Annex 5-C SIP Guide

The WHY Diagram

One of the most important questions in quality is Why?. From Kaoru Ishikawas early
usage of cause-effect diagrams in the early 1940s and Toyotas use of Five Whys in
the early 1950s as they developed their famous Toyota Production System, the drive
to find root causes of problems has been the secret of many quality success stories.
Step 1:
Create the problem statement:
Problem Statement
Cause No. 1
Achievement Rate is 72%
compared to the target
of 72.50%.
Step 2: Write the main sub-areas that may
Problem Statement
Cause No. 1
Achievement Rate is 72% Learners do not
compared to the target
attend classes
of 72.50%.
regularly

Cause No. 2

Cause No. 3

lead to this problem (LEVEL 1 WHY)

Cause No. 2
Cause No. 3
Teachers do not
Learner
have the skills to
comprehension is not
teach to respond to fully developed
the achievement
level required by
the learner.

Step 3: Break down the problem once more, this time by simply asking Why does
this happen? (Level 2 WHY)
Problem Statement
Cause No. 1
Cause No. 2
Cause No. 3
Achievement Rate is
Learners do not
Teachers do not
Learner
72% compared to the
attend classes
have the skills to
comprehension is not
target of 72.50%.
regularly
teach to respond to fully developed
the achievement
level required by
the learner.
The learners have
The teachers were
The learners are not
to help the
not trained
prepared to absorb
parents (at home
the lessons taught.
or at work)
Step 4: Keep Asking WHY (LEVEL 3 WHY)
Problem Statement
Cause No. 1
Cause No. 2
Cause No. 3
Achievement Rate is 72% Learners do not
Teachers do not
Learner
compared to the target of attend classes
have the skills to
comprehension is not
72.50%.
regularly
teach to respond to fully developed
the achievement
level required by
the learner.
The learners have
The teachers were
The learners are not
to help the
not trained
prepared to absorb
parents (at home
the lessons taught.
or at work)
The parents cannot There are no
The learners are
rely on anyone else specific training
hungry when they
to help them
programs for
get to school
teachers
Step 5: Keep Asking WHY (LEVEL 4 WHY), only when still applicable.
Problem Statement
Cause No. 1
Cause No. 2
Cause No. 3
Achievement Rate is
Learners do not
Teachers do not
Learner
72% compared to the
attend classes
have the skills to
comprehension is not

target of 72.50%.

regularly

teach to respond to
the achievement
level required by
the learner.
The teachers were
not trained

The learners have

to help the
parents (at home
or at work)
The parents cannot There are no
rely on anyone else specific training
to help them
programs for
teachers
END: Formulate
END: Formulate
the
the
strategy/program/p strategy/program/pr
roject/activity/task
oject/activity/task to
to address the last address the last
WHY reply
WHY reply

fully developed

The learners are not

prepared to absorb
the lessons taught.
The learners are
hungry when they
get to school
The parents cannot
feed the learners
before they are sent
to school

Step 6: Keep Asking WHY (LEVEL 5 WHY), only when still applicable.
Problem Statement
Cause No. 1
Cause No. 2
Cause No. 3
Achievement Rate is 72% Learners do not
Teachers do not
Learner
compared to the target of attend classes
have the skills to
comprehension is not
72.50%.
regularly
teach to respond to fully developed
the achievement
level required by
the learner.
The learners have
The teachers were
The learners are not
to help the
not trained
prepared to absorb
parents (at home
the lessons taught.
or at work)
The parents cannot There are no
The learners are
rely on anyone else specific training
hungry when they
to help them
programs for
get to school
teachers
END: Formulate
END: Formulate
The parents cannot
the
the
feed the learners
strategy/program/p strategy/program/pr before they are sent
roject/activity/task
oject/activity/task to to school
to address the last address the last
WHY reply
WHY reply
Mobilize the
Institutionalize a
END: Formulate the
barangay for help
teacher training
strategy/program/pro
in taking care of
program on reading ject/activity/task to
the home on a
address the last WHY
rotation basis
reply
Step 7: Strategy/program/project/activity/task to address the last WHY reply
Problem Statement
Cause No. 1
Cause No. 2
Cause No. 3
Achievement Rate is 72% Learners do not
Teachers do not
Learner
compared to the target of attend classes
have the skills to
comprehension is not
72.50%.
regularly
teach to respond to fully developed
the achievement
level required by
the learner.
The learners have
The teachers were
The learners are not
to help the
not trained
prepared to absorb
parents (at home
the lessons taught.
or at work)
The parents cannot There are no
The learners are
rely on anyone else specific training
hungry when they
to help them
programs for
get to school

END: Formulate
the
strategy/program/p
roject/activity/task
to address the last
WHY reply
Mobilize the
barangay for help
in taking care of
the home on a
rotation basis

teachers
END: Formulate
the
strategy/program/pr
oject/activity/task to
address the last
WHY reply
Institutionalize a
teacher training
program on reading

The parents cannot

feed the learners
before they are sent
to school
END: Formulate the
strategy/program/proje
ct/activity/task to
address the last WHY
reply

Implement a
feeding program
for learners from
kinder to grade 5
Step 8: Sort the Strategy/program/project/activity/task
Mobilize the
Institutionalize a
Achievement Rate is 72%
barangay for help
teacher training
compared to the target of
in taking care of
program on reading
72.50%.
Strategy

Programs/Projects

the home on a
rotation basis
Strengthen the
productive
involvement of the
stakeholders
LGU linkages

Build human capital

for goal achievement

Management Skills
training
programs
Parents networking
for
principals
programs
Teacher Training
School/learner
Program on
feedback system
Reading
ETC
Teacher Training
program on

Implement a feeding
program for learners
from kinder to grade
5
Strengthen the
productive involvement
of the stakeholders
LGU linkages

Parents networking
programs
School/learner
feedback system
ETC

Classroom

Activities (the tasks are

the step by step smaller
activities to deliver the
bigger activity- these
can be indicated)
Tasks- (the tasks are the
step by step smaller
activities to deliver the
bigger activity- these
can be indicated)

Management
ETC
Parents networking
Teacher Training
programs
Program on
Reading
Homecare assistance
Conduct of
Feeding activities
Tutoring assistance teacher training
for reading
Homecare
assistance
Conduct a survey
to validate the
need
Include the
Homecare
Assistance activity
in the PTA agenda
Get inputs from
parents during the
PTA meeting
Develop the
homecare
assistance process
based on the
inputs of parents
and other
stakeholders

Conduct of
teacher training
for reading
Do an FGD to get
the inputs of the
teachers
Develop the
training design and
content
Test the design and
content
Implement the
training programs

Parents networking
programs
Homecare assistance
Feeding activities
Tutoring assistance
Feeding activities
Conduct a survey to
validate the need
Organize a feeding
team from the
different
stakeholders
Plan the feeding
activity processes
Implement the
feeding activity

Resources: financial and

people

Present the
process during the
next PTA meeting
Amend/enhance
when necessary
Implement the
homecare
assistance
Budget for peso,
people, physical
requirements

Budget for peso,

people, physical
requirements

Budget for peso,

people, physical
requirements