CLOSING PERFORMANCE GAPS

TRHOUGH Competency-Based
LEARNING NEEDS ANALYSIS
“ The best thought plans and strategies
may go to waste without the
RIGHT PEOPLE to see it through”.
describes the range of knowledge, skills,
attributes and behavior needed by DENR
personnel for high level performance.
 Competency-Based
Human Resource Management

A system for integrating all

aspects of HRM where employees
are selected, evaluated,
developed , moved and paid using
a common measure/ standard that
supports organizational success.
COMPETENCIES as the HUB of HUMAN CAPITAL

Selection Training

Performance
Succession Planning
Measurement

COMPETENCIES

Career Development

Rewards/Increases

Job Evaluation/Job Description

• Strengthens human resource practices by
establishing clear criteria for hiring, training,
evaluating, developing and rewarding employees.
• Facilitates the attainment of the organizational
vision and strategy
• Promotes culture-building within the organization
Benefits of Competency Framework
• Improved productivity stemming from the
identification of key competencies that drive the
organization

• Defines expected outputs and outcomes rather

than merely having a list of tasks and activities

• Helps in identifying competency gaps; thus

systematically addressing such deviations

• Defines what an average incumbent needs to do to

perform at a superior level
• Defines behaviorally-anchored standards of
exemplary performance
 Competency Definition

KNOWLEDGE SKILLS ATTITUDE BEHAVIOR

Understanding Capabilities Factors which The observable

acquired acquired form the basis demonstration of
through through for behavior KSA
learning practice
 COMPETENCY
It is a general descriptions of the behavior or actions
manifesting one’s knowledge, skills, attitudes, traits,
motives and experiences needed to successfully
perform a job. (DENR CBS Manual, 2018)
 Competency Model
• A collection of competencies that together define
successful performance in a particular work setting

• Contains competency names, detailed definitions

and descriptions of activities or behavior

• Includes information about the skills and abilities

required for different levels of mastery, or
information about the level of competence required
at different occupational levels
 Behavioral Indicators

� Specific behaviors that are observable,

measurable, and verifiable
� They illustrate what a person does, as if the
competency has already been acquired
� They describe the ideal state, as if the employee
has already mastered it
� They can be taught or altered through training,
coaching and other development strategies.
Competency Levels
● Clusters of behaviors grouped in graduating
proficiencies and called as competency indicators
(CI);

● Behavioral or Competency indicators are descriptions

of work observable behaviors and/or abilities and thus,
starts with verbs.

● Thus, as competencies increase in level of complexity

and difficulty, the employee is expected to possess
the lower level competency indicators to attain those
for higher level/s
Competency Level Parameters & Descriptions

(1)Basic (2) Intermediate (3) Advanced (4)Expert

Apply skills
Basic recall Requires deep Due to
and concepts
understanding complexity(or
of concepts, in
multiple
definitions, familiar/typical as exhibited
through conditions of
Depth Of facts, and situation.
planning, use the problem),
Know- Able to talk
processes. of appropriate exploration or
ledge about
Able to make relationships evidence, and application
connections/ by Comparison reasoning. Can requires time
relationship analyze, to research,
and cause
think or
in words, effect. Can evaluate and
justify process.
pictures or explain the
Expected to
symbols .Can how or why. effectiveness
of actions. make non-
perform Expected to
Expected to routine
make
simple and make decisions manipulations
recommendati
routine on
or connections
procedures across multiple
discipline/area
s/sources.
Competency Leveling
� Requires scaling each identified behavior
into a clear progression from lower to
higher levels of performance

� This scale displays a logical accumulation

of competencies as a person move to a
higher level
Competency Levels
COMPETENCY ASSESSMENT

⮚ Assessing the individual’s actual

competency level to come up with the
Individual Competency Profile

⮚ Result shall serve as basis for the

employee’s development need and
career pathing/mapping
Learning & Development

“a function of HRM
aimed at
improving the performance of
individuals and groups in organizational
settings”

The L&D function harnesses the innate talents of

employees and develops these to enable individuals
and groups to perform their jobs well, and to maximize
their potential for learning and growth.
The ADDIE
Model
Learning Need vs Non-Learning
Need

Learning Need –

is a gap between desired and actual

job performance that results from the
lack of appropriate knowledge, skills,
or attitudes
Learning Need vs Non-Learning
Need

Non-learning Need -
is a gap between desired and actual job
performance that results from the lack of
appropriate support systems, structures or
environment of the workers.
Training Need

 Is a Learning Need that can be addressed

through a training intervention

 It is a systematic process for identifying and

describing training and development
needs.
Training Needs Analysis

 Ultimately focuses on the identification of

the specific training needs of the target
participants.
 TNA is also a tool used in identifying what
educational courses or activities are to be
provided to employees to improve their
work productivity. Focus should be on needs
rather than desires.
Purpose of TNA

 validate if causes of performance discrepancy

are due to competency gaps and to determine
whether training is the best solution;

 identify training goals, specifically on what areas

of knowledge and skills to be considered for
those who will be trained so that they could
improve their job performance
Purpose of TNA
● decide what specific training each employee needs
and what will improve their job performance and
meet organizational goals;
● provide a basis for measurement/evaluation and
come up with the desired training outcomes; and
● gain management support for the recommended
T&D activity and generate buy-in among
stakeholders.
 Benefits from TNA
 Learning and development needs are identified in sufficient time to
ensure they can be met in the most appropriate way.
 Prioritizing of learning and development can take place in a
rational way.
 Budgets can be prepared in a rational way.
 Training and development can be properly planned.
 Training and development resources can be used efficiently and
effectively.
 The foundation for the evaluation of the training and development
is secure.
 Ownership of the training and development by all those involved is
encouraged.
 Provides a focus and direction for the investment an organization
has to make in its people.
Training Needs Analysis:
Approaches

⚫Problem Solving Approach

⚫ Responds to an immediate performance deficiency by identifying
the causes related to lack of knowledge, skills, and attitudes

⚫Competency-based
⚫ Responds to immediate performance deficiency and avoids future
deficiencies by identifying a comprehensive set of knowledge, skills,
and attitudes required for successful performance of the task
Steps in Conducting a Needs
Assessment: CA/TNA Framework
Step 1.
COMPETENCY ASSESSMENT/GAP ANALYSIS
• Competency deficiencies per job group
• Rank order of competency deficiencies

Step 1.A Step 1.B

Position Profiling Incumbent Assessment
• Sets the competency requirement of each • Actual competency level of incumbent of the
job position is assessed vs the required competency
• Required competency level per competency level for the position
of each position • Individual Competency profile

Step 2.
IDENTIFY PRIORITIES AND IMPORTANCE
∙ Clustering of competency deficiencies into which can be addressed by
training or non-training interventions
∙ List of possible solutions

Step 3.
IDENTIFY POSSIBLE SOLUTIONS AND GROWTH OPPORTUNITIES
• Training and non-training recommendations
• Formulation of the Training Plan
 Incumbent Assessment

• Incumbent assessment is aimed at

assessing the actual level of proficiency
of each employee
• Specific Incumbent Assessment forms
are developed for each of the unit/office
as well as forms to summarize the results
of the assessment per incumbent in all of
the required competencies.
• The resulting gap in the required and the actual
level of competencies of each personnel shall
serve as basis for his/her development need and
career pathing / mapping.

• This system can also be used to provide

employees a schematic blueprint for personal
and professional development both agency-
initiated programs and otherwise.
 Accomplishing the Form
1. Indicate your name, position title/ designation
(if applicable) in the appropriate boxes in the
competency assessment (CA) form.
2. The position title is based on your appointment
papers while designation is based on the old
parenthetical title or actual duties.
3. Identify the level of competency required for
your position using the Position Profiles
Position Profile Guide:

• Functional/Technical, Core and Organizational

Competencies
-SG 24 & above – from level B (Basic) to S (Superior)
-SG 18/19 - 22/23 – from level B (Basic) to A (Advanced)
-SG 10/11 - 15/16 – from level B (Basic) to I
(Intermediate)
-Sub-Prof – Level Basic

Leadership Competencies
-SG 26 & above – from level B (Basic) to A (Advanced)
-SG 24 – from level B (Basic) to I (Intermediate)
-SG 23/22/18 – Level B
5. Rate yourself in each indicator up to the level
required for your position.
SELF INTERPRETATION
ASSESSME
NT RATING
This is my strength. My competency is high and may
4
need developmental intervention on higher-level
competencies
My competency on this indicator is good and may
3
need minimal developmental intervention
My competency on this indicator is fair and needs
2
more focused/specific developmental intervention
My competency on this indicator is low and
1
therefore developmental intervention is needed and
urgent
The results of the rating on each competency level
has the following competency description:
COMPETENC COMPETENCY INTERPRETATION
Y RANGE DESCRIPTION
The personnel/incumbent possesses
E all/almost all of the competency
3.51-4.00 (Expert) indicators required. Identified
strengths should be maintained and
developmental interventions should
be provided continuously.
The personnel/incumbent possesses
C above average competency indicators
2.51-3.50 (Competent) and is meeting the standards of a
competency. Identified needs should
be addressed by specific
developmental intervention.
The personnel/incumbent possesses
1.51-2.50 D average competency. Developmental
(Developing) interventions should be given priority.

The personnel/incumbent possesses

1.00-1.50 B few indicators of a competency that is
(Beginner) required. Developmental interventions
should be prioritized and with
Preparing the CA Report
Collation of Assessment Results

 Competency assessment results of D (Developing)

and B (Beginner) indicate competency gaps/ areas
for improvement in DENR personnel’s competency
profile while competency strengths are manifested by
E (Expert) and C (Competent) scores.
 Competency gaps serve as an indicator of a
learning/training need of the respondents that are
considered as the priority areas for development of
each organizational unit in DENR.
 Assess the identified gap/training needs in the light of
DENR goals, realities and constraints, such as
availability of resources, etc.
 Preparing the CA Report
Collation of Assessment Results

 The information in the CA Report on the competency

areas of strengths and areas for improvement are then
translated into a training plan.

 The plan identifies the participants’ indicative needs for

learnings and skills as reflected into specific training
courses and training topics.

 The CBS as a TNA tool will serve as the primary basis in

preparing the DENR’s Capability Building Program.
Interventions to Address
Learning Needs THROUGH
INDIVIDUAL DEVELOPMENT PLAN

 Interventions - are actions to close the

discrepancy between actual and
desired performance.
Learning &
Development
Principle
Interventions to Address Learning
Needs

Development

▪ Long-term, voluntary and focuses on stimulating new

ideas and insights through planned learning
▪ It gives individuals opportunities to grow, and work
smarter rather than harder because they have a
burgeoning storehouse of creative experience and
knowledge from which to draw as they do their work.
▪ Formal education, job experiences, relationships and
assessment of personality and abilities that help
employees prepare for the future
▪ Involves learning that is not necessarily related to
employees’ current job
The key to developing
people is to catch
them doing something
right.