PA Elec 4 IM - Jutchel Nayra - 09082020

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BUKIDNON STATE UNIVERSITY
COLLEGE OF ADMINISTRATION
A GOVERNMENT AFFAIRS DEPARTMENT
D JUTCHEL L. NAYRA, DPA, MDM

© 2020 Bukidnon State University, all rights reserved. Unauthorized use, duplication or distribution is
strictly prohibited. No part of the contents of this material may be reproduced or transmitted in any
form or by any means without the expressed written consent of the University.
This Instructional Material (IM) contained learning resources for the PA Elective 4 students under the
BPA Program. This guide is designed consistent to the flexible learning approach given the CoViD-19
pandemic; hence, will be updated and enhanced as the need arises and upon the resumption of the nor-
mal state of education.
Version 1.0 August 2020

PREFACE
COMPETENCY DEVELOPMENT FOR PUBLIC GOVERNANCE (CDPG) is a tool that introduces and
capacitates Bachelor of Public Administration (BPA) students with the competencies essential for ca-
reers in public administration and governance of public interest, specifically in government and civil
society organizations.
Consistent to the Commission on Higher Education (CHED) issued CHED Memorandum (Draft), series
of 2017 (Revised Policies and Standards for the BPA Program, amending CMO No. 6, s. 2010 entitled,
“Policies and Standards for BPA”), Bukidnon State University (BukSU) adheres to the learning compe-
tency-based standards/outcomes-based education and specified ‘core competencies’ expected of BPA
graduates. As a premier institution, BukSU envisions to produce BPA graduates that will eventually
become future innovative and ethical leaders for sustainable development as well as competitive pro-
fessionals who are committed to build a sustainable life in the field of public service. The University
promotes the attainment of Quality Education (SDG 4), Decent Work and Economic Growth (SDG 11),
Partnerships for the Goals (SDG 17), AmBisyon Natin 2040 for Matatag, Maginhawa at Panatag na
Buhay, as well as “invest in human capital development, including health and education systems, and
match skills and training to meet the demand of businesses and the private sector” (10-point agenda
of current administration) encompassing all other SDGs and agenda in the global, national and local
context.
The College of Administration (COA), through the Government Affairs Department (GAD), offer BPA as
a degree program and foundation course that prepares the students for careers in public service.
CDPG is a new elective subject of the BPA Program offered this Academic Year (AY) 2020-2021. It rein-
forces the development of values and competencies between and among students as integrated in all
BPA subjects for the realization of the program outcomes:
(1) adequate knowledge and understanding of fundamentals of the study and practice of public ad-
ministration and good governance applying appropriate ethical standards;
(2) high appreciation for the imperative and challenges of public service in the context of Philippine
and global realities;
(3) high ethical values for public service, adherence to the principles of accountability, responsiveness,
nationalism and democracy;
(4) strong sense of duty to promote and protect public interest for the depressed and the marginal-
ized communities especially the indigenous cultural communities of Bukidnon;
(5) adequate ability to engage in scientific and policy research, national decision-making and in the
conservation, preservation and safeguarding of Bukidnon cultural heritage;
(6) critical skills in management and innovative leadership including planning, implementation, moni-
toring and human, material and resource management for government and civil society organiza-
tions; and,
(7) practical application of ethical values with high respect to Bukidnon Cultural Heritage.
Adherent to the provisions of Republic Act (RA) No. 7722, otherwise known as the “Higher Education
Act of 1994), CDPG aims to develop and further enhance the potentials of the BPA students supportive
to the national, regional and local development plans. It seeks to develop the required values and
competencies for BPA students as future professionals, that is, public servants, leaders and change
agents, which in turn, enable them to occupy technical and administrative positions, pursuing Law or
Foreign Service, and executive and policy-making positions in the government, civil society and inter-
national development organizations. An opportunity for them to develop their potentials and demon-
strate innovative leadership, ethical standards, and collaborate or implement initiatives as future pub-
lic servants.
i
PREFACE
CDPG is grounded by BukSU’s core values to be demonstrated by the BPA in their lifetime—
Excellence, Professionalism, Integrity, Commitment, and Culture-Sensitivity. These values conforms
to the basic policy of the government “Public office is a public trust. Public officers and employees
must, at all times, be accountable to the people, serve them with utmost responsibility, integrity, loy-
alty, and efficiency; act with patriotism and justice, and lead modest lives (Section 1 of the Article XI of
the 1987 Philippine Constitution). Moreover, BukSU’s core values are attuned to the national motto—
”Maka-Diyos, Maka-Tao, Makakalikasan, at Makabansa” (Section 40, Chapter III of the Republic Act
No. 84 91, otherwise known as the Flag and Heraldic Code of the Philippines). The core values rein-
force the competencies of the BPA students.
CDPG introduces and capacitates BPA students on the competencies essential for entry-level job and
advanced office positions. Entry-level jobs include: technical assistants and middle managers for the
government and international organizations; researchers and trainers in government, civil society and
academic institutions; and development or project managers of small and medium-sized voluntary
sector or civil society and international development organizations. Advanced office positions consist:
executives in national and local government agencies; elective positions in local and national govern-
ment; faculty members and administrators in academic institutions; executives in national, regional
and international organizations; and, development or program managers of large voluntary sector or
civil society organizations.
Considering the CoViD-19 pandemic, this instructional material (IM) is developed adherent to the flexi-
ble learning approach in educating CDPG to the PA Elective 4 students. CDPG contains contextualized
learning resources and exercises like the basic concepts and practical application of competency devel-
opment in the setting of the Philippine government. The IM contains competency development for
public governance, BPA Competency Development Framework, and competency development plan-
ning with the Individual Competency Development Plan as terminal outcome and guide for continuous
improvement. As such, the BPA students will manifest their pledge for continuous competency devel-
opment to the Almighty God, the country and Filipino people. The BPA Competency Development
Framework shows the core values and competencies (core, technical and managerial and leadership)
appropriate for a BPA student to develop in preparation for careers in the government. It instills in
their mind, heart and soul the essence of educating, investing and leading for public service excel-
lence—our ultimate goal!
DR. JUTCHEL L. NAYRA, MDM

Bukidnon State University
ii
CONTENTS
PREFACE i
CONTENTS iii
MODULE 1 COMPETENCY DEVELOPMENT IN PUBLIC GOVERNANCE 1

Competency 2
Specific types of competencies 3
Competency in the HRM of the Philippine Civil Service 3
Civil Service 3
Categories of the Civil Service 3
Levels/classes of positions in the Civil Service 4
Competency Iceberg Model 5
Competency Development Cycle 6
CSC Competency Model and Framework 7
Competence 8
MODULE 2 THE BPA COMPETENCY DEVELOPMENT FRAMEWORK 12

The BPA Competency Development Framework 13
Kolb’s Learning Styles and Experiential Learning Cycle 14
The Learning Styles 15
BukSU’s Core Values 17
BPA Core Competencies 22
BPA Technical Competencies 32
BPA Managerial and Leadership Competencies 40
MODULE 3 COMPETENCY DEVELOPMENT PLANNING 51

Competency Development Planning 51
Pledge of Commitment 55
iii
ASSESSMENTS
Activity 1 9
Activity 2 10
Activity 3 16
Activity 4 18
Activity 5 24
Midterm Examination 30
Activity 6 35
Activity 7 43
Final Term Examination 49
Activity 8 52
Proficiency Level for Self-Knowing Exercise 56
Rubrics for Written Performance 56
Distribution of Points for Written Performance 57
Rubrics for Values and Competency Development Achieved 58
Distribution of Points for Values and Competency Development Achieved 58
iv
PA Elective 4 Competency Development for Public Governance
MODULE 1: COMPETENCY DEVELOPMENT IN

MODULE 1
COMPETENCY DEVELOPMENT IN PUBLIC GOVERNANCE
PUBLIC GOVERNANCE
Specific Learning Outcomes Overview
 Discuss the concept of competency development in the Philip- This section introduces competency,
pine Civil Service; the integration of competency in the
 Identify your current strengths and competency development Philippine Civil Service, competency
needs based on the level of competence; and, iceberg model, competency develop-
ment cycle, and the levels of compe-
 Reflect on your learnings.
tence.
DEVELOP BY SELF-KNOWING!
You may do this activity to determine your self-knowledge about competency development.
1. What are your current competencies in terms of knowledge, skills and attributes?
Knowledge Skills Attributes
MODULE 2: BPA COMPETENCY

DEVELOPMENT FRAMEWORK
2. What are the competencies that you still need to develop? Why?
3. How do you think it can be developed?
AUDITING YOUR SELF!

DEVELOPMENT PLANNING
Check (/) the column that you think best describes your ability to do competency development. Use your per-
MODULE 3: COMPETENCY
formance in the knowing your self activity as one of the bases in completing this self-audit task. Count the
points in deriving the total score. Please refer to page 56 to know your proficiency level based on your total
score. You may not submit the result of this activity as this is merely a self-audit.
CRITERIA Usually Sometimes Seldom Never

3 points 2 points 1 point 0
1. I understand what competency is.
2. I can determine my knowledge, skills and attributes.
3. I recognize the need to develop my competencies.
4. I understand why I need to develop my competencies.
5. I know how to develop my competencies.
TOTAL SCORE
1 MODULE 1 Competency Development in Public Governance Bachelor of Public Administration JLN


DEVELOP BY LEARNING!
DOC J’s CORNER Capacitating yourself to become an employee in the government

requires an understanding of the competency development in
PUBLIC GOVERNANCE
EDUCATE! the context of the Philippine Civil Service System.
When I was still in college, there is no separate
The Philippine Civil Service was established
subject that focus on Competency Development.
So I say, log on to PA Elective 4 Competency Devel- on September 19, 1900 to ascertain the mer-
opment for Public Governance as this is your it and fitness of applicants for positions in
gateway to a career in the public service after col- the government and to maintain an efficient
lege. and honest service in the Philippines.
Yes, after college, you would be joining the work- The Civil Service Commission1 (CSC) serves as the central per-
force in the government. Then, how can it be?
Probably some of you have started thinking about
sonnel agency of the Philippine government responsible for the
it while others consider it as the least of their con- policies, plans, and programs concerning all civil service em-
cern for whatever reasons. At this point in time, ployees. The CSC has integrated competency into the human
your concern is more on continuing the BPA pro- resource management (HRM).
gram amidst the CoViD-19 pandemic, that is—
study your lessons, do your class works, comply
requirements, pass all your subjects, and simulta-
neously enjoying young life. Competency
When I was still a student, I did not give much time A competency2 is often defined as a set of individual perfor-

and value on developing my competencies. Alt- mance behaviors which are observable, measurable and critical
hough it is integrated in the curriculum, its im-
portance as one of the means of getting a job nev-
to successful individual and organizational performance. It also
er crossed my mind. I was young then. refers to the individual characteristics of a person which result
in an effective and superior performance in a job.
I realized the importance of competency develop-
ment only when I experienced applying for a job
for the first time. I passed the document evalua- Competency includes the following elements:
tion, interview, written exam except for the com-
puter proficiency hands-on exam. I felt sad for not
being hired as I badly needed it. But it challenged
me. That experience became a turning point for
me to invest more on developing my competencies
to get a job! And so, I enrolled myself in a comput-
er course and upon completion— earned my Profi-
ciency Certificate and Certificate of Competency
(Data Encoder) issued by the Technical Education
and Skills Development Authority (TESDA). My
competencies boost my morale and confidence to
apply for another job. Time passed and then I be-
came a casual employee of the Municipal Govern-
ment of Malaybalay (now City Government of
Malaybalay) performing clerical and computer
encoding works.
From then onwards, I realized to be pro-active in

developing my competencies. In your case, you can
do it now. Educate yourself. Well, the right time to
invest on competency development is supposed to
be yesterday. But the next time to invest on it is
today.
Figure 1. Elements of Competency
What have you realized from the story?
Source: MSG (n.d.). Definition of competency. Retrieved from https://
www.managementstudyguide.com/what-are-competencies.htm
1
CSC (n.d.) Civil Service Commission of the Philippines. Retrieved from http://www.csc.gov.ph/
2
MSG (n.d.). Definition of competency. Retrieved from https://www.managementstudyguide.com/what-are-competencies.htm


Specific types of competencies
 Leadership Competencies: Are managerial and cognitive competencies.

Example: analysis and problem solving, managing execution, adapt and learn etc.
PUBLIC GOVERNANCE
 Functional Competencies: Are those which are required within specific functions.
Example: computer proficiency, records and file management, customer service, etc
Competency in the HRM of the Philippine Civil Service
Competency is integrated in the HRM of the government in the following areas: recruitment and qualification
standards, learning and development, performance management system, and rewards and recognition.
 Competency-based Recruitment and Qualification Standards (CBRQS). The current Recruitment, Selection
and Placement (RSP) system in the Philippine Civil Service is based on Qualification Standards (QS), a mini-
mum set of requirements comprised of education, eligibility, training, and experience. It adds competencies
to the minimum QS requirements to improve accuracy in assessing a candidate’s fitness to a particular job.

Figure 2. Competency-based Recruitment and Qualification Standards
Source: CSC (n.d.) Civil Service Commission of the Philippines. Retrieved from http://www.csc.gov.ph/
When you enter public service, you must also understand civil service, the categories of civil service and the
three-tiered civil service system. In all cases, your competencies are essential.
Civil Service
Civil service refers to the men and women who work in all branches, subdivisions and instrumentalities of
the government, to deliver public services. They perform varied duties and responsibilities to keep the business
of government going. Based on this definition, you will called civil service when you are appointed to a govern-
ment position. Once employed, your competency to perform your assigned duties and responsibilities will help
in the delivery of public service.
Ctegories of the civil service
The categories of the civil service include the Career Service and Non-Career Service.
 Career Service, formerly called the competitive service, is characterized by: (1) entrance based on merit
and fitness to be determined as far as practicable by competitive examinations, or on highly technical quali-
fications; (2) opportunity for advancement to higher career positions; and, (3) security of tenure.
Example: open career positions, closed career positions, positions in the Career Executive Service,
Career Officers other than those in the Career Executive Service
 Non-Career Service, formerly known as the non-competitive service, is composed of positions whose en-
trance in the service is characterized by: (1) entrance based on qualifications other than those of usual tests
of merit and fitness used for the career service; and (2) tenure, which is limited to a period specified by law,
or which is co-terminous with that of the appointing authority or served at his/her pleasure, or which is co-
terminous to the duration of a particular project for which the appointment was made.
Example: Elective officials and their personal or confidential staff, secretaries and other officials
of Cabi net rank, chairpersons and members of commission and boards with fixed terms of office
and their personal or confidential staffs, contractual personnel, and emergency and seasonal
personnel
3
CSC (n.d.). Personnel actions. Introduction to the course on human resource management in the civil service.


Apparently, a BPA graduate can apply either career service or non-career service. It is, however, encourage
that he/she will apply for career service positions to ensure security of tenure. Unlike non-career service, the
security of tenure is limited. Hence, when you hold a career service position, you can take hold of it for as long
as you maintain a satisfactory/very satisfactory/outstanding performance. Your competency plays an im-
portant part in acquiring performance-based security of tenure.
PUBLIC GOVERNANCE
Levels/classes of position in the civil service
When applying for positions in the government, a BPA graduate needs to know the levels/classes of positions
in the career service. These are grouped into three major levels:
 First level positions include clerical, trades, crafts and custodial service positions that involve duties re-
quiring less than four (4) years of collegiate studies and in a supervisory or non-supervisory capacity.
Example: Driver, Secretary, Clerk, Plumber, Carpenter, Skilled/Non-Skilled Laborer
 Second level positions consist of professional, technical or scientific work up to division chief level, in a
supervisory or non-supervisory capacity requiring at least four (4) years of college.
Example: Human Resource Management Officer, Administrative Officer, Engineer, Accountant
 Third level positions are positions in the Career Executive Service.
Example: Undersecretary, Assistant Secretary, Bureau Director, Assistant Bureau Director, Regional
Director, Assistant Regional Director, Chief of a Department Service and other equivalent rank
Regardless of the levels/classes of positions, a BPA graduate need to satisfy the competency-based RSP pro-

cess. You need to meet the qualification standards (education, experience, training and eligibility) and the com-
petencies of the career position (first/second/third level) you are applying for.
Competency Development is also integrated in the learning and development (L&D) of the civil service. Once a
BPA is already hired and appointed to a permanent career service position. The government has the responsi-
bility to provide continuous improvement of his/her competencies as a civil servant.
 Competency-based Learning and Development Under the CBLDP, trainings that are given to employ-
Program (CBLDP). The CBLDP directly addresses the ees are focused on their needs. L&D opportunities
problem of competency gaps. It operates under the include formal classroom training, on-the-job training,
competency-based L&D framework, an approach self-development, and development activities and in-
that uses competencies as the standards against terventions. CBLDP does not only refer to training,
which employee development needs are assessed however. It corresponds to upgrading the HR maturity
and priorities are set against the need of the organi- levels of government agencies by upgrading the com-
zation. CBLDP utilizes competencies as the founda- petency of the individual as well. L&D interventions
tion for designing targeted programs with learning mold high-performing individuals who, in turn, make
outcomes that directly link to the competency re- up high-performing organizations.
quirements.
An employed BPA graduate is required to conform to the Strategic Performance Management System (SPMS)
which requires him/her to perform the function assigned to his/her career service position with utmost com-
petence consistent to the principle of merit and fitness, competitiveness, and security of tenure.
 The Strategic Performance Management System four-stage cycle: performance planning and com-
(SPMS) is a mechanism that links employee perfor- mitment, performance monitoring and coaching,
mance with organizational performance to enhance performance review and evaluation, and perfor-
the performance orientation of the compensation mance rewarding and development planning. At
system. It ensures that the employee achieves the this point, an employee’s performance will be rated
objectives set by the organization and the organiza- using the five-point rating scale (5-Outstanding, 4–
tion, on the other hand, achieves the objectives that Very Satisfactory, 3– Satisfactory, 2– Unsatisfactory,
it has set as its strategic plan. The SPMS follows a 1-Poor).


Competency is also linked with rewards and recognition specifically the Program on Awards and Incentives for
Service Excellence (PRAISE) and Honor Awards Program (HAP) of the Philippine Civil Service. Conferment of
awards to outstanding government employees motivate them and foster their competence, efficiency and mo-
rale.
PUBLIC GOVERNANCE
 The PRAISE adheres to the principle of providing  The Honor Awards Program is an annual undertaking
incentives and awards based on performance, inno- of the Civil Service Commission that recognizes gov-
vative and exemplary behavior. It is designed to en- ernment officials and employees who have displayed
courage creativity, innovativeness, efficiency, integri- outstanding work performance. The conferment of
ty and productivity in the public service by recogniz- honor awards aims to motivate or inspire govern-
ing and rewarding officials and employees, individu- ment employees to improve the quality of their per-
ally or in groups, for their suggestions, inventions, formance and instill deeper involvement in public
superior accomplishments and other personal service. The search culminates with the recognition
efforts that contribute to the efficiency, economy or and conferment of awards to deserving public serv-
other improvement in government operations, or for ants during the celebration of the anniversary of the
other extraordinary acts or services in the public Philippine Civil Service in September.
interest.
The Program to Institutionalize Meritocracy and Excellence in Human Resource Management (PRIME-HRM) is
another CSC program that links to competency. It is for this reason that the recruitment, selection and place-
ment process should be competency-based. Once employed, government provides continuous learning and
development, observe the strategic performance management system, and rewards and recognition program.

 PRIME-HRM is a mechanism that empowers government; (3) performance management; and (4) re-
ment agencies by developing their human resource wards and recognition. The CSC provides customized
management competencies, systems, and practices technical assistance and developmental interven-
toward HR excellence. The CSC will assess the ma- tions according to the determined needs of the
turity level of an agency’s competencies, systems, agency. Agencies may vie for special rewards and
and practices in four HR systems: (1) recruitment, citations for HR excellence.
selection, and placement; (2) learning and develop-
Competency Iceberg Model
The iceberg model4 for competenciestakes the help of an iceberg to explain the concept of competency. An
iceberg which has just one-ninth of its volume above water and the rest remains beneath the surface in the
sea. Similarly, a competency has some components which are visible like knowledge and skills but other be-
havioral components like attitude, traits, thinking styles, self-image, organizational fit, among others, are hid-
den or beneath the surface.
Knowledge: Content knowledge/information in the
field of work (from education and experience)
Skill: ability to do something well; mostly easily

trained on (e.g. technical skills to use knowledge)
Self-image: How people see/view themselves;

identity; worth (e.g. an expert, a learner, leader,
manager, change agent, innovator)
Traits: Habitual/enduring characteristics (e.g. flexi-

bility, self-control, good listener, mindset)
Figure 3. Competency Iceberg Model

Source: MSG (n.d.). Competency iceberg model. Retrieved from https://www.managementstudyguide.com/competency-iceberg-model.htm
The aspects of competencies which lie below the surface like attitude, traits, thinking styles, among others, di-
rectly influence the usage of knowledge and skills to complete a job effectively.
4
MSG (n.d.). Competency iceberg model. Retrieved from https://www.managementstudyguide.com/competency-iceberg-model.htm

DEVELOPMENT IN
Competency Development Cycle
DEVELOPMENT
The competency development cycle5 is a framework to ployees in competency development activities;
1: INTRODUCING
help a learner think through, manage and facilitate  support and monitor competency development
PUBLIC GOVERNANCE
effective and efficient learner’s competency develop- progress, including the application of learning;
ment. It involves a continuous cycle of action, reflec- and,
tion and learning that can be used to:  evaluate impact on behavior and work perfor-
1: COMPETENCY
 identify strengths and development needs; mance.
 develop an action plan to effectively engage em-
COMPETENCY
MODULE MODULE
Why focus on competency development as a cycle?
An employee in the government is perceived to be a team, it is helpful to view competency development as

lifelong learner. For as long as he/she is performing a personal and collective journey. A team is composed
public service, there is a need for continuous improve- of individuals who are likely to begin their personal
ment in terms of learning and development. In the development journeys from different starting points
case of the BPA student, it is imperative to focus on and who travel in different ways and at different
the competency development cycle in preparation of speeds.
becoming the future employees in the government.
While there are many differences between individual
A lifelong learner must (1) continually acquires learners, approaching competency development with a

knowledge and skills through education, training, work degree of intentional reflection, planning and action
and general life experiences; (2) includes reflection in helps strengthen employees as lifelong learners. Indi-
all planning processes; (3) develops skills and attitudesvidual and team competency development is also
to successfully adapt to new challenges and changing more effective when the team is supported to facilitate
contexts. each other’s learning. This involves all learner’s taking
responsibility to share their knowledge, engage in peer
To be a lifelong learner who contributes to an effective mentoring or coaching, and give each other feedback.
Figure 4. Competency Development Cycle

Source: Wolf, J. (n.d.). Competency development. Retrieved from https://www.wolfmotivation.com/programs/competency-
The competency development cycle can help the journey be more efficient and effective. The cycle is continu-
ous; it can be followed many times to help prioritize learning needs, choose the best learning activities, allocate
resources appropriately, and ensure learners receive the support they require to apply and evaluate their learn-
ing. The competency development cycle is not intended to be followed rigidly but aims to help learners consid-
er questions and issues that are critical to ensuring a quality approach to competency development.
5
Wolf, J. (n.d.). Competency development. Retrieved from https://www.wolfmotivation.com/programs/competency-development


CSC Competency Model and Framework
The CSC Competency Model and Framework6 determines the position profile of the CSC. It also provides the ba-
sis for the L&D interventions appropriate to levels of positions or job families.
PUBLIC GOVERNANCE
Figure 5. CSC Competency Model and Framework
Source: CSC (n.d.). Competency-based learning and development management system in the civil
service commission. Retrieved from http://www.csc.gov.ph/phocadownload/cbldms.pdf

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 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.
Figure 6. Building-block Approach for CSC L&D Programs

Source: CSC (n.d.). Competency-based learning and development management system in the civil
service commission. Retrieved from http://www.csc.gov.ph/phocadownload/cbldms.pdf
A BPA graduate, once employed, will be subjected to the CSC Competency Model and Framework and the Build-
ing-block Approach for his/her continuous improvement.

The CSC adheres to the overall L&D philosophy — “Shaping the Servant-Hero towards Public Service Excel-
lence”. The goal is to align all L&D interventions to CSC’s mission and strategic objectives as it strives to become
Asia’s Leading Center of Excellence for Strategic Human Resource and Organizational Development by 2030.
The CSC L&D philosophy affirms the organization’s overall focus on creating an excellent and high-performing
organization through its people supporting the following strategic objectives in the CSC Balance Scorecard:
 High Performing, Competent, and Credible Civil Servants;
 Provide Excellent HR Processes;
 Enhance the Competency of our Workforce; and,
 Cultivate Partnerships with Local and International Institutions.
6
CSC (n.d.). Competency-based learning and development management system in the civil service commission. Retrieved from http://
www.csc.gov.ph/phocadownload/cbldms.pdf


Competence
As a BPA student, your primary objective is to become competent for a job in a government office. Hence, you
recognize the need for competence.
PUBLIC GOVERNANCE
Competence7 refers to the skills and characteristics that enable you to perform a job. If you can perform a re-
quired task at a targeted level of proficiency, you are competent. To be competent, you must be able to react
to a situation and follow behaviors you have found to succeed in the past. To do this, you must have a reper-
toire of possible actions to take and training in them. Competency grows with experience and training.
Four Levels of Competence

1. Unconscious incompetence. This is the stage task with a degree of quality and independence.
where you don’t yet know the degree of your in- The task does take focus and attention that makes
competence. You don’t know what you don’t know. you slower than it would for someone who is more
This is generally the most challenging, as you are skilled. There is also a performance risk from dis-
unconscious to the fact that there are areas that tractions and possibly deadline pressure. In other
need improvement or things you need to learn. words, if you lose your focus, your ability to per-
People in this stage can’t recognize problems as form the task may suffer.
they occur, so they generally don’t ask for help. 4. Unconscious competence. In this final stage, you
2. Conscious incompetence. This is where you start have now internalized the knowledge you need to
to develop an awareness of what you don’t know. perform a task and perfected your practical skills.
This stage can be uncomfortable because you must You also no longer require concentration or active

acknowledge your shortcomings. However, recog- thought. You can complete the required tasks with
nizing your shortcomings also motivates you to ease and speed. You are also capable of mentoring
move forward and learn the skill so you can move team members who are in an earlier stage of the
beyond this stage as quickly as possible. learning model. You have mastered the competen-
3. Conscious competence. After dedicating yourself cy and can do the task with ease. You understand
to the improvement of a skill through formal train- the advanced strategies to be successful at the task
ing, repeated practice and participation, compe- and are training other team members to help
tence grows and starts to show. At this stage, you them.
have learned and practiced enough to perform a
Unconscious Incompetence Conscious Incompetence Conscious Competence Unconscious Competence
You don’t know that you You know that you don’t You know that you know You know how to do some-
don’t know how to do know how to do something how to do something and it thing and it is second na-
something. and it bothers you. takes effort. ture; you rock at it.
Figure 7. Four Levels of Competence

Source: Career Guide (2019). The 4 levels of competence: definition and examples. Retrieved from https://www.indeed.com/career-advice/
7
Career Guide (2019). The 4 levels of competence: definition and examples . Retrieved from https://www.indeed.com/career-advice/career-


DEVELOP BY CHECKING!
Activity 1.  Read and understand each question. Write down your answers on the space provided.
 Submit your output to your Instructor/Professor for checking and grading through either ways:
PUBLIC GOVERNANCE
 For non-print modality, submit it through electronic mail or messenger. Your instructor/professor will
provide his/her official electronic mail address.
 For print modality, submit it through courier through the school address where you are enrolled or any alter-
native way provided health and safety measures are observed.
 Rubric is provided on pages 56-57 for your reference.
Name: ________________________________ Course & Year: _____________Total: 25 points Score: _______
1. Discuss the importance of competency and its elements in your pursuit to a career position in the govern-
ment after college. (5 points)
2. Explain how competency is integrated in the Philippine Civil Service in terms of: (10 points)
2.1. Recruitment, Selection and Placement;

2.2. Learning and Development;
2.3. Performance Management System;
2.4. Rewards and Recognition; and,
2.5. PRIME-HRM.
3. Discuss how you can utilize/use each phase/stage of the Competency Development Cycle as a framework to
help and guide you in developing your competencies. (10 points)
Phase/Stage Utilization/Usage
Identify
Plan
Evaluate
Support and
Monitor


DEVELOP BY PRACTICING AND EXPANDING!
 For non-print modality, submit it through electronic mail or messenger. Your instructor/professor
PUBLIC GOVERNANCE
will provide his/her official electronic mail address.
 For print modality, submit it through courier through the school address where you are enrolled
or any alternative way provided health and safety measures are observed.
 Rubric is provided on pages 56-57 for your reference. Each competency is 2 points except for Item 19
which is 3 points.
Name: ________________________________ Course & Year: ___________ Total: 65 points Score: _______
Given the BPA competencies (Column 1), check (/) the level of the competence (Column’s 2-5), you currently
have in each competency. Then, identify your development needs (Column 6). Be objective as possible as
there is no wrong answer in your honest assessment.
LEVEL OF COMPETENCE
Level 1: Level 2: Level 3: Level 4: DEVELOPMENT NEEDS
COMPETENCIES Unconscious Conscious Conscious Unconscious
Incompetence Incompetence Competence Competence
Column 1 Column 2 Column 3 Column 4 Column 5 Column 6

1. Written
Communication
2. Verbal

Communication
3. Computer
4. Presentation
5. Public
Speaking
6. Team Building
7. Collaborative
8. Cultural
Competence
9. Professional,
Responsibility
10. Social
Responsibility
11. Ethical
Responsibility
12. Customer
Service
13. Research
14. Policy
Analysis
15. Problem
solving
16. Decision-
making
17. Program/Project
Management
18. Resource
Management


LEVEL OF COMPETENCE
Level 1: Level 2: Level 3: Level 4: DEVELOPMENT NEEDS

COMPETENCIES Unconscious Conscious Conscious Unconscious
Column 1 Column 2 Column 3 Column 4 Column 5 Column 6
PUBLIC GOVERNANCE
19. Thinking
(Conceptual, Sys-
tems, Strategic,
Creative, Critical,
Analytical)
20. Planning
21. Organization
22. Delegating
23. Coaching
24. Mentoring
25. Conflict

Resolution
26. Negotiation
27. Leadership
28. Stress
Management
29. Change
Management
30. Performance
Management
31. Strategic
Management
32. Quality
Management
DEVELOP BY REFLECTION!
Reflect on the learning that you gained from this lesson on the space provided.
WHAT did I learned from the WHY is this significant? HOW will I apply my learnings in
module? I think that... real-life situations?
I learned that... I see that...


MODULE 2
THE BPA COMPETENCY DEVELOPMENT FRAMEWORK
PUBLIC GOVERNANCE
 Discuss values and competencies; This section introduces the BPA Competency Develop-
 Demonstrate values and competencies in ment Framework. It introduces the BPA competencies
performing tasks; and, grounded on the Core Values of the University. The
 Share experiential learning based on the competencies include the core, technical, and mana-
demonstrated values and competencies. gerial and leadership essential for BPA students to
develop in preparation for a career in the government.
Let us know your values and competencies. List your values and competencies.
My Values Core Competencies

Technical Competencies Managerial and Leadership Competencies
AUDITING YOUR SELF!


I am motivated by my personal values.
I understand my competencies are grounded by my values.
I demonstrate my core, technical and leadership competencies.
I understand the need to develop my competencies.
I recognize values and competencies as my gateway to better
opportunities.
TOTAL SCORE
12 MODULE 2 The BPA Competency Development Framework Bachelor of Public Administration JLN

The BPA Competency Development Framework

The BPA Competency Development Framework conforms to the program outcomes8 and institutional out-
PUBLIC GOVERNANCE
comes9 geared towards the fulfillment of the University’s mandate, vision, mission, values and quality policy,
which in turn, contributes to the realization of the national (e.g. 10 point Agenda) and global goals (17 UN
SDGs).
Competency Development for Public Governance is grounded by BukSU’s core values attuned to the national
motto, which in turn, ensure a strong foundation in developing the core, technical, managerial and leadership
competencies of the BPA students aspiring for a career in the Philippine government.
Global Goals
National Goals
BUKIDNON STATE UNIVERSITY

Mandate, Vision, Mission, Values and Quality Policy

Institutional Outcomes
BPA Program Outcomes
COMPETENCY DEVELOPMENT FOR PUBLIC GOVERNANCE
MAKA-DIYOS, MAKA-TAO, MAKAKALIKASAN AT MAKA-BANSA

(National Motto)
EXCELLENCE, PROFESSIONALISM, INTEGRITY, COMMITMENT AND CULTURE-SENSITIVITY

(Core Values)
CORE TECHNICAL MANAGERIAL AND LEADERSHIP

COMPETENCIES COMPETENCIES COMPETENCIES
 Communication  Research  Planning

 Computer  Policy Analysis  Organization
 Presentation  Problem solving  Delegating
 Public Speaking  Decision-making  Coaching

 Team Building  Thinking (Conceptual, Systems,  Mentoring
 Collaborative Strategic, Creative, Critical,  Conflict Resolution
 Cultural Competence Analytical)  Negotiation
 Responsibilities (Professional,  Program/Project Management  Leadership
Social and Ethical)  Resource Management  Management
 Customer Service (Financial, Human, Materials) (Change, Stress, Performance,
 Meeting Facilitation Strategic, Quality)
Figure 8. The BPA Competency Development Framework

Source: Conceptualized by Nayra, J. (2020)
8
Pasamonte, R. et al. (2020). Curriculum Map of the Bachelor of Public Administration, College of Administration
9
CHED Memorandum Order (Draft) s. 2017 re: Revised Policies and Standards for the Bachelor of Public Administration Program, amending
CMO No. 6, s. 2010 entitled, “Policies and Standards for BPA

Kolb's Learning Styles and Experiential Learning Cycle
David Kolb published his learning styles model 10 in 1984 from which he developed his learning style inventory.
Kolb's experiential learning theory works on two levels: a four-stage cycle of learning and four separate learn-
PUBLIC GOVERNANCE
ing styles. Much of Kolb’s theory is concerned with the learner’s internal cognitive processes. Kolb states that
learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations. In
Kolb’s theory, the impetus for the development of new concepts is provided by new experiences.
“Learning is the process whereby knowledge is created through the

transformation of experience” (Kolb, 1984, p. 38).
The Experiential Learning Cycle
Kolb's experiential learning style theory is typically represented by a four-stage learning cycle in which the
learner 'touches all the bases':
1. Concrete Experience - a new experience or situa-

tion is encountered, or a reinterpretation of existing
experience.
2. Reflective Observation of the New Experience -
of particular importance are any inconsistencies

between experience and understanding.
3. Abstract Conceptualization reflection gives rise to
a new idea, or a modification of an existing abstract
concept (the person has learned from their experi-
ence).
4. Active Experimentation - the learner applies their
idea(s) to the world around them to see what hap-
pens.
Figure 9. Experiential Learning Cycle
Source: Mcleod, S. (2017). Kolb’s learning styles and experiential
learning cycle. Retrieved from https://www.simplypsychology.org/
learning-kolb.html
Effective learning is seen when a person progresses

through a cycle of four stages: of (1) having a con-
crete experience followed by (2) observation of
and reflection on that experience which leads to (3)
the formation of abstract concepts (analysis) and
generalizations (conclusions) which are then (4)
used to test a hypothesis in future situations, re-
sulting in new experiences.
Kolb (1974) views learning as an integrated process

with each stage being mutually supportive of and
feeding into the next. It is possible to enter the
cycle at any stage and follow it through its logical
sequence. However, effective learning only occurs Source: Mcleod, S. (2017). Kolb’s learning styles and experiential
when a learner can execute all four stages of the learning cycle. Retrieved from https://www.simplypsychology.org/
model. Therefore, no one stage of the cycle is learning-kolb.html
effective as a learning procedure on its own.
10
Mcleod, S. (2017). Kolb’s learning styles and experiential learning cycle. Retrieved from https://www.simplypsychology.org/learning-
kolb.html

The Learning Styes
Kolb's learning theory (1974) sets out four distinct the Perception Continuum (our emotional response,
learning styles, which are based on a four-stage or how we think or feel about it).
PUBLIC GOVERNANCE
learning cycle. Kolb explains that different people nat-
urally prefer a certain single different learning style.Kolb believed that we cannot perform both variables
Various factors influence a person's preferred on a single axis at the same time (e.g., think and feel).
style. For example, social environment, educational Our learning style is a product of these two choice
experiences, or the basic cognitive structure of the decisions. It's often easier to see the construction of
individual. Kolb's learning styles in terms of a two-by-two matrix.
Each learning style represents a combination of two
Whatever influences the choice of style, the learning preferred styles.
style preference itself is actually the product of two
pairs of variables, or two separate 'choices' that we It's often easier to see the construction of Kolb's learn-
make, which Kolb presented as lines of an axis, each ing styles in terms of a two-by-two matrix. Each learn-
with 'conflicting' modes at either end. A typical ing style represents a combination of two preferred
presentation of Kolb's two continuums is that the east styles. The matrix also highlights Kolb's terminology
-west axis is called the Processing Continuum (how for the four learning styles; diverging, assimilating,
we approach a task), and the north-south axis is called and converging, accommodating:

Source: Mcleod, S. (2017). Kolb’s learning styles and experiential
learning cycle. Retrieved from https://
www.simplypsychology.org/learning-kolb.html
Figure 10. Kolb’s Learning Theory
Brief Descriptions of the Four Kolb Learning Styles
Diverging (feeling and watching—CE/RO)

These people are able to look at things from different perspectives. They are sensitive. They prefer to watch
rather than do, tending to gather information and use imagination to solve problems. They are best at viewing
concrete situations from several different viewpoints. Kolb called this style 'diverging' because these people
perform better in situations that require ideas-generation, for example, brainstorming. People with a diverging
learning style have broad cultural interests and like to gather information. They are interested in people, tend
to be imaginative and emotional, and tend to be strong in the arts. People with the diverging style prefer to
work in groups, to listen with an open mind and to receive personal feedback.
Assimilating (watching and thinking - AC/RO)

The assimilating learning preference involves a concise, logical approach. Ideas and concepts are more im-
portant than people. These people require good clear explanation rather than a practical opportunity. They
excel at understanding wide-ranging information and organizing it in a clear, logical format. People with an
assimilating learning style are less focused on people and more interested in ideas and abstract concepts. Peo-
ple with this style are more attracted to logically sound theories than approaches based on practical value. This
learning style is important for effectiveness in information and science careers. In formal learning situations,
people with this style prefer readings, lectures, exploring analytical models, and having time to think things
through.

Converging (doing and thinking - AC/AE)
People with a converging learning style can solve problems and will use their learning to find solutions to prac-
tical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects. People
with a converging learning style are best at finding practical uses for ideas and theories. They can solve prob-
lems and make decisions by finding solutions to questions and problems. People with a converging learning
PUBLIC GOVERNANCE
style are more attracted to technical tasks and problems than social or interpersonal issues. A converging
learning style enables specialist and technology abilities. People with a converging style like to experiment
with new ideas, to simulate, and to work with practical applications.
Accommodating (doing and feeling - CE/AE)

The Accommodating learning style is 'hands-on,' and relies on intuition rather than logic. These people use
other people's analysis, and prefer to take a practical, experiential approach. They are attracted to new chal-
lenges and experiences, and to carrying out plans. They commonly act on 'gut' instinct rather than logical anal-
ysis. People with an accommodating learning style will tend to rely on others for information than carry out
their own analysis. This learning style is prevalent within the general population.
Will provide his/her official electronic mail address.

 Rubrics is provided on pages 56-57 for your reference.
Name: ________________________________ Course & Year: __________ Total: 15 points Score: _______
1. Discuss the relevance of values and competencies in your pursuit to a career in the government service? (5
points)
2. Explain how Kolb’s learning cycle helps develop your values and competencies? (5 points)
3. Based on the four Kolb’s learning styles, which is your learning style? Why? (5 points)
YOUR BPA COMPETENCY DEVELOPMENT ACTIVITIES
You will learn and develop your values and competencies in three (3) ways:
1. DEVELOP BY LEARNING. You will develop by learning the meaning of the values and competencies as well as how you
can develop it.
2. DEVELOP BY DOING. You will develop by demonstrating the value and competencies based on assigned tasks.
3. DEVELOP BY REFLECTION. You will develop by reflecting and sharing your experiential learning based on demonstrat-
ed values and competencies of assigned tasks.

CORE VALUES: EXCELLENCE, PROFESSIONALISM, INTEGRITY, COMMITMENT AND CULTURE-SENSITIVITY
PUBLIC GOVERNANCE
DOC J’s CORNER core values as it guides us in our
day-to-day undertakings in life.
THE CORE!
When you work in the govern-
For 21 years and counting in the ment, you will perform works that
government (national and local), I require you to demonstrate your
believe what made me stay longer core, technical, and managerial
and survive the test of times are and leadership competencies
my strong values. Personal and complemented by your core val-
work challenges—no one is ex- ues. Your opportunity to enter
empted to it. Yes! We need to and serve longer in the govern-
build a strong foundation within ment will happen for as long as
ourselves by instilling within our you hold on with your values. The
system positive values. What we core of your success in the gov-
think (mind), feel (heart), and ernment lies on your values sys-
sense (soul) are grounded by our tem.
Your core values act like your internal compass which navigates the course of your life. If you compromise your core val-
ues, you go nowhere.” Rey T. Bennett, The Light in the Heart

The Core Values conforms to Section 1 of Article XI of the 1987 Philippine Constitution which states that,
“Public office is a public trust. Public officers and employees must, at all times, be accountable to the people,
serve them with utmost responsibility, integrity, loyalty, and efficiency; act with patriotism and justice, and
lead modest lives” and national motto, “Maka-Diyos, Maka-Tao, Makakalikasan at Maka-bansa” (Section 40,
Chapter III of the Republic Act No. 8491 (Flag and Heraldic Code of the Philippines). The BPA competency de-
velopment is grounded from the core values of the University.
EXCELLENCE PROFESSIONALISM INTEGRITY
What is excellence? What is professionalism? What is integrity?

Excellence11 is the condi- Professionalism13 is the conduct, Integrity14 is being the best, most honest
tion of surpassing some behavior and attitude of someone and morally-sound version of yourself.
standards of expecta- in a work environment.
tion. How to develop integrity?
How to develop professional- 1. Live with honesty and keep your promis-
How to develop ism? es.
excellence12? 1. Be productive 2. Show compassion and sympathy/
1. Have a strong desire 2. Develop a professional image empathy towards others.
for excellence 3. Take the initiative 3. Create a personal mission statement for
2. Make firm blueprints 4. Maintain effective work habits
your life.
3. Believe in yourself 5. Manage your time efficiently 4. Maintain a dedication to your values.
4. Learn from the best 6. Demonstrate integrity
( role models) 7. Provide excellence
5. Work really hard 8. Be a problem-solver
6. Never give up 9. Be resilient
10. Communicate effectively
11. Develop self-awareness
12. Build relationships
11
Tan, V (2014). The 10 A’s of personal excellence. Retrieved from https://mystarjob.com/articles/story.aspx?file=/2014/12/27/
12
Alison, R. (2012). 5 simple tips to achieve excellence. Retrieved from https://www.codeofliving.com/blog/the-success-guide-5-simple-tips-
to-achieve-excellence/
13
Virginia Tech (2020). Professionalism. Retrieved from https://career.vt.edu/develop/professionalism.html
14
Heston, K. (2019). How to develop personal integrity. Retrieved from https://www.wikihow.com/Develop-Personal-Integrity

COMMITMENT CULTURE-SENSITIVITY
What is commitment? What is culture-sensitivity?

Commitment16 is dedication to a particular organization, Culture-sensitivity18 is the ability to work along-
cause, or belief, and a willingness to get involved. side people with different cultural attitudes and
PUBLIC GOVERNANCE
behaviors and to do so effectively.
How to develop commitment17?
1. Don’t be involved, commit! How to develop your cultural sensitivity skills19?
2. If you won’t learn how to commit, someone else will 1. Learn about your culture.
3. Never give up, never give In 2. Learn about different cultures.
4. Free your mind, and the rest will follow 3. Interact with diverse groups of people.
5. Commit to something bigger than yourself
DEVELOP BY DOING!
Activity 4. INSTRUCTION:
After understanding the ‘what’ and ‘how’ of the core values essential for you to enter a career in the gov-
ernment. You can now proceed to this activity which requires you to perform the tasks and demonstrate
the values. Specifically, you are advised to:
 Read and understand the objective, scenario and tasks of the activity.

 Refer to the rubric and distribution of points provided on page 58 for your information and guidance.
OBJECTIVE: Develop the core values
SCENARIO 1.
You will consider your home as a government office. You are a newly appointed Administrative Officer III, Chief of the Ad-
ministrative Section. Your father/mother/guardian (whoever is present) will serve as the Department Head and the other
members of the family are your colleagues.
The Department Head called your attention in his/her office. He/She mentioned about observing the non-compliance of
employees in adhering to the Dress Code Policy and wearing of Identification Card while in the workplace during official
working days. In this connection, he/she asks you to prepare an office memorandum reiterating the strict observance of the
existing policies in the wearing of dress code and identification card in the office. For culture-sensitivity, he/she asks you to
give emphasis on those exempted from the policy with respect to religious affiliations, physical disabilities and other analo-
gous circumstances. He/She emphasized to invoke the following policies in the office memorandum:
 Civil Service Commission Memorandum Circular No. 14, series of 1991 re: Dress Code Prescribed for all Government
Officials and Employees;
 Republic Act No. 9485 re: An Act to Improve Efficiency in the Delivery of Government Service to the Public by Reduc-
ing Bureaucratic Red Tape, Preventing Graft and Corruption, and Providing Penalties Therefor; and,
 Revised Rules on Administrative Cases in the Civil Service specifying Less Grave Offense in case of ‘Violations of Ex-
isting Civil Service Laws and Rules of Serious Nature’ like:
First Offense: Suspension of one (1) month and one (1) day suspension to six (6) months
Second Offense: Dismissal from the service
Moreover, he/she asks you to post the approved office memorandum in the office website for widest dissemination as well
as present it during the General Staff Meeting. The Department Head expects you to deliver the outputs as being the newly
appointed Chief of the Administrative Section.
16
Wadud, E. (2020). Section 5 sustaining and building commitment. Retrieved from https://ctb.ku.edu/en/table-of-contents/
17
Pekel, H. (2020). How to commit, achieve excellence and change your life. Retrieved from https://www.lifehack.org/articles/productiviy/
how-to-commit-and-change-your-life.html
18
Sherman, F. (2019). Cultural sensitivity skills in the workplace. Retrieved from https://smallbusiness.chron.com/cultural-sensitivity-skills-
workplace-20375.html#:~:text=Cultural%2Dsensitivity%20skills%20are%20sometimes,and%20to%20do%20so%20effectively.
19
Southeastern University (2017). Practicing cultural sensitivity. Retrieved from https://online.seu.edu/articles/practicing-cultural-
sensitivity/

PUBLIC GOVERNANCE
Source: CSC (1991). Dress code prescribed for all government offi-
cials and employees. Retrieved from CSC%20MC%20No.%2014,%
20s-1991%20(Dress%20Code%20for%20All%20Govt%20Officials%
20&%20Employees)%20(1).pdf
Source: CSC (n.d.). RA 9485. Retrieved from

https://cscro6.wordpress.com/must-read-
laws-and-rules/ra-9485/
Source: CSC (n.d.).

Revised rules on ad-
ministrative cases in
the civil service. Re-
trieved from http://
www.csc.gov.ph/
phocadownload/
userupload/
paio_guevarra/
rraccs.pdf
Less Grave Offense for Violation of ex-

isting Civil Service laws and rules of
serious nature
TASKS OUTPUT
1. Simulate/role-play the scenario. The enactment will help you develop your val- Photos
ues. (Output 1 on page 20)
2. Ask a colleague (family member or relative) to document the proceedings. He/ Notes
she will take down notes, take pictures and/or videos of the proceedings. This will (Output 2 on page 20)
provide you inputs for your use in accomplishing the experiential learning tem-
plate.
3. Accomplish the experiential learning template. This reflects your experiential Accomplished Experiential
learning during the simulation/role-playing. Learning Template
(Output 3 on page 21)

Name: _________________________________ Course & Year: _____________ Total: 40 points Score: _______
OUTPUT 1: Simulation/Role-playing Photos 5 points
PUBLIC GOVERNANCE
OUTPUT 2: Notes of the Proceedings 10 points
Activity title: ______________________________________________________

Date: _______________ Time Started: _________ Time Ended:_________ Venue: __________
Players Names Assigned Role

(you may
Department Head
add)
Administrative Officer III (You)
Colleague 1 – Documentation In-charge
Colleague 2
NOTES: Write down the proceedings before, during and after the simulation or role-playing exercise.
PRE-SIMULATION/ROLE-PLAYING SIMULATION/ROLE-PLAYING POST-SIMULATION/ROLE-PLAYING
DEVELOP BY EXPERIENTIAL LEARNING!
OUTPUT 3: EXPERIENTIAL LEARNINGS ON DEMONSTRATED VALUES 25 points (5 points per core value)
21
Stages of Experiential DEMONSTRATED CORE VALUES
Learnings PROFESSIONALISM INTEGRITY COMMITMENT CULTURE-SENSITIVITY
EXCELLENCE
1. Concrete Experience
Guide Questions:
 What did you do?
 What have you experi-
enced?
2. Reflective Observa-
tion
Guide Questions:
 What can you reflect on
the new experience?
 What have you observed
from the new experi-
ence?
3. Abstract Conceptual-
MODULE 2 The BPA Competency Development Framework

ization
Guide Questions:
 What can you conclude
from your new experi-
ence?
 What are your learnings
ence?
4. Active Experimenta-
tion
Guide Question:
 How did you apply your
learnings from the new
experience?
Bachelor of Public Administration

MODULE 3: COMPETENCY MODULE 2: BPA COMPETENCY MODULE 1: COMPETENCY DEVELOPMENT IN
JLN
DEVELOPMENT PLANNING DEVELOPMENT FRAMEWORK PUBLIC GOVERNANCE

BPA CORE VALUES AND COMPETENCIES
PUBLIC GOVERNANCE
DOC J’s CORNER develop your core competencies
to refrain from being sanctioned
EDUCATE! administratively without prejudice
to civil and administrative sanc-
Speaking from experience, it is tions.
really difficult to perform tasks
when you have no or limited com- There is a big world out there
petence taking into consideration waiting for you to become a bless-
public accountability. ‘Inefficiency ing rather than a burden. True
and incompetence in the perfor- enough, you need to educate
mance of official duties’ is a grave yourself with the core competen-
offense punishable by suspension cies. Government will invest on
of six (6) months and one (1) day employing people whom they
to one (1) year for the first offense think would give positive returns.
and dismissal from the service for This serves as a call for you—
the second offense. Working in prove yourself worthy of govern-
the government requires you to ment’s investment. Be great!
Know your core competencies and focus on being great at them. Pay up for people in your core competencies. Get the
best. Outside the core competencies, hire people that fit your culture but aren’t as expensive to pay.” Mark Cuban

CORE COMPETENCIES
Common Program Outcome: Effectively communicate orally and in writing using both English and Filipino
What is communication skills What is written communication skill?

Communication skill20 is the ability to use when giving and Written communication22 skill is necessary to
receiving different kinds of information. get your point across in writing.
How to develop your com- What is verbal communication skill? How to develop your
munication skill? Verbal communication21 is any com- written communication skill?
1. Ask a close friend or colleague munication that uses words to share 1. Know your goal before you
for constructive criticism. information with others. begin writing
2. Practice improving communi- 2. Include only need-to-know
cation habits. How to develop your verbal com- details
3. Attend communication skills munication skill? 3. Make use of outlines
workshops or classes. 1. Reinforcement 4. Keep it professional
4. Seek opportunities to com- 2. Reflection 5. Edit thoroughly
municate. 3. Clarification
4. Questioning How to develop your computer skill?
1. Identify what you need to learn.
What is computer skills? 2. Start with the basics—and ensure you know how
Computer skills23 fit into two categories: hardware to use a computer.
and software. Hardware skills allow you to physically 3. Familiarize yourself with an understanding of how
operate a computer. Software skills help you to effi- computers (and the Internet) work.
ciently use computer programs and applications. 4. Take a free online or-in person computer course.
5. Apply the knowledge and get hands-on practice.
20
Indeed.com (n.d.). Communication skills with examples. Retrieved from https://www.indeed.com/career-advice/resumes-cover-letters/
communication-skills
21
Skills You Need (n.d.). Verbal communication. Retrieved from https://www.skillsyouneed.com/ips/verbal-communication.html
22
Indeed career guide (n.d.). Written communication skills. Retrieved from https://www.indeed.com/career-advice/career-development/
written-communication-skills
23
Doyle, A. (2020). 5 free and easy ways to improve your computer skills. Retrieved from https://www.careertoolbelt.com/5-free-and-easy-
ways-to-improve-your-computer-skills/

Common Outcome: Articulate and discuss the latest developments in the specific field of practice.
What is presentation skill? How to develop your presenta-

Presentation skill24 are the skills you need in delivering effective and tion skills25?
PUBLIC GOVERNANCE
engaging presentations to a variety of audiences. These skills cover a 1. Prepare your presentation
variety of areas such as the structure of your presentation, the design of 1.1. Define your presentation
your slides, the tone of your voice and the body language you convey. goals
1.2. Know your audience
What is public speaking How to develop your public speaking 1.3. Prepare your content
skill? skills27? 1.4. Prepare your presentation
Public speaking26 is a soft skill 1. Work on your delivery slides
that requires excellent com- 2. Use body language effectively 2.Build your confidence
munication skills, enthusi- 3. Connect with the audience 3. Polish your presentation
asm, and the ability to en- 4. Make your presentation interesting 4. Present
gage with an audience. 5. Practice often
Common Outcome: Work effectively and independently in multi-disciplinary and multi-cultural teams.
What is team building skill? What is collaborative skill?

Team building skill28 is knowing how to help individuals Collaboration skill30 is the soft skills developed
work as a cohesive group where all members feel invested between individuals and teams in order to inter-

in the direction and accomplishments of the team. act, engage, and synergize while working to-
wards a common goal.
How to develop What is cultural competence?
your team building Cultural competence32 is the How to develop your collaborative skills31?
skills29 ? ability of a person to effectively 1. Build and maintain trust.
1. Define the purpose interact, work, and develop 2. Expect conflict to reach consensus.
2. Assemble the team meaningful relationships with 3. Embrace change.
3. Determine the goals people of various cultural back- 4. Improve your self-awareness.
4. Set expectations grounds. 5. Establish a level of analysis, structure, and
5. Monitor and review control.
6. Make decisions.
How to develop your cultural competence? 7. Foster continuous communication.
1. Increasing cultural and global knowledge 8. Build championships teams.
2. Self-assessment 9. Provide recognition and rewards.
3. Building skills and putting them in action 10. Create learning experiences.
24
UBC Wiki (2020). Presentation skills. Retrieved from https://wiki.ubc.ca/Presentation_Skills#:~:text=Presentation%20skills%20are%20the%
20skills,the%20body%20language%20you%20convey.
25
Arriesgado, A. (2018). How to improve your presentation skills—an ultimate guide. Retrieved from https://24slides.com/presentbetter/
improve-presentation-skills/
26
Doyle, A. (2019). Public speaking. Retrieved from https://www.thebalancecareers.com/public-speaking-skills-with-examples-
2059697#:~:text=What%20is%20Public%20Speaking%3F,to%20engage%20with%20an%20audience.&text=Presentations%20range%
20from%20speaking%20to,a%20national%20conference%20or%20event.
27
Indeed Career Guide (2020). How to improve public speaking skills with examples. Retrieved from https://www.indeed.com/career-advice/
career-development/public-speaking-skills
28
Doyle, A. (2019). Important team building skills that employees value. Retrieved from https://www.thebalancecareers.com/list-of-team-
building-skills-2063772#:~:text=What%20Are%20Team%20Building%20Skills,take%20to%20reach%20those%20goals.
29
MichaelPage (n.d.). Building an effective team. Retrieved from https://www.michaelpage.ae/advice/management-advice/development-
and-retention/building-effective-team
30
TimeDoctorBlog (n.d.). 13 simple ways to build collaboration skills in the Workplace. Retrieved from https://www.timedoctor.com/blog/
collaboration-skills/
31
Zwilling, M. (2012). 10 ways to enhance your team collaboration skills. Retrieved from https://www.businessinsider.com/10-ways-to-
enhance-your-team-collaboration-skills-2012-9
32
Nebraska Extension (2016). Cultural competence. Retrieved from https://extensionpublications.unl.edu/assets/html/g1375/build/
g1375.htm#:~:text=Cultural%20competence%20is%20the%20ability,of%20people%20from%20various%20groups.

Common Outcome: Act in recognition of professional, social, and ethical responsibilities
How to develop your responsibil- What is social responsibility35?

37
What is professional re- ity ? Social responsibility is an ethical theory in
PUBLIC GOVERNANCE
sponsibility34? 1. Know your job, do it, and do it which individuals are accountable for ful-
Professional responsibil- well. filling their civic duty, and the actions of an
ity means education which 2. Consider your choices when individual must benefit the whole of society.
addresses standards of responding.
conduct or professional 3. Look for ways to inspire your What is ethical responsibility36?
behavior expectations. team to take responsibility in Ethical responsibility is the ability to recog-
their roles. nize, interpret and act upon multiple princi-
What is customer service 4. Be willing to make difficult deci- ples and values according to the standards
skills? sions even when the “right” within a given field and/or context.
38
Customer service skill is choice is not the “easy” choice.
the ability to provide a
service to your customers How to develop your persuasion 10. Thicken your skin
39
and essential part of deliv- customer service skills ? 5. Keep it simple 11. Hone your humility
ering customer satisfac- 1. Develop empathy as 6. Cultivate curiosity 12. Adapt, adapt, adapt
tion. your cornerstone through questions 13. Take ownership and
2. Exude positivity by 7. Listen attentively and responsibility
watching your words actively 14. Act with confidence
3. Practice patience by 8. Learn to prioritize, 15. Become

knowing your triggers then automate a teachable teacher
4. Aim for clarity before 9. Keep your composure
DEVELOP BY DOING!
OBJECTIVE: Develop your core competencies

34
MLaw Insider (n.d). Professional responsibility. Retrieved from https://www.lawinsider.com/dictionary/professional-responsibility
35
Pachamama Alliance. Social responsibility. Retrieved from https://www.pachamama.org/social-justice/social-responsibility-and-ethics
36
Suny Empire State College (n.d.). Ethical responsibility. Retrieved from https://www.esc.edu/global-learning-qualifications-framework/
learning-domains/ethical-responsibility/#:~:text=Definition%3A%20Ethical%20responsibility%20is%20the,given%20field%20and%2For%
20context.
37
Armstrong, J. (2016). Responsibility in the workplace. Retrieved from https://www.linkedin.com/pulse/responsibility-workplace-
38
SkillsYouNeed (n.d.) Customer service skills. Retrieved from https://www.skillsyouneed.com/ips/customer-service.html
39
Trujillo, E. (n.d.). 15 Customer service skills & how to improve each one (Step-by-Step). Retrieved from https://www.groovehq.com/blog/
customer-service-skills-improve

SCENARIO 2.
Let us continue the assumption that your home is a government office, your father/mother/guardian (whoever is present)
is the Department Head, other family members as colleagues, and you as the Administrative Officer III.
The Department Head called up a Staff Meeting which includes all section and unit heads. During the meeting, you pre-
PUBLIC GOVERNANCE
sented the issue on the outdated office operations manual and Citizen’s Charter. You suggested the revision of the office
operations manual and citizen’s charter by each section and unit. All the section/unit heads agreed with the revisions to
align it with the existing demands of effective and efficient public service. You then invoke that the revisions will conform to
Section 5 of Republic Act No. 9485, otherwise known as the Anti-Red Tape Act of 2007 stating that, “All offices and agencies
which provide frontline services are hereby mandated to regularly undertake time and motion studies, undergo evaluation
and improvement of their transaction systems and procedures and re-engineer the same if deemed necessary to reduce
bureaucratic red tape and processing time.”
The Department Head asks you and the members to accomplish the following:
 Prepare a Task Force Designation Order constituting of members with different cultural background;
 Collaborate with team members in formulating an Activity Design and Project Procurement Management Plan (PPMP);
 Present and submit the Activity Design and PPMP to the concerned officials for further appropriate action.
 Produce quality output responsive to the customer needs for efficient and effective public service; and,
 Update or revise the policies in accordance to the existing policies and regulations.
You extended your gratitude to the Department Head and section/unit heads for considering the suggestion. You told them
that both the organization and stakeholders will benefit from this undertaking. You ask them for their support and active
participation in the updating or revision of the office operations manual and Citizen’s Charter.

TASKS OUTPUT
1. Simulate/role-play the scenario. The enactment will help you develop your core Photos
competencies. (Output 1 on page 25)
she will take down notes, take pictures and/or videos of the proceedings. This will (Output 2 on page 26 )
plate.
(Output 3.1, 3.2. and 3.3
on pages 27-29 )

Activity title: ______________________________________________________

PUBLIC GOVERNANCE
(you may
Department Head
add)
Colleague 2

OUTPUT 3.1: EXPERIENTIAL LEARNINGS ON DEMONSTRATED COMPENTENCIES 5 points per competency
27
Stages of Experiential DEMONSTRATED CORE COMPETENCIES
Learnings VERBAL COMMUNICATION PUBLIC SPEAKING
WRITTEN COMMUNICATION COMPUTER PRESENTATION
Guide Questions:
enced?
tion
Guide Questions:
the new experience?
ence?

ization
Guide Questions:
ence?
ence?
tion
Guide Question:
experience?

JLN
28
Learnings PROFESSIONAL RESPONSIBILITY SOCIAL RESPONSIBILITY
TEAM BUILDING COLLABORATIVE CULTURAL COMPETENCE
Guide Questions:
enced?
tion
Guide Questions:
the new experience?
ence?

ization
Guide Questions:
ence?
ence?
tion
Guide Question:
experience?

JLN

OUTPUT 3.3: EXPERIENTIAL LEARNINGS ON DEMONSTRATED COMPETENCIES (5 points per competency)
PUBLIC GOVERNANCE
Stages of Experiential Learn- DEMONSTRATED CORE COMPETENCIES
ings
ETHICAL RESPONSIBILITY CUSTOMER SERVICE
Guide Questions:
 What have you experienced?
2. Reflective Observation
Guide Questions:
 What can you reflect on the new
experience?
 What have you observed from

the new experience?
3. Abstract Conceptualization
Guide Questions:
 What can you conclude from your
new experience?
 What are your learnings from
your new experience?
4. Active Experimentation
Guide Question:
 How did you apply your learnings
from the new experience?

MIDTERM EXAMINATION
Instruction:
 Read and understand the tasks. Write down your answers on the template provided.
PUBLIC GOVERNANCE
 For print modality, submit it through courier through the school address where you are enrolled or
any alternative way provided health and safety measures are observed.
 Refer to pages 56-57 for the rubric and distribution of points.
 Each value or competency is 5 points.
Name: ________________________________ Total: 85 points Score: _______
Tasks:
1. Identify your current level of competence (see page 8) after having learned and demonstrated the values
and competencies (Column 1) as of this time. Write your answer in Column 2.
2. State your development needs for continuous improvement (Column 3).
3. Cite your interventions on how to develop further your values and competencies within the given time
frame (Column’s 4 and 5).
Demonstrated Current Continuous How to develop further your values and

Values and Com- Level of Development competencies
petencies Compe- Needs Within 1 to 2 years Within 3 years and
tence onwards
Column 1 Column 2 Column 3 Column 4 Column 5
CORE VALUES
Excellence
Professionalism
Integrity DEVELOPMENT PLANNING

Commitment
Culture-sensitivity

tence onwards
PUBLIC GOVERNANCE
CORE COMPETENCIES
Written Communi-
cation
Verbal Communi-
cation
Computer
Presentation

Public Speaking
Team Building
Collaborative
Cultural
Competence
Professional
Responsibility
Social
Responsibility
Ethical
Responsibility
Customer Service
BPA TECHNICAL COMPETENCIES

DOC J’s CORNER moted to higher position
which is usually accompanied
INNOVATE! with greater responsibilities.
PUBLIC GOVERNANCE
Acquired technical compe-
The longer I worked in the gov- tence is essential in developing
ernment, the more I realized innovative solutions in the
the need to develop further organization.
my technical competencies.
There is a call to level up par- Government intends to em-
ticularly when the work de- ploy highly competent people
mands for it. that contributes positive re-
sults beneficial to all. Technical
Of course, no one wanted to competencies equip people to
be stagnant in the govern- innovate. An opportunity to
ment. I also wanted to be pro- make a difference!
Competency means having the technical understanding… teaching the intimate details. Todd Brown
TECHNICAL COMPETENCIES

What is research skill? What is policy analysis?
Research skill40 is ability to gather infor- A policy analysis41 is the ability to examine the efficacy of ex-
mation about your topic, review that infor- isting policies and laying out the groundwork for new programs
mation and analyze and interpret the infor- and legislation to meet objectives and goals. Duties of the posi-
mation in a manner that brings us to a solution include reviewing and amending policy drafts and propos-
tion. ing suggestions to improve the effects of existing policies. Poli-
cy analysts also work closely with stakeholders to determine
How to develop your research skills? the goals and objectives of policies. Depending on the industry,
1. Make an outline a policy analyst may progress into a directorial or executive
2. Know your sources role.
3. Learn to use advanced search techniques
4. Practice How to develop policy analysis?
1. Practice research
What is decision-making skill? 2. Exercise data analysis
Decision-making skill42 is the ability to select 3. Demonstrate critical thinking and creativity
between two or more alternatives to reach 4. Exhibit persuasive communication
the best outcome in the shortest time. 5. Collaborate
How to develop your decision- What is problem solving How to develop your problem solving
making skills? skills? skill?
1. Identify problems Problem-solving skill43 is
1. Acquire more technical knowledge in

2. Collect input the ability to determine your field.

3. Generate possible solutions the source of a problem 2. Seek out opportunities to problem
4. Evaluate and choosing solutions and find an effective solu- solve.
3. Do practice problems.
4. Observe how others problem solve.
40
Indeed Career Guide (2020). Research skills: definition and examples. Retrieved from https://www.indeed.com/career-advice/career-
development/research-skills
41
Kompass Blog (n.d.) . Becoming a public policy analyst: 5 key skills to succeed in policy leadership. Retrieved from https://blog.herzing.ca/
kompass-online-training/becoming-a-public-policy-analyst-5-key-skills
42
Gerencer, T. (2020). Decision making skills: definition & 30+ examples. Retrieved from https://zety.com/blog/decision-making-skills-
43
Indeed Career Guide (2020). Problem solving skills: definitions and examples. Retrieved from https://www.indeed.com/career-advice/
resumes-cover-letters/problem-solving-skills

What is conceptual skill? What is systems thinking? What is strategic thinking?
Conceptual skill44 is the abilities that al- Systems thinking45 is a holistic Strategic thinking47 is an ability
low an individual to better understand approach to analysis that fo- to plan for the future. It’s the
complex scenarios and develop creative cuses on the way that a sys- capacity to prepare strategies
PUBLIC GOVERNANCE
solutions. tem's constituent parts interre- and conjure ideas that will both
late and how systems work cope with changing environ-
How to develop your conceptual over time and within the con- ments and consider the various
skill? text of larger systems. challenges that lie ahead.
1. Communicate well with others
2. Work on developing your negotiation How to develop your How to develop your
skills systems thinking46? strategic thinking skill?
3. Embrace leadership opportunities 1. Ask different questions. 1. Be proactive
4. Learn the essentials of project manage- 2. Learn to experience time 2. Understand counter argu-
differently. ments
What is creative thinking skill? 3. Notice the systems around 3. Constantly optimize
Creative thinking skill48 is the ability to you. 4. Keep up-to-date with news
look at things differently, and find new 4. Draw a loop-a-day (or one a and trends
ways of solving problems. week).
How to develop your creative thinking skill? What is analytical thinking skill?
1. ‘Spreading your social wings’ to get to know a wider and more Analytical thinking50 is observing and re-
diverse group of people. searching a problem or topic to develop

2. Embracing new opportunities and trying new things more complex ideas about it. Your analyti-
3. Challenging stereotypes and forcing yourself to think beyond cal thinking should result in additional
the obvious knowledge, solutions or ideas related to
4. Engaging with art, theatre and music the problem or topic.
What is critical thinking? How to develop your analytical

Critical thinking skill49 is the act of analyzing facts to understand thinking skill?
a problem or topic thoroughly. Critical thinking often occurs in 1. Identifying a topic, problem or issue
order of a few steps from identifying a problem or issue to devel- 2. Gathering information
oping a solution. 3. Developing solutions or furthering your
understanding of the topic
How to develop your critical thinking skill? 4. Testing solutions or new ideas based on
1. Identify a problem or issue what you’ve learned
2. Create inferences on why the problem exists and how it can be 5. Post-analysis, or reviewing what solu-
solved tions worked, or assessing your new
3. Collect information or data on the issue through research knowledge
4. Organize and sort data and findings
5. Develop and execute solutions
6. Analyze what solutions worked or didn’t work
7. Identify ways to improve the solution
44
Indeed Career Guide (2020). Conceptual skill: definitions and examples. Retrieved from https://www.indeed.com/career-advice/career-
development/conceptual-skills
45
TechTarget (n.d.). Systems thinking. Retrieved from https://searchcio.techtarget.com/definition/systems-thinking
46
Sweeny, L. (2018). Guidelines for daily systems thinking practice. Retrieved from https://thesystemsthinker.com/guidelines-for-daily-
systems-thinking-practice/
47
Half, R. (2018). Strategic thinking (skills). Retrieved from https://www.roberthalf.com.au/career-advice/career-development/strategic-
thinking-skills
48
Management SkillsYouNeed (n.d.). Creative thinking skills. Retrieved from https://www.skillsyouneed.com/ps/creative-
thinking.html#:~:text=Creative%20thinking%20is%20the%20ability,thinking%20from%20time%20to%20time.
49
Indeed Career Guide (2020). Critical thinking skills: definitions and examples. Retrieved from https://www.indeed.com/career-advice/
career-development/critical-thinking-skills
50
Indeed Career Guide (2020). Analytical thinking skills: definitions and examples. Retrieved from https://www.indeed.com/career-advice/
resumes-cover-letters/analytical-skills

What is resource management skill? How to develop resource manage-
Resource management skills53 are the developed capacities used to ment skills55?
allocate resources efficiently 1. Review who manages resources
within the organization
PUBLIC GOVERNANCE
What is human resource management skill? 2. Build an up-to-date knowledge
Human resource management skill54 is the ability to motivate, de- base and organization-wide re-
velop and direct people as they work, identify the best people for source pool.
the job. 3. Manage the resource pool in line
with the market demand
What is financial resource management skill? 4. Review use of diverse pool of sup-
Financial management skill is the ability to determine how money pliers
will be spent to get the work done, and accounting for these ex- 5. Look for opportunities to recruit
penditures. 6. Collaborate resourcing works
7. Allocate resources as early as pos-
What is material resource management skill? sible before opportunities are won
Material management skill is the ability to obtain and see the ap- 8. Ensure start dates, don’t slip
propriate use of equipment, facilities, and materials needed to do 9. Capture demand which is coming
certain work. from existing projects
What is time management skill? 10. Ensure consistent adoption—time
Time management skill is the ability to manage one’s own time and tracking, approval, project deliv-
the time of others. ery

What is facilitation skills? How to develop your facilitation
Facilitation56 is the ability to lead people through processes to- skills?
wards agreed-upon objectives in a manner that encourages partici-  Create an inclusive environment
pation, ownership and creativity by all those involved.  Communicate clear guidelines and
instructions
What is project management skill?  Group dynamics (and group man-
Project management skill51 refer to the core abilities that are neces- agement)
sary to successfully bring a project from start to finish. It is the abil-  Empathy
ity to organize, apply knowledge, able to multitask, communicate,  Active listening
lead and solve problems effectively.  Verbal skills to facilitate conversa-
tions
How to develop your project management skill52?  Conflict management
1. Active listening  Consensus-building
2. Perfect your balancing act  Manage timing
3. Seek feedback  Gauge the energy level of a room
4. Get qualified.  Flexibility
 Staying neutral
51
Indeed Career Guide (2020). 20 Skills every project manager should have. Retrieved from https://www.google.com/search?
rlz=1C1CHNY_enPH904PH904&biw=1366&bih=625&sxsrf=ALeKk002P3lrOFrcFw6myK7PV0SJkJx-NA%
3A1598331070097&ei=vphEX63EBYPAoAT7h53AAw&q=What+is+project+management+skills&oq=What+is+project+management+skills&gs
_lcp=CgZwc3ktYWIQAzICCAAyBggAEAcQHjIGCAAQBxAeMgYIABAHEB4yAggAMgYIABAIEB4yBggAEAgQHjIGCAAQCBAeMgYIABAIEB46BAgAEE
c6BAgAEA06CAgAEAgQBxAeUNSzAVjVvAFgssIBaABwAXgAgAGdAYgBsgmSAQMwLjiYAQCgAQGqAQdnd3Mtd2l6wAEB&sclient=psy-
52
Kangan Institute (n.d.). 7 ways to improve your performance management skills. Retrieved from https://www.kangan.edu.au/students/
blog/7-ways-to-improve-your-project-management-skills
53
WNY College Connection (n.d.). Resource management skills. Retrieved from https://www.wnycollegeconnection.com/skills-gap-
resource-management-skills#ManagementofFinancialMaterialandPersonalResources
Resource management skills are the developed capacities used to allocate resources efficiently
54
ONet (n.d.) Skills—resource management skills. Retrieved from https://www.onetonline.org/find/descriptor/browse/Skills/2.B.5/
55
Kimble (2019). 10 ways to improve resource management and allocation. Retrieved from https://www.kimbleapps.com/10-ways-to-
improve-resource-management-and-allocation/
56
Cserti, R. (2019). Essential facilitation skills for an effective facilitaton. Retrieved fromhttps://www.sessionlab.com/blog/facilitation-
skills/#:~:text=Facilitation%20skills%20for%20facilitating%20the%20meeting%3A&text=Communicate%20clear%20guidelines%20and%
20instructions,Verbal%20skills%20to%20facilitate%20conversations

DEVELOP BY DOING!
PUBLIC GOVERNANCE
OBJECTIVE: Develop your technical competencies
SCENARIO 3.
Let us continue the assumption that your home is a government office, your father/mother/guardian (whoever
is present) is the Department Head, other family members as colleagues, and you as the Administrative Officer
III.
The Department Head called up a Staff Meeting which includes you as Chief of the Administrative Section, In-
formation and Communication Technology Officer, Budget Officer, Accountant, and Unit Heads under your
supervision. Then, he/she asks the members for suggestions on how to address the problems related to the
official documents, such as: limited manpower to record the transactions manually, poor tracking system, mis-

placed or loss, processing delay, and insufficient funding to procure ICT equipment.
You also recognized the need to improve the existing systems and procedures to address the prevailing condi-
tions of the office consistent to Section 5 of Republic Act No. 9485, otherwise known as the Anti-Red Tape Act
of 2007 stating that, “All offices and agencies which provide frontline services are hereby mandated to regular-
ly undertake time and motion studies, undergo evaluation and improvement of their transaction systems and
procedures and re-engineer the same if deemed necessary to reduce bureaucratic red tape and processing
time.” The ICT Officer suggested to develop a Document Tracking System (DTS), strengthen the internet con-
nectivity and procure the necessary ICT equipment and generator.
After deliberation, the Department Head constituted the project team lead by you. He/She asked the project
team to accomplish the following:
 Facilitate meetings in developing a research-based project plan for the proposed DTS;
 Prepare Project Procurement Management Plan (PPMP) that contains the resources needed (financial, ma-
terial, human); and,
 Present and submit the Project Design and PPMP to the concerned officials for further appropriate action.
The Department Head is confident that you can manage this project. Other than doing it for the organization,
you are motivated to pursue the project considering that you are applying for the newly created position Ad-
ministrative Officer V.
TASKS OUTPUT
1. Simulate/role-play the scenario. The enactment will help you develop your tech- Photos
nical competencies. (Output 1 on page 36)
she will take down notes, take pictures and/or videos of the proceedings. This will (Output 2 on page 37)
plate.
(Output 3.1 & 3.2. on pag-
es 38 to 39)

PUBLIC GOVERNANCE

Activity title: ______________________________________________________

PUBLIC GOVERNANCE
(you may
Department Head
add)
Colleague 2

38
Learnings Decision-making Thinking
Research Policy Analysis Problem Solving
Guide Questions:
enced?
tion
Guide Questions:
the new experience?
ence?

ization
Guide Questions:
ence?
ence?
tion
Guide Question:
experience?

JLN
39
Learnings Financial Resource Management Human Resource Management Materials Resource Management Meeting Facilitation
Program/Project Management
Guide Questions:
enced?
tion
Guide Questions:
the new experience?
ence?

ization
Guide Questions:
ence?
ence?
tion
Guide Question:
experience?

JLN
BPA MANAGERIAL AND LEADERSHIP COMPETENCIES

DOC J’s CORNER ity becomes greater. There is a
need to lead by example as
LEAD! people in the organization and
PUBLIC GOVERNANCE
stakeholders are expecting
Government is attracted to much from you to deliver re-
highly competent people. Peo- sults.
ple who acquired core, tech-
nical, managerial, and leader- Moreover, you also need to
ship competencies. But what produce good managers and
makes them more attracted to leaders in the organization.
you is your values system. Given the organizational chal-
lenges, you need to be
Managerial and leadership equipped with the tools and
competencies provide you the techniques on how to address
potentials to manage and/or organizational challenges.
lead in an organization. When Hence, a good leader will al-
you become a public manager ways lead for continuous im-
or a leader, there is a need to provement.
learn more as the accountabil-
Competence goes beyond words. It’s the leader’s ability to say it, plan it, and do it in such a way that others know that you
know how—and know that they want to follow you. John C. Maxwell

MANAGERIAL AND LEADERSHIP COMPETENCIES
What is negotiation skill? What is conflict resolution skill?

Negotiation skills57 are qualities that allow two or Conflict resolution skill58 is the ability to resolve con-
more parties to reach a compromise. These are flict.
often soft skills and include abilities such as commu-
nication, persuasion, planning, strategizing and co- How to develop your conflict resolution skill?
operating. 1. Listen for what is felt as well as said.
2. Make conflict resolution the priority rather than
How to develop your negotiation skill? winning or “being right.”
1. Identify the final goal 3. Focus on the present.
2. Practice building rapport 4. Pick your battles.
3. Be willing to compromise 5. Be willing to forgive.
4. Consider imposing time restrictions 6. Know when to let something go.
5. Take the multiple offer approach
6. Exercise confidence How to develop your leadership skill?
7. Don’t take “no” personally  Identify your leadership style
8. Understand your weaknesses  Find resources like books or podcasts about leader-
9. Practice ship
 Participate in leadership training courses or work-

What is leadership skill? shops

Leadership skills59 are skills you use when organiz-  Find leadership activities outside of work
ing other people to reach a shared goal.  Study leadership styles you admire
57 Career Guide (2020). Negotiation skills-definition and examples. Retrieved from https://www.indeed.com/career-advice/career-
development/negotiation-skills#:~:text=Negotiation%20skills%20are%20qualities%20that,to%20becoming%20a%20stronger%
20negotiator.
58 Segal, J. (2019). Conflict resolution skills. Retrieved from https://www.helpguide.org/articles/relationships-communication/conflict-

resolution-skills.htm#:~:text=The%20ability%20to%20successfully%20resolve,Control%20your%20emotions%20and%20behavior.
59 Indeed (2020). Leaderships skills: definitions and examples. Retrieved from https://www.indeed.com/career-advice/resumes-cover-
letters/leadership-skills

What is planning skill? What is organization skill? What is delegating skill?
Planning skill60 is the ability to Organization skill61 is the ability to stay Delegating skill63 involves
think about and successfully focused on different tasks, and use your working with subordinates to
manage activities, with the help time, energy, strength, mental capacity, establish direction, authority,
PUBLIC GOVERNANCE
of any available resources, to physical space, etc. effectively and effi- and responsibility. In reality,
achieve specific goals is known as ciently in order to achieve the desired the leader, or the person dele-
one’s planning skills. Planning is outcome. gating this authority, retains
basically a roadmap that guides responsibility even though task
us on how to complete a task How to develop your organization completion may have been
before attempting to begin it. skill62? assigned to others.
1. Create a clean workspace
How to develop your del-
2. Identify goals to meet
egation skill64?
How to develop your plan- 3. Build a to-do list
1. Define Proper Deadlines
ning skill? 4. Prioritize each task
2. Try to Delegate to the
1. Prioritize the tasks at hand. 5. Input tasks into a schedule
Right Person
2. Keep everyone aboard. 6. Organize your materials
3. Delegate on What Appeals
3. Create a schedule. 7. Reward yourself regularly
Them Most
8. Maintain a healthy work life balance
4. Let it Go
5. Always Seek for the Feed-
What is coaching skill?
back
Coaching skill is the art of facilitating the performance, learning and devel-
opment of another…The role of the coach is to enable the coachee to ex-

How to develop your mentor-
plore, to gain a better understanding, to become more aware and from that ing skill67?
place, to make a better decision. 1. Create an open and sup-
portive climate for dis-
How to develop your coaching skill65? What is mentoring skill? cussion
1. Be agenda-less Mentoring skill66 involves 2. Demonstrate good listen-
2. Be ego-less the use of the same models ing/follow-up skills
3. Demonstrate good listening skills and skills of questioning, 3. Provide constructive
4. Have an aura of calm listening, clarifying and re- feedback and advice
5. Watch your body language framing associated with
6. Be interested and respectful coaching.
7. Keep your mind open and non-judgmental
8. Be supportive and challenging
9. Believe in human potential
10.Don’t take responsibility for the outcome
60
Cleverism (2020). Planning. Retrieved from https://www.cleverism.com/skills-and-tools/planning/#:~:text=The%20ability%20to%
61
Dusyzynski, M. (2020). Organizational skills: definition & examples for your resume. Retrieved from https://zety.com/blog/organizational-
skills
62
Career Guide (2020). Organizational skills: how to develop and use them. Retrieved from https://www.indeed.com/career-advice/career-
development/organizational-skills
63
Money-zine (n.d.) Delegation. Retrieved from https://www.money-zine.com/definitions/career-dictionary/delegation-skills/
#:~:text=Definition,have%20been%20assigned%20to%20others.
64
Zoe Talent Solutions (n.d.). 5 ways to improve your delegation skills. Retrieved from https://zoetalentsolutions.com/5-ways-improve-
delegation-skills/
65
The Pathfield Partnership (n.d.). Why and how to improve your coaching skills. Retrieved from https://padfieldpartnership.com/why-and
-how-to-improve-your-coaching-skills/
66
Asha Corporate Partners (n.d.). Mentoring skills. Retrieved from https://www.asha.org/Students/mentoring/coach/
67
Crowe Associates Ltd (n.d.). Mentoring skills. Retrieved from http://www.crowe-associates.co.uk/coaching-and-mentoring-skills/

What is change management skill? What is strategic management skill?
Change management68 is the ability to manage Strategic management skills72 involves thinking about
employees and the organization through a transi- all the possible ways that business goals or targets
tional period. might be achieved and then setting a course or over-
PUBLIC GOVERNANCE
arching strategy that has the best chances of success.
How to develop your change management
skill? How to develop your strategic management?
1. Conduct a Self-Assessment  Lateral thinking about the future, with more creative op-
2. Establish a Clear Vision tions about how to achieve results
3. Communicate Honestly and Often  A shift in focus from the inputs that are used to run an
4. Empathize enterprise to the outputs and outcomes the enterprise
5. Prepare for resistance wants to achieve
 A focus on optimizing organizational processes (making
them more efficient and effective in order to better meet
customer needs)
 A move toward an organizational culture that adapts
readily to change and continual improvement.
What is performance management
skill? What is quality management?
Performance management skills71 Quality Management 73is the act of overseeing different activities and
refer to the ability of an individual tasks within an organization to ensure that services offered, as well as
to ensure that the work of those the means used to provide them, are consistent. It helps to achieve
and maintain a desired level of quality within the organization.

working under his supervision sup-
ports and furthers the goals and
How to develop your quality  System Approach to Man-
objectives of the organization.
management74? agement
How to develop your perfor-  Customer-Centric  Continual Improvement
mance management?  Involvement of employees in  Factual Approach to Decision
1. Begin with a thorough yet, ac- decision making Making
tionable planning.  Leadership Qualities  Win-Win Situation for both the
2. Provide feedback right away.  Process Approach organization and its suppliers
3. Be more communicative and
open to discussions. How to develop your 4. Connect to others
stress management70? 5. Make time for fun and
What is stress management? 1. Identify the sources of relaxation
Stress management 69 is the ability to make stress in your life 6. Manage your time better
changes to your life if you are in a constant 2. Practice the 4 A’s (Avoid, 7. Maintain balance with a
stressful situation, preventing stress by practicing Alter, Adapt and Accept) healthy lifestyle
self-care and relaxation and managing your re- of stress management 8. Learn to relieve stress in
sponse to stressful situations when they do oc- 3. Get moving the moment
cur. . TENCY
68
French, M. (2018). 5 ways CIOs can develop change management skills. Retrieved from https://www.surveygizmo.com/resources/blog/5-
ways-ci-os-can-develop-change-management-skills/
69
Study.com (n.d.). What is stress management? - definition & benefits. Retrieved from https://study.com/academy/lesson/what-is-stress-
management-definition-benefits.html
70
Robinson L, et al (2019). Stress management. Retrieved from https://www.helpguide.org/articles/stress/stress-management.htm
MODULE 3: COMPE-
71
Warner, J. (2013). Strategic management skills. Retrieved from http://blog.readytomanage.com/strategic-management-skills/
72
Cleverism (2020). Performance management. Retrieved from https://www.cleverism.com/skills-and-tools/performance-management/
73
CFI Foundation, Inc (n.d.). Quality management. Retrieved from https://corporatefinanceinstitute.com/resources/knowledge/strategy/
quality-management/
74
Verma, E. (2019). How to improve quality management consistently. Retrieved from https://www.simplilearn.com/
improving-quality-management-consistently-article

DEVELOP BY DOING!
PUBLIC GOVERNANCE
 Refer to the rubric and distribution of points provided on pages 58 for your information and guidance.
OBJECTIVE: Develop your managerial and leadership competencies
SCENARIO 4.
Let us continue the assumption that your home is a government office, your father/mother/guardian (whoever
is present) is the Department Head, other family members as colleagues, and you.
Assume that the office conducts a Recognition Day for Outstanding Employees. While the Department Head is
on stage, he/she announced to give Plaque of Recognition to you and the members of the Task Force and Pro-
ject Team who revised the Office Operations Manual and Citizen’s Charter and developed the Document Track-
ing System. Moreover, he/she also pronounced your promotion to Administrative Officer V based on the Reg-
istry of Qualified Applicants result. The Department Head and colleagues affirmed to the recognition and pro-

motion as they witnessed your strong values and high competence at work.
Another challenge awaits you. The Department Head asks you about the organization’s plan for ISO 9001:2015
certification. He/She tasks you to perform the following:
1. Prepare a proposed project plan, Project Procurement Management Plan, and other procurement docu-
ments;
2. Prepare the Office Order constituting the composition of the QMS Committee constituting of the Quality
Management Representative (QMR), Document and Records Controller (DRC) and Internal Lead Auditors
(ILA) and defined their duties and responsibilities;
3. Manage the preparation, implementation, monitoring and evaluation of the QMS Project;
4. Provide technical assistance, mentoring and coaching to colleagues;
5. Lead the QMS Team to achieve the desired results; and,
6. Perform other tasks related to the QMS Project.
What is ISO 9001:2015?

ISO 9001:201574 is an international standard dedicated to QMS. It outlines a framework for improving quality and a vocabu-
lary of understanding for any organization looking to provide products and services that consistently meet the requirements
and expectations of customers and other relevant interested parties in the most efficient manner possible.
TASKS OUTPUT
1. Simulate/role-play the scenario. The enactment will help you develop your man- Photos
agerial and leadership competencies. (Output 1 on page 44 )
she will take down notes, take pictures and/or videos of the proceedings. This will (Output 2 on page 45 )
plate.
(Output 3.1, 3.2. & 3.3. on
pages 46 to 48)

PUBLIC GOVERNANCE

Activity title: ______________________________________________________

PUBLIC GOVERNANCE
(you may
Department Head
add)
Administrative Officer V (You)
Colleague 2

46
Learnings Organization Delegating Coaching Mentoring
Planning
Guide Questions:
enced?
tion
Guide Questions:
the new experience?
ence?

ization
Guide Questions:
ence?
ence?
tion
Guide Question:
experience?

JLN
47
Learnings Negotiation Leadership Change Management Performance Management
Conflict Resolution
Guide Questions:
enced?
tion
Guide Questions:
the new experience?
ence?

ization
Guide Questions:
ence?
ence?
tion
Guide Question:
experience?

JLN
48
Learnings Quality Management Stress Management
Strategic Management
Guide Questions:
enced?
tion
Guide Questions:
the new experience?
ence?

ization
Guide Questions:
ence?
ence?
tion
Guide Question:
experience?

JLN

FINAL TERM EXAMINATION
Instruction:
 Read and understand the tasks. Write down your answers on the template provided.
PUBLIC GOVERNANCE
 For non-print modality, submit it through electronic mail or messenger. Your instructor/
Professor will provide his/her official electronic mail address.
 For print modality, submit it through courier through the school address where you are enrolled or
any alternative way provided health and safety measures are observed.
 Refer to pages 56-57 for the rubric and distribution of points.
 Each value or competency is 5 points.
1. Identify your current level of competence (see page 8) after having learned and demonstrated the values
and competencies (Column 1) as of this time. Write your answer in Column 2.
2. State your development needs for continuous improvement (Column 3).
3. Cite your interventions on how to develop further your values and competencies within the given time
frame (Column’s 4 and 5).

petencies Compe- Needs
Within 1 to 2 years Within 3 years and
tence onwards
TECHNICAL COMPETENCIES
Research
Policy Analysis
Problem Solving
Decision-making
Thinking
Program/Project
Management
Resource Manage-
ment

tence onwards
PUBLIC GOVERNANCE
MANAGERIAL AND LEADERSHIP COMPETENCIES
Leadership
Negotiation
Conflict Resolution
Planning

Organization
Delegating
Coaching
Mentoring
Management

MODULE 3
COMPETENCY DEVELOPMENT PLANNING
PUBLIC GOVERNANCE
 Formulate competency development plan; This section introduces the competency development
 Demonstrate competency development plan- planning consistent to the Competency Development
ning; and, Cycle. The BPA students will formulate their Individual
 Share their experiential learning in competency Competency Development Plan which will serve as
development planning. their guide for continuous improvement.
In this activity, you sketch yourself showing a highly performing highly competent employee in the govern-
ment years from now.

51 MODULE 3 Competency Development Planning Bachelor of Public Administration JLN


AUDITING YOUR SELF!
PUBLIC GOVERNANCE

I can visualize my future career in the government.
I understand the stages of the competency development cycle.
I can determine my level of competence.
I recognize the need to learn the BPA values and competencies
in preparation for my career in the government service.
I commit myself for continuous improvement through formu-

lating, implementing, monitoring and evaluating my Individual
Competency Development Plan.
TOTAL SCORE

After having been introduced with competency development (Module 1) and demonstrated the BPA Competen-
cy Development Framework (Module 2), you will proceed with Competency Development Planning (Module 3).
Your Individual Competency Development Plan (ICDP) is an important resource in guiding your continuous im-
provement for a sustained career growth and productivity in the government.
The Competency Development Cycle (see Figure 4 on page 6) provides the four stages (identify, plan, support
and monitor, and evaluate) which you need to undergo to attain the highest level of competence and even
reach the mastery level (see Figure 7 on page 8). Competencies vary depending on the levels/classes of the posi-
tions in the civil service (see page 4).
Indeed, competency development is a life-long continuous process.
Activity 8.  Read the instruction and accomplish the template. You may use additional sheet/s of paper.
 Submit your output to your Instructor/Professor for checking and grading through either
ways:
 For non-print modality, submit it through electronic mail or messenger.

Your instructor/Professor will provide his/her official electronic mail address.
 For print modality, submit it through courier through the school address where you
are enrolled or any alternative way provided health and safety measures are ob-
served.
 Refer to pages 56-58 for the rubrics and distribution of points.
Objective: Formulate Individual Competency Development Plan

INDIVIDUAL COMPETENCY DEVELOPMENT PLAN (ICDP) 60 points
Category of Positions Mission-Critical Target Values and Development Support Needed Trainer or Provider Target Schedule or
in the Government Competencies Competencies Activities Completion Date
1st Level Non- Supervi-

sory
2nd Level Non-

Supervisory
2nd Level – Supervisor
53 MODULE 3 Competency Development Planning

A – Division Chief
2nd Level – Supervisor

B – Assistant Division
Chief
Executive / Manageri-
al

JLN

EXPERIENTIAL LEARNINGS BASED ON COMPETENCY DEVELOPMENT PLANNING 20 points
PUBLIC GOVERNANCE
Stages of Experiential DEMONSTRATED COMPETENCY IN DEVELOPMENT PLANNING
Guide Questions:
enced?
tion

Guide Questions:
the new experience?
ence?
ization
Guide Questions:
ence?
ence?
tion
Guide Question:
experience?


BPA PLEDGE OF COMMITMENT
PUBLIC GOVERNANCE
I, _____________________________, commit myself
to become highly competent BPA student that shall
apply all my learnings and competencies acquired in
Bukidnon State University.
I pledge to live by BukSU’s core values of Excellence,

Professionalism, Integrity, Commitment and Culture-
Sensitivity. With these values intact, I pledge to un-
conditionally demonstrate my values and competen-

cies in the community and government whenever
the opportunity comes in the near future.
I commit to educate myself, innovate solutions and

lead by example for the benefit of all. I commit for
continuous improvement in my potentials and capac-
ities.
All of these I commit for the greater glory of our Di-

vine Creator.
Signed on the ____ of _______________, 20___ at

______________________________.
______________________
(Signature over Printed Name)


PROFICIENCY LEVEL FOR SELF-KNOWING EXERCISE
Level of
Percentage Explanation
Proficiency
PUBLIC GOVERNANCE
90%-100% Advanced You understand the concepts and skills higher than the given standard.
You understand all of the content and skills required for your college
80%-89% Proficient
level.
You understand some of the content and skill required for your level,
70%-79% Partially Proficient
but not all.
69% and be-
Novice You are unable to understand the content or skills at your college level.
low
RUBRICS FOR WRITTEN PERFORMANCE
Needs Approaching Good Excellent

improvement standards

____ point/s _____ points _____ points ____ points
Ideas and There is no clear Ideas are expressed Ideas are clear. You Ideas are clear and
Content or specific ideas in but there is no real answered the ques- well-expressed, includ-
the answer. No evidence of learn- tion. Some support ing specific details or
support. ing. More specific may be lacking. examples to demon-
information is need- strate what you
ed. Directions need learned.
to be followed more
closely.
Use of terms No terms from the Only one term from Your answer includ- Your answer included
lesson are used. the lesson is used in ed several terms all the terms from the
the answer. from the lesson, lesson that applied to
demonstrating ade- the question asked. All
quate understanding terms are fully defined
of the material. and used in the proper
context.
Sentence Sentences are Some sentences are Sentences are com- Sentences are com-
Fluency incomplete or too complete and easy plete and able to be plete and they connect
long. It makes to understand. Oth- understood. to one another easily
reading them diffi- ers require some when they are read
cult. work. out loud. Your writing
‘flows’.
Conventions Few end marks or Mistakes using end Use of punctuation No punctuation or
capital letters. marks or capitals as marks and capitals, structural mistakes. No
Answers contain well as spelling mis- as well as spelling, is spelling errors. Your
numerous spelling takes make the mostly correct. Few writing shows full
or structural er- writing hard to errors exist in your awareness of the rules
rors. read. answer. of English use.
Total


DISTRIBUTION OF POINTS FOR WRITTEN PERFORMANCE
Needs Approaching
PUBLIC GOVERNANCE
Criteria Improvement standards Good Excellent
Points 0.50 1.00 1.50 2.00
Ideas and Content 0.13 0.25 0.38 0.50
Use of terms 0.13 0.25 0.38 0.50
Sentence fluency 0.13 0.25 0.38 0.50
Conventions 0.13 0.25 0.38 0.50
Needs Approaching
Points 0.75 1.50 2.25 3.00
Use of terms 0.19 0.38 0.56 0.75
Conventions 0.19 0.38 0.56 0.75

Needs Approaching
Points 1.25 2.50 3.75 5.00
Use of terms 0.31 0.63 0.94 1.25
Conventions 0.31 0.63 0.94 1.25
Needs Approaching
Points 2.50 5.00 7.50 10.00
Use of terms 0.63 1.25 1.88 2.50
Conventions 0.63 1.25 1.88 2.50
Needs Approaching
Points 3.75 7.50 11.25 15.00
Use of terms 0.94 1.88 2.81 3.75
Conventions 0.94 1.88 2.81 3.75


RUBRICS FOR VALUES AND COMPETENCY DEVELOPMENT ACHIEVED
Criteria Level I Level 2 Level 3 Level 4
Unconscious Conscious Conscious Unconscious
PUBLIC GOVERNANCE
Novice Advanced Proficient Expert Master
Beginner
____ point/s _____ points _____ points ____ points _____ points
Values and Com- Minimal or irrele- Vague descrip- Reasonable Clear descrip- Rich, in-depth
petency Develop- vant description tion of values description of tion of values description of
ment Description of values and and competency values and com- and competency values and com-
competency development petency devel- development petency develop-
Proven Values No relevant evi- Vague evidence Some evidence Strong evidence Insightful evi-
and Competency dence of values of values and of values and of values and dence of values
Development and competency competency competency competency and competency
development to development to development development to development to
the BPA student the BPA student to the BPA stu- the BPA student the BPA student
Future Values No idea of future Vague future General idea of Concrete idea of Transferable
and Competency values and com- values and com- future values future values insightful idea
Development petency develop- petency develop- and competen- and competency about future
ment for contin- ment for continu- cy development development values and com-
uous improve- ous improve- for continuous for continuous petency develop-

TOTAL
Source: Conceptualized by Nayra, J. (2020)
DISTRIBUTION OF POINTS FOR VALUES AND COMPETENCY DEVELOPMENT

Advanced
Criteria Novice Beginner Proficient Expert Master
5 Points 1.00 2.00 3.00 4.00 5.00
Values and Competency Develop-
ment Description 0.33 0.67 1.00 1.33 1.67
Proven Values and Competency
Development 0.33 0.67 1.00 1.33 1.67
Future Values and Competency
Development 0.33 0.67 1.00 1.33 1.67
Advanced
10 Points 2.00 4.00 6.00 8.00 10.00

Development 0.67 1.33 2.00 2.67 3.33
Development 0.67 1.33 2.00 2.67 3.33
Advanced
15 Points 3.00 6.00 9.00 12.00 15.00
Development 1.00 2.00 3.00 4.00 5.00
Development 1.00 2.00 3.00 4.00 5.00

E
ABOUT THE AUTHOR D
JUTCHEL L. NAYRA is a government practitioner, administrator, educa-
tor, researcher, speaker, trainer, scholar, ICT4Ed project proponent, and
awardee.
U
Studied Doctor of Public Administration and Master of Public Admin- C
istration (BukSU), Master in Development Management (Development
Academy of the Philippines), Professional Education (Valencia Colleges,
Inc), and BSC major in Business Management (Xavier University) and
A
Team Development and Leadership Program (Asian Institute Manage-
ment). Served as government practitioner for 21 years (national and lo- T
cal); formerly Administrative Officer V (DepEd) and Administrative
Officer III (CEO); Career Executive Service Written Exam (CESWE) Passer; exposed in superviso-
ry, administrative, technical, project management and development, human resource management E
and development, associations, speakership, publication, trainings at all levels, quality manage-
ment system, media and documentation, lay-out and design, and other relevant ad hoc functions.
Recipient of 2007 Model Employee Award (CEO), 2015 Most Outstanding Section Head and 2017
Most Outstanding Administrative Officer, both in DepEd-Division of Malaybalay City. A part-
time faculty in BukSU from SY2010 to Summer Class 2020 and currently Associate Professor I un-
der the Government Affairs Department of the College of Administration. A researcher and recip-
ient of the Basic Education Research Fund in 2018. A national government scholar of the Public
Management Development Program (PMDP) in the DAP, completed the residential training on I
N
Public Management and Development, conferred with the degree of MDM, and awarded with the
“Most Innovative Re-entry Project (ReP) Award” for ICT4Ed Project and subsequent awards such
N
as: 1st Place for Teaching and Learning Category and minor awards during the 1st DepEd Region
X ICT Summit Search in 2018, DepEd Central Office ICT Innovation Awards Finalist for Teaching
and Learning in 2019, and Search for Outstanding Government Workers Civil Service Commis-
sion Region X Pag-asa Award Regional Winner in 2018. O
V
A
T
E
L
E
A
BUKIDNON STATE UNIVERSITY D
COLLEGE OF ADMINISTRATION
GOVERNMENT AFFAIRS DEPARTMENT

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D JUTCHEL L. NAYRA, DPA, MDM

Version 1.0 August 2020

DR. JUTCHEL L. NAYRA, MDM

MODULE 1 COMPETENCY DEVELOPMENT IN PUBLIC GOVERNANCE 1

MODULE 2 THE BPA COMPETENCY DEVELOPMENT FRAMEWORK 12

MODULE 3 COMPETENCY DEVELOPMENT PLANNING 51

MODULE 1: COMPETENCY DEVELOPMENT IN

MODULE 2: BPA COMPETENCY

3. How do you think it can be developed?

AUDITING YOUR SELF!

CRITERIA Usually Sometimes Seldom Never

1 MODULE 1 Competency Development in Public Governance Bachelor of Public Administration JLN

MODULE 1: COMPETENCY DEVELOPMENT IN

DOC J’s CORNER Capacitating yourself to become an employee in the government

MODULE 2: BPA COMPETENCY

From then onwards, I realized to be pro-active in

2 MODULE 1 Competency Development in Public Governance Bachelor of Public Administration JLN

MODULE 1: COMPETENCY DEVELOPMENT IN

 Leadership Competencies: Are managerial and cognitive competencies.

Competency in the HRM of the Philippine Civil Service

MODULE 2: BPA COMPETENCY

Ctegories of the civil service

3 MODULE 1 Competency Development in Public Governance Bachelor of Public Administration JLN

MODULE 1: COMPETENCY DEVELOPMENT IN

MODULE 2: BPA COMPETENCY

4 MODULE 1 Competency Development in Public Governance Bachelor of Public Administration JLN

MODULE 1: COMPETENCY DEVELOPMENT IN

MODULE 2: BPA COMPETENCY

Competency Iceberg Model

Skill: ability to do something well; mostly easily

Self-image: How people see/view themselves;

Traits: Habitual/enduring characteristics (e.g. flexi-

Figure 3. Competency Iceberg Model

5 MODULE 1 Competency Development in Public Governance Bachelor of Public Administration JLN

An employee in the government is perceived to be a team, it is helpful to view competency development as

MODULE 2: BPA COMPETENCY

Figure 4. Competency Development Cycle

6 MODULE 1 Competency Development in Public Governance Bachelor of Public Administration JLN

MODULE 1: COMPETENCY DEVELOPMENT IN

MODULE 2: BPA COMPETENCY

Figure 6. Building-block Approach for CSC L&D Programs

ing-block Approach for his/her continuous improvement.

7 MODULE 1 Competency Development in Public Governance Bachelor of Public Administration JLN

MODULE 1: COMPETENCY DEVELOPMENT IN

Four Levels of Competence

MODULE 2: BPA COMPETENCY

Unconscious Incompetence Conscious Incompetence Conscious Competence Unconscious Competence

Figure 7. Four Levels of Competence

8 MODULE 1 Competency Development in Public Governance Bachelor of Public Administration JLN

MODULE 1: COMPETENCY DEVELOPMENT IN

Name: ________________________________ Course & Year: _____________Total: 25 points Score: _______

MODULE 2: BPA COMPETENCY

2.3. Performance Management System;

2.4. Rewards and Recognition; and,

9 MODULE 1 Competency Development in Public Governance Bachelor of Public Administration JLN

MODULE 1: COMPETENCY DEVELOPMENT IN

Column 1 Column 2 Column 3 Column 4 Column 5 Column 6

MODULE 2: BPA COMPETENCY

Name: __________________________ Course & Year: _Total: 25 points Score: _