Australian Aid t ae al : REPUBLIC OF THE PHILIPPINES, CIVIL SERVICE COMMISSION DEVELOPMENT AND INSTITUTIONALISATION OF COMPETENCY-BASED HUMAN RESOURCE SYSTEMS (CBHRS) IN THE PUBLIC SECTOR OF THE PHILIPPINES THE COMPETENCY DEVELOPMENT MANUALTo further achieve the objectives of hiting high performing, competent and credible civil servants, part of the development outcome ate the improved HR systems through review of relevant policies and standards, and models of Competency-Based HR systems and application, including the revised competency-based qualifications standards for identified positions in the Commission. The project also aims to ensure right hiting ond recruitment, as well as the retention of these high-performing, competent and credible civil servants This competency development manual aims to document the joumey of the Civil Service Commission (CSC), together with the Philippine Australia Human Resource and Organizational Development (PAHRODF) in the Development and Institutionalization of Competency-based Human Resource Systems, The picject tear that was formed last October 2011 has gone a long way in the development of the Competency Model for the Commission. You might be able to notice the result of these efforts through the gradual improvements in CSC’s Human Resources Systerns. This is the vision the Commission had in mind, through the development of competencies - beyond Hing and Creating Credible and Competent Civil Servants, we intend to capacitate every one in the public service with the combined knowledge, skis and attitudes to make sure they do their job well and be equally flexible to adjust to changing times and priorities. How will this work is i scope way beyond this introduction could ever handle. So we ask ourselves the same question in a different light: how will this work if the members who worked building this HR model disappear? Who will pick up the pieces? How will they be able to continue from where we left off? This is where we hope this compilation and documentation will come in handy. Read on, take part in our joumey and be part of the team that continues the legacy we wish fo impart fo our civil service, - The Project Team - ® PROJECT PROFILE Agency: Philippine CM Service Commission (CSC) Project Tie: Development and Insiifutionalization of a Competency-Based HR System in the Public Sector in the Philippines Scope Phase 1: Recruliment Process of the CSC Duration: September 22, 2011 to May 31, 2012 Project Sponsor: Australian AID (usAiD) via the Philippine Australia Human Resource and Organizational Development Facilly PAHRODF also known as The Facility) Milalin S, Javellana Adviser/Associate Facitty Director Hazel Malin Project Officer CSC Project Team Members ‘Agnes Padilla Executive Director IV - CS} Edith Lorence Dela Pena Director IV - OPMD Azucena Esleta Director IV ~ PPSO Noreen Boots Gragasin Director Ill — OPMD Libay Tesoro Director Il - CSC NCROPMD Team Members: Charity Arevalo Zenaida Dinsay Imelda Punongbayan Marites Tummaliuan CSI Team Members: Ma, Jinky Jayme Tito lll Cubillas PPSO Team Members: Paz Felyn Cruz Shella Acuna Nedy Ocobillo Edgardo Cruz CSC ROB Laura Mangorangea CSC NCR Lily Beth Majomot SC ROS Ill. Developing the Competency Based HR Systems for the Commission Leaming Service Provider (SP): Human Capital Asia, Inc. ISP Members: A. DISCOVERING COMPETENCIES, Competencies are observable, measurable and vital knowledge, skils and attitudes which are translations of capabities deemed essential for organizational success, The attibutes of this definition that should be underscored are observable, Measurable and vital, while the elements are knowledge, skils and attitudes or KSA. Competencies point to effective and efficient behavior that ensures the delivery and/or achievement of desited goals/targets/results The outpuls/results of performance could alwoys be valid, reliable and repeatable when the appropriate competencies have been identified and acquired. On the ‘other hand, the competencies are appropriate and necessary when they are considered to be significant and impactful based on the mission/vision/goals and siotegic clirections of an organization, That is, conmpetencies make each worker, In this case the CSC employees, consistently effective and efficient In providing and delivering required services . life Lupena Project Leader Dada Salud Project CoordinatorCoach Ruby Bernal Coach Joel Loyog Coach Mon Villar Coach Myk Roxas Project Manager Myra Sanchez Benchmark Leader Rene Lamzon Public Sector Adviser Bing Siverio Logistics Allan Frondozo Logistics ‘Competencies ae the "how fo achieve the “what” of knowledge, manifested skils and motives to produce succs the goats. The how pertains to apoiiedB. WHY A COMPETENCY-BASED HR SYSTEMS? Competency identifies the requisite knowledge, skils and attitude needed to perform ‘a specific role in a job, organization, or profession, | establishes common criteria for hiring, appraising and rewarding people. Likewise, it establishes expectations for Performance excellence, resulting in a systematic approach to professional development and clarifying the standards for easier communication of performance expectations, and provides the basis for a mote objective dialogue about Performance, development, and career related issues. In brief, competencies may be applied to: JobiRole Alignment Talent Profiing Performance Management Talent Inventory Training and Development ooh enn Succession Management Suggestion: Three (3) sides on Benefits to the Companyileadersmployees or sides nos. 112, 117 ‘and 122, Discovering Competencies Deck pal, posted@basecamp} Suggested Caption = ‘ldentiving and acquling appropriate competencies imoact the organization, stakeholders, custorners and! workers." C. TYPES OF COMPETENCIES There are four (4) types of competencies, namely: @ Core Competencies b) Organizational Competencies ©) Leadership Competencies @ TechnicalFunctional Competencies CLUSTERING OF COMPETENCIES Relate to the CSC’s values, mission and strategy; expected across all employees. Relate to special skills needed to perform similar functions within CSC; expected in most positions. Relate to skills needed to perform leadership or ‘managerial work and processes; expected in leadership positions. Competencies that pertain to specific bodies of knowledge and skills required to perform the defined activities in an industry, function or job; expected across specific positions within a functional group. D. IDENTIFYING COMPETENCIES ‘As mentioned eatlier, the key to a successful Competency Model lies in the discovery of the most appropriate competencies that fits the vision, mission and culture of the ciganization. These are usually done by either building the model straight ftom scratch and from the organization; borrowing models from other sources and tweaking them to match the organization; or buying models off the shelf and ‘attempting to fit them into the culture of the organization. While all these procedures aie permissible, building offers the advantage of creating a model suited to the organization. in CSC's history, the team resorted to building the model while borrowing best practices, procedures and definitions for purposes of enhancement. Suggestion: Sides = "How to Diccover Competencies’sicies no. 186, Discoveting Competencies Deck,pait, posted@basecamp} Suggested Caption = "Some means fo bulel competencies”nefits to Leaders & Identify performance criteria to improve the accuracy and ease of the hiring and selection process. Provide more objective performance © Swords ¥ Clarify standards of excellence for easier communication of performance expectations to direct reports. & Provide a clear foundation for dialogue to ‘occur between the manager and employee about performance, development, and career- related issues. nefits to Employees Identity the success criteria (i.e., behavioral standards of performance excellence) required to be successful in their role. & Support a more specific and objective assessment of their strengths and specify targeted areas for professional development. § Provide development tools and methods for enhancing their skills. ® Provide the basis for a more objective dialogue with their manager or team about performance, development, and career related issues, Identiying one -quiing appropiate compet 2 Impact the organization, stokehaldess, C. TYPES OF COMPETENCIES There are four (4) types of competencies, namely: ©) Core Competencies b) Organizational Competencies ©) Leadership Competencies ) Technical/Functional Competencies CLUSTERING OF COMPETENCIES Relate to the CSC’s values, mission and strategy; ‘expected across all employees. Relate to special skills needed to perform similar functions within CSG; expected in most positions. Relate to skills needed to perform leadership or ‘managerial work and processes; expected in leadership positions. ‘Competencies that pertain to specific bodies of knowledge and skills required to perform the defined activities in an industry, function or job; expected across specific positions within a functional group. D. IDENTIFYING COMPETENCIES As mentioned earlier, the key to a successful Competency Mode lies in the discovery of the most appropriate competencies that fits the vision, mission and culture of the orgenization. These are usualy done by either building the model straight from scratch and from the organization; borrowing models from other sources and tweaking them fo match the organization; or buying models off the shelf and attempting to fit them into the culture of the organization, While all these procedures are permissible, building offers the advantage of cteating a model suited to the organization. In CSC's history, the team resorted to building the model while borrowing best practices, procedures and definitions for purposes of enhancement How to Discover Competencies? Expert Groups/Success Profile or Success Model Organization Core Competency Alignment Strategic Themes and/or Focus Alignment Behavior Event Interviews Observation/Modeling s # # ¥ ¥ # Job Analysis or Job Description ReviewThe succeeding pages will provide the references and details info the nature of competencies and how they were identified in the CSC. These are summarized into the following generall steps: 1. Analyze Documents and Other Sources Among the processes of building competencies includes looking at information within the organization. These are elther available from 2. primary sources Girectty gained from informants) such as: i. Interviews fron (incumbents, Supervisors, Expert Groups / Success Profiles) ii, Job Descriptions ii, Questionnaires Surveys b. and also from secondary sources (ther sources that needs to be Verifiedivalidated from incumbents) such as: i Stategic Maps ji, Organizational Chart ii, Observed system processes iv. Commercially Available Sources HOW WE DEVELOPED THE COMPETENCY MODEL “bDecpicns | bana | seaecone | Swatey Mops | _taeriewn =D eS 10 2, Benchmarking Sourcing through benchmarking was also be cone by the Project Team. Such activities provided rich sources of scenarios, standards, lessons and best Ptactices that guided the team in developing and installing competency Models. There was a need to conduct benchmarking to: Learn ftom the "best’ Develop a competency model based on world class standards; Identify best practices in developing and institutionalizing a competency-based HR system, with special focus on recruitment; Recognize the challenges and aifficulties in the development and institutionalization of a competency-based recruitment system, and find out possible solutions and responses to these challenges; Assess the CSC vis-a-vis the organizations benchmarked with, in terms of capabilly to institutionalize a competency-based recruitment system; and, Prepare an Action Plan to implement improvements in relevant CSC processes With detalls provided in a separate benchmarking report, the picject team acquired competency-based processes, practices and information from the following categories of agencies: + Philippine Organizations Government -Department of Trade and industry -Bangko Sentral ng Pilipinas (Central Bank of the Philippines) * Local Private Organizations -Aboitiz Power Gen -Monde-Nissin * Organizations in Singapore Tanglin Trust School Chil Service College -Public Service Division -Competition Commission PACE 0.0, 13. Filter and Screen Initial Competencies Focusing on the acauited Knowledge, Skills and Attitude (SA) from various available sources, initial competencies were culled and then fitered info categories to nanrow them down into a manageable list that ensures success in the performance of ciganizational functions, This fiteting could be though common themes, relevance, progressive development, and element. FILTERING COMPETENCIES => GaaeD Gap Gap ===> 4a Gab aap ee aE Gp cap ) 4, Validate Competencies from Sources It is noted in CSC’s experience that the development of these competencies are iterative, With continuous validation and test from various sources or applications and use in vatious processes, the initially identified competencies were later categorized «as follows: a. Core Competencies (Competencies that relate to organization's values, mission and strategy) 2 b. Organizational Competencies (competencies in a majority of positions in the organization to cary their functions) ¢. Leadership Competencies (competencies that relate to skils needed to perform managerial work and process) The initially identified and fitered competencies are validated. This step zeroes in or focuses on a task, output or set of work that a position is required or expected to deliver or demonstrate. Interviewing incumbents and supetior are conducted in this process. The initial competencies are juxtapose to the vision-mission, ciitical ‘accountabilities and strategic direction of the organization, The following guide questions may be used + Are these competencies demonstrated by people who perform the work most effectively? + In other words, are people who dont demonstrate this competency ineffective in the role? +s the competency relevant and necessary for effective work performance? 5. Clustering or Therning Competencies Competencies may also be grouped into vatious clusters depending on specific pattems or organizational thrust (e.g. Managing Self, Managing Relations, Managing People and Managing Work.) These clusters distinguish and group similar thernes under each category, The cluster/iheme title cre also chosen to best describe or represent the competencies belonging to a clusteriheme. 6, Identifying Technical Competencies ‘A more purposive look into the various office processes were made to gather Technical Competencies. There are two types of major processes in an organization: The first is operational which creates core/main business, and the other is support which helps in the execution/maintenance of core processes (e.g. Accounting, Recruitment, Technical Support, Motorpool, etc.). These processes can further besubdivided into more distinct processes, which are made up of various task. Itis in the tasks that competencies may be culled ~ that is, determining the required KSA in the different processes and tasks. A teview and analysis of the organizational charts, the strategic maps, and the major functions in the various offices procedures could leads fo the creation of their process flowcharts, Defining elements such as process measurements, time involved, people involved, decisions as well as sequence of actions would help in identifying activities, projects and outputs as sources of knowledge and skill sets for the development of Technical Competencies, Sample Data Gathering Format CSC Core Competencies: Names and Operational Definition ‘Competency Name: ‘Operational Definition CSC Technical Competencies: Names and Operational Definition Competency Name ‘Operational Definition COMPETENCIES IDENTIFIED TECHNICAL E, DISCOVERING TECHNICAL COMPETENCIES Using similar steps in discovering initial set of competencies can also be used in the identification of another set of competencies: Technical Competencies = are competencies that pertain fo specific bodies of knowledge and skills required to perform the defined activities in an industry, function or job Considering their nature as knowledge and skill sets (or what individual needs to know to perform their function), it is the Core, Organizational and Leadership competencies that ensures these functions are being done. As part of the CSC experience, a more purposive look into the various office processes were made to cull out these Technical Competencies. The Process Analysis There are two types of major processes in an organization. The first one is Operational Which creates core/ main business and the other is Support which helps in the execution / maintenance of core processes @.g. Accounting, Recruitment, Technical Support, Motorpool, etc.). These can then be subdivided into more distinct processes which are made up of various tasks. It is in this stage where the CSC project team reviewed its Shategic Mops, Organizational Charts, recalled major functions in various offices procedures and created their respective Process Flowcharts. Defining elements such as Process measurements, Time involved, People Involved, Decisions as well as Sequence of actions helped the Project team in identifying activities, projects and outputs as sources of knowledge and still sets for the development of Technical Competencies 5/™ \V.COMPETENCY TABLE WRITING After identifying the various competencies of the Civil Service Commission, the following questions ate raised: How are they described? How will these competencies be used? How can they be measured across various employees? Addtessing these concems would need the development of Competency Tables to define these competencies and their parameters. Competency Table Sample stoning Drecon ANALYTICAL THINKING AND DECISION MAKING “Tis comptncy oars to the bil fo ently ana underta ates, protien and oppatunis: compare data om arent sources to aw Concise! ung face aporoacos for choeung a coure of acto or develop apboplat elie aking acon tat corlten wt aalable ‘ect, contra rprieatona vai ar bis, ae rable conseaenees. + Gar nae ination ‘eth papa ‘emma mar +n ont osen esa Sects ‘ed rcnemr sommes | + rine lacus n_|_ tel ienn o Crone ‘Sestclaonepsinoeet te | ingen ancora ot |+ Te stag fen on ocr ‘ountaewese potum | Sune sre Fotien natn an ones Pocame cia | * remeron eine prtien |= Rta conve sean | Gicocovissctusim |" snoctesopasrrcn, |" sonson nts iesu | «Channa orcs |» eon en ircetnctet mepetien | cones ns cinta cnres |" sateen is |" ronment eek + caine snaverte vane |" Itonoaeonpogaee nce ‘Seay we + nacho ata wn | fn tents | «Se ‘tevainssicasory an! | Senaceewmy pmerter | etproeero taste Sonnonerer ‘prsereseve ‘me amr canmateswoTamiyie | Sonntag eee A, Parts of Competency Table 1. Competency Tie/Name The namefiile indicates the competency being described. 2. Operational Definition Itstates the broad application of skills and knowledge, which the competency captures, and as applied in the workplace. It is a description of the competency including the critical few tasks and outcomes required of those who provide the key capability, without which the capability would not be demonstrated. It may also state how ‘output is done and its desied outcome, and may describe important contextual influences (technical requitements, legal cerlfication requirements, customer or stakeholder requirements) related to acquisition of the competency. Basically, the operational definition should consider the following questions: + What is produced? * Whot are the results? + What are the objectives? + What are the goals? 3. Competency LeveyRubrc Aubric is an explicit set of criteria used for assessing a particular type of work or performance. It articulates in progressing order, the quality of each criterion. It may also include work or performance samples that typify each of the levels. Rubric is used! also for the purpose of producing assessments that are far more descriptive than a single, holistic grade or judgment. Instead of merely saying that an individual is “very good," or “outstanding” a rubric-based competency model describes the quality of work on one or more dimension There may be different ways to develop rubrics, Below are basic processes that could very well facilitate the completion of rubrics or competency level criteria: Identity examples of good and not-so-good work Identify the characteristics that make the good ones good and the bad ones bad. Make a list of what counts in quality work Describe the best and worst levels of quality, then fill in the middle levels based on your knowledge of common problems and the discussion of not-so-good work. @. Have subjects use the rubrics fo evaluate their postions or other reference positions, f. Avoiding unclear language g. Avoid unnecessarily negative language 7For flexibility in expressing these gradations, descriptive teins were used for each level. For CSC, four-level rubrics were used for the competencies with the following descriptive terms (Coded as BIAS): * Level 1 is BASIC + Level 2 is INTERMEDIATE * Level 3 is ADVANCED + Level 4 is SUPERIOR Consideting the number of competencies to be measured, the use of 4 levels teflects best practice from benchmarked agencies for ease of monitoring, evaluation and use while Maintaining progression across levels. It also prevents the occurence of statistical central tendencies (where raters resutts cluster around certain values — usually the middle/mean). While consistency in number of levels is recommended, this is not a mandatory as the number Is more dependent on how progression in a certain competency is expressed. COMPETENCY TABLE DEVELOPMENT 18 Compan it CSC tte tam Ones nda en feta Saudinegescemied | mmcce mareqanen + Eparmcie mena ot—« Earcic enn ih Short imcnnnncscoin Sbrsuneedoy tw nrneatona evn ae sd gute ne Aeasetecuonen'sngepans " Snsoswmepaatsene sort onto pon ancnem em pe an en pvc ee + Shamans ging manandng 2" Income nce comeasy narmcse creme eneangeoatos saad ex ein mage ‘ancora torso and an etnnaranangct + wap ass nna ance pecans + maa ngomee snc er + me ren notion cent Ste utes nd tape 056 sven ctr Seiamgy apes soca Prorsenphemseterervente eS paten Sint mertorenaee Shem cucnen ge nee ‘Sitemaps tense snd pomentoction 4. Cote Description This specifies the standards of performance and criteria in terms of set of outcomes expected in a particular level. This is a summary of what a competency should express at a certain level. COMPETENCY TABLE DEVELOPMENT sewn came snopes" Gaantearupaaioconnaters = sien mauneses ne ant "Salant passe tans Seccasoma mney comm Sherine ‘pean cn. Saamenhion von toveeserbored + tn er sa pig me Pc ee om nde + Shomemedupmy nsoning "tetameewsevertycontasy, " munqensionine opecuem,” + Gabe C3C cease menor coon surenemtycor — tamngeroanr eons Frotorpeaconesr Schegetmmeneetstonsuos” — Stmceletapeanere + hen meta an ey = Sisonsmmsceronaase xan porn die, = Seats egnsiocemine "Manuaandoneannavneies + Wares rgainepton panes can muapecoevoen 5. Behavioral Indicators ‘A behavioral indicator is used to provide an objective description of what you might view from an individual demonsttating the competency. These provide evidence that they either have or do not have the ‘competence that you are assessing, Behavioral indicators can therefore be positive or negative. Behavioral indicators in competency tables are simply examples of what behaviors could look like and are not to be inclusive of all behaviors that demonstrate each level of performance for the competency. Rather, this is @ tool to help guide evaluations of performance, and should not be used as a checklist for behaviors. Behavioral indicators should be measurable, and thus should make use of verbs that are not trail-based descriptions, such as ‘know’ and "understand and ‘appreciate’, which are not observable or measurable. Rather than saying "one knows something’, think of a way to state it so that one’s knowledge is demonstrated ‘and thus observed and measured. Acceptable verbs include describe, list, summarize, and select, among others. 1920 This is where using Bloom's Taxonomy of Leaming Domains becomes useful since a ‘demonstration of characteristics under at least two of these domains shows proof of having a ceriain level of the competency. These domains are the Cognitive (knowledge), Affective Gttitude), and Psychomotor (kil). Bloom's Taxonomy of Learning Domains # Bloom and his colleagues were academics, looking at learning as a behavioral science, and writing for other academics ¥ Bloom's Taxonomy underpins the classical 'Knowledge, Attitude, Skills' structure of learning method and evaluation. # Itis a simple, clear and effective model for explanation and application of learning objectives, teaching and training methods, and measurement of learning outcomes. ¥ Bloom's Taxonomy provides an excellent structure for planning, designing, assessing and evaluating training and learning effectiveness. Bloom's Taxonomy of Learning Domain: a Affective Psychomotor Cognitive Domai C1 The cognitive domain is knowledge or mind based. It has three practical instructional levels. including fact, understanding, and application. Cl The fact level is a single concept and uses verbs like define, identify, and list. 1 The understanding level puts two or more concepts together. Typical verbs for this level include describe, compare and contrast. CJ The application level puts two or more concepts together to form something new. Typical verbs at this level include explain, apply, and analyze. Cognitive Domain erica ery ean Knowledge: Recall data or information. Recite a policy. Quote prices from memory to a ‘custom. Knows the safety ues, Defines, describes, identifies, knows, labels, ists, matches, names, outlines, recalls, recognizes, reproduces, selects, stats. ‘Comprehension: Understand the meaning, ‘translation, interpolation, and interpretation of instructions and problems. State a problem in ‘one’s own words. Revarites the principles of test wring. Explain In one's own words the step for performing & ‘complex task. Translates an equation into a ‘computer spreadsheet. ‘Compretends, converts, defends, distinguishes, estimates, explains, extends, ‘generalizes, gives an example, infers, interorets, paraphrase, predicts, rewrites, summarizes, transtates. ‘Application: Use a concept ina now situation or Uunprompted use of an abstraction. Applies ‘what was leamed inthe classroom into novel situations in the work plat Use a manual to ealoulate an employee's ‘vacation time, Apply laws of statistics to ‘evaluat the reliailty of a writen test. [Appliss, changes, computes, constructs, [demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. ‘Analysis: Separates material or concepts into ‘component parts go that its organizational ‘structure may be understood. Distinguishes between facts and inferences. ‘Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in. reasoning. Gathers information from a ‘department and selects the required tasks for training. ‘Analyzes, breaks down, compares, ‘contrasts, diagrams, deconstructs, ‘iferentiates,ciscriminates, distinguishes, identifies, ilustrates, infers, outlines, relates, selects, separates. ‘Synthesis: Bulds a structure or pattern from ‘diverse elements. Put parts together to form a ‘whole, with emphasis on creating a new meaning or structure. \write & company operations or process manuel. Design a machine to perform a specific task Integrates training trom several sources to solve a problem, Roviges and process fo Improve the outcome. ‘Categorizes, combines, compiles, composes, ‘creates, devises, designs, expains, generates, /modities, organizes, plans, rearranges, reconstructs, relates, organizes, revises, rewites, surimarizes, tls, wits. Evaluation: Make judaments about the value of Ideas or materials. ‘Select the most effective solution. Hie the most| ‘uaified candidate. Explain and justify a now budget /Appraises, compares, concludes, contrasts clcizes, critiques, defends, describes, iscrminates, evaluates, explains, interprets, juste, reltes, summarizes, support. 21Affective Domain Ci The affective domain is based upon behavioral aspects and may be labeled as beliefs. The three levels in the domain are awareness, and integration. inction, CO The verbs for this domain are generally limited to words like display, exhibit, and accept and these apply at all levels, Ci The first two levels are really cognitive; integration is behavioral and requires the learner to evaluate and synthesize. Affective Domain acy Psychomotor Domain CO The psychomotor domain is skill based. The three practical instructional levels include imitation, practice, and habit. Cl The first level, imitation, will simply be a return of the demonstration under the watchful eye of the instructor. CO The practice level will be a proficiency building experience that may be conducted by the student without direct oversight of the instructor. CO The habit level is reached when the student can perform the skill in twice the time that it takes an expert to perform. Psychomotor Domain Example Receiving Phenomena: Awareness, willingness 19 hear selected attention. Listen to others with respect. Listen for and remember the name of newly introduced people. ‘aks, chooses, describes, follows, gives, holds, ‘entities locates, names, points to, selects, sits, erect, replies, uses. Responding to Phenomena: Active participation on ‘the part ofthe learners. Attends and reacts to 8 particular phenomenon. Learning outcomes may “omphasize compliance in responding, willingness ‘to respond, or satistaction in responcing (rotation, Participates in class discussions. Gives a resentation. uestions now ideals, concepts, odels, etc in ordor to uly understand ther. Know the safety rules and practices them. “Anewors, assist, aids, complies, conforms, ‘dscusses, greets, helps labels, performs, practices, presen, reads, recites, reports, selects, tel, wes. Perooptor The abiiy tute sensory cvs o guide moter sci. This rangs rom sensory sumulatin, {trough cue selection, wanton Detects non orbal communication cuss. Estimate were bel wand afer ts thrown ana then moving tthe conect actin to eaten te bal, Ast hac ot Shove to correct temperature by smal and taste of ood. Agjusts the hein ofthe forks ona forty ‘comparing where the forks ae relation to the pallet (Croeeee, doses, sotect,citeronatos, ‘asingushes ientines, coats, relates, sect, Set Fcadness to st. Winelodes mental physical and emotional ets. These tee se ao dapostions iat recotermno a persona respenso ro arent Suatons Gometimes called mindset Knows ard ets upon a sequence of tops na ‘manufacturing process. Recogrze one's ates and limitations Shwe dese team a now process (motvaten Begins plays, explains, moves, proceeds reacts, shows states, wounteers. ‘Valuing: Tho worth or value a person attaches toa ppaicular object, phenomenon, or behavior. This Fanges from simple acceptance tothe more ‘Complex sate of commitment. Valuing is based on ‘the intomaizaton ofa set of specified vale, while clues to these values are expressed inthe leamers overt Behavior and ar often isentifinble, ‘Demonstrates bait n tho democratic process. fe senclve towards individual and eutturat ferences (value diversity). Shows the abit to solve problems. Proposes a plan to social Improvement and flows trough with ‘Commitment. Informs management on matters that one fees strongly about Completes, domonetatos, cforontiates, explains, follows forme, intstes, Invites, join, justifies, Proposes, reads, reports, selects, shares, studies, works, ‘Guide Response: The eat stages nearing a complex ski that includes tation andi ane err Adequacy of perfomance i achieved by practising ectorms a mathematical equation as emonstated Fotos instucions to buld a model Responds hand- orale of nstructr while laring to operate afr Copies races flows, eee, reproduce responds “Mechanism: This the inteedate stage i letring a Complex sil. Learned resporaos have become abiual and tho movements can bo performed with Some confidence and profiioney. Use a personal computer. Repair leaking faucet Dive gear Assambles, calbraes,consbucts,dsmants, ols, aston, hes, grins, heats, manipulates, mossures, monde, misos, ganas, skates ‘Organization: Organizes values into pricries by ‘contrasting ciforent values, resolving conflicts between them, and creating an unique value system. The emphasis ison comparing, eating, and synthesizing values. Recognizes the need fr balance between freedom ‘and responsible behavior. Accepts responsibilty for one's behavior. Explains te role of systematic planning in solving problems. Accepts profesional ‘ethical standards. Creatas a life plan in harmony ‘wth abies, intrest, and bolo. Proritzes time ‘ttectvay to meot the needs ofthe organization, family and sot ‘Adhere, alters, arranges, combines, compares, ‘completes, fends, explains, fermulates, ‘generalizes identifies, integrates, modifies, orders, ‘oroanizes,propares, relates, synthesizes. Intemalizing valves (characterization): Has a value system that contros ther bohawox. The behavier ie Pervasive, consistent, precitable, anc most Important, charactrstic of tho leaner Instructional objectives are concerned with the students general pattems of adjustment (Gersonal, social, emotiona. ‘Shows sof rolance when working Independonty. Cooporates in group actives (chspaye teamwork. Uses an objective ‘Spproach in problem solving. Dieplaye a professional commitment t0 ethical practice on a ‘ily bass. Revises judgments and changes behavior in ight of new evidence. Values people for what they ar, nt how they Took Evaluation: Make judgments about the valve of ideas or materia Select the most effective solution. Hire the most ‘Qualied cancicate. Explain and jutily a new budget ‘Select the most effective solution. He the most ‘ualiied candidate. Explain and jst anew budget. 22 ‘Complex Ovort Response: Tho skilful pertrmanco of ote acts hat invove complex moverent pattems. Praficlonoy is indcaod by a quik, accurate, and righty coordinated perormance, requting a minum Gf energy. This category nudes prtoming without hestston, and automate performance For example, layers are often utter sounds of ststacton or fxpltves os soon as they a ens bal oe oe 9 ‘ootoal, because thy can ta bythe feo of he act iat ho rsult wil proses, Maneuvers a oar ight paral parking spot Operates acomuter ail and accurate. Displays [competence whe plying te pian. Assombloe, bull, cara, constructs, smarts, sols asions hes, rns eats, manipulate ‘moesures, mend, mos, rgarase, kates, ‘Adaptation: ils re wall developed and the navi | ‘an medty mevemant pattems te special requreren's Responds ffectivaly to unexpected experiences, odtosinetrtion fo mao he need of the earers, Peconm stask tha machine ta nt only 'ntended todo machine not damaged and hare no danger in performing te new 33 ‘Adapts, alors. changes, rearranges, organizes rvios, var ‘Orignaton:Greatng row movament pattems tft a arte etuaion or speatie problem. Loaring fxleomes emphasize cretty based upon highly eveloped sks [Constructs anew hoor. Develop anew and comprehensive training progranming Coates anew ‘aymaste routine. ranges, bul, combines, composes, consits, crates, designe, tte, makes, ergnate, 23@) Cognitive Domain The cognitive domain is knowledge or mind based. It has three practical instructional levels including fact, understanding, and application, The fact level is a single concept and uses verbs like define, identify, and list. The understanding level puts two ‘oF more concepts together. Typical verbs for this level include describe, compare and contrast. The application level puls two or more concepts together to form something new. Typical verbs at this level include explain, apply, and analyze. b) Affective Domain @icture of Heart ot Feeling) The affective domain is based upon behavioral aspects and may be labeled as beliefs. The three levels in the domain are awareness, distinction, ang integration. For this domain, the vertos ate generally limited to words like display, exhibit, and accept and these apply at all levels, The first two levels are really cognitive; integration is behavioral and requires the learner to evaluate and synthesize. COMPETENCY TABLE DEVELOPMENT cower — Delivering Service Excellence ‘aten Tatty pon sensu, seen cvs an eA ek an hance sn tate asec renuenare rome surance Cometmcreon Campin wih CSC's thine san, Cas mn aunts’ Aap sin and manages dean apa OS ann sere Batanes Selig Sndwa wdroqsenste ‘Stites sans enter atnoy wd pour ne Seaeemsseseneamce” sovansieey aaaGe | piniaamenae | cae aawanaone Satveyseaan wcteune” "poconrdandvswtaosentont ”fesrand teense SASS, pncecnan ete Secteateegcae Scapemrascyecoeme | somatnsnarencey omy esate venice ten eased Son anemmanphinsoraraeg’! pmene amt age ae sracactece irons oeenanenseenton Sp sacaoonanan mayen + Poinsconc. sraase wsprnet Semcon arn apse snctepettianon ore ~ Messe nainacns nweina —" SSlowned esenen tees os feomninos rte teeeran ed st et iano nah « Pty smn ih aan eiatcsipeenany, "Roan eon» Gem 2 et tone tec won” * nan en neem paces st cen nmarn Severe Giesomrcopmennpcenme "Snowden wotcunae Son SS bas et oe 24 ¢) Psychomotor Domain (Picture of Hand or Action) The psychomotor domain is skill based, The three practical instructional levels include imitation, practice, and habit. The first level, imitation, will simply be a tetutn of the demonstration under the watchful eye of the instructor. The practice level will be a proficiency building expetience that may be conducted by the student without direct oversight of the instructor. The habit level is reached when the student can perform the skill in twice the tine that it takes an expert to perform, 6. Products or Means for Measuring Identifying and displaying applicable outputs also serves as another indicator on how proficientty a competency is expressed at a particular level B, Guidelines in Writing Competency Tables 1. Effective competency definitions are @) Clear / Concise: Jorgon-fee, uses proper grammar, has a logical order, and specks to the listener, Whether the words are written or spoken, they are communicated in away that is simple fo understand regardless of the depth of concept. 'b) Consistent: ideas within the definition relate to knowledge, skils cand attitudes and flow from one to the next through smooth transitions, ©) Connectivity: The definition applies to the other parts of the competency table as well as to people. @) Gender Fair: Ensuring that neutral gender-specific language is used. These features are also applicable to the other parts of the competency table where different levels of expressing the operational definition is elaborated by core description, while the essential paris/components of the core description ore explained in detail by behavioral indicators and/or products, Similarly, the products and behaviors should be able to fulfil the Tequitements of the core description, making the competency relevant to the person tying fo exhibit them, 2526 To measure the stability of the Competency Profile Matix and to determine its abbity to maintain certain level of effectiveness, stress tests were conducted, Profiling Stress Test * Competency Validation. Here the team answered the question: "Can an incumbent succeed in his or her job with the established posttion profile?” + Competency Importance. Given the range of competencies required of the position, the team identified the three (3) most important competencies and labeled it as “High”, the next three @) important as "Medium", and the last three (8) important as "Low. + Competency Progression. Looking across all the posttions from 1st level to Executive Managerial position, the team examined if the competency level progresses when there is distinct increase in the duties and responsibilties in the job. If the profile did not pass the stress tests, the tear then re-evaluates the duties and responsibilities of the position It the profile did not pass the stress tests, the team then re-evoluates the duties and responsibilities of the position, Details on the approaches and processes of competency profiling as well as the CSC Competency Profile Mattix are attached in the succeeding pages. C. Development of a Proposed Approach to Competency-Based Qualification Standards (@s) The current CSC Qualification Standards (QS) consists of the following factors: 1, Education 2. Experience 3. Training 4, Eligibiity These factors are requitements applicable across ail postions in the bureaucracy, with equal weights and no specified distbution and are anchored on legal mandates Book V, £.0. 292 with current updates such as MC No. 12, s. 2002). In the course of the project, the project team assessed the Strengths, Weaknesses, Opportunities and Threats (SWOD of the Qualification Standards in its effectiveness in acquiring the high-performing, competent and credible civil servants. The Strength ‘and Opportunities of the QS ate also evaluated if they would persist despite their current Weakness and Threats. ‘As one of the assessments, the need emerges fo determine whether QS factors are relevant and accurate predicto's of success and how to further improve them. To validate the SWOT findings, the project team conducted a Focus Group Discussion (FGD) on the QS involving the following groups of civil servants in the bureaucracy: a, Representatives from the Civil Service Commission consisting of Personnel Selection Board and Ht members b, Representatives from Agencies that are curently developing their competency models (DSWD, OCD, DILG). . Representatives from Agencies that have a developed competency model (DTl and BSP) 27Profiling means gathering of accurate information from the Incumbents about: * What they do? + How they get it done? * The objectives of their work/tasks + The demands of the job and how they respond/overcome the same Gathered data that may have deviations/disagreement are validated, Participants of the piofling are provided feedbacks, 1. Competency-based Job Analysis Job Analysis is a process to identify and deternine in detail the particular job dluties and requirements and the relative importance of these duties for a given job. ‘Competency-based job analysis means describing the job in tems of the measurable, observable, coachable competencies that an incumbent doing @ particular job must exhibit to do the job well. It focuses on how the worker meets the jobs objectives or actually accomplished the work. Traditional job analysis is more job focused, while competency-based job analysis is more position focused. I points to the needed competencies for the incumbent to do the job well. Behavioral Event Interview (BED BE! is a technique used to identity critical behaviors or competencies of the incumbent being interview by means of getting the interviewee describe in details the compiete stories of citical incidents and the competencies demonstrated by the interviewee. BEI supporis the belief that past behavior and performance predicts future behavior and performance, It poses questins that seek demonstrated examples of behavior from interviewee’s past expetience ‘and which concentrate on job-related functions - for instance, “Describe a situation where you had fo organized and work with a team fo implement a complex project.” 28 The following are sone guide questions when one uses BEI when doing Position Profiling: . Is this a competency the position requites so that an incumbent can do the job well? b, What other competencies are required? Which competency is more criical that the others? ¢, Whats the level expected of the competency that must be ‘demonstrated by the incumbent? The behavioral event content, namely Situation or Task (SN, Action (A) and Result (R) - (or simply STAR) should be considered in the conduct of BEI, Also, the following should be observed in order to develop good BE! questions: + Remember that a competency is measurable, observable and coachable. *To develop an effective set of behavioral questions, ask of think about what should be measured or observed of the competency. + Refer to the competency table for guidance. 3. Questionnaire and Structured Survey Questionnaires involve asking questions and collecting data flom people. The most common method for ding this is by a series of highly structured questions, with pre-selected responses. The key to developing a good questionnaire is 1o keep it short while ensuring that it captures all needed information. Its therefore important to determine what ate the required ctitical data while one prepares/dratts the questionnaire. ‘Questionnaires may be (@) open and (b) close, Open questionnaire can elicit a wide variety of responses and Is good for exploring a topic. But consolidation, summarizing and anaiyzing may be tedious, Close questionnaire is quick and easy to answer for it provides given optionsichoices. However, it may create bias if the options are not sufficient. 29