A Competency-based HRD System for Public Servants in the Philippine Bureaucracy

Competency
-based HRD
Systemin
Public
Service
Trainingand
Development
1HILARIO P. MARTINEZ

Table of Contents
Title . . . . . 1
Table of Contents . . . . . 2
Introduction . . . . . 3 to 7
Basic Principle and Beliefs . . . . . 8 to 18
The State of Philippines Civil
Service . . . . . 19 to 36
Civil Service System in Philippine
Government Service . . . . . 37 to 55
A Qualification Standard for
Reference . . . . . 56 to 63
Initiating a Competency-Based
Civil Service System . . . . . 64 to 83
Options to Improve the
Recruitment, Selection and
Appointment of Government
Personnel . . . . . 84 to 96
Standardizing Competencies to
Standardize Jobs to Standardize
Government Positions . . . . . 97 to 102
Performance Management . . . . . 105 to 107
Training and Development . . . . . 110 to 122
Sucession Planning and Capability
Mapping . . . . . 123 to 124
Competency Assessment and
Delivery . . . . . 125 to 134
Anticipated Results . . . . . 135 to 142
HILARIO P. MARTINEZ 2

The Basic Question

The Challenge

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

6
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

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

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 kill
Job Attitu d e
Kn owled ge
Job Performance
Observable
Behavior
Reference: UNESCO/UNEVOC-TVETpedia website 15HILARIO 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

COMPETENCY is all about DISCIPLINE
in Public Service

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
ResponsibilityAreas
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

Employment
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

Employment
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

Employment
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

Employment
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

Employment
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?

Employment
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
SeeNothing
H e a r N o t h i n g
SayNothing
D o N o t h i n g

Daily pre-occupations of employees in the
office ...
Personal
business
Getting one
over another
moneyRacing 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 39HILARIO 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 40HILARIO P. MARTINEZ

Educational Requirement by Level of
Positions
Salary Grade 1 to 12
Salary Grade
13 to 24
SG
25 to
30Minimum
Educational
Requirement At least 2 years of
college education
College graduate
Masters
Degree
Level 1 Level 2 Level 3
SG24 41
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
in College
1 year of relevant
experience
4 hours relevant
training
Career Service (Sub-prof’l) First Level
Eligibility
Data Entry Machine
Operator II
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
45
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
Legality and
accuracy of
financial
transaction
Legality and
accuracy of
financial
transaction
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 &
INCUMBENTS IN
PUBLIC SERVICE
* Only for Presidential Appointees
FOR NEW
ENTRANTS &
INCUMBENTS IN
PUBLIC SERVICE

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”

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
SALAMIN
DIWA
GABAY
PublicService
Ethicsand
Accountability
Workshopson
Administrative
Justice
FinancialMgtfor
PublicManagers
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 53HILARIO 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

... 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.
59
HILARIO P. MARTINEZ
Note: Underscoring supplied for emphasis

...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.
60
HILARIO P. MARTINEZ

...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.
61
HILARIO P. MARTINEZ

...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.)
62
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
STANDARDIZARTION
FUNCTIONAL
ANALYSIS
COMPETENCY
DEVELOPMENT
J
O
B
S
COMPETENCY
STANDARDS
TRAINING
STANDARD
ASSESSMENT
INSTRU-
MENTS
CERTIFICATE
OF
COMPETENCY
WORKPLACE
66
DEP’T A
DEP’T B
DEP’T C
DEP’T D
DEP’T N
...
HILARIO P. MARTINEZ

Progression of Development of Competency
Standard for Job Titles in Government
NATIONAL
By AgencyBy AgencyBy AgencyBy AgencyBy AgencyBy Agency
By
Department
By
Department
By
Department
STANDARDIZATION
OF JOB TITLES BY
DEPARTMENT
STANDARDIZATION
OF JOB TITLES
NATIONAL LEVEL

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
72
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
73
to
HILARIO P. MARTINEZ
Seven ElementsTwo 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
UnitTitle
UnitCode
UnitDescriptor
Elements
PerformanceCriteria
RangeofVariables
Evidence Guide
CriticalAspectsof
Competency
Underpinning
Knowledge
UnderpinningSkills
UnderpinningAttitude
ResourceImplications
MethodsofAssessment
ContextofAssessment

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
Position Title
2 - Core
Competencies
Position Title
3 - Core
Competencies
Position Title
4 - Core
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

(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
SGSG
Capability
Index
Training
Needs
SG
Training
Needs
Capability
Index
SG
Training
Needs
Capability
Index
SG
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.

(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
SGSG
Training
Needs
Capability
Index
SG
Training
Needs
Capability
Index
SG
Training
Needs
Capability
Index
Training
Needs
Capability
Index
SG
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
TESTBATTERY*
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
86
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
Certificate of
Competency
Level 1
Level 2
Level 3
SG 25 to 30
Certificate of
Competency
FOR NEW
ENTRANTS &
INCUMBENTS
IN LEVEL 1
FOR NEW
ENTRANTS &
INCUMBENTS IN
LEVEL 2
Annual
Performance
Contract
FOR NEW
ENTRANTS &
INCUMBENTS IN
LEVEL 3
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
Certificate of
Competency
Level 1
Level 2
Level 3
SG 25 to 30
Certificate of
Competency
FOR NEW
ENTRANTS IN
LEVEL 1
FOR NEW
ENTRANTS &
INCUMBENTS IN
LEVEL 2
Annual
Performance
Contract
FOR NEW
ENTRANTS &
INCUMBENTS IN
LEVEL 3
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 1
Level 2
Level 3
SG 25 to 30
Certificate of
Competency
FOR NEW
ENTRANTS IN
LEVEL 1
FOR NEW
ENTRANTS &
INCUMBENTS IN
LEVEL 2
Annual
Performance
Contract
FOR NEW
ENTRANTS &
INCUMBENTS IN
LEVEL 3

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
Whatmustbedone?
(How)
Whatfor?
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 EDep’t A Dep’t B Dep’t C Dep’t D Dep’t F
Position Title 6Position Title 5Position 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 99NQS – 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,
Programs and
Services
Provide Inputs to
Operational Plan
Implement
Projects, Programs
and Services
Facilitate Evaluation
of Projects,
Programs and
Services
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
stakeholdersProvide 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
CORECOMPETENCIESBASICCOMPETENCIES

Standardization of position titles based
on standardized units of competencies
Dep’t EDep’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
Tr a i n i n g

Adopt a comprehensive performance rating
system applicable for office and individuals*
* 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 pts20 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 titleMore
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
Tr 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*)
BO-JHE-TNOTR
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
Eligibleforgreater
responsibility

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)
UnitNo.
Title of Unit of
Competency
ElementNo.
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

96
64
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**
ON-THE-JOBTR
A
I
N
I
N
G

Number of Elements to Unit ≈ Number
of Units to a Standard
118
AVERAGE
1
2
AVERAGE
3
1
2
AVERAGE
4
1
2
3
AVERAGE
5
1
2
3
4
AVERAGE
6
1
2
3
4
5
AVERAGE
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
Superior-
Rater
Subordinate
-Rater
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
CAPAB I L I T Y B UI L DI NG   
STAGEOFDEVELOPMENT
WHENCANDIDATEMAY
QUALIFYFORPROMOTION
TOTHENEXTHIGHERRANK
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
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]
Observation
Questioning
Thirdparty
Report
Demonstration
Portfolio
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
 [insert evidence requirements] 
 
 
 
 
 
 
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 ……
 [insert evidence requirements]
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]
 [insert evidence requirements] 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Portfolio1 Evaluation FormCandidate 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

Pass-Fail Competency Assessment
Rating ≈ TDNA Rating
131
P A S SF A I L
HILARIO P. MARTINEZ
Competency Standard of a Standardized Position Title
CAPAB I L I T Y B UI L DI NG  
STAGEOFDEVELOPMENT
WHENCANDIDATEMAY
QUALIFYFORPROMOTION
TOTHENEXTHIGHERRANK
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”

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

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