Competency

Competency
-based HRD
System in
Public
Service
Development
Training and
HILARIO P. MARTINEZ 1
Table of Contents
Options to Improve the

Title ..... 1
Recruitment, Selection and
Table of Contents ..... 2
Appointment of Government
Introduction ..... 3 to 7
Personnel . . . . . 84 to 96
Basic Principle and Beliefs ..... 8 to 18
Standardizing Competencies to
The State of Philippines Civil Standardize Jobs to Standardize
Service . . . . . 19 to 36 Government Positions . . . . . 97 to 102
Civil Service System in Philippine Performance Management . . . . . 105 to 107
Government Service . . . . . 37 to 55
Training and Development . . . . . 110 to 122
A Qualification Standard for
Sucession Planning and Capability
Reference . . . . . 56 to 63
Mapping . . . . . 123 to 124
Initiating a Competency-Based
Competency Assessment and
Civil Service System . . . . . 64 to 83
Delivery . . . . . 125 to 134
Anticipated Results . . . . . 135 to 142
The Basic Question
The Challenge
Which factor has the greater potential to enforce
integrity in public service?
OUTCOME PROBLEM
Performance and integrity of
A Professional and Respected Cadre
government agencies remains under
of Public Servants
a cloud of doubt
CHARACTERS ACTION
• Office of the • conduct functional
President analysis for all agencies
• Civil Service • review current HRD
Commission systems; reformulate
• Department of policies and processes
Budget and • conduct competency
Management standardization from
• Congress of the agency-level integrated
Philippines to bureaucracy-wide
• government is the single biggest SETTING • no standard performance evaluation

employer; overlapping functions system
• varying reports disclose that • generally perceived as graft ridden and
government agencies are receiving weak institutions
additional remuneration for themselves • Government employment is eligibility-
• retirement is 60 & 65 years old based, academic qualification biased
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
Organization Development, Management, Human Resource Management
and Development, Public Service
BASIC PRINCIPLES AND BELIEFS
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
Job
Areas of Description
Responsibilities
COMPETENCY
STANDARD
Competence  Performance
Competency
Skill
Job Attitude
Knowledge
Observable
Behavior
Job Performance
Reference: UNESCO/UNEVOC-TVETpedia website HILARIO P. MARTINEZ 15

Environment in Bureaucracy Infects
(the Stream Analysis Model)
Environment
Purpose
Organizational
Social Factors Technology Physical Setting
Arrangement
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 other insight to the state of public service and employment in
government agencies
THE STATE OF PHILIPPINE CIVIL

SERVICE
General overview of the civil service
A very broad and general Agencies and instrumentalities
national qualification standard draw their own plantilla
is maintained and adhered to positions in conformity with a
by all government agencies national salary grade schedule
Agencies and instrumentalities

Bureaucracy-wide salary
draws their own merit and
upgrades and additional
promotion plan with a national
benefits are either legislated or
code of ethics as their main
by presidential fiat
guide post
Civil service eligibility is

National government agencies,
required for employment in
LGUs, GFIs and GOCCs
government service for a
subscribed to civil service rules
permanent status
Workforce Overview
Magnitude per Level Potential Impact per Level
SG
30
Highest Broader
Pay
3rd Level
25
Responsibility Areas
20
2nd Level
15
10
5
1st Level
1
Narrower
Lowest
Pay
Continuing Issues in Government
Employment
Applicant passing Applicant with hand-
Qualifying tests, especially for new
applicants, is a standard process.
vs However, there are malpractices
where sponsorships outweighed
qualifying tests the merits of the former.
carried recommendation
Preference for Competence

A trade or an academic certificate book what you
is a basic proof of completed study. knowledge can do
However, evidence of competence vs
by way of an industry-standard
assessment may be preferable
academic and capability
qualification
Employment
Industry-based Outdated
Obsolete tests batteries in job-readiness general
screening applicants for
government positions are still
being maintained despite the vs
prevalence of job-readiness tests
in the private sector?
tests battery
tests battery
Certificate of
Is the interest of the public
served better with a civil service
eligibility system more than a
vs system of competency
certification for all positions in
government?
Competence
Employment
Salary Competency
Salary standardization without a
real rationalization program and
vs competency standardization inflicts
more long term harm than good to
the bureaucracy and the citizenry
Standardization Standardization
Individual Corporate
Could performance rating for

officials and staff be distinct or
apart from the performance rating vs
of the institution they belong to?
Performance Performance
Assessment Assessment
Employment
Performance Security of
Is public good and interest served
better by perpetuating the
principle of “security of tenure” in
vs government service or by a system
of “performance-based contract”?
Contract Tenure
Nepotism
Should the prohibition on
nepotism be ignored, liberalized
or implemented more strictly and
consistently across the entire
bureaucracy?
Employment
GOCCs
Why should GOCCs and GFIs
NGAs LGUs employees enjoy greater privileges
vs than NGAs’ and LGUs’ when they
all perform the same basic
processes in the workplace?
GFIs
Equal
Pro-Rata
Should incentives and rewards be

pro-rata/by rank, everybody
Performance
getting equal share or by merit-
only real performers and effective
goal contributors?
By rank Sharing
Accomplishment
Employment
Privatization
Rationalization
Should an honest-to-goodness
streamlining of government be
pursued or should privatization of
vs some functionaries be a better
option to improve public service?
Program
Program
Optimize Hire more

Which would make public service
more efficient and sustainable,
better use of information
vs
technology, more technical staff, or
hire more ICT-proficient staff?
ICT use employees
Employment
Multi-skilled
Department- Should we maintain the policy of
specialization of office personnel or
promote the hiring and
vs development of more multi-skilled
and well-rounded personnel?
specialized staff
personnel
60-65 yo 50-55 yo
Should we maintain the 60-65

retirement age or lower to 50-55 vs
years old to promote productive
opportunities after retirement?
retirees retirees
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!”
Hear Nothing
No Talk,
See Nothing
Say Nothing
Do Nothing
No Mistake
Daily pre-occupations of employees in the
office ...
Personal Bosses in
Getting one
business over another

turf war
Staff like Racing to be money
cats and mouse promoted
Other common observations ...
Others are always
Others have too Others are
watching the clock much coffee breaks busy working
Others have too

others are always Others on frequent
on study leave travel duties much workload
Lingering Issues
Political
Patronage
Red Tape
Corruption
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?
What does it guarantee for the sovereign public?
CIVIL SERVICE SYSTEM IN THE

PHILIPPINE GOVERNMENT SERVICE
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 HILARIO P. MARTINEZ 39

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 HILARIO P. MARTINEZ 40

Educational Requirement by Level of
Positions
Level 1 Level 2
?
Level 3
SG
SG 24
Salary Grade
Salary Grade 1 to 12 25 to
Minimum 13 to 24
30
Educational
Requirement At least 2 years of College graduate College
college education graduate
o oo p s!
Masters
Degree
Somebody
needs to
explain this
inconsistency!
Example of a Qualification Standard of a
typical Philippine government agency
Position Education Experience Training Eligibility
3 years of supervisory Career Service Exec. Elig.(CSEE); Career
Director II Bachelor's Degree None required
experience Executive Service (CES)
Bachelor's Degree relevant to 3 years of relevant 3 hours of relevant Career Service (Professional); Second
Supervising CDS
the job. experience training Level Eligibility
1 year of relevant 4 hours of relevant
Legal Officer IV Bachelor of Laws (Ll.B) RA 1080 (Bar)
experience training
1 year of relevant 4 hours of relevant
Legal Officer III Bachelor of Laws (Ll.B) RA 1080 (Bar)
experience training
Bachelor's Degree Relevant 2 years of relevant 8 hours of relevant Career Service (Professional)Second
Planning Officer III
to the job experience training Level Eligibility
Bachelor's Degree Relevant 1 year of relevant 4 hours of relevant Career Service (Professional) Second
Computer Programmer II
to the job experience training Level Eligibility
Bachelor's Deg. in Commerce
Accountant I None None RA 1080 (CPA)
BSBA Accounting
Completion of 2 yrs. Studies 1 year of relevant 4 hours relevant Career Service (Subprofessional) First
Bookkeeper
in College experience training Level Eligibility
Human Resource Completion of 2 yrs. Studies 1 year of relevant 4 hours relevant Career Service (Sub-prof’l) First Level
Management Assistant in College experience training Eligibility
Data Entry Machine Completion of 2 yrs. Studies 2 years of relevant 8 hours of relevant Career Service (Sub-prof’l) Data Encoder
Operator II in College experience training (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 Supervising CDS – No distinction between
degree will do, requires no compared to Dir. II, a legal officer IV and III
masteral degree, no relevant degree is requirements
training needed; required, relevant
supervisory experience experience is not defined
required
“bachelor’s degree Planning officer III is Accountant I - requires no
relevant to the job” for a required 8 training hours, experience and training;
supervising officer and a similar to that of a first must be a CPA; in contrast
planning officer III is level position of Data for a bookkeeper,
subject to a wide range of Entry Machine Operator II accountancy degree is not
discretion, possible abuse required
No experience and Purpose of the varying The KSA (knowledge, skills,
training required for Driver eligibility requirements for attitude) requirements for
II though he is responsible different position titles is each position are not at all
for a comparatively not clear defined
costlier machines than
that of a DEMO II
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
Hmmm, a lot of people
with Masteral degree will fit into that! What
about IQ? Proficiency? Are
Training Required: 18 hours of they looking for a person
or is this a survey?
supervisorial training
Eligibility Required: Second level civil
service eligibility
Different position titles for different service
areas, similar jobs with common tools – calls for
JOB STANDARDIZATION
Job Title Revenue Audit
Particulars Examiner Examiner Loans Analyst Accountant III
Degree Accountancy Accountancy Accountancy Accountancy
Licensure C.P.A. C.P.A. C.P.A. C.P.A.
Main Legality and Legality and Legality and Legality and
Responsibility accuracy of accuracy of accuracy of accuracy of
Area financial financial financial financial
transaction transaction transaction transaction
Basic Tools Chart of Accounts, Financial Analysis, Cost Accounting, Inventory
Accounting, Fixed Assets Accounting, Variance Analysis, etc.
Agency Bureau of Commission on Government All agencies
affiliated to Internal Audit Financing
Revenue Institutions
Classification Frontline Frontline Frontline Back office
The Hierarchy of Job Titles in the
Bureaucracy
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
3rd Level
Positions
Lowest Rank Position Title
SG 1
2nd Level Positions
Highest Rank Position Title

SG 30
1st Level Positions
Present Tour-of-Duty Eligibility
Requirement by Level
Salary Grade 1 to 12 Salary Grade 13 to 24 SG 25 to 30
Level 1/Sub- Level 2/ Career

Professional Professional Executive
Eligibilities Eligibilities Service Officer*
FOR NEW FOR NEW FOR NEW

ENTRANTS & ENTRANTS & ENTRANTS &
INCUMBENTS IN INCUMBENTS IN INCUMBENTS IN
PUBLIC SERVICE PUBLIC SERVICE PUBLIC SERVICE
* Only for Presidential Appointees

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) Other
government
Barangay Health Worker Eligibility (RA7883) agencies
proposed
Barangay Nutrition Scholar Eligibility (PD1569) specific
eligibility
Barangay Official Eligibility (RA7160/CSC Res. No. 933666/943635) requirement
either for
Electronic Data Processing Specialist Eligibility (PD1408/CSC Res. 90-083) specific
functionary or
Honor Graduate Eligibility (PD907) for agency-
specific
Scientific and Technological Specialist Eligibility (PD997) purposes,
Skills Eligibility (CSC MC 11, s. 1996, as amended; CSC Res. 072244/CSC administered,
MC 3, s. 2008) approved and
recognized by
Veteran Preference Rating (EO 790)
the CSC.

The Career Executive Service Officer (CESO)
Eligibility* for 3rd Level Positions
Created under Presidential Decree  Candidates for CESO are
No. 1 by the late Pres. Marcos, 1972 professional civil service eligibles
and incumbents coming mostly
Applicable for third level CES from the ranks of division chiefs
positions only and equivalent ranks in the
military and police organizations.
CESO rank is only for presidential  There is no definitive
appointees succession planning system in the
bureaucracy except for the
CESO examination measures unwritten policy of “seniority”.
 It measures the same abilities
 Analytical ability as other examinations for lower
 Verbal ability levels and thus may be considered
 Managerial ability redundant.

Which comes first?
CEO eligibility Appointment to 3rd
before appointment level position before
to 3rd level position 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 CESB Accredited
Executive Leadership
Problem Analysis &
Program
Decision Making
GABAY
SALAMIN
Delegating & Monitoring

DIWA
Financial Mgt for

Public Managers
Administrative
Accountability
Workshops on
Public Service
Ethics and
Justice
ICT
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 HILARIO P. MARTINEZ 53
Government Staff Development Program
(No Institutionalized Training Needs Analysis)
senior
T enskilling
R
Y
A senior
A
N ? P ? V overseas
E
E appreciation F 100% gov’t paid
G ? K low rank N ? I
E younger U
C degree
ggrrr… how did they
get hired at the first E domestic
N
A
?
L HOW MUCH place? N Sponsor subsidized
A
S
? DOES ALL OF For whom? C
THESE COST US?
S non-degree RE-ENTRY & ACTION
I ?
N
G Gov’t-sponsor sharing
PLANS ARCHIVE
What then is a civil service eligibility
for? especially the CESO eligibility?
or
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
A QUALIFICATION STANDARD FOR

REFERENCE
An example of a better Qualification Standard*
Group Coverage Qualification Standards for Administrative and Management Positions
EXPERIENCE
GRADE EDUCATION GENERAL SPECIALIZED
3 years, 1 year of
4-year course of study leading to a
GS-5 which was equivalent None
bachelor's degree
to at least GS-4
1 full year of graduate level education, or 1 year equivalent
GS-7 None
superior academic achievement to at least GS-5
Master's or equivalent graduate degree, or
2 full years of progressively higher level 1 year equivalent
GS-9 None
graduate education leading to such a to at least GS-7
degree, or LL.B. or J.D., if related
Ph.D. or equivalent doctoral degree, or 3
full years of progressively higher level 1 year equivalent
GS-11 None
graduate education leading to such a to at least GS-9
degree, or LL.M., if related
Reference: US Office of Personnel Management website HILARIO P. MARTINEZ 58

... 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.
Note: Underscoring supplied for emphasis Reference: US Office of Personnel Management website
...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.
...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.
...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.)
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
Basic definitions and terms of reference
INITIATING A COMPETENCY-BASED
CIVIL SERVICE SYSTEM
What is the cost of incompetence?
Every time fault occurs due to
Every time work is redone, the
incompetence, the cost of damage
cost of quality increases.
to institutional integrity increases
Cost of Unnecessary delay and

incorrect/inappropriate added cost
communication
Institutional embarrassment
The retesting of an assembly
Loss of people’s trust and
confidence
The reworking of a
manufactured item or of a
Fraud and anomalies
service
Developing a Competency System
COMPETENCY
DEP’T A DEVELOPMENT
TRAINING
STANDARD
S TA N D A R D I Z A R T I O N
DEP’T B J
O
DEP’T C COMPETENCY CERTIFICATE
STANDARDS OF
B WORKPLACE
COMPETENCY
DEP’T D S
ASSESSMENT
...
INSTRU-
MENTS
DEP’T N FUNCTIONAL
ANALYSIS
Progression of Development of Competency
Standard for Job Titles in Government
STANDARDIZATION
STANDARDIZATION OF JOB TITLES
OF JOB TITLES BY NATIONAL LEVEL
DEPARTMENT
NATIONAL
By
ByAgency
Agency
By
ByAgency
Agency By
By
ByAgency
Agency By
By
Department
Department
Department
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”
Essential
Key Central
Portable
Generic 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.
Number of Elements Comprising a
Unit of Competency
Minimum of Two Elements Maximum of Seven Elements
Two Elements to Seven Elements
in a Unit of Competency In a Unit of Competency
Number of Units/Modules in a
Competency Standard
Minimum of Two Units Maximum of Seven Units
Two Elements to Seven Elements
in a Competency Standard in a Competency Standard
RMCS defines Competency Standard as ...
the requirement to efficiently perform
task skills
individual tasks
task
the requirement to manage a number of
management
different tasks within a job skills
contingency
the requirement to effectively respond to
management
irregularities and breakdowns in routine skills
the requirement to deal with the responsibilities job / role

and expectations of the work environment, environment
including working with others and in teams 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
Unit Title
Unit Code
Unit Descriptor
Elements
Performance Criteria
Range of Variables
Critical Aspects of
Competency
HILARIO P. MARTINEZ
Underpinning
Standard
Knowledge
Underpinning Skills
Underpinning Attitude
Resource Implications
Components of a Competency
Methods of Assessment
Evidence Guide
Context of Assessment
75
A Sample Competency Standard
UNIT TITLE: MANAGE RESOURCES EVIDENCE GUIDE
UNIT CODE: UC 31
1. Critical Aspects of Assessment requires evidence that the candidate:
UNIT DESCRIPTOR: This unit covers the knowledge, skills and attitudes Competency 1.1 Identified needed resources
required to determine and mobilize resources.
1.2 Utilized resources according to guidelines
PERFORMANCE CRITERIA 1.3 Monitored resources
ELEMENT
Italicized Bold terms are elaborated in the Range of Variables 1.4 Implemented contingency measures
1. Determine 1.1. Resources needed are identified within the operating units 2. Underpinning Knowledge 2.1 Agency enabling law
resources based on requirements; 2.2 Agency Programs, Projects and Services
needed 1.2. Inventory of resources is reviewed, updated, and approved 2.3 Planning, Programming and Budgeting
according to guidelines Systems
2. Utilize 3.1 Deployment of resources is based on the approved 2.4 Agency guidelines on resource sourcing and
resources resource plan mobilization
3.2 Deployed resources are in accordance with standards 2.5 COA/DBM/CSC/DOLE/NEDA guidelines
operating procedures; 3. Underpinning Skills 3.1 Analytical skill
3. Monitor 4.1 Resources are utilized as planned 3.2 Financial Management
utilization of 4.2 Resources are monitored in accordance with established 3.3 Communication skills
resources procedures 3.4 Negotiating skills
4.3 Feedback acquired from appropriate units 3.5 Problem solving
4. Implement 5.1 Deviations and discrepancies are determined and 3.6 Use of technology
contingency documented 3.7 Resource programming skills
measures 5.2 Contingency measures are identified based on deviations 4. Underpinning Attitude 4.1 Innovative
and discrepancies 4.2 Organized
5.3 Contingency measures are implemented 4.3 Proactive
4.4 Resourceful
RANGE OF VARIABLES 4.5 Systematic
VARIABLE RANGE 4.6 Judicious
5. Resource Implications 5.1 Computer, audio and visual devices
1. Resources May include but not limited to:
5.2 Supplies and materials
1.1 Financial Resources
1.2 Expertise 6. Methods of Assessment Competency may be assessed through combination
1.3 Information of any two of the following:
1.4 Technological Resources 6.1 Interview
1.5 Physical resources (Facilities and equipments) 6.2 Written report
1.6 Logistics (Supplies and materials) 6.3 Third party report
2. Guidelines May include but not limited to: 6.4 Portfolio
2.1 Office Circulars
2.2 DBM
7. Context of Assessment 7.1 Competency maybe assessed at the
2.3 COA workplace.
Critical Definitions in “Competency Standard”
Behaviour or a result or Basic knowledge on pertinent

description of task that a subject/s or field/s of
worker needs to demonstrate discipline/expertise necessary
in performing a good job. to perform and complete a task
Underpinning
Elements
Knowledge
Fundamental expertise/s or Basic and observable behaviors

technical proficiency, to include required to be demonstrated
manual dexterity and/or by a person performing a
mental aptitude, required for a particular task
particular task
Underpinning Underpinning
Skills Attitude
Competency Standard of a Position Title
CORE
COMPETENCIES
BASIC
COMPETENCIES
Position Titles with Unique Core Competencies
could have common Basic Competencies
Position Title Position Title Position Title Position Title

1 - Core 2 - Core 3 - Core 4 - Core
Competencies Competencies Competencies Competencies
Basic
Competencies
Advantages of a Standardized
Competency System

Capability Index by Salary Grade
A Capability Index is Salary Capability Salary Capability
Grade Index Grade Index
offered to differentiate
and calibrate the SG 1 0.0323 SG 16 0.5161
development requirement SG 2 0.0645 SG 17 0.5484
of all positions in every SG 3 0.0968 SG 18 0.5806
salary grade level. The SG 4 0.1290 SG 19 0.6129
next two matrices present SG 5 0.1613 SG 20 0.6452
a schedule of training SG 6 0.1935 SG 21 0.6774
needs for each salary SG 7 0.2258 SG 22 0.7097
grade with an inversely SG 8 0.2581 SG 23 0.7419
graduated schedule of SG 9 0.2903 SG 24 0.7742
capability build-up. This SG 10 0.3226 SG 25 0.8065
facilitates the monitoring SG 11 0.3548 SG 26 0.8387
SG 12 0.3871 SG 27 0.8710
of personnel whether
SG 13 0.4194 SG 28 0.9032
they are becoming an
SG 14 0.4516 SG 29 0.9355
asset or a liability
SG 15 0.4839 SG 30 0.9677
(SG 1 to SG 15)
Training Capability Training Capability Training Capability Training Capability Training Capability
SG SG SG SG SG
Needs Index Needs Index Needs Index Needs Index Needs Index
SG 1 1.00 0.0376 SG 4 1.00 0.1344 SG 7 1.00 0.2312 SG 10 1.00 0.3280 SG 13 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
SG 2 1.00 0.0699 SG 5 1.00 0.1667 SG 8 1.00 0.2634 SG 11 1.00 0.3602 SG 14 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
SG 3 1.00 0.1022 SG 6 1.00 0.1989 SG 9 1.00 0.2957 SG 12 1.00 0.3925 SG 15 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
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)
Training Capability Training Capability Training Capability Training Capability Training Capability
SG SG SG SG SG
Needs Index Needs Index Needs Index Needs Index Needs Index
SG 16 1.00 0.5215 SG 19 1.00 0.6183 SG 22 1.00 0.7151 SG 25 1.00 0.8118 SG 28 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
SG 17 1.00 0.5538 SG 20 1.00 0.6505 SG 23 1.00 0.7473 SG 26 1.00 0.8441 SG 29 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
SG 18 1.00 0.5860 SG 21 1.00 0.6828 SG 24 1.00 0.7796 SG 27 1.00 0.8763 SG 30 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
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.
To ensure that only the most qualified and best applicants/contenders
are hired/promoted
OPTIONS TO IMPROVE THE

RECRUITMENT, SELECTION AND
APPOINTMENT OF GOVERNMENT
PERSONNEL HILARIO P. MARTINEZ 84
Proposed Selection and Hiring Process
New entrants
TEST BATTERY*
Basic
Documents PASS IQ FAIL
Complete ME REJECT
& Valid? EQ
and Incumbents
FAIL PASS
REJECT FAIL
COMPETENCY REJECT
ASSESSMENT 1
* - Test Battery: Mandatory I.Q. Test, E.Q.
Test, and Medical/Mental Examination PASS
1 - Evaluation of the candidates capability SELECTION
in relation to the competency
standard for the position being sought FAIL
REJECT
for. The assessment is to be
conducted by a qualified/certified
Assessor PROCESS 2
2 - Selection Process: Panel & User PASS
Interviews and Deliberation APPOINTMENT
Proposed battery of tests to ensure that only the
fittest qualify to render public service
No
IQ => 80?
Yes
Alpha level => No

REJECT END
0.70?
Yes
Medically and No
Mentally fit for
Public Service?
Yes
Next stage
Decision Point for Appointment
Criteria for Shortlisting for Level 3 Positions:
Performance Rating
(33.3%)
Competency Rating
(33.3%) Pass Rate: 80%
Personally Attributable
Accomplishments
(33.4%)
Criteria for Shortlisting for Levels 1 and 2 Positions:

Performance Rating
(50%)
Pass Rate: 70%
Competency Rating
(50%)
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
Annual Annual Annual
Performance Performance Performance
Contract Contract Contract
Level 1 Level 2 Level 3

Certificate of Certificate of Certificate of

Competency Competency Competency

ENTRANTS & ENTRANTS & ENTRANTS &
INCUMBENTS INCUMBENTS IN INCUMBENTS IN
IN LEVEL 1 LEVEL 2 LEVEL 3
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
Annual Annual
Performance Performance
Contract Contract

Professional Certificate of Certificate of

Eligibilities Competency Competency

ENTRANTS IN ENTRANTS & ENTRANTS &
LEVEL 1 INCUMBENTS IN INCUMBENTS IN
LEVEL 2 LEVEL 3
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
Annual
Performance
Contract

Sub-Prof’l Prof’l Certificate of

Eligibilities Eligibilities Competency

ENTRANTS IN ENTRANTS & ENTRANTS &
LEVEL 1 INCUMBENTS IN INCUMBENTS IN
LEVEL 2 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 Competency Generate
Strategy and Identification Competency Models
Context
 analyze work role and

process
 gather data thru Validate, Refine
behavior event interview and Implement
and focus group
 conduct benchmark
study

An Illustration of Functional Analysis
– a deductive approach in identifying the required competencies
Main Purpose of
the Organization
What must be done?
What for?
Key/Major Key/Major Key/Major
(How)
Functions Functions Functions
Basic Basic Basic Basic Basic Basic

Functions Functions Functions Functions Functions Functions
Sub- Sub- Sub- Sub- Sub- Sub-

Functions Functions Functions Functions Functions Functions
Basis for various job areas to produce the products

and/or render services of the organization
STANDARDIZING COMPETENCIES TO
STANDARDIZE JOBS TO STANDARDIZE
GOVERNMENT POSITIONS
Deployment of different position titles
in government offices
Dep’t A Dep’t B Dep’t C Dep’t D Dep’t E Dep’t F
Position Title 1 Position Title 2 Position Title 3 Position titles vary in government agencies although
addressing similar job areas and thus may have similar
Position Title 4 Position Title 5 Position Title 6
units of competencies comprising such positions
Proposed National Qualification
Standard for Civil Service
Level Description
• Work involves analysis, diagnosis, design, planning and execution across a broad range of
technical and/or management functions including policy inputs, information analysis and
NQS-6 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.
 Perform development of planning initiatives, as well as personal responsibility and limited
authority in performing routine technical operations or organizing/managing others
NQS-5  Work also involve planning and evaluation of functions, initiation of alternative approaches to
technical and/or management requirements
• Perform broad range of skilled applications including requirements to evaluate and analyze
NQS-4 current practices, develop procedures and provision of leadership and guidance to others in the team
and in the application of planning skills
• 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
NQS-3 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
 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
NQS-2 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
 Perform a defined range of activities most of which may be routine and predictable tasks.
NQS-1  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
NQS – National Qualification Standard HILARIO P. MARTINEZ 99
Proposed Classification of Positions based on a the Proposed
National Qualification Standard for Civil Service
NQS-6 NQS-5 NQS-4 NQS-3 NQS-2 NQS-1

- Executive - Technical - Administrative
Sample Segment of a Probable Competency
Map for Government Agencies
DIRECTOR IV DIRECTOR III DIVISION CHIEF SUPERVISING SR. TECHNICAL TECHNICAL STAFF
Plan and Direct Implement Develop Organize Data Provide Inputs to Coordinate
Policy Inputs Operational Plans Requirements Operational Plan Implementation of
CORE COMPETENCIES
Policies
Projects, Programs
Design Systems, Plan and Establish Direct Implement Division Implement and Activities
Projects and Systems, Projects, Implementation of Operational Plan Projects, Programs
Programs Programs and Operational Plans and Services Provide
Services Lead in the Administrative
Deploy Policies to Develop and Implementation of Facilitate Evaluation Support
Formulate Policy Establish Work Projects, Programs
Stakeholders Recommendations of Projects,
Standards and and Services Programs and
Manage Procedures Services
Generate Monitor and
Resources Resources Monitor Utilization Evaluate Projects,
of Resources Programs and
Services
BASIC COMPETENCIES
Establish and Apply problem Develops small Plan and Organize Provide Collect and organize
maintain agency solving in workplace teams and work information to client data
individual
linkages
Communicate Receive and
adopted policies to Solve problems Participate in Manage records
Provide leadership respond to and data
stakeholders related to work workplace workplace
in the workplace activities communication communication
Demonstrate
Lead workplace professionalism in Lead and manage Analyze and
communication workplace work teams interpret data

Standardization of position titles based
on standardized units of competencies
Dep’t A Dep’t B Dep’t C Dep’t D Dep’t E 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 National Revenue Judiciary / Basic

/High- Defense / Generation Prosecution Government
Technology Security- /Finance- System /Social
– Based Oriented Oriented Services

Projected Trend of Competency Standards
Development for Standardized Government Job Titles
1000
900
800
700
600
500
400
300
200
100
0
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
Mentoring
Training
Coaching
Off-Site
Tra i n i n g

Adopt a comprehensive performance rating
system applicable for office and individuals*
Team and Members’ Rate
Schedule:
95.01 - 97.5 - Excellent
92.51 - 95.0 - Outstanding Quality
90.01 - 92.5 - Almost Outstanding 25 pts
87.51 - 90.0 - Very Satisfactory
82.51 - 87.5 - Satisfactory
77.51 - 82.5 - Fair
75.01 - 77.5 - Poor
<75 - Fail
10 pts Quantity
20 pts
Team
Performance 100 pts
Rating
EQUALS
Team
Members’
Individual 20 pts 25 pts
Performance
Rating
* See my proposal for “Performance
Evaluation System” for details HILARIO P. MARTINEZ 108
Growth and Development of
Competency
“Need for Training and Development” spectrum of a position title:
More “Fine Interface to the next higher job title

Training Tuning”
Competency Standard
of a Position Title
Maturity phase - no further

training necessary 3rd Level
Positions
Lowest Rank Position Title
SG 1
2nd Level Positions

Highest Rank Position Title
SG 30
1st Level Positions

Determining the capability requirements and training modalities
TRAINING AND DEVELOPMENT

On-the-Job Training (OJT) – the proposed
modality of in-service training
appropriate
provides deeper
for developing
a training method context and more
proficiency skills
that is planned, cognitive triggers for
unique to an
organized, and questions from the
employee's job -
conducted at the employee as they
especially jobs that
employee's worksite. struggle to perform a
are relatively easy to
new task in the
learn and require
actual work
locally-owned
environment.
equipment and
facilities. allows
for one-to-one real-
the primary method time interaction with
used for broadening a subject matter
employee skills and expert*, who should
increasing be the employee’s
productivity. supervisor
* - Preferably the immediate supervisor or any accredited in-house expert/s

In-Service Competency Development
Modes
On-the-Job
Mentoring
Training
Off-Site
Coaching
Tra i n i n g

Build-up of Employee Capability in an OJT
Environment
-TH
ON
NOT T E-JOB
R
Eligible for greater

A
QUALIFIED
I
N
responsibility
(FOR I
N
SEPARATION*) 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
NOTE: Organizations hire people for their competence, to boost * After two failed competency
corporate competitiveness, not to be unnecessary expense assessments and no evident ROI

Training and Development Needs
Assessment (TDNA) Format*
Element No.
COMPETENCY LEVEL
Unit No.
Title of Unit of Elements of the Unit of CRITICALITY to JOB

(Basic, Sufficient,
Competency Competency (Low, Medium, High)
Expert)
1
2
3
4
5
6
7
Criticality to Job: Competency Level: Employee-Ratee
1 - Low 3 - Basic Superior-Rater

Respondents:
2 - Moderate 2 - Sufficient Subordinate-Rater
3 - High 1 - Expert
Peer-Rater
* Self-Rating Form
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.

Determining Training and
Development Need
Criticality Level: Competency Level:
1 - Low . 3 - Basic = 3 (BL)
2 - Moderate . 2 - Sufficient = 2 (SL)
. 1 - Expert = 1 (EL)
3 - High
3 - Basic = 6 (BM)
EL – Expert-Low Criticality
SL – Sufficient-Low Criticality 2 - Sufficient = 4 (SM)
BL – Basic-Low Criticality 1 - Expert = 2 (EM)
EM – Expert-Medium Criticality
SM – Sufficient-Medium Criticality 3 - Basic = 9 (BH)
BM – Basic-Medium Criticality
EH – Expert-High Criticality 2 - Sufficient = 6 (SH)
SH – Sufficient-High Criticality 1 - Expert = 3 (EH)
BH – Basic-High Criticality

The TDNA Cube
Least training M O R E C O A C H I N G
need but may
require job
enhancement
intervention
1 2 3
because of B
low criticality U
to job of I
Highest training
element L
D 2 4 6 need and the
lowest
-
U capability index:
P with only basic
competency
3 6 9 applied to a
high level of
criticality to job
M O R E T R A I N I N G of an element
Calibrating the Training and Development
Needs of Government Employees
Highest TDNA*
Separation
Zone**
HE-
JOB
ON -T
T
R
A
I
N
I
N
G
* Training and Development Needs Assessment

** After two failed competency assessments and no evident ROI

Number of Elements to Unit ≈ Number
of Units to a Standard
1 1
1 1
E
E
E
1
2
1 2
G
G
G
G
2
A 2 3
A
3
= 2 = = 3 = = 4
R
R
4
3 5
E
E
4
2 5
V
V
6
3
4
A
A
5 6 7
TDNA Rating of average TDNA TDNA Rating Average TDNA

Competency score of Units of of a Unit of score of all
Standard of a Competency (UC) Competency elements of its UC
Standardized
Position Title
Computing for the TDNA Rating of an Employee
Employee
-Ratee
Subordinate
Superior-
-Rater
Rater
Rater
Peer-

Exploiting the Applications of TDNA
AGENCY CORE
COMPETENCIES TDNA
RESULTS
EXPERTS
DATABASE
ANALYSIS
NEXT-IN- • Capability
RANK Development
DATABASE
• Job
Enhancement
CANDIDATES FOR
REASSIGNMENT,
JOB ROTATION &
SEPARATION LIST
TRAINING
JOB REDESIGN
PROGRAM
PARAMETERS
DESIGN

The Training and Development Needs
diminishes as Competence Grows
1.0 0.83 0.67 0.50 0.33 0.17 0.0
TRAINING & DEVELOPMENT NEEDS DIMINISHES
TO THE NEXT HIGHER RANK

QUALIFY FOR PROMOTION
STAGE OF DEVELOPMENT
WHEN CANDIDATE MAY
C A PA B I L I T Y B U I L D I N G   
0.0 0.17 0.33 0.50 0.67 0.83 1.0
Units of Competency for a Standardized Position Title

Qualifications of Candidates for
Accreditation as Assessors
Assessors for Supervisory and Assessors for Technical and
Managerial Positions Administrative Operatives
Supervisory and Management
Rank and file operatives
personnel
With a EM or EH rating in 50% of
With a general rating of EM or EH the units of competency for their
in the last two TDN Assessment, position title in the last two TDN
assessment,
With two PASS rating for the last With two PASS rating for the last
two successive competency two successive competency
assessment, assessment,
With at least a general average of With at least a general average of
85 points in the last two 85 points in the last two
successive annual integrated successive annual integrated
performance evaluation, and performance evaluation, and
Must pass the Competency Must pass the Competency

Assessors’ test and duly certified Assessors’ test and duly certified

SUCCESSION PLANNING AND
CAPABILITY MAPPING

Qualification for inclusion in the succession
and experts’ mapping database
For Operatives, Technical and
For Supervisors and Managers Administrative Group
With a general rating With a EM or EH rating in 50% of the
of EM or EH in the last units of competency for their position
two TDN Assessment, title in the last two TDN Assessment,
With two PASS rating for With two PASS rating for
the last two successive the last two successive
competency assessment, competency assessment,
With at least two subordinates With at least two subordinates
upgraded from a 4th to 2nd level in upgraded from a 6th to 3rd level in
the last two TDNA exercise, and the last two TDNA exercise, and
With at least a general average of 85 With at least a general average of 85
points in the last two successive annual points in the last two successive annual
integrated performance evaluation integrated performance evaluation
NOTE: TDN – Training and Development Needs
TDNA – Training and Development Needs Assessment HILARIO P. MARTINEZ 124
COMPETENCY ASSESSMENT AND
DELIVERY

Competency-based Assessment
It includes the recognition
It is based on standards It is a tool for the
of acquired competencies
that describe the expected orientation of subsequent
as a result of work
level of work competency. learning of the worker.
experience.
Standards include criteria

It is not subject to the It is the basis for the
that provide details of
completion of a specific certification of competency
what they consider a good
training action. of workers.
job.
The assessment is It does not take a

individual, there is no predetermined period of
comparison among time, it is a process rather
workers. than a particular moment.
It provides a judgement for

the assessed workers: It is done, preferably, in
competent or not yet real working situations.
competent.

Competency Assessment Instruments *
EVIDENCE PLAN THIRD PARTY REPORT
Competency [insert title of competency standards] Candidate name:
standard: Name of third Contact no.
party:
Unit of [insert title of unit of competency]
Position:
competency:
Relationship with  employer  supervisor  colleague  other
Ways in which evidence will be collected: candidate: Please specify
[tick the column]
Demonstration
________________________________________________
Observation
Questioning
Please do not complete the form if you are a relative, close friend or
Third party
have a conflict of interest]
Portfolio
Report
Dates the candidate worked with you From: To:
Competency [insert title of competency standards]
standards:
Unit of competency: [insert name of unit of competency]
The candidate is being assessed against the competency standards for [insert title of
The evidence must show that the candidate … competency standards]. We are seeking your support in the judgement of this candidate’s
 [insert evidence requirement 1] competence. Please answer these questions honestly as a record of the candidate’s
performance while working with you. Thank you for your time.
 [insert evidence requirement 2] Comments regarding candidate performance and experience
 I can verify the candidate’s ability to: Yes No Not Comments to support my
(tick the correct response] sure responses:
  [insert evidence requirements]   
    
   
    
    
   

   
    
   

   
    
    
   

   
 Third party signature: Date:
Send to:

* Adopted from competency models HILARIO P. MARTINEZ 127

Observation and Questioning Checklist
Candidate name: Questions Satisfactory response
Assessor name:
Assessment Centre The candidate should answer the following questions: Yes No
Competency [insert title of competency standards]
standards 1. [insert questions to be asked]
 
Unit of competency: [insert title of unit of competency]
Instructions for the assessor: 2.
 
1. Observe the candidate [insert description of activity being observed].
2. Describe the assessment activity and the date on which it was undertaken. 3.
 
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.
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. 5.
 
6. Complete the feedback sections of the form.
Date of observation 6.
Description of assessment  
activity
The candidate’s underpinning knowledge was:
Location of assessment activity
Satisfactory  Not Satisfactory 
The candidate…. If yes, tick the box
 [insert actions to be observed]  Feedback to candidate:
 
 
 
 
 
 
 
 
 
The candidate’s overall performance was:
 
Satisfactory  Not Satisfactory 
 
 
Assessor signature: Date:
Did the candidate’s overall performance meet the  Yes  No
standard?

Recording Sheet For Oral Questioning/Interview Written report
Candidate name: Candidate name:
Unit of competency: [insert title of unit of competency] Assessor name:
Competency standards [insert title of competency standards] Assessment
Centre
Oral/interview questions Satisfactory response Competency [Insert title of competency standards]
Yes No standards
1. [insert questions to be asked of candidate]   Unit of [Insert title of unit of competency]
competency:
2.  
Task:
3.  
Your task is to:
4.    [insert description of task]
5.   
The candidate’s underpinning knowledge was: Submission date:
Satisfactory  Not satisfactory  Use the checklist below as a basis for judging whether the candidate’s report meets
the required competency standards.
Assessor Date
Signature The candidate’s report…. If yes, tick the box
 [insert evidence requirements] 
Feedback to candidate:
 
 
 
 
 
 
Overall did the candidate’s report meet the standard?  Yes  No
Comments:
Acceptable answers are:
1. [insert suggested answers to questions]
2.
3.
4.
5. Candidate
Date:
signature:
Assessor signature: Date: Assessor
Date:
signature:

Candidate Portfolio Record Sheet Portfolio1 Evaluation Form
Candidate: Candidate name:
Assessor: Assessor name:
Competency Standards: [insert title of competency standards] Competency standards: [insert title of competency standards]
Unit[s] of Competency: [insert title of unit of competency] Unit[s] of competency: [insert title of unit of competency]
Item number The evidence provided by the candidate is:
Type of evidence  valid  authentic  sufficient  current
[insert information in the column]
The contents of the portfolio provided satisfactory evidence that the Item
The evidence shows that I …… candidate [tick the box]: no[s]
 [insert evidence requirements]  [insert evidence requirements] 
 
 
 
 
 
 
 
 
 
 
 
 
 
Candidate signature: Date:
 
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
TO THE NEXT HIGHER RANK

QUALIFY FOR PROMOTION
STAGE OF DEVELOPMENT
WHEN CANDIDATE MAY
C A PA B I L I T Y B U I L D I N G  
0.0 0.17 0.33 0.50 0.67 0.83 1.0
FAIL PA S S
Competency Standard of a Standardized Position Title
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 Position title Period Name of

finite details of assessed with assessed and assessor, I.D.
identification breakdown of validity period number and
of government units of of certification validity period
employee competency of assessor
being certified and appointment,
assessment and certifying
ratings 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
Position titles in the
qualified by
bureaucracy are
various civil
standardized and
service
rationalized according
eligibilities
to a competency-based
qualification standard
Only IQ and EQ
qualifiers and
competency
Information
assessment passers
Management/
are allowed to serve
Technology proficient
as public servants
in addition to basic
and bound by
office competencies
performance
contract

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 Solicit technical

entirely on our and funding
own assistance

A basic factor to have real change

Competency - Based HRD System in Public Service: 1 Hilario P. Martinez

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Options to Improve the

• government is the single biggest SETTING • no standard performance evaluation

BASIC PRINCIPLES AND BELIEFS

Reference: UNESCO/UNEVOC-TVETpedia website HILARIO P. MARTINEZ 15

Organizational Performance Individual Performance

It is a service provider facilitating the social,

It is a capability- and capacity-builder to realize

It is the guardian and protector of the people

It is mandated to ensure the effective and

Competency, not eligibility, builds

THE STATE OF PHILIPPINE CIVIL

Agencies and instrumentalities

Civil service eligibility is

Preference for Competence

Could performance rating for

Should incentives and rewards be

Optimize Hire more

Should we maintain the 60-65

business over another

Staff like Racing to be money

cats and mouse promoted

watching the clock much coffee breaks busy working

Others have too

on study leave travel duties much workload

DOES EXPERIENCE READILY TRANSLATE TO

IS CIVIL SERVICE ELIGIBILITY OR PROFESSIONAL

CIVIL SERVICE SYSTEM IN THE

The CSC is a government agency

Reference: http//csc.gov.ph website HILARIO P. MARTINEZ 39

The Department of Budget and

Reference: http//dbm.gov.ph website HILARIO P. MARTINEZ 40

2nd Level Positions

Highest Rank Position Title

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

Level 1/Sub- Level 2/ Career

FOR NEW FOR NEW FOR NEW

* Only for Presidential Appointees

Why should there be different eligibility

Why can’t there be only one system of

Reference: http//csc.gov.ph website HILARIO P. MARTINEZ 50

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

What is the significance of an additional eligibility requirement for the 3rd

Delegating & Monitoring

Financial Mgt for

A QUALIFICATION STANDARD FOR

Reference: US Office of Personnel Management website HILARIO P. MARTINEZ 58

Cost of Unnecessary delay and

Competency is a determining factor for

The focus of competency is behavior which is an

Reference: UNESCO/UNEVOC-TVETpedia website HILARIO P. MARTINEZ 68

… such functions at the bottom level are already

… is formed by a group of elements of competency;

When different units are grouped with a clear

Minimum of Two Elements Maximum of Seven Elements

Two Elements to Seven Elements

in a Unit of Competency In a Unit of Competency

Minimum of Two Units Maximum of Seven Units

Two Elements to Seven Elements

in a Competency Standard in a Competency Standard

the requirement to deal with the responsibilities job / role

Behaviour or a result or Basic knowledge on pertinent