Instruction Manual

Please read the entire manual before

conducting competency assessment

If you have any question, please call:

Performance Evaluation, Awards and Incentives Unit

HUMAN RESOURCE DEVELOPMENT SERVICE

5th Floor, DOLE Building, Muralla Wing, Cor. Luna Street

Intramuros, Manila

Phone 527-3000 loc. 505, 506

Fax 527-3568

Competency Assessment

User Instruction Manual

Prepared by:

OIC Director Liwayway Y. Ilo

Edelwina B. Peregrino

Ma. Kristine B. Reyes

Human Resource Development Service

August 2015

DEPARTMENT OF LABOR AND EMPLOYMENT

Intramuros, Manila

Acknowledgement

Core Team for the Finalization of the RO Competency Standards

Assistant Secretary Katherine B. Brimon, Team Leader

Mr. Manuel L. Laopao, Chief LEO, BLES

Ms. Ma. Lourdes R. Villafranca, Senior LEO, BLR

Ms. Julie F. Rodriguez, Senior LEO, NCR

Ms. Edelwina B. Peregrino, Administrative Officer V, HRDS

Ms. Ma. Kristine B. Reyes, Administrative Officer IV, HRDS

Ms. Rica Maria T. Bernardez, Chief Administrative Officer, NCR

Ms. Ruby Socorro P. Daquigan, Supervising LEO, NCR

Ms. Alicia L. Del Mundo, Senior LEO, NCR

Ms. Leilani M. Reynoso, Chief LEO, RO III

Ms. Maylene L. Evangelista, Supervising LEO, RO III

Mr. Jose Jommel Yabot, Senior LEO, RO III

Ms. Mary Josephine DL. Castro, Administrative Officer V, RO III

Ms. Ina Lou B. Floirendo, Chief Administrative Officer, RO IV-A

Ms. Ma. Angelique A. Espiritu, Senior LEO, RO IV-A

Ms. Ethel M. Magtibay, Senior LEO, RO IV-A

Ms. Katheryn S. Perez, Administrative Officer V, RO IV-A

One representative each from BLE, BLR, BWC, and BWSC

Acknowledgement

Training and Validation Workshop Participants

(October 9-10, 2014)

Jesus A. Bongcayao, IAS Fritzie Marie C. Del Mundo, IAS Marione Giezen G. Pangan, IASMa. Cecilia S. Acebuque, RO 6 Melissa S. Navarra , RO 6Niezel Anen T. Sabrido, RO 6 Nancy G. Yee, RO 6 Eunoco E. Arellano, RO 7 Janice M. Meniano , RO 7Elisa O. Mojana , RO 7Efren O. Vito, RO7Ma. Lindamor L. Agustin, RO 9Ma. Elena T. Alabata, RO 9Ma. Eloina S. Idris, RO 9Elsa B. Tan, RO 9

Mildred E. Dablio, RO 10 Ricardo D. De Dios , RO 10Criste O. Perfecto, RO 10Evelyn R. Ramos, RO10Cristita B. Coro, RO 11Albert E. Degamo, RO 11Dorothy C. Muring, RO 11Reynold H. Salmite, RO 11Domingo C. Baron, RO 12Fatima Quorayce L. Bataga, RO 12Helen N. Mangonon, RO 12Edwin T. Morales, RO 12Jocelyn L Bastareche, CARAGAKeith C. Duran, CARAGARaymond F. Sajor , CARAGAMaida Lynn J. Sanchez , CARAGA

(October 1-2, 2014)

Rica Maria T. Bernardez, NCRRuby Socorro P. Daquigan, NCRAlicia L. Del Mundo, NCRRonald S. Del Rosario, NCRJane Y. Adalan, CARVirginia S. Cacanindin, CARTeddy A. Sy, CARJeridee C. Orate, RO1Susan G. Maynes, RO1Agnes B. Aguinaldo, RO1Teresa N. Bonavente, RO 1Emily Manuela R. Estigoy, RO1Elpidio B. Atal Jr., RO2Laura B. Diciano, RO2Evelyn U. Yangco, RO2Menzie M. Valite, RO2Jose Jommel Yabot, RO3

Marie Josephine DL. Castro, RO3Maylene L. Evangelista, RO3Leilani M. Reynoso, RO3Ina Lou B. Floirendo, RO4AKatheryn S. Perez, RO4AEthel M. Magtibay, RO4AMa. Angelique A. Espiritu, RO4ARoderick F. Tamacay, RO4BGuido R. Recio, RO4BRosemarie E. Campos, RO4BRhea J. Paitan, RO4BCyre M. Cabredo, RO5Rizaliz A. Vargas, RO5Ma. Veronica M. Almazora, LCODyan Kristine R. Saligumba, LSVivien A. Saison, LSNicandro Bautista, ASAurora B. Abella, PS

Acknowledgement

Workshop on Competency Standards Development Participants

(November 20-21, 2013)

Segundino Coretico, NCRRuby Socorro Daquigan, NCRAlicia Del Mundo, NCRRonald Del Rosario, NCREmmanuel Barcellano, CARGeorge Lubin, CARJane Adalan, CARVirginia Cacanindin, CARJeridee Orate, RO1Susan Maynes, RO1Agnes Aguinaldo, RO1Teresa Bonavente, RO1Pio Bautista, RO2Grace Pomar, RO2Laura Diciano, RO2Menzie Valite, RO2Jose Jommel Yabot, RO3Rene Mangune, RO3Maylene Evangelista, RO3Leilani Reynoso, RO3Ina Lou Floirendo, RO4AImelda Decipeda, RO4A

Ethel Magtibay, RO4AMa. Angelique Espiritu, RO4AGuido Recio, RO4BRoderick Tamacay, RO4BRosemarie Campos, RO4BRhea Paitan, RO4BArturo Corbe, RO5Carlos Onding, RO5Lynette Del Fuente, RO5Cyre Cebredo, RO5Nicandro Baustista, ASMark Jaime Cerdenia, LCOMa. Veronica Almazora, LCOMarc Villanueva, Legal ServiceDyan Kristine Saligumba, Legal ServiceAnna Patricia Jacobo, LSVivien Saison, LSAmelita Roque, PSArlene Marasigan, PSReynald Dacanay, PSAurora Abella, PSKaren Samonte, PS

(November 15-18, 2011)

Andrea P. Cabansag, NCRLeonides P. Castillon, NCRLorna S. Toldoya, RO3Milagros DR. Mata, RO4AIna Lou B Floirendo, RO4AMelisa S. Navarra, RO6Maria Grace V. Diaz, RO7Flordelis D. Geonzon, RO8Lucila S. Pulvera, RO10Ricardo D. De Dios, RO10Milagros M. Gutierrez, RO11

Patricio L. Blanza, RO12Merla M. Simon, ILABMarivic T. Villa, BLRDr. Ma. Imelda S. Santos, BWCMaribeth E. Casin, BWSCJose S. Sandoval, BLEMa. Fe C. Teoxon, ASCarolina D. Julve, HRDSElisa C. Cruz, PSJose C. De Leon, LCOAtty. Sherilyn G. Malonzo, LSRoderick D. Roldan, IAS

PrefaceThe Competency Development Program (CDP) as stated in DOLEAdministrative Order No. 84, Series of 2011 is one of the prioritycomponents of the Human Resource Development Plan for FY 2011 – 2016under the leadership of DOLE Secretary Rosalinda Dimapilis-Baldoz.

The CDP shall be implemented in the Department with the objectives ofsetting-up a framework for the identification, development, andreinforcement of competencies (knowledge, skills and attitude) ofpersonnel; formulation of core competency standards for each position inDOLE; provision of guide to the employees in charting and managing theircareer paths through the objective assessment of their competencies vis-a-vis their current position and the position they aspire to achieve; and,finally, identification of performance gaps through strategic trainingprograms.

Compliant with DOLE AO 84, s. 2011, series of consultation meetings withTESDA, conduct of training and validation workshops to DOLE Office-Services, Bureaus and Regional Offices , and formation of a CDP core groupwere done as strategies to come up with competency standards and tools.

With the tools already finalized, DOLE Office-Services, Bureaus and RegionalOffices were instructed to use the Individual Competency Assessment (ICA)forms to complement the evaluation of the Individual PerformanceCommitment and Review (IPCR) of employees.

Moreso, the ICA results shall be used as source of information in formulatingand completing the office’s annual capability building program for itsemployees. This program must be strictly adhered to and implemented byHuman Resource Officers to ensure the development or improvement ofcompetencies required of DOLE positions.

The competency blocks, underpinning knowledge, skills, attitude andbehavior reflected in the ICA forms are the outputs of the representatives ofthe ROs and CDP Core Group during the Training and Validation Workshopstoward the Establishment of Competency Standards in the DOLE held in2013 to 2014.

Contents

• Preface• Overview 1• Competency: A Brief Background 2• DOLE Core Competencies 3-4• The Assessment Tools 5-10• Competency Assessment: 11-14

It’s Easy as 1, 2, 3• The Basic HOW TO’s 15-26

a. Accomplishing the ICA Formsb. Preparing the Summary of ICAc. Planning for the Capability Building

of Personnel

• Annexes

Overview

The Competency Assessment Instruction Manual intends toprovide guidance to DOLE employees, supervisors andHuman Resource Management Officers alike in the accurateuse of CDP forms such as Individual Competency Assessment(ICA), Summary of Competency Assessment and CapacityBuilding Program.

Inside this manual are step-by-step instructions inaccomplishing the ICA forms, preparing the summary of ICAresults, and planning for capability building of personnel.The instructions are presented with examples furtherexplained through technical illustrations. These are done toproduce a user-friendly guide that will facilitate easier andbetter understanding of the procedures to be taken.

To address ambiguities raised early on, some portions of themanual are allotted to provide specific answers forfrequently asked questions.

DOLE AO 84, series of 2011, competency forms,underpinning knowledge, skills and attitudes, andcompetency dictionary are being presented as snippets onlyfor the purpose of acquainting the users with relevantdocuments. Nevertheless, these can be found in the annexpage.

1

Competency: A Brief Background

One of the reforms being carried out by the CivilService Commission is to make the Human ResourceManagement (HRM) in the bureaucracy competency-based. This is a system for integrating all aspects ofHRM where employees are selected, evaluated,developed, moved and paid using a commonmeasure/standard that supports organizationalsuccess.

According to Spencer & Spencer, “A competency is anunderstanding characteristic of an individual that iscausally related to criterion referenced effectiveand/or superior performance in a job or situation.”On the other hand, “Competency-based assessmentis the process of collecting evidence and makingjudgments on the nature and extent of progresstowards the performance requirements set out in astandard” (VEETAC cited in ACTRAC 1994, p.1)

Competency-based assessment can help identifyeducational/learning needs; provide feedback onhow the person is progressing toward theachievement of a competency; and, assessperformance to determine competency.

2

Organizational Awareness: Internalizes and communicates the laborand employment plan, and cascades the DOLE vision, mission,thrusts, policies, programs and services, towards ensuring andbalancing the interests and needs of workers, employers and otherstakeholders in the attainment of organizational excellence.

Client Service: Identifies and responds to the current and futureneeds of internal and external clients, local and overseas, andcommits to efficiently and effectively deliver high quality services tosatisfy expectations.

Results Orientation: Focuses on the desired end result of theDepartment; sets challenging labor and employment goals; focuseseffort on those goals, and meets and exceeds them; follows tasksthrough to completion and takes ownership of the final outcomes;balances and prioritizes tasks and duties in the context of multipleand changing responsibilities and pursued strategic direction of theDepartment.

Integrity: Ability to model DOLE core values and ethical standards inboth professional and personal life by communicating ideas,intentions and feelings openly and directly welcoming honesty evenin adverse situations in order to promote accountability,transparency and establish positive organizational image toemployees, partners and other stakeholders. Ability to firmly adhereto codes of conduct and ethical principles of public service.

DOLE Core Competencies

3

List of Competencies for DOLECore

Competencies of Directors

Core Competencies

of Division Chiefs

Functional Competenciesof Various Positions

1. Strategic Thinking2. Planning and

Organizing for Greater Impact

3. Leading in a Continuously Changing Environment

4. Developing/Empowering Others to Establish Collective Accountability for Results

5. Conflict Resolution6. Linkaging/

Networking for Productive Partnerships

1. Analytical Thinking2. Planning and

Organizing for Greater Impact

3. Coaching and Mentoring

4. Managing Change

5. Initiative and Innovation

6. Commitment to OrganizationalValues, Goals and Standards

7. Conflict Resolution

8. Communication9. Managing Work10. Maximizing

Performance11. Continuous

Learning12. Persuasive

Communication

1. Advocacy2. Administrative Skills3. Analytical Thinking4. Building Partnerships5. Business

Administration6. Career and/or Skill

Development7. Change Management8. Client/Customer

Service9. Coaching/Mentoring10. Communication11. Communication – Oral12. Communication -

Presentations13. Communication –

Written14. Computer15. Conciliation16. Consulting/Advising17. Coordination18. Coordination –

Operations19. Coordination - Work20. Counseling21. Data Analysis22. Data Collection/

Gathering23. Database

Management24. Decision Making25. Delegating26. Developing Talent27. Directing28. Encoding29. Equipment Operation30. Facilitation31. Financial

Accountability32. Financial Management

- Budget33. Financial Management

– Receipted Programs34. Grants Management35. Grant Writing36. Human Resources

Management37. Information

/RecordsAdministration

38. Instruction39 Interpersonal

Skills40 Leadership41. Leading Work

Teams42. Litigation43. Managing Change44. Managing Work

and Performance45. Managing Work

Processes46. Monitoring and

Evaluation47. Negotiation48. Office

Technology49. Organizational

Sensitivity50. Planning and

Organizing Work51. Planning and

Coordination52. Problem Solving53. Program

Management54. Project Design55. Project

Management56. Project

Supervision and Monitoring

57. Records Management

58. Research59. Resource

Management60. Safety and Health

Compliance61. Safety and

Health Management

62. Strategic Analysis63. Strategic

Management64. Strategic

Planning65. Supervision

Over FieldPersonnel

66. Supply andAssetManagement

67. Teamwork68. Technical Solution

Development69 Technical Support70. Technical Writing71. Technology

Management72. Training73. Workshop

Facilitation74. Behavioral

Competencies75. Accountability76. Adaptability77. Attention to Detail78. Building Trust79. Building Work

Relationships80. Continuous

Improvement81. Cost Consciousness82. Creativity83. Decisiveness84. Gender and

Development85. Influence86. Initiative87. Integrity88. Interpersonal

Effectiveness89. Judgment90. Managing Conflict91. Networking Skills92. Objectivity93. Personal Credibility94. Resilience95. Resourcefulness.96. Self-confidence.97. Stress Management98. Stress Tolerance99. Teamwork100. Tenacity101. Valuing Diversity

4

5

1. Individual Competency Assessment (ICA) form

5 – Expert, can advise Senior Officials with authority

6

2. Summary of Individual Competency Assessment

7

3. Capacity Building Program

8

4. Underpinning Knowledge, Skills, Attitude/Behavior

9

5. Dictionary of Competencies

10

COMPETENCY

ASSESSMENT:

11

Direction and

Management

Program

Implementation

Frontline

Services Delivery

Technical

Services and

Support

Institutional

Support

•Director

•Chief LEO

•Supervising LEO

•Chief LEO

•Supervising LEO

•Senior LEO

•LEO III, II, I

•Administrative

Assistant

•Administrative

Aide

•Supervising LEO

•Senior LEO

•LEO III, II, I

•Administrative

Assistant

•Administrative

Aide

Senior LEO

LEO III, II, I

Administrative

Assistant

Administrative

Aide

Chief Administrative

Officer

Supervising LEO

Administrative

Officer I, II, III, IV

and V

Accountant I,

II, III, IV and V

Accounting Staff

Administrative

Assistant

Administrative

Aide

Below are the applicable positions per competency block for Regional Offices (ROs). This will serve as your reference when selecting the most appropriate ICA form for a specific position.

12

1. Employees shall assess their own proficiency on each

of the elements indicated in the ICA under each

competency block relative to the proficiency norms

established for their position. In case not currently

performed, indicate NCA (Not Currently Applicable).

2. In case a gap (proficiency standard less proficiency

level) exists, indicate the numerical equivalent and the

underpinning knowledge or skills that will address the

gap using the codes in the list provided.

3. Upon completion, submit this form to the immediate

supervisor for review and endorsement to the

Director once found in order. The Director shall

validate/conform based on the ICA. If there are

changes in the rating, the Director shall put his/her

initials next to the new rating.

4. New/newly promoted/newly assigned employees shall

fill out the ICA Form upon assumption to duty.

13

The HRMO shall furnish the HRDS with the Summary of Competency Assessment and Annual Capability Building Program of Personnel for consolidation and monitoring.

The approved Annual Capability Building Program of Personnel shall be implemented accordingly by responsible persons / unit .

The Summary of Competency Assessment and Annual Capability Building Program of Personnel shall be submitted to the Director for his/her approval.

The HRMO shall prepare the Summary of Competency Assessment (see Annex B) and formulate an Annual Capability Building Program of Personnel (see Annex C) based on the gaps indicated in

the approved ICA of employees.

Upon approval of the Director, the ICA forms shall be forwarded to the HRMO.

Submitted ICA forms are subject to the Director’s validations/conforme. In case there are changes in the rating, the Director shall put his/her initial next to the new rating.

The immediate supervisor shall forward the ICA forms to the Director for his/her approval.

After completion, employees shall submit the ICA form to their immediate supervisor for review.

Note: employee and supervisor must agree with the proficiency level and the gap prior to the submission of the ICA form to the Director.

All employees shall accomplish the ICA form appropriate to their function.

Distribution of appropriate ICA forms to employees through the immediate supervisor (Division Chief /Provincial/Field Office Head).

Example: for IMSD, provide the Institutional Support forms (see Annex A)

14

15

Step 1.Fill-up the form with the required information and read the instructions carefully.

16

Step 2.Assess your proficiency level vis-a-vis the competency block, element, and performance criteria. Write the appropriate proficiency level that best describes your current competency.

Example: Position: Administrative Officer V (Accounting Unit)

Write 2 as your proficiency level for “Required documents are reviewed as to completeness and in accordance with COA Circulars” if you “do the job under less supervision”

25

5 – Expert, can advice Senior Officials with authority

17

Step 3.To know the competency gap , simply subtract:

Proficiency Level from the Proficiency Standard = GAP

Example:5 (Proficiency Standard)

- 2 (Proficiency level)

= 3 (GAP)

325

5 – Expert, can advise Senior Officials with authority

18

Step 4.Identify your underpinning knowledge, skill and/or attitude. You may refer to Annex D for a complete list of underpinning knowledge, skills and attitude (KSA).

Example: KSA for Institutional Support

19

Step 5.Write the code/s of underpinning KSA to the designated box.

Example:

Write code IS-UK-01 for Relevant Issuances and Orders and/or IS-US-01 (Data Analysis) if these are required in order to improve or increase your proficiency in “Required documents are reviewed as to completeness and in accordance with COA Circulars” to the standard competency level 5.

Complete the whole ICA form by repeating steps 2 to 5

32IS-UK-01; IS-US-01

Step 6.Submit the accomplished form to your immediate supervisor for his/her review and endorsement to the Director.

5

20

Question 1: Are the newly hired, newly promoted, or transferred employees required to accomplish the ICA form?

Answer 1 : YES, they must accomplish the ICA form upon assumption to duty. In case of gap/s, he/she shall be included in the training, should there be a schedule on the needed topic.

Question 2: An employee performs multi-functions. All his/her functions are spread throughout several ICAs. What forms shall he/she need to accomplish?

Answer 2 : If the employee is performing several functions that are unique from the requirements of his/her current position, he/she must accomplish all the form /s where these are indicated.

21

To illustrate:If LEO I whose main functions fall under Technical Services and Support (TSS) has also been delegated with functions similar to that of the Frontline Services Delivery (FSD), he/she shall accomplish the ICA-FSD Form but fill-up only the portion of ICA-FSD Form that indicates the functions he/she is performing.

3

4

4

2

4

4

FSD-US-222

1 FSD-UAB-034

4

4

4

LEO I

TSSD

5 – Expert, can advise Senior Officials with authority

22

Question : What if there are other functions performed by the

employee but are not indicated in the template of his/her position?

Answer: Look for those “other functions” in the templates provided to you by the HRDS. Then, insert these function/s in the current template you are using.

Example: LEO I of TSSD with delegated functions indicated under the Frontline Services Delivery

Additional functions of LEO I taken from the template of Frontline Services Delivery were added in the template of LEO I -Technical Services and Support

REGIONAL OFFICE NO. ___SUMMARY OF INDIVIDUAL COMPETENCY ASSESSMENT

23

Collate all the ICA forms of similar positions that are under one sector.

Encode the name, level of proficiency and the gap for each personnel to form a consolidated ICA results of one position under the same sector.

Example:Position – LEO I Sector - Technical Support and Services

All RO positions must have a summary of ICA. Please ensure that no employee has been missed out.

24

An Annual Capability Building Plan based on the identified gap/s of RO personnel shall be submitted to the HRDS.

The HRMO and the concerned supervisor must come up and agree on the trainings intended to address the lacking or deficient competencies of RO personnel.

Identified activities must be completed by the RO starting 2015 until 2016. For purposes of monitoring, details of the conduct shall be included in the Training Report being submitted by the offices on semestral basis to the HRDS.

Example:

2015 ANNUAL CAPACITY BUILDING PROGRAM

DOLE Regional Office No.

(Office)

25

1. What if the intervention for a specific gap is not the usual classroom-type training? For example, computation of leave - this can be addressed throughcoaching

Gaps in knowledgeor skill that may be addressed through other interventions, not necessarily formal trainings, need not be indicated in the form. These, however, should be reflected in the employee’s developmental needs in the IPCR. Conduct of the prescribed interventions must be monitored by the supervisor to ensure implementation within the set timeline.

2. Is there a need to submit another training plan for the newly hired, newly promoted or transferred employees who came in after the RO’s submission of the annual capability building program?

No need to submit another training plan for employees who joined the workforce after having submitted the annual capability building program. Rather, this should be included in the semestraltraining report.

26