TIBURCIO TANCINCO MEMORIAL INSTITUTE

OF SCIENCE AND TECHNOLOGY

Calbayog City

GRADUATE SCHOOL

Subject: Personnel Administration

Semester: 1st Semester SY 2003 – 2004

Topic: Development
a. Individual and Organization Development
b. Career Development along with Rule VIII of the Omnibus Rules
c. Appraising and Managing Performance along with Rule IX of the Omnibus Rules

Professor: Dr. Deborah T. Marco

Reporter: Donald M. Patimo MPM

INDIVIDUAL AND ORGANIZATION DEVELOPMENT

After the employee has been recruited, selected and inducted, he or she must next be
developed to better fit the job and the organization. No one is a perfect fit at the time of hiring,
and some training and education must take place. No organization has a choice of whether to
develop employees or not; the only choice is that of method. Development would include both
training to increase skill in performing a specific job and education to increase general
knowledge and understanding of our total environment.

Operative Training

The development of operatives calls for specific increases in skill and knowledge to
perform a particular job.

FOUR (4) BASIC METHODS

1. On-the-job Training
2. Vestibule Schools
3. Apprenticeship Programs
4. Special Courses

Management Development

EXECUTIVE DEVELOPMENT NEEDS

1. Decision Making Skills

a. In-basket
After trainees are given background information on a simulated company
and its products, organization, and key personnel, they are provided with an in-
basket of assorted memoranda, requests, and data pertaining to the firm. The
trainee must make sense out of this mass of paperwork and prepare memos, make
notes, and delegate tasks within a limited time period. Not all the items are all
equal importance, and one must often relate one item to another.
b. Business Games
These exercises introduce some uncertainty inasmuch as they are often
played on a competitive basis. Teams of trainees are formed to meet, discuss, and
arrive at decisions concerning such subjects as production amounts, research and
development, inventories, sales, and a myriad of other activities for a simulated
firm. Games can be relatively simple, permitting rapid decision making to be
effected, or extremely complicated, entailing long and detailed analysis of trends
in cost, inventories, and sales.
 c. Case Studies
The case method of development utilizes actual case examples collected
from various organizations for diagnostic purposes. The trainee must identify the
major and minor problems in the case, filter out the significant facts from the
insignificant, analyze the issues and use logic to fill in the gaps in the facts, and
arrive at some means for solving the identifiable problem.

2. Interpersonal Skills
a. Role Playing
It is a simulation in which the trainee is asked to play a part in a problem
situation requiring interaction with others. Basic mental sets are stated for all
participants, but no dialogue is provided. For example, a supervisor on the advice
of a motion and time study engineer has decided to change the work methods of
subordinates. The supervisor’s role may contain, among other items, such
statements as, “You get along well with your people; this idea of the methods man
makes pretty good sense for both the employees and the company; the data
provided by the expert are fair”.
b. Behavior Modeling
It is a more structured approach to teaching specific supervisory skills. It
is based on social learning theory insofar as the trainee is provided with a specific
model of behavior and informed in advance of the consequence of engaging in
that type of behavior.
c. Sensitivity Training
It is the development of awareness and sensitivity to behavioral patterns of
oneself and others. More specifically, goals frequently announced include
increased openness with others, greater concern for others, increased tolerance for
individual differences, less ethnic prejudice, understanding of group processes,
enhanced listening skills and increased trust and support.
d. Transactional Analysis
The emphasis is upon understanding the three ego states possessed by all
(parent, child, and adult) and analyzing interpersonal transactions in terms of
these states. The system was developed and popularized by Eric Berne and
Thomas Harris. Trainees are taught to analyze their interactions with others in
terms of the ego state being expressed.
e. Structured Insight
Trainers have used various instruments to systematically collect data
concerning trainee attitudes and values. These are then compared to a model of
behavior in the hope that trainees will develop some insight into makeup and
implications of their chosen modes of behavior.

Examples:
An assessment upon 9-by-9 managerial grid with concern for people
shown on the vertical scale and concern for output on the horizontal. A score of 1
indicates trainee low concern and a score of 9 indicates high concern. Such
assessments are then followed by thorough group discussion of the meaning of the
measured location of each trainee, usually with the admonition that the group
should move to a more balanced position of equal concern for both people and
productivity.
Chris Argyris suggests the use of another method that will provide into
leadership practices of top-level executives. Executives are first asked to write out
descriptions of their espoused theories of leadership. Second, a tape recording is
made of an actual meeting conducted by the executive. In a later gathering of all
executives involved in the development program, each is asked to diagnose and
describe the actual theory in use revealed by his or her own tape. The ensuing
discussion involves a comparison of the espoused theory with the theory actually
in use as revealed by the two separate tape diagnoses. The goal of this process is
to reveal the inevitable difference between stated beliefs and actual behavior.

3. Job Knowledge
a. On-the-Job Experience – (Learning by Experience)
b. Coaching
 A skilled coach with authority is deemed by many to be the single most
effective training technique. Teaching is individualized and one learns by doing.
c. Understudy
It can be considered an approach in that a certain person is specifically
designated as the heir apparent. It’s future depends upon what happens to his or
her superior. The advantages of this technique pertain to the practical and realistic
situation in which the training is conducted.

4. Organizational Knowledge
a. Position Rotation
Its major objective is the broadening the background of the trainee in the
business. If the trainee is rotated periodically from one job to another, he or she
acquires a general background.
b. Multiple Management
In 1932, Charles P. McCormick introduced the idea of establishing a
junior board of directors. The greatest value of this additional board was the
training of junior executives. The board was given the authority to discuss any
problem that the senior board could discuss and its members were encouraged to
put their minds to work on the business as a whole, rather than to concentrate on
their specialized areas.

5. General Knowledge
a. Special Courses
It requires the trainee to leave the workplace and devote her or his entire
time to development objectives. Special training or educational courses can be
established in numerous ways by a business organization as a part of its executive
development program.
b. Special Meetings
These are placed such activities as the 1 or 2 days meetings on special
subjects held by various organizations. For example, one of the activities of the
American Management Associations is the holding of periodic 2 to 3 days
conferences in various fields, such as personnel or production management.
c. Selective Reading
Many executives claim that it is very difficult to do much reading other
than that absolutely required in the performance of their jobs. In most instances
proper organization of the daily routine will provide some time for reading that
will advance the general knowledge and background of the individual.

6. Specific Individual Needs

a. Special Projects
It is a highly useful and flexible training device. Such assignments
ordinarily grow out of an individual analysis of weaknesses and thus, are likely to
be highly valuable training.
b. Committee Assignments
These are regularly constituted or ad hoc committee. They are not training
committees. Each has assigned objectives and responsibilities related to the work
of the organization and as such they must be peopled by competent personnel.

Organization Development

According to Bennis, organization development is a complex educational strategy

intended to change the beliefs, attitudes, values, and structure of organizations so that they can
better adapt to new technologies, markets, and challenges, and the dizzying rate of change itself.

It is an intervention strategy whereby the general environment is altered to emphasize

collaboration, competence, confrontation, trust, sincerity, and support.
 ORGANIZATION DEVELOPMENT INTERVENTION TECHNIQUES

1. Team Development
Instead of sending isolated individuals off to a sensitivity training session attended by
strangers, a type of sensitivity session is conducted for the members of an operating unit,
off-site, away from the job.
2. Survey Feedback
Surveys can be turned into an organization development strategy by feeding the results
back to those who answered the questionnaires. Employee task forces can be formed to
analyze results in such areas as reward system of the firm, leadership style,
communication processes, careers, and conflicts. Recommendations are made to
management and final decisions are discussed and fed back to the employees concerned.
3. Intergroup Sessions
All specialized units have a tendency to turn inward and project their problems on some
other group. When a particular interface has approached something close to open warfare,
a type of intergroup session is held.

RULE VIII
CAREER AND PERSONNEL DEVELOPMENT

SECTION 1. Every official and employee of the government is an asset or resource to

be valued, developed and utilized in the delivery of basic services to the public. Hence, the
development and retention of a highly competent and professional workforce in the public
service shall be the main concern of every department or agency.

Every department or agency shall therefore establish a continuing program for career and
personnel development for all agency personnel at all levels, and shall create an environment or
work climate conducive to the development of personnel skills, talents and values for better
public service.

SECTION 2. Each department or agency shall prepare a career and personnel

development plan which shall be integrated into a national plan by the Commission which shall
serve as the basis for all career and personnel development activities in the government. The
Career and Personnel Development Plan shall include provisions on merit promotion,
performance evaluation; in-service training; overseas and local scholarships and training grants;
suggestions, incentive award systems, provisions for welfare, counseling, recreation and similar
services; and other human resource development interventions such as on the job training,
counseling, coaching, job rotation, secondment, job swapping and others.

SECTION 3. The Integrated Human Resource Planning and Development System – In

preparing a Career and Personnel Development Plan, each department or agency shall utilize the
Integrated Human Resource Planning and Development System, otherwise known as IHRPDS as
a framework to rationalize all human resource management practices and processes in each
department or agency or local government unit.

Hence, every department or agency shall install and maintain an Integrated Human
Resource Planning and Development System (IHRPDS) and take effort to integrate this system
and its elements into a Corporate/Strategic Plan of the agency.

The IHRPDS shall be based on up-to-date personnel data and information system. The
Commission shall render technical assistance to departments and agencies in planning and
institutionalizing the IHRPDS.

SECTION 4. Each function in the IHRPDS shall be a shared responsibility and

accountability among top officials, planning officers, human resource management staff,
supervisors and employee representatives in each department or agency.

The head of department or agency shall implement all the programs therein and provide
support in accordance with the policies, rules, guidelines and standards promulgated by the
Commission.
 SECTION 5. The performance appraisal or evaluation system shall be integrated into
the IHRPDS as a tool to enable employees to improve performance and assess their professional
growth including determining the potentials and development needs of individual employees.
Hence, if performance appraisal indicates development needs, the individuals concerned shall
undergo training or other appropriate human resource development interventions designed to
improve their performance and productivity.

SECTION 6. Each department or agency shall have a human resource development

office created or a staff assigned solely for the purpose of attending to the agency’s human
resource development functions, activities and requirements.

(a) It shall have a training staff which shall be supported by all supervisors in
establishing a continuing program for the development of the agency’s personnel.
(b) Personnel who by the virtue of their petitions or designations are assigned as
members of the training staff, shall receive technical and consultative assistance from
the provincial, field, and regional offices of the Civil Service Commission relative to
their work and further assistance in continuously upgrading their competencies.

SECTION 7. In establishing program for the development of personnel, each

department or agency or local government unit shall:

(a) Prepare a comprehensive annual training and development plan based on periodic
assessment of organizational needs and skills/knowledge inventory of the workforce
taking into consideration the various levels and categories of jobs in the agency and
the urgency of such skills, knowledge and work attitudes required to deliver effective
basic services to the public.
(b) Design, implement and evaluate-in-service training and development programs solely
or in coordination with the Commission and/or other government agencies and
institutions. Such programs shall include the following:

Induction Program – refers to the program for new entrants in government to develop
their pride, belonging and commitment to public service.

Orientation Program – refers to activities and courses designed to inform new

employees about agency/government programs, trusts, and operations as well as on
their duties and responsibilities as well as benefits.

Reorientation Program – refers to the courses designed to introduce new duties and
responsibilities, new policies and programs to employees who have been in the
service for quite sometime.

Professional/Technical/Scientific Program – refers to substantive programs in specific

professional/technical/scientific areas for enhancement of skills and knowledge of
second level personnel in the career service.

Employee Development Program – refers to the courses aimed at maintaining a high

level of competence on basic workplace skills among employees in the first level in
the career service.

Middle Management Development Program – refers to a set or series of planned

human resource interventions and training courses designed to provide division chiefs
and other officials of comparable rank with management and administrative skills and
to prepare them for greater responsibilities.

Value Development Program – refers to courses which are designed to enhance and
harness the public service values of participants to be effective government workers.

Pre-retirement Program – refers to courses which are intended to familiarize would-

be retirees on the government retirement plans and benefits as well as available
business opportunities or other productive options/pursuits.
 Executive Development Program – refers to activities and experiences, and
continuing education intended to enhance the managerial skills of government
officials or executives who belong to the 3rd level.
(c) Approve the agency’s annual human resource development program and accredit
such courses or programs for the purpose of personnel actions in accordance with the
guidelines set by the Commission.
(d) Provide other human resource development opportunities and activities which shall
include training and scholarship grants, both local and foreign. In addition, shall
utilize alternative strategies or approaches for improving job performance such as
coaching, counseling, job rotation, on-the-job training and others.
(e) Ensure that each agency personnel shall have undergone at least one planned human
resource development intervention during the year.
(f) Stimulate and encourage employee development through individual self-development
and life-long learning/education activities.

SECTION 8. Each department or agency shall include a specific budgetary allocation

for human resource development purposes. At least three percent of the annual budget shall be
set aside for this purpose.

SECTION 9. The Commission shall be responsible for the coordination and integration
of a continuing program of personnel development for all government personnel at all levels.

SECTION 10. The Development Academy of the Philippines, the National Manpower
and Youth Council, the National Computer Center, the Department of Budget and Management,
the Commission on Audit, the Foreign Service Institute, the Statistical Research and Training
Center, the University of the Philippines Law Center, the Department of Interior and Local
Government and other agencies mandated by their respective charters or enabling act to conduct
centralized training shall conduct continuing training program for staff specialists from the
different agencies. However, in those cases where there is sufficient number of participants to
warrant training at department or agency or local government level, such central staff agencies
and specialized institutes shall render the necessary assistance and consultative services.

SECTION 11. To avoid duplication of effort and overlapping of training functions, the
following responsibilities are assigned:

(a) Public and private colleges and universities and similar institutions shall be
encouraged to organize and to carry out continuing programs of executive
development;
(b) The Commission, Commission on Audit, the Department of Budget and Management,
and other central staff agencies shall conduct centralized training and assist in the
training program of the departments or agencies along their respective functional
areas of specialization;
(c) In coordination with the Commission, the Department of Interior and Local
Government shall undertake training programs for all elective officials.
(d) In coordination with the Commission, each department or agency, province or city
shall establish, maintain and promote a systematic plan of action for personnel
training at all levels in accordance with standards laid down by the Commission.

Whenever it deems necessary, the Commission shall take the initiative in undertaking
programs for personnel development.

SECTION 12. In accrediting training and development programs for purposes of

personnel action, accreditation shall mean giving due recognition and credit to the successful
completion of training, development, or education course/program as basis for approval of
appointment, except as otherwise provided in Qualification Standards, qualifying for admission
to civil service examinations and higher CSC or agency training/development program.

Accreditation shall not apply to or include training courses which are conducted for
purposes of information dissemination such as orientation/reorientation programs or pre-
retirement seminars and other courses of similar nature.
 SECTION 13. Attendance of government personnel in conventions and conferences may
be allowed subject to the guidelines promulgated by the Commission.

SECTION 14. A Personnel Development Committee shall be established in each

department and agency both at the national and local governments, including government-owned
and controlled corporations with original charters which shall provide support functions to
management in matters pertaining to selection of agency nominees to training, development, and
scholarship programs in accordance with existing civil service policies and standards.

SECTION 15. Employees with permanent appointments shall be given preference in the
selection and nomination of candidates for training grants both within the country and abroad.

Non-permanent employees may subsequently be allowed to attend local or foreign

training programs or scholarship grants provided they fall under any of the following categories:

1. Employees of government agencies, including state colleges and universities and

government-owned and controlled corporations, directly involved in the undertaking
and implementation of foreign-assisted projects in which the agreement entered into
between such government agencies and the foreign entity, includes
training/scholarship grants for project staff members under the auspices of the lending
or assisting foreign institution;
2. Members of the academic staff of a chartered state college or university whose
appointments are non-permanent in nature on account of lack of either masteral or
doctoral degrees as embodied in the charter of the state college or university, and
whose availment of scholarship/training grant shall satisfy the deficiency thereby
qualifying the proposed nominees for permanent appointments upon completion of
the training/scholarship grants; or those who lack a specified residency requirement,
also as embodied in the charter of the state college or university, whose residency
requirements shall have been complied with within three (3) years after availment of
the grant;
3. Employees engaged in highly scientific field critical to national development where
there are only few educationally qualified personnel as certified by the Department of
Science and Technology; and
4. Employees who have been personally invited by a sponsoring entity; or employees
who are proposed for nomination by agencies which have been directly invited by a
foreign entity to avail of its training/scholarship grants.

SECTION 16. In no case shall female nominees be discriminated against in the availment
of local and/or scholarship/training grants or any human resource development opportunity. As
such, pregnant women and married women with a child or children irrespective of age shall be
considered for nomination/selection in scholarship training grants, both local and foreign.

SECTION 17. In consideration of nominee’s acceptance to local or foreign

training/scholarship grant whether in the academic or non-academic program including extension
he shall serve his office or any other government office or instrumentality thereof as the
exigencies of the service may require for the specified period as may be provided under the
training contract.

SECTION 18. Trainees as grantees shall submit to the head of agency a report of the
study/training within thirty (30) days for local and foreign training/scholarship grant after his
return to duty and copy furnish the CSC main office. In addition thereto, they shall also conduct
or share vital information and knowledge relative to the course attended with others in order that
their colleagues can benefit from the course/program.

Scholarship grantees shall submit to the head of office his official transcript of grades at
the close of each quarter, term and/or semester.

SECTION 19. Should the grantee fail to fulfill his service requirement due to transfer to a
private entity or resignation, he shall pay back his agency the full amount spent for his/her entire
training/scholarship grant.]
 SECTION 20. The department or agency head shall provide opportunity for employees to
exchange posts or job stations in agencies geographically closest to their residence through
appropriate programs established by the Commission.

Participation in the program shall be in accordance with existing rules and regulations
promulgated by the Commission.

SECTION 21. A Job Rotation Program shall be established in every department/agency

whenever viable/feasible as a means for developing and enhancing the potentials of people in an
organization by exposing them to the other work functions of the agency.

The movement of people under the Job Rotation Program may either be from one office
to another within the central office, or from one division to another within the central or regional
office, if any, or from central to regional/field/provincial offices and vice versa.

The duration of the job rotation program shall be within the period prescribed by the
department/agency head but shall not exceed 12 months.

The Job Rotation Program shall cover employees who have demonstrated professional
qualities and leadership or managerial potential in order to enrich or enlarge their repertoire of
skills and knowledge.

SECTION 22. A fast track program for deserving employees shall be established in every
department or agency to provide easy access to training and career advancement opportunities. It
shall support the individual’s career plan and the requirements of the organization in addition to
identifying managerial candidates for succession programs, if any.

SECTION 23. To enable employees and officials to contribute meaningfully to

organizational performance or productivity, heads of agencies shall encourage legitimate and
relevant worker participation in problem solving and decision-making and other activities which
will enhance quality of work life and public service.

SECTION 24. Each worker has the primary responsibility for his personal and
professional development. The CSC and his respective department and agency shall assist him to
make this possible through creation of a workplace and career service that is personally
satisfying as well as productive, innovative and professional.

RULE IX
PERFORMANCE EVALUATION

SECTION 1. There shall be established performance evaluation systems in every

department or agency of the national and local government, including state universities and
colleges and government-owned and controlled corporations with original charters.

SECTION 2. The Performance Evaluation System or Systems shall be so designed and

administered to:

(a) Continuously foster improvement of employee performance and efficiency;

(b) Enhance organizational effectiveness and productivity;
(c) Provide an objective performance rating which shall serve as basis for incentives and
rewards, promotion, training and development, personnel actions and administrative
sanctions.

SECTION 3. The following minimum requirements shall be observed in the

development of the Performance Evaluation System:

(a) It should provide for the identification of the outputs as well as the job-related
behaviors of the position/functions and the corresponding performance standards,
which should be mutually agreed upon between the supervisor and the subordinates.
(b) It should provide mechanisms by which an employee shall be currently advised of his
progress in accomplishing his assignments.
 (c) Supervisors should be given opportunities by the System to make comments and
recommendations regarding employee’s strengths and weaknesses which may be
instrumental in furthering his career, or identifying constraints that may impede his
development.
(d) Performance evaluation shall be done every six months ending on June 30 and
December 31 of every year. However, if the organizational needs require a shorter or
longer period, the minimum appraisal period shall be at least 90 days or three months.
No appraisal period shall be longer than one year.
(e) The system shall provide sanctions against raters who use it to give undue advantage
or disadvantage to people they rate.
(f) The following adjectival ratings shall be adopted:

Outstanding. An employee shall be given this rating when he exceeds his target by at
least 30% and above. It represents an extraordinary level of achievement and
commitment in terms of quality and time, technical skill and knowledge, ingenuity,
creativity and initiative. Employees at this performance level should have
demonstrated exceptional job mastery in all major areas of responsibility. His
achievement and contributions to the organization are of marked excellence which
even his peers recognize through a forced comparison/distribution method established
by the agency concerned.

Very Satisfactory. An employee shall be given this rating when he exceeds the
expected output/performance by at least 15% to 29% but falls short of what is
considered an outstanding performance. In addition, his competence and
contributions shall be recognized by his peers also through a forced
comparison/distribution method based on the criteria established by the agency
concerned. Those screened out in the forced comparison/distribution for outstanding
performers shall be included in this category.

Only employees with Outstanding and Very Satisfactory performance ratings shall be
considered for promotion.

Satisfactory. An employee shall be given this rating when he meets 100% to 114% of
the standards or ordinary requirements of the duties of the position. Those screened
out in the forced comparison/distribution method for Very Satisfactory performers
shall be included in this category.

Unsatisfactory. An employee shall be given this rating when his performance is 51%
to 99% of the minimum requirements but could stand improvement. It is expected
that in the next rating period, the employee, under close supervision, will either
improve his performance for which he shall be given at least a satisfactory rating, or
if not, he shall get another Unsatisfactory rating. Two (2) successive Unsatisfactory
ratings shall be a ground for separation from the service.

Poor. An employee shall be given this rating when he fails to meet performance
requirements or meets 50% or below of the minimum requirements and there is no
evidence to show that he can improve his performance. A rating of Poor shall be a
ground for separation from the service.

(g) As much as possible, the Performance Evaluation System shall contain the following
parts:
1. Objectives
2. Basic Policies
3. Procedures/Mechanics of the System
4. Mechanics of Rating
SECTION 4. The highest ranking officer of personnel management shall be responsible
for the development and administration of the performance evaluation system.
SECTION 5. An employee who expresses dissatisfaction with the rating given him may
appeal through the duly established Grievance Procedure of the Department or Agency within
fifteen days after receipt of his copy of his performance rating. Failure to file an appeal within
the prescribed period shall be deemed a waiver of such right.