CI Project Guidebook v1.0

Continuous Improvement
Project Guidebook
CONTINUOUS IMPROVEMENT
PROJECT GUIDEBOOK
Page 1 of 137
Project Guidebook
Table of Contents
1.0 Introduction to the Guidebook ......................................................................4
2.0 The CI Model For Schools ................................................................................6
3.0 Project Stages ................................................................................................. 11
3.1 Stage 1: Assess ............................................................................................ 11
3.1.1 Get Organized ..................................................................................... 11
3.1.2 Talk with Customers ............................................................................ 18
3.1.3 Walk the Process ................................................................................. 24
3.1.4 Identify Priority Improvement Area ................................................. 28
3.2 Stage 2: Analyze ......................................................................................... 35
3.2.1 Do Root Cause Analysis ..................................................................... 35
3.2.2 Develop Solutions ................................................................................ 39
3.2.3 Finalize Improvement Plan ................................................................ 46
3.3 Stage 3: Act ................................................................................................. 52
3.3.1 Pilot Your Solution ................................................................................ 52
3.3.2 Roll Out Solution ................................................................................... 56
3.3.3 Check Your Progress........................................................................... 60
4.0 CI Resources.................................................................................................... 62
4.1 Project Forms ............................................................................................... 62
4.1.1 Data Collection Form ......................................................................... 62
4.1.2 A3 Project Template ........................................................................... 63
4.2 Other Resources ......................................................................................... 64
4.2.1 Effective Meetings .............................................................................. 64
4.2.2 Project Management......................................................................... 72
4.2.3 Sample Case ........................................................................................ 79
4.3 Triple A Tools ................................................................................................ 84
4.3.1 Toolbox .................................................................................................. 84
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4.3.2 Brainstorming ........................................................................................ 85

4.3.3 Affinity Diagram ................................................................................... 86
4.3.4 SIPOC ..................................................................................................... 91
4.3.5 Activity Flowchart................................................................................ 93
4.3.6 Histogram .............................................................................................. 96
4.3.7 Why-Why Diagram .............................................................................. 99
4.3.8 Pareto Diagram ................................................................................. 104
4.3.9 Decision Matrix................................................................................... 111
4.3.10 How-How Diagram ......................................................................... 114
4.3.11 Gantt Chart ...................................................................................... 117
4.3.12 Commitment Scale ........................................................................ 120
4.3.13 Deployment Flowchart .................................................................. 122
4.3.14 Scatter Plot ....................................................................................... 129
4.3.15 Fishbone Diagram ........................................................................... 133
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1.0 INTRODUCTION TO THE GUIDEBOOK
This guidebook is intended to help you undertake the CI project.
1. CI Model for Schools briefly describes the organizational structure

and improvement process.
Refer to this section when you need to clarify project roles, and for
guidance on project selection. You can also refer to the CI Policies
and Procedures Guide for further information.
2. Project Stages describes team activities and outputs related to

the 10 steps of Triple A.
Refer to this section when you need guidance

on what to do at particular steps, and how to
use the relevant basic CI tools.
For each of the Triple A 10 steps:

o A “Quick View” is provided to outline the
activities and outputs.
o The “Introduction” highlights the context
and objectives of the step.
o Details of the activities, with examples, are
provided.
 CI Resources includes various references,

forms, and templates needed in your project.
Tools are shortlisted in the Toolbox section. The

table can help you identify which tools to use
for a particular step.
Instructions are provided on how to use specific tools, with

illustrative examples.
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The CD included in this toolkit contains soft copies of the forms and
templates.
This guidebook is a companion to the CI Policies and Procedures Guide,

which describes the system for continuous improvement. Reference to the
CI Policies and Procedures Guide is provided throughout this guidebook,
as needed.
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2.0 THE CI MODEL FOR SCHOOLS
The CI Organizational Structure
The CI organization at the school is led by the School Head who works
hand-in-hand with the School Governing Council (SGC). The school may
have several CI Teams each working on an improvement project. In-
school training on CI tools and techniques is provided by School CI
Trainers. Guidance on the application of these tools and techniques is
provided by School CI Facilitators.
The School Head:

 Plans the CI Program
(CIP)
 Forms the CI Teams
and provides the
needed direction
 Ensures that the CIP
has the needed
resources and
support
 Monitors and reviews
the status of the CIP
The School CI Facilitator:

 Acts as CI Resource Person at the school level
 Performs CI monitoring and evaluation
 Communicates and markets CIP to the entire school and external
stakeholders
 Serves as Process Observer and Analyst
The School CI Trainer:

 Develops school-specific training materials to support the CIP in
collaboration with the School CI Facilitator and CI Teams
 Conducts school-level CI trainings
 Monitors and evaluates the effectiveness of CI trainings conducted,
and initiates the needed improvements
 Maintains and continually updates the school’s library of CI training
materials
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The CI Team Leader:

 Plans and manages improvement projects
 Ensures the quality of project outputs
 Reviews project status, outputs, and outcomes; adjusts the plans as
needed
The CI Team:
 Undertakes improvement projects
 Reports on project status, outputs, and outcomes
 Prepares and maintains project documentation and records
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The national CI Programme is managed at the Central Office by the

School Effectiveness Division and is supported by the Regional and
Division Offices nationwide. NEAP ensures that CI training is consistent and
aligned using a standardized set of training modules. The Regional and
Division Offices ensure that the CI system is effectively implemented at the
schools by providing the needed training and technical support.
The Central Office:

 Provides an enabling policy environment for the effective execution
of the CIP
 Develops the CI training curriculum
 Undertakes program review and impact evaluation
 Facilitates the provision of financial assistance to schools
 Identifies and reviews school processes for standardization and
deploys standardized processes to schools
The Regional Office:

 Implements the CI training curriculum and acts as CIP trainers
 Assures the quality of CI implementation and provides technical
assistance
 Determines the outcomes of the CIP and provides the needed
guidance and direction
The Division Office:

 Acts as CIP coaches
 Identifies strategic improvement opportunities; reviews and
approves priority improvement projects
 Ensures that the CIP are provided with the needed resources and
support
 Monitors and reviews the progress of CI programs at the schools
and provides solutions to implementation issues
 Promotes the sharing of learning and best practices among schools
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School CI Projects
School CI projects are managed under the Undertake Improvement

Projects process.
Projects are primarily identified by the School Head, supported by the

School Governing Council, and approved by the Division Superintendent.
The criteria for project selection Undertake Improvement Projects
are: • Evaluate school performance
Identify priority
improvement project • Recommend an improvement project
• Get Division approval on the project
 Consistency and alignment
with SBM/ SIP Form the CI Team • Identify school personnel who will
undertake the project
 Revolves around the
improvement of an Apply the CI improvement
methodology • Use CI tools
identified school process
 Can be reasonably Monitor and evaluate CI • Review project outputs and outcomes
completed within 3 months program status
 Can be supported by
existing school resources, and does not require capital outlay
 Within the control of the CI Team
 Promotes gender equality and proactively addresses PWD concerns
School personnel may also suggest projects.
CI Teams are formed as projects are identified. Team members may

come from previous teams, or may be newly designated by the School
Head. Team members must have undergone Basic CI training before they
participate in CI projects.
Triple A is the CI methodology for undertaking improvement projects. The

CI Team is expected to systematically apply the CI tools, following the
Triple A 10 steps.
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There are 5 major decision points in a project:

1. Project selection, identifying the priority improvement of the project
to be pursued; approval of the project proposal
2. Assess Stage – Step 4: Identify priority improvement area, approval
of the problem statement
3. Analyze Stage – Step 5: Do root cause analysis, approval of priority,
valid root causes to address
4. Analyze Stage – Step 7: Finalize improvement plan, approval of
recommended solution, and pilot implementation plan
5. Act Stage – Step 9: Roll out solution, approval of updated standards
and the rollout plan
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3.0 PROJECT STAGES
3.1 Stage 1: Assess
3.1.1 Get Organized
Quick View
Activity What You Need Tools to Use Outputs
1. Designing the  Approved  CI Team  Final CI Team
Team Charter Project Charter Charter
Proposal Template
 Initial CI Team  Gantt Chart
Charter
2. Get initial  List of people  Copies of
information on to interview existing
the process regarding the documentatio
process n on the
 List of questions process
to ask
 List of data to
gather
 Documents
such as work
instructions,
procedures,
policies,
circulars, etc.
 Final CI Team
Charter
3. Prepare the  Final CI Team  Data  Data
data Charter Collection Collection
collection Plan Plan
plan Template
4. Set up  Final CI Team  Gantt Chart  Project A3
monitoring Charter Report with
and Gantt Chart
evaluation for  Project folders
the project
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Introduction
An approved Project Proposal from your School Head serves as the
starting point of a project. It puts the project in context and clarifies the
performance area that needs to be improved, the general nature of the
performance concern, and the desired level of improvement.
Based on the Project Proposal, your School Head may have also prepared
an initial Team Charter that identifies the members of the CI Team and
assigns a School CI Facilitator to the project. A School Order may
accompany the Team Charter to formalize the appointment of the team
members and the facilitator.
Your objectives at this step are:

 Get the CI Team organized.
 Clarify and understand the scope of the process being improved.
 Agree on an action plan.
Designing the Team Charter
The CI Team Leader should call a team meeting with the facilitator to
finalize the team charter.
Instructions to the CI Team:
1. Review the Project Proposal and the

initial CI Team Charter.
2. Agree on the assigned team roles.
The basic team roles are defined in the

CI Policies and Procedures Guide 1. This
can be modified to suit the needs of
the project.
3. Based on the Project Proposal, confirm

the process which needs to be improved
1
Policies and Procedures Guide, Sec. 2.1, The CI Organization
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The process selected should contribute directly and significantly to

the performance area being improved.
4. Refine the problem statement if needed.
A problem is a deviation from a desired state or condition at a

given point in time.
5. Refine the objective statement if needed.
Objectives should be specific, measureable, achievable, relevant,

and time bound (SMART).
6. Develop the general project schedule

following the Triple A – 10 Steps.
a. Specify the outputs and
deadlines for each step.
b. Draw the Gantt chart2.
7. Have the final Team Charter approved

by the School Head.
Getting Initial Information on the Process
prepare the process overview. The team member responsible for
documentation should check for and obtain a copy of any existing
documentation on the process being reviewed. Documentation may
include related circulars and orders, policies and guidelines, procedures,
and work instructions.
For proper filing, any process documentation obtained should be turned

over to the CI Team member for Documentation.
2
CI Project Guide
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Preparing the Data Collection Plan

prepare the data collection plan.
Data on the problem may include the following:

 Performance trends within the current school year as well as the
previous two (2) school years
 Comparison of actual versus standard or target performance levels
 Extent of the problem in relation to learner grade levels, gender,
age, or other aspects
 Feedback on the problem or concern from learners and other
stakeholders
Data on the process may include the following:

 Suppliers and their inputs, e.g. number of books from D.O. used for
the remedial reading program
 Process performance, e.g. total process cycle time, cycle time per
process step
 Process outputs, e.g. number of learners who attended the
remedial reading program who can now read
Data on customers and other stakeholders may include the following:

 Number of customers per segment, e.g. number of affected
learners per grade level, or per class in a grade level
 Customer outcomes resulting from the process, e.g. PhilIRI ratings
before and after the remedial reading program was conducted
 Feedback on the process in general, or on specific process
activities, from various stakeholders
Data on suppliers may include the following:

 List of major suppliers and the inputs they provide
 Feedback on supplier performance
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To prepare for data collection:
1. Identify the data needed (problem,

supplier, process, customer).
2. Identify the corresponding sources of
data (e.g. reports, records, and files).
3. Identify the organizational units and
contact persons from whom the data
may be obtained.
4. Identify who among the team will
gather and analyze the data.
5. Prepare the Data Collection Plan.
Setting up Monitoring and Evaluation
Key project monitoring requirements are as follows:

Monitoring Requirement Evidence/ Artifact
Project and related  Project Proposal
activities have proper  Team Charter
approvals
Project activities have  Project Status Report, with the Gantt
been conducted on chart showing the plan vs. the actual
schedule implementation
Project deliverables are  Project A3 Report
complete  Project Status Report
 Project output documents
Project improvement  Project data and analysis
objectives have been
achieved
Project records and files should immediately be set up at the start of the
project. The team member responsible for documentation shall be in
charge of maintaining project records and files.
Project records and files should include the following:

Folder Contents
Project Admin  Copy of the approved Project Proposal
 Copy of the approved Team Charter
 Copy of the current Project Status Report
 School Orders, circulars, and memoranda
Project  All project outputs at each step of the Triple A
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Outputs  Copy of the current Project A3 Report

 Project presentation materials
Project Data  School report cards and other performance
reports
 Process performance monitoring reports
 Results of surveys and other data gathering
activities
 Project pictures and videos
To set up the records and files:

1. Create file folders for the project and label them accordingly.
The Standard folder label format is as follows:
Project Code Folder Title

Year
Project Name
School Name
Example:
106093-14-001 CI Project Admin

2014
Activate and Brighten Up a Child (ABC)
Macabebe Elementary School
The names of electronic files should likewise begin with the project code 3
for easy identification. Example: 106093-14-001 ABC Presentation.pptx
2. File the documents in the appropriate folders and store them in the
designated filing cabinet or storage location.
3
For details on Project Coding, see the CI Policies and Procedures Guide, Sec. 2.3, Undertaking
Improvement Projects, page 2
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At this point of the project, CI Teams have been organized and

members have a vague idea of the problem they will be facing.
Before generating solutions to the problem, however, the team
must first consider the issues that concern their customers.
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3.1.2 Talk with Customers
Quick View
1. Get customer  Team Charter  Data  VOC data
data  List of Collection
customers/ Forms (e.g.
stakeholders check
 Data sheets,
collection customer
plan surveys)
2. Analyze  VOC data  Data Analysis  Data analysis
customer data (e.g. Line charts (as
Chart, Bar applicable)
Chart)  Priority
 Affinity customer
Diagram requirements
(VOC affinity
diagram)
3. Evaluate  Process  Data Analysis  Data analysis
performance performance (e.g. Line charts (as
versus measures chart, Bar applicable)
customer Chart)  Improvement
requirements areas relative
to priority
customer
requirements
 Updated
Project A3
Report
Introduction
The Team Charter identifies the key customer of the process or system, the
beneficiary of the improvement project. There can be external and
internal customers. A school’s primary external customers are its learners
and their parents. Other stakeholders may also be considered as
customers such as the community or private companies looking for high
school graduates to employ. Teachers may be internal customers of a
process that provides instructional materials and supplies, or a process
that provides teacher training and development.
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It is important to understand the customers' needs and expectations, and

his perception of whether the process or system is able to address these.
The customer may also be a source of improvement ideas or suggestions.

 Understanding customer requirements.
 Identifying improvement opportunities based on customer requirements.
Getting Customer Data

The Voice of the Customer (VOC) is a VOCs can mean Needs or Wants
qualitative statement or phrase that uses
the customer’s language in verbalizing Needs
• These are what
Wants
• This is a preference of a
their needs and wants. It is important to customers expect to
receive from a concept or
customer on how to
receive a concept or
determine these needs and wants from service service
the customer’s point of view rather than We need both

from the CI Team’s assumptions. Make sure to
address the Needs
Wants and Needs
to create balance
first before Wants! on what and how!
To obtain data on customer needs and 3-9
wants:
1. Select a representative subset of the target customers from which
you will obtain VOC data.
Customers are indicated on the Team Charter. You may have a

large customer base. As an example, your customer base may
include all Grade 3 learners. You may need to narrow this down to
a specific Grade 3 section, or select representative learners from
each Grade 3 section. To narrow down your customer base,
consider the following alternatives:
 Analyze the initial data on the problem (from Step 1), and
identify the customer subset that contributes the most or is
most affected by the problem.
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 Identify a representative sample (e.g. 5%) of the customer

base. For learners, this can be spread out across grade levels,
or across sections of a grade level.
2. Select an appropriate method for gathering VOC data.
Methods for gathering VOC data include the following:
Mode Method Remarks
Interview One-on-one Ideal for understanding

complex matters, personal
issues, emotionally
charged topics, or a
decision-making process
Pair (Dyad), Triad Conducted when a one-

on-one setting is too
intimidating for the
respondent.
This is usually conducted

among kids and
teenagers, with their
barkada / friends.
Focus Group Discussion Ideal for brainstorming

(FGD) and exploring broad
concepts and directions
Observation Home visits Conducted to verify

Classroom visits actual environment and
Play area visits behaviors, or to
understand the relative
ease or difficulty in
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performing activities
Survey Survey Questionnaire Conducted to quantify

and verify customer
needs and wants
3. Prepare for data gathering

a. Identify and select the target customers who will be
interviewed, observed or surveyed. Prepare the list of target
customers.
b. Set the schedule and venue for the activity.
c. Inform the target customers of the schedule, venue, and
objective of the activity.
d. Prepare the data gathering forms.
4. Gather the needed data

a. Conduct the interview, observation, or survey.
b. Collate completed data gathering forms.
Analyzing Customer Data

Data obtained from interviews, observations and/ or surveys may need to
be organized in a meaningful way to identify common themes or
patterns.
 The Affinity Diagram 4 may help sort through language data or
statements from customers.
 The Pareto Diagram 5 may help identify top contributors to the
problem, or the most important needs and wants of customers.
 The Why-Why Diagram 6 may help determine causal relationships
and isolate problem causes from their symptoms.
4
Tools 4.2.3
5
Tools 4.2.8
6
Tools 4.2.7
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Evaluating Performance versus Customer Requirements

Once VOC data has been properly analyzed, the process performance
can be evaluated from the customers’ perspective.
 The overall process performance can be evaluated against the
customer’s overall satisfaction level.
 The quality of process outputs can be compared against customer
requirements for these outputs.
 Comments and suggestions from customers can provide
improvement insights and opportunities.
Example: Enrollment
Parents What the Parents Process What the Parents

Satisfaction Say Performance/ Suggest
Rating
(Language Data) Output Quality
Fair  Enrollment Enrollment takes Have more

takes too long an average of 3 teachers at the
 I wish hours, or 2 hours enrollment
enrollment will
longer than tables.
be faster
standard
 The lines are
too long
 The 80% of enrollment Simplify the
enrollment forms are not enrollment form.
form is so properly filled up,
complicated
in particular
 The
Sections E, J, L,
enrollment
form is too and M.
long
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After thoroughly understanding the customers' needs, we can now

proceed to flesh out the process that best serves their interests.
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3.1.3 Walk the Process
Quick View
1. Prepare a  Priority  SIPOC  Process SIPOC
macro customer Chart
perspective requirements
process
description
2. Define the key  Process SIPOC  Activity  Process
process steps Chart Flowchart Activity Chart

3. Gather data  Process  Data  Process

on process Activity Chart Collection performance
performance  Key Forms data
performance  Updated
measures at Project A3
selected steps Report
Introduction
A process is a set of inter-related activities that transform inputs into
outputs. Effective and efficient processes are characterized by the
following:
 Having clearly defined objectives that respond to customer needs
 Consisting of value adding activities
 Run by people who are competent and skilled in what they do
 Uses quality resources, facilities, and equipment
 Properly monitored and controlled
A clear understanding of the process helps identify the causes of

performance gaps.

 Understand the process and how this influences process performance.
 Identify specific steps of the process that contribute to the problem.
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Preparing the Process Description

An understanding of the nature of the process begins with a high-level
process description. The SIPOC chart provides a convenient way to
summarize the highlights of the process.
The CI Team prepares the process description.
1. Identify the key suppliers of the process

and the inputs that they provide
2. Identify the key process steps and their

sequence. Identify the key
performance measures, if any, at each
activity or step
3. Identify the key process outputs and

their respective customers
4. Identify the key performance measures for each step, as applicable
5. Prepare the SIPOC chart for

the current state of the
process7
7
Toolbox 4.2.4
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Defining Key Process Steps

Process mapping is the technique of using flowcharts
to illustrate the flow of a process, from the most
macro perspective to the level of detail required to
identify opportunities for improvement. Starting with
the SIPOC, each step has to be mapped to clarify
key activities and provide information as to where
issues might be occurring.
The CI Team maps the process for each step:
1. Brainstorm on the key activities.
2. Arrange key activities in sequence.
3. Check for missing activities or 1 2

Adviser Check
decision points.
Start
Prepare Forms 1 and attendance :
2 Form 1
5 4
3
4. Number each activity.
PTD during Parents Inform
Yes Identify
Card Arrive? Parents
SARDO
Giving (Verbal)
No
5. Prepare the Activity Flowchart8. End

6
Drop End
Or
Home Visit
After the activity flowcharts have been prepared, the CI Team should
“walk the process” to verify the accuracy and completeness of the
flowcharts, and to obtain additional insights on improvement
opportunities. This can be done by interviewing personnel involved in the
activities, or by observing the process in action.
8
Tools 4.2.5
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Gathering Data on Process Performance

Data on process performance may be obtained from existing process
monitoring records and reports. Monitoring points are usually identified in
the process maps or flowcharts.
Additional performance data may be obtained by
 Introducing supplemental monitoring forms
 Observing process activities and recording activity times and
incidents
Where possible, sufficient data (e.g. 3 months) should be obtained to

clarify isolated incidents and show trends.
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3.1.4 Identify Priority Improvement Area
Quick View

1. Situate the  Data Analysis  Pareto  Storm Clouds
storm clouds Charts Chart on Process
 Process SIPOC Chart
SIPOC Chart and Activity
 Process Flowcharts
Activity
Flowcharts
 Problem
Statement
(from CI
Team
Charter)
2. Gather data  Storm Clouds  Data  Validated
on Process Collection storm clouds
SIPOC Chart forms (e.g.
and Activity check
Flowcharts sheets)
3. Analyze  Process  Data  Data Analysis

process SIPOC Chart Analysis Charts (as
performance  Process appropriate)
Activity  Priority
Charts Improvemen
 Process t Areas
performance
data
4. Define the  Priority  Focused
problem Improvement Problem
Areas Statement
 Updated
Project A3
Report
showing the
Process
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SIPOC with
storm clouds
and focused
problem
statement
Introduction
Process performance analysis provides insights on how specific steps or
activities contribute to the problem. This allows the prioritization of
improvement areas and helps the CI Team focus on addressing the
activities with the largest contributions.
It is said that “A problem correctly stated is a problem already half

solved.” By clarifying the critical process-level issues or storm clouds, a
more focused problem statement can be formulated, making it easier to
take corrective action.

 Clarifying critical process-level issues or storm clouds.
 Developing the focused problem statement.
Situating the Storm Clouds

Storm clouds are critical process issues related to the problem. Situating
them in the current process can help locate the specific steps or activities
that contribute most to the problem. Storm clouds should be:
 Relevant to the background of the project
 Specific
 Observable
 Measurable
Issue Issue Issue
1 2 4
To identify the storm clouds, one must:
1. Review the process maps relative
to the background of the project
(from Step 1) and the results of the Issue
VOC (from Step 2). Issue 5
3
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2. Brainstorm and identify critical issues at each process step or

activity.
3. Draw a storm cloud for each identified critical issue.
Gathering Data
After storm clouds are identified, data need to be gathered to verify the
issues and determine their extent.
Data may be continuous or discrete. Continuous data is
measured and can always be expressed in a smaller
unit of measurement (e.g., months, weeks, days, hours,
or minutes). Discrete data, on the other hand, is
counted (e.g. percentages, counts, attributes, and
ordinals).
To gather data:
1. Identify the type of data you need.
Define the data you need to collect and its type. This will guide you
in terms of how you can present it later.
Data Collection Plan Project:

2. Define the sampling What questions do you want to answer?
scheme. Data Operational Definition and Procedures

What Measure type/ How measured Related conditions Sampling notes How/where recorded
Data type to record2 (attach form)
Sampling means collecting

only some of the data.
Statistical methods allow us
How will you insure consistency and stability? What is your plan for starting data collection? (attach details if
to make sound conclusions necessary)
about a process even from

How will the data be displayed? (Sketch below)
a relatively small sample. This
is called “statistical
inference.”
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3. Prepare a Data Collection Plan.
An operational definition describes exactly how one should go

about collecting and recording the data.
4. Prepare data collection forms if needed.
Data may be available from existing records and reports. Indicate

the name of the record, or report the “How/ Where recorded”
portion of the data collection plan.
Otherwise, if data needs to be collected specially for the project,

one of the following data collection forms may be helpful:
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5. Collect data
• Sample systematically or from subgroups (not randomly) across
time.
• Record the time order or the time of day the behavior was
observed to represent the process behavior better.
• Try to sample from enough time periods to fairly represent the
sources of variation in the process.
• Apply a consistent interval between samples (e.g. every 10th
unit, every 7th unit, every day, every month, etc.).
• Collect small samples more frequently so that the process trend
is captured
Analyzing Process Performance

Data gathered on process performance should be analyzed in order to:
 Separate what we think from what is really happening; validate
storm clouds.
 Confirm or disprove preconceived ideas and theories.
 Create a baseline of performance.
 Be able to see the pattern of the problem over time.
 Measure the impact of subsequent changes on a process (provide
a baseline).
 Identify and understand relationships that might help explain
variation.
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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 problem to be tackled.
 Line Graph - A graph used to detect
trends, shifts, and cycles in the
process.
 Histogram - A frequency plot that

shows the shape or distribution of
the data by showing how often
different values occur.
 Pareto Chart - A frequency

distribution (or histogram) of
attribute data arranged by
category.
 Scatter Plot - A diagram that graphs Y
pairs of numerical data (e.g. the

number of learner absences versus
the their grades) to observe the
relationship between the variables.
X
Based on the analysis, priority improvement areas can be identified.
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Defining the Problem

A problem is a deviation from a desired state at a particular point in time.
A focused problem statement only pertains to a specific component or
aspect of the process.
How to make the problem statement clearer and more focused is
illustrated below:
The canteen service is poor.
Broad or Somewhat Narrow
vague focused focus
What: Poor service
The cashier service of the

Broad or Somewhat Narrow
canteen is taking too long.
vague focused focus
What: Poor Service
What type of service: Cashier service
What about the service: It is too long.
Monitoring last Jan. 2014 showed Somewhat Narrow

Broad or
that the cashier service of the focused focus
vague
canteen during class recess
during Mondays takes 30 minutes What: Poor Service
to finish, versus the standard of What type of service: Cashier service
15 minutes. 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
With the problem statement finalized, storm clouds recognized, and

priority improvement areas identified, it is important to ensure that our
efforts to correct the problem address its root causes. By addressing the
root causes of the problem, we can avoid its recurrence.
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3.2 Stage 2: Analyze
3.2.1 Do Root Cause Analysis
Quick View
1. Brainstorm on  Data  Fishbone  Possible root
possible Analysis Diagram or causes
causes Charts  Why-why 
 Critical sub- Diagram
process or
activity
2. Validate the  Possible root  Validation  Valid root
possible root causes Table causes
causes
3. Prioritize the  Valid root  Decision  Priority valid
valid root causes Matrix root causes
causes
Introduction
To address the focused problem statement, the root cause of the problem
needs to be identified. Only after which can appropriate and relevant
solutions be developed. It is essential that solutions address the root cause
of a problem to prevent the problem from recurring.
Your objective at this step is to identify the priority root causes of the problem.
Brainstorming on Possible Root Causes

The root cause is the deepest underlying cause of problematic symptoms
within any process.
Causes may be classified as follows:
 Direct Cause- a cause that directly results in an occurrence.
Example: Absenteeism  Low Grade Contributing Cause: a cause
that indirectly results in an occurrence but by itself did not cause the
occurrence. Example: Body Mass Index (BMI) Student Grades
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 Root Cause- a cause that, if corrected, would prevent a particular

recurrence and other similar occurrences. Example: Use of
unfamiliar words in Math problems (e.g. combine) Low Student
Test Score
Root causes may be identified through cause-and-effect analysis:

1. State the problem (from Problem Problem Problem Problem Problem Problem Problem Problem Problem Problem Problem Problem Problem Etc.
Step 4).
A B C D E F G H I J K L M
Local focus
“Ask the question on causes
‘Why’ five times”
2. Brainstorm on possible 1. Why did X happen? Why?
Wider focus
Because of W.
causes9.
on causes
2. Why did W happen? Why?

Because of V. Wider focus
on causes
3. Why did V happen?

Why?
Exhaust all possible

Because of U. Wider focus
on causes
causes, drilling down per

4. Why did U happen?
Because of T. Why?
Wider focus
sub-cause by asking
on causes
5. Why did T happen?
Because of S.
“Why?
Why?
Wider focus
on causes
Teachers are
not concerned Teachers are
allowed to
with the timely
distribution of submit beyond
the deadline.
grades
3. Draw the cause-and-
Grades are
effect diagram and distributed to The grades
To check for
the students have to be
arrange related causes beyond the 7 approved by the
computation
errors.
Vice Principal
together10. days policy
The recording and

computation of
grades are done
manually
9
Tools 4.2.2
10
Tools 4.2.7, 4.2.15
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Use the Fishbone Diagram to highlight categories of causes.
Encircle the root causes

at the end of each Feedback not Involvement in household chores
causal chain. Procedures given to Forgetfulness

students Unable to
Delays in review People Absenteeism
lesson topics Unprepared to teach
Assessment
Teaching Students Teacher
Review
Summarize or list down Inconsistent methods Limited Absenteeism
Grade 3 NAT
Scores for SY
Time 2013 were at
the possible root causes. Insufficient 45%, lower
Blackboard copies Curriculum than National
Ave. of 65%
Computers Books
Dirty
Exams Inappropriate
Projector content
Insufficient No.
Outdated software
Outdated
Insufficient No. Sharing
Preventive
maintenance
Equipment Materials of exam
papers
Validating Root Causes

From the brainstorming, we may realize that not all root causes may be
real and within the control of the CI Team. Data needs to be obtained on
the occurrence of the root causes.
To validate the possible root causes:
1. Plan for data
collection.
2. Obtain data for
each possible root
cause.
3. Evaluate the data to
determine if the
cause is real or not,
as well as the level of
its contribution to the
problem.
4. Assess the root cause
for controllability.
5. Summarize or list down the valid and controllable root causes.
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Prioritizing the Valid Root Causes

There may be constraints in addressing the valid root causes, such as:
 Limited financial and other resources
 Limited time to develop and implement solutions
 Some causes may be beyond the control of the CI Team
Valid controllable root causes that contribute the most to the problem
should be prioritized. Using the Pareto analysis 11 may help.
Valid causes beyond the control of the CI Team should be noted and
communicated to the School Head and/ or School CI Facilitator for
possible action by other CI Teams.
Root Cause analysis drills down to the very heart of the problem. Now that
we have identified the main cause of the problem, we can develop
appropriate solutions.
11
Tools 4.2.8
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3.2.2 Develop Solutions
Quick View

1. Set  Problem  Objective
improvement Statement Statement
objective  Prioritized
valid root
causes
2. Subject root  Objective  Brainstorming  Potential
causes to Statement improvemen
critical  Data ts
analysis Analysis
Charts
 Critical sub-
process or
activity
flowchart
3. Generate  Objective  Brainstorming  Alternative
alternative Statement  Cost-Benefit solutions
solutions  Potential Analysis
improvemen  Force field
ts Analysis
4. Select the  Objective  Decision  Best solution
best solution Statement Matrix
 Alternative
solutions
 Solution
selection
criteria
5. Develop the  Best solution  Process  Future
future process Mapping process
maps maps
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Introduction
A systematic approach to developing solutions is needed to effectively

address the priority valid root causes. Solutions need not be complex or
resource intensive. The simpler the solution, the better. However, the
chosen solution should be properly planned so that it can be effectively
implemented.
Your objective at this step is to find the best solution and prepare to
implement it.
Setting Improvement Objectives

An improvement objective should be set before solutions are generated.
The improvement objective proceeds from the focused problem
statement.
An improvement objective Focused Problem Statement:

should be SMART: Monitoring last Jan. 2014 showed that the
 S-pecific cashier service of the canteen during class recess
 M-easurable on Mondays takes 30 minutes to finish compared
 A-chievable to the standard of 15 minutes.
 R-elevant
Objective Statement:
 T-ime-bound Reduce the cashier service time at the canteen
during class recess from 30 minutes to a
maximum of 15 minutes by June 2014.
Relative to improvement objectives, solution selection criteria should also

be defined. This should be done before solutions are generated so as not
to bias the criteria towards certain solutions. Selection criteria may include
the following:
 Result impact of the problem
 Ease of implementation
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 Time required to implement

 Cost of implementation
 Probability of success
Subjecting Root Causes to Critical Analysis

Root causes can be subjected to critical analysis to identify opportunities
for improvement. This involves reviewing the identified critical process step
or activity (from Step 3) and evaluating the following:
Knowing Ask
THAT it’s WHY is it done at all? What else could be done to
done accomplish the same result?
WHERE it is WHY is it done THERE? Where else could it be done?
done
WHEN it is WHY is it done THEN? At what other time could it be done?
done
WHO does it WHY does THIS PERSON do it? Who else could do it?
HOW it is WHY is it done THIS WAY? In what other way could it be
done done?
Generating Alternative Solutions

Ideas for simple solutions can be generated by brainstorming (See Tools
4.2.2) and developed through a variety of methods, including:
 Process Simplification - An activity that involves breaking down the
process into smaller tasks and classifying each task on whether it is
necessary or wasteful.
The objective is to eliminate wasteful or non-value adding activities.

These may be identified by using the Opportunity Flowchart.
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 Visual Management – using visual displays to communicate what is

happening, what to do next, how to do it, and how well the work
was done.
To be effective, visuals must be:
• Open, Honest, and Relevant

• Clear and Simple
• Displayed Close to the Area
Concerned
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 Good Housekeeping (5S)

5S provides ways to remove all unnecessary and unimportant
materials, prevent the accumulation of unnecessary and
unimportant materials, organize needed and important materials,
and minimize search and wasted time.
5S involves the following:
Step 1 SEIRI (SORT)  Segregate necessary items from

unnecessary items
Segregate and Eliminate  Dispose all unnecessary items.
Step 2 SEITON (SET IN  Arrange the remaining items so that

ORDER) anybody can quickly find them.
 Standardize the locations so that
Arrange and Identify anybody can easily locate and
access the items.
Step 3 SEISO (SHINE)  Create a spotless workplace by

keeping it swept and clean.
Daily Cleanup Process  Ensure that equipment and work
place are clean.
Step 4 SEIKETSU  Standardize cleanup activities so

(STANDARDIZE) that these actions are specific and
easy to perform.
Constant Adherence to  Create a system to maintain an
the First Three Steps & orderly and safe work environment.
Safety  Ensure compliance to procedures by
conducting regular daily exercises.
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Step 5 SHITSUKI (SUSTAIN)  Promote adherence to maintaining

a high performance, high quality,
and safe work environment.
Motivate to Achieve  Use visual performance
Habitual Compliance measurement tools.
 Make a habit of maintaining
established procedures and ensuring
that these are followed.
 Create discipline to maintain
cleanliness and find ways to
enhance/ improve the process.
 Mistake Proofing (Poka Yoke)

Poka Yoke means “error proofing” or putting
something in a product, process, or procedure that
physically or procedurally prevents a person from
doing anything incorrectly.
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Selecting the Best Alternative Solution

Alternative solutions can be evaluated using the selection criteria defined
earlier, to identify the best alternative solution.
The Decision Matrix (See Tools 4.2.9) can be used to evaluate the solutions,
as illustrated below.
Objective: Reduce the cashier service time at the canteen during class
recess from 30 minutes to a maximum of 15 minutes by Mar. 2014.
Solution Cost (5) Result Impact Probability Total
(15) (10)
1. Train cashier Low High High 135
(1 X 10 = 10) (5 X 15 = 75) (5 X 10 = 50)
2. Purchase a High Medium Medium 125

new Point of
(5 X 10 = 50) (3 X 15 = 45) (3 X 10 = 30)
Sale cash
register
3. Open Medium Medium Medium 105

additional
(3 X 10 = 30) (3 x 15 = 45) (3 X 10 = 30)
payment lines
The solution with the highest total score is chosen.
Developing the Future Process Maps

It is important to be able to visualize
the future state of the process once
the selected solution is implemented.
This would mean reviewing the
process maps and redrawing them
as needed to reflect the
improvements.
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3.2.3 Finalize Improvement Plan
Quick View
1. Identify  Objective  How-How  Detailed
implementation Statement Diagram implementation
activities and  Best alternative activities and
requirements solution requirements
2. Prepare the  Objective  Gantt  Solution
implementation Statement Chart implementation
schedule and  Detailed schedule and
budget implementation budget
activities and  Communication
requirements plan
 Stakeholder
support
requirements
 Communication
requirements
3. Conduct  Objective  Potential  Preventive
potential Statement Problem actions
problem analysis  Best alternative Analysis
solution Matrix
 Solution
implementation
schedule and
budget
 Communication
plan
Introduction
A comprehensive plan can help ensure the successful implementation of
the selected solution and the achievement of the improvement
objectives. The plan should consider potential problems which may be
encountered during implementation. It should also consider the needed
support from various stakeholders.
The plan should include the following key components:

 Tasks and timelines
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 Budgets and resources

 Monitoring and evaluation
Your objective at this step is to ensure that the needed preparations are
made to implement the selected solution.
Identifying Implementation Activities and Requirements

Key implementation activities and resource requirements need to be
identified.
Tree diagrams such as the How-How

Diagram12 can help break down major
implementation activities and ensure that
no key activities are overlooked.
1. Write the selected solution at the

start of the tree.
2. Ask HOW the solution can be

implemented. Answers can be
categorized into requirements for
man, method, machine, and
materials.
3. For each answer, repeatedly ask HOW to identify sub-activities and

supporting details.
12
Tools 4.2.10
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Preparing the Implementation Schedule and Budget

Project budgets and regular, defined cost management processes are
essential to the healthy financial performance of projects. Budget and
cost management involve the following:
 Cost Estimating – developing an
approximation of the costs of the
resources needed to complete
implementation activities
 Cost Budgeting – aggregating the
estimated costs of individual activities or
work packages to establish a cost
baseline
 Cost Control – influencing the factors that
create cost variances and controlling
changes to the project budget
Resource plans define the roles, responsibilities, and organizational

structure for the implementation of the solution.
1. Assess and document the skills and effort requirements to complete
the implementation of the solution.
2. Use the skills and effort requirements to develop the plan for
allocating resources to the implementation plan activities.
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The Gantt Chart13 can help document the implementation plan, as shown
below.
Selected Solution: Train Cashier
Activity Output Resources/ Budget Schedul Q1 Q2 Q3 Q4
Resp. e
1. Prepare Guidelines CI Team/ Mar 2014
supporting on CI
policies Cashiering Facilitator/
School
Head
2. Prepare Cashiering CI Trainer Apr 2014
training Module
materials
3. Conduct Training run CI Trainer May
training 2014
4. Monitor Performan CI Team June
cashier ce report Leader 2014
performanc
e
5. Review the Revised CI Team/ June
solution Guidelines CI 2014
on Facilitator/
Cashiering School
Head
13
Tools 4.2.11
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Conducting Potential Problem Analysis

It is advisable to anticipate and prepare for potential problems which
may be encountered in the course of implementing the selected solution.
This may be done through risk management, which includes the following:
Risk Identification  Identify potential problems of your solutions
Risk Assessment  Assess the likelihood or probability of
occurrence of the identified risks
 Assess the consequence, impact, or severity of
the risk event even if it has not occurred
 Establish a risk score and ranking
Risk Response Strategy  Determine the best strategy to implement for
each risk
Risk Response Planning  Develop an action plan or contingency plan
for each risk event
 Assign each risk to a person responsible for
tracking and managing the risk
 Initiate an immediate action plan for high
priority risks
Risk assessment may be done as illustrated below:

Risk Item Risk Score
Risk Type
Issue: 4th Year students are failing Impact
math
Prob Impact Total Lo Hi
Concern: Students are not interested
Consequence: Lost opportunity for 3 5 15 1 3 5
student to graduate
Hi 5 5 15 25
Probability
Issue: Absenteeism from 3 3 9 15

faculty
Concern: Missed classes by Prob Impact Total Lo 1 1 3 5
students 5 5 25
Consequence: Incomplete
lessons with students
R Show Stopper
For Each Risk: O Significant Risk
1. Rate Probability Of Occurrence Y Fix Before Production

2. Rate Severity Of Impact
G Proceed With Caution
3. Categorize Risk Types
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Action plans for mitigating measures can be developed for the items with
significant risks.
Risk Item Risk Score Plan
Issue: 4th Year students are failing

math Action: Introduce practical examples
Concern: Students are not interested
Prob Impact Total Measure: Weekly exams
Consequence: Lost opportunity for 3 5 15 Owner-Date: Joe - 2/15
student to graduate Residual Risk: 5
Issue: Absenteeism from

Action: Review teaching schedule and
faculty
assignment
Concern: Missed classes by Prob Impact Total
Measure: Attendance
students 5 5 25
Owner-Date: Barbara - 12/15
Consequence: Incomplete
Residual Risk: 5
lessons with students
30
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3.3 Stage 3: Act
3.3.1 Pilot Your Solution
Quick View
1. Implement the  Solution
improvements implementation
schedule and
budget
 Communication
plan
2. Monitor and  Solution  Data analysis  Process
evaluate implementation charts (as performance
process schedule and applicable) report
performance budget (comparison to
 Communication baseline)
plan
3. Monitor and  Objective  Gantt Chart  Project status
evaluate Statement report
progress  Solution  Budget
against the implementation variance
implementation schedule and report
plan budget
 Communication
plan
4. Fine-tune the  Objective  Potential  Updated
solution Statement Problem solution design
 Best alternative Analysis Matrix (for rollout)
solution  Rollout
 Solution implementatio
implementation n schedule
schedule and and budget
budget  Rollout
 Process communicatio
performance n plan
report  Preventive
(comparison to actions (for
baseline) rollout)
 Project status
report
 Budget variance
report
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Introduction
It is generally advisable to test the selected solution through a pilot. The
results of the test can be compared to the previous process performance,
and the solution can be further fine-tuned. After a successful pilot,
change management plans can be created in preparation for the
school-wide deployment of the verified solution.
Your objective at this step is to determine the implementability and effectiveness of the
selected solution.
Implementing the Solution on Pilot

It may be necessary to test the solution on pilot when:
 You need to confirm the expected results and practicality of the solution
 You want to reduce the risk of failure
 The scope of the change is large and reversing the change would be
difficult
 Implementing the change will be costly
 Changes would have far-reaching, unforeseen consequences
Testing the solution should follow the implementation plan prepared

earlier (in Step 7). The following are some reminders when doing the pilot:
 Determine where to test, e.g. what school area or grade level, and ensure
that the selected area will provide adequate demonstration of the
solution’s effectiveness
 Ensure that the full range of process conditions is tested
 Ensure that the process is properly measured and monitored
 Minimize disruptive impacts on the school schedule or student learnings
while ensuring the validity of the testing
 Evaluate the results of the test as an input to refining the solution
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Monitoring and Evaluating Process Performance

In evaluating process performance results from the pilot:
1. Gather data and monitor
performance results similar to the way
data was obtained for the current
process state (in Step 3). Obtain
feedback from customers and other
stakeholders
2. Compare results between the Future

(pilot) and Current State
3. Recalculate histogram, Pareto, line

chart, and other analysis charts
4. Analyze causal relationships and process conditions
Monitoring and Evaluating Progress against Implementation

Plans
The initial implementation plan (from Step 7) can be modified to include
the actual status, and updated as the pilot progresses.
Selected Solution: Train Cashier
Activity Output Resources/ Budget/ Sched/ Q1 Q2 Q3 Q
Resp. Actual Actual 4
1. Prepare Guidelines CI Team/ Mar
supporting on CI 2014
policies Cashiering Facilitator/ Apr
School 2014
Head
2. Prepare Cashiering CI Trainer Apr
training Module 2014
materials May
2014
3. Conduct Training run CI Trainer May
training 2014
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4. Monitor cashier Performan CI Team June

performance ce report Leader 2014
5. Review the Revised CI Team/ June

solution Guidelines CI 2014
on Facilitator/
Cashiering School
Head
A cost-benefit analysis may also be done, considering the following:

 Non-recurring costs - a cost that is involved in the set up for the purpose of
deploying the solution
o Implementation Costs
o Training Costs
o Facility Costs
o Meeting Costs
 Recurring costs - costs that are repeatedly incurred
o Material/ Supplies Costs
o Maintenance Costs
Fine-tuning the Solution

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
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3.3.2 Roll Out Solution
Quick View
1. Standardize  Objective  Activity  Updated

the solution Statements flowchart solution design
 Best solution  Potential for rollout
 Rollout Problem  Updated
implementation Analysis process
schedule and Matrix documentation
budget (including
 Rollout policies,
communication guidelines, and
plan performance
 Process standards)
performance  Standardization
report schedule and
(comparison to budget
baseline)  Standardization
 Project status communication
report plan
 Budget  Preventive
variance report actions for
standardization
2. Rollout the  Rollout  Implemented

improved implementation improvements
process schedule and
budget
 Rollout
communication
plan
3. Monitor and  Rollout  Data  Process
evaluate implementation analysis performance
process schedule and charts (as report
performance budget applicable) (comparison to
 Rollout
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communication baseline)
plan
4. Monitor and  Objective  Gantt Chart  Project status
evaluate Statements report
progress  Rollout  Budget variance
against the implementation report
rollout plan schedule and
budget
 Rollout
communication
plan
Introduction
After a successful pilot test, the CI Team's solution can be standardized
and rolled-out to the rest of the school, as applicable. It is essential that
the solution be standardized to ensure consistent implementation.
Acceptance and support from concerned stakeholders need to be
established so that they can become fully engaged in the improved
process.
Your objective at this step is to ensure the full and effective deployment of the
improved process.
Standardizing the Solution

Standardization is about making sure that important elements of a process
are performed consistently in the best possible way.
• Changes are made only when data shows that a new alternative is
better.
• Documentation is key.
In order to standardize the process, the following need to be done:

1. Document the work context of the process.
2. Collect documents that are present in the process.
3. Compare the documented process with the actual process.
4. Reconcile the actual practice with the documented process and
update the process maps accordingly. Review and revise process
performance standards as needed.
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5. Plan to use the documented standard process.

6. Use the standard process
7. Check on the use of the standard procedure.
Rolling out the Improved Process

The process rollout requires the preparation of a rollout plan, similar to the
pilot.
In addition to standardizing the process, the rollout needs to consider the
following:
 The readiness of school personnel to run the improved process
 The acceptance and support of customers and other stakeholders
The readiness of school personnel needs to be evaluated. Training and

other interventions can then be provided as part of the rollout plan before
the standardized process is implemented.
Everyone involved in implementing the new process needs to be trained.
Some considerations for training personnel are:
 Training should focus on the most critical aspects of the job.
 Explain the reasons behind the process changes to reassure
people's worries.
 Up-front training can be combined with performance support.
 Not everyone can learn everything at once; job aids may be
needed.
 Remember that most learning will occur on the job.
A Stakeholder analysis may identify

the concerned stakeholders' level of
commitment. Corresponding actions
may be taken to raise their level of
support and engagement.
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Monitoring and Evaluation

The revised performance measures and standard should be integrated
into the school's monitoring and evaluation system. This will ensure that
performance is properly reviewed and new opportunities for improvement
will continue to be identified as needed.
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3.3.3 Check Your Progress
Quick View

1. Monitor and  Process  Data analysis  Process
evaluate performance charts (as performance
process measures applicable) report
performance and
(regular standards
process
monitoring)
2. Monitor and  Process  Process
evaluate documentati compliance
process on, including report (checked
compliance policies and against process
guidelines documentation)
3. Assess  Objective  Data analysis  Project
achievement Statement charts (as assessment
of project applicable) report
objectives
4. Close the  Process  Closure of
project performance project report
report
 Process
compliance
report
 Project
assessment
report
Introduction
The Rollout institutionalizes the improvements made on the process. It is
important to continue to monitor the process in order to see that
improvements are consistently implemented, and that the process
continues to be effective.
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The improvements implemented may not have addressed all the relevant
root causes, given the school’s resources and priorities. It is important to
review the priority valid root causes (from Step 5), which may not have
been addressed.
Your objective at this step is to ensure that the process continues to be

reviewed and further improved.
Monitoring and Evaluation

The performance of the process should continuously be monitored after
the rollout to ensure that the process remains effective and that the
improved performance (outputs) is sustained. Outcomes from the
improvements, such as improved learner and school performance, may
also be realized only after the improvements have been implemented for
some time. Lastly, the impact of the process on other school processes
may be evaluated.
Process Assessment
The process may be subjected to audit to determine its level of
compliance to the documented procedures, policies, and guidelines.
Audit results may be linked to trends in the process performance. Audits
may also identify other process areas in need of further improvement.
Closing the Project

The project may be closed after monitoring and evaluation has
determined that the process improvements have been effectively
implemented and institutionalized. In closing the project, it is important to
consider the following:
 Recognize the considerable effort extended by the CI Team in
undertaking the project
 Capture the learnings from the project so that these can be shared
with other CI Teams and serve as a positive influence in undertaking
future projects.
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4.0 CI RESOURCES
4.1 Project Forms
4.1.1 Data Collection Form
Data Collection Plan Project:

What questions do you want to answer?
Data Operational Definition and Procedures

What Measure type/ How measured Related conditions Sampling notes How/where recorded
Data type to record2 (attach form)
How will you insure consistency and stability? What is your plan for starting data collection? (attach details if
necessary)
How will the data be displayed? (Sketch below)
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4.1.2 A3 Project Template
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4.2 Other Resources
4.2.1 Effective Meetings
Introduction
Meetings are an important part of CI, and serve as the main venue for
identifying improvement opportunities,
generating improvement ideas, and Decision
assessing the effectiveness of Informa on
Making
improvement initiatives.
• Advise • Goal Se ng
Meetings are primarily called to
convey information to the meeting
• Update • Problem
participants, and/or to come to some • Sell Solving
decisions.
Key differences between these 2 meeting categories are shown below:
A formal meeting has the following key elements
 The meeting is planned
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o Meeting objectives are set

o There is a planned agenda
o The meeting is scheduled in advance
o Participants are invited in advance
o Value is pre-determined
 The meeting proceedings are managed
o Meeting leader is assigned
o There is a meeting format
 Participants come prepared
Effective meetings:
 Achieve their objectives
 Meet the needs of the participants
 Uses the minimum amount of time
Common Problems with Meetings

 Drifting off subject
 Poor preparation
 Lack of listening
 Verbosity of participants
 Questionable effectiveness
 Lack of participation
 Length
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Planning and Preparing for a Meeting
The critical tasks involved in planning and preparation are:

1. Define purpose and objective
2. Decide if meeting is necessary
3. Develop agenda
4. Identify “best” participants
5. Determine “best” time and venue
6. Communicate and confirm
7. Arrange logistics
Defining the Purpose and Objective of the Meeting
Start with a clear statement of objective/s.

 What is the end result that you want to
achieve?
 Is meeting the best way to achieve this?
Deciding if the Meeting is Necessary
For information meetings, consider the following:

 Is time of the essence?
 Does the size of the group make meeting appropriate (e.g., at least
10)?
 Is it economically feasible to bring together everyone to a single
venue?
 Is it important to ensure that people have shared understanding of
the information?
 Are there potential confusions and questions that need to be
resolved?
If the answer is yes to most of these questions, a meeting may be

necessary. Otherwise, alternative ways to communicate the information
should be considered, including:
 Phone calls
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 E-mail
 Bulletin board posting
 Memorandum
 Intranet
For decision making meetings, consider the following:

 Is the knowledge required for problem solving dispersed among
several people?
 Is the commitment of several people required for successful
execution of decision or plan?
 Can the synergy of group interaction contribute to a quality
decision?
 Are there likely to be conflicting points of view which need to be
reconciled?
 Are there questions of fairness and representation that need to be
addressed?
 Is there time to solicit inputs of different individuals and reconcile
conflicting points of view?
Again, if the answer is yes to most of these questions, a meeting may be

necessary.
Developing the Meeting Agenda

A meeting agenda gives a sense of purpose and direction to the
meeting, letting participants know where they are headed so the do not
get off track. It ensures that participants know what is going to be
discussed, where they can contribute, and how they can prepare. A clear
agenda is a critical success factor for productive meetings.
The meeting agenda should include the
following:
 Purpose of meeting
 Time (start and end)
 Venue
 Topics or items for discussion (in
sequence)
 Time each topic is expected to be
taken up (optional)
 Meeting chair and topic discussants
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 Preparation required (if appropriate)
Identifying “Best” Participants

The type of meeting (information or decision making) determines who the
best participants might be.
People who NEED to know information to be presented should be invited
to the meeting if
 Information is an input to their effectiveness
 Information will have impact on their work condition
 Information is necessary for them to make a decision
People who can contribute to decision making or problem solving should

be invited to the meeting if they
 Have knowledge of the subject area
 Are committed to solve the problem (what’s in it for me?)
 Can contribute to diversity of viewpoints
 Are expressive
 Are collaborative and team oriented
Determining “Best” Time and Venue

In determining the best time to meet, consider the preparation time
required and the availability of the attendees as well as the venue. Avoid
calling for meetings on late afternoons before a holiday or weekend,
early in the morning following a “day-off”, and in general, on early
Monday mornings
Consider the following criteria for choosing the venue:
 Is the room large enough to comfortably accommodate all
participants, and needed AV equipment and aids?
 Is there adequate lighting and ventilation that can be controlled
within the meeting room?
 Is the room free from distractions and interruptions like ringing
telephones, loud noises, and other activities?
 Is the room appropriately furnished? Are the chairs comfortable
enough for the length of the meeting?
 Is the room conveniently located for participants?
 Is there an accessible washroom?
 Is the cost of the room within budget?
 Is the room available at the time that you need it?
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In setting up the venue, be guided by the communication needs that

should be addressed during the meeting
(venue configurations: classroom, theater, u-shape, v-shape)
Communicating and Confirming the Meeting

The agenda may be shared ahead to the participants, and fine tuned
considering their inputs. Once finalized, the agenda should be
communicated and the meeting schedule confirmed at least one (1)
week before the meeting date. Together with the meeting
announcement, participants should be advised of any needed pre-work,
and provided with the necessary background materials.
Arranging Logistics
The following checklist may be used to ensure that arrangements for the
meeting are complete.
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Facilitating the Meeting

Five-Stage Interaction Roadmap
1. Open meeting
2. Clarify agenda item
3. Generate ideas
4. Facilitate agreement
5. Close meeting
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Documenting and Evaluating Meetings
Capturing What Transpires During

Meetings
Minutes of the Meeting (MOM)
Evaluating Meeting Effectiveness Minutes of Mee ng
Date and Time
Venue
A endees
Agenda Item/Topic
Summary of Discussion
Conclusions
Ac on Items Person Responsible Deadline
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4.2.2 Project Management
Introduction
Successful CI projects are properly planned and effectively executed to
achieve the improvement objectives of the CI Team. Each project is
unique, with defined start and end dates, deliverables, and resource
requirements. The CI Team has to manage project activities to produce
the output that meets or exceeds customer requirements with the given
time frame and resources. As a general guide on project management,
keep in mind the following:
 Establish a core project team
 Have a well-defined project goal
 Have a project plan
 Include the customer early and often
 Include your stakeholders
Project Management consists of the following

I Initiating /
phases:
Definition
1. Initiating/Definition – getting the project
started.
2. Planning – determining key project II Planning

activities, schedules, and resource
requirements
III Executing
3. Executing – clarifying detailed activities
and completing tasks
Co
g
mm
llin
4. Communicating – ensuring that the CI

IV
tro
un
Team and all concerned key V

ica
Co n
t
stakeholders are properly informed of

ing
the project status and key results
5. Controlling – monitoring progress and VI Closing

addressing issues and concerns
6. Closing – reviewing project outputs,

Organizational Learning
completing project documentation,
and identifying lessons learned
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The concepts and guidelines mentioned in this section can be applied to

a CI project at three levels. This is illustrated below:
Level 1: Project Management and the Undertake Improvement Projects
Process – the School Head applies project management in the context of
multiple projects being undertaken by the school.
Project Management Undertake Improvement
Projects
Phase 1: Initiating/Definition Identify Priority Improvement
Projects
Phase 2: Planning Form the Project Team
Phase 3: Phase 4: Phase 5: Apply the CI Improvement
Executing Communicating Controlling Methodology
Phase 6: Closing Monitor and Evaluate CI
Program Status
Level 2: Project Management and Triple A – The CI Team applies project

management in the context of their assigned project and CI Team
Charter.
Project Management Triple A
Phase 1: Initiating/Definition Step 1: Get Organized
Phase 2: Planning
Phase 3: Phase 4: Phase 5: Step 2: Talk with your
Executing Communicating Controlling Customers
Step 3: Walk the Process
Step 4: Identify Improvement
Opportunities
Step 5: Do Root Cause
Analysis
Step 6: Develop Solutions
Step 7: Finalize Improvement
Plan
Step 8: Pilot your Solution
Step 9: Roll Out your Solution
Phase 6: Closing Step 10: Check your Progress
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Level 3: Project Management and the Improvement Solution – the CI

Team applies project management to effectively develop and implement
their recommended solution.
Project Management Triple A – Improvement
Solution
Phase 1: Initiating/Definition Step 6: Develop Solutions
Phase 2: Planning Step 7: Finalize Improvement
Plan
Phase 3: Phase 4: Phase 5: Step 8: Pilot your Solution
Executing Communicating Controlling Step 9: Roll Out your Solution
Phase 6: Closing
Both the Undertake Improvement Projects process and the Triple A

methodology were designed to be consistent with project management
concepts and incorporate basic project management activities. This
section recaps these perspectives, but from a project management view
point.
Phase 1: Initiating/Definition
The initiating/definition phase normally takes place before beginning of
the project. The goal is to produce a sound project definition.
 The School Head may undertake this phase in the course of

preparing and submitting a Project Proposal to the Division Office,
(see CI Manual – Undertake Improvement Projects process).
 The CI Team, however, may also undertake this phase in the course
of organizing for the project (see Triple A, Step 1), allowing them to
fine-tune the initial Team Charter. They can apply it further as they
develop and plan for their recommend solution.
The phase ends when the project has been defined with clarity and is
shown to be feasible.
Initiating/ Definition involve the following steps:
1. Define the project objective
The project objective is extremely important to the project team

members, as it gives them a common purpose and helps them to
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define the work they are to accomplish. Having a common purpose

is what distinguishes a team from a group of individuals.
The project objective statement specifies what you hope to

achieve at the end of the project. A project objective should be
specific, measureable, achievable, relevant, and time-bound
(SMART)
2. Identify involved organizational units

It is important to identify key units in the school who need to be
involved in the project. These units may need to be represented in
the project team. Even if they’re not directly represented in the
team, their support to the project may be crucial.
3. Identify milestones
Milestones are points in the project where key outputs or
achievements are expected. A project may be broken down into
phases at these points, with outputs which must be complete
before the project can move on to the next phase.
Phase 2: Planning
Planning involves the following key steps
1. Develop the project team
Identify the people who will be involved in the project. Appoint the
Team Leader.
2. Develop the work plan

Breakdown the project milestones or phases into key steps and
detailed activities. Identify the outputs, responsibilities and resources
needed at each step, and set the schedules.
Consider the following resource areas, and budget for them as

needed.
 People
 Equipment
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 Facilities
 Supplies
 Information
 Technology
A Gantt Chart may be used to illustrate the project schedule (see CI

Resources – Gantt Chart).
Phase 3: Executing
Executing means taking action following the project plan. Your goal is
to manage the activities so that they are conducted within the
schedule, using the allocated resources and budget. The phase ends
when the key outputs or deliverables of the project have been
completed in line with the project scope and objectives.
Consider the following:
 Ensure that the project team has a copy of the project plan and
keep it updated.
 Regularly monitor the status of each activity
 Assess the quality of outputs of each step/activity, and address
any major concerns, before proceeding to the next step.
 Maintain monitoring, review and assessment records.
Phase 4: Communicating
Communication throughout the project is critical to success. The
project team and key stakeholders need to stay informed about the
status of the project, any key issues or concerns, and the results and
impact the project is having.
 Hold regular review meetings with the project team and key
stakeholders.
 Prepare periodic project status reports, at a minimum covering
each phase or milestone of the project
 Post project status and results on (e.g. the Triple A Project
Template) a bulletin board, or electronically using the intranet
or appropriate social media channels
 Get periodic feedback from key stakeholders on any issues or
concerns, as well as comments and suggestions
 Maintain records of all communications
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Phase 5: Controlling
Controlling involves taking the necessary action, based on the project
status, quality of outputs, and issues or concerns identified as a result
of monitoring and assessment. As needed, these actions should
 Correct the outputs for any deficiencies
 Immediately address issues or concerns
 Adjust the project plan as needed

 Involve the team in any major decisions, before taking action.
 Obtain stakeholder inputs, as needed, and keep them informed
of any decisions and actions taken.
 Maintain records of all key decisions and action taken.
Phase 6: Closing
Closing the project involves completing project deliverables and
outputs, auditing or reviewing how the project went, and identifying
key learnings from the project.
In addition to project deliverables or outputs at each step, the
following may be required at the end of the project:
 An evaluation of the post-project results, relative to a pre-
project baseline study and the objectives of the project (Phase
1: Initiation/Definition)
 A Project Closing report, highlighting the project activities and
achievements as well as key learnings
 Final documentation on key process or systems improvements
(e.g. SIPOC charts, process flow charts, guidelines, sample forms
and reports)
 Recommendations and action plans on next steps, proceeding
from the project
Final acceptance by the project customer or proponent of all key
outputs should be obtained. A formal communication should be
released to officially close the project.
A closing project review should be conducted to:

 Evaluate overall compliance to the project plan and output
requirements
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 Evaluate resource utilization, relative to budgets

 Evaluate the actions taken on project issues and concerns, and
determine if any further actions are needed.
It is good to be aware of the following possible behavioral issues

concerning the project team, and to address them accordingly:
 Fear of no more work – this may be a concern for temporary
staff hired specifically for the project, as well as for regular staff
who were assigned substitutes as they were pulled out from their
routine assignments.
 Team members seem to go slow and loose interest – some
inertia tends to build up as the project nears completion. The
project team may also experience “burn out” after a long
project.
 Loss of team identity and reassignment issue – the project team
may have become so cohesive and attached to one another
that ending the project or taking the team apart for the next
project(s) becomes an issue.
Key learnings may include the following:

 What were the key success factors which contributed to the
completion of the project?
 What were the inhibitors to project completion?
 What should we continue to do?
 What should we stop to do on the next project?
 What needs to be improved with the project management
process?
Key learnings may be applied to the next project(s).
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4.2.3 Sample Case
A particular CI team was tasked to study students' performance in Math.

The subject of the study was the Grade 4 level composed of 3 sections
(the school only has a small population). At the end of the 1 st grading, the
grade score (Math Score column) of the learners were obtained. The 1st
grading exam was analyzed for the purpose of counting and classifying
the learners' mistakes (Count & Classification of Mistakes).
It was also of interest for the CI team to know whether the way the classes
were conducted as well as the other processes related to teaching math
impact on the learners' performance on the subject. As such, data on the
time spent by the teacher discussing concepts and principles (Discussion
Time) throughout the grading period, learner comprehension ability
(English Score), and attendance (Number of Absences) were also
obtained.
Problem Background
Only 3 out of 178 Grade IV learners are Numerates as reflected in the
scores in the project. The Elementary School wanted 25% of these learners
to achieve the level of Numerates.
Numerates are learners who can add, subtract, multiply, and divide whole
numbers and can solve problems involving the four fundamental
operations.
Process Description
Current State
In teaching problem solving, the teacher would first need to select which
problems, he/ she would discuss in class. After selecting the problems, he/
she will discuss these in class using the prepared instructional materials.
After the initial discussion, the teacher would then provide more examples
so that the learners can practice and better understand the lesson. The
teacher would then give a short assessment on test the pupils’ learning.
After making an assessment, the teacher would provide the answers to
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the problems and the learners can check their work. The teacher would
then gather the assessment results and provide feedback.
Root Cause Analysis

The following were the validated root causes:
1. Unfamiliar words in the worded problem
2. The students cannot remember the AGONA procedure
3. Students cannot distinguish which operation to use
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PROCESS MAP in PROBLEM

SOLVING
INCONSISTENT
DISCUSSION CAN’T
TIME PERFORM
BASIC
OPERATION
GIVING
PROBLEM MORE
SOLVING EXAMPLES
SELECTION TEST ON
PROBLEM
DISCUSSION SOLVING
CANNOT
COMPLETE
AGONA
CORRECTLY
RE-TEST FEEDBACK CHECK ON

AND ON TEST THE
FEEDBACK RESULT ANSWER
78
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Item Analysis of Math Exam

1- 8
50
Read
and write
45
whole
NUMBER OF PUPILS WITH CORRECT ANSWER
numbers
40
9 - 10
Place
35
Value
30
25 11 – 30
Add,
20 Subtract,
Multiply,
15 Divide
Whole
10 Numbers
5 31 – 32
Problem
0 Solving
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
ITEM NUMBER
80
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Item Analysis of Word Problem

140 Grade IV Pupils
Percentage of Pupils with Correct Response in the AGONA
Method
120
1.2
NUMBER OF CORRECT RESPONSE
1 100
0.8 80
Percentage
Asked
0.6 Given
60 Operation
0.4 Number Sentence
40 Answer
0.2
0
20
1 2 3
0 Problem Number
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
81
82
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4.3 Triple A Tools
4.3.1 Toolbox
The different tools used in the Triple-A 10 steps for CI projects are
summarized in the table below. The table summarizes which steps utilize
the tools in the 10 steps approach.
Quick View
Basic Tool Advanced Tools Application in Triple-A 10 Steps
Assess Analyz Act
e
1 2 3 4 5 6 7 8 9 1
0
Brainstorming X X X X X X X X
Affinity Diagram X X
SIPOC X X X
Activity Flowchart Deployment Flowchart X X X

Histogram Scatter Plot X X
Why-Why Diagram Fishbone Diagram X
Pareto Diagram X X
Decision Matrix X
How-How X X
Diagram
Gantt Chart X X X
Commitment X
Scale
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4.3.2 Brainstorming
Tool Brainstorming
What is it? A creative thinking technique used by stimulating each
member to generate a large number of ideas in a short
period of time.
When is it used?  In selecting a team name
 In problem identification
 In identifying the causes of the problem
 In determining ways of verifying probable causes
 In formulating solutions to the problem
Why use it? Brainstorming is intentionally uninhibited and is designed
to let the creative mind run free without fear of
criticism.
It allows everyone to participate and is a good method
for “breaking the ice.”
How to Conduct Brainstorming
1. Pre-Brainstorming Phase
a. State the Topic
b. Be Specific
c. Establish rules such as:
i. Give Ideas in rotation
ii. One Idea per turn
iii. Wild Ideas are okay
iv. Freewheeling is encouraged
v. No room for criticism
2. Brainstorming Proper
a. List, do not evaluate
b. Strive for quality
c. Brainstorming ends when everybody says “Pass.”
3. Post-Brainstorming
a. Short-list the ideas
b. Elaborate ideas
c. Prioritize ideas
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4.3.3 Affinity Diagram
Tool Affinity Diagram

What is it? A tool used to organize a large number of ideas into
their natural relationships.
When is it used? The Affinity Diagram can be used to:
• Help grasp very large or complex issues
• Encourage breakthrough thinking
• Find patterns in mountains of data
• Gather large amounts of language data
• Organize ideas, issues, and opinions
Sample Chart
Conducive
environment for Proper method
Enough time for The learning in
the class class is relevant learning Math of teaching
• I want sufficient • I want to know • I want a quiet • I need to have

time to solve the how to apply the class. books to use
math problem in operations. • I don’t want the outside of the
the classroom. • I want to use class to be noisy classroom.
• I want to what I have while the teacher • I want to be able
participate in learned outside is explaining the to ask the
class recitation. the classroom math lessons. teacher
• I want the setting. • I need to sit questions.
teacher to help • I need help in properly so I will • I want the
me practice understanding not have a hard lessons to be
solving math how to use math time listening fun.
problems. in day to day and taking down • I want games in
• I need more activities. notes from the class.
time to learn • I need to learn lecture.
how to apply math to help in • I need to sit in
division and my parents' sari- front of the class
multiplication. sari store so I can see and
• I need more time business. hear better
to practice • I don’t want to sit
understanding in front since I
math problems. am farsighted
• I want the
teacher to teach
slowly.
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How to Make an Affinity Diagram
1. Gather ideas from interview transcripts, questionnaires, etc.
What the students and their parents wanted in the reading class
The following are the VOCs gathered from Grade IV Students
regarding their Math Subject:
• I want sufficient time to solve the math problem in the
classroom.
• I want to participate in class recitation.
• I want to know how to apply the operations.
• I want the teacher to help me practice solving math

problems.
• I want to use what I have learned outside the classroom

setting.
• I need to have books to use outside of the classroom.
• I want to be able to ask the teacher questions.
• I want the lessons to be fun.
• I need more time to learn how to apply division and

multiplication.
• I need more time to practice understanding math problems.
• I want the teacher to teach slowly.
• I don’t want the class to be noisy while the teacher is

explaining the math lessons.
• I need to sit properly so I will not have a hard time listening and
taking down notes from the lecture.
• I need help in understanding how to use math in day to day

activities.
• I need to learn math to help in my parents' sari-sari store

business.
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• I need to sit in front of the class so I can see and hear better.
• I don’t want to sit in front because I am farsighted.
• I want games in class.
• I want a quiet class.
2. Transfer verbatim quotes onto index cards or self-stick notes.
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3. Group the cards to find the “affinity.”
Group 1
• 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 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.
• I want the teacher to teach slowly.
Group 2
• I want to know how to apply the operations.
• I want to use what I have learned outside the classroom setting.
• I need help in understanding how to use math in day to day
activities.
• I need to learn math to help in my parents' sari-sari store business.
Group 3
• I want a quiet class.
• I don’t want the class to be noisy while the teacher is explaining the
math lessons.
• I need to sit properly so I will not have a hard time listening and
taking down notes from the lecture.
• I need to sit in front of the class so I can see and hear better.
• I don’t want to sit in front because I am farsighted.
Group 4
• I need to have books to use outside of the classroom.

• I want to be able to ask the teacher questions.
• I want the lessons to be fun.
• I want games in class.
4. Label the groups of cards

Group 1: Enough Time for Class
Group 2: The Learning in class is Relevant
Group 3: Conducive Environment for Learning Math
Group 4: Proper Method of Teaching
5. Optional: Group the clusters
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4.3.4 SIPOC
Tool SIPOC
What is it? It is a tool that illustrates what a Process uses as Inputs
from a Supplier to produce Outputs that are in turn used
by a Customer.
When is it used? The SIPOC is used to define project boundaries (starting
and ending points) and to describe where in the
process to collect data.
Sample SIPOC Chart

SUPPLIER INPUT PROCESS OUTPUT CUSTOMER
Teacher Lesson Plan Math Grades in Grade IV Learners
Math
Teaching
Principal Teacher Guide Process
Learner’s Guide
Instructional
Materials
Laptop,
Computer and
LCD Projector
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How to Make a SIPOC
1. Determine the different steps required in the process. A process is

composed of different sets of activities, arranged in sequence, in
order to deliver a product or service.
2. Determine the supplier of the process. Suppliers are systems, people,

organizations, sources of the materials, information, as well as other
resources that are consumed, transformed, or used in the process.
3. Determine the inputs of the process. Inputs can include materials,

information, and other responses that are consumed, transformed,
or used in the process. The inputs are transformed into outputs.
4. Determine the output of the process. Outputs are products or

services that the process produces and are utilized by the customer.
5. Determine the customer of the process. Customers are people,

groups of people, companies, and systems that receive the output
of the process.
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4.3.5 Activity Flowchart
Tool Activity Flowchart

What is it? A diagram that uses graphic symbols to depict the
nature and flow of the steps in a process.
When is it used? Use the activity flowchart for the following:
1. To determine what is happening in key process
activities at different levels of the organization
2. To determine how the process is being handled or
changed
3. To display the complexity and decision points of a
process
4. To identify rework loops and improvement
opportunities in the process (e.g. delays,
inefficiencies, and bottlenecks)
Sample Chart
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How to Make an Activity Flowchart

1. Identify the process to be illustrated in a flowchart and give the
chart an appropriate title. In this example, the flowchart depicts the
“Reading Teaching Process.”
2. Determine the flowchart symbols that will be used to represent what

is happening in the process. The following are the different
flowchart symbols:
3. Begin drawing the chart by first describing the event which initiates
the process. The first step is represented by an oval shape symbol.
Using the sample case, the first step of the flowchart is “Entering the
classroom.” Enumerate the steps.
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4. Determine the next activity and connect it to the start of the

process. The activity should be described in as few words as
possible, but ensure that the description is not ambiguous or
unclear. The second activity is represented by a rectangular
symbol.
5. Check for missing steps or decision points. When the next step of a
flowchart has multiple scenarios, this moment becomes a decision
process that is represented by a triangle symbol. The decision
process illustrates the importance of choosing the most beneficial
alternative step to continue the process. In the sample case, a
decision process is illustrated when teachers have an option to
complete the preparation of their teaching materials.
6. Continue describing each event, action, or decision as it occurs in

sequence until the process is concluded. The step that ends the
process is represented by another oval shape symbol.
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4.3.6 Histogram
Tool Histogram
What is it? A frequency plot that presents the shape or distribution
of the data by showing how often different values
occur.
When is it used? Use the histogram to show the following:
• The Center of the data
• The Range of the data
• Comparison with the target
• Other irregularities, i.e. Outliers
Sample Chart
How to Make a Histogram
1. Obtain data on the performance indicator. To illustrate, grades of

100 learners in their Reading final examination were gathered.
Grades of 100 learners in their reading final examination

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
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83 99 42 74 40
58 74 88 65 51
98 90 40 60 86
79 58 89 57 77
77 99 52 52 76
63 70 86 61 83
86 75 80 44 88
97 67 99 88 59
58 71 81 91 59
66 75 97 91 70
53 85 98 87 61
97 52 66 87 40
41 94 66 90 64
42 49 53 94 61
87 44 78 47 48
2. Establish the ranges based on the data gathered. To illustrate, the

grades of the 100 are classified in 6 ranges:
Score
Range
40-49
50-59
60-69
70-79
80-89
90-100
3. Summarize the number of data falling within a given range. To

illustrate, there are 11 scores falling within the range 40-49.
Score
Range Count
40-49 11
50-59 17
60-69 13
70-79 15
80-89 21
90-100 23
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4. Plot the frequency counts for each of the range.
5. Determine the range that has the most, and the range that has the
least number of data (for consistency).
If the passing grade is 70, a total of 41 learners failed the in their final
exam. They got scores from 40 to 69 as shown in the ranges 40 - 49,
50 - 59, and 60 - 69.
The highest frequency of learners received grades of 90 to 100, a

frequency of 23 out of 100. The least number of learners had a score
range of 40 to 49.
Highest
count
Lowest
count
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4.3.7 Why-Why Diagram
Tool Why-Why Diagram

What is it? A Tree Diagram where each child statement is
determined by simply asking 'why' the parent statement
occurs.
When is it used? Use the why-why diagram to identify the root cause of
the problem. It is very similar in use to a Cause-Effect
Diagram, and techniques may be borrowed from the
Cause-Effect Diagram or the Fishbone diagram.
It forces the team to drill down to the underlying reasons

as to why certain causes are observed or stated until
we end up with a cause that can be directly
addressed. Simply ask “why” to determine the cause of
each of the previous causes.
Sample Chart
Pupils were not Presentation Limited

properly was not Teaching
motivated interesting Materials
96% of Grade IV
Pupils cannot Pupils have
Pupils cannot Some words in
complete the difficulty
understand the the problem are
AGONA Method comprehending
problem confusing
in Solving Word the problem
Problem
Pupils cannot Pupils cannot

Pupils have poor
complete perform basic
test results
AGONA operations
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How to Make a Why-Why Diagram
1. Start with a clear statement of the problem being dealt with and
show the magnitude of the problem.
96% of Grade IV
Pupils cannot
complete the
AGONA Method
in Solving Word
Problem
2. Identify the major causes or groups of causes for the problem that
was determined in the Pareto Chart. Connect it to the problem.
Pupils were not

properly
motivated
96% of Grade IV
Problem
Pupils have poor

test results
3. Identify the causes under each major cause or group of causes by

asking “why” (at most five times).
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Pupils were not Presentation

properly was not
motivated interesting
96% of Grade IV
Pupils cannot
understand the
problem
Problem
Pupils cannot
Pupils have poor
complete
test results
AGONA
4. Continue asking “why” to break down the root causes of each of

the identified cause.
Criteria for Narrowing Explanations
After the planning team has generated explanations for the

performance data, and before planning the next steps, it is a good
idea to check your thinking again. Below are indicators and critical
questions to help get to the best possible explanations.
Step 1: Eliminate explanations that are not within our control
The team needs to set aside explanations that do not lie within the
control of the school/ district. The following questions could help
with this process:
• What do we believe we have control over (e.g., students

completing homework, parents supporting their students,
etc.)?
• What factors are beyond our influence?
• Would others agree? Are we thinking too broadly, too
narrowly, or accurately?
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Step 2: Evaluate the quality of your explanations (reach consensus

on which ones to keep)
The following criteria can be applied by the team to evaluate the

current list of explanations and to whittle your list down to the best‖
thinking available across the team. Use the questions below each
criterion to help check the thinking of your team. Eliminate
explanations that fail to meet these criteria.
Criterion: The explanation derives logically from the data
• Can we articulate the connection(s) we see between the

data and our explanation(s)?
• Does our explanation reflect a genuine situation, but one that
is not related to this data?
• Can we tell the story of how our explanation could lead to
the patterns we see in our data?
Criterion: The explanation is specific enough to be testable
• Is the language specific enough to be clear to someone who

was not part of our discussion?
• Are there any vague terms?
• Can we describe how we would we test the explanation?
Criterion: The explanation is plausible
• Does any research support this thinking?

• If we base any planning steps on this explanation, do we
anticipate meaningful results?
Step 3: Clarify the language used in your explanations
Consider the following questions to clarify the remaining

explanations:
• Do our explanations make sense to someone else reading or

hearing them for the first time?
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•Is our explanation complex enough to help us better

understand a complex situation?
• What other questions do our explanations lead us to in order
to make the picture more complete?
• Does this explanation identify an area of concern?
Do not get “bound” by categories. They are intended to give your
RCA a place to start—to organize data gathering.
Ultimately, the nature of the problem “symptom” should be your

guide to find the “best fit” common cause areas for your RCA.
5. Further ask “why?” further until the root causes are identified. The
root cause is identified if the cause of a particular sub-area can no
longer be determined.
6. Determine the true root cause of the problem. The root causes are
at the end of the why-why diagram.
Pupils were not Presentation Limited

properly was not Teaching
motivated interesting Materials
96% of Grade IV
Pupils cannot Some words in Root Causes
understand the the problem are
problem confusing
Problem
Pupils cannot Pupils cannot

Pupils have poor
complete perform basic
test results
AGONA operations
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4.3.8 Pareto Diagram
Tool Pareto Chart

What is it? A type of chart that contains both bars and a line
graph. Individual values are represented in descending
order by bars, and the cumulative total is represented
by the line. The Pareto Chart is one of the 7 basic tools
of quality and is named after famed Italian economist
Vilfredo Pareto.
When is it used? Used to highlight the most important among a set of

contributory, usually mutually exclusive factors. The tool
is used to choose which issues to focus on by ranking
these issues in terms of importance and frequency.
Sample Chart
‘Reasons for Low Learner Turnout in Reading Class’
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How to Make a Pareto Chart
1. Obtain data on key factors.
Reasons for low learner turnout in Reading class

Reasons Count
Reading materials are not
interesting 30
Classroom is hot 5
Afraid of the teacher 10
Teacher methodology is boring 20
Session is too long 15
Cannot understand the lesson 50
Total 130
2. Sort the factors from highest to lowest occurrence.

Reason Count
Cannot understand the lesson 50
interesting 30
Teacher methodology is boring 20
Session is too long 15
Afraid of the teacher 10
Classroom is hot 5
Total 130
3. Get the percentage of the total number of occurrences.
Formula:
Percent Count = Count / Total Count
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Reason Count Percent
Cannot understand the lesson 50 38%
interesting 30 23%
Teacher methodology is boring 20 15%
Session is too long 15 12%
Afraid of the teacher 10 8%
Classroom is hot 5 4%
Total 130 100%
4. Get the cumulative percentage of the total number of

occurrences.
Formula: Cumulative frequency is the sum of frequencies (e.g.

cumulative frequency of ‘Reading materials are not interesting’ = its
frequency ( 38% ) + frequency of ‘Cannot understand the teacher’
(23%)).

Cum.
Reason Count Percent Percent
Cannot understand the lesson 50 38% 38%
interesting 30 23% 62%
Teacher methodology is boring 20 15% 77%
Session is too long 15 12% 88%
Afraid of the teacher 10 8% 96%
Classroom is hot 5 4% 100%
Total 130 100%
5. Plot the frequency of occurrence for each factor.
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6. Plot the cumulative percentage of the total number of

occurrences.
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7. Draw a horizontal line at the 80% level of the cumulative

percentage.
Draw a vertical line where the 80% horizontal line intersects the
cumulative percentage plot line.
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8. Identify the top contributing factors.
The top contributing factors are the following (starting from the
highest contributing factor):
 Cannot understand the lesson
 Reading materials are not interesting
 Teaching methodology is boring
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4.3.9 Decision Matrix
Tool Decision Matrix

What is it? It is a chart that allows a team to systematically identify,
analyze, and rate the strength of relationships between
sets of information.
Elements of a decision matrix show decisions based on
certain decision criteria. The matrix is useful for looking
at large masses of decision factors and assessing each
factor’s relative significance.
When is it used? Utilized when choosing between different alternatives
based on several criteria.
Sample Chart
(15) (10)
1. Conduct Pre- Low High High 135
final Exam (1 X 10 = 10) (5 X 15 = 75) (5 X 10 = 50)
2. Purchase new High Medium Medium 125
reading (5 X 10 = 50) (3 X 15 = 45) (3 X 10 = 30)
materials
3. Train teachers Medium Medium Medium 105
(3 X 10 = 30) (3 x 15 = 45) (3 X 10 = 30)
Legend:
High – 5 points
Medium – 3 points
Low – 1 point
How to Make a Decision Matrix
1. List Down the alternative solutions in one column.
In the problem of 41 out of 100 learners receiving failing grades

(below 70) in the Reading final exam, the alternative solutions are
as follows:
 Conduct Pre-Final Exam
 Purchase New Reading Materials
 Train Teachers
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2. Identify the criteria to be used in assessing the different alternative

solutions.
The chosen criteria are a) Cost, b) Result Impact, and c) Probability.
3. Determine the numerical weight of each criteria. This illustrates the

importance of each criterion. The higher the weight, the higher the
criterion's importance.
In this example, cost is given the least importance with a weight of

5. Result impact has the highest importance with a weight of 15,
while the probability that the result will happen was given the
weight of 10.
4. Determine the rating to be used for each criterion and its
corresponding numerical score.
The rating used is as follows:

High – 5 points
Medium – 3 points
Low – 1 point
5. Rate the alternatives for each criterion based on the rating criteria.
The ratings can be based on the subjective judgment of an
individual or a group or through quantitative data.
The ratings given for each alternative are as follows:
Solution Cost (5) Result Probability

Impact (10)
(15)
1. Conduct Pre-final Exam Low High High
2. Purchase new reading High Medium Medium
materials
3. Train teachers Medium Medium Medium
6. Multiply the rating score given to each alternative solution to the

weights of each criterion.
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Solution Cost (5) Result Impact Probability

(15) (10)
1. Conduct Pre- Low High High
final Exam (1 X 10 = 10) (5 X 15 = 75) (5 X 10 = 50)
2. Purchase new High Medium Medium
reading (5 X 10 = 50) (3 X 15 = 45) (3 X 10 = 30)
materials
3. Train teachers Medium Medium Medium
(3 X 10 = 30) (3 x 15 = 45) (3 X 10 = 30)
7. Get the sum of the weighted scores for each alternative solution.

(15) (10)
1. Conduct Pre- Low High High 135
final Exam (1 X 10 = 10) (5 X 15 = 75) (5 X 10 = 50)
2. Purchase new High Medium Medium 125
reading (5 X 10 = 50) (3 X 15 = 45) (3 X 10 = 30)
materials
3. Train teachers Medium Medium Medium 105
(3 X 10 = 30) (3 x 15 = 45) (3 X 10 = 30)
8. The alternative solution with the highest overall score is the best.
Since the solution “Conduct Pre-Final Exam” has the highest overall
score (135), this solution should be chosen for implementation.
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4.3.10 How-How Diagram
Tool How-how Diagram

What is it? It is a tree diagram premised on repeatedly asking the
question why and breaking down the solution into more
and more explicit elements. At each stage, there can
be multiple answers to the ‘How’ questions, which result
in a hierarchical tree-structure.
Use this when seeking to create a practical solution to a
problem.
When is it used? It is a way of exploring the details of a particular plan.
Sample Chart
Determine Conduct data
Conduct Pre- Develop Pre-
relevant areas gathering and
final Exam final exam
to be included analysis
41 out of 100
students have Determine
Purchase New Conduct data
failing scores relevant
Reading gathering and
(below 70) in Reading
Materials analysis
the Reading Materials
final exam

Train Teachers areas for gathering and
improvement analysis
How to Make a How-how Diagram
1. State the Problem
The problem in this particular case is that 41 out of 100 learners have
failing scores (below 70) in the Reading Final Exam.
2. Ask “How can this be solved?” Asking this question should result in
several possible solutions. Write these solutions on the right side of
the problem statement.
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The primary solutions identified are:

 Conduct Pre-final Exam
 Purchase new reading materials
 Train Teachers
Conduct Pre-
final Exam
41 out of 100
students have
Purchase New
failing scores
Reading
(below 70) in
Materials
the Reading
final exam
Train Teachers
Repeat this step and conclude. Repeat the process by asking ‘how?’
for each card, building up the hierarchy. Continue asking “how?” until
the details of the solution have been identified. Stop when further
details of the solution can no longer be identified.
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Conduct Pre- Develop Pre-
relevant areas gathering and
final Exam final exam
to be included analysis
Determine
Purchase New Conduct data
relevant
Reading gathering and
Reading
Materials analysis
Materials

Train Teachers areas for gathering and
improvement analysis
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4.3.11 Gantt Chart
Tool Gantt Chart
What is it? A tool that illustrates a schedule. Gantt charts indicate

the start and finish dates of the implementation of a
solution and summarizes the key elements or activities.
When is it used? Use the Gantt Chart to show activities (tasks or events)
displayed against time.
The Gantt Chart allows the user to see at a glance:
 What the various activities are

 When each activity begins and ends
 How long each activity is scheduled to last
 Where activities overlap with other activities, and by
how much
 The start and end date of the whole project
Sample Chart
How to Make a Gantt Chart
1. Determine the activities to be included in the Gantt chart.
The solution to be implemented is to administer a Pre-Final Exam to

learners before the actual Final Exam. The required activities to
implement such a solution are as follows:
 Present the Proposed Solution to teachers.
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 Develop Materials for the Pre-Final Exam.

 Reproduce the Pre-Final Exam.
 Administer Pre-Final Exam to learners.
 Check the Pre-Final Exam.
 Assess the Grades.
2. Gather all the necessary information regarding each activity.
Developing the materials for the Pre-final exam was found to have
three sub-steps, namely:
o Gather information regarding the subject matter.
o Develop the questions for the Pre-final Exam.
o Finalize the Pre-Final Exam.
3. Determine the duration of each activity.
Based on estimates, the duration of each activity is shown in the

table below:
Activities Duration
Presentation of the Proposed Solution to 1 week
teachers
3 weeks (Total for the three sub-
Develop Materials for the Pre-Final Exam steps)
Gather information regarding the 1 week
subject matter
Develop the questions for the Pre- 1 week
final Exam
Finalize the Pre-Final Exam 1 week
Reproduce the Pre-Final Exam 1 week
Administer Pre-Final Exam to learners 1 week
Check the Pre-Final Exam 1 week
Assess the Grades 1 week
4. Evaluate the relationships between activities.
Based on the evaluation of the relationships between activities, it

was determined that the activities are all sequential. An activity
cannot start unless the preceding activity has been completed.
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5. Implement the Gantt Chart using a software (e.g. MS Excel).
 List down the activities in one column.

 List down the chosen time period in the top row.
 Shade the duration of each activity, taking into consideration
the dependency or relationships between activities.
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4.3.12 Commitment Scale
Tool Commitment Scale
What is it? A table that explains how much work needs to be done
to achieve desired levels of commitment from different
stakeholders.
When is it used? To identify and secure the support of and remove the
resistance of people and systems vital to the
accomplishment of the work.
Sample Chart
How to Make a Commitment Scale
1. Determine the projects stakeholders.
For this school project, the stakeholders are the teachers, the
principal, and the parents.
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2. Determine each stakeholder’s current level of commitment.
Currently, the level of commitment of the identified stakeholders is

as follows:
 The teachers are opposed to the current project.
 The principal is a bit uncooperative.
 The parents don’t see the value of such project, making them
indifferent.
3. Determine the level of commitment that you need from each

stakeholder to make the project successful.
The level of commitment required from each stakeholder to make

the project successful is as follows:
 The teachers should show enthusiastic support, especially
because they will be the ones to implement the solution.
 The principal should lend appropriate support to make the
project successful.
 The parents should also show enthusiastic support because
they and their children will ultimately be the benefactors of
the project.
4. Analyze how much work needs to be done to bring the current

level of commitment shown by the stakeholders to the required
level needed to make the project successful, and plan some
strategies on how to do it.
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4.3.13 Deployment Flowchart
Tool Deployment Flowchart

What is it? A diagram that uses graphic symbols to depict the
nature and flow of the steps in a process as well as the
stakeholder/s of the process. The diagram shows the
interactions between individuals or groups involved in
the process.
When is it used? Use the activity flowchart for the following:
1. To determine what is happening in key process
activities at different levels of the organization
2. To determine how the process is being handled or
changed
3. To determine who (person or function) is doing
the work. This is particularly useful in showing
handoff points
4. To help highlight handoff areas in processes
between people or functions
5. To clarify roles and indicate dependencies
6. To display the complexity and decision points of a
process
7. To identify rework loops and improvement
opportunities in the process (e.g. delays,
inefficiencies, and bottlenecks)
Sample Chart
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Reading Teaching Process
Teacher Student
1
Prepare lesson plan
2
Select words to
No teach
3
Are teaching
materials
complete?
Yes
4 5
Teach reading Students read
words stories
6
Review the
reading words
7
Can the students
No
read the words
taught?
8
Give reading exam Yes
to students
9
Check Reading
Exam
10
Provide Feedback 11
and Score of Receive reading
Reading Exam test score
Results
12
13
Did student
Conduct remedial No
pass the
class
exam?
Yes
14
Teach next reading
lesson
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How to Make a Deployment Flowchart

1. The first step is to identify the process to be flowcharted and to give
the chart a title. In this example, it is “Reading Teaching Process”.
2. Determine the type of flowchart symbols to represent what is

happening in the process. The following are the different flowchart
symbols:
3. Determine the stakeholders in the process. These are the individuals

or groups that are involved and interacting in the process.
Individuals or groups are listed at the top of the diagram.
Teacher Student
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4. Begin to draw the chart by first describing the event which initiates
the process (start of the process) which is represented by an oval
shape symbol. In the example this is “preparation of lesson plan by
the teachers”. The steps should be listed in the column or group
doing step or the in-charge.
Teacher Student
1
Prepare lesson plan
5. Then determine the next activity taken and connect it to the start of
the process. Activity should be described in as few words as
possible, but make sure the description is not ambiguous or unclear.
The activity is represented by a rectangular symbol.
Teacher Student
1
Prepare lesson plan
2
Select words to
teach
6. During the event when the next step of the flowchart can be
different alternatives, this is a decision process represented by a
triangle symbol. The decision process illustrates choosing the most
important alternative to continue the process. Such a point is
illustrated in the example where a decision is required on whether
the teachers have completed preparing their teaching materials.
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Teacher Student
1
Prepare lesson plan
2
Select words to
No teach
3
Are teaching
materials
complete?
Yes
4
Teach reading
words
7. Horizontal lines are used to clearly show the handoffs of tasks

between the different individuals or groups that are involved the
process.
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Teacher Student
1
Prepare lesson plan
2
Select words to
No teach
3
Are teaching
materials
complete?
Yes
4 5
words stories
6
Handoffs Review the
reading words
7
Can the students
No
read the words
taught?
8
to students
8. Continue describing each event, action or decision as it occurs in

sequence, until the process is concluded. The end process is also
represented by an oval shape symbol.
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Teacher Student
1
Prepare lesson plan
2
Select words to
No teach
3
Are teaching
materials
complete?
Yes
4 5
words stories
6
Review the
reading words
7
Can the students
No
read the words
taught?
8
to students
9
Check Reading
Exam
10
Provide Feedback 11
and Score of Receive reading
Reading Exam test score
Results
12
13
Did student
Conduct remedial No
pass the
class
exam?
Yes
14
Teach next reading
lesson
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4.3.14 Scatter Plot
Tool Scatter Plot

What is it? A plot that graphs pairs of numerical data to present the
relationships between the variables. If the variables are
correlated, the points will fall along a line or curve. The
better the correlation, the closer are the points to the
line.
When is it used? Use the scatter plot when:
 There are paired numerical data.
 The Y variable may have multiple values for each

value of the X variable.
 Trying to determine whether the two variables are

related, such as when trying to validate the
potential root causes of problems or trying to
determine whether a particular cause and effect
are related.
 Determining whether two effects that appear to

be related occur because of the same cause.
Sample Chart
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How to Make a Scatter plot
1. Obtain data on the performance indicator (x) and a measure of a

key factor (y).
In this example, the performance indicator is the data of the

learners' rating of the Reading teacher’s performance (x) and the
key factor is the grades of 30 learners in their Reading final
examination (y).
Teacher's Reading
rating (x) Score (y)
9 91
8 83
6 54
10 99
6 67
8 83
8 58
10 98
5 79
7 77
7 63
9 86
10 97
6 58
6 66
3 53
9 97
2 41
3 42
8 87
6 76
5 71
7 81
8 89
7 79
10 99
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7 74
9 90
4 58
10 99
2. Find the maximum and minimum values for both X and Y, and
design the scale of the horizontal and vertical axes so that both
lengths become approximately equal.
Teacher's Reading
rating Score
Max 10 99
Min 2 41
3. Plot the point of the potential cause of the problem (vertical axis)
versus its effect (horizontal axis).
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4. Observe the pattern formed by the plot to determine the

relationship between the cause and the effect variables.
There is a linear relationship between the teacher’s performance

rating and the learners' reading scores because a line pattern. It
can be observed also that there is an increasing trend, which may
mean that learners received higher reading scores when their
teacher has a higher performance rating.
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4.3.15 Fishbone Diagram
Tool Fishbone Diagram
What is it? Also known as the “Cause and Effect Diagram.”
A schematic diagram that shows the systematic

relationship between a problem or effect and its
causes. It starts with a clear statement on the problem
being dealt with, categorizes the causes in for easier
organization and analysis, and facilitates in identifying
the causes of a problem.
When is it used? Used to identify the root cause of the problem.
Sample Chart
Teacher is not
fit and incompetent
to teach
the reading subject
Environment Machine Man
Teacher is a
There are only
graduate of mathematics major Teacher is tired 2 reading teachers
Classroom have Students can't understand during classes in the school
dark lighting the teacher Teacher has too many
teaching load (teaches 9 sections)
Classroom is not Teacher is boring
conducive for reading
Classroom is not
properly ventilated 41 out of 100 students have
failing scores (below 70)
Teachers do no
in the Reading final exam
Reading materials lack visual presentations
monitor the progress
Reading materials aren't interesting of students’ learning
Not included
Reading materials in Lessons are focused on grammar and writing activities
in the teaching design
previous grade level was
repeated in next grade level Students do not
practice on their own
Non-giving of assignments
Material Method
How to Make a Fishbone Diagram
1. Write the effect on the right-most part of the diagram and connect
this to the spine. The effect is the clear problem statement, which
also cites the magnitude of the problem.
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41 out of 100
students have
failing scores
(below 70) in
the Reading
final exam
2. Identify the problem's major causes or groups of causes. Write these

into the large bones of the diagram.
Man Environment Machine
41 out of 100 students have

Material Method
3. Identify the causes under each major cause or group of causes by

asking “why?” at most five times. Write each cause into the middle
& small bones. The next level of causes composes the middle
bones. Make sure that the arrows of the causes in the middle bones
are connected to the arrows of the corresponding category of
causes. Groups of causes determined in the Pareto Chart should
also be included.
Page 134 of 137

Project Guidebook
Students can't understand

the teacher

41 out of 100 students have

Teachers do no
Lessons are focused on grammar and writing activities
Students do not
Material Method
4. This is followed by the next level cause that composes the small
bones. Ensure that there is a logical connection between the
causes. The arrows of the small bones should be connected to the
arrows of the middle bones.
Teacher is not
fit and incompetent
Environment Machine to teach Man
the reading subject
Teacher is tired
Classroom have Students can't understand during classes
dark lighting the teacher

Classroom is not
Teachers do no
Not included
Material Method
Page 135 of 137

Project Guidebook
5. This is followed by the tiny bones, which are comprised of the next
level causes. The arrows of the tiny bones should be connected to
the arrows of the middle bones.
Teacher is not
fit and incompetent
to teach
the reading subject
Teacher is a
There are only
Classroom is not
Teachers do no
Not included
Material Method
6. To determine when a cause is a Root Cause, ask the following

questions:
• Would the problem have occurred if this cause had not been
present?
• Will the problem reoccur as the result of the same cause if the
cause is corrected?
• Will correction of the cause lead to similar events?
7. Mark the root cause to distinguish it from other levels of causes. Root
causes can be encircled or put inside a square.
Page 136 of 137

Project Guidebook
Teacher is not
fit and incompetent
to teach
the reading subject
Teacher is a
There are only
Classroom is not
Teachers do no
Not included
Material Method
Page 137 of 137

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Continuous Improvement

4.3.2 Brainstorming ........................................................................................ 85

1.0 INTRODUCTION TO THE GUIDEBOOK

This guidebook is intended to help you undertake the CI project.

1. CI Model for Schools briefly describes the organizational structure

2. Project Stages describes team activities and outputs related to

Refer to this section when you need guidance

For each of the Triple A 10 steps:

 CI Resources includes various references,

Tools are shortlisted in the Toolbox section. The

Instructions are provided on how to use specific tools, with

This guidebook is a companion to the CI Policies and Procedures Guide,

2.0 THE CI MODEL FOR SCHOOLS

The CI Organizational Structure

The School Head:

The School CI Facilitator:

The School CI Trainer:

The CI Team Leader:

The national CI Programme is managed at the Central Office by the

The Central Office:

The Regional Office:

The Division Office:

School CI projects are managed under the Undertake Improvement

Projects are primarily identified by the School Head, supported by the

School personnel may also suggest projects.

CI Teams are formed as projects are identified. Team members may

Triple A is the CI methodology for undertaking improvement projects. The

There are 5 major decision points in a project:

3.0 PROJECT STAGES

3.1 Stage 1: Assess

3.1.1 Get Organized

Your objectives at this step are:

Designing the Team Charter

Instructions to the CI Team:

1. Review the Project Proposal and the

2. Agree on the assigned team roles.

The basic team roles are defined in the

3. Based on the Project Proposal, confirm

The process selected should contribute directly and significantly to

4. Refine the problem statement if needed.

A problem is a deviation from a desired state or condition at a

5. Refine the objective statement if needed.

Objectives should be specific, measureable, achievable, relevant,

6. Develop the general project schedule

7. Have the final Team Charter approved

Getting Initial Information on the Process

For proper filing, any process documentation obtained should be turned

Preparing the Data Collection Plan

Data on the problem may include the following:

Data on the process may include the following:

Data on customers and other stakeholders may include the following:

Data on suppliers may include the following:

To prepare for data collection:

1. Identify the data needed (problem,

Setting up Monitoring and Evaluation

Key project monitoring requirements are as follows:

Project records and files should include the following:

Outputs  Copy of the current Project A3 Report

To set up the records and files: