LEARNING AND DEVELOPMENT PLAN (CSC L&D PLAN)

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LEARNING AND

DEVELOPMENT PLAN

(CSC L&D PLAN)

2014-2016

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C I V I L S E RV I C E C O M M I S S I O N

L E A R N I N G A N D D E V E L O P M E N T P L A N

EXECUTIVE SUMMARY

s the Civil Service Commission strives to be the Asia‟s leading center on Strategic

Human Resource and Organizational Development by 2030, the need to establish a

Competency-Based Learning and Development (L&D) Plan that aligns to the CSC‟s goals

and aspiration becomes strategic and highly important. L&D interventions provide a strategic

alignment between the CSC workforce‟s individual learning and development goals with the

goals of the organization. A competency-based L&D plan helps CSC

executives/managers/supervisors see a clear line of sight between organizational goals, the

competencies the CSC workforce needs to demonstrate and what they as

executives/managers/supervisors need to carry out in order to encourage and support the

acquisition and demonstration of these behaviors. An evidence-based and carefully

designed plan for L&D helps attract as well as retain the needed talents in the CSC and

keep them motivated in pursuing performance and service excellence.

This document presentsthe CSC L&D Philosophy and Curriculum Framework that set the

guidepost for all L&D interventions of the CSC. This document, likewise, enumerates a set of

strategies and interventions to help both the Office for Human Resource Management and

Development (OHRMD) and the Heads of Offices (HOs)/Assistant Heads of

Offices/supervisors form partnership for helping the employees acquire the necessary

knowledge, skills and attitudes to perform the job better. Strategies include the use of tools

such as the Learning Application Plan (LAP) or Re-Entry Action Plan (REAP) to ensure

transfer of learning to the workplace. The interventions, on the other hand, covers a number

of activities that range from formal intervention to self-learning that will allow learners to

choose the most appropriate mode of learning and development.

PLAN OBJECTIVES

 Identify needed L&D interventions to:

 help employees align their performance with the CSC‟s mission and strategic

goals and objectives;

 close existing competency gaps, most especially those pertaining to the CSC‟s

mission-critical competencies (MCCs); and

 Present strategies for helping executives/managers/supervisors support the new

learning and encourage demonstration of new behavior at work.

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TABLE OF CONTENTS

EXECUTIVE SUMMARY ....................................... 2

Plan Objectives ..................................................... 2

Table of Contents .................................................. 3

Chapter 1. Strategic Directions of the Civil Service Commission 4

Chapter 2. CSC Learning and Development Situationer 9

Chapter 3. CSC Learning and Development Philosophy 11

Chapter 4. L&D Agenda for 2014-2016 ............... 16

Chapter 5. Strategy for Ensuring Transfer of Learning 21

Chapter 6. Monitoring and Evaluating the L&D Plan22

Chapter 7. Communication Plan .......................... 23

ANNEXES

Annex A: Mission-Critical Competencies

Annex B: 2013 CSC Competency Assessment

Annex C: Scholarship Implementation Matrix (CY 2014-2016)

Annexes D-1 and D-2: L&D Implementation Matrix for 2014

Annex E - L&D Implementation Timeline for 2014

Annex F - Cost Estimate for 2014 L&D Implementation

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CHAPTER 1. STRATEGIC DIRECTIONS OF THE CIVIL SERVICE

COMMISSION

The CSC is the premier Human Resource Institution for the Philippine Government. As an

independent constitutional body, it exercises independence and fiscal autonomy to be able

to do effectively the following:

 Promote morale, efficiency, integrity, responsiveness, progressiveness, and courtesy in

the Civil Service;

 Adopt measures to strengthen the merit and reward system;

 Integrate all human resources development programs for all levels and ranks; and

 Institutionalize a management climate conducive to public accountability.

The CSC‟s core functions can be summed up in four, namely: Merit Protection and

Promotion; Capability building or Human Resource Development; Quasi-judicial Functions;

and Organizational Development.

The CSC Reform Agenda

The CSC‟s current reform agenda revolves around the need to institutionalize a more

efficient and effective human resource management. In the process, it has fully adopted the

Performance Governance System (PGS).

From the CSC‟s standard efforts to improve public service delivery and good governance

and its traditional focus on strengthening the merit and rewards system in the Civil Service

and to promote public accountability, the Commission endeavors to be more citizen and

client-centered; to be more strategic in terms of formulating and implementing policies; to be

more results-oriented than overly focused on procedures; and to be more empowering and

entrepreneurial.

Therefore, a new CSC is envisioned as – thinking strategically, acting systematically,

and delivering the expected results.

Vision

As an institution, the CSC is known for policy formulation and implementation and standard

setting for public service excellence and integrity.

Given the CSC‟s passion and what it is known for, the CSC shall be the best in Asia as the

center of excellence for strategic HR and OD.

Core Values

The following core values deemedimportant to CSC that shall guide the CSC officials and

employees in all their actions and decisions. These are the values CSC holds so dearly,

without which the CSC cannot function as an institution:

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 Love of God and Country or PagmamahalsaDiyos at Bayan;

 Excellence; and

 Integrity.

Mission

“GawingLingkod-Bayani and BawatKawani”

Make every government employee a servant-hero

The CSC‟s mission embodies its unique contribution to nation-building. Its reason for being

is to make every government employee a servant hero.

Strategy Map: Priority Thrusts

The CSC strategy map provides the right direction for the CSC to realize its vision. The core

values, core purpose or our mission and vision are the major bases for formulating CSC‟s

multi-pronged, comprehensive strategy and priority thrusts.

PEOPLE PROCESSES

PARTNERS

STAKEHOLDERS FINANCE

Enhancethecompetencyof ourworkforce

ProvideexcellentHR

processes

Cul vatepartnershipswithlocalandinterna onal

ins tu ons

Highperforming,competentandcrediblecivilserv ants

Increasefundingfrom

tradi onalandnon-

tradi onalsources

RecognizedasaCenterforExc ellence



Ensureeffec veand

efficientperformance

ofQuasi-Judicial

func ons

Ensureefficient

managementof

financialresources

CSC shall be Asia’s leading center of

excellence for strategic HR and OD

CSC2030AGE NCYVISION

MISSION

VALUES

• Love of God and

Country

• Excellence

• Integrity

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CSC Governance Scorecard

This is the CSC‟s refreshed Enterprise Scorecard. It consists of seven (7) strategic

objectives, five (5) perspectives and nine (9) strategic measures or performance indicators.

There are two (2) lead measures and nine (9) lag measures.

Objectives Measures

Base 2011 2012 2013 2014 2015

Stakeholders

Recognized as a Center

for Excellence

Percentage of agencies accredited under the

PRIME-HRM Level II

N/A N/A

10%

(159)

25%

(398)

40%

(636)

50%

(795)

CSC Client Satisfaction Rating

(CSC frontline services)

N/A

Acceptable

(70-79%)

Good

(80-89%)

Good

(80-89%)

Excellent

(90%)

Excellent

(92%)

High performing,

competent, and credible

civil servants

Percentage of high density agencies

surveyed under ARTA

(50 SOs)

20%

(469 SOs)

40%

(560 SOs)

100%

(920 SOs)

75%

(1,145 SOs)

100%

(1,527 SOs)

**BIG 1: Percentage of agencies and their

service offices passing the ARTA-RCS

78%

(39 SOs)

N/A N/A

85%

(782 SOs)

95%

(1,088 SOs)

98%

(1,496 SOs)

Percentage of agencies with approved

Strategic Performance Management System

14 N/A

20%

(498)

30%

(747)

70%

(1,743)

95%

(2,366)

Percentage of agencies with functional SPMS

85%

of approved

SPMS in

2012 and

2013

90%

of approved

SPMS in

2014

Process

Provide excellent HR

processes

5 Number of ISO-certified processes

N/A N/A

(Cases

Adjudication,

Examination,

Appointments

Processing)

(Maintain

the 3

Processes +

CSI Training

Processes)

(Maintain

the 4

Processes +

CNA

Registration

and Union

Accreditatio

Processes)

(Maintained)

Ensure fairness and

efficiency in performing

Quasi-Judicial functions

**BIG 2: Percentage of cases decided within

40 days from the time the case is ripe for

resolution

N/A 30% 60% 70% 80% 95%

People

Enhance the

competency of our

workforce

Percentage of CSC employees meeting their

mission-critical job competency standards

66.23%

(716 out

of 1,081

in 2012)

N/A N/A 70% 75% 80%

Finance

Ensure efficient

management of financial

resources

8 Amount of financial support from partners

N/A N/A 25M 50M 55M 60M

Partner

Cultivate partnerships

with local and

international institutions

Number of priority programs implemented

through technical cooperation with local and

international partners

4 6 7 9 11 12

CSCENTERPRISESCORE CARD*

CSCResolu onNo.13 02163datedSept.20,2013

* Updated from Proficiency Stage Revalidation on October 30, 2013.** Breakthrough Important Goal (BIG),

formerly Wildly Important Goal (WIG)

As agreed on the January 20, 2014 Commission Meeting, the Central Office is given 40 days to decide a case

from the date the Decision/Resolution is submitted by the Office for Legal Affairs for Commission Meeting or

Referendum action.

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Measure 1:Percentage of agencies accredited under the Program to Institutionalize

Meritocracy and Excellence in Human Resource Management (PRIME-HRM)

PRIME-HRM aims to bring the practice of HRM in the Philippine bureaucracy to an

advanced level of excellence and thus, start by assessing the human resource systems of

government agencies. The revalidation of agencies is the first major step in the PRIME-HRM

implementation. Revalidation of Accredited Status is a transition process where the

accredited agency‟s performance and capability in all HRM areas as well as the competency

level of HRMO will be reassessed, the results of which shall be the basis for the Commission

to affirm/revoke Level II Accredited Status (OM No. 118, s. 2012: PRIME-HRM Manual of

Operations dated December 13, 2012).

Measure 2:CSC Client Satisfaction Rating

The CSC has been consistently rated as „Good‟ in the Report Card Survey (RCS)

conducted by Pulse Asia in 2011 and 2013 and the trained RCS researchers in tandem with

partner Civil Society Organizations in 2012. The surveys in 2012 and 2013 were both done

during the peak of the filing of exam applications.

Measure 3: Percentage of high density agencies and their service offices surveyed

under the ARTA-Report Card Survey (RCS)

As an oversight agency, the CSC is tasked by law to oversee the implementation of

Republic Act No. 9485 or the Anti-Red Tape Act (ARTA) of 2007. For Measure 3 which has

been identified as a Breakthrough Important Goal or BIG, CSC has surveyed service offices

of agencies.

Measure 4: Percentage of Offices with Functional Strategic Performance Management

System

The CSC adopts the Strategic Performance Management System or SPMS, which is a

performance management system that agencies are directed to use to improve

organizational productivity.As determinant of organizational effectiveness, the SPMS aligns

individual performance with organizational performance and outcomes.

Measure 5:Number of ISO-certified core and support processes

The Internal Audit for CSC‟s Quality Management System for the three (3) core processes

ISO-certified and support process is consistently undertaken which was expanded to the

Civil Service Institute‟s (CSI) Training Processes.

Measure 6:Percentage of cases decided within 40 days from the time the case is ripe

for resolution

CSC has significantly reduced the number of days in resolving cases. The law requires 60

days the CSC strives to deliver in 40 days.

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Measure 7:Percentage of CSC employees meeting their mission-critical job

competency standards

The Competency-Based Recruitment and Qualification Standards (CBRQS) is a critical

intervention that is currently being implemented within the CSC. The objective is to inculcate

merit and fitness in the civil service by identifying skills, behavior and knowledge required for

specific positions. In 2012, the CSC has identified its baseline data of individual competency

and proficiency levels of CSC workforce after having established the Competency Model

and Framework. To hasten the process of delivering strategic objectives and using the

baseline data, the CSC identified the MCCs for all positions.

Measure 8:Amount of financial support from partners

The measure for the Finance perspective is the „Amount of financial support from partners.

Because of various reforms, financial support leaped by more than 100% level from 2012.

Measure 9:Number of priority programs implemented through technical cooperation

from international and local partners

As the CSC moves its various reforms, partners have extended huge support in terms of

technical and financial assistance. Thus, targets have been exceeded in this area.

In addition to the strategic initiatives indicated in the measures, the CSC has established

the:

 Leadership and Coaching Brand that involves generating a list of leadership

competencies among government leaders and executives; and

 Information Systems Strategic Plan or ISSP, which is a mix of six components:

CSC IT Information System Plan, Automation on Examination Process, Government

HR Information System, Automation on Appointment Process, Automation on Legal

Process, and Automation of other services such as the Contact Center ng Bayan

(CCB).

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CHAPTER 2. CSC LEARNING AND DEVELOPMENT SITUATIONER

Strategic HR Directions of CSC

The perspective on people – the CSC‟s most important resource, focuses on the goal of

continuously enhancing the competency of CSC‟s workforce in public service excellence.

The establishment of a CSC Competency Model and Framework in September 2012

underpins efforts to integrate and to provide a sound and logical basis for actions under

various HR systems in the CSC, foremost of which are the Recruitment and Promotion

System and the Learning and Development Management System.

Stocktaking

To date, two (2) competency assessment exercises were undertaken in August-September

2012 and September-October 2013.

The first competency assessment exercise saw birth pains in the implementation and

consolidation of the results nationwide. The challenge ofcomprehending behavioral

indicators for somenew competencies (as most competencies are aspirational) proved

overwhelming for many employees. While this raised issues in the actual run of the

assessments, the submission and consolidation of results overshadowed these concerns

and were far more challenging to the OHRMD as the process owner. The first competency

assessment was only able to set the baseline data for the competency level of CSC officials

and employees.However, this later led to the identification of mission-critical competencies

(MCCs) in 2013.

While the 2013 CSC Human Resource agenda affirmed the CSC‟s overall focus on creating

an excellent and high-performing organization through its people supporting the strategic

objectives

in the CSC Balance Scorecard, the HR agenda seemingly needed a more

integrative component, which is COMPETENCY. Nonetheless, the 2012 and 2013 L&D

programs were identified by:

 reviewing the goals and activities in the CSC Central and Regional Offices vis-à-vis the

learning needs of their respective employees; and

 establishing the learning and growth responsibilities of sectors in the organization.

In 2013, the L&D Project, which is supported by the Philippines-Australia Human Resource

Development Organisational Facility (PAHRODF), opened an opportunity for greater

involvement of the Civil Service Regional Offices (CSROs). The L&D specialists of the

CSROs who are involved in the project became partners in the second competency

assessment. While paper assessment still proved to be difficult, CSRO L&D specialists

helped in fast-tracking the 2013 Competency Assessment Results.

These are High Performing, Competent, and Credible Civil Servants;Provide Excellent HR Processes;Enhance

the Competency of our Workforce; andCultivate Partnerships with Local and International Institutions.

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2013also highlighted more significant developments that have implications on L&D, as

follows:

 Alignment and integration of HR systems.The Change Management Project

recognized the need for all CSC units to work together, breaking down silos. The

Change Management Framework, albeit needing popularization within the CSC Offices

and among CSC employees, promoted the alignment of CSC HR systems. The project

likewise resulted in the CSC adopting the CSC HR Framework and the integrated

approach to all HR initiatives, which helped align HR systems with CSC‟s vision and

strategic goals and objectives.

 Increased capacity of the CSC to assist other agencies through the ARTA, ISO-

Quality Management System (ISO-QMS) and PRIME-HRM. There has been consistent

focus on the CSC‟s capacity to assist other agencies by implementing these initiatives.

ARTA initiative gave impetus to collaboration with external partners, notably, the civil

society organizations (CSOs) while ISO-QMS strengthened CSC‟s ability to review and

“police” its own systems to ensure meeting quality international standards. Lastly,

PRIME-HRM has provided an evidence-based system of recognizing HR exemplars and

assisting agencies who want to enhance their HR systems.

 PAHRODF-assisted programs are moving towards the direction of creating a

“multiplier effect” and ensuring sustainability. In 2013, the CSC and the PAHRODF

agreed to work on establishing within the CSC a pool of subject matter experts (SMEs)

on change management, competency-based recruitment and qualification standards

(CBRQS), L&D planning and Strategic Performance Management System (SPMS). The

presence of SMEs fortifies the CSC as center of excellence on HROD. Other programs

that will be conducted in 2014 such as workplace coaching, monitoring and evaluation,

partnership building, influencing and negotiating skills and stakeholder and engagement

analysis will sustain and build on the gains of CSC.

 Better involvement of the CSROs in HR policy design and HR program

management. The on-going reforms and initiatives in the CSC brought to fore the need

to involve the ROs in various stages of HR policy and HR program management.

Specifically, academic graduate scholarships are being made available to ROs in equal,

if not, higher ratio with the Central Office. Aside from equitable participation of ROs in

scholarships, training programs are also targeting the key players in the regions. Inputs

to major HR policies are also, as a matter of standard operating procedures, requested

from the ROs. While a better and more sustainable process needs to be put in place,

there is now a clearer direction and imperative for a participatory and consultative

process.

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CHAPTER 3. CSC LEARNING AND DEVELOPMENT PHILOSOPHY

Overview of CSC’s L&D Philosophy

The Commission adheres to the overall L&D philosophy - - “Shaping the Servant-Hero

towards Public Service Excellence”. The goal is to align all L&D interventions in the CSC

to its mission and strategic objectives.

Towards this alignment, the CSC establishes the following principles to guide in the

development of the competency of CSC workforce:

1. Every CSC official and employee is an important resource valued by the

organization. The CSC gives priority and invests on L&D of every official and employee.

2. L&D interventions for CSC officials and employees shall be purposive and aligned

with the CSC strategic objectives and goals. L&D is a means to upgrade the capability

and expertise of CSC to address and respond to the multi-faceted HRD/HRM/OD needs

of the civil service. L&D shall be based on development needs as determined by

competency assessment and performance assessment exercises. L&D shall likewise

consider the differentiated needs of women and men in the organization to ensure

equitable access to L&D interventions.

3. L&D shall focus on the development, improvement or enhancement of

competencies required by the current or future position/job of the official/employee.

4. L&D is a shared responsibility of the management, supervisors and the employees.

While CSC provides the nurturing and enabling environment by opening up opportunities,

among others, employees and their respective supervisors have an equal responsibility to

plan and manage their development and career by determining, seeking and seizing

available opportunities.

5. CSC regards investment for learning and development as equally important as

investments in researches, information technology (IT), purchase of equipment and

product development. Capacity development of CSC officials and employees is given

equal, if not a paramount importance in terms of allocating resources. Partnership with

other institutions shall be explored to supplement existing resources for L&D.

6. L&D shall be designed to increase the portability of skills of employees. This,

therefore, requires an approach or various approaches that will allow Heads of Offices

and/or supervisors to easily recognize skills, which may be transferable between jobs

and/or assignments.

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7. Continuing upgrading of competencies is essential to the maintenance of a corps

of professional officials and employees of the Commission. It aims to develop a

competent, credible, and high performing CSC workforce. Continuing competence is

maintained and enhanced through lifelong learning and integration of learning into every

facet of a Commission official or employee‟s working life.

8. L&D shall drive performance management. It shall integrate recognition and

rewards mechanism as a strategy to ensure learning application in everyday work

settings.

Curriculum Framework

The establishment of the CSC Competency Model and Framework determined the position

profile of CSC. This provides the basis for the L&D interventions appropriate to levels of

positions or job families, as follows:

Building-Block Programs

Given the above curriculum framework,

the CSC adopts a building-block

approach to the delivery of its L&D

programs. Basic courses are set to

provide a foundation for future

interventions during the employee‟s life

cycle in the organization. This building-

block approach addresses not only the

current learning needs but also the

career development of employees.

Leadership Competencies

Technical Competencies

Organizational Competencies

Core Competencies

Executive Level

Supervisor A

Supervisor B

Second Level

Non-Supervisors

First Level

Non-Supervisors

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The following matrix provides a menu, which is a combination of training programs and other

L&D interventions, to help employees navigate through current and future posts over a

period of employment with the CSC:

From 0-1 year

More than 1 year to 5 years

From assumption - continuing

New Entrants

First Level

Second Level

Middle

Management(Supv

gPS, DCs and their

equivalent positions)

Executive/

Managerial

(DII, III, IV, AsCom)

Orientation

Program for New

Entrants (OPEN)

-3 days

Improving Planning and Delivery

(IPAD) -2 days

Supervisory

Development

Program

Management/

Executive and

Leadership

Development

Program

Gender

Sensitivity

Seminar (GSS) -

1 day

Solving Problem and Making Decision

(SPMD) - 3 days

_____________________________

Championing and Applying Innovation

(CAI) -3 days

Honing Effective

and Responsive

Officers towards

Excellent

Service

(HEROES)

-3 days

Basic

Communication

Training

Program

Basic

Communication

Training Program

(AO I, Stat I, Sec Ofr I)

Delivering

Personal

Effectiveness

(DPE)

-2 days

Advance

Communication

Training Program

Introduction to

Strategic Human

Resource

(3 days)

Managing Information

Continuing

Coaching

Conferences

Legal Practitioners‟ Conference

Accountants & Budget Officers Conference, Executive Conference

(Strategic and Operational Planning Exercises, among others)

CNet Conference, GAD Focal Point System (GFPS) Conference

HR Symposium

Other technical/professional conferences and colloquia, including International Conferences

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Aside from the above, CSC allows the following interventions to address specific learning

needs:

Formal Classroom

Training

On-the-Job-Training

Self-Development

Developmental

activities/interventions

 In-House training on

<topic>

 External training on

<topic>

 Coaching on the job

from

<supervisor/senior

colleague>

 Knowledge sharing

and learning session

on <topic>

 Shadowing under the

stewardship of

 Cross-Program, job

rotation or rotational

assignment or

temporary assignment

to <function>

 Interventions such as

counseling,

secondment, team

building

 Programmed self-study

through a third party

provider, including self-

study video or audio

packages

 Working on eLearning

courses, PC tutorials or

computer assisted

training program or

webinar on <topic>

 Taking evening or

weekend courses on

<topic>

 Tertiary courses run by

academic/educational

institutions

 Reading books and

other publications or

journals on <topic>

 Special work project on

<topic>

 Added responsibilities

on <technical

competency or work

assignment>

 Service on technical or

research

committees,Task Force

or Committee

assignment on

<area>sanctioned by the

Commission, other

professional bodies or

organizations

 Appropriate educational

and developmental

activities presented

under the auspices of

CSC,

academic/educational

institutions, commercial

establishments or other

professional bodiessuch

as but not limited to

congresses,

conferences, forums,

conventions, courses,

seminars, workshops,

lectures, brown bag

discussions,

orientations, briefings

and other professional

educational activities

 Meetings of professional

organization body and

their technical

discussion groups

 Researching and writing

technical publications

(i.e., related to human

resource

management/human

resource

development/organizatio

nal

developmentorappropria

te to the field of work of

the concerned official or

employee), preparation

and delivery of technical

papers

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It should be noted that since all employees shall prepare their respective Individual

Development Plan (IDP), development activities have to be identified that would ensure their

continuing development during their employment with the CSC.

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CHAPTER 4. L&D AGENDA FOR 2014-2016

Three-Year L&D Agenda

The three-year L&D agenda resulted from stocktaking activities

involving CSC‟s L&D

practitioners and specialists, officials and employees who are involved in strategic initiatives.

Reflecting on the past year‟s implementation of L&D programs and considering the recent

challenges, there is a greater need to:

 integrate competencies, to form the basis for all L& D interventions in the CSC.The

CSC recognizes that in order to increase itscapacity for delivering results, it needs to

support the demonstration of competencies that bring about high performance through

various means of training, coaching and other development interventions. Competency

gaps shall be identified not only through competency assessment but also by

performance appraisals and 360 degrees learning needs analysis.As competencies are

strengthened, progression shall be deliberately sought and aimed to ensure that CSC

employees will be able to consistently meet the competency standards of their positions;

The activities include Program on Learning and Development Workshops held last February and March 2014 in

First Pacific Leadership Academy, Antipolo City and Torre Venezia Suites, Quezon City, respectively; and OSAP

Workshop last March 10, 2014 in Luxent Hotel, Quezon City.

2014

Bridging mission-

critical

competency gap

through learning

and development

interventions

2015

Increasing

proficiency level

through learning

and development

interventions

2016

Soaring high

through continuing

learning and

development

interventions

PAGE 17 OF 29

 ensure meeting the competency targets under the CSC Balance Scorecard. With

the identification ofthe mission-critical competencies or MCCs (See Annex A) in 2013,

the following scorecard targets have been set: by 75 % of CSC workforce meeting MCCs

by 2014; 80% by 2015; and 85% by end of 2016.

 involve CSC units and executives/managers/supervisors in L&D planning process.

With the requirement of an Individual Development Plan (IDP) for officials and

employees, the CSC is systematically creating an environment where discussion is the

most acceptable mode of establishing agreement on development. It is mutual and

consensus-building that allows for better identification of specific skills and behaviors that

target learners need to demonstrate after the training or other development interventions.

These expectations are now being clarified with respect to the training modules that are

being developed by the internal HR. The training designs are now being customized to

meet these expectations;

 ensure fair access and equitable participation of CSC employees and

representation of Offices, albeit, based on learning needs, in L&D interventions;

 strengthen theoretical background on HROD systems through academic

scholarships available to qualified employees. Thethree-year focus of these

scholarships shall be on key HRODsystems(Recruitment, Training and Development,

Human Resource Management, Performance Management and Organizational

Development) and emerging concerns such as eLearning, Knowledge Management, and

Dispute Resolution;and

 ensure the sustainability of L&D initiatives by establishing CSC’s L&D

Management System with key components such as L&D philosophy, curriculum

framework, standards and process.

Organizational Initiatives that Require Training Support

The CSC shall also prioritize the implementation of L&D interventions needed to support the

following initiatives:

1. PRIME-HRM – As the CSC aims to influence the bureaucracy‟s HR systems, the need to

ensure consistency and effectiveness of technical assistance is important. The CSC

recognizes that the quality of technical assistance given not only by frontliners to the

external customers, mostly HR practitioners and agencies, but by everyone in the

organization to their internal customers have impact on the overall quality of service,

hence customer satisfaction. It is, therefore, important to device a an L&D plan that will

ensure demonstration of desired behaviors (e.g., subject matter expertise) in the

organization.

2. Service/client-orientation and total quality management programs such as the

Anti-Red Tape Act and Quality Management System – The CSChas a unique position

in government for combining its expertise on HR and on OD to ensure and drive client

satisfaction not just between the CSC and its clients but also facilitate the same with

respect to other agencies and the latter‟s clientele.

PAGE 18 OF 29

3. Team Culture Building – The CSC recognizes that the ability to deliver target depends

largely on the ability to foster and demonstrate collaboration, commitment, diversity and

inclusion, accountability and focus on results. In order to make this happen, the CSC

needs to;

3.1. sharpen the leaders‟ competencies to lead teams and manage change;

3.2. establish norms for team cooperation, interaction and collaboration;

3.3. improve everyone‟s ability to communicate openly in a safe environment of

assertiveness and empowerment;

3.4. strengthen the gender lens of everyone including their ability to accept diversity as a

way of deepening understanding and fostering unity and harmonious relationship in

the organization;

3.5. equip everyone with tools they can use to creatively solve problems and make

decisions or improve performance; and

3.6. build an effective coaching environment.

Specific details of annual L&D priorities are, as follows:

2014: “Bridging mission-critical competency gaps through learning and development

interventions”

The L&D agenda for 2014 shall focus on strengthening mission-critical competencies

(MCCs) and some most unmet competencies.The results of the 2013 Competency

Assessment (Annex B)showed the following competencies as the priority for development in

2014:

Core Competencies

 Solving Problems and Making Decisions

 Delivering Service Excellence

Organizational Competencies

 Planning and Delivering

 Writing Effectively

 Championing and Applying innovation

 Managing Information

 Speaking Effectively

Leadership Competency

 Partnering and Networking

Aside from these programs, interventions that will support the implementation of the PRIME-

HRM shall be undertaken with L&D partners. These programs shall not only aim to better

equip CSC officials and employees with desired competencies but also foster understanding

on ASEAN integration.

Annex Ccontains the Scholarship Implementation Matrix for 2014-2016. Annexes D to F

show the 2014 L&D Implementation Matrix, L&D Timeline for 2014 and Cost Estimate for

2014, respectively, which provide details on the training programs to be conducted, their

description, target participants, timeline, budgetary requirement and concerned CSC unit.

PAGE 19 OF 29

2014 L&D will be complemented by the following initiatives:

Initiative

Timeline

Establishment of a Pool of Subject Matter Experts (SMEs)

April -December 2014

Adoption of a new scholarship business process

June 2014

Issuance of Succession Management Policy

July 2014

Finalization and approval of the CSC‟s Technical

Competency Profile

July 2014

Development of Technical Competency Assessment Tools

August 2014

Review of career pathing and job rotation policies

October 2014

Conduct of the Technical Competency Assessment

through an Online Assessment

November 2014

Development of internal Competency-Based Qualification

Standards

December 2014

Integration of competency into the Strategic Performance

Management System (SPMS) and Rewards and

Recognition System

December 2014

2015: “Increasing proficiency level through learning and development

interventions”

As the CSC fully completes the technical competency profile in 2014, 2015 will line up L&D

interventions aiming to foster technical competency proficiency that is key and critical for

CSC employees to deliver functional targets while at the same time being mindful of the

need for consistent display of behaviors for mission-critical core, organizational and

leadership competencies. The identification of L&D priority areas shall result from the annual

competency assessment, among others.

2015 L&D will be complemented by the following initiatives:

Initiative

Timeline

Establishment of Deepening Program

Example: Use of Job aids (regular CSC updates, CS Law

& Rules)

January-March 2015

Establishment of eLearning Protocol and Policies

Programs

January-March 2015

Development and Pilot Implementation of eLearning

Programs

April-December 2015

Development of Supervisory and Leadership Development

Programs as per CSC Curriculum

January -December 2015

Implementation of the Roadmap for Succession

Management Program

January -December 2015

PAGE 20 OF 29

2016: “Soaring high through continuing learning and development

interventions”

2016 will aim at the stabilization and normalcy of the Competency-Based L&D Management

System (CBLDMS) allowing for continuing L&D program.

2016 L&D will be complemented by the following initiatives:

Initiative

Timeline

Review of the Three-Year L&D Plan (2014-2016)

August 2016

Policy Review on CB LDMS

August 2016

PAGE 21 OF 29

CHAPTER 5. STRATEGY FOR ENSURING TRANSFER OF

LEARNING

1. OHRMD shall give a thorough briefing using appropriate technology to concerned

Heads/Assistant Heads of Offices about the L&D interventions so they can better

appreciate the content of the programs and how they can support the demonstration of

desired behaviors and performance at the workplace.

2. Each learner or participant is required to complete and submit to their Heads of Offices

Learning Application Plan (LAP) or Re-Entry Action Plan (REAP). It identifies the

learning goals of the learner/participant and describes how learning may be applied to

the workplace. Thus, it contains a participant‟s commitment to identify an opportunity to

apply the learning at work, and then later report the result to the supervisor and/or Head

of Office. It is the responsibility of the Head of Office/supervisor to demand the

completion of the said Plan to motivate the participants to demonstrate the desired

behaviors.

3. The L&D staff shall be required to submit a comprehensive training documentation

report about the L&D interventions and the participants. The report shall contain

highlights of the training programs and other development interventions, the learning

service providers/facilitators‟ observations and their recommendations on how the Heads

of Offices/supervisors will be able to further support the L&D interventions.

4. In order to encourage employees to demonstrate the desired behaviors, appropriate

recognition shall be given by the Commission Proper/Performance Management

Team/PRAISE Committee/OHRMD/Heads of Offices/supervisors, as the case may be,

as a result of the completion of their LAP/REAP. There may also be recognition to

supervisors/superiors for successfully coaching their direct reports to demonstrate the

behaviors the participants learned in the training.

5. OHRMD/HRDs shall encourage the use of various learning approaches to suit the

participants‟ learning styles. A budget may be allocated for purchase of needed books

and other forms of self-paced learning media to help learners who prefer those

approaches. Employees may opt-out of traditional classroom approaches, and use other

learning sources. When they are ready, they will be asked to prepare a LAP as a result

of their learning through the mode they chose and go through the same process as those

who attended classroom training.

6. Heads of Offices and OHRMD shall partner in implementing and monitoring ofIDPs to

ensure that employees are following their respective plans for achieving their learning

and career goals in the CSC. The Commission/Heads of Offices may opt to send a

participant to a public seminar/external training if they deem this as the most suitable

way to address the learning and development need provided that the participant

prepares and submit a LAP at the end of the training or intervention.

PAGE 22 OF 29

CHAPTER 6. MONITORING AND EVALUATING THE L&D PLAN

The Table below presents the monitoring and evaluation of the L&D Plan from 2014-2016.

OBJECTIVES

OBJECTIVELY

VERIFIABLE

INDICATOR

MEANS OF

VERIFICATION

RISKS &

ASSUMPTIONS

PERIOD OF

MONITORING

IMPACT

Efficient and

professional

delivery of quality

public

service

Client Satisfaction

Survey Results

Feedback Report

Assumption:

Responses of survey

questionnaire

Risk:

Clients‟ refusal to

report negative

feedback

Yearly

OUTCOME

Competent and

credible CSC

Workforce

CSC Workforce

meeting the

required mission-

critical competency

of their position

Competency

Assessment Result

Performance Report

Assumption:

Responses of

competency

assessment

Risk:

Employees‟ failure to

submit competency

assessment

Yearly

OUTPUTS

Well implemented

L&D Plans

 No. of learning

and development

programs

conducted as

against targeted

 No. of course

design prepared

and implemented

 Satisfaction rating

of learners

Performance

Report/

Accomplishment

Report

Assumption:

Management

Support

Risk:

Target date of

conduct is not met

Target pax is not

available or has

conflict in schedule

Semestral

ACTIVITIES

Issuance and

orientation of the

CB LDMS and L&D

Plan

Approved CB

LDMS andL&D

Plan

Percentage of

Offices that

received

information on the

L&D Plan

Receipt of CB

LDMS andL&D Plan

Assumptions:

Management support

Risk

Offices or individuals

did not receive the

information

Once

PAGE 23 OF 29

CHAPTER 7. COMMUNICATION PLAN

This outlines the core messages from 2014-2016 and approaches to be employed in

communicating the L&D Plan to the CSC officials and employees. Below is the L&D Plan

communication plan table.

CORE MESSAGES

TARGET

AUDIENCE

METHOD

TIMELINE

Overview of the

CBLDMS and the L&D

Plan

and 2

Level

Employees

Short AVP Presentation

during the Flag-raising

Ceremony

AVP to be played on the

eBillboard

(OHRMD to prepare the AVP

for distribution to the

CSROs)

week of May 2014

1. Components of the

CB LDMS

2. 2014-16 L&D

Agenda and

Themes

3. Available L&D

interventions

4. Impact of the L&D

Plan to delivery of

and 2

level

Scorecards

CSC Officials at

the CO and ROs

III, IV and NCR

Orientation

Copy of the CBLDMS

Guidebook to be distributed

week of May 2014

Other CSC

Officials in the

ROs

Copy of the CBLDMS

Guidebook and L&D Plan to

be distributed

Short AVP instruction to

introduce guidebook and

L&D Plan

week of June 2014

L&D Project

Team

Orientation

(Materials for cascade to be

provided by OHRMD)

week of June 2014

1. What CBLDMS is

and how it will

impact on

and 2

Level

Employees at

the CO

Orientation per Office

Office Memo,

CSC Website

May 26-30, 2014

PAGE 24 OF 29

CORE MESSAGES

TARGET

AUDIENCE

METHOD

TIMELINE

employees

2. Available L&D

interventions

3. How to access and

participate in the

L&D interventions

eCatalogue

Tarpaulin at the lobby

and 2

Level

Employees at

the RO

RO L&D Project Team

member to conduct

Orientation

week to last week of

June 2014

Monthly plugging or

reminders of the training

programs

CNet, CSC FB, Newsletter,

CSC Website

Monthly

PAGE 25 OF 29

ANNEX A

MISSION-CRITICAL COMPETENCIES (MCCs)

The MCCs are essential in the attainment of the Office and Commission scorecards/targets.

They are, as follows:

Category of Position

No. of Mission-

Critical

Competencies

Mission-Critical Competencies

Executive/Managerial

Core: * Exemplifying Integrity

* Delivering Service Excellence

* Solving Problems and Making

Decisions

Leadership:

* Partnering and Networking

* Leading Change

Supervisor A

(Division Chief and

equivalent positions)

3 Core plus:

* Managing Performance

* Thinking Strategically

Supervisor B

(Asst. Div. Chief and

equivalent positions)

3 Core plus:

* Thinking Strategically

Level Non-Supervisory

and

Level Non-Supervisory

3 Core plus:

3 Organizational:

* Demonstrating Personal

Effectiveness

* Championing and Applying

Innovation

* Planning and Delivering

PAGE 26 OF 29

ANNEX B

2013 COMPETENCY ASSESSMENT

The 2013 competency assessment of CSC officials and employees determined the current

status of the CSC workforce in terms of meeting the competency requirements as well as

the mission critical competencies of the positions.

There are 1,170 CSC personnel at the time of the assessment in November to December

2013. There are personnel who were on scholarship, were newly hired and with less than

three (3) months in the service from the conduct of competency assessment and are soon to

retire, which were no longer assessed. As such, the assessment actually covered 1,130

CSC personnel who have complete assessment forms. However, the 1,157 officials and

employees identified to be assessed was used as basis in computing the percentage of

personnel meeting the required and the mission-critical competencies.

On the Competencies Required for the Positions

There are 762 employees corresponding to 65.86% who meet the required competencies of

their positions. Breakdown is as follows: 176 or 51.16% of the total number of employees in

the Central Office; and 586 or 72.08% of the total number of employees in the Regional

Offices.

On the Mission-Critical Competencies for the Positions

There are 884 personnel corresponding to 76.40% who meet the mission-critical

competencies of their positions, well above the target of 70% for 2013 in the CSC Refreshed

Scorecard. Breakdown is as follows: 226 or 65.69% of personnel in the Central Office; and

658 or 80% of the CSC RO personnel.

Assessment Results per Competency

Of the competencies, Exemplifying Integrity, a core competency, is the most met with 1026

or 90.72% exceeding the current proficiency level requirements; and 100 or 8.84 %

meeting the requirements of their positions. Only 5 personnel or a low .44% do not meet

this competency.

Demonstrating Personal Effectiveness, an organizational competency is the next most met

competency. About 827 or 92.71% exceed the proficiency level required of their positions;

and 56 or 6.28% meet the requirements of their positions. Only 9 or 1.01% employees do

not meet this competency.

The three most unmet competencies are as follows:

Most Unmet Competencies

Competency

Total No.

Assessed

Exceeding

Meeting

Failing to Meet

No.

Planning and

Delivering

995

581

58.40%

222

22.30%

192

19.30%

Writing Effectively

853

519

60.98

215

25.03

119

13.98%

Solving Problems

1130

867

76.73

184

16.28%

7.08%

PAGE 27 OF 29

Competency

Total No.

Assessed

Exceeding

Meeting

Failing to Meet

No.

and Making

Decisions

Solving Problems and Making Decisions is a core competency and a mission critical

competency required for all positions. Planning and Delivering is an organizational

competency, and a mission-critical competency for the first and second level positions.

The most unmet competencies for the Executive/Managerial group is Partnering and

Networking. For the rest of the positions, planning and delivering is the most unmet

competency, as shown below:

Category of Position

Competency

With Unmet

Competencies

No.

% *

Executive/Managerial

Partnering and Networking

14.39

Supervisor A – DC

Planning and Delivering

20.59

Supervisor B – Asst. DC

Planning and Delivering

21.97

Second Level Non-Supervisory

Planning and Delivering

13.81

First Level Non-Supervisory

Planning and Delivering

29.82

* Number of those with unmet competency over the number of those assessed

Priority Development Targets

Given the competency assessment results, the following competencies are priority for

development for 2014:

Core Competencies

 Solving Problems and Making Decisions

 Delivering Service Excellence

Organizational Competencies

 Planning and Delivering

 Writing Effectively

 Championing and Applying innovation

 Managing Information

 Speaking Effectively

Leadership Competency

 Partnering and Networking

PAGE 28 OF 29

ANNEX C

SCHOLARSHIP IMPLEMENTATION MATRIX CY 2014-2016

FIELDS OF STUDY

PROPOSED COURSES

TARGET PARTICIPANTS

NUMBER OF SLOTS

OFFICE

POSITION

2014

2015

2016

Australian Development Scholarship

Training and

Development

Master of Learning and

Development (Univ of

Southern Queensland)

CSI, OHRMD

Supvg&Sr

Public Relations and

Advertising

Master of Public

Relations and

Advertising (Griffith

Univ)

CSI, PAIO

Supvg&Sr

Human Resources

Management

Master of Human

Resource Management

(Univ of New Castle)

CSI, OHRMD

Supvg&Sr

Organizational

Development

MS in Organizational

Development (Univ of

Queensland)

Master of Strategic

Management (Univ of

Wollongong)

OSM

Supvg&Sr

Recruitment

Master of Human

Resources

and Employment Relation

s (Sydney University)

OHRMD

RO-

HRD

Supvg&Sr

Performance

Management

Master of Commerce -

Performance Management

(Univ of Adelaide)

HRPSO

Supvg&Sr

Knowledge

Management

Master of Arts in

Information and

Knowledge Management

(Univ of Technology,

Sydney)

IRMO, PAIO

Supvg&Sr

e-Learning

Master of Learning

Sciences and Technology

(Univ of Sydney)

CSI, OHRMD,

IRMO

RO-

HRD

Supvg&Sr

Dispute and

Resolution

Master of Dispute

Resolution (CharesSturt

University)

PRO

Supvg&Sr

TOTAL

PAGE 29 OF 29

ANNEXES D-1 and D-2

L&D IMPLEMENTATION PLAN MATRIX FOR 2014

See Separate Files

ANNEX E

L&D IMPLEMENTATION TIMELINE FOR 2014

See Separate File

ANNEX F

COST ESTIMATE FOR 2014 L&D IMPLEMENTATION

See Separate File