PROJECT PROFILE

Agency: Philippine Civil Service Commission (CSC)

Project Title: Development and Institutionalization of

a Competency-Based HR System in the
Public Sector in the Philippines

Scope Phase l : Recruitment Process of the CSC

Duration: September 22, 2011 to May 31, 2012

Project Sponsor: Australian AID

(AusAID) via the

Philippine Australia Human Resource and

Organizational Development Facility (PAHRODF also
known as The Facility)

Milalin S. Javellana
Adviser/Associate
Facillly Director

Hazel Mallillin
Project Officer

CSC Project Team Members Agnes Padilla

Executive Director IV - CSI

Edith Lorence Dela Pena

Director IV - OPMD

Azucena Esleta
Director IV -
PPSO

Noreen Boots Gragasin

Director Ill - OPMD

Libay Tesoro
Director II - CSC NCR
 OPMD Team Members:
Charity Arevalo
Zenaida Dinsay
Imelda Punongbayan
Marites Tumaliuan A. DISCOVERING COMPETENCIES

CSI Team Members: Competencies are observable, measurable and vital knowledge, skills and attitudes
Ma. Jinky Jayme
which are translations of capabilities deemed essential for organizational success.
Tito Ill Cubillas
The attributes of this definition that should be underscored are observable,
PPSO Team Members: measurable and vital, while the elements are knowledge, skills and attitudes or KSA.
Paz Felyn
Cruz Sheila Competencies point to effective and efficient behavior that ensures the delivery
Acuna Nedy and/or achievement of desired goals/targets/results.
Ocobillo

Edgardo Cruz The outputs/results of performance could always be valid, reliable and repeatable
CSC R03
when the appropriate competencies have been identified and acquired. On the
Laura Mangorangca other hand, the competencies are appropriate and necessary when they are
CSC NCR
considered to be significant and impactful based on the mission/vision/goals and
Lily Beth Majomot strategic directions of an organization. That is, competencies make each worker, in
CSC R04
Learning Service Provider (LSP): Human Capital Asia, Inc. this case the CSC employees, consistently effective and efficient In providing and
delivering required services .

LSP Members: Lito Lupena Myk Roxas

Project Leader Project Manager Anatomy of Per1ormance
Dada Salud Myra Sanchez
Competency
Project Benchmark ----
1 Skill
Leader Coordinator/Coach
Rene Lamzon
A[
,------. Competency2
,-----..
Ruby Bernal Public Sector Adviser = sk i11= - ---------=-=_ s_k
Coach •
i1 _ ,_= =
Competency 3
Bing Silverio [,--Kn-ow-le_d_ge--.] [ Skill ][,--S-kil-1---""

Joel Layog Logistics Goal

Coach
Allan Frondozo
Mon Villar Logistics
Coach

5
4
 CLUSTERING OF COMPETENCIES

B. WHY A COMPETENCY-BASED HR SYSTEMS?

CORE Relate to the CSC's values, mission and strategy;
(3) expected across all employees.

Competency identifies the requisite knowledge, skills and attitude needed to perform
a specific role in a job, organization, or profession. It establishes common criteria for
ORGANIZATIONAL Relate to special skills needed to perform similar
hiring, appraising and rewarding people. Likewise, it establishes expectations for (6) functions within CSC; expected in most positions.

performance excellence, resulting in a systematic approach to professional

development and clarifying the standards for easier communication of performance Relate to skills needed to perform leadership or
LEADERSHIP managerial work and processes; expected in leadership
expectations, and provides the basis for a more objective dialogue about (6) positions.
performance, development, and career related issues.
In brief, competencies may be applied to: Competencies that pertain to specific bodies of
TECHNICAL knowledge and skills required to perform the defined
(26) activities in an industry, function or job; expected
across specific positions within a functional group.
l . Job/Role Alignment
2. Talent Profiling
3. Performance Management
4. Talent Inventory D. IDENTIFYING COMPETENCIES
5. Training and Development
6. Succession Management As mentioned earlier, the key to a successful Competency Model lies in the
discovery of the most appropriate competencies that fits the vision, mission and
culture of the organization. These are usually done by either building the model
[Link] OF COMPETENCIES straight from scratch and from the organization; borrowing models from other
sources and tweaking them to match the organization; or buying models off the shelf
There are four (4) types of competencies, namely: and attempting to fit them into the culture of the organization. While all these
procedures are permissible, building offers the advantage of creating a model suited
to the organization. In CSC's history, the team resorted to building the model while
borrowing best practices, procedures and definitions for purposes of enhancement.

a) Core Competencies
b) Organizational Competencies
c) Leadership Competencies
d) TechnicaI/Functional Competencies

6 7
 Benefits to Leaders CLUSTERING OF COMPETENCIES

, Identify periormance criteria to improve the

accuracy and ease of the hiring and
selection process. CORE Relate to the CSC's values, mission and strategy;
(3) expected across all employees.
Provide more objective
periormance standards.

Clarify standards of excellence for easier

communication of periormance expectations ORGANIZATIONAL Relate to special skills needed to perform similar
to direct reports. (6) functions within CSC; expected in most positions.

Provide a clear foundation for dialogue to

occur between the manager and employee
about periormance, development, and career LEADERSHIP
Relate to skills needed to perform leadership or
related issues. managerial work and processes; expected in leadership
(6) positions.

Competencies that pertain to specific bodies of

Benefits to Employees TECHNICAL knowledge and skills required to perform the defined
(26) activities in an industry, function or job; expected
across specific positions within a functional group.

Identify the success criteria (i.e., behavioral

standards of periormance excellence) required D. IDENTIFYING COMPETENCIES
to be successful in their role.
As mentioned earlier, the key to a successful Competency Model lies in the discovery of the most appropriate
Support a more specific and objective
assessment of their strengths and specify competencies that fits the vision, mission and culture of the organization. These are usually done by either
targeted areas for professional development.
building the model straight from scratch and from the organization; borrowing models from other sources and
Provide development tools and methods for
enhancing their skills. tweaking them to match the organization; or buying models off the shelf and attempting to fit them into the

Provide the basis for a more objective culture of the organization. While all these procedures are permissible, building offers the advantage of
dialogue with their manager or team about creating a model suited to the organization. In CSC's history, the team resorted to building the model while
periormance, development, and career related
issues. borrowing best practices, procedures and definitions for purposes of enhancement.

Identifying and acquiring appropriate competencies impact the organization, stakeholders,

customers and workers.
How to Discover Competencies?

C,TYPESOF COMPETENCIES Expert Groups/Success Profile or Success Model

There are four (4) types of competencies, namely:
1-t'. Organization Core Competency Alignment

Strategic Themes and/or Focus Alignment

a) Core Competencies
b) Organizational Competencies Behavior Event Interviews
c) Leadership Competencies Observation/Modeling
d) Technical/Functional Competencies
. Job Analysis or Job Description Review

Some means to build competencies

8 9
 The succeeding pages will provide the references and details into the nature of 2. Benchmarking
competencies and how they were identified in the CSC. These are summarized into Sourcing through benchmarking was also be done by the Project Team.
the following general steps: Such activities provided rich sources of scenarios, standards, lessons and best
practices that guided the team in developing and installing competency
l. Analyze Documents and Other Sources models. There was a need to conduct benchmarking to:
Among the processes of building competencies includes looking at information
within the organization. These are either available from a. Learn from the "best";
b. Develop a competency model based on world class standards;
a. primary sources (directly gained from informants) such as: c. Identify best practices in developing and institutionalizing a
i. Interviews from (Incumbents, Supervisors, Expert Groups/ Success competency-based HR system, with special focus on recruitment;
Profiles)
d. Recognize the challenges and difficulties in the development and
ii. Job Descriptions
institutionalization of a competency-based recruitment system, and
iii. Questionnaires Surveys
find out possible solutions and responses to these challenges;
e. Assess the CSC vis-a-vis the organizations benchmarked with, in terms of
b. and also from secondary sources (other sources that needs to be
capability to institutionalize a competency-based recruitment system; and
verified/validated from incumbents) such as:
f. Prepare an Action Plan to implement improvements in relevant CSC
i. Strategic Maps
processes With details provided in a separate benchmarking report, the
ii. Organizational Chart
project team acquired competency-based processes, practices and
iii. Observed system processes
information from the following categories of agencies:
iv. Commercially Available Sources

• Philippine Organizations Government

HOW WE DEVELOPED THE COMPETENCY MODEL -Department of Trade and Industry
-Bangko Sentral ng Pilipinas (Central Bank of the Philippines)
• Local Private Organizations
Job Descriptions Job Analysis Scorecords Strategy ,.,aps Interviews

-Aboitiz Power Gen

-Monde-Nissin
• Organizations in Singapore
-Tanglin Trust School
-Civil Service College
-Public Service Division
-Competition Commission
-PACE O.D.

12 11
 3. Filter and Screen Initial Competencies b. Organizational Competencies (competencies in a majority of positions in
Focusing on the acquired Knowledge, Skills and Attitude (KSA) from various the organization to carry their functions)
available sources, inttial competencies were culled and then filtered into categories c. Leadership Competencies (competencies that relate to skills needed to
to narrow them down into a manageable list that ensures success in the
perform managerial work and process)
performance of organizational functions.

The initially identified and filtered competencies are validated. This step zeroes in or
This filtering could be through common themes, relevance, progressive focuses on a task, output or set of work that a position is required or expected to
development, and element. deliver or demonstrate. Interviewing incumbents and superior are conducted in this
process. The initial competencies are juxtapose to the vision-mission, critical
FILTERING COMPETENCIES accountabilities and strategic direction of the organization.

The following guide questions may be used:

• Are these competencies demonstrated by people who perform the
work most effectively?
- -
Bu1ine1•Leodentip Ca1atydngle.,...
• In other words, are people who don't demonstrate this
Stressloferance MociY11-,g0thers

Leading Change
competency ineffective in the role?
Bt.lik11ng PannenNp [Link]
• Is the competency relevant and necessary for effective work performance?
Product UteACy

5. Clustering or Theming Competencies

Competencies may also be grouped into various clusters depending on specific
patterns or organizational thrust (e.g. Managing Self, Managing Relations, Managing
People and Managing Work.) These clusters distinguish and group similar themes
under each category. The cluster/theme title are also chosen to best describe or
represent the competencies belonging to a cluster/theme.

4. Validate Competencies from Sources

6. Identifying Technical Competencies
It is noted in CSC's experience that the development of these competencies are
A more purposive look into the various office processes were made to gather
iterative. With continuous validation and test from various sources or applications
Technical Competencies.
and use in various processes, the initially identified competencies were later
categorized as follows:
There are two types of major processes in an organization:

a. Core Competencies (competencies that relate to organization's values,

The first is operational which creates core/main business, and the other is support
mission and strategy)
which helps in the execution/maintenance of core processes (e.g. Accounting,
Recruitment, Technical Support, Motorpool, etc.). These processes can further be

12 12
subdivided into more distinct processes, which are made up of various tasks. It is in the tasks that competencies may
E. DISCOVERING TECHNICAL COMPETENCIES
be culled -that is, determining the required KSA in the different processes and tasks.

Using similar steps in discovering initial set of competencies can also be used in the
A review and analysis of the organizational charts, the strategic maps, and the major functions in the various
identification of another set of competencies:
offices procedures could leads to the creation of their process flowcharts. Defining elements such as process
measurements, time involved, people involved, decisions as well as sequence of actions would help in
Technical Competencies = are competencies that pertain to specific bodies of
identifying activities, projects and outputs as sources of knowledge and skill sets for the development of
knowledge and skills required to perform the defined activities in an industry,
Technical Competencies.
function or job

Sample Data Gathering Format:

Considering their nature as knowledge and skill sets (or what individual needs to
know to perform their function), it is the Core, Organizational and Leadership
CSC Core Competencies: Names and Operational Definition
competencies that ensures these functions are being done. As part of the CSC
Competency Name Operational Definition
experience, a more purposive look into the various office processes were made to
cull out these Technical Competencies.

The Process Analysis

CSC Technical Competencies: Names and Operational Definition
Operational Definition There are two types of major processes in an organization. The first one is
Competency Name
Operational which creates core/ main business and the other is Support which helps
in the execution / maintenance of core processes (e.g. Accounting, Recruitment,
Technical Support, Motorpool, etc.). These can then be subdivided into more distinct
processes which are made up of various tasks.

COMPETENCIES IDENTIFIED
It is in this stage where the CSC project team reviewed its Strategic Maps,

TECHNICAL Organizational Charts, recalled major functions in various offices procedures and
Polley Interpretationand Employee Orpnlz■tlon created their respective Process Flowcharts. Defining elements such as Process
lmplementatlon Counselln1and Grfev■nce Manapment

Records Man1pment Condllatlon end Mediation F■dlltln Menapment measurements, Time involved, People Involved, Decisions as well as Sequence of
Polley Development Audit M1n1pment Teat Administration actions helped the Project team in identifying activities, projects and outputs as
Secretariat and
Ualson Services Accountln1 Recruitment and Placement sources of knowledge and skill sets for the development of Technical Competencies.
Information Technology Test Development and
Cash Manapment
Manapment Evaluetlon
Stnitelfc and Supply and Property
Corporate Plannln1 Man1prnent Ubniry Manapment

[Link] Man■pment [Link]"I Dlapoalsand Deslp Budpt Mana1ement

Corporate Communlcetlon [Link]"I Dellvery and Evaluatlon PrOll'llm Manapment

Benefits, Compensation and IJob Analysis, Job Description and
Welfare Administration Competency Development

14 15
 [Link] TABLE WRITING U:HBG@:di+W
COMMISSION
It is a description of the competency including the critical few tasks and outcomes required of those who
provide the key capability, without which the capability would not be demonstrated. It may also state how
CIVIL SERVICE
output is done and its desired outcome, and may describe important contextual influences (technical
requirements, legal certification requirements, customer or stakeholder requirements) related to acquisition of
After identifying the various competencies of the Civil Service Commission, the following
the competency.
questions are raised: How are they described? How will these competencies be used? How can
they be measured across various employees?
Basically, the operational definition should consider the following questions:
• What is produced?
Addressing these concerns would need the development of Competency Tables to define
• What are the results?
these competencies and their parameters.
• What are the objectives?
• What are the goals?
Competency Table Sample
Establishing Direction

ANALYTICAL THINKING AND DECISION MAKING 3. Competency Level/Rubric

This competency refers to the ability to identify and understand issues, problems, and opportunities; comparing data from different sources to draw
conclusions; using effective approaches for choosing a course of action or developing appropriate solutions; taking action that is consistent with available A rubric is an explicit set of criteria used for assessing a particular type of work or performance. It
facts, constraints, organizational values and ethics, and probable consequences.

Level 1 Level 2 Level 3 Level 4 Level 5

articulates in progressing order, the quality of each criterion. It may also include work or performance
• Spots potential problems and
Issues
■ Analyzes problem and breaks it
down Into small components
• Seeks information from other
televant sources who are nol
■ Formulales unique solutions to
complex problems
■ Promotes continuous
Improvement of existing analysis
samples that typify each of the levels.
using simple analytical directly involved or who are not and problem-solving techniques
■ Gathers and analyzes techniques routinely consulted to get their • Thinks out-of•lhe-box when
lnformallon before Jumping perspective analyzing & propaslng • Champions breakthrough
to conclusions • Pe.-sonally Investigates and alternative solutions to Issues thinking by p,cmollng an

■ Actively sources required

gathers infonnation to
understand the root of the
• Makes complex connections
between aspects of the problem
and problems environment that fosters
courage and creativity
Rubric is used also for the purpose of producing assessments that are far more descriptive than a
lnfonnaUon from regular lntemaJ problem to surface cause and effect ■ Identifies patterns, trends and
and external sources to inform
problem analysis • Organizes information gathered
relationships connections across events that
are not obviously related lo
• Role-models breakthrough
thinking in addressing strategic
single, holistic grade or judgment. Instead of merely saying that an individual is "very good," or
In a logk;:al manner ■ Otte-rs. several allernallves lo reveal new dimensions to issues
• Solves slmple, routine won<.- solve the problem; p,cvldes an p,cblems and solutions "outstanding" a rubric-based competency model describes the quality of work on one or more
related problems; sometimes • lden1ifies simple cause and analytical tramewort. for • Successfully identifies risk-
with guidance effect relationships between the weighing tho pros and cons of ■ Takes a strategic view on benefit implications of solutions
dlffe.-ent aspects or lhe p,cblem allemallve soh..lllons p,cblem definition and p,cposed and al1emallves on the dimension.
• Follows defined steps or solutions organization
procedures, or uses past • Independently sotves pr em • Rationally compares allernafa1e
e,cperience, to delineate the within defined Job parameters, solutions, makes declsklns and ■ Champions untested or creative ■ Influences lhe Internal and
various aspects of the p,cblem responslbllitles and pnonllzes based on the anal)lsls solutions to perslstent problems e>:.lernal environment to
expectations • Coaches others in the use of J)l'eVent the recurrence of
• Implements solutions and analytical tools and problem persistent problems There may be different ways to develop rubrics. Below are basic processes that could very well facilitate
■ Consults and verifies solutions follows•up on progress: solving techniques
successfully anllcipales
• Makes decisions that are within potential problems with chosen • Shares problem solving the completion of rubrics or competency level criteria:
the bounds of his authority and/ action: acts swlttly to prevent Of experiences to facilitate
or empowerment minimize negative organlzaUonal learning

■ Can make SWOT analysis ■ Even with complex problems is • P

able to ma.k.e decisions in a
timely manner; provides a. Identify examples of good and not-so-good work.
feedback oo status when unable
to make decisions within
expected llmeframe b. Identify the characteristics that make the good ones good and the bad ones bad.
c. Make a list of what counts in quality work.
A. Parts of Competency Table
d. Describe the best and worst levels of quality, then fill in the middle levels based on your knowledge
1. Competency Title/Name
of common problems and the discussion of not-so-good work.
The name/title indicates the competency being described. e. Have subjects use the rubrics to evaluate their positions or other reference positions.
f. Avoiding unclear language
2. Operational Definition g. Avoid unnecessarily negative language
It states the broad application of skills and knowledge, which the competency
captures, and as applied in the workplace.

17
17
 For flexibility in expressing these gradations, descriptive terms were used for each level. For 4. Core Description
CSC, four-level rubrics were used for the competencies with the following descriptive terms This specifies the standards of performance and criteria in terms of set of outcomes expected in a particular
(coded as BIAS):
level. This is a summary of what a competency should express at a certain level.

• Level l is BASIC
COMPETENCY TABLE DEVELOPMENT
• Level 2 is INTERMEDIATE
• Level 3 is ADVANCED
Delivering Service Excellence
;. -=P•-
Compo<oncy

• Level 4 is SUPERIOR Deronition., :c=•= t" --== -=♦=•=-== ==-=·.,:..,...,: lhl:::h:9"-::1:[Link] ol ao::,_::, ---------

-,:._:.: . ..:..

18 19
 BASIC
INTERMEDIATE ADV CED SUPERIOR

CompfiN, with CSC'e MtabliU"fllld •tan- Otilrv«-. and ■dd• valuo to cut! ldtn f- ondmon Bu daanda"-CSC
Considering the number of competencies to be measured, the use of 4 levels reflects best IOl"nlffe' dtid1 ol dollvwy or - alandordl and requtr. 11
Anliclp,oON.
• Zakeholclitfe" al&nd1tdl and .-.qui,-... ond llrotegy and p<ov"
"II'""-'' and_,. oxplicit ,.. m•,n• toward.I oxotlltnt w•.1omt1 ....,ioo cltllvo,y

...--.·
.......ic..
practice from benchmarked agencies for ease of monitoring, evaluation and use while quitfifflfltl1• of CvltomN'I.

t,:wc: csc"' :ind pc,l,:,,«I. •·SJ, · .. on --•--...,.,..,b"fl<NP<>IJ

Obnd"-'dool and 9 ' 0 " 1_' 1 1 ,
maintaining progression across levels. It also prevents the occurrence of statistical central Cn.l. \pr .•
minG!rilllOI'\. 0dmn:sU c:lilapln,t
ad <><O<m ."""
»bodt , ... t,y,,,. o,--
-. ol N CSC RoAd Mop, • •:t9M"
KUtie.:u"d,: CUl!Of'nl.r Jxtion
•• .,, w,:t, Jocol
- n-,,.n:luotzy ond N ooncb,nl
ptoo-

ilndo$tl ..,._.!Ot m:u:iftt. ourv.y: ,.., IMUOUy pt,X:,O,, ond ............................""'""Yl'IK>I

u-.:onodn 0>-dt¢1\S\
tendencies (where raters results cluster around certain values - usually the middle/mean). ' An>culo,: Hl'W'iot !low. -rcn_
po,.,...,.,.
IO impl«nta:Q -chor'90 tUQ!•
• Providt><0t1tct.
,n!o,- 10 -·
•-pt
... n-..y t>e
--po"c,o"..i ",om""""' dt<oi:.ndrl9ol N
o! cu:,.
ond
"VY·
• P, ,..,_ odoqw:,t ond pt
While consistency in number of levels is recommended, this is not a mandatory as the number ' · " '·••· l:OffliltMtVic.e.:wl1i:IICDOn.

-
-ry.
D M olo n. W,,rnu!)On to..,._ :,a n-..yt>e
. PtCMd_lil ,...._................... """pl0ff1)! • P,-co«tc<. -
• R,t!.,I n.tX1:•ltvfil l'Vitol
-·
is more dependent on how progression in a certain competency is expressed. QoIon, Ofl'ft:l!JOn -:0, cur..orn.t• » m::i.y bf ldonn:axa
r»O-
to QJUOffl«I » m2Yb,,
•Oi!IC:a,,,. _ _.,........,tis,,.
- t>op,d ""' - 011 ono·•-k. -·
•Pr - ond ., IUbo<·
• A<,-.u<l>l............,..· •ol drlo:.• -wd> •-d "'oc,nc,omo1:..-0tl<I _, olMl-
• Aroopo- ·""-"-' -

. . .. .. ..-
.. _ . _ !Od'IN--
'""""""' - pWlo<m In,,,..,•.,, .
, .,.,xy t>aa.d
on:ho Rood [Link];,.
• T<>kn w •XIIQ IRlo n 1>10Ylcin!I • Pr ly-upwi:h-...,,,.,o
..........,_,,,",P_»UIO" cuototr ••oo
,on,
•- - ol _...
In ""--"9 ., ...,,cu:,_.,.MOO by-:.n:i)' • 11f• • Conou:o csc ol!lo lo< 1M r,s,:v.,,.,•
•
----•-:at.,°"""
.-1ngoomn-.:mMn oo ._.,,..,. i - · ••=- :>l:.o:ion of > MMol •.
• IMI.>:•• ...,.._,,..,... n .,.,.,.,.c,.1t"'--
. "

.
COMPETENCY TABLE DEVELOPMENT .......
,,,-. - og,_,,.,.,
b:ko..ion o::11<-.1-.:1<. • Ea:- p,,l.,,,.,.,_ of OlfflO<")'

• onURjlll-•"'-"'"
wi:hin one·, ,-.nod......._
• n'li,,Wc-
rni1n:11
ptOOOOS ·
on an!Ol'Mrt· ffi6dbxk. • 1no,.,,..
poio,N"' -
d'W>90•., .,......,_ pt-.., or
·
., .. ..,_•,•..............,.,.,.
O<-•----------=""':n>l
wi-hnthoCSCi..-.d_.csc
rt =o m:3ft219' CSC• cu,. ol

- .... Nf"'a'iON r;o c:usomtf 01:l

b"w"'-o·c-y-O·- 0,............ 011on:ilytlo. "W'--

Deliverin Service Exce I Io,goro:".o°,'-""PptX'""'

-wt-
undtn ol N ..,....,.,.,-, 90<'ll,
- onddi!ICl>On.

i......i,
eo.. 0o,ocr1p11o,n eomp1 orilh csc·, [Link]..d ,...... o.r1v•.-......, •<Ida • .,..,.,o..._,_,.
dord1 of doli..<y o, -• - ,,_.,diandr<>qu.,.,,_,, AnU<ipa.... - r ... one! mon Buolda ond eh- CSC ---""t cum,,.
ond 1U.\ -p<ovldM-ip In
•II'""-'"- clt,l"'-ra •.<pile ,.. ·--··1tand,a,d1-
quh0tl'l44'\ll O, CUIIOMHI.. rntnl• toward•
oxo,u,nc ,_.,..
cuaCOffl,f,I
....,1c,e dtl"'-,Y
MMCI.

Setllpll-- • E,,pb;,oCSC'I NMCO -

t,:,s.c CSC NII> :Ind - 1-9, .
.Expbt,tcsc·,_,,,,.,.,_...,k'I
N ol-.ondlM11rrri
• ,_.,, ,._.-.c..l..d.,t,,nt6N
who:orn-",.M,,.,,,.._
• Conoil:onfy••-lll.:iMholdt,o"
-"""•- by
5. Behavioral Indicators
..
en.a : S)f . •x-ramn i:.d [Link], ondt:ondatdl 011- .. OIi1N CSC RoO<I Mop, IUO:.gi,N o!>r•= w,:t-, and 9'0"1'11""' pt<K>
fflrla:,:.:.on. :iidffi.-.Ulrivt
0>t>edt ..i t,y lM .,CUI.,.,...,._ .,.,. ,d;..,._, ,...,.., - k'I ""' lnduolly""",,. oondillOn,' A behavioral indicator is used to provide an objective description of what you might view from an individual
21'1d r !MC"V:c4'm «.. eu,wy; _,ondlnuypt...-,i<:,hond otu.>bon1><1>il>ur10UC<>c)'l'IK>I
-; ona on n-dtp<h [Link]
• -lo: MMCtllow. -·
• Pri,,olcln coned. <><ltqu:>.:1 and pt
-.»rrn,x,n .,...,._,"'""'Y t>o
-- ih:itoreox
_... from:ho 0wlolon.
ol
d'Mo p,3.l !M:t :.,cl oonci:ion Oi CII.D . ,,. ,.
t o a-.'ul
demonstrating the competency. These provide evidence that they either have or do not have the
tor'MI' NJ'V'cit, [Link] :.ct:ion.

-
"-'I· • Pt- cooroa.. <londp_, ot,a:

• Rf!f,tt. -:0 1\1Pl4tvtf: Nbct ,=ii ocn

Ro, ";ci c:u:,-:o,nw,1 m.2y be
• [Link]. andpr<>m pl • P1<Mdt• coo•tct. odoqw:,t ond ptompc
competence that you are assessing. Behavioral indicators can therefore be positive or negative.
- t>lyoncj :M - 011ono·,wo,1:.
-· W'dof1'TUDCft :o [Link],fa :.11 m:y be""'°" "'° [Link]:I: Clllm!&Ybt

• M:oo1<1>1.....-.-.·u,gf,1 1ol
•Pt-- -·
ond9Uidonel»eut>ot
•Oirec:t :he 0<90"<:.Q,..,.. .,.,..,tis N
.. .. .... . . o n d-
. , _ . . . . ,_,,, , _
" P »UIO ... . ,. . w d > •-d
"'cone.m,t1o.........................................i
_011,,,................ ---..,. Behavioral indicators in competency tables are simply examples of what behaviors could look like and are not
pW!O<mln:M...,.butlOUC<o,cy
..."""'.. . ,. , , . . - . • Pr0<1CM-'y..,,,.,..upwi11"°"'""""'0 on N Roodl
• T<ll»• d'>I '""" tfflt" ptovdrig ox fl'ION')t=-•·• - to be inclusive of all behaviors that demonstrate each level of performance for the competency. Rather, this is
• Showt - (Ill lll9'<>CY in ""Oftd"") 0> • CSCol!id:>bblhooln....,.........,_
'°"' cu:,- ..M. OO bJ-•Hey • .. -_,,.,.,,,. rlMMOl
---•-'"bJ°"""
:IJIHfal9 canrntmlnt 10 U :.roc.n:S tl<ONdtlg -
:hoNMOO-""JIHfflt<L
·- l'I dtfvery ol:.,,:ionol --·· a tool to help guide evaluations of performance, and should not be used as a checklist for behaviors.
,.,.,., -on.-f-.:k. •E : i : _ , p,,,,,.,,.,•,.ol Qu:hot")'

-
• Oooclooon.,-.pi.-ln.'oc,nc,orno • ta/cilQCllllnTMlnd31p,OON:1 w,:hn tM csc ond -· csc
ono·, ,.. • n ..,,,.DO., oyaom. pt:>cta<1
:0;:11ian=omt1·a or -.,.."'"'°"'9" CSC-o cvlur•
w.:lwl ba:6d ona.a.:otr'lilft • tNCl:lc:w:k.
Behavioral indicators should be measurable, and thus should make use of verbs that are not trait-based
rn1n:1
ol
"'---- :n>1
"'-•--:donno<""l)X1N • O!'.-<>dd',:,c,rw-,o""'°"""'""
bw-xy"' "'-"""
-.........t,,.
pt Q ,...,ooln.:>lyM. -
unotfltonding ol""' ..,.,,,..,.,-,
ond
descriptions, such as "know" and "understand" and "appreciate", which are not observable or measurable.

·-
goolo.
I\Hds"""[Link].
Rather than saying "one knows something", think of a way to state it so that one's knowledge is demonstrated
and thus observed and measured. Acceptable verbs include describe, list, summarize, and select, among
others.

18 19
 This is where using Bloom's Taxonomy of Learning Domains becomes useful since a
demonstration of characteristics under at least two of these domains shows proof of Cognitive Domain
having a certain level of the competency. These domains are the Cognitive
(knowledge), Affective (attitude), and Psychomotor (Skills).
□ The cognitive domain is knowledge or mind
Bloom's Taxonomy of Learning Domains based. It has three practical instructional
levels including fact, understanding, and
application.

□ The fact level is a single concept and uses

Bloom and his colleagues were academics, looking verbs like define, identify, and list.
at learning as a behavioral science, and writing for
other academics □ The understanding level puts two or more
concepts together. Typical verbs for this
Bloom's Taxonomy underpins the classical 'Knowledge, level include describe, compare and
Attitude, Skills' structure of learning method and contrast.
evaluation.

It is a simple, clear and effective model for explanation

□ The application level puts two or more concepts together to form
and application of learning objectives, teaching and something new. Typical verbs at this level include explain, apply, and
training methods, and measurement of learning analyze.
outcomes.

Bloom's Taxonomy provides an excellent structure

for planning, designing, assessing and evaluating
training and learning effectiveness.

Knowledge: Recall data or information. Recite a policy. Quote prices from memory to a Defines, describes, identifies, knows, labels,
customer. Knows the safety rules. lists, matches, names, outlines, recalls,
Bloom s Taxonomy of Learning Domains
1
recognizes, reproduces, selects, states.

Comprehension: Understand the meaning, Rewrites the principles of test writing. Explain Comprehends, converts, defends,
translation, interpolation, and interpretation of in one's own words the steps for performing a distinguishes, estimates, explains, extends,
instructions and problems. State a problem in complex task. Translates an equation into a generalizes, gives an example, infers,
one's own words. computer spreadsheet. interprets, paraphrases, predicts, rewrites,
summarizes, translates.

Application: Use a concept in a new situation or Use a manual to calculate an employee's Applies, changes, computes, constructs,
unprompted use of an abstraction. Applies vacation time. Apply laws of statistics to demonstrates, discovers, manipulates,
what was learned in the classroom into novel evaluate the reliability of a written test. modifies, operates, predicts, prepares,
situations in the work place. produces, relates, shows, solves, uses.

Analysis: Separates material or concepts into Troubleshoot a piece of equipment by using Analyzes, breaks down, compares,
component parts so that its organizational logical deduction. Recognize logical fallacies in contrasts, diagrams, deconstructs,
structure may be understood. Distinguishes reasoning. Gathers information from a differentiates, discriminates, distinguishes,
between facts and inferences. department and selects the required tasks for identifies, illustrates, infers, outlines, relates,
training. selects, separates.

Synthesis: Builds a structure or pattern from Write a company operations or process manual. Categorizes, combines, compiles, composes,
diverse elements. Put parts together to form a Design a machine to perform a specific task. creates, devises, designs, explains, generates,
Cognitive Affective Psychomotor whole, with emphasis on creating a new Integrates training from several sources to modifies, organizes, plans, rearranges,
meaning or structure. solve a problem. Revises and process to reconstructs, relates, reorganizes, revises,
improve the outcome. rewrites, summarizes, tells, writes.

Evaluation: Make judgments about the value of Select the most effective solution. Hire the most Appraises, compares, concludes, contrasts,
ideas or materials. qualified candidate. Explain and justify a new criticizes, critiques, defends, describes,
budget. discriminates, evaluates, explains, interprets,
justifies, relates, summarizes, supports.

20 21
 Affective Domain Psychomotor Domain

□ The affective domain is based upon behavioral □ The psychomotor domain is skill based. The
aspects and may be labeled as beliefs. The three three practical instructional levels include
levels in the domain are awareness, distinction, imitation, practice, and habit.
and integration.

□ The verbs for this domain are generally limited to □ The first level, imitation, will simply be a return
of the demonstration under the watchful eye of
words like display, exhibit, and accept and these the instructor.
apply at all levels.

□ The first two levels are really cognitive; □ The practice level will be a proficiency building
experience that may be conducted by the
integration is behavioral and requires the learner student without direct oversight of the
to evaluate and synthesize.
instructor.

□ The habit level is reached when the student can

perform the skill in twice the time that it takes
an expert to perform.

Psychomotor Domain
Category Example KeY: Worcts
Perception: The ability to use sensory cues to guide Detects non-verbal communication cues. Estimate Chooses, describes, detects, differentiates,
Receiving Phenomena: Awareness, willingness to Listen to others with respect. Listen for and Asks, chooses, describes, follows, gives, holds, distinguishes, identifies, isolates, relates, selects.
motor activity. This ranges from sensory stimulation, where a ball will land after it is thrown and then
hear, selected attention. remember the name of newly introduced people. identifies, locates, names, points to, selects, sits, through cue selection, to translation. moving to the correct location to catch the ball.
erects, replies, uses. Adjusts heat of stove to correct temperature by smell
Responding to Phenomena: Active participation on Participates in class discussions. Gives a Answers, assists, aids, complies, conforms, and taste of food. Adjusts the height of the forks on a
the part of the learners. Attends and reacts to a presentation. Questions new ideals, concepts, discusses, greets, helps, labels, performs, forklift by
particular phenomenon. Learning outcomes may models, etc. in order to fully understand them. practices, presents, reads, recites, reports, selects, comparing where the forks are in relation to the pallet.
emphasize compliance In responding, willingness Know the safety rules and practices them. tells, writes. Set: Readiness to act. It includes mental, physical, and Knows and acts upon a sequence of steps in a Begins, displays, explains, moves, proceeds, reacts,
to respond, or satisfaction in responding emotional sets. These three sets are dispositions that manufacturing process. Recognize one's abilities and shows, states, volunteers.
(motivation). predetermine a person's response to different limitations. Shows desire to learn a new process
situations (sometimes called mindsets). (motivation).
Valuing: The worth or value a person attaches to a Demonstrates belief in the democratic process. Is Completes, demonstrates, differentiates, explains,
particular object, phenomenon, or behavior. This sensitive towards individual and cultural follows, forms, initiates, invites, joins, justifies, Guided Response: The earty stages in learning a Performs a mathematical equation as demonstrated. Copies, traces, follows, react, reproduce, responds
ranges from simple acceptance to the more differences (value diversity). Shows the ability to proposes, reads, reports, selects, shares, studies, complex skill that includes imitation and trial and error. Follows instructions lo build a model. Responds hand
complex state of commitment. Valuing is based on solve problems. Proposes a plan to social works. Adequacy of performance is achieved by practicing. signals of instructor while learning to operate a forklift.
the internalization of a set of specified values, improvement and follows through with Mechanism: This Is the intermediate stage in learning a Use a personal computer. Repair a leaking faucet. Assembles, calibrates, constructs, dismantles,
while clues to these values are expressed in the commitment. Informs management on matters that complex skill. Learned responses have become Drive a car. displays, fastens, fixes, grinds, heats, manipulates,
learner's overt behavior and are often identifiable. one feels strongly about. habitual and the movements can be performed with measures, mends, mixes, organizes, sketches.
some confidence and proficiency.
Organization: Organizes values into priorities by Recognizes the need for balance between freedom Adheres, alters, arranges, combines, compares,
contrasting different values, resolving conflicts and responsible behavior. Accepts responsibility completes, defends, explains, formulates, Complex Overt Response: The skillful performance of Maneuvers a car into a tight parallel parking spot. Assembles, builds, calibrates, constructs, dismantles,
between them, and creating an unique value for one's behavior. Explains the role of systematic generalizes, identifies, integrates, modifies, orders, motor acts that involve complex movement patterns. Operates a computer quickly and accurately. Displays displays, fastens, fixes, grinds, heats, manipulates,
system. The emphasis is on comparing, relating, planning in solving problems. Accepts professional organizes, prepares, relates, synthesizes. Proficiency is indicated by a quick, accurate, and competence while playing the piano. measures, mends, mixes, organizes, sketches.
and synthesizing values. ethical standards. Creates a life plan in harmony highly coordinated performance, requiring a minimum
of energy. This category includes performing without
with abilities, interests, and beliefs. Prioritizes time
hesitation, and automatic performance. For example,
effectively to meet the needs of the organization,
players are often utter sounds of satisfaction or
family, and self.
expletives as soon as they hit a tennis ball or throw a
Internalizing values (characterization): Has a value Shows self-reliance when working Acts, discriminates, displays, influences, listens, football, because they can tell by the feel of the act
system that controls their behavior. The behavior is independently. Cooperates in group modifies, performs, practices, proposes, qualifies, what the result will produce.
pervasive, consistent, predictable, and most activities (displays teamwork). Uses an objective questions, revises, serves, solves, verifies. Adaptation: Skills are well developed and the individual Responds effectively to unexpected experiences. Adapts, alters, changes, rearranges, reorganizes,
importantly, characteristic of the approach in problem solving. Displays a can modify movement patterns to fit special Modifies instruction to meet the needs of the learners. revises1 varies.
learner. Instructional objectives are concerned with professional commitment to ethical practice on a requirements. Perform a task with a machine that it was not originally
the student's general patterns of adjustment daily basis. Revises judgments and changes intended to do (machine is not damaged and there is
(personal, social, emotional). behavior in light of new evidence. Values people no danger in performing the new task).
for what they are, not how they look. Origination: Creating new movement patterns to fit a Constructs a new theory. Develops a new and Arranges, builds, combines, composes, constructs,
Evaluation: Make judgments about the value of Select the most effective solution. Hire the most Select the most effective solution. Hire the most particular situation or specific problem. Learning comprehensive training programming. Creates a new creates, designs, initiate, makes, originates.
ideas or materials. qualified candidate. Explain and justify a new qualified candidate. Explain and justify a new outcomes emphasize creativity based upon highly gymnastic routine.
budget. budget. developed skills.

22 23
 a) Cognitive Domain
The cognitive domain is knowledge or mind based. It has three practical instructional
c) Psychomotor Domain (Picture of Hand or Action)
levels including fact, understanding, and application. The fact level is a single
The psychomotor domain is skill based. The three practical instructional
concept and uses verbs like define, identify, and list. The understanding level puts
levels include imitation, practice, and habit. The first level, imitation, will
two or more concepts together. Typical verbs for this level include describe,
simply be a return of the demonstration under the watchful eye of the
compare and contrast. The application level puts two or more concepts together to
instructor. The practice level will be a proficiency building experience that
form something new. Typical verbs at this level include explain, apply, and analyze.
may be conducted by the student without direct oversight of the
instructor. The habit level is reached when the student can perform the
b) Affective Domain (Picture of Heart or Feeling) skill in twice the time that it takes an expert to perform.
The affective domain is based upon behavioral aspects and may be labeled as beliefs. The three levels in the
domain are awareness, distinction, and integration. For this domain, the verbs are generally limited to words
like display, exhibit, and accept and these apply at all levels. The first two levels are really cognitive;
6. Products or Means for Measuring
integration is behavioral and requires the learner to evaluate and synthesize.
Identifying and displaying applicable outputs also serves as another indicator on
how proficiently a competency is expressed at a particular level.

COMPETENCY TABLE DEVELOPMENT

B. Guidelines in Writing Competency Tables

Delivering Service Excellence

Dlf'mition
l . Effective competency definitions are
L-• IHll:RIIEDIATE AOVAHCEO SUPERIOR

..-
eo,., 0..Cnptlon Dlli"lftf'I llnd •ddl vahH to C1.nl10ffllfe' [Link]'ipe:..,11 bfiN and Build• ond •h- CSC .wviQe cullu,.
mantigM 1landardl
1tanda1d1 and f9Ql,llf9-
rtq\llt9m•rn1 • •• [Link] ,1,.1<9y end prov- -lp
_.,;ooc1tli\,,fry
;n a) Clear/ Concise: Jargon-free, uses proper grammar, has a logical order, and speaks
mtnll COW'atdl IQl.)I 09lltn1 CU IOfflJlf
to the listener. Whether the words are written or spoken, they are communicated in
......pol',iciH.
"' -•.x.:om.n·
• E><pb,>1 =··-· ond M!:"4);,,
lbt do!N«y .. [Link],..,., a,• ..,..,.
• An:iopo:H ond ldtn:a.. _, ..""' ..
--ond•ol,,,tl>l>Ndoni<;no,,i, • n..........................!
e o n . ' f • l •- t
""""· --.,..,.,..
o"""' [Link] tir•.
oro..nd..,..., ONS,_ci_
:0i..-•t<It../...UM IO<w-L
[Link]'ltCSC Ro,,dll-oc,. o,r.:,:tgioo
:and' [Link]: Qn':Offitf a:u,efxuon , ,_
- ·· . ,, .■,.
.. . l >_ a way that is simple to understand regardless of the depth of concept.
proc-.,.,.. ond
....,,..,, b,_ -.y
y
• P,<Mdh OO!IOCI, ,adtqu2:t - pr°'""'
-: ondon .,,dtp<h ci
:htpo,....,... ... --olcuo <ll)rn:a, ..,:t, - andglo&o,i 1>1,11p,oc,
b) Consistent: Ideas within the definition relate to knowledge, skills and attitudes
IRO to •
Cm 2d) ' bti - NtVlot o.:wof-,, .,...;,,.,,.......,.,.Uy.,,.,.,,._
and flow from one to the next through smooth transitions.

__
oilu=on., N tiur""ucuey
-'ll·
• PrCl'<dHoo,,_ -pr ., . --.'ul"""'II•......

-
Ft.•.,. ':O M:rt•feiv
MIICI• al con riorm ?o cuu:oni•ra r» rr4y bt -
c) Connectivity: The definition applies to the other parts of the competency table as
I
nto
-l»yond:Nooopociont"•-
--and :O-· -"'Y •Prov..i., corr- ""'5 pr°'""'
• AG, n ll>t ou=mon' ffl9lo poir,1cl ;l!f,:11 Yt.:h lflF,ld 10 conotm• Qv:.:.od lnlorrn.-, to CUIO>ffltn .. moy i..

"'"-- well as to people.

• An:lapo:«1 ..,_ohol<Stll' nttdil.......,

..
n-:,ry
""",,.,on-er ·p:,ao;,,g·"'""'"'"" rnpondo
• o,,_ d'lt Ot?"'-
• Show_o ...._in<>r:ond"'9t0 I
• i:.t... •:ia,:i milt III p,ovdng itl:otJ.
MMOt i>,-oc,nolo • P•-........ly-1up,.;,,,_,,o d) Gender Fair: Ensuring that neutral gender-specific language is used.
f'l'UIIU9I'• ··· • .
_"'-" .<[Link].m.
pb,lo<tn in""'....,,. t,ur. ,uo,ocy -
ond'ltRood/,p.

• Conu:o CSC ol!ic,olo lOt d'lt ...,,,,. ,,._

----•-,01>,-oon,
_."'9 oom,.,.,,,_,., ""'"'''"''""'
OHdf,g._0.,_9. .. • ,...,,,."'....._ cSo-W..ry OQ:ion ..• ffMU -. •.
.,..-..-...
b<>Otdon--.1-c1<. • E>:-• ""'-ol"""°'"l'
-,..-,-,c1•pr-...,..,_ wi:tw\thtCSConcl-•CSC
· Dtodto on ..,,,,..- ,,..,,,..,no ,..,......, on OJO'.:omtto' ,_ • lnl'l,tn0tclung,l1,n _...,, proc»M l+:wltt1 io,,._csc-,ou1:u,.ol
wi:11h one-'• jun:adicoon. or
poic,,oto,-,,d,o.:,on,omot'1unuou,,I
• - These features are also applicable to the other parts of the competency table where different
..........-- oogni:Ml<N.! 0efift. ew:orn1,
levels of expressing the operational definition is elaborated by core description, while the
io;o
N,oqu;,.. . .,, dcfl no, d'lt • ,.....i:ol on:ilyuO, --
...........ocy"' .,._..,.,pr,.,_ undo<otandir,g o!,t,. CUll<fflo,f• 900lo.
- ..ly. --d.1--
essential parts/components of the core description are explained in detail by behavioral
indicators and/or products. Similarly, the products and behaviors should be able to fulfill

24 25
 t i e
h n r
e g s
r o
e t n
q h
u e t
ir r
e c y
m o i
e m n
n p g
t e
s t t
o e o
f n
t c e
h y x
e h
c r i
o e b
r l i
e e t
d v
e a t
s n h
c t e
ri m
p t .
ti o
o
n t
, h
m e
a
k p

24 25
 To measure the stabili1y of the Competency Profile Matrix and to determine its ability C. Development of a Proposed Approach
to maintain certain level of effectiveness, stress tests were conducted. to Competency-Based Qualification Standards (QS)

Profiling Stress Test The current CSC Qualification Standards (QS) consists of the following factors:
• Competency Validation. Here the team answered the question: "Can an l. Education
incumbent succeed in his or her job with the established position profile?" 2. Experience
3. Training
• Competency Importance. Given the range of competencies required of the 4. Eligibili1y
position, the team identified the three (3) most important competencies and
labeled it as "High", the next three (3) important as "Medium", and the last three These factors are requirements applicable across all positions in the bureaucracy,
(3) important as "Low". with equal weights and no specified distribution and are anchored on legal
mandates (Book V, E.O. 292 with current updates such as MC No. 12, s. 2003).
• Competency Progression. Looking across all the positions from l st level to
Executive Managerial position, the team examined if the competency level In the course of the project, the project team assessed the Strengths, Weaknesses,
progresses when there is distinct increase in the duties and responsibilities in Opportunities and Threats (SWOD of the Qualification Standards in its effectiveness
the job. If the profile did not pass the stress tests, the team then re-evaluates in acquiring the high-performing, competent and credible civil servants. The
the duties and responsibilities of the position. Strength and Opportunities of the QS are also evaluated if they would persist
despite their current Weakness and Threats.
If the profile did not pass the stress tests, the team then re-evaluates the duties
and responsibilities of the position. As one of the assessments, the need emerges to determine whether QS factors are
relevant and accurate predictors of success and how to further improve them.
Details on the approaches and processes of competency profiling as well as the
CSC Competency Profile Matrix are attached in the succeeding pages. To validate the SWOT findings, the project team conducted a Focus Group
Discussion (FGD) on the QS involving the following groups of civil servants in the
bureaucracy:
a. Representatives from the Civil Service Commission consisting of
Personnel Selection Board and HR members
b. Representatives from Agencies that are currently developing their
competency models (DSWD, OCD, DILG).
c. Representatives from Agencies that have a developed competency model
(DTI and BSP)

26 27
 Profiling means gathering of accurate information from the incumbents about: The following are some guide questions when one uses BEi when doing
• What they do? Position Profiling:
• How they get it done?
• The objectives of their work/tasks a. Is this a competency the position requires so that an incumbent can
• The demands of the job and how they respond/overcome the same do the job well?
b. What other competencies are required? Which competency is more
Gathered data that may have deviations/disagreement are validated. Participants critical that the others?
of the profiling are provided feedbacks. c. What is the level expected of the competency that must
be demonstrated by the incumbent?
l. Competency-based Job Analysis
Job Analysis is a process to identify and determine in detail the particular job The behavioral event content, namely Situation or Task (ST), Action (A) and
duties and requirements and the relative importance of these duties for a Result CR) - [or simply STAR) should be considered in the conduct of BEi. Also,
given job. the following should be observed in order to develop good BEi questions:
• Remember that a competency is measurable, observable and
Competency-based job analysis means describing the job in terms of the coachable.
measurable, observable, coachable competencies that an incumbent doing • To develop an effective set of behavioral questions, ask or think about
a particular job must exhibit to do the job well. It focuses on how the worker what should be measured or observed of the competency.
meets the jobs objectives or actually accomplished the work. • Refer to the competency table for guidance.

Traditional job analysis is more job focused, while competency-based job 3. Questionnaire and Structured Survey
analysis is more position focused. It points to the needed competencies for the Questionnaires involve asking questions and collecting data from people.
incumbent to do the job well. The most common method for ding this is by a series of highly structured
questions, with pre-selected responses. The key to developing a good
2. Behavioral Event Interview (BEi) questionnaire is to keep it short while ensuring that it captures all needed
BEi is a technique used to identify critical behaviors or competencies of the information. It is therefore important to determine what are the required
incumbent being interview by means of getting the interviewee describe in critical data while one prepares/drafts the questionnaire.
details the complete stories of critical incidents and the competencies
demonstrated by the interviewee. BEi supports the belief that past behavior and Questionnaires may be (a) open and (b) close. Open questionnaire can
performance predicts future behavior and performance. It poses questins that elicit a wide variety of responses and is good for exploring a topic. But
seek demonstrated examples of behavior from interviewee's past experience consolidation, summarizing and analyzing may be tedious. Close
and which concentrate on job-related functions - for instance, "Describe a questionnaire is quick and easy to answer for it provides given
situation where you had to organized and work with a team to implement a options/choices. However, it may create bias if the options are not
complex project." sufficient.

28 29
 Structured survey contains all the variables that need to be discovered. The Survey Questionnaires
interview structure and the way the date will be coded are all predefined. The This involves asking questions and collecting data from people. The most
advantage of this sort of data is that it is very easy to code and analyze, because common method for doing this is by a series of highly structured questions, with
the type of answers which the respondent can give is set out in advance. pre-selected responses. The following are the types of questionnaires:

4. Document Analysis • Closed Questionnaire

This is a method of profiling based on available written materials that contain a) Two way
details of a particular job including key performance indicators, decision b) Likert
challenges, risk factors and other descriptors of the position's duties and c) Semantic Differential
requirements d) Checklist
e) Ranking
CSC Experience 1
• Structured Survey
To increase reliability and validtty of the profiling, the team acquired data from at • Semi-Structured Survey
least 3 sources as possible and as closer as the source as possible (e.g. 3
incumbents of the same position and/or their supervisors). We also used the same For the person profiling, a competency assessment will be conducted through
tool for each of the source to measure the data required. the use of a Structured Survey. All variables that need to be discovered are
identified - the interview structure and the way the data will be coded are all
Behavioral Event Interview (BEi) predefined. This will be done in June after the Project commencement.
For the position profiling, the team used BEi as its primary source in collecting
accurate information from the incumbent and supervisor. BEi is a technique Document Analysis
used to identify critical behaviors or competencies. These identified behaviors Document Analysis is also a primary source wherein method of profiling is based
will be used as a basis for determining the competency profile of a position. on available written material that contain details of a particular job including key
The central objective of a BEi is getting the interviewee to describe in detail performance indicators, decision challenges, risk factors and other descriptors
complete stories of critical incidents using the STAR method: the of the position's duties and requirements.
Situations/Task (problem, business opportunity, challenge); Action (what were
done to handle the situation); and Results Ompact or consequences of the
Competency Profile Matrix
actions). These critical incidents were key in determining the competency the After the BEi, the Team was able to identify the competency and competency
position requires so that an incumbent can do the job well. level required of the 75 positions in CSC. These data were transferred into a
matrix featuring the responsibilrties and the competency proficiency of the
position.

After accomplishing the matrix of the 75 positions, data is then transported into
another matrix called Competency Profile Matrix wherein the competency
profile of each position are laid down across various positions. In this matrix, you
1
As a project deliverable, only the position profile was accomplished. Person profile is part of the REAP/SAP of the
can now group positions with similar competency proficiency.
Project Team.

30 31
 To measure the stabili1y of the Competency Profile Matrix and to determine its ability C. Development of a Proposed Approach
to maintain certain level of effectiveness, stress tests were conducted. to Competency-Based Qualification Standards (QS)

Profiling Stress Test The current CSC Qualification Standards (QS) consists of the following factors:
• Competency Validation. Here the team answered the question: "Can an l. Education
incumbent succeed in his or her job with the established position profile?" 2. Experience
3. Training
• Competency Importance. Given the range of competencies required of the 4. Eligibili1y
position, the team identified the three (3) most important competencies and
labeled it as "High", the next three (3) important as "Medium", and the last three These factors are requirements applicable across all positions in the bureaucracy,
(3) important as "Low". with equal weights and no specified distribution and are anchored on legal
mandates (Book V, E.O. 292 with current updates such as MC No. 12, s. 2003).
• Competency Progression. Looking across all the positions from l st level to
Executive Managerial position, the team examined if the competency level In the course of the project, the project team assessed the Strengths, Weaknesses,
progresses when there is distinct increase in the duties and responsibilities in Opportunities and Threats (SWOD of the Qualification Standards in its effectiveness
the job. If the profile did not pass the stress tests, the team then re-evaluates in acquiring the high-performing, competent and credible civil servants. The
the duties and responsibilities of the position. Strength and Opportunities of the QS are also evaluated if they would persist
despite their current Weakness and Threats.
If the profile did not pass the stress tests, the team then re-evaluates the duties
and responsibilities of the position. As one of the assessments, the need emerges to determine whether QS factors are
relevant and accurate predictors of success and how to further improve them.
Details on the approaches and processes of competency profiling as well as the
CSC Competency Profile Matrix are attached in the succeeding pages. To validate the SWOT findings, the project team conducted a Focus Group
Discussion (FGD) on the QS involving the following groups of civil servants in the
bureaucracy:
a. Representatives from the Civil Service Commission consisting of
Personnel Selection Board and HR members
b. Representatives from Agencies that are currently developing their
competency models (DSWD, OCD, DILG).
c. Representatives from Agencies that have a developed competency model
(DTI and BSP)

32 33
 Education Elements Position: Recruitment Specialist Applicants and Point
Armed with the new findings and information gathered from both SWOT and FGD, the
team proposes the following approach to Qualification Standards: Achievement 0 Elementary Applicant 1
1 High School/Vocational Course BS Psychology {3+2 = 5)
2 2 Years College
Associate Degree
a. To maintain in light of the mandate, the four (4) original factors of the Diploma or Certificate Applicant 2
3 Bachelor's Degree
Qualification Standard (.Education, Experience, Training and Eligibility) as 4 Master's Degree
BS Behavioral Science (3+1 = 4)

standards across all positions. LLB

Medical Degree
Applicant 3
b. To include Core, Organizational, Leadership and Technical Competencies 5 PhD
MS Literature (4+0 = 4)
6 Elementary
as additional essential factors in the qualification standards. Relevance 0 None required
1 Course within Same Discipline
c. To assign weights, with variations on the distribution of the original and 2 Required Course

added QS factors - to account for perceived and qualified importance of

each competency in the different positions/functions. With the assumption that the position needs 3 in Achievement and 2 for
Relevance ...
To account for suggestions gathered in the FGD, the following elements are included
in each QS Factor to further increase the relevance of QS as an accurate predictor The above criteria will give advantage to Applicant 1 with 5 points. However, if
of success: Applicant 3 also has a BS of Psychology in addition to its Masters, it will be given
advantage due to Masters (4), and the required course of Psychology (2), thus
Qualification Standard Element Details
A. Education Achievement Highest Educational Achievement (4+2=6)
Relevance Type of course based on position applied
B. Experience Relevance Years of experience and demonstrated ability
related to position applied
C. Training Hours Compliance to prescribed hours of position applied Given the complete list of Qualification Factors and Degrees, this will serve as a
basis in the development of Qualification Standards for various positions on the
Relevance Type of skills (soft, technical or with certification)
Commission.
Recency Number of years since training was taken

D. Eligibility Certification and Eligibilities, Certifications and their equivalent

Licenses
E. Core Competencies Demonstration Whether met through demonstrated ability

F. Organizational Demonstration Whether met through demonstrated ability

Competencies

G. Leadership Demonstration Whether met through demonstrated ability

Competencies

H. Technical Competencies Demonstration Whether met through demonstrated ability

Including weights to measure progressing degrees of these elements will further help
in assessing applicants with varying qualifications. So that in applying these weights
in the factor of education,
FACTOR ELEMENTS 1 2 3 4 5 6 7
2 Years MS
College Deg
Displays High School/
Associate Bachelor's Ph
Achievement Basic Elementary Vocational
Degree Degree LLB D
Literacy Course
Diploma or MD
Education Certificate Deg
Course
None within Required
Relevance
Required Same Course

34 35
 Discipline
6 Months Between 1 Between 5 More than
to 1 Year and 5 Years and 10Years 10 Years
demonstra demonstrate demonstrate demonstrate
None
Experience Relevance ted ability d ability in d ability in d ability in
Require
in the the the the
d
functional functional functional functional
area area area area

34 35
 ELEMENTS Job Description
E. Definition and Elements of Competency-Based
FACTOR 1 2 (CBJD) 3 4 5 6 7
Meets Exceeds
None
Hours Required Required
Required Hours Hours

Core
Core l. Knowing and Appreciating CBJD
Related Training
None Training
Training Relevance
Required
Training
(Technical
(Technical Job Description (JD) that is competency-based is a summary of the most
(Soft Skills} Skills) with
Skills}
Certification
important features of a job, including major responsibilities and tasks,
Recency
10 Years
Ago or
Between 6 Between 1 I basic qualifications and other specifications. It provides full understanding
to 10 Years to 5 Years
More
Certifimion/ None
MCll
CS Sub- cs RA1080 of the contents and objectives of a job by defining and clarifying its
Eligibility Category 1,
Licenses Required Professional Professional (Bar/Board)
2 and4 responsibilities, relationships, authorities and accountabilities. An
Does Not
Competencies Demonstration
Meet Meets Exceeds
0
enumeration of important general purposes/uses of CBJD:

In the later stage of this project, a motion is made to remove the weights and a. Define the standards of a job
variations in the original and added QS factors to account for ease in early b. Aid in recruitment, to evaluate applicant qualifications
implementation of the proposal. This however is still subject to Commission review c. Serve as a foundation for appraising performance
and approval and the above proposal may still be referenced upon CSC's firm d. Aid in evaluating job worth, internally and externally
mastery of competencies in its HR processes. e. Clarify the purpose and essential functions of the position
f. Inform or provide data for the creation of training and
D. Competency Based Job Description Writing development plans
CSC Experience. It was mentioned in the profiling work that the Team conducted
Behavioral Event Interview to collect accurate information on the required duties and 2. Who Should Write JD
responsibilities of the position. It was also in this stage that the Team reconciled It is the role of the immediate Superior to
disagreements or deviations between the incumbent and the supervisors input as
well as the result of the stress test. These information were then documented in the a. Review and maintain job descriptions
Job Description Form CBC-CSC Form No. l) with the inclusion of the following b. Monitor for changes of job content (as a matter of policy, if 20% of
enhancements: the job content has changed, the job description must be re-written)
c. Communicate with incumbents on the content and changes of
• Core and/or Leadership Competencies and its Proficiency Level the job description
• Statement of Duties and Responsibilities giving emphasis on the d. Decide when an appropriate change is needed
o What (Activity)
o Within/How (Content) [Link] Analysis in JD Writing Flow
o Outcomes/Why (End Results)

l. Job Analysis is a process to identify and determine in detail the particular job
A workshop was conducted to equip the Team in writing the job descriptions of the duties and requirements and the relative importance of these duties for a given
75 positions profiled. In writing the duties and responsibilities of the positions based job. This process collects accurate information from incumbents about (a) What
on Technical Competency Profiles of every position, the Team was guided by the they do, (b) How they get it done, (c) Objectives of the work, and (d) Demands
following principles: of the job on the incumbent and how they overcome such.

36 37
 2. The outputs of the Job Analysis in turn are the essential elements of JDs. To wtt:

IMW454iiif4ii
CIVIL SERVICE
a. Job Title characterized by being descriptive, precise and brief, acceptable COMMISSION

and not demeaning or inflated, de-sexed, consistent use of titles/conventions

b. Basic Purpose, a clear and concise statement in two to four sentences, in [Link] Tools in Developing the System

"doing" word/verb highlighting the principal activity of the job that answers the
questions, "What will the job incumbent do?", "What is its contribution to the The project team would not have been successful in implementing the project if not

organization?", and "What does it affect? What the activity is connected to?" for the following capacity building activities provided by the Facility through the LSP.

c. Major Responsibilities is a break-down of the overall job purpose statement A quick run down of these activities are described below with materials in the

for one position; it should have an obvious contributory link to the end results succeeding pages.

which must be achieved by the position; it must be measurable, and, in most

cases, have a clear link to the job statement. It is NOT a list of tasks or A. Determining HR Roles (by Dave Ulrich)

procedural steps. It uses present tense and active verb. It shows complexity of
the job, and provides information on difficulty of the job or describes unique This is a quick activity, presenting the potential roles of Human Resources in an

problems faced by job. It may be written in the order of performance and organization. As a central personnel agency of the Philippine bureaucracy, the type

time spent of role the CSC presents to its members and stakeholders will create significant

d. Job Specifications provides the skills, knowledge and experience required for impact - not only on how government sees CSC but also how it delivers its services

the incumbent to achieve the outputs and the job purpose expected from to its client- to the Filipino people.

this position. The "Qualifications and Experience" stipulated in this portion of

JD do not in refer to the qualification and experience of the incumbent but the These roles are presented as follows:

expected qualifications and experience to perform well the functions and l. Strategic Partner - Strategic Partnership is about alignment of HR

responsibilities of the position. This aptly points to the Qualification Standards. activities and initiatives with the global business Gn our case,
bureaucracy wide) strategy.
2. Change Agent - Change agent is about supporting the change and
transition of the business in the area of human capital in the organization.
3. Administrative Expert- Ensuring the maximum possible quality of delivered
services to provide quality service at the lowest possible costs to the
organization.
4. Employee Champion - The employee advocate is able to take care about
the interest of employees and to protect them them during the process of
the change in the organization.

38
 C. Gender Fair Language

B. Effective Presentation Skills & Stakeholder Management

An essential part of the Competency Writing Workshop, including gender fair
language in the competency materials will not only represent with fairness the
With most of the competency-building, development and institutionalization activities
gender identified in the project resources, references and materials but also help
requiring interaction with offices and people in and out of the CSC, the need to
advocate the CSC's strategic objective of "Cultivating Harmony, Morale and
capacttate the project team members with communication skills is essential. Through
Wellness in the Workplace". This becomes critical when introducing a new process
this workshop, the project team learned the following principles of communication,
and system into the organization.
presentation and stakeholder management in preparation for project buy-ins,
project orientation and communication plan activities needed to initiate and ensure
Beginning with a background on the issues, concerns and rationale of gender
the integration of competencies in the CSC.
mainstreaming, this adds emphasis and places importance of using Gender
Fair Language including the steps, guidelines and processes on how it is done
l . Effective Presentations - ranging from Communication Processes, Building
through the succeeding pages.
and Organizing Content, Effective Delivery Skills
2. Interaction Guidelines - using the OCDAC (Open, Clarify, Develop, Agree
D. Targeted Selection Interview
and Close) pattern and Key Principles to guarantee the effectiveness of
communicating the project and details between message deliverer and
Targeted Selection Interview or TSI was introduced to selected Project Team
receiver.
Members and the Personnel Selection Board (PSB). It was conducted by the a
3. Stakeholder Management- an important aspect in any project endeavor,
certified trainor of the Development Dimensions International.
the process of Identifying, Prioritizing, Understanding and Creating action
plans (e.g. Communication Plan) for Stakeholders ensures that no one is left
TSI was designed to help organizations overcome or minimize common interviewing
behind, especially under these circumstances where the fate of the
problems. In TSI, inconsistencies are eliminated, decision points are defined, all
bureaucracy will eventually be affected by the new HR System.
applicants are treated equally, government regulations are adhered to, and the
best possible applicant is hired.

40 41
 The heart of TSI is a nine-step process for interviewing applicants, analyzing interview data,
integrating the data collected by all interviewers, and making the retain/reject decision:
[Link] DELIVERABLES U:8-&!ii#ij ·WI
CIVIL SERVICE
COMMISSION
l . Review applicant materials
2. Plan the interview Through the first phase of this project, the team was able to create the following list
3. Open the interview of outputs or deliverables:
4. Conduct the interview
5. Close the interview A. Competency Tables (for Core, Leadership, Organizational and Technical
6. Evaluate the data Competencies): which provides a basis of identifying, describing and
7. Integrate data on the individual measuring the various competencies essential in the Civil Service Commission.
8. Make decision among acceptable applicants
9. Ensure a strong start B. Position Profile: A map of the list of competencies for various positions and the
degree or intensity on how these competencies are demonstrated. This profile
Participants of the two-day TSI workshop were expected to transfer the acquired skills to the serves numerous applications ranging from selection and placement, gap
delegated Office PSBs and Secretariat members to prepare and enhance their analysis, career planning and even succession planning.
competencies in the performance of their function.

C. Competency-Based Qualification Standards (QS) Policy and Manual of 75

Since TSI was copyrighted, the Team who attended TSI designed a 1-day Workshop on Positions: A CSC policy and tool that determines the minimum qualification of
Behavioral Event Interview to capacitate Office PSB Members in the assessment process. positions of 75 CSC Positions.
Information on the conduct of the BEi is in the subsequent pages.

D. Competency-Based Job Descriptions of 75 Positions: Derived from the

E. Open Space Technology CSC-DBM Position Description Form, the inclusion of competency
elements enabled the team to create job description that will complement
Open Space Technology enable participants to share their experience and knowledge on a the new system.
particular subject.

E. Competency-Based Recruitment Process Manual: The manual describes the

It is a place where creativity is greatest and new ideas, insights and connections can changes implemented with the inclusion of Competency-Based elements in the
emerge to create valuable discussions that will address participants' most important issues. CSC recruitment process.

This technology was used to create discussions on the current CSC Recruitment Process as F. Re-Entry Action Plan (REAP): A major deliverable in Human Resource and
an aid in the crafting of an enhanced guideline. Organizational Development interventions which is used to implement learning
outputs gained from the competency project.
Details on the process of this technology are attached on the succeeding pages.

42
G. Sustainable Action Plan (SAP): A second type of action plan which focuses on planning
to sustain the institutionalization of the improved targeted organizational outcome for
effective service delivery.

H. Competency Manual: A documentation of the references, experiences, steps and

processes the team underwent in developing the competency-based Human
Resource System for the CSC.

With these, the team expects to set the foundation of institutionalizing the
Competency-Based Human Resource System beginning with the Civil Service Commission
and eventually the entire bureaucracy.

By closing this phase of the CSC's chapter on Competency-Modeling, it is your turn to

continue the story...