Strategic

Tools
Trends, Networks and Critical Thinking in the 21st Century

NORMELITA G. REYES
Teacher III
SWOT Analysis

• It is a strategic planning
technique that provides
assessment tools
• Identifying core strengths,
weaknesses, opportunities,
and threats leads to fact-
based analysis, fresh
perspectives, and new ideas
• A tool created by Albert
Humphrey
SWOT Analysis
Affinity Diagram

• A tool that gathers large

amounts of language data (ideas,
opinions, issues) and organizes
them into groupings based on
their natural relationships.
• These are organized output from
a brainstorming session
• Created in the 1960s by
Kawakita Jiro
• Also known as the KJ method.
Process:
• Choose a facilitator.
 responsible for leading the group through the steps to make the affinity
diagram.
• State the issue or problem.
 It is often useful to state the problem in the form of a question.
It is essential that the group understands the aim of the session.
• Brainstorm and record ideas.
 Traditional brainstorming, individuals generate ideas, which they voice in turn.
Ideas are given by each person in the group until no one has anything else to add.
 Crawford slip method, ideas are recorded on index cards, slips of paper, or
sticky notes, in silence. There is no verbal exchange.
During brainstorming:

STEP 1: Generate ideas

STEP 2: Display/Post ideas
STEP 3: Sort ideas into groups
STEP 4: Create head cards/headers
STEP 5: Draw finished cards
Concept Fan
 helps gain further insight
into problem
 based on a `taking a step
back concept’
 shows what needs to be
achieved
 shows new ways to solve
problems
 used to find alternative
solutions
 Developed by Edward Bono
Process:

1.) Draw a circle in the blank sheet of paper.

2.) Write down the problem you are trying to solve in the
circle
3.) Radiate lines to the right of the circle and the
potential/possible/obvious solutions. One line, one
solution.
4.) Take a step back and draw another circle.
Process:
5.) Write the broader perspective using your problem as
basis
6.) Link the first circle to the second circle with an arrow,
showing that your problem in the first circle springs or
roots from the second circle
7.) Use the second circle as a starting point to generate
new ideas
8.) If solution isn't found and still not apparent keep taking
steps back
Process:
5.) Write the broader perspective using your problem as
basis
6.) Link the first circle to the second circle with an arrow,
showing that your problem in the first circle springs or
roots from the second circle
7.) Use the second circle as a starting point to generate
new ideas
8.) If solution isn't found and still not apparent keep taking
steps back
Diagram:

Solution 6 Solution 4
Solution 1

Root Cause Root Cause

Problem Solution 2
of Problem of Problem

Solution 5 Solution 3
Solution 7
Causal Loop
It is a tool to map out the
patterns of relationships within
dynamic systems.
A method used to understand
and analyze complex systems.
It helps identify key variables
in a system, and shows the
cause and effect relationships
between the variables
Jay Forrester (1950)
Process
1. Understand the story or
situation (theme)
2. Create variable names
3. Draw the links
4. Label the loop (s/+ or o/-)
5. Talk through the loop
6. Label it as R or B
7. Storytelling
Elements:
Theme – this is the situation or issue
that needed solution/s
Ex. What do you do when you are
hungry?

Variables – represents the parts of

the system that may either increase
or decrease (1-to-3 worded phrases:
idea, opinion, problem, solution)
Ex. Hungry, Eat
Elements:
Links, Arrows – shows the
relationship and direction of
influence between variables.

Symbols/Signs - shows what type of

behavior the system will produce

s Same direction

o Opposite direction
Types:
Reinforcing loop

R
Balancing Loop

B
 Theme: What will happen if you have a good
study habits?

Reinforcin
g feedback Good Studying
R Student

loop Habits
Performance
 Explanation: Good studying habits result in
good student performance. Both are directly
proportional as both reinforce each other.

Reinforcin
g feedback Good Studying
R Student

loop Habits
Performance
Reinforcin
g feedback
loop
 Theme: What do you do when you are
thirsty?

Balancin
g
feedback Thirsty B Drink

loop
 Explanation: When you are thirsty, you need
to drink. Upon finishing drinking, you lessen or
eliminate thirst.

Balancin
g
feedback Thirsty B Drink

loop
Balancin
g
feedback
loop
REFERENCES:
1. Brassard, M. (1989). The Memory Jogger Plus+, pp. 17 - 39.
Methuen, MA: Goal/QPC.
2. 2. Department of the Navy (November 1992). Fundamentals of Total
Quality Leadership (Instructor Guide), pp. 6-64 - 6-67. San Diego, CA:
Naval Personnel Research and Development Center.
3. 3. Department of the Navy (June 1994). Methods for Managing
Quality (Instructor Guide), Module 2, Lesson 4, pp. 48 - 57.
Washington, DC: OUSN Total Quality Leadership Office.
4. 4. King, R. (1989). Hoshin Planning, The Developmental Approach,
pp. 4-2 - 4-5. Methuen, MA: Goal/QPC.