Standardizing Appointive Positions in Government

…in broad strokes

SUSTAINING AN ANTI-CORRUPTION DRIVE

HILARIO P. MARTINEZ 1

Standardizing Appointive Positions in the Philippine

The Imperative of Public Service


BASIC PREMISES

The Citizens’

Perspective


Criticality of Competency-based HRD System for Public Servants


Government officials and employees takes an oath to serve, protect and defend the country,

and the interest and welfare of the public

Government officials and employees are entrusted with enormous resources drawn

and contributed by citizens-taxpayers

As stewards of huge state wealth and public funds, they are expected to be intellectually

capable and armored with integrity

Competency, not civil service eligibilities, builds professionalism and reinforces integrity

in the workplace


Calibrating the RISK to Public Service


Novices/

Transferees

₱

$

SALARY STANDARDIZATION

Uncertified and Unassessed Incumbent Officials and Employees

Dismal Office Challenges



The Unquantified Effects of Misfits in Public Service

Which should be a common scenario in a government office?

MEDIOCRITY = INCOMPETENCE

CERTIFIED as COMPETENT


How should workers’ capability be determined?

Comparing Worker to Worker Comparing Worker to Standard


E D U C A T I O N E X P E R I E N C E

OR

SAME

Why Rationalize to a Competency System?


BUILDING ON COMPETENCY - a foundation of public service

Shifting to a verifiable, evidence-based system to reinforce transparency, accountability and professionalism in Public Service

Knowledge

Skills Attitude

WHAT

WHY HOW

CO

MM

IT-

MEN

T



Competency System in the Civil Service

The Objective


Aiming for a “PERFECT Job-Fit” in all departments

Competence Performance

Observable Behavior

Reference: UNESCO/UNEVOC-TVETpedia website 15 HILARIO P. MARTINEZ

The Project


What a Competency Standard is not!


Statement of Duties and Responsi-

bilities

Areas of Responsibilities

Job Description

Competency Standard of a Job Title


* Competencies unique to the Job Title

Structure of a Unit of Competency Standard

Title of Unit of Competency(UC)

Elements

Elem

ent

Perf

orm

ance

C

rite

ria

Range of Variables

Var

iab

le

Ran

ge

E v i d e n c e G u i d e C

riti

cal A

spec

ts

of

Co

mp

eten

cy

Un

der

pin

nin

g K

no

wle

dge

Un

der

pin

nin

g Sk

ills

Un

der

pin

nin

g A

ttit

ud

e

Res

ou

rce

Imp

licat

ion

Met

ho

ds

of

Ass

essm

ent

Co

nte

xt o

f A

sses

smen

t


Un

der

pin

nin

g K

NO

WLE

DG

E

Un

der

pin

nin

g S

KIL

LS

Un

der

pin

nin

g A

TTI

TUD

E


NOTE: Non-compliance may constitute corrupt practices

CONCEPTS

PROCESSES

LAWS/

POLICIES

REGU-LATIONS

PROCE-DURES

GUIDE-LINES

INFOR-MATION

ETCETERA …

BEHAVIOR

TRAITS

INTER-PERSONAL RELATION

VIRTUES DEMONS-TRATED

LANGUAGE

TEAM RESPONSI-

BILITY

ETCETERA …

FINANCIAL MGT

SYSTEMS ANALYSIS/

DESIGN

PROBLEM SOLVING

RESOURCE MGT

HUMAN RESOURCE

MGT

COMPUTER AIDED

DESIGN

ETCETERA …


Sample of a Unit of Competency for a Standardized Government Job Title


Sample of a Competency Standard for a Standardized Job/Position Title CORE Competencies BASIC Competencies

Use of I.C.T.

Lead and manage

work teams

Apply problem

solving in workplace

Demonstrate profes-

sionalism in workplace


Plan and Direct Policy

Inputs

Design Systems,

Projects and Programs

Deploy Policies to

Stakeholders

Manage Resources

UC #1 UC #2

UC #3 UC #4

Choosing the better qualified Civil Servant


OUTLINING THE PROJECT

Requiring excellent Project Management skills, high-level Coordination and use of Technology


Key Players in Job Standardization in Government Bureaucracy

Department of Budget and Management Civil Service Commission


Establishing a Competency System

STA

ND

AR

DIZ

AR

TIO

N

FUNCTIONAL

ANALYSIS

COMPETENCY

DEVELOPMENT

WORKPLACE

27 HILARIO P. MARTINEZ

COMPETENCY STANDARDS

TRAINING STANDARD

ASSESSMENT INSTRU-MENTS

TRAINORS

ASSESSORS

DEP’T A

DEP’T B

DEP’T C

DEP’T D

DEP’T N

...

Structure of Government Workforce


CRITICAL CHOICE! LEVEL 3

The dual engines in an Organization

Mission-Critical Systems Administrative and Support

Systems


Basic points that need clarification regarding government entities

Aside from this classification, clients and needs being served, what differentiate a NGA, LGU,

GFI, and GOCC from each other?

Except for peculiarity in mandated core businesses, are their technical and

administrative support systems differ from each other?

Do they employ distinct concepts, practices and tools of sciences, mathematics,

accounting, legal and technologies not applicable to other government agencies?

NOTE: NGA – National Government Agency; LGU – Local Government Unit; GFI - Government Financial Institutions; GOCC – Government-Owned and Controlled Corporations


Most likely,

the only

basic

difference

is the

NAME of

the agency

Engineering Perspective of Organization Systems

Hierarchy of Disciplines* Inherent in an Agency

•ACCOUNTANCY

•ENGINEERING

•BANKING

•FINANCE

•ECONOMICS

•TECHNOLOGY

• etc

CORE discipline/s

• EDUCATION Engineering

• ECONOMICS Statistics

• ENGINEERING Law • ACCOUNTANCY

Engineering • etc.

Complimenting disciplines

• ECONOMICS Statistics HRD, Engineering …

• ENGINEERING Law Accountancy, HRD …

• etc.

Support disciplines

Functional Perspective

* Variation depends on the legal mandate and business of concerned agencies; specific, not subject to discretion


1 Job, 1 Position, 1 Standard


Prospective National Qualification Framework

Level D e s c r i p t i o n

NQF-6

• Work involves analysis, diagnosis, design, planning and execution across a broad range of technical and/or management functions including policy inputs, information analysis and contribution to the development of a broad plan, budget or strategy. • Responsibility also includes judgment in planning, design, technical or leadership/ guidance functions related to programs, projects, services, operations or procedures.

NQF-5 Perform development of planning initiatives, as well as personal responsibility and limited authority in performing routine technical operations or organizing/managing others Work also involve planning and evaluation of functions, initiation of alternative approaches to technical and/or management requirements

NQF-4 • Perform broad range of skilled applications including requirements to evaluate and analyze current practices, develop procedures and provision of leadership and guidance to others in the team and in the application of planning skills

NQF-3 • Perform a defined range of skilled operations usually within a range of broader related activities involving known routines, methods and procedures, where some discretion and judgment is required in the selection of resources, assigning and assessing staff performance, distribution of workloads, services, or contingency measures and within known time constraint

NQF-2

Perform a defined range of varied activities where there is a clearly defined range of context in which the choice of actions required is usually clear and there is limited complexity in the range of options to be applied and some accountability for the quality of outputs Assignments usually include routine activities involving individual responsibility or autonomy and/or collaboration with others as part of a group or team

NQF-1 Perform a defined range of activities most of which may be routine and predictable tasks. Assignments are usually provided by a supervisor or an employee at a higher category who gives simple instructions and makes clarifications or suggestions when necessary


The higher the level, the greater the burden

Authority & Responsibility



Authority and Responsibility



Competency & Performance



Competency and Performance



EXPECTATION ACCOUNTABILITY


Development of Competency Standards for Agency-specific Position Titles by

Concerned Departments/Agencies


Delegating the Development of Competency Standards for Admin. &

Technical Support to Appropriate Agencies


Adapt and Overcome

CSC DBM

PRES.GOV.PH

Development Strategy Implementation Strategy

the CHALLENGE for CHANGE


Proposed Standardization Rules

GUIDED

MANDATE

DEGREE OF

RELEVANCE to


By Stage Implementation of Job Standardization Process

Agency-Level

Department-Level

National-Level


AGENCIES

AGENCIES


IN GOVERNMENT

Level 3

Level 2

Level 1

INITIATING THE PROJECT

Requiring Commitment and Dedication, most of all TEAMWORK


Drawing out the Agency’s Business Processes


Competency Standard by Agency Level


Agency Standardization Process

Guided Workshops [Workplace-based]

Agency-specific


Current Agency

PERSONNEL

QUALIFICATION STANDARD

PROCESS


Agency-Specific Positions – Initial Output ADAPTED


Illustrative Generic Sample

Division Chief – Various Agencies STANDARDIZED JOB –

Competency Standard for Division Chief Position


PORTABILITY

ACCOUNTANT

Bo

oke

ep

er

Exa

min

er

Secretary

Nu

rse

Medical Doctor

Budget Officer Computer Programmer

DR

IVER

1

BU

YER

Division

Chief

UTILITY

LOA

N

OFFIC

ER

REVENUE OFFICER II

EXECUTIVE ASSISTANT

REG

ION

AL

ENCODER

AS

ST

.


Competency Standards for Government Position Titles

Pos A Pos B Pos C Pos D Pos E Pos F

Building an Agency’s Competency Map From Competency Standard of

Agency Position Titles … … To an Agency Competency

Map Reflective of its Processes


Competency Standards Formulation - Department Level Process


* CS – Competency Standard

*

Consolidation of Agency-CS at Department Level

SUBORDINATE BUREAUS

SUPERVISED AGENCIES

ATTACHED AGENCIES


COMMITTEE REVIEW

Department Level Competency Standardization Process


National Integration of Competency Standards for Appointive Positions in Government

Consolidated Competency Standards – Department Level

Consolidated Competency Standards – National Level



NQF – National Qualification Framework (Slide # 30) basis for classification and grouping of positions for SG SG - Salary Grade

Probable Job Variations per Group with Equivalent Competency Standard

NATIONAL QUALIFICATION

LEVEL

1 2 3 … n

SG11

SG12

SG13

SG14

SG15 * - the number of Jobs with equivalent Competency

Standard may vary, and not necessarily limited to this illustrative example


(Applies uniformly to all NQF levels and Salary Grades)


National-Level Competency Standards of Appointive Positions in Government

COMPETENCY STANDARDS OF

STANDARDIZED

POSITIONS

for COMPETENCY ASSESSMENT P A S S [ 1 ] o r F A I L [ 0 ]

Resulting Breed of Civil Servants


The Impact of Appointive Position Title Standardization cum Competency System


Why STANDARDIZE Appointive Positions?

To establish Benchmarks

To enhance Performance

To support Transparency

To facilitate Good

Governance

To reinforce Accountability

To instill & Maintain Discipline


Upgrading of the Qualification Standard for Civil Service – a parallel step

Competency-based Quality-focused

Objective & specific alternative measures

Merit-based reward & promotion system

Teamwork-bias personnel selection

Performance-based security of tenure



The Imperative for Change – the shift to Competency System for a Better and Professional Workforce in Public Service

The Standardization Pyramid

WHY??

LOOKS RATIONAL!


A PROBABLE REALITY OR

JUST A WISH?


A basic factor to have real change in Civil Service


Government & Nonprofit

Standardizing Appointive Positions in Government