Division Organizational TDNA Rating Scales

SCALE ON THE LEVEL OF COMPETENCE

Sca
le
4

Description
VERY HIGH LEVEL

The division has comprehensive knowledge of

the competency and can apply it with a high
level of confidence.
Outputs resulting in the performance of the
competency are viewed as very
comprehensive, of high quality and have
been used as a benchmark for others.

HIGH LEVEL

The division has substantial knowledge of the

competency and can apply it without
supervision/guidance.
Outputs resulting in the performance of the
competency are viewed as comprehensive, of
quality and very useful.

MODERATE LEVEL The division has basic understanding of the

competency and can apply it with supervision
or some external support.
Outputs resulting in the performance of the
competency meet the basic standards.

LIMITED LEVEL

The division has minimal understanding of the

competency but cannot apply the competency.
Requires training or direct guidance to
achieve outputs related to the performance of
the competency.

SCALE ON THE LEVEL OF IMPORTANCE

Sca
le
1

Description
HIGHLY
ESSENTIAL

Competency is indispensable, highly critical

to the job performance of the Division and the
lack of it will adversely affect the quality of
output / work.

ESSENTIAL

Competency is necessary and the lack of it will

partly affect the quality of output / work.

LESS ESSENTIAL

Competency supports the Division in the

performance of its job but the lack of it will have
minimal impact on the quality of work.

NOT ESSENTIAL

Competency enhances the Division in the

performance of its job but the lack of it bears no

impact to the quality of work.

O r g a n i z a t i o n a l Tr a i n i n g D e v e l o p m e n t N e e d s A s s e s s m e n t f o r t h e
Division

Answer Sheet
Section: ___________________________________________

Service Area
General
Competencies
Across Units
(CO/DO/RO)

Service Area 1
Educational
Planning
(DO/RO)

Service Area 2
Learning
Outcome
Management
(DO)

Service Area 3
Monitoring &
Evaluation
(DO/RO)
Service Area 4
Education
Administration
& Management
(CO/DO/RO)

Competency #

Level of Competency
4

Level of Importance
1

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44

MATRIX of MANAGEMENT COMPETENCIES for the DIVISION

GENERAL
COMPETENCIES
ACROSS UNITS
(CO/DO/RO)

SERVICE AREA
1

SERVICE AREA
2

EDUCATIONAL
PLANNING
(DO/RO)

LEARNING
OUTCOME
MANAGEMENT
(DO)

SERVICE AREA
3

SERVICE
AREA 4

MONITORING
AND
EVALUATION
(DO/RO)

EDUCATION
ADMINI & MGT
(CO/RO/DO)

Understanding
DepED as an
Organization

11

Strategic
Planning

2
0

Understanding
of the
Revitalized
Basic Education
Curriculum

3
2

Monitoring and
Evaluation
Design and
Development

37

Resource
Mobilization and
Management

Understanding RA
9155 or the
Governance of BEd
Act

1
2

Implementation
Planning

2
1

Curriculum
Review

3
3

Instrument/Tools
Development for
M&E Data
Gathering

38

Resource
Procurement
and
Management

Management of
Change

1
3

Project/ Program
Identification

2
2

Curriculum
Implementation
Planning
(Curriculum
Indigenization)

3
4

Data Processing,
Analysis and
Utilization

39

Building
Partnerships

Organization
Analysis/ Diagnosis

1
4

Resource
Mobilization and
Allocation

2
3

Instructional
Materials
Development

3
5

Communication
Skills/Feedback
Giving

40

Human
Resource
Management

Problem Solving

1
5

Financial
Management
and Control

2
4

Instructional
Supervision and
Management

3
6

Education
Management
Information
System (EMIS)

41

Delegation

Decision-Making

1
6

Group Process
Management

2
5

Student/Pupil
Assessment/
Testing

42

Physical
Facilities
Programming

Dealing Effectively
with Pressure
Groups

1
7

Facilitation Skills

2
6

Intervention
Programming

43

Records
Management

Conflict
Management

1
8

Communication
Skills

2
7

Education
Programs
Management /
Project
Management

44

Understanding
the intent of the
Policy and
Implementation

Negotiation
Skills

1
9

Advocacy

2
8

Tracking Student
Progress

10

Transformational
and Enabling
Leadership

2
9

Quality
Management

3
0

Staff
Development

3
1

Coaching and
Mentoring

LIST OF COMPETENCIES AND BEHAVIORAL INDICATORS

GENERAL COMPETENCIES ACROSS UNITS (CO/RO/DO)
1. Understanding DepED as an Organization
a. Understanding DepED vision, goals, and objectives. Being familiar with
organizational structure and individuals involved
2. Understanding RA 9155 or the Governance of Basic Education Act

Understanding the facets of the education sector decentralization law and

its Implementing Rules and Regulations

3. Management of Change

Understanding the nature and phases of change

Facilitating the change process in the unit

4. Organization Analysis/Diagnosis

Assessing the entire organization its objectives, its resources and the
ways it allocates resources to attain goals
Knowledge of approaches and tools to organization analysis

5. Identifying and Solving Problems

Ability to timely identify problems or potential problems and identify

strategies or means to address these

6. Decision-Making

Efficiently arriving at conclusions on issues and problems whether internal

or external, minor or major
Acting on conclusions arrives at to desired results

7. Dealing Effectively with Pressure Groups

Handling various interests of stakeholders

Involves political skills, managing political interference

8. Conflict Management

Ability to identify, handle and manage differences and conflict situations

Ability to resolve conflicts

9. Negotiation Skills

10.

Ability to influence and work with people to reach solutions that everyone
can live with
Transformational and Enabling Leadership
Extending expertise to other divisions
Providing opportunities for professional growth to staff
Institutionalizing efforts or practices found effective
Identifying and developing emerging leaders
Creating a culture of excellence to enhance peak performance
Creating an atmosphere where individual differences are celebrated and
where every individual grows and maximizes his/her potential

SERVICE AREA 1: EDUCATIONAL PLANNING (DO/RO)

Outputs:

Division/Region Education Development Plan

Consolidated Annual Plan

11.

Strategic Planning
Preparing clear statements that describe a course of action in terms of
identified goals and objectives. Strategic planning involves the
understanding of the following:

Current and potential future the provincial, national, and

international levels
Planning process and principles
Department Planning timelines and requirements
Current Department Directions
Current regional thrusts
Principles and processes in environmental scanning
Processes related to collaborative educational planning
and proficiency in the following:

12.

Gather pertinent planning information/inventory of resources

Analyze planning information
Draw inferences from planning information
Conduct a thorough analysis of the current situation
Prioritize needs
Identify core organizational values
Formulate a vision
Formulate a mission
Perform data forecasting
Set realistic Divisional goals to achieve the vision
Set realistic performance targets
Identify appropriate strategies

Implementation Planning

Translating goals and objectives into specific interventions e.g. programs

and projects. Implementation Planning involves the understanding of the
following:

Forecasting and Trend-Setting

Processes related to prioritization of needs
Varied tools in plan development
Designing Monitoring and Evaluation System
Budget procedures of the Department
Possible funding sources
Budget items and proficiency in the following:
Prioritize Division needs
Identify sufficient activities to achieve targets and priorities
Identify performance measures
Identify means of verification
Identify resources requirements
Identify programs and projects to achieve objectives
Link programs/projects with resources
Perform financial forecasting and planning

13.

14.

15.

16.

17.

18.

19.

Allocate human, material, fiscal resources

Project/Program Identification
Involves the generation of potential project ideas to address problems or
gaps
Resource Mobilization and Allocation
Identifying sources of funds
Proper distribution of funds across funding requirements
Financial Management and Control
Understanding budgeting and financial management principles and
funding processes
Understanding COA rules, regulations, and applications
Group Process Management
Managing group dynamics during planning activities to accomplish tasks
at hand. Group process management the understanding of the following:
Workshop management
Principles of group process management
Interpersonal styles supportive of group process

Areas of Facilitation and proficiency in the following:

Generate group ideas
Engage participants in plan development
Manage conflict of ideas and move towards synergy
Ask probing questions
Summarize group outputs
Design and manage planning workshops
Build consensus
Facilitation Skills
Involves the ability to get a group of people to work together towards a
common goal. It involves the following areas:
Listening
Observing
Questioning
Attending
Communication Skills
Ability to covey requirements needed to implement the SIP to various
school stakeholders.
Ability to engage stakeholders in SIP planning and implementation
Applying effective verbal and non-verbal communication methods to
achieve desired results
Applying effective written communication methods to achieve desired
results
Advocacy
Ability to generate awareness, ownership and commitment to plan
preparation and implementation

SERVICE AREA 2: LEARNING OUTCOME MANAGEMENT (DO)

Outputs:

Performance Standards for Managing Learning Outcomes

Findings/Analysis Test Results and Utilization
Indigenized Curriculum
Indigenized Instructional Materials
Instructional Supervisory Plan
Programs and Projects to Address Learning Difficulties
System to Track Learning Outcomes
Staff Development Program

20.

21.

Understanding of the Revitalized Basic Education Curriculum

Understanding the philosophy and competencies covered by the current
curriculum
Curriculum Review
Ability to understand current standard curriculum and assess it against the
requirements for cultural and ethnic curriculum adaptations
Applying research methods to ascertain the effectiveness of the
curriculum and to identify cultural consideration to facilitate adaptation of
the curriculum

22.
Curriculum Implementation Planning (Indigenized Curriculum
and Instructional Materials)

23.

24.

25.

26.

Involves adapting current curriculum considering local requirements

following theories of cognitive development and learning
Instructional Materials Development
Understanding of the curriculum
Familiarity with theories of cognitive developing and learning as they
apply to development of instructional materials
Instructional Supervision and Management
Familiarity with various instructional strategies and motivational
techniques and their application in the classroom
Planning, implementing, organizing and monitoring an instructional
supervision activity for quality assurance of instructional delivery
Student/Pupil Assessment/Testing
Development of tools to assess students/pupils learning performance
Understanding the theories and applications i the development of testing
instruments
Involves likewise the interpretation and use of assessment results to
improve instruction
Intervention Programming
Identification and designing of appropriate interventions (e.g.
programs/projects) to improve students/pupils learning outcomes

27.

28.

Education Programs/Project Management

Effective and efficient management of intervention projects/programs to
address gaps in learning outcomes
Tracking Student Progress
Development of a student/pupil achievement monitoring and reporting
system to follow progress of students/pupils learning outcomes. This
requires the understanding of the following:
Identifying issues related to EMIS
Planning for information systems development
Acquiring, developing, and installing hardware and software
requirements
Final testing of the system in the actual environment where it will be
deployed
Monitoring, evaluation, adjusting the system to the organizations
changing informational requirements
Design and installation of system for generating, storing, maintaining
and retrieving data

29.

30.

31.

Quality Management
Development of performance standards/indicators in managing learning
outcomes
Ensuring that inputs (e.g. instruction, curriculum, etc) are at par with
standards set
Following through implementation; achievement of goals
Taking corrective action
Staff Development
Identifying key need areas for staff development of personnel task with
instructional delivery
Understanding key concepts and principles related to staff development
Designing and implementing programs to answer staff development needs
Coaching and Mentoring
Transferring acquired knowledge and skills by providing technical
assistance and direct guidance to staff
Identifying and developing mechanisms or specific activities for effective
transfer of knowledge and skills

SERVICE AREA 3: MONITORING AND EVALUATION (DO/RO)

Outputs:

M&E Design

M&E Instruments and Tools

M&E Reports

Consolidated/Analyzed BEIS Data

Documentation of Success Stories and Best Practices

32.

Monitoring and Evaluation Design and Development

33.

34.

35.

36.

Designing and developing the system, facilities, tools and mechanisms for
monitoring and evaluation
Setting performance and quality standards for work processes and outputs

Instrument/Tools Development for M&E Data Gathering

Preparation of appropriate instruments and tools to gather information to
satisfy major monitoring and evaluation areas
Data Processing, Analysis and Utilization
Processing, reviewing data gathered to make inferences to enable
management to use data for decision-making
Communication Skills/Feedback Giving
Ability to convey results of monitoring and evaluation results to improve
program/project implementation catering to improving learning outcomes
Establish and manage a mechanism for effective feedback
Education Management Information System (EMIS)
Ability to convey results of monitoring and evaluation results to improve
program/project implementation catering to improving learning outcomes
Establish and manage a mechanism for effective feedback

SERVICE AREA 4: EDUCATION ADMINISTRATION AND MANAGEMENT

(CO/RO/DO)
Outputs:

Resource Mobilization Plan

Procurement Plan

Human Resource Management Plan

Physical Facilities Plan

Records Management System

Regular Report Requirements

37.

38.

39.

Resource Mobilization and Management

Ability to rally support for educational initiatives and proper/prudent
allocation of resources across needs in the division/region/central office
Understanding budgeting and financial management principles and
funding processes
Understanding COA rules, regulations, and applications
Monitoring of resource utilization
Providing feedback to funders on status of funds utilization and benefits
derived
Resource Procurement and Management
Developing a system of procurement of resources, allocation of resources
to specific activities e.g. learning/instructional materials, supplies, etc.
Monitoring of resource utilization
Building Partnerships

40.

41.

42.

43.

44.

Developing useful contacts and dealing with a broad range of people from
various levels, social, and economic background
Working with other institutions (GOs, NGOs, LGUs, etc) both national and
international to achieve common goals

Human Resource Management

Ability to plan for manpower requirements based on organizational vision
Ability to attract, select, and hire competent people for organizational
deployment
Ability to develop people through various forms e.g. In-Service Training,
Coaching Mentoring
Ability to compensate, appraise and reward performance
Delegation
Involves the ability to entrust to other people ones authority
style of management which allows your staff to use and develop their
skills and knowledge to the full potential
Physical Facilities Programming
Ability to forecast physical facilities requirement and new school
requirements
Setting standard specifications catering to requirements of schools,
divisions, regions
Allocating funds, constructing facilities, rehabilitation, maintenance and
repair
Records Management
Developing a system for managing and updating records
Maintaining an updated and functional system of storing and retrieving
data on work process and their outputs and other information relevant to
decision-making
Understanding the intent of the Policy and Implementation
Identifying the purpose of the policy
Ability to apply the policy as intended