Project Quality Management

Plan Quality Management

- How quality will be managed and validated (process, policies, techniques,

methods, metrics)

Inputs

1. Scope baseline
2. Stakeholder register
3. Requirements documentation
4. Risk register
5. Enterprise environmental factors
6. Organizational process assets

Tools and Techniques

1. Cost-benefit analysis
2. Cost of quality
3. Seven basic quality tools
4. Benchmarking
5. Design of experiments
6. Statistical sampling
7. Adding quality tools

Output

1. Quality management plan

2. Quality metrics
3. Quality checklists
4. Process improvement plan
5. Project document updates

Seven Basic Visual Tools of Quality

1. Cause and effect diagram (results)

2. Flowchart (relationships of elements)
3. Checksheets (organize facts for repeated data)
4. Pareto diagrams (80/20 rule)
5. Histograms (central tendency, dispersion, statistical distribution)
6. Control charts (assess the process if control or out of control)
7. Scatter diagrams (relationships, correlated variables

Perform Quality Assurance

- Concerned with improving processes

 - Leads to improved results

Inputs

1. Quality management plan

2. Process improvement plan
3. Quality metrics
4. Quality control measurements
5. Project documents

Tools and Techniques

1. Data representation
a. Affinity diagrams
b. Prioritization metrics
c. Matrix diagrams
2. Quality audits
3. Process analysis

Outputs

1. Change requests
2. Project management plan updates
3. Project document updates
4. Organizational process assets updates

Control Quality

- Inspecting and verifying

- Assess the performance of the project
- Create recommendations for changes
1. Validate the deliverables
2. Meet the requirements of stakeholders
3. Identify cause of poor product quality
4. Recommend actions to eliminate problems

Inputs

1. Project management plan

2. Quality metrics
3. Quality checklists
4. Work performance data
5. Approved change requests
6. Deliverables
7. Organizational process assets

Tools and Techniques

 1. Seven basic quality tools
2. Statistical sampling
3. Inspection
4. Approved change requests review

Outputs

1. Validated changes
2. Deliverables
3. Change requests
4. Project management plan updates
5. Project document updates
6. Organizational process assets updates

Difference between Quality Assurance and Quality Control

Quality Assurance Quality Control

Avoid the defect Find defects and correct

Prevention Detection

Proactive process Reactive process

Process based approach Product based approach

Process managing quality Verify the quality

Quality audit Inspecting and testing

Develop a process Identifies the defects

Evaluation

- Periodic assessment of the design, implementation, and results of an on-going or

completed development intervention
- Collecting and analyzing about a program’s activities, characteristics, and outcomes
- Aim to measure effectiveness and efficiency
- To know if there any gaps or weakness, and make judgements how to improve

Purpose of Evaluation

1. Relevance and fulfillment of objectives (development, efficiency, effectiveness and

sustainability)
2. Provides credible and useful for decision-making process
3. Learning from experience
Evaluation Criteria

1. Relevance - consistency to beneficiaries’ requirements

2. Effectiveness - if objectives were achieved
3. Efficiency - how resources / inputs are converted to results
4. Impact - positive / negative long-term effects
5. Sustainability - continuation of benefits

Preparing Program Evaluation Questions

1. Stakeholder consultation (influence to them)

2. Linking evaluation question with the purpose (why)
3. Attainable measures (of the outcome)
4. Selecting the type of evaluation question
a. Process evaluation (how)
b. Impact evaluation (what)
c. Economic evaluation (cost effectiveness analysis and cost benefit analysis)

Project vs Program

PROJECT PROGRAM

Structure Specific and exact Broad

Goals Goals are well-defined Goals are less clear-cut

Effort Represents a single effort Represents collection of efforts

Duration Shorter Longer

Risk Management Largely definable Open-ended, influence by

external factors

Stakeholder Maintains a constrained More complex and dependant

Management framework on the nature of the program
and its size

Project Management

- Application of knowledge and skills, tools and techniques to meet project requirements

Key Characteristics of a Project

1. Temporary (finite and with deadline)

2. Unique deliverables
3. Progressive elaboration (continuous investigation and improvement)
a. Monitoring and evaluation (5 - 10% project’s budget)
4. Consume resources
5 Phases of Project Management

1. Project initiation
2. Project planning and design
3. Project execution
4. Project monitoring, evaluation and control
5. Project closure

Program Logic

- Logic model / theory of change in evaluation

- Cause and effect relationship
- To clearly articulate the program’s objective and desired outcomes
- Heart of an evaluation project
- Used to identify potential issues or gaps
- Helps to guide the development of evaluation and monitoring strategies by identifying
key elements of the program
- To ensure that the program is well- aligned with the needs of the target population
- Support program planning and management (timelines of activities, progress monitoring)

Problem Inputs Outputs: Output: Short-term Medium- Long-term

Statement Activities Participatio outcomes term outcomes
n outcomes

The Specific Immediate Impact

resources actions that results
(funding, will be (number of
staff, undertaken people
materials, served /
etc.) workshops
held)

Building the Logic Model

1. Collecting the relevant information

2. Clearly defining the problem, the program will solve and its context
3. Defining the elements of the model in a table
4. Drawing the model
5. Verifying the model with stakeholders

Monitoring

- Keeping track of all project-related metrics/ indicators (internal staff & continuous, trigger
action or replanning, context, activities and results
- Continuous process gathering data, analyzing, and reporting
- Done routinely throughout the project

Purpose of Monitoring
 1. To learn from experience
2. Internal and external accountability of the resources used
3. Informed decision of the future of the initiative
4. Promote empowerment of beneficiaries of the project

Types of Monitoring

1. Results monitoring (positive / negative intended / unintended results)

2. Process / Activity Monitoring (progress, delivery of output, efficiency in time and
resources)
3. Compliance monitoring (ensures compliance with regulations, requirement, ethical
standards and rules)
4. Beneficiary monitoring (satisfaction, complaint, participation, treatment, access to
resources, overall experience of change)
5. Financial monitoring (cost of personnel, activities, expenditures)

Objectives of Monitoring and Evaluation

1. To track timeliness in implementation

2. To track effectiveness of strategies
3. To track immediate achievement of outputs
4. To ensure achievement of results
5. To track the environment / context (that may influence)
6. To track the efficiency (of the resources)
7. To document lessons learnt and identify areas for future interventions
8. Improve coordination with partners

Difference between Monitoring and Evaluation

Monitoring Evaluation

Timing Continuous throughout the project Periodic review at significant

point in project progress

Scope Day to day activities, outputs, Assess overall delivery of

indicators, change outputs and progress towards
objectives

Main participants Project staff, project users External evaluators, facilitators,

project users, project donors

Process Regular meetings, interviews, Extraordinary meetings,

monthly additional data collection

Written output Regular reports / updates Report with recommendations

for changes

Components of Monitoring and Evaluation System

 - Refers to all the indicators, tools and processes that you will use to measure if a
program has been implemented according to plan
1. M&E function in an organization
2. M&E staff
3. M&E frameworks (describe how the whole M&E system works)
4. M&E plan (details of the indicators, tools, procedures and processes)
5. Data collection and management system
6. Information dissemination system

DESIGNING LOGICAL FRAMEWORK IN M&E

Result chain - logical relationships among the resources that are invested, activities, and
sequence of changes

Inputs > Activities > Outputs > Outcome / Objective > Impact

1. Inputs - resources, money, staff, materials

2. Activities - services to accomplish the objectives (outreach, materials distribution,
sessions, workshops, training)
3. Outputs - direct products (people reached, materials distributed)
4. Outcomes - changes in knowledge, attitudes, beliefs, skills, behaviors, access, policies,
and environmental conditions
5. Impacts - long term results of one or more programs over time

Logical Framework / Log - frame

- Heart of M&E
- Project management tool
- Structure for specifying the components of a project and the logical linkages between
means and ends
- Used for improving planning, implementation, monitoring and evaluation
- Graphical summary of the entire project / program

Project Summary Indicators Means of Risks /

Verification Assumptions

Goal / Impact

Outcome / Purpose

Outputs

Activities

Types of Indicators

1. Quantitative - numbers, ratio, percentage

2. Qualitative - perceptions, opinions, experiences
3. Direct indicator
 4. Indirect indicator - used when the indicator is complicated or too costly to measure
5. SMART (Specific, Measurable, Attainable, Relevant, Time-bound)

Means of Verification

1. Progress reports
2. Survey reports
3. Monitoring and evaluation reports
4. Cluster reports
5. Government documents and reports

Risks / Assumptions

- Situations, conditions or decisions beyond the control of the project’s management

- A positive way of describing a risk

M&E Framework

1. Who is responsible for it

2. What forms and tools will be used
3. How the data will flow through the organization
4. Who will make decisions using the data

M&E Methods

1. Direct observation
2. Surveys/interviews
3. Focused group discussion
4. Pile-ranking exercise
5. Data triangulation - use of multiple methods to complement each other

M&E Data Collection Methods

1. Questionnaire
2. Focus group discussion guide
3. Key informants interview guide
4. Observation checklist
5. Beneficiary sign in sheets

M&E Tools Considerations

1. Clear format to use and specific information to gather

2. Ensure uniformity of data and ease of data entry and analysis
3. Ensure they align with project indicators
4. Should collect good enough information
5. What data type will you collect
6. What method have you selected for data collection

Preparing Questionnaire
 1. Review log-frame indicators
2. Cover all indicators (direct & proxy indicators)
3. Ensure related questions are grouped into sections
4. Share the draft questionnaire with the team for review
5. Hold brainstorming session to get more ideas
6. Revise the questionnaire the suggested additions or improvements
7. Pre-test the questionnaire
8. Make any additional necessary changes informed by pre-test / pilot test results

Focus Group Discussion Guide

- Consists of open-ended questions for qualitative data
1. Welcome section
2. Consent process (understanding of the project)
3. About the focus group discussion topic
4. Focus group ground rules
5. Focus group questions
Methods used to Record FGD responses
1. Note-taking
2. Voice recording

Key Informant Interview Guide

- In-depth interview with people who know what is going on in the community
- Can provide insight on the nature of problems and give recommendations
1. Introduction
2. Key questions
3. Probing questions
4. Closing questions
Methods used to administer KII Guide
1. Face to face interview
2. Online or telephone interview
3. Note- taking
4. Voice recording

Observation Checklist
- List of things that an observer is going to look at when observing a project
- Can be part of the questionnaire
- Direct observation entails a trained observer who records data based on what they see,
based on a guided protocol / checklist

Beneficiary sign in sheet

1. Tool where participant who have benefited training are recorded
2. Captures details such as:
a. Date
b. Venue
c. Location
d. Name of participant
 e. Age of participant
f. Gender
g. Type of training / intervention
h. Status
i. Consent for photo and name usage
j. Any other essential information

SAMPLING IN M&E

Sampling - process of selecting units from a population of interest

1. Representative random sampling - randomly giving each individual equal probability of
being picked
a. Confidence interval - lower and upper bound that defines a margin of error
b. Confidence level - how sure you can be
2. Purposive sampling -

Philippine Professional Standards

For Teachers
- Important in the continuing professional development (based on lifelong learning)
- Quality teaching into quality learning (for nation building)
- K12 and globalization (reasons for rethinking the NCBTS)
- To set out clear expectations of teachers along well-defined career stages of
professional development (from beginning to distinguished practice)
- Engage teachers to actively embrace a continuing effort in attaining proficiency
- Applying a uniform measure to assess teacher performance, identify needs, and provide
support for professional development
- To ensure that teachers are properly equipped
- Domains, strands, and indicators to provide measures of professional learning,
competent practice, and effective management

Domains
1. Content Knowledge and Pedagogy
2. Learning Environment
3. Diversity of Learners
4. Curriculum Planning
5. Assessment and Reporting
6. Community Linkages and Professional Engagement
7. Personal Growth and Professional Development

Career Stages
Career Stage 1 - Beginning Teachers
- Qualifications for entering teaching profession
 Career Stage 2 - Proficient Teachers
- Professionally independent in the application of skills
Career Stage 3 - Highly Proficient Teachers
- High level of performance in their teaching practice
- Provide support and mentoring
Career Stage 4 - Distinguished Teachers
- Highest standard for teaching grounded in global best practices
- Can improve own teaching practice and others

For School Heads

- Set out clear expectations of school heads
- Well defined career stages of professional development from beginning to exemplary
practice
- To actively embrace a continuing effort to attain high levels of proficiency (lifelong
learning)
- To facilitate uniform assessment of performance (specific standards) and reflect on and
assess their own practice
- To support school heads in their role to improve teacher quality (and high learning
outcome)
Principle of PPSH Framework
1. It is learner-centered
2. Emphasizes building and strengthening a network of stakeholders for school and
people effectiveness
3. Reflects the understanding of problems and issues and the need to address
them
4. Develop a strong school culture, and ensuring job-embedded professional
development
5. Supervision as a crucial organizational behavior in school management
6. Highlights the importance of accountability and transparency
7. Anchored on the principles of inclusivity (learning environment)
PPSSH Framework
1. School Effectiveness
a. Leading strategically
b. Managing school operations and resources
2. People Effectiveness
a. Building connections
b. Developing self and others
c. Focusing on teaching and learning

For Supervisors
- Set outs what are expected to know, be able to do, and value as they progress in their
profession
- Upgrading education quality at the regional, division, or school levels
- Improvement of teacher and school head quality (to learner achievement)
- Addresses the overlaps and duplications among the diverse supervisory functions at the
regional and division levels
- Depicts the link between regional and division supervisors, and the link between division
supervisors and school heads
PPSS Framework
1. Supporting curriculum management and implementation
2. Strengthening shared accountability
3. Fostering a culture of continuous improvement
4. Developing self and others
Roles and Functions of Supervisors
- Create an enabling and supportive environment for effective learning by empowering
school principals so that they could in turn create innovative and caring school climates
where teachers productively execute their roles in supporting the learners to reach their
full potential