Trailblaizing
Installing Matching Collaborati on Innovating Negotiating CHECKLIST
Reinforcing * Linkaging * Networking * Fortifying Synchronizing
Down & Right Sizing Scoring Adjustm ents Grading Programming
Institutionali zing Rating SAPAE Engaging Crisis Mgnt Innovating
Reporting/Integration Re-engineering G3: Goodness * Genuineness *
Greatness Internalizing Investigating Fine- tuning Critiquing
Coaching Men Money Machines Materials Method Moments Markets .
35. . What do We Evaluate? Evaluation is concerned with results
focusing on Effectiveness Achievement of results Relevance
Programme continues to meet needs Sustainability Results sustained
after withdrawal of external support Unanticipated Results
Significant effects of performance Causality Factors affecting
performance Validity of Design Logical and coherent Efficiency
Results vs costs Alternative Strategies Other possible ways of
addressing the problem
36. . Why do we evaluate? To improve design and performance of
an ongoing project/programme To make judgments about the
effectiveness of a project/programme To generate knowledge about
the best practices, lessons learned
37. . Strategy: Creating shareholder value through effective
strategy is as easy as A-B-C... Where you Are Where do you want to
Be How to get there (Course to follow) Monitor & Evaluate
(Strategic control) Resource plans Financial plans Infrastructure
plans Strategy Institute, after Bryson & Alston Not the only
model but the easiest to understand!
38. . Summarize and Interpret Progress Monitoring Data G3
39. . Monitoring and EvaluationD:Videos Monitoring and
evaluation are complementary functions Each provides a different
type of performance information Both important for effective Result
Based Management (RBM)
40. . Monitoring versus Evaluation Continuous Tracks Progress
Answers what activities were implemented & results achieved
Self-assessment by project management Alerts managers to problems
Periodic In-depth analysis of actual vs. planned achievements.
Answers how and why results were achieved; future impact Internal
and/or external exercise Gives managers strategy and policy
options
41. . Complementary Roles of Results-Based Monitoring and
Evaluation Monitoring Evaluation Clarifies program objectives
Analyzes why intended results were or were not achieved Links
activities and their resources to objectives Assesses specific
causal contributions of activities to results Translates objectives
into performance indicators and set targets Examines implementation
process Routinely collects data on these indicators, compares
actual results with targets Explores unintended results Reports
progress to managers and alerts them to problems Provides lessons,
highlights significant accomplishment or program potential, and
offers recommendations for improvement
42. . The perfect marriage? SWOT e-Scan VMGOvp ActionPlan SPIME
Easy as ABC Where Are you Where do you want to Be The Course to
follow The 4 functions model Planning Organising Leading
Controlling Henceforth you shall be known as excellent Strategic
Plan
43. VI. EPILOGUE We shall just have been over by New Man in the
wagon of his Plan. Borris Pasternak The SPIME as I presented
attempts to illustrate or elaborate the IME as a practical tool and
device of managerial leadership. The SPIME just like the other
counterpart of Action Planning, SWOT, Environmental Scanning,
Mission, Vision, Goals, Values and Objectives reinforces that it
can be utilized in a project, program, or task force
activitywhether via short, medium, or long-range schedule. The
SPIME likewise is an attempt to produce a preparedness table as an
easily accessible quick guide anytime, anywhere, pragmatically,
practicality.
44. VII. REFERENCES Franco, Ernesto A., et al., Project
Management for Social and Economic Development, Anvil Publishing,
1997. http://www.unfpa.org/monitoring/toolkit/5communi.pdf
http://planipolis.iiep.unesco.org/upload/Philippines/Philippines_EFA_MDA.pdf
http://net.educause.edu/ir/library/pdf/eqm0213.pdf
http://www.ride.ri.gov/instruction/curriculum/rhodeisland/resources/evaluation.htm
http://www.leverus.com/associationresourcecenter/strategic.pdf
http://www.konsult.leeds.ac.uk/public/level1/sec15/index.htm
45. Sam Walter Foss Bring me men to match my mountains Bring me
men to match my plains: Men with empires in their purpose and new
eras in their brains. Once again my WARMEST WELCOME TO ALL!