SC Buildin CIVIL SERVICE COMMISSION MEMORANDUM CIRCULAR To : ALL HEADS OF CONSTITUTIONAL _ BODIES; DEPARTMENTS, BUREAUS AND AGENCIES OF THE NATIONAL GOVERNMENT; LOCAL GOVERNMENT UNITS; GOVERNMENT-OWNED OR CONTROLLED CORPORATIONS WITH ORIGINAL CHARTERS; AND STATE UNIVERSITIES AND COLLEGES SUBJECT : Leadership Competency Framework and Schedule of Fees for the Leadership and Management Certification Program (CPro) of the Civil Service Commission Pursuant to CSC Resolution Nos. 1500615 (Leadership Competency Framework) and 1500616 (Policies on the Leadership and Management Certification Program), both dated 25 May 2015, the CSC adopted the policies on the Leadership and Management Certification Program or CPro and the Five (5) Leadership Competencies for the bureaucracy The CPro, administered by the CSC, is an altemative mode of satisfying the qualification standards for division chief and executive/managerial positions where the educational requirement is a master’s degree, provided the other requirements are also met. A Leadership and Management Certificate shall be issued to a candidate who has sufficiently shown to have acquired the following five (5) Leadership Competencies: Thinking Strategically and Creatively; Leading Change; Building Collaborative, inclusive Working Relationships; Managing Performance and Coaching for Results; and Creating and Nurturing High Performing Organization eeena The definitions, core descriptions, levels and behavioral descriptors of the five (5) Leadership Competencies are provided in Annex A. The CPro has two (2) tracks, as follows |. Training Track. Candidates undergo a ten-day Leadership and Management Development Course which thereafter requires the development and implementation of an Action Learning Project (ALP) within ve Public Service IBP Re wows. goxphninety (90) days after the training. In the ALP, the candidates are expected to demonstrate leadership and management competencies in the five (5) areas mentioned above. Il Recognition of Prior Learning (RPL) Track. It is an option available to employees performing supervisory or managerial positions who already possess the above-mentioned competencies needed for leadership and management certification The candidates under the RPL Track shall skip the ten-day Leadership and Management Development Course. However, they are required to take the Pre-Qualifying Tests which include a two-hour multiple-choice test, and a one-hour essay test both covering the five (6) leadership and management competencies. After passing the Pre-Qualifying Tests, they shall go directly to portfolio building based on their previous real-life work experiences Both the candidates of the Training Track and the Recognition of Prior Learning Track shall be subject to Competency Assessment which is composed of the following parts: 1. Written Test (10%). This is a two-hour general ability test that measures the leadership and management competencies of the candidate. The test covers basic and advanced theories on the five (5) leadership competencies 2. Portfolio Review (50%). This involves a thorough assessment of the pieces of evidence measuring the leadership and management competencies presented by the candidate in the portfolio. It particularly focuses on determining whether or not the candidate actually demonstrated the required competencies while working on the action learning project (for Training Track) or in performing assigned tasks or projects or real-life work experiences (for RPL Track), 3. Behavioral Event Interview (40%). This is an in-depth validation of findings and ratings in the Portfolio Review of the candidate. This two-hour interview allows the assessors to further probe on the competencies demonstrated by the candidates. On the other hand, it also allows the candidates to give further details about the sets of evidence presented in the portfolio. Below is the Schedule of Fees for the CPro pursuant to CSC Resolution No. 1501547 dated 29 December 2015: Programs ‘Amount | 1. Leadership and Management Development | PhP30,000.00 Course, a ten-day course on the five (5) leadership and management competencies[ee ae Program ska saa 2, Pre-Qualifying Tests for RPL Track registrants which cover a two-hour multiple-choice test, and a one-hour essay test both covering the five (6) leadership and management competencies composed of three (3) parts, namely Written Test, Portfolio Review and Behavioral Event Interview 3. Competency Assessment for Training Track Amount PhP1,200.00 PhP27,400.00 4. Competency Assessment for RPL Track composed of three (3) parts, namely Written Test, Portfolio Review and Behavioral Event Interview PhP27,900.00 5, Supplemental Assessment composed of three (3) parts, namely Written Test covering all five (5) leadership and management competencies, Portfolio Review and Behavioral Event Interview covering the failed competency area/s only PhP14,600.00 CSC Resolution Nos. 1500615 and 1501547 were published in The Philippine Star on 10 February 2016. Please be guided accordingly. ALICIA'dela ROSA-BALA Chairperson 0.6 MAY 2016ANNEX A LEADERSHIP COMPETENCY FRAMEWORK oat ea CU ae aOR Cue Ru Cu Sy acura) [4] Thinking Oa Ra) ee) eye Rea Br ee] DEL MR tue a Rocco am ered Pen Rear ure Cultivates a robust network Promotes performance- _-Recognizestheneedfor © Demonstratesasystems Builds a sense of purpose of connections and working based culture change and prepares the —_ perspective and direction relationships organization for change Nurtures a coaching culture Demonstrates strategic Promotes results-based Negotiates and influences Engages stakeholders (buy culture persuasively Applies appropriate in, commitment, sense of coaching techniques ‘ownership; accept, support, Promotes creativity Promotes client service Promotes value of confidently and flexibly contribute) orientation transparency and open Negotiates and allocates communication Demonstrates supportive Manages opposition, resources properly and Builds teams and enables leadership resistance or setbacks judiciously effective work performance ‘Addresses gender and other effectively diversity issues, Builds a respectful, Acts as strategic advisor ——_-Nurtures a learning discriminatory and Allocates and provides organization exclusionary behavior performance management resources for change and coaching conversations _ initiatives Demonstrates interpersonal sawy Commits to continuous ‘Advances and sustains learning and improvement change ‘Models change for improved work performanceDefi 1 Building collaborative, inclusive working relationships ion: The ability to build and maintain a network of reciprocal, high trust, synergistic working relationships within the organization and across government and relevant sectors. This involves the ability to successfully leverage and maximize opportunities for strategic influencing within the organization and with external stakeholders. capitalizes on these to deliver or enhance work outcomes. enhance work outcomes. ‘Sample Behaviors bi Levels Basic Intermediate ‘Advanced Superior Core Description/ Maximizes existing Builds partnerships and Strengthens and deepens Builds and then leverages on Elements partnerships and networks and | networks to deliver or Partnerships and networks to | collaborative partnerships and deliver or enhance work outcomes. networks to deliver or enhance work outcomes. Cultivates a robust network of, connections and working relationships Implements commitments and monitors partnership arrangements to ensure that the objectives of the partnership remain on target. Sets up regular meetings or consultations with the team, partners or other stakeholders to gather and respond to feedback on what is working, what needs are unmet, and how to resolve specific problems, and to recognize areas of common interest to plan and carry out joint initiatives. Maintains positive and productive working relationships with the team, partners or other stakeholders, despite differences in ideas or their attributes, or complexities to encourage sharing of expertise and bring about synergies, goodwill and mutual benefit. Sets the climate as well as, standards, policies and guidelines for collaboration with team, partners or other stakeholders, across government and relevant | sectors to achieve strategic priorities and shared goals. Negotiates and influences persuasively Uses subject matter knowledge | and a strong grasp of key issues in providing appropriate recommendations to engage team members, partners or other stakeholders and to achieve positive outcomes. Demonstrates reliability and uses this to build credibility with team members, partners or stakeholders to negotiate outcomes. Resolves conflicts, disagreements and differing interests among team members, partners or stakeholders in a constructive manner (e.g. win-win approach; use of appropriate conflict resolution processes; identification of common ground through dialogue and consensus; shared solutions | perspective) Navigates high-risk, complex or contentious situations across the government and relevant sectors using innovative influencing strategies.| Promotes value of transparency and open communication Shares accurate and timely information and stimulates open discussion of ideas to promote a positive environment. Articulates proactively the expectations and concerns of team members and relevant stakeholders and implements measures to address them to build synergy and good transparency and open communication and initiates appropriate solutions, Models the value and importance of transparency and keeping communication lines open to both internal and external stakeholders (e.g. facilitates exchange of information and experiences, broadens perspectives on ‘emerging sensitive issues and enhances C3 or coordination, collaboration and complementation). ‘Addresses gender and other diversity issues, discriminatory and exclusionary behavior Demonstrates interpersonal sawy Identifies dysfunctional and inappropriate behaviors or gender issues of work team members and provides them appropriate feedback. Integrates into the unit work plan a project/activity/ program that addresses gender issues, discriminatory and exclusionary behavior within the office and in relation to partners, networks and other stakeholders. Uses diversity-sensitive approaches and addresses gender issues, discriminatory and exclusionary behaviors in order to establish and maintain partnerships and networks in implementing projects/activities/programs. Sets guidelines, ethical standards and direction to communicate zero-tolerance to gender biases, discriminatory and exclusionary behavior across government and relevant sectors to build a collabor and inclusive culture (e.g. there is space for growth and development of vulnerable and marginalized groups including women, persons with disabilities, senior citizens and indigenous peoples). tens actively and shares information and resources, as appropriate to demonstrate openness. Applies tact and diplomacy in knowing what to say, when, and to whom and how to communicate messages in a way that. Demonstrates adaptability to different protocols, working styles and individual differences with people inside and outside the organization. Uses appropriate and context sensitive communication mechanisms, varying the language, tone, content and style to influence diverse stakeholders across government and relevant sectors.2 | Managing performance and coaching for results Defi in: ‘The al y to create an enabling environment which will nurture and sustain a performance based, coaching culture. Effectiveness in this competency area also includes a strong focus on developing people for current and future needs, managing talent, promoting the value of continuous learning and improvement. ‘Sample Behaviors ‘Intermediate ‘Advanced Superior Levels Basic Core Description/ ‘Monitors work and/or team Elements climate and applies the appropriate action using available tools, including basic knowledge of coaching, to ensure that work or performance matches or exceeds the required standard. Creates tools and/or applies new methods in correcting and improving below standard or non-compliant performance of individuals or ‘groups, using knowledge and for their growth and development. Monitors the strategic imperatives of the organization and orchestrates teams, work and organizational culture around this, through advanced skills in coaching to achieve performance standard. | | Leads the organization by ‘example and through coaching towards a performance-based culture and the achievement of public service performance standards. Promotes performance- based Provides timely, concrete, evidence-based, and behavioral feedback during performance management conversations based on appropriate and available tools to check and monitor the progress of employees or team members on goals and work, culture Engages others from the team to provide timely, concrete, evidence-based feedback to improve the performance of staff, team or group. | Adjusts style/stance from directing to empowering, based on the capabilities and motivation of the employee, providing examples of behavior consistent with goal achievement. Integrates the key principles supporting a performance- based culture into the organization-wide performance management system, aligned with relevant civil service laws and rules and regulations (e.g. recognizes and rewards leadership team and managers who demonstrate effectiveness in performance management and coaching.)‘Nurtures a coaching Explains the coaching process, | Develops new/enhances Guides a coachee to propose _| Creates the organizational culture particularly, the concept of | existing tools to get more and choose performance conditions including pol “coaching is coachee-driven” | accurate and relevant data improvement solutions given _| and guidelines necessary to when conducting coaching that will help improve the organizational goals, encourage and support sessions to employees” as well individual or team priorities, outcomes and the _| leadership and management as expectations with individuals | performance, and reach coachee’s work context. teams to adopt and ‘or among team members; and | achievable and specific consistently practice to prepares the agreed work plan | workplace goals of an achieve public service or commitment with the employee. performance standards. individual or group. ‘Applies appropriate | Asks powerful questions that | Uses appropriate coaching | Tailor-fits the coaching and Enables the leadership and coaching techniques —_| begin with what, when, who, _| tools and techniques to help _| performance management management teams (and self) confidently and flexibly | how much and how many to | the individual or team meet _| process/practice to the unique | to effectively and consistently make a coachee understand | developmental and needs of the coachee, mentee | apply the principles, | the root cause of long-standing | performance goals, ‘or employee. processes and key practices of issues ora situation that falls | recognizing issues and coaching (e.g. listening with short of his/her superior’s challenges as they present respect and empathy, asking | expectation and to help the —_| themselves in a coaching or rich and high-gain questions, coachee identify goals, reality, | performance improvement encouraging mutual respect options and actions conversation. and support, etc.) | 2 | Demonstrates Gives genuine Provides adequate support | Encourages coachees and Provides adequate support supportive leadership | acknowledgment of a person’s | and resources to provides them adequate and resources to enable the qualities and feedback on coachees/employees to support and resources for them | leadership and management developmental needs. implement their learning and _| to become coaches. teams to effectively sustain a development interventions. performance-based, coaching culture to nurture future leaders, Builds a respectful, Communicates standards and | Guides the coachees to arrive | Practices non-judgmental and | Models open and honest egalitarian climate expectations for mutual at a course of action of their _| facilitative actions (e.g, coach-coachee relationship to during performance _| support and respect, and open | own choosing to reach his/her | empathetic listening, asking _| leadership and management management and and honest relationship. performance goals for the teams. coaching conversations division‘Commits to continuous | Acknowledges mistakes and | Accepts accountability for learning and improvement Undertakes developmental learns from them through self- | mistakes and takes corrective | activities to enhance one’s reflection, action. competencies as a coach and performance development partner. Demonstrates commitment to enhancing personal, overal effectiveness as a coach, mentor and performance development partner by undertaking self-directed learning and seeks out peers and colleagues for consultation and further skills enhancement.3 | Leading change involves engaging and enabling groups to Definition: The ability to generate genuine enthusiasm and momentum for organizational change understand, accept and commit to the change agenda. It also includes advancing and sustaining change. = J ie ‘Sample Behaviors tase] Levels Intermediate ‘Advanced ‘Superior Core Description/ Responds effectively to the _| Implements plans or acti Constructs a change Plans, defines and exhibits Elements need or reason for change and_| related to a change initiative | management plan in which one | buy-in and full support for the participates in the activities or initiatives inherent to it. affecting one’s functional area or expertise and motivates division members’ commitment to accept the change. ‘or more office systems and/or processes are affected either by a change intervention conducted internally or by an external consultant, change management plan to succeed organization-wide to improve organizational effectiveness. Recognizes the need | Alerts the unit to opportunities for change and and threats relating to the prepares the organization. organization for change Includes components of the change management process in preparing work plans and activities for the u Constructs strategies, plans and programs to anticipate and address changing priorities, emerging trends, challenges and opportunities. Collaborates with management teams to position the organization in seizing opportunities, minimizing threats/risks, and effectively meeting future demands and evolving needs of stakeholders and clients. Engages stakeholders | Collects useful information to (buy in, commitment, | manage the change, assesses sense of ownership; | people's reception and accept, support, recommends alternatives to contribute) make the change implementation more appropriate. Integrates other people’s expectations and concerns with respect to the change process to build positive relationships with team members, stakeholders and clients, icits support and contributions of work teams and other key stakeholders to successfully implement change initiatives, Sets conditions for engagement in al processes, to faci secure commitment and sense of ownership for the change agendaManages opposition, resistance or setbacks effectively ‘Asks employees for suggestions and incorporates their ideas in the change plan. Allows employees to complete current efforts and redefines their roles during the course of implementing the change. | Identifies sources of conflict in situations involving a change process and acts sensitively, objectively and constructively to de-escalate conflict. Conducts root cause analysis, identifies potential strategies in managing resistance and moves employees and other stakeholders forward in the change process within the organization, government and relevant sectors. Allocates and provides resources for change Identifies and allows key individuals in the unit to devote time to move the change forward. Integrates change management initiative in the work plan of the unit of an Office to move the change forward. Provides appropriate resources to support and implement change initiatives within one or more Offices. Allocates appropriate resources to support and implement change initiatives with leadership and management across the organization. ‘Advances and sustains change ‘Adheres to applicable and stated or communicated processes, policies and assigned work in the implementation of change. Documents new processes and practices as a result of the change agenda. Removes barriers and provides greater clarity to the change agenda and its benefits to one’s work to facilitate change within ones’ functional area. Evaluates effectiveness of the implemented change. Communicates the vision with clarity, enthusiasm and conviction to promote sustained and successful implementation of change. Recognizes individuals and teams who demonstrate actions and initiatives supportive of the change agenda Creates an exciting vision for change and solicits organization-wide support, adoption and successful mainstreaming of change agenda, Encourages leadership and ‘management team to enhance the motivation, morale and job performance of the organization. Models change for improved work performance Develops one’s own individual development plan as change leader/agent. Identifies areas in which one’s, ‘own capabilities complement others in managing the change process, Meets, with willingness, the challenges of change on one’s role or work team and encourages and supports others to do the same. Creates conditions within the organization that will encourage others to meet challenges of change and commit to innovation and continuous improvement in work performance across the organization.4 Thinking strategically and creatively Defi jon: The al lity to “see the big picture”, think multi craft innovative solutions, identify connections between situations or L things that are not obviously related, and come up with new ideas and different ways to enhance organizational effectiveness and responsiveness. ‘Sample Behaviors Levels Basic Intermediate ‘Advanced Superior Core Description/ Displays awareness and Creates or defines goals and _| Plans, crafts and adapts Interprets the complex and Elements supports the vision, mission, | initiatives based on how one _| strategies for achieving the _| volatile nature of the values, objectives and purposes | can support, extend or align to | vision, mission and objectives | environment to the agency or of the agency or organization. | the goals of one’s department | of the agency or organization | organization and adaptively or functional area. and secures the proper moves it into a more strategic implementation of these position where it can better strategies. address the challenges it faces both now and into the future. Demonstrates a “Articulates to others the vision, | Communicates the alignment | Explains the linkages and Aligns strategies and systems perspective mission, values, objectives and purposes of the organization/ agency. of the roles and performance commitment of the Division or Unit to Office targets based on the organization’s vision, mission, values, objectives and purposes. interactions among various functional areas, systems and processes of the organization/agency, including the interface with clients, partners and other stakeholders. development plans to the national development agenda and whole of government scenario. Demonstrates strategic agility Responds positively to the call or challenges of the organization's or agency's goals Guides work teams in designing breakthrough or innovative plans and programs. Evaluates changes in the operating environment and applies knowledge when exercising and recommending sound judgment in identifying range of solutions/courses of action (i.e. adjusts plans and programs, tailors approaches and/or explores innovative alternatives). aspects and impacts of the emerging issues, future trends, potential challenges and opportunities and how these can affect organization's systems, processes, people, programs and services, and projects them into the future.Promotes creativity Negotiates and allocates resources properly and judiciously | Supports innovative initiatives and demonstrates responsiveness to change methodology identifies resources and competencies needed within the work area to get the work done. | Cultivates an open environment where staff members feel free to do different things and try out new and different ways of doing things Demonstrates the ability to think ‘outside the box’ by coming up with innovative ideas and methods of doing things. Monitors and emphasizes the efficient use of resources to achieve cost effective outcomes. Uses appropriate resources in accordance with the office workplan, organizational priorities and regulatory standards/procedures. Provides resources for pursuing worthy and necessary innovations. Negotiates the provision of resources within the organization and with relevant bodies by identifying and exploring potential sources of additional resources. Acts as strategic advisor Provides advice and feedback to support others to make sound and timely decisions. | Speaks up to clarify decisions and points out potential negative impacts or repercussions. Raises and challenges important issues constructively and stands by ‘own position when challenged. Provides quality judgment and strategic advice to senior leadership and relevant government instrumentalities, based on robust analysis and consideration of the wider context5 Creating and nurturing a high performing organization Definition: The ability to create a high performing organizational culture that is purpose driven, results based, client focused and team oriented. Sample Behaviors Levels Basic Intermediate ‘Advanced ‘Superior Core Description/ Builds a shared sense of Builds a shared sense of Creates culture where team | Builds and cultivates a shared Elements commitment to a common goal | destiny among individuals work and interdependence is | sense of commitment ividuals and utilizes | with seemingly disparate nurtured by facilitating between and/or among interventions to help close gaps | views, concerns and collaboration across groups, departments and or improve competence of staff | aspirations; creates team organizations. clients despite differences to achieve that goal. cohesion and improves and/or complexities of individual and team relationships and leads the performance. organization towards a learning culture committed to continuous improvement and talent development. [Builds a sense of Participates in organization ‘Communicates a direction Undertakes constructive and _| Creates a shared sense of Purpose and direction | planning to enable future that enables employees to _| continuing dialogue on purpose by explaining how it directions while providing understand the links to the | delivering results consistent | contributes to work team larity for the present. agency's or organization's with expectations, targets and | goals, the organizational strategic di quality standards. mandate and national priorities Promotes results-based | Reviews work plans or projects | Provides feedback and Implements results-based Institutionalizes results-based culture and monitors performance. ensures actions to improve _| planning and monitoring planning and monitoring the delivery of outcomes. systems and tools within the | system and tools (e.g. strategy Office. map, performance scorecard, results based management, Plan-Do-Check-Act, etc.) across the organizationPromotes client service orientation Maps out the needs of clients to drive outstanding client service. Promotes excellent service delivery by being a model in providing value added service. Uses client feedback and benchmarks best practices to continuously improve service delivery. Builds teams and enables effective work performance Effectively uses individual and team capabilities for work outcomes. Uses innovative ways to create conditions for shared or collaborative contributions across levels and functions. Promotes the use of cross- functional C3 (coordination, complementation and collaboration) to sustain a team-based working environment. | Sets up conditions that embed a strong client service ethos in the organization to exceed client expectations. Shapes a high performing work team culture by mainstreaming behavioral norms and key processes which will ensure highly effective team performance. Nurtures a learning organization ‘Assesses learning needs and identifies appropriate learning interventions. Provides interventions that will facilitate acquisition of learning and application in the workplace. Provides opportunities and outlets for employees to share new insights and experiences with others across levels and functions. Invests in the continuous learning and development of employees and management teams to foster a culture of learning within the organization's and aligns this with the organization's | strategic goals.