A competency based hrd system for public servants in the philippine bureaucracy

Competency-based HRD System in

Public Service

Training and Development

1 HILARIO P. MARTINEZ

The Basic Question

HILARIO P. MARTINEZ 2

The Challenge


Which factor has the greater potential to enforce integrity in public service?


5

Performance and integrity of government agencies remains under

a cloud of doubt

PROBLEM

A Professional and Respected Cadre of Public Servants

OUTCOME

• conduct functional analysis for all agencies • review current HRD systems; reformulate policies and processes • conduct competency standardization from agency-level integrated to bureaucracy-wide

ACTION • Office of the President • Civil Service Commission • Department of Budget and Management • Congress of the Philippines

CHARACTERS

• government is the single biggest employer; overlapping functions • varying reports disclose that government agencies are receiving additional remuneration for themselves • retirement is 60 & 65 years old

• no standard performance evaluation system • generally perceived as graft ridden and weak institutions • Government employment is eligibility-based, academic qualification biased

SETTING

HILARIO P. MARTINEZ

Why focus on human resources in the public sector?

Personal services is the biggest expenditure item in the annual appropriation of public funds, conservatively estimated at over 50% of the annual budget.

Salaries, wages and other benefits of government employees are paid by taxpayers’ money, yet no cost-benefit analysis has been made on this investment.

The Government is the single biggest employer with a staffing complement of about 1.5 million public servants in NGAs, LGUs, GFIs, GOCCs, judiciary and legislative institutions.

Increase in compensation and benefits in the government, is thru legislation and/or executive directives; it is not performance-based, competency-based, nor “income-and-loss” situations dependent.

Promotion process in the government sector are less influenced by qualified measures of investment and competency, and rules of competition in a business environment


BASIC PRINCIPLES AND BELIEFS

Organization Development, Management, Human Resource Management and Development, Public Service


The organization of work processes in all agencies should follow a logical

relationship of functions

Hilario P. Martinez 8

From a well-defined core business, to the assembly of vital components, to a well-

defined major final output

Hilario P. Martinez 9

Certificate of Competency ≠ Civil

Service Eligibility


Eligibility ≠ Performance


Competency Assessment ≠

Performance Evaluation


What a Competency Standard is not!


Statement of Duties and

Responsibilities

Areas of Responsibilities

Job Description

COMPETENCY STANDARD

Competence Performance

C o m p e t e n c y

S k i l l J o b A t t i t u d e K n o w l e d g e

Job Performance

Observable Behavior

Reference: UNESCO/UNEVOC-TVETpedia website 14 HILARIO P. MARTINEZ

Environment in Bureaucracy Infects (the Stream Analysis Model)


Purpose Organizational Arrangement

Social Factors Technology Physical Setting

Environment

Staff Cognitions

Organizational Performance Individual Performance

The role of “Government”

It is the custodian and steward of vital resources used to improve the quality of life of the people

It is a service provider facilitating the social, economic and political activities of the people

It is a capability- and capacity-builder to realize the socio-economic-political goals of the people

It is the guardian and protector of the people and the republic

It is mandated to ensure the effective and efficient delivery of public goods and services


Why a Competency-based HRD System for Public Servants?

Government officials and employees takes an oath to serve the interest of

the public

Government officials and employees are entrusted with resources of citizen-

taxpayers

As custodians of huge public wealth, they should be intellectually capable

and armored with integrity

Competency, not eligibility, builds professionalism and integrity


THE STATE OF PHILIPPINE CIVIL SERVICE

The other insight to the state of public service and employment in government agencies


General overview of the civil service

A very broad and general national qualification standard is maintained and adhered to by all government agencies

Agencies and instrumentalities draw their own plantilla positions in conformity with a national salary grade schedule

Agencies and instrumentalities draws their own merit and promotion plan with a national code of ethics as their main guide post

Bureaucracy-wide salary upgrades and additional benefits are either legislated or by presidential fiat

Civil service eligibility is required for employment in government service for a permanent status

National government agencies, LGUs, GFIs and GOCCs subscribed to civil service rules


Workforce Overview

Magnitude per Level Potential Impact per Level


2nd Level

SG

30

25

20

15

10

5

1

Lowest Pay

Highest Pay

3rd Level

Re

spo

nsib

ility A

rea

s

Broader

Narrower

1st Level

Continuing Issues in Government Employment

Applicant with hand-

carried recommendation

Applicant passing

qualifying tests

vs

Qualifying tests, especially for new applicants, is a standard process. However, there are malpractices

where sponsorships outweighed the merits of the former.

A trade or an academic certificate is a basic proof of completed study. However, evidence of competence by way of an industry-standard assessment may be preferable

vs

Preference for

academic

qualification

Competence

and capability

what you

can do book

knowledge



Outdated general

tests battery

Industry-based job-readiness

tests battery

vs

Obsolete tests batteries in screening applicants for government positions are still being maintained despite the prevalence of job-readiness tests in the private sector?

Is the interest of the public served better with a civil service

eligibility system more than a system of competency

certification for all positions in government?


Certificate of

Competence

vs


Salary

Standardization

Competency

Standardization

vs

Salary standardization without a real rationalization program and

competency standardization inflicts more long term harm than good to

the bureaucracy and the citizenry

Could performance rating for officials and staff be distinct or apart from the performance rating of the institution they belong to?

Individual

Performance Assessment

vs

Corporate

Performance Assessment



Nepotism

Is public good and interest served better by perpetuating the

principle of “security of tenure” in government service or by a system of “performance-based contract”?

Should the prohibition on nepotism be ignored, liberalized or implemented more strictly and consistently across the entire bureaucracy?

Performance

Contract

Security of

Tenure

vs




GOCCs

GFIs

NGAs LGUs vs

Why should GOCCs and GFIs employees enjoy greater privileges

than NGAs’ and LGUs’ when they all perform the same basic

processes in the workplace?

Should incentives and rewards be pro-rata/by rank, everybody getting equal share or by merit-only real performers and effective goal contributors?

Pro-Rata

By rank

Equal

Sharing

Performance

Accomplishment


vs

Rationalization

Program

Privatization

Program

Should an honest-to-goodness streamlining of government be

pursued or should privatization of some functionaries be a better

option to improve public service?

Hire more

employees

Optimize

ICT use

vs

Which would make public service more efficient and sustainable, better use of information technology, more technical staff, or hire more ICT-proficient staff?



Should we maintain the policy of specialization of office personnel or

promote the hiring and development of more multi-skilled

and well-rounded personnel?

50-55 yo

retirees

60-65 yo

retirees

vs Should we maintain the 60-65 retirement age or lower to 50-55 years old to promote productive opportunities after retirement?


Department-

specialized staff

vs

Multi-skilled

personnel

Motto 1: “the citizen is always first?”


Motto 2: “Obey first! Ask questions later!”


“In the face of evil, the worst thing good people can do is to do nothing!”

No Talk,

No Mistake

See

No

thin

g

H e a r N o t h i n g

Say No

thin

g

D o N o t h i n g


Daily pre-occupations of employees in the office ...

Personal

business

Getting one

over another

money Racing to be

promoted

Staff like

cats and mouse

Bosses in

turf war


Other common observations ... Others are always watching the clock

Others are

busy working

Others have too

much workload

Others have too

much coffee breaks

Others on frequent

travel duties

others are always

on study leave


Corruption

Red Tape


Lingering Issues

Political Patronage

Unsettled Issues

DOES A COLLEGE OR HIGHER DEGREE READILY TRANSLATE TO COMPETENCE OR JOB

READINESS?

DOES EXPERIENCE READILY TRANSLATE TO COMPETENCE OR ACCEPTABLE JOB

PERFORMANCE?

IS CIVIL SERVICE ELIGIBILITY OR PROFESSIONAL LICENSE SYNONYMOUS WITH COMPETENCE OR

VERIFIABLE ACCOMPLISHMENTS?


CIVIL SERVICE SYSTEM IN THE PHILIPPINE GOVERNMENT SERVICE

What does it guarantee for the sovereign public?


The Civil Service Commission (CSC) of the Philippines

The CSC is a government agency which deals with civil service matters and

conflict resolution. It is tasked with the responsibility of overseeing the integrity of government actions and processes. The commission was originally founded

in 1900 through Act No. 5[1] of the Philippine Commission and was solidified

as a bureau in 1905. Along with the Commission on Elections and

Commission on Audit the CSC is part of the Constitutional Commissions of the

Philippine Government.

Reference: http//csc.gov.ph website 37 HILARIO P. MARTINEZ

The Department of Budget and Management (DBM)

The Department of Budget and Management, created under

Executive Order No. 21 dated April 25, 1936, is mandated under this

Order and by subsequent issuances to promote the sound, efficient and

effective management and utilization of government resources

(i.e., technological, manpower, physical and financial) as

instrument in the achievement of national socioeconomic and political development goals.

Reference: http//dbm.gov.ph website 38 HILARIO P. MARTINEZ

Educational Requirement by Level of Positions

Salary Grade 1 to 12 Salary Grade

13 to 24

SG 25 to

30 Minimum Educational Requirement At least 2 years of

college education College graduate

Masters

Degree

Level 1 Level 2 Level 3

SG 2

4

39

College graduate

HILARIO P. MARTINEZ

?

ooops! Somebody needs to

explain this inconsistency!

Example of a Qualification Standard of a typical Philippine government agency

Position Education Experience Training Eligibility

Director II Bachelor's Degree 3 years of supervisory

experience None required

Career Service Exec. Elig.(CSEE); Career

Executive Service (CES)

Supervising CDS Bachelor's Degree relevant to

the job.

3 years of relevant

experience

3 hours of relevant

training

Career Service (Professional); Second

Level Eligibility

Legal Officer IV Bachelor of Laws (Ll.B) 1 year of relevant

experience

4 hours of relevant

training RA 1080 (Bar)

Legal Officer III Bachelor of Laws (Ll.B) 1 year of relevant

experience

4 hours of relevant

training RA 1080 (Bar)

Planning Officer III Bachelor's Degree Relevant

to the job

2 years of relevant

experience

8 hours of relevant

training

Career Service (Professional)Second

Level Eligibility

Computer Programmer II Bachelor's Degree Relevant

to the job

1 year of relevant

experience

4 hours of relevant

training

Career Service (Professional) Second

Level Eligibility

Accountant I Bachelor's Deg. in Commerce

BSBA Accounting None None RA 1080 (CPA)

Bookkeeper Completion of 2 yrs. Studies

in College

1 year of relevant

experience

4 hours relevant

training

Career Service (Subprofessional) First

Level Eligibility

Human Resource

Management Assistant

Completion of 2 yrs. Studies

in College

1 year of relevant

experience

4 hours relevant

training

Career Service (Sub-prof’l) First Level

Eligibility

Data Entry Machine

Operator II

Completion of 2 yrs. Studies

in College

2 years of relevant

experience

8 hours of relevant

training

Career Service (Sub-prof’l) Data Encoder

(MC 11s.96 Cat.1) First Level Eligibility

Driver II Elementary School Graduate None None Driver's License MC 11, s.96 Cat. II


Some observations re the sample QS Director II – any college degree will do, requires no masteral degree, no training needed; supervisory experience required

Supervising CDS – compared to Dir. II, a relevant degree is required, relevant experience is not defined

No distinction between legal officer IV and III requirements

“bachelor’s degree relevant to the job” for a supervising officer and a planning officer III is subject to a wide range of discretion, possible abuse

Planning officer III is required 8 training hours, similar to that of a first level position of Data Entry Machine Operator II

Accountant I - requires no experience and training; must be a CPA; in contrast for a bookkeeper, accountancy degree is not required

No experience and training required for Driver II though he is responsible for a comparatively costlier machines than that of a DEMO II

Purpose of the varying eligibility requirements for different position titles is not clear

The KSA (knowledge, skills, attitude) requirements for each position are not at all defined


A typical “Help Wanted” ad for a vacancy in a government agency

Position: Division Chief

Salary Grade: 24

Educational Requirement:

Graduate of relevant college education

with Masteral degree

Training Required: 18 hours of supervisorial training

Eligibility Required: Second level civil service eligibility

Hmmm, a lot of people will fit into that! What

about IQ? Proficiency? Are they looking for a person

or is this a survey?


Different position titles for different service areas, similar jobs with common tools – calls for

JOB STANDARDIZATION

43

Job Title Particulars

Revenue Examiner

Audit Examiner Loans Analyst Accountant III

Degree Accountancy Accountancy Accountancy Accountancy

Licensure C.P.A. C.P.A. C.P.A. C.P.A.

Main Responsibility Area

Legality and accuracy of financial transaction




Basic Tools Chart of Accounts, Financial Analysis, Cost Accounting, Inventory Accounting, Fixed Assets Accounting, Variance Analysis, etc.

Agency affiliated to

Bureau of Internal Revenue

Commission on Audit

Government Financing Institutions

All agencies

Classification Frontline Frontline Frontline Back office

HILARIO P. MARTINEZ

The Hierarchy of Job Titles in the Bureaucracy


Lowest Rank Position Title SG 1

Highest Rank Position Title SG 30

1st Level Positions

3rd Level Positions

2nd Level Positions

The satisfactory compliance to the job requirements of a job title is a prerequisite condition, basically a building block, for a job holder to be a candidate for promotion to the next higher position

Present Tour-of-Duty Eligibility Requirement by Level

Level 1/Sub-Professional Eligibilities

Level 2/ Professional Eligibilities

Salary Grade 1 to 12 Salary Grade 13 to 24 SG 25 to 30

Career Executive

Service Officer*

FOR NEW ENTRANTS &

INCUMBENTS IN PUBLIC SERVICE

FOR NEW ENTRANTS &


* Only for Presidential Appointees 45 HILARIO P. MARTINEZ

FOR NEW ENTRANTS &


Why 3 for 3? Why not just 1 for all 3?

Job titles in government conforms to a hierarchical construct of work categories, authority and responsibility

The tour of duty in a job title, in essence, is the accumulation of pertinent and necessary knowledge, skills and attitude

Why should there be different eligibility requirement to qualify for each level?

Why can’t there be only one system of qualification, a competency system for all job titles in all levels for all departments?


Present “Rules of the Game”

HILARIO P. MARTINEZ

Other Civil Service Eligibilities recognized by CSC

Bar/Board Eligibility (RA1080)

Barangay Health Worker Eligibility (RA7883)

Barangay Nutrition Scholar Eligibility (PD1569)

Barangay Official Eligibility (RA7160/CSC Res. No. 933666/943635)

Electronic Data Processing Specialist Eligibility (PD1408/CSC Res. 90-083)

Honor Graduate Eligibility (PD907)

Scientific and Technological Specialist Eligibility (PD997)

Skills Eligibility (CSC MC 11, s. 1996, as amended; CSC Res. 072244/CSC MC 3, s. 2008)

Veteran Preference Rating (EO 790)

Other government agencies proposed specific eligibility requirement either for specific functionary or for agency-specific purposes, administered, approved and recognized by the CSC.


The Career Executive Service Officer (CESO) Eligibility* for 3rd Level Positions

Created under Presidential Decree No. 1 by the late Pres. Marcos, 1972

Applicable for third level CES positions only

CESO rank is only for presidential appointees

CESO examination measures

Analytical ability

Verbal ability

Managerial ability

Candidates for CESO are professional civil service eligibles and incumbents coming mostly from the ranks of division chiefs and equivalent ranks in the military and police organizations. There is no definitive succession planning system in the bureaucracy except for the unwritten policy of “seniority”. It measures the same abilities as other examinations for lower levels and thus may be considered redundant.


Which comes first?

CEO eligibility before appointment to 3rd level position

Appointment to 3rd level position before

CEO eligibility

What is the significance of an additional eligibility requirement for the 3rd level positions if the eligibility requirements of the 1st and 2nd levels

provide the same attestation of qualification to work in government?

Are the boundaries of the 1st, 2nd and 3rd level positions distinct from each other or should they be considered contiguous and progressive

building blocks for in-service skills acquisition and development?


In-Service Training Programs* for CESO CESB Provided

Executive Leadership Program

SALA

MIN

DIW

A

GABAY

Pu

blic

Se

rvic

e

Eth

ics

and

A

cco

un

tab

ility

Wo

rksh

op

s o

n

Ad

min

istr

ativ

e

Just

ice

Fin

anci

al M

gt f

or

Pu

blic

Man

age

rs

ICT

CESB Accredited

Problem Analysis & Decision Making

Delegating & Monitoring

7 Habits of Public Managers

If aspirants for 3rd level positions are mostly from the ranks of division chiefs, who are masters degree holders and experienced managers, what justifies the provision of these still basic management training for 3rd level incumbents? What distinct competencies should they have even before appointment as 3rd level executives?

* Reference: http//csc.gov.ph website 51 HILARIO P. MARTINEZ

Government Staff Development Program (No Institutionalized Training Needs Analysis)


A G E

senior younger

?

R A N K

senior low rank

? V E N U E

overseas

domestic

?

T Y P E

enskilling appreciation

?

C L A S S

degree non-degree

?

F I N A N C I N G

100% gov’t paid Sponsor subsidized Gov’t-sponsor sharing

?

? For whom?

HOW MUCH DOES ALL OF

THESE COST US? RE-ENTRY & ACTION

PLANS ARCHIVE

ggrrr… how did they get hired at the first

place?

What then is a civil service eligibility for? especially the CESO eligibility?

or


A QUALIFICATION STANDARD FOR REFERENCE

A qualification standard that presents the process of evaluating and crediting the applicants’ credentials (undergraduate education, academic achievement, graduate education and experience) with defined criteria and parameters


An example of a better Qualification Standard*


GRADE EDUCATION

EXPERIENCE

GENERAL SPECIALIZED

GS-5 4-year course of study leading to a

bachelor's degree

3 years, 1 year of

which was equivalent

to at least GS-4

None

GS-7 1 full year of graduate level education, or

superior academic achievement None

1 year equivalent

to at least GS-5

GS-9

Master's or equivalent graduate degree, or

2 full years of progressively higher level

graduate education leading to such a

degree, or LL.B. or J.D., if related

None 1 year equivalent

to at least GS-7

GS-11

Ph.D. or equivalent doctoral degree, or 3

full years of progressively higher level

graduate education leading to such a

degree, or LL.M., if related

None 1 year equivalent

to at least GS-9

Reference: US Office of Personnel Management website

Group Coverage Qualification Standards for Administrative and Management Positions

An example of a better Qualification Standard* ... continued

• Undergraduate Education: Successful completion of a full 4-year course of study in any field leading to a bachelor's degree, in an accredited college or university, meets the GS-5 level requirements for many positions covered by this standard. Others have individual occupational requirements that specify that applicants must, in general, (1) have specific course work that meets the requirements for a major in a particular field(s), or (2) have at least 24 semester hours of course work in the field(s) identified. Course work in fields closely related to those specified may be accepted if it clearly provides applicants with the background of knowledge and skills necessary for successful job performance. One year of full-time undergraduate study is defined as 30 semester hours or 45 quarter hours.

• Superior Academic Achievement: The superior academic achievement provision is applicable to all occupations covered by this standard. See the "General Policies and Instructions" for specific guidance on applying the superior academic achievement provision.

57


HILARIO P. MARTINEZ

Note: Underscoring supplied for emphasis

An example of a better Qualification Standard* ...continued

• Graduate Education: Education at the graduate level in an accredited college or university in the amounts shown in the table meets the requirements for positions at GS-7 through GS-11. Such education must demonstrate the knowledge, skills, and abilities necessary to do the work.

• One year of full-time graduate education is considered to be the number of credit hours that the school attended has determined to represent 1 year of full-time study. If that information cannot be obtained from the school, 18 semester hours should be considered as satisfying the 1 year of full-time study requirement.

• Part-time graduate education is creditable in accordance with its relationship to a year of full-time study at the school attended.

• For certain positions covered by this standard, the work may be recognized as sufficiently technical or specialized that graduate study alone may not provide the knowledge and skills needed to perform the work. In such cases, agencies may use selective factors to screen out applicants without actual work experience.

58


HILARIO P. MARTINEZ


An example of a better Qualification Standard* ...continued

• General Experience: For positions for which individual occupational requirements do not specify otherwise, general experience is 3 years of progressively responsible experience, 1 year of which was equivalent to at least GS-4, that demonstrates the ability to:

– Analyze problems to identify significant factors, gather pertinent data, and recognize solutions;

– Plan and organize work; and

– Communicate effectively orally and in writing.

• Such experience may have been gained in administrative, professional, technical, investigative, or other responsible work. Experience in substantive and relevant secretarial, clerical, or other responsible work may be qualifying as long as it provided evidence of the knowledge, skills, and abilities (KSA's) necessary to perform the duties of the position to be filled. Experience of a general clerical nature (typing, filing, routine procedural processing, maintaining records, or other non-specialized tasks) is not creditable. Trades or crafts experience appropriate to the position to be filled may be creditable for some positions.

• For some occupations or positions, applicants must have had work experience that demonstrated KSA's in addition to those identified above. Positions with more specific general experience requirements than those described here are shown in the appropriate individual occupational requirements.

59


HILARIO P. MARTINEZ


An example of a better Qualification Standard* ...continued • Specialized Experience: Experience that equipped the applicant with the particular

knowledge, skills, and abilities to perform successfully the duties of the position, and that is typically in or related to the work of the position to be filled. To be creditable, specialized experience must have been equivalent to at least the next lower grade level in the normal line of progression for the occupation in the organization. Applicants who have the 1 year of appropriate specialized experience, as indicated in the table, are not required by this standard to have general experience, education above the high school level, or any additional specialized experience to meet the minimum qualification requirements.

• Combining Education and Experience: Combinations of successfully completed post-high school education and experience may be used to meet total qualification requirements for the grade levels specified in the table, and may be computed by first determining the applicant's total qualifying experience as a percentage of the experience required for the grade level; then determining the applicant's education as a percentage of the education required for the grade level; and then adding the two percentages. The total percentages must equal at least 100 percent to qualify an applicant for that grade level. Only graduate education in excess of the amount required for the next lower grade level may be used to qualify applicants for positions at grades GS-9 and GS-11. (When crediting education that requires specific course work, prorate the number of hours of related courses required as a proportion of the total education to be used.)

60


HILARIO P. MARTINEZ


Significant features demonstrated by referenced Qualification Standard

Knowledge-Skill-Attitude (KSA) requirement for job/s is competency standard-based

Specificity in required field of discipline (education) for specific job/s

Accreditation of colleges and universities for required field/s of discipline

Specificity in required job experience/s, particular reference to immediate preceding job

Detailed equivalency processes for deficiency/ies in required education and/or experiences


INITIATING A COMPETENCY-BASED CIVIL SERVICE SYSTEM

Basic definitions and terms of reference


What is the cost of incompetence?

Every time work is redone, the cost of quality increases.

Cost of incorrect/inappropriate

communication

The retesting of an assembly

The reworking of a manufactured item or of a

service

Every time fault occurs due to incompetence, the cost of damage to institutional integrity increases

Unnecessary delay and added cost

Institutional embarrassment

Loss of people’s trust and confidence


Fraud and anomalies

Developing a Competency System

ST

AN

DA

RD

IZA

RT

ION

FUNCTIONAL

ANALYSIS

COMPETENCY

DEVELOPMENT

J

O

B

S

COMPETENCY STANDARDS

TRAINING STANDARD

ASSESSMENT INSTRU-MENTS

CERTIFICATE OF

COMPETENCY WORKPLACE

64

DEP’T A

DEP’T B

DEP’T C

DEP’T D

DEP’T N

...

HILARIO P. MARTINEZ

What is “Competency”?

It is a combination of skills, job attitude and knowledge which is reflected in job behavior

that can be observed, measured and evaluated.

Competency is a determining factor for successful performance.

The focus of competency is behavior which is an application of skills, job attitude and knowledge.


Competency as defined by RMCS*

* Guidelines for Development of Regional Model Competency (RMCS), Regional Skills and Employability Programme in Asia and the Pacific (SKILLS-AP), International Labour Organization, 2006


Characteristics of “Competency”

Generic

Portable

Key Central

Essential

Basic


What is a Unit/Module of Competency?

… is a group of productive functions identified in the functional analysis at the bottom level.

… such functions at the bottom level are already performed by workers.

… is formed by a group of elements of competency; it has a clear meaning in the work process and, therefore, it has value for the work itself.

When different units are grouped with a clear occupational set up of the sector under analysis & with a well-defined level of competency, qualification standard begin to take shape.


Minimum of Two Elements

in a Unit of Competency

Two Elements

Maximum of Seven Elements

In a Unit of Competency

Seven Elements

Number of Elements Comprising a Unit of Competency

69

to

HILARIO P. MARTINEZ

Maximum of Seven Units

in a Competency Standard

Minimum of Two Units

in a Competency Standard

Number of Units/Modules in a Competency Standard

70

to

HILARIO P. MARTINEZ

Seven Elements Two Elements

RMCS defines Competency Standard as ...

the requirement to efficiently perform individual tasks

task skills

the requirement to manage a number of different tasks within a job

task management

skills

the requirement to effectively respond to irregularities and breakdowns in routine

contingency management

skills

the requirement to deal with the responsibilities and expectations of the work environment, including working with others and in teams

job / role environment

skills

* Guidelines for Development of Regional Model Competency (RMCS), Regional Skills and Employability Programme in Asia and the Pacific (SKILLS-AP), International Labour Organization, 2006


Components of a Competency Standard

Un

it T

itle

Un

it C

od

e

Un

it D

escr

ipto

r

Elem

ents

Perf

orm

ance

Cri

teri

a

Ran

ge o

f V

aria

ble

s Evidence Guide

Cri

tica

l Asp

ects

of

Co

mp

eten

cy

Un

der

pin

nin

g K

no

wle

dge

Un

der

pin

nin

g Sk

ills

Un

der

pin

nin

g A

ttit

ud

e

Res

ou

rce

Imp

licat

ion

s

Met

ho

ds

of

Ass

essm

ent

Co

nte

xt o

f A

sses

smen

t


A Sample Competency Standard


UNIT TITLE: MANAGE RESOURCES

UNIT CODE: UC 31

UNIT DESCRIPTOR: This unit covers the knowledge, skills and attitudes required to determine and mobilize resources.

ELEMENT PERFORMANCE CRITERIA

Italicized Bold terms are elaborated in the Range of Variables

1. Determine resources needed

1.1. Resources needed are identified within the operating units based on requirements;

1.2. Inventory of resources is reviewed, updated, and approved according to guidelines

2. Utilize resources

3.1 Deployment of resources is based on the approved resource plan

3.2 Deployed resources are in accordance with standards operating procedures;

3. Monitor utilization of resources

4.1 Resources are utilized as planned

4.2 Resources are monitored in accordance with established procedures

4.3 Feedback acquired from appropriate units

4. Implement contingency measures

5.1 Deviations and discrepancies are determined and documented

5.2 Contingency measures are identified based on deviations and discrepancies

5.3 Contingency measures are implemented

RANGE OF VARIABLES

VARIABLE RANGE

1. Resources May include but not limited to: 1.1 Financial Resources 1.2 Expertise 1.3 Information 1.4 Technological Resources 1.5 Physical resources (Facilities and equipments) 1.6 Logistics (Supplies and materials)

2. Guidelines May include but not limited to: 2.1 Office Circulars 2.2 DBM 2.3 COA

EVIDENCE GUIDE

1. Critical Aspects of Competency

Assessment requires evidence that the candidate: 1.1 Identified needed resources 1.2 Utilized resources according to guidelines 1.3 Monitored resources 1.4 Implemented contingency measures

2. Underpinning Knowledge 2.1 Agency enabling law 2.2 Agency Programs, Projects and Services 2.3 Planning, Programming and Budgeting

Systems 2.4 Agency guidelines on resource sourcing and

mobilization 2.5 COA/DBM/CSC/DOLE/NEDA guidelines

3. Underpinning Skills 3.1 Analytical skill 3.2 Financial Management 3.3 Communication skills 3.4 Negotiating skills 3.5 Problem solving 3.6 Use of technology 3.7 Resource programming skills

4. Underpinning Attitude 4.1 Innovative 4.2 Organized 4.3 Proactive 4.4 Resourceful 4.5 Systematic 4.6 Judicious

5. Resource Implications 5.1 Computer, audio and visual devices 5.2 Supplies and materials

6. Methods of Assessment Competency may be assessed through combination of any two of the following: 6.1 Interview 6.2 Written report 6.3 Third party report 6.4 Portfolio

7. Context of Assessment 7.1 Competency maybe assessed at the workplace.

Critical Definitions in “Competency Standard”

Behaviour or a result or description of task that a worker needs to demonstrate in performing a good job.

Elements

Basic knowledge on pertinent subject/s or field/s of discipline/expertise necessary to perform and complete a task

Underpinning Knowledge

Fundamental expertise/s or technical proficiency, to include manual dexterity and/or mental aptitude, required for a particular task

Underpinning Skills

Basic and observable behaviors required to be demonstrated by a person performing a particular task

Underpinning Attitude


Competency Standard of a Position Title

CORE COMPETENCIES

BASIC COMPETENCIES


Position Titles with Unique Core Competencies could have common Basic Competencies

Position Title 1 - Core

Competencies


Competencies


Competencies


Competencies

Basic Competencies


Advantages of a Standardized Competency System


Capability Index by Salary Grade


A Capability Index is offered to differentiate and calibrate the development requirement of all positions in every salary grade level. The next two matrices present a schedule of training needs for each salary grade with an inversely graduated schedule of capability build-up. This facilitates the monitoring of personnel whether they are becoming an asset or a liability

SG 1 0.0323 SG 16 0.5161

SG 2 0.0645 SG 17 0.5484

SG 3 0.0968 SG 18 0.5806

SG 4 0.1290 SG 19 0.6129

SG 5 0.1613 SG 20 0.6452

SG 6 0.1935 SG 21 0.6774

SG 7 0.2258 SG 22 0.7097

SG 8 0.2581 SG 23 0.7419

SG 9 0.2903 SG 24 0.7742

SG 10 0.3226 SG 25 0.8065

SG 11 0.3548 SG 26 0.8387

SG 12 0.3871 SG 27 0.8710

SG 13 0.4194 SG 28 0.9032

SG 14 0.4516 SG 29 0.9355

SG 15 0.4839 SG 30 0.9677

Salary

Grade

Capability

Index

Salary

Grade

Capability

Index

Capability Index by Salary Grade (SG 1 to SG 15)


1.00 0.0376 1.00 0.1344 1.00 0.2312 1.00 0.3280 1.00 0.4247

0.83 0.0430 0.83 0.1398 0.83 0.2366 0.83 0.3333 0.83 0.4301

0.67 0.0484 0.67 0.1452 0.67 0.2419 0.67 0.3387 0.67 0.4355

0.50 0.0538 0.50 0.1505 0.50 0.2473 0.50 0.3441 0.50 0.4409

0.33 0.0591 0.33 0.1559 0.33 0.2527 0.33 0.3495 0.33 0.4462

0.17 0.0645 0.17 0.1613 0.17 0.2581 0.17 0.3548 0.17 0.4516

1.00 0.0699 1.00 0.1667 1.00 0.2634 1.00 0.3602 1.00 0.4570

0.83 0.0753 0.83 0.1720 0.83 0.2688 0.83 0.3656 0.83 0.4624

0.67 0.0806 0.67 0.1774 0.67 0.2742 0.67 0.3710 0.67 0.4677

0.50 0.0860 0.50 0.1828 0.50 0.2796 0.50 0.3763 0.50 0.4731

0.33 0.0914 0.33 0.1882 0.33 0.2849 0.33 0.3817 0.33 0.4785

0.17 0.0968 0.17 0.1935 0.17 0.2903 0.17 0.3871 0.17 0.4839

1.00 0.1022 1.00 0.1989 1.00 0.2957 1.00 0.3925 1.00 0.4892

0.83 0.1075 0.83 0.2043 0.83 0.3011 0.83 0.3978 0.83 0.4946

0.67 0.1129 0.67 0.2097 0.67 0.3065 0.67 0.4032 0.67 0.5000

0.50 0.1183 0.50 0.2151 0.50 0.3118 0.50 0.4086 0.50 0.5054

0.33 0.1237 0.33 0.2204 0.33 0.3172 0.33 0.4140 0.33 0.5108

0.17 0.1290 0.17 0.2258 0.17 0.3226 0.17 0.4194 0.17 0.5161

SG 1

SG 3

SG 4

SG 5

SG 6

SG 7

SG 8

SG 9

SG 2

SG 10

SG 11

SG 12

SG 13

SG 14

SG 15

SGSGCapability

Index

Training

NeedsSG

Training

Needs

Capability

IndexSG

Training

Needs

Capability

IndexSG

Training

Needs

Capability

Index

Training

Needs

Capability

Index

NOTE: A 1.00 TNA index in each salary grade is the highest rate indicating the greatest need for development intervention while a 0.17 TNA index indicates the least. Inversely, the lowest capability index in a salary grade marks the lower limit of the capability index while the highest index in the range refers to its upper limit.

Capability Index by Salary Grade (SG 16 to SG 30)


1.00 0.5215 1.00 0.6183 1.00 0.7151 1.00 0.8118 1.00 0.9086

0.83 0.5269 0.83 0.6237 0.83 0.7204 0.83 0.8172 0.83 0.9140

0.67 0.5323 0.67 0.6290 0.67 0.7258 0.67 0.8226 0.67 0.9194

0.50 0.5376 0.50 0.6344 0.50 0.7312 0.50 0.8280 0.50 0.9247

0.33 0.5430 0.33 0.6398 0.33 0.7366 0.33 0.8333 0.33 0.9301

0.17 0.5484 0.17 0.6452 0.17 0.7419 0.17 0.8387 0.17 0.9355

1.00 0.5538 1.00 0.6505 1.00 0.7473 1.00 0.8441 1.00 0.9409

0.83 0.5591 0.83 0.6559 0.83 0.7527 0.83 0.8495 0.83 0.9462

0.67 0.5645 0.67 0.6613 0.67 0.7581 0.67 0.8548 0.67 0.9516

0.50 0.5699 0.50 0.6667 0.50 0.7634 0.50 0.8602 0.50 0.9570

0.33 0.5753 0.33 0.6720 0.33 0.7688 0.33 0.8656 0.33 0.9624

0.17 0.5806 0.17 0.6774 0.17 0.7742 0.17 0.8710 0.17 0.9677

1.00 0.5860 1.00 0.6828 1.00 0.7796 1.00 0.8763 1.00 0.9731

0.83 0.5914 0.83 0.6882 0.83 0.7849 0.83 0.8817 0.83 0.9785

0.67 0.5968 0.67 0.6935 0.67 0.7903 0.67 0.8871 0.67 0.9839

0.50 0.6022 0.50 0.6989 0.50 0.7957 0.50 0.8925 0.50 0.9892

0.33 0.6075 0.33 0.7043 0.33 0.8011 0.33 0.8978 0.33 0.9946

0.17 0.6129 0.17 0.7097 0.17 0.8065 0.17 0.9032 0.17 1.0000

SG 27

SG 16

SG 17

SG 18

SG 19

SG 20

SG 21

SG 28

SG 29

SG 30

SG 22

SG 23

SG 24

SG 25

SG 26

SGSGTraining

Needs

Capability

IndexSG

Training

Needs

Capability

IndexSG

Training

Needs

Capability

Index

Training

Needs

Capability

IndexSG

Training

Needs

Capability

Index

NOTE: A 1.00 TNA index in each salary grade is the highest rate indicating the greatest need for development intervention while a 0.17 TNA index indicates the least. Inversely, the lowest capability index in a salary grade marks the lower limit of the capability index while the highest index in the range refers to its upper limit.

OPTIONS TO IMPROVE THE RECRUITMENT, SELECTION AND APPOINTMENT OF GOVERNMENT PERSONNEL

To ensure that only the most qualified and best applicants/contenders are hired/promoted


Proposed Selection and Hiring Process

COMPETENCY ASSESSMENT 1

FAIL REJECT

PASS

APPOINTMENT

* - Test Battery: Mandatory I.Q. Test, E.Q. Test, and Medical/Mental Examination 1 - Evaluation of the candidates capability in relation to the competency standard for the position being sought for. The assessment is to be conducted by a qualified/certified Assessor 2 - Selection Process: Panel & User Interviews and Deliberation

New entrants

and Incumbents

SELECTION

PROCESS 2

FAIL REJECT

PASS

IQ

EQ ME

TEST

BA

TTE

RY*

PASS

FAIL REJECT

REJECT

Basic Documents Complete & Valid?

PASS

FAIL


Proposed battery of tests to ensure that only the fittest qualify to render public service

Yes

Yes

Medically and Mentally fit for Public Service?

No

No

No

REJECT

83

END

Next stage Yes

HILARIO P. MARTINEZ

IQ => 80?

Alpha level => 0.70?

Decision Point for Appointment

Performance Rating (33.3%)

Competency Rating (33.3%)

Personally Attributable Accomplishments (33.4%)

Criteria for Shortlisting for Level 3 Positions:

Criteria for Shortlisting for Levels 1 and 2 Positions: Performance Rating (50%)

Competency Rating (50%)

Pass Rate: 80%

Pass Rate: 70%


Why such a stringent selection process and criteria?


Options on the issue of civil service eligibility:


Withdraw the civil service eligibility requirements for positions in levels 1 to 3 and replace it with mandatory regular competency assessment and annual performance contract

Maintain civil service eligibility requirement for level 1 positions only and impose a mandatory regular competency assessment and annual performance-based contract for level 2 and 3 positions

Maintain the present civil service eligibility requirements for level 1 and 2 positions but impose a mandatory regular competency assessment and annual performance-based contract for positions in level 3

Option 1: Withdraw the civil service eligibility requirements for

positions in levels 1 to 3 and replace it with mandatory regular competency certification and annual performance contract

Certificate of Competency


Level 1 Salary Grade 1 to 12


Level 3 SG 25 to 30


FOR NEW ENTRANTS & INCUMBENTS

IN LEVEL 1

FOR NEW ENTRANTS &

INCUMBENTS IN LEVEL 2


Annual Performance

Contract

FOR NEW ENTRANTS &


Annual Performance

Contract

Annual Performance

Contract

Option 2: Maintain civil service eligibility requirement for level 1

positions only and impose a mandatory regular competency certification and annual performance contract for positions in levels 2 and 3

Professional Eligibilities




Level 3 SG 25 to 30


FOR NEW ENTRANTS IN

LEVEL 1

FOR NEW ENTRANTS &



Annual Performance

Contract

FOR NEW ENTRANTS &


Annual Performance

Contract

Option 3: Maintain the present civil service eligibility requirements for

positions in levels 1 and 2 but impose a mandatory regular competency certification and annual performance contract for positions in level 3

Sub-Prof’l Eligibilities

Prof’l Eligibilities



Level 3 SG 25 to 30


FOR NEW ENTRANTS IN

LEVEL 1

FOR NEW ENTRANTS &



Annual Performance

Contract

FOR NEW ENTRANTS &


The Stages of Competency Development

I - Identification of competencies

II - Standardization of competencies

III - Competency-based training

IV - Certification of competencies


I - IDENTIFICATION OF COMPETENCIES


Functional Analysis

... is a technique used to identify the competencies inherent in a productive function.

... such function may be defined at the level of an occupational sector, an enterprise, a group of enterprises or a whole sector of production or services.

Competency identification process

Clarify Organizational Strategy and

Context

Competency Identification

Generate Competency Models

Validate, Refine and Implement

analyze work role and process gather data thru behavior event interview and focus group conduct benchmark study


An Illustration of Functional Analysis

– a deductive approach in identifying the required competencies


Wh

at m

ust

be

do

ne

? (H

ow

)

Wh

at f

or?

Main Purpose of the Organization

Key/Major Functions

Key/Major Functions

Key/Major Functions

Basic Functions

Basic Functions

Basic Functions

Basic Functions

Basic Functions

Basic Functions

Basis for various job areas to produce the products and/or render services of the organization

Sub-Functions

Sub-Functions

Sub-Functions

Sub-Functions

Sub-Functions

Sub-Functions

STANDARDIZING COMPETENCIES TO STANDARDIZE JOBS TO STANDARDIZE GOVERNMENT POSITIONS


Deployment of different position titles in government offices

Position titles vary in government agencies although addressing similar job areas and thus may have similar units of competencies comprising such positions


Dep’t E Dep’t A Dep’t B Dep’t C Dep’t D Dep’t F

Position Title 6 Position Title 5 Position Title 4


Proposed National Qualification Standard for Civil Service

Level Description

NQS-6

• Work involves analysis, diagnosis, design, planning and execution across a broad range of

technical and/or management functions including policy inputs, information analysis and contribution to the development of a broad plan, budget or strategy. • Responsibility also includes judgment in planning, design, technical or leadership/ guidance functions

related to programs, projects, services, operations or procedures.

NQS-5

Perform development of planning initiatives, as well as personal responsibility and limited

authority in performing routine technical operations or organizing/managing others Work also involve planning and evaluation of functions, initiation of alternative approaches to technical and/or management requirements

NQS-4 • Perform broad range of skilled applications including requirements to evaluate and analyze

current practices, develop procedures and provision of leadership and guidance to others in the team and in the application of planning skills

NQS-3

• Perform a defined range of skilled operations usually within a range of broader related

activities involving known routines, methods and procedures, where some discretion and judgment is required in the selection of resources, assigning and assessing staff performance, distribution of workloads, services, or contingency measures and within known time constraint

NQS-2

Perform a defined range of varied activities where there is a clearly defined range of context

in which the choice of actions required is usually clear and there is limited complexity in the range of options to be applied and some accountability for the quality of outputs

Assignments usually include routine activities involving individual responsibility or autonomy and/or collaboration with others as part of a group or team

NQS-1 Perform a defined range of activities most of which may be routine and predictable tasks.

Assignments are usually provided by a supervisor or an employee at a higher category who gives simple instructions and makes clarifications or suggestions when necessary

HILARIO P. MARTINEZ 96 NQS – National Qualification Standard

NQS-6 NQS-5 NQS-4 NQS-3 NQS-2 NQS-1

Proposed Classification of Positions based on a the Proposed National Qualification Standard for Civil Service

- Executive - Technical - Administrative


Sample Segment of a Probable Competency Map for Government Agencies


Design Systems, Projects and

Programs

Plan and Direct Policy Inputs

Manage Resources

Deploy Policies to Stakeholders

Implement

Policies

Plan and Establish Systems, Projects,

Programs and Services

Formulate Policy Recommendations

Generate Resources

Develop Operational Plans

Direct Implementation of Operational Plans

Develop and Establish Work Standards and

Procedures

Monitor Utilization of Resources

Organize Data Requirements

Implement Division Operational Plan

Lead in the Implementation of Projects, Programs

and Services

Monitor and Evaluate Projects,


Provide Inputs to Operational Plan

Implement Projects, Programs

and Services

Facilitate Evaluation of Projects,


Coordinate Implementation of Projects, Programs

and Activities

Provide Administrative

Support

DIRECTOR IV DIRECTOR III DIVISION CHIEF SUPERVISING SR. TECHNICAL TECHNICAL STAFF

Establish and maintain agency

linkages

Provide information to client

Communicate adopted policies to

stakeholders Provide leadership in the workplace

Lead and manage work teams

Demonstrate professionalism in

workplace

Receive and respond to workplace

communication

Participate in workplace

communication

Lead workplace communication

Solve problems related to work

activities

Develops small teams and individual

Apply problem solving in workplace

Plan and Organize work

Collect and organize data

Analyze and interpret data

Manage records and data

CO

RE

CO

MP

ETEN

CIE

S B

ASI

C C

OM

PET

ENC

IES

Standardization of position titles based on standardized units of competencies




Dep’t E Dep’t A Dep’t B Dep’t C Dep’t D Dep’t F

• Enables inter-agency comparison of manpower profile • Rationalizes training and development, and compensation • Facilitates inter-agency cross-posting, transfer and exchange of personnel

Proposed Re-Qualification of Government Agencies to Facilitate Job Standardization

Scientific /High-

Technology – Based

National Defense / Security-Oriented

Revenue Generation /Finance-Oriented

Judiciary / Prosecution

System

Basic Government

/Social Services


Projected Trend of Competency Standards Development for Standardized Government Job Titles


0

100

200

300

400

500

600

700

800

900

1000

Y1 Y2 Y3 Y4 Y5 Y6 Y7 Y8 Y9 Y10

Position Titles w/o CS Position Titles w/ CS

PERFORMANCE MANAGEMENT


Proposed Performance Management Measures

Make supervisors, managers and executives directly accountable for training and developing their subordinates and immediate staff

Adopt a comprehensive performance rating system for both office and individuals

Adopt a system of training and development needs assessment to indicate the readiness of a prospective candidate for promotion


Making the Supervisors, Managers, and Executives Directly Accountable for Training and Development of

Subordinates and Immediate Staff


On-Site

Training

C o a c h i n g

M e n t o r i n g

O f f - S i t e

T r a i n i n g

Adopt a comprehensive performance rating system applicable for office and individuals*

HILARIO P. MARTINEZ 105 * See my proposal for “Performance Evaluation System” for details

Team and Members’ Rate Schedule: 95.01 - 97.5 - Excellent 92.51 - 95.0 - Outstanding 90.01 - 92.5 - Almost Outstanding 87.51 - 90.0 - Very Satisfactory 82.51 - 87.5 - Satisfactory 77.51 - 82.5 - Fair 75.01 - 77.5 - Poor <75 - Fail

Quality

Quantity 20 pts

25 pts

10 pts

100 pts

25 pts 20 pts

Team Performance Rating

Team Members’ Individual Performance Rating

EQUALS

“Need for Training and Development” spectrum of a position title:

Lowest Rank Position Title SG 1

Highest Rank Position Title SG 30

1st Level Positions

3rd Level Positions

2nd Level Positions

Growth and Development of Competency


Competency Standard of a Position Title

Interface to the next higher job title More Training

“Fine Tuning”

Maturity phase - no further training necessary

TRAINING AND DEVELOPMENT Determining the capability requirements and training modalities


On-the-Job Training (OJT) – the proposed modality of in-service training

a training method that is planned, organized, and

conducted at the employee's worksite.

the primary method used for broadening employee skills and

increasing productivity.

allows for one-to-one real-

time interaction with a subject matter

expert*, who should be the employee’s

supervisor

provides deeper context and more

cognitive triggers for questions from the employee as they

struggle to perform a new task in the

actual work environment.

appropriate for developing

proficiency skills unique to an

employee's job - especially jobs that

are relatively easy to learn and require

locally-owned equipment and

facilities.


* - Preferably the immediate supervisor or any accredited in-house expert/s

In-Service Competency Development Modes

On-the-Job

Training

C o a c h i n g

M e n t o r i n g

O f f - S i t e

T r a i n i n g


Build-up of Employee Capability in an OJT Environment


* After two failed competency assessments and no evident ROI

NOTE: Organizations hire people for their competence, to boost corporate competitiveness, not to be unnecessary expense

NOT QUALIFIED

(FOR SEPARATION*)

B O - J H E - T N O T R A I N I N G

1.0 0.83 0.67 0.50 0.33 0.17 0.0 T r a i n i n g a n d D e v e l o p m e n t N e e d s

9 6 4 3 2 1

Elig

ible

fo

r g

rea

ter

resp

on

sib

ility

Training and Development Needs Assessment (TDNA) Format*


1

2

3

4

5

6

7

CRITICALITY to JOB (Low, Medium, High)

COMPETENCY LEVEL (Basic, Sufficient,

Expert)Un

it N

o.

Title of Unit of

Competency

Elem

ent

No

.

Elements of the Unit of

Competency

Criticality to Job:

1 - Low

2 - Moderate

3 - High

Competency Level:

3 - Basic

2 - Sufficient

1 - Expert

Note: All personnel with an “Expert” response on Competency Level for any element of a Unit of Competency are required to present evidence/s to this effect for verification. Otherwise, the response is automatically reduced to the next lower level.

* Self-Rating Form

Respondents:

Employee-Ratee

Superior-Rater

Subordinate-Rater

Peer-Rater

3 - Basic

2 - Sufficient

1 - Expert

3 - Basic

2 - Sufficient

1 - Expert

3 - Basic

2 - Sufficient

1 - Expert

= 3 (BL)

= 2 (SL)

= 1 (EL)

= 6 (BM)

= 4 (SM)

= 2 (EM)

= 9 (BH)

= 6 (SH)

= 3 (EH)

1 - Low

2 - Moderate

3 - High

EL – Expert-Low Criticality SL – Sufficient-Low Criticality BL – Basic-Low Criticality EM – Expert-Medium Criticality SM – Sufficient-Medium Criticality BM – Basic-Medium Criticality EH – Expert-High Criticality SH – Sufficient-High Criticality BH – Basic-High Criticality

Competency Level: Criticality Level:

.

.

.

Determining Training and Development Need

9 6

6 4

3

3

2

1

The TDNA Cube


M O R E C O A C H I N G

M O R E T R A I N I N G

B U I L D - U P

2

Highest training need and the

lowest capability index: with only basic

competency applied to a high level of

criticality to job of an element

Least training need but may

require job enhancement intervention because of

low criticality to job of element

Calibrating the Training and Development Needs of Government Employees


* Training and Development Needs Assessment ** After two failed competency assessments and no evident ROI

Highest TDNA* Separation Zone**

O N - T H E - J O B T R A I N I N G

Number of Elements to Unit ≈ Number of Units to a Standard

115

AV

ER

AG

E

1

2

AV

ER

AG

E

3

1

2

AV

ER

AG

E

4

1

2

3

AV

ER

AG

E

5

1

2

3

4

AV

ER

AG

E

6

1

2

3

4

5

AV

ER

AG

E

7

1

2

3

4

5

6

= = = = =

HILARIO P. MARTINEZ

TDNA Rating of Competency Standard of a Standardized Position Title

average TDNA score of Units of Competency (UC)

TDNA Rating of a Unit of Competency

Average TDNA score of all elements of its UC

Computing for the TDNA Rating of an Employee


Employee-Ratee

Sup

eri

or-

Rat

er

Sub

ord

inate

-Rate

r

Peer- Rater

Exploiting the Applications of TDNA


ANALYSIS • Capability

Development • Job

Enhancement

EXPERTS DATABASE

NEXT-IN-RANK

DATABASE

CANDIDATES FOR REASSIGNMENT, JOB ROTATION & SEPARATION LIST

JOB REDESIGN PARAMETERS

AGENCY CORE COMPETENCIES TDNA

RESULTS

TRAINING PROGRAM

DESIGN

The Training and Development Needs diminishes as Competence Grows


1.0 0.83 0.67 0.50 0.33 0.17 0.0

Units of Competency for a Standardized Position Title

TRAINING & DEVELOPMENT NEEDS DIMINISHES

C A PA B I L I T Y B U I L D I N G

STA

GE

OF

DEV

ELO

PM

ENT

WH

EN C

AN

DID

ATE

MA

Y Q

UA

LIFY

FO

R P

RO

MO

TIO

N

TO T

HE

NEX

T H

IGH

ER R

AN

K

0.0 0.17 0.33 0.50 0.67 0.83 1.0

Qualifications of Candidates for Accreditation as Assessors

Assessors for Supervisory and Managerial Positions

Supervisory and Management personnel

With a general rating of EM or EH in the last two TDN Assessment,

With two PASS rating for the last two successive competency

assessment,

With at least a general average of 85 points in the last two

successive annual integrated performance evaluation, and

Must pass the Competency Assessors’ test and duly certified

Assessors for Technical and Administrative Operatives

Rank and file operatives

With a EM or EH rating in 50% of the units of competency for their position title in the last two TDN

assessment,

With two PASS rating for the last two successive competency

assessment,

With at least a general average of 85 points in the last two

successive annual integrated performance evaluation, and

Must pass the Competency Assessors’ test and duly certified


SUCCESSION PLANNING AND CAPABILITY MAPPING


Qualification for inclusion in the succession and experts’ mapping database

For Supervisors and Managers

With a general rating of EM or EH in the last two TDN Assessment,

With two PASS rating for the last two successive

competency assessment,

With at least two subordinates upgraded from a 4th to 2nd level in

the last two TDNA exercise, and

With at least a general average of 85 points in the last two successive annual

integrated performance evaluation

For Operatives, Technical and Administrative Group

With a EM or EH rating in 50% of the units of competency for their position title in the last two TDN Assessment,

With two PASS rating for the last two successive

competency assessment,

With at least two subordinates upgraded from a 6th to 3rd level in the last two TDNA exercise, and

With at least a general average of 85 points in the last two successive annual

integrated performance evaluation

HILARIO P. MARTINEZ 121 NOTE: TDN – Training and Development Needs TDNA – Training and Development Needs Assessment

COMPETENCY ASSESSMENT AND DELIVERY


Competency-based Assessment

It is based on standards that describe the expected level of work competency.

Standards include criteria that provide details of

what they consider a good job.

The assessment is individual, there is no

comparison among workers.

It provides a judgement for the assessed workers: competent or not yet

competent.

It is done, preferably, in real working situations.

It does not take a predetermined period of time, it is a process rather than a particular moment.

It is not subject to the completion of a specific

training action.

It includes the recognition of acquired competencies

as a result of work experience.

It is a tool for the orientation of subsequent

learning of the worker.

It is the basis for the certification of competency

of workers.


Competency Assessment Instruments *


Candidate name:

Name of third party:

Contact no.

Position:

Relationship with candidate:

employer supervisor colleague other

Please specify ________________________________________________

Please do not complete the form if you are a relative, close friend or have a conflict of interest]

Dates the candidate worked with you From: To:

Competency standards:

[insert title of competency standards]

Unit of competency: [insert name of unit of competency]

The candidate is being assessed against the competency standards for [insert title of competency standards]. We are seeking your support in the judgement of this candidate’s competence. Please answer these questions honestly as a record of the candidate’s performance while working with you. Thank you for your time.

Comments regarding candidate performance and experience

I can verify the candidate’s ability to: (tick the correct response]

Yes No Not sure

Comments to support my responses:

[insert evidence requirements]

Third party signature: Date:

Send to:

Competency standard:


Unit of competency:

[insert title of unit of competency]

Ways in which evidence will be collected: [tick the column]

Ob

serv

ation

Qu

estio

nin

g

Third

pa

rty

Re

po

rt

De

mo

nstr

ation

Po

rtfo

lio

The evidence must show that the candidate …

[insert evidence requirement 1]

[insert evidence requirement 2]

EVIDENCE PLAN THIRD PARTY REPORT

* Adopted from competency models



Observation and Questioning Checklist Candidate name:

Assessor name:

Assessment Centre

Competency standards


Unit of competency: [insert title of unit of competency]

Instructions for the assessor:

1. Observe the candidate [insert description of activity being observed].

2. Describe the assessment activity and the date on which it was undertaken.

3. Place a tick in the box to show that the candidate completed each aspect of the activity to the standard expected in the enterprise.

4. Ask the candidate a selection of the questions from the attached list to confirm his/her underpinning knowledge

5. Place a tick in the box to show that the candidate answered the questions correctly.

6. Complete the feedback sections of the form.

Date of observation

Description of assessment activity

Location of assessment activity

The candidate…. If yes, tick the box

[insert actions to be observed]

Did the candidate’s overall performance meet the standard?

Yes No

Questions

Satisfactory response

The candidate should answer the following questions: Yes No

1. [insert questions to be asked]

2.

3.

4.

5.

6.

The candidate’s underpinning knowledge was:

Satisfactory Not Satisfactory

Feedback to candidate:

The candidate’s overall performance was:

Satisfactory Not Satisfactory

Assessor signature:

Date:




Candidate name:

Unit of competency: [insert title of unit of competency]

Competency standards [insert title of competency standards]

Oral/interview questions Satisfactory response

Yes No

1. [insert questions to be asked of candidate]

2.

3.

4.

5.

The candidate’s underpinning knowledge was:

Satisfactory Not satisfactory

Assessor Signature

Date

Feedback to candidate:

Acceptable answers are:

1. [insert suggested answers to questions]

2.

3.

4.

5.

Assessor signature:

Date:

Candidate name:

Assessor name:

Assessment Centre

Competency standards

[Insert title of competency standards]

Unit of competency:

[Insert title of unit of competency]

Task:

Your task is to:

[insert description of task]

Submission date:

Use the checklist below as a basis for judging whether the candidate’s report meets the required competency standards.

The candidate’s report…. If yes, tick the box


Overall did the candidate’s report meet the standard? Yes No

Comments:

Candidate signature:

Date:

Assessor signature:

Date:

Recording Sheet For Oral Questioning/Interview Written report




Candidate: Assessor: Competency Standards: [insert title of competency standards] Unit[s] of Competency: [insert title of unit of competency]

Item number

Type of evidence [insert information in the column]

The evidence shows that I ……


Candidate signature: Date:

Candidate name:

Assessor name:

Competency standards: [insert title of competency standards]

Unit[s] of competency: [insert title of unit of competency]

The evidence provided by the candidate is:

valid authentic sufficient current

The contents of the portfolio provided satisfactory evidence that the candidate [tick the box]:

Item no[s]


Portfolio1 Evaluation Form Candidate Portfolio Record Sheet

1 – Certifications and similar documentations for any and all competencies being substantiated must be current, not more than five (5) years old from date of assessment and validated * Adopted from competency models

Pass-Fail Competency Assessment

Rating ≈ TDNA Rating

128

P A S S F A I L

HILARIO P. MARTINEZ

Competency Standard of a Standardized Position Title

C A PA B I L I T Y B U I L D I N G

STA

GE

OF

DEV

ELO

PM

ENT

WH

EN C

AN

DID

ATE

MA

Y Q

UA

LIFY

FO

R P

RO

MO

TIO

N

TO T

HE

NEX

T H

IGH

ER R

AN

K

0.0 0.17 0.33 0.50 0.67 0.83 1.0

When should a competency assessment be conducted? For new entrants and transferees, all applicants who passes the required battery of tests shall be subject to competency assessment for the position applied for.

Regular employees who are candidates for promotion shall be required to undergo competency assessment for the position aspired for.

Temporary/non-regular employees who are candidates for permanent status are required to pass a competency assessment as basis for a permanent appointment status.

All regular employees shall be subject to competency assessment every two years from the date of appointment to their current position.


CERTIFICATION OF COMPETENCIES

Refers to the formal recognition of the proved competency (thus, assessed) of an individual in order for him to carry out a standardized labor/work activity.

The issue of a certificate implies that there has been a prior process of competency assessment.

In a standardized system, the certificate is not a diploma that certifies prior studies. It is rather a proof of a verified competency, based on a well-defined standard.

The certificate is a guarantee of quality concerning what the worker is capable of doing and the competencies he has to do so


Information required in a Certificate of Competency

Name and finite details of identification

of government employee

being certified

Position title assessed with breakdown of

units of competency

and assessment

ratings

Period assessed and

validity period of certification

Name of assessor, I.D. number and

validity period of assessor

appointment, and certifying

authority


ANTICIPATED RESULTS


What does it mean to adopt and implement this proposal in Government Service?

What if most, if not all, position titles in the bureaucracy are standardized and rationalized according to a competency-based qualification

standard?

What if all of these standardized position titles requires Information Technology proficiency in addition to basic office competencies?

What if only IQ and EQ qualifiers and competency assessment passers are allowed the privilege to be public servants and farther subject to performance contract?

What if mentoring and coaching to develop subordinates are made principal and direct responsibilities of all supervisory, managerial and executive personnel?

What if On-the Job Training (OJT) is the modality in performance management and training and development in all government agencies?

What if an integrated performance evaluation system is adopted and implemented where such mechanism employs quality, quantity, implementation scheduling, fund utilization and staff man-days management as key elements to determine the real

degree of performance of offices as well as its individual members?


FOR A LEAN AND VERY MEAN WORKFORCE


Present public servants qualified by various civil service eligibilities

Only IQ and EQ qualifiers and competency assessment passers are allowed to serve as public servants and bound by performance contract

Position titles in the bureaucracy are standardized and rationalized according to a competency-based qualification standard

Information Management/ Technology proficient in addition to basic office competencies

Proposed New “Rules of the Game”

HILARIO P. MARTINEZ

Scary Resultant Policies?

Security of tenure is only through acceptable level of performance and competence

Supervisors, managers and executives are directly responsible and accountable for the performance of their respective offices and

development of its workforce

Government service is a profession with dignity and a career of integrity


Implementation Alternatives

Do it and fund it entirely on our own

Solicit technical and funding

assistance


A basic factor to have real change


A competency based hrd system for public servants in the philippine bureaucracy

Government & Nonprofit

Transcript of A competency based hrd system for public servants in the philippine bureaucracy