Stage 1: Assess

Step 3: Walk
the Process
 Assess – Steps

Identify
Talk with
Get Walk the Priority
Your
Organized Process Improvement
Customers
Areas

• Evaluation of School • Voice of the • SIPOC • Situating the Storm

Performance Customer • Process Mapping Cloud
• Project Selection • Techniques for • Flowcharting • Data Collection
Criteria gathering VOC • Walk the Process • Data Collection Plan
• Challenges of CI • Guidelines for Survey Guidelines • Data Analysis
Projects question construction • Selecting the
• CI Project Template • Affinity Diagram Focused Problem
• School Based CI • Problems with Statement
Organizational processing VOC 4-2
Structure
Key Message
Walk the process is the key in
identifying where the issue is
located in the process.
Walk the process helps identify
what data to collect to further
understand the issue.
4-3
Outline
• SIPOC
• Process Mapping
• Flowcharting
• Walk the Process Guidelines

4-4
SIPOC

4-5
 SIPOC (Basic Flowchart)
We are focusing
here now!
S C
U U
P S
P T
L Inputs Process Outputs O
I M
E E
R R
S S

– Linking our “School Processes” to our

“Customers”
– A high-level view of a process helps to:
• define project boundaries (starting and ending points);
• describe where to collect data.

4-6
Process Definition
A set of interrelated or interacting activities which transforms inputs
into outputs. This set of activities is definable, repeatable,
measurable and predictable in a closed loop system.

“You cannot improve a process that you

do not understand.”

INPUT PROCESS OUTPUT

Simple Process Model

4-7
What is a PROCESS?
• Set of activities that arranged together in order to
deliver a product or service.
• Processes not equal to Functions
Machine People Machine People Machine People

Process Step 1 Process Step 2 Process Step k Output: Product or

... Service

Material Information Material Information Material Information

4-8
What is a Supplier and an
Input?
• The suppliers are the persons or entities that
provide the inputs required by the process
• Inputs are the things that trigger the process.
These are the materials/information required by
the process.

4-9
What is an Output and a
Customer?
• Outputs are the tangible/intangible things that
the process produces
• Customers are the people or entities who
receive the outputs

4-10
 Identifying the Measures
Process Results
measures measures
Suppliers Students/Parents
Inputs
Outputs
Process

4-11
Activity: Identifying the
different processes where the
VOCs can be experienced
VOC Themes Processes
• Enough Time for Class • Admin Support Process
• Conducive environment • Remedial Process
for learning Reading
• Guidance Counseling
• Someone who
understands me • Lesson Planning Process
• Proper Teaching • Teaching-Learning
Materials Process
• Helps me recover from
low grades

4-12
 Example of SIPOC template
SIPOCO Diagram
SUPPLIER INPUT PROCESS OUTPUT CUSTOMER

Sub Sub Sub Sub Sub

Process Process Process Process Process
1 2 3 4 5 4-13
Example: SIPOC
SUPPLIER INPUTS PROCESS OUTPUTS CUSTOMER
Teacher • Lesson Plan Teaching Grades in Grade 7
• Teacher Delivery Science Students
Guide Process
• Learner’s
Guide
• Instructional
Materials
• Laptop,
Computer
and LCD
Projector

4-14
Example: SIPOC
SUPPLIER INPUTS PROCESS OUTPUTS CUSTOMER
• Canteen • Plastics Waste • Litter • Students
• Teachers • Styrofoam Management • Garbage • Teachers
and Staff • Straw Process • Expenses and Staff
• Students • BBQ sticks • Community
• Trees/Plant • Food
s Leftovers
• Dried
Leaves
• Papers

4-15
PROCESS MAPPING

4-16
Process Mapping
• is the technique of using flowcharts to illustrate
the flow of a process, proceeding from the most
macro perspective to the level of detail required
to identify opportunities for improvement.

• Process mapping focuses on the work rather

than on job titles or hierarchy.

4-17
 Why Map the Process?
• Helps identify
improvement
opportunities in the
process (complexity,
waste, delays,
inefficiencies and
bottlenecks).
• Helps uncover issues in
the process.
• Helps reveal how the
process operates.
4-18
Why map the process?
• It provides an opportunity to learn about work that
is being performed.
• Most processes today are undocumented.
• Often times when they are documented, the
processes are not followed.
• Dr. Myron Tribus said:
“You don’t learn to Process Map,
You Process Map to learn”

4-19
Starting at the Top
Key process activities can be defined at different levels of
the organization:

New Product Demand Demand Customer

Level 1
development Generation Fulfillment Service

Level 2 Ordering
Producing Picking Shipping
Materials

Level 3 Mixing Filling Sealing Packing

4-20
 Starting at the Top
Design
Develop Develop and
Strategic Student Operations
Curriculum Manage
Planning Support Management
Instruction Stakeholders
Services

Design and Provide

Assess
Develop Deliver Effective Evaluate
Student
Curriculum Professional Instructional Programs
Achievement
Learning Programs

Align with federal/state/local Define/design curriculum Provide for parent and Develop Develop instructional Select instructional
standards development procedures community input scope/sequence/timeline calendars resources Demonstrate the program

4-21
FLOWCHARTING

4-22
 What is a Flowchart?
• A diagram that uses graphic symbols to depict
the nature and flow of the steps in a process
Sales Technical Shipping Coordinator

4-23
 How to Create Flowcharts
When creating a flowchart, work
with a group so you can get multiple
viewpoints.
– Brainstorm action steps
• Write these on self-stick notes or on
a flipchart
• Make sure to include the steps that
occur when things go wrong
– Arrange the steps in sequence
• Be consistent in the direction of flow—
time should always flow from top to bottom, or from
left to right
• Use appropriate flowchart symbols
– Check for missing steps or decision points
– Number the steps 4-24
 Four Perspectives
• Flowcharts can map four different
perspectives on a process:
What you think the process is.
What the process really is.
What the process could be.
What the process should be.

4-25
Basic Flowchart Symbols
 Action or Activity PROCESS
◦ Represents action or set of actions
 Control Flow
◦ Shows sequence of execution
 Initial Node START
◦ The beginning of a set of actions
 Final Node END

◦ Stops all flows in an activity

 Decision Node
 Waiting

4-26
 Activity Flowcharts
Hotel Check-out Process Process Name

Activity
2 YES
flowcharts
1 3
Approach front desk Is there
Wait
a line?
Clear
direction of
NO flow (top to
- are specific Numbered
steps
4
Step up to desk
bottom or
left to right)

about what 5
Clerk NO

happens in a Key of symbols

available? 6
Wait

process. They 7
YES

Consistent
Give room number

often capture Start/End

Action/Task
level of
detail
8

decision points, Decision

Check bill

rework loops, Sequence

9
Charges
correct?
NO 10
Correct charges

complexity, etc. YES

11
Clear starting
Pay bill and ending
Date of creation points
or update &
name of creator
4-27
Example: Reading Comprehension
Test Process
Preparation Distribution Test Proper

Recording Checking Retrieving

Identifying
Item Analysis Least Mastered
Skills
4-28
 Example: Current PROCESS of Parent
Teacher Dialogue
Adviser Check
Start Prepare Forms 1 and attendance :
2 Form 1

PTD during Inform

Parents Identify
Card Yes Parents
Arrive? SARDO
Giving (Verbal)

No

Drop End
End
Or
Home Visit
4-29
Example: Current Process of Teaching Math

rem

rem

remS
lide
82

4-30
 Deployment Flowcharts
People or groups
Deployment listed across the top Invoicing Process

flowcharts Sales Billing Shipping Customer Elapsed

Time

• show the detailed Steps listed in 1

Delivers goods
Time flows
column of person or down the
steps in a process group doing step or page
and which people or 2 8
Notifies sales of Receives
in charge completed delivery delivery

groups are involved 9

5 days

in each step. 3
Sends invoice to
Records receipt and
claims against this
customer delivery

• They are 10 days

4 10

particularly useful in Notifies billing

of invoice
Receives invoice

processes that 11
Checks invoice
involve the flow of
5
Files invoice against receipt

information 12
Pays bill
between people or
functions, as they 6
Receives and
records payment
Horizontal lines
help highlight clearly identify
handoff areas. 7
Reviews weekly
report of overdue
handoffs
accounts

4-31
Which Flowcharting Technique
Should I use?
SIPOC Activity Deployment
Flowchart Flowchart
 To identify the major  To display the  To help highlight
steps of the process complexity and handoff areas in
and where it begins decision points of a processes between
and ends process people or functions

 To illustrate where in  To identify activity  To clarify roles and

the process you will loops and time indicate dependencies
collect data consuming activities

4-32
Common Process Mapping
Mistakes
• Being unclear about the focus of your process
mapping
• Trying to create the “perfect” process maps (and
forgetting why you’re mapping the process in the
first place)
• Using SIPOC to map the project processes
• Starting the map at a very micro level
• Mapping the process at the different level
• Wrong use of flowchart
4-33
WALK THE PROCESS
GUIDELINES

4-34
Walk through guidelines
• The objective is to know and understand
the process through interviews and direct
observation.
• Small size of interviewers/observers
• Map the whole process yourself.
– Observe the entire process from start-to-finish
before gathering data.
• Bring a pencil and paper

4-35
Walk through guidelines
• Bring stopwatch and do not rely on standard times
or estimated times or information that you cannot
personally obtain.
• Always collect current state information while
walking along actual pathways of material and
information flows yourself.
• Interview a sample of the people performing the
task to fully understand what is occurring in the
process

4-36
Walk through guidelines
• Do not rely on memory and knowledge of
the process.
• Do not only use interview information to
identify the steps of the process.
• Be discerning of information provided by
process owners.
• Existing process documentation may not
always reflect the actual practice

4-37
ACTIVITY

4-38
 Case:
• The CI Team has decided to focus on solving the
issue of only 3 out of 178 Grade IV pupils being
Numerates. Create the process map given the
following details of the teaching learning process
for math.

REF: BCI101 Case 01 – Teaching Math 4-39

 Case:
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 it in class using
the prepared instructional materials. After the initial
discussion, the teacher would then provide more examples
so that the students can practice and better understand the
lesson.
The teacher would then give a short assessment to test the
pupils’ learning. After giving the assessment, the teacher
would provide the answers and the students will check the
assessment. The teacher would then gather the
assessment results and provide feedback.

REF: BCI101 Case 01 – Teaching Math 4-40