TESDA Human Resource Development Plan 2019-2022

TESDA
Human Resource Development Plan

2019 – 2022



FOREWORD

The formulation of the Human Resource
Development (HRD) Plan is grounded on the
agency's belief that "Man is the object of
development". With its vision as the
transformational leader in the technical
education and skills development of the
Filipino workforce, TESDA's core business
consists of three mutually reinforcing
elements, i.e. direction setting, standards
setting and systems development, and
support to TVET provision. Underpinning
these elements is institutional capacity
building. It is therefore critical that we equip
our personnel with the needed competence
to develop programs that respond to the
challenges ahead.

The HRD Plan is aligned with the results of the NTESDP 2018-2022, the TESDA
Strategic Plan, and the TESDA Corporate Plan 2019-2022. Setting the direction for
TVET and how TESDA responds to these directions, the TESDA HRD Plan 2019-2022
is envisioned to lay the groundwork for enabling the Authority to align individual
learning and development with the organizational goals and strategic directions.
The Plan provides TESDA's current HRD situation and outlines action plans to address
identified gaps towards improving workforce competencies and achieving
organizational excellence.
I look forward to the successful implementation of the Plan. With the
institutionalization of a competency based HRM systems (Recruitment, Selection, and
Placement; Learning and Development; Performance Management; and Rewards and
Recognition), we will soon realize the transformation of our men and women into a
more aligned, engaged, highly motivated, and productive workforce.

SEC. ISIDRO S. LAPEÑA, PhD., CSEE

Director General

TABLE OF CONTENTS

Foreword i
Introduction 1
Executive Summary 2
Definition of Terms and Acronyms 3
General Principles and Approaches in HRD 6
Objectives of the HRD Plan 7
Approaches in HRD 8
9
Part I: Strategic Directions 12
Vision
Mission 26
Value Statement 26
Core Competencies 27
Strategic Direction 6 28
Part II: TESDA HRD Situationer 29
The Human Resource Development Framework
PRIME-HRM Systems
• Recruitment, Selection and Placement
• Learning and Development
• Rewards and Recognition
TESDA Competency Framework
Training Needs Analysis
Part III: HRD Priorities for Year One
Part IV: Support Requirements
Part V: Responsibilities in Plan Implementation
Part VI: Monitoring and Evaluating the HRD Plan
Part VII: Communicating the HRD Plan

Annexes: 4-year PRIME-HRM Plan
Annex A Competency Standards of TESDA Position (in CD Format)
Annex B Training Needs Analysis RESULT MATRIX by Position
Annex C 4-year Workforce Learning and Development Plan (2019-2022)
Annex D 2019 Workforce Learning and Development Plan
Annex E PRIME-HRM Level 2 Action Plan for CY 2019
Annex F Sd 6 Key Result Areas and Performance Indicators
Tables: TESDA Manpower Complement (DBM – approved Positions) as of
Table 1 August 15, 2019
Table 2 TESDA Manpower Complement (Filed-up Positions) as of August 15,2019
Table 3 TEDSA Competency Framework
Table 4 Workforce Learning and Development Plan Template
Table 5 HRD Plan Responsibility Matrix
Table 6 Summary Report on the Evaluation of L&D Intervention Template
Table 7 Communication Plan
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________________________________________________Human Resource Development Plan – 2019-2022

The TESDA Human Resource
Development Plan
2019 – 2022

INTRODUCTION

“Of all the factors affecting firm performance that CEOs and senior managers can
directly influence, workforce success – or the extent to which a firm can generate a
workforce with the culture, mindset, competencies and strategic behaviors needed to
execute its strategy – is both the most important and most underperforming asset in
most businesses. In an economic environment marked by hyper competition, anything
less that optimal workforce success is a direct threat to the very survival of the firm.”
– Mark Huselid, Brian Becker and Richard Beatty (The Workforce Scorecard: Managing
Human Capital to Execute Strategy, 2006)

It is in this light that the updating of the TESDA HRD Plan for the period 2019-2022
was done with the overarching goal of designing and implementing a learning and
development plan that will catapult the TESDA workforce into workforce success.

The Agency battle cry “TESDA
Abot Lahat” poses a challenge to
ensure that the services and
programs of TESDA will be able to
reach out and serve new partners
and clients and will ultimately
transform and improve their lives.
This paradigm shift compels the
Agency to continually develop its workforce to be able to address the increasing
demand for a more responsive, accessible and holistic approach in the delivery of
technical education and skills development in the country.

With this end in view, the development of this plan is aimed at maximizing the
contribution of the TESDA workforce towards the realization of a transformational
TESD system as envisioned by the Authority.

In this regard, this plan has been framed along the following three (3) conceptual
perspective, as follows:

a) The TESDA human resource viewed in terms of potential contribution
rather than as a cost to be minimized;

b) The conventional TESDA corporate performance metrics replaced by
measures that will differentiate improvement; and

c) Both the line managers and HR staff jointly held responsible for workforce
quality and performance.

This conceptual framework finds support in the Civil Service Commission‟s
Competency-Based Human Resource Development Plan Model, with its Learning and
Development Management System, which is anchored on a competency-based
framework to support desired reforms under the banner of the Strategic
Performance Management System (SPMS). For this reason, the design and
development of the TESDA HRD Plan is largely based on the CSC HRD Plan template
which is a feature in the HRD Planning Guidebook published by the Civil Service
Commission.

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EXECUTIVE SUMMARY

The TESDA Human Resource Development (HRD) Plan is crafted to maximize the
contribution of the TESDA workforce towards the attainment of a Vibrant Quality
TVET for Decent Work and Sustainable Inclusive Growth in the country.

Every TESDA official and employee is an important resource valued by the Agency.
Each TESDAn has a share in addressing the increasing demand for a more
responsive, accessible and holistic delivery of technical education and skills
development in the country.

In support to this mandate, the TESDA HR has conceived learning and development
intervention programs that will prepare the TESDA human resource to face the
challenges and strategic directions of the Agency in TVET.

The Plan has the following objectives:

1. Identify the significant learning and development needs of its workforce to
bridge performance gaps;

2. Prioritize learning and development needs based on their relevance and
direct impact to the Authority‟s strategic priorities;

3. Identify interventions that are appropriate to the learning and
development needs of individual TESD employees and the TESDA
operating units at the national, regional, provincial and institutional levels;

4. Provide a guide to TESDA HR units in aligning individual learning and
development goals with organizational goals; and

5. Help the Authority and its operating units develop the TESDA workforce to
efficiently and competently respond to the changes and challenges in
public service.

The formulation of the Plan was anchored on the National Technical Education and
Skills Development Plan (NTESDP) 2018-2022 and the TESDA Corporate Plan 2019 –
2022.

The HRD Plan has provided its contribution in realizing the participation of the human
resource to meet the challenges confronting TVET in the country as emphasized in
the NTESDP.

To meet these challenges, the Administrative Service has presented the HR
Development Framework which will serve as the blueprint in the design and
implementation of HR programs for the next four years. The HRD Plan has focused its
strategic intervention to the determination of individual learning and development
needs to ensure attainment of organizational goals.

The Administrative Service has formulated a competency framework that serves as
the gauge to define the competency level of each employee. This will be utilized as
basis for determining competency gaps in addition to the training needs survey.

Further, while the processes and procedures pertaining to personnel administration
and training intervention have been in place for a long period of time, TESDA
continues to pursue excellence in service provision. In line with this, the TESDA
Administrative Service has started its journey to reach the highest maturity level
recognition for Human Resource Management, dubbed as PRIME-HRM Maturity Level
4 – Strategic. This Plan has elucidated this mission.

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DEFINITION OF TERMS AND ACRONYMS

Basic Skills: Basic skills are vital to the person‟s readiness to work and the country‟s
economy and culture. As used in this plan document, basic skills are defined as “the
ability to read, write and speak in Filipino or English and to use mathematics at a
level necessary to function at work and in society in general. Basic skills cover
literacy, language and numeracy up to and including Level 1 of the Adult Literacy and
Numeracy Standards.
Competencies: Competencies are observable, measurable and vital knowledge,
skills and attitudes which are translations of capabilities deemed essential to
organizational success (CSC Competency Development Manual)
Continuing Professional Development (CPD): This is a planned process to
acquire knowledge, experience and skills, and develop personal qualities throughout
a person‟s working life. CPD is more than just a training plan but, as the name
suggests, it ensures a continuous process of learning.
Competency-based Learning and Development (L & D): This is an approach
that uses competencies as the standards against which employee development needs
are assessed and priorities are set against the needs of the organization.
Competency-based L&D utilizes competencies as the foundation for designing
targeted programs with learning outcomes that directly link to the competency
requirements. (blog.competencycore.com)
Development: Development is concerned with ensuring that a person's ability and
potential grows through the provision of learning experiences or through self-directed
(self-managed) learning. It is an unfolding process which enables people to progress
from a present state of understanding and capability to a future state in which
higher-level skills, knowledge and competencies are required. (Armstrong's Essential
HRM Practice)
Executive Development Programs: These are short-term courses undertaken by
executives of the organization to sharpen their management skills and acquire new
management paradigms.
Human Resource Development Plan: See also Workforce Development Plan
The HRD Plan is a living document that sets out how learning and development
interventions will support the achievement of organizational goals and directions. The
Plan must be continually reviewed and updated to keep abreast with changes in the
agency's strategic priorities.
Human Resource Management Practitioners (HRMPS): This refers to officials
or employees in-charge of human resource management and development functions
in public organizations.

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Job Enrichment: This involves increasing a worker's responsibility and control over
his or her work and is also called "vertical job loading". It allows the employees to
expand responsibilities or change their roles to develop new competencies without
leaving the current position or the organization altogether. It has five core
characteristics: task variety, task significance, task identity, autonomy and feedback.
Job Rotation : This is the systematic movement of an employee from one office to
another or from one division to another within the same agency or from job to job
within the organization to expose them to other work functions of the agency, thus,
providing them the opportunities to learn different competencies for multi-skilling.
Job Sharing: This refers to a career development intervention involving two
employees who share one full-time job on a time-sharing basis. This is usually
recommended for pre-retirees.
Learning: Learning is the means by which a person acquires and develops new
knowledge, skills, capacities, behaviors and attitudes. As Honey and Mumford (1996)
explained it, "Learning has happened when people can demonstrate that they know
something that they did not know before (insights, realizations as well as facts) and
when they can do something they could not do before. (Armstrong's Essential HRM
Practice).
Learning and Development (L & D): L & D is the process of acquiring and
developing knowledge, skills, capabilities, behaviors and attitudes through experience,
events and programs provided by the organization, guidance and coaching provided
by line managers and others, and self-directed or self-managed learning activities. It is
concerned with ensuring that the organization has the knowledgeable, skilled and
engaged workforce it needs. (Armstrong's Essential HRM Practice).
Middle Management Development Programs: These are short term courses
undertaken by division chiefs, supervisors and other officials of comparable rank
intended to enhance their management and administrative skills and prepare them for
greater responsibilities.
TESDA Competency Standards: TESDA Competency Standards define the
knowledge, skills and attitudes expected of individuals to perform key tasks in
particular areas of work. They can be used to create job descriptions, develop training
plans, identify skills shortages and define performance standards.
Performance Gap: This is the difference between the actual or present performance
and the optimal or future performance. (http://www.nlink.com)
Personal Development Plan (PDP): A PDP is mainly used in education and training
and is being promoted to be more widely used in industry under the User-Led TESD
strategy espoused by the TESDA Act of 1994. The PDP identifies the aims of an
individual not just professionally but including leisure time to develop a „holistic‟ life-
long learning approach to personal development.

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Phased Retirement: This is an intervention used at the latter stage of the career 5
cycle. Employee's responsibilities are gradually tapered while they act as mentors or
trainers to their successors or resource speakers to knowledge management
meetings of the organization.
Qualifications: Anybody undergoing training could obtain a qualification at the end
of it. However, the relevance and importance of the qualification to the industry can
only be gauged by how widely recognized the qualification is.
Reassignment: This is the movement of an employee from one organizational unit
to another within the same organization. This is recommended for middle to top
management positions.
Sabbatical Leave: This is an extended leave from work usually after a definite
period of service, extended to valued senior employees to allow them time for
revitalization to complete scholarly work or project or do volunteer work.
Secondment: This is a temporary movement of an employee from one department
or agency to another. This is recommended for middle to top level employees to
provide them with in-depth exposure to external organizations.
Skills Gaps - refers to the skills required in a particular job role that are not being
demonstrated by the person occupying said position.
Skills Shortages - this situation happens when in the existing workforce
complement of the Agency, there is/are no available personnel who can perform the
required skills of a particular/emerging job.
Temporary or Project-Based Assignment - Assignment given to a particular
employee specifying performance target/ output with definite time frame.
Training: Training involves the application of formal processes to impart knowledge
and help people to acquire the skills necessary for them to perform their jobs
satisfactorily. (Armstrong's Essential KRM Practice).
Training compared with Learning. "Learning is the process by which a person
constructs new knowledge, skills and capabilities, whereas training is one of several
responses an organization can undertake to promote learning" (Reynolds et al,
2002). Learning suggests that people are driving their own development for
themselves through relevant experience beyond work-related skills and knowledge
and processes. Training merely describes transfer of knowledge or skill for
organizational gain. (Idilimited.com)
Workforce: The term workforce is used to describe all of the individuals involved in
delivering the activities of an organization.
Workforce Development: This is education, training and development for staff,
and it means developing skills in the workplace to ensure that all staff have the
relevant skills, are competent, and are able to complete their work. Workforce
Development can influence recruitment and recruitment processes.
Workforce Development Plan: This is a development plan for an organization that
identifies where the organization is in terms of developing the skills of its staff, where
it wants to go and how it intends to get there. This will involve recognizing the
current competencies of the workforce and any skills gaps or shortages that need to
be addressed. This could include how an organization plans to recruit new staff.

Human Resource Development Plan – 2019-2022__________________________________________

GENERAL PRINCIPLES AND APPROACHES IN HRD

HRD General Principles

 Every TESDAn is an

Asset of the Agency.

 There shall be no

discrimination on account

of gender, sexual

orientation, civil status,

disability, religion,

ethnicity, or political

affiliation in providing

human resource programs

and services.

 The competency

standard shall form the

basis for the selection and the appointment of the most competent person for

the given job, as well as in developing assessment instruments to identify

learning and development requirements of personnel.

 TESDA shall provide fair and equal opportunities for the selection and

promotion of personnel based on a competency-based qualification

standards. It shall adhere to the principles of accountability of all public

servants, transparency and excellence in the delivery of public goods and

services.

 Employment to any position title in TESDA shall be based on an agency-

specific and approved standard of competencies per classification of position

item, level and function. The selection and appointment process for entry or

promotion shall be based on established regulations of pertinent oversight

agencies, e.g. CSC MC No. 24 s 2017 on the Omnibus Rules on

Appointments and Other Human Resource Actions.

 Promotion to a higher position and responsibility in the Authority shall be

based on the achievement, performance and verified potential of a qualified

employee to contribute to the achievement of the corporate goals.

 Learning and Development for TESDAns shall be purposive and anchored on

the Agency challenges and strategic directions.

 Learning and development program opportunities shall be made available to

all levels of qualified employees of TESDA depending on identified

competency gaps and/or verified potential of an employee to further contribute

to the attainment of the mandate of the Authority.

 Learning and Development intervention for TESDAns shall build their

competence for being an influencer, enabler, enhancer and facilitator of

TVET.

 Learning and Development intervention shall be designed to increase the

portability of skills of TESDAns.

 Learning and Development intervention shall integrate recognition and

rewards mechanism to drive performance and application of learning.

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OBJECTIVES OF THE HRD PLAN

As provided for in the CSC HRD Planning Guidebook, HRD planning is a process of
systematically translating the organization's strategic goals into operational levels. It
identifies priority learning and development needs of the workforce for the purpose
of bridging performance gaps and prioritizing development interventions to address
those gaps.
A good HRD plan aims to provide managers with a clear picture of the organizational
goals, the competencies that the workforce needs to achieve these goals and what
management needs to do to ensure that its workforce possesses and demonstrates
these behaviors.
The TESDA HRD Plan is developed to enable the Authority to:

1. Identify the significant learning and development needs of its
workforce to bridge performance gaps;

2. Prioritize learning and development needs based on their relevance
and direct impact to the Authority‟s strategic priorities;

3. Identify interventions that are appropriate to the learning and
development needs of individual TESD employees and the TESDA
operating units at the national, regional, provincial and institutional
levels;

4. Provide a guide to TESDA HR units in aligning individual learning and
development goals with organizational goals; and

5. Help the Authority and its operating units develop the TESDA
workforce to efficiently and competently respond to the changes and
challenges in public service.

The TESDA HRD Plan will provide a one-year matrix of the detailed learning and
development interventions to be implemented based on identified competency gaps.
However, proposed interventions are clustered according to positions, i.e.
competency gaps identified by position across TESDA COROPOTI operating units. As
such target interventions by office or individual employees were not
established/determined.

APPROACHES IN HRD

There are various approaches to human resource development documented related
to HR management (Abhinan N). Over the years, some of these approaches have
been designed, integrated and implemented by TESDA Administrative Services and
had capacitated TESDAns with the necessary skills to meet current and future job
demands.

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Human Resource Development Plan – 2019-2022__________________________________________
• Strategic Human Resource Framework approach (Ulrich and Lake, 1990)
This approach is characterized by the inclusion of business strategy,
organizational capabilities and HRD practices.
The TESDA HRD framework is formulated to cover the Agency Vision-Mission-
Goals and the attainment of challenges and strategic directions as stipulated in
the NTESDP 2018 – 2022 and the TESDA Corporate Plan 2019 – 2022. This
approach was utilized to leverage HRD practices to build critical organizational
capabilities to enable the Agency to achieve its goals.

The four (4) core systems of the HRD framework, as stated below, provide the
specific tools and pathway to determine the response of the human resource in
attaining organizational goals.
Coupled with the strategic human resource framework approach, the TESDA HRD
plan envisages its implementation adopting the Human Capital Appraisal Approach.

• Human Capital Appraisal Approach (Friedman, 1998)
This approach covers five (5) areas of human capital management as follows:
recruitment; retention and retirement; rewards and performance management;
career development, succession planning and training; organizational structure
and human capital enablers.

The areas mentioned in this approach are akin with the core systems that encompass
the TESDA HRD Framework.
Each core system defines the process of the specific established HR program that
support the implementation of the HRD Plan.

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Part I: STRATEGIC DIRECTIONS

In the January 19 – 20, 2017 Strategic Planning Session, the National Directorate
together with selected TESDA Board Members revisited the TESDA Vision, Mission
and Value Statement. Discussions were made on TESDA's moral obligation to pursue
its mandate and to work towards a transformational leadership and empowerment of
people as vital factors in achieving organizational success.
During the same venue, it was explained that TESDA can only propose increase in
the number of positions in the Provincial Offices after five (5) years from the
effectivity of the Rationalization Plan. This is an important factor since the sufficiency
of qualified personnel would affect the productivity and quality of TESDA services and
outputs.
Based on the results of the 2017 Strategic Planning exercise, the following vision,
mission, value statement, and core competencies were identified.

VISION

The transformational leader in the technical education and skills development of the
Filipino workforce.

MISSION

TESDA sets direction, promulgates relevant standards, and implements programs
geared towards a quality-assured and inclusive technical education and skills
development and certification system.

VALUE STATEMENT

We believe in demonstrated competence, institutional integrity, personal
commitment, culture of innovativeness, and a deep sense of nationalism.

CORE COMPETENCIES

 Technical Education
 Skills Development, and
 Assessment and Certification

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Human Resource Development Plan – 2019-2022__________________________________________

TESDA Corporate Planning
Aligned with the above and per the TESDA Corporate Plan 2019-2022, six (6)
strategic directions (SDs) were identified, to wit:
SD 1. Provide Quality Technical Education and Skills Development and Certification

for Global Competitiveness
SD 2. Intensify Implementation of Quality Technical and Skills Development and

Certification for Social Equity and Inclusion
SD 3. Upscale TESD and Assessment and Certification Program to Higher Philippine

Qualifications Framework (PQF) Levels
SD 4. Expand and Intensify Partnership and Linkages with Industries and Other

in the Area of TESD
SD 5. Streamline and Intensify QMS in all Organizational Subsystems
SD 6. Scale-up Workforce Competencies to Achieve Organizational Excellence
Strategic Direction No. 6 (SD6) calls for a concerted effort to design programs and
HR interventions for the enhancement of competencies of TESDA workforce to be
able to address the increasing demand for a holistic, responsive and timely delivery
of TVET programs and services to TESDA clients.

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Identified under SD 6 TESDA's Corporate Plan 2019 – 2022, on the Scaling of
Workforce Competencies to Achieve Organization Excellence are seven (7) Key Result
Areas (KRAs). The KRAs and the Key Performance Indicators (KPIs) under each KRA
are outlined below:

Table 1: SD-6 Key Results Areas and Performance Indicators

Key Result Areas Key Performance Indicators
KRA 1: Updated Human KPI 1. HRD Plan implemented
KPI 2. Excellence in HRM awarded
Resource
Development Plan

KRA 2: Effective KPI 3. Recruitment, selection, and placement
Recruitment, system installed
Selection and KPI 4. Percentage of appointments submitted to
Placement CSC

KRA 3: Reinforced Learning KPI 5. L&D system for TESDA employees installed
& Development for and implemented
TESDA Employees
KPI 6. Percent of staff included in internal working
committees and external civic/ religious
organizations/groups

KPI 7. Percent of staff, chiefs, supervisors and
trainers with industry immersion, job rotation,
immersion at the regional operations

KPI 8. Annual Workforce Training Development Plan
developed

KRA 4: Strengthened KPI 9. Strategic Performance Management System
Performance (SPMS) Guidelines implemented
Management

KRA 5: Rewards and KPI 10. Recognition of excellence in HRM
Recognition # of recognition awarded

KRA 6: Workforce Climate KPI 11. Number of employee welfare and wellness
Improved programs implemented

KPI 12. At least 80% workforce satisfaction
KPI 13. Organizational structure aligned

KRA 7. Performance Based KPI 14. Percentage of Good Governance Conditions
Bonus (PBB) achieved
Eligibility
KPI 15. GASS targets achieved

The abovementioned strategic directions are aligned with the TESDA HRD Framework
as discussed in Part II of the Plan.

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Human Resource Development Plan – 2019-2022__________________________________________

Part II: TESDA HRD SITUATIONER

Table 2: TESDA Manpower Complement (DBM - approved Positions) as of August 15, 2019

OFFICE DIRECTOR MANAGER, CHIEF, NON-
VSS, VSA I, II, III, TECH ADMIN TEACHING TEACHING TOTAL
CENTRAL 14
OFFICE ADMINISTRATORS 182 176 0 0 400
NCR 7 RTC/PTC HEADS
CAR 7 57 40 0 0 107
R1 5 28 56 38 9 11 128
R2 6 36 29 99 66 244
R3 8 3 34 32 167 86 333
R4A 6 7 88 48 13 15 186
R4B 6 9 67 36 92 55 266
R5 7 8 27 29 107 77 254
R6 7 14 55 35 144 91 344
R7 5 10 65 48 168 91 390
R8 7 8 82 33 13 2 142
R9 4 12 43 40 148 89 338
R10 6 11 38 24 78 51 201
R11 6 7 49 34 94 55 249
R12 5 11 55 38 67 59 233
CARAGA 6 6 29 33 76 33 181
112 11 38 31 68 45 194
TOTAL 8
5 1001 744 1343 826 4190
6

164

The human resource complement of TESDA per Department of Budget and
Management (DBM) – approved positions is 4,190 personnel, only 9.5% of which are
located at the Central Office. Technical positions comprise 23.9% of the total
workforce, 17.7% occupy administrative positions, 32.1% are teaching positions while
19.7% are non-teaching positions. The remaining positions constitute Director level at
2.7% and only 3.9% occupy Manager, Chief, VSS, VSA I, II, III, Administrators,
RTC/PTC Head items.

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Table 3: TESDA Manpower Complement (Filled-up Positions) as of August 15, 2019

OFFICE DIRECTOR MANAGER, CHIEF, TECH ADMIN TEACHING NON- TOTAL
VSS, VSA I, II, III, TEACHING
CENTRAL 13 159 154 0 347
OFFICE 7 ADMINISTRATORS 54 37 0 0 101
NCR RTC/PTC HEADS 0

21

3

CAR 5 6 54 38 9 11 123

R1 5 8 36 28 94 60 231
R2 6
R3 8 7 32 27 127 66 265
R4A 6
R4B 6 14 83 42 13 15 175
R5 7
R6 7 8 63 35 67 50 229
R7 5
R8 6 7 23 27 93 61 217
R9 4
R10 6 12 48 33 115 78 293
R11 6
R12 4 10 58 44 133 82 334
CARAGA 6
7 72 30 11 2 127

11 41 34 134 74 300

6 31 22 68 44 175

11 42 32 84 53 228

4 44 32 58 50 194

5 26 28 71 28 162

6 35 27 59 41 174

TOTAL 107 146 901 670 1136 715 3675

The actual TESDA manpower complement of TESDA per filled-up positions is 3,675
personnel, 9.4% of which are located at the Central Office. Teaching positions
comprise the largest part of the TESDA human resource complement with 30.9%.
Technical positions occupy 24.5% of the total workforce, 18.2% cover administrative
positions, and 19.5% are non-teaching positions. The remaining positions constitute
Director level at 2.9% and only 4% occupy Manager, Chief, VSS, VSA I, II, III,
Administrators, RTC/PTC Head items.

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The Human Resource landscape of TESDA forms basis in designing the 4-year HRD
Plan 2019 – 2022.

(Note: Trainers development programs are being formulated by the National TVET Trainers Academy
(NTTA))

The Human Resource Development (HRD) Framework

The HRD Framework is anchored on the NTESDP 2018-2022 which focuses on the
need of TESDA to address the major challenges facing technical vocational education
and training (TVET) in the country. These challenges would require capacitating the
human resource of TESDA to prepare them and ensure the attainment of a vibrant
quality TVET for Decent Work and Sustainable Inclusive Growth (NTESDP 2018-
2022).
The NTESDP mentioned three (3) major challenges that point out to demonstration of
competencies that are critical in the attainment of organizational goals and strategic
directions.
The first challenge concerns the advent of the 4th Industrial Revolution which is
characteristically described as the convergence of industrial technology and
information technology, alongside with the clamor of 21th century skills.
This challenge defines the ability to keep pace with rapid changes in working
environment. To be agile is utmost important. Agility connotes timeliness, sense of
urgency, creativity to adopt new ways of doing things and accepting change, among
others.
The second challenge is meeting the huge demand for skilled and conscientious
workforce in priority industries identified in the NTESDP. This challenge emphasizes
the

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need to scale up TESD programs and a call for greater collaborative work among all
TVET stakeholders, more innovative programs and methodologies and high
leveraging of human resources, This challenge calls for the strengthening of
competencies of TESDA personnel in major areas such as; innovation, research and
planning.

The third challenge is addressing deliberately the needs of the Filipino workforce
who are left behind and excluded by the fast-growing Philippine economy. This
challenge defines competencies attuned to partnership and linkaging, skills in
promoting mid – to high – skilled jobs and addressing the issues of social equity and
poverty where concerned clients are characteristically considered as not easy to
mobilize, organize, capacitate and empower.

This challenge requires development interventions emphasizing flexibility and
sustainability in program development and delivery. Customization in program
design and approaches allows consideration for the unique feature of the clients in
the basic sector in terms of economic sociocultural and environment situation.

Motivation skill is apparent to encourage them to embrace technical skills
development option as a step in levelling up their economic status. Holistic and
systematic approaches must be undertaken in developing and implementing skills
development programs to ensure sustainability and achievement of desired results.

To address these challenges, TESDA capacitates its workforce through the
implementation of core HRM Systems under the TESDA HRM Framework.

Figure 1 - HRD Framework

Human Resource
Development Framework

National Technical Education and Skills Development Plan
Corporate Targets, Objectives & Strategies

ComTEpSeDteAncy Recruitment,
Standards Selection &
Placement

Learning & Competent Performance
Development WToErkSfDoArce Management

Rewards &
Recognition

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Human Resource Development Plan – 2019-2022__________________________________________

The HRD Framework consists of four (4) core HRM systems:
 Recruitment, Selection and Placement (RSP)
 Learning and Development (L&D)
 Performance Management (PM)
 Rewards and Recognition (R&R)

These HRM systems are currently attuned to the Program to Institutionalize
Meritocracy and Excellence in Human Resource Management (PRIME-HRM) of the
Civil Service Commission (CSC). The PRIME-HRM is the main driver in implementing
the Human Resource Development Plan. It is a program to inculcate meritocracy and
excellence in the public service human resource management through a program of
reward, recognition, empowerment and continuous development.

The PRIME-HRM adopts the HR maturity level
indicators that are aligned with global standards
on good people management practices for the
Human Resource Management Systems in the
public sector. It aims to elevate the public sector
human resource management to a level of
excellence through a process of assessment,
assistance and recognition. It shall involve the
assessment of the four core HRM systems using
the three lenses of systems, practices and
competencies. Each HRM system is measured
through the various indicators in different
maturity levels.

CSC PRIME-HRM Logo

Maturity levels/indicators are defined, as follows:
 A set of structured levels that describe how well the behaviors, practices,
and processes of an organization can reliably and sustainably produce
desired outcomes.

 “Maturity” relates to the degree of formality and optimization of
processes, from ad hoc practices, to formally defined steps, to managed
result metrics, to active optimization of the processes.

 An assessment tool to assist HR professionals in analyzing the health of
their HRM systems in the agencies and in determining the corrective
actions that should be taken.

The PRIME-HRM maturity levels adopted four HRM systems as follows:
Level 1 – Transactional HRM

 Processes are, at least, documented sufficiently.
 Some processes are repeatable, possibly with consistent results.
 “Personnel” function is mostly separate from agency/business and talent

needs.
 Line Managers perform HR activities as they see best.

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________________________________________________Human Resource Development Plan – 2019-2022

Level 2 – Process-Defined HRM
 Sets of defined and documented standard operating processes (SOP)

established are subject to some degree of improvement over time.
 There is goal-oriented decision making.
 There is an automated system but little integration of data.
Level 3 – Integrated HRM
 Process metrics are used for continuous improvement.
 The HR function supports agency business needs.
 There is data-driven decision making.
 There is an HR Management toolkit.
Level 4 – Strategic HRM
 Processes are focused on continually improving process performance.
 There is systematic management by a combination of process optimization and

continuous improvement.
 HR helps to drive agency business decision on people, data, and insight; the HR

strategy is part of the agency strategy.

At present, TESDA is classified by the Civil Service Commission (CSC) as Maturity
Level 1 – Transactional HRM. This 2019, the agency is pursuing its journey towards
achieving PRIME-HRM Maturity Level 2 or a Process-Defined Human Resource
Management. In this level, the processes are attuned to the Agency‟s requirements,
programs are performed and managed according to documented processes, and
some processes are proactively managed through the use of automated systems. The
Agency has participated in the CSC PRIME-HRM workshop for Accreditation under the
Level 2 category, described as Process-Defined HRM.

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Human Resource Development Plan – 2019-2022__________________________________________

When accredited at this level in 2020, bronze award and a certificate of recognition
shall be given to indicate that the Agency has demonstrated readiness in exercising
delegated HR functions. Under Level 2 accreditation, the Agency shall enjoy certain
privileges, e.g. the authority to take final actions on appointments.

TESDA issued on February 14, 2019 a Circular #021 s. 2019 imposing the
implementation of Equal Opportunity Principle (EOP) in the abovementioned human
resource management systems. This is in support and compliance to the provisions to
institutionalize the PRIME HRM.

The Circular imposes
guidelines not to
discriminate on account of
gender, sexual orientation,
civil status, disability,
religion, ethnicity or
political affiliation in
providing HR programs and
services and to ensure
availability of facilities
required for senior citizens,
PWD, pregnant applicants,
employees and officials.

TESDA receives the GADtimpala Bronze Award from the Philippine Commission
on Women (PCW) on August 14, 2019. The GADtimpala is the conferment of
awards to deserving national government agencies for the outstanding
achievement and performance in mainstreaming gender in the bureaucracy,
upholding the rights of women, and effective implementation of gender-
responsive programs.

Annex A provides the plan of TESDA‟s journey towards attaining the highest
maturity level of PRIME- HRM.
For 2021, TESDA aims an Integrated HRM (PRIME-HRM Maturity Level 3). This level
has evidences of quantitative objectives which are used to measure the quality and
performance of process for continuous improvement. Moreover, HR partners with
agency leadership to drive HR systems and support business needs. Quality and
process performance measures are used to support data-driven decision-making and
has developed an HR Management Toolkit.

By 2022, TESDA envisions to achieve PRIME-HRM Maturity Level 4 or Strategic HRM.
This level focuses on continually improving process performance through both
incremental and innovative improvements. HRM has quantitative process
improvement objectives which are regularly updated to reflect changes in Agency
objectives and used to manage process improvements. By this time, HR helps to
drive agency business decision on people, data, and insight, and the HR strategy is
part of Agency strategy.

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________________________________________________Human Resource Development Plan – 2019-2022

The PRIME-HRM Systems

(1) Recruitment, Selection
and Placement

Recruitment and Selection is
composed of a three-stage
screening process, namely: 1)
recruitment; 2) qualifying, and 3)
validating stages. This three-tiered
process aims to progressively
determine the best qualified
applicants fitted to the job.
The recruitment stage is the
pooling of probable candidates for
a vacant position in the
organization. The qualifying stage The Human Resource Merit, Promotion, and Selection Board (HRMPSB)
evaluates the “paper” qualification with applicants for vacant positions during a deliberation
of the candidates‟ positive personal traits and performance. The validation stage is the
assessment and validation of real potentials and achievements of short-listed candidates.
Latent ability of the candidate to further contribute to the corporate mandate will be
assessed during this stage. At the same time, proof of the candidate‟s real and major
achievements will be also verified.
The TESDA Merit Selection Plan (TMSP) duly approved by the Civil Service Commission
(CSC) was established to systematize the recruitment, selection, promotion and placement
process. The embodied policies, standards, and guidelines in the TMSP aims to promote our
diverse, transparent, economical, efficient, and effective personnel administration in the
entire Authority.

(2) Learning and Development

TESDA designs its own learning and development programs to address the learning/training
needs of its workforce towards achieving the Agency‟s goals and mandate.

Based on the challenges stated above, the following major competencies are deemed critical
to ensure the attainment of the Agency goals, to wit;

 Keep pace with rapid change in working environment
 Time consciousness
 Sense of urgency
 Creativity
 Collaboration skill
 Innovation skill
 Research ability
 Planning skill
 Partnership and linkaging
 Promotion
 Motivation skill
 Holistic and strategic program design

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Human Resource Development Plan – 2019-2022__________________________________________

These identified major competencies are also consistent with the learning and development
needs of TESDA personnel, as
stipulated in the foregoing
summary TNA result.

Vital in the design of the learning

and development programs is the

identification of the training

needs of personnel. The

definition of training/learning

needs is based on the developed

competency standards (CS) that

were formulated for each TESDA

position title. The CS specifies

the knowledge, skills and

attitudes that are required in the

Executive Leadership Development Program attended by the TESDA performance of the job.

Regional Directors In support to the TESDA HRD

Plan 2005 – 2009, there were CS developed that correspond to the TESDA positions (Annex

B - Competency Standards for TESDA Position Titles in CD format)

The design of the learning and development programs for these positions shall address both
the job and skills requirements to ensure the effective and efficient delivery of the programs,
projects and services of the Authority; and individual career progression requirements of the
employee to facilitate the achievement of competency requirements of the next higher
positions of the selected career path.

The TESDA Development Institute (TDI) - HRMD is the training arm of TESDA corporate. It
implements required staff development interventions that will provide and enhance the
necessary competencies of the human resource of TESDA to become responsive to
organizational challenges, job requirements and individual career development plans.
Further, it facilitates the determination, prioritization, implementation, and monitoring and
evaluation of staff development programs of TESDA.

Learning and development programs are determined in three ways, based on the results of
the employee/individual training needs analysis (TNA), IPCR/CESPES evaluation and
coaching/mentoring worksheet. The TNA instrument is used to rate the employee according
to the competency's criticality to his/her job, his/her level of competency, and the frequency
by which the competency is applied to his/her work. Under the SPMS, the performance of
every employee shall be monitored, and training and development needs are

determined. A summary of identified training and development needs by position

(Annex C) is in turn made the basis for the formulation of workforce development

plan. This is further elaborated under the Operating Procedures on Learning and

Development Program Implementing Guidelines (TESDA-OP-AS-01).

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________________________________________________Human Resource Development Plan – 2019-2022

Modalities to Address Learning and Development Needs

Employee training and development program may include, but will not be limited to,
local or foreign graduate programs; local or foreign degree programs; foreign
non-degree, diploma or certified programs; local non-degree, diploma or certified
programs; local training programs; formal or informal trainings and other modalities
of knowledge acquisition. These modalities include: job enrichment, job rotation,
lateral movement, reassignment, secondment, job immersion, mentoring, and
coaching; Career Executive, CSC and PRC examinations, Bar and Board review
classes; continuing education; and foreign conferences, conventions, congress, study
tours and missions.
Other training and development interventions may also be utilized such as formal
mentoring programs, provision of special assignments, and others, depending on the
training requirements and work situation of the employee concerned.
Monitoring and evaluation of content and relevance of the learning and development
program is implemented through the program evaluation form and the Re-Entry
Action Plan (REAP).
Career development interventions are conducted to facilitate accumulation of
competencies by every employee. These may be in any or a combination of the
following, namely: job rotation, reassignment, temporary of project-based
assignment, secondment, sabbatical leave, job enrichment, mentoring/coaching/
apprenticeship, flextime, staff development programs, job sharing, and phased
retirement.

TESDA High Potential Successors (HPS) with Dir. Pilar G. de Leon, Chief of Services for Administration, and 21
Secretary Isidro S. Lapeña, PhD., CSEE, Director General, during the 1st batch of Competency-based Leadership
Assessment Program (CLAP) on May 22, 2019, facilitated by the Development Academy of the Philippines (DAP)

Succession planning is an element of career management process. It involves a wide
range of activities: identification of key areas and critical leadership positions;
identification of internal talent pool (ITP) or high potential successors (HPS) through
an assessment and selection process; crafting of the succession plan; developing and
implementing learning and development programs/strategies/interventions; and
performance tracking. The process is contained in TESDA Circular no. 19, series of

2017 on TESDA Succession Program. Succession planning is linked to other HRM

systems to ensure that replacements are properly groomed for higher responsibilities

and positions.

Human Resource Development Plan – 2019-2022__________________________________________

The TESDA Competency Framework, a key reference document in designing
competency- based assessment tool for TESDA‟s Succession Program has been
developed. This year (2019), the identified High Potential Successors (HPS) have
undergone the Competency-based Leadership Assessment Program (CLAP)
administered by the Development Academy of the Philippines (DAP). This program
aims to assess future leaders of TESDA according to the leadership competency
standards, to identify high potential successors and to address development needs in
a timely manner.
(3) Rewards and Recognition

The application of awards
and incentives has to be
rationalized based on the
principle of equity; meaning
those who produce more
should be given due
recognition and have more
in terms of incentives and
benefits. Recognition
awards and incentives are
implemented in accordance
with the TESDA Program on
Awards and Incentives for
Service Excellence (TESDA-
PRAISE) duly approved by
the Civil Service
Commission. It shall adhere
Secretary Isidro S. Lapeña, PhD., CSEE awards a Certificate of to the principle of providing
Commendation to Ms. Armela B. Gutierrez, for the successful incentives and awards based
conduct of the Launching of 911 TESDA Program held on July 30, on performance, innovative
2019 at the TESDA Multi-purpose Covered Court, Taguig City. ideas and exemplary

behavior.

(4) Performance Management

The TESDA Strategic
Performance Management
System (SPMS) adheres to
the principle of
performance-based
security of tenure. With the
Performance-Based
Incentive Scheme (PBIS)
initiative of the
government, the TESDA
SPMS provides motivation
and basis for
rewards/incentives to
performers and applies
sanction to non-
TESDA employees while doing performance evaluation using the Individual performers.
Performance Commitment Review (IPCR) of TESDA.

It operates on shared commitment and objective measures of performance results.
Through the Office Performance Commitment Review (OPCR) and Individual

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________________________________________________Human Resource Development Plan – 2019-2022

Performance Commitment Review (IPCR) performance contracting documents,
performance targets and standards of measures of results - outputs/ outcomes - are
planned and agreed upon by management, supervisors and employees.
Accountabilities and individual roles in the achievement of organizational goals are
clearly defined to give way to collective goal setting and performance rating. The link
between IPCR to OPCR to the TESDA Corporate OPCR establishes clear linkages
between organizational performance and employee performance.
The members of the Career Executive Service (CES) utilize the Career Executive
Service Performance Evaluation System (CESPES) aligned with the SPMS of the Civil
Service Commission (CSC).

The TESDA SPMS adopts user-friendly forms for both the organization and the
individual outputs/ results to facilitate cascading of organizational goals to individual
staff members; and to harmonize operational and individual performance ratings.

The system focuses on demonstrated and verifiable outcomes rather than on
quantifiable indicators. It emphasizes quality measurement rather than mere
accomplishment of physical targets; and the results are validated based on its impact.
Outcome here refers to results in the context of customer satisfaction and
organizational effectiveness.
The role of the management is to ensure that everyone contributes competently and
effectively to the attainment of corporate objectives; and to develop among personnel
the sense of ownership and stakeholdership as far as organizational outputs are
concerned.

TESDA Competency Framework

The formulation of TESDA competency framework has determined the competency
profile of each position as stipulated in the competency standard.
A competency is an attribute, knowledge, skills, ability or other characteristic that
contributes to successful job performance. The TESDA competency framework outlines
competencies which aim to address the clusters of competencies enumerated below.
These competencies are intended to be distinct and cumulative, with each level
building on the levels below. These indicators of behavior are not designed to be
comprehensive but provide a clear sense of understanding and consistency about what
is expected from each member of the TESDA workforce.
The competency framework will be used for recruitment, performance management
and development planning and for decisions about progression. Employees, with their
respective supervisors, may focus on a number of competencies identified as
applicable to the employee‟ job role.
The competency framework is made up of four (4) competency areas. Below is the
list of all competencies under each competency area by level of position.

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Human Resource Development Plan – 2019-2022__________________________________________

Table 4. TESDA Competency Framework

Competency Communicating effectively and building work relationships
Area 1
Basic Intermediate Advance Superior
Competency (First Level (Second Level (Supervising and (Director-Level
Sub-Areas Positions) Positions except Chief-Level Positions)
Receive and Supervising and Positions)
Communicating respond to Chief-Level
effectively in workplace Positions) Lead workplace Facilitate
the workplace communication Participate in communication participative and
workplace effective workplace
communication communication

Establishing Interact and Lead teams in Develop small teams Develop and
Teamwork work with achieving and individuals empower others to
others collaboratively establish collective
agreed accountability for
goals/objectives results and lead
agile teams

Promoting Practice Evaluate current Develop and/or Manage/Lead
Environment sustainable sustainable enhance implementation of
Literacy development development environmentally environmentally
Promoting in the practices in the sustainable work sustainable practices
Learning and workplace workplace programs in the in the workplace
Innovation workplace Lead and empower
Support Contribute and Manage innovation others to develop
innovation in present ideas on and continuous innovations
the workplace workplace improvement
innovation

Solving problems Identify Apply problem Analyze problems and Evaluate identified
in the workplace workplace solving techniques develop problem solutions and
in the workplace solving techniques adjust problem
problems solving patterns

Competency Managing performance and promoting continuous learning and
Area 2 improvement

Competency Basic Intermediate Advance Superior
Sub-Areas (First Level (Second Level (Supervising and (Director-Level
Positions) Positions except Chief-Level Positions)
Establishing Life- Supervising and Positions)
long Learning
and Career Chief-Level Positions)
Development
Intervention Develop self- Develop career Implement and evaluate Establish and
awareness plan and life action plans towards provide an
about decisions based on achieving organizational environment for
personal self-awareness and life-long learning organizational life-
career plan work in a diverse long learning
environment development

Managing Monitor own Evaluate employee Mentor/Coach Develop systems
Performance performance performance in a personnel that enhance
team organizational
performance and
empower others to
establish collective
accountability for
results

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________________________________________________Human Resource Development Plan – 2019-2022

Competency Managing Implementation of Strategic and Operational Plan
Area 3

Competency Basic Intermediate Advance Superior
Sub-Areas (First Level (Second Level (Supervising and (Director-Level
Positions) Positions except
Supervising and Chief-Level Positions)
Chief-Level Positions)
Positions)

Practice Assist in Implement the Monitor and Lead and empower
strategic and implementing strategic plan evaluate others to practice
critical thinking the strategic implementation of strategic and critical
plan strategic and thinking (in
operational plan formulating and
and give implementing
recommendations development plans) in
a continuously
changing environment

Deliver programs Coordinate Implement Manage and Design program
and services programs programs and evaluate based on the
and projects projects implementation of changing environment
programs, projects and clients' needs for
and systems greater impact

Establish Promote Initiate linkages with Manage linkages Organize new or
Linkages and programs and partners for programs and networks to sustain established
Networking for services (to and services achieve desired linkages and network
Programs and prospective for productive
Services partners) outcomes of partnership to achieve
programs and desired outcomes of
services programs and services

Competency Demonstrate Efficiency and Integrity
Area 4
Basic Intermediate Advance Superior
Competency (First Level (Second Level (Supervising and (Director-Level
Sub-Areas Positions) Positions except Chief-Level Positions)
Supervising and Positions)
Provide quality Engage with Manage provision of
customer service customers Chief-Level Positions) quality customer service Design a
customer-centric
Institutionalize Resolve concerns Manage organization
quality of customers implementation of Transform
standards and quality standards and organization for
procedures Demonstrate Apply quality procedures efficiency and
Promote OSH awareness on standards and integrity and
programs quality procedures Lead in implementation service
standards and Evaluate practice of of Occupational Safety Establish,
procedures occupational safety and Health Program, manage and
Practice and Procedures and sustain OSH
occupational health procedures Policies/Guidelines program relevant
safety and to the workplace
health
procedures

Utilize IT Utilize IT Apply IT-based Manage and evaluate Develop Systems in
applications applications in applications to IT applications usage managing and
accessing data process/generate for of information maintaining
and undertake decision-making information
simple data
analysis 25

Human Resource Development Plan – 2019-2022__________________________________________

Based on the training needs analysis conducted by position across TESDA operating
units stated above, a Matrix of Training Priorities covering CY 2019 to 2022 was
developed. This formed the basis for the identification of learning and development
interventions covered under the 4 – year Workforce Learning and Development Plan
(2019 – 2022) (Annex D).
The Workforce Development Plan captures the proposed competency – based HRD
interventions needed over time to address the identified competency gaps. It plots
the proposed HRD interventions/ SDP against target participants (by position) based
on identified competency gaps.
Each Regional/Provincial Office shall also prepare its own Learning and Development
Plan with detailed strategies and budget.

Part III: HRD PRIORITIES FOR YEAR ONE

For CY 2019, the proposed HRD interventions are outlined below
(Annex E – 2019 Workforce Learning and Development Plan)

Table 5. Workforce Learning and Development Plan Template

Competency Priority Intervention/ Learning Target No. of
Desired Unit Training Course Outcome Participants
Outcome Position Schedule
Need Title Total

Further, in preparation for TESDA's CSC accreditation to PRIME-HRM target Levels,
an action plan was prepared and disseminated to TESDA Regional Offices (Annex F
– PRIME-HRM Level 2 Action Plan for CY 2019). The action plan defines the
activities and interventions that need to be undertaken for TESDA to acquire its
desired level at a given year.

Part IV: SUPPORT REQUIREMENTS

The agency has allotted Php 20 million per annum for its Staff Development Program
(SDP). This is used to implement identified programs under the Workforce Learning
and Development Plan and other learning and development interventions identified
for the year.
The TESDA Development Institute (TDI) of HRMD, AS leads in the organization and
implementation of SDP. This is done in coordination with operating units within the
Central Office and in partnership with accredited Training Institutions and Resource
Persons conducted in-house or through public-run programs.
On top of the Php 20 million SDP Fund for corporate learning and development
interventions, Php 200,000.00 is downloaded annually to each region for RO-initiated
SDPs.
Additional funding may be sourced from international development partners thru the
Foreign Scholarship Training Program (FSTP) or other foreign assisted projects.

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________________________________________________Human Resource Development Plan – 2019-2022

Part V: RESPONSIBILITIES IN PLAN IMPLEMENTATION

To ensure the smooth implementation of the HRD Plan, the roles and responsibilities
of each stakeholder must be clarified. The heads of offices, HRM practitioners,
supervisors, and employees each play an important role in the operationalization of
the HRD Plan. These roles and responsibilities are defined below:
Table 6. HRD Plan Responsibility Matrix

RESPONSIBILITY ROLES AND RESPONSIBILITIES
CENTER Champion the development and implementation of the HRD
Plan.
Head of Office  Lead by having his/her own activity in learning.
Model by sharing learning.
 Encourage and support the exchange of knowledge across
 the Agency/Office.
 Venture into new ways of learning.
Ensure that the agency's learning and development needs
 are identified in strategic/ office planning.
 Ensure the utilization of budget allocation for HR
interventions.
 Actively support the inclusion of learning and development
issues in agency decision-making.
 Ensure "rewards system" is in place for efforts by staff to
encourage learning in the workplace.


Human  Understand organizational requirements for learning and
Resource development.
Management  Prepare TESDA's HRD Plan.
Practitioner/s  Ensure that learning and development initiatives are
integrated into all HR processes
 Provide advice on learning and development within the
agency.
 Design timely and appropriate interventions to suit TESDA's
learning requirements.
 Maintain up-to-date database of learning and development
interventions of employees.

Supervisors  Model and encourage staff to learn on-the-job as well as in
formal interventions.

 Give performance feedback regularly and develop own action
plan with all their staff.

 Encourage exchange of information and skills within their
team and across TESDA - create "knowledge networks" or
communities of learning within their own area and across
silos.

 Require all staff attending training to share and apply
learning in the workplace.

Individual  Take responsibility for his/her own learning for productivity
Employee and career enhancement.

 Share information and skills within their team and across 27
TESDA.

 Actively and regularly seek feedback on their performance
and development needs.

Human Resource Development Plan – 2019-2022__________________________________________

Part VI: MONITORING AND EVALUATING THE HRD PLAN

The objectives of the monitoring and evaluation framework are to:
1. Provide information on drivers of performance;
2. Check current state against destination or desired state;
3. Allow corrective actions and adopt opportunities for improvements for
more efficient performance;
4. Ensure desired state will be reached on time;
5. Evaluate effectiveness of learning and development interventions; and
6. Provide feedback for continual improvement.

To monitor and evaluate the effectiveness of the learning and development
interventions prescribed under the HRD Plan, the Donald Kirkpatrick's four levels of
evaluation will be used, as follows:
1. Reaction Evaluation – to determine participant's satisfaction with the

learning environment. This is performed after the end of each training
program through the accomplishment of Terminal Evaluation Forms by the
participants.
2. Learning Evaluation – to determine the percentage of the learning content
acquired by the participants and if such sufficiently demonstrates that the
learning objectives were achieved. This may be done through the use of a pre
and post test or other means to measure learning acquired as a result of the
development intervention. Learning is also captured in the Terminal and Re-
Entry Action Plan (REAP) Report Form (TESDA-OP-AS-01-F07 Rev. No. 00-
03/01/17) prepared by the participant and discussed with and approved by the
participant's supervisor.
3. Application Evaluation – to determine if learning and the acquired
competencies are properly applied in the workplace and has improved the
participant's performance on the job. This is captured upon accomplishment of
the Training and Development Outcome Report Form (TESDA-OP-AS-01-F08
Rev. No. 00-03/01/17) which indicates whether or not the performance of the
employee improved as a result of the learning and development intervention
completed.
4. Impact Evaluation – to determine how applied learning created impact on
the participant's organizational performance and if the desired organization
and business results are being achieved.
The impact indicator may be translated into financial gains in terms of additional
revenues, income, or savings, when applicable. Return on learning investment is
computed by dividing the financial gains realized from the training intervention by the
investment or total expenses incurred in implementing the intervention.

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________________________________________________Human Resource Development Plan – 2019-2022

The strategy for monitoring and evaluating the HRD plan implementation including
the schedules and reporting mechanisms are elaborated under the Operating
Procedures for 'Learning and Development Program Implementing Guidelines'
(TESDA-OP-AS-01 Rev. No. 00).
This is further supported by an annual summary report on the evaluation results of
the various learning and development interventions provided for the year, as shown
below:
Table 7. Summary Report on the Evaluation of Learning and Development
Intervention Template

Monitoring ScheduleImplementationEvaluation
No. of Runs
L&D Desired Learning/ Outputs No. of Pax
Performance
Interventions Outcomes Reaction
Objectives Learning
Application
Impact

Part VII: COMMUNICATING THE HRD PLAN

In order to inform TESDA officials, employees and stakeholders about the L & D Plan
and their respective roles in its implementation, a communication plan is outlined
below. Said communication plan hopes to ensure buy-in among agency officials and
employees and facilitate their involvement and support in the implementation of the
L&D Plan.

SD 6. Scale-up Workforce Competencies to Achieve
Organizational Excellence
Program: HRD Plan

29

Human Resource Development Plan – 2019-2022__________________________________________

Table 8. Communication Plan

Communications Activities Intended Medium Desired Time Responsibility M & E Results
Objectives Launching Result Frame/ Center
Program TESDA Frequency
Personnel
1.Promote Formal aware of Within 1 HRMD, AS 1 Launching Program
and sustain Launchin the Month from
the g of the existence finalization
awareness HRD Plan of the HRD of the plan
level Plan
regarding the
HRD Plan

Posting of Corporate 1 day after HRMD, AS HRD Plan posted in
HRD Plan in Intranet the LMID,PO the RMIS and HRD
the RMIS and Launching Hub
Website Program No. of write-ups on
Link (Continuing Programs
activity) Implemented posted
Posting of TESDA TESDA in HRD Hub
HRD Plan Officials personnel
and White and aware of
ups on employees the
Programs contents of
Implemented the HRD
in the HRD Plan
Hub

Development Handbook Ready by HRMD, AS No. of leaflets/fliers
and and Fliers Launching PID, ODG (other printed
dissemination Program materials) prepared
of printed and disseminated
materials Social TESDA Regularly HRMD,AS FB account for HRD
Maintain Media Personnel (Continuing HRMD, AS Program Created and
social media Accounts Aware of the activity) LMID, PO Maintained
accounts on TESDA HRD
HRD Website programs No. of write-ups on
programs being HRD Plan posted
implemented in the TESDA
website
implemented

2. Inform Publication Stake- Stakeholders Within 1
stakeholders in the holders are informed month from
regarding the agency and will launching of
HRD Plan website possibly be the Plan

involved in (continuing
the HRD activity)
Plan
Implementa
tion

3. Increase Conduct of TESDA Learning TESDA Continuing TDI- No. of TESDA
participation of HRD activity HRMD, AS personnel
TESDA officials Programs Officials and Personnel COROPOTI participating in
and develop- Participation Operating HRD programs
and employees (defined employees ment in HRD Units
in the under the Programs programs
implementation Workforce
of the HRD Plan Development
Plan)

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REFERENCES

 Operating Procedures on Learning and Development Program
Implementing Guidelines (TESDA-OP-AS-01 Rev. No. 00)

 TESDA Succession Program (TESDA Circular No.19, series of 2017)
 Civil Service Commission Memorandum Circular No. 3, series of 2012 on

Program to Institutionalize Meritocracy and Excellence in Human
Resource Management (PRIME-HRM)
 Civil Service Commission Memorandum Circular No. 30, series of 2014
on Adoption of HR Maturity Level Indicators for the Human Resource
Management Systems in the Public Sector

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