The function of Implementation, Monitoring, and Evaluation (IME) in the Strategic Planning is a pivotal management and leadership component paving towards organizational success. The SPIME complements and completes the SWOT, environmental scanning, action plan to come out with an ideal but workable road map, blue print, milestone, in the attainment of organizational goals, values, and objectives.   On this oral and written reports, it is apparent that the SPIME is intertwined as a practical approach towards exploring the entire gamut of a CorPlan that are within the frame work of the organizational vision, mission, goals, objectives and values—in this case of an educational institution.

1. WELCOME &
MABUHAY ! ! !
Mr. VirGILio G. Gundayao, MBA/MPA
Exec. Dir., Graft-Free Philippines, a national project of Philippine Jaycee Senate
2004 Exec. Director, Junior Chamber International (JCI) Phils.
Immediate Past Exec. Director, JC Leaders International
Ex-AMO, CSC Mamamayan Muna, Hindi Mamaya Na!
Program

2. WE specially want to give credit to the TEAM
EFFORT of the Class
For the Group Dynamics
For the coordination to come out with a good atmosphere or
ambiance conducive to the art of learning by doing
For exemplifying the essence of ANDRAGOGY or
Adult/Alternative Learning system cum Pedagogy
For attempting to transcend the various dimensions of
educative processes

3. I. PROLOGUE
Plan your work and work your plan. - Vince Lombardi
The function of Implementation, Monitoring, and
Evaluation (IME) in the Strategic Planning is a pivotal
management and leadership component paving towards
organizational success. The SPIME complements and completes
the SWOT, environmental scanning, action plan to come out with
an ideal but workable road map, blue print, milestone, in the
attainment of organizational goals, values, and objectives.
On this oral and written reports, it is apparent that the
SPIME is intertwined as a practical approach towards exploring
the entire gamut of a CorPlan that are within the frame work of the
organizational vision, mission, goals, objectives and values—in
this case of an educational institution.

4. II. KEY WORDS
Strategic Planning is worthless—unless there is first a strategic vision. –
John Naisbitt
Strategic (tactical, militant, impact, guided/directional…)
Planning (preparation, preparedness, forecasting, envisioning)
Implementation (execution, manning, re-tooling,
Monitoring (checking, overseeing, comparing, coordinating,
supervising,)
Evaluation (assessment, measurement, scoring, grading,
classifying, analyzing, synthesizing…)

5. . THE STRATEGIC PLANNING PROCESS
DEVELOP
Vision
Mission
Values
LONG-TERM
OBJECTIVES
GENERATE,
EVALUATE,
SELECT
STRATEGIES
IMPLEMENT
STATEGIES –
MGT ISSUES
IMPLEMENT
STRATEGIES –
MRK, FIN, HR,
OPS, ETC
MEASURE,
EVALUATE
PERFORM
EXTERNAL
AUDIT
INTERNAL
AUDIT
FEEDBACK
STRATEGY FORMULATION
STRATEGY IMPLEMENTATION
STRATEGY
EVALUATION

6. .
Project Cycle Phases
AppraisalEvaluation
Planning
Design
Implementation
Monitoring

7. .
Dynamic Planning Model
Scan
Plan
Implement
Monitor
Review
Scan
Plan
Implement
Monitor
Review
One year
Five recurring steps:
Scanning to identify trends
Planning to develop an agreed
strategic direction
Implementing by allocating
resources, developing structures
and procedures
Monitoring regularly in
achieving stated goals
Reviewing at the end of each
set period

8. .
STRATEGIC PLANNING PHASES
VISION
MISSION
GOALS
OBJECTIVES
SWOT & PESTE*
STRATEGIES
ACTION PLANS
*Political, Economic, Social and Technological Environment

9. .
The tasks of Strategic Planning –
a summary
Defining the
business and
developing
a vision
SWOT and
gap analysis
-setting
objectives
Crafting a
strategic
action plan
Implementing
and executing
strategy
Evaluating
performance
reviewing –
adjusting and
correcting

10. .
Various levels of indicators
• Input indicators
• Output indicators
• Process indicators
• Outcome indicators
Economy
Efficiency
Effectiveness

11. III. IMPLEMENTATION & MONITORING OF A
STRATEGIC PLAN
Failing to prepare is preparing to fail. - John Wooden
(See self-designed SPIME Table)
Action Plan Execution
Schedule (Time Frame)
Checklist
Diagram/Flowchart
Management Function
Meetings (FDG, RTD, staff, committee, commission, board)
Inspection Report

12. Planning for Implementation
• Set priorities.
• Identify resources—time, expertise,
materials, funds, space, and other resources.
• Establish clear leadership—vision and focus.
• Provide professional development—training,
job-embedded, sustained, and aligned.
• Create lines of communication for input and
feedback.
• Monitor and evaluate the implementation and
impact of strategies.

13. .
Implementation
- a learning process
Everything that can go wrong, will go wrong
- Murphy’s law
• How will we respond?
• How can we learn from mistakes?

14. .
Matt H. Evans, matt@exinfm.com
Make sure everything is linked and connected for a tight
end-to-end model for driving strategic execution is
linked and connected for a tight end-to-end model for
driving strategic execution.
INITIATIVE
Employee
Productivity
Improvement
Program
Employee
Satisfaction
Survey
Rating
90%
favorable
overall
Measure
Target
Target Actual
90%
45%
PercentSatisfaction
gap
MEASURE / TARGET
OBJECTIVE
Improve Employee
Satisfaction
ACTION PLAN
Identify issues per a
company wide
survey
Sanity Check . . .
Down to
Specifics

15. Thinking Chain
.
15
A “treasure hunt” into learning and school
improvement begins with a need to know
something, a theory,
a question, or a hypothesis that
has come to us through some
natural flow of logic.
What part of the
curriculum do our
students struggle
with most?
Which critical
expectations are our
students the weakest?
What sub-group of
students are most in
need of improvement?
Which instructional
strategies lead to the
most rapid rate of
growth for different
student populations?
Data
Disaggregated
sub-groups
Data
-Aspects of ____
-Skills
Data
-EQAO* (Literacy &
Numeracy)
-SEF (Self/School
Evaluation Form)
-District/School Assessments
*Education Quality & Accountability
Office (Ontario, Canada)
Evidence
Evidence
Evidence
Evidence
Adapted from The
Handbook for
SMART School
Teams, 2002) p.63

16. .
Effective implementation requires the
following:
• Focus
• A schedule
• Collaboration
• Data (sign-in sheets, teacher surveys,
evaluation forms, debriefing notes, lesson
plans, classroom observations, student
samples, and achievement data)
• Ongoing monitoring
• Periodic evaluation

17. IV. ISSUES IN THE STRATEGIC
PROGRAM EVALUATION
Failing to prepare is preparing to fail. - John Wooden
(See self-designed SPIME Table)
Budget Constraints
Data “
Time “
Reliability
Validity
Sensitivity
Internal Evaluator/s
External Evaluator/s
Complacency
Stiff Competition
De-motivation (other attitude/behavioral manifestation)

18. . Designing Good Evaluations
“Better to have an approximate answer to
the right question, than an exact answer to
the wrong question.”
Paraphrased from statistician
John W. Tukey

19. . Designing Good Evaluations
“Better to be approximately correct
than precisely wrong.”
Paraphrased from
Bertrand Russell

20. Methodology in Grading and Evaluating Your Organizations’
Strategic Planning Performance
Each of the ten strategic planning and implementation tasks
has been cast as a question focusing on whether or not an
organization’s existing processes ensure the execution of them. For
each question, you are asked to respond with a number from 1-5
indicating the frequency in which your organization completes each
of the required strategic planning/implementation tasks. These are
as follows:
Score Frequency Indicator
1 Very Rarely or Never
2 Occasionally
3 About Half of the Time
4 The Majority of the Time
5 All of the Time
r

21. Evaluation Questions. By using the above scoring methodology, you
can now assess your overall strategic planning effectiveness by
responding to the following questions:
1. Does your organization have established strategic planning cycle
linked to fiscal year-end and budgeting process? 1 2 3 4 5
2. Does your organization undertake strategic planning in a manner
that is clearly linked into the broader corporate planning process?
1 2 3 4 5
3. Does your organization operate on the basis of a professionally run
planning process, supported by an external facilitator and/or a staff
person dedicated to lead the planning exercise? 1 2 3 4 5
4. Does your organization undertake environmental scanning and/or
opinion surveys of key audience segments to serve as strategic
inputs to the strategic planning process? 1 2 3 4 5
5. Does your organization have a planning process that ensures the
active involvement process of functional/operational unit heads?
1 2 3 4 5

22. 6. Does your organization follow-up with a formal operational planning
process that translates the strategic plan into operational plan(s)?
1 2 3 4 5
7. Does your organization have an employee work plan development
process that clearly references goals set out in the strategic plan and
ensures day to day implementation of operational plan? 1 2 3 4 5
8. Does your organization have a quarterly reporting process whereby Board
of Directors receives updates on organization progress in meeting
strategic goals set out in the strategic plan? 1 2 3 4 5
9. Does your organization have an employee compensation process
whereby employees are evaluated and rewarded based upon achieving
operational objectives in support of the strategic communication plan?
1 2 3 4 5
10. Does your organization undertake an ongoing program evaluation
process whereby the impact of key strategies and tactics are rigorously
assessed against defined objectives? 1 2 3 4 5

23. Calculating Your Organization’s Strategic Planning Grade
For grading purposes, you are asked to total your score based upon the
ten questions. The total numeric scores are then translated into a letter
grade based upon the following:
Total Score Grade
42 or More A
37-41 B
31-36 C
25-30 D
24 or less F
4. Reading Your “Report Card”
To help your organization interpret their grades, we provide some
general observations that accompany each grade. Such comments, by
necessity, deal in generalities. However, they do offer the basis for an
assessment of a organization’s effectiveness in using strategic planning
as a salient management tool.

24. Grade Comments
A . Your organization represents a best practice in its approach to
strategic planning and implementation. Within your organization
strategic planning is a powerful management tool for setting
priorities, defining strategies, and determining performance
benchmarks.
B. Your organization is committed to a regular, formalize, strategic
planning process that helps to set strategic priorities.
C. Your organization has undertaken some strategic planning in an
effort to set strategic direction. However, the lack of a disciplined
process in each of the key task areas probably means that the
results of the planning process do not offer the degree of priority
setting they are otherwise capable of providing the organization.
D. Your organization displays a very limited commitment to strategic
planning. When it is carried out it is ad hoc and is seldom translated
into workable action plans that gain organization-wide commitment.
F . (Failed) Your organization fails to undertake even the basic
elements of strategic planning. While occasionally senior
management may convene a planning session, the virtual absence
of follow-through renders the resulting plan useless.

25. V. CRITERIA FOR EVALUATING AN EDUCATIONAL
STRATEGIC PLAN
Program Evaluation Criteria (Adapted from Materials provided by the United States
Department of Education Essential components of successful curricula are challenging, comprehensive and
high-quality academic programs that are accessible to all students. The selection of these programs is one of t
he most significant decisions educators must make. The program evaluation criteria listed below may serve as
a guide to help facilitate this process.)
A. Quality of Program
Criterion 1. The program's learning goals are challenging, clear, and
appropriate for the intended student population.
Indicator a.) …explicit and clearly stated.
Indicator b.) …consistent with research on teaching and learning or
with identified successful practices.
Indicator c.) …foster the development of skills, knowledge, and
understandings.
Indicator d.) …include important concepts within the subject area.
Indicator e.) …can be met with appropriate hard work and
persistence.

26. Criterion 2. The program's content is aligned with its learning
goals, and is accurate and appropriate for the intended student
population.
Indicator a.) …aligned with its learning goals.
Indicator b.) …emphasizes depth of understanding, rather than
breadth of coverage.
Indicator c.) …reflects the nature of the field and the thinking
required in the field.
Indicator d.) …makes connections within the subject area and
between disciplines.
Indicator e.) …culturally and ethnically sensitive, free of bias, and
reflects diverse participation & diverse student

27. Criterion 3. The program's instructional design is
appropriate, engaging, and motivating for the intended
student population.
Indicator a.) …provides students with a relevant rationale for
learning this material.
Indicator b.) …attends to students‘ prior knowledge and
commonly held conceptions.
Indicator c.) …fosters the use and application of skills,
knowledge, and understandings.
Indicator d.) …engaging and promotes learning.
Indicator e.) …promotes student collaboration, discourse,
and reflection.
Indicator f.) …promotes multiple and effective approaches to
learning.
Indicator g.) …provides for diverse interests.

28. Criterion 4. The program's system of assessment is
appropriate and designed to inform student learning and
to guide teachers' instructional decisions.
Indicator a.) …an integral part of instruction.
Indicator b.) …consistent with the content, goals, and
instructional design of the program.
Indicator c.) …encourages multiple approaches and
makes use of diverse forms and methods
of assessment.
Indicator d.) …probes students‘ abilities to demonstrate
depth, flexibility, & application of learning.
Indicator e.) …provides information on students' progress
and learning needs.
Indicator f.) …helps teachers select or modify activities to
meet learning needs.

29. B. Usefulness to Others
Criterion 5. The program can be successfully
implemented, adopted, or adapted in multiple
educational settings.
Indicator a.) …provides clear instructions and sufficient
training materials to ensure use by those
not in the original program.
Indicator b.) …is likely to successfully transfer to other
settings.
Indicator c.) …specifies the conditions and resources
needed for implementation.
Indicator d.) …program's costs (time and money) can
be justified by the benefits.

30. C. Educational Significance
Criterion 6. The program's learning goals reflect
the vision promoted in national standards.
Indicator a.) …consistent with national standards.
Indicator b.) The program's pedagogy and ssessment
are aligned with national standards.
Indicator c.) The program promotes equity and equal
access to knowledge, as reflected in
national standards.

31. Criterion 7. The program addresses important
individual and societal needs.
Indicator a.) …is of sufficient scope and importance
to make a significant difference in
student learning.
Indicator b.) …contributes to increases in teachers'
knowledge of effective teaching and
learning.
Indicator c.) …is designed to improve learning for a
wide spectrum of students OR serves to meet the
special learning needs of under- served students
OR serves to meet the special learning needs of
students whose interests and talents go beyond
core programs of study

32. .
Matt H. Evans, matt@exinfm.com
Measurement Template Down to
Specifics(Insert
organization
name)
(Insert division
name)
(Insert department
name)
Risk Frame
area objective
supports
(Insert
objective
owner)
(Insert
measureme
nt owner)
(Insert
reporting
contact info)
Objective Description – description of objective purpose, in sufficient detail for personnel
not familiar with the objective to understand its intent. Objective descriptions are typically
two or three paragraphs long. This will appear in the pop-up window when you mouse
over the objective in the Balanced Scorecard System.
References – source
documentation for objective
and objective description
Comments – additional information about the objective not covered in above blocks, such as recommendations for further
revision, additional organizations objective impacts, recommendations for coordination / alignment with other objectives,
etc.
Measure Name - The name
exactly as you want it to
appear in the Balanced
Scorecard, including the
measure number (i.e.
Percent Employees
Satisfied, etc.)
Measure Description – description of the measure,
include its intent, data source, and organization
responsible for providing measure data. This will
appear in the pop-up window when you mouse
over the measure in the Balanced Scorecard.
Measure
Formula –
formula used to
calculate
measure value
(if any)
Data Source - The
source of the data –
manual, data
spreadsheet, or
database name and
contact familiar
with the data
Measure Weight - the relative weight of the measure based on the impact it has
on the overall objective. The total weights for all measures for an objective must
add to 100
Measure Reporter – Person
responsible for providing measure
data. Include the name, organization
and email.
Target Maximum – Maximum expected value for the measure. Effective Date –
Date the target first
becomes effective
Frequency – How often
target data will be reported
Units – Units
of measure
Target – Point where the measure goes from green to amber
Target Minimum – Point where the measure goes from amber to red.
The target minimum and target can not be the same value.
Scorecard Perspective
Name

33. Simplified Criteria for Evaluating an Educational Plan
Specific
Measurable
Attainable
Reliable
Time-bound
3 E
Quality
Quantity
Timeliness

35. SPIME Preparedness SP Resources Assessment/Measurement
Before During After Qty Qlty Timeliness
Who
Forecasting
STAFFING
Manpower
Plan/ning
Impact
Mitigation
EFFICIENT * EFFECTIVE * ECONOMICAL
PLANNING * ORGANIZING * DIRECTING *
COORDINATING CONTROLLING
MBR
Emasculating
LeapFrog
MBE
Repairing
MBO
R & D
Archiving
What
FEEDBACK
Outsourcing
Tactics
Risk Mgnt.
Performing
Diagnosing Allocation
ROI Cost-Benefit Risk-Taking Insurance
RTD
Auditing
MBWA
Prognosis
TQM
Accounting
Why
SWOT
Tool Kits
Sketch
Activating
Enabling
Simulation Meetings/Fellowship
Decision-Making Crystallazing Gauging
DISCIPLING * DELEGATING
FGD
Pilot-
Testing
Standar
dizing
Team-
Building
How
Scanning
Devices
Designs
Empowering
Energizing
Conflict Res. Supply & Procurement Stds.
Realizing Schedule/ing Pole-vaulting
Documentation/RecordsKeepng
Verifying
Validating
Post-Testing
Bonding
Interpreting
Recognizing
Rewarding
Where
PESTE
Packages
Model
Familiarizing
Beating odds
Legal Management Inspecting Supervising
Training & Development
Phasing/
Facing
Critical
Thinking
Break-time
Time Mgnt.
When Road map
Scheme
Beating
competition
Breakthrough Clustering CSR
Conceptualizing Streamlining Dove-Tailing
Need /Gap
Analysis
Creative
Thinking
Constructive
Destruction
Which
CPE
Guidepost
Calibration
Beating
standards
Synergy – Convergence
Optimizing/Maximizing
Investiture
Trafficking
Adaptati
on
Zero-based
Budgeting
Campaining
Communica
tion
Trailblaizing
Installing
Matching
Collaborati
on
Innovating
Negotiating
CHECKLIST
Reinforcing * Linkaging * Networking * Fortifying
Synchronizing
Down &
Right
Sizing
Scoring
Adjustm
ents
Grading
Programming
Institutionali
zing
Rating
SAPAE Engaging
Crisis Mgnt
Innovating
Reporting/Integration Re-engineering
G3: Goodness * Genuineness * Greatness
Internalizing
Investigating
Fine-
tuning
Critiquing
Coaching
Men Money Machines Materials Method Moments Markets
.

36. . What do We Evaluate?
Evaluation is
concerned with
results focusing
on
Effectiveness
Achievement of
results
Relevance
Programme continues
to meet needs
Sustainability
Results sustained
after withdrawal of
external support
Unanticipated Results
Significant effects
of performance
Causality
Factors affecting
performance
Validity of Design
Logical and coherent
Efficiency
Results vs costs
Alternative Strategies
Other possible
ways of addressing
the problem

37. . Why do we evaluate?
• To improve design and
performance of an ongoing
project/programme
• To make judgments about the
effectiveness of a
project/programme
• To generate knowledge about the
best practices, lessons learned

38. .
Strategy: Creating “shareholder value” through effective
strategy is as easy as A-B-C...
Where you Are
Where do you
want to Be
How to get there
(Course to follow)
Monitor & Evaluate
(Strategic control)
Resource plans
Financial plans
Infrastructure plans
© Strategy Institute,
after Bryson & Alston
Not the only “model” – but the easiest to understand!

39. .
Summarize and Interpret
Progress Monitoring Data
G3

40. .
Monitoring and EvaluationD:Videos
Monitoring and evaluation are
complementary functions
Each provides a different type of
performance information
Both important for effective
Result Based Management (RBM)

41. .
Monitoring versus Evaluation
• Continuous
• Tracks Progress
• Answers what
activities were
implemented &
results achieved
• Self-assessment by
project management
• Alerts managers to
problems
Periodic
In-depth analysis of
actual vs. planned
achievements.
Answers how and
why results were
achieved; future
impact
Internal and/or
external exercise
Gives managers
strategy and policy
options

42. . Complementary Roles of
Results-Based Monitoring and Evaluation
Monitoring Evaluation
Clarifies program
objectives
Analyzes why intended results were
or were not achieved
Links activities and their
resources to objectives
Assesses specific causal
contributions of activities to results
Translates objectives into
performance indicators and
set targets
Examines implementation process
Routinely collects data on
these indicators, compares
actual results with targets
Explores unintended results
Reports progress to
managers and alerts them
to problems
Provides lessons, highlights
significant accomplishment or
program potential, and offers
recommendations for improvement











43. .
The perfect marriage?
SWOT e-Scan VMGOvp ActionPlan SPIME
Easy as “ABC”
 Where Are you
 Where do you want
to Be
 The Course to follow
The “4 functions” model
• Planning
• Organising
• Leading
• Controlling
Henceforth you shall be
known as excellent
“Strategic Plan”

44. VI. EPILOGUE
“We shall just have been over by ‘New Man’ in the wagon of his ‘Plan.’ –
Borris Pasternak
The SPIME as I presented attempts to illustrate or
elaborate the IME as a practical tool and device of managerial
leadership.
The SPIME just like the other counterpart of Action
Planning, SWOT, Environmental Scanning, Mission, Vision,
Goals, Values and Objectives reinforces that it can be utilized
in a project, program, or task force activity—whether via short,
medium, or long-range schedule.
The SPIME likewise is an attempt to produce a
preparedness table as an easily accessible quick guide—
anytime, anywhere, pragmatically, practicality.

45. VII. REFERENCES
Franco, Ernesto A., et al., “Project Management for Social
and Economic Development,” Anvil Publishing, 1997.
http://www.unfpa.org/monitoring/toolkit/5communi.pdf
http://planipolis.iiep.unesco.org/upload/Philippines/Philippines_EFA_MDA.pdf
http://net.educause.edu/ir/library/pdf/eqm0213.pdf
http://www.ride.ri.gov/instruction/curriculum/rhodeisland/resources/evaluation.htm
http://www.leverus.com/associationresourcecenter/strategic.pdf
http://www.konsult.leeds.ac.uk/public/level1/sec15/index.htm

46. Sam Walter Foss
Bring me men to match my mountains
Bring me men to match my plains:
Men with empires in their purpose
and new eras in their brains.
Once again my WARMEST WELCOME TO
ALL!