PGA's Strategic HRD Manual for Road Departments 2014-2016

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Provincial Government of Aklan
Human Resource
Development Manual
for Road-Related Departments
2014 - 2016
Australian PAHRODF
Aid
PHILIPPINE AUSTRALIA
HUMAN REASOURCE AND
ORGANISATIONAL DEVELOPMENT
FACILITY
Republic of the Philippines
PROVINCE OF AKLAN
Kalibo, Aklan
THE PROVINCIAL GOVERNMENTS MANUAL ON

STRATEGIC HUMAN RESOURCE DEVELOPMENT
PLANNING FOR
ROAD-RELATED DEPARTMENTS 2014 - 2016
proposed by the PGAklan HRD Core Team

and presented to me on 12 February 2014
is hereby approved.
Hon. FLORENCIO T. MIRAFLORES

Governor
Provincial Government of Aklan
Signed in the presence of:
ELLEN TOLENTINO
Provincial Government Department Head
Provincial Human Resource Management Office
Republic of the Philippines
PROVINCE OF AKLAN
Kalibo, Aklan
FLORENCIO T. MIRAFLORES
Provincial Governor
February 12, 2014
M E S S A G E
The provincial government has produced a Manual on Strategic HRD

Planning- thanks to the PHRMO Team, PGAs HR Core Team, and
Department heads and key staff who laboured over the past months under the
technical assistance from the Australian Department of Foreign Affairs and
Trade through the Philippines-Australia Human Resource and Organisational
Development Facility (PAHRODF).
The Province of Aklan is grateful to the Australian Government whose grant

made this possible.
This document is of utmost importance because it provides PG Aklan with a

documentation of the HRD Planning Process. The HRD Planning Manual
clarifies the roles and responsibilities of each person/ unit/ department in the
HRD Planning Process. It fully support one of the established strategic goals
on Human Resource Development that is, Develop and implement a three-
year strategic HRD Plan, into specific programs that will be implemented at
the operational level.
FLORENCIO T. MIRAFLORES
Provincial Governor
CONTENTS
CONTENTS ........................................................................................................i
List of boxes .................................................................................................... ii
Acronyms and Terms .................................................................................... vi
Introduction ..................................................................................................... 1
A. Background ........................................................................................... 1
B. The PGA Manual on Strategic HR and HRD Planning: Purpose and
Scope .................................................................................................... 5
Part I: Strategic HR Planning in the Provincial Government of Aklan ..... 7

A. Strategic HR Planning in the PGA Context .......................................... 7
PGA Vision ............................................................................................ 7
Quick Facts: .............................................................................................. 7
PGA Mission ......................................................................................... 8
Agriculture and Tourism Agenda .......................................................... 8
PGAS Road Reform Agenda ............................................................... 9
Recognising the Need for a Human Resource Agenda ....................... 9
B. Focus and Scope of Strategic HR Planning in PGA .......................... 11
C. The Strategic HR Planning Process ................................................... 12
The PLGUs organisational anchors ................................................... 12
The PLGUs HR Vision and Philosophy ............................................. 15
D. The Provincial HR Management Office (PHRMO) ............................. 21
Part II: HRD Planning in the Provincial Government of Aklan (PGA) ..... 35
A. Purpose of HRD Planning in the PGA Context .................................. 35
B. Scope of PGAs HRD Plan.................................................................. 37
Focus....37
Features .............................................................................................. 37
Elements ............................................................................................. 38
C. The HRD Planning Process ................................................................ 39
Overall Approach in HRD Planning .................................................... 39
Methods and Tools Used in HRD Planning ........................................ 41
Overview of Steps in the HRD Planning Process .............................. 42
Step 1. Review Organisational Anchors And Context........................ 43
Step 2.Assess Status of Reform Areas on SLRM .............................. 45
Contents Page | i
Step 3.Isolate Competency Gaps from Performance Deviation Factors
.............................................................................................. 50
Step 4.Prioritise Competency Gaps ................................................... 54
Step 5. Develop Learning Objectives ................................................. 58
Step 6. Identify HRD Interventions ..................................................... 64
Step 7. Develop Implementation Plan ................................................ 68
Step 8. Formulate the HRD Monitoring and Evaluation Plan ........... 75
Step 9. Develop the Change Management Plan ............................... 93
Annexes ....................................................................................................... 119

Annex A. List of HR Core Team Members ....................................... 121
Annex B.HRD Plan Outline ............................................................... 122
Annex C. Result Chain ..................................................................... 125
Annex D. Worksheet 1 - SLRM KRA Status and Competency Gaps
............................................................................................ 126
Annex E. Worksheet 2 - HRD Plan Implementation Matrix ............. 127
Annex F. Monitoring and Evaluation Plan ........................................ 128
Annex G. Sample Level 1 Questionnaire ......................................... 129
Annex H. Monitoring and Evaluation Report .................................... 134
Annex I. Change Management Plan ................................................ 136
List of boxes
Box 1. Workplace Development Objectives: Intervention on HRD Planning

for PGA ................................................................................................. 1
Box 2. Implementation Phases: Intervention on HRD Planning for PGA ...... 3
Box 3.Quick Facts about the Province of Aklan ............................................ 7
Box 4. Twin objectives of PGA Strategic HR Planning ................................ 10
Box 5. The Strategic HR Planning Process Flow ........................................ 12
Box 6. Vertical alignment of HR strategies with the PLGU's strategic
directions ............................................................................................. 13
Box 7.The PGAs HR Vision Statement ....................................................... 15
Box 8. Examples of creative work generated during the PGA HR visioning
process ................................................................................................ 17
Box 9.Three-step approach in revisiting and validating PGAs HR Vision .. 17
Box 10.Some characteristics of effective vision statement ......................... 18
Box 11. PGA's HR Philosophy ..................................................................... 19
Box 12. Three-step approach in revisiting and validating PGAs HR
Philosophy........................................................................................... 20
Box 13.PGA PHRMO Vision Statement ...................................................... 21
Page | ii Contents
Box 14. PGA HRMO Mission Statement ..................................................... 24
Box 15. Seven Steps to making a mind map ............................................... 26
Box 16.Steps in defining HR goals and developing strategies.................... 27
Box 17.PGA's HR Goals .............................................................................. 30
Box 18.PGA's HR Strategies ....................................................................... 33
Box 19.Strategic HR Planning and HRD Planning ...................................... 35
Box 20.Attributes of PGA HRD Plan ............................................................ 37
Box 21. Elements of the HRD Plan .............................................................. 38
Box 22. Methods, Description and Possible Tools ...................................... 41
Box 23.Funneling Process ........................................................................... 42
Box 24.From Competency Gaps to HRD Intervention Planning ................. 42
Box 25. SLRM Results Chain....................................................................... 46
Box 26. KRA Result Statements and Performance Indicators (Sample Entry)
............................................................................................................. 47
Box 27. Accomplishments, Performance Gaps and Reasons for Gaps
(Sample Entry) .................................................................................... 50
Box 28.Competency and non-competency factors ...................................... 52
Box 29. Sample scale in assessing competency level ............................... 54
Box 30.Framework for prioritizing competency gaps .................................. 56
Box 31. Prioritising Competency Gaps Using SUG (Sample Entry) ........... 57
Box 32.Assessing impact and level of effort of addressing competency gap
............................................................................................................. 57
Box 33. Hierarchy of Workplace Development Objectives .......................... 59
Box 34.DARTS criteria in developing learning objectives ........................... 61
Box 35. ABCD guidelines in writing learning objectives .............................. 62
Box 36. Identifying Learning Objectives and Outputs: Sample Entry ......... 64
Box 37. List of some HRD interventions ...................................................... 66
Box 38. "70-20-10 Learning Philosophy" ..................................................... 67
Box 39. Proposed Intervention and Target Learners (Sample Entry) ......... 70
Box 40. Cost items in HRD interventions ..................................................... 71
Box 41. HRD interventions with support requirements and source of funds
(sample entry) ..................................................................................... 72
Box 42. Features of Monitoring and Evaluation ........................................... 76
Box 43. Link between HRD Planning and HRD M&E ................................. 76
Box 44. HRD Planning and M&E Process .................................................. 77
Box 45. M&E Plan Template for HRD Interventions ................................... 82
Box 46. Levels of HRD M&E (an adaptation of the Kirkpatrick Levels of
Evaluation) .......................................................................................... 83
Box 47. Example of Learning and Application Statements ......................... 85
Contents Page | iii

Box 48. Description of the Levels of HRD M&E ......................................... 85
Box 49. Methods per M&E Level ................................................................. 86
Box 50. M&E Methods, Description and Possible Tools ............................ 87
Box 51. Possible Sources of M&E Data ..................................................... 88
Box 52. Schedule of M&E ........................................................................... 88
Box 53. Persons Responsible for HRD M&E .............................................. 89
Box 54. HRD Monitoring and Evaluation Report Template ......................... 90
Box 55. Audiences of M&E Report ............................................................. 92
Box 56. Reporting Methods......................................................................... 92
Box 57. The Change Process ..................................................................... 93
Box 58. The Change Management Plan..................................................... 94
Box 59. PGA Vision for Human Resources ................................................ 96
Box 60. PHRMO Vision and Mission .......................................................... 96
Box 61. Human Resource Goals and Strategies for 2014-2016 ................. 97
Box 62. Sample Analysis of the Nature of Change .................................... 98
Box 63. Possible References for Current Status ........................................ 99
Box 64. Possible References for Desired Status...................................... 100
Box 65. Force Field Analysis..................................................................... 102
Box 66. Actions Needed to Address Restraining and Driving Forces ...... 102
Box 67. Analysis of the Environment for Change ..................................... 103
Box 68. Analysis of Stakeholders ............................................................. 104
Box 69. Example of Basis for Action Steps .............................................. 105
Box 70. Change Action Plan ..................................................................... 106
Box 71. Sample Risk Analysis and Management Plan
Template ........................................................................................... 109
Box 72. Communicating Change .............................................................. 110
Box 73. Sample Communication Plan ...................................................... 112
Box 74. Example of Basis for Communication Objective ......................... 114
Box 75. Creating Key Messages............................................................... 115
Box 76. Range of Communication Strategies ........................................... 116
Page | iv Contents
Contents Page | v
ACRONYMS AND TERMS
AKENRO Aklan Environment and Natural Resources Office

AO Administrative Officer
APIAO Aklan Provincial Internal Audit Office
BAC Bids and Awards Committee
COA Commission on Audit
CSC Civil Service Commission
DBM Department of Budget and Management
DILG Department of the Interior and Local Government
EEDD Economic Enterprise Development Department
ELA Executive Legislative Agenda
GAD Gender and Development
HR Human Resource/s
HRD Human Resource Development
HRMD Human Resource Management and Development
KRA Key Reform Area
LCE Local Chief Executive
LSP Learning Service Provider
M&E Monitoring and Evaluation
OA Organisation Analysis
OD Organisation Development
PAHRODF Philippines Australia Human Resource and
Organizational Development Facility
PAO Provincial Accounting Office
PASSO Provincial Assessors Office
PBO Provincial Budgets Office
PDPFP Provincial Development and Physical Framework Plan
PEO Provincial Engineers Office
PGA Provincial Government of Aklan
Page | vi Acronyms and Terms

PGO Provincial Governors Office
PHRMO Provincial Human Resource Management Office
PLGU Provincial Local Government Unit
PPDO Provincial Planning and Development Office
PPA Programs, projects and activities
PRIME-HRM Program to Institutionalise Meritocracy and Excellence in
HRM (PRIME-HRM)
PRMF Provincial Roads Management Facility
PRNDS Provincial Road Network Development Strategy
PRSPMR Provincial Road Sector Planning and Management
Review
PTO Provincial Treasurers Office
RRD Road Related Departments
SLGR State of Local Governance Report
SLRM Sustainable Local Road Management
SP Sangguniang Panlalawigan
WDO Workplace Development Objective
Acronyms and Terms Page | vii

Page | viii Acronyms and Terms
INTRODUCTION
A. BACKGROUND
The intervention on Human Resource Development Planning for the PGA is
in line with the Provincial Government of Aklans reform agenda, specifically
in achieving Increased Capacity in the Management and Development of
Human Resources. This undertaking is a project of the Philippines Australia
Human Resource and Organisational Development Facility (HRODF) of the
Australian Aid and funded by the Australian Embassy.
As indicated in the design specifications of the activity, the intervention aims

to contribute to the following workplace development objectives (WDOs):
Box 1. Workplace Development Objectives: Intervention on HRD Planning for PGA
Development Impact
An enhanced PHRMO will enable the Provincial Government employees

to deliver transparent, organised, professionalized, and client centered
services that will benefit target communities and contribute to meeting
the LGUs priority reform agenda.
Organisational Outcomes
HRD plan aligned to PLGU's strategic development thrust and road

reform agenda
HRD Planning mainstreamed in the annual planning and budgeting
processes
Guided by the HRD plan, processes in determining learning and
development needs and provision of appropriate interventions are
carried out (right intervention to targeted officers and staff)
Strategic, explicit, measurable and outcome based standards are
foundations of the HRD Plan
Budget to implement learning and development programs
Mechanisms and measures to sustain the learning and development
programs
Robust monitoring and evaluation of HRD Plan to determine value for
money and provide input to the annual regular HRD planning
Line managers (particularly RRD heads) take more responsibility in
identifying training needs, performance improvement and management
of employees, and evaluating effectiveness of learning activities in
contributing to individual and unit performance
Introduction Page | 1
Outputs
Strategic Directions for the PLGUs HR, particularly as these are aligned
with the road-related reform agenda
Three-year strategic outcome based HRD Plan and budget aligned with
Aklans Provincial Development thrusts and strategic directions of the
road-related departments and offices
The HRD Plan includes: interventions to respond to performance
expectations in the workplace that have explicit and measurable
outcomes, HRD Plan implementation guidelines and processes, M and
E system and mechanisms, and roles and responsibilities of key
players
Risk management strategies, change management plan,
communications plan in the implementation of the HRD Plan
Documentation of harmonized HRD planning process with the LGU
planning and budgeting process (To be developed by LSP)
Manual on Strategic HR Planning and HRD Planning (To be developed
by LSP)
Competencies
Strategic HR planning
HRD planning
Performance and competency gap analysis
Identifying HRD interventions
Strategising for HRD plan implementation (including risk management
and communication)
Managing change
Managing the implementation of the HRD plan activities
Monitoring and evaluating the implementation of HRD interventions
Facilitating and presentation skills
Note As defined by the PAHRODF, WDOs reflect a hierarchy of objectives that

describes the planned gains from an intervention:
1. Development Impact: What are the benefits to the community or external clients that can be derived
from the improvement in capacities and organisation outcomes? What improvement do we expect
to see in the organisations service delivery?
2. Organisational Outcomes: What improvements in the organisations processes, systems,
strategies, policies and structures, and mechanisms do we expect to see with improved individual
competencies?
3. Outputs: What outputs will the core participants need to complete as a demonstration of the new or
enhanced competencies?
4. Competencies: What functions/tasks will learners be able to perform better as a result of the
intervention?
Page | 2 Introduction
The intervention was carried out in four phases in a span of eight months
(May-December 2013), with DevConsult, Inc. as the Learning Service
Provider (LSP).
Box 2. Implementation Phases: Intervention on HRD Planning for PGA
Phase 1: Strategic HR Planning
Workshop on Strategic HR Planning

Training on Presentation and Facilitation Skills
Consultation/Validation on Strategic HR Directions
Session on Strategic HR and Role Clarification (with RRD Heads)
Phase 2: HRD Planning and Benchmarking
Training-Workshop on HRD Planning

Benchmarking on HRD Planning and Implementation
M and E Workshop
Coaching on HRD Plan Development
Phase 3: Project Output Development
Consultation/validation on Strategic HRD Plan

REAP and SAP Development
Phase 4: Integration
Executive Validation
Integration and Closing Activity
The intervention was implemented using a variety of delivery modes; i.e.,

face-to-face classroom training, benchmarking, and workplace coaching.
Validation and consultation workshops with different PGA departments, as
well as role clarification sessions with line managers were conducted during
the coaching component of the interventions.
Being a support intervention to the PGAs road sector development agenda,
the activities initially focused on the provincial offices that are involved in
achieving objectives along the five key reform areas (KRAs) on Sustainable
Local Road Management (SLRM):
1. Sustainable road management

2. Transparent and accountable budget and expenditure management
systems for the road sector
3. Fully-functioning internal control system, including an independent internal
audit for the road sector
4. Reinforcing local government procurement processes to cover the road
sector using national government laws and regulations
5. Formulating and implementing a comprehensive human resource
development and management plan for the road sector
These offices are:
1. Provincial Engineers Office (PEO)

2. Provincial Planning and Development Office (PPDO)
3. Provincial Budget Office (PBO)
4. Provincial Human Resource Management Office (PHRMO)
5. Provincial General Services Office (PGSO), particularly the Bids and
Awards Committee (BAC) Secretariat
6. Aklan Environment and Natural Resources Office (AKENRO)
7. Aklan Provincial Internal Audit Office (APIAO)
8. Provincial Accounting Office (PACCO)
9. Provincial Assessors Office (PAssO)
10. Economic Enterprise Development Department (EEDD)
11. Provincial Treasurers Office (PTO)
12. Provincial Governors Office (PGO)
13. Internal Audit Unit (IAU)
Consultation and validation sessions on PGA's strategic HR directions and

leadership competencies were extended to other offices of the PLGU.
Eighteen (18) PGA supervisors and staff coming from the road-related offices
listed above composed the PGA HR Core Team. (Please see Annex A for the
names and offices of members of the HR Core Team.) The HR Core Team
members participated in all of the learning and coaching sessions. They were
also primarily responsible for developing the Strategic HR Plan and HRD
Plan, guided by the facilitators/coaches. Heads of road-related offices
participated in the Strategic HR Planning Workshop to ensure shared
understanding and perspectives on the features and value of strategic HR in
achieving PGAs development thrust.
The PGA Strategic HR Plan was presented by the HR Core Team on June
26, 2013 to then Governor Carlito Marquez, who approved the plan on the
same day.
The HRD Plan was presented to Governor Florencio Miraflores on October

11, 2013. During the presentation, the governor expressed his full support for
the implementation of the PGA HRD Plan. It was presented to and approved
by the PGA Sangguniang Panlalawigan on November 4, 2013.
B. THE PGA MANUAL ON STRATEGIC HR
AND HRD PLANNING: PURPOSE AND
SCOPE
The 2013-2016 Strategic HR Plan for the Provincial Government of Aklan was
developed with the development agenda and strategic thrusts of the entire
PLGU as anchor.
The 2014-2016 HRD Plan has been developed with the PGAs SLRM reform
agenda as entry point. As such, the manual uses the road sector as
reference sample to discuss the planning processes. These HRD planning
processes are replicable to all other sectors and departments of the
PLGU.
The manual captures the processes that the PGA used in crafting its 2013-
2016 Strategic HR Plan and 2014-2016 HRD Plan. It is envisioned to guide
the PLGU in its annual review and update of these plans.
Specifically, the main user of the manual is the PHRMO, which is the key
office accountable for ensuring that the Strategic HR and HRD Plans are
executed, and regularly reviewed for relevance and responsiveness. Also key
users are the governor (as Chief HR Officer of the province), heads of offices,
the PGA HR Core Team, or any other group that will be created by the PLGU
to assist the PHRMO in overseeing the execution and review of the plans.
The manual has two major components: 1) Strategic HR Planning and 2)

Strategic HRD Planning.
PART I: STRATEGIC HR PLANNING
IN THE PROVINCIAL GOVERNMENT
OF AKLAN
A. STRATEGIC HR PLANNING IN THE PGA

CONTEXT
The Provincial Government of Aklan is a second-class province in Region Six
(Western Visayas). Below are some facts about the province:1
Box 3.Quick Facts about the Province of Aklan
QUICK FACTS:
Capital of Aklan: Kalibo
Total Land Area: 1,817.9 km2
Political Districts: 1 Congressional District, 17 Municipalities
Population: 451, 314 (2,000 NSO Survey)
Literacy Rate: 91.7 (1995 NSO Survey)
Dialects/Languages: Aklanon, Ilongo, English Filipino
PGA VISION
A progressive province where its empowered citizens live amidst a well-

anchored vibrant economy where agro-eco tourism developments are globally
competitive, gender-responsive, environment-friendly, equitable, self-
sufficient, and sustainable.
1http://www.aklan.gov.ph/aklan02_profile.php (Retrieved 20 August 2013)
Part I: Strategic HR Planning in the Provincial Government of Aklan Page | 7

PGA MISSION
To zealously develop Aklan's agri-industrial capabilities to complement the

booming eco-tourism industry, improve education, promote commerce and
trade, protect the environment, and bring about balanced progress in both the
rural and urban centers
Supportive of the development directions, the provinces mission emphasizes

nine key themes:
1. Preservation and enrichment of culture

2. Promotion of health and safety
3. Enhancement of the right of the people to a balanced ecology
4. Encouragement and support to the development of appropriate and self-
reliant, scientific and technological capabilities
5. Improvement of public morals
6. Enhancement of economic prosperity and social justice
7. Promotion of full employment among the residents
8. Maintenance of peace and order
9. Preservation of the comfort and convenience of the Aklanons
AGRICULTURE AND TOURISM AGENDA
The Provincial Government of Aklans twin development thrusts are

agricultural modernization and tourism.
More than 54% of the province total land area is devoted to agriculture, and
agricultural programs continue to provide a wide array of livelihood
opportunities to farmers and fisherfolks. These programs have empowered
them to be innovative, creative and productive. Aklan is currently exporting
rice to its neighboring provinces and is one of the largest exporters of abaca
fiber and pia cloth abroad.
Aklan has earned the reputation of being a billionaire province. This is highly
attributed to its booming tourism industry, particularly in its world-renowned
island, Boracay. The increased revenue collection from growing tourist
arrivals provides the provincial government with resources to deliver quality
basic services, improve its infrastructure, and implement programs that uplift
the lives of its people.
Page | 8 Part I: Strategic HR Planning in the Provincial Government of Aklan

PGAS ROAD REFORM AGENDA
The Provincial Development and Physical Framework Plan (PDPFP) for
2008-2013 recognises that the improvement of transportation, access and
circulation facilities such as provincial roads is critical to the realization of
PGAs twin thrusts.
In 2011, Aklan was selected as one of the 10 provinces in the country as

beneficiary of the Provincial Roads Management Facility (PRMF), an
Australian Aid-funded project implemented through the Department of the
Interior and Local Government (DILG).
With the assistance from Australian Aid, PGA crafted the Provincial Road
Network Development Plan (PRNDP) 2013-2017, a five-year plan aligned
with the 2008-2013 PDPFP. It outlines the overall directions and specific
investments of the province in road network development, and responds to
the concerns of the PDPFPs Transportation, Access and Circulation Sector.
As captured in the PRNDP, PGA defines its vision and mission for the Local
Provincial Road Network as:
Vision: Well-maintained provincial roads, safe and accessible by all
Mission: To enhance local road network to support the sustainability of

economic and social gains achieved through vibrant tourism-related activities,
indigenous industries, agro-fisheries production
RECOGNISING THE NEED FOR A HUMAN

RESOURCE AGENDA
HR resources are what During the Strategic Planning Workshop in Iloilo City last May
drive an organizations 2013, heads of road-related offices have acknowledged that human
strategic process. capital is a major source of the organisations competitive
advantage, and that strategic HR practices support the
When HR is strategic
achievement of the organisations goals.
and involved with and/or
linked to organizational
The immediate past (Governor Carlito Marquez) and present
performance, it plays an
(Governor Florencio Miraflores) local chief executives (LCEs) of the
important role in the
success of an PGA have both expressed the value of harnessing the PLGUs
organization. human resources in achieving its vision and mission, in various
occasions.
John P. Righeimer
In the first orientation meeting with then Governor Marquez on the
PRMF and PAHRODF last 10 November 2011 at the Provincial
Capitol, the former PGA LCE already acknowledged the need to
strengthen the PLGUs human resource management and

development (HRMD) function to support the objectives of the partnership
with Australian Aid and the development goals of the province, in general. He
also acknowledged that the best asset of an organisation is its human
resources.
During the Orientation and Update of Human Resource Organisational

Development Intervention with Governor Florencio Miraflores last 5 August
2013, the LCE expressed the value of developing a strong PGA organisation
that can effectively engage with its clients.
The PGA 2013-2016 Strategic HR Plan is the PLGUs first attempt to review
the state of its HR function, and set directions so that it can be strategically
aligned and supportive of the provincial governments development thrusts.
In pursuing the development of a Strategic HR Plan for the province, the local
chief executive and managers of the PLGU have taken a step further to
operationalize the value they put on HR.
The strategic HR planning process for the PGA has two major objectives:
Box 4. Twin objectives of PGA Strategic HR Planning
Develop a three-year strategic plan that maps

Assess the state of HR function in the PLGU
out the PLGUs goals and strategies in
and identify priority HR systems and processes
strengthening the alignment and role of HR in
for strengthening
achieving PGAs development thrusts
StrategicHR Planning

B. FOCUS AND SCOPE OF STRATEGIC HR
PLANNING IN PGA
Strategic HR PGAs Strategic HR Planning defines the PLGUs human resource

vision and philosophy. It also establishes the PGAs strategic
The overall direction the directions for its human resources for a three-year period.
organisation wishes to
pursue to achieve its To guide the strategic HR planning process, the PGA referred to
goals through people the following components of the Civil Service Commissions (CSC)
Program to Institutionalise Meritocracy and Excellence in HRM
An approach to making
(PRIME-HRM)2:
decisions on the
intentions and plans of 1. HRM Records Management
the organisation
2. HR Systems
concerning its human
resources, and its
Recruitment, Selection and Placement
strategies, policies and Performance Management
practices Learning and Development
Career Pathing
Lingham, L. (2000)
http://www.citehr.com/
Employee Welfare
Rewards and Recognition
Employee Relations (Grievance Machinery)
Employee Health and Wellness
Employee Discipline
3. Human Resource Information System
2PRIME-HRM was promulgated in February 2012 by the CSC to continuously capacitate agencies in the
performance of their HRM functions; recognize best practices in the various areas of HRM; and serve as a venue
for exchange and development of expertise in HRM in the Philippine public service. PolicyR00241.
(PRIMEHRM.pdf)

C. THE STRATEGIC HR PLANNING
PROCESS
The strategic HR planning process covers three clusters of activities along the
following areas:
1. The PLGUs organisational anchors

2. The PLGUs HR vision and philosophy
3. The PLGUs HRMO
Box 5. The Strategic HR Planning Process Flow
Organizational Anchors
PGAs Vision and Mission Reform Agenda and Strategic Goals
PGAs HR
Vision for the PGAs HR HR Philosophy
PGAs HRMO
Vision Mission HR Goals and Strategies
THE PLGUS ORGANISATIONAL ANCHORS
The strategic HR planning process starts with revisiting the PLGUs

organisational anchors to clarify what holds or anchors the PLGU. This
refers to the PGA's vision, mission, goals and strategies.
This initial step sets the context for strategic HR planning.

Questions to ask
Following are suggested questions to guide the PLGU when revisiting or

redefining PGAs strategic HR directions:
What are the PLGUs strategic directions in the next three

years?
Vision
Mission
Goals
Strategies
The answers to these questions will provide the strategic foundation for the
HR planning process. This step influences the vertical alignment or
integration of HR goals and strategies with the PLGUs strategic directions.
Box 6. Vertical alignment of HR strategies with the PLGU's strategic directions

Some Sources of Information
When revisiting the PLGU's strategic anchors, the following documents are
valuable sources:
EXECUTIVE LEGISLATIVE AGENDA (ELA)3
The Executive-Legislative Agenda (ELA) is a planning document that is

mutually developed and agreed upon by both the executive and legislative
departments of an LGU.
It is an integrated plan that contains the major development thrusts and

priorities of both the executive and legislative branches towards a common
vision for the locality. Among others, the ELA captures the PLGUs vision and
mission, development goals and strategies (per priority sector such as
economic development, social services, environmental management,
governance, development administration, and other priority sectors).
PROVINCIAL DEVELOPMENT AND PHYSICAL FRAMEWORK PLAN

(PDPFP)
The PDPFP contains the PLGUs long-term vision, development goals and
strategies, objectives, targets, and corresponding programs, projects and
activities (PPAs). The PPAs serve as primary input to provincial investment
programming and subsequent budgeting and plan implementation.4
PROVINCIAL ROAD NETWORK DEVELOPMENT STRATEGY

(PRNDS)
The PGA is committed to improving its systems and processes related to road
management. Assisted by the Australian Aid through the Provincial Road
Management Facility, the PLGU has developed its Provincial Road Network
Development Strategy for 2012-2016.
The PRNDS is a strategy paper of the provincial government aimed at laying

out strategic directions for the development and management of its road
network. It lays the groundwork for the formulation of a more detailed
Provincial Road Network Development Plan (PRNDP) that supports the
3http://www.jmc2007compendium.com/documents/Volume1Links/ExecutiveLegislativeAgendaChapter3PartIVoftheC
ompr.pdf
4MC2007_114. http://www.dilg.gov.ph/PDF_File/reports/DILG-Reports-2011719-b3fe8119de.pdf

spatial development strategy contained in the Provincial Development and
Physical Framework Plan (PDPFP).5
The PRNDS outlines the road sector development strategy of the province,
and its HR and capacity development strategy for road management.
THE PLGUS HR VISION AND PHILOSOPHY
This section guides the PLGU in revisiting and clarifying its perspectives
about its human resources in the context of the PGAs development agenda.
PGAs HR Vision
The PGAs vision for its HR guides the strategic directions that the PLGU will
pursue towards managing and optimizing its human resources. The PLGUs
HR vision was crafted in June 2013, after a series of consultation sessions
with various offices.
Box 7.The PGAs HR Vision Statement
PGAS HR VISION STATEMENT

The Provincial Government of Aklans human resources are a community of
competent, dedicated, values-oriented, progressive, and client-centered employees,
delivering excellent service.
Competent reliable, efficient, professional, technology savvy, and spiritually,

physically and emotionally healthy
Dedicated committed, hardworking and proactive
Values-oriented morally upright, transparent in transactions and have integrity;
respectful and provides equal opportunity to all
Progressive reform-oriented and open to changes
Client-centered treat clients as boss, credible, act with urgency, consultative,
inclusive, and well- mannered
5Province of Aklan. Provincial Road Network Development Strategy 2012-2016.

The PLGU can be guided by the following when revisiting or redefining the
PGAs vision for its HR:
QUESTIONS TO ASK
Five years from now
How do the employees of the PGA behave when

relating with clients/constituents?
What are they able to do now?
What is their role in achieving the PGA mandate?
How do their clients regard them?
SOME TIPS
Dos:
Think positively about the long-term future
Keep an open mind
Set your mind on possibilities
Be excited
Set high but achievable goals
Keep in mind the PLGUs context and strategic
directions
Donts:
Settle for what is probable or tolerable
Be limited by current perceived or actual
inadequacies in the PLGU (e.g., lack of resources)
Focus on present capacities of the PLGUs human
resources
SUGGESTED APPROACH
To facilitate a more open environment for creative visioning, the process can
be done using guided imagery. (The questions above can be used for this
purpose.) Small groups can then share ideas that surfaced during the guided
imagery and capture these through visual art work (e.g., drawing, collage,
clay model, etc.).

Box 8. Examples of creative work generated during the PGA HR visioning process
Emerging themes from the sharing can then be highlighted and captured, and
used as basis in crafting the PLGUs HR vision statement.
Following is a three-step approach that can guide the process of revisiting
and validating PGAs HR vision:
Box 9.Three-step approach in revisiting and validating PGAs HR Vision
The HR visioning process can be done creatively (using

guided imagery and visual art work.
A small group of Task force members can

interview PGA leaders and Task force members draft
managers/staff
employees or conduct revised HR vision, if
representing different PGA
focus group discussions to needed, and conduct
offices may be formed into
get their views and validation sessions with all
a task force to do initial
suggestions on the HR offices. Revised HR vision
review and recasting of the
vision. is finalised and submitted
PGAs HR vision, if
to LCE for approval.
necessary.
In framing the vision statement, the PLGU can consider the following
characteristics:

Box 10.Some characteristics of effective vision statement 6
Imaginable
Conveys a picture of what the future will look like
Desirable
Appeals to and inspires employees, customers, and other
stakeholders
Feasible
Comprises realistic and attainable goals
Focused
Clear enough to provide guidance in decision making
Flexible
General enough to allow individual initiative and alternative responses
in light of changing conditions
Understandable
Easy to communicate; can be successfully explained in two minutes
PGAs HR Philosophy
The PLGUs HR philosophy articulates the organisations belief system about
its human resources. It reflects how the PGA thinks about or regards its
employees. It is the PLGUs statement of commitment on how it will treat its
human resources.
A human resource philosophy that accurately reflects the organisations belief

systems about its human resources can:
Guide the PLGU and its leaders on decision-making crossroads involving

its employees
Be a strong branding tool for the PLGU
Help foster a strong sense of belonging and high morale among the
PLGUs employees
Like the PLGUs HR vision, the PGAs current HR philosophy was developed
after a series of consultation sessions with the different offices.
6Kotter, J. (1996) Leading Change, Harvard University Press.

Box 11. PGA's HR Philosophy
PGAS HR PHILOSOPHY
The Provincial Government of Aklan believes in empowering and nurturing
its human resources to optimize their potentials and realize their aspirations
to provide excellent service.
Decisions on recruitment, retention and recognition of employees are
guided by competency and performance.
Purposive and sustained developmental opportunities are provided to
enhance competencies and leadership skills.
A culture of dignity, pride, cooperation, hard work and excellence is
cultivated in the organization.
The following questions and tips can guide the PLGU in revisiting or
redefining PGAs HR philosophy:
QUESTIONS TO ASK
How does the PGA regard its employees?

What are the defining characteristics of PGA
employees?
What does the provincial government do to show its
regard for its employees?
SOME TIPS
Dos:
Focus on 3 to 5 core beliefs and principles that the
organisation and its members hold dear
Be brief and concise
Capture ideas in manner that is easy to understand
and remember
Donts:
Just adopt other organisations HR philosophy just
because it sounds good
Be too detailed as to include specific activities

SUGGESTED APPROACH
One source of HR philosophy elements is stories on experiences

of the PGA leaders and employees on how human resources are
viewed and regarded in the PLGU through the years. People
from various levels and units can be encouraged to share their
stories.
Some trigger questions for storytelling sessions:
Think of a time when you felt extremely happy or Storytelling can generate
proud that you are an employee of the PGA rich HR philosophy
elements
What was the situation or event?
Who were the people involved? What were
they doing?
What did the provincial government do?
What was the outcome or result? / What was
the impact on people?
The following three-step approach can be used in revisiting and validating

PGAs HR philosophy:
Box 12. Three-step approach in revisiting and validating PGAs HR Philosophy
A small group of
Task force members can Task force members
managers/staff
interview PGA leaders draft revised HR
representing different
and employees or philosophy, if needed,
PGA offices may be
conduct workshops and and conduct validation
formed into a task force
focus group discussions sessions with all offices.
to do initial review and
to gather their stories, Revised HR philosophy
recasting of the PGAs
views and suggestions is finalised and
HR philosophy, if
on the HR philosophy. submitted to LCE for
necessary.
approval.

D. THE PROVINCIAL HR MANAGEMENT
OFFICE (PHRMO)
The PHRMO takes the lead role in ensuring that salient HR systems and
processes are in place and functional to facilitate and support optimum
performance of the PLGUs employees.
Aklans PHRMO has crafted its vision and mission to provide direction and
focus for its programs and services. In crafting these vision and mission, the
PHRMO consulted with key stakeholders of the PLGU and gathered their
inputs and suggestions.
PHRMOs Vision
The PHRMOs vision statement articulates the office and its members
aspiration about their future state and role in the PLGU. It represents an
image of the office and team they are striving to become, and the high-level
goal they are hoping to achieve.
The present vision statement was crafted by the PHRMO managers and staff,
and presented to and validated with the PLGU's different offices.
Box 13.PGA PHRMO Vision Statement
PGA PHRMO VISION STATEMENT

A strategic PHRMO community of competent and credible professionals
dedicated to manage and develop the Provincial Government of Aklans
human resources effectively and efficiently.
In revisiting (and redefining, if necessary) its vision statement, the PHRMO

may also be guided by the suggestions outlined in C.2 (The PLGUs HR
Vision and Philosophy).

QUESTIONS TO ASK
Additionally, questions that are directly focused on revisiting or generating the

PHRMO vision can be asked:
Five years from now
How do you see the PHRMOs role in achieving the

PGA mandate?
What are the office and the PHRMO team doing
exceedingly well to promote optimum HR utilization
and welfare?
How do clients regard the office and the PHRMO
team?
SOME TIPS
Dos:
Think positively as you project into the future
Be bold and imaginative
Keep in mind the PLGUs context and strategic
directions as anchor in framing the PHRMO vision
Donts:
Settle for what is good enough
Be constrained by perceived or actual inadequacies
in the PHRMO (e.g., lack of resources)
Focus on present capacities of the PHRMO and its
team
SUGGESTED APPROACH
In revisiting its vision, the PHRMO and its staff can get together in a visioning
workshop and go through a process of guided imagery that is facilitated by
one of the team members. (The questions above can be used for this
purpose.)
Guided imagery has its roots from alternative medicine. It is oftentimes used to help patients achieve mind and
body connection to promote wellness and healing. It refers to a variety of techniques, including visualisation
and direct suggestion using imagery. The person imagines pictures, sounds, smells, and other sensations
associated with reaching a goal. Guided imagery is now widely used by teams and organizations during
planning and visioning exercises.
Reference: Academy for Guided Imagery. http://acadgi.com/whatisguidedimagery/index.html

Smaller groups can then share views that surfaced during the
guided imagery and capture these through visual art work
(e.g., drawing, collage, clay model, etc.).
Key themes are culled from the visual outputs that are
presented by the different groups and used as basis for
redefining the PHRMO vision, if needed.
Although the PHRMO is revisiting its own vision, it is

important that the vision statement is presented and validated
with other offices so that perspectives of its clients are
considered.
The PHRMO team can refer to the characteristics of a good

vision that are suggested by Kotter (1996) in finalizing the
PHRMO vision. (These are also mentioned in C2.)
Imaginable
Desirable
Feasible
Focused
Flexible
Understandable
Key themes can be

culled from outputs
of creative visioning

PHRMO Mission Statement
The mission statement of the PGAs PHRMO expresses the purpose of the
office; i.e., its business or reason for existence. Like its vision statement, the
PHRMOs mission statement was crafted by its managers and staff, and
presented to and validated with the PLGUs different offices.
Box 14. PGA HRMO Mission Statement
PGA PHRMO MISSION STATEMENT

To develop and implement strategic Human Resources Management and
Development programs that promote competence and performance among
PGAs human resources towards excellent service delivery.
The PHRMOs mission statement is intended to guide the decisions, actions

and programs of the office. As such, the PHRMO has to ensure that its
mission statement clearly captures and reflects the offices core purpose in
supporting the PGAs goals.
The PHRMOs mission statement also has to be current. Although it is not

something that has to be changed regularly, neither is it cast in stone. The
PLGUs directions and reform agenda may change over time and these will
have an impact on the priorities and focus of the PHRMO. On such occasions
the office should check: Is our current mission statement still relevant?
In revisiting and redefining its mission statement, the following questions and
tips can guide the PHRMO team:
QUESTIONS TO ASK
What 3-5 words or phrases can best describe what

is PHRMOs purpose in the PLGU?
What does the PHRMO do to achieve this purpose?
For whom does the PHRMO do these? How does
the PHRMO do these?
What value does the PHRMO bring to the PGA?

SOME TIPS
The PHRMO may refer to the following guidelines when reframing its mission
statement:
Dos:
Be brief and concise
Frame mission statement in a manner that is easy
to understand
Ensure that mission statement reflects unique
nature and contribution of the PHRMO to the
PLGU
Ensure that mission statement is aligned with
PHRMO vision
Donts:
Use HR-speak or language that may only be
understood by HR practitioners
Be too detailed so as to include specific programs
or activities
Reframe the mission statement based on inputs of
a few members of the team
SUGGESTED APPROACH
The PHRMO team may engage in a brainstorming activity to surface answers
to the above questions.
Members may also do small group mind mapping, present the results of the
mind mapping, and later draw out and synthesize the themes that are
surfaced.
A member of the PHRMO or an invited facilitator can lead this activity.

Box 15. Seven Steps to making a mind map7
7 STEPS TO MAKING A MIND MAP

1. Start in the CENTRE of a blank page turned sideways. Starting in the centre
gives your Brain freedom to spread out in all directions and to express itself
more freely and naturally.
2. Use an IMAGE or PICTURE for your central idea. A central image is more
interesting, keeps you focused, helps you concentrate, and gives your Brain
more of a buzz!
3. Use COLOURS throughout. Colour adds extra vibrancy and life to your Mind
Map, adds tremendous energy to your Creative Thinking, and is fun!
4. CONNECT your MAIN BRANCHES to the central image and connect your
second- and third-level branches to the first and second levels, etc. Your Brain
works by association. It likes to link two (or three, or four) things together. If
you connect the branches, you will understand and remember a lot more
easily.
5. Make your branches CURVED rather than straight-lined. Having nothing but
straight lines is boring to your Brain.
6. Use ONE KEY WORD PER LINE. Single key words give your Mind Map more
power and flexibility.
7. Use IMAGES throughout. Each image, like the central image, is also worth a
thousand words. So if you have only 10 images in your Mind Map, its already
the equal of 10,000 words of notes!
The reframed mission statement may be assessed against the following

three-point check8:
Does it clearly define what the PHRMO does?

Does it describe how the PHRMO does it?
Does it capture why the PHRMO does it?
Just like the vision statement, it is important that views of key stakeholders of the
PHRMO (i.e., PGA offices) are considered in reviewing and redefining the mission
Note statement.
This can be done in the form of focus group discussions and/or presentation-
validation workshops.
7 http://www.tonybuzan.com/about/mind-mapping/
8 http://sbinfocanada.about.com/od/businessplanning/a/writemission.htm

HR Goals and Strategies
As part of the PAHRODF intervention on Human Resource Development

Planning, the PLGU has developed a set of HR goals and strategies for the
next three years. The HR Core Team spearheaded the activity, and engaged
the PGA offices through a series of validation sessions.
Steps in defining HR goals and developing strategies:
Box 16.Steps in defining HR goals and developing strategies
STEP 1. ASSESS CURRENT STATE OF HR FUNCTION AND

PROCESSES IN THE PLGU (W HERE ARE WE NOW?)
To ensure alignment with CSC HR policies and programs, the PGA's systems
and processes along the following PRIME-HRM components are the focus of
this step:
1. HRM Records Management

2. HR Systems
Recruitment, Selection and Placement
Performance Management
Learning and Development
Career Pathing
Employee Welfare
Rewards and Recognition
Employee Relations (Grievance Machinery)
Employee Health and Wellness
Employee Discipline

3. Human Resource Information System
The PHRMO may be guided by the following in reviewing the state of HR

function and processes in the PLGU:
Questions to Ask
What HR systems/processes are in place in the

PLGU?
What are the strengths of existing
system/processes? What are concrete evidences
that specific systems/processes are functioning
and effective?
What are the gaps and areas for improvement in
existing system/processes? What are concrete
evidences that specific systems/processes need to
be improved?
Some Data Sources

To make the assessment more robust and valid, it is important that various
data sources be considered. These include:
Documentation of HR systems/processes and their

implementation
Interviews/conversations with users and clients of
HR systems and processes
Assessment of PHRMO team
State of Local Governance Report (SLGR)
Pronouncements from the LCE
Data gathered are then organized and analyzed. Results are presented to
heads of offices for validation and consensus on the state of each of the HR
systems/processes.
STEP 2. PRIORITISING GAPS IN HR FUNCTION AND PROCESSES
Part of the validation process with the various offices is agreeing on priority
areas for improvement. This step is important as this will influence where the
PLGU will invest its resources for installing or enhancing HR
systems/processes.

Questions to Ask
In engaging the various offices in prioritising HR gaps, the following trigger

questions can help:
What gaps in HR systems and processes have the

most negative impact on organisational and individual
performance?
What is not being done as a result of these gaps?

What is the effect of these gaps on service
delivery?
What would happen if these gaps are not
addressed in the next three to five years?
Criteria for prioritising
These criteria can further help in identifying critical HR systems/processes for

improvement:
Needs to be addressed if the LGU is to be able to attain its strategic

directions and sectoral reform agenda
Builds on the strengths of the LGU and/or the opportunities available
to it
Affects the performance of a significant number of employees either
directly or indirectly
Can be addressed through the competencies of and resources
available and/or accessible to the LGU
Suggested Approach
To facilitate the validation and prioritisation process, initial assessment of
each of the PRIME-HR components that has been carried out by the PHRMO
team can be printed on easel sheets and posted around the workshop room.
Participants to the validation exercise can then mill around and use sticker
dots to mark what they consider as priority gaps that need to be addressed by
the PLGU.
This can be followed by a plenary discussion to clarify concerns, and then

build consensus on the most pressing needs.

STEP 3.ESTABLISH GOALS (W HERE ARE WE GOING?)
Goals reflect the desired results that the PGA, through the To begin with the end in
PHRMO envisions, plans, and commits to pursue to improve mind means to start with
the prioritized HR systems/processes. a clear understanding of
your destination. It
means to know where
Box 17 shows the HR goals that the different offices of the PGA
you're going so that you
have agreed to pursue. better understand where
you are now and so that
Box 17.PGA's HR Goals the steps you take are
always in the right
direction.
PGA'S HR GOALS - Stephen Covey
By the end of 2016, PGA aims to have installed functional HRMD systems
that support the Provinces strategic thrusts. The following priority goals
have been identified through consultation with all departments of PGA.
1. Strengthened Rewards, Recognition and Benefits System that
promotes performance
2. Functional and effective Strategic Performance Management System
3. Learning and Development System that addresses priority competency
gaps
4. Transparent and merit-based Recruitment, Selection and Promotion
System
5. Functional mechanisms for employee discipline that promote
accountability and professionalism among PGA employees
Beginning with the end in mind, or having a set of clear goals that are
developed based on careful assessment of priority HR gaps will help focus
the PLGU, through its leaders and the PHRMO in realizing the desired
changes in PGAs HRMD systems and processes.
These goals are also very important when communicating to the rest of the
PGA employees what the PLGU hopes to achieve in strengthening its human
resource management and development.

SOME TIPS
The following dos and donts can guide the PLGU in revisiting/developing its
HR goals:
Dos:
Frame each goal as an end in mind
Express each goal as a positive statement
Be concise
Set realistic and attainable goals (i.e., can be
achieved within the set timeframe)
Ensure that each goal addresses a priority gap
Donts:
Be too detailed as to include specific objectives (of
HR programs)
Set goals that are too low (not challenging)
Set goals that are too high given capacity and
resources
There is a need to revisit the HR goals of PGA in the course of the execution of the
Note Strategic HR Plan to ascertain the extent of achievement and determine what
needs to be modified. Necessarily, the review of goals is done together with the
review of the corresponding strategies. It is suggested that a formal review be
done at least on an annual basis.
DEVELOPING STRATEGIES (HOW DO WE GET THERE?)

4
Strategies translate goals (the what) into the how. They identify the
2 3
means by which the goals could be achieved. The strategies will
1 guide the PHRMO in planning and executing specific activities.
Strategies can be
likened to a roadmap; Following are some questions and tips that the PHRMO team can
i.e., the path that will use in reviewing/developing HR strategies:
guide the PLGUs
journey towards the
end in mind.

Questions to Ask
What does the PLGU need to do to achieve this HR

goal?
What major approaches and steps should the PLGU
take to reach the desired outcome?
Some Tips
Dos:
State strategies in a manner that is easy to
understand
Focus on the critical few strategies that will lead the
PLGU to attaining each of the established HR goals
Consider the PLGUs capacity and resources in
developing strategies
Donts:
Be too detailed as to include specific activities or
action steps
Include nice-to-do and ground-breaking
approaches when these are not critical to achieving
the goals
The PGA has developed a set of strategies for each of the HR goals that
have been identified. These were initially drafted by members of the HR Core
Team, and later presented to and validated with the different offices of the
PLGU.
As in the other elements of the PGA Strategic HR Plan, validation sessions
are a mandatory process in developing the HR goals and strategies. Although
the PHRMO is the process owner, all offices and employees are stakeholders
of the plan and its execution.

Box 18.PGA's HR Strategies
Goal 1: Strengthened Rewards, Recognition and Benefits

System that Promotes Performance
Review and enhance the current rewards and recognition system (including
criteria and processes)
Implement Programs for Rewards and Incentives on Service Excellence
(PRAISE)
Review,enhance and implement an employee benefits program
Allocate budget for rewards and recognition programs
Review the implementation of the policies on step increment and develop
strategies for alternative fund sourcing
Goal 2: Functional and effective Strategic Performance

Management System
Customise and install an SPMS that complies with CSC guidelines

Organise and capacitate PGAs Performance Management Team, officers and
staff on the use of SPMS
Strictly implement SPMS policies and guidelines, and monitor compliance
Goal 3: Learning and Development System that Addresses

Priority Competency Gaps
Develop a learning and development system, including policies, structure and
processes
Develop and implement a three-year strategic HRD Plan
Create and capacitate HRD Core Team and pool of trainers
Conduct learning needs assessment of employees
Design and implement appropriate HRD interventions
Goal 4: Transparent and Merit-Based Recruitment, Selection

and Promotion (RSP) System
Improve the RSP System

Update job descriptions
Develop competency models for all Plantilla positions
Enhance composition, process and competencies of PSB in RSP
Formulate a succession plan
Goal 5: Functional Mechanisms for Employee Discipline that

Promote Accountability and Professionalism among PGA
Employees
Formulate,adopt and implement a PGA Code of Ethics

Review and enhance Grievance Machinery
Organise and install Committee on Decorum and Investigation (CODI)
Develop and implement programs to promote core values of PGA employees

PART II: HRD PLANNING IN THE
PROVINCIAL GOVERNMENT OF AKLAN
(PGA)
A. PURPOSE OF HRD PLANNING IN THE

PGA CONTEXT
Human Resource The HRD planning process in the Provincial Government of Aklan
Development (HRD) flows from the PLGUs Strategic HR Plan.
A set of systematic Box 19.Strategic HR Planning and HRD Planning

and planned
activities designed PGAs Strategic HR Plan
by an organization
HR Vision HR Philosophy HR Goals and Strategies
to provide its
members with the
necessary
HR Goals and Strategies
competencies to
meet current and
future job demands.
Recruitment,
Rewards, Human
Performance Selection Employee
(Garavan, 2007). Recognition Resource
Management and Discipline
and Benefits Development
Promotion
The development of the HRD Plan is directly aligned to the PLGUs

strategic HR goal in HRD, which is: Learning and Development
System that Addresses Priority Competency Gaps.
Goal 3: Learning and Development System that

Addresses Priority Competency Gaps
Develop a learning and development system, including policies,

structure and processes
Create and capacitate HRD Core Team and pool of trainers
Part II: HRD Planning in the Provincial Government of Aklan (PGA) Page | 35
The PGA HRD Plan serves three main purposes:
1. Translate PGAs strategic goal on HRD in operational terms

2. Pin down priority competency development needs of PGA along its
strategic reform agenda, and plot learning and development interventions
to address these
3. Document the commitment of the PGA to human resource development
for the next three years, once approved by the LCE and the SP
Page | 36 Part II: HRD Planning in the Provincial Government of Aklan (PGA)
B. SCOPE OF PGAS HRD PLAN
Human resources are FOCUS

like natural resources;
they're often buried
deep. You have to go
The PGA HRD Plan for 2014-2016 is identified as a major output
looking for themyou
of the PAHRODF intervention on HRD Planning for the PGA in
have to create the
circumstances where support of the SLRM. Thus, the first part of the plan was
they show themselves. developed with the PGAs road sector reform agenda as entry
point, focusing on the road related departments.
-Ken Robinson
The second part of the plan will include all other offices of the
PLGU, and will be accomplished using the same processes that
are captured in this manual.9
FEATURES
The PGA HRD Plan for 2014-2016 has the following features or attributes:
Box 20.Attributes of PGA HRD Plan
Performance-oriented:
Strategic: Aligned with the
Supports achievement of
PGA's strategic directions
specific performance goals
Competency-based: Addresses Feasible: Can be

competency gaps of job accomplished successfully
performers given conditions in the PGA
Implementable by the PLGU:

Time-bound: Can be
Can be executed by the PGA implemented in three years
with PHRMO as lead
9This will be done as a Re-Entry project of HRODF scholars and the HR Core Team.
ELEMENTS
The above attributes have been considered in identifying the An organization's ability
elements of the PGA HRD Plan: to learn, and translate
that learning into action
Box 21. Elements of the HRD Plan
rapidly, is the ultimate
PGA Strategic Directions competitive advantage.
PLGU Vision, Mission and Priority Thrusts -Jack Welch

PDPFP objectives and targets
Reform Areas on SLRM
HRD Situationer in PGA
Strategic HR Directions
Status of implementation of HRD interventions
Gains from these interventions
Facilitating and hindering factors in implementing HRD programs
Lessons Learned
HRD Priorities
Priority Competency Requirements and Gaps in SLRM

Proposed Competency-based HRD Interventions
Learning and Development Activities
Scholarships
Other modes
Implementation Schedule
Support Requirements
Budgetary requirements for plan implementation

Personnel/Staff required to manage planned HRD programs
Facilities, equipment, materials needed to execute the HRD plan
Support from high-level officials
Policies, Resources, Coordination/Networking, CSC Approval, etc.
Responsibilities in Plan Implementation
Roles in designing, executing, monitoring and evaluating the HRD Plan
Monitoring and Evaluating the HRD Plan
Strategy for monitoring and evaluating HRD Plan implementation
Change Management Plan

Transition strategies for implementing the HRD Plan, to include Communication
Plan and Risk Management Plan
C. THE HRD PLANNING PROCESS
OVERALL APPROACH IN HRD PLANNING
"Voice of the Customer" HRD planning is a highly collaborative process.

is a term that describes
customers feedback It requires the involvement of different stakeholder groups in the
about their experiences PLGU (e.g., department heads, employees and other users of
with, and expectations services). The PHRMO as the process owner leads and coordinates
from an organisation's
products or services. It
activities related to:
describes the stated and
unstated needs or
Revisiting organisational directions and priority goals
requirements of the Data gathering on competency requirements and gaps
customer. along priority goals
http://www.isixsigma.com/di Identifying possible interventions to address
ctionary/voice-of-the-
customer-voc/
competency gaps
Preparing implementation plan, including budget
requirements
Developing a monitoring and evaluation plan
Developing a change management plan
The above activities are carried out in close collaboration with heads and
concerned staff of various offices in the form of interviews, conversations,
surveys, meetings, presentations and workshops to gather and validate data.
This collaborative process ensures that the "voice of the customer" is
considered in various stages of the planning process.
HRD planning is a highly iterative process.

Putting together the elements of the HRD Plan requires a series of iteration.
Each iteration serves as the building block for the next (e.g., results of
competency gap analysis becomes the basis for identification of
interventions). The HRD planning process also requires that certain activities
(e.g., data gathering and validation) be carried out several times to ensure
soundness of data or facilitate consensus-building among concerned offices.
This collaborative and iterative approach is embedded in the discussion of the

different steps in HRD planning.
10
HRD planning involves GAD mainstreaming.
Integrating gender perspectives in the PLGUs plans, programs and activities
is one entry-point for GAD mainstreaming. (The other entry-points being:
people, policy, and enabling mechanisms.) Using a gender lens in HRD
planning will facilitate the mainstreaming process. This will ensure that HRD
Gender and Development (GAD) is about recognizing that gender biases

impede development because they prevent people from attaining their full
potentials and become effective contributors to development (TB Magcuro,
Mainstreaming GAD).
interventions are identified, designed, budgeted, executed, monitored and

evaluated based on a purposive scanning of gender concerns of employees
in the PLGU.
According to the 2011-2012 PAHRODF Organisation Analysis, (OA) PGA has

robust GAD policies, plans, programs and budget in place. Over the years, it has
Note
partnered with civil society organizations and other government agencies to address
issues such as violence against women and children, human trafficking, poverty,
population and reproductive health. GAD programs and strategies were however
mainly focused on meeting the gender-related needs of external stakeholders in collaboration with
municipalities, barangays and local non-government organizations. GAD-related concerns of PGA
employees are less attended to. GAD has not been purposively mainstreamed in the operations of all
departments and offices.
The 2013 OA update indicates that PGA has been taking steps to strengthen its GAD programs for
PLGU employees. Orientation sessions on GAD have been conducted; different departments and
offices are now more involved in PLGU GAD programs. Departments also submit their own GAD
proposal for funding.11
As an initial step, the PHRMO can collaborate with the PLGU GAD Focal
Point to clarify gender concerns and issues that need to be considered in the
HRD planning process.
Following are some factors that have to be looked into and addressed by the
PHRMO and other groups involved in the HRD planning process as the
different steps are carried out.
Participation of women and men in various phases of HRD planning and
execution
Responsiveness of HRD interventions to needs of women and men in the
PLGU
10Unless otherwise stated, discussion under this topic is mostly taken from the presentation of T.B. Magcuro on
The Value of Gender Mainstreaming and Some Strategies for Mainstreaming GAD in HRD Planning, during the
HRD Planning Workshop for PGA on July 19, 2013 at the Richmonde Hotel in Pasig City.
11PGA HROD Plan Update - Program Year 2013-2014 (Conducted by PAHRODF).
Allocation of HRD budget to HRD interventions that address needs of
women and men
Access of women and men to HRD interventions
Benefits to women and men of current and planned HRD intervention
Use of gender-fair language in all communications and documents related
to HRD planning
METHODS AND TOOLS USED IN HRD PLANNING
The process of HRD planning entails a lot of data gathering. Following are
some methods and tools that can be used for this purpose. Uses of each
method and some tools or instruments are presented.
Box 22. Methods, Description and Possible Tools

Method Description/Tools Some Uses
Involves developing a set of Analyzing performance
questions or statements on a (accomplishments and gaps)
Survey
topic or area and administering Identifying priority competency
these to a sample or total requirements
population of target respondents Identifying competency levels of
Tool: Survey questionnaire job performers
Collection of data by asking Revisiting strategic directions
planned questions to target Identifying priority competency
Interview respondents thru face-to-face, requirements
telephone or live web-based chat Identifying learning objectives,
Tool: Interview guide HRD interventions, target
learners, etc.
Obtaining in-depth information on Revisiting strategic directions
Focus Group perceptions and ideas of a Analysing performance
Discussion carefully-selected group (accomplishments and gaps)
Tool: FGD questions and process Identifying/validating priority HRD
guide interventions
Method of gathering visual Analysing performance
information on what happens, or (accomplishments and gaps)
Observation
how subject of study behaves Identifying competency levels of
Tool: observation guide or job performers
checklist
Involves gathering a group of Preparing or drafting specific
pre-selected individuals who can parts of the HRD Plan
produce planned output/s (e.g., Validating specific parts of the
Workshops draft implementation matrix, HRD Plan
agreements on HRD
interventions, etc.)
Tool: Workshop process guide
Involves analysis of reports, Revisiting strategic directions
records and other Analyzing performance
documentations that can indicate (accomplishments and gaps)
Documents trends, performance level, etc. Identifying competency
Review Tool: Document review guide requirements
(what to look for) Identifying competence levels of
job performers
Budget preparation
OVERVIEW OF STEPS IN THE HRD PLANNING
PROCESS
The first steps in HRD planning can be likened to a funneling process, where
a broad set of information (e.g., PLGUs strategic directions, SLRM reform
areas and goals, etc.) is revisited and sifted through to pin down competency
gaps that will be targeted in the PGA HRD Plan.
Box 23.Funneling Process
The identified priority gaps are then used as the basis for the next steps:
Box 24.From Competency Gaps to HRD Intervention Planning
4-Priority Competency Gaps
5 7 8
Learning 6
Implementation Monitoring and
Objectives HRD Interventions
Plan Evaluation Plan
9 - Change Management Plan
STEP 1. REVIEW ORGANISATIONAL ANCHORS AND
CONTEXT
This step will inform the entire

HRD planning process, especially
in terms of ensuring that the HRD
Plan is aligned with and supportive
of PGAs development agenda. It
aims to clarify strategic directions
and revisit the HRD situation in the
PLGU.
Key Activities
1. Review PLGU strategic

directions (vision, mission, goals, 2. Revisit HRD situation in PGA
and reform agenda)
1. REVIEW PLGU STRATEGIC DIRECTIONS (VISION, MISSION,

GOALS, AND REFORM AGENDA)
The HRD Plan is intended to support the achievement of the PGA's strategic
directions by ensuring that people have the competencies to do the job.
Necessarily, the process should spring from a clear understanding of the
PLGU's thrusts.
A. Revisit the PLGU's vision, mission, goals and strategies

B. Identify priority reform agenda of the LCE and accompanying major
programs
Questions to Ask
What are the PLGUs strategic directions?

What does it hope to achieve in the next 3-5 years?
What are its major programs?
Data Sources
ELA
PDPFP
PRNDP
SLGR
Pronouncements from the LCE
Outputs
Priority thrusts, reform agenda and strategic goals of

the PLGU for the next 3-5 years
Major programs along the priority thrusts
2. REVISIT HRD SITUATION IN PGA
The data that will be generated from this task can guide the identification of
interventions and mapping of implementation plan, especially in terms of
applying lessons learned and addressing hindering factors that can possibly
derail the execution of the HRD Plan.
A. Review status of planned HRD programs (including scholarships) for the

past three years
B. Identify gains from HRD programs (e.g., improvement in competencies of
job performers and capacities of units)
C. Review factors that affected program implementation
D. Reflect on and identify lessons learned
Questions to Ask
What are PGAs HRD goals and objectives?

What are the PLGUs major programs in HRD
(including scholarships)?
What programs have been fully implemented?
What have been the gains from these programs?
What factors facilitated or hindered execution of
HRD programs?
What lessons can be drawn from these
experiences?
Data Sources
Strategic HR Plan
Documentation of HRD programs and
implementation
Records on attendance of managers and employees
to learning and development programs (including
scholarships)
Feedback from managers and employees
Outputs
Status of planned HRD interventions
Gains and benefits (individuals, units and PLGU)
Facilitating and hindering factors in implementing
HRD programs
Lessons learned
STEP 2.ASSESS STATUS OF REFORM AREAS ON

SLRM
Life can only be This step will ascertain the

understood PLGUs progress vis--vis
backwards, but it has along the desired results in
to be lived forwards. the different SLRM key
reform areas. These are
- Soren
captured in the SLRM
Kierkegaard
Results Chain12, which has
been developed with the
assistance of the PRMF. The Results Chain maps the desired SLRM
impact, outcomes and outputs.
Key Activities
1. Review result 2. Determine

statements in the performance 3. Isolate comptency
different SLRM key (accomplishments and gaps from
reform areas, and deviations) of PLGU performance
clarify indicators for along established deviation factors
each indicators
12 Please refer to Annex C_SLRM Results Chain
1. REVIEW RESULT STATEMENTS IN THE DIFFERENT SLRM KEY
REFORM AREAS, AND CLARIFY INDICATORS FOR EACH
In the SLRM Results Chain, specific Result Statements are listed under each
of Provincial Government Outputs along the five KRAs. The PLGU
however has to revisit and clarify the Performance Indicators that will tell them
that these results have been achieved. Box 25 shows the SLRM Results
Chain with a sample output and corresponding Result Statements.
IMPORTANT: When applying this step to other PLGU sectors (e.g., Agriculture,
Note Social Services, etc.) the sector's strategic goals and performance indicators should
be used as reference. Clarifying performance indicators is a crucial step if a good
performance analysis is to be made. Thus, the HRD planning team needs to invest
time in clarifying performance indicators of key result areas of the sector with concerned departments.
Box 25. SLRM Results Chain
Output
Result
Statements
Questions to Ask
What are the PLGUs desired results along the

SLRM key reform areas, as captured in the SLRM
results chain?
What are the PLGUs indicators that these results
are met?
Data Sources
PRNDP
PRSPMR
SLRM Results Chain
Inputs from PEO, PPDO, and heads of other
concerned departments
Outputs
Clarified Result Statements and Performance

Indicators for each of the SLRM key result areas
Use Worksheet 1_ SLRM KRA Status and Competency Gaps

(Please see Annex D) to capture data. Box 26 shows a sample
entry.
Box 26. KRA Result Statements and Performance Indicators (Sample Entry)
SLRM Key Result Statements Performance Indicators

Provincial Road Network Annually updated Provincial Road Network
Development Plan (PRNDP) Development Plan (PRNDP)
annually reviewed and updated
using Geographical Information GIS information used to update the PRNDP
Systems (GIS).
Road condition surveys and Road and bridge asset management system
traffic surveys conducted, stored used as basis for road planning, budgeting
and analyzed using a road and and implementation
bridge asset management
system. Traffic and road condition survey incorporated
into the bridge asset management system
Road project proposals Road project proposals generated by RRDs
developed using selection and with PPDO leading the process
prioritisation processes taking
into account social, economic Selection and prioritisation criteria applied
and environmental factors to considers social, economic and environmental
ensure sustainability. factors
2. DETERMINE PERFORMANCE (ACCOMPLISHMENTS AND
DEVIATIONS) OF PLGU ALONG ESTABLISHED INDICATORS
This key activity focuses on collecting and analyzing data related to the
PLGU's performance on the sector's key result areas, using the established
indicators as reference. It requires thorough gathering and review of
performance data or evidences, with the active involvement of concerned
departments.
Questions to Ask
What has the PLGU accomplished along the KRA

Result Statements?
What has yet to be accomplished?
What are the gaps or deviations vis--vis the
Performance Indicators?
Data Sources
PRSPMR
Monitoring and Evaluation Reports
Inputs from PEO, PPDO, and heads of other
concerned departments
Feedback from users of products and services
Outputs
Accomplishments and deviations vis--vis the

Performance Indicators

(Please see Annex D) to capture data. Box 27 below shows a
sample entry.
3. IDENTIFY FACTORS CONTRIBUTING TO PERFORMANCE
DEVIATIONS
This activity involves validating performance deviations and analyzing factors

that contribute to these. It entails review of monitoring and evaluation reports
and other documents, as well as discussions with department heads, job
performers and other stakeholder groups that use products and services that
are supposed to be delivered under the key result area.
Questions to Ask
What factors contribute to PLGUs slow progress or

deviations vis--vis performance indicators?
Data Sources
PRSPMR (or similar documents for other sectors)
Monitoring and evaluation reports
Departments' accomplishment reports
Input from concerned department heads and job
performers
Outputs
List of factors that contribute to deviations (non-
achievement of goals and objectives)

(Please see Annex D) to capture data. Box 27 is a sample entry
showing accomplishments, performance gaps, and reasons for
gaps.
Box 27. Accomplishments, Performance Gaps and Reasons for Gaps (Sample Entry)
STEP 3.ISOLATE COMPETENCY GAPS FROM

PERFORMANCE DEVIATION FACTORS
This step involves reviewing all factors that may have contributed to slow
progress and non-achievement of performance indicators, and isolating those
that pertain to the abilities of people to perform certain jobs or tasks along
specific performance indicators. It
also entails determining the
current competency levels of job
performers.
Key Activities
2. Gauge current level of

1. Identify competency factors proficiency of job performers in
that contribute to performance each of the competencies using a
deviations scale that is agreed on by the
PLGU
1. IDENTIFY COMPETENCY FACTORS THAT CONTRIBUTE TO
PERFORMANCE DEVIATIONS
Not all performance deviations can be attributed to people's lack of

competencies to do the job. There are several other factors (e.g., lacks of
systems or resources) in the performance environment that may cause gaps
in performance. This activity will review the list of factors that contributed to
performance deviations and isolate those that are linked to knowledge, skills,
attitudes, and other attributes of individuals that affect their success on the
job.
The availability of competency models for target jobs or job groups can facilitate this
step. In the absence of competency models, the PHRMO can work with department
Note heads and job perfomers to clarify competencies essential to successful
performance.
"Competencies are characteristics that individuals have and use in appropriate,

consistent ways in order to achieve desired performance. These characteristics
include knowledge, skills, aspects of self-image, social motives, traits, thought
patterns, mindsets, and ways of thinking, feeling, and acting.
"A competency model is a written description of the competencies required for
fully successful or exemplary performance in a job category, work team,
department, division, or organization."
D. Dubois and W. Rothwell
Dubois, D. and Rothwell, W. (2004).Competency-Based Human Resource
Management. Davies-Black Publishing, CA
Questions to Ask
Which of the factors that contribute to performance

gaps are related to peoples lack of competencies to
do the job?
What specific behaviors are not demonstrated by job
performers due to lack of competencies?
Data Sources
PRSPMR (or other similar documents for other

sectors)
Monitoring and evaluation reports
Departments' accomplishment reports
Feedback from concerned departments
Input from job performers
Competency models, if available
Outputs
Competency gaps (competency-related factors that

contribute to performance deviations)
Box 28 shows possible reasons for performance deviations, classified into

competency and non-competency factors:
Box 28.Competency and non-competency factors
Competencies
Clusters of observable and determinable knowledge, skills and

attitudes that are essential for success on the job. It is also referred to
as job dimensions.
Some Non-Competency Factors
Budget
Equipment and tools
Information
Time
Sponsorship from leaders
Systems and processes
Work environment
Staffing
Rewards
2. GAUGE CURRENT LEVEL OF PROFICIENCY OF JOB PERFORMERS
IN EACH OF THE COMPETENCIES USING A SCALE THAT IS AGREED
ON BY THE PLGU.
This activity seeks to validate who the job performer/s are (i.e., individual or
group of individuals who should be demonstrating the identified competencies
to accomplish specific performance objectives), and to ascertain their current
level of competence. The output from this activity will inform the selection of
appropriate HRD interventions to address specific competency gaps.
Questions to Ask
Who are the specific job performers who should be

demonstrating the identified competencies?
What is their current level of proficiency in each of
the identified competencies?
What competencies/key behaviors are not
adequately demonstrated?
Data Sources
Input of job performers and supervisors in interviews

or surveys
Samples of work outputs, if appropriate
Performance appraisal reports
201 Files
Outputs
Competency profile of specific job performers, indicating

their current level of competence in each of the identified
competencies
Sample Scale
Following is a sample scale that can be used for gauging the job performers'
level of competence.
Box 29. Sample scale in assessing competency level
1 = Informed
Has basic knowledge but does not yet demonstrate the behaviour
2 = Novice
Demonstrates the behavior at certain times and with assistance or

supervision
3 = Proficient
Demonstrates the behavior most of the time and with little assistance
or supervision
4 = Master
Demonstrates the behavior consistently over time and with

independence
For this step, it is important that data is gathered from both job performers and their
supervisors. This can be done using a survey form or interview with the informants.
Note Feedback from users of products and services produced or delivered by job
performers can also support the assessment. Data gathered are collated and
analyzed to determine gaps in competencies.
STEP 4.PRIORITISE COMPETENCY GAPS
This step involves identifying which competency gaps need to be prioritized in

the HRD plan. This step becomes even more important when the PLGU has
to allocate limited resources in developing its employees competencies to
support performance goals.
Key Activities
1. Gather data about effects of 2. Evaluate competency gaps

competency gaps to the PLGU along prioritisation criteria.
1. GATHER DATA ABOUT EFFECTS OF COMPETENCY GAPS TO THE

PLGU.
This activity will help clarify effects of competency gaps on the PLGU, in
terms of adverse consequences, urgency of needed action, and potential
problems that may arise if the gaps are not addressed in a timely manner.
Questions to Ask
What problems is the PLGU encountering now

because of these competency gaps?
How soon should these competency gaps be
addressed?
What are the future consequences if these are not
addressed?
Data Sources
Input of job performers and supervisors

Accomplishment reports of offices
Monitoring and evaluation reports of projects
Input of consultants, If needed
Outputs
Data on competency gaps (e.g., adverse consequences of

competency gaps, magnitude of problem, how many are
affected, effect on services and morale, potential problems
if not addressed, etc.)
2. EVALUATE COMPETENCY GAPS ALONG PRIORITISATION
CRITERIA
Using data gathered from the previous activity, ascertain priority level of
competency gaps. Following (Box 29) is a suggested framework (covering
three criteria) to organize data: seriousness, urgency, and growth potential.
Box 30.Framework for prioritizing competency gaps
What are the How much time What will
Growth Potential
Urgency
Seriousness
current negative does the PLGU happen if this

effects of the have to address competency gap
competency gap the competency is not
on road-related gap this before addressed?
service targets action becomes Will the present
and other PLGU irrelevant? problems be
objectives? Any set bigger if the
On clients? deadline? competency
On PLGU gaps is not
performance and addressed
image? immediately?
On costs?
Note To facilitate the process of prioritizing, points maybe assigned to each criterion.
For example: 10 for seriousness, 10 for urgency, and 10 for growth potential.
Based on the data gathered, the seriousness/urgency/growth potential of the competency gap is scored,
with 10 as the highest point for each. The points are then added; the higher the total score, the higher
the priority rating of the competency gap.

(Please see Annex D) to capture data. Sample entry in Box 31
shows how the SUG prioritisation framework may be applied.
Box 31. Prioritising Competency Gaps Using SUG (Sample Entry)
Another check that the PLGU can use to support the above framework is to
consider the impact of addressing the competency gap vis--vis the required
level of effort (Box 32).
Box 32.Assessing impact and level of effort of addressing competency gap
(1) High (2) High Impact can be viewed in terms of

Impact-Low Impact-High
Effort Effort expected benefits to the PLGU and
its service delivery, while level effort
covers resources (e.g., budget,
people, time, etc.) and other
(3) Low (4) Low support requirements needed to
Impact-Low Impact-High address the gap.
effort Effort
Competency gaps that are
clustered under quadrant 1 (High Impact-Low Effort) may be
considered as top priority; followed by competency gaps in quadrant 2 (High
Impact-High Effort). The PLGU should be cautious about prioritising attention
to competency gaps clustered under quadrant 4 (Low Impact-High Effort).
STEP 5. DEVELOP LEARNING OBJECTIVES
At this point, a lot of information has passed through the funneling process to
pin down the priority competency gaps. The previous steps will help the
PLGU in ensuring that its resources will support strategic HRD interventions
that will contribute to achieving priority goals and objectives.
The prioritised competency gaps are now the focus of the next steps, which
start with translating the competency gaps into learning objectives.
Learning objectives are the cornerstone of HRD interventions. Succeeding

decisions in HRD planning are hinged on these. In this step, learning
objectives will be developed based on the identified priority competency gaps.
Workplace Development Objectives

The PAHRODF has always been a strong advocate of workplace learning
and performance. The Facility assists its partner organisations in formulating
learning objectives that are clearly linked to their performance goals and
development impact. Thus, while learning objectives are the focus of this
step, these are framed in the context of a set of workplace development
objectives. (Please refer to discussion on WDOs under Introduction-
Background on page 1)
WDOs capture a hierarchy of objectives that describes the planned gains

from an intervention (Box 33).
Box 33. Hierarchy of Workplace Development Objectives
MORE STRATEGIC
The objectives become more strategic as the process moves up from

identifying those related to competencies to development impact.
The PLGU can be guided by the following questions in formulating the WDOs
for its planned HRD interventions:
Questions to Ask
Competency: What tasks can learners perform

better due to improved competency?
Outputs: What outputs will learners produce as a
demonstration of their improved competency?
Outcome: What are expected improvements in the
PLGUs processes, systems, strategies, policies
and structure?
Impact: What improvements in service delivery are
expected? How will clients benefit from these?
Data Sources
PLGUs strategic directions

SLRM Results Chain (or similar documents for other
sectors)
Competency analysis (covered in steps 3 and 4)
Inputs from heads of offices
Outputs
WDOs:
Impact
Outcome
Outputs
Competencies
This step is crucial in developing the monitoring and evaluation (M & E) plan for the HRD
interventions. The objectives serve as the reference points in tracking and assessing the
Note implementation and effectiveness of the HRD interventions. This will be discussed in detail in
Step 8.
Since the PAHRODF-assisted HRD planning process for PGA focuses on its SLRM goals and objectives, the
results chain that is developed by the PLGU (with the assistance of PRMF) will be used as reference for impact- and
outcome-level WDOs.
The following activities will focus on clarifying outcome, and identifying output, and competency-level WDOs.
Competency-level WDOs are also referred to as learning objectives.
Key Activities: Translating Competency Gaps

into Learning Objectives
3. Identify output/s
1. Clarify desired 2. Formulate learners will
organisational learning objective/s produce by the end
outcome once for each of the of intervention to
competency gaps prioritised demonstrate newly
are addressed competency gaps acquired
competencies.
1. CLARIFY DESIRED ORGANISATIONAL OUTCOME ONCE

COMPETENCY GAPS ARE ADDRESSED
This activity will help ensure alignment of the HRD intervention to the
performance objective that needs to be achieved.
Questions to Ask
What are expected improvements in the PLGUs

processes, systems, strategies, policies and structure
once competencies of job performers are addressed
by the HRD intervention?
Data Sources
SLRM results chain (or similar documents for other

sectors)
Performance analysis data (Step 2)
Outputs
Desired organisational outcome from the HRD
intervention
2. FORMULATE LEARNING OBJECTIVE/S FOR EACH OF THE

PRIORITISED COMPETENCY GAPS
A. Review DARTS criteria in developing learning objectives

Set realistic goals and
expectations about what (Box 34)
a single HRD B. State learning objectives covering ABCD elements (Box 35)
intervention can produce
in terms of outputs and
major behavioral
changes in learners.
Box 34.DARTS criteria in developing learning objectives
Is there a way of knowing or measuring if objective

Determinable
has been achieved?
Can objective be achieved in the proposed time

Attainable
frame with the resources and support available?
Relevant Is the objective aligned with the target KRA

objective? Does it address competency gap?
Time-bound When will the objective be achieved?
Specific Does the objective pin down the particular change in

competency that is expected?
The learning objectives that will be developed for HRD planning purposes is
at the "terminal" level; i.e., what target learners will be able to do or perform at
the end of the HRD intervention.
Terminal level learning objectives should have the following elements:
Box 35. ABCD guidelines in writing learning objectives
A (Audience) Target learners with competency gaps
Specific behaviors that learners should be able to

B (Behavior)
demonstrate after the intervention
Factors in the environment (e.g., management support,

C (Condition) resources, etc.) that can facilitate demonstration of
behaviors
Standard or indicator for acceptable demonstration of

D (Degree)
behavior
Questions to Ask
Who are the target learners?

What specific tasks should learners be able to do at
the end of the HRD intervention?
What factors in the environment can facilitate
demonstration of behavior?
What level of performance is considered acceptable?
Data Sources
Competency Analysis (Steps 3 and 4)

Outputs
Learning objectives for each of the competency gaps
Example
Competency Gap Learning Objective
There is no in-house competency in Using a template and following a set

designing HRD interventions of guidelines, target PHRMO officers
and staff members will be able to
design HRD interventions that will
address competency gaps of job
performers.
Use Worksheet 2_ HRD Plan Implementation Matrix (Please see

Annex D) to capture data. (Box 36 shows a sample entry in the
matrix.)
3. IDENTIFY OUTPUT/S THAT LEARNERS WILL BE ABLE TO PRODUCE

BY THE END OF THE INTERVENTION TO DEMONSTRATE NEWLY
ACQUIRED COMPETENCIES.
Characteristics of learning output/s

Aligned with learning objective/s
Tangible product
Immediately useable on the job
Once used by the learners office, the output will contribute to achieving
desired results (outcome-level WDO)
Example
Learning Objective Sample Outputs
Using a template and following a set Design of orientation modules for

of guidelines, target PHRMO officers new hires of the PLGU
and staff members will be able to Design of monthly learning session
design HRD interventions that will for Administrative Officers of the
address competency gaps of job PLGU
performers.
The learning objectives have been developed based on competency gaps in

identified SLRM performance areas. At this point, it is important to check back
Note whether the different learning objectives and outputs that have been identified
under a key reform area are aligned to the performance indicators and result
statements.
Annex D) to capture data. Box 36 is a sample entry in the matrix
showing output and learning objective.
Box 36. Identifying Learning Objectives and Outputs: Sample Entry
STEP 6. IDENTIFY HRD INTERVENTIONS
An intervention may be viewed as the appropriate action that will be

taken to improve a situation. In the context of HRD planning, an
intervention may be a program or activity that intends to address a
competency gap. This step will identify the appropriate HRD
intervention/s that will help achieve the learning objective and produce
the expected output/s.
Key Activities
1. Review considerations in 2. Select most appropriate

identifying HRD interventions intervention/s
1. REVIEW CONSIDERATIONS IN IDENTIFYING HRD INTERVENTIONS
This activity will help the PHRMO team to look at several factors that will
influence the choice of appropriate HRD intervention/s:
1. Learning objectives
2. Expected outputs
3. Profile of target learners
4. Available time to address the gap
5. Budget
6. Other resources (e.g., facilities, equipment, technology, etc.)
The following questions can help gather data on the above factors:
Questions to Ask
What is the nature of performance required in the

workplace? Does it involve application of:
- Knowledge
- Attitudes and values
- Skills
- Combination of the above?
What output/s will be produced during the
intervention? After the intervention?
What are peculiar learner characteristics that
may impact choice of intervention?
- Learning styles
- Competency level
- Age group
- Position level
- Language proficiency
- Dedicated time
How much time can the PLGU allot for the
intervention?
How much can the PLGU spend for the
intervention? What other resources (e.g., venue,
equipment, internal experts, etc.) does the PLGU
have?
Data Sources
Learning objectives and outputs
Profile of target participants
Input from supervisors of target participants
HR budget and records
Outputs
List and description of factors that can affect choice of
intervention/s
2. SELECT MOST APPROPRIATE HRD INTERVENTION/S
In some instances, an intervention may have to be supplemented by

another to meet the learning objectives and deliver the expected
output/s. For example, a classroom training session may be supported
with workplace coaching to help participants prepare a particular
output.
Following are some HRD interventions with brief description:
Box 37. List of some HRD interventions

Interventions Description
1. Training13 An intervention designed to provide individuals with
knowledge, skills, or attitudes that may be applied
immediately on the job.
2. Cross-functional An intervention designed to provide individuals or
training groups with the knowledge they need to function with
another unit or organization.
3. Values clarification An intervention designed to help assess or determine

individual or group values.
4. Job enrichment An intervention designed to change job duties and
expected results, providing job incumbents with
greater responsibilities.
5. On-the-job training14 An intervention designed to guide a person learn a
job by actually performing it.
6. Coaching An intervention that involves providing one-on-one

guidance and instruction to improve learners
knowledge, and skills on specific tasks, and through
this, work performance.
7. Mentoring Involves linking a more senior member of staff with a

junior member of staff to develop the knowledge and
skills tied to their desired career development plan.
13 Items 1-4: From McLean,G.,Sullivan,R. (1989). Essential Competencies of internal and External OD Consultants,
p.8.Unpublished manuscript. (Cited in PAHRODF Design Specifications template)
14 Items 5-7: Dessler, G., Lloyd-Walker, B., & Griffiths, J. (2007). HRM : theory, skills, application, 3rd ed.: Frenchs
Forest, N.S.W. : Pearson Education Australia, 2007.
8. Benchmarking Study Involves comparing an organization's practices and
performance against those of others. It seeks to
identify standards, or "best practices," to apply in
measuring and improving performance.
(http://www.mad.state.mn.us/benchmarking)
9. Job shadowing Involves spending a period of time with an expert,
and observing everything being done that is related
to the work that is expected to be accomplished by
the learner on the job.
(http://www.wisegeek.com/what-is-job-shadowing.htm)
10. Degree course Involves enrolling learner on a field of study that is
(Scholarship) directly aligned to a performance area of the PLGU.
Being a PAHRODF partner institution, PGA is entitled
to nominate scholars to the Australian Awards.
A learning and development framework that has been a subject of a lot of

discussion is the "70-20-10 Learning Philosophy" (Box 38). This states that 70% of
what people learn are really derived from informal, job-based and practical
Note experiences; 20% from coaching, mentoring, and other relationship or discussion-
based activities, and only 10% from formal and structured learning interventions.
While some say that these figures seem arbitrary, many HR practitioners and
managers validate that it is in the workplace that a significant amount of learning happens.
Box 38. "70-20-10 Learning Philosophy"15
It is therefore important to look at the complementation of HRD interventions, and to remember that
structured or classroom based programs will have to be reinforced with workplace opportunities to
demonstrate the behavior. The probability that job performers will be successful in applying acquired
competencies is enhanced by the supervisors' commitment and ability to coach and provide feedback to
them.

Annex D) to record HRD intervention.
15http://www.seec.schulich.yorku.ca/Custom_Learning_Modalities.aspx
STEP 7. DEVELOP IMPLEMENTATION PLAN
This step involves plotting the details of implementation for all HRD
interventions that are prioritised for execution on the first calendar year
of the HRD Plan. (HRD interventions for year 2 and year 3 are to be
reviewed by the middle of year 1 of the HRD Plan to validate need for,
and urgency of their implementation. A detailed implementation plan is
then developed for prioritized interventions for the succeeding calendar
year.)
Key Activities
2. Determine
1. Identify cost of HRD
3. Determine 4. Plot
specific group interventions
Source/s of implementation
of target and other
Funds schedule
learners support
requirements
1. IDENTIFY SPECIFIC GROUP OF TARGET LEARNERS
This activity will confirm the group of job performers who need to acquire the
identified competencies so that specific performance objectives will be met.
Questions to Ask
Who are expected to demonstrate identified

competencies to be able to achieve prioritized targets,
and are assessed to have competency gaps? What
are their positions/designations?
From what departments or offices do they come from?
How many are the target learners?
Data Sources
Analysis of competency gaps (Step 3)

Learning objectives (Step 4)
Input from department heads
Outputs
Target participants: number, position, offices and status of
employment (e.g., regular, contractual, job order, etc.)
This activity will help ensure that the target job performers will benefit from the
HRD intervention. Once an initial list of target participants is generated, there are
Note
other factors that will have to be considered
These include:
Absorptive capacity of unit to send target participant/s to HRD intervention
Willingness of supervisor to send target participant/s to HRD intervention
Willingness of target participant/s to attend HRD intervention
Availability of target participant/s to attend HRD intervention
Employment status of target participant/s
Available budget to support all target participants
The PHRMO team can use data along these additional factors to recommend and discuss specific
actions with department heads of target learners. (For example: limiting the number of participants from
a unit so that work performance and service delivery is not hampered.)

Annex D) to capture data. Box 39 is a sample entry showing
HRD intervention and target learners.
Box 39. Proposed Intervention and Target Learners (Sample Entry)
2. DETERMINE COST OF HRD INTERVENTIONS AND OTHER

SUPPORT REQUIREMENTS
The outputs in the previous steps (e.g., learning objectives and outputs, types
of HRD intervention/s, number and profile of participants) are all important
factors in determining budget and other resources needed to implement the
HRD intervention.
Questions to Ask
How much does the PLGU need to implement the

HRD intervention? (What are the cost items?)
What other resources and support does the PLGU
need to be able to implement the HRD intervention?
Data Sources
Outputs of previous steps (e.g., learning objectives

and outputs, types of interventions, profile of
participants)
Records of expenses on past PLGU HRD
interventions
Quotations from suppliers (e.g., venue, transportation,
equipment rental, etc.)
Outputs
Cost estimate for each intervention

Fund source/s
Other resources and support (e.g., executive
sponsorship, policies, CSC or DILG approval, etc.)
When estimating cost and other support requirements, do not focus only on the
actual conduct of the intervention. Factor in all expenses related to pre- and post-
Note
implementation activities .
Following are some cost items when implementing HRD interventions:
Box 40. Cost items in HRD interventions
Venue and accommodation
Where will the intervention be implemented? (If off-site, will it be residential or

not?)
What activities are planned (plenary or small group workshops, socials, etc.)
Are meals going to be provided?
How much is the per diem, if this will be provided?
Transportation
If activities will be conducted off-site, how will participants travel to the venue?
Will transportation allowance be provided?
What activities will require transportation arrangements?
Supplies, equipment and technology
What equipment will be needed? Is there a need to rent?

Will participants be given a training kit?
Are there handouts and other materials that need to be reproduced?
What learning materials or instructional aides are needed?
Are there activities that will require access to the internet?
Communication
Would there be a need for long-distance/overseas communication?

Would materials be mailed via courier to participants and/or service providers
Professional fees
Does the PLGU need to contract services of external service providers to

design and/or implement HRD interventions?
Remember to include a contingency fund in the costing of HRD interventions to

Note provide for unexpected expense items or unforeseen increase in costs. At least 10%
(of total cost) contingency fund is recommended.
Other support requirements before, during and after actual implementation
also need to be identified. Among others, these may include:
Executive sponsorship (e.g., a special order or travel order, if intervention

involves travel of participants)
Staff support to manage HRD intervention
Approval from oversight agencies (e.g., CSC, DILG, etc.)
Memorandum of agreement with partner agencies or donor organizations
that will help in the execution of the intervention
3. DETERMINE SOURCE/S OF FUNDS
The PLGU may not always have enough resources to fund the
implementation of all interventions. It may have existing partnership with
donor organizations (e.g., Australian Aid) or it can explore other funding
sources to support specific HRD interventions.
Questions to Ask
Where will the PLGU get the money to fund the HRD
intervention?
Does the PLGU have the financial capacity to fund
the intervention fully or partially?
Does the PLGU have partnerships with donor or
learning organizations that can fund the intervention
fully or partially?
Are there potential funding sources that can be
explored?
Data Sources
Input from Provincial Budget Office

Input from PHRMO/PPDO and other PLGU offices on
partnerships with donor organizations
Outputs
Sources of fund for each of the planned HRD

interventions

Annex D) to capture data. Box 41 shows a sample entry.
Box 41. HRD interventions with support requirements and source of funds (sample entry)
4. PLOT IMPLEMENTATION SCHEDULE
This requires plotting the schedule of all prioritized interventions over a one-
year period, considering the data surfaced in the previous steps (e.g.,
prioritisation of competency gaps, available funds, nature of HRD
interventions, etc.).
The following questions may be asked when doing this:
Questions to Ask
Which of the interventions need to be implemented

first? (Or, what competency gaps need to be
addressed first?)
Can the PLGU implement simultaneous
interventions?
How many interventions can the PLGU and the
various departments realistically implement during
the period?
Data Sources
Prioritised competency gaps

Inputs from heads of concerned departments
Inputs from PHRMO
Outputs
Schedule of implementation of HRD interventions

Annex D) to capture data.
STEP 8. FORMULATE THE HRD MONITORING AND
EVALUATION PLAN
5 7 8
6
Learning Implementation Monitoring and
HRD Interventions
Objectives Plan Evaluation Plan
9 Change Management Plan
HRD Monitoring is the continuous gathering of information about the

HRD intervention to track progress and quality of implementation
against objectives. It aims to gather information on what has been
accomplished and where the HRD intervention is at against its
objectives. It involves use of feedback system to take timely corrective
actions to keep learning on track. HRD monitoring does not end when
the actual conduct of the HRD program ends. It is also looks into the
application of learning on the job and what organizational results have
been achieved.
HRD Evaluation is the periodic analysis of an HRD

intervention, including its design, implementation and results. It
Evaluation not a
substitute for aims to answer why objectives have been achieved or not
monitoring; achieved, determine the worth of the HRD program, and
monitoring not a incorporate lessons learned in improving the program.
substitute for
evaluation.
Monitoring and Evaluation are closely linked. Both are
--Programme Managers
Planning Monitoring &
necessary management tools to improve decision-making and
Evaluation Toolkit, accountability. They use similar steps but produce different
UNFPA, 2004
kinds of information. Systematically generated and documented
monitoring data is essential to successful evaluation. Box 42
shows some of the features of monitoring and evaluation. 16
16http://www.unfpa.org/monitoring/toolkit/defining.pdf
Box 42. Features of Monitoring and Evaluation
Monitoring Evaluation
Descriptive in nature Involves causal analysis
Keeps track, analyzes and Involves in-depth assessment of
documents progress; asks what has progress and results, and the reasons
been achieved and compares for differences between planned and
planned and actual accomplishments actual accomplishments, asks why?
An oversight process that alerts A decision support process that
managers to problems and provides generates information managers can
options for corrective action use for strategy and policy formulation
and enhancement
Typically done through self- May include internal and/or external
assessment by actors, donors and analysis by actors, donors,
stakeholders stakeholders and/or external evaluators
HRD Planning and HRD M&E

Successful M&E starts with good planning. The process of HRD
Planning defines the desired organizational outcomes and specific
competency requirements to achieve those results. It also involves the
analysis of existing competency gaps and the appropriate HRD
interventions that will address those gaps.
Clarifying what you want to achieve through the HRD interventions lays
the foundation for M&E. Without good planning and objective setting,
M&E will not be able to determine whether the interventions are
successful or not.
Box 43. Link between HRD Planning and HRD M&E
Desired Outcomes
HRD HRD Monitoring
Planning Learning Objectives & Evaluation
Interventions
In HRD Planning, the key questions include:
What are the desired outcomes that the organization wants to

achieve?
What competencies do people need to learn or be good at in
order to able to contribute to the achievement of those results?
What are the competency gaps?
What interventions will help address those gaps?
When these questions are answered and HRD interventions are

implemented, HRD M&E asks the following questions:
To what extent did the interventions address the identified

competency gaps?
To what extent did targeted people acquire or learn the
necessary competencies to contribute to achieving
organizational results? To what extent were they able to apply
these competencies in their actual work situation?
To what extent were desired outcomes achieved as a result of
the HRD intervention?
Box 44. HRD Planning and M&E Process
HRD Planning HRD M&E
Clarify desired organizational Determine extent of achievement

outcomes of desired outcomes
Determine competency gaps

Determine extent of learning and
and formulate learning
application of competency
objectives
Identify appropriate Determine effectiveness of HR

interventions to achieve intervention in achieving learning
learning objectives objectives
The term organisation may mean the whole PLGU, a particular sector or a
Note specific department. It is important to be clear on what you are referring to when
formulating the desired outcomes and objectives. In this manual, the desired
results and learning objectives refer to the road sector or Key Reform Agenda
group of departments, e.g., KRA 1 group consists of the PEO, AKENRO and
PPDO. You will note that these are spelled out in the HRD Plan Implementation Matrix, under the
Office or the targeted Job Performer.
Purposes of M&E
The M&E process generates information that supports Why monitor and
decision-making and organisational learning. Specifically, evaluate?
M&E has the following purposes: If you dont care about
how well you are doing
or about what impact
Accountability. To ensure that planned results are you are having, why
delivered bother to do it at all?
Assessment. To determine the effectiveness of Source:
HRD programs in addressing identified competency https://sites.google.com/site/
newmediacommunications20
gaps, and analyze and demonstrate the value of 10/mobiles-and-m-e/1-
monitoring-evaluation-
HRD in achieving organizational goals overview
Continuous Improvement. To generate and use
lessons learned to improve of HRD programs and
support systems
Benefits of M&E
Through M&E, the PLGU is able to track and assess its HRD
programs. Having information about the progress and results of HRD
programs:
Increases probability of meeting goals and objectives

Contributes to continuous learning and improvement
Optimizes use of training resources
Fosters results- and quality-orientation
Provides timely and meaningful information to decision makers
Strengthens accountability
Key Activities
1. Articulate the
overall purpose and 3. Report and
2. Identify the Focus
users of the M&E communicate M&E
of M&E
Plan Results
The M&E Plan serves as a guide for conducting M&E for planned HRD
interventions. This section outlines the activities for formulating an
HRD M&E Plan.
Questions to Ask
What is the purpose of the HRD M&E Plan?
Who are the users of the plan?
What is the focus of the plan?
What methods and tools will be used to gather data?
What/who are the sources of data?
When will M&E activities take place?
Who will do what?
How will data be reported or presented?
How will stakeholders receive feedback on M&E
results?
Data Sources
HRD Plan
Inputs from PHRMO, HR Core Team and process
owners/ department heads
Output
HRD M&E Plan with the following sections:
Purpose and Users of the M&E Plan
M&E Plan for each intervention, including:
o Background Information
o Indicators for each M&E Level
o Methods and Tools
o Sources of Data
o Schedule
o Persons Responsible
Reporting and Communicating M&E Results
1. ARTICULATE THE OVERALL PURPOSE AND USERS OF THE M&E
PLAN
Purpose. The purpose of the M&E plan states what the M&E plan will
be used for, such as:
To guide the tracking and assessment of HRD interventions

and the overall HRD Plan execution.
The M&E Plan is done annually to cover interventions planned for a

given year as specified in the HRD Plan Implementation Matrix. It is a
living document and is revisited and updated periodically to align with
changes or adjustments in the HRD Plan.
Users of the HRD M&E Plan. Since the PHRMO is the primary owner
of the HRD Plan, it is also the primary user of HRD M&E Plan. It is
accountable for ensuring that:
M&E activities, including data-gathering, analysis, reporting and
communications, are done in a timely manner and in
accordance with the M&E plan.
People who have been identified as responsible for M&E are
properly oriented, meaningfully involved in the development of
the M&E plan and fulfill their responsibilities set forth in the plan
The HRD M&E plan is regularly reviewed and updated as
necessary
Other users of the M&E Plan include the HR Core Team and the
Department Heads (managers and supervisors). They participate in
formulating the plan and ensure support for the implementation of M&E
activities in their respective departments.
Note The Provincial Monitoring and Evaluation Team for the Development
Administration Committee also uses the HRD M&E Plan and ensures its
integration and alignment with the LGUs overall M&E plan.
3. IDENTIFY THE FOCUS OF M&E.
This activity includes the task of completing the HRD M&E Plan
template. The template captures the elements of each intervention in
the HRD Plan that will be tracked and assessed in the M&E process.
Refer to Box 45 for the tasks in filling out the HRD M&E Plan template.
In summary, the tasks are:
A. Cull the background information about the intervention

B. Identify what will be measured at each M&E level
C. Identify the methods and tools
D. Identify the data sources
E. Determine the schedule of M&E
F. Identify the person/s responsible
Use the Monitoring and Evaluation Plan template (please see

Annex F) to capture data.
Box 45. M&E Plan Template for HRD Interventions
Part 1: Background Info on the Intervention
A. Cull the Background
Provide relevant information about the intervention. Information about the HRD
Intervention Title: Development of EMP, including orientation on Environmental Impact Assessment (EIA) intervention from the HRD
Planned Schedule: April 2014 Plan
Target Learners (Office/Positions): PEO, AKENRO, PPDO/
Maintenance Engineers, APE, PE, Provincial. ENRO, Planning Officers, PPDC
Number of Target Learners: 25
Financial Requirements: P 210,000.00
Source of Funds: PRMF
Indicators
Level of M&E Methods/ Tools Data Sources When to M&E? Person/s Responsible
(What will you measure?)
All road projects consider environmental Documents Review Environmental Management 1 year after the training Process Owner: AKENRO
risks identified in environmental Plans for road projects
Level 4: Desired assessment (EIA) and comply with the
Outcome Philippine Environmental Impact
Statement System (PEISS)
Participants develop Environmental Documents Review Environmental Management 3 months after the training Process Owner: AKENRO
Management Plans (EMPs) for the Interview of the participants Plans
Level 3: Application
different provincial road projects. Participants M&E Team of Learning and
Development Division
Participants are able to: Documents Review Training Outputs During the training Facilitator/Training Team
prepare a draft EMP
Level 2: Learning discuss the application of the
Environmental Impact Assessment
(EIA) in road projects
Achievement of training objectives Post Training Evaluation Participants At the end of training Training Team
Favourable feedback on effectiveness of Sheets
Level 1: Learners learning environment
Reaction
C. Identify the D. Identify who E. Determine the F. Identify who will

B. Identify what will be methods/ tools and/or what schedule of be accountable
measured at each to be used at documents will M&E activities for ensuring that
level. Cull from the each level. provide data on at each level M&E activities at
HRD Plan achievement of each level are
Implementation indicators at each undertaken
Matrix. level
A. CULL THE BACKGROUND INFORMATION ABOUT THE INTERVENTION
Because changes in target learners (office, position, number),
schedule, and financial requirements of each HRD intervention will be
monitored, these elements are noted in Part 1 of the M&E Plan
template on the Background Information. Most of this information is
merely lifted from the HRD Implementation Plan.
During the development of the HRD Plan, it is sufficient to indicate only a
tentative schedule for the HRD intervention. However, the schedule should be
Note updated with specific dates and duration (e.g., how long is the intervention,
e.g., 1 week, 3 months) once these are determined, usually during the
designing and planning of particular interventions. Similarly, the Target
Learners and Financial Requirements may be adjusted, as necessary.
B. IDENTIFY WHAT WILL BE MEASURED AT EACH M&E LEVEL

Part 2 focuses on each HRD intervention in the HRD Plan, specifically
its desired outcomes, outputs, and learning objectives. For a
systematic evaluation of the results of each intervention, Kirkpatricks
Four Levels of Evaluation Model17 is used. This model calls for
defining the hierarchy of results expected from an HRD intervention.
Box 46 summarizes the definition of each of the Kirkpatrick levels. To

align terminologies between the HRD Plan and the HRD M&E Plan,
alternate labels are used for consistency and easy referencing between
the two documents. These are also shown in Box 46. These labels
will henceforth be used throughout this manual.
Box 46. Levels of HRD M&E (an adaptation of the Kirkpatrick Levels of Evaluation)
Kirkpatricks Four Kirkpatricks Definition Alternate labels for Levels

Levels of HRD M&E for PGA
To what degree participants react

Level 1: Reaction Level 1: Learners Reaction
favorably to the learning event.
To what degree participants acquire

the intended competency based on
Level 2: Learning Level 2: Learning
their participation in the learning
event.
To what degree participants apply
Level 3: Behavior what they learned when they are Level 3: Application
back on the job.
To what degree targeted outcomes
occur, as a result of the learning
Level 4: Results Level 4: Desired Outcomes
event(s) and subsequent application
on the job.
17Adapted from the Kirkpatricks Four Levels of Evaluation in Evaluating Training Programs, 3rd Edition by Donald L.
Kirkpatrick and James D. Kirkpatrick, 2005.
Levels of HRD M&E and What to Measure
The levels of HRD M&E form a logical progression of expected results
from an HRD intervention. They look into the learning environment of
the intervention, improvement of learners competencies and actual
application (or may also be referred to as performance) on the job
resulting from the intervention, and the achievement of LGUs
organizational/ department objectives.
Level 1: Learners Reaction. This level focuses on the aspects of the

learning environment that facilitate the participants acquisition of
required competencies. These may include training objectives,
content, methodology, learning aids, timing, delivery, logistics, and
overall satisfaction of the participants.
A sample questionnaire is found in Annex G.
Level 2: Learning. This level focuses on the competencies

(knowledge, skills, and attitudes) learners must acquire in order to
perform better on the job. Learning Objectives are established during
HRD Planning (Step 5) and can be culled from the HRD Plan
Implementation Matrix.
Level 3: Application. This level focuses on the learners application of

acquired competencies in the workplace. It describes what the learner
must do better on the job to contribute to the department/ KRA
outcome. For example:
Box 47. Example of Learning and Application Statements
Level 2: Learning Level 3: Application
Participants are able to: Participants develop Environmental

prepare a draft EMP Management Plans (EMPs) for the
discuss the application of the different provincial road projects.
Environmental Impact Assessment
(EIA) in road projects
The statements for Levels 2 and 3 describe the same competencies but they
differ in the timing, context and degree of mastery or independence with which
Note the competencies are demonstrated. For instance, Level 2 measures the
demonstration of competencies during and right after the HRD intervention. Most
likely it will describe knowledge of concepts, and beginning practice or
demonstration of skills with the guidance of a coach. Level 3 measures the extent of application of
competency in actual work situation, usually some time after the intervention and with relative
independence.
Level 4: Desired Outcomes. These are the results that the

department aims to achieve. These may include: improvements in
processes/ systems, service delivery, etc. The Desired Outcome
statements have been formulated during HRD Planning (Step 5) and
can be lifted from the HRD Plan Implementation Matrix.
Box 48. Description of the Levels of HRD M&E
Level Key Question What it measures
Learning environment (e.g., training

Level 1: How did the participants react to or objectives, content, methodology,
Reaction feel about the HRD intervention? learning aids, timing, delivery,
logistics, overall satisfaction)
What required knowledge, skills

Level 2: and orientation did the participants Acquisition of targeted competencies
Learning acquire as a result of HRD (i.e., knowledge, skills and attitudes)
intervention?
To what extent are the newly

acquired skills, knowledge, or
Level 3: Demonstration of competencies or
attitude being demonstrated in
Application desired behavior on the job
participants everyday
environment?
Improvements in
What are the tangible gains of the
Level 4: Process and systems
organisation from the HRD
Desired Outcome Client satisfaction
intervention?
Condition of the client
Note: This is largely adapted from Kirkpatricks Four Levels of Evaluation. The labels of the 4 levels were
adjusted to align with the language/ labels used in the HRD Plan.
These M&E levels are measured in sequence as each level
provides useful data for the next level. For instance, if at Desired
Outcome
Note Level 1 it was found that the learning environment was
not conducive to participants learning, Level 2 or the Application
participants acquisition of competencies may be
affected. If participants are not able to learn the required competencies, they
Learning
will not be able to demonstrate Level 3, or the proper application of
competencies on the job, which in turn will affect the achievement of
Learners'
departmental objectives or desired outcomes. Reaction
It is possible that there may be more than one intervention that contribute to the
same outcomes (Level 3 Application and Level 4 Desired Outcomes).
C. IDENTIFY METHODS AND TOOLS.

Methods are procedures for gathering M&E data, and tools are
instruments that aid in the data-gathering, such as interview guides,
checklists, etc. Box49 lists some of the possible methods for each
level of HRD M&E.
Box 49. Methods per M&E Level
M&E Level
Method 1 4
2 3
Learners Desired
Learning Application
Reaction Outcomes
Survey, questionnaire, interview,

focus group discussion
Action Planning
Observation
Pre- and Post-Test
Simulation
Assessment of training outputs,

work samples
Validation
Assessment of key business and

HR metrics
Box 50 briefly describes each methodology and provides some

examples of tools.
Box 50. M&E Methods, Description and Possible Tools
Method Description and Possible Tools
Involves developing a set of questions or statements that can surface data related
Survey to learners reactions and KSAs acquired by learners
Often used for reaction and learning levels
Tool: survey questionnaire
Collection of data by asking questions from an individual considered
knowledgeable on the topic at hand
Interview Useful in gathering feedback on improvements in trainees behavior from various
sources at all levels of evaluation
Tool: Interview guide
Obtaining in-depth information on concepts, perceptions and ideas of a group of
carefully-selected people
Focus Group
Provides opportunity to collect/validate and process data from different sources to
Discussion
evaluate at the level of behavior and results
Tool: FGD questions and process guide
Involves guiding learners in mapping out action/re-entry plans that will help them
Action Plans translate classroom learning to work stations
Used to measure gains in the learning and behavior levels of learners
Tool: Action Plan template (e.g., Re-Entry Action Plan)
Method of gathering visual information on what happens, what your object of
study does or how it behaves
Observation Watching how people perform their job, documenting their actions, behaviors and
methods
Effective for evaluating learning and behavior
Tool: observation guide or checklist
Measures and compares learners KSA level before and after training intervention
Pre-Test and May include case study, knowledge test, presentation, teach back
Post-Test Usually used to measure learning and behavior of learners
Tools: Written or practical tests
Exercises that require learners to demonstrate the target KSAs
May include role plays, interactions, in-basket exercises, group discussions, etc.
Simulations
Best used to measure learning, and as a supplementary tool to evaluate transfer
of learning through the behavior of learners
Tools: Simulation scenario, instructions and assessment guide
Training Requires assessment of learners work samples to check if competencies learned
Outputs/ have been applied in producing these outputs
Work Examples: lesson plans, learning modules, teaching aids
Samples Can be used to evaluate learners learning and behavior levels
Tool: Work sample guidelines and rating/ assessment guide
Involves verification of previously gathered or reported data
May utlilise one or more data gathering methodologies
Validation
May include on-site visit
Tool: depends on methodology used
Involves analysis of reports, records and other documentations that can indicate
trends, performance level, etc.
Documents
May include budget, attendance record, productivity reports, safety record, etc.
Review
Oftentimes used to evaluate behavior and results of training interventions
Tool: Document review guide (what to look for)
Involves review of the extent of achievement of relevant organizational and/or
Key departmental performance metrics or indicators and determining relative
Business contribution of competency improvement to the achievement/ non-achievement of
and HR performance indicators
Metrics Tools: strategic and/or operational/annual plans, M&E reports, accomplishment
reports
D. IDENTIFY THE DATA SOURCES.
Box 51 shows some typical examples of possible sources of data for
each element of M&E. Sources of data may include people,
documents or other verifiable inputs about the results of the
intervention.
It would be good to have more than one source of data so that there is
some kind of cross-validation. However, the decision to use multiple
data sources needs to consider practical limitations (e.g., constraints in
time, human resources, and budget), as well as the added value of the
additional source of data, e.g., one source of data may be incomplete
and needs to be supplemented by other evidences.
Box 51. Possible Sources of M&E Data
What to M&E Possible Data Sources

Funding Financial Report/ Expense Report
Schedule Training Report, Accomplishment Report
Learners Attendance Sheet, Training Report
Interventions
Level 1: Learners Reaction Participants evaluation of intervention,
Facilitator/Trainer evaluation
Level 2: Learning Participants self-evaluation, Facilitator/Trainer
evaluation, Training Outputs
Level 3: Application Participants self-evaluation, Supervisors evaluation,
Client feedback, Actual Work Outputs, Re-Entry
Action Plan Outputs
Level 4: Desired Outcome Department Head/ Management Committee
evaluation of organizational/ department
performance goals and objectives, Client feedback,
evaluations by third party
E. DETERMINE THE SCHEDULE OF M&E.

Box 52 shows the typical timing of M&E activities.
Box 52. Schedule of M&E
Level When to M&E

1:Learners Reaction During and right after the HRD Intervention
2: Learning During and right after the HRD intervention
3: Application Sometime after the HRD intervention when the participants
have had opportunity to apply their learning with relative
independence, around 1 to 6 months after the HRD
intervention
4: Desired Results Sometime after participants apply their learning and
organizational/ department results are observed, around 3
to 12 months after the HRD intervention
F. IDENTIFY THE PERSON/S RESPONSIBLE.
Persons Responsible are the people who need to make sure that M&E
activities are implemented as planned. They take action if there are
challenges and difficulties encountered in the process of M&E. It is
best to be as specific as possible, e.g., Learning and Development
Division of the PHRMO, instead of just PHRMO; or PPDO Department
Head, instead of just PPDO. Box 53 provides general guidance on
identifying possible persons responsible.
Box 53. Persons Responsible for HRD M&E
Level Possible Person/s Responsible

1:Learners Reaction Facilitator/ Training Team
2: Learning Facilitator/ Training Team
3: Application Concerned department supervisors/ managers, in
partnership with the Training Team and PHRMO
4: Desired Results Concerned department supervisors/ managers, in
partnership with PPDO and PHRMO
For Levels 1 and 2, the persons who can conduct M&E are those running or
managing the intervention. For Levels 3 and 4, the departments concerned
Note become involved in M&E because the data needed at this stage are about the
application of competencies in the workplace, and its relative contribution to the
achievement of related department goals and objectives.
Currently, the HR Core Team is taking an active role in the assessment, planning, and tracking of HRD
interventions. In the furture, especially when the Learning and Development System is established in
PGA, responsibility for HRD interventions will need to be revisited to determine more specifically the role
and accountability of departments for interventions related to their core functions.
4. REPORT AND COMMUNICATE M&E RESULTS.

The M&E Report. The M&E Report is an account of the actual results
of HR interventions against the plan. It also includes an analysis of the
factors that facilitated and hindered performance, actions taken, and
lessons learned; and recommended next steps to ensure smooth
implementation.
The M&E Report template consists of two parts:

Part 1 focuses on HRD Plan Execution that includes tracking of
actual schedules, participants, and budget vis--vis the plan
Part 2 focuses on HRD interventions and the extent to which
objectives have been met
See Box 54 for guidance on completing the M&E Report template.
Use the Monitoring and Evaluation Report template (please see

Annex G) to capture data.
Box 54. HRD Monitoring and Evaluation Report Template
Part 1: HRD Plan Execution
This section summarizes the planned and actual number of learners, schedule and budget for a given year; reasons for any deviations between planned and actual targets, action taken (if any); and
recommendations to address deviations and/or to ensure achievement of targets.
Financial
Target Number of Actual Number of % Over- (or Under-
Intervention Planned Schedule Actual Schedule Requirements Actual Expenditure
Learners* Learners* ) Budget
(Budget)
For Actual Number

of Learners, Actual
Schedule, and Actual
For Target Number of
Expenditure and %
Learners, Planned
of Budget, cull from
Schedule, and
Part 2 M&E Report
Financial
on HRD
Requirements, cull
Intervention.
from M&E Plan.
*Note: Specific deviations in Target Learners position and office may be captured in Part 2 M&E Report on HRD Intervention.
Reasons for Deviations in Number of Learners, Schedule and Budget, and actions taken (if any)
Recommendations to address the deviations and/or facilitate achievement of set targets.
Part II. M&E Report on HRD Intervention (Note: this part needs to be completed for each intervention)
Key Question: Was the intervention implemented as planned?
Intervention Title:
(Indicate actual schedule here, then check if on schedule or delayed)
Planned Schedule Actual Schedule
___ On schedule ___ Delayed
Changes in Learners Office
Target Learners (Office, Positions):
and Position, if any
Number of Target Learners: Actual Number of Learners
(Indicate actual expenditure here, then compute % over- or under-
Financial Requirements: Actual Expenditure: budget)
____% over- (or under-) budget
Key Question: To what extent did the intervention achieve the expected results?
Indicators
Levels of Evaluation Actual Accomplishments Gaps Reasons for Gaps Recommendations
Level 4: Desired
Outcomes
These indicators Using the methods Compare actual Cite reasons for Provide
Level 3: Application are culled from the and tools indicated in accomplishments the gaps in recommendations
HRD M&E Plan. the M&E plan, gather with indicators and accomplishments. to address the
data on actual determine what gaps.
Level 2: Learning accomplishments vis- has not been
-vis indicators, and accomplished.
Level 1: Learners
summarise your
Reaction
findings here.
What factors facilitated the accomplishments?
What factors hindered the accomplishments?
What lessons have you learned or insights gained from the implementation and results of the HRD interventions so far? How can you use these insights to make improvements?
Audiences/Users and Uses of the M&E Report. The M&E Report
has a number of users or audiences who use the information as basis
for decision-making and action. Box 55 shows some of these
decisions.
Box 55. Audiences of M&E Report
Audiences Decisions
PHRMO Make adjustments to HRD interventions to ensure learning objectives
and expected results are met
Take action to sustain the gains from the interventions
Address difficulties in implementation so that objectives are met
Recommend enabling policies to support HRD
Plan for future interventions
HR Core Team Assist the PHRMO in all of the above, particularly in implementing them
in own department
Department Heads Provide support needed to further reinforce learning, particularly in the
workplace
Recommend enabling policies to support HRD
Plan for future interventions
LCE Provide strategic direction to HRD
Provide support needed to further reinforce learning
Determine and enact policies to support HRD
Sangguniang Determine and enact policies to support HRD
Panlalawigan Decide on budget allocation for HRD interventions
Communicating HRD M&E Results. The results of HRD interventions

are communicated to targeted audiences using a variety of reporting
methods, as shown in Box 56. Choose the appropriate communication
and reporting strategy that will facilitate the target audiences
understanding and use of the M&E results for their learning and
decision-making.
Box 56. Reporting Methods
Written/ Oral Visual/ Alternative

Written report Emails
Presentation Memos
Group discussion Newsletters
One-on-one Website
Newsletter Video
Case studies
Timing of M&E reporting and communication. The Users of the

M&E results is also a determining factor in the schedule or frequency of
reporting. Formal reporting may be planned to coincide with the
regular monthly, quarterly, semi-annual or annual reporting of the
department/ LGU.
STEP 9. DEVELOP THE CHANGE MANAGEMENT PLAN
5 7 8
6
Learning Implementation Monitoring and
HRD Interventions
Objectives Plan Evaluation Plan
9 Change Management Plan
The implementation of PGAs HRD Plan requires considerable shifts in

the Provincial Governments practices and mindset about HRD.
Because the change cannot happen overnight, there is a need to
approach the change process systematically to ensure the PLGU and
its employees gain a shared understanding of the change, support its
implementation, and adopt the new practices and mindset introduced
by the change.
Change is a movement out of a current state (how things are today),

through a transition state and to a future state (how things will be
done).18 The change process goes through the following stages of
unfreezing, moving/changing and refreezing:
Box 57. The Change Process
http://www.change-management.com/tutorial-change-vs-change-management-mod2.htm
18
Change Management involves processes, tools, and techniques to
proactively manage the people side of change to achieve the desired
organisational results. It is a structured and planned approach for
ensuring the implementation of changes required by the HRD Plan.
A Change Management Plan serves as a roadmap for implementing

processes that would facilitate the transition of the PLGU from its
current practices to the new way of thinking and doing HRD as
envisioned in the HRD Plan. It starts with defining the change and then
identifying strategies for managing the change.
Use the Change Management Plan template (please see Annex

I) to capture data.
Defining the change involves articulating the change vision and

objectives, analyzing the nature of the change (the present and desired
state, and change issues), the environment for change (what factors
drive and restrain change), and understanding who the key
stakeholders are and their interests in the change.
Strategizing for change entails developing plans for managing the

transition state. These include the Change Management Action Plan,
Risk Management Plan and Communication Plan.
Box 58. The Change Management Plan
Key Activities
1. Defiining the change 2. Strategizing for change
The Change Management Planning process considers the following:
Questions to Ask
Defining the Change

What is the vision and objective for the change?
What is the nature of the change? What is current
state? What is the desired state? What are the
change issues? What actions will address these
issues?
What are the factors in environment that drive and
restrain the change? What actions will strengthen
the driving forces and minimize the restraining
forces?
Who are the stakeholders of the change and what
are their interests in the change? What actions will
address stakeholder concerns?
Strategising for Change

What is the overall plan of action for the transition
phase of the change?
What are the risks in implementing the change?
What are the actions for preventing or mitigating
these risks?
How will stakeholders be kept informed about the
change? What key messages need to be
communicated and what are the appropriate
methods for conveying these messages?
Data Sources
HR Strategic Directions
HRD Plan
Inputs from PHRMO, HR Core Team and process
owners/ department heads
Output
Change Management Plan with the following sections:

Vision and Objective of the Change
Nature of the Change
Environment of the Change
Key Stakeholders
Change Strategies
o Change management Plan
o Risk Management Plan
o Communication Plan
1. DEFINING THE CHANGE

A clear understanding of the change that the HRD Plan will bring about
is the foundation of the Change Management Plan. It involves the
following tasks:
A. Formulate the Vision and Objective of the Change

B. Define the Nature of the Change
C. Analyze the Environment for Change
D. Analyze Stakeholders of Change
A. FORMULATE THE VISION AND OBJECTIVE OF THE CHANGE

The overall change vision of the HRD Plan is anchored on the following
statements of the desired future of the PGA:
Box 59. PGA Vision for Human Resources
PGA Human Resource Vision
The Provincial Government of Aklans human resources are a

community of competent, dedicated, values-oriented, progressive,
and client-centered employees, delivering excellent service.
Box 60. PHRMO Vision and Mission
Vision
A strategic PHRMO community of competent and credible
professionals dedicated to manage and develop the Provincial
Government of Aklans human resources effectively and efficiently.
Mission
To develop and implement strategic Human Resources Management
and Development programs that promote competence and
performance among PGAklans human resources towards excellent
service delivery.
Box 61. Human Resource Goals and Strategies for 2014-2016
Goal and Strategies for HRD
A learning and development system that addresses priority

competency gaps
1. Develop a learning and development system, including policies,
structure and processes
2. Develop and implement a three-yearstrategic HRD Plan
3. Create and capacitate the HRD Core Team and pool of trainers
4. Conduct learning needs assessment of employees
5. Design and implement appropriate HRD interventions
The guiding change vision for the HRD Plan articulates the desired
future for PGAs HRD function in particular:
PHRMO as a strategic partner in achieving PGA's Reform

Agenda through its leadership in building and enhancing
competencies of employees to deliver services.
The change objective, on the other hand, supports the focus of the
HRD Plan for a given year, e.g., the road sector in 2014. For this, the
change objective can be:
To facilitate the PGAs transition from opportunity-driven to

needs-based and strategic management of human resource
development programs and activities for its road sector.
If there is an existing change vision and objective, revisit them and update as
Note appropriate. Suggested guidelines for formulating the Change Vision and
Objective:
Keep in mind the larger goals of the PGLU, e.g., Vision of the Province, Human Resource Vision,
PHRMO Vision and Mission, HR Goals and Strategies for Human Resource Development. These
are the anchors for the change vision.
Use the visioning methodologies introduced in Part 1 of this Manual. Involve key stakeholders in the
exercise. Focus the visioning activity on what the HRD Plan is trying to achieve in relation to the
HRD priorities of the PGA.
Focus the change objective on the particular sector being addressed by the HRD Plan.
B. DEFINE THE NATURE OF THE CHANGE
What will change as a result of implementing the HRD Plan? What is
the current state of HRD and how will the future desired state look like?
What are some of the issues that might make the transition towards the
desired state difficult? What actions are needed to address these
issues? These key questions help in describing in more concrete
terms the change that the HRD Plan will bring.
Defining the nature of the change is needed to foster shared

understanding among key stakeholders. This process is best done in a
participatory or inclusive manner involving those who will effect the
change and those will be affected by the change.
The Nature of Change section of the Change Management Plan

captures the description of the change, and covers these sub-tasks:
1. Describe the Current Status

2. Describe the Desired Status
3. Change Issues
4. Action Needed
Box 62 shows sample entries for each of the above sub-tasks in

defining the Nature of Change.
Box 62. Sample Analysis of the Nature of Change
Sub-task 1: Describe the Current Status. In addition to consultations
with relevant stakeholders, a possible source of data for this analysis is
the assessment of the current state of the HR function. This was
already done as part of the process of formulating the HR Strategic
Directions (Part 1, Step 1). The issues about the current HRD system
may be culled from that assessment, particularly the areas for
development. Likewise, the various analyses of performance and
competency gaps leading up to the formulation of the HRD Plan are
also good references on the current state. Box 63 shows sample
references.
Box 63. Possible References for Current Status
Areas for Development

(Identified in the assessment of HR Functions,
PG Aklan HR Strategic Planning, June 2013)
Lack of capacity to perform HRD functions

No comprehensive HRD Plan
Lack of training and development programs, policies, modules and other tools
Selection of training participants are not based on training needs
No pool of trainers to handle
HRD functions
Resistance to change of employees unwillingness to learn: old age and comfort zone alibi
Analysis of Performance, Competency Requirements and Gaps

(sample of relevant gaps reflecting Current Status)
No strategic HRMD plan to implement

PLGU departments/offices are not yet ready to implement a strategic HRMD Plan (e.g.,
currently planning and implementation of HRD activities at the department level done without
coordination with PHRMO)
Utilization is not based on an approved HRMD Plan
Budget allocation for training is not based on a plan
(and others)
Sub-task 2: Describe the Desired Status. For each item in the

current status, articulate what the future state looks like when the HRD
Plan is implemented. Describe what will be improved or done
differently as a result of the interventions. References on the future
state may include the Goals and Strategies for HRD identified in the
HR Strategic Plan, the SLRM Results Chain (or other similar
statements of objectives for other sectors), and the Desired Outcomes
and Learning Objectives of the HRD Plan. Inputs from relevant
stakeholders may also be gathered. Box 64 shows a sample of
references.
Box 64. Possible References for Desired Status
Goals and Strategies for HRD
(PG Aklan HR Strategic Planning, June 2013)
Goal: A learning and development system that addresses priority competency gaps
Strategies:
Develop a learning and development system, including policies, structure and processes
Create and capacitate the HRD Core Team and pool of trainers
Relevant Statements from the SLRM KRA Results Chain

Reform Objective: Increased capacity of PLGUs for the management and development of human
resources
PG Output: Increased Capacity of the Workforce to Deliver Road Services
Result Statements:
The PGA prepares funds and implements a multi-year HRMD Plan that guides the capacity
development and performance of staff involved in road sector planning and management.
A monitoring and evaluation system is used to report on the performance of the HRMDP and
capacity development program for the road sector.
The PGA implements capacity development programs for staff development and a staff
performance evaluation system that informs personnel rewards and incentives.
Workforce management and other HR concerns are mainstreamed at different levels of LGU
management.
Analysis of Performance, Competency Requirements and Gaps

(sample of relevant Performance Indicators reflecting Desired Status)
Implemented strategic HRMD Plans and Programs

Approved and funded Strategic 3-year HRMD Plan which serves as the blueprint of PGA
HR and CD Interventions
PHRMO formulates and consolidates a multi-year HRMD Plan (initially for 2014 - 2016)
PLGU departments prepare, allocate and monitor their HRMD budget based on a plan
Sub-task 3: Identify the Change Issues. Determine the challenges

that may affect the transition from the current status to the desired
status. Some examples of change issues include:
Low readiness for change
Lack of competency to implement the change
Potential conflicts in priorities among stakeholders
Resistance to the change
Sub-Task 4. Determine the Action/s Needed. Identify what needs to

be done to address the change issues.
C. ANALYSE THE ENVIRONMENT FOR CHANGE
This task provides a deeper understanding of the factors that can help
and hinder the transition from the current state to the desired state, and
what actions must be taken to address restraining forces to change
and to strengthen forces that facilitate change.
The sub-tasks in analyzing the change environment are as follows:

1. Identify the key factors in the change environment
2. Determine the forces driving and restraining change
3. Identify action needed
Sub-task 1: Identify the key factors in the change environment.

Key aspects of the change environment typically include: employees,
leaders, organization, resources and others.
Sub-task 2: Determine the forces driving and restraining change.

For each factor, identify what may help or hinder the change. A helpful
technique is Force Field Analysis. Box 65 provides a brief description
of this technique.
Box 65. Force Field Analysis19
Force Field Analysis

Analyzing the Pressures For and Against Change
Force Field Analysis is a useful decision-making technique. It helps you make a

decision by analyzing the forces for and against a change, and it helps you
communicate the reasoning behind your decision.
You can use it for two purposes: to decide whether to go ahead with the change;
and to increase your chances of success, by strengthening the forces supporting
change and weakening those against it.
Force Field Analysis was created by Kurt Lewin in the 1940s. Lewin originally used
the tool in his work as a social psychologist. Today, however, Force Field Analysis is
also used in business, for making and communicating go/no-go decisions.
You use the tool by listing all of the factors (forces) for and against your decision or
change. You then score each factor based on its influence, and add up the scores
for and against change to find out which of these wins.
You can then look at strengthening the forces that support the change and
managing the forces against the change, so that it's more successful.
Sub-task 3: Identify action needed. Actions to deal with driving and

restraining forces are of two general types. One type of strategy tries
to reduce or eliminate factors that may inhibit the change, and the other
takes advantage of facilitating factors by strengthening them to help
push the change.
Box 66. Actions Needed to Address Restraining and Driving Forces
19http://www.mindtools.com/pages/article/newTED_06.htm, accessed on 11 October 2013.
See Box 67 for sample statements of actions or strategies to address
different forces in the change environment.
Box 67. Analysis of the Environment for Change
D. ANALYSE STAKEHOLDERS OF CHANGE

The success of any change initiative depends to a large extent on key
people who can influence or are affected by the change. It is important
to anticipate their reaction to the change in order to gain their support
and commitment. Stakeholder analysis is a process that includes the
following sub-tasks:
1. Identify Key Stakeholders
2. Determine the Level of Impact on Stakeholders
3. Determine the Level of Influence of Stakeholders
4. Anticipate Possible Reaction to the Change
5. Identify Action Needed
Sub-task 1: Identify Key Stakeholders. Review the previous

analyses and identify the people or groups of people who have an
interest in the change either because they play a role in its
implementation and/or they will have to do things differently because of
the implementation of the HRD Plan.
Sub-task 2: Determine the Level of Impact on Stakeholders.
Assess the extent to which each stakeholder will be affected by the
change. Some considerations in determining level of impact include:
extent of changes in the way they do their work, in the competencies
required and in their attitudes or mindset. Rate the level of impact on
stakeholders as high (requires stakeholders to make significant
changes to their current practice), medium (requires moderate
changes) or low (requires small changes). For example, if the HRD
Plan requires considerable adjustments in what they do their job or
role, the impact on them may be considered high.
Sub-task 3: Determine the Level of Influence of Stakeholders.

Take note of the interest of each key stakeholder about the HRD Plan
and determine their ability to sway, put pressure, or chart the direction
of the change. Rate their level of influence as high (can significantly
shape the opinions or behaviors of others), medium (can moderately
influence opinions or behaviors) or low (has little or no influence).
Sub-task 4: Anticipate Possible Reaction to the Change. It is

important to foresee how stakeholders will respond to the change.
Reactions may be to support, resist or be neutral about the change.
Understanding their reactions will help shape the kind of action or
strategies to ease their transition towards the desired future.
Sub-task 5: Identify Action Needed. Considering the possible

reactions, determine the steps to address stakeholder concerns to gain
their support and minimize their resistance to change.
Box 68. Analysis of Stakeholders
2. STRATEGISING FOR CHANGE
Once the desired change is clearly defined, the next key activity is to
identify strategies for managing the change. This involves the tasks of
formulating the following plans:
A. Change Management Action Plan
B. Risk Management Plan
C. Communication Plan
A. CHANGE MANAGEMENT ACTION PLAN

The Change Management Action planning takes off from the analyses
that were done in defining the change. It involves the following sub-
tasks:
1. Formulate Action Steps
2. Determine Timeline
3. Identify Person/s Responsible
4. Determine Resources Required and Support Needed
Sub-task 1: Formulate Action Steps. Review the list of Actions

Needed identified in the previous activities and cluster related actions.
For example:
Box 69. Example of Basis for Action Steps

Action/s Needed Action Steps for Change
(based on analyses done in previous tasks) Management Action Plan
Analysis of the Nature of Change

Enhance competencies for HRD system
4. Install supporting
development
systems for implementation
Institutionalise the mainstreaming of HRD of strategic HRD:
planning in the PLGU planning and
Expansion of HR Core
budgeting processes
Team
Analysis of Environment for Change
Establishment of a
Establish centralised budget for
trainers pool
implementation of PGA-wide HRD
Centralisation of budget
interventions.
for PGA-wide training and
Establish a pool of trainers and design
development programs
incentive system to motivate its members
to perform additional functions.
Sub-task 2: Determine Timeline. Specify when actions steps will be

undertaken. Review the HRD Plan Implementation Matrix to determine
the appropriate timing of change management activities. In the
example in Box 70, the Action Step needs to happen before the first
intervention and/or prior to budgeting since it has some resource
requirements.
Sub-task 3: Identify Person/s Responsible. Determine who will be
responsible for implementing the action steps. Typically, this would
involve the process owner of the change initiative. Because the HRD
Plan is a key part of the HR function, the PHRMO and the Learning
and Development Division play important roles in the implementation of
change management activities.
Sub-task 4: Determine Resources and Support Needed. Identify

the logistics and other support required in implementing the actions
steps. The guidance on Resource Requirements provided in the
developing the HRD Plan Implementation Matrix may be used as
reference for this sub-task.
Box 70. Change Action Plan
B. RISK MANAGEMENT PLAN Risk connotes

Every change initiative, no matter how well planned, will Danger
Potential Threat
encounter risks. Risks are consequences of possible events Potential loss
or potential problems that could affect the success of the Potential Problem
Potential Failure
initiative. To ensure that the Change Management Action Plan
gets done, there is a need to do Risk Analysis and
Management or the systematic examination of the planned
courses of action to anticipate things that might go wrong and
prepare for these risks.
There are two types of risk mitigation strategies:
Preventive action or action taken to eliminate the likely causes
of a potential problem
Contingent action or action taken to minimize the serious
effects of a potential problem should it happen.
The steps in Risk Analysis and Management include:

1. Identify the potential problem
2. Identify the likely causes of the Potential Problem
3. For each likely cause identify preventive actions to prevent the
likely causes from happening and set triggers (Who? When?
Cost?)
4. Provide contingent actions and set triggers (Who? When?
Cost?)
These steps are applied in filling out the Risk Management Plan
Template. Here are the sub-tasks in completing the template. Refer to
Box 71 for a sample of items for each sub-task explained below.
Sub-task 1: Identify/List Critical Action Steps of the

Plan. Cull the critical action steps from the Change
Management Action Plan. Focus only on the most important
action steps, such as those where problems are usually
experienced (e.g., getting approvals or buy-in); important
activities with prescribed lead times (e.g., purchases of
equipment or securing a venue) or activities that are
The general who wins
dependent on prior activities being carried out before they
the battle makes many can be implemented (e.g., before an orientation session can
calculations in his
temple before the
be conducted, the session plan or designed must be
battle is fought. developed).
The general who loses
makes but few Sub-task 2: Identify Potential Problems for Each Critical
calculations
beforehand. Step. A key question to ask is: What can go wrong? It is
helpful to adopt a pessimistic attitude and use past
Sun Tzu
experience and common sense. Conduct due diligence by
making the best effort to obtain and be guided by available
information. It is possible in this process to generate a long list of
potential problems. However, to ensure manageability, focus on the
highly probable problems or those that are most likely to happen.
Sub-task 3: Assess Seriousness of each Potential Problem.
Seriousness refers to the impact a potential problem might have on the
critical action step should the problem materialize. The assessment of
seriousness depends whether the likely impact of an adverse event is
major or minor, and should be based on available data. It can be
categorized into high (disastrous impact), medium (moderate impact)
or low (negligible impact). Any risk assessed as high or medium are
real risks, and must be prepared for.
Sub-task 4: Identify Likely Causes of the Potential Problems. The

key question here is: What brings about this potential problem? For
each potential problem, identify possible causes.
Sub-task 5: Assess Probability of the Likely Causes. The key

question to ask is: How probable is it that this likely cause will happen?
The level of probability is also rated high (sure to happen), medium
(may or may not happen) or low (chances are nil). Likely causes with
high and medium probability need to be considered in planning
mitigation strategies outlined in the next tasks.
Sub-task 6: Provide Preventive Actions and Triggers for Each

Likely Cause. Determine possible actions to avoid the occurrence of
each likely cause. For each Preventive Action, indicate who will be
responsible for executing the action, when the action should be taken
(e.g., the trigger may be a particular date or schedule) and the
estimated cost involved. It should be noted however that for some
likely causes, there may be no Preventive Actions.
Sub-task 7: Provide for Contingent Actions for Each Potential

Problem. Determine possible responses in case the potential
problems do happen. These actions are aimed to eliminate or reduce
any adverse effects on the critical actions steps and threaten the
success of the change initiative. Similar to the previous task, indicate
who will be responsible for executing the contingent action, when the
action should be taken (e.g., the trigger could be a date or an event
such as when an activity is delayed), and the cost involved. There
should be a contingent action for each potential problem identified with
a high or medium impact on the plan.
Box 71. Sample Risk Analysis and Management Plan Template
Task 2
Task 1 Task 4
Task 3 Task 6
Task 5 Task 7
S = Seriousness P = Probability
C. COMMUNICATION PLAN
Communication is a vital element in any change initiative and greatly
influences its success. It is essential in building a shared
understanding of the change among stakeholders, in managing
anxieties and resistance, and in gaining and sustaining support for the
change.
Box 72. Communicating Change20
A benchmark of over 300 companies in 51 countries reveals the following good

practices when communicating change:
Begin communications sooner!
More frequent communications
More face-to-face, personal communication
More communication from executive sponsor and senior managers
More about the impact of change on employees
A Communication Plan is a critical component of the You cannot over-

Change Management Plan. It serves as a guide on communicate when you
communication objectives, key messages that need to be are asking your
organization to change.
conveyed to target audiences, the appropriate
communication strategies and outputs, responsibility Susan M. Heathfield
HR Expert
centers and resource requirements.
The sub-tasks in formulating a Communication Plan

include:
1. Identify the target audience

2. Formulate the objectives of the communication
3. Develop the key messages for each target audience
4. Identify the appropriate communication strategies
and senders of the message
5. Identify the responsible unit/office/s
6. Determine the resources required
7. Determine the timeframe
An excerpt of a Communication Plan is found in Box 73. Refer to this

sample in following the sub-tasks below.
20 Source: http://www.change-management.com/tutorial-communications.htm, accessed on 9 October 2013.
Sub-task 1: Identify the target audience. The target audience is the
starting point of the Communication Plan. It shapes the objectives, key
messages and methodologies for communicating the change.
The analysis of stakeholders is a good starting point for identifying the

target audience. The analyses of the nature and environment for
change also provide data in understanding the profile of different
audiences.
Box 73. Sample Communication Plan
Task 1 Task 2 Task 5 Task 6 Task 7
Task 4
Task 3
Questions to Ask
Here are some questions that might help in profiling

the target audience.
Describe what you know about this audiences
knowledge, attitudes and behaviors as they relate
to HRD Plan?
What are the barriers to this audience fully
supporting or participating in reaching your goal?
What are the benefits if they do?
What are the characteristics of this audience?
How do they spend their time?
What are their gender, ethnicity and income
level? How have they been educated? What are
the language considerations?
What or who are they influenced by? What makes
new information credible for them? What or who
could motivate change or action?
Sub-task 2: Formulate the objectives of the communication.The

key question to ask is: What tangible response would you like to see in
your target audience as a result of the communications? This may
include desired behaviors that manifest their understanding, desire and
engagement in the change.
Communication Objectives may be derived from the Actions Needed,

which were identified in the previous activity on defining the change
(particularly in the analyses of the nature of the change, the
environment for change, and stakeholders). Communication Objectives
can contribute to or support one or more planned actions. Box 74
shows an example of a Communication Objective based on identified
Actions Needed.
Box 74. Example of Basis for Communication Objective
Action/s Needed Communication

(basis for Communication Objective) Objective
Analysis of the Nature of Change
Engage departments in establishing and
implementing the [HRD] processes
Analysis of Environment for Change
Top management can
Discuss with Department Heads regarding
articulate their
participation of employees to planned training
commitment to pursue
activities (including the value of attending)
strategic HRD in the
Sustain communication with LCE and SP on PLGU and perform their
HRD initiatives.
roles in the execution of
Analysis of Stakeholders the PGA's Strategic
Fully optimise support by engaging HRD Plan.
[department heads and supervisors] as
partners in plan implementation, specifically
for interventions along their area/s of
specialization
Sub-task 3: Develop the key messages for each

target audience.What do you want to say to the target
audience about the HRD Plan? Key messages may be
based on the issues and concerns of the target audience.
Again, the analyses in the previous steps in the Change
Action Plan provide insights on these issues and
concerns.
Characteristics of successful
change communications:
Some of the typical content of communications about a
Honest Honesty even
change initiative includes:
Note when the consequences
were possibly negative
The nature of the change (e.g., current situation and the
Frequent and constant
rationale for the change; what might happen if change is not
throughout the entire
made; the vision of the organization after the change takes place; the basics of
initiative
what is changing, how will it change and when will it change)
Consistent, open,
transparent and safe
How the change impacts the employees (e.g., impact on day-to-day activities;
what is in it for me? (WIIFM); implications on job security (will I still have a
http://www.change-
job?); specific behaviors and activities expected from employees; procedures for
management.com/tutorial-
getting assistance during the change; ways to provide feedback; the expectations
communications.htm
that change will happen and is not a choice)
Status updates and progress reports (e.g., schedule, when will new information be available; how
will information be shared; major milestones and deliverables; key decision points; early success
stories)
Box 75 provides some useful tips in crafting core messages.
Box 75. Creating Key Messages21
Clear
Few technical/bureaucratic terms
Focus on what the audiences need to know or understand about the
HRD plan
Concise
No more than 15-20 words.
Remember: If you cant fit your message on a bumper sticker, it is not
yet focused enough.
Compelling
The greater the impact/import, the stronger the audience response
will be.
Credibility
Use easily understood facts and figures
Use real examples
Spokesperson must be believable and trustworthy
Sub-task 4: Identify the appropriate communication strategies and

senders of the messages.To determine the communication strategy
that is most suitable for the target audience, the following questions
may be considered22:
Where or from whom does the target audience get its
information? Who do they find credible?
Where does the target audience spend most of its time? Where
are they most likely to give you their attention?
There may be more than one communication channel for each target
audience. Box 76 lists a wide array of possible strategies that can be
used.
21http://bch.cbd.int/protocol/outreach/wallacefoundation.pdf
22http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCwQFjAA&url=http%3A%2F%2Fw
ww.wkkf.org%2F~%2Fmedia%2Faa22ede1aae64236b3114060e60137f4%2F5000009.pdf&ei=7k5VUubAIeq1iQfP1
YGgAQ&usg=AFQjCNFVtiogg-qjrvoguwFipqiXmlf5KQ&sig2=P0vx-0mnq1G2Ut-
uUfqCHA&bvm=bv.53760139,d.aGc, accessed on 9 October 2013
Box 76. Range of Communication Strategies
Personal Meetings Group Group Media

One-on-one meetings Sessions/Presentations Bulletin boards
Brown bags Department meetings Cafeteria postings
Team meetings
Conversations Telephone trees
Focus groups
Training courses Text brigade
Workshops Change booklets
Newsletters
Personal Media Internal papers or
Emails, faxes Broad Media memos
TV, radio, word of mouth Leaflets; fact sheets
Roadshows Posters
Interactive Media Town hall Meetings
FAQs
Intranet pop-ups YouTube Videos
Webcasts
Website (intranet)
An important consideration in the communication The top two senders

strategy is the sender of the message. Whoever indicated by survey
delivers the message needs to be credible and participants were:
the employees
forthright so that intended audiences are persuaded to supervisor (to deliver
support and adapt to the change. Senders may include messages that directly
impact the employee)
change champions and sponsors such as LCE and
CEO/president (to
concerned Department Heads, and change advocates deliver messages
like PHRMO and the HR Core Team. There may be about the business
drivers and business
more than one sender who can repeat and reinforce vision)
messages throughout that change process.
Sub-task 5: Identify the responsible unit/office/s.This task involves

determining who will be accountable for ensuring that communication
objectives are met, key messages are delivered to target audiences
using effective strategies. The PHRMO plays a major role in
communicating the HRD Plan and the changes that need to be
undertaken. In addition, the support of the HR Core Team, Department
Heads and LCE may be leveraged in executing the Communication
Plan.
Sub-task 6: Determine the resources required.The execution of

various communication strategies usually entails logistics and requires
resources such as supplies, equipment, meals, and personnel. These
should be identified in the plan to ensure smooth implementation.
Sub-task 7: Determine the timeframe.The timing of communications
coincides with the phases of HRD Plan implementation, i.e., from the
development of the plan, mobilization and implementation to monitoring
and evaluation. In this way, messages help create the right mindset
and elicit desired behaviors among the target audience. For instance,
communications to the LCE, Department Heads and SP members can
happen during the planning phase, and when seeking approval for the
plan and budget.
ANNEXES
A. List of HR Core Team Members
B. HRD Plan Outline
C. Results Chain
D. Worksheet 1- SLRM KRA Status and

Competency Gaps
E. Worksheet 2 - HRD Plan Implementation

Matrix
F. Monitoring and Evaluation Plan
G. Sample Level 1 Questionnaire
H. Monitoring and Evaluation Report
I. Change Management Plan
Annexes Page | 119

Page | 120 Annexes
ANNEX A. LIST OF HR CORE TEAM MEMBERS
Name Office Position

1. Briones, Karen PEO Engineer I
2. Briones, Maharanee
PHRMO AO II
Rafaela
3. Cawaling, Lorna PPDO Supervising AO
4. Conanan, Ismael PEO Engineer I
5. Consemino, Joshua Aaron PHRMO Admin. Aide II
6. Forte, Richard John PHRMO Admin. Aide II
7. Ismael, Edina PHRMO Admin. Aide II
Community Dev.
8. Lachica, Jonilie AkENRO
Asst. I
9. Magarzo, Haide PBO Admin. Aide II
10. Moises, Shirley EEDD AO IV
11. Rabe, Julfe PGO Admin. Asst. IV
12. Raquin, Ma. Lalyn PAO Admin. Asst. III
13. Remudo, Dani Nyl PEO Admin. Aide II
14. Sta. Maria, Methusela PHRMO Asst. Dept. Manager
15. Suela, Jonebeth PAssO Admin. Aide IV
16. Tampos, Edilyn PTO Admin. Aide III
17. Taunan, Marites PGSO AO III
18. Torre, Chita PHRMO AO IV
ANNEX A. List Of HRD Core Team Members Page | 121

ANNEX B.HRD PLAN OUTLINE
Section Content
Executive Summary Summary highlighting essential points of the
report.
Note: This section should be no longer than
3 pages and should be written last.
Definition of Terms and Definition of key terms and acronyms used in

Acronyms the report.
Authorization Documentation of approval of the Plan

(Signature and endorsements of the LCE,
Sanggunian Panlalawigan, etc.)
Objectives of the HRD Plan Purpose and value of HRD Planning

Specific objectives of the HRD Plan
Attributes of the HRD Plan (Duration,
Departments/Offices covered, other
parameters and limitations)
I. Strategic Directions of Alignment of the PRMF program to the

the PLGU PLGU strategic thrusts and priorities:
PLGU Strategic PLGU Vision, Mission, Values and Priority

Directions Thrusts
Provincial PDPFP objectives and targets that are

Development Physical supported by PRMF
Framework Plan Reform Areas on Sustainable Local Road
(PDPFP) Management
Strategic Directions - Sustainable road management
on Sustainable Local - Transparent and accountable budget
Road Management and expenditure management
systems for the road sector
- Fully-functioning internal control
system, including an independent
internal audit for the road sector
- Reinforcing local government
procurement processes to cover the
road sector using national
government laws and regulations
- Formulating and implementing a
comprehensive human resource
development and management plan
for the road sector
II. PLGU Human Resource
Page | 122 ANNEX B. HRD Plan Outline

Section Content
Development Situationer
HRD in the LGU Strategic HR Directions of the PLGU
Overview of HRD philosophy and framework
(if any), goals and programs in the PLGU
Status of implementation of planned PLGU
HRD interventions
Gains from these interventions
Facilitating and hindering factors in
implementation of HRD programs (e.g.,
include structural challenges that affect
capacity to deliver)
Lessons learned from the experience in
implementing HRD programs
III. HRD Priorities for CY Discussion of priority PLGU HRD
2014 interventions:
Priority Competency List and Definition of Competencies in Key

Requirements and Reform Areas Competency gaps that need
Gaps in sustainable to be addressed by the LGU based on the
Local Road assessment criteria (seriousness, urgency
Management and growth potential)
Proposed Terminal or performance objectives for
Competency-based proposed competency-based HRD
HRD Interventions interventions
o Learning and Outputs that will be developed
Development
Target participants (offices and positions)
Activities
o Scholarships Areas of specialisation for scholarship
program
Target recipients (offices and positions)
Implementation Timetable of implementation of proposed

Schedule HRD interventions (with Gantt Chart)
IV. Support Requirements
Financial Budgetary requirements for plan

implementation that should be incorporated
Human Resource in the LGU Annual Investment Plan
Logistic
Personnel/Staff required to manage planned
Executive
HRD programs
Sponsorship
Others Facilities, equipment, materials needed to
execute the HRD plan
Demonstrations of support that can be

provided by higher-level officials of the LGU
V. Responsibilities in Plan
ANNEX B. HRD Plan Outline Page | 123

Section Content
Implementation
Human Resource Roles in designing, executing, monitoring
Office and evaluating the PLGU HRD Plan
Managers and
Supervisors
Process owners/staff
Other HR support
groups, if any
VI. Monitoring and
Evaluating the Objective of monitoring and evaluating the
HRD Plan HRD Plan
Strategy for monitoring and evaluating HRD
Plan implementation (includes indicators,
schedules, reporting of M&E)
Responsibility centers in implementing M
and E strategy
VII. Change Management Transition strategies for implementing the
Plan HRD Plan, to include Communication Plan
and Risk Management Plan
Annexes
A. PLGU Competency
Requirements along
PRMF KRAs
B. Prioritised
Competency Gaps
and Proposed
Interventions
C. HRD Plan
Implementation
Matrix
D. HRD Plan Monitoring

and Evaluation
Strategy
Page | 124 ANNEX B. HRD Plan Outline

ANNEX C. RESULT CHAIN
ANNEX C. Result Chain Page | 125

ANNEX D. W ORKSHEET 1- SLRM KRA STATUS AND COMPETENCY GAPS
Sustainable Prioritised Current Status Job Performers

Local Road Objectives Competency Competency Priority
Management (Result Reasons Requirements Gaps Score Status of
Indicators Accomplishments Gaps Office/s Position/s
Reform Areas Statements) for Gaps Employment
Page | 126 ANNEX D. Worksheet 1 SLRM Status and Competency Gaps

ANNEX E. W ORKSHEET 2 - HRD PLAN IMPLEMENTATION MATRIX
Target
Planned Schedule Support Requirements
Participants
Proposed HRD
Outputs to be
Performance
Intervention
Objectives
Produced
Source of
Position/s
Resource
Funds
Financial
Number
Office/s
Human
Executive
May
Aug
Nov
Sep
Dec
Feb
Jun
Mar
Jan
Apr
Oct
Jul
Logistics Other
Sponsorship
ANNEX E. Worksheet 2 - HRD Plan Implementation Matrix Page | 127

ANNEX F. MONITORING AND EVALUATION PLAN
Monitoring & Evaluation Plan for HRD Interventions
Part 1: Background Info on the Intervention
Provide relevant information about the intervention.
Intervention Title:
Planned Schedule:
Target Learners (Office/Positions):
Number of Target Learners:
Financial Requirements:
Source of Funds:
Indicators
Level of M&E Methods/ Tools Data Sources When to M&E? Person/s Responsible
Level 4: Desired
Outcome
Level 2: Learning
Level 1: Learners
Reaction
Page | 128 ANNEX F. Monitoring and Evaluation Plan

ANNEX G. SAMPLE LEVEL 1 QUESTIONNAIRE
SAMPLE
(Source: Training Evaluation Field Guide, United States Office of Personnel
Management, January 2011, http://www.opm.gov/policy-data-oversight/training-and-
development/reference-materials/training_evaluation.pdf )
ANNEX G. Sample Level 1 Questionnaire Page | 129

Page | 130 ANNEX G. Sample Level 1 Questionnaire
SAMPLE 2
Page | 132 ANNEX G. Sample Level 1 Questionnaire

ANNEX H. MONITORING AND EVALUATION REPORT
Part 1: HRD Plan Execution
This section summarizes the planned and actual number of learners, schedule and budget for a given year; reasons for any deviations between planned and actual targets, action taken (if any);
and recommendations to address deviations and/or to ensure achievement of targets.
Financial
Target Number of Actual Number of Actual % Over- (or
Intervention Planned Schedule Actual Schedule Requirements
Learners* Learners* Expenditure Under-) Budget
(Budget)
*Note: Specific deviations in Target Learners position and office may be captured in Part 2 M&E Report on HRD Intervention.
Reasons for Deviations in Number of Learners, Schedule and Budget, and actions taken (if any)
Recommendations to address the deviations and/or facilitate achievement of set targets.
Page | 134 ANNEX H. Monitoring and Evaluation Report

Part II. M&E Report on HRD Intervention (Note: this part needs to be completed for each intervention)
Intervention Title:
(Indicate actual schedule here, then check if on schedule or
Planned Schedule Actual Schedule delayed)
___ On schedule ___ Delayed
Target Learners (Office, Changes in Learners Office
Positions): and Position, if any
Number of Target Learners: Actual Number of Learners
(Indicate actual expenditure here, then compute % over- or
Financial Requirements: Actual Expenditure: under- budget)
____% over- (or under-) budget
Indicators
Levels of Evaluation Actual Accomplishments Gaps Reasons for Gaps Recommendations
Level 4: Desired
Outcomes
Level 2: Learning
Level 1: Learners
Reaction
What factors facilitated the accomplishments?
What factors hindered the accomplishments?
ANNEX H. Monitoring and Evaluation Report Page | 135

ANNEX I. CHANGE MANAGEMENT PLAN
DEFINING THE CHANGE
CHANGE VISION
Objective of Change
Current Status Desired Status Change Issues Actions Needed
ANALYSIS OF ENVIRONMENT FOR CHANGE
Factors Forces Driving Change Forces Restraining Change Action/s Needed
Page | 136 ANNEX I. Change Management Plan

ANALYSIS OF STAKEHOLDERS
Level of Possible Reaction

Stakeholder/s Level of Influence Action/s Needed
Impact to the Change
STRATEGISING FOR CHANGE
ACTION PLAN
Support Needed
Action Steps Timeline Person/s Responsible Resources Required
(What and from whom)
ANNEX I. Change Management Plan Page | 137

RISK MANAGEMENT PLAN
Critical Action Potential

S Likely Causes P Preventive Action Who When Cost Contingent Action Who When Cost
Steps Problems
Legend: S Seriousness P - Probability
COMMUNICATION PLAN
Communication Communication Responsible Resources

Target Audience Key Messages Sender Timeframe
Objectives Strategies Unit/Office/s Required
Page | 138 ANNEX I. Change Management Plan

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CE OF

Provincial Government of Aklan

THE PROVINCIAL GOVERNMENTS MANUAL ON

proposed by the PGAklan HRD Core Team

Hon. FLORENCIO T. MIRAFLORES

Signed in the presence of:

The provincial government has produced a Manual on Strategic HRD

The Province of Aklan is grateful to the Australian Government whose grant

This document is of utmost importance because it provides PG Aklan with a

List of boxes .................................................................................................... ii

Acronyms and Terms .................................................................................... vi

Part I: Strategic HR Planning in the Provincial Government of Aklan ..... 7

Annexes ....................................................................................................... 119

Box 1. Workplace Development Objectives: Intervention on HRD Planning

Contents Page | iii

AKENRO Aklan Environment and Natural Resources Office

Page | vi Acronyms and Terms

Acronyms and Terms Page | vii

As indicated in the design specifications of the activity, the intervention aims

Box 1. Workplace Development Objectives: Intervention on HRD Planning for PGA

An enhanced PHRMO will enable the Provincial Government employees

HRD plan aligned to PLGU's strategic development thrust and road

Note As defined by the PAHRODF, WDOs reflect a hierarchy of objectives that

Box 2. Implementation Phases: Intervention on HRD Planning for PGA

Phase 1: Strategic HR Planning

Workshop on Strategic HR Planning

Phase 2: HRD Planning and Benchmarking

Training-Workshop on HRD Planning

Phase 3: Project Output Development

Consultation/validation on Strategic HRD Plan

The intervention was implemented using a variety of delivery modes; i.e.,

1. Sustainable road management

1. Provincial Engineers Office (PEO)

Consultation and validation sessions on PGA's strategic HR directions and

The HRD Plan was presented to Governor Florencio Miraflores on October

The manual has two major components: 1) Strategic HR Planning and 2)

A. STRATEGIC HR PLANNING IN THE PGA

Box 3.Quick Facts about the Province of Aklan

A progressive province where its empowered citizens live amidst a well-

1http://www.aklan.gov.ph/aklan02_profile.php (Retrieved 20 August 2013)

Part I: Strategic HR Planning in the Provincial Government of Aklan Page | 7

To zealously develop Aklan's agri-industrial capabilities to complement the

Supportive of the development directions, the provinces mission emphasizes

1. Preservation and enrichment of culture

AGRICULTURE AND TOURISM AGENDA

The Provincial Government of Aklans twin development thrusts are

Page | 8 Part I: Strategic HR Planning in the Provincial Government of Aklan

In 2011, Aklan was selected as one of the 10 provinces in the country as

Vision: Well-maintained provincial roads, safe and accessible by all

Mission: To enhance local road network to support the sustainability of

RECOGNISING THE NEED FOR A HUMAN

Part I: Strategic HR Planning in the Provincial Government of Aklan Page | 9

During the Orientation and Update of Human Resource Organisational

Box 4. Twin objectives of PGA Strategic HR Planning

Develop a three-year strategic plan that maps

Page | 10 Part I: Strategic HR Planning in the Provincial Government of Aklan

Strategic HR PGAs Strategic HR Planning defines the PLGUs human resource

Part I: Strategic HR Planning in the Provincial Government of Aklan Page | 11

1. The PLGUs organisational anchors

Box 5. The Strategic HR Planning Process Flow

PGAs Vision and Mission Reform Agenda and Strategic Goals

Vision for the PGAs HR HR Philosophy