Professional Documents
Culture Documents
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Priority Non-teaching Occupational
Service Groups
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CONTENTS
I. Introduction 3
a. Background and Rationale 3
b. Non-teaching Occupational Service Groups 4
i. Planning Group 4
ii. Finance Group 5
iii. General Administrative Group 6
iv. Education, Library and Archival Group 7
v. Medicine and Health Group 8
vi. Legal and Judicial Group 9
c. Competency Standards for Non-Teaching Positions 10
i. Understanding Proficiency levels 10
ii. Understanding Progression 13
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iii. Understanding the Rubrics 15
II. Competencies 16
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a. Competencies per Occupational Service Group 16
i. Planning Group 16
ii. Finance Group 63
iii. General Administrative Group 113
iv. Education, Library and Archival Group 144
v. Medicine and Health Group
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vi. Legal and Judicial Group 211
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 2
INTRODUCTION
Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups
The Department of Education’s Bureau of Human Resource and Organization Development aims to create competency standards that will enable
and integrate different human resource systems within the agency. Competency standards for teaching positions have already been created and the bureau is
now moving to create competency standards for the non-teaching occupational service groups.
In order to complete the DepEd Competency model, BHROD has started the development of the a competency dictionary and competency
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standards or profiles for DepEd’ s non-teaching and related-teaching positions. Once the competency model, dictionary and standards are established, it will
directly impact two key areas in DepEd’s long term and team vision. It will enable the organization to better serve its stakeholders. It will also enable the
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delivery of quality, accessible, relevant and liberating K to 12 Program by a modern, professional, proactive, nimble, trusted and nurturing DepEd.
The competency dictionary found in the succeeding pages is a key element in the creation of the Department of Education’s standards for all of
its non-teaching personnel. This dictionary contains descriptions of the different competencies needed by the occupational service groups to successfully carry
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out their functions. It also lists the different behaviors that describe successful performance or manifestation of competence across different proficiency levels.
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Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 3
INTRODUCTION
1. PLANNING GROUP
This service/group includes occupations concerned with the formulation, implementation and evaluation of long-range and short-range
development plans, programs and projects. It also includes occupations concerned with research, analysis, evaluation and forecasting of economic facts;
selection, collection, computation, verification, analysis, treatment, presentation and interpretation of numerical facts; management information systems
requiring the application of computer and information systems, related principles and techniques; and planning, scheduling, control and implementation of
production.
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Sample of Position Titles per Occupation Total No.
Occupation Groups Breakdown Filled Unfilled
Group Positions
Planning Planning Officer III-V 37
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Project Development and Evaluation Project Development Officer I-V 955
Statistics
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Computer Maintenance Technologist
Statistician I-III 54
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Sources:
EMISD - Summary DepED PSIPOP as of January 14, 2019
DBM - Index of Occupational Services, Groups, Classes and Salary Grades CY 2018 Edition
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 4
INTRODUCTION
2. FINANCE GROUP
This service/group includes occupations concerned with the generation, allocation and management of government financial resources through
a systematic and organized process of recording, examination and interpretation of financial records and reports; the evaluation, formulation and installation of
accounting, auditing and management control systems; and budget evaluation, planning, forecasting and execution. It also includes occupations concerned
with revenue, customs, tariff and treasury administration; cashiering; processing of financial claims, property appraisal; loan and assessment examination;
assets liquidation; credit collection; and license inspection.
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Sample of Position Titles per Occupation Total No.
Occupation Groups Breakdown Filled Unfilled
Group Positions
Internal Auditors I-V
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Auditing and Fiscal Examination 16
Internal Auditor Assistant
Chief/Supervising Administrative Officer
Budgeting
Administrative Officer I-V (Budget Officers I-III)
Chief/Supervising Administrative Officer Cannot be filtered
Cashiering Administrative Officers I-V due to generic 1,800
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Cashier position titles 2,034
Chief/Supervising Administrative Officer 88%
Procurement Management 12%
Administrative Officers
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Chief Accountant
Accountants I-IV
Accounting 1,523 +
Administrative Assistant II-III
(Senior/Bookkeepers)
Sources:
EMISD - Summary DepED PSIPOP as of January 14, 2019
DBM - Index of Occupational Services, Groups, Classes and Salary Grades CY 2018 Edition
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 5
INTRODUCTION
Total No.
Occupation Groups Sample of Position Titles per Occupation Group Filled Unfilled
Positions
Administrative Chief/Supervising/ Administrative Officers
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Senior/ Administrative Assistants
Administrative Aides/Clerks
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Human Resource Management Chief/Supervising/ Administrative Officers/HRMOs
Records Management Chief/Supervising/ Administrative Officers/Records Officers
Supply Management Chief/Supervising/ Administrative Officers/Supply Officers
Supply Officers 46,015 34,343 11,672
Warehouseman
76% 24%
Executive Assistance Head/ Executive Assistants
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Administrative Assistants
Legislative Assistance Department Legislative Liaison Specialist
Lodging Services Teachers’/Assistant Camp Superintendent
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Guesthouse Caretaker
Dormitory Manager
Administrative Aide
Sources:
EMISD - Summary DepED PSIPOP as of January 14, 2019
DBM - Index of Occupational Services, Groups, Classes and Salary Grades CY 2018 Edition
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 6
INTRODUCTION
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Chief/Supervising/Senior Education Program
Education Research, Planning and Supervision Specialists 2,351
Education Program Specialist II
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Guidance Service Specialist
Guidance Services Guidance Coordinators I-III 5,648 10,070
5,283 4,787
Guidance Counselors I-III 52% 48%
Library Services Librarians I-III 839
Registrar
School Administration 1,222
Vocational School Administrator
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Note: Excluded are group/positions with standards such as Teachers, Supervisors and School Heads
Sources:
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EMISD - Summary DepED PSIPOP as of January 14, 2019
DBM - Index of Occupational Services, Groups, Classes and Salary Grades CY 2018 Edition
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 7
INTRODUCTION
Total No.
Occupation Groups Sample of Position Titles per Occupation Group Breakdown Filled Unfilled
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Positions
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Dietetics Nutritionist-Dietitian II-III 26
Health Education and Promotion Health Education and Promotion Officer II-III 24 4,724 404
5,128
Health Program Development Chief/Supervising Health Program Officer 2 92% 8%
Medical Medical Officer I-IV 247
Nursing Nurse R 3,759
Sources:
EMISD - Summary DepED PSIPOP as of January 14, 2019
DBM - Index of Occupational Services, Groups, Classes and Salary Grades CY 2018 Edition
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Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 8
INTRODUCTION
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Group Positions
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224 59
Investigation Special Investigator II-III 18 283
79% 21%
Legal Assistance Legal Assistant I-II 38
Sources:
EMISD - Summary DepED PSIPOP as of January 14, 2019 R
DBM - Index of Occupational Services, Groups, Classes and Salary Grades CY 2018 Edition
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Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 9
INTRODUCTION
The Philippine Civil Service Commission’s (CSC) Buy Borrow and Modify Build
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gathered to provide a holistic view of each competency while Borrow and Modify through Targeted Surveys, Drafting and Validation
Workshops, Thematic Analysis, and Benchmarking with Existing
still maintaining customisation flexibility.
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Competency Framework
1 Proficiency levels serve several purposes. They General Education,
Medicine and Legal and
Planning Finance Admin Library, and
facilitate comparison of jobs and roles in terms of competency Health Judicial
Services Archival
requirements and proficiency levels needed using a common
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incremental scale. For example, oral communication skills may
be a requirement for most entry- level jobs as well as for
executive levels. However, the degree of oral communication
Inclusion of Established Dictionaries
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proficiency needed at these two levels may be quite different.
This information is necessary input to the organisation’s CSC HR Dictionary aligned with PRIME-HRM
selection, hiring and placement system.
1 Philippine Civil Service Commission (CSC)-Generic Competency Dictionary, Proficiency levels page 15
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 10
INTRODUCTION
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1 2 3 4
Beginner Capable
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Novice
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Developing Accomplished Superior
Basic Intermediate Advanced Master
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Apprentice Associate Practitioner Expert
2 Philippine Civil Service Commission (CSC)-Generic Competency Dictionary, Proficiency levels page 16
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 11
INTRODUCTION
A competency model defines knowledge, skills, and abilities needed for the successful performance of jobs across the organization. Jobs differ
in complexity and scope across the organization. As such, in order to effectively describe successful performance on the basis of competencies it becomes
necessary to set proficiency levels that align with complexity, scope, autonomy factors for the competency and for the jobs. One convenient way of
expressing these gradations is to use descriptive terms with the acronym BIAS: B (Basic), I (intermediate), A (Advanced) and S (Superior).
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The choice of terms to describe the different proficiency levels is strictly a matter of style and preference. Other competency models would
have proficiency levels described only in terms of numbers (i.e., 1-4). At the end, it is the alignment between the definition of each proficiency level with the
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indicators found in them that is of paramount importance in any competency dictionary. As such, to ensure these alignments are present across the
dictionary it is necessary to validate the indicators within them to ensure accurate, and reasonable progression, as well as distinction across each level
3 For all competencies in the dictionary, a definition is provided. Each competency also includes a proficiency scale that indicates the full range
of expression of the competency. For this dictionary , a 4-Level Scale was created. Each proficiency is generally described in terms of behavioural indicators
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(e.g. Scope/Context, Complexity and Autonomy/Responsibility). The behaviours at each level of the scale are illustrative rather than definitive, that is, other
examples of behaviour are possible. Each competency scale is cumulative rather than superlative, which means that although behaviours from lower levels
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are not repeated at higher levels, they nonetheless apply.
3 Philippine Civil Service Commission (CSC)-Generic Competency Dictionary, Proficiency levels page 17
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 12
INTRODUCTION
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PROGRESSION CRITERIA Level 1 Basic Level 2 Intermediate Level 3 Advanced Level 4 Superior
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Requires guidance or assistance Develops new or enhances
Applies the competency with practitioners and recommends
Core Description of peer or supervisor to apply existing processes, procedures,
minimal supervision. improvements on policies,
the competency. and policies.
programs and regulations.
Limited to own tasks and
requires full supervision to Limited to own tasks and Generally confined in own set of
Covers/integrates work of
perform duties and requires some supervision and tasks, but has tasks that require
different individuals/work
SCOPE / CONTEXT
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responsibilities. Competency is
at a level where specific
procedures are observed.
further training. Competency is
at a level where specific
procedures are observed
working with others, with some
activities not necessarily covered
by procedures
groups, multiple tasks, diverse
work units, varied situations.
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4 Philippine Civil Service Commission (CSC)-Generic Competency Dictionary, Proficiency levels page 18
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 13
INTRODUCTION
PROGRESSION CRITERIA Level 1 Basic Level 2 Intermediate Level 3 Advanced Level 4 Superior
Demonstrates a solid
understanding of core concepts
Demonstrates a clear
Demonstrates an understanding Demonstrates an understanding within this competency. Appears
understanding of many
of only the most basic concepts of the fundamental concepts capable of working on most
advanced concepts within this
contained within the involved within this competency. projects in this area with
competency. Appears capable of
COMPLEXITY (Task - Based competency. Performs basic, Performs tasks that may require moderate assistance. May
mentoring others on most
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to Strategic) rudimentary and routine tasks minimal analysis. Knowledge require some initial assistance
projects in this area. Requires
that may require less analysis level appears equivalent to that with advanced concepts. Less
moderate degree of analysis and
with complete information gained through introductory information is present, requires
evaluation of routine and non-
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always provided. courses resourcefulness and some
routine tasks
degree of analysis, related to
other tasks, less routinary
Most tasks /activities can be
No decision making authority, done independently given clear
No decision making authority
AUTONOMY AND moderately supervised and can directions, standards and Independent work covering
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RESPONSIBILITY follow basic standards and procedures of work, requires responsibility for others’ work
supervised in all tasks.
procedures of work. consultation for non-familiar,
nonroutine tasks/situations
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Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 14
INTRODUCTION
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Recognizes and adopts the
Refers to research standards behaviour addressed by a particular
Observes guidelines and appropriate research Interpolates data to test
when evaluating research competency
checks for completeness of methodologies and possible interrelationships
processes, analyzing
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required information when resources needed based on and to potentially establish
information, and providing
determining the scope and the identified needs and new and groundbreaking
corresponding advice to LEVELS 1-4
limitation of research work issues that must be conclusions
team members
addressed by the research Shows progression of sophistication and
Applies appropriate data Reviews research results and complexity at which the competency can
reconstruction techniques, Validates and checks for organizes such into useful be demonstrated and utilised in
and data gathering R completeness and relevance information (socio-economic performing job duties/ responsibilities;
Identifies primary and methodologies, data of data, and organizes and information, demographics, each subsequent level encompasses the
alternate sources of data gathering tools, and classifies such according to program/project feasibility,
previous one
recognizes and accesses the requirements of the situational impact analysis
correct information to research etc.) in provincial
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complete required data development planning
Performs necessary BEHAVIORAL INDICATORS
quantitative and/or Reviews research results and Expressions of specific behaviours
qualitative data analysis to processes with team associated with the competency at
generate the information members, and provides different level; content validation is
needed, and organizes the feedback to enhance necessary to link behaviours to respective
same for presentation existing processes competency level
purposes
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 15
Planning Group
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This service/group includes occupations concerned with the formulation, implementation and evaluation of long-
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range and short-range development plans, programs and projects. It also includes occupations concerned with
research, analysis, evaluation and forecasting of economic facts; selection, collection, computation, verification,
analysis, treatment, presentation and interpretation of numerical facts; management information systems requiring
the application of computer and information systems, related principles and techniques; and planning, scheduling,
control and implementation of production.
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 16
Planning OSG competencies per work domain
Work Domain 3: Identification, Work Domain 4: Application of
Work Domain 1: Formulating, Work Domain 2: Research
collection, validation, analysis, management techniques, and Work Domain 5: Common
evaluating, and implementing analysis, evaluation and
treatment, and presentation principles for computer and Technical Competencies
long and short range plans forecasting of economic facts
of numerical facts information systems
Application of Research in Report Writing and
Preparation of Feasibility Studies Data and Statistical Analytics Information Technology Acumen
Development Planning Documentation
Development Planning Macroeconomic Analysis Analysis of Research Data Database Management Monitoring & Evaluation
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Recommendation
Policy Interpretation and
Data Storytelling and Visualisation
Implementation
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Collaborating Effectively With
Data Strategy Government Agencies and Private
Sector
Infrastructure Support Project Planning and Organization
Communicating Effectively
Program Management
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 17
Planning Group
Systematic gathering and analyzing information useful in identifying, implementing and evaluating development programs supportive of the development thrusts and priorities of the
department.
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Identifies primary and alternate sources and relevance of data, and organizes and economic information, demographics,
methodologies, data gathering tools, and
of data classifies such according to the program/project feasibility, situational
recognizes and accesses correct
requirements of the research impact analysis etc.) in provincial
information to complete required data
development planning
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Performs necessary quantitative and/or
Reviews research results and processes
qualitative data analysis to generate the
with team members, and provides
information needed, and organizes the
feedback to enhance existing processes
same for presentation purposes
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Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 18
Planning Group
DEVELOPMENT PLANNING
Identifying, developing and evaluating projects and programs that are responsive to the development needs of the organization.
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pertinent regulatory issuances, historical programs of the organization in general and tools such as Situation Analysis, business groups, NGOs and other
information and related documents as and of the offices/departments in SWOT to logically arrive at development interest groups to identify potential
references for development planning particular into the development plan priorities growth areas and areas of mutual
cooperation
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Engages the development officers of the
Welcomes assistance from organizations Directs data gathering on the DepEd
organization in general and of the
with recognized expertise in demographics, geographics,
Takes directives from DepED executives offices/departments in particular to
development planning to professionalize socioeconomic profile etc. and utilizes
on the priority development areas harmonize plans and programs and to
the development planning process in the the data to validate and/or to identify
identify areas for collaboration and
organization development thrusts and priorities
support
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Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 19
Planning Group
Developing plans responsive to the organization’s current situation and aligned with the department’s goals and objectives through identification and prioritization of needs and tasks versus
available resources.
Identifies barriers that may hamper Taps resources outside the team and
Communicates priorities for the team
Utilizes existing resources in accordance implementation of plans and programs, secures senior management support
members and allocates resources for the
with set guidelines and standards and secures help through the immediate when own unit resources are exhausted
delivery of outputs
superior and projects/program face risk of failure
Requests for colleague support or Develops work plan to achieve Develops program or project within own
additional resources if existing resources deliverables in own area of area of responsibility to support the
Schedules one's assigned tasks according
and options have been exhausted, in responsibility, including the resource objectives and targets of the
to agreed priorities
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order to meet timelines and other needed to accomplish the work plan on organization, utilizing existing structures,
standards schedule available resources and information
Prioritizes activities of team member for Regularly reviews, and realigns priorities
Aligns activities based on the strategic Sets priorities in support of daily, weekly
the achievement of the operating unit of team member to ensure achievement
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direction of the organization and monthly plans of the operating unit
objectives of operating unit objectives
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Planning Group
Develop and implement business continuity plans for organizational preparedness of disruptive events.
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Execute business continuity plans in
Apply procedures to support Interpret business continuity strategies Ensure alignment of business continuity
accordance with recovery strategies,
implementation of business continuity to assist in the development of business plans with organizational strategic
business continuity strategies and
plans continuity plans objectives
frameworks
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Recommend refinements to business Coordinate the organization's crisis Establish business continuity
continuity strategies and business response and recovery activities in management governance to support the
continuity plans in consultation with accordance with business continuity development and implementation of
relevant stakeholders policies business continuity plans and guidelines
Identify and manage the synergies and Conduct independent reviews and audits
conflicts in resource availability and to ensure integration of individual
access to facilitate optimum resource business unit’s business continuity plans
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Implement procedures to communicate
with and educate employees on business
across the organization
Assess and report readiness of business
continuity plans to relevant stakeholders
continuity plans
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Refine organizational business continuity
plans to ensure relevance to the
organization in accordance with the
current threat environment
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 21
Planning Group
ORGANISATIONAL ANALYSIS
Evaluate factors that can affect the organization’s performance as well as strategically assessing the organization’s own resources and potential for improvement.
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Review and evaluate systems and Determine components of and evaluate
Review and evaluate findings to
processes in accordance with critical business functions of the
determine implications on the
organizational policies to identify areas organization based on existing
organization
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for improvement information
Develop and establish solutions to gaps Report findings and possible
and areas of improvement to further recommendations to relevant Communicate findings and potential
enhance organizational systems and stakeholders for review and decision implications to relevant stakeholders
processes making
Adhere to organizational code of
Advise organizational leaders on
conduct, values and ethics when R improvements to organizational
managing and reviewing systems and
structure, culture and systems for
processes to ensure continued efficiency
follow-up action
of organizational business processes
Keep abreast of best practices in
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managing systems and processes by
subscribing to diverse learning channels
and participating in peer discussion
platforms to enhance own knowledge
for workplace application
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 22
Planning Group
Analyzes and synthesizes relevant, and program-critical information necessary for the achieving the strategic agenda of the agency.
Determines the correct types of data, Provides critical review of the initial data
Consolidates various data, determines
Recognizes other sources of information and classifies the gathered data or gathered, and gives guidance and
their value in the overall direction of the
and data information according to their relevance direction to have in-depth data and
studies
to the objective of the research or study analysis
Develops measures and standards to
Identifies the scope and limitation of the Uses survey instruments to do library Establishes strategies and directions in
guide the team or individual working on
research work and web researches the conduct of research or studies
the research or study
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Able to build on the identified relations
Identifies the need for other types of Plans capability building and resource
and significance of data to the different
research methodologies to address the mobilization various stages of the
aspects (impact to people, environment,
issue research/ studies
economy and others) of a program
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Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 23
Planning Group
MACROECONOMIC ANALYSIS
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Scan the organization’s environment for
business, economic, tax, technology and Anticipate possible impacts from
legislative changes that may impact the government legislation
organization
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Identify factors of an organization’s Communicate effectively on the analysis
environment that are strategically of the impact of technology on the
important organization and its environment
Conduct industry analysis to understand
environmental forces that impact the
organization
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Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 24
Planning Group
Analyze the inflow and outflow of material, substance or product flows across different industrial sectors or within ecosystems to achieve optimization.
Analyze current end-to-end flow of Develop models to optimize material Evaluate models to optimize material
material with respect to current and flow based on conclusions drawn from flow to ensure alignment to business
future business needs gap analysis objectives
Develop appropriate performance Formulate priorities in measuring key
Project future business needs
indicators for material flow performance of supply chain processes
Analyze gaps of current end-to-end Evaluate proposed material flow models
material flow with respect to key Develop material flow optimization plans by business impact, ensure marketing
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performance indicators, current industry to close identified gaps competitiveness and meeting future
best practices and future demand customer needs
Implement material flow improvement Simulate material flow optimization Drive implementation of material flow
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plans plans with models optimization models
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Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 25
Planning Group
PROJECT FEASIBILITY
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to feasibility studies outcomes that the projects bring regulations or procedures techniques for project feasibility analysis
Develop strategies to evaluate project
Prepare feasibility reports to support the
feasibility and ensure that standards are
viability of projects
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adhered to
Monitor policies, regulations or
procedures to update evaluation
methods
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Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 26
Planning Group
Interpret and analyze data using statistical techniques to uncover trends and patterns to locate and define new process improvement opportunities.
Identify data collection procedures to Apply data analytical techniques to Facilitate the development of new
Analyze data using statistical techniques
assist in basic data collection and process and interpret data of limited analytics solutions to address existing
to identify trends and patterns
processing activities complexity gaps in analytical tools
Perform calculations and interpret Perform calculations of scientific Recognize significant trends in data
Perform data computations
tables, graphs and charts quantities and/or aberrant results
Analyze datasets using statistical Use statistical tests to estimate
Code and record data accurately Use scientific notations techniques for identification of trends uncertainties and determine data
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and/or problems acceptability
Prepare accurate data in required Review datasets to uncover trends or
Apply concepts of metrology Analyze statistics and graphical results
formats patterns
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Interpret data collected for Identify and analyze potential causes of
Recognize explicit trends in data Interpret trends of data categorization into areas for process unacceptable data, or results, to
improvement troubleshoot performance
Collaborate with stakeholders to identify
Identify areas for meaningful data Identify correlation and regression Develop new methods to conduct
additional and more specific data for
collection models of data variables analyses of large complex data sets
further analysis
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Maintain confidentiality of data Check accuracy of data Document data application of big data analytics to
examine issues
Devise the next generation of data
Enhance quality of data collected by Maintain security and confidentiality of science, with the use of big data
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scrubbing and removing duplicates data analytics, to discover new process
improvement opportunities
Formulate approaches used in big data
analytics to more bespoke solutions
addressing shortfalls in the current
system
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 27
Planning Group
Interpret and analyze data using statistical techniques to uncover trends and patterns to locate and define new process improvement opportunities.
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departments for monitoring and process
improvement
Guide colleagues in the refinement of big
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data and statistical analytics, specific to
the business
Transform the organisation through the
use of big data analytics and data
synthesis to drive solutions and improve
business processes
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tool for business process improvements
Influence stakeholders on the
importance of big data analytics to
discover solutions to improve business
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processes
Synergise the use of big data analytics
with other forms of business analytics to
improve business processes
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 28
Planning Group
Analyze research data, interpret results generated and link them to the research question or related findings in scientific literature.
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Identify opportunities for synergies in
Summarize data using descriptive
Summarize data using descriptive Determine how data should be prepared data analyses across research studies
statistics, figures, graphs and tables with
statistics, figures, graphs and tables to facilitate intended analyses across organizations, nationally or
guidance
internationally
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Synthesize findings across multiple
Apply appropriate statistical and Apply appropriate statistical and Evaluate adequacy of results in research studies to derive new insights
analytics techniques to analyze analytics techniques to analyze answering research hypotheses or into topics or areas in one’s field of
quantitative data with guidance quantitative data questions research or to the areas of interest to
the organization or funding agencies
Apply appropriate statistical and Apply appropriate statistical and Articulate implications of results in
Determine most impactful visualization
analytics techniques to analyze analytics techniques to analyze relation to areas of interest to the
qualitative data with guidance
Determine significance and effect size of
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qualitative data
Determine significance and effect size of
of results
Articulate implications of results to
topics or areas in one’s field of research
organization or funding agencies
Advocate for application of statistics,
analytics, visualizations and research
findings with guidance findings
and how it adds to current knowledge approaches
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Provide consultation of data analysis or
Identify potential interpretations for Use visualization software to create
Relate findings to current literature interpretation for large scale or national
obtained results with guidance visualizations for presenting results
projects
Train others in application of statistics,
Review analysis of data to ensure Identify potential interpretations for
analytics, visualizations and research
accuracy under guidance obtained results
approaches
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 29
Planning Group
Analyze research data, interpret results generated and link them to the research question or related findings in scientific literature.
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Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 30
Planning Group
The ability to exemplify expertise of Information Technologies (fundamental concepts, systems, platforms, tools, and technologies), IT industries (hardware, software, and services), the
widespread application of IT in other industries, and the common roles of IT professionals.
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users with disabilities
Understands different types of Understands the potential for
Identifies the elements of the system
information processing (real-time, event- integration of system and software
development life cycle
driven, batch, etc.) components
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Demonstrates behavior that reflects Describes the role of technology in
Differentiates information from data professional business ethics (e.g., converting data and information into
honesty, integrity, responsibility) organizational knowledge.
Demonstrates knowledge of IT Coordinates department needs to use
Differentiates between systems software
procurement processes (services and personal devices with IT’s requirements
and application software
equipment) to protect infrastructure and critical data
Identifies and explains characteristics of
the common types of application
software.
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Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 31
Planning Group
DATABASE MANAGEMENT
Plans, develops and manages data storage and retrieval systems by applying generally accepted data models, standards and processes.
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Codes and tags information to keep data Differentiates between databases and data, information, and databases in
interact with databases to create and
organized flat files organizations, specifically their role in
retrieve data
business intelligence
Defines metrics that are used to
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Follows information management Assesses the quality, accuracy, and characterize data and different kinds of
Analyses data requirements
standards and guidelines timeliness of given data data (structures, unstructured, text
based, character limits
Finds and selects information,
Evaluates physical components of an
appropriate tools, and processing
information storage infrastructure.
techniques needed for a task
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 32
Planning Group
IT PROJECT MANAGEMENT
The ability to lead a project from initiation to closure, managing scope, time and resources for successful project implementation to ensure that the project meets its development objectives.
T
tasks
Monitor the execution of software
Convenes with stakeholders/ proponents Evaluates and analyses the gaps of actual Formulate tools for the enhancement of
development process to ensure targets
to discuss the evaluates the systems deliverables VS. targets as basis for system to ensure the efficiency of the
are met within specified timeline and
AF
adjustments recommendation systems
quality
Implements the system updates based
Assess the adjusted project plan to meet Supervises the time on tasks to improve
on the results of monitoring &
the system requirements the system implementation
evaluation
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 33
Planning Group
Develop cyber risk assessment Assess and direct enhancements to Evaluate the readiness and robustness of
techniques and roll-out endorsed cyber risk assessment techniques, and the organization's cyber security
measures to address identified cyber develop strategies to address cyber defenses, and authorize cyber risk
security risks, threats and vulnerabilities security loopholes assessment activities
Develop cyber risk assessment Establish organization's position and
Guide the development of cyber risk
techniques to identify security loopholes strategy for assessing and managing
assessment techniques
and weaknesses in the business cyber risk
T
Design cyber risk assessments by Pre-empt risks, vulnerabilities and Determine security testing policies and
consolidating insights from the business threats across organization policies, authorize the management of all testing
and various functions processes and defenses activities within the organization
Articulate implications of potential cyber
AF
Identify cyber security risks, threats and
Evaluate effectiveness of current cyber threats on requirements of
vulnerabilities, and their impact on the
risk assessment techniques organizational readiness and assessment
organization
techniques
Direct improvements or modifications to
Identify possible treatments for cyber Weigh potential business risks associated
vulnerability assessment techniques in
risks, threats and vulnerabilities with cyber security risks, threats and
view of emerging security risks and
identified vulnerabilities surfaced
threats
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 34
Planning Group
T
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 35
Planning Group
Integrate the use of data analytics in the production environment for the identification of bottlenecks and system improvements.
Review the requirements of the Define the hypotheses for the business
Prepare the data for big data analytics by
statistical model to ensure it stays problem, select the big data
reviewing the data requirements and
aligned with business needs and deploy technologies and tools to be
cleansing the data required for the
the model to the production implemented in an organization based
analytics
environment for user’s operational use on the data requirements
Select the runtime environment for the
Review the data requirements required statistical model to be deployed and user Define the business problem with the
T
for the analytics project requirements with the relevant business stakeholders
stakeholders
Ingest data from different data sources Define the analytics architecture
Formulate the hypotheses based on the
into the analytics platform using the requirements with the IT team to deploy
AF
business problem
tools and/or programming language the statistical model
Cleanse and transform the data Develop the process to support the
Evaluate and select the appropriate the
according to the data requirements to operations of the model with relevant
Big Data technologies and tools
support the analytics project stakeholders
Monitor and tune the deployed model to
Resolve and follow up with any issues ensure that it delivers the expected Design and drive the solution based on
arising during the data preparation outcomes and aligns with the business the business problem and hypotheses
changes
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 36
Planning Group
Combine data insights, dynamic visual displays with illustrative and interactive graphics and narrative representative formats to present patterns, trends, meaning, messages and analytical
insights from data or new concepts in a strategic manner.
T
needs and objectives for story telling data available storyboard for communicating data
Select appropriate visualization Lead efforts to align storyboard to
Develop general framework and
techniques and information displays to business vision, strategic, goals and
storyboard for communicating data
AF
convey data and findings branding
Introduce new or emerging visualization Establish an effective data presentation
Organize the presentation of data to
tools and techniques that are fit for architecture to address critical business
reflect trends and correlations
usage questions
Exercise judgement on the presentation
Incorporate appropriate elements to Integrate latest developments in data
of data to ensure that critical trends and
create informative and dynamic data visualization tools, techniques and
findings are presented in the optimal
displays R methodologies
way
Develop dashboards and scorecards
Incorporate interactive graphics, visuals Determine suitable data presentation
incorporating advanced visualization
and technical features into the data delivery modes and mechanisms,
techniques and embedding analytics
presentation tailored to key stakeholders' needs
D
capabilities
Review tables, graphs, and dynamic data Make decision on the optimal timing for
Communicate limitations of data and
displays, to ensure key questions from presentation and updates of data and
interpretations of findings
key stakeholders are addressed trends on dashboards and systems
Describe context and commentary Identify and define linkages between Design intelligent data dashboards and
behind visualized data patterns data, visuals and narratives being shared customizable visual displays
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 37
Planning Group
Combine data insights, dynamic visual displays with illustrative and interactive graphics and narrative representative formats to present patterns, trends, meaning, messages and analytical
insights from data or new concepts in a strategic manner.
Describe data trends and patterns in Lead efforts to interpret and present
Identify context to support data
narrative format suited to level of explanations for counterintuitive
storytelling objectives
understanding of audience patterns or findings
Adjust language and presentation Guide others towards developing data
formats according to audience being storytelling and data visualization
communicated to abilities
Amend storyboard and data
Present and describe key meaning and
T
presentation materials to match
insights
audience needs
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 38
Planning Group
DATA STRATEGY
Develop a robust and coherent data strategy and support architectures, policies, practices and procedures that enable the organization to manage and utilize data in an effective manner. This
includes introduction of innovative ways of organizing, managing and integrating the data of the organization to ensure their viability and ability to drive business value. It also includes the
setting of information storage, sharing, handling and usage protocols to support alignment with relevant legislation and business strategies.
T
ownership, retrieval, combination and organization to maximize value from
existing and legacy information assets
usage data and information assets
Plan processes for effective data storage,
Direct the capturing, retention and Define the kinds of data the organization
sharing and utilization within the
AF
utilization of critical data should capture, retain and utilize
organization
Update policy, standards and procedures Oversee the organization's data Create the processes and systems
on data management for compliance architecture, including the monitoring required to capture, retain and utilize
with relevant legislation and management of data flows critical data
Introduce relevant standards and tools Manage usage of various forms of data Articulate the strategic value of data in
that can be applied to the management to support decision-making and business the organization and its role as a critical
and treatment of critical data processes business asset and driver
Identify gaps, inefficiencies and potential
risks in existing data management
R
Anticipate the current and future
information lifecycle needs of an
Design the overarching data architecture
for the organization, including the
definition of data flows and principles of
processes organization
data governance
D
Lead strategic utilization and
Propose enhancements or modifications Establish the organization's data
exploitation of data assets to generate
to data handling procedures management strategy
business value for the organization
Establish internal processes to monitor Develop corporate Standard Operating
Spearhead new strategies and
compliance of information or data Procedures (SOP), protocols and
approaches to enrich, fuse or synthesize
handling and access requests with standards for data management,
data
approved procedures sourcing, handling and treatment
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 39
Planning Group
DATA STRATEGY
Develop a robust and coherent data strategy and support architectures, policies, practices and procedures that enable the organization to manage and utilize data in an effective manner. This
includes introduction of innovative ways of organizing, managing and integrating the data of the organization to ensure their viability and ability to drive business value. It also includes the
setting of information storage, sharing, handling and usage protocols to support alignment with relevant legislation and business strategies.
Provide ongoing advice to ensure proper Establish guidelines for effective data Establish bird's eye view of data
adoption of and adherence to data storage, sharing and publishing within connections across and beyond the
policies and information architectures the organization organization
Chart direction on the integration and
synthesis of different data pieces to
draw trends and representations
Ensure alignment of information
T
management strategy with business
direction, considering evolving business
risks and potential liabilities
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 40
Planning Group
INFRASTRUCTURE SUPPORT
Provide services to end users by systematically identifying, classifying and troubleshooting technical issues and incidents that disrupt and impact their day-to-day business activities, within a
specified timeframe. This also includes implementing an end-to-end problem management process to analyze underlying problems, advising on infrastructure related upgrades and
improvements and developing user guides and training materials.
T
a timely and accurate manner impact infrastructure operations disruptions in infrastructure and network
service quality and availability
operations
Record incidents according to standard Conduct troubleshooting for Implement problem management Investigate highly complex technical
protocols and incident management infrastructure and network-problems of procedures to resolve root causes of issues or disruptions in infrastructure or
AF
frameworks low to mid-level complexity infrastructure-related incidents network operations
Establish robust problem management
Provide end-to-end management of
Apply operational procedures from process to restore smooth operations of
Classify incidents and requests according technical issues and problems
developed user guides to respond to ad- IT infrastructure with minimal resolution
to predetermined categories encountered by users, within an agreed
hoc user requests time and impact of incidents on business
timeframe
operations
Conduct basic troubleshooting for Resolve technical issues or problems for Perform infrastructure configuration and Develop effective and sustainable
commonly-encountered infrastructure
and network-problems
Follow a fixed set of procedures and
time
R
end users within a defined turnaround
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 41
Planning Group
INFRASTRUCTURE SUPPORT
Provide services to end users by systematically identifying, classifying and troubleshooting technical issues and incidents that disrupt and impact their day-to-day business activities, within a
specified timeframe. This also includes implementing an end-to-end problem management process to analyze underlying problems, advising on infrastructure related upgrades and
improvements and developing user guides and training materials.
T
administration activities
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 42
Planning Group
IT ASSET MANAGEMENT
Manage, optimize and protect the organization's IT assets. This includes the timely purchase, deployment, categorization, maintenance and phase out of IT assets within the organization in a
way that optimizes business value. Also includes development and implementation of procedures to guide the proper handling, usage and storage of IT assets to limit potential business or
legal risks.
T
supplemented according to business
inventory stock and software assets on emerging trends and evolving needs
needs
Develop internal processes to track and Define the organization's asset
Monitor levels of assets regularly and
categorize assets and inventory through management plan to optimize business
AF
identify sub-optimal levels
its lifecycle value and minimize risk
Establish internal policies for the
Develop well-defined plans and management, optimization and
Categorize assets according to
instructions to guide proper handling, protection of the organization's assets in
organization-specific procedures
storage and maintenance of assets alignment with business priorities and
industry standards
Monitor the deployment and Set guidelines for optimal asset and
Perform regular maintenance of assets
according to organizational guidelines
R
maintenance of assets in line with
Service Level Agreements (SLA)
Determine optimal time for the phase in
inventory levels, in balancing changes in
forecasts, business needs and costs
Phase out irrelevant assets according to Develop procurement guidelines and
and phase out of assets, to maximize
D
the asset management plan Standard Operating Procedures (SOP)
value within legal and security standards
Identify business or legal vulnerabilities Forecast changes in demand for and Manage impact of policy changes on
and inefficiencies from existing assets supply of various assets asset management plan
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 43
Planning Group
IT ASSET MANAGEMENT
Manage, optimize and protect the organization's IT assets. This includes the timely purchase, deployment, categorization, maintenance and phase out of IT assets within the organization in a
way that optimizes business value. Also includes development and implementation of procedures to guide the proper handling, usage and storage of IT assets to limit potential business or
legal risks.
T
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 44
Planning Group
Monitor network in order to provide for optimum levels of network performance and minimization of downtime. This includes detection, isolation, recovery and limitation of the impact of
failures on the network as well as provision of support to system users through ongoing maintenance information sharing and training.
Review, optimize and align network Assess network capabilities and set
Monitor network performance,
Document network performance levels, performance with business needs, and network rules to support software-
investigate and resolve network faults or
and identify and isolate network faults program basic rules into Software- defined infrastructure and optimize
downtime
Defined Networking (SDN) applications performance in changing environments
Review network performance and
Maintain updated log and Monitor network performance and Establish guidelines and Standard
determine areas for improvement, to
documentation of day to day levels of highlight areas for further review to Operating Procedures (SOP) for network
optimize and align network performance
network performance optimize network performance fault detection and recovery
T
with business needs
Follow detection or identification Assess incidents of network faults or Establish network maintenance
Identify potential impact of network
procedures to identify and isolate downtime to direct recovery and processes to ensure performance is
faults and failures
network faults resolution efforts stable and optimal
AF
Resolve commonly-encountered
Determine the network updates and Assess the readiness of network
network faults and failure using relevant Take appropriate action to isolate or
maintenance information to be rolled equipment and capabilities for emerging
network maintenance tools, in line with limit network faults and failures
out software-defined infrastructure
standard fault recovery procedures
Determine appropriate network rules
Resolve network faults and failures
Perform tests to identify any unresolved Program basic rules into software- and desired behaviors to be
following broad recovery principles and
faults defined networking (SDN) applications programmed in accordance to the
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 45
Planning Group
Monitor network in order to provide for optimum levels of network performance and minimization of downtime. This includes detection, isolation, recovery and limitation of the impact of
failures on the network as well as provision of support to system users through ongoing maintenance information sharing and training.
T
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 46
Planning Group
SYSTEMS DESIGN
Design systems to meet specified business and user requirements that are compatible with established system architectures, as well as organizational and performance standards.
T
the organization and requirements for Evaluate advantages and disadvantages
Establish system design strategies
data input, output, processing and of architecture characteristics
storage
Design system components aligned to Ensure the system design is in alignment
AF
Assess the design of system
established architectures, and design with data architecture, structure and
components, modules and interfaces
standards management strategy
Evaluate the logic design to ensure Anticipate future business and user
Define system interface requirements alignment with data management requirements, and the implications on
based on design characteristics framework, structures, processes and software design, features and
standards capabilities
Evaluate system design blueprints to
Identify functional specifications of
software programs to address business
and user needs of the system
R
Develop design principles to guide the
definition and detailing of software
blueprints
ensure data, software, and security
requirements are accounted for in the
design
Determine system security requirements
D
Formulate system security technical Adopt predictive or adaptive approaches
and respective secure technologies,
specifications in system design
functions or features
Review impact analyses on business- Ensure adherence to organizational
Analyze the strengths and weaknesses of
critical design options and trade-offs to policies, standards and strategies in
alternative design options
determine risks system design
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 47
Planning Group
SYSTEMS DESIGN
Design systems to meet specified business and user requirements that are compatible with established system architectures, as well as organizational and performance standards.
Analyze impact of major design options Assess and mitigate identified risks in Oversee systems design activities for
and trade-offs to identify potential risks design options strategic systems development programs
Review system designs to assess
Create multiple design options to Articulate strategic value and needs for
suitability of selected technology and
address functional and non-functional integration of systems and/or system
integration of multiple systems and
requirements components
technology
Identify technical requirements for Analyze system designs to ensure a Advise on the adoption of new
T
integration of system and system balance between functional and non- technologies, frameworks and processes
components functional requirements in designing systems
Develop prototypes of proposed system Develop system design policies and
AF
components standards
Provide suggestions to improve system
design
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 48
Planning Group
Writing comprehensive, and understandable reports containing simple to complex information with analysis and recommendations as required to document events, projects, and programs.
T
Writes summary reports and other
Documents in chronological order, the Simplifies technical jargon and technical
documentation related to the
proceedings in a regular meeting and/or information when report/document is
performance of one’s tasks, duties and
event intended for non-technical audience
responsibilities
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 49
Planning Group
Gathering and evaluating data on to ensure that on-going programs and activities are carried out in alignment with the department’s objectives and are achieving the intended results.
T
actions to narrow the gaps framework
Checks status of the Maintains and updates databases of all Reviews and analyzes data to validate
Institutes measures that will effectively
program/projects/activities against a Research and Development projects/ the presence of anomalies and confirm
address the gaps identified
pro-forma checklist activities for effective M & E observations or findings
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 50
Planning Group
Identifying and analyzing risks or dangers that could hinder the achievement of individual and organizational goals.
T
Initiates risk assessment and identifies Focuses and then isolates the events
Provides feedback to all concerned to
actions to avoid in order to lessen the that precede a risk occurrence and the
align values and objectives
risks involved risk causes
Classifies identified risks as to their Evaluates information to understand
AF
potential impact to the operations of the probability of success, benefits of
organization success and consequences of failure
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 51
Planning Group
Identify, assess and prioritize risks and apply resources to mitigate risks and impact of incidents.
T
management frameworks incorporating
Follows risk controls of logistics sector as Performs standard and established risk Develops enterprise risk management leading risk management practices to
prescribed in organization’s internal risk management and compliance frameworks and mitigation plans for ensure internal control systems are in
policies administrative activities organization place for business as usual activities and
AF
for business continuity in times of
incidents and crisis
Transforms organization’s risk
management frameworks, anticipate
Carries out daily risk assessment checks
Drive change in compliance and risks from the region and where
and flag instances, even if it is near risk Develops internal control systems to
regulatory requirements to proactively organization operates in, incorporate risk
accidents, where risks are present in ensure business continuity in times of
manage risk impact on compliance
R management practices to ensure
compliance to internal risk processes and incidents and crisis
operations internal control systems are constantly
escalation hierarchy
refreshed to reflect disruptors and to
ensure business continuity
Transforms risk mitigation plans to
D
proactively evaluate risk factors and
Reviews incident and crisis management
anticipate disaster scenarios that have
plans regularly to reduce gaps
trade impact, disrupt organization’s
operations, recovery and efficiency
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 52
Planning Group
Identify, assess and prioritize risks and apply resources to mitigate risks and impact of incidents.
T
Reviews changes regularly in compliance
to regulatory requirements to
proactively manage risk impact on
operations
AF
Cultivates culture of risk management in
the organization.
Determine if the parameters set were
sufficient to measure allowable risk
tolerance in the organization’
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 53
Planning Group
Creating reports and recommendations for decision-making by evaluating results through the use of statistics and other data analysis methods.
T
Incorporates historical commercial
Analyses and investigates up-to-date
Gathers and compiles data using various services data to identify trends,
information from various sources and in
data collection techniques inconsistencies and areas for
various formats
improvement
AF
Identifies trends in data, issues,
Reviews and analyzes sources to ensures
problems, or opportunities and
the relevance and accuracy of all data.
determines if action is needed
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 54
Planning Group
The ability to interpret and apply existing policies and guidelines relative to planning concerns of the organization.
T
Communicates and encourages
adherence to policies and guidelines
Clarifies policy concerns, issues, and/or
Identifies policy concerns and issues through conferences, fora, focus group
conflicts
discussions, meetings and other related
AF
events
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 55
Planning Group
The ability to build networks and cultivate alliances with other government agencies and private organizations to gain support for the accomplishment of goals.
T
and assistance to other partner agencies agencies, individuals and groups trainers, technical persons, stakeholders,
barriers to building partnerships
decision makers
Actively reaches out to sustain regular Builds collaborative relationships with
Recognizes ways to reinforce and Develops networks and builds alliances
contact with essential trainers, technical partner agencies and stakeholders to
AF
expand successful partnerships with other government agencies
persons and stakeholders help achieve work objectives
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 56
Planning Group
Organizing different resources such as manpower, communications, timelines, workloads, etc. to ensure successful completion of projects, programs and/or activities.
T
Distinguishes between tactical and
Identifies and negotiates directions with
Prioritizes effectively, and schedules own Creates a structure for communicating operational goals and strategies,
stakeholders with the intent of
or division goals and targets based on and keeping abreast of projects to redirecting or balancing resources so
prioritizing, sequencing, and scheduling
cascaded goals and strategies of the ensure that stakeholders are informed that more relevant plans take priority in
AF
goals based on cascaded strategies of
team and the organization updated execution while not foregoing other
the organization
plans
Creates or enhances tools and improves Develops and customizes project
Sets priorities, identifies scope, and Creates strategic alliance to ensure that
work planning and delivery methods and management approaches, methods and
allocates resources to meet individual, goals and plans are aligned and relevant
processes to ensure effective and techniques in project implementation in
team or organization targets and to the interests of other groups and their
efficient execution of goals and order to adhere to stakeholders and
objective respective organizational strategy
strategiesR other project commitments
Reviews and analyses project proposals
Demonstrates ability to distribute and/
and plans of different units, ensuring Charts promotes key priorities and goals
Plans for personal and/or team goals and or assign work or goals to individuals
their alignment with the vision and to stakeholders with the intent of
strategies based on cascaded goals and based on their capability, prioritizing,
mission of DepEd and mitigating risks or prioritizing, sequencing, and scheduling
D
strategies sequencing and scheduling their work
conflicts in resources, schedules and goals
effectively
implementation
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 57
Planning Group
Applies varying methods to ensure the effective solicitation, exchange, and generation of information and ideas during critical discussions.
Uses non-verbal behavior, listening Moderates discussion and recaps, Guides the activity flow and proceeding
actively, paraphrasing content and integrates learning from different topics in a group activity for consensus building Provides linking statements from one
feelings, summarizing, observing group and modules based on learning and sound decision making in crafting a session to the other
behavior, and effective questioning objectives recommendation strategy
Applies questioning techniques in Synthesizes ideas in discussions to meet Influences a group or team to obtain
Expresses ideas and feelings
facilitating sessions the desired outcome/group outputs decision on strategic issues
Integrates with the program objectives
T
Uses time management techniques in Serves as a resource person in dealing
Initiates discussion effectively the issues and concerns arising from
the conduct of training with relevant issues
interactions or discussions
Guides an individual, group or team
Directs group thought and feelings and
AF
using facilitation techniques in meeting
evokes new approaches or insights
desired result or outcome
Practices and uses the different
Facilitates workshop, training and other
facilitation techniques and training
similar activities by observing the
methodologies, and what is appropriate
principles of adult learning
for a particular type of activity
Encourages active participation to elicit
R
ideas/opinions regarding a topic/session
to fit desired outcome
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 58
Planning Group
Delivering desired results by building and maintaining strong social associations, connections, affiliations, and rapport with colleagues, and customers.
Deals with people by being pleasant and Establishes strong relationships with
Builds lasting relationships that are
Responds to employee/client inquiries friendly to both internal and external others inside and outside his/her area or
mutually beneficial to both parties
clients organization
Thinks about previous conversations and Foresees, plans for and removes
Sets and continually improves standards Trains people to develop and keep
other interpersonal interactions, and obstacles to effective interpersonal
to effective interpersonal relationships effective interpersonal relationships
learns from past mistakes and successes relationships
Encourages others to engage in
Identifies the various barriers to good
T
Improves continually communication communication and use appropriate Creates and maintains a culture of free
communication to reduce the likelihood
skills questioning to enhance mutual and effective communication
of misunderstandings
understanding
Carefully chooses words in talking to Freely communicates with and allows
AF
Listens wells and correctly interprets
Communicates clearly in words and body others to avoid misunderstanding or others to freely communicate values,
both the verbal and non-verbal
language confusion, and seeks feedback to ensure ideas, beliefs, opinions, needs and wants
messages from others
the message has been understood without being judgmental
Makes himself/herself accessible to Establish constructive relationships with Interacts with colleagues in a tactful Works with others to identify, define and
employees people in his or her area manner solve problems
R Shows a real interest in people, asks
Engages in conversation with others to Works effectively in a group and inspires questions and seeks clarification on any
Shows employees empathy and respect
show concern sincerely others to give optimum performance points that could be easily
misunderstood
Understands that other people may have
Remains positive and cheerful under Recognizes, manages and reduces stress Has a style and charm that immediately
D
different points of view and tries to see
pressure on oneself and others puts others at ease and disarms hostility
things from their perspective
Meets with department heads and Displays good negotiation skills by being Negotiates effectively with others paving
listens to their perspective on able to work with others to find a the way to mutual respect, trust and
organizational policies and procedures mutually agreeable outcome lasting interpersonal relations
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 59
Planning Group
The ability to work effectively with a variety of people and situations and adapts one’s thinking, behavior and style appropriately in dealing with change. Adapting to different ways of thinking
and doing things in a quick and a positive manner.
Adjusts to new work assignments and Accepts additional tasks and continues
Demonstrates willingness to adjust Readily accepts changes in work
priorities when necessary, mindful of to learn new techniques to get fast
thinking and behavior based on new processes and delivers prompt service in
new learnings that would be gained and results for clients’ welfare and benefit,
information and changes in people and different situations even when under
the opportunity to grow in the and the achievement of the
situations stress and pressure
organization organization’s goals and objectives
Adapts new methods to get best results
Recognizes new approaches and takes
Identifies practical approach to get the without delays to become consistently
Introduces alternative approaches suited the necessary steps to meet new
T
job done effectively within the given strategic in systems, processes and
to the needs of the situation demands to address dynamic changes
time frame competencies, especially in human
and challenges in the organization
resource functions
AF
Responds appropriately to changing Maintains focus when faced with Listens to new ideas and considers other Assesses the bigger picture and applies
circumstances competing circumstances people’s points of view common sense to address the situation
Highly aware of the organization’s long
term direction and the need to ensure Anticipates and adjusts strategies to
that the services of the organization ensure that practices are always current
keep pace with the changing needs of and effective
R the internal and external environments
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 60
Planning Group
COMMUNICATING EFFECTIVELY
The ability to generate, convey, receive, and respond to messages effectively regardless of situations or media platforms used.
T
comprehending oral and written keep difficult situation under control
simple/basic terms or word coworkers
information
Expresses ideas clearly and concisely in
Edits communication materials such as
Prepares simple communication and Drafts simple communication such as writing where written communication
AF
reports, letters, and memos and
consolidates reports applying basic transmittal letters, memos, advisories, outputs are used immediately in the
transforms them into concise, clear and
grammar, spelling and syntax etc. with minor revisions organization without the need for
relevant written communication
revisions
Informs regularly superior of workload
Informs superiors when concerns are Keeps superior informed about progress Frequently updates superior verbally of
and priorities and documents in a
brought to higher authorities and problems to avoid surprises current workload and priorities
concise and timely report
Provides simple explanation on basic Explains clearly the issues, policies and Understands quickly ideas and concerns
Listens attentively to ideas and concerns
of co-employees
R
policies and procedures inquired by
coworkers and other units, with
guidance from immediate supervisor
procedures and other pertinent
information to clients and co-workers
when asked for clarification
of co-employees and uses effective
verbal and non-verbal communication to
respond to their needs and concerns
Accurately interprets written orders and Writes to and interacts with peers,
D
Consistently demonstrates correct use of Writes letters and other communication
memos from higher authorities within superiors, and higher officials and
grammar, spelling, punctuations and that suits the writing style and other
the agency; keeps confidential classified authorities to communicate important
syntax in all written communication, requirements of the superior and the
info and shares nonconfidential data to updates and messages affecting the
document and reports agency as a whole
subordinates/peers agency
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 61
Planning Group
PROGRAM MANAGEMENT
The ability to lead a program from initiation to closure, managing scope, time and resources for successful project implementation to ensure that the project meets its development objectives.
T
strategies
Identify priority areas by consolidating
Understands the Program/Project gathered data on issues and concerns Converts analyzed data to measure the Oversees the implementation of projects
overview to meet the objectives of the Identifies issues and concern through status in the implementation of the and contingency measures based on
AF
department data analysis in crafting needs/ based programs and projects identified strengths and weaknesses
projects
Identify and conducts profiling of Craft, submit, and present proposed Forge sustained partnerships with
internal and external partners to identify Inform identified partners on the details projects to identified partners for stakeholders on the program life cycle.
possible inappropriate partners in of program life cycle resource generation and project Engage identified partners on the
program life cycle implementation different parts of the program life cycle
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 62
Finance Group
T
AF
R
This service/group includes occupations concerned with the generation, allocation and management of
government financial resources through a systematic and organized process of recording, examination and
D
interpretation of financial records and reports; the evaluation, formulation and installation of accounting, auditing
and management control systems; and budget evaluation, planning, forecasting and execution. It also includes
occupations concerned with revenue, customs, tariff and treasury administration; cashiering; processing of financial
claims, property appraisal; loan and assessment examination; assets liquidation; credit collection; and license
inspection.
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 63
Competency Model
Work Domain 1:
Management of
Work Domain 4:
government resources
Work Domain 2: Revenue, tariff and
through recording,
Evaluation, formulation Work Domain 3: Budget treasury administration,
examination and Work Domain 6:
and installation of evaluation, planning, cashiering, loan and Work Domain 5: Audit
interpretation of financial Common Competencies
accounting and auditing forecasting and execution assessment examination,
records and reports.
control systems asset appraisal and
(Management: Involves
liquidation
generation and
allocation)
Preparation and Establishing And
Processing of Financial Capital Expenditure and
Interpretation of Financial Accounts Reconciliation Maintaining Stakeholder Monitoring & Evaluation
Transactions Investment Evaluation
Statements and Reports Focus
Management Of Accounts Supplier Management And
Financial Forecasting Treasury Management Audit Planning
Payable Contract Management
T
Operating Within
Inventory Management and Mobilization Of Financial Conducting Audit
Government Procurement Tax Implications
Stock Control Resources Assignments
Systems
AF
Financial and Economic Application of Accounting Tax Controversy Auditing in an Automated
Transaction Processing
Aspects of Procurement and Tax Systems Management Environment
Accounting for
Communicating the Results
Applying Accounting Appropriations, Allotments,
Financial Analysis Tax Compliance of Audit Work to
Standards Obligations, Revenues and
Stakeholders
Expenditures
R
Fiscal Planning and Budget Procurement Negotiation Maintaining Effective Audit
Financial Management
Allocation And Negotiation Skills Services
Preparation of Budget Plans
Managing Audit
D
Financial Reporting and Annual Budget
Performance
Submissions
Participation in Budget
Continuous Improvement of
Hearings and Approval
Audit Quality
Procedures
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 64
Competency Model
Work Domain 1:
Management of
Work Domain 4:
government resources
Work Domain 2: Revenue, tariff and
through recording,
Evaluation, formulation Work Domain 3: Budget treasury administration,
examination and Work Domain 6:
and installation of evaluation, planning, cashiering, loan and Work Domain 5: Audit
interpretation of financial Common Competencies
accounting and auditing forecasting and execution assessment examination,
records and reports.
control systems asset appraisal and
(Management: Involves
liquidation
generation and
allocation)
Oversight Of Budget
Audit Frameworks
Execution
Implementation of Budget Auditing and Assurance
Execution Standards
T
Ensuring Desirable Budget
Internal Controls
Outcomes
AF
Preparation of Expenditure
Data Collection and Analysis
Program
Procurement Planning
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 65
Finance Group
The creation, production, consolidation, and interpretation of General Purpose Financial Reports, performance reports, statistical reports, and special purpose reports using accounting
standards and guidelines, and the principles of value and usefulness of information.
Complies with
Completes all regular month-end and Manages the work-plan for production
Assists in collecting and organizing data international best practice in order
year-end routines as assigned and of annual financial statements within the
needed for financial reports to improve the transparency of
guided by a supervisor stated deadline.
reports
Manages the work-plan for
Forwards analysis of in-year financial production of in-year (monthly)
Alerts supervisor immediately to
Provides key management information management reports to relevant financial management variance
any issues or concerns that are
T
to teams interpreting financial reports stakeholders, using language that they reports and statistical reports
discovered
can understand within the stated deadlines and
delivers to relevant stakeholders.
Explains key financial
AF
Assists willingly with addressing
Provides information requested by Consolidates consequences of management
issues and concerns pertaining to
auditors and informs management work of subordinates on reports in terms that can be
the closing of books and
of the information supplied. interpretation of financial reports. understood by non-financial
generation of financial reports.
managers and other stakeholders.
Manages month-end and year-end
Provides assistance in responding closure routines and adjusting Ensures items in
Documents items in
appropriately to requests from outside R entries, to prepare the information financial statements are
financial statements according to
parties for publicly available information in the computer system for documented according to proper
proper disclosure requirements.
as well as other user concerns monthly and annual financial disclosure requirements
reporting.
Assists with month-end and year-end
D
Organizes staff to
closure routines and adjusting
assemble data for
entries, to prepare the information in
reporting if it cannot yet be
the computer system for regular
automatically produced
reporting.
Sets tight but realistic
deadlines on the production of
accounting reports.
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 66
Finance Group
Managing payments, transfers, disbursements for services, maintenance and operating costs of the spending agency.
T
takes corrective action where necessary.
Maintains accurate records of
Coordinate and respond to clients
Government Disbursements and
diligently and professionally
Payments Processed.
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 67
Finance Group
Implements procurement activities in accordance with the procurement law, its Implementing Rules and Regulations (IRR) and government accounting and auditing rules and regulations to
ensure fair competition and transparency in providing a basis for post award contract management.
T
impede effectiveness. Committee meetings
Keeps clients and end users informed of Conducts due diligence on suppliers and
Assists with the assembly of data and tender formation and progress contractors; monitors current and Reviews tenders and contracts at each
documents for procurement tenders and requirements, takes end user views into completed contracts; and reports stage of the process, halting the process
AF
checks if they are complete. account and informs management of significant issues to appropriate where necessary to prevent error.
difficulties. personnel
Ensures proper documentation and Determines and manages the correct Drafting and negotiating complex terms
Validates data and information to be
safekeeping of procurement documents selection of procedures to be applied for and condition of contract clearly and
included in the tender documents.
and records procurement. understandably for and with end users
Communicates the full requirements and Generates monitors and
Takes corrective and restorative action
scope of tender procedures including controls the creation of standard
R
overall contract management, clearly
and promptly.
swiftly where breaches of the law or
procurement processes occur.
Manages disputes in respect of
procurement documentation and
guidelines within the law.
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 68
Finance Group
Analysis of financial accounts for contract optimization, selection of suitable contractors with capacity to perform the contract, accounting for procurement and the use of performance
indicators.
T
capabilities of suppliers and procurement strategy and tactics, and
analysis and the collection of selection of suppliers based on astute
recommends action in relation to the links this effectively to the budgetary
performance data. interrogation of the data.
information produced. planning and category management
processes.
AF
Assists in the preparation of reports that Makes recommendations based on costs Reviews and approves reports that will
Preparing ratio analysis and collecting
form the basis of making entries in the likely to be incurred as a consequence of be the basis of making entries in the
significant performance data.
accounts. procurement activity. accounts.
Assists with data verification and Assists in the preparation of financial and
Uses performance data to resolve
assessment of supplier capabilities as economic data and contributes
procurement issues.
directed. effectively to achieving outcomes.
Verifies performance indicators and Seeks specialist financial advice where
actions.
R
applies to prospective procurement
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 69
Finance Group
FINANCIAL ANALYSIS
Analyzing financial statements and data to provide insights about the financial performance and position of the organization over time.
T
capacity other than profitability statement types financial statement
Prepare and interpret performance and Discuss the limitations of ratio analyzes
Calculate ratios for assessing Calculate ratios for assessing
position of an organization using caused by internal and external factors
organization’s financial performance organization’s financial adaptability
financial statements based on financial statements
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 70
Finance Group
FINANCIAL MANAGEMENT
Compute the working capital Evaluate key financial impact on business Develop effective cash flow
Advise on cost of capital
management cycle decisions management strategies
Consolidate relevant information from
Monitor the organization's cash balances Determine the organization’s risk Develop and define management
balanced sheets, such as inventories,
and cash flows. appetite strategies to avoid cash flow problems
receivables, payables and cash
analyze various types of financing and Determine the organization’s cost of Review cash flow challenges by
Prepare control accounts, bank
funding strategies suitable for the debt, cost of equity and expected strategically managing weaknesses and
T
reconciliations and suspense accounts
organization returns threats to the organization’s finances
Calculate accounting ratios relating to Provide recommendations to Forecast immediate and future impact of Review cash flow challenges by actively
profitability, liquidity, efficiency and management on possible rate of return business decisions on finances and cash monitoring weaknesses and threats to
AF
position of investment flows the organization’s finances
Develop good relationships, especially
Provide cost-vs-benefit analysis on Support management strategies to avoid
with bankers, that may help mitigate
potential investments running into cash flow problems
cash flow challenges if they occur
Communicate well with internal Forecast immediate and future impact of
stakeholders on cash flows for various business decisions on finances and cash
projects R flows
Forecast immediate and future impact of
business decisions on finances and cash
flows
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 71
Finance Group
FINANCIAL REPORTING
Ability to properly record, classify, analyze and summarize financial transactions by adhering with the Generally Accepted Accounting Principles, GAM and other oversight agency rules and
regulations to produce complete, accurate, reliable and timely financial reports to be used in management decision-making.
T
Draft and recommends policies and
Assists in the preparation of financial Maintains a systematic compilation of Identify and correct common errors in
guidelines as regards to financial
reports in order to meet timelines financial records and reports the generated financial report.
reporting
Interprets the financial information Provide technical assistance on fiscal
AF
presented in the generated financial management and reporting issues
report (mentoring and coaching)
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 72
Finance Group
ACCOUNTS RECONCILIATION
The ability to carry out timely and accurate reconciliation of accounting control statements, including bank reconciliations, control accounts, revenue reconciliations, advances, and deposits.
Reconciliation involves elimination of errors and unclassified items, agreement of control totals, and, where necessary, verification against source documents.
T
reconciliation if an electronic required reconciliations swiftly and
handle implications of the financial responding with an appropriate
reconciliation fails. accurately, manually and on the
reports as reconciled. solution.
computer system
Shares ways in which effective
AF
Keeps log of all material issues and
Takes responsibility for solving reconciliation and control of
identifies location of sources of data makes exception reports to managerial
problems and identifying and accounting data is fundamental to
used for reconciliation level, with recommendations for
correcting unreconciled items the accuracy and integrity of the
resolution as appropriate.
accounting system
Documents issues raised by stakeholders Evaluating the scale of a reconciliation
in order to help improve operations and problem and responding with an
systems R appropriate solution.
Keeps log of all material issues and Correct errors and
makes exception reports to managerial irregularities, using advanced
level, with recommendations for bookkeeping skills where
resolution as appropriate. necessary.
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 73
Finance Group
T
Maintains the database of information refers to managers for higher level management strategies and applies
contract management and
relating to contracts. action, always seeks advice to solve such appropriate technologies to such
communications and relationships with
difficulties at source where necessary systems as appropriate.
suppliers.
and possible.
AF
Efficiently providing data to suppliers Uses information to ensure the
Holds data and records in a logical,
and contract end users, understanding compliance of suppliers with Recommends procedures to improve the
coherent and retrievable form enabling
their needs and determining when to procurement laws and IRR and to ensure performance of staff.
rapid use and response.
withhold sensitive data. effective monitoring of contracts.
Deploys ICT capability to meet
Keeps records of suppliers, goods and Organizes data for use by staff seeking to analyzes completions and provides
information gathering needs, applies
services being supplied or offered and shape and condition suppliers’ advice on risks, consulting with
R results to enable staff to improve
the performance of suppliers. approaches to government. management as appropriate.
contractual performance.
Produces contract data and initiates
Uses current and comparative data to
searches for relevant information that Responsive to the effects of actions on
create strategies to manage suppliers’
Carries out basic purchasing tasks. can be applied by managers, including suppliers and of the importance of acting
D
and contractors’ activities as they
the use of tools such as critical path responsibly and reasonably.
interface with the agency
analysis.
Scrutinizes the style and range of
Engages with users to communicate and suppliers’ approaches to government Builds exit strategies and risk profiles for
Reports any deviation from reasonable
receive information in respect to and prepares appropriate responses, contracts and initiates action as
and ethical approaches.
suppliers and contractors. seeking to stimulate and shape suppliers’ required.
offerings.
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 74
Finance Group
Deploys resources to meet the needs of Sets practices, strategies and tactics for
Gathers together data and information Schedules and manages contracts using
supplier management and contract handling monopoly suppliers or dealing
from disparate sources to inform appropriate tools such as Critical Path
management prioritizing actions as with situations with an inadequate
contract management. Analysis.
necessary. competitive base.
Uses a collaborative and fair approach
Using tools such as Critical Path Analysis Sets policy for post contract
with suppliers, and seen to be seeking
in scheduling contracts and in data performance and contract data
mutual gains without cost to the
management. management.
T
government.
Designing policies that avoid creating
conflict during procurement and
contract procedures.
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 75
Finance Group
Recording and managing of inventory through the determination of appropriate levels of stock, the calculation of economic stock holding, safe maintenance of stocks and re-supply to users.
T
condition of stock and promptly adverse indications and makes
manages stocks to minimize losses holding and inventory control.
addresses problems on site. corrections with or without supervision
as necessary.
Anticipates requirements for common
AF
Maintains accurate and appropriate Applying techniques for recording Considers risks to stock and the re-
items, and mindful of the periodic and
electronic and physical records in an relevant characteristics of incoming and supply system and require risk mitigation
seasonal requirements for common
efficient way. outgoing stock items. systems and plans to be prepared.
items
Applying appropriate techniques to Liaises closely with the accounting
Using computerized systems and
ensure safe, secured and appropriate function to ensure that the value of Considers non-standard stock holding
technology for stock and inventory
warehousing for all the stocks kept in stocks and inventories held and that techniques and payment routines.
management and reporting
inventory. losses of stock are minimized.
R
Engages with and informs end users of Calculating Economic Order Quantity
Determines what should be held and
stock availability, requisitioning (EOQ) requirements, overall stock Adopts lean supply and just-in-time
advises on the financial impact of all
requirements, shortages and difficulties holding needs and formulating timely methodologies where this is practical.
stock holdings.
as necessary. resupply programs.
D
Using appropriate techniques to Selecting and applying appropriate
generate analysis of utilization and methodologies to set policies for
inventory of stocks. qualitative stock holding.
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 76
Finance Group
Operate management information Apply the functionalities of the relevant Lead organization or business unit to
Use software and accounting systems to
systems to approve journals, Infocomm Technology systems and create technology-enabled finance and
input journals, transactions and events
transactions and events business processes tax functions
Review and approve journals,
Input journal entries, transactions and
transactions and events relating to sales, Retrieve relevant data from other Assess technological gaps in the
events relating to sales, purchases,
purchases, receivables, payables and systems in the organization organization
receivables, payables and cash
cash
T
Input journal entries, transactions and Review and approve journals,
Review and implement suitable systems
events relating to inventory, accruals, transactions and events relating to Provide user acceptance and testing of
and software for the organization
prepayments, capital structure and inventory, accruals, prepayments, capital new systems and software
including budgeting and feasibility
finance costs structure and finance costs
AF
Identify and leverage new technology,
Use system to determine and calculate Implement relevant Infocomm
such as cloud and mobile, to create a
Input data into the accounting system supplier and vendor Goods and Services Technology systems and business
technology-enabled finance function and
Tax (GST) payables and receivables processes
deliver insight and value to the business
Use system to generate reports on Liaise with system vendors on business Deliver analytics-driven insights through
corporate tax expenditure, assets and requirements for Infocomm Technology technologies to create a competitive
liabilities systems advantage for the organization
R Put in place staff training for new
systems and software
Evaluate impact of updates in the digital
industry on the technological systems
and business processes
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 77
Finance Group
Apply financial reporting framework prescribed by the relevant governing body to ensure all transactions meet regulatory requirements.
T
the new requirements under the accounting standards
frameworks
regulatory frameworks
Ensure the organization’s financial
Analyze the requirements of applicable Evaluate accounting judgments and
Maintain awareness of the changes in transactions follow new requirements
AF
financial reporting frameworks on more estimates, including fair value estimates
accounting standards under the updated reporting
complex areas of financial statements made by management
frameworks
Determine whether the significant Review accounting standards to identify Evaluate the impact on financial
Identify significant accounting issues accounting issues have been sufficiently changes and implications on the statements arising from changes in
and appropriately addressed organization accounting standards
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 78
Finance Group
Ensure the objective pre-audit and review of financial transactions in conformity with existing laws, rules and regulations for efficient and effective utilization of government funds and
properties.
T
submissions. identified
Provides update and information as
Leads in promoting efficiency and
regards to issuances such as DepEd
effectiveness in the processing of
Orders, COA Circulars, DBM Circulars,
AF
financial transactions through
and etc. to finance personnel and all
innovations
other concerned
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 79
Finance Group
FINANCIAL FORECASTING
Provides accurate and realistic financial estimates through systematic budgeting and cash forecasting in conformance to DepEd’s NDEP and DBM guidelines.
T
Learning Centers based on the vis prior year’s budget/appropriation
formulated guidelines
Reviews justifications for budget
AF
proposals
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 80
Finance Group
Mobilizes financial resources based on approved Annual Work and Financial plan for utilization within the limits of the expenditure program.
Prepares all needed information and Organizes the releasing of funds to Reviews and approves the utilization of
Champions the importance of
documents related to mobilization and ensure adherence to Annual Work and funds is in accordance with the approved
maintaining integrity of budget records.”
utilization reports Financial Plan appropriation or allocation
Evaluates any adjustments made in the
Records information gathered related to Takes responsibility in checking financial Takes the appropriate actions to respond
request for the utilization of financial
the report on the mobilization and documents and identifies items for to reported results and to handle
resources in alignment to the
utilization of funds adjustment implications of the financial reports
expenditure program made
T
Provides management with regular
Escalates to the proper channels when Evaluates immediate steps taken in
reports communicating the rate of
deviations or inconsistencies are resolving the deviations or
utilization of funds for Work and
discovered inconsistencies raised
Financial Plans
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 81
Finance Group
TRANSACTION PROCESSING
Creates accurate and timely accounting records through appropriate recording of authorized financial transactions.
Performs accurate processing of Alerts supervisor to data that is unusual, Examines processed data for Sets standards to achieve speed,
transactions as scheduled and carries out and immediately asks for advice on reasonableness and accuracy and accuracy, efficiency in transaction
transactions in the correct sequence difficult transactions or problems that produces control summaries for all work processing, balancing availability of
based on prescribed workflow. cannot be solved. processed resources with demand
Reviews source documents based on Maintains and ensures adherence to Reviews and evaluates suggestions for
Identifies accounting data that needs
arithmetical accuracy and authorization, user manuals for all staff involved in improvement and additional use
further processing
legality processing transactions. requirements
T
Identifies system implementation, and Examines work to be done based on
Takes immediate steps to resolve issues
Assists swith queries relating to difficult operational issues, suggests actual processing times and assigns work
and problems raised by auditors and
transactions improvements and updates system accordingly considering workloads and
other stakeholders.
documentation for enhancements deadlines
AF
Leads the efficient execution of the
Reviews the appropriateness of the
Prepares exception reports for team’s workload by taking the lead on
Unified Account Code Structure (UACS)
management high-priority and high-volume processing
code for each transaction.
tasks
Enhances work effectiveness by
Monitors action taken on systems
clarifying work processes and
implementation, operations, and
computerized accounting
R improvement issues
systems of the FMIS.
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 82
Finance Group
T
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 83
Finance Group
Develop budgets, including the use and application of key metrics for budget planning, development, program delivery, audits, assessment of program outcomes and allocation or reallocation
of resources necessary to meet the organizations needs in a manner compliant with relevant laws, rules and regulations.
T
reports regularly, and updates them in experienced judgement to ensure that
solved, and asks for advice on difficult of budget process tasks
light of changing macroeconomic and any budget changes are aligned with
transactions
fiscal circumstances to meet targets policy objectives
Coordinates and collaborates with other Sets and clarifies for staff the deadlines Authorizes changes to budget
AF
Helpful to budget units, other entities
fiscal and economic agency staff to for budget formulation in line with preparation processes and the allocation
and agency counterpart staff with their
improve macro-economic and fiscal budget circulars and instructions from of resources in an informed and timely
queries
forecasts government manner
Producing analysis of budget vs. prior Gives clear instruction to staff on
Checking the arithmetical accuracy and year actual results to determine changes in budgeting policies or Evaluates budget proposals against pre-
authorization of source documents reasonableness of proposed resource methods, including changes to cost defined criteria
allocations
R allocations
Interacting with technical and Estimating staffing requirements for
Applying statistical modelling techniques
supervising staff to obtain clarity on budget processing tasks and resources
to knowledge of macro-fiscal linkages
collaborative tasks available for more advanced tasks
Identifying possible improvements to
D
management information and budget
allocation processes
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 84
Finance Group
Produces accurate, clear and Focuses budget programs towards the Monitors and evaluates budgets,
Inputs data and updates records
comprehensive schedules of annual achievement of targeted results to meet forecasts and performance reports
accurately according to the FMIS
budget preparation for approval by annual budget formulation deadlines regularly to ensure sound support to
operational manual and guidelines
management and outcomes decision-making.
Manages the allocation of resources in
Follows instructions to produce Effectively manages multiple budget
Meets annual budget output and annual budget formulation within
complete and accurate lists of formulation teams to meet annual
reporting deadlines budget ceilings and ensures consistency
inventories with costs and payables data budget deadlines.
T
with medium term budget plans
Consults and coordinates with planning
Identifying possible improvements to Negotiates with departments and
Inputting data and updating records and operations counterpart staff on the
management information and budget budget units to establish a credible
using the FMIS targets, programs, and budget
AF
processes budget
requirements of the agency
Reviews the cost estimates used in the
Identifying and applying appropriate Includes civil society organizations
Applying the UACS and updates correctly budgeting process to ensure realistic
tools and techniques in achieving (CSOs) and other citizen stakeholders in
to budget tasks computations have been made with
budgeting paradigm change. the budget preparation process
evidence-based documentation
Reviews and validates cost estimates
Controls and manages the
Uses FMIS reports and analysis to inform used in the strategic and annual budgets
R
managerial decisions
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 85
Finance Group
Representing the department in budget hearings to defend the budget that has been formulated and to present a case to the government that will show excellent delivery of service and value
for money.
T
budget negotiations for budget justifications rationale for making those changes
Constructing spreadsheet summaries of
Anticipates all probable issues that will Enthusiastic to be at par with
Obtains and maintains pertinent source data, including exporting FMIS reports to
arise in budget deliberations and international best practice in order to
documents to support budget proposals spreadsheet to enable changes in layout
AF
compiles supporting evidence improve the transparency of reports
or format
Operating the FMIS to generate Explaining the key financial Reviews budget performance indicators
appropriate reports to support consequences of budget proposals and for outputs, outcomes and impact to
negotiations, including selecting management reports in terms that can ensure they are measurable at the
appropriate data from the FMIS in be understood by non-financial minimum of cost and are
response to requests from supervisor managers and other stakeholders. understandable.
Identifying key points from the data and
concisely.
R
presents data analysis clearly and
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 86
Finance Group
The ability to effectively review budget set against actual expenditure (outturn), assess and approve reallocations, and analyze and explain variances.
T
realignment or procurement are within realignment, providing it conforms to
variations and realignment before giving budget variation requests
approved budget ceilings, cost structures legislative and regulatory requirements
advice to management
and limits of the budget law
Consults with colleagues and uses FMIS
AF
data to make informed analysis of
Makes recommendations on budget Uses FMIS analytics to determine up-to- Using in-depth knowledge of the budget
requests for Commitments, ensuring
management tasks for the deliberation date situation and minimizes extraneous and budget law to review and approve
that budget amounts are still available to
of management data for reporting to management the recommendations to management
meet Commitments of the implementing
agency,
Checking budget expenditure and Leads staff to inquire on any budget Uses FMIS reports to inform Interpreting the current budget law with
variation requests for completeness and variation to ensure that variation is
R management decisions (Budget vs. regards to moving and adjusting the
accuracy within the budget law Actual + Commitments) budget
Makes explicit reference to procurement Identifies possible improvements to Using appropriate tools and
laws and ensures that the proposed management information and budget methodologies for achieving budgeting
procurement is within agreed budget analytical processes paradigm change
D
Advises staff on the appropriate mode of
Recommending accounting adjustments
procurement, ensuring the proposed
for budget realignment and other
procurement is within the approved
budget adjustments
budget
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 87
Finance Group
The ability to effectively review budget set against actual expenditure (outturn), assess and approve reallocations, and analyze and explain variances.
T
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 88
Finance Group
The ability to control government expenditure within the agreed budget law and allocations. This competency goes deeper into the management of the budget and addresses the actual
budget expenditure process to ensure budget expenditure remains within the plan and is directed as planned towards government policy and specific outputs and outcomes.
T
accompany any requests for Generates Commitment reports for the
decisions (Budget v Actual + particularly on Commitment
commitment, particularly within use of senior management
Commitments) authorizations
authority levels of the budget entity
Analyzes and reconciles requests for
AF
Generates Commitment reports for Identifies possible improvements to Manages the allocation of resources in a
Commitment to ensure they are within
programs and projects matching loan management information and budget timely manner by issuing Commitment
budget, within cost structures and within
drawdowns to expenditure analytical processes. approvals
limits of the budget law
Reviews the compilation of procurement
Ensures that the procurement law is
and specification documents to make
followed in all proposed procurement Reviews requests for Commitments
recommendations on procurement
requests and that procurement ensuring a harmonization between the
R method and ensure that the proposed
documentation and compilation of budget and to the outcome
procurement commitment is within
specification documents are complete.
agreed budget
Using FMIS to approve Commitment and
expenditure under the appropriate
D
budget lines
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 89
Finance Group
Ensuring that resources are utilized in accordance with the budgeted purpose, value for money is achieved (obtaining maximum benefit with resources available) and that the lessons are
carried forward to subsequent budget preparations.
Reviews and validates cost estimates Reviews the cost estimates used in the
Produces lists of inventories with costs Uses FMIS information to inform
used in the strategic and annual budgets budgeting process to ensure realistic
and payables data in a timely and decisions on budget ceilings for budget
having regard to macroeconomic computations have been made with
accurate manner entities.
indicators issued by the government. evidence-based documentation.
Monitors and evaluates budgets,
Applies an enquiring mind to ensure the
Prepares the information required for forecasts and performance reports, with
Identifies any cost estimates that cannot activities being proposed in the budget
compiling cost estimates including particular emphasis on the cost of goods
be verified and appear to significantly actually meet policy objectives with pre-
T
evidence-based documentation in a and services within the budget
differ from prevailing cost norms. determined outcomes based on
timely and correct manner. parameters, investigating widely
appropriate cost-benefit analysis.
fluctuating costs.
Applying judgement on the variations to Evaluating annual budget proposals
AF
Maintains a good filing system of cost accepted cost norms, as reported by the based on (i) compiling accurate cost
Uses FMIS to scrutinize cost data and
data and is alert to different factors technical analysts, and to making information; (ii) investigation of major
inform managerial decisions
affecting costs. recommendations to management on variances’ from accepted cost norms –
the submitted budgets. either negative or positive.
Analyzes budget submissions with regard Managing the paradigm shift of
to value in the current market and with traditional budgeting to performance
Updating costs database from suppliers’ Interpreting the analytical reports
R regard to macro-economic data, such as budgeting; from budget authorization to
statements, cost norms, and trends produced by technical analysts.
inflation, provided by DBM in the budget budget oversight, but with emphasis on
circular. value for money.
Reviews and validates cost data against Applying inflation and foreign exchange Making informed analysis and decisions
source documents to ensure accuracy techniques to the cost structures of the on the recommendations to
D
and completeness. strategic plans and annual budget plans. management
Validating cost estimate data input in
Applying budget and expenditure
budget submissions and communicating
classifications when analyzing cost
any significant cost variations using cost
structures of goods and services.
norms.
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 90
Finance Group
Produces and communicates the monthly expenditure program using all relevant and available historical data to the highest degree of accuracy possible.
T
disbursements.
Prepares draft expenditure profile for all
expenditure items accurately and on
time.
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 91
Finance Group
PROCUREMENT PLANNING
The ability to effectively undertake procurement planning, programming, project management, and requirement specifications to facilitate achievement of organizational or agency program
of work, goals and targets. Procurement should support plans, goals and targets such that acquisitions are undertaken within the specific acceptable timetable, budget and to appropriate
specifications.
T
complete records and bases for effective procurement processes, reporting these administrative guidelines for
of ICT systems available to procurement.
procurement planning. and re-scheduling for final delivery of the procurement planning.
project.
Identifies and initiates the propagation
AF
Instigates the timely development and
Identifies and selects the most suitable and flow of data and information Providing high level guidance and taking
implementation of procurement plans to
procurement methodology based on required to all concerned in the effective decisions in relation to costly and
ensure the most effective use of agency
agency needs. delivery of the procurement plan (the politically sensitive procurement items.
funds.
communications strategy).
Piloting new systems and procedures for
Uses ICT effectively in developing
Prepares the annual procurement plan in preparing or consolidating procurement Provides guidance and direction on the
systems for the preparation of Annual
a judicious and punctual manner.
R plans of the different units and projects, conduct of procurement planning.
Procurement Plans.
whether manual or computer-aided.
Balances competing priorities to ensure
Taking account of the organization’s Promotes adoption of new technical
that the overall objectives of the
operational requirements and setting skills and systems application in
department or unit are met within the
D
the procurement program accordingly procurement planning.
overall resources available.
Sets practical deadlines for annual Assists technical and administrative staff Favors and demonstrates complete
procurement plans of projects, with difficult aspects of procurement ownership of and involvement in
organizational units and other end users. planning. procurement planning.
Preparing business cases and business
proposals.
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 92
Finance Group
Assess investments based on alignment with strategies, affordability, acceptable returns and prioritization of options.
T
payback techniques for investments present value (NPV), internal rate of period capital rationing and/or have
techniques to assess investments
return (IRR) and modified internal IRR unequal lives
and their impact on the business
Provide views and recommendations to
AF
Analyze the strengths and weaknesses of
address the impact of the various
Calculate ARR for investments accounting rate of return (ARR) Evaluate cost of capital and risk
investment appraisal techniques on the
technique to assess investments
project
Analyze the strengths and weaknesses of
Recognize risk using the certainty
Calculate NPV for investments net present value (NPV) technique to
equivalent method
assess investments
Analyze the strengths and weaknesses of
Calculate IRR and modified IRR for
investments
R
internal rate of return (IRR) and modified
IRR technique to assess investments
Determine adjusted present value
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 93
Finance Group
TREASURY MANAGEMENT
Balancing and optimizing the organization’s cash needs and cash balances, to determine the optimal financing of working capital and manage foreign exchange and interest rate exposures.
T
funding requirements of the the goal of maintaining financial stability
investing losses to the financial institution
organization and hedging against risk exposures
Calculate the exposure of interest rate Determine funding requirements and Review weighted risk calculations and
Evaluate the tangible and intangible
risk across different regions, clients and endorse funding plans for the determine capital buffers for the
AF
economic benefits of the investments
products organization organization
Analyze working capital and funding
Oversee hedging strategies to manage requirements and review corporate
Calculate foreign exchange risk exposure Identify cash flow gaps
risk exposures treasury policies and financial
instruments
Analyze and review corporate treasury
Calculate capital adequacy ratios R Develop contingency funding plans
policies
Validate analysis on organization’s cash
and financial health
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 94
Finance Group
TAX IMPLICATIONS
T
Consult tax experts to resolve tax issues
systems accordingly the resolution of tax issues and regulations on the audit plans
Prepare tax computations and reports
reflecting the changes
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 95
Finance Group
Respond to tax queries from the authorities with completeness, relevance and accuracy.
T
Evaluate business processes and/or Review responses to straightforward tax Approve responses by ensuring
procedures in managing tax
decisions to draft response queries completeness, relevance and accuracy
controversies
Anticipate internal and external changes
AF
that may lead to tax controversies
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 96
Finance Group
TAX COMPLIANCE
Evaluate tax computations and systems to ensure compliance with statutory tax obligations.
T
Prepare tax returns for e-filing
accurately on tax compliance for the team processes, standards and alert points
Prepare other tax-related statutory e- Implements alert points on critical Roll out new technologies to aid tax
Prepare complex tax returns for e-filing
filings compliance indicators compliance
AF
Analyzes data on business, economic,
Identify developments that impact tax tax, accounting or technological
Compile proper documentation for tax Review past and ongoing tax compliance
compliance work for client and/or developments locally and/or
returns standards
organization internationally that have impact on tax
compliance
Identify evolving tax systems and tax Anticipate new compliance standards for
Analyze tax provisions changes locally and/or internationally
R Analyzes draft tax policies or guidelines the team or organization based on tax
that have impact on tax compliance developments
Analyzes and review existing and draft
tax and tax-related developments that
have impact on tax compliance
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 97
Finance Group
Enabling the success of the procurement by negotiating mutually satisfactory outcomes for all parties involved in the procurement and contracting processes.
T
negotiation and quantifies these
necessary during negotiations. data to supply the negotiation team. offered.
positions.
Supporting the negotiation team without Identifying and analyzing options and Bringing negotiations to a close when
Recording, recalling and reproducing
breaking the negotiation team’s progress communicating these clearly and appropriate and favorable to the
AF
outcomes of a negotiation.
or concentration. concisely. government.
Explaining complex procurement issues
Mindful of the constraints involved in Deploys available tools, techniques and
to non-experts, particularly politicians, in
the negotiations and of the legal resources to secure positive outcomes
a way that secures their agreement and
framework for procurement. for the government.
commitment to the outcomes.
Balancing political, ethical, managerial
Sets and, as necessary, varies agendas, Evaluates options and prepares for the
and professional considerations to
R
styles, language, terminology and
approaches quickly during a negotiation.
Reading and interpreting body language
achieve a demonstrably legal, fair and
ethical outcome.
most advantageous position for the
negotiation
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 98
Finance Group
The identification and articulation of audit objectives, scope and responsibilities to respond appropriately to the expectations of audit stakeholders while maintaining independence and
objectivity, including governance, risk management and internal control; and creating awareness of improvement and innovation.
T
Creates a climate in which audit Applying relevant knowledge to stakeholder relations including
reactions and, where possible, pre-
stakeholder feedback is encouraged. individual audit assignments. persistent failure to implement
empts them.
corrective actions recommended by
auditors.
AF
Deals with audit stakeholder enquiries, Champions greater management
Informs stakeholders promptly of any Implements approved auditing standards
requests and complaints and to ensure awareness of the beneficial contribution
unplanned delays. and ethics at all times.
their resolution. of the IAS.
Analyzes feedback from audit
stakeholders and takes action as Liaises with oversight agencies
necessary.
Uses professional judgment to evaluate
R
issues that may affect the outcome of
the audit
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 99
Finance Group
AUDIT PLANNING
Understanding of audit entities, assessing risk for audit planning purposes, developing draft Strategic Audit Plans (SAPs), conducting consultations, obtaining required approvals, developing
Annual Audit Plans (AAPs), and periodically reviewing audit plans.
T
background information about the auditees and audit staff to rapidly bodies to minimize duplication and
implementation of appropriate Strategic
objectives, risks and controls, relevant to identify the scale and severity of risk disruption and while achieving audit
and Annual Audit planning processes.
individual entities. facing the relevant auditees. objectives.
Reviewing draft audit plans, match them
AF
Coordinates the implementation of an Updating audit plans for changes in the
Applying diagnostic information to existing resources and staff
approved, standard Strategic Audit business and technological
collection techniques. capabilities and identify the options for
Planning process. environments.
any mismatch.
Collating information from management Coordinates the completion of Ensures that training needs for the Reviewing audit plans and determine
and other experts about business risks preliminary surveys of entity level formulation and implementation of whether they address the needs of
and applying an approved method for objectives, risks, and controls for audit Strategic and Annual Audit Plans are stakeholders and contain an appropriate
the prioritization of risk. planning purposes.
R assessed. mix of audit services.
Drafts Strategic Audit Plans that Submits Strategic and Annual Audit Plans
prioritize areas to be audited over a for approval identifying the resource and
long-term period and the audit resource training implications including those risks
implications for review by an immediate that cannot be addressed by existing
D
supervisor. audit resources
Translates the approved Strategic Audit
Arranges the training of auditors in the
Plan into operational Annual Audit Plans
skills required to formulate and
that take account of changes in
implement Strategic and Annual Audit
organizational objectives and risks over
Plans.
the period of the long-term plan.
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 100
Finance Group
Using an audit methodology that is consistent with international standards on public sector audit for selecting a process for audit, planning an audit assignment, documenting a process,
assessing risks and controls in a process, assessing the performance of processes, identifying control gaps, conducting audit tests, and accurately recording audit work.
T
with audit team leader. managing audit files. engagements. conducive to the successful completion
of audit assignments.
Assists other audit staff to identify and
Supports the relevant audit function to
Discusses audit scope and objectives collect evidence relevant to the planning Monitors performance of audit
AF
resolve conflicts undermining the
with auditee prior to the conduct of and conduct of individual audit assignments in all stages of the audit
achievement of audit and organizational
audit. assignments; and apply relevant audit process
objectives.
procedures, tools, and techniques.
Facilitates the resolution of issues that
prevent or distract the audit function
from achieving assignment objectives
.
R Ensures support of senior management
in the conduct of audit work.
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 101
Finance Group
Measuring the impact of IT on auditing, understanding the IT control structure, using computer assisted audit techniques (CAATs), and making effective and efficient use of IT for audit
purposes.
T
processes and procedures capable of assignments that require the application techniques by auditees and other
statistical software as appropriate.
automation. of IT auditing techniques. stakeholders.
Implements improvements in audit
Informs superiors to consider additional
Maintaining electronic working papers in quality and efficiency resulting from the
AF
specialist audit support to achieve audit
accordance with approved standards. better use of IT for audit management
objectives, when need arises
and administration.
Gathers information about IT assets
critical to meeting business objectives
and reporting requirements including IT
threats, vulnerabilities, risks, and
R controls.
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 102
Finance Group
Summarizing findings and formulating audit recommendations; preparing the draft audit assignment report; reviewing findings and recommendations internally; servicing audit exit meetings;
issuing final audit reports; and checking the implementation by the auditee of corrective actions.
T
implementation of audit recommendations by consulting additional ones only where justified to
inclusion in audit reports and
recommendations for corrective actions. stakeholders when drawing up audit mitigate genuine business risk.
memoranda.
recommendations for corrective actions
Clearly relates corrective actions to audit analyzes audit communications and
AF
Identifying and collecting evidence about Prepares draft communications to
objectives, are based upon fully alerts other members of the audit
the implementation status of corrective relevant stakeholders in the approved
evidenced findings, are practical, and function to trends in the effectiveness of
actions. format.
written in SMART format. risk, control and governance processes.
Ensures that the multiple audit teams Contributes directly to the audit
Contributes material for inclusion in operate procedures to communicate opinions contained in individual audits
Escalates non-implementation of
audit communications where relevant audit results and recommendations that based upon the wider perspective
corrective actions when necessary.
from a wider policy perspective. R are consistent with approved audit afforded by the supervision of multiple
procedures. audits.
Developing audit recommendations to Quantifying the risks of failure to
Ensuring that critical findings, and those Reviewing audit work and determine
address relevant risks and/or improve implement corrective actions and the
of general application, are reported which findings are to be included and
internal control, reporting and residual risk after implementation
D
promptly to relevant senior staff. communicated to stakeholders.
governance processes wherever possible.
Drafting audit communications in Cross-referring recommendations and
approved standards including format, audit opinions to working papers
style, and timeliness that need minimal containing clear and sufficient evidence
revision. to support them.
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 103
Finance Group
Summarizing findings and formulating audit recommendations; preparing the draft audit assignment report; reviewing findings and recommendations internally; servicing audit exit meetings;
issuing final audit reports; and checking the implementation by the auditee of corrective actions.
T
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 104
Finance Group
Providing a balanced mix of audit services, delivering audit services appropriate to audit objectives, applying due professional care, matching audit services and audit objectives, gaining access
to people and records, enhancing audit services to reflect changes in the agency/control environment, and maintaining a learning environment.
T
proposed services that will improve the that will improve the effectiveness of the
services to auditors carrying out audit work.
effectiveness of the audit function audit function.
Identifying potential changes in audit
Provides audit services appropriate to Arbitrates in cases of disputes
Implementing agreed changes to audit services that will improve the
AF
the approved objectives and scope of an concerning the access of auditors to
processes and procedures. effectiveness of the audit objectives and
audit assignment. people and records.
function.
Maintaining a network of audit
Ensure that training is implemented by Monitors new audit processes, tools and
experience and assimilate examples of
audit staff to other members of the audit techniques for their appropriateness for
modern and best audit practices
function use in the Philippines context.
implemented elsewhere.
Ensures that the audit services provided
R
Supporting audit change management
arrangements.
Keeping up to date with changes in
by an audit function remain compatible
with its mandate and approved role.
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 105
Finance Group
Measuring the role and benefits of audit performance, using quantitative measures, qualitative measures and/or a ‘balanced scorecard’ approach. Performance management of audit activities
means involving members of staff as individuals and as a group in improving their effectiveness in achieving audit objectives.
T
interested in different aspects of audit the audit function.
services.
Establishes appropriate performance
metrics and targets for the audit
AF
Optimizes the use of available audit Considers trends extracted from time
function and implements effective
resources when allocating work to audit series when monitoring audit
arrangements for the collection analysis
teams. performance.
and distribution of performance
information.
Where possible, allocates work and
Implements arrangements that increase assembles audit teams that increase
the accountability of the audit function.
R future audit performance by widening
the dissemination of audit skills.
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 106
Finance Group
Controlling and improving, as necessary, the quality of audit work in accordance with prescribed quality control policies and procedures, implementing continuous and periodic audit quality
monitoring and improvement activities.
Ensures that the audit files for individual Reviewing audit working papers for
Ensures that quality checklists are
Applies approved quality control audit assignments include individual assignments and taking action
completed by relevant staff throughout
instructions. comprehensive and completed quality to ensure that audit work carried out
the audit process.
control documents. conforms to quality standards.
Implements procedures and instructions Applies approved audit quality control Reviews audit reports and other audit analyzes feedback from stakeholders and
for the completion of audit quality procedures when carrying out specific outputs to ensure that they are of the proposes actions to improve audit
control documents. audit assignments. desired quality. quality as necessary.
T
Proactively seeks feedback from Reviewing the amalgamated audit
Carries out all audit work according to Enforces completion of all quality stakeholders with a view to universe and the method followed for
approved quality standards documentation implementing continuous improvements annual risk assessment leading to the
in audit services audit plan.
AF
Comparing the efficiency and
Analyzing quality documentation and
Maintains the content and standard of Supports the implementation of a effectiveness of the audit function based
identify and implement changes to audit
audit files. Quality Improvement Plan on standards and benchmark
protocols as necessary.
information.
Implements Quality Improvement Plan,
Revises and re-drafts quality control Implementing audit techniques and to ensure that there is a sustainable
documentation as necessary. methodology for testing controls improvement in the quality of all audit
R
Assists in maintaining audit quality by
informing audit management of
services
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 107
Finance Group
AUDIT FRAMEWORKS
T
ethics
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 108
Finance Group
Use applicable auditing and assurance standards to carry out auditing and assurance activities.
Performs engagement procedures in Identify impact on the engagement Evaluates impact on overall engagement Determine whether engagement is
accordance with applicable auditing and arising from changes in auditing and arising from changes in auditing and performed in accordance with applicable
assurance standards other assurance standards other assurance standards auditing and assurance standards
Guide the engagement team to perform
Identify sources where changes to Ensures latest auditing and assurance
Ensure team is kept up to date with the engagement in accordance with
auditing and assurance standards are standards are archived and disseminated
latest auditing and assurance standards applicable auditing and assurance
published or announced in a timely manner
standards
T
Maintain awareness of the changes in
auditing and other assurance standards
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 109
Finance Group
INTERNAL CONTROLS
T
Identify key controls and conduct tests
Advise board/Secretary and senior
for operating effectiveness of key Assess effectiveness of processes to
Ensure compliance with internal controls management on improvement initiatives
controls within the processes under monitor compliance of controls
to improve controls
review
AF
Identify control gaps and significant Review results of control gaps from Develop internal control frameworks and
discrepancies or weaknesses not evidence collected and proposals made influence internal controls for the
addressed for improvements organization
Develop internal control frameworks for
the Internal Audit department in-line
Assess residual risks after taking into with the Committee of Sponsoring
consideration of mitigating controls organizations of the Treadway
R Commission (COSO) internal controls
framework
Guide development of internal controls
for other departments in the
D
Assess internal control framework
organization according to the COSO
internal controls framework
Advocate adherence to and adoption of
Assess adequacy and effectiveness of
internal control framework across the
controls
organization
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 110
Finance Group
Collect, extract and interpret data according to defined requirement to obtain business insights.
T
and priorities of the organization’s
collection processes and tools capabilities appropriate recommendations
strategies and plans
Conceptualize new data collection,
Evaluate integrity of data to ensure Use routine and/or advanced analytics Link data analysis findings to business
analysis and interpretation techniques,
AF
appropriateness of data quality to identify trends, exceptions and insight objectives
and data sources
Create storyboards of data findings to
Review business insights to inform communicate appropriate messages and
Select appropriate techniques and tools Interpret findings to obtain business
decisions required and make insights Communicate high-risks areas to
to extract data based on requirements insights
recommendations for improvement process owners, senior management and
board
Communicate opportunities and insights
Ensure sufficiency and adequacy of data
required for data analysis needs
R
Present insights of business performance
and trends for audit considerations
Develop, validate and test hypotheses
Review data collection and analysis
activities for quality assurance
derived from data analyzes to senior
management and board
Organize collected data for analyzes defined for each data analysis activity to
D
determine accuracy
Develop and organize reports to capture
Conduct preliminary analyzes of data for
and communicate interpreted data and
review and verification
data analysis findings
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 111
Finance Group
Gathering and evaluating data on to ensure that on-going programs and activities are carried out in alignment with the department’s objectives and are achieving the intended results.
T
actions to narrow the gaps
Maintains and updates databases of all Reviews and analyzes data to validate
Checks status against a proforma Institutes measures that will effectively
R&D projects/ activities for effective M & the presence of anomalies and confirm
checklist address the gaps identified
E observations or findings
AF
Leads others to use the developed M/E
tools and system for programs/projects
Initiates design of information systems,
databases for effective monitoring and
evaluation of projects and activities
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 112
General
Administrative
Group
T
AF
R
D
This service/group includes occupations concerned with administrative functions such as human resources,
supplies and records management; and executive, judicial and legislative staff assistance. It also includes
occupations concerned with clerical, secretarial, stenographic, and lodging services.
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 113
Competency Model
Work Domain 2: Office, records and Work Domain 3: Executive, Judicial and
Work Domain 1: Human Resources Work Domain 4: Common Competencies
Information Management Legislative assistance
Change Management Records and Information Management Risk Management and Administration Communicating Effectively
T
Learning and Development Report Writing And Documentation
AF
Onboarding
Organisational Analysis
Organisational Design
Performance Management
R
D
Strategic Workforce Planning
Succession Planning
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 114
General Administrative Group
CHANGE MANAGEMENT
Implement organizational change smoothly as well as manage reactions to ensure seamless transition during change.
T
processes and policies to identify areas
own scope of work to improve work programs and initiatives in accordance organization to achieve desired strategic
of improvement for appropriate change
processes with implementation plans business outcomes
management programs and initiatives
Guide development of change
AF
Assess progress of change management Develop change management strategy management strategy in accordance
Support implementation of change when
processes and procedures to manage and change management programs in with organizational culture, taking into
required
challenges and opportunities consultation with management consideration interests of relevant
stakeholders
Support monitoring of effectiveness of Monitor and evaluate outcomes of
Create an environment conducive for Build an environment ready for change
change management programs and change management programs against
change management management programs
initiatives program me-specific objectives
R
Present project performance outcomes Sponsor change management programs
to relevant stakeholders in accordance and initiatives to gain buy-in from Lead change in line with strategic plan
with organization procedures relevant stakeholders
Evaluate and refine change management
D
Implement continuous improvement Implement change management
strategy in accordance with
processes and systems to ensure strategy in accordance with
organizational culture and interests of
sustainable change implementation implementation plans
relevant stakeholders
Communicate change management Monitor, evaluate and refine change
strategy, change management program management strategy and programs in
me specific objectives and accordance with desired organizational
implementation plan to employees outcomes
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 115
General Administrative Group
Drive employee engagement programs to facilitate commitment from employees to organizational values, vision and objectives.
T
engagement surveys programs according to plan employee engagement insights plans to increase employee engagement
Collect data and feedback from
Monitor progress of employee Establish the employee engagement Develop policies to proactively engage
employees on employee engagement
engagement activities strategies for the organization the workforce
AF
programs
Ensure confidentiality of employee Secure buy-in and support from business
Measure the effectiveness of employee Align employee engagement plans with
engagement data according to stakeholders to implement corrective
engagement programs overall business strategies
organization procedures action plans
Translate the insights gained from
Identify communication channels to Review effectiveness of employee
employee engagement programs into
support employee engagement activities engagement programs
R corrective action plans
Evaluate impact of employee
engagement levels and their drivers on
organization effectiveness
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 116
General Administrative Group
FACILITATION
Facilitate workshops with the intent of guiding, mentoring and leading participants to move through the process of learning and planning.
T
Organize workshop activities and Guide the allocation of resources and
Develop and align workshops and
programs for the intended business Facilitate workshops for the organization expenditure of workshop production
programs with business purposes
purposes expenses
Review production schedules to ensure
AF
Propose optimal workshop flows to
Review and edit workshop collaterals to that all the assumptions on the Develop best practices for facilitation
maximize audience engagement and
ensure adherence to workshop goals requirements of the workshop such as techniques
participation
location and equipment are realistic
Consult to provide best practices for
Assist facilitators to conduct small-group
public speaking and facilitation
breakout sessions
techniques
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 117
General Administrative Group
Define and evaluate job requirements and expectations against specific metrics, structures or systems.
T
refinements to job descriptions and role
evaluations and responsibilities of a job continued relevance
clarification processes
Communicate information on
Explain rationale and supporting
methodologies and tools used in job Develop job descriptions Review job analysis processes
AF
evidence for job evaluation outcomes
evaluation to relevant employees
Document input on activities performed Analyze current job descriptions to Oversee job evaluation processes to
by job incumbents ensure continued relevance ensure that proper methods are applied
Disseminate endorsed job descriptions Present job evaluation results to senior
Identify unique job roles to be evaluated
to relevant parties stakeholders
Evaluate the sizes of jobs against
R
Qualification Standards (QS)
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 118
General Administrative Group
Manage labor relations to support, enhance and strengthen the relationships amongst trade unions, work councils and employee forums.
Identify labor practices and compliance Design labor relations frameworks and
Enhance labor relations at the workplace Establish labor relations strategies
requirements in organizational context policies to support the strategies
Liaise with involved parties to validate Direct the preparation and
Design programs to enhance positive Analyze impact of national policy
credibility of claims to support collective implementation of collective bargaining
relations with trade unions changes on labor relations practices
bargaining agreements
Influence representatives of
Communicate solutions to involved Determine the organization's position to Lead the collective bargaining processes
government, union heads, and external
T
parties prepare for collective bargaining to achieve mutually agreeable outcomes
HR leaders
Negotiate with trade unions, work Formulate effective labor relations
Evaluate market trends related to labor
Document labor relations activities councils and employee forums on labor- strategies to enhance working
relations practices
AF
related issues relationships between all parties
Develop systems and processes to
Document collective bargaining Implement programs to enhance
implement agreed outcomes of Review collective bargaining agreements
processes and the outcomes relations with trade unions
collective bargaining processes
Implement solutions to resolve labor Analyze labor-related issues at the
Draft collective bargaining agreements
relations issues workplace
Build networks with representatives
R from government and trade unions
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 119
General Administrative Group
Plan employees’ learning and development activities to maximize employee contribution as well as building a skilled workforce.
Apply workplace learning techniques to Analyze competency based assessment Review and critique quality of existing Drive employee developmental
enhance employees' developments and workplace learning techniques OJT blueprints programs in alignment to business needs
Develop workplace learning plan using Evaluate effectiveness of OJT program Identify human resource trends that may
Interpret and assessment plan
appropriate workplace learning methods me design to meet organizational needs impact on organizational performance
Implement or initiate identified changes
Engage key stakeholders in the design of to human resource activities, services
T
Prepare to facilitate workplace learning Prepare candidate for assessment the OJT blueprints to ensure its and programs to support the
relevance organization's strategic and business
goals
Establish performance indicators and
AF
measures for the effectiveness of human
Apply effective communication and Provide clear and constructive feedback
Facilitate workplace learning using resource activities, services and
interpersonal skills during the conduct of to candidate regarding the assessment
workplace learning plan programs designed to support the
assessment decision
organization's strategic and business
goals
Review organization's strategic and
Develop On the job (OJT) training
R Review assessment plan in assessing the business plans to identify areas
Provide feedback on learners’ progress
programs for employees required competencies impacting on human resource activities,
services and programs
Facilitate involvement of stakeholders to
Prepare assessment venue and Determine the parameters of OJT review human resource service Influence HR strategy to build a highly
D
resources program me effectiveness and clarify future motivated and innovative company
expectations and requirements
Communicate with stakeholders to
Create a vision for the organization to
Record assessment evidence to support clarify their needs relating to human
Design and develop OJT blueprint build a highly motivated and innovative
assessment decision resource activities, services and
company
programs
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 120
General Administrative Group
Plan employees’ learning and development activities to maximize employee contribution as well as building a skilled workforce.
T
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 121
General Administrative Group
ONBOARDING
Facilitate onboarding programs to enable the integration and engagement of new hires into the organization.
T
brand and culture in new hires through senior management and other key
logistics support for new hires hires
onboarding programs personnel in new hire integration
Present insights on impact of new hire
Gather feedback from new hires on Monitor employee engagement of new Analyze new hire feedback on the overall
integration on engagement and
AF
onboarding programs hires onboarding experience
performance
Direct corrective action plans to address
Facilitate orientation programs for new
Identify gaps in engagement of new hires Develop plans for new hire integration areas of improvement in new hire
hires
onboarding programs
Propose actions to address gaps or areas Leverage predictive analytics to derive
Identify drivers of engagement of new
Implement onboarding programs for improvement in onboarding insights on turnover and employee
hires
processes integration from new hire metrics
R Make improvements to onboarding
programs
Analyze new hire turnover rates
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 122
General Administrative Group
ORGANISATIONAL ANALYSIS
Evaluate factors that can affect the organization’s performance as well as strategically assessing the organization’s own resources and potential for improvement.
T
critical business functions of the Manage systems and processes to meet subscribing to diverse learning channels
determine implications on the
organization based on existing organizational guidelines and policies and participating in peer discussion
organization
information platforms to enhance own knowledge
for workplace application
AF
Review and evaluate systems and Report findings and possible Advise organizational leaders on
Determine need for organizational processes in accordance with recommendations to relevant improvements to organizational
analysis organizational policies to identify areas stakeholders for review and decision structure, culture and systems for
for improvement making follow-up action
Adhere to organizational code of
Develop and establish solutions to gaps
conduct, values and ethics when
and areas of improvement to further
managing and reviewing systems and
R enhance organizational systems and
processes to ensure continued efficiency
processes
of organizational business processes
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 123
General Administrative Group
ORGANISATIONAL DESIGN
Develop and facilitate the implementation of organizational design to ensure its effectiveness and alignment with stakeholders' priorities.
Determine the key principles for Consult stakeholders to identify Align organizational design with business Drive the implementation of
organizational design requirements of organizational design needs and priorities organizational design
Identify issues in the current structures, Drive changes to organizational Construct models for organizational Evaluate the implications of
systems and processes structures, systems and processes design to meet business requirements organizational design
Review effectiveness of current
Explain changes to work processes and Analyze current structures, systems and Design organizational structures,
organizational structures, systems and
structures to employees processes systems and processes
T
processes to identify gaps
Evaluate the applicability of emerging
Determine resources required to support Formulate plans to implement Develop mechanisms to gather
trends in organizational design to the
organizational design organizational design measurement data and feedback
organization's context
AF
Recommend enhancements to Synthesize stakeholder feedback to
Implement refinements and Lead implementation of organizational
organizational design to improve derive features of the target
enhancements to organizational design design
effectiveness organizational design
Secure buy-in from senior stakeholders Drive refinements to organizational
to finalize organizational design models design to increase effectiveness
R Develop narratives to communicate
organizational design changes to
employees
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 124
General Administrative Group
Develop individual or team to achieve current business goals, meet future challenges and build capacity for change.
Review the skills of team leaders against Formulate organizational talent Mentor successors, support
Review the skills of staff and identify
competency requirements, and develop capability policies to develop high organizational learning and development
opportunities for them to build their
training opportunities to facilitate team potential employees to meet and engage employees to develop a
skills and experiences
leaders’ skills development organizational requirements strong organizational base
Develop a succession management
Review current skills of staff members Review organizational strategies and Determine critical positions in the strategy in consultation with the human
using appropriate methods and tools to business plans to identify impact on organization and assess their vacancy resources function and other relevant
T
identify developmental needs team competency requirements risk to plan for capability development personnel to facilitate succession
planning
Assess the capability and capacity of
Work with staff members to establish Review current skills of team leaders existing talent and identify and Identify critical roles and feeder
AF
their learning priorities and learning and using appropriate methods and tools to categorize high potential employees for positions to provide opportunities to
development plans identify skills requirements critical positions to facilitate groom successors
organizational talent capability review
Identify learning and development
opportunities within or outside of job Work with team leaders to establish Work with Head of Office and identified Work with Head of Office and identified
functions and provide resources and their learning priorities and learning and successors to develop development and successors to create and implement
support to facilitate the development of development plans
R career plans development and retention plans
staff members’ skills
Develop training opportunities and Support managers in the development of Priorities learning and development
provide resources and support to their professional, technical and programs to support employees in the
facilitate the development of team managerial competencies to improve development of their professional,
D
leader skills performance technical and managerial competencies
Empower senior managers to
Empower Head of Office to demonstrate
demonstrate independence and
independence to take responsibility for
responsibility for their personal
their personal development
development
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 125
General Administrative Group
Develop individual or team to achieve current business goals, meet future challenges and build capacity for change.
T
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 126
General Administrative Group
PERFORMANCE MANAGEMENT
Establish organization-wide performance management strategies to facilitate performance management, including identification of key performance indicators and employee performance
assessment.
Administer performance management Implement performance management Develop performance management Establish organization-wide performance
processes programs programs management strategies
Cascade organizational level key
Maintain records of key performance Facilitate the identification of KPIs for Review the key performance indicators
performance indicators (KPIs) to
indicators (KPIs) of employees teams and individuals with managers (KPIs) as identified
departments
Check that all tools and resources to
Conduct research on the best practices Cascade departmental level KPIs to Engage stakeholders in identifying
support performance reviews are
T
in KPI development teams and individuals performance management requirements
available for employees to access
Provide guidance on the use of Develop performance management
Consolidate documentation used for Communicate KPI guidelines to line
performance management tools and strategies aligned to organizational
performance management activities managers
AF
resources available strategies
Safeguard the confidentiality of Implement performance management Engage employees in understanding
Oversee the implementation of the
administrative systems pertaining to programs according to overall their roles and responsibilities in
performance management strategies
performance reviews performance management strategies performance management
Communicate performance
Provide clarification and administrative Facilitate the development of
management programs to employees Monitor adherence to performance
support to managers and employees in organizational policies that supports the
using appropriate communication management requirements
the performance reviews process R performance management strategies
channels
Analyze relationship between Train line managers on the appropriate
Handle enquiries from employees Manage performance issues for senior
performance management and business mindset and behaviors in conducting
related to performance review processes leaders
performance performance reviews
D
Develop review systems for obtaining
Generate reports on the outcomes of Evaluate effectiveness of performance Evaluate the impact of performance
feedback related to performance
performance review activities management programs management programs
management systems
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 127
General Administrative Group
PERFORMANCE MANAGEMENT
Establish organization-wide performance management strategies to facilitate performance management, including identification of key performance indicators and employee performance
assessment.
Propose improvements in the Manage grievances related to Monitor emerging trends that may
Refine performance management
administration of performance review performance management for all impact performance management
programs based on feedback
processes employees programs
Review trends on the impact of
Endorse refinements to performance
performance management programs on
management programs
businesses
Recommend refinements to
T
performance management programs
based on industry best practices
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 128
General Administrative Group
Develop workforce strategies and plans to determine the manpower and capabilities needed for the future.
T
for workforce planning and staffing strategies in view of business priorities
workforce strategies planning solutions
strategies and needs
Develop workforce strategies and
Recommend enhancements to Oversee integration of strategies to Review processes for workforce strategy
staffing plans to meet identified
AF
workforce planning strategies deliver manpower requirements development and implementation
manpower requirements
Recommend improvements to processes Oversee development and acquisition of Spearhead the organization of new and
Synthesize manpower and staffing
for workforce strategy development and tools and resources to support emerging tools and methodologies in
requirements to meet business needs
implementation workforce planning workforce planning
Recommend tools and resources to
Project additional personnel and staffing Evaluate current and future impact of Analyses supply, demand, capability and
support implementation of manpower
needs workforce planning strategies productivity gaps in the workforce
requirements
Recommend workforce planning
strategies to key stakeholders
R Review best practices in workforce
planning to identify potential areas for
improvements
D
Review effectiveness of workforce
planning strategies
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 129
General Administrative Group
SUCCESSION PLANNING
Develop succession strategies for critical roles in alignment with organization's strategic direction and priorities.
T
planning activities roles within the organization
planning and potential successors
Collect data related to the effectiveness Identify successors for critical leadership Assess the organization's vulnerability Educate stakeholders on the importance
of succession planning strategies positions in the organization based on the critical roles identified of succession planning
AF
Review data related to the effectiveness Monitor implementation of succession
Create development and retention plans Integrate succession plans into talent
of succession planning strategies to planning activities throughout the
catered to identified successors management programs
identify trends organization
Monitor emerging market trends that
Document activities of succession plans Evaluate implications of future business Review the effectiveness of succession
may impact the succession management
to be carried out demands on critical roles planning
programs
R Identify potential improvements and
enhancements to the succession
planning strategies
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 130
General Administrative Group
Ensures that all records and information management practices and procedures are adopted and established aligned with existing legal parameters and standards for proper documentation,
filing, and disposition.
T
retrieval organization's productivity, efficiency
minimum supervision from the superior strengths and areas for improvement
and effectiveness
Develops and leads the implementation
Recognizes potential issues in relation to Provides accurate and effective advice
of records management policies,
AF
records management and communicates and guidance to colleagues on records
procedure and guidelines, and provides
these to the relevant staff and information management
advice on record keeping issues.
Continuously assesses records and Critically assesses current records and
information management practices to information management procedures
continuously improve existing systems and provides workable solutions for
and practices. continuous improvement
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 131
General Administrative Group
Establishes and maintains a systematic process of monitoring the agency’s supplies, materials and equipment to ensure serviceability and availability upon request.
T
Evaluates the existing Project
Uses the prescribed forms and ensures Identifies and reports serviceable and Recommends the improvement of the
Procurement Management Plan (PPMP),
the completeness of the information unserviceable property, plant and database monitoring of supplies,
and APP-CSE against the current
supplied equipment materials and equipment
consumption
AF
Understands basic principles of inventory
management, procurement
Consolidates PPMP from all functional
management, and preventive
bureaus/divisions
maintenance for equipment, and
supplies
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 132
General Administrative Group
Manage asset and inventory controls to improve resource optimization and costs reduction for effective business operations.
T
Identify and report any actual or Evaluate effectiveness of asset and
Co-ordinate asset and inventory control
Conduct stock-take potential non-compliances to asset and inventory control processes and
audits
inventory control practices procedures
Facilitate corrective, preventive and
AF
Monitor asset and inventory control
Receive and replenish stock improvement actions for asset and
practices for compliance
inventory control
Complete procedures for conducting Monitor compliance of asset and
inventory inventory control practices
Update documentations and inventory
systems R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 133
General Administrative Group
Identify, assess and prioritize risks and apply resources to mitigate risks and impact of incidents.
T
management frameworks incorporating
Follows risk controls of logistics sector as Performs standard and established risk Develops enterprise risk management leading risk management practices to
prescribed in organization’s internal risk management and compliance frameworks and mitigation plans for ensure internal control systems are in
policies administrative activities organization place for business as usual activities and
AF
for business continuity in times of
incidents and crisis
Transforms organization’s risk
management frameworks, anticipate
Carries out daily risk assessment checks
Drive change in compliance and risks from the region and where
and flag instances, even if it is near risk Develops internal control systems to
regulatory requirements to proactively organization operates in, incorporate risk
accidents, where risks are present in ensure business continuity in times of
manage risk impact on compliance
R management practices to ensure
compliance to internal risk processes and incidents and crisis
operations internal control systems are constantly
escalation hierarchy
refreshed to reflect disruptors and to
ensure business continuity
Transforms risk mitigation plans to
D
proactively evaluate risk factors and
Reviews incident and crisis management
anticipate disaster scenarios that have
plans regularly to reduce gaps
trade impact, disrupt organization’s
operations, recovery and efficiency
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 134
General Administrative Group
Identify, assess and prioritize risks and apply resources to mitigate risks and impact of incidents.
T
Reviews changes regularly in compliance
to regulatory requirements to
proactively manage risk impact on
operations
AF
Cultivates culture of risk management in
the organization.
Determine if the parameters set were
sufficient to measure allowable risk
tolerance in the organization’
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 135
General Administrative Group
Manage contract creation, evaluation , negotiation, tendering to maximize operation and financial performance of an organization.
T
documents to guide in computation of standards of performance accurately for
vendors to ensure business profitability service level negotiated
costs services from tender specifications
Collaborate with relevant stakeholders
Compute costs required to cover the
Specify relevant terms and conditions in to ensure contract and tender
AF
resources and time required to Evaluate tender development and
quotation in accordance with formulation and amendments are
accomplish the scope of work based on submission
organizational policies and guideline compliant with regulatory and
tender specifications
organizational requirements for tenders
Consolidate costs and prepare quotation
Submit quotation to relevant personnel Oversee the management of contract
accurately using prescribed format and
using prescribed mode of creation, evaluation, negotiation and
in accordance with instructions in tender
communication and in a timely manner tendering
specifications
R Assessment of organizational capability
to meet tender requirements
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 136
General Administrative Group
Manage communications with the media and/or relevant stakeholders during crises to maintain a positive image of the organization.
T
organizational communication guidelines
Convey and present clear and accurate
Collate and report crisis information to Establish taskforces to manage crisis Oversee media-related briefings for
information to the media and/or
management communication activities internal stakeholders
relevant stakeholders
AF
Collaborate with relevant stakeholders
and/or departments to release official
statements to conventional and social
media
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 137
General Administrative Group
COMMUNICATING EFFECTIVELY
The ability to generate, convey, receive, and respond to messages effectively regardless of situations or media platforms used.
T
comprehending oral and written keep difficult situation under control
simple/basic terms or word coworkers
information
Expresses ideas clearly and concisely in
Edits communication materials such as
Prepares simple communication and Drafts simple communication such as writing where written communication
AF
reports, letters, and memos and
consolidates reports applying basic transmittal letters, memos, advisories, outputs are used immediately in the
transforms them into concise, clear and
grammar, spelling and syntax etc. with minor revisions organization without the need for
relevant written communication
revisions
Informs regularly superior of workload
Informs superiors when concerns are Keeps superior informed about progress Frequently updates superior verbally of
and priorities and documents in a
brought to higher authorities and problems to avoid surprises current workload and priorities
concise and timely report
Provides simple explanation on basic Explains clearly the issues, policies and Understands quickly ideas and concerns
Listens attentively to ideas and concerns
of co-employees
R
policies and procedures inquired by
coworkers and other units, with
guidance from immediate supervisor
procedures and other pertinent
information to clients and co-workers
when asked for clarification
of co-employees and uses effective
verbal and non-verbal communication to
respond to their needs and concerns
Accurately interprets written orders and Writes to and interacts with peers,
D
Consistently demonstrates correct use of Writes letters and other communication
memos from higher authorities within superiors, and higher officials and
grammar, spelling, punctuations and that suits the writing style and other
the agency; keeps confidential classified authorities to communicate important
syntax in all written communication, requirements of the superior and the
info and shares nonconfidential data to updates and messages affecting the
document and reports agency as a whole
subordinates/peers agency
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 138
General Administrative Group
Delivering desired results by building and maintaining strong social associations, connections, affiliations, and rapport with colleagues, and customers.
Deals with people by being pleasant and Establishes strong relationships with
Builds lasting relationships that are
Responds to employee/client inquiries friendly to both internal and external others inside and outside his/her area or
mutually beneficial to both parties
clients organization
Thinks about previous conversations and Foresees, plans for and removes
Sets and continually improves standards Trains people to develop and keep
other interpersonal interactions, and obstacles to effective interpersonal
to effective interpersonal relationships effective interpersonal relationships
learns from past mistakes and successes relationships
Encourages others to engage in
Identifies the various barriers to good
T
Improves continually communication communication and use appropriate Creates and maintains a culture of free
communication to reduce the likelihood
skills questioning to enhance mutual and effective communication
of misunderstandings
understanding
Carefully chooses words in talking to Freely communicates with and allows
AF
Listens wells and correctly interprets
Communicates clearly in words and body others to avoid misunderstanding or others to freely communicate values,
both the verbal and non-verbal
language confusion, and seeks feedback to ensure ideas, beliefs, opinions, needs and wants
messages from others
the message has been understood without being judgmental
Makes himself/herself accessible to Establish constructive relationships with Interacts with colleagues in a tactful Works with others to identify, define and
employees people in his or her area manner solve problems
R Shows a real interest in people, asks
Engages in conversation with others to Works effectively in a group and inspires questions and seeks clarification on any
Shows employees empathy and respect
show concern sincerely others to give optimum performance points that could be easily
misunderstood
Understands that other people may have
Remains positive and cheerful under Recognizes, manages and reduces stress Has a style and charm that immediately
D
different points of view and tries to see
pressure on oneself and others puts others at ease and disarms hostility
things from their perspective
Meets with department heads and Displays good negotiation skills by being Negotiates effectively with others paving
listens to their perspective on able to work with others to find a the way to mutual respect, trust and
organizational policies and procedures mutually agreeable outcome lasting interpersonal relations
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 139
General Administrative Group
T
Assistance (TA) plan
Integrates performance contract in the
Collects the verified and relevant data Analyzes verified data necessary to find Identifies performance objectives
plans necessary to achieve the projected
based on gaps and addressed needs applicable to the Technical Assistance
targets
AF
Communicates with concerned Monitors and evaluate the conduct of
Enhances TA plans based on emerging Analyzes TA evaluation results using
individuals/ offices to implement the planned activities and recommends
needs and conditions acceptable methodologies
Technical Assistance (TA) plan improvement on performance objectives
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 140
General Administrative Group
Applies varying methods to ensure the effective solicitation, exchange, and generation of information and ideas during critical discussions.
Uses non-verbal behavior, listening Moderates discussion and recaps, Guides the activity flow and proceeding
actively, paraphrasing content and integrates learning from different topics in a group activity for consensus building Provides linking statements from one
feelings, summarizing, observing group and modules based on learning and sound decision making in crafting a session to the other
behavior, and effective questioning objectives recommendation strategy
Applies questioning techniques in Synthesizes ideas in discussions to meet Influences a group or team to obtain
Expresses ideas and feelings
facilitating sessions the desired outcome/group outputs decision on strategic issues
Integrates with the program objectives
T
Uses time management techniques in Serves as a resource person in dealing
Initiates discussion effectively the issues and concerns arising from
the conduct of training with relevant issues
interactions or discussions
Guides an individual, group or team
Directs group thought and feelings and
AF
using facilitation techniques in meeting
evokes new approaches or insights
desired result or outcome
Practices and uses the different
Facilitates workshop, training and other
facilitation techniques and training
similar activities by observing the
methodologies, and what is appropriate
principles of adult learning
for a particular type of activity
Encourages active participation to elicit
R
ideas/opinions regarding a topic/session
to fit desired outcome
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 141
General Administrative Group
The ability to express oneself in a clear, concise manner during individual or group situation.
Gives interesting and well received Performs the role of an “expert speaker”
Presents ideas, opinions and feelings in a
Delivers information in a small group in formal and informal presentations to who is frequently invited to deliver
large group in a confident and
a clear, concise and logical manner large/small groups inside or outside the lectures in conferences outside the
enthusiastic manner
organization organization
Keeps the audience engaged through Involves the audience by soliciting
Responds articulately with finesse to
Uses a variety of presentation methods use of techniques such as analogies, questions and input, and clarifies as
unrehearsed comments and questions
to maintain group focus illustration, humor, an appealing style, needed to help achieve goals of the
being posed by audience
T
and voice inflection session
Establishes an objective that clearly Identifies and optimizes opportunities to
Uses appropriate language and Commands attention and manages
reflects the needs of the intended change process when something is not
vocabulary to the audience group process during presentation
audience working while delivering a presentation
AF
Presents to internal/external clients e.g.
Delivers formal presentations using Deliver presentations to higher level
other government institutions and
audio-visual equipment officials internally and externally
stakeholders
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 142
General Administrative Group
Writing comprehensive, and understandable reports containing simple to complex information with analysis and recommendations as required to document events, projects, and programs.
T
Writes summary reports and other
Documents in chronological order, the Simplifies technical jargon and technical
documentation related to the
proceedings in a regular meeting and/or information when report/document is
performance of one’s tasks, duties and
event intended for non-technical audience
responsibilities
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 143
Education,
Library and
Archival Group
T
AF
R
D
This service/group includes occupations concerned with teaching and related teaching activities, such as education
research, planning training and supervision; school, college, university and training center administration; library
and archival sciences; history and language research; registration, development, and maintenance of historical and
cultural landmarks, sites, relics and related exhibits.
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 144
Competency Model
Work Domain 4: Development,
Work Domain 1: Education
Work Domain 2: School and Work Domain 3: Library and and maintenance of historical Work Domain 5: Common
research, planning training and
training center administration archival services and cultural landmarks, sites, Competencies
supervisions
relics and related exhibits.
Meetings, Incentives,
Records and Information Conferences and Exhibitions Report Writing And
Development Planning Learning Facilitation
Management (MICE) Equipment Management Documentation
and Venue Management
Application of Research in Aligning Individual And
Program Management Readers’ Advisory
Development Planning Organizational Plans
Collaborating Effectively with
Project Planning and Warehouse Management
Reference Government Agencies and
Organization System Administration
Private Sector
Training Program Design and Embracing Change and
T
Manpower Planning Collection Development
Development Innovation
Events Planning and Creating Data-Driven Reports
Research Utilization Patron Training
Management and Recommendation
AF
Conceptual Thinking Acquisition & Processing Facilitating Effective Discussions
Delivering Effective
Design Thinking Practice E-Resource Management
R Presentations
Interacting and Relating
Process Improvement Preservation
Effectively
DEVELOPMENT PLANNING
Identifying, developing and evaluating projects and programs that are responsive to the development needs of the organization.
T
pertinent regulatory issuances, historical programs of the organization in general and tools such as Situation Analysis, business groups, NGOs and other
information and related documents as and of the offices/departments in SWOT to logically arrive at development interest groups to identify potential
references for development planning particular into the development plan priorities growth areas and areas of mutual
cooperation
AF
Engages the development officers of the
Welcomes assistance from organizations Directs data gathering on the DepEd
organization in general and of the
with recognized expertise in demographics, geographics,
Takes directives from DepED executives offices/departments in particular to
development planning to professionalize socioeconomic profile etc. and utilizes
on the priority development areas harmonize plans and programs and to
the development planning process in the the data to validate and/or to identify
identify areas for collaboration and
organization development thrusts and priorities
support
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 146
Education, Library and Archival Group
Systematic gathering and analyzing information useful in identifying, implementing and evaluating development programs supportive of the development thrusts and priorities of the
department.
T
Identifies primary and alternate sources and relevance of data, and organizes and economic information, demographics,
methodologies, data gathering tools, and
of data classifies such according to the program/project feasibility, situational
recognizes and accesses correct
requirements of the research impact analysis etc.) in provincial
information to complete required data
development planning
AF
Performs necessary quantitative and/or
Reviews research results and processes
qualitative data analysis to generate the
with team members, and provides
information needed, and organizes the
feedback to enhance existing processes
same for presentation purposes
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 147
Education, Library and Archival Group
Organizing different resources such as manpower, communications, timelines, workloads, etc. to ensure successful completion of projects, programs and/or activities.
T
Distinguishes between tactical and
Identifies and negotiates directions with
Prioritizes effectively, and schedules own Creates a structure for communicating operational goals and strategies,
stakeholders with the intent of
or division goals and targets based on and keeping abreast of projects to redirecting or balancing resources so
prioritizing, sequencing, and scheduling
cascaded goals and strategies of the ensure that stakeholders are informed that more relevant plans take priority in
AF
goals based on cascaded strategies of
team and the organization updated execution while not foregoing other
the organization
plans
Creates or enhances tools and improves Develops and customizes project
Sets priorities, identifies scope, and Creates strategic alliance to ensure that
work planning and delivery methods and management approaches, methods and
allocates resources to meet individual, goals and plans are aligned and relevant
processes to ensure effective and techniques in project implementation in
team or organization targets and to the interests of other groups and their
efficient execution of goals and order to adhere to stakeholders and
objective respective organizational strategy
strategiesR other project commitments
Reviews and analyses project proposals
Demonstrates ability to distribute and/
and plans of different units, ensuring Charts promotes key priorities and goals
Plans for personal and/or team goals and or assign work or goals to individuals
their alignment with the vision and to stakeholders with the intent of
strategies based on cascaded goals and based on their capability, prioritizing,
mission of DepEd and mitigating risks or prioritizing, sequencing, and scheduling
D
strategies sequencing and scheduling their work
conflicts in resources, schedules and goals
effectively
implementation
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 148
Education, Library and Archival Group
The ability to apply research skills towards identifying and developing learning objectives, sourcing, selecting and sequencing content, designing training/learning methodologies and activities
and developing training/learning materials.
T
objectives Design Matrix and other training/learning materials Matrix submitted by external Learning
Service Providers
Reviews and approves Course Brief,
Training Activity Plan/Training Design
AF
Identifies and allocates resource Matrix, Participant’s Manual, Facilitator’s
requirements to ensure proper design Guide and Evaluation Plan, in accordance
and development of learning with the identified needs as specified in
interventions Training/Learning Needs/ Competency
Assessment Reports and Annual
Training/Learning and Development Plan
R
D
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RESEARCH UTILIZATION
To utilize research results/ outputs in compliance with the existing research policies for policy formulation and learning and development intervention focused on effective operations and
performance.
Identifies challenges found in the PPA Gathers data and prioritizes the Evaluates the data gathered for Creates or develops interventions based
Implementation identified challenges as focus of research appropriate action on evaluated data
Recognizes the need to conduct research Identifies and analyzes performance Proposes possible ways to address
in developing PPA (Programs, Projects gaps as basis for action in developing performance gaps as basis for action in
and Activities) to improve Operations PPAs to improve operations and developing PPAs to improve operations
and Performance performance and performance
Applies the appropriate research Coordinates with other functional
T
methods in gathering and analyzing data divisions, office and stakeholders in
as inputs in developing PPAs to improve developing PPAs based on research to
operations and performance improve operations and performance
AF
R
D
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CONCEPTUAL THINKING
Analyse and synthesize information by identifying key issues, perceiving unseen patterns and trends and deducing connections between issues to develop relevant ideas and solutions.
T
qualities to create concepts
Draw on past experiences to ascertain Lead stakeholders through identifying Redesign operations, processes and
Align short-term goals to organisational
similarities or differences in current connections to understand and resolve work plans based on the understanding
long-term objectives
problems and situations encountered problems of problems uncovered
AF
Make connections between facts, events
Identify trends and patterns in different Encourage stakeholders to elaborate and Develop vision of ideas and solutions
and issues that may not be obvious to
sources of information ruminate on concepts based on insights
other stakeholders
Visualize concepts through models and
Draw inferences to situations by making
frameworks to analyse current facts,
analogies to real life examples
events and issues
Use various thinking methods and sense
to understand information
R
Analyse impact of future developments
on present policies and processes
Use analogies, diagrams or other means
to enhance understanding of new ideas
D
for implementation
Link data points to develop ideas and
solutions based on insights
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 151
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SYSTEMS THINKING
Identify, analyse and evaluate relationships among systems’ parts, with the use of simulation tools and systems thinking techniques and frameworks to understand situations and drive change
for improvements.
T
Apply concepts of systems archetypes to Align organisational stakeholders and
Critique mental models and archetypes knowledge management (EKM) to foster
analyse and attain holistic understanding the design community to enhance
to challenge current ways of thinking an enterprise thinking culture across the
of problems effectiveness and depth of design work
organisation
AF
Break down concepts and issues to Evaluate interactions between systems Synthesize insights and link patterns and
Simulate effects of management
facilitate understanding of individual and their external environment to trends across different organisational
decisions, using design simulation tools
parts of their systems determine causal relationships systems, programs and operations
Facilitate the use of systems thinking to
Analyse causal relationships and draw
Identify counterproductive approaches change perceptions and mental models
connections between elements of a
in solving issues or problems to bring about new design insights and
system causing feedback to one another
ideas R
D
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Manage design thinking methodologies and processes to solve specific challenges for the organisation, and guide stakeholders through the phases of inspiration, empathy, ideation and
implementation.
T
new ideas for the organisation creativity and design thinking processes the organisation innovation, and design thinking
Equip stakeholders with the mind set to
Uncover opportunities for applying Develop strategies to proliferate design Form multi-disciplinary teams to
develop design thinking approaches as
design thinking across the organisation thinking across the organisation generate new ideas and solutions
strategies for creativity and innovation
AF
Utilise metrics to benchmark and Facilitate the appropriate use of design Synthesize information from different
Influence and facilitate design teams on
measure outcomes of design ideas and thinking processes and methodologies sources and stakeholders in order to
their path towards design and innovation
solutions by participants fully understand the needs of end users
Drive the development of new strategies Integrate design thinking across every
Implement plans to embed design Establish metrics to measure outcomes
to enhance products and/or services for level of the organisation to drive new
thinking across the organisation of design ideas and prototypes
the organisation alternatives for business and society
Engage stakeholders during the design
Facilitate the development and
execution of design concepts through
prototypes
R
Frame design concepts in alignment with
the organisation’s strategies and values
thinking process to uncover the
motivations behind their actions and
behaviours
Build a working culture that encourages
user-centric approach, empathy,
ideation, prototyping, and playful testing
Promote design thinking as a tool for Cultivate design thinking as a viable tool
D
Present and communicate the design
solving problems and challenges for the and methodology to foster new
outcomes and process for design ideas
organisation innovations for the organisation
Remove obstacles and hindrances to
Lead design thinking projects across the
implementing design thinking for the
organisation
organisation
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PROCESS IMPROVEMENT
Evaluate strategic and longer-term impacts of change and improvement processes, as well as communicate to employees improvement plans, goals and changes to operational procedures.
T
associated with concept of process
waste or non-value activities to facilitate and resolve issues encounter in
Perform process improvement activities management by using systematic
redesigning the processes in accordance accordance with change solicitation
process improvement model to meet the
with the process improvement model processes
organisational goals
AF
Present the process maps graphically
Prepare reports on the outcomes of
that accurately depicts the sequence of
Collect information and data to support Apply control mechanisms to monitor improvement activities implemented in
events to build a product or produce an
process improvement activities the progress of work teams accordance with organisational
outcome using standard process
procedures
mapping conventions or symbols
Redesign processes using the results of
Perform analysis of the processes for
Document implemented changes in the Identify possible work improvement
R analyses and recommend potential
waste or non-value activities to facilitate
work processes in accordance with activities at the workplace in accordance measures to improve the functioning of
redesigning the processes in accordance
organisational procedures with organisational goals processes to meet the organisational
with the process improvement model
goals
Develop action plans and obtain
D
Apply appropriate means to
approval to execute the improvement
communicate to the work teams the key
activities in accordance with
performance indicators to be achieved
organisational procedures
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PROCESS IMPROVEMENT
Evaluate strategic and longer-term impacts of change and improvement processes, as well as communicate to employees improvement plans, goals and changes to operational procedures.
Resolve issues during implementation of Resolve any unmet goals with the work
improvement activities in accordance teams in accordance with organisational
with organisational procedures procedures
Train work teams to apply continuous
process improvement techniques
T
AF
R
D
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Analyse research data, interpret results generated and link them to the research questions or related findings in scientific literature to derive new insights.
T
Synthesize findings across multiple
Evaluate the adequacy of results
Apply appropriate statistical and research studies to derive new insights
Guide summarization and visualization of generated in answering the study’s
analytics techniques to analyse into topics or areas in professional field
data research hypotheses or research
quantitative and qualitative data of research or to the areas of interest to
AF
questions
the organisation or funding agencies
Articulate implications of results
Guide analyses of quantitative and Integrate the various interpretations of generated in relation to areas of interest
Interpret results generated
qualitative data the findings to the organisation, funding agencies
and policy makers
Identify relevance of findings with Develop strategic plans to further
Guide interpretation of results
respect to research investigate areas of interest based on
hypotheses/questions
Articulate implications of research
findings, and how it adds to current
generated
R
Review analyses and interpretations of
the results generated
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Plan and design learning experiences that are intellectually and academically engaging while imparting skills and competencies in students, staff, professionals and the public.
T
stakeholders requirements
Synergize educational capabilities with
Initiate and lead collaborative work with
Document appropriate assessment external stakeholders to enable access to Develop on-the-job training materials in
Institutes of Higher Learning and training
methods and tools learning facilities and materials for self- accordance with agreed program designs
AF
providers
managed learning
Develop mentoring framework for the Form strategic collaborations with
Formulate policies for the provision and
department according to department international educational bodies or
sponsorship of training to improve and
guidelines and policies, best practices institutions for formal education
upgrade staff or partner expertise in
and objectives of the mentorship programs and courses for other
their respective specializations
program professionals
Develop mentoring framework,
R rotational programs for staff and
programs in specialty areas
D
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LEARNING FACILITATION
The ability to stimulate process, sustain learning through facilitation, formative assessment, and use of various training/learning methodologies and activities.
Introduces program/course by
presenting learning objectives, soliciting
Conducts standard program/course participants’ personal learning Customises training/learning
Implements energisers and ice breakers
opening and closing ceremonies objectives, levelling off expectations with methodologies and activities
the participants and establishing house
rules
Establishes and maintains learning
Presents content and process individual Shares personal insights, experiences
T
Specifies venue arrangements climate in accordance with adult learning
and group learning and expertise on subject matter
principles
Observes facilitator and conducts
Summarizes should come first before
Manages disruptive behaviour critiquing to continually improve
AF
synthesizes
facilitation
Addresses exceptional
participant/training issues and concerns
Uses technology to engage participants
participation
R
D
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PROGRAM MANAGEMENT
The ability to lead a program from initiation to closure, managing scope, time and resources for successful project implementation to ensure that the project meets its development objectives.
T
strategies
Identify priority areas by consolidating
Understands the Program/Project gathered data on issues and concerns Converts analyzed data to measure the Oversees the implementation of projects
overview to meet the objectives of the Identifies issues and concern through status in the implementation of the and contingency measures based on
AF
department data analysis in crafting needs/ based programs and projects identified strengths and weaknesses
projects
Identify and conducts profiling of Craft, submit, and present proposed Forge sustained partnerships with
internal and external partners to identify Inform identified partners on the details projects to identified partners for stakeholders on the program life cycle.
possible inappropriate partners in of program life cycle resource generation and project Engage identified partners on the
program life cycle implementation different parts of the program life cycle
R
D
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Apply Warehouse Management System (WMS) methodology, covering technical deliverables and business processes for internal controls, as well as provide user guides and trainings
Follow WMS initiatives to ensure Support WMS initiatives to ensure Implement WMS initiatives to ensure Facilitate WMS initiatives to ensure
documentation readiness and achieve documentation readiness and achieve documentation readiness and achieve documentation readiness and achieve
overall process efficiency overall process efficiency overall process efficiency overall process efficiency
Carry out data entry or capturing of data Support deployment of operational Implement operational improvements Facilitate operational improvements on
into relevant documents or templates improvements on WMS initiatives on WMS initiatives WMS initiatives
Check documentation used and ensure
Apply efficient bar-coding techniques for Organise efficient bar-coding techniques Develop efficient bar-coding techniques
appropriate documents are filled in
T
better inventory accuracy for better inventory accuracy for better inventory accuracy
accurately
Carry out testing to identify potential
Support development of user training Design user training materials for WMS
problems in computers, networks, Implement user training materials
materials processes
AF
hardware and/or software
Follow processes of maintaining IT logs Enhance performance measures and Implement performance measures and Define performance measures and
to ensure problems are recorded and generate reporting templates to improve generate reporting templates to improve reporting templates to improve internal
resolved internal controls internal controls controls
Maintain performance of WMS
Enhance and support WMS processes for Maintain WMS processes for better user processes by obtaining feedback from
better user experience or effectiveness
R experience or effectiveness users for better user experience or
effectiveness
Support project teams to transfer or Collaborate with project teams to Establish IT project teams to transfer or
maintain warehouse data transfer or maintain warehouse data maintain warehouse data
D
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MANPOWER PLANNING
Estimate and fulfil manpower requirements to achieve business goals and targets.
T
functional objectives change circumstances against future demand
Identify skills needs related to job Adapt mathematical models to conduct Initiate changes to human resource Review productivity metrics of existing
positions statistical analysis of manpower demand activities, services and programs contractors
AF
Guide key stakeholders with information
Develop job descriptions to articulate Negotiate with contractors on
on how manpower decisions assist in
role and skill requirements manpower needs
achieving strategic organisational goals
Assist in developing recruitment
Develop manpower forecast based on
strategies with human resource
job roles and positions required
department
R
D
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Develop, manage and execute event plans according to agreed timelines and budgetary requirements.
T
service efficiency, quality and timelines and budgetary requirements event management
and other public relations objectives
achievement of objectives
Formulate strategies to ensure market
competitiveness which includes
AF
Coordinate event planning activities Monitor event activities according to Manage events according to agreed
acquiring new event logistics
according to agreed timelines and agreed timelines as well as budgetary timelines as well as budgetary
management systems, recruiting and
budgetary requirements requirements requirements
training employees to ensure that they
possess future skills required
Supervise the coordination of event Evaluate trends in event management
Outline the details and mechanics of
logistics and setup such as event strategies to elevate business
events
schedules and venues
R profitability
Manage the coordination of event
Formulate risk management strategies
logistics and setup such as event
with respect to event management
schedules and venue layout and dressing
Establish performance metrics to
D
Evaluate key performance metrics to
evaluate the effectiveness of events
analyse outcome of event management
planning and management
Keep up-to-date market trends, Drive logistics network optimisation to
consumer events schedules and venue ensure timely supply of facilities,
preferences equipment and materials for events
Assess and respond to the need for
adjustments to event plans
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Ensures that all records and information management practices and procedures are adopted and established aligned with existing legal parameters and standards for proper documentation,
filing, and disposition.
T
retrieval organization's productivity, efficiency
minimum supervision from the superior strengths and areas for improvement
and effectiveness
Develops and leads the implementation
Recognizes potential issues in relation to Provides accurate and effective advice
of records management policies,
AF
records management and communicates and guidance to colleagues on records
procedure and guidelines, and provides
these to the relevant staff and information management
advice on record keeping issues.
Continuously assesses records and Critically assesses current records and
information management practices to information management procedures
continuously improve existing systems and provides workable solutions for
and practices. continuous improvement
R
D
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READERS’ ADVISORY
Assists users with choosing popular and recreational reading, viewing and listening choices.
T
materials of interest to library readers increase access to library resources and interpretation of what appeals to the
promote their use user
AF
R
D
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REFERENCE
Develops and maintains a collection of reference resources to meet community needs. Provides search and retrieval of requested information and presents results that are clear and of
appropriate scope.
T
and electronic, and in-house as well as
assistance quality and accuracy community needs
applicable external resources
AF
R
D
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COLLECTION DEVELOPMENT
Builds and maintains a collection of resources in many formats based on a determination of community needs.
T
Understands the acquisition and standards to evaluate the content of
including popular media, to keep current combination with informed judgment
collection development processes and resources for accuracy
on topics and knowledge of
policies for the library and authority, and identifies any bias or
relevant to library users the community, to evaluate materials
point of view
AF
Strives to build a collection that is
Follows trends in traditional and digital diverse, current and relevant, one that
publishing and gathers best practices of reflects the ethnic diversity of the
similar institutions community and promotes cross-cultural
understanding
R
D
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PATRON TRAINING
Develops training programs to build information literacy skills and to meet other educational needs of users.
T
interest to library users by a variety of
training for staff and users; understands and promotes its value to the library’s
ongoing means (benchmarking with
the advantages and disadvantages of budget
similar institutions, surveying users,
doing so authorities
collecting input from frontline staff, etc.)
AF
Identifies resources for training
(technology, space and trainers) and
coordinates with appropriate
departments to obtain them
R
D
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Manages the processes by which library materials are ordered, received and tracked.
T
procedures for the physical processing of Establishes procedures for tracking
library materials and for negotiating resolutions
materials; understands the marketing for returns, incorrect orders, items not
value of proper preparation of library received and price discrepancies
AF
materials
R
D
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CATALOGING
Catalogs all types of library materials according to relevant bibliographic control standards.
T
Applies in-depth knowledge of
Maintains authority control and provides
cataloging standards to assess Understands and uses the cataloging
appropriate references in the library’s
bibliographic records for accuracy and functions of integrated library systems
catalog
completeness
AF
Understands the general structure,
relationships and relative importance of
library catalog systems and software
(OCLC, Library of Congress, RLIN, Dewey,
Library of Congress Subject Heading,
AACR2, MARC, Dublin Core, crosswalks
R and thesauri)
D
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E-RESOURCE MANAGEMENT
Develops and manages the library’s collections of electronic resources and provides distributed access to them.
T
purchases of e-resources (content
maintains awareness of available to library
coverage, usage rights, licenses, usage
products resources
statistics, etc.)
Evaluates, configures and maintains
AF
services for restricting access to e-
resources applicable
within the institutional context (e.g.,
proxy service, single sign-on, Shibboleth,
etc.)
R
D
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PRESERVATION
Establishes and implements appropriate techniques for the preservation and conservation of library materials.
T
recovery of library materials conservation of all library materials
Understands the theory, processes,
standards and best practices of digital
creation, management, storage and
AF
preservation
R
D
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T
digital preservation, rights management, available for digital file format
emergency plans, etc. conversion
Works collaboratively with enterprise
systems, Web services, e-resource
AF
management and
interface services personnel
R
D
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MEETINGS, INCENTIVES, CONFERENCES AND EXHIBITIONS (MICE) EQUIPMENT MANAGEMENT AND VENUE MANAGEMENT
Manage resources for operation and maintenance of equipment required for Meetings, Incentives, Conferences and Exhibitions (MICE) events, including venue facilities and audio visual
equipment.
T
work qualified maintenance service providers activities leasing
Perform scheduled maintenance on Manage equipment purchase and leasing Direct service contract development for
Monitor quality of maintenance activities
equipment procedures from vendors maintenance service providers
AF
Monitor adherence to Workplace Safety
Record maintenance problems for Develop service contracts with Drive environmental action plans within
and Health (WSH) Act while conducting
follow-up actions maintenance service providers organisation
maintenance activities
Initiate novel solutions for designing or
Document clients’ event requirements Analyse maintenance reports of
Develop environmental action plans redesigning spaces, facilities or
for venue selection equipment and facilities
R processes
Develop site plans, space assignments
Prepare venue equipment and facilities Identify environmental hazards at Drive venue management to maximise
and set-up configurations that optimises
in accordance to event plans facilities value, functionality and productivity
use of spaces and resources
Determine suitability of venues to event Facilitate multi-venue considerations
D
design and requirements into venue selection processes
Analyse best combination of venues to
meet clients’ requirements
Set-up venue equipment and facilities
according to event plans
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Writing comprehensive, and understandable reports containing simple to complex information with analysis and recommendations as required to document events, projects, and programs.
T
Writes summary reports and other
Documents in chronological order, the Simplifies technical jargon and technical
documentation related to the
proceedings in a regular meeting and/or information when report/document is
performance of one’s tasks, duties and
event intended for non-technical audience
responsibilities
AF
R
D
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Developing plans responsive to the organization’s current situation and aligned with the department’s goals and objectives through identification and prioritization of needs and tasks versus
available resources.
Identifies barriers that may hamper Taps resources outside the team and
Communicates priorities for the team
Utilizes existing resources in accordance implementation of plans and programs, secures senior management support
members and allocates resources for the
with set guidelines and standards and secures help through the immediate when own unit resources are exhausted
delivery of outputs
superior and projects/program face risk of failure
Requests for colleague support or Develops work plan to achieve Develops program or project within own
additional resources if existing resources deliverables in own area of area of responsibility to support the
Schedules one's assigned tasks according
and options have been exhausted, in responsibility, including the resource objectives and targets of the
to agreed priorities
T
order to meet timelines and other needed to accomplish the work plan on organization, utilizing existing structures,
standards schedule available resources and information
Prioritizes activities of team member for Regularly reviews, and realigns priorities
Aligns activities based on the strategic Sets priorities in support of daily, weekly
the achievement of the operating unit of team member to ensure achievement
AF
direction of the organization and monthly plans of the operating unit
objectives of operating unit objectives
R
D
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The ability to build networks and cultivate alliances with other government agencies and private organizations to gain support for the accomplishment of goals.
T
and assistance to other partner agencies agencies, individuals and groups trainers, technical persons, stakeholders,
barriers to building partnerships
decision makers
Actively reaches out to sustain regular Builds collaborative relationships with
Recognizes ways to reinforce and Develops networks and builds alliances
contact with essential trainers, technical partner agencies and stakeholders to
AF
expand successful partnerships with other government agencies
persons and stakeholders help achieve work objectives
R
D
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The ability to work effectively with a variety of people and situations and adapts one’s thinking, behavior and style appropriately in dealing with change. Adapting to different ways of thinking
and doing things in a quick and a positive manner.
Adjusts to new work assignments and Accepts additional tasks and continues
Demonstrates willingness to adjust Readily accepts changes in work
priorities when necessary, mindful of to learn new techniques to get fast
thinking and behavior based on new processes and delivers prompt service in
new learnings that would be gained and results for clients’ welfare and benefit,
information and changes in people and different situations even when under
the opportunity to grow in the and the achievement of the
situations stress and pressure
organization organization’s goals and objectives
Adapts new methods to get best results
Recognizes new approaches and takes
Identifies practical approach to get the without delays to become consistently
Introduces alternative approaches suited the necessary steps to meet new
T
job done effectively within the given strategic in systems, processes and
to the needs of the situation demands to address dynamic changes
time frame competencies, especially in human
and challenges in the organization
resource functions
AF
Responds appropriately to changing Maintains focus when faced with Listens to new ideas and considers other Assesses the bigger picture and applies
circumstances competing circumstances people’s points of view common sense to address the situation
Highly aware of the organization’s long
term direction and the need to ensure Anticipates and adjusts strategies to
that the services of the organization ensure that practices are always current
keep pace with the changing needs of and effective
R the internal and external environments
D
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Creating reports and recommendations for decision-making by evaluating results through the use of statistics and other data analysis methods.
T
Incorporates historical commercial
Analyses and investigates up-to-date
Gathers and compiles data using various services data to identify trends,
information from various sources and in
data collection techniques inconsistencies and areas for
various formats
improvement
AF
Identifies trends in data, issues,
Reviews and analyzes sources to ensures
problems, or opportunities and
the relevance and accuracy of all data.
determines if action is needed
R
D
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Applies varying methods to ensure the effective solicitation, exchange, and generation of information and ideas during critical discussions.
Uses non-verbal behavior, listening Moderates discussion and recaps, Guides the activity flow and proceeding
actively, paraphrasing content and integrates learning from different topics in a group activity for consensus building Provides linking statements from one
feelings, summarizing, observing group and modules based on learning and sound decision making in crafting a session to the other
behavior, and effective questioning objectives recommendation strategy
Applies questioning techniques in Synthesizes ideas in discussions to meet Influences a group or team to obtain
Expresses ideas and feelings
facilitating sessions the desired outcome/group outputs decision on strategic issues
Integrates with the program objectives
T
Uses time management techniques in Serves as a resource person in dealing
Initiates discussion effectively the issues and concerns arising from
the conduct of training with relevant issues
interactions or discussions
Guides an individual, group or team
Directs group thought and feelings and
AF
using facilitation techniques in meeting
evokes new approaches or insights
desired result or outcome
Practices and uses the different
Facilitates workshop, training and other
facilitation techniques and training
similar activities by observing the
methodologies, and what is appropriate
principles of adult learning
for a particular type of activity
Encourages active participation to elicit
R
ideas/opinions regarding a topic/session
to fit desired outcome
D
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COMMUNICATING EFFECTIVELY
The ability to generate, convey, receive, and respond to messages effectively regardless of situations or media platforms used.
T
comprehending oral and written keep difficult situation under control
simple/basic terms or word coworkers
information
Expresses ideas clearly and concisely in
Edits communication materials such as
Prepares simple communication and Drafts simple communication such as writing where written communication
AF
reports, letters, and memos and
consolidates reports applying basic transmittal letters, memos, advisories, outputs are used immediately in the
transforms them into concise, clear and
grammar, spelling and syntax etc. with minor revisions organization without the need for
relevant written communication
revisions
Informs regularly superior of workload
Informs superiors when concerns are Keeps superior informed about progress Frequently updates superior verbally of
and priorities and documents in a
brought to higher authorities and problems to avoid surprises current workload and priorities
concise and timely report
Provides simple explanation on basic Explains clearly the issues, policies and Understands quickly ideas and concerns
Listens attentively to ideas and concerns
of co-employees
R
policies and procedures inquired by
coworkers and other units, with
guidance from immediate supervisor
procedures and other pertinent
information to clients and co-workers
when asked for clarification
of co-employees and uses effective
verbal and non-verbal communication to
respond to their needs and concerns
Accurately interprets written orders and Writes to and interacts with peers,
D
Consistently demonstrates correct use of Writes letters and other communication
memos from higher authorities within superiors, and higher officials and
grammar, spelling, punctuations and that suits the writing style and other
the agency; keeps confidential classified authorities to communicate important
syntax in all written communication, requirements of the superior and the
info and shares nonconfidential data to updates and messages affecting the
document and reports agency as a whole
subordinates/peers agency
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Education, Library and Archival Group
The ability to express oneself in a clear, concise manner during individual or group situation.
Gives interesting and well received Performs the role of an “expert speaker”
Presents ideas, opinions and feelings in a
Delivers information in a small group in formal and informal presentations to who is frequently invited to deliver
large group in a confident and
a clear, concise and logical manner large/small groups inside or outside the lectures in conferences outside the
enthusiastic manner
organization organization
Keeps the audience engaged through Involves the audience by soliciting
Responds articulately with finesse to
Uses a variety of presentation methods use of techniques such as analogies, questions and input, and clarifies as
unrehearsed comments and questions
to maintain group focus illustration, humor, an appealing style, needed to help achieve goals of the
being posed by audience
T
and voice inflection session
Establishes an objective that clearly Identifies and optimizes opportunities to
Uses appropriate language and Commands attention and manages
reflects the needs of the intended change process when something is not
vocabulary to the audience group process during presentation
audience working while delivering a presentation
AF
Presents to internal/external clients e.g.
Delivers formal presentations using Deliver presentations to higher level
other government institutions and
audio-visual equipment officials internally and externally
stakeholders
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 181
Education, Library and Archival Group
Delivering desired results by building and maintaining strong social associations, connections, affiliations, and rapport with colleagues, and customers.
Deals with people by being pleasant and Establishes strong relationships with
Builds lasting relationships that are
Responds to employee/client inquiries friendly to both internal and external others inside and outside his/her area or
mutually beneficial to both parties
clients organization
Thinks about previous conversations and Foresees, plans for and removes
Sets and continually improves standards Trains people to develop and keep
other interpersonal interactions, and obstacles to effective interpersonal
to effective interpersonal relationships effective interpersonal relationships
learns from past mistakes and successes relationships
Encourages others to engage in
Identifies the various barriers to good
T
Improves continually communication communication and use appropriate Creates and maintains a culture of free
communication to reduce the likelihood
skills questioning to enhance mutual and effective communication
of misunderstandings
understanding
Carefully chooses words in talking to Freely communicates with and allows
AF
Listens wells and correctly interprets
Communicates clearly in words and body others to avoid misunderstanding or others to freely communicate values,
both the verbal and non-verbal
language confusion, and seeks feedback to ensure ideas, beliefs, opinions, needs and wants
messages from others
the message has been understood without being judgmental
Makes himself/herself accessible to Establish constructive relationships with Interacts with colleagues in a tactful Works with others to identify, define and
employees people in his or her area manner solve problems
R Shows a real interest in people, asks
Engages in conversation with others to Works effectively in a group and inspires questions and seeks clarification on any
Shows employees empathy and respect
show concern sincerely others to give optimum performance points that could be easily
misunderstood
Understands that other people may have
Remains positive and cheerful under Recognizes, manages and reduces stress Has a style and charm that immediately
D
different points of view and tries to see
pressure on oneself and others puts others at ease and disarms hostility
things from their perspective
Meets with department heads and Displays good negotiation skills by being Negotiates effectively with others paving
listens to their perspective on able to work with others to find a the way to mutual respect, trust and
organizational policies and procedures mutually agreeable outcome lasting interpersonal relations
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 182
Education, Library and Archival Group
T
Assistance (TA) plan
Integrates performance contract in the
Collects the verified and relevant data Analyzes verified data necessary to find Identifies performance objectives
plans necessary to achieve the projected
based on gaps and addressed needs applicable to the Technical Assistance
targets
AF
Communicates with concerned Monitors and evaluate the conduct of
Enhances TA plans based on emerging Analyzes TA evaluation results using
individuals/ offices to implement the planned activities and recommends
needs and conditions acceptable methodologies
Technical Assistance (TA) plan improvement on performance objectives
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 183
Education, Library and Archival Group
Gathering and evaluating data on to ensure that on-going programs and activities are carried out in alignment with the department’s objectives and are achieving the intended results.
T
actions to narrow the gaps framework
Checks status of the Maintains and updates databases of all Reviews and analyzes data to validate
Institutes measures that will effectively
program/projects/activities against a Research and Development projects/ the presence of anomalies and confirm
address the gaps identified
pro-forma checklist activities for effective M & E observations or findings
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 184
Education, Library and Archival Group
Identifying and analyzing risks or dangers that could hinder the achievement of individual and organizational goals.
T
Initiates risk assessment and identifies Focuses and then isolates the events
Provides feedback to all concerned to
actions to avoid in order to lessen the that precede a risk occurrence and the
align values and objectives
risks involved risk causes
Classifies identified risks as to their Evaluates information to understand
AF
potential impact to the operations of the probability of success, benefits of
organization success and consequences of failure
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 185
Education, Library and Archival Group
Identify, assess and prioritize risks and apply resources to mitigate risks and impact of incidents.
T
management frameworks incorporating
Follows risk controls of logistics sector as Performs standard and established risk Develops enterprise risk management leading risk management practices to
prescribed in organization’s internal risk management and compliance frameworks and mitigation plans for ensure internal control systems are in
policies administrative activities organization place for business as usual activities and
AF
for business continuity in times of
incidents and crisis
Transforms organization’s risk
management frameworks, anticipate
Carries out daily risk assessment checks
Drive change in compliance and risks from the region and where
and flag instances, even if it is near risk Develops internal control systems to
regulatory requirements to proactively organization operates in, incorporate risk
accidents, where risks are present in ensure business continuity in times of
manage risk impact on compliance
R management practices to ensure
compliance to internal risk processes and incidents and crisis
operations internal control systems are constantly
escalation hierarchy
refreshed to reflect disruptors and to
ensure business continuity
Transforms risk mitigation plans to
D
proactively evaluate risk factors and
Reviews incident and crisis management
anticipate disaster scenarios that have
plans regularly to reduce gaps
trade impact, disrupt organization’s
operations, recovery and efficiency
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 186
Education, Library and Archival Group
Identify, assess and prioritize risks and apply resources to mitigate risks and impact of incidents.
T
Reviews changes regularly in compliance
to regulatory requirements to
proactively manage risk impact on
operations
AF
Cultivates culture of risk management in
the organization.
Determine if the parameters set were
sufficient to measure allowable risk
tolerance in the organization’
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 187
Medicine and
Health Group
T
AF
R
D
This service/group includes occupations concerned with medicine, surgery, dentistry and optometry; and related
patient care areas, such as nursing, therapy, dietetics, rehabilitation and pharmacy. It also includes occupations
concerned with veterinary medicine, sanitation and public health; studying the cause, prevention and cure of
disease and epidemics; regulating the dispensation and the use of pharmaceutical drugs; and the enforcement of
quarantine laws.
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 188
Competency Model
Work Domain 2: Work Domain 3: Work Domain 4: Work Domain 5: Work Domain 6:
Work Domain 1: Patient
Sanitation and Public Prevention & Cure of Dispensation and Use of Enforcement of Common Technical
Care
Health Disease and Epidemics Pharmaceutical Drugs Quarantine Laws Competencies
T
Management in Nursing
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 189
Medicine and Health Group
CASE MANAGEMENT
Ability to coordinate and implement the assessment, planning, assignment and resolution of operational requirements including medical cases anchored on major roles of DepEd, i.e.,
leadership and health; enabler and capacity builder; and administrator of specific services.
T
Responsible for the proactive and timely while ensuring that all operational
patients/patients to ensure an serves as their advocate and liaison to
resolution of assigned medical case/ requirements are consistent with
awareness of where actions are in the obtain needed technical/medical or
requirement national plans, technical/medical
process administrative services
standards, and guidelines on health
AF
Uses a collaborative process to assess,
Recognizes when to seek the assistance
recommend, plan for and provide
and/or intervention of a supervisor or
technical/ medical support and services
management official on specific cases or
from the initial requirement until the
situations.
action is completed
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 190
Medicine and Health Group
Ability to establish a relationship of trust with patient by treating him/her with respect to his/her religious, cultural, or social background; respecting the right of patient to confidentiality and
privacy.
T
medical requirements patient with reasonable amount of time right treatment and medication to heal
illnesses and injuries
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 191
Medicine and Health Group
To improve the nutritional status of identified under and over nourished learners and personnel through appropriate intervention.
T
Coordinates with School Heads and Plans with the School Heads and
Conducts Health Education/Teachings on
MAPEH/Clinic teachers about the MAPEH/Clinic teachers about the
healthy lifestyles to identified obese and
wellness program for overweight and wellness program to be conducted for
overweight learners
obese learners the overweight and obese learners
AF
Orients parents of overweight and obese
Consolidates Nutritional status of
learners to impart knowledge on diet
learners
modification and proper exercise
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 192
Medicine and Health Group
T
mission and vision
Review and update departmental
Establish documented processes for
Implement action plans to address Provide guidance to junior therapists guidelines on investigation procedures
identifying, managing and reporting
adverse incidents where necessary. and reporting of clinical incidents and
AF
clinical incidents
severe adverse events
Develop preventative measures
Integrate all facts, knowledge and Vet through reports developed by staff Select suitable members to form the
informed by findings from clinical
physical items related to incidents for accuracy in documentation investigation teams, if applicable
incidents and adverse event reports
Investigate and identify care delivery
Curate a list of incidents in the
Follow up with clients on reactions to problems, clinical contexts, contributory
Analyze the root causes of the incidents department overtime to identify trends
events factors and their interrelation to the
R in incidents
incidents or adverse events
Produce incident reports that provide
Evaluate and implement
Respond to adverse incidents by alerting information regarding incident outcomes
recommendations arising from clinical
relevant stakeholders and recommendations which address
D
incident investigations
the root causes of incidents
Document and report clinical incidents
Carry out action plans to address severe Identify staff training needs for clinical
or severe adverse events in accordance
adverse incidents and minimize losses incidents and severe adverse event
to organizational standards and
and damages management
guidelines under guidance
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 193
Medicine and Health Group
T
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 194
Medicine and Health Group
T
Perform relief of foreign body Prepare resuscitation drugs and infusion Perform audit checks on emergency care
Identify medical emergency situations
obstruction in adults and infant drips for administration equipment and devices
Recognize signs and symptoms of Assist doctors in intubation, defibrillation Assess clinical competence of staff in
AF
Secure airway devices
deteriorating health conditions and other emergency procedures emergency care and management
Confirm effective oxygenation and Perform basic electrocardiogram Act as a resource person in emergency
Establish patients’ responsiveness
ventilation for patients interpretation care and management
Oversee safe standard practices and
Activate emergency response systems Coordinate post-resuscitation care, supervision of staff in emergency care
R and management
Perform documentation of resuscitation
Check for pulse and breathing
events
Ensure availability, readiness and
Perform one-man cardiopulmonary maintenance of emergency care
D
resuscitation and rescue breathing including resuscitation trolleys and
equipment, endotracheal intubation
Perform “First-aid” automated external
defibrillator
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 195
Medicine and Health Group
T
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 196
Medicine and Health Group
Provide continuity of care to patients across different settings to ensure smooth transition within teams and across settings.
T
professional organizations
Educate family members on available Lead the appropriate implementation of
communication programs and resources up-to-date technologies to enhance
Develop comprehensive care plans Review care transition plans
according to patients’ care needs to aid effectiveness of transitional care
AF
in recovery post discharge management programs
Provide tailored education and skills
training using materials appropriate for
Support caregivers or significant others Coordinate care between settings to Assess ability of family towards self-
different cultures and health literacy
in patient care support care continuity management
levels to prepare patients and caregivers
for post-discharge care
Identify early signs of deterioration and
R
institute early interventions to avoid
hospital admissions
Monitor health outcomes
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 197
Medicine and Health Group
Ability to promote and advance the advocacies, programs, policies and regulations of the Department of Education through various groups and various communication channels.
T
patients to be health advocates health advocacy to the public health advocacy program
Set standards for the development of
Develop implementation plans on Key health advocacy materials and serves as
Concepts of School Health and Nutrition technical resource person on health
AF
Programs advocacy programs anchored on
national policies
Train and orient DepEd Health Personnel
on the Key Concepts of School Health
and Nutrition Programs (policies, healthy
school environment, health service
R delivery, etc)
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 198
Medicine and Health Group
Plan, conduct and evaluate health education programs to promote health and prevent illnesses.
T
Apply principles of health promotion Oversee training of staff involved in the service organizations and non-profit
Apply recommended models in carrying
with consideration of social delivery of talks or workshops for health organizations aimed at preventive,
out health promotion activities
determinants promotion treatment and rehabilitative promotion
to develop new and targeted programs
AF
for population groups
Advocate the empowerment of
Identify barriers to the incorporation of
Assist in planning health promotion community members to ensure that
Identify stages of change health promotional activities into nursing
activities basic resources for healthcare are
care
accessible for all
Determine outcome measures of
Assist in evaluating effectiveness of R Design intervention models to engage population changes with the
Perform assessments for health risks
health promotion activities patients on health promotion introduction of new health promotional
activities
Incorporate healthy habits and routines
Assist in running health promotion
into daily activities for patients of all Train staff in health promotion
D
activities in public events
ages and abilities
Provide solutions to psychological, social
Promote health and well-being and
and environmental barriers that limit Design control strategies to prevent
occupational balance when working with
patients from engaging in healthy prevalent health issues in communities
patients and their caregivers
activities
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 199
Medicine and Health Group
Plan, conduct and evaluate health education programs to promote health and prevent illnesses.
T
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 200
Medicine and Health Group
Ability to maintain advance level of biomedical/biobehavioral/scientific knowledge and understanding of the areas of research conducted and/or supported by the DepEd.
T
infrastructure for specific areas of and medical breakthroughs in
biobehavioral research
biomed / biobehavioral research biobehavioral research
Follows developments in
Maintains a working knowledge of
intramural/extramural research and/or
AF
specific research areas related to grant
clinical trials Identifies relevant scientific
applications/ contract proposals that are
resources (e.g. publications, grant
submitted for peer review
applications, contract proposals)
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 201
Medicine and Health Group
Assess the necessary control measures including facility control, equipment control, safe practices and procedures and the use of personal protective equipment to help ensure biosafety at
the workplace.
Assess the biological risks associated Provide expert advice on the biological
Identify and assess biological hazards Review processes and procedures to
with exposure to biohazards at the risks associated with exposure to
and risks, and the methods for sampling assess biological hazards and risks, and
workplace based on basic principles of biohazards at the workplace based on
of bio-aerosols to evaluate the exposure the methods for sampling of bio-aerosols
disease transmission and information on basic principles of disease transmission
risks to evaluate the exposure risks
risk factors and information on risk factors
Monitor the implementation of safe
Assess facility and equipment biohazards
practices and procedures and the use of Review and assess exposure to bio- Evaluate exposure to bio-aerosols in
control measures in accordance with
T
personal protective equipment in aerosols in accordance with recognized accordance with recognized sampling
Biosafety Levels, legal and other
accordance with Biosafety Levels, legal sampling methods methods
requirements
and other requirements
Evaluate facility and equipment
AF
biohazards control measures in
accordance with Biosafety Levels, legal
and other requirements
Lead the implementation of safe
practices and procedures and the use of
personal protective equipment in
R accordance with Biosafety Levels, legal
and other requirements
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 202
Medicine and Health Group
Prevent the spread of infectious agents through infection control practices and regular audits to ensure preventive measures are in place.
T
care plans to support care staff
patient’s conditions and escalate to staff nurses in charge control measures
Practice strict hand hygiene in Carry out appropriate sterilization and Manage enquiries from patient and
Evaluate infection prevention and
accordance with five moments of disinfection of medical equipment and family members regarding isolation
control training needs for nurses
AF
patient’s contact instruments used precaution required
Implement international guidelines and
Reinforce appropriate infection control Teach patients and caregivers on Facilitate multidisciplinary collaborations
best practices in care of invasive medical
practices to patients and caregivers appropriate infection control practices in containing infectious diseases
devices
Conduct internal clinical audits on the
Report audit outcomes and provide proper application of basic infection Perform contact tracing of infectious
recommendations
R control and prevention procedures agents exposure
within the settings
Undertake regular reviews and
Contact tracing of infectious agents Monitor and identify incidences of non-
evaluations of practice and initiate
exposure compliance
change as appropriate
D
Conduct environment audits on the
Provide education to facilitate patients’ Review policies, procedures and
proper application of infection control
and caregivers’ understanding of standards to prevent and control
and sanitation procedures within the
infection control practices infection
department
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 203
Medicine and Health Group
Prevent the spread of infectious agents through infection control practices and regular audits to ensure preventive measures are in place.
T
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 204
Medicine and Health Group
MEDICATION DISPENSING
Process prescriptions and medication orders and dispense medication accurately. Resolve medication incidents including dispensing errors and near misses.
T
Verify feedback related to medication Prepare incident reports of medication
Identify required drugs and ingredients
incidents including near misses and incidents including near misses and
by the International Non-proprietary Compare patient’s medication history
dispensing errors provided by patients dispensing errors, with verifications and
Name (INN), generic, common or brand with current medication information
and next-of-kins (NOKs) and other outcomes, if any, for submission to
AF
names
healthcare providers pharmacists-in-charge
Investigate feedback on medication
Review existing dispensing workflows to
Identify basic drug-related problems in Identify common drug-related problems incidents including near misses and
align standards and guidelines to best
prescriptions and/or medication orders (DRP) in prescription dispensing errors under pharmacists’
practices
supervision
Plan corrective actions based on
Liaise with prescribers to identify
Apply legible, comprehensible and R Conduct risk-benefit assessments on feedback and complaints received on
suitable alternative products where
complete labels to packed medicines drugs prescribed to patients medication incidents including near
supply difficulties are apparent
misses and dispensing errors
Identify and report medication incidents
Provide evidence-based literature Communicate to stakeholders for the
including near misses, dispensing errors, Dispense medication or prescriptions
D
research to check for uncommon drug potential follow-up actions required to
verifications and outcomes to accurately to the correct patients
contraindications prevent medication incidents
supervisors
Validate prescriptions in accordance to Counsel patients on the correct use of Supervise dispensing and pre-packaging
legal requirements and organizational medications including proper storage workflows to ensure junior staff maintain
guidelines conditions the standards required of them
Report to supervisors when problems or
Perform pharmaceutical calculations
errors arise during dispensing processes
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 205
Medicine and Health Group
MEDICATION SAFETY
Comply and promote medication safety practices and manage medication errors.
Educate medication safety practices in Manage medication errors including Plan and implement corrective actions in
Comply with medication safety practices
working environment near-miss incidents ensuring medication safety
Report medication errors including near- Develop strategies to improve
Comply with safety principles in Recognize systems and processes that
miss incidents in compliance with medication safety based on analyses of
medication use processes contribute to medication safety
reporting protocols medication errors
Comply with National Benchmarks for Track medication errors including near Implement measures to prevent
Identify unsafe medication practices
Quality and Safety miss incidents medication errors
T
Comply with protocols on dispensing and
Assist in implementation of good Assist in investigating the causes of Implement good medication safety
handling of adverse drug reaction (ADR)
medication safety practices medication errors practices
or drug allergy reporting
AF
Escalate adverse drug reactions (ADR) or
Review current workflows and identify
drug allergies to pharmacists or doctors Identify inappropriate drug use in special Implement measures to prevent
areas of potential medication safety
for critical medical information store populations medication errors with supervision
pitfalls
(CMIS) documentation and assessment
Communicate medication errors and
Assist in the implementation of Supervise and mentor pharmacy staff to
safe medication practices with pharmacy
measures to prevent medication errors ensure compliance with protocols
staff on a regular basis
R
Report medication errors and near
misses to supervisors or pharmacists
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 206
Medicine and Health Group
Support, implement and develop emergency response and crisis management plans and policies.
T
integration of emergency and/or crisis
situations in accordance with the Guide and lead team members in Allocate resources to manage
response and recovery activities in
emergency response and/or crisis emergency or crisis response emergency response
accordance with recovery and business
management plans
continuity plans
AF
Coordinate the implementation of
Execute individual roles within the Develop or implement incident
Alert supervisors of potential escalation emergency and/or crisis response plans
emergency and/or crisis management command systems for use during
of emergency and/or crisis situations relevant to the identified emergency
plans to respond to disruptive events emergency or crisis events
scenarios
Identify emergency and/or crisis
Assist in the conduct of emergency or response and recovery activities for Facilitate collaboration efforts between
crisis response drills in accordance with Communicate updates to team members
R implementation in accordance with internal and external stakeholders to
the emergency response and/or crisis and team leaders where applicable recovery and business continuity execute contingency plans during crisis
management plans strategies to ensure alignment of situations
activities
Document emergency and/or crisis
D
Activate 'return-to-normal' and/or stand
Participate in the organization's Articulate risks relating to emergency response and recovery activities data in
down procedures in accordance with
emergency and/or crisis control response and/or crisis management accordance with information format
emergency response and/or crisis
exercises plans and propose improvements requirements to facilitate follow-up
management plans
actions
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 207
Medicine and Health Group
Support, implement and develop emergency response and crisis management plans and policies.
Implement 'return-to-normal'
procedures in accordance with
Document incidents according to Manage communication of disruptive
emergency response and/or crisis
organizational procedures events to relevant stakeholders
management plans to ensure alignment
of activities
Communicate organizational emergency
Review emergency response and crisis
Report incidents according to and/or crisis management key messages
management processes and plans to
T
organizational procedures to relevant internal stakeholders to
identify areas for improvement
provide updates
Document major incident and/or crisis
response and recovery activities data in
AF
Coordinate the maintenance of
accordance with information format
emergency response equipment
requirements to facilitate follow-up
actions
Coordinate the implementation of major
Furnish reports relating to possible
incident and/or crisis response plans
business impact arising from disruptive
relevant to the identified emergency
events on the organization
R scenarios
Validate and make improvements to
emergency response and/or crisis
management plans to ensure
organizational readiness
D
Identify and determine the extent of the
business impact of disruptive events on
the organization by reviewing reports
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 208
Medicine and Health Group
ORGANIZING COMMUNITIES
Ability to coordinate, organize, and develop the individuals and groups of different communities involved and/or affected in health related programs in order to facilitate implementation and
success of the said programs.
T
Coordinates with the community officials, and identifies barriers as well as to organize, articulate, and exercise their
contributions to the success of the
officials to accomplish preparatory work issues/problems and takes action to rights to participate in making decisions
programs/activities, and the standards
address these within scope of authority that affect their welfare
that have to be met
provided
AF
Guides the implementation teams in
Initiates activities that aim to enhance Carries out groundwork by sending
adopting national strategies to the Establishes long-term partnerships and
community members, volunteers and invitations, securing necessary
contexts, needs, opportunities and systems that would benefit the
DepEd officials cooperation and documents such as permits, and
challenges of the target community/project
collaboration preparing needs for training sessions
municipalities/barangays
Provides direction and strategy on the Establishes partnerships with high-level
R selection of external patients to help the community leaders to implement
community project/activity
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 209
Medicine and Health Group
Ability to review existing policies for necessary updating and/or alignment per program re-direction based on national policies.
T
issues by integrating professional legal regulations in light of actual field visits,
knowledge, skills and ethics in drawing and physical examinations.
sound judgment
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 210
Legal and
Judicial Group
T
AF
R
D
This service includes occupations concerned with prosecution services and adjudication of constitutional questions
appealed and other cases including graft and corrupt practices of public officials, employees and accomplices; tax,
customs and assessment cases; and administration of judicial system in a court of law. It also includes occupations
involved in legal counseling; and investigation and prosecution of illegal, unjust and improper acts or omissions of
any public official or agency.
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 211
Competency Model
Work Domain 1: Prosecution
services and adjudication
(*adjudication: 1. Work Domain 4: Investigation
Work Domain 2:
Constitutional questions Work Domain 3: Legal of illegal, unjust and improper Work Domain 5: Common
Administration of judicial
appealed 2. Cases on graft and counseling acts of public official or Technical Competencies
system in a court of law
corrupt practices 3. Tax, agencies
customs and assessment
cases)
Representation of the Department
In Legal Forums and other Legal Advice And Opinion Investigation and Research Skills Problem Solving
functions
Policy Drafting, Interpretation and
Implementation
Creation of Data-Driven Reports
and Recommendation
T
Effective Communication Skills
AF
Interpersonal Skills
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 212
Legal and Judicial Group
The ability to effectively represent the department in all legal forums and other functions, and/or perform tasks incidental there to.
T
activities relative to the collaboration for proper legal
representation of the Department in representation of the Department in
Collaborates with other DepEd
courts, quasi-judicial bodies and courts, quasi-judicial bodies and
AF
offices and / or appropriate agencies
other offices, as well as in other offices, as well as in
to craft, improve on existing legal
conferences, meetings and other conferences, meetings and other
strategies and approaches needed to
functions to protect and/or promote functions to protect and/or promote
effectively represent the department
the interest of the Department such the interest of the Department such
in legal forums.
as but not limited to submission of as but not limited to submission of
pleadings, notices and other required
R pleadings, notices and other required
documents documents
Collaborates with other DepEd
offices and appropriate agencies to
Identifies appropriate actions and
improve strategies and/or approach
D
responses to legal queries
that would best protect and/or
promote the interest of the DepEd
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 213
Legal and Judicial Group
The ability to effectively represent the department in all legal forums and other functions, and/or perform tasks incidental there to.
T
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 214
Legal and Judicial Group
The ability to provide legal assistance and opinion when asked or needed under any circumstance.
T
Answers issues involving legal and
Conducts necessary research on research conducted indicating
factual matters using applicable laws,
Department orders, rules and applicability and implications of
jurisprudence, and rules and
regulations and jurisprudence existing Department orders, rules
AF
regulations of the DepEd and other
related to the legal issue or concern and regulations and jurisprudence to
agencies
the legal issue or concern.
Prepares and submits a report on the
research conducted,
Answers (simple) issues involving Applies researched material in
indicating/explaining why the
legal and factual matters using drafting a legal opinion or in
selected DepEd Orders and rules and
existing DepEd Orders and rules and providing advice to address issues
regulations
R
regulations that may be used in
addressing the legal issues
raised/identified
identified
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 215
Legal and Judicial Group
The ability to find, connect, organize and package relevant facts or information from evidence gathered from various sources.
Identifies the relevant information Sifts information to separate the Summarizes, analyses and packages
Identifies sources of information needed and the good sources of important facts and evidence from the gathered information in an easy-
these information the rest to-understand report
Sets standards in effective analyses,
Asks the correct questions to elicit Analyses the gathered information
Recalls details well conclusion and writing of
relevant information and makes a good conclusion
investigation reports
Speaks in a clear manner, listens
T
well, and effectively observes Sets standards in efficient and
people's demeanor and reads non- effective investigation and research
verbal cues
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 216
Legal and Judicial Group
PROBLEM SOLVING
The ability to resolve deviations and exercise good judgement by using fact-based analysis and generating and selecting appropriate courses of action to produce positive
results.
T
existing policies and practices of the
organization
Identifies and analyses patterns and
AF
Demonstrates knowledge of the
trends to reveal new dimensions Offers several alternatives to solve
Anticipates and assesses the impact benefits and risks- both actual and
before presenting alternative the problem, providing an analytical
of possible outcomes based on potential- of a chosen decision by
solutions and arrives at the best and framework for weighing the pros and
identified potential solutions setting up or recommending plans to
appropriate solution to complex cons of the proposed solutions
mitigate this or strengthen decisions
problems
Follows defined steps or procedures, Distinguishes effectively which
Identifies nature and various aspects Recommends changes in policies,
of a problem and gathers and
analyses information relevant to the
problem
R
or uses past experience to gather
and analyze information before
offering conclusions or making
problems or issues will require the
help or intervention of the
immediate superior or appropriate
processes,- or procedures in coming
up with the best possible solution to
a problem
decisions authority
D
Provides information that is not Seeks information from other
Sources for the requisite data or
Follows standards and procedures in directly involved in the deviation but sources who are not directly involved
information that will support or
solving simple problems to arrive at a may be affected with the potential or who are not routinely consulted
confirm accuracy and/or correctness
decision relative to one’s job solutions identified to resolve the for their perspective but may be
and validity of one’s decision
situation or arrive at a solution useful to the study of the deviation
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 217
Legal and Judicial Group
PROBLEM SOLVING
The ability to resolve deviations and exercise good judgement by using fact-based analysis and generating and selecting appropriate courses of action to produce positive
results.
T
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 218
Legal and Judicial Group
The ability to draft, interpret and apply existing policies and guidelines to planning concerns of the organization.
T
policy interpretation policies based on precedent cases
enhancements
Communicates and encourages
adherence to policies and guidelines
AF
Clarifies policy concerns, issues,
Identifies policy concerns and issues through conferences, fora, focus
and/or conflicts
group discussions, meetings and
other related events
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 219
Legal and Judicial Group
Creating reports and recommendations for decision-making by evaluating results through the use of statistics and other data analysis methods.
T
problems, or opportunities and ensures the relevance and accuracy
data/information to resolve management in making policy
determines if action is needed of all data.
inconsistencies decisions
Incorporates historical commercial
AF
Gathers and compiles data using Supports all significant decisions or services data to identify trends,
various data collection techniques conclusions with data inconsistencies and areas for
improvement
Analyses and investigates up-to-date
information from various sources
R and in various formats
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 220
Legal and Judicial Group
The ability to generate, convey, receive, and respond to messages effectively regardless of situations or media platforms used.
T
communicating messages with the politely to demanding and hostile options to keep difficult situation
in comprehending oral and written
use of simple/basic terms or word coworkers and clients under control
information
Expresses ideas clearly and concisely
AF
Edits communication materials such
Prepares simple communication and Drafts simple communication such as in writing where written
as reports, letters, and memos and
consolidates reports applying basic transmittal letters, memos, communication outputs are used
transforms them into concise, clear
grammar, spelling and syntax advisories, etc. with minor revisions immediately in the organization
and relevant written communication
without the need for revisions
Informs regularly superior of
Keeps superior informed about
Informs superiors when concerns are Frequently updates superior verbally workload and priorities and
progress and problems to avoid
brought to higher authorities
surprises
R
Provides simple explanation on basic
of current workload and priorities
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 221
Legal and Judicial Group
The ability to generate, convey, receive, and respond to messages effectively regardless of situations or media platforms used.
T
grammar, spelling and punctuation in
all documents produced
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 222
Legal and Judicial Group
INTERPERSONAL SKILLS
Delivering desired results by maintaining good reports and effective Social connections with colleagues and stakeholders.
T
Encourages others to engage in
Identifies the various barriers to
Improves continually communication communication and use appropriate Creates and maintains a culture of
good communication to reduce the
skills questioning to enhance mutual free and effective communication
AF
likelihood of misunderstandings
understanding
Carefully chooses words in talking to
Freely communicates with and allows
Listens wells and correctly interprets others to avoid misunderstanding or
Communicates clearly in words and others to freely communicate values,
both the verbal and non-verbal confusion, and seeks feedback to
body language ideas, beliefs, opinions, needs and
messages from others ensure the message has been
wants without being judgmental
R understood
Makes himself/herself accessible to Establish constructive relationships Interacts with colleagues in a tactful Works with others to identify, define
employees with people in his or her area manner and solve problems
Shows a real interest in people, asks
Works effectively in a group and
Engages in conversation with others Shows employees empathy and questions and seeks clarification on
D
inspires others to give optimum
to show concern sincerely respect any points that could be easily
performance
misunderstood
Understands that other people may
Has a style and charm that
Remains positive and cheerful under Recognizes, manages and reduces have different points of view and
immediately puts others at ease and
pressure stress on oneself and others tries to see things from their
disarms hostility
perspective
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 223
Legal and Judicial Group
INTERPERSONAL SKILLS
Delivering desired results by maintaining good reports and effective Social connections with colleagues and stakeholders.
T
AF
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 224
Legal and Judicial Group
The ability to express oneself in a clear manner during individual or group presentations.
T
questions being posed by audience
style, and voice inflection session
Spots and optimizes opportunities to
Uses appropriate vocabulary to the Establishes an objective that clearly Commands attention and manages change process when something is
AF
audience reflects the needs of the audience group process during presentation not working while delivering a
presentation
Presents to internal/external clients
Makes formal presentations using Presents to peers, team members or Presents to senior managers in the
e.g. other government institutions
audio-visual equipment others organization
and stakeholders
R
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 225
Legal and Judicial Group
The ability to work effectively with a variety of people and situations, adapt to changes and cope with challenges.
T
Recognizes new approaches and
results without delays to become
Identifies practical approach to get takes the necessary steps to meet
Introduces alternative approaches consistently strategic in systems,
the job done effectively within the new demands to address dynamic
suited to the needs of the situation processes and competencies,
AF
given time frame changes and challenges in the
especially in human resource
organization
functions
Assesses the bigger picture and
Responds appropriately to changing Maintains focus when faced with Listens to new ideas and considers
applies common sense to address
circumstances competing circumstances other people’s points of view
the situation
R Highly aware of the organization's
long term direction and the need to
Anticipates and adjusts strategies to
ensure that the services of the
ensure that practices are always
organization keep pace with the
current and effective
changing needs of the internal and
D
external environments
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 226
GLOSSARY
Refers to a talent such as manual dexterity, visual or spatial acuity, or conceptual thinking; premised on the idea that while abilities
ABILITY
may be taught, learned or enhanced, there is a natural predisposition to them.
Observable demonstration of some competency, skill, ability of characteristics; is an especially definitive expression of a
BEHAVIOUR
competency
BEHAVIOURAL INDICATOR A statement of what can be observed from an individual manifesting the competency
Observable and measurable behaviors, knowledge, skills, abilities, and other characteristics that contribute to individual success in
BEHAVIOURAL COMPETENCIES
T
the organization that are not associated with any particular job; also known as soft competencies
CLUSTER A group of competencies, skills and behaviors organized for the purpose of simplification; another term for theme
AF
A combination of knowledge, skills and attitudes associated with high performance on the job; sometimes includes self-image,
social motives, traits, thought patterns, mind-sets and ways of thinking, feeling and acting; these are characteristics that individuals
COMPETENCY
have and use in appropriate, consistent ways in
order to achieve desired performance
COMPETENCY DICTIONARY A reference tool that contains information on all the competencies and possible levels for the various types of jobs in an institution.
COMPETENCY FRAMEWORK
R
An organizing structure which reflects the different layers of competencies of an organization or profession, e.g., core
competencies, functional competencies and leadership competencies
D
Used in two ways: first is job competency mapping, a process that plots out the competencies needed against a job family (a.k.a job
profiling) ; second use is workforce competency mapping, a process where each member of the unit/organization is assessed
COMPETENCY MAPPING against a set of critical competencies together with other members of that unit/organization (a.k.a. person profiling). Through
person profiling the organization is able to identify what kinds of competencies to look for to strengthen the unit or which
competencies to develop among the members of the unit vis-a-vis ideal set.
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 227
GLOSSARY
A written description of the competencies required for fully successful or exemplary performance in a job category, work team,
COMPETENCY MODEL department, division, or organization; the output of analyses conducted to differentiate high performers from average and low
performers.
COMPETENCY MODELLING The process of creating competency models for jobs, job categories, organizations, occupations and industries
COMPETENCY TABLE A matrix that reflects the definition and proficiency levels of a competency as defined by behaviors of each level
T
COMPETENCY-BASED JOB DESCRIPTION A job description that specified the competencies need by the job holder to perform successfully in the position
Individual characteristics that collectively lead to desired outcomes in the organization; should be possessed by all employees
AF
CORE COMPETENCIES
regardless of position
Behaviors that are critical to an individual occupying
FUNCTIONAL/TECHNICAL
a particular job or position; abilities that pertain to a specific body of knowledge and skills required to perform the defined activities
COMPETENCIES
in a function or job; sometimes referred to as hard competencies
Identifying task, responsibilities, duties, accountabilities, knowledge and skills requirements and any other criteria for job
JOB ANALYSIS R
performance
A summary of the most important features of the job, including major responsibilities, relationships, authorities, accountabilities,
JOB DESCRIPTION
basic qualifications and other specifications
D
JOB OR POSITION COMPETENCY
The set of competencies and levels of proficiency needed by an individual to do the job successfully
PROFILE
The act of creating job/position competency profiles; also known as job competency
JOB PROFILING
mapping
Refers to the body of information, concepts, ideas, facts, principles, theories and models
KNOWLEDGE
necessary for performing a job
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 228
GLOSSARY
PERFORMANCE A combination of the accomplishment produced by people on the job and the behaviors used to achieve these accomplishment
The characteristics that people bring with them to the job such as qualifications (education, experience, training and eligibility) and
PERSON PROFILE
suitability (competencies)
An explicit set of criteria used for assessing a particular type of work or performance from the simplest manifestation of desired
RUBRIC
behaviors to the most sophisticated
T
Specialized abilities needed to carry out certain physical operations or activities associated with successful job performance; may
SKILL
be cognitive in nature such as analysis, synthesis and evaluation
SUPERIOR PERFORMANCE
AF
A peak mastery level of a competency
(COMPETENCY) LEVEL
Deeply held beliefs about a specific mode of conduct or end-state of existence that is personally and socially preferred by an
VALUES R
individual or organization such as integrity, trust, teamwork and quality
D
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 229
REFERENCES
Philippine Civil Service Commission (CSC)-Generic Competency Dictionary, Understanding proficiency levels, etc.
Shippmann, J.S., Ash, R.A., Battista, M., Carr, L., Eyde, L.D., Hesketh, B.J., Kehoe, J., Pearlman, K., Prien, E.P., & Sanchez, J.I. (2000). The practice of competency modeling.
Personnel Psychology, 53, 703-740.
U.S. Civil Service Commission. Job analysis: Developing & documenting data. Washington, D.C. Bureau of Intergovernmental Personnel Programs. December, 1973.
T
Boyatzis, R.E. (1982). The Competent Manager: A Guide for Effective Management, New York: Wiley. Dubois, D. & Rothwell W. (2004). Competency-Based Human
Resource Management, Mountain View, California: Davis-Black Publishing. Spencer, L.M. & Spencer, S. (1993). Competence at Work: Models for Superior Performance,
AF
New York: Wiley.
Betha Gutsche (June 2009). Competency Index for the Library Field. Retrieved from
https://www.webjunction.org/content/dam/WebJunction/Documents/webJunction/Competency%20Index%20for%20Library%20Field.pdftps://www.webjunction.org/c
ontent/dam/WebJunction/Documents/webJunction/Competency%20Index%20for%20Library%20Field.pdf
R
Philippine Civil Service Commission (CSC)- A Guidebook on Competency Modelling and Profiling
D
EY Skills Framework, Singapore
Department of Education I Competency Dictionary for the Six Priority Non-teaching Occupational Service Groups 230