sip guide annex 5c - why diagram (12august2013)[1].docx

8/9/2019 SIP Guide Annex 5C - WHY Diagram (12August2013)[1].docx

http://slidepdf.com/reader/full/sip-guide-annex-5c-why-diagram-12august20131docx 1/4

Annex 5-C – SIP Guide

The “WHY” DiagramOne of the most important questions in quality is ‘Why?’. From Kaoru Ishikawa’s early

usage of cause-e ect !iagrams in the early "#$%s an! &oyota’s use of ‘Fi'e Whys’ inthe early "#(%s as they !e'elope! their famous &oyota )ro!uction *ystem+ the !ri'eto ,n! root causes of pro lems has een the secret of many quality success stories.

Step 1: Create the problem statement:)ro lem *tatement ause /o. " ause /o. 0 ause /o. 1

2chie'ement 3ate is 405compare! to the targetof 40.(%5.

Step 2: Write the main sub-areas that may lead to this problem !"#"! 1 WHY$)ro lem *tatement ause /o. " ause /o. 0 ause /o. 1

2chie'ement 3ate is 405compare! to the targetof 40.(%5.

6earners !o notatten! classesregularly

&eachers !o notha'e the skills toteach to respon! tothe achie'ementle'el require! ythe learner.

6earnercomprehension is notfully !e'elope!

Step %: &rea' do(n the problem on)e more* this time by simply as'ing “Why doesthis happen+” !e,el 2 WHY$

)ro lem *tatement ause /o. " ause /o. 0 ause /o. 1 2chie'ement 3ate is405 compare! to the

target of 40.(%5.

6earners !o notatten! classes

regularly

&eachers !o notha'e the skills to

teach to respon! tothe achie'ementle'el require! ythe learner.

6earnercomprehension is not

fully !e'elope!

&he learners ha'eto help theparents 7at homeor at work8

&he teachers werenot traine!

&he learners are notprepare! to a sorthe lessons taught.

Step : .eep /s'ing “WHY” !"#"! % WHY$)ro lem *tatement ause /o. " ause /o. 0 ause /o. 1

2chie'ement 3ate is 405compare! to the target of 40.(%5.







&he parents cannotrely on anyone elseto help them

&here are nospeci,c trainingprograms forteachers

&he learners arehungry when theyget to school

Step 0: .eep /s'ing “WHY” !"#"! WHY$* only (hen still appli)able)ro lem *tatement ause /o. " ause /o. 0 ause /o. 1

2chie'ement 3ate is405 compare! to the

6earners !o notatten! classes

&eachers !o notha'e the skills to

6earnercomprehension is not



target of 40.(%5. regularly teach to respon! tothe achie'ementle'el require! ythe learner.

fully !e'elope!





&here are nospeci,c trainingprograms forteachers


9/:; Formulatethestrategy<program<pro=ect<acti'ity<taskto a!!ress the lastW> reply

9/:; Formulatethestrategy<program<pro=ect<acti'ity<task toa!!ress the lastW> reply

&he parents cannotfee! the learners

efore they are sentto school

Step : .eep /s'ing “WHY” !"#"! 0 WHY$* only (hen still appli)able)ro lem *tatement ause /o. " ause /o. 0 ause /o. 1








&he parents cannotrely on anyone else

to help them

&here are nospeci,c training

programs forteachers

&he learners arehungry when they

get to school

9/:; Formulatethestrategy<program<pro=ect<acti'ity<taskto a!!ress the lastW> reply




@o iliAe thearangay for help

in taking care ofthe home on arotation asis

InstitutionaliAe ateacher trainingprogram on rea!ing

9/:; Formulate thestrategy<program<pro

=ect<acti'ity<task toa!!ress the last W>reply

Step 3: Strategy4program4pro5e)t4a)ti,ity4tas' to address the last WHY reply)ro lem *tatement ause /o. " ause /o. 0 ause /o. 1





&he learners ha'eto help theparents 7at home

or at work8




&here are nospeci,c trainingprograms for




teachers9/:; Formulatethestrategy<program<pro=ect<acti'ity<taskto a!!ress the lastW> reply




6obili7e thebarangay 8or helpin ta'ing )are o8the home on arotation basis

9nstitutionali7e atea)her trainingprogram on reading

9/:; Formulate thestrategy<program<pro=ect<acti'ity<task toa!!ress the last W>reply9mplement a8eeding program8or learners 8rom'inder to grade 0

Step : Sort the Strategy4program4pro5e)t4a)ti,ity4tas'• 2chie'ement 3ate is 405

compare! to the target of40.(%5.

6obili7e thebarangay 8or helpin ta'ing )are o8the home on arotation basis

9nstitutionali7e atea)her trainingprogram on reading

9mplement a 8eedingprogram 8or learners8rom 'inder to grade0

*trategy *trengthen thepro!ucti'ein'ol'ement of thestakehol!ers

Buil! human capitalfor goal achie'ement

*trengthen thepro!ucti'e in'ol'ementof the stakehol!ers

)rograms<)ro=ects 6CD linkages;arents< net(or'ingprograms*chool<learnerfee! ack system

• 9& E

@anagement *killstraining programsfor principalsTea)her Training;rogram on=eading

&eacher &raining

program onlassroom @anagement9& E

6CD linkages;arents< net(or'ingprograms*chool <learnerfee! ack system9& E

2cti'ities 7the tasks arethe step y step smalleracti'ities to !eli'er the

igger acti'ity- thesecan e in!icate!8

;arents< net(or'ingprogramsHome)are assistan)eFee!ing acti'ities

&utoring assistance

Tea)her Training;rogram on=eadingCondu)t o8tea)her training8or reading

;arents< net(or'ingprograms>omecare assistance>eeding a)ti,ities

&utoring assistance

&asks- 7the tasks are thestep y step smaller

acti'ities to !eli'er theigger acti'ity- thesecan e in!icate!8

Home)areassistan)e

on!uct a sur'eyto 'ali!ate thenee!Inclu!e the>omecare2ssistance acti'ityin the )&2 agen!aCet inputs fromparents !uring the)&2 meeting:e'elop thehomecareassistance process

ase! on theinputs of parentsan! otherstakehol!ers

Condu)t o8tea)her training

8or reading:o an FC: to getthe inputs of theteachers:e'elop thetraining !esign an!content &est the !esign an!contentImplement thetraining programs

>eeding a)ti,itieson!uct a sur'ey to

'ali!ate the nee!OrganiAe a fee!ingteam from the!i erentstakehol!ers)lan the fee!ingacti'ity processesImplement thefee!ing acti'ity



)resent theprocess !uring thene t )&2 meeting2men!<enhancewhen necessaryImplement thehomecareassistance

3esources; ,nancial an!people Bu!get for peso+people+ physicalrequirements

Bu!get for peso+people+ physicalrequirements

Bu!get for peso+people+ physicalrequirements

sip guide annex 5c - why diagram (12august2013)[1].docx

Documents