Competency Developing People
Definition The ability to plan and support an individual’s or team’s skills and abilities so that they can fulfill current or future job/role responsibilities effectively.
Levels BASIC
Core Description Utilizes the appropriate known or avail-
able intervention/s that can help close
or improve competence off staff such
as training programs or knowledge or
reference aids.
Sample Behaviors • Determines the skill, knowledge or atti-
tude gaps of individuals or groups
based on simple observation and
analysis.
• Identifies or recommends known or
available interventions such as training
programs or knowledge or reference
aids to address such gaps.
• Creates a safe environment where
individuals and team members can
openly share concerns about skills and
its relationship to their performance.
• Identifies the career and personal aspi-
rations of individuals and supports this
by providing or directing them to appro-
priate channels or opportunities that will
lead or guide them to achieve such.
INTERMEDIATE
Intervenes in the development of indi-
viduals or groups by using or running
simple solutions that help close or im-
prove competency gaps such as coach-
ing sessions or learning aids.
• Dialogues with individuals or groups to
understand, identify and/or present the
actual or perceived knowledge, skill or
attitude challenges and builds personal
or team motivation to address such.
• Knows when and how to adjust or
change interventions selected or ap-
plied based on the personality and
gravity of knowledge, skill or attitude
gap of individuals or groups.
• Creates own tools or partners with the
appropriate party or group for guidance
and/or creation of interventions de-
signed to improve or enhance the
knowledge, skill or attitude challenges
of individuals or groups.
ADVANCED
Intervenes in the development of indi-
viduals or groups by designing special-
ized or specific solutions to competen-
cy gaps such as assessment methods
or succession planning.
• Leads in the development of policies,
processes and/or mechanisms for iden-
tifying talent, managing and developing
them and preparing them for new or
future assignments or responsibilities.
• Uses creative ways of developing and
inspiring talents such as Job Enrich-
ment and Job Enlargement in order for
them to become more effective in their
jobs or capable of taking on bigger and
more significant challenges and roles.
• Empowers talents to come up with their
own solutions to performance or com-
petency problems, and providing them
opportunities to exercise, share and
apply such newly learned skills.
SUPERIOR
Champions and leads the organization
towards a learning culture committed to
continuous improvement and talent
development
• Leverages on investments made rela-
tive to training and development or
involves self actively in investing on
technologies in order to further talent
development and thereby achieve or-
ganizational goals.
• Ensures talent accountability among
constituents and supports them with
tools or technologies that they can use
or adopt for developing talent.
Competency Managing Performance
Definition The ability to provide timely and relevant feedback to individuals or groups in order for them to take action and improve their performance.
Levels BASIC
Core Description Monitors work and/or team climate and
applies the appropriate action using
available tools to ensure that work or
performance matches or exceeds the
required standard.
Sample Behaviors • Clarifies expectations with individuals or
among group members about what will
be done and how, and prepares the
agreed work plan or commitment with
the individual or group.
• Effectively uses available tools to check
and monitor the progress of staff or
team members on goals and work, and
to identify opportunities to improve per-
formance.
• Identifies steps individuals or team
needs to make in order to improve per-
formance, supporting them when they
seek help and providing the resources
needed for the effective delivery of
results.
• Enlists the help and support of immedi-
ate supervisor in obtaining information,
resources, and training needed to ac-
complish or correct the work of staff,
team or group.
INTERMEDIATE
Creates tools and/or applies new meth-
ods in correcting and improving below
standard or non-compliant performance
of individuals or groups.
• Enhances tools and/or improves work
monitoring and controlling methods and
processes to get more accurate and
relevant data that will help improve
performance.
• Creates new tools or methods for moni-
toring the status of individuals, teams or
projects, introducing new ways of track-
ing, reporting and analysis to help direct
performance.
• Brokers and/or plans for people, mater-
ial or technology resources needed to
support the improvement of individual,
team or project performance.
ADVANCED
Monitors the strategic imperatives of
the organization and orchestrates
teams, work and organizational culture
around this to ensure that performance
standard is achieved.
• Provides clear directions about perfor-
mance expectations within offices by
establishing clear linkages between
office goals and imperatives with the
strategic direction of the commission.
• Assesses the capability and readiness
of the office and its individual members
in supporting or fulfilling its goal relative
to the strategic direction of the commis-
sion.
• Implements or seeks recommendations
on how to augment skill, structural or
system gaps of the office in view of its
contribution to the strategic direction of
the commission.
• Spots the potential changes, updates or
enhancement to the current perfor-
mance management policies and guide-
lines and actively engages in a discus-
sion with the appropriate individuals or
groups to effect recommendations.
SUPERIOR
Champions and leads the organization
towards a performance-based culture
committed to ensure that public service
performance standard is achieved.
• Assesses and delivers the long-term
people, material, technology and infor-
mation requirements of the organization
in order to sustain, improve and elevate
its level of performance.
• Demonstrates an awareness of the
cause-and-effect or interrelationship of
people or groups in the delivery of an
objective or strategy and is able to ef-
fectively intervene in their respective
processes, methods and resources to
improve their performance.
Competency Planning and Delivering
Definition The ability to set priorities and identify scope and allocate resources to meet individual, team or organization targets and objectives.
Levels BASIC
Core Description Designs and implements plans focused
on one’s functional group or area of
focus and involving team members
from the same group.
Sample Behaviors • Plans for personal and/or team goals
and strategies based on cascaded or
given office or division goals and
strategies.
• Effectively prioritizes, sequences and
schedules one’s own or division goals
and targets based on cascaded goals
and strategies of the team.
• Effectively implements plans with few or
minor snags or is able to control and
correct deviations in plans immediately,
monitoring and checking progress of
the work against proposed timeline and
set deliverables using available tools or
employing simple methods of control.
• Uses simple tools or methods to delin-
eate project tasks, and identifies re-
sponsible staff, schedule, resources,
and time frame based on project plan.
INTERMEDIATE
Leads the design and implementation of
plans, goals and/or objectives which
involve members from other units.
• Identifies and negotiates directions with
stakeholders with the intent of prioritiz-
ing, sequencing and scheduling goals
based on cascaded strategies of the
organization.
• Effectively drafts and/or creates goals,
measures and targets and the work
involved in each in order to accomplish
them, identifying the resources needed
and ways to monitor or control progress
of plans.
• Creates or enhances tools and im-
proves work planning and delivery
methods and processes to ensure ef-
fective and efficient execution of goals
and strategies.
• Efficiently executes and completes
projects within stated and agreed crite-
ria such as people, time and budget
resources involved.
• Anticipates potential challenges and
takes active role in controlling and op-
timizing resources and processes to
come up with preventive measures and
ensure success.
• Coordinates with individuals or groups
or seeks our partnerships to ensure the
implementation of various tasks/activi-
ties of a plan succeed.
ADVANCED
Manages plans, goals and/or objectives
that impact the whole organization.
• Demonstrates ability to distribute and/or
assign work or goals to individuals
based on their role or capability, effec-
tively prioritizing, sequencing and
scheduling their work, goals and/or
strategies.
• Reviews and analyzes project propos-
als and/or plans of different units, en-
suring their alignment to CSC mission
and vision and mitigating risks or con-
flicts in resources, schedules and im-
plementation.
• Develops or customizes project man-
agement approaches, methods, and
techniques in project implementation in
order to adhere to stakeholders and
other project commitments..
• Creates a structure for communicating
and keeping abreast of projects to en-
sure that stakeholders are informed and
for the organization to be updated.
SUPERIOR
Displays an integrated perspective as
opposed to merely defining a systemat-
ic programming of pre-identified plans,
goals and/or objectives.
• Charts and sells key priorities and goals
to stakeholders with the intent of priori-
tizing, sequencing and scheduling goals
based on cascaded or gleaned strate-
gies.
• Creates strategic alliances to ensure
that goals and plans are aligned and
relevant to the interests of other groups
and their respective organization strate-
gy.
• Distinguishes between tactical and
operational goals and strategies, redi-
recting or balancing resources so that
the bigger or more relevant plans take
priority in execution while not necessari-
ly forsaking other plans.
• Formulates policies, objectives, and
structures, securing partners, resources
and talent for the effective and efficient
implementation of projects within CSC.
• Validates appropriateness of projects
within the commission, seeking their
alignment to each other and to the
overall strategic imperative of CSC.
• Acts as project consultant by providing
technical advice on project implementa-
tion.
Competency Managing Information
Definition The ability to organize, process, distribute and manage information in order to support or facilitate the learning and data requirements of CSC.
Levels BASIC
Core Description Collects, organizes and maintains data.
Sample Behaviors • Understands and complies with the set
standards, policies and guidelines on
the information management processes
of the organization.
• Describes and distinguishes data or
information that is relevant to the job
and the value this brings to one’s func-
tional role, group or the organization.
• Uses information channels and sources
relevant to the job in order to identify
data and transactions that need to be
captured or recorded.
• Uses available tools such as notebooks
or computers to document, manage,
retrieve and/or distribute data or infor-
mation to appropriate individuals,
groups or parties.
INTERMEDIATE
Works with data to generate relevant
information.
• Knows and can articulate the impor-
tance of having accurate, readily avail-
able, timely and relevant information.
• Compares, recognizes and corrects
discrepancies with multiples sets of
data to balance records and facts, as -
sessing the accuracy, validity, and in-
tegrity of the information.
• Evaluates information in a manner free
of distortions, personal bias or conflicts
of interests using effective information
management processes, tools and
standards.
• Provides information on a timely basis
and in a usable form to others who
need to act on it, ensuring the availabili-
ty and accessibility of organizational
information resources.
ADVANCED
Develops information assets to achieve
organizational goals.
• Identifies and implements improve-
ments to information management pro-
cesses and techniques as gleaned from
self analysis and observation of infor-
mation management competence of
others.
• Facilitates the design, acquisition or
development of information manage-
ment tools as a result of dialogue and
analysis of information needs and gaps
of an individual, group or the organiza-
tion.
• Ensures that resources are available
and effectively deployed to maintain
and/or sustain service delivery and to
address information needs of an indi-
vidual, group or the organization.
• Keeps abreast of trends in information
management programs and services.
SUPERIOR
Strategizes the method and use of in-
formation that adds value to the organi-
zation and the public sector.
• Fosters the development of appropriate
information assets and discipline in
spite of gaps in tools or technology to
effectively manage and capitalize on
information.
• Identifies, develops and articulates
information management strategies and
ensures that these are embedded within
key organizational processes.
• Ensures information management activ-
ities are coordinated across the organi-
zation.
• Drives value and constantly reviews the
impact of information management
strategies and policies into the organi-
zation and the public sector, in general.
Competency Championing and Applying Innovation
Definition The ability to increase productivity and efficiency at work by applying new ideas and creative solutions to existing processes, methods, and services.
Levels BASIC
Core Description Demonstrates an awareness of basic
principles of innovation.
Sample Behaviors • Recognizes and articulates the pro-
cesses, methods, and services which
need improvement and identifies the
gaps and possible improve points of
such.
• Demonstrates willingness in adapting to
new approaches or technology applica-
ble to work practices/systems and can
articulate or defend the value of em-
bracing these developments.
• Acknowledges and acts on guidance
received from others to simplify work
processes or procedures compliant to
organization standards and policies.
INTERMEDIATE
Contributes new ideas, approaches,
and solutions.
• Seeks information from other fields and/
or areas to find or discover new ap-
proaches or alternatives applicable to
current work or organizational setup.
• Seeks clarity on processes, methods or
work in order to discover possible modi-
fications and/or earmark improvement
areas in the existing systems and pro-
cesses.
• Challenges current or conventional
practices, systems, or processes while
considering trends, patterns, and the
needs of the times.
• Makes practical improvements in one's
job based on common sense, simple
analysis or good ideas or experience
gleaned from previous experience or
other practices.
ADVANCED
Produces novel, out-of-the-box ideas to
improve or replace existing practices
and procedures.
• Builds on others' ideas to come up with
original and new alternatives to put in
place solutions that are beyond stan-
dard approaches to work/service deliv-
ery.
• Identifies accurately when and where
changes may be applied based on
trends and patterns.
• Develops creative approaches or
unique solutions to improve practices,
systems, or services including the re-
duction and management of risks.
SUPERIOR
Promotes a culture and discipline of
challenging the status quo and seeking
for and applying improvements.
• Influences or inspires others to wel-
come and propose changes that im-
prove organizational systems and pro-
cesses.
• Supports and encourages innovations
and creative thinking by championing
the testing new approaches.
Competency Writing Effectively
Definition The ability to write in a clear, concise and coherent manner using different tools to convey information or express ideas effectively.
Levels BASIC
Core Description Refers to and/or uses existing commu-
nication materials or templates to pro-
duce own written work.
Sample Behaviors • Knows and uses basic business writing
rules such as sentence structure, rules
in grammar and techniques in word use
and spelling.
• Seeks, identifies and is able to distin-
guish the appropriate template or refer-
ence material that will be used as basis
for one’s written document.
• Writes simple pro-forma communica-
tions such as Acknowledgment, Trans-
mittal Letters and Forms.
Training Pro- • Basic Writing
grams
INTERMEDIATE
Edits existing or customizes available
communication materials to produce an
appropriate written work.
• Knows and uses appropriate vocabu-
lary, formats, correct order in sentence
formation to achieve cohesion in the
composition of sentences.
• Understands the advantages and limita-
tions of email and designs written work
to capitalize on such advantages and
mitigate the limitations.
• Solicits feedback from those able to
judge the appropriateness of the written
material for a given audience.
• Replies to Queries and prepares Mem -
oranda, Presentations, Position Papers,
Talking Points and Reports using tem-
plates, references and research tools.
• Advanced Writing
ADVANCED
Produces written work from scratch
with some guidance while complying to
agreed or prescribed standards of
communicating within the bureaucracy.
• Knows and uses appropriate content,
clarity, logic and presentation of written
communications.
• Recognizes the legal and regulatory
requirements in written communica-
tions, and tailors written work for the
intended purpose and audience.
• Drafts Resolutions, Pleadings, Training
Designs, Terminal Reports, and
Speeches in compliance with agreed or
prescribed communication standards.
• Utilizes variety of visual elements such
as graphs, charts and illustrations to
enhance understanding of the written
content.
SUPERIOR
Designs and/or sets standards for a
written material used within the bureau-
cracy while demonstrating indepen-
dence producing written work.
• Understands and uses current trends in
business writing styles and written mar-
keting collaterals.
• Identifies benchmark examples of effec-
tive written communication that can be
used by the organization, and applies
these best practices in developing
communication standards for the orga-
nization.
• Undertakes in-depth research to devel-
op policy guidelines for written work and
related protocols.
• Keeps people informed about the
changes and developments in organiza-
tional goals, strategies and performance
through written documentation.
Competency Solving Problems and Making Decisions
Definition The ability to resolve deviations and exercise good judgment by using fact-based analysis and generating and selecting appropriate courses of action to produce positive results.
Levels BASIC
Core Description Provides timely solutions to problems
and decision dilemmas that have clear-
cut options and/or choices and whose
solutions are available and can be ac-
cessed from a database or gleaned
from an existing policy or process.
Sample Behaviors • Identifies nature and various aspects of
a problem and gathers and analyzes
information relevant to the problem.
• Follows standards and procedures to
solve simple problems or arrive at a
decision relative to or within one's job.
• Effectively distinguishes which prob-
lems or issues will require the help or
intervention of the immediate superior
or appropriate authority.
• Follows defined steps or procedures, or
uses past experience to gather and
analyze information before offering
conclusions or making decisions.
• Sources for the requisite data or infor-
mation that will support or confirm accu-
racy and/or correctness and validity of
one’s decision.
INTERMEDIATE
Provides timely solutions to problems
and decision dilemmas that do not have
clear-cut options and resolution may
require some analysis or creativity.
• Investigates, gathers, and organizes
information in order to understand the
problem or the decision dilemma.
• Breaks down problems or decision
dilemma into small components and
examines them using analytical tech-
niques.
• Distinguishes the musts and wants in a
decision or choice dilemma and com-
pares or matches these with available
alternatives to produce an accurate and
decision.
• Demonstrates knowledge of the bene-
fits and risks - both actual and potential
- of a chosen decision by setting up or
recommending plans to mitigate this or
strengthen decision.
• Seeks guidance or support of individu-
als or appropriate channels in resolving
difficult problems or decision dilemmas
that are beyond one’s jurisdiction or
capacity.
ADVANCED
Provides timely solutions to problems
and decision dilemmas that do not have
clear-cut options and assumptions are
partial or minimal and need to be identi-
fied.
• Creates or offers alternatives or outright
decision to a choice dilemma based on
the broad strokes of the musts-wants
criteria and cognizant of the trends,
patterns and related factors in the
choice and its effects to individuals or
groups as well as existing policies or
practices of the organization.
• Seeks information from other sources
who are not directly involved or who are
not routinely consulted for their per-
spective but may be useful to the study
of the deviation.
• Offers several alternatives to solve the
problem, providing an analytical frame-
work for weighing the pros and cons of
proposed solutions.
SUPERIOR
Provides timely solutions to problems
even without available data and comes
up with appropriate and sound alterna-
tives to resolve a decision dilemma.
• Identifies and analyzes patterns and
trends to reveal new dimensions before
presenting alternative solutions; and
arrives at the best and appropriate solu-
tion to complex problems.
• Provides information that is not directly
involved in the deviation but may be
affected with the potential solutions
identified to resolve the situation or
arrive at a solution.
Competency Speaking Effectively
Definition The ability to actively listen, understand and respond appropriately when interacting with individuals and groups.
Levels BASIC
Core Description Effectively delivers messages that sim-
ply focus on data, facts or information
and requires minimal preparation or
can be supported by available commu-
nication materials.
Sample Behaviors • Effectively listens to and understands
instructions and can understand the
information needs of self and others.
• Actively participates in discussions and
is appropriately assertive in expressing
own ideas.
• Knows where and how to get informa-
tion in order to substantiate or prepare
for one’s communication agenda.
• Aware of and can use basic communi-
cation tools or materials that can be
used for giving and receiving informa-
tion (i.e., coaching or conference room,
handouts, lcd projector, laptop, etc.).
• Focus of communication is to relay
information and/or data.
INTERMEDIATE
Effectively delivers messages that re-
quire some planning for the method
used and the possible reception to the
message; audience may be a controlled
group, i.e., team/s, divisions.
• Clarifies as well as summarizes discus-
sions, providing insights on underlying
issues not readily obvious to the audi -
ence.
• Adjusts communication style according
to the needs of the audience and/or
situation.
• Takes into account others’ point of view,
listening actively and asking questions
to check for understanding of others’
inputs, acting appropriately to non-ver-
bal cues.
• Disseminates information accurately,
sharing information and using estab-
lished methods or channels to keep
appropriate parties informed.
• Focus of communication is to relay
information and to build motivation
ADVANCED
Effectively delivers messages that re-
quire careful planning for the method
used and the possible impact of the
message; audience may be a large
group, i.e., office, organization.
• Understands common conventions of
language and grammar appropriate to
professional settings and audience.
• Chooses and uses the appropriate
medium for the message and adapts
spoken language to that medium.
• Presents and discusses suggestions
and proposals in English to superiors
for the improvement of processes and
procedures fluently.
• Anticipates possible questions, objec-
tions from the audience and prepares
materials or means to address or attend
to such.
• Disseminates Policy Guidelines and
Resolutions to subordinates.
• Confidently explains CS Law, rules and
programs to External Partners/Client.
• Devises improvements to communica-
tion systems and practices within and
across teams/units/divisions in order to
improve clarity and reception of mes-
sages.
• Focus of communication is to relay
information and to build motivation
SUPERIOR
Facilitates and influences target audi-
ence such as the Heads of the Agency
and External Partners/Clients.
• States complex technical concepts in an
understandable manner and uses ap-
propriate supporting materials.
• Advocates Strategy Map regularly and
effectively; and operationalizes broad
objectives into accessible and under-
standable language to help people
identify their contribution in the organi-
zation.
• Promotes an open line and on-going
communication to address issues and
align efforts to organizational goals.
• Cascades strategy map of the Agency
and builds support and buy-in.
• Presents to the Heads of Agency pro-
grams, projects and issues relative to
their areas of responsibility for decision/
resolution.
• Presents budget to Congress during
Budget Hearings.
• Responds appropriately, accurately, and
with composure to challenging ques-
tions or comments.
• Focus of communication is to relay
information, to build motivation and call
for action.
Competency Delivering Service Excellence
Definition The ability to provide proactive, responsive, accessible, courteous and effective public service to attain the highest level of customer satisfaction.
Levels BASIC
Core Description Complies with CSC’s established stan-
dards of delivery or service level
agreements and delivers explicit re-
quirements of customers.
Sample Behaviors • Explains CSC’s service standards and
basic CSC rules and policies, e.g. re-
cruitment processes, examination ad-
ministration, administrative discipline
and other civil service matters.
• Provides correct, adequate and prompt
information to customers as may be
necessary.
• Refers to next-level supervisor all con-
cerns beyond the scope of one’s work.
• Acts as the customers’ single point of
contact and avoids “passing” customers
around unnecessarily.
• Shows sense of urgency in attending to
customer needs and requests by con-
sidering commitment to turn-around
time.
• Decides on simple queries/concerns
within one’s jurisdiction.
INTERMEDIATE
Delivers and adds value to customers’
standards and requirements
• Explains CSC’s structure and set-up in
the delivery of services, and the turn-
around time, and standards of services
to be delivered by the Unit to cus-
tomers.
• Articulates service flow, standards,
commitment and pledge that are ex-
pected from the Division.
• Provides correct, adequate and prompt
information to customers as may be
necessary.
• Provides advice and guidance to sub-
ordinates with regard to concerns ele -
vated to their level.
• Takes the extra mile in providing excel -
lent customer service by consistently
exceeding expectations established in
the service level agreement.
• Initiates/recommends process im-
provements based on customers’ feed-
back.
ADVANCED
Anticipates, identifies and manages
stakeholders’ standards and require-
ments towards excellent customer ser-
vice.
• Anticipates and identifies what stake-
holders need and value based on
knowledge of the CSC Road Map,
strategies and scorecard; customer
satisfaction survey; latest industry prac-
tices and trends; and an in-depth un-
derstanding of the parameters and
condition of customer service satisfac-
tion.
• Provides correct, adequate and prompt
information to customers as may be
necessary.
• Anticipates stakeholders’ needs and
responds immediately.
• Proactively comes up with solutions to
manage stakeholders’ expectations.
• Initiates improvements in service deliv-
ery based on stakeholder feedback.
• Influence changes in system, practices
or policies to attend to a customer’s
unusual or outside-of-scope needs,
cognizant that the requirement does not
impact the bureaucracy or organization
processes adversely.
SUPERIOR
Builds and shapes CSC service culture
and strategy and provides leadership in
service delivery
• Consistently exceeds stakeholders’
needs and expectations by keeping
abreast with local and global best prac-
tices in the industry and the condition/
situation in the bureaucracy necessary
to implement a successful change
strategy.
• Provides correct, adequate and prompt
information to customers as may be
necessary.
• Directs the organizations towards the
achievement of the service excellence
platform in the entire bureaucracy
based on the Road Map.
• Consults CSC officials for the institu-
tionalization of a service culture.
• Establishes parameters of authority
within the CSC and empowers CSC
leaders to manage CSC’s culture of
service excellence.
• Offers additional services to customer
as a result of analysis, appreciation and
understanding of the customer’s goals,
needs and direction.
Competency Building Commitment
Definition The ability to inspire and create an environment that encourages positive interaction and collaboration among members of CSC.
Levels BASIC
Core Description Inspires commitment to a cause or goal
among individuals who have common
experiences or share similar concerns
and aspirations.
Sample Behaviors • Capitalizes on shared or common
ideals or attributes of the team to get
them moving to a common direction.
• Helps team members see the relation-
ship of their interests to each other and
to the proposed direction or action and
guides them towards achieving this or
working for it.
INTERMEDIATE
Builds commitment to a cause or goal
among individuals in spite of individual
and/or differing expectations or dissimi-
lar concerns and aspirations.
• Capitalizes on differences in ideals,
attributes of members in the team, us-
ing this to encourage sharing of exper-
tise and bring about synergies.
• Creates a culture where teamwork and
interdependence is nurtured, using
innovative ways to create conditions for
shared or collaborative contribution
across levels and functions.
• Sets up mechanisms to identify possi-
ble future challenges to effective team-
work and proactively removing those
obstacles when they arise.
ADVANCED
Focuses on creating a culture where
team work and interdependence is nur-
tured by facilitating collaborations
across organizations.
• Creates opportunities for inter-function-
al interdependence when approaching
goals, maintaining balance between
functional requirements and organiza-
tional interests and personal agenda.
• Effectively communicates a compelling
vision of the future and operationalizes
these into actionable strategies to which
everyone can relate.
SUPERIOR
Fosters and cultivates commitment
between and/or among groups, depart-
ments and clients in spite or despite of
the differences and/or complexities of
the relationship.
• Uses innovative ways to create condi-
tions for shared working across levels
and functions.
• Sets up mechanisms in place to identify
possible future challenges to effective
team working and proactively removing
those obstacles.
• Encourages sharing of experience,
knowledge, best practices, facilitate
synergies across functions.
• Build teams that capitalizes on differ-
ences in expertise and encourage them
to shares expertise and bring synergies.
Competency Directing and Managing Change
Definition The ability to plan, develop and manage a structured approach to transitioning individuals, teams and organizations from a current state to a desired future state.
Levels BASIC
Core Description Understands and responds effectively
to the need or reason for change and
participates in the activities or initia-
tives inherent to it.
Sample Behaviors • Displays a positive understanding of the
change and participates in its imple-
mentation by adhering to the applicable
and stated or communicated processes,
policies or assigned work.
INTERMEDIATE
Implements plans or activities related to
a change initiative in or affecting one’s
functional area or expertise.
• Understands and applies change man-
agement concepts in preparing work
plans and activities for the unit.
• Displays support for change by identify-
ing and sharing own viewpoint on its
benefits and potential but manageable
risks and/or consequences.
• Assists in the change management
process - collecting information useful
to manage the change, assessing peo-
ple’s reception and recommending
alternatives to make the change imple-
mentation more appropriate.
• Proactively works to facilitate change
within one’s functional area, removing
barriers and providing support in provid-
ing clarity in the change agenda and its
benefits to one’s work.
• Identifies and enlists the support of key
individuals in the unit to move the
change forward.
• Serves as a personal model of the
change that one expects of others by
demonstrating commitment to innova -
tion and continuous improvement in
work performance within the Division.
ADVANCED
Develops a change management plan in
which one or more offices, systems
and/or processes are affected.
• Updates one’s self with relevant policies
and issues that impact on the change
management plan of the Department
and makes adjustments accordingly.
• Communicates the CSC change initia-
tives within one’s Department and moti-
vates staff by projecting personal en-
thusiasm and confidence that the
change effort will succeed.
• Obtains and provides resources to im-
plement change initiatives and works to
make others feel ownership of the
change.
• Demonstrates insight on possible
changes across functions as a result of
thinking and analysis of current policies,
practices and/or processes that need
improvement or are missing and need
to be created.
• Creates enthusiasm for change, stimu-
lating people or groups and encourag-
ing them to look at the benefits, oppor-
tunities and possibilities that can be
realized in light of the change.
• Sets up systems, processes and poli-
cies for sustaining change, developing
change agents and motivating people to
accept and implement similar practices.
SUPERIOR
Plans, defines and develops a change
management plan in which the impact
of change is at the organizational level
and drastically affects all functions,
processes, systems and individuals.
• Keeps abreast of relevant legislation,
government policies and emerging
issues, and ensures that the CSC is
positioned to meet current and emerg-
ing business/ government goals and
demands.
• Paints an exciting vision of the future
and influences and empowers CSC
leaders to implement the change agen-
da.
• Communicates clearly the rationale of
the change agenda.
• Establishes context for change by artic-
ulating a clear rationale for the need to
change.
• Aligns programs and projects to ensure
that they are in congruence with the
overall change management plan.
• Develops strategies to deal with resis-
tance to change.
• Provides resources to enable the
change process to happen.
Competency Partnering and Networking
Definition The ability to build, develop and utilize collaborative relationships with local and international partners to facilitate the accomplishment of CSC goals.
Levels BASIC
Core Description Maintains existing local partnership and
networks and capitalizes on these to
deliver or enhance work outcomes.
Sample Behaviors • Understands and can articulate the
nature of businesses, systems, vision,
mission and core values of partners or
networks to facilitate collaboration.
• Shows and encourages mutual respect
in one’s dealings with partners/net-
works, providing assistance (e.g. shar-
ing of information or resources) to main-
tain good working relationships with
people whose cooperation and support
are important.
• Maintains contacts with people in differ-
ent organizations who can be useful
sources of information or resources and
capitalizes on these to deliver or en-
hance work outcomes.
• Monitors and acts on partnership
arrangements to ensure that the objec-
tives of the partnership remain on tar-
get.
INTERMEDIATE
Builds and develops local partnerships
and networks and identifies to deliver
or enhance work outcomes.
• Identifies opportunities for collaboration
by building productive and supportive
relationships with partners/network to
maintain existing relationships and
establish new ones.
• Listens to the contributions of partners,
irrespective of difference of opinion and
recognizes areas of common interest to
plan and carry out joint initiatives.
• Establishes trust by participating fully
on joint initiatives and assuming re-
sponsibility on commitments.
• Facilitates dialogue regarding common
concerns and opinions; makes deci-
sions through consensus; and proposes
potential actions .
• Sets up regular meetings in order to
gather and respond to feedback on
what is working, what needs are unmet
and how to resolve specific problems.
ADVANCED
Strengthens local partnership and net-
works to deliver or enhance work out-
comes.
• Recognizes ways to reinforce and ex-
pand successful partnerships.
• Practices win-win approach in resolving
differences.
• Resolves conflict by anticipating con-
cerns, constraints, or resistance from
partners/network.
• Stays alert and informed of political,
cultural and religious issues in order to
anticipate and respond appropriately to
potential problems affecting the part-
nership.
• Forges agreements/understandings
(MOA/MOU) with private and public
sector partners to achieve common
goals.
SUPERIOR
Builds and then leverages on in-
ternational partnerships and networks
to deliver or enhance work outcomes.
• Identifies, develops and leverages rela-
tionships with a diverse group of people
across sectors, culture and race.
• Accepts and conforms with international
protocol, etiquette and procedures.
• Seeks opportunities for collaboration
with foreign partners by participating in
international conventions/conferences/
gatherings.
• Engages international subject matter
experts in the enhancement and con-
duct of learning and development pro-
grams.
• Offers assistance to international part-
ners in the development of HR policies
and programs.
• Ensures, promotes and participates in
effective joint problem-solving endeav-
ors with international partners.
• Supports international organizations
with different points of views to work
together in meeting mutual goals.
Competency Thinking Strategically
Definition The ability to direct and establish short and long-range plans and calculate and manage risks based on future or emerging trends and outcomes of decisions to achieve CSC goals.
Levels BASIC
Core Description Displays awareness and demonstrates
support to the vision, mission, values,
objectives and purposes of CSC as
indicated in the CSC Strategy Map/Road
Map/Scorecard
Sample Behaviors • Is aware and articulates to others the
CSC’s vision, mission, values, objec-
tives and purposes as indicated in the
CSC Strategy Map/Road Map/Score-
card.
• Responds positively to the call or chal-
lenges in the CSC goals.
• Sets/prepares Individual Performance
Commitment Review (IPCR) in the
achievement of agreed targets and
measures.
• Accepts and acknowledges deliverables
in the IPCR.
INTERMEDIATE
Creates or defines goals and initiatives
based on how one can support, extend
or align to the goals of one’s depart-
ment or functional area.
• Explains and communicates the align-
ment of the roles and performance
commitment of the Division or Unit to
Office targets based on CSC’s vision,
mission, values, objectives and purpos-
es as indicated in the CSC Strategy
Map/Road Map/Scorecard.
• Reviews and reflects outcomes of deci-
sions as basis for plans.
• Motivates Division members and rec-
ognizes their inputs and contributions of
in the achievement of targets.
• Links/Aligns IPCR with the Office Per-
formance Commitment Review (OPCR)
based on the CSC Strategy Map/Road
Map/Scorecard
ADVANCED
Plans and crafts Office targets and
strategies where Commission direc-
tions are provided for top-down guid-
ance to support CSC’s strategic role in
the civil service
• Explains and communicates the align-
ment of the Office targets and strate-
gies with the CSC short- and long-term
goals and objectives based on the CSC
Strategy Map/Road Map/Scorecard.
• Motivates Office personnel to work
together to accomplish/ achieve com-
mon goals within the Office and/or re-
ward outstanding contributors.
• Links/Aligns OPCR with the CSC Strat-
egy Map/Road Map/Scorecard.
• Calculates and manages risks in the
implementation of Office Scorecard
based on emerging and future trends.
• Champions and consistently communi-
cates Office plans and programs within
CSC and/or the entire civil service.
SUPERIOR
Aligns, defines, directs and promotes
CSC’s strategic role in the entire civil
service pursuant to the Philippine
Medium Term Development Plan
• Directs and communicates the CSC
Strategy Map/Road Map/Scorecard to
the entire CSC organization.
• Influences the stakeholders and partner
agencies in the pursuit of becoming
Asia's leading center of excellence for
strategic Human Resource and Organi-
zational Development (HROD).
• Directs CSC towards achieving short
and long-term goals to form the over-all
Strategy Map/Scorecard.
• Calculates and manages risks in the
implementation of CSC Strategy Map/
Road Map/Scorecard based on societal,
economic and political issues to achieve
CSC goals.
• Champions and consistently communi-
cates the rationale of CSC directions
over-all plans and programs within
CSC, as well as the entire civil service.
• Understands implications of strategic
actions, seeing the complete end-to-end
system of value creation and ones role
within it and implementing or driving this
in a top-down governance capacity.
Competency Demonstrating Personal Effectiveness
Definition The ability to demonstrate and display self-direction or self-motivation as well as engaging in ongoing personal development.
Levels BASIC
Core Description Responds effectively to guidelines and
feedback on one’s performance, well
being and learning discipline.
Sample Behaviors • Able to explain what needs to be done
based on the instructions given to suc-
cessfully complete assigned task.
• Complies and performs given instruc-
tions or seeks clarification/guidance to
successfully complete assigned task.
• Focuses on assigned tasks, using
available tools to keep track of status at
regular intervals to ensure its comple-
tion.
• Knows the importance of self-direction
or self-motivation in the job and main-
tains active personal energy and inter-
est in learning by responding positively
to feedback and correcting or improving
behavior based on such.
INTERMEDIATE
Recognizes personal strengths and
gaps and depends on guidance from
authorities or appropriate bodies for
direction in addressing them.
• Able to communicate and explain the
task and its implications to team or
office welfare.
• Performs and completes given tasks,
providing inputs on how the task will
affect and influence team or office dy-
namics.
• Performs assigned tasks, using avail-
able tools or processes to keep track of
status and ensure that task completion
matches with team or office require-
ments.
• Demonstrates awareness for need to
balance work, family and personal life.
• Accepts and participates in the activities
or interventions recommended by one’s
immediate superior, peers or appropri-
ate authorities attendant to one’s devel-
opment opportunities.
ADVANCED
Recognizes personal strengths and
gaps and seeks guidance or resources
in laying out development and/or im-
provement plans.
• Able to communicate and explain the
task or plan and their implications to the
various offices in the Commission in-
cluding how each office's actions may
affect its success.
• Performs and completes given tasks,
providing inputs on how the task will
affect and influence dynamics across
offices or within the Commission.
• Establishes personal goals that drive
career plans and day-to-day efforts to
reach goals.
• Accepts personal and professional
development as life-long process
• Sees role and career path within the
large context of the organization and
industry.
• Promotes and instills strong values and
ethics within the organization.
• Identifies personal value system and
convictions and aligns career/work with
them.
• Seeks for strategies or authorities who
can help coach or provide guidance in
improving one’s performance, well be-
ing and learning opportunities.
SUPERIOR
Defines personal goals and challenges
and proactively defines an approach
and sets goals and plans to overcome
such challenges or achieve the goals.
• Able to communicate and explain the
task or plan and their implications as
well as ensure buy-in in the Commis-
sion or various agencies, taking into
account potential variations across
agencies that may affect their success
or impact.
• Performs and completes given tasks,
considering and addressing their poten-
tial impact Commission-wide and
across the bureaucracy.
• Acts as a role model for balance work,
personal and family life.
• Creates a culture that fosters high stan-
dards of values and ethics.
• Instills mutual trust and confidence with/
among groups and individuals.
• Asks for and uses feedback to improve
performance. Seeks and acquires new
work methods, ideas, and information
that will improve efficiency and effec-
tiveness on the job.
Competency Exemplifying Integrity
Definition The ability to exemplify high standards of professional behavior as public servants, adhering to ethical as well as moral principles, values and standards of public office.
Levels BASIC
Core Description Acknowledges and respects authority,
and demonstrates readiness in accept-
ing and complying with rules.
Sample Behaviors • Demonstrates trustworthiness by pro-
tecting sensitive or confidential informa-
tion, following required procedures, and
honoring one's commitment to others or
the organization.
• Operates under a defined sense of right
and wrong, but may allow situational
factors to influence one’s judgment.
INTERMEDIATE
Demonstrates compliance to policies,
rules and other standards set by the
Commission.
• Identifies and differentiates ethical and
moral principles and values from inap-
propriate, unethical or dishonest behav-
iors.
• Takes responsibility for own actions.
• Discusses ethical implications of pro-
fessional work and recognizes and
discusses limits of own ethical knowl-
edge.
• Acts as a good steward of all public
resources ensuring their efficient and
effective use and maintenance.
• Refrains from spreading gossip, rumor,
and false information.
• Takes on a fair share of the work and
acknowledges others to whom credit is
due.
• Demonstrates honesty, even in difficult
situations.
• Takes independent action to correct
situations that are in conflict with pro-
fessional value.
ADVANCED
Influences others to observe and/or
adhere to the policies, rules and other
standards set by the Commission.
• Challenges alibis and misconceptions
behind inappropriate, unethical or dis-
honest behaviors.
• Spontaneously and reliably identifies
complex ethical issues, analyzes them
accurately and proactively addresses
them (e.g. ethical dilemmas or right vs.
right and hierarchy of values).
• Maintain confidentiality and protect the
privacy of employees, customers, and
other members of the public.
• Shows moral courage by doing the right
thing even when it is not popular or by
expressing dissent when actions or
pending decisions would violate organi-
zational and/or constitutional values,
laws, and regulations.
• Confront peers and or offices regarding
ethical problems or issues and deals
proactively with conflict when address-
ing professional behavior with others.
• Adheres to a strict appreciation for
moral and ethical behavior, acting out of
a strong sense of obligation, and con-
sidering right and wrong in making de-
cisions.
SUPERIOR
Actively advocates the policies, rules
and other standards set by the Com-
mission.
• Inspires others to act at the highest
level of honesty and integrity.
• Inspires public appreciation for, confi-
dence, and a trust in the necessary
work of government both through per-
sonal example and Agency policies,
procedures, products and services that
deserve such appreciation, confidence
and trust.
• Demonstrates public service as a higher
calling and an honorable profession,
both through personal example as well
as through the principles that visibly
guide the organization one leads.
• Establishes procedures and policies
that support an organizational moral
compass - teaching the principles of
integrity and honesty, setting clear and
explicit standards of behavior, and en-
suring aggressive and visible commit-
ment to observing these standards.
• Provides accurate, current and under-
standable information to policy makers
and citizens, exposing the implications
of choice in an unbiased fashion.