Philippines KALAHI CIDSS National Community-Driven Development Program … · 2018-11-06 · Driven...

Technical Assistance Consultant’s Report

This consultant’s report does not necessarily reflect the views of ADB or the Government concerned, and ADB and the Government cannot be held liable for its contents.

Philippines KALAHI CIDSS National Community-Driven Development Program:

Learning and Development Framework

September 2018

Prepared by Ma. Noralisa C. Bite under TA 8590 PHI: Enhancing Capacities for the KALAHI-CIDSS National Community-Driven Development Project (financed by the Government of Japan through the Japan Fund for Poverty Reduction) For the Department of Social Welfare and Development, Quezon City, Philippines

ABBREVIATIONS AC – Area Coordinator

ACT – Area Coordinating Team

AusAID – Australian Assistance for International Development

CBIS – Capacity–Building and Implementation Support

CBO – Community-Based Organization

CDD – Community-Driven Development

CEAC – Community Empowerment Activity Cycle

CEF – Community Empowerment Facilitator

CV – Community Volunteer

DepEd – Department of Education

DSWD – Department of Social Welfare and Development

KC-NCDDP – Kapit-Bisig Laban sa Kahirapan – Comprehensive and Integrated Delivery of Social Services

L&D – Learning and Development

LGU – Local Government Unit

M&E – Monitoring and Evaluation

MCT – Municipal Coordinating Team

MFA – Municipal Financial Analyst

OECD – Organisation for Economic Co-operation and Development

PRMDP – Philippine Regional Municipal Development Project

SMS – Subject Matter Specialist

TF – Technical Facilitator

TMS – Training Management System

SRPMO – Sub-Regional Project Management Office

AA – Administrative Assistant

CDO – Community Development Officer

CIO – Community Infrastructure Officer

CPO – Community Procurement Officer

FA – Financial Analyst

MEO – Monitoring and Evaluation Officer

SRPC – Sub-Regional Program Coordinator

CONTENTS

Page I. KC-NCDDP: AN INTRODUCTION 2

II. COMMUNITY CAPACITY BUILDING AND L&D IN KC-NCDDP 3

III. THE KC-NCDDP L&D FRAMEWORK 4

A. Objectives 4

B. Features 5

C. Strategic Alignment 6

D. Competencies 8

E. L&D Program 10

1. Foundation Courses 13

2. Specialized Courses 13

3. Leadership and Management Development Courses 13

F. L&D Governance 14

G. L&D Management Process 14

1. Stage 1: Planning 15

2. Stage 2: Pre-Implementation 16

3. Stage 3: Implementation 17

4. Stage 4: Post-Implementation 17

H. Support Mechanisms 18

APPENDICES

1. List of KC-NCDDP Competencies 20

2. Analysis of KC-NCDDP Competencies 23

3. KC-NCDDP SRPMO and ACT Success Profiles 29

4. 70-20-10 Learning Approaches 88

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I. KC-NCDDP: AN INTRODUCTION

1. Kapit-Bisig Laban sa Kahirapan – Comprehensive and Integrated Delivery of Social Services (Kalahi-CIDSS) – National Community-Driven Development Project (KC-NCDDP) is one of the Philippine government’s poverty alleviation programs being implemented by the Department of Social Welfare and Development (DSWD). It aims “to reduce poverty and vulnerabilities to poverty by addressing a lack of capacity and resources at the local level and limited responsiveness of local governments to community priorities.”1

2. KC-NCDDP applies the community-driven development (CDD) approach, a globally recognized strategy for achieving service delivery, poverty reduction, and good governance outcomes. CDD aims to:

help communities in poor municipalities identify challenges around reducing poverty and make informed decisions on a range of locally identified options for development, including how this is made and in what form;

give control of resources to address local poverty to communities; and build the capacity of both state (including local governments) and civil society

stakeholders to provide assistance and respond to calls for support from poor communities as they implement development initiatives.

3. The Program was officially approved with funding support from the World Bank in 2003 as the Kalahi-CIDSS project, following a successful pilot of the Community Empowerment Activity Cycle (CEAC) platform for engaging communities through the process of community planning and action in 2002 (Figure 1). By the end of the Kalahi-CIDSS project in 2010, the CDD approach had been adopted by 200 municipalities. To sustain and replicate the gains of the project, the government granted bridge financing for another three years to prepare for the scale-up of CDD operations under the KC-NCDDP. In 2013, KC-NCDDP expanded the 364 municipalities covered by KALAHI-CIDSS in 2012 to 847 municipalities, including the 554 municipalities hit by typhoon Yolanda. It adopted the CDD approach for post-disaster rehabilitation.

1 Asian Development Bank (2012). The KALAHI-CIDSS Project in the Philippines: Sharing Knowledge on Community-Driven Development, Retrieved

31 May 2017, http://ncddp.dswd.gov.ph/Media/uploads/ADB_The_Kalahi_CIDSS_Project_in_the_Philippines.pdf

Figure 1. Community Empowerment

Activity Cycle

http://ncddp.dswd.gov.ph/Media/uploads/ADB_The_Kalahi_CIDSS_Project_in_the_Philippines.pdf

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4. KC-NCDDP is implemented through three Program components:

Component 1: Community Grants

This component supports two types of assistance: 1) Planning Grants that fund the conduct of community level social and technical preparation and training around the CEAC; and 2) Investment Grants that fund proposals of community infrastructure sub-projects and activities based on an open menu of eligible projects.

Component 2: Capacity–Building and Implementation Support (CBIS)

This component covers the cost of services and capacity building of local facilitators and technical officers (Area Coordinating Team, as well as the LGU counterparts) who assist communities on social and technical preparation.

Component 3: Program Management and Monitoring and Evaluation

This component funds expenses related to supporting, supervising and monitoring CDD operation at the regional and national levels; and evaluating and verifying local outcomes from CDD implementation.

II. COMMUNITY CAPACITY BUILDING AND L&D IN KC-NCDDP

5. The Organisation for Economic Cooperation and Development (OECD) describes community capacity building (CCB) as “focusing on enabling all members of the community, including the poorest and the most disadvantaged, to develop skills and competencies so as to take greater control of their own lives and contribute to inclusive local development.”2 This feature of CCB aptly captures the essence of capability building in the context of KC-NCDDP, a program that aims “to empower barangays/communities of targeted municipalities to achieve improved access to services and to participate in more inclusive local planning, budgeting, and implementation.”(footnote 2)

2 OECD/Noya A. Clarence E., “Community capacity building: fostering economic and social resilience. Project

outline and proposed methodology”, 26-27 November 2009, working document, CFE/LEED, OECD, www.oecd.org/dataoecd/54/10/44681969.pdf?contentId=44681970

http://www.oecd.org/dataoecd/54/10/44681969.pdf?contentId=44681970

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6. KC-NCDDP’s capability development initiatives focus on equipping Area Coordinating Teams (ACT), Municipal Coordinating Teams (MCT), and other Local Government Unit (LGU) partners with competencies that will help them effectively engage Community Volunteers (CVs) in inclusive local planning, budgeting and implementation processes using the CDD approach. These program stakeholders are trained on all aspects of community-based project management, following the CEAC process and outlining the KC-NCDDP technical, financial and safeguards requirements. Technical sessions, coaching and mentoring are also conducted to respond to specific capability building and learning needs. Learning forums are organized as venues for sharing of updates, experiences, insights and best practices on sub-project implementation. These are all learning and development interventions.3

III. THE KC-NCDDP L&D FRAMEWORK

7. The Learning and Development (L&D) Framework outlines interlinked elements of the approach for developing competencies of KC-NCDDP program staff and stakeholders. It is a roadmap that will guide the planning, execution, monitoring and evaluation of L&D initiatives so that L&D interventions effectively equip targeted learners with the knowledge, skills and attitudes necessary to perform their roles and tasks using the community-driven development (CDD) approach in program implementation.

A. Objectives

8. The primary objective of the L&D Framework is to ensure that investments in learning and development are optimized, and translate to needed improvements in competencies among key KC-NCDDP stakeholders. Specifically, it aims to provide guidance in:

identifying L&D interventions that will strategically contribute to the achievement of the KC-NCDDP objectives;

targeting participants on the basis of their competency improvement and development needs;

selecting L&D approaches that will best meet learning objectives; monitoring and assessing performance improvements resulting from L&D; and implementing processes and clarifying accountabilities in the conduct of the L&D

function.

3 KC-NCDDP Capability-Building Unit (CBU), n.d. KC-NCDDP National Capacity Building Framework

Learning and Development (L&D) encompasses learning activities designed to enhance capabilities of people by building necessary competencies.

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B. Features

9. The L&D Framework has the following features:

Strengthens alignment. L&D guidelines and processes are established to ensure that L&D interventions are anchored on the KC-NCDDP development objectives.

Focuses on competency development. L&D activities address competency gaps affecting program staff and stakeholders’ performance at different levels of program administration and at different stages of the CEAC.

Clarifies accountabilities. Responsibilities for L&D are clearly delineated at the national, regional/sub-regional, and field levels.

Standardizes processes. Procedures for planning, design, development, execution, and monitoring and evaluation are established to sustain capacity for management of L&D interventions in the Program’s decetralized set-up.

Promotes staff development. L&D is employed as an effective strategy for realizing potential of high performing personnel though interventions that support career progression and promote responsibility for their own development.

10. The framework was adopted from the Training Management System (TMS) Framework of the Philippine Regional Municipal Development Project (PRMDP), which was funded by the Australian Assistance for International Development (AusAID) from 1997 to 2002. It builds on existing L&D initiatives of KC-NCDDP and considers L&D interventions that have been successfully implemented. It is a work in progress and may be updated or revised to align with required institutional adjustments and program design enhancements.

11. The illustrative presentation of the L&D Framework is as follows.

Figure 1. KC-NCDDP L&D Framework

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12. Learning and Development (L&D) lends value to KC-NCDDP by supporting the achievement of the KC-NCDDP objective and outcomes through the strategic alignment of the L&D Program as a capability building initiative. L&D outcomes indicate competencies that will enable program staff and stakeholders to perform at required levels and deliver desired individual and team results, and therefore serve as focus of L&D. Performance gaps resulting from inadequate competencies are addressed through the L&D program. The design and delivery of the L&D program is contingent upon the effectiveness of the L&D system that provides the governance structure, management process, and enabling mechanisms needed for its successful implementation.

C. Strategic Alignment

13. Capability building aims to enable KC-NCDDP stakeholders to achieve the program objective by developing “organized and capable members of targeted communities who are able to access services and participate in more inclusive local planning, budgeting, implementation and disaster risk reduction and management.” Results are targeted along the four result areas of stakeholder competence, systems and processes, safeguards and standards, and socio-cultural, economic and political dynamics (Figure 3).

Figure 2. L&D Strategic Alignment

Learning & Development System

Governance

Management Process

Enabling Mechanisms

L&D Objective

L&D Outcomes

Capability Building Objectives Capability Building Outcomes

Program Objective Program Outcomes

L&D Program

Str

ate

gic

Alig

nm

en

t

Competencies

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14. This capability-building objective is translated into the L&D objective of “KC-NCDDP stakeholders who possess competencies to access services and participate in more inclusive local planning, budgeting, implementation and disaster risk reduction and management,” and aims to achieve the following outcomes.

KC-NCDDP staff who are able to guide LGUs and community stakeholders in adopting the CDD approach;

Community volunteers who are able to meaningfully participate in local development planning and implementation; and

LGUs that are able to engage the community in local planning, budgeting, implementation and disaster risk reduction and management.

15. L&D plans are anchored on the L&D objective and outcomes to ensure alignment. Cascading of the planning process takes place as L&D plans are developed at different levels of program administration:

National level: L&D Plan for regional/sub-regional technical officers

Regional/Sub-regional level: L&D plan for ACT and LGU stakeholders

Municipal/Community Level: L&D Plan for MCT and community volunteers

Learning &

Development (L&D) Objective

KC-NCDDP stakeholders possess competencies to access services and participate in more inclusive local planning, budgeting, implementation and disaster risk r eduction

and management

KC-NCDDP staff who are able to guide LGUs and community

stakeholders in facilitating CDD

Community volunteers who are able to meaningfully participate in local development planning and

implementation

LGUs that are able to engage the community in local planning,

budgeting, implementation and disaster risk reduction and

management

Organized and capable members of targeted communities able to access services and participate in more inclusive local planning, budgeting, implementation and

disaster risk reduction and management

Competent stakeholders Institutionalized systems

and processes Integrated safeguards and

standards

Well-managed socio-cultural, economic and

political dynamics

Communities in targeted poor and disaster-affected municipalities are empowered to achieve improved access to services and to participate in mor e inclusive local planning,

budgeting, implementation and disaster risk r eduction and management

Community-driven development subprojects selected, implemented,

and completed

Institutional and organizational capacity strengthened

Program management and M&E systems enhanced

Program Objective

KC-NCDDP

L&D Outcomes

Capability

Building Objective

Capability

Building Outcomes

KC-NCDDP

Program Outcomes

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16. Monitoring and evaluation is embedded in the planning process to ensure that metrics for monitoring implementation of the L&D program and its specific interventions, and assessing their effectiveness are established at the onset.

D. Competencies

17. DSWD defines competencies as “demonstrable characteristics of a person that enables him or her to do a job very well.” In 2014, it institutionalized a Competency Dictionary that provides the framework for defining competencies that DSWD personnel should demonstrate to perform specific jobs and support the pursuit of the Department’s mission and strategic goals. The dictionary consists of a set of competencies, with definitions and behavioral indicators at different proficiency levels. This document guided the identification of competency requirements for KC-NCDDP and its key stakeholders.

18. In validating the KC-NCDDP competency requirements, refinements were introduced to integrate related functional competencies and facilitate the identification of critical competencies at the program and individual levels. A total of 28 competencies relevant for KC-NCDDP program staff and stakeholders were identified (Figure 4). The list of competencies with definitions appears in Appendix 1 while the analysis that served as basis for refinements can be found in Appendix 2.

Figure 4. Types of KC-NCDDP Competencies

19. The DSWD core competencies are required for all positions at appropriate proficiency levels. These are:

What gets measured gets done. - Tom Peters

Core

(3)

Leadership and

Management

(7)

Functional or Technical

(18)

Relates to DSWD’s values, mission and culture

Reflects core organizational capabilities

Possessed by all employees regardless of function

Relates to specific bodies of knowledge and skills

required to perform defined activities in a function of job

Includes abilities to use procedures, techniques and knowledge of a specialized

field

Relates to skills, knowledge and behaviors needed to

perform leadership/ managerial work and

processes

Deals with interactions with individuals or groups

Commitment to Credible Public

Service

Delivering Excellent Results

Personal Effectiveness

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20. KC-NCDDP managers and supervisors are expected to possess the seven managerial/ leadership competencies. However, some non-supervisory positions who manage external teams (e.g., Community Empowerment Facilitator - CEF) also need to manifest some leadership and managerial competencies, such as Planning and Organizing, Problem-Solving and Decision-Making, Creating an Environment for Learning and Growth, among others.

21. To maintain focus on results, functional competencies needed to produce outputs at different CEAC stages were analyzed to determine the requirements of the program (Figure 5).

Figure 5. Key Tasks and Outputs in the CEAC Stages

22. Competencies that cut across all stages comprise basic functional competencies of KC-NCDDP program staff and stakeholders. These are:

Stage 1: Social Preparation

• Signed MOA between the municipal LGU and DSWD re: NCDDP engagement

• Identified Community Volunteers

• Established Municipal Inter-Agency Committee (MIAC)

• Established Municipal Coordinating Team (MCT)

• Community Profile

• Community Action Plan

Mobilizing for Responsive Community Development

Collaboration and Networking

Community Organizing

Process Management

Developing Institutional Capabilities

Report Writing

Planning and Organizing

Stage 2: Community Planning

• Trained CVs, the BRT, and PPT Members on project proposal preparation

• Approved Project Proposals based on Community-Approved Project Concepts

• Allocated Budget for implementation of the integrated BAP/BDP

• Set Criteria and Selection Process for priority development activities for NCDDP funding

• Selected Community Proposals integrated into the MDP



Report Writing



Community Based Fiscal Management

Project Management

Stage 3: Community-Managed Implementation • Completed NCDDP-supported projects

• Completed or Ongoing non-NCDDP Projects

• Tapped Resources from other Sources for implementing community projects

• Participation of Vulnerable Groups in community project implementation and management

• Trained Community Volunteers

• Formed Community-Based Organizations to manage and maintain community projects

• MIAC Conducting Monitoring and Assisting Communities in project implementation


Project Management

Grievance Management


Process Management

Developing Institutional

Capabilities

Program Monitoring and

Evaluation

Report Writing

Stage 4: Community Monitoring

• Established Community Monitoring Team (CMT)

• Implemented Community Monitoring Plan

• Community-Based Monitoring and Evaluation (CBME) Report

• Community Assessment Report

• Learning from Current Cycle

• Recommendations for Succeeding Cycle



Project Management/

Program Monitoring and Evaluation

Report Writing

Creating an Environment

for Learning and Growth

Thinking Strategically

And Systematically


Problem Solving and Decision

Making

Facilitating Change and Innovation

Collaborating and Networking

Creating an Environment for

Learning And Growth

Engaging and Inspiring Teams

Mobilizing for Responsive Community

Development


Report WritingCollaborating

and Networking*

Project Management

Group Facilitation (subsuming

Presentation Skills)

*Managerial/Leadership competency

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23. Competency requirements for specific KC-NCDDP positions are specified in a Success Profile that indicates the job summary, key tasks and outputs, and competency requirements. Behavioral indicators of competencies are based on proficiency levels required to perform tasks and deliver outputs. Relative to learning and development, these profiles provide basis for assessing competencies of incumbents against standards for the position – data that is essential in identifying learning needs, determining learning objectives, monitoring progress in competency improvement/development, and evaluating the impact of L&D interventions. Success Profiles for SRPMO and ACT positions (covered in the ADB technical assistance) are attached as Appendix 3.

E. L&D Program

24. The L&D program is a planned series of learning interventions to enhance competencies for implementing community-driven development (CDD) in KC-NCDDP implementation. It presupposes that a positive learning environment is created and results to performance if it facilitates continuous upgrading of skills, provides opportunities for application on-the-job, and fosters continuous learning. The learning journey takes on a building blocks approach where basic or requisite competencies are acquired first to lay the foundation for development of more specialized or advanced competencies. It begins with strengthening personal effectiveness to prepare for the challenges of work. Learning the ropes on the job entails acquiring needed perspectives and awareness of processes involved in implementing the program. To effectively perform specific tasks, competencies in areas of specialization must be strengthened to allow incumbents to contextualize approaches to the demands of the program. In addition to technical skills, those who have leadership and/or managerial responsibilities should develop/enhance their ability to provide direction and move the program and people towards desired results.

PERFORMANCE

Continuous Learning

Workplace Application

Leadership

Specialization

Program Fluency

Personal Mastery

Learning and Development Interventions

Figure 6. Learning and Development

Strategy

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25. Consistent with this strategy, L&D interventions are classified into three types: (i) foundational L&D interventions; (ii) specialized L&D interventions; and (iii) leadership and management development interventions (Figure 7).

26. Foundational L&D Interventions are designed to develop/enhance basic competencies required to facilitate the community-driven development process, and include learning activities focused on core competencies, and functional competencies that cut across most KC-NCDDP positions.

27. Specialized L&D Interventions aim to supplement foundational programs by sharpening competencies to perform defined activities or technical tasks of specific jobs. These supplement general inputs provided in foundational programs, and include mandated and demand-driven interventions.

28. Leadership and Management Development Interventions target competencies needed to manage processes and people to produce desired work results. Considering the context within which managerial functions are performed, the program is implemented at two levels: (i) for the national and regional/sub-regional levels; and (ii) the municipal and community levels.

29. These learning interventions will be designed to ensure that learner engagement is developed and sustained. Adults learn best when they see that they are involved in the learning process – when they can draw on relevant personal experiences to gain insights, know how to apply what they have learned, and are provided an opportunity to practice acquired competencies in the workplace. Hence, learner engagement will be facilitated by:

applying adult learning approaches in the design and delivery of learning interventions;

ensuring that participants in interventions are provided the opportunity and guidance to apply their learning on the job; and

fostering a climate conducive to continuous learning in the workplace by providing varied learning experiences using L&D approaches specified in the 70-20-10 model.

30. The 70-20-10 L&D model suggests that 70% of learning is drawn from hands-on experiences on the job; 20% results from interactions with other people; and 10% is gained from formal courses and reading. It reiterates the importance of providing more learning opportunities

Leadership

Specialization

Program Fluency

Personal Mastery

Leadership and Management

Development Interventions

Specialized L&D Interventions

Foundational L&D Interventions

Figure 7. Types of L&D Interventions

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at work with the support of supervisors and managers. The different approaches in this model are presented in Figure 8 (next page) and described in Appendix 4.

Figure 8. L&D Approaches in the 70-20-10 Model

31. Non-training L&D approaches are recommended as the main mode of intervention, or as a complementary approach following training to promote immediate application of learning on-the-job. In any case, is imperative that activities are implemented with a clear learning objective that will indicate behaviors that demonstrate acquisition of targeted competencies. Self-initiated and managed L&D activities (such as self-study and attendance to professional conferences) are encouraged to promote responsibility for own learning among program staff and stakeholders.

32. The menu of interventions included in the L&D program includes the following:

Figure 9: List of KC-NCDDP L&D programs

Learning from on-the-job and hands-on experiences

•Shadowing

•Job enlargement

•Cross-training

•Job rotation

•Special job assignments

•Benchmarking

•Exposure/Field visits

•On-the-job training

•Work Improvement Teams (WIT) / Action Learning Sets

Learning from interactions

•Coaching

•Mentoring

•Behavior modeling

•Feedback

•Performance discussions

•Conversations (interpersonal and inter-departmental)

•Communities of practice

Formal courses and reading

•Training programs

•Face-to-face

•Web-based

•Blended

•Education programs (advanced studies)

•Self-study programs

•Professional conferences

•Reading self-selected book

Fo

un

da

tio

na

l L&

D In

terv

en

tio

ns

• Personal Effectiveness

• Facilitating CEAC

• Coaching for CDD

• Delivering Effective Presentations

• Basic Project Management

• Managing Stakeholders

• Technical Writing

Sp

ecia

lize

d L

&D

In

terv

en

tio

ns

• Community Organizing and Participatory Planning (CEFs)

• Portfolio Management

• Sustainability Planning (O&M and institutionalization of CDD in the local planning process)

• Environment and Social Safeguards and Gender Mainstreaming

• Gender Awareness and Sensitivity

• Cultural Sensitivity

• Grievance Management

• Conflict Management

• Facilitation

• Community-Based Fiscal Management

• Community Procurement

• Project Engineering

• Technical Project Management

• Training Management

• Records Management

• Disaster Risk Management

• Specialized ICT Course

• Demand-driven interventions

Le

ad

ers

hip

an

d M

an

ag

em

en

t D

eve

lop

me

nt In

terv

en

tio

ns

• Leadership and Management for NPMO and Regional Officers

• Leadership and Management for Area Coordinating Teams (for ACs)

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33. The competency survey and focus group discussions conducted among a random sample of SRPMO and ACT respondents found priority competency gaps that need to be urgently addressed. The following L&D interventions are recommended.

(i) Foundation Courses

Mobilizing for Responsive Community Development. This intervention will enhance ACs‘ ability to organize assessment and planning sessions, technical reviews, training interventions, sharing sessions, technical assistance and other provincial and regional level activities that aim to support the development initiatives of municipalities. It will also address concerns on providing guidance on the operationalization of the convergence framework, and facilitating public-private sector partnerships.

Effective Project Management. This will be designed for ACs to help enhance their competency in managing sub-projects. The intervention will focus on establishing metrics, standards of performance, critical success factors, and key indicators to monitor and assess results; and putting in place a system to track performance against these.

Technical Writing. This intervention will address improvement areas that include identifying and capturing relevant data, conducting data analysis and identifying follow-through actions.

Coaching for CDD. This intervention will be designed to support the installation of standard processes for conducting coaching of stakeholders in CDD implementation.

(ii) Specialized Courses

Managing Stakeholders. This intervention willl addess difficulties in engaging with provincial and regional structures of the LGU, line agencies, and other stakeholders to promote active linkages between these structures and the municipalities.

Conflict Management. This intervention will respond to challenges among CEFs in facilitating resolution of conflicts of interest between community groups and municipal officials; and interpersonal conflicts among team members.

Sustainability Planning. This intervention aims to enable CEFs to develop a plan for organizing, developing and strengthening community-based organizations (CBOs) to sustain CDD in the LGU.

(iii) Leadership and Management Development Courses

Managing KC-NCDDP Area Coordinating Teams. This intervention is designed to enhance the ability of Area Coordinators (AC) of ACTs and MCTs to manage their work and team members. Content will cover performance management, team conflict management, and time management, among others.

Planning and Organizing. This intervention will address challenges in identifying and proposing areas for greater control and/or application of economy measures, found to be present across ACT positions.

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F. L&D Governance 34. Governance is the first element of the L&D system. It pertains to the overall structure for setting policies, priorities and directions in the discharge of L&D functions in KC-NCDDP. The shared responsibility for L&D among the national, regional/sub-regional and field offices of the KC-NCDDP are defined as follows. 35. The National Capacity Building Team:

develops the national Strategic L&D Plan and corresponding annual plans develops/updates and communicates L&D policies, standards, procedures and

guidelines monitors and evaluates L&D plan implementation provides technical assistance/guidance in the implementation of L&D plans, policies,

procedures and guidelines delivers L&D interventions as needed

36. The Regional/Sub-Regional Training Team:

aligns the regional Strategic and Annual L&D Plans with national L&D plan ensures compliance with L&D policies, procedures and guidelines monitors and evaluates L&D plan implementation recommends and develops L&D interventions for implementation in its areas manages L&D activities for the SRPMO and its ACTs identifies learning needs of LGU Program partners and provides responsive

interventions provides technical assistance to ACTs in the management of L&D activities

37. The Area Coordinating Team:

identifies learning needs of program partners from the community (barangay leaders and community volunteers)

develops the L&D plan for the MCT and community volunteers designs and develops responsive learning interventions manages the outsourcing of L&D as needed organizes, implements, monitors and evaluates the L&D interventions

38. L&D policies will ensure that KC-NCDDP staff and stakeholders are equipped with competencies they need to contribute to the achievement of the program objective. Hence, policies and practices that promote equal opportunity and access to learning and development opportunities among Area Coordinating Teams (ACT), Municipal Coordinating Teams (MCT), and other Local Government Unit (LGU) partners, regardless of gender, age, ethnicity, disability and religion must be clearly articulated and implemented along the different stages of the L&D management process.

G. L&D Management Process

39. L&D is managed following a series of inter-related stages that move from planning to execution of L&D initiatives. The strategic orientation is emphasized with focus on planning, and monitoring and evaluation (M&E) to ensure that desired results are well-defined and achieved. Coordination and preparatory activities contribute to well-organized execution. Proper documentation facilitates sharing of learning and its translation to performance in the workplace. Throughout the process, monitoring and evaluation provides measures for ensuring quality of L&D implementation and achievement of learning outcomes and impact.

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Figure 10. L&D Management Process

40. The following discussions will provide an overview of each stage and provide guidelines in its implementation.

(i) Stage 1: Planning

41. Planning is conducted to help establish the value of L&D in driving performance at the individual and program level by ensuring that L&D activities build necessary competencies. L&D planning at KC-NCDDP adopts a combination of top-down and bottom-up approaches.

Strategic direction emanates from the national office where L&D objectives and activities are aligned with the program' capability building agenda and program goals. These are cascaded to the regional/sub-regional and municipal/community levels to ensure that L&D interventions are well-programmed and contribute to the achievement of the KC-NCDDP’s desired results.

Bottom-up planning takes place when learning needs of program implementation stakeholders are assessed at the field level, and thus input into regional/sub-regional L&D plans.

42. L&D planning is guided by an assessment of competency gaps and developmental needs of program staff and stakeholders. All proposed interventions, especially demand-driven training, must be supported by data justifying the need and appropriateness of the L&D solution.

Stage 1: Planning

Conduct of L&D planning activities

at different levels of administration

Stage 2:

Pre-Implementation

L&D design and development, and coordination for implementation

Stage 3:

Implementation

Facilitation and management of L&D intervention

Stage 4:

Post Implementation

Preparation of L&D report and other documentation requirements

Monitoring and Evaluation

Formulation of the monitoring and

evaluation (M&E) plan

Development of M&E tools

Conduct of M&E Reporting and use

of M&E results

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43. All L&D plans include an M&E plan that will be used to determine whether or not interventions have successfully met set objective/s. The M&E plan is incorporated in the design of the learning intervention.

44. The NPMO Capability Building Unit is responsible for developing an overall M&E plan for KC-NCDDP capability building initiatives.

45. The L&D plan may be linked with staff development initiatives and include interventions to prepare high potential program staff and stakeholders for higher-level responsibilities or career progression.

46. A strategic L&D Plan should be formulated to strengthen alignment of the L&D program with the KC-NCDDP long-term objective. If this is not possible, L&D planning must be done at least on an annual basis to ensure purposive use of resources for training and other learning activities, and rationalize budget proposals for L&D. The plan will guide approvals in the implementation of L&D interventions.

(ii) Stage 2: Pre-Implementation

47. Preparation for execution of interventions included in the L&D plan is done at this stage. Activities include the design of L&D interventions, development of learning materials and aids, coordination for the conduct of the intervention, and development of M&E tools.

48. The design of L&D activities should consider both the learning content and process. The adult learning approach must consistently be adopted to ensure that intervention participants are engaged in the learning journey. Ideally, training officers and internal/external subject matter specialists (SMS) should collaborate in designing L&D intervention to ensure that learning content and process lead to successful achievement of learning objectives. Where external service providers need to be engaged, the L&D manager (Regional Training Specialist or Assistant) should be involved in the design.

49. The design must consider both training and non-training approaches to optimize opportunities for learning, considering the limited time that field staff and counterparts can be pulled out from the project site due to the demands of program implementation. It should also ensure that all learners, regardless of gender, age, ethnicity and religion, would have the chance to participate and interact during learning activities.

50. Integration activities would help participants appreciate what has been learned and how these can be applied, and should ideally be incorporated into the design. If there are structured activities or projects that need to be completed to demonstrate acquired competencies, these should also be specified in the design and discussed with targeted learners.

51. For training activities, the trainer/facilitator is expected to develop an appropriate mix of learning materials to support and reinforce the delivery of intervention content to the learners. Methodologies must also adapt to resources available in the venue of L&D implementation.

52. M&E tools are developed alongside other learning materials and aids for administration during the L&D activity specifically to evaluate reaction to and learning of participants from the L&D intervention.

17

53. Selection of participants to L&D interventions should be based on learning or competency development needs, and ability to apply leaning on the job. Gender, age, ethnicity and disability should not in any way provide reason for disqualification in any L&D program.

54. Employees are expected to take responsibility for their own learning and must be informed of their responsibilities as participants in L&D interventions. To the extent possible, the agreement must be properly documented.

55. Supervisors are partners in ensuring that acquired competencies are applied and sharpened on the job. They should be properly briefed and engaged so that they would know how to support staff who have been selected as participants.

56. Internal and external learning providers must be tapped on the basis on their specialization and track record to ensure the effectiveness of delivery of the learning intervention.

(iii) Stage 3: Implementation

57. In the conduct of the L&D intervention, the L&D manager leads the team in activities that include management of the intervention, facilitation of learning sessions, and administration of M&E tools. He/she attends to concerns such as ensuring that required logistics and resources are available; providing support trainers/facilitators and learners; documenting highlights of the intervention; monitoring whether learning objectives are being met; and administering learning evaluation tools.

58. The executing team may take on all tasks or oversee its implementation by an external provider. However, in the end, the L&D manager is responsible for ensuring that the intervention is implemented according to the design to meet its learning objective/s.

59. L&D trainers/facilitators/coaches focus on the learners to ensure that they are successfully supporting the learning process and keeping the learners engaged in planned activities and discussions. Inclusiveness will be promoted with the appropriate use of language and images in learning materials, presentations and discussions (e.g., applying gender lens by using gender neutral words, men and women in visual materials, representation of genders in learning activities, etc.).

60. All interventions should start by leveling expectations so that learners are clarified about the program and their responsibilities in the learning journey, especially upon returning to work after the program. Any relevant issue must be promptly resolved to ensure smooth implementation of planned activities and focused attention of participants.

61. The intervention team should monitor intervention activities at all times to detect and respond to emerging issues and concerns that may affect the learning process. At the end, the evaluation is conducted to assess the effectiveness of the intervention. As needed, clarification on feedback should be solicited and documented.

(iv) Stage 4: Post-Implementation

62. The success of the L&D intervention is manifested in improvements in learners’ performance. Hence, opportunities to apply learning must be provided in coordination with learners’ immediate supervisors. Access to L&D resources, and channels for sharing of insights and experiences will provide the needed support to sustain application of learning.

18

63. L&D reports and documentation are important references for continuous improvement and replication of the intervention. M&E data also provide feedback useful in enhancing L&D redesign (as needed) and execution.

H. Support Mechanisms

64. The following resources, systems and mechanisms are critical in ensuring the success of KC-NCDDP L&D program implementation.

L&D Management System. To maintain high levels of effectiveness in managing L&D in the Program’s decentralized set up, an L&D management system needs to be fully developed and installed. The Training Management Guidebook has established standards and processes for the design, development, execution and monitoring and evaluation of training activities, and is a good starting point for setting up the L&D system.

Communication System. Mechanisms for disseminating information and feedback on L&D will enhance support and promote buy-in for L&D.

Resource Center. Provision of knowledge sharing facilities and resources is essential to ensure easy access to L&D materials and promote a learning culture. An L&D database will aid records management, especially if linked to field offices.

Learning Infrastructure. Facilities for online learning and communication must be improved to allow L&D managers to explore alternative learning approaches and modes of delivery that may require connectivity and advanced technologies.

19

References

1. 70-20-10 Forum, (n.d.). Workplace Learning that Works, https://702010forum.com/files/workplace-learning-that-works.pdf

2. Barr, Cecilia, 2017. Advantages and Disadvantages of Cross-Training Employees. Retireved 08 January 2018, https://www.bfscapital.com/blog/advantages-disadvantages-cross-training-employees-business/

3. CEAC Field Guide for Kalahi CIDSS Area Coordinating Team; (2012). KALAHI CIDDS Project, Department of Social Welfare and Development, Published by World Bank; and KC-NCDDP Operations Manual;

4. Chartered Institute of Personnel and Development, 2017. Learning methods. Retrieved 08 January 2018, https://www.cipd.co.uk/knowledge/fundamentals/people/development/learning-methods-factsheet#

5. Deloitte University Press (2016). Global human Capital Trends 2016, https://www2.deloitte.com/content/dam/Deloitte/global/Documents/HumanCapital/gx-dup-global-human-capital-trends-2016.pdf

6. Dessler, Griffiths & Lloyd-Walker, 2007. HRM 3e: Theory, Skills, Application. Pearson Education Australia, New South Wales.

7. DSWD, n.d. DSWD Competency Dictionary.

8. Elearning 101 (n.d.). Continuous Learning. Retrieved 22 July 2017, https://www.talentlms.com/elearning/continuous-learning

9. Harward, D. (n.d.). Key Trends for 2016: Focusing on the Science of Learning to Better Engage the Adult Learner. Retrieved on 08 June 2017, https://www.trainingindustry.com/ezine/current-issue/key-trends-for-2016-focusing-on-the-science-of-learning-to-better-engage-the-adult-learner.aspx

10. Human Resource Management Practice, n.d. Job Enlargement. Retrieved 08 January 2018, http://hrmpractice.com/job-enlargement/

11. KC-NCDDP Guidance Note Transitioning to the Last Cycle, July 2016.

12. iSixSigma, n.d., Benchmarking. Retrieved 08 January 2018, https://www.isixsigma.com/methodology/benchmarking/

13. Loew, L. (2013). Learning And Development: A Key Component of an Integrated Talent Management Framework. Retrieved, 16 June 2017, https://trainingmag.com/learning-and-development-key-component-integrated-talent-management-framework

14. Lombardo, Michael and Eichinger, Robert. FYI, For Your Improvement, A Guide for Development and Coaching. Lominger InternationalL A Korn/ Ferry Company.

https://702010forum.com/files/workplace-learning-that-works.pdf

https://www.bfscapital.com/blog/advantages-disadvantages-cross-training-employees-business/


https://www2.deloitte.com/content/dam/Deloitte/global/Documents/HumanCapital/gx-dup-global-human-capital-trends-2016.pdf

https://www2.deloitte.com/content/dam/Deloitte/global/Documents/HumanCapital/gx-dup-global-human-capital-trends-2016.pdf

https://www.talentlms.com/elearning/continuous-learning

https://www.trainingindustry.com/ezine/current-issue/key-trends-for-2016-focusing-on-the-science-of-learning-to-better-engage-the-adult-learner.aspx

https://www.trainingindustry.com/ezine/current-issue/key-trends-for-2016-focusing-on-the-science-of-learning-to-better-engage-the-adult-learner.aspx

http://hrmpractice.com/job-enlargement/

https://www.isixsigma.com/methodology/benchmarking/

https://trainingmag.com/learning-and-development-key-component-integrated-talent-management-framework

https://trainingmag.com/learning-and-development-key-component-integrated-talent-management-framework

20

15. Society for Human Resource Management, 2017. Job Rotation policy. Retrieved 08 January 2018, https://www.shrm.org/resourcesandtools/tools-and-samples/policies/pages/jobrotationpolicy.aspx

16. Philippines-Australia Human Resource and Organisational Development Facility, n.d. Learning and Development Manual.

17. University of Cambridge, n.d. Personal and Professional Development. Retrieved 08 January 2018, https://www.ppd.admin.cam.ac.uk/professional-development/job-shadowing/types-job-shadowing

18. University of Guelph (n.d.). Continuous Learning. Retrieved 22 July 2017, https://www.uoguelph.ca/hr/hr-services-learning-development/continuous-learning

19. Wenger-Trainer, E & B., 2015. Introduction to communities of practice. Retrieved 08 January 2018, http://wenger-trayner.com/introduction-to-communities-of-practice/

20. Wentworth, D. & Lombardi, M (2014). 5 Trends for the Future of Learning and Development. Retrieved 09 June 2017, https://trainingmag.com/5-trends-future-learning-and-development

https://www.shrm.org/resourcesandtools/tools-and-samples/policies/pages/jobrotationpolicy.aspx


https://www.ppd.admin.cam.ac.uk/professional-development/job-shadowing/types-job-shadowing


https://www.uoguelph.ca/hr/hr-services-learning-development/continuous-learning

http://wenger-trayner.com/introduction-to-communities-of-practice/

https://trainingmag.com/5-trends-future-learning-and-development

https://trainingmag.com/5-trends-future-learning-and-development

Appendix 1 21

List of KC-NCDDP Competencies

Type Competency Definition

Core 1. Commitment to Credible Public Service

Demonstrates knowledge of the structure of the Philippine government, and local and government-wide policies pertinent to one's work. Knows the mandate of different government agencies, local government units, and understands how these tie in with DSWD's structure, mandate, mission and vision, social protection framework, primary programs, and key stakeholders and partners. Committed to the public service cause that is honest, trustworthy, and with integrity.

2. Delivering Excellent Results

Setting high standards of performance; being accountable for work results, focusing efforts on achieving results that are accurate, timely, of excellent quality, and consistent with DSWD’s objectives.

3. Personal Effectiveness

Maintaining effective behavior in challenging situations, having the resilience to bounce back in the face of setbacks; demonstrating a strong desire to advance oneself and one’s career, propelled by confidence and belief in one’s capabilities, and tempered by honesty and integrity in one’s undertakings.

Managerial/

Leadership

1. Collaborating and Networking

Establishing and maintaining helpful working arrangements with internal/external individuals, groups and institutions, which have an interest in, or have an impact on the completion of work assignments or success of DSWD programs. This may involve negotiating for resources, deliverables and delivery times, and balancing one’s own needs and the needs of other parties.

2. Creating an Environment for Learning & Growth (Developing Others)

Creating an environment wherein employees are motivated to learn and develop to maximize their full potential. Developing the ability of others to perform and contribute to the organization by providing continuous feedback on performance as well as opportunities to learn through formal and informal methods.

Providing the necessary policies, systems, working mechanisms that will allow for contribution of ideas, the management of learning and knowledge, as well as individual and team growth.

3. Engaging and Inspiring Teams

Harnessing the energies and commitment of those they lead towards the achievement of agency and individual goals and organizational excellence.

4. Facilitating Change and Innovation

Being open to new ideas, challenging conventions and accepted practices; employing one’s creativity to continuously improve work processes that will lead to better ways to deliver services. Providing the enabling environment and mechanisms to implement and sustain desired change to deliver services.

5. Planning and Organizing

Defining tasks and milestones to achieve objectives, mobilizing resources, coordinating activities/tasks, and taking steps to ensure efficient implementation of activities while ensuring the optimal use of resources to meet those objectives.

Appendix 1 22


6. Problem Solving and Decision-making

Resolving issues or deviations from plans or proper procedures and exercising good judgment through fact-based analysis, and selecting the most appropriate course of action to produce positive results.

7. Thinking Strategically and Systematically

Formulating broad and long-term plans for the agency, and ensuring that own actions and those of others are aligned with priorities; keeping oneself informed of broad agency concerns, national issues which have impact on the agency, as well as emerging trends in social protection and development that may redefine strategy.

Functional 1. Community Organizing

Enrolling and engaging community members who stand to benefit from the programs and services of the agency to volunteer and/or to actively participate in activities & processes that respond to their needs towards lasting and sustainable development.

2. Community-based Project Fiscal Management

Installing and adhering to financial management and control systems for community-based projects, in line with general accounting principles and practices, and project fiscal management policies and procedures.

3. ICT Literacy Optimizing digital technology and communication tools to access and manage information needs; using appropriate computer software and/or applications in accessing and manipulating web-based database and information, and preparing reports and presentations.

4. Developing Institutional Capabilities

Sharing and teaching of knowledge, expertise, lessons learned, new approaches and trends in the project M&E implementation by effectively providing technical assistance, proposing trainings, sharing of materials and act as resource person in trainings to enhance the capabilities of the team in the organization and improve overall performance of external and internal implementation partners including field and partner agency counterparts. Transfer of SWO technologies, capacitating community volunteers in community development work.

5. Engineering Expertise

Possessing up-to-date professional knowledge and skills in a field of engineering relevant to the competent evaluation, design and implementation of community-based projects, which involve civil, electrical or mechanical works.

6. Grievance Management

Exercising thorough investigative skills and good judgment to provide an appropriate resolution or objective decision to complaints/issues raised by beneficiaries and other stakeholders about the programs or services of the agency.

7. Group Facilitation

Using knowledge of group dynamics and processes to effectively provide appropriate structure and environment for achieving over-all goal of interactions like training solving problems or accomplishing tasks or reaching consensus.

8. Mobilizing for Responsive Community-

Engaging community members and building shared responsibility for understanding their problems, identifying solutions and choosing strategies that will improve access to

Appendix 1 23


driven Development

and delivery of basic social services, as well as to address the wider development needs of the community, in line with the CEAC platform.

9. Office Management and Secretariat Services

Setting and abiding by administrative processes internal to one’s unit. Providing administrative support to one’s unit by coordinating meeting logistics, documenting meetings, archiving and organizing files, and arranging for certain transactions.

10. Presentation Skills

Demonstrates the ability to convey a message, information and ideas clearly and concisely to a target audience using a variety of media and language that suits their needs and characteristics.

11. Process Management

Developing, formulating & reviewing for enhancement processes, policies and procedures which govern the execution of tasks, activities, or projects, in order to ensure work is accomplished and required results are delivered effectively and efficiently. Adopting measures to drive compliance, and being proactive in responding to opportunities for improving/streamlining based on experience, feedback, emerging technologies and new direction.

12. Program Management

Monitoring and coordinating the implementation of plans, policies, tasks and activities of programs & projects being undertaken by the agency, and taking action to meet quality and performance goals.

13. Program Monitoring and Evaluation

Administering tools and analyzing data to evaluate the progress of the program. Has knowledge of statistical theory and applications.

Ability to analyze statistics and other data. Ability to interpret and evaluate results, and create reports and/or presentations.

14. Project Management

The extent to which one is able to effectively manage the various aspects of a project in order to achieve its objectives or to produce its intended outcomes within a specified period, while ensuring optimum use of resources.

15. Records Management

Organizing and maintaining of records and project data for proper documentation and reference.

16. Report Writing (Subsumes Written Communication)

Ability to have a handle on the intricacies of ideas and information, and translate it into simple and comprehensible words; Effectively communicating updates and issues capturing all essential details of the project.

17. Training Administration

Managing resources, activities and processes involved in implementing training interventions.

18. Training Design and Methodologies

Demonstrating a good grasp of the various learning style of individuals and the factors that will ensure the effective attainment of the learning objective like methodologies, approaches and learning aids.

Appendix 2 24

Analysis of KC-NCDDP Competencies

Competency Competency Indicator

(Level) Subsumed

Competency/ies Competency Indicator


Setting high standards of performance; being accountable for work results, focusing efforts on achieving results that are accurate, timely, of excellent quality, and consistent with DSWD’s objectives

Institutes a process/system for monitoring and tracking team progress and compliance with standards (L4)

Establishes a clear course of action for others and defines measures and stakeholders of excellence (L4)

Takes action to redirect individual and team behavior and actions to put them back on the performance track. Takes timely and appropriate action to avert potential problems (L4)

Implements metrics for targeted results (both outputs and outcomes) to track performance based on an understanding of feedback and criticism (L4)


Identifies performance milestones, tracks the team’s progress and provides mid-course recognition/ encouragement as the case may be (L2)

Identifies and implements strategies for effective allocation of work among units/bureaus in order to achieve the Department’s strategic thrusts and priorities (L3)



Identifies and reaches out to individuals and groups (stakeholders) who will contribute to completion of own work assignments or who will be affected by activities/undertaking of the agency (L2)

Maintains rapport and harmonious working relationships with existing contacts in partner organizations (civil society groups, academe, religious and spiritual groups, NGOs, LGUs) by collaborating with them in key decisions made with


Initiates activities that aim to enhance cooperation and collaboration among community members, volunteers and local government officials

Knowledge of Local Governance

Meets with community leaders to discuss issues on local policies and procedures that might affect or impact in the program implementation and come up with agreements/resolutions (L2)

Observes protocol of authority and leadership at the local or community level in

Appendix 2 25


(Level) Subsumed


respect to expected outputs (L3)

Acts on/Recommends needed action that will address operational concerns in an effective and timely manner, mindful of different sensitivities and interests (L2)

terms of communication and coordination (L2)

Knowledge of Related Regulations and Procedures of LGUs, DepEd, DOH and Related Agencies

Meets with community leaders to discuss issues on DepEd, DOH, and local government code, policies and procedures that might affect or impact in the program implementation and come up with agreements/resolutions (L2)

Observes protocol of authority and leadership at the local or community level in terms of communication and coordination DepEd, DOH, and local government (L2)



Establishes and aligns individual and group work goals to meet short to medium term requirements of own work group in relation to other work groups (L2)

Coordinates and monitors the day-to-day work and activities of work groups to ensure that activities and processes of different groups are coordinated and accomplished as expected (L2)


Identifies performance milestones, tracks the team’s progress and provides mid-course recognition/ encouragement as the case may be (L2)

Identifies and implements strategies for effective allocation of work among units/bureaus in order to achieve the Department’s strategic thrusts and priorities (L3)

Problem Solving and Decision-Making

Resolving issues or deviations from plans or proper procedures and exercising good judgment through fact-based analysis, and selecting the most appropriate course of

Examines an issue from multiple angles and seeks workable solutions; presents various alternatives (L2)

Assesses the validity and urgency of issues/problems against the impact on the deliverables of his/her team, and


Asks questions to clarify and/or to gather relevant data to understand the issue at hand. Reviews document/report presented and checks readily available sources of info to verify the issues (L2)

Establishes the facts about a grievance using

Appendix 2 26


(Level) Subsumed


action to produce positive results.

directs others to take action accordingly (L3)

Holds consultation meetings with individuals and institutions which may be involved, to gather first hand info and to listen to their perspectives about the issue (L2)

Investigates to dig deeper into issues in order to establish root cause/s. Develops/recommends solutions that address the root cause of the problem to prevent recurrence (L3)

different data gathering methods such as interview, observation, documents/records review from party/ies involved and others who have significant knowledge and are allowed to provide comments. Keeps written record of evidence that is provided orally (L3)

Establishes the remedy that complainant/s wish to achieve (L2)

Assesses the complaints and determines the next step to be undertaken. Weighs data gathered and identifies appropriate level to resolve the case (L2)


Resolves conflicts on roles and responsibilities that threatens community engagement (L2)

Is prompt and alert in evaluating the quality of participation and involvement of volunteers & local government officials, identifies barriers as well as issues/problems and takes action to address these within scope of authority provided (L2)

Appendix 2 27


(Level) Subsumed


Group Facilitation

Using knowledge of group dynamics and processes to effectively provide appropriate structure and environment for achieving over-all goal of interactions like training solving problems or accomplishing tasks or reaching consensus

Communicates the course plan, objectives, processes and roles based on specified guidelines to clarify expectations from the group interaction (e.g. training, meeting, etc.) (L1)

Gives simple and clear instructions to encourage participation and build on participants’ individual confidence (L1)

Uses agenda, training /activity time table to keep process on track and moving forward within agreed time (L1)

Presentation Skills/

Verbal Communication

Uses appropriate words, adjusts volume, pace, tone, and inflection of voice language to suit the target audience’s number, needs, characteristics, and capabilities

Organizes key concepts and covers key points clearly and concisely, simplifies complex concepts, ideas and information using verbal enhancers that more fully communicate and explain essential concepts and information


Engaging community members and building shared responsibility for understanding their problems, identifying solutions and choosing strategies that will improve access to and delivery of basic social services, as well as to address the wider development needs of the community, in line with the CEAC platform.

Engages with provincial and regional structures of the LGU, line agencies and other stakeholders to promote active linkages between these structures and the municipalities to support priorities expressed by communities. (L3)


Identifies and reaches out to individuals and groups (stakeholders) who will contribute to completion of own work assignments or who will be affected by activities/undertaking of the agency (L2)

Organizes assessment and planning sessions, technical reviews, trainings, technical assistance and other provincial and regional level activities that aim to support the development initiatives of municipalities (L3)


Conducts training sessions with co-workers and field partners when he/she has gained new information/ knowledge on a topic that would be of interest to the broader functional group

Provides feedback to all team members, even peers and more senior co-workers, on areas they need to improve upon

Process Management

Developing, formulating & reviewing

Establishes clear, well-defined processes and procedures in own area of responsibility

Community-Based Financial Management

Installs the sub-project cash management and financial recording systems and

Appendix 2 28


(Level) Subsumed


for enhancement processes, policies and procedures which govern the execution of tasks, activities, or projects, in order to ensure work is accomplished and required results are delivered effectively and efficiently. Adopting measures to drive compliance, and being proactive in responding to opportunities for improving/streamlining based on experience, feedback, emerging technologies and new direction.

consistent with broad project policies and processes (L3)

Develops training and communication materials and methodologies aimed at educating colleagues, field partners and beneficiaries on project processes, procedures and policies (L3)

Identifies developmental and competency needs of the staff to ensure effectiveness in delivering the required process of work (L3)

procedures following project standards and policies (L3)

Trains and coaches the sub-project team on cash management, maintenance of financial books and preparation of required financial reports such as Fund Utilization Report, and other Fiduciary requirements (L3)

Engineering Management

Provides technical advice and assistance to the community volunteers, community hired engineer in the preparation of the engineering plans, detailed cost estimates and program of work for proposed community sub-projects (L3)

Provides technical advice and assistance to the community volunteers in the preparation of the environmental management plan, procurement plan, planned community procurement packaging in preparation for the community’s request for fund release and sub-project implementation (L3)

Program Management

Monitoring and coordinating the implementation of plans, policies, tasks and activities of programs & projects being undertaken by the agency, and taking action to meet quality

Conducts regular meetings with on-the-ground employees and partner institutions to discuss program/project status, and to surface issues that have to be managed (L2)

Checks compliance of on-the-ground partner- institutions to agreed deliverables or

Process Management

Audits reports and documents and performs field spot checking to assess compliance rate and to identify problems (L2)

Suggests innovations to the existing project processes and procedures in order to address gaps in the

Appendix 2 29


(Level) Subsumed


and performance goals.

counterpart work/other commitments as per MOA, and dialogues with them to agree how this can be addressed (L2)

Explores alternative solutions to issues and concerns, which hinder progress of plans/activities, outside of prescribed remedies. Taps the help/intercession of higher authorities and/or external parties, including LGUs (L2)

implementation and delivery of results (L3)

Report Writing

Ability to have a handle on the intricacies of ideas and information, and translate it into simple and comprehensible words;

Effectively communicating updates and issues capturing all essential details of the project.

Uses correct grammar, sentence structure, and style in writing reports (L1)

Organizes subject matter and data in a logical and progressive manner to ensure that reports are complete, comprehensive and easy to understand (L2)

Follows the standard format in report writing (L1)

Written Communication

Prepares grammatically and structurally proper and articulate complex written compositions such as project updates involving the analysis of various interrelated data/ activities/ issues (L3)

Organizes content to ensure logical flow of information and/or ideas. Uses appropriate transitions between major points (L3)

Appendix 3 30

KC-NCDDP SRPMO and ACT Success Profiles

SUCCESS PROFILE Area Coordinator Area Coordinating Team, SRPMO

Job Summary

The Area Coordinator (AC) oversees and manages day-to-day operations of the Area Coordinating Team (ACT) in the municipality. The AC supervises team members in the exercise of their specific functions in implementing National Community-Driven Development Program (NCDDP) development processes and interventions along the Community Empowerment Activity Cycle (CEAC). The AC likewise coordinates with the Municipal Local Government Unit (MLGU), its various offices, and the members of the Municipal Inter-agency Committee (MIAC) and Local Poverty Reduction Action Team (LPRAT), and the DSWD Municipal Action Team (MAT) to mobilize support for NCDDP operations in the municipality, and oversees the preparation of community development projects to ensure that these meet the technical and procedural requirements of the program.

Key Tasks

1. Manage ACT operations leading to NCDDP outcomes in the municipality, and Barangay and Municipal LGU engagement in Project activities

2. Oversee the preparation of community development projects to ensure that these meet the technical and procedural requirements of the Program

3. Prepare the annual ACT Operations Plan/Work and Financial Plan (WFP) in consultation with the team

4. Facilitate ACT planning sessions to brainstorm and agree on strategies to manage situations/people based on analysis of reports, activities, etc.

5. Facilitate orientations, workshops, meetings and other municipal-level activities relevant to the Project

6. Provide Technical Assistance (TA) to the ACT, Municipal Coordinating Team (MCT) and Community Volunteers (CV)

7. Coordinate TA from the Regional Project Management Office (RPMO)/Sub-Regional Project Management Office (SRPMO) to ACT, MCT, and CVs.

8. Coordinate external - National Government Agency (NGA), Civil Society Organization (CSO), Local Government Unit (LGU), Private Sector - and internal - Municipal Action Team (MAT) - convergence

9. Process reports (gathering, consolidation, and transmittal) of team members following prescribed Project formats and procedures

10. Generate lessons/best practices from field implementation experience of ACTs, MCTs, and CVs

11. Conduct Quality Assurance and Quality Control of CEAC implementation in the municipality

12. Ensure compliance to social and environmental safeguards, and gender standards in the preparation and implementation of community projects

Job Outputs

1. Annual ACT Operations Plan/Work and Financial Plan (WFP) 2. Stakeholder Maps 3. Approved Request for Fund Releases 4. Approved project reports 5. Performance Evaluation of ACT members 6. TA to communities in project preparation and completion 7. Updated municipal Project database/s 8. Documentation of best practices

Appendix 3 31

Competency Requirements

Competencies Level of Proficiency / Behavioral Indicators

Core Competencies

Commitment to Credible Public Service

Demonstrates knowledge of the structure of the Philippine government, and local government-wide policies pertinent to one’s work. Knows the mandate of different government agencies, local government units, and understands how these tie in with DSWD’s structure, mandate, mission and vision, social protection framework, primary programs, and key stakeholders and partners. Committed to the public service cause that is honest, trustworthy and with integrity.

Level of Proficiency: 2 (Intermediate)

Knows how the mandate of DSWD relates to the mandate and programs of local government units and different government agencies

Actively seeks information pertinent to the field of social welfare and development to better understand DSWD’s mission and vision, social protection framework, primary programs, and key stakeholders and partners

Uses prescribed tools/processes to identify routine needs of a target sector/individual or beneficiaries, and recommends or extends appropriate solutions regularly provided by the agency

Directs individuals/groups to other units within the agency, or to institutions who can augment or provide the help needed when such is not within the scope of the DSWD

Assists target beneficiary-sectors/individuals in addressing lapses/errors to ensure timely receipt of benefits. Refers client problems to higher authority after exhausting resources within his/her authority to address problems

Informs target beneficiaries and other co-collaborators of changes which may cause problems with compliance or delay in services and proactively adopts measures to avert these

Demonstrates ethical and organizational values in all transactions and dealings

Is transparent in all dealings even in difficult or compromising situations. Resists political pressure. Invokes DSWD mission and policies to defuse tension




Monitors own progress against targets, identifies cause of own performance gaps and modifies actions accordingly

Gives deliverables ahead of time; works to exceed current expectations

Adjusts thinking and behaviors to be in step with new thrusts or changing priorities of the organization. Willingly accepts new tasks and/or adopts new approaches

Seeks help to develop own skills in order to perform tasks at the expected level

Explores more effective work processes or methods in own work, and adjusts accordingly in order to get the job done quickly and effectively



Maintaining effective behavior in challenging situations having the resilience to

Level of Proficiency: 3 (Advanced)

Maintains composure and confident demeanor when put on the spot or when facing intimidating situation

Sustains high-energy level and good performance even under

Appendix 3 32


bounce back in the face of setbacks; demonstrating a strong desire to advance oneself and one’s career, propelled by confidence and belief in one’s capabilities, and tempered by honesty and integrity in one’s undertakings.

adverse conditions and/or crisis situations. Demonstrates grace under pressure

Maintains focus in the face of uncertainty, ambiguity and complexity, and is able to manage other people’s reactions to stress

Coaches others to demonstrate behaviors that respect and protect the rights of persons, including staff and clients

Anticipates and plans for possible delays or complications that will lead to waste of resources

Leadership Competencies




Identifies and reaches out to individuals and groups (stakeholders) who will contribute to completion of own work assignments or who will be affected by activities/undertaking of the agency

Uses effective team processes (i.e., brainstorming & consensus building) to explore ideas and to arrive at decisions

Seeks inputs and recommendations of partners on how the desired outputs can be met. Establishes working norms such as resource sharing and coordination procedures

Acts on/Recommends needed action that will address operational concerns in an effective and timely manner, mindful of different sensitivities and interests

Creating an Environment for Learning and Growth (Developing Others)

Creating an environment wherein employees are motivated to learn and develop to maximize their full potential. Developing the ability of others to perform and contribute to the organization by providing continuous feedback on performance as well as opportunities to learn through formal and informal methods. Providing the necessary policies, systems, working mechanisms that will allow for contribution of ideas, the management of learning and knowledge, as well as individual and team growth.


Recognizes and identifies staff potential and discusses with each one, their development needs and plans, aspirations, and career opportunities

Develops an individual development plan for each staff member

Implements within one’s team a coaching and mentoring system that operates in an environment of trust and mutual desire for development


Harnessing the energies and commitment of those they lead towards the achievement of


Identifies performance milestones, tracks the team’s progress and provides mid-course recognition/encouragement as the case may be

Appendix 3 33


agency and individual goals and organizational excellence.

Provides venue for discussion of team concerns, especially those which threaten team cohesion such as interpersonal conflicts, and sees to their speedy and effective resolution

Shows trust in the team by consulting them on decisions affecting their work

Celebrates the team’s achievements, but recognizes exemplary performance of specific individuals

Facilitating Change and Innovation (Introducing and Managing Change)



Learns continuously to ensure that technical skills are kept up-to-date and new methods/technologies that help improve work can be utilized

Develops and adopts innovative, flexible and adaptable solutions to work-related problems or challenges, taking into consideration relevant rules and regulations

Communicates to employees and stakeholders the compelling reasons for organization-wide change initiatives, extolling its benefits and the costs of ignoring it

Uses inputs from implementation-level activities to identify which innovations are best for timely application within the work group

Identifies the factors and reasons for inability of staff to be engaged in change initiatives




Establishes and aligns individual and group work goals to meet short to medium term requirements of own work group in relation to other work groups

Executes tasks in a manner that supports the attainment of own work groups’ and related work groups’ tactical goals

Coordinates and monitors the day-to-day work and activities of work groups to ensure that activities and processes of different groups are coordinated and accomplished as expected

Administers Department resources in a manner that effectively responds to needs of beneficiaries and clients as well as complies with statutory requirements

Identifies and proposes areas for greater control and/or the application of economy measures




Assesses the validity and urgency of issues/ problems against the impact on the deliverables of his/her team, and directs others to take action accordingly

Investigates to dig deeper into issues in order to establish root cause/s. Develops/recommends solutions that address the root cause of the problem to prevent recurrence

Recognizes symptoms of an emerging problem and takes action to avert it

Makes decisions by weighing a range of factors, some of which are partially defined and entail investigation

Identifies risks and/or potential problems and comes up with a Contingency Plan to mitigate these

Appendix 3 34


Strategic and Systems Thinking



Supervises unit/office with a focus on long-term solutions and strategies, bearing in mind the interrelationships of units within the agency

Develops and aligns the objectives of the unit with DSWD’s mission and vision

Keeps track of new trends in the technological, socio-economic and political landscapes

Advocates/Installs a mechanism for aligning operational plans to the strategy and priorities of the agency

Functional Competencies




Gauges the readiness of community and municipal officials in embracing the CEAC platform, and develops strategies to gain their support and buy-in

Mentors volunteers and builds capacities to organize and to articulate and exercise their rights to participate in making decisions that affect their welfare

Promotes and mentors the community groups in observing the use of consultative and facilitative techniques in conducting prescribed activities and decision making

Actively engages the municipal local government unit, CSOs, and other stakeholders to bridge access of communities to institutions or those who are either entrusted with the responsibility for basic services delivery or who have the capacity to assist communities realize their plans

Facilitates resolution of conflicts of interest between the community groups and the municipal officials

Group Facilitation



Uses creative ways in presenting agenda, objectives to generate buy-in on roles, processes and ground rules, and to effectively manage the tasks and process goals of the interaction

Evaluates conduciveness of environment and suits it to the objectives of the interaction, needs and characteristics of participants

Listens to and observes participants and adopts appropriate facilitation "mode", depth, timing when intervening on content or processes

Interprets and confirms participants’ verbal and non-verbal communication to identify those who need clarification and feedback and use appropriate techniques to probe/expand the discussion or limit/segue to succeeding topics/issues

Uses tact, humor and acts firm but understanding when managing disruptive behavior

Directs questions appropriately and create opportunities for learners to contribute to the discussion

Appendix 3 35





Engages with provincial and regional structures of the LGU, line agencies and other stakeholders to promote active linkages between these structures and the municipalities to support priorities expressed by communities.

Organizes assessment and planning sessions, technical reviews, trainings, technical assistance and other provincial and regional level activities that aim to support the development initiatives of municipalities

Interprets policies and provides guidance to municipal teams on how to operationalize framework for convergence

Facilitates public-private sector partnerships that aim to reduce poverty in KC areas.

Promote sharing of experiences and lessons at provincial and regional level to increase appreciation and support for CDD-based poverty reduction initiatives

Project Management



Prepares a Work Plan using appropriate processes such as Work Breakdown Structure & Network Diagram, for a major component of a complex project over which s/he has accountability for results. Aligns these with overall project objectives and TOR

Prepares a resource plan, financial plan, and quality plan for the project component

Identifies metrics, standards of performance, critical success factors and key indicators to monitor and assess results and puts in place a system to track performance against these. Communicates these to individuals/offices involved

Puts in place fiscal control, resource management and quality control mechanisms. Keeps a tight watch on performance against cost, quality and time, and acts promptly and judiciously to keep to the standards

Assists with removing barriers and/or resolves issues that are impeding the progress of project team members

Develops procedures and establishes a system such as a project database and project reporting mechanisms, for meeting the information and communication needs of stakeholders

Report Writing

Ability to have a handle on the intricacies of ideas and information, and translate it into simple and comprehensible words; effectively communicating updates and issues capturing all essential details of the project.


Presents analysis of information presented and able to identify appropriate follow thru actions

Captures the efforts exerted and strategies adopted to achieve desired turnout/results

Indicates all information that will facilitate better understanding of the gaps / issues / recommendations presented in the report

Anticipates the data/information needed by the management/recipient and capture these on the report

Aligns content of the report to the agency policies / guidelines and thrust and direction of the program

Appendix 3 36

SUCCESS PROFILE Community Empowerment Facilitator (CEF) Area Coordinating Team, Regional Office

Job Summary

The Community Empowerment Facilitator (CEF) implements the Community Empowerment Activity Cycle (CEAC) at the barangay level. The CEF ensures that barangay and community-level development processes and activities conducted along the CEAC are facilitated efficiently, with the direct participation, inclusion, and engagement of all stakeholders. The CEF ensures that opportunities are provided, processes are designed, and mechanisms are established at the barangay level that would allow all sectors, especially the most marginalized groups, to engage in and benefit from project activities.

Key Tasks

1. Assess readiness of key Project stakeholders in embracing and operationalizing the CEAC process and provide needed capability building interventions

2. Facilitate implementation of CEAC activities at the barangay level

3. Promote Barangay Local Government Unit (BLGU)/Civil Society Organization (CSO) engagement in Project activities at the barangay level

4. Guide the integration of community development priorities with the development plans of the barangay and the municipal development councils (MDC)

5. Monitor the community finance management and procurement processes, detect red flags and coordinate appropriate TA with providers

6. Facilitate resolution of conflicts and grievances to ensure smooth implementation, buy-in and support of all stakeholders

7. Facilitate the crafting of an Operation and Maintenance (O&M) Plan and facilitates capacity-building of the O&M team

8. Form community-based organizations of community volunteers and strengthen existing community based organizations

9. Train and coach the community volunteers on NCDDP processes and in undertaking their roles in the PSA, project identification and development, resource mobilization, organizational development and management, monitoring and evaluation, networking, and conflict resolution

10. Facilitate Community Volunteer (CV) compliance to social and environmental safeguards, and gender standards in the preparation and implementation of community projects

11. Review correctness and completeness of documentary requirements (i.e., RFR) and facilitate completion

12. Document good practices in implementation, and processes (prepare and transmit) reports following existing formats and procedures

Job Outputs

1. Program compliant and functioning committees and teams at the baranggay level – Barangay Represetation team BRT), Project Preparation Team (PPT), Barangay Sub-Project Management Committees (BSMC), and other CV committes.

2. Program Compliant Barangay Project Proposals

3. Baranggay Profiles, Barangay Action Plans (BAP) and Participatory Situation Analysis (PSA) results

4. Monthly Accomplishment, and other reports

Appendix 3 37



Core Competencies

























Sustains high-energy level and good performance even under

Appendix 3 38



adverse conditions and/or crisis situations. Demonstrates grace under pressure



Anticipates and plans for possible delays or complications that will lead to waste of resources












Establishes and synchronizes multiple group work objectives to meet medium to long term requirements of the different work groups of DSWD

Reviews and manages operations in a manner that supports the attainment of tactical goals of the different DSWD work groups in alignment with DSWD’s strategic direction

Periodically coordinates, monitors and evaluates the work and activities of group/teams to ensure that activities and processes are aligned

Applies performance management, budget tracking, and other resource management systems to monitor optimum use of resources

Recommends economy measures for the use of resources or enhancements to resource management systems within one’s own unit/bureau




Analyzes a problem and breaks it down into small components using simple analytical tools

Examines an issue from multiple angles and seeks workable solutions; presents various alternatives

Recognizes simple interrelationship of issues and tests validity of assumptions and conclusions

Recognizes complex connections between different aspects of the problem to surface cause and effect relationships

Holds consultation meetings with individuals and institutions which may be involved, to gather first hand info and to listen to

Appendix 3 39


their perspectives about the issue













Takes every available opportunity to transfer his/her knowledge to co-workers even without being requested

Provides feedback to team members, even peers and more senior co-workers, on tasks he/she can do well to improve overall team performance

Coaches others in a constructive and positive way so that they can absorb information and learn quickly

Conducts training sessions with Co-workers and field partners when he/she has gained new information/ knowledge on a topic that would be of interest to the broader functional group


Takes responsibility for providing direction and coaching to lower-level or employees and field counterparts

Group Facilitation





Appendix 3 40









Links the community groups to municipal offices/officials as well as other institutions who can provide support to community projects and other undertakings

Brokers access of the community groups to barangay and/or municipal resources to augment the requirements of their projects

Coordinates municipal level trainings for staff, volunteers and LGU partners on the technical aspects of project development

Facilitates alignment and integration of community priorities to barangay and municipal development plans and budgets

Works with DSWD teams from Pantawid and Sustainable Livelihood to harmonize strategies and plans to operationalize convergence in the municipality

Carries out organizational development activities to build responsible and capable community and local government organizations that can support the long term development goals of the community in partnership with their LGUs and other partners

Report Writing



Presents appropriate and complete information in a clear and concise manner

Organizes subject matter and data in a logical and progressive manner to ensure that reports are complete, comprehensive and easy to understand

Captures both qualitative and quantitative data in the report

Looks for essential details on the activity conducted and as required

Highlights results, not merely activities

Consolidates and summarizes data that will supplement the report

Training Administration

Ability to have a handle on the intricacies of ideas and information, and translate it into simple and comprehensible words; effectively communicating updates and issues capturing


Designs training checklist to ensure that materials and logistics requirements of training are in order

Studies the training design to determine appropriate timing and methods of distribution of training materials

Appendix 3 41


all essential details of the project.

Uses knowledge of resources and methods and their applicability to course objectives in identifying the material and logistics requirements of the training

Uses knowledge of training requirements in determining terms of reference for contracting resource persons

Adheres to procedures and standards in review of training materials and learning aids prepared by resource person

Designs/Develops documentation format/template to avoid loose wordings and omissions of key facts and findings during training

Evaluates the logistics of training (space, temperature, accessibility of venue, food, etc.) and negotiates adjustments as needed

Sends out early reminders of the training calendar to ensure training delivery is on schedule

Appendix 3 42

SUCCESS PROFILE Municipal Financial Analyst (MFA) Area Coordinating Team, SRPMO

Job Summary

The Municipal Financial Analyst (MFA) is primarily responsible in (i) training community volunteers on financial management and fiduciary processes; (ii) assisting and providing technical assistance (TA) to community volunteers in setting-up systems and processes for community-based finance management and fiduciary control, and; (iii) exercising QA and QC directly, over financial transactions relative to the request for, release and accounting of community grants.

Key Tasks

1. Provide technical assistance in the preparation and review of Program of Works particularly on the reasonableness of unit costs and appropriateness of items charged under the Indirect Cost.

2. Provide guidance on the use of savings, excess funds and related concerns

3. Evaluate committed Local Counterpart Contribution (LCCs) whether these are reasonable and appropriate in relation to the subproject

4. Assist the BSPMCs, including the different units or teams under them through job coaching in a) setting up of the cash book and Local Counterpart Contribution Journal, and recording of transactions, b) doing Bank Reconciliation, and c) preparation of Status of Subproject Fund Utilization Report

5. Train and coach Community Volunteers on Community-Based Financial Management Systems and Procedures

6. Ensure compliance to internal control measures put in place for the economical, efficient and effective implementation of community-approved subprojects

7. Maintain a database that shows the status of the reviewed Requests for Fund Release (RFRs), Community Grants, and Disbursement Vouchers (DVs)

8. Review accuracy of financial documents (i.e., RFRs, vouchers) to ensure compliance with prescribed processes and documentary requirements

9. Monitor delivery of Local Counterpart Contribution for SPI and CBIS and provide timely feedback to AC for appropriate action in case of potential delay

10. Receives and directs finance-related grievances in subproject implementation to Grievance Officer

11. Submit monthly feedback report to the Regional Financial Analyst as regards community financial management system

12. Ensure submission of community financial documents and reports

13. Prepare and timely submit municipal financial monitoring reports to the SRPMO and the MLGU-Accountant or designated Program finance focal person

14. Provide technical assistance (TA) in the development of the Operation and Maintenance (O&M) Plan

15. Maintain a complete file of municipal reports, and transmittal letters or acknowledgement receipts of all submitted documents and reports

Job Outputs

1. Sub-Project Implementation Plan

2. Reviewed Requests for Release within the standard processing time

3. Municipal Work and Financial Plan

4. Municipal Consolidated Status of Sub-Project Fund utilization Report

5. Municipal Consolidated Status of Local Counterpart Contribution

Appendix 3 43

6. Training of Community Volunteers on Community-Based Financial Management Systems and Procedures

7. Databases: RFR Monitoring, Status of Community Grants, DV Monitoring

8. Community Financial Documents and Reports (Disbursement Vouchers and supporting documents, Status of Sub-Project Fund Utilization Report, Cash Journal, LCC In-Kind Journal, Petty Cash Book)

9. Technical Assistance and Monitoring System

10. Resolution of finance-related grievances



Core Competencies



















Explores more effective work processes or methods in own work,

Appendix 3 44


and adjusts accordingly in order to get the job done quickly and effectively



Maintaining effective behavior in challenging situations having the resilience to bounce back in the face of setbacks; demonstrating a strong desire to advance oneself and one’s career, propelled by confidence and belief in one’s capabilities, and tempered by honesty and integrity in one’s undertakings.


Expresses opinions/ ideas about relevant and important issues even if opinions are not shared by others

Perseveres and exhausts various options to overcome setbacks, failures and interpersonal conflicts. Sees learning points from failures and acts to correct behavior in the future

Solicits feedback and criticisms for performance improvement. Initiates career discussions with superior for career development

Affirms and promotes behaviors that respect and protect the rights of persons, including staff and clients

Implements ways/systems to more effectively utilize and share resources and assets
















Holds consultation meetings with individuals and institutions which may be involved, to gather first hand info and to listen to their perspectives about the issue


Appendix 3 45


Community-Based Project Fiscal Management



Installs the sub-project cash management and financial recording systems and procedures following project standards and policies

Trains and coaches the sub-project team on cash management, maintenance of financial books and preparation of required financial reports such as Fund Utilization Report, and other Fiduciary requirements

Performs regular as well as unannounced un-announced audits or spot-checks to ensure compliance to internal control measures

Identifies ways to augment sub-project budget allocation. Links the sub-project team to sources of funds and coaches them on how to “sell” and negotiate

Assesses the project’s eligibility for request for fund release, identifies variances and provides direction/ advise on how the variances can be addressed










Group Facilitation



Presents agenda, objectives clearly to attain agreements on roles, group processes and ground rules

Uses different techniques in introducing members of the group to each other and establishing rapport

Listens attentively, uses, paraphrasing, questions and probing in clarifying points and simplifying complex concepts, ideas and issues with the participants and in ensuring effective traffic of discussions

Consciously paces activities, discussions in such a way that participants are given equitable turns to participate while ensuring that process goals are attained at prescribed time

Use facts and avoids personal bias in dealing with conflict situations and handles disruptions discreetly

Appendix 3 46


Listens, questions and summarizes group outputs to ensure clarifications

Records Management

Organizing and maintaining of records and case folders for proper documentation and reference.


Generates report and simple analysis of all the cases through the database system

Makes systematic and organized filing system for records management of all case folders

Report Writing








Appendix 3 47

SUCCESS PROFILE Technical Facilitator Area Coordinating Team, SRPMO

Job Summary

The Technical Facilitator (TF), as Deputy Area Coordinator, provides technical assistance to the Area Coordinating Team, Municipal Coordinating Team and the community volunteers of the different barangays on the implementation of the Community Empowerment Activity Cycle. The TF will ensure that community infrastructures built and managed by volunteers meet KC-NCDDP-prescribed design and processes, construction and procurement processes and Project standards.

Key Tasks

1. Provide technical advice in the selection of the appropriate technology and render assistance in the conduct of disaster risk assessment of the proposed site in response to the identified prioritized community infrastructure sub-project.

2. Identify possible geo-hazards the municipality maybe prone to base on results of environmental and social safeguards screening, and assist community volunteers in preparing the environmental management plan.

3. Assist community volunteers in their planned community procurement packaging and conduct community procurement training to ensure completeness, consistency and correctness of technical documents to the processes outlined in the Community Based Procurement Manual.

4. Assist the community together with the CEF determine the appropriate community association for Operation and Maintenance of completed infrastructure sub-projects, establishment of the O&M Group, and preparation and implementation of O & M Plan, and ensure 30% women in O&M paid work.

5. Provide guidance and coaching during regular fiduciary reviews.

6. Conduct the pre-implementation conference using the enhanced facilitation guide4 integrating inclusion of women in the paid labor work to ensure achievement of 20-30% women paid labor, to review the implementation plan, task assignments, work scheduling, LCC commitments delivery, and construction forms and reports required during construction period.

7. Provide technical advice and/or conduct review of or prepare (as needed) engineering plans, detailed cost estimates and program of works for proposed community sub-projects to ensure adherence to Project technical guidelines and policies.

8. Maintain and update inventory of qualified suppliers, technical service providers, contractors, construction materials pricelists, survey of labor cost rates, material testing and water quality laboratories, available equipment and rental rates from existing infra projects in the municipality

9. Monitor and report on the over-all status of all on-going sub-projects in the municipality and provide technical inputs to resolve issues and problems that may arise during implementation

10. Receives and directs grievances in subproject implementation to Grievance Officer

11. Updates geo-tagging website

12. Assist in the preparation of the Monthly Barangay Individual and Consolidated Municipal Physical Progress report for submission to the RPMO

13. Conduct joint and final inspection of completed sub-projects with other representatives from the community, Municipal Inter-Agency Committee (MIAC), S/RPMO, Commission on Audit (COA) and other Project stakeholders

Job Outputs

4 Refer to the gender toolkit_ Mainstreaming Gender in Community Driven Development Project

Appendix 3 48

1. KC program compliant project plans and proposals (engineering plans, detailed cost estimates)

2. Sub-Project Program of Works/Implementation Plan (for validation)

3. Monthly Barangay Individual and Consolidated Municipal Physical Progress Reports

4. Technical documents to support Sub-Project Completion Report

5. Inventory of qualified suppliers, technical service providers, contractors, construction materials, pricelists, survey of labor costs, material testing and water quality laboratories, and available equipment

6. Updated geo-tagging website

7. Compliance monitoring reports on environmental management plan



Core Competencies


















Appendix 3 49





























Appendix 3 50



Information And Communication Technology (ICT) Proficiency (Computer Knowledge and Skills)

Optimizing digital technology and communication tools to access and manage information needs; using appropriate computer software and/or applications in accessing and manipulating web-based database and information, and preparing reports and presentations.


Demonstrates advanced knowledge and skills, and can apply the competency in more complex situations

Uses specialized web-based software and applications in storing and generating data and information

Coaches others in the use of digital technology and communication tools to access and manage information needs

Troubleshoot errors and deficiencies in the database by identifying and fixing bad data/ errors and lacking data










Engineering expertise



Possesses an expert level of understanding of engineering concepts, practices, and theories used in the engineering specialty area and thus can provide technical advice and assistance to the community volunteers, community hired engineer in the preparation of the engineering plans, detailed cost estimates and program of work for proposed community sub-projects

Ensures that the Project technical guidelines, cost parameters, and environmental and social safeguards guidelines are being followed

Provides technical advice and assistance to the community volunteers in the preparation of the environmental management plan, procurement plan, planned community procurement

Appendix 3 51


packaging in preparation for the community’s request for fund release and sub-project implementation

Process Management



Educates and provides technical assistance to field colleagues, partners and other stakeholders on the program procedures and the importance of complying

Explains the rationale for policies and procedures vis-à-vis program objectives and the overall mandate of DSWD

Thinks of practical ways to improve the process in accomplishing the task at hand or suggests how forms/procedures can be simplified

Coaches on-the-ground partners on how to check correctness of data and completeness of documents against requirements. Points out choke points and provides guidance on how to overcome them

Reminds co-workers about the proper accomplishment and retrieval of forms

Spots difficulties, confusion and issues emanating from the absence of clear procedures or policies and elevates this to the supervisor

Audits reports and documents and performs field spot checking to assess compliance rate and to identify problems

Project Management



Prepares a Work Plan using appropriate processes such as Work Breakdown Structure & Network Diagram, for a major component of a complex project over which s/he has accountability for results. Aligns these with overall project objectives and TOR

Prepares a resource plan, financial plan, and quality plan for the project component

Identifies metrics, standards of performance, critical success factors and key indicators to monitor and assess results and puts in place a system to track performance against these. Communicates these to individuals/offices involved

Puts in place fiscal control, resource management and quality control mechanisms. Keeps a tight watch on performance against cost, quality and time, and acts promptly and judiciously to keep to the standards

Assists with removing barriers and/or resolves issues that are impeding the progress of project team members

Develops procedures and establishes a system such as a project database and project reporting mechanisms, for meeting the information and communication needs of stakeholders

Identifies the risks and prepares a Risk Mitigation Plan. Recognizes and/or takes action when a project plan needs to be revised given changing or unexpected circumstances

Prepares periodic evaluation/ assessment reports on the performance of projects as per TOR

Coaches others on Project Management for small scale projects

Appendix 3 52

SUCCESS PROFILE Administrative Assistant I Sub-Regional Project Management Office (SRPMO)

Job Summary

The Administrative Assistant (AA) is responsible for facilitating administrative services at the Office of the Sub-Regional Program Management Team Head in terms of managing flow of communications, safekeeping of program documents and providing clerical and other related administrative support.

Key Tasks

1. Manage the flow of communication within the Office

2. Maintain an updated and efficient system of Program documents and records

3. Maintain the Sub Regional Program Management Team (SRPMT) data tracking system

4. Respond to inquiries on routine follw ups on documents and communications

5. Provide copies of official documents to concerned staff

6. Maintain an updated SRPMT calendar of activities and information bulletin board

7. Support technical staff in encoding correspondence, photocopying and faxing

8. Provide support during the conduct of SRPMT-led activities, including administrative and logistic preparations

9. Prepare personnel contracts and facilitate their processing

Job Outputs

1. Efficient flow of communications within the SRPMO

2. Organized and maintained records for safekeeping and easy retrieval

3. Updated document tracking system

4. Updated bulletin board

5. SRPMO and ACT Staff contracts endorsed to the RPMO for processing

6. Uopdated Calendar of activities

7. Accurately encoded and reproduced documents



Core Competencies


Demonstrates knowledge of the structure of the Philippine government, and local government-wide policies pertinent to one’s work. Knows the mandate of different government agencies, local government units, and understands how these tie in with DSWD’s structure, mandate, mission and vision, social protection framework, primary programs, and key stakeholders and

Level of Proficiency: 1 (Basic)

Demonstrates familiarity with DSWD’s structure, mandate, mission and vision, social protection framework, primary programs, and key stakeholders and partners

Volunteers to assist in events/activities/ organizations that provide assistance to marginalized and vulnerable sectors

Encourages other to help marginalized and vulnerable sectors

Able to overcome obstacles within his/her area of control and takes responsibility for results of own action

Speaks and acts in a manner consistent with the DSWD Mission, Vision, values and Code of Conduct

Appendix 3 53


partners. Committed to the public service cause that is honest, trustworthy and with integrity.




Knows his/her role’s objectives, measures and standards

Works persistently to achieve job objectives and to meet deadlines and quality standards

Takes criticisms and feedback constructively to improve self

Demonstrates willingness to try new approaches / methods to improve performance

Solves simple, routine work-related problems using established procedures or past experience, or with guidance from superiors




Presents self in a pleasant manner and relates to others with honesty and fairness

Builds personal credibility and a reputation for reliability by completing assigned tasks that meet standards

Receives criticisms positively, and improves one’s work in response to it

Treats staff, clients and their concerns with courtesy, sensitivity, tact, respect and confidentiality

Avoids wasteful work practices and identifies opportunities for optimizing resource use. Protects resources and assets from abuse and/or misuse.


ICT Proficiency

Optimizing digital technology and communication tools to access and manage information needs; using appropriate computer software and/or applications in accessing and manipulating web-based database and information, and preparing reports and presentations.


Demonstrates basic knowledge and skills with minimum guidance/supervision

Uses MS Excel and Access to store and retrieve data and information

Prepares simple reports and presentations using MS Word, Excel and PowerPoint


Exercising thorough investigative skills and good judgment to provide an appropriate resolution or objective decision to complaints/issues raised by beneficiaries and other stakeholders about the programs or services of the agency.


Acknowledges the complaining party and listens attentively to the complaint. Puts forward an open, non-defensive, helpful stance and gives space for the other person to express himself

Maintains calmness when confronted with complainants who are upset or angry. Does not take criticisms about the agency personally

Uses knowledge on program rules, guidelines and procedures in differentiating between an inquiry, complaint or grievance

Provides immediate recourse to concerns such as those that require correct information, clarification of

Appendix 3 54


procedures/instructions, inadequate documentary requirements, etc.

Reviews documents presented and/or asks routine questions to understand the complaint, to determine its complexity/urgency, and the appropriate office/employee to whom it should be directed. Escalates complaints following proper endorsement procedures

Verifies with the complaining party if his/her concerns have been addressed

KALAHI-CIDSS Program Fluency

Ability and depth of understanding of the KALAHI-CIDSS, its systems and components as applied to one’s work.


Explains the KALAHI-CIDSS program in basic and rudimentary terms, like program objectives (empowerment, improved local governance, and reduce poverty) structures, processes, components, principles, types of projects and requirements

Refers to the standard operating procedures and guidelines when accomplishing routine KALAHI-CIDSS tasks and seeks advice and guidance in applying such on work plans and activities and addressing concerns of stakeholders

Office Management & Secretariat Services

Setting and abiding by administrative processes internal to one’s unit. Providing administrative support to one’s unit by coordinating meeting logistics, documenting meetings, archiving and organizing files, and arranging for certain transactions.


Establishes and enforces administrative protocols within one’s own unit

Organizes and ensures orderly and easy-to-use archive of all documents pertinent to one’s own unit

Ensures that all administrative transactions of one’s own unit are accomplished in a timely manner

Suggests ways on how the database can be further improved

Generates reports and simple analysis of requested information through the database system

Records Management

Organizing and maintaining of records and case folders for proper documentation and reference.


Generates report and simple analysis of all project data through the database system

Makes systematic and organized filing system for records management of all project data

Verbal Communication

Demonstrating the ability to verbally convey a message, information and ideas clearly and concisely to a target audience using a variety of media and language that suits their needs and characteristics.


Speaks clearly and uses language and tone that is understood by the target audience

Addresses queries and ask questions to check if objectives of presentation are achieved

Summarizes key points of the presentation and answers questions and concerns raised by the audience to clarify and emphasize points

Written Communication

Communicating ideas, facts and quantitative data in written form, with intent to inform, persuade or cause to take action, using appropriate


Writes routine and simple correspondence/communications (i.e., minutes, simple memos) using a template

Writes an expanded range of goodwill messages (i.e., thanks, apologies, congratulations, get-well wishes, goodwill, and sympathy), following standard formats

Appendix 3 55


grammar and following correct syntax, sentence and document structure.

Observes correct grammar and structure

Presents appropriate, complete, and correct information/data, secured from reliable sources (i.e. directories, schedules, notices, instructions)

Appendix 3 56

SUCCESS PROFILE Community Development Officer III (CDO III) Sub-Regional Project Management Office (SRPMO)

Job Summary

The Community Development Officer (CDO) is responsible for quality assurance and quality control of ACT implementation of community organizing and development processes along the CEAC in all covered municipalities in the region. The CDO us tasked to (i) ensure effective facilitation of the Project’s development interventions along the enhanced community empowerment activity cycle (CEAC); (ii) provide timely and useful technical assistance to ACTs in the processing of social safeguards requirements, and; (iii) ensure generation of lessons and effective implementation strategies, and the identification and development of best practice models from field implementation experience.

Key Tasks

1. Provide Technical Assistance to Area Coordinators , and conduct capacity building activities for ACTs, MCTs and other stakeholders

2. Provide policy recommendations to the SRPMT on specific strategies on CEAC facilitation, CSO engagement, and inter-agency engagement of ACT

3. Conduct quality assurance and quality control of CEAC facilitation by ACTs

4. Facilitate development of sustainability strategies and related activities to prepare beneficiary communities to manage and maintain community projects

5. Monitor ACT compliance of social and environmental safeguards policies and gender standards

6. Consolidate AC monitoring reports, and processes (prepare and transmit) reports following existing formats and procedures

7. Generate lessons, strategies, and best practices in field implementation, documents good practices, and ensure these are widely disseminated and used to enhance operations

Job Outputs

1. Report and updates on project implementation of social processes (quality)

2. CEAC tracking report

3. Technical assistance to ACT Team

4. Training interventions for the field staff



Core Competencies


Demonstrates knowledge of the structure of the Philippine government, and local government-wide policies pertinent to one’s work. Knows the mandate of different government agencies, local government units, and understands how these tie in with DSWD’s structure, mandate, mission





Directs individuals/groups to other units within the agency, or to

Appendix 3 57


and vision, social protection framework, primary programs, and key stakeholders and partners. Committed to the public service cause that is honest, trustworthy and with integrity.

institutions who can augment or provide the help needed when such is not within the scope of the DSWD
























Establishing and maintaining helpful working arrangements with internal/external


Initiates communication with cross functional units/departments and/or secondary stakeholder groups when buy-in is necessary to achieve needed results

Maintains rapport and harmonious working relationships with

Appendix 3 58


individuals, groups and institutions, which have an interest in, or have an impact on the completion of work assignments or success of DSWD programs. This may involve negotiating for resources, deliverables and delivery times, and balancing one’s own needs and the needs of other parties.

existing contacts in partner organizations (civil society groups, academe, religious and spiritual groups, NGOs, LGUs) by collaborating with them in key decisions made with respect to expected outputs

Identifies internal and external politics that impact performance and/or implementation of programs/projects and takes action within designated authority to manage issues. Uses rational strategies and emotional appeal to align parties to the agency’s social reform agenda

Identifies and secures the needed support for the approval and implementation of the social development agenda and of Field Office budgets, programs and projects










Identifies performance milestones, tracks the team’s progress and provides mid-course recognition/ encouragement as the case may be





Being open to new ideas, challenging conventions and accepted practices; employing one’s creativity to continuously




Appendix 3 59


improve work processes that will lead to better ways to deliver services. Providing the enabling environment and mechanisms to implement and sustain desired change to deliver services.























Recognizes the role and contribution of different offices/groups in DSWD to the achievement of objectives

Keeps self-updated on local and national events and developments (laws passed, Court decisions, the political dynamics within and between LGUs and the central government, CSOs, lobbyists, etc.) that may impact work processes

Performs tasks based on an understanding of his/her unit’s role in the overall structure of DSWD and how it contributes to the achievement of DSWD’s strategic objectives


Community Organizing Level of Proficiency: 3 (Advanced)

Appendix 3 60

















Group Facilitation






Interprets and confirms participants’ verbal and non-verbal communication to identify those who need clarification and

Appendix 3 61


feedback and use appropriate techniques to probe/expand the discussion or limit/segue to succeeding topics/issues






Engages with provincial and regional structures of the LGU, line agencies and other stakeholders to promote active linkages between these structures and the municipalities to support priorities expressed by communities.






Administering tools and analyzing data to evaluate the progress of the program. Has knowledge of statistical theory and applications. Ability to analyze statistics and other data. Ability to interpret and evaluate results, and create reports and/or presentations.


Analyzes trends in data collection and results

Checks for correctness and completeness of submitted narrative and database reports

Analyzes and checks accuracy of data gathered on field

Seeks inputs of internal and external counterparts regarding the data collection and analysis

Employs sound statistical techniques to deal with data source

Assess hindering factors to be minimized and the facilitating factors to be replicated

Monitors coverage of surveys and identifies sample errors through statistical process

Identifies reasons for non-compliance or failure to meet expected results

Applies varied techniques /methods in gathering data

Appendix 3 62

SUCCESS PROFILE Community Infrastructure Officer III (CIO III) Sub-Regional Project Management Office (SRPMO)

Job Summary

The Community Infrastructure Officer (CIO) provides technical assistance to the Area Coordinating Teams, Municipal Coordinating Teams within his jurisdiction, specifically on the technical aspect of Project implementation. The CIO assists the Regional Community Infrastructure Specialist in ensuring that the establised project standards, mechanisms and management tools for implementing Project investments are adhered to at the municipal and barangay levels.

Key Tasks

1. Assist the Area Coordinating Teams (ACTs) in the evaluation of technical feasibility of proposed sub-projects using the site investigation and field survey tools and environmental safeguards screening tools to determine appropriate disaster risk mitigation measures in response to the proposed site of the sub-projects.

2. Monitor adherence to Project technical standards, guidelines and policies in the development of engineering plans, construction monitoring and evaluation tools and reports during sub-project implementation

3. Provide technical assistance to the ACT in planning, developing and implementing Operations and Maintenance of completed infrastructure sub-projects including the required 30% women in paid labor and paid O&M work.

4. Validate and verify the sub-project implementation status using the Supervision and Monitoring tool

5. Ensure proper documentation of completed sub-project closing documents at work stations

6. Provide technical coaching and mentoring sessions to Technical Facilitators and Municipal Engineers, and acts as Resource Person in community training (Project Development Workshops, Procurement, Infrastructure, Operation and Maintenance)

7. Assist the Regional Community Infrastructure Specialist in the conduct of capability building activities for project staff

8. Review and ensure compliance of the ACT on the required technical documents and endorse requests for fund release and/or requests for Technical Assistance Fund (TAF), and corresponding No Objection Letter (NOL) for RPMO approval

9. Develop a feedback mechanism for the conduct of appropriate Technical Assistance Plan based on an analysis of trends on the different stages of sub-project implementation, in consultation of the Regional Community Infrastructure Specialist

10. Provide information and inputs on the technical aspect of Project operation

11. Maintains updated geo-tagging website

12. Coordinate with Project stakeholders regarding project implementation issues

Job Outputs

1. Consolidation and Analysis of Inventory of qualified suppliers, technical service providers, contractors, construction materials, pricelists, survey of labor costs, material testing and water quality laboratories, and available equipment

2. Summary lists of approved Requests for Fund Release (RFRs) including Checklists and Technical Review Guides

3. Consolidated Municipal Sub-projects Physical Progress Reports

4. Sub-Projects Supervision and Monitoring Reports

5. Updated Geo-tagging Website

6. Consolidated Final Inspection Reports, Turn-over & Acceptance Certificates and approved Variation Orders

Appendix 3 63

7. Consolidated work plans of Technical Assistance Plans developed to support the field implementation



Core Competencies





















Appendix 3 64
























Appendix 3 65





Identifies performance milestones, tracks the team’s progress and provides mid-course recognition/ encouragement as the case may be



























Appendix 3 66






Recognizes the role and contribution of different offices/groups in DSWD to the achievement of objectives

Keeps self updated on local and national events and developments (laws passed, Court decisions, the political dynamics within and between LGUs and the central government, CSOs, lobbyists, etc.) that may impact work processes






Validates the costing of sub-project proposals to ensure these are correct, economical, and follow established parameters for the project

Observes cost accounting principles when preparing sub-project budgets

Reviews and validates project expenditures against completed work at the field level to reconcile project accounts

Assesses sub-project owners’ ability to comply with Local Counterpart contribution, identifies potential sources and assigns a reasonable cost to these

Maintains financial records of all sub-projects in the assigned area


Sharing and teaching of knowledge, expertise, lessons learned, new approaches and trends in the project M&E implementation by effectively providing technical assistance, proposing trainings, sharing of materials and act as resource person in trainings to enhance the capabilities of the team in the organization and improve overall performance of external and internal implementation partners including field and partner agency counterparts. Transfer








Appendix 3 67


of SWO technologies, capacitating community volunteers in community development work.

Engineering expertise



Possesses an expert level of understanding of engineering concepts, practices, and theories used in the engineering specialty area and thus can provide technical advice and assistance to the community volunteers, community hired engineer in the preparation of the engineering plans, detailed cost estimates and program of work for proposed community sub-projects

Ensures that the Project technical guidelines, cost parameters, and environmental and social safeguards guidelines are being followed

Provides technical advice and assistance to the community volunteers in the preparation of the environmental management plan, procurement plan, planned community procurement packaging in preparation for the community’s request for fund release and sub-project implementation













Report Writing









Appendix 3 68

SUCCESS PROFILE Community Procurement Officer Sub-Regional Project Management Office (SRPMO)

Job Summary

The Community Procurement Officer (CPO) is responsible for overseeing compliance of the Area/Municipal Coordinating Teams (A/MCTs) with the implementation of the procurement system as prescribed in the Community-Based Procurement Manual (CBPM).

Key Tasks

1. Provide appropriate technical assistance to the members of the ACT/MCTs in setting-up systems and processes for fiduciary control

2. Serve as a resource person on community-based procurement during training, orientation and coaching sessions with staff and LGU partners

3. Conduct quality assurance and control over the community procurement actions and activities

4. Review No Objection Letter (NOL) requests to ensure that all requirements for prior review is complied, and endorses appropriate actions

5. Report on results of expost fiduciary review and on the status of procurement activities

6. Maintain an updated procurement and web disclosure database at the SRPMO

Job Outputs

1. Implementation of procurement system within the covered municipalities is in accordance to the community based procurement manual (CBPM)

2. NOL requests reviewed and endorsed to the RPMO for appropriate actions

3. Consolidated reports on expost fiduciary review and procurement tracking were analyzed and provided with corresponding recommendations

4. Established and implemented system of technical assistance at the SRPMO



Core Competencies









Appendix 3 69
























Establishing and maintaining helpful working arrangements with internal/external individuals, groups and institutions, which have an interest in, or have an impact on the completion of work assignments or success of DSWD programs. This may involve negotiating for





Acts on/Recommends needed action that will address operational

Appendix 3 70


resources, deliverables and delivery times, and balancing one’s own needs and the needs of other parties.

concerns in an effective and timely manner, mindful of different sensitivities and interests













Validates the costing of sub-project proposals to ensure these are correct, economical, and follow established parameters for the project

Observes cost accounting principles when preparing sub-project budgets

Reviews and validates project expenditures against completed work at the field level to reconcile project accounts

Assesses sub-project owners’ ability to comply with Local Counterpart contribution, identifies potential sources and assigns a reasonable cost to these

Maintains financial records of all sub-projects in the assigned area


Sharing and teaching of knowledge, expertise, lessons learned, new approaches and trends in the project M&E implementation by effectively providing technical assistance, proposing trainings, sharing of materials and act as resource person in trainings to enhance the capabilities of the team in the organization and improve overall performance of external and internal implementation partners including field and partner agency counterparts. Transfer of SWO technologies, capacitating community








Appendix 3 71


volunteers in community development work.

Process Management



Establishes clear, well-defined processes and procedures in own area of responsibility consistent with broad project policies and processes

Suggests innovations to the existing project processes and procedures in order to address gaps in the implementation and delivery of results

Validates feedback about limitations in the existing processes, procedures, forms and recommends measures to correct or improve

Proposes documentation of unwritten policies or development of procedures where none exists, as basis for addressing problems in the field or to alleviate issues/difficulties

Develops training and communication materials and methodologies aimed at educating colleagues, field partners and beneficiaries on project processes, procedures and policies

Identifies developmental and competency needs of the staff to ensure effectiveness in delivering the required process of work













Report Writing









Appendix 3 72

SUCCESS PROFILE Financial Analyst III Sub-Regional Project Management Office (SRPMO)

Job Summary

The Financial Analyst (FA) shall ensure that Requests for Fund Release are complete, accurate and valid before endorsing to the RPMO for funding. The FA shall provide technical assistance and support to ensure that funds released to communities are utilized as intended and in accordance with the rules and procedures prescribed in the Program Community-Based Finance Manual as well as government laws, rules and regulations.

Key Tasks

1. Review accuracy, completeness, and legality of all documents supporting the Request for Fund Release (RFR) transmitted by the ACT for endorsement to RPMO for funding

2. Monitor compliance with timelines, rules and procedures prescribed in the Program Community-Based Finance Manual and recommend measures to address any deviation

3. Monitor compliance of the MFA with prescribed Program Financial Management (FM) Monitoring System and recommend interventions as needed

4. Review status of FM related grievances, if any

5. Prepare SRPMO Consolidated Work and Financial Plan

6. Prepare Community Financial Reports (Sub-Regional Consolidated Status of Sub-Project Fund utilization Report and Sub-Regional Consolidated Status of Local Counterpart Contribution)

7. Maintain databases on RFR Monitoring, Status of Community Grants, DV Monitoring

8. Train ACT/MCT and other Stakeholders on Program Financial Management Systems and Procedures

Job Outputs

1. Reviewed Requests for Release within the standard processing time

2. SRPMO Consolidated Work and Financial Plan

3. Community Financial Reports (Sub-Regional Consolidated Status of Sub-Project Fund utilization Report and Sub-Regional Consolidated Status of Local Counterpart Contribution)

4. Training of ACT/MCT and other Stakeholders on Program Financial Management Systems and Procedures

5. Databases: RFR Monitoring, Status of Community Grants, DV Monitoring

6. Technical Assistance on FM Monitoring System

7. Resolution of finance-related grievances

Appendix 3 73



Core Competencies

























Perseveres and exhausts various options to overcome setbacks,

Appendix 3 74



failures and interpersonal conflicts. Sees learning points from failures and acts to correct behavior in the future



















Harnessing the energies and commitment of those they lead towards the achievement of agency and individual goals



Provides venue for discussion of team concerns, especially those

Appendix 3 75


and organizational excellence. which threaten team cohesion such as interpersonal conflicts, and sees to their speedy and effective resolution





























Recognizes the role and contribution of different offices/groups in

Appendix 3 76



DSWD to the achievement of objectives

Keeps self updated on local and national events and developments (laws passed, Court decisions, the political dynamics within and between LGUs and the central government, CSOs, lobbyists, etc.) that may impact work processes






Installs the sub-project cash management and financial recording systems and procedures following project standards and policies

Trains and coaches the sub-project team on cash management, maintenance of financial books and preparation of required financial reports such as Fund Utilization Report, and other Fiduciary requirements

Performs regular as well as unannounced un-announced audits or spot-checks to ensure compliance to internal control measures

Identifies ways to augment sub-project budget allocation. Links the sub-project team to sources of funds and coaches them on how to “sell” and negotiate

Assesses the project’s eligibility for request for fund release, identifies variances and provides direction/ advise on how the variances can be addressed










Appendix 3 77














Records Management

Organizing and maintaining of records and project data for proper documentation and reference.


Generates report and simple analysis of all project data through the database system

Installs a systematic and organized filing system for records management of all project data

Report Writing









Appendix 3 78

SUCCESS PROFILE Monitoring and Evaluation Officer III (CMEO III) Sub-Regional Project Management Office (SRPMO)

Job Summary

The Community Monitoring and Evaluation Officer (CMEO) is in charge of Program monitoring at the sub-regional level, report and feedback preparation, provision of technical assistance on database management and GIS, and uptake and monitoring of grievance.

Key Tasks

1. Ensure that complete and correct municipal databases are submitted to the central servers on time

2. Encode SRPMT specific data and geo-tag sub-projects if necessary

3. Review and process submitted data and manage the SRPMT database

4. Conduct of data quality assessments

5. Prepare regular and on demand consolidated reports

6. Prepare monthly feedback report to SRPMT, partner LGUs, ACTs and other stakeholders

7. Facilitate conduct of Municipal Assessments, information sharing activities and LGU capacity building on M&E

8. Receive, record (database) and monitor grievances lodged at the SRPMT

9. Provide technical assistance and coaching to SRPMT, ACTs , Municipal Database Encoders and volunteers on data management, use of NCDDP forms, database encoding, geo-tagging and website updating

Job Outputs

1. Monthly updated Sub-regional NCDDP database and geo-database

2. Quarterly and on-demand report to RPMO

3. Monthly feedback to SRPMT staff, ACTs and partner LGUs

4. Documentation of grievances lodged at SRPMT

5. Municipal Assessment

Appendix 3 79



Core Competencies

























Perseveres and exhausts various options to overcome setbacks,

Appendix 3 80



failures and interpersonal conflicts. Sees learning points from failures and acts to correct behavior in the future
















Challenges conventional standards, systems and procedures, modifies current or adapts new ways to better meet the needs of the agency

Provides venues for discussion and the sharing of ideas concerning change initiatives in order to promote understanding and engagement

Allows for the translation of new ideas into programs and projects or their customization by providing appropriate resources

Provides needed support to work group so they can cope better with major change or crisis








Holds consultation meetings with individuals and institutions

Appendix 3 81


which may be involved, to gather first hand info and to listen to their perspectives about the issue











Group Facilitation



Presents agenda, objectives clearly to attain agreements on roles, group processes and ground rules

Uses different techniques in introducing members of the group to each other and establishing rapport

Listens attentively, uses, paraphrasing, questions and probing in clarifying points and simplifying complex concepts, ideas and issues with the participants and in ensuring effective traffic of discussions

Consciously paces activities, discussions in such a way that participants are given equitable turns to participate while ensuring that process goals are attained at prescribed time

Use facts and avoids personal bias in dealing with conflict situations and handles disruptions discreetly

Listens, questions and summarizes group outputs to ensure clarifications


Administering tools and analyzing data to evaluate the progress of the program. Has knowledge of statistical theory and applications. Ability to analyze statistics and other data. Ability to interpret and


Analyzes trends in data gathering and results at the Regional level and identifies errors/deviations against targets

Suggests solutions to program implementers in the field to correct errors in the data

Undertakes complex analysis and interpretation of data following a prescribed system and knowledge

Validates and gets more information and checks for inconsistency and correctness of data to identify gaps and trends (deviations)

Appendix 3 82


evaluate results, and create reports and/or presentations.

Collects and synthesizes information from a variety of stakeholders and sources in an objective, unbiased manner to reach a conclusion, goal, or judgment

Identifies gaps in monitoring and evaluation policies, procedures and systems and provides recommendations for improvement

Analyzes accomplishments as to efficiency and effectiveness vis-à-vis targets

Analyzes and investigates up-to-date information from various sources and in various formats

Report Writing








Appendix 3 83

SUCCESS PROFILE Sub-Regional Program Coordinator (SRPC) Sub-Regional Project Management Office (SRPMO)

Job Summary

The Sub-Regional Program Coordinator (SRPC), as SRPMO Head, is responsible for managing the delivery of targets and activities within his/her cluster and ensuring that implementation adheres to the standards prescribed by the Program. The SRPC is expected to ensure quality of program implementation, monitoring, reporting, and engagement with relevant stakeholders.

Key Tasks

1. Manage the day-to-day operations of the Sub-Regional Program Management Office

2. Review ACT Work and Financial Plan (WFP) and consolidate them into the Sub-regional WFP prior to endorsement to the Regional Project Management Office (RPMO)

3. Equip SRPMO staff and/or ACTs with the necessary capabilities to perform their job through appropriate technical assistance, or capability building activities in coordination with the Regional Program Coordinator (RPC) and RPMO-based specialists

4. Ensure that Program interventions are effectively implemented by ACTs within the SRPMT in accordance with service standards

5. Review the quality of community proposals and requests for fund release (RFR) prior to endorsement to the RPMO

6. Report on progress of Program implementation and recommend actions to address relevant issues to the SRPMT/Municipal Clusters

7. Generate lessons/best practices from field implementation experience at the provincial level

8. Maintain strong linkage with local government, government agencies, civil society organizations, academe especially at the provincial level

Job Outputs

1. Consolidated Sub-Regional Work and Financial Plan

2. Well-guided SRPMO Area Coordinating Teams (ACTs) in NCDDP strategy and CEAC implementation

3. Consolidated TA and Training Plan, including implementation support requirements schedules and target groups

4. Quality training interventions for SRPMT/Municipal clusters

5. Engagement with provincial and municipal coordinating bodies to ensure appropriate and timely provision of Technical Assistance (TA) and Local Counterpart Contribution (LCC)

6. Partnerships with Civil Society Organizations (CSOs)

7. Endorsed community proposals and RFRs

8. Resolution of implementation issues within the SRPMT

9. Progress Reports submitted to the RPMO

Appendix 3 84



Core Competencies




Demonstrates in-depth knowledge of the primary social welfare and development needs of Filipino stakeholders, and how DSWD’s different programs address those

Educates fellow employees, partners and stakeholders on DSWD’s mission and vision, social protection framework, primary programs, and key stakeholders and partners

Deals firmly and constructively with lapses and intervenes in a timely fashion in order to deliver service to beneficiaries/clients

Works with internal units and external collaborators to address needs of beneficiaries/clients and/or to solve problems that hinder access to social services

Works with department members and on-the-ground partners in developing a strategy and action plan to address the social development needs of target sector/individuals

Recommends novel methods and strategies to serve difficult-to-reach target sectors/individuals

Attends to and is mindful of ethical situations and brings them to the attention of staff and clients for proper resolution

Takes timely and appropriate action to maintain discipline in cases of violations of ethical standards




Institutes a process/system for monitoring and tracking team progress and compliance with standards

Establishes a clear course of action for others and defines measures and stakeholders of excellence

Takes action to redirect individual and team behavior and actions to put them back on the performance track. Takes timely and appropriate action to avert potential problems

Actively shares and implements effective work processes and methods in one’s unit/group

Implements metrics for targeted results (both outputs and outcomes) to track performance based on an understanding of feedback and criticism





Sustains high-energy level and good performance even under adverse conditions and/or crisis situations. Demonstrates grace under pressure



Anticipates and plans for possible delays or complications that will

Appendix 3 85


lead to waste of resources





Initiates communication with cross functional units/departments and/or secondary stakeholder groups when buy-in is necessary to achieve needed results

Maintains rapport and harmonious working relationships with existing contacts in partner organizations (civil society groups, academe, religious and spiritual groups, NGOs, LGUs) by collaborating with them in key decisions made with respect to expected outputs

Identifies internal and external politics that impact performance and/or implementation of programs/projects and takes action within designated authority to manage issues. Uses rational strategies and emotional appeal to align parties to the agency’s social reform agenda

Identifies and secures the needed support for the approval and implementation of the social development agenda and of Field Office budgets, programs and projects




Provides staff with opportunities to take on challenging assignments so as to acquire progressively higher levels of knowledge and skills

Identifies key development areas within one’s unit or bureau, and recommends the necessary next steps to address those

Implements within the unit or bureau a development program that will seek to improve staff performance and career advancement




Identifies and implements strategies for effective allocation of work among units/bureaus in order to achieve the Department’s strategic thrusts and priorities

Encourages creative tension and differences of opinion in order to generate better ideas and solutions

Allows team members autonomy in fulfilling work assignments

Implements a formal rewarding scheme linked to concrete performance metrics

Facilitating Change and Level of Proficiency: 2 (Intermediate)

Appendix 3 86


Innovation (Introducing and Managing Change)










Establishes and synchronizes multiple group work objectives to meet medium to long term requirements of the different work groups of DSWD

Reviews and manages operations in a manner that supports the attainment of tactical goals of the different DSWD work groups in alignment with DSWD’s strategic direction

Periodically coordinates, monitors and evaluates the work and activities of group/teams to ensure that activities and processes are aligned

Applies performance management, budget tracking, and other resource management systems to monitor optimum use of resources

Recommends economy measures for the use of resources or enhancements to resource management systems within one’s own unit/bureau




Assesses the validity and urgency of issues/ problems against the impact on the deliverables of his/her team, and directs others to take action accordingly

Investigates to dig deeper into issues in order to establish root cause/s. Develops/recommends solutions that address the root cause of the problem to prevent recurrence

Recognizes symptoms of an emerging problem and takes action to avert it

Makes decisions by weighing a range of factors, some of which are partially defined and entail investigation

Identifies risks and/or potential problems and comes up with a Contingency Plan to mitigate these


Formulating broad and long-term plans for the agency, and ensuring that own actions and those of others are aligned


Supervises unit/office with a focus on long-term solutions and strategies, bearing in mind the interrelationships of units within the agency

Develops and aligns the objectives of the unit with DSWD’s mission and vision

Appendix 3 87


with priorities; keeping oneself informed of broad agency concerns, national issues which have impact on the agency, as well as emerging trends in social protection and development that may redefine strategy.


Advocates/Installs a mechanism for aligning operational plans to the strategy and priorities of the agency


Group Facilitation












Engages with provincial and regional structures of the LGU, line agencies and other stakeholders to promote active linkages between these structures and the municipalities to support priorities expressed by communities





Process Management

Developing, formulating & reviewing for enhancement processes, policies and procedures which govern the execution of tasks, activities, or projects, in order to ensure


Establishes clear, well-defined processes and procedures in own area of responsibility consistent with broad project policies and processes

Appendix 3 88


work is accomplished and required results are delivered effectively and efficiently. Adopting measures to drive compliance, and being proactive in responding to opportunities for improving/streamlining based on experience, feedback, emerging technologies and new direction.

Suggests innovations to the existing project processes and procedures in order to address gaps in the implementation and delivery of results

Validates feedback about limitations in the existing processes, procedures, forms and recommends measures to correct or improve

Proposes documentation of unwritten policies or development of procedures where none exists, as basis for addressing problems in the field or to alleviate issues/difficulties

Develops training and communication materials and methodologies aimed at educating colleagues, field partners and beneficiaries on project processes, procedures and policies

Identifies developmental and competency needs of the staff to ensure effectiveness in delivering the required process of work

Program Management

Monitoring and coordinating the implementation of plans, policies, tasks and activities of programs & projects being undertaken by the agency, and taking action to meet quality and performance goals.


Monitors compliance to the program/project Regional Work and Financial Plan by requiring field teams to provide regular update on the status of resources and activities conducted

Regularly meets area supervisors to discuss accomplishments against program/project performance metrics and to facilitate action planning for keeping performance on track

Evaluates the impact of the activities in the area/region by conducting spot check with beneficiary groups

Checks functionality of other councils that plays significant role in program implementation. Dialogues with them to clarify expected deliverables, assess performance and agree on action plans for moving forward

Develops a case for securing additional resources beyond the approved budget/allocation to higher level bosses, and/or taps latent sources outside the agency, in order correct lagging performance or to fast-track delivery of outputs as needed

Liaises with LGUs to promote the program and gain their support

Acts as the program/project champion in the region of area assignment, representing the interests of the program/project in all local venues (local conferences, local councils, local media, etc.)

Report Writing








Appendix 3 89

70-20-10 Learning Approaches

Approach Definition

Learning from on-the-job and hands-on experiences

Shadowing Approach where the learner observes the day-to-day work of an employee (referred to as host) for a specified period of time.5

Job enlargement Increasing the scope of a learner’s duties and responsibilities to develop a variety of skills.6

Cross training Training an employee hired to perform one job function to learn skills required to perform another job function and expose them to multiple roles within the organization.7

Job rotation Planned and temporary assignment of a learner from one job to another in a position or department for a specified period to perform the specific duties of another position, as part of their regular responsibilities.8

Special job assignments

Engaging learners in special projects or tasks to enable them to develop or enhance a specific set of skills.

Benchmarking Exposing learners to best practices with the objective of identifying and adapting them for purposes of improving processes and performance.9

Exposure/Field visits Learners travel to another place with a specific learning objective such as learning about activities, interacting with individuals or groups, gathering information about model practices, etc.

On-the-job training Learning through observing and being assisted by a colleague with more experience in performing a task.10

Work improvement teams/Action Learning Sets

Participating in teams formed to collaboratively analyze and reflect on work issues with the purpose of improving work processes or solving real problems (Footnote 10).

Learning from interactions

Coaching Provision of one-on-one guidance and instruction to enable performance of a specific task or function, usually as part of a performance management plan.11

Mentoring A relationship in which junior learner is linked with a more senior and experienced colleague to support a desired career development plan (Footnote 11).

Behavior modeling Learning new behaviors by observing others demonstrate desired behavior and applying them in their work situations.

5 University of Cambridge, n.d. Personal and Professional Development. Retrieved 08 January 2018,

https://www.ppd.admin.cam.ac.uk/professional-development/job-shadowing/types-job-shadowing 6 Human Resource Management Practice, n.d. Job Enlargement. Retrieved 08 January 2018,

http://hrmpractice.com/job-enlargement/ 7 Barr, Cecilia, 2017. Advantages and Disadvantages of Cross-Training Employees. Retrieved 08 January 2018,

https://www.bfscapital.com/blog/advantages-disadvantages-cross-training-employees-business/ 8 Society for Human Resource Management, 2017. Job Rotation policy. Retrieved 08 January 2018,

https://www.shrm.org/resourcesandtools/tools-and-samples/policies/pages/jobrotationpolicy.aspx 9 iSixSigma, n.d., Benchmarking. Retrieved 08 January 2018,

https://www.isixsigma.com/methodology/benchmarking/ 10 Chartered Institute of Personnel and Development, 2017. Learning methods. Retrieved 08 January 2018,

https://www.cipd.co.uk/knowledge/fundamentals/people/development/learning-methods-factsheet# 11 Dessler, Griffiths & Lloyd-Walker, 2007. HRM 3e: Theory, Skills, Application. Pearson Education Australia, New

South Wales.


http://hrmpractice.com/job-enlargement/



https://www.isixsigma.com/methodology/benchmarking/

Appendix 3 90

Approach Definition

Feedback Communication on the quality of performance of a learner, whether positive of constructive.

Performance discussions

Formal and informal dialogue between a learner and his/her supervisor to discuss areas of accomplishment and performance improvement based on a performance plan.

Conversations (interpersonal and interdepartmental)

Interactions with other people within and outside the organization that focus on work-related issues and problems. For example, exchange of ideas during coffee breaks or in common areas as water stations, etc.

Communities of practice

Collective learning with groups of people who have a shared concern or passion for something they do, and learn how to do it better as they interact regularly.12 May be introduced through online collaborative tools that facilitate sharing of ideas and materials.13

Formal courses and reading

Training programs Structured and formal learning activities that may be conducted face-to-face or within a classroom, technology-based (such as massive open online courses, or MOOCs), or blended (a combination of the two) (Footnote 13).

Education programs Advanced studies or programs in schools or universities to acquire an educational qualification (e.g., certificate or degree).

Self-study programs Learning program that allows a student to learn at his/her own pace and according to his/her own schedule.

Professional conferences

Meeting among professionals on a given subject or area of specialization to discuss matters concerning the profession and technical developments.

Reading self-selected books

Learning though reading materials.

12 Wenger-Trainer, E & B., 2015. Introduction to communities of practice. Retrieved 08 January 2018, http://wenger-

trayner.com/introduction-to-communities-of-practice/ 13 Chartered Institute of Personnel and Development, 2017. Learning methods. Retrieved 08 January 2018,

https://www.cipd.co.uk/knowledge/fundamentals/people/development/learning-methods-factsheet#



Philippines KALAHI CIDSS National Community-Driven Development Program … · 2018-11-06 · Driven...

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