LEARNING AND DEVELOPMENT (L&D) MANAGEMENT GUIDELINES

I. PURPOSE/RATIONALE

Faithful to the aim of providing opportunities for all employees’ growth

and development to keep themselves relevant and responsive to the
demands of the workplaces and the changing environment, it is imperative
that learning and development programs, projects, and activities are put in
place and implemented continuously in order to ensure that the human
resources improve their competencies and behavior for best service delivery,
performance, and overall organizational effectiveness.

Recognizing that learning and development programs are not only

delivered by the agency, the engagement of, and collaboration and
partnership of internal and external stakeholders, this policy highlights also
the importance of engaging consultants, resource persons, learning
facilitators and/or learning service providers.

Consistent with the Equal Opportunity Principle (EOP) that the

department takes as one guiding principle, SDO Catanduanes shall ensure
that L&D interventions are carried out/implemented on normal and even at
a time of public health emergency and other unexpected circumstances,
different modalities and alternative platforms shall be considered/adopted;
furthermore, interventions and modalities shall cater to the specific needs of
employees under the aforementioned circumstances. On the overall,
flexibility shall be a major strategy.

These contextualized guidelines are issued to establish and

institutionalize the Learning and Development (L&D) system of SDO
Catanduanes. Such is specifically aimed at improving and upgrading the
quality of education and strengthening the professional learning and
development of SDO Catanduanes’ teaching, teaching-related, school
administrators, and non-teaching personnel groups.

Thus, anchored on DepEd Bicol’s Serbisyong Mabilis Ialay Lagi sa

Edukasyon (SMILE) framework and as an operationalization of DepEd
Catanduanes’ I-CARE for ISLA, which stands for individual towards
collective COMMITMENT, ACCOUNTABILITY, RESILIENCY and
EXCELLENCE for Innovative, Sustainable and Leading-Edge Approach to
education and development in this province, DepEd Catanduanes commits

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to putting in place the learning and development system that places the
human resource at the heart of the professional learning, growth, and
continuous development.

II. LEGAL BASIS

As an integral part of the education system, human resource

development is given due importance in Republic Act 9155, known as the
Governance of Basic Education Act of 2001. Specifically, the following
provisions indicated in the Implementing Rules and Regulations (IRR, Dec.
2007) are relevant to education personnel in-service capability building and
serve as bases of the Learning and Development System:

1) The Division level is responsible for implementing programs for the

professional development of all division personnel, and for
implementing and managing division-wide staff development
programs that undergo the national policies and standards (Sec.
4.3, c21, c22 – page 12). The Districts shall be the support arm of
the SDO.

2) The Schools are mandated to provide opportunities for broad-based

capacity building for leadership to support SBM (Sec. 4.3, e.18 –
page 16). Moreover, they are urged to generate resources to
upgrade teachers’ learning, and facilitators’ competencies, improve
and expand improving facilities and provide instructional materials
and equipment (Sec. 4.3, e.7 – page 15).

The changes brought about by various national and global

frameworks such as the K to 12 Reform, ASEAN Integration, globalization,
and the changing character of the 221 st-century learners necessitate the
improvements and call for the rethinking of the National Competency-Based
Teacher Standards (NCBTS); hence, the development of PPST.

On the other hand, the current development of the Philippine

Professional Standards for School Heads (PPSSH) and Philippine
Professional Standards for Supervisors (PPSS) will further broaden the
importance of a localized Learning and Development. These sets of
Professional Standards will assist the Personnel Development Committee
and Human Resource Development Section in the design and delivery of in-
service professional development, and, through integrated monitoring and
evaluation procedures, provide for accountability.

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 The Philippine Professional Standards for Teachers, complements the
reform initiatives on teacher quality from pre-service education to in-service
training. It articulates what constitutes teacher quality in the K to 12
Reform through well-defined domains, strands, and indicators that provide
measures of professional learning, competent practice, and effective
engagement. This set of standards makes explicit what teachers should
know, be able to do, and value to achieve competence, improved student
learning outcomes, and eventually quality education. It is founded on
teaching philosophies of learner-centeredness, lifelong learning, and
inclusivity/inclusiveness, among others. The professional standards,
therefore, become a public statement of professional accountability that can
help teachers reflect on and assess their practices as they aspire for
personal growth and professional development.

The transformation of the National Educators Academy of the

Philippines (NEAP) is in addition to further professional development
services of the Department of Education and as the basis of the Schools
Division of Catanduanes Human Resource Development Section and the
Professional Development Committee.

Through the issuance of DepEd Order No. 11, s. 2019, the provision of
standards-based professional development programs and courses for
teachers and school leaders shall ensure that interventions systematically
contribute to the professional growth and advancement of DepEd teachers
and school leaders. Through this transformation, professional development
for teachers and school leaders in DepEd shall be more strategic, integrated,
and programmatic, within a unified governance system where there will be
greater accountability in the programs. This forms one of the key pillars of
Sulong Edukalidad, DepEd’s reform program to address the challenge of
quality in basic education.

In light of the public health emergency brought about by COVID-19

pandemic, several issuances department orders that set the policies to
continuously address the development needs of its workforce serve as sound
bases for the unhampered professional development of DepEd personnel.

DepEd Order No 1, s. 2020 titled Guidelines for NEAP Recognition of

Professional Development Programs and Courses for Teachers and School
Leaders seeks to ensure that all programs and courses, whether internally

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or externally provided are aligned, integrated, and consistent with the wider
NEAP Professional Development Framework.

DepEd Order No. 40, s. 2020 titled Implementation of Learning and

Development for Non-Teaching Personnel of the Department of Education in
View of the COVID-19 Pandemic underscores that learning and development
shall be delivered unhampered for all officials and employees.

Corollary to the abovementioned issuances, DepEd Memorandum No.

082, s. 2020 titled Guidelines on the Registration of Teachers and School
Leaders for NEAP-Recognized Professional Development Programs and
Courses, sets the commitment to giving the full support to the in-service
professional development of teachers and school leaders through upskilling
and reskilling programs giving them access to a wide range of NEAP-
recognized professional development programs and courses aligned to the
teacher standards and supportive of their career progression.

This contextualized L&D policy finds its anchor on the

abovementioned issuances that will provide the strategic directions for all
officials and employees in this division.

III. COVERAGE

These guidelines shall cover:

A. All in-service professional development programs and courses

intended for SDO Catanduanes teachers, school leaders,
teaching-related and non-teaching personnel;

B. Schools, districts, and Division Office personnel who shall

submit any proposed professional development activities,
programs, projects for teachers, non-teaching, non-teaching,
and school leaders to their designated PDC to obtain
Recognition and consequent inclusion in the L&D
program/plan;

C. Scholarship Programs, short courses, and similar professional

development programs offered or sponsored by the Department
of Education, partner agencies, and other accredited agencies,
institutions, and providers.

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IV. DEFINITION OF TERMS

For these guidelines, the following terms shall be defined and

understood:

A. Division Professional Development Committee – Division

Office initiated a committee responsible solely for the
management and quality assurance of all Learning and
Development programs, activities, and projects of the Division in
the service of all SDO Catanduanes employees.
B. Equal Opportunity Principle – ensures that all employees are
empowered to achieve their full potential through valuing
diversity and equal opportunity by supporting excellent
performance and through progressive development.
C. E-SAT – is an electronic tool used to assess the competency of
the teachers
D. Evaluation- refers to the process of assessing the performance
and competency of the employee and or learning and
development intervention provided.
E. Human Resource & Development (HRD) – refers to unit under
School Governance and Operation Division responsible for the
implementation of the Learning and Development intervention.
F. In-House/In-Service Training – refers to training conducted
and/or arranged by officials and employees of DepEd.
G. Instructional Design – refers to the comprehensive plan of
action to be taken in conducting learning and development
activities and intervention.
H. IPCRF – (Individual Performance Commitment and Review Form
provides a venue for agreement on standards of performance
and behaviors which lead to professional and personal growth
in DepEd.
I. L&D budget – refers to general fund downloaded to the offices
relative to the L& D activities and implementation
J. Learning and Development – covers all professional
development activities in the Division Office not limited to
scholarships, training, and educational advancements which
aim to improve group and individual performance goals and
performance with the DepEd’s overall mission, vision, and goals.

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K. Learning Needs Assessment – refers to the assessment used in
identifying competencies that people require to meet their own
learning needs and DepEd’s development needs.
L. Learning Service Provider - refers to an individual or entity
internal or external to DepEd who provides/facilitates learning
interventions that correspond to the identified needs of the
personnel.
M. Monitoring – activity of a responsible person in learning and
development program to track the effectiveness and efficiency
the delivery of the Learning and Development.
N. National Educators Academy of the Philippines (NEAP) –
responds to the demand for professional competence as well as
management and leadership excellence in the educational
community. To fulfill this mandate are three components:
training and development, program and development, and
research and development.
O. NEAP Recognition System – a system to recognize the L&D
program initiated by the NEAP.
P. Non-Teaching Personnel – are categorized as allied services
personnel such as accountants, planning officers, human
resource management officers (HRMOs), records officers,
cashiers, budget officers, engineers, architects, dentists, school
physicians, nutritionists, nurses, legal officers, etc. and other
support personnel (DO 32, s. 2011)
Q. QAME- pertains to the quality assurance monitoring and
evaluation process to ensure the implementation of all Learning
and Development process.
R. Results Based Performance Management System (RPMS)- is
a tool use in evaluation the individual performance of teaching
and non-teaching personnel and one the references in
developing learning and development plan.
S. SMME – a unit under school governance operation division that
responsible in monitoring and evaluation of the school
governance and operations.
T. SOCMOBNET – a unit under school governance operation
division that in responsible in resourcing and mobilization and
networking to support and assistance to the schools and
learning centers.
U. Teaching Personnel - refers to all persons engaged in
classroom teaching, in any level of instruction, on a full-time
basis, including guidance counselors, school librarians,

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 industrial arts or vocational instructors, and all other persons
performing supervisory and/or administrative functions in all
schools, colleges, and universities operated by the government
or its political subdivisions; but this shall not include school
nurses, school physicians, school dentists, and other school
employees as defined in Republic Act No. 4670 entitled, “Magna
Carta for Public School Teachers” (DO 32, s. 2011).

V. POLICY STATEMENT

The Schools Division of Catanduanes, through the Personnel

Development Committee and the Human Resource Development Unit, is
committed to the professional growth and lifelong learning of its non-
teaching personnel, teachers, and school leaders as a key foundation to the
upgrading of the quality of basic education consistent with the equal
opportunity principle of the agency. Hence, appropriate professional
development programs or courses that address their development needs
using various platforms and modalities that include but not limited to,
formal training and workplace learning, shall be made available at all levels
and to all employees.
However, there is a separate guidelines on scholarship and training grants
and other learning and development interventions.

The quality of professional development programs and courses shall

be assured through a Recognition System that requires alignment to
professional standards for teachers and school leaders, and key
performance areas of non-teaching personnel; responsiveness to identified
professional priorities, promotion of dynamism, innovation, and application
at the classroom and workplace, and transparency and consistency.

SDO Catanduanes shall also harness and make available the L&D
opportunities of other providers such as the Civil Service Commission (CSC),
Career Executive Service Board (CESB), and other NEAP-accredited learning
service providers.

VI. LEARNING AND DEVELOPMENT MANAGEMENT GUIDELINES

A. PERSONNEL DEVELOPMENT COMMITTEE

A Personnel Development Committee (PDC) will be set up at

each governance level to guide learning and development directions,

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particularly in aligning such initiatives with the Philippine
Professional Standard for Teachers (PPST), Philippine Professional
Standards for School Heads (PPSSH), and the Key Result Areas (KRAs)
of non-teaching personnel. The Committee will spearhead the
professional development activities in their level of governance with
the guidance of the SDO PDC and the support of HRD the section of
School Governance and Operations Division (SGOD.
The following is the composition of the PDC and its Terms of
Reference:

Role Functions
Chairperson  Provides direction on L&D planning and
program implementation;
 Approves all L&D-related expenses (training
fees, honoraria for service providers, and
other related expenses);
 Authorizes attendance of personnel at
external conventions, conferences, symposia,
and fora;
 Authorize availment of external service
providers in conducting inhouse L&D
programs;
 Select and nominate personnel for local and
international training and scholarship grants
Co-  Provides recommending approval on:
Chairperson  L&D priority and plans
 L&D budget and funding and cost
parameters
 Attendance of personnel at external
conventions, conferences, symposia,
and for a
 Availment of external service providers
in conducting in-house
 L&D programs
 Selection, nomination, and authorization of
personnel for local and international training
and scholarship grants
Members  Facilitates learning needs assessment within
their respective bureau/service/office

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  Monitors alignment and progress of
development plans with the L&D
interventions
 Proposes needs-based L&D interventions
 Leads in the implementation of L&D
standards in their respective offices
Secretariat  Assists PDC in performing functions,
specifically in preparing documentation of
candidates, study grants, PDC deliberation,
etc.

A1. Division Personnel Development Committee

The composition of the Division PDC will be as follows:

Consultant : Schools Division Superintendent

Chairperson : Assistant Schools Division Superintendent
Co-Chairpersons : Chief Education Supervisor – Curriculum
Implementation Division (CID)
Chief Education Supervisor – School
Governance and Operations Division (SGOD)
Members : Administrative Officer IV (HRMO)
Accountant III
Administrative Officer V ()
Senior Education Program Specialist –
School Management Monitoring &
Evaluation (SMME), SGOD
Senior Education Program Specialist –
Human Resource Division (HRD), SGOD
Senior Education Program Specialist –
Social Mobilization & Networking
(SocMobNet), SGOD
Senior Education Program Specialist –
Planning & Research Section (PRS), SGOD
Secretariat : Education Program Specialist II – HRD,
SGOD
Education Program Specialist II –
(SocMobNet), SGOD

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 A2. District Personnel Development Committee

The District Personnel Development Committee (DiPDC) shall

serve as the support arm of the Division PDC. This shall be composed
of the following:

Chairperson : Public Schools District Supervisor/

In-Charge of the District
Co-Chairpersons : One School Head for Elementary
One School Head for Secondary
Members : All School Heads, Cluster Heads, TICs,
District Alternative Learning System (ALS)
Coordinators
Secretariat : District nonteaching personnel

A3. School Personnel Development Committee

The School Personnel Development Committee shall conduct

and implement the L&D Plan of the school such as Learning Action
Cells (LAC), and other school-based learning and development
interventions based on the L&D needs assessment. This shall be
composed of the following:

Chairperson : School Head/Cluster Head/Teacher-In-

Charge
Co-Chairpersons : One Master Teacher
One Head Teacher
(may assign at most 2 master teachers and
2 head teachers for large/mega schools)
Members : Head Teachers, Department Heads,
Master Teachers, Key Teachers
Secretariat : Teachers I-III, non-teaching personnel

B. LEARNING AND DEVELOPMENT PROCESS

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 L&D
Needs
Assessment

L&D
L& D
Program Delivery
Planning
& Evaluation

L&D
L&D
Resource Package
Program Designing
Development

Phase I. L&D NEEDS ASSESSMENT

a. Convene the PDC to plan for the conduct of the needs
assessment.
b. Develop/Determine data assessment tools that shall facilitate
the collection of data.
c. Conduct Learning & Development Needs Assessment for the
four groups of personnel, that is, teaching, non-teaching,
teaching related, and school administration groups.
Group learning and development needs assessment (LDNA) may
be administered for targeted offices or specific positions
however, individual LDNA shall be done for all employee once a
year.
The Part IV of the Individual Performance Commitment and
Review Form (IPCRF)/Office Performance Commitment and
Review Form (OPCRF) shall be one of the bases in preparing the
Learning and development plan.
d. Collect and consolidate data from the IPCRF/OPCRF to identify
learning and development needs and competency gaps.
e. Analyze the data gathered by identifying competency gaps.
Apply the seriousness, urgency and growth potential (SUG)
principle in prioritizing learning and development program /
activities.

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 f. Prepare the learning and Development Needs Assessment
report/Summary Report.
Phase II. LEARNING & DEVELOPMENT PLANNING
a. Conduct a review and brainstorming on the submitted LDNA/
Summary Report.
b. Prepare the L&D Program/Instructional design for the four
groups of employees.
c. Set general objectives for the instructional design.
d. Determine the funds allocated, such as the Human Resource
Training and Development (HRTD) funds and other sources.
Include L&D programs that shall be conducted with partners,
by schools, and by external service providers.
e. Prepare the learning and development implementation plan
PHASE III – LEARNING AND DEVELOPMENT PROGRAMS DESIGNING
a. Prepare the activity proposal and training activity plan with
budget proposal, memorandum, list of participants, activity
request and purchase request.
b. Set terminal and enabling objectives for the specific program
based on the previously crafted instructional design.
c. Identify program management team and define their duties and
functions.
d. Identify learning service providers with attached curriculum
vitae.
e. Prepare the learning resources/materials, equipment and other
logistics and;
f. Submit training proposal to immediate head copy furnish with
HRD.
PHASE IV- LEARNING & DEVELOPMENT RESOURCE PACKAGE &
DEVELOPMENT

a. Develop learning resource materials/ learning resource

package.
b. Conduct Division Staff Orientation Workshop (DSOW) using
the prepared resource materials, ppt and session guide.
c. Finalize learning resources package and training activity plan.
Learning and development intervention should adhere to adult

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 learning principles and should be appropriate to the learning
needs and it may come from different forms such as but not
limited to training, job shadowing , job shadowing, job rotation,
benchmarking, coaching and mentoring and others.
d. Alternative mode of delivery such as e-learning, distance
education, resource-based learning among others, may also be
adopted whichever is most applicable and cost-effective vis-à-
vis to the learning design.
Phase V- LEARNING AND DEVELOPMENT PROGRAM DELIVERY AND
MONITORING AND EVALUATION
a. This process provides adequate logistical support and
arrangement that meet implementation requirements of the
activity design.
b. Conduct the learning and development activities according to
the approved planned schedules and adjustments, if necessary.
c. Supervise the implementation of the programs.
d. Conduct evaluation in the implementation of the learning and
development activities/ intervention.
e. Prepare completion report for submission to HRD and M&E.
f. The participants or recipient of the program must prepare and
submit Re-Entry plan/ learning activity plan.
g. Retrieve the Monitoring and Evaluation result to SMME.
h. Conduct exit conference to the program owners or top
management to discuss the result of the monitoring and
evaluation and provide necessary recommendation for the
continuous improvement of the learning and development
activities.

C. LEARNING AND DEVELOPMENT PARTNERSHIP

To engage external stakeholders in promoting and strengthening

the culture of learning and development in the Schools Division of
Catanduanes, the DPDC, DiPDC, and SPDC will collaborate with training
and academic institutions on various learning and development
initiatives. It is endured that mutual benefit and reinforced collaboration
shall arise from these partnerships.

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 D. EQUAL OPPORTUNITY PRINCIPLE

SDO Catanduanes acknowledges the right of all officials and

employees to be treated equitably and commits to providing consistent,
merit-based practices, and encourages all officials and employees to
achieve their full potential.

The PDC shall lead the way and promote effective adult learning
methodologies such as the just-in-time, just-the-right amount of
information, and other capacity-building approaches to all employees
with due consideration of special needs and assistance to those with
disabilities.

It is also encouraged that all L&D capability building, and other

similar activities shall be conducted on the ground floor level of the venue
to cater to persons with disabilities (PWDs).

VII. MONITORING AND EVALUATION

Schools, Districts, and the Division in close collaboration with the

School Management, Monitoring, and Evaluation Unit of the SGOD will
conduct structured monitoring of the Learning and Development
Management process and initiatives at all levels. They will provide feedback
for the improvement of the whole policy.

Further, DPDC will conduct an annual review of the effectiveness and

efficiency of the policy in achieving its objectives. After three (3) years, DPDC
will conduct a policy review for the revision of this policy. Feedback from the
M&E will be reported during the DMEA.

VIII. EFFECTIVITY

These implementing guidelines shall take effect upon signing by the

Schools Division Superintendent.

IX. REFERENCES

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Civil Service Commission Resolution No. 1600770 (2016).
Accreditation of L&D Institutions: Amendments to CSC Res. No.
1300618 dated April 2, 2013.

DepEd Order No. 001, s. 2020.Guidelines for NEAP Recognition of

Professional Development Programs and Courses for Teachers and
School Heads.

DepEd Order No. 68, s. 2009. Scholarship and Training

Grant/Fellowship Pool

DepEd Order No. 118, s. 2010. Adoption of the New BESRA

Implementation Arrangement.

OM-HROD-2021-0547. Guidelines on Management of Learning

Service Providers for Central Office Learning and Development
Programs (COLDP) and other CO-Initiated L&D Activities for DepEd
Non-Teaching Personnel.

Republic Act No. 9155 (2001). An Act Instituting a Framework of

Governance for Basic Education, Establishing Authority and
Accountability, Renaming the Department of Education, Culture and
Sports as the Department of Education for other Purposes

DepEd Order 32, s. 2011 Policies and Guidelines on Training and

Development (T&D) Programs and Activities

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ANNEXES A – Learning and Development Template for Phase 1
a. Learning Needs Assessment Plan
b. Learning Needs Assessment Summary Report
c. Assessment Tools
d. IPCRF/OPCRF Part IV- Developmental Plan
ANNEXES B- L&D TEMPLATE FOR PHASE 2
e. Learning & Development Plan
ANNEXES C- L&D TEMPLATE FOR PHASE 3
f. Instructional Design
g. Training Activity Plan
h. Activity /project proposal
i. Budget Proposal
j. List of participants template
k. List of Recommended Learning Service Provider
l. Purchase Request Templates
ANNEXES D- L&D TEMPLATE FOR PHASE 4
m. Learning Service Provider Application form
n. Evaluation Tool for Resources
o. Template for Powerpoint
p. Template for session guide

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ANNEXS E. L&D TEMPLATE FOR PHASE 5
q. Learning and Development Program Delivery Evaluation Tools
r. Re-Entry Plan Template
s. Learning Application Plan
t. Program Completion Report

Annexes a.1- Learning Needs Assessment Plan

LEARNING NEEDS ASSESSMENT PLAN
Name of Proponent: __________________________
Job/ Position: ________________________________
School/Office: _______________________________
Rationale: ____________________________________
Terminal Objective: ___________________________
Enabling Objectives: __________________________
Activity Start Date Target To be Carried Persons Resources
Completion Out by Involve Needed

Prepared by:
____________________

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 Proponent/Program Owner

Noted:
_____________________
Immediate Head

Approved:
SUSAN S. COLLANO
Schools Division Superintendent

Annexes a.2- Learning Needs Assessment Analysis/ Summary Report

TRAINING / LEARNING NEEDS ANALYSIS
I. Below are human resource organizational development needs based on
organization priorities and concerns. Tick (/) appropriate column.

Name of Competencies Description Seriousness Urgent Growth Recommendation/ Remarks

Employee Potential Proposed
Intervention
. /

Attachments:

 L&D Unit plan

 IPCRF /Individual Development Plan (IDP)

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 Prepared by: _________________________
Supervisor/ Unit Heads

Noted by: ___________________________

Section Chief

Recommending Approval: ___________________________

ASDS
Approved: __________________________________________
SDS

Annexes a.3- Learning Needs Assessment Tool

Learning Needs Assessment (LNA) Questionnaire

(For Supervisory Positions)

Dear Respondent:

We are currently identifying the learning and development needs of employees with
supervisory functions in this Office. The result of this survey will be critical in identifying
learning and development interventions that are responsive to your performance needs and
the goals of this agency.

Your responses are significant to the success of this endeavour and will be treated with
utmost confidentiality and this will be solely used for developmental purposes. Please
answer the questions to the best of your knowledge and understanding. Thank you!

I. Personal Information
Please supply the information asked on the spaces provided below:

Name : ________________________________________________________
Position/Designation : __________________ SG: _______________

Age : ( ) below 26 ( ) 26-30 ( ) 31-35

( ) 36-45 ( ) 46-55 ( ) 56 and above

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 Sex (please check) : ( ) Female ( ) Male

Length of Service in : ( ) less than 12 months ( ) 1-3 years ( ) 4-8 years

the position ( ) 9-15 years ( ) 16-25 years ( ) over 25 years

Highest Educational Attainment: ( ) College graduate

( ) Post graduate
( ) Others, please specify ____________________

II. Work Performance

What would you say about your current job performance? Please check your answer on the
scale provided below:

Very Good Average Fair Poor

Good
1. Quality of work performance _______ _______ _______ _______ _____

2. Competence to carry out the _______ _______ _______ _______ _____

job
3. Are you satisfied with your current performance?

☐ Highly ☐ Satisfie ☐ Moderately ☐ Slightly satisfied ☐ Not at all

Satisfied d satisfied satisfied
4. In the work environment, do you face any problem/needs that affect your work?
______
_ Yes _______ No

5. If answer to Question #4 is yes, please specify work environment problems/needs

encountered:
______________________________________________________________________
______________________________________________________________________

Part III: Leadership Competencies

(See pages 4-15 of CSC MC 12, s. 2016: CPro Fees and Guidelines for the definition of the 5 Leadership
Competencies with rubrics)

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What would you say about your knowledge and skills in your current job in terms of the
following?

Very Good Average Fair Poor

Good
1. Thinking Strategically and _______ _______ _______ _______ _______
Creatively
2. Leading Change _______ _______ _______ _______ _______
3. Building Collaborative and _______ _______ _______ _______ _______
Inclusive Working
Relationships
4. Managing Performance and _______ _______ _______ _______ _______
Coaching for Results
5. Creating and Nurturing a _______ _______ _______ _______ _______
High Performing
Organization

What training programs are important to you which you feel that the Office should provide?
(Please enumerate your answers)

What support do you need from this Office in terms of learning and development
opportunities for your career advancement? (Please enumerate your answers)

 Thank you 

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ANNEXES A.4

Learning Needs Assessment (LNA) Questionnaire

(For Non-supervisory Positions)
Dear Respondent:

This Assessment is intended to find out your learning and development needs to become
more effective in your performance of current and future responsibilities. Please respond to
all questions honestly. Your answers will be treated with utmost confidentiality.

Part I: Personal Data

Name : _____________________________________________________
Office/Unit Position
Assigned : ______________________________ : _______________
Educational
Attainment : ______ Post-graduate degree ______ Bachelor’s Degree
(please check) ______ College Level ______ High School Graduate

No. of Years in ______ above 10 years ______ 1-5 years

present position ______ 6-10 years ______ less than 1 year
(please check) :

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 Sex (please check) : ______ Female ______ Male

Part II: Work Performance

What would you say about your current job performance? Please check your answer on the
scale provided below:

Very Good Average Fair Poor

Good
6. Quality of work performance _______ _______ _______ ______ _______
_
7. Competence to carry out the _______ _______ _______ ______ _______
job _

8. Are you satisfied with your current performance?

☐ Highly ☐ Satisfie ☐ Moderately ☐ Slightly satisfied ☐ Not at all

Satisfied d satisfied satisfied

9. In the work environment, do you face any problem/needs that affect your work?
______
_ Yes _______ No

10. If answer to Question #4 is yes, please specify work environment problems/needs

encountered:
______________________________________________________________________
______________________________________________________________________

Part III: Knowledge and Skills

What would you say about your knowledge and skills in your current job in terms of the
following?
Very Good Average Fair Poor
Good
6. Writing Effectively _______ _______ _______ _______ _______
7. Speaking Effectively _______ _______ _______ _______ _______
8. Managing Information _______ _______ _______ _______ _______

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9. Customer Service _______ _______ _______ _______ _______
10. Records Management _______ _______ _______ _______ _______

What new knowledge and/or skills would you need to further improve your current
performance?
(Please enumerate your answers)

What knowledge and/or skills would you consider useful for your continued personal and
professional development? (Please enumerate your answers)

Annex B: TEMPLATE OF LEARNING AND DEVELOPMENT PLAN

LEARNING AND DEVELOPMENT PLAN FOR CY
Course / Course Learning Modalities Date Target No. Budgetary KR registration
Program Description Service Participants of Requirement A
Title Provider From To Pax

24
ANNEX C.
INSTRUCTIONAL DESIGN

Title of the Program / Course/Training:

_________________________________________

Modules Objectives Key Concepts/ Methodology Materials/ Duration

& for The Messages/Topics Activities Resources
Sessions Participants Procedure

25
Prepared by: 
    ____________________ 
         Proponent/Program Owner 

Noted:    
            _____________________ 
                Immediate Head
 
      Approve:
  SUSAN S. COLLANO 
          Schools Division Superintendent
 
 

ANNEXES C.2
INSTRUCTIONAL DESIGN

Title of the Program / Course/Training:

_________________________________________

Modules Objectives Key Concepts/ Methodology Materials/ Duration

& for The Messages/Topics Activities Resources
Sessions Participants Procedure

26
Prepared by: 
    ____________________ 
         Proponent/Program Owner 

Noted:    
            _____________________ 
                Immediate Head
 
      Approve:
  SUSAN S. COLLANO 
          Schools Division Superintendent
 
 
ANNEXES C. 3

BUDGET PROPOSAL
Title of Activity: Type: Date:
___
Regular Duration:
_/_
Special Schedule:

Agenda/Purpose: Lead Implementing

 Unit/Office:

27
 Target Beneficiaries/Participants:

Description:

Budget Requirement (Itemized): Source of Funds:

Prepared by: Approved By:

____________________________ __________________________
Unit Chief SDS

ANNEXES C.4-
Training Activity Plan

Module
Topic/Content Teaching/Learning
Objectives Expected Nominated Resources
Highlights Methodology
At the end Session/Activity Outputs Facilitator/s Needed
(List the topics, (Describe how the
of the (Indicate the (What will be (Resource (Venue,
Time themes, etc. to session/activity will
session, title of the produced Persons/ materials,
be covered in be conducted to
participants session/activity) during the Learning equipment,
the achieve learning
will be able session/activity) Team) etc.)
session/activity) objectives)
to:

28
Prepared by: 
    ____________________ 
         Proponent/Program Owner 

Noted:    
            _____________________ 
                Immediate Head
 
      Approve:
  SUSAN S. COLLANO 
          Schools Division Superintendent
 
 ANNEXES C.5

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