a training and development needs assessment tool, competency-based, utilizing consensual approach, emphasizes on the responsibility of supervisors in directly developing the competence of subordinates, best applicable in a competency-based system
4. Familiar situations in offices (1)
Increasing
Paperwork
Older folksโ extra effort to cope
with the evolving hi-tech workplace
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5. Familiar situations in offices (2)
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Undue obedience to
certain officials
DUE TO REWORKS
AND BACK JOBS
6. Familiar situations in offices (3)
Difficult employees especially
when the boss is out
Inexperienced employees,
fresh graduates, new hires
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7. Office politicians, jesters and
โin-crowdโ guys of the boss
Familiar situations in offices (4)
Working with/for
Incompetent Bosses
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Unstable Team
Performance
8. Familiar situations in offices (5)
Inadequate/weak
problem-solving capabilities
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Finger pointing
and fault-finding
Opportunism and
Malpractices
9. Familiar situations in offices (6)
Skills โ Job mismatch Demotivated and
Timid Employees
Difficult coordination even among team members
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11. Should Staff Training be a Regular
Program in Government Agencies?
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Why do government agencies
spend so much for staff
training (5% of MOOE) every
year?
If COMPETENCE is a pre-
requisite in hiring, what then
is the rationale for in-service
staff training programs?
How much of a government
agencyโs productivity issues
are resolved thru staff
training?
If government treats staff
training as investment, what is
the magnitude of ROI achieved
so far?
15. HR Perception
Hilario P. Martinez 15
Is 5% of MOOE* a standard training
budget for all agencies? Why so much?
Do we always have so many โdumbbells-
that-never-learnโ every year?
* MOOE โ Maintenance and Other
Operating Expenses (Operating Fund)
Training is imperative
ONLY if there is a shift in
strategy, a change in
systems, or the
introduction of new
technology
17. LEVELS OF CRITICALITY TO JOB:
HIGH = 3
MODERATE = 2
LOW = 1
Criticality to Job
where the
competency
element/unit
is a vital
contributor to
job delivery,
requiring
significant
time and
effort on the
part of the
jobholder
High
where the
competency
element/unit
has a definite
impact on
time and
effort in the
delivery of
job outputs
Moderate
where the
competency
element/unit
may not be a
major
component or
contributor to
the overall job
delivery in
terms of time
and effort
Low
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18. Level of Competency
Basic โ where the
jobholder is able to
execute the
competency element
with supervision
Sufficient โ where
the jobholder is able
to execute the
competency element
without supervision
Expert โ where the
jobholder is not only
able to execute the
competency element
independently but is
also able to guide
others and to
innovate in the task
execution
COMPETENCY LEVEL
EXPERT = 1
SUFFICIENT = 2
BASIC = 3
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19. Making Sense to a Critical Imbalance?
Criticality
to Job
Level of
Competency
3
2
1
1
2
3
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21. Level of Competency Criticality to Job
LEVEL OF
COMPETENCY
CRITICALITY
TO JOB
3
3
2 2
1
1 Expert
Sufficient
Basic
High
Moderate
Low
B x H = 9
B x M = 6
B x L = 3
S x H = 6
S x M = 4
S x L = 2
E x H = 3
E x M = 2
E x L = 1
B x H = 9
B x M = 6
S x H = 6
S x M = 4
B x L = 3
E x H = 3
E x M = 2
S x L = 2
E x L = 1
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22. 9 6 3
6 4 2
3 2 1
Numerical Rating
B x H = 9
B x M = 6
S x H = 6
S x M = 4
B x L = 3
E x H = 3
E x M = 2
S x L = 2
E x L = 1
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HIGHEST
LOWEST
RangeofTraining&
DevelopmentNeeds
25. BH SH EH
BM SM EM
BL SL EL
9 6 3
6 4 2
3 2 1
Objective-wise: Numerical โ Adjectival
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From greatest training
needs to the least
training needs?
From basic skills to
expert level, from low
criticality to high?
26. . . .
Deriving the equivalent % rates
B S E Total
L 3 2 1 6
M 6 4 2 12
H 9 6 3 18
Total 18 12 6 36
B S E Total
L 8.33% 5.56% 2.78% 16.67%
M 16.67% 11.11% 5.56% 33.33%
H 25.00% 16.67% 8.33% 50.00%
Total 50.00% 33.33% 16.67% 100.00%
BL = 3 / 36 = 0.0833
BM = 6 / 36 = 0.1667
BH = 9 / 36 = 0.2500
SL = 2 / 36 = 0.0556
SM = 4 / 36 = 0.1111
SH = 6 / 36 = 0.1667
EL = 1 / 36 = 0.0278
EM = 2 / 36 = 0.0556
EH = 3 / 36 = 0.0833
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27. Weighted Score Equivalent for
Competency Level Criticality to Job
B S E Total B S E Total
L 3 2 1 6 8.33% 5.56% 2.78% 16.67%
M 6 4 2 12 16.67% 11.11% 5.56% 33.33%
H 9 6 3 18 25.00% 16.67% 8.33% 50.00%
Total 18 12 6 36 50.00% 33.33% 16.67% 100.00%
Hilario P. Martinez 27
9 6 3
6 4 2
3 2 1
BยทH SยทH EยทH
BยทM SยทM EยทM
BยทL SยทL EยทL
29. T.D.N.A. Tool Rating Scheme
Hilario P. Martinez 29
STANDARDIZED
JOBTITLE
COMPETENCY
STANDARD
Elements
minimum
Elements
maximum
Elements
minimum
Elements
maximum
PRIMARYRATINGAREA
UNITS OF
COMPETENCY
minimum
UNITS OF
COMPETENCY
maximum SCOREROLL-UPAREA
34. The โDeficiency Scaleโ
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Group1
Group2
Group3
Group4
Group5
Group6
HIGHEST T/D Needs
LOWEST
T/D Needs
D E F I C I E N C Y G A P S
35. PRESENTING THE T.D.N.A. TOOL
Reinforcing Objectivity and Fairness in Needs Assessment
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36. Employee-
Ratee Form
TDNA FORM DESCRIPTION
This instrument needs to be
accomplished separately by three
Individuals: (1) an employee-ratee, (2)
the supervisor-rater, and (3) a peer rater.
The supervisor-rater should be the
immediate supervisor of the employee-
ratee, while the peer rater should be any
member of the group the employee-ratee
belong and chosen at random. For
employee-ratee who supervises
subordinates, a subordinate-rater
likewise chosen at random shall be the
fourth rater.
Select your answer from the list in the
appropriate column. Be informed that
the information you provide in this form
shall be held in strictest confidence and
maybe subject to verification whenever
necessary
Hilario P. Martinez 36
37. Supervisor-
Rater FormTDNA FORM DESCRIPTION (Continued)
Space is allotted for a maximum of seven
(7) units of competency and maximum of
seven (7) elements per unit.
Scale Guide for CRITICALITY to JOB: the
importance this competency element has
in relation to the delivery of outputs and
the execution of job. Scale of Low [L] -
where the competency element may not
be a major component or contributor to
the overall job delivery in terms of time
and effort; Moderate [M] - where the
competency element has a definite
impact on time and effort in the delivery
of job outputs; and High [H] - where the
competency element is a vital
contributor to job delivery, requiring
significant time and effort on the part of
the jobholder.
Hilario P. Martinez 37
38. Peer-Rater
Form
TDNA FORM DESCRIPTION (Continued)
Scale Guide for Level of COMPETENCY:
the current proficiency which jobholder
has in the execution of the competency
element. Scale of Basic [B] - where
jobholder is able to execute the
competency element with supervision;
Sufficient [S] - where jobholder is not
only able to execute the competency
element without supervision; and Expert
[E] - where the jobholder is not only able
to execute the competency element
independently but is also able to guide
others and innovate in the task
execution. For each response marked [E]
as Expert, the respondent is required to
indicate/attach reference material/s
(reports, citations, certifications, etc.) for
verification in accordance to rules of
evidence.
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39. Subordinate-
Rater Form
TDNA FORM DESCRIPTION (Continued)
For all respondents, answers found to be
inadequate or not supported by verified
facts and/or relevant documents shall be
reduced to the next lower mark/rating.
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40. Attendant TDNA forms to be accomplished depending
of on classification of Employee-Ratee
Employee-Ratee โ is a
supervisorial employee
Employee-Ratee form
Supervisor-Rater form
Peer-Rater form
Subordinate-Rater form
Employee-Ratee โ does not
exercise supervisorial function
Employee-Ratee form
Supervisor-Rater form
Peer-Rater form
Average is รท by 4 per
Unit of Competency
Average is รท by 3 per
Unit of Competency
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47. Overall Average Rating = 15.87%
Overall Average Rating
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All scores, except one,
are within Groups 1 and
2 area, where the T/D
needs are higher.
Respondent-wise, the
raters, especially the
Supervisor, gave
derogatory scores. UC-
wise, the ratee was
more wanting in UC #6
48. D E F I C I E N C Y G A P S
Locating the Sample Rating Result in
the โDeficiency Scaleโ
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Group1
Group2
Group3
Group4
Group5
Group6
Overall Average Rating = 15.87%
SH, BM
Sufficient-
High //
Basic-
Moderate
50. Group 1: Basic Competency / High
Criticality (BH)
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O n - t h e - J o b
Tra i n i n g
Supervisor
Mentoring
Job-Specific
Workshops
Provided โฆ
1. Employee has positively
verified potential
2. Employee manifest
improvement in
performance
3. These Interventions
are limited to 1 year
only
Remedial
Measures
51. Group 1: Basic Competency / High
Criticality (BH)
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Professional
Counselling
Demotion
In Rank
Transfer of
Assignment
You are FIRED!
Corrective
Measures
52. Group 2: Basic Competency / Moderate Criticality
(BM), Sufficient Competency / High Criticality (SH)
Hilario P. Martinez 52
Provided โฆ
1. Employee has positively
verified potential
2. Employee manifest
improvement in performance
3. These Interventions are
limited to 1 year only
Self Study Group Mentoring
By Supervisor
Peer to Peer
Mentoring
53. Group 3: Sufficient Competency /
Moderate Criticality (SM)
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Supervisor
Coaching
Recognition
Delegate More
Responsibility
54. Group 4: Basic Competency / Low Criticality
(BL), Expert Competency / High Criticality (EH)
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Job EnlargementJob Enrichment
Ad-hoc group
Membership
Team
Leadership
Task Sharing
for Training
56. Group 6: Expert Competency / High
Criticality (EH)
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Multiple
Tasking
Delegate More
Responsibility
Peer Work-
Group Mentoring
57. A Strategic HRD and Top
Management Issue
How then should
Team Leaders be
affected if, at the
conclusion of a
TDNA, their Team
Members
Made
significant
improvement?
Manifested
NO or
negligible
change?
Deteriorated
farther?
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59. In-house Expertise
Prioritize in-house training
programs with internal
subject matter experts (SMEs)
as Resource Persons
Accreditation/designation of
Internal expertise as Trainors for
In-house training programs
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60. Business Reliability
Outsourcing of critical job
accounts when no sufficient
internal expertise is available
Streamlining and/or
Enhancement of Business
Operation / Processes
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61. Competency Standardization Program
Institutionalize workplace-
based skills development
modalities organization-wide
particularly the direct
participation of personnel
with supervisorial functions
Implement job / competency
standardization with direct
participation of employees in
the development process
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62. Human Resource Development
Implement a competency-
based Human Resource
Development System
Make available and accessible
all possible in-house
technology and job-pertinent
materials to employee-
learners in the workplace
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INFORMATION
SHARING
DIFFERENTIATED
WORKFORCE
PROGRESSIVE
SUCCESSION
PLAN
63. On In-Service Scholarship
Only graduate and post-graduate programs are to be funded,
and only to highly technical and science-based government
agencies, and only to highly deserving employees
Hilario P. Martinez 63
