L - D Orientation Workshop - Day2am - LDNA v3 PDF

Orientation Workshop on DepEd’s
Learning and Development System
For Regions VI, VII, VIII and X
16 -‐ 21 September 2018
26-‐29 April 2016

Civil Service Commission, Quezon City
For internal use of the BEST Team only. Not for distribution.
2
Workshop Flow
! DAY!1! DAY!2! DAY!3! Day!4! Day!5!!
Preparing!the! MoL!Activity! MoL!Activity! MoL!Activity! Meeting!of!NEAP!and!
AM! Learning! LDGEM!Checkpoint! LDP!Subsystem! LDPD!Checkpoint! HRDD!Chiefs!
!
1! Environment! (cont.)!! LDRPD!
! LDP!Checkpoint!
!
Subsystem!
L&D!Perspectives! LDNA! LDRPD!Checkpoint!
!
AM! ! Subsystem! !
2! LDNA!Checkpoint!
!
!
L&D!System! LDQATAME! LDD!Subsystem! !
PM! Overview! Subsystem! LDD!Checkpoint!!
LDP!Subsystem!
1! ! LDQATAME!Checkpoint!
GEM! LDPD!Subsystem!!
PM! Subsystem! ! Action!Planning!
2! ! Workshop!
Integration!
!
L&D System Checkpoints
•  Reflect on current
state of L&D system
•  Identify strengths and
areas for improvement
•  Determine action steps  
to address gaps.
Adapts L&D indicators of PRIME-HRM
Maturity
Level GEM Element: Policy
The Office’s Learning and Development (L&D) policies and
1 processes comply with CSC-issued L&D policies and
Transactional
guidelines.
2 The Office’s L&D policies and/or processes are customized to

Process- Office’s requirements, and include specific guidelines on
Defined application of equal opportunity principles.
The Office’s L&D policies and processes are competency-
3 based and linked with other core HRM areas (i.e., RSP, RPMS
Integrated
and R&R).
The Office’s L&D policies and processes are proactively
4 reviewed and updated to respond to changes in the Office’s
Strategic
strategic goals.
Step 1. Choose descriptor of current state
N • Not Met
P • ParCally Met
F • Fully Met
Proficiency
GEM Competency:
Level
Policy Review and Formulation
1 Refers to L&D policies and guidelines issued by CSC and

Basic DBM/GCG in executing the Office’s L&D activities.
Reviews and refines L&D policies, policy guidelines and/or

2 processes to meet Office requirements and promote equal
Intermediate opportunity principles in collaboration with the PDC,
managers/ supervisors and top management.
Develops L&D policies and/or policy guidelines that clearly
3 define link with other core HRM areas, in collaboration with
Advanced
PDC, managers/supervisors and top management.
Leads the proactive review and updating of L&D policies and
4 processes to respond to changes in the Office’s strategic
Superior
goals.
Step 2. Provide explanaCon
What aspect of the indicator are we:

•  Good at? Cite “evidences.”
•  ParCally/not implemenCng or
demonstraCng?
Step 3. Generate ideas on how to address gaps
What do we need to do to:

•  Fully meet the indicator?
•  Move to the next level?
LDGEM Checkpoints
Structure, Roles
InformaCon and
Policy and
CommunicaCon
ResponsibiliCes
Capability-‐
Resource Partnership
Building for L&D
Management Management
Implementers
Review
AccreditaCon
Budget Mechanism
and CerCficaCon
(System Audit)
L&D Planning L&D QATAME L&D Delivery
L&D GEM
Page No.
Cluster GEM Element System Competency
Indicators Indicators
Policy 3 12
1 Structure, roles and responsibilities 4

Capability-building for L&D
11
Implementers
2 ICT (LDIS, Communication) 6-7 14-15
L&D Resource Management 9 17

3 L&D Partnership Management 10 18
Part 1
•  In your small group

•  Read the indicators carefully
•  Discuss and agree on your rating
•  Use sticker dots to indicate your agreed rating
•  Use metacards for your assessment notes and
action steps
•  30 minutes
•  Remember:
•  Read the indicators carefully
•  Consider all aspects described by the
indicator
•  Indicators are arranged in a progression
•  Identify “evidences” of meeting aspects of
the indicator
Part 2
•  Regroup as Region/Division
•  Share the output of your small group
•  Provide additional information, if any
•  Review and revise rating, if needed, given
new information
•  Determine indicative Timeline for Action
Steps, and identify Person/s Responsible
•  30 minutes
Framework
Governance and Enabling Mechanisms
L&D L&D
L&D L&D
L&D Resource
Needs Program Program
Planning Package Delivery
Assessment Designing Development
Quality Assurance, Technical Assistance and Monitoring and EvaluaCon
Session Objectives
• Explain the purpose, general guidelines and quality
1 standards of the L&D Needs Assessment (LDNA) Subsystem
•  DifferenCate the levels of LDNA

2
•  Discuss the approaches to LDNA and their uses

3
•  Expound on the steps in LDNA

4
Session Objectives
•  IdenCfy strengths and areas for improvement of the
5 office’s L&D Needs Assessment
•  Determine possible acCon steps to address gaps

6
18
Dragon
Paper
Airplane

Activity
•  8 groups
•  QC inspector per group will
•  observe and not participate in making the
airplanes
•  check production after the time is up
•  record production stats (see factors)

Activity
Objective
To produce as many
airplanes that comply
with the provided
specifications (see
sample) in 10 minutes.

Activity
•  Performance assessment of the plane-
making will be conducted using the
following factors:
•  Productivity (number of planes made)
•  Made according to specs (see sample)
•  Wastage (minus half a point per wasted paper)
•  Flight distance (5 meters is optimal)

22
Looking
Back…
What factors
affected your
performance?
23
Performance Environment
Client Physical
demands environment
Strategic
Competencies Structure
thrust
Resources and
staffing
Policies/
Leadership Systems
style
Culture
Job and
Rewards
design norms
L&D Needs Assessment (LDNA)
Determining professional
development needs of the
Department’s personnel in key
performance areas, as basis for
identifying L&D programs
25
Purpose
Provides processes for idenCfying competency gaps that

affect individual and organizaConal performance
Establishes baseline data on competency levels of

personnel
Provides basis for tracking progress towards desired levels

of proficiency
Guides the planning and designing of L&D programs
Levels of Needs Assessment
Individual L&D Needs Assessment
•  IdenCfying learning needs that affect individual performance
Group Needs Assessment
•  Determining learning needs of an organizaConal unit or group

of jobholders due to changing requirements or specificaCons
OrganizaConal Needs Assessment
•  Determining learning needs prompted by new strategic

direcCons requiring new competencies to implement
organizaCon-‐wide reforms or iniCaCves
Individual Results-‐based Performance Management Cycle
LDNA
Planning and
Commitment
Rewarding and Coaching and

Development Planning Monitoring
Development
Planning and
LDNA Review and Evaluation
Individual
LDNA
Performance Review and EvaluaEon
IPCRF for Teachers
• PPST Self-‐Assessment Tool Assess staff competencies

• Classroom ObservaCon Tool
• Porholio Management
• Individual Development Plan IdenCfy strengths and development needs
IPCRF for Non-‐teaching Staff Set learning objecCves
• Assessment of job

competencies Prepare Individual Development Plan
Group LDNA
OrganizaConal Unit Group of Jobholders
• Learning center or • Teachers

school • Principals or school
• Schools division heads
office • Curriculum
• Regional office developers
• FuncConal division • Learning resource
• Bureau/ Service developers
Group LDNA
1. Prepare 2. Develop
3. Collect data
LDNA Plan LDNA tools
4. Analyze and 5. Prepare

validate data LDNA report
Group LDNA
•  Review existing personnel
1. Prepare
LDNA Plan and organizational information
about office/ job group
•  Key functions and processes
•  Current performance successes and
challenges
•  Input from head of office and key
people
•  Available documents
Group LDNA
•  Set objectives of LDNA
1. Prepare •  Purpose and scope
LDNA Plan
•  Organizational unit or job group
•  Target performance or competency
area
Involve heads of units or key members of job

group in formulating LDNA objectives

LDNA objectives guide selection of
approaches and tools
Group LDNA
•  Determine data requirements
1. Prepare
LDNA Plan and sources based on
objectives
Data Requirements Sources
•  Performance •  Job holders

issues •  Supervisors
•  Competency •  Documents (IDPs,
requirements for SAT results, job
the job descripCons, etc.)
•  Job holders’ level
of proficiency
Group LDNA
•  Determine LDNA methodology
1. Prepare
LDNA Plan and data gathering tools
•  Select approach
•  Select methodology and tools
LDNA Approaches
Competency-‐ Performance
based Analysis
Approach Approach
Competency-based Approach
Responds to immediate
performance problems
AND
minimizes future gaps
… by identifying the set of
knowledge, skills, and
attitudes required for
successful performance of
the job
Competency-based Approach
•  PPST Self-assessment
Tool
•  RPMS
•  Core Behavioral
Competencies
•  Leadership Competencies
Competencies
Observable, measurable and

vital knowledge, skills and
attitudes that are translations Defined in terms of
of capabilities deemed behavioral indicators that
essential to effective job are tangible and measurable
performance and
organizational success
CSC Definition
Competency Elements
•  Understanding •  CapabiliCes • Beliefs, feelings
acquired through acquired thru and values which
learning sessions pracCce predispose
people to act in
certain ways
Knowledge Skills Altudes
CSC Definition
DepEd Competencies
Core
FuncConal
Leadership/Managerial
Competencies are not about duties, they are
about people. Competencies focus on the
characteristics of people who are successful
in performing the work. Competencies do
better in pinpointing the unique
characteristics of people that lead to
success.
Willian J. Rothwell (2004), Competency-‐Based Human
Resource Management
Competency-based Approach –  
Advantages
•  Leads to an organized sequence of learning
•  Provides a complete set of learning necessary for
a particular job or role
•  Provides a convenient basis for designing
orientation or basic training
•  Is more adaptable to individual needs and pacing
Competency-based Approach -
Disadvantages
•  May not lead to immediate problem solution
•  Requires more thorough analysis of
behaviors required in successful execution
of task
•  Needs more time
Performance Analysis Approach
Responds to an
immediate performance
deficiency by isolating
the causes related to
lack of knowledge,
skills, and attitudes
Performance Analysis Approach -
Advantages
•  Leads to high motivation since

learning activities are designed
to solve immediate problems
•  Leads to immediate
satisfaction when problem is
solved
Performance Analysis Approach -
Disadvantages
•  Can lead to fire fighting approach to L&D
•  Does not lead naturally to sequenced learning
•  Can miss out on new opportunities  
for learning
•  People can be reluctant to admit  
that problems exist
Conduct Performance Analysis
•  Assess performance of office along
1 performance indicators
•  Identify factors that affect or could affect

2 performance
•  Isolate factors related to competencies

3
Performance Environment
Client Physical
demands environment
Competencies
Strategic
thrust Structure
Resources and
staffing
Policies/
Leadership Systems
style
Culture
Job Rewards and
design norms
Example:  
Roads Management KRAs
1.  Sustainable road management
2.  Transparent and accountable budget and
expenditure management system
3.  Internal Control System and Independent
Internal Audit
4.  Transparent Procurement Processes
5.  HRD Plan and Management Strategy
Sustainable Road Management 
Sample Key Result Statement 
•  Road condition surveys and traffic surveys

conducted, stored, and analysed using a
road and bridge asset management system
Road Condition Surveys and Traffic Surveys….
Performance Accomplishments Performance Gaps Reasons for Gaps Competency
Indicators Gaps
Road and bridge Complete data Current system is Insufficient None
asset management stored into the used only for data workforce
system used as Roads and collecCon and
basis for road Bridges storage Available personnel
planning, budgeCng InformaCon cannot focus on
and updaCng RBIS since
System (RBIS) Data not used to
implementaCon they have other
generate reports to
aid decision-‐ regular funcCons to
making perform

Traffic and road Traffic Survey Inaccurate raw Lack of competency CollecCng and
condiCons survey data updated data generated in of surveyors in recording of
incorporated into and reported in traffic surveys conducCng traffic traffic data
the bridge asset Excel form delays surveys (surveyors)
management consolidaCon Some maintenance
system personnel are not Supervising the
(because of the
need to correct able to effecCvely collecCon and
supervise surveyors recording of
discrepancies)
during data traffic data

gathering

Strategic
DepEd Strategic Directions
Anchors
Core Competencies
Leadership Competencies
Key Result Areas (KRA)
for Offices and Individuals
Approaches Technical/ Functional

Competencies
to LDNA Approach
Performance Analysis Competency Assessment
Process/ Office Individual Competency Assessment in

Tool Performance Performance Part II: Competencies of the
Analysis using Analysis using IPCRF, and/or other prescribed
OPCRF IPCRF tools (such as those based on
(achievement (achievement the Philippine Professional
of KRA of KRA Standards for Teachers, and job
objectives) objectives) descriptions)
Office and Individual

Data Level of proficiency in
performance gaps and reasons
Generated competencies required by job
for gaps:
Other
Competency Competency Competency
Performance
Gaps Gaps Strengths
Factors
Development Needs
Approaches to LDNA
Strategic
Anchors DepEd Strategic Directions
Core Competencies
Key Result Areas (KRA) Leadership Competencies
for Offices and Individuals
Technical/ Functional
Competencies
Approach
Process/
Tool
Approach
Approaches to LDNA
Process/
Tool Competency Assessment in
OPCRF IPCRF Part II: Competencies of the
(achievement (achievement IPCRF, and other prescribed
of office KRA of individual tools (PPST-SAT, and
objectives) KRA objectives) competency-based job
descriptions)
Office and Individual

Data Level of proficiency in
performance gaps and reasons
Generated competencies required by job
for gaps:
Other
Competency Competency Competency
Performance
Gaps Gaps Strengths
Factors
Development Needs
Approaches, Methods and Tools
LDNA Possible Possible Tools
Approach Methodology
Competency Competency •  PPST Self-‐Assessment Tool
-‐based Assessment •  NaConal Competency-‐based Standards
for School Heads (NCBSSH), or
equivalent set of standards
•  IPCRF Part II: Competencies
Performance Performance •  IPCRF and/or OPCRF
Analysis EvaluaCon & •  Part I: MFO, KRA, ObjecCves,
Review Timeline, KRA Weight, Performance
Indicators, Actual Results, RaCng
Individual & Office •  Part IV: Development Plans
Development
Planning
Group LDNA
•  Complete LDNA Plan
1. Prepare
LDNA Plan Template
•  Objectives
•  Data Requirements and Data Sources
•  Methodologies and Tools
•  Implementation Details (activities, persons
responsible, timelines, resources needed)
Group LDNA Method Tool
Interview Interview Guide
2. Develop
LDNA tools Survey QuesConnaire
ObservaCon ObservaCon Guide
Focus group
FGD Guide QuesCons
discussion (FGD)
Documents Checklist
Review (What to look for)
Test items and scoring
Tests
protocol
Group LDNA
•  Inform and coordinate with
3. Collect data targeted offices or groups
•  Implement LDNA activities
according to the plan
•  Capture data in appropriate
tools and templates
Group LDNA
•  Perform quantitative and
4. Analyze and
validate data
qualitative analysis
•  Establish trends or patterns
•  Uncover gaps in
competencies of target
learners
Group LDNA
•  Prioritize competency gaps
4. Analyze and
validate data
S • Strategic Importance
U • Urgency
M • Magnitude
F • Feasibility
Prioritizing Competency Gaps
Strategic Importance
•  What is the performance area affected by the
competency gap?
•  What are the negative effects of the competency gap
to the target performance outcomes and objectives?
Urgency
•  How soon should the competency gap be
addressed?
•  What will be further adverse effect on performance
outcomes and objectives if the competency gap is
not addressed immediately?
Prioritizing Competency Gaps
Magnitude
•  How big is the gap between current and desired
proficiency level?
•  What is the scale (size) of the problem resulting
from the competency gap?
Feasibility
•  What is the degree of control of the employee,
school, unit or office in addressing the competency
gap?
•  What resources are available?
Group LDNA
•  Validate data through
4. Analyze and
validate data •  Stakeholders who can verify
and provide further inputs
•  Other documents that might
corroborate findings
•  Use multiple methods
•  Update or revise data and
findings, as needed
Group LDNA
•  LDNA Report Template
5. Prepare
LDNA report •  Highlight performance
problems and consequences
•  Identify competency gaps of
target learners that contribute
to performance problems
•  Present prioritized competency
gaps
•  Use tables, graphs, and  
other support visuals
Group LDNA
1. Prepare 2. Develop
3. Collect data
LDNA Plan LDNA tools
4. Analyze and 5. Prepare

validate data LDNA report
Organizational LNDA
•  Prompted by new strategic priorities that
require new competencies to implement
organization-wide reforms or initiatives
•  Uses similar processes as group LDNA for
multiple organizational units, and more
types of jobs
LDNA General Guidelines
CollaboraCve process
Basic requirement for
involving PDC, L&D PMT,
any L&D program
head of office
Conducted at least once Done for all employees

a year as input to L&D at least once a year as
planning and budgeCng part of RPMS
Technology is used

ConfidenCality observed
where appropriate and
in data gathering
feasible
LDNA plan approved by LDNA report reviewed

PDC before start of data by PDC and approved by
gathering head of office
70
If I had an hour to solve

a problem, I’d spend 55
minutes thinking about
the problem and five
minutes thinking about
solutions.
•  LDNA System and Competency Indicators

•  LDNA Roles and Responsibilities
•  Assessment Guides for:
•  LDNA Plan
•  LDNA Report
System &
Roles and
Competency LDNA Assessment
Responsibilities in
Indicators for LDNA Guides (QA)
LDNA
(pp. 19-20)
•  Rating (sticker •  ✔ - Agree •  ✔ - Agree
dots) •  ? - Question •  ? - Question
•  Assessment Notes •  ✖ - Disagree •  ✖ - Disagree
•  Action Steps •  Questions, •  Questions,
•  Timeline comments, comments,
•  Person/s suggestions on suggestions on
Responsible post-its post-its
1.  Divide yourselves into 3 small groups

2.  Assign which group to review:
•  LDNA system and competency indicators
•  LDNA roles and responsibilities
•  LDNA Assessment Guides
3.  Regroup as Region/Division; share and
discuss the 3 outputs

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Orientation Workshop on DepEd’s

Learning and Development System

For Regions VI, VII, VIII and X

16 -­‐ 21 September 2018

26-­‐29 April 2016

2 The Office’s L&D policies and/or processes are customized to

1 Refers to L&D policies and guidelines issued by CSC and

Reviews and refines L&D policies, policy guidelines and/or

What aspect of the indicator are we:

What do we need to do to:

1 Structure, roles and responsibilities 4

2 ICT (LDIS, Communication) 6-7 14-15

L&D Resource Management 9 17

• In your small group

Governance and Enabling Mechanisms

Quality Assurance, Technical Assistance and Monitoring and EvaluaCon

• DiﬀerenCate the levels of LDNA

• Discuss the approaches to LDNA and their uses

• Expound on the steps in LDNA

• Determine possible acCon steps to address gaps

Provides processes for idenCfying competency gaps that

Establishes baseline data on competency levels of

Provides basis for tracking progress towards desired levels

Guides the planning and designing of L&D programs

Individual L&D Needs Assessment

• IdenCfying learning needs that aﬀect individual performance

Group Needs Assessment

• Determining learning needs of an organizaConal unit or group

OrganizaConal Needs Assessment

• Determining learning needs prompted by new strategic

Rewarding and Coaching and

• PPST Self-­‐Assessment Tool Assess staﬀ competencies

IPCRF for Non-­‐teaching Staﬀ Set learning objecCves

• Assessment of job

• Learning center or • Teachers

4. Analyze and 5. Prepare

Involve heads of units or key members of job

• Performance • Job holders

Observable, measurable and

Knowledge Skills Altudes

• Leads to high motivation since

• Identify factors that affect or could affect

• Isolate factors related to competencies

• Road condition surveys and traffic surveys

Approaches Technical/ Functional

Process/ Office Individual Competency Assessment in

Office and Individual

Office and Individual

ObservaCon ObservaCon Guide

4. Analyze and 5. Prepare

Conducted at least once Done for all employees

Technology is used

LDNA plan approved by LDNA report reviewed

If I had an hour to solve

• LDNA System and Competency Indicators

1. Divide yourselves into 3 small groups

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16 -‐ 21 September 2018

26-‐29 April 2016

•  In your small group

•  DiﬀerenCate the levels of LDNA

•  Discuss the approaches to LDNA and their uses

•  Expound on the steps in LDNA

•  Determine possible acCon steps to address gaps

•  IdenCfying learning needs that aﬀect individual performance

•  Determining learning needs of an organizaConal unit or group

•  Determining learning needs prompted by new strategic

• PPST Self-‐Assessment Tool Assess staﬀ competencies

IPCRF for Non-‐teaching Staﬀ Set learning objecCves

• Assessment of job

• Learning center or • Teachers

•  Performance •  Job holders

•  Leads to high motivation since

•  Identify factors that affect or could affect

•  Isolate factors related to competencies

•  Road condition surveys and traffic surveys

•  LDNA System and Competency Indicators

1.  Divide yourselves into 3 small groups