CB-18-01B

COMPETENCY ASSESSMENT FOR COMMUNITY EMPOWERMENT FACILITATORS

Assessment Guidance Notes
1. Purpose. The tools aim to assess on a nation-wide scale if the members of the Area Coordinating Teams manifest the
desired level of Core, Managerial/Leadership, and Functional Competencies necessary to facilitate and coach LGUs and
CVs on the implementation of CDD activities.
2. Scope and parameters. This shall cover all on-board ACT staff whether in MOA or TSP contracting modality, provided
that, the staff have been on board for at least two consecutive years and have progressively received capability building
interventions.
3. Ratees and Rater. Incumbent CFs shall be rated by the Area Coordinators as their immediate supervisor and mentor.

4. Schedule of Assessment. The assessment should be done not later than December 10, 2018. The conduct of
competency assessment should not be used as basis for the conduct of IPC review.

5. Encoding of Result. Results of the outcome survey shall be encoded on an electronic database that will be provided by
NPMO.

Instructions:

This tool is designed to appraise the performance of ACT staff against the required level of competencies in their respective
success profiles. DSWD defines a competency as demonstrable characteristics of a person that enable him or her to do a job very
well. It is a cluster of knowledge, skills and attitudes that are deemed essential for effective job performance. Being the direct
supervisor of the staff being appraised, we trust that you will be able to provide an objective assessment of how he/she was able
to demonstrate the competencies necessary for his/her position.
A. Please rate the staff based on the scale provided below. Please read each behavioral indicator and choose the description
that corresponds to your assessment of the staff:
1 The staff does not demonstrate this behavior.

2 The staff needs to improve abilities to demonstrate this behavior.

3 The staff can adequately demonstrate this behavior.

4 The staff can consistently demonstrate this behavior.

B. In the space provided, please indicate specific Situations, Actions, and Results of Actions that will qualify the rating
that you have provided for the staff. Without valid responses to the designated blanks, the ratee automatically gets a
quantitative score of 1 for each competency.

C. Please do not leave any items unanswered. We shall appreciate your honest and objective feedback of the staff being
appraised in order to better manage our performance management system in the future.

I. Basic Information

Name of Assessor:
Position:
Date of Assessment:
Name of Staff Being Assessed: RHISIA R. NOEL
Area of Assignment - ALOGUINSAN
Municipality:
Region:

No. of years as CEF: 4 YEARS AND 2 MONTHS

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II. Competency Assessment

A. Core Competencies

Commitment to Credible Public Service (Lv 2) Rating: 1 2 3 4

Behavioral Indicators: Situations:
 Knows how the mandate of DSWD (mission, vision, (What specific situations in the ACT needed this kind of
social protection framework, primary programs, key competency?)
stakeholders) relates to the mandate and programs of
local government units and different government Among the 14 barangays of Aloguinsan, Barangay Kawasan
agencies not an allied party of the mayor. Before MIBF their was an
 Demonstrates ethical and organizational values in all announcement given by other barangay captains that says “
transactions and dealings Dili gud pabutaran ang barangay kawasan “ And they knew
 Is transparent in all dealings even in difficult or about the issue and they made a decision not to participate
compromising situations. Resists political pressure. during MIBF

Actions:
(What did the staff do to address the situation/s?)

She attended barangay session explaining to them that process of MIBF, the BRT community volunteers of all barangays will
vote and give corresponding points , The BRT also had a site validation and they will able to know which barangay needed the
most, and most important we still have community volunteers who are fighting for the Sub project and they need the
support of BLGU. She encourage the BLGU Officials to participate the MIBF and support the volunteers.

Results:
(What was/were the result/s (positive or negative) of the actions to the staff’s subordinates, peers, clients, or to the entire
team?)

- They were able to participate the MIBF the barangay secretary and 3 barangay councillors attended and other BLGU
prepare extra foods and snacks for them.

Delivering Excellent Results (Lv 2) Rating: 1 2 3 4

Behavioral Indicators: Situations:
 Monitors own progress against targets, identifies cause of (What specific situations in the ACT needed this kind of
own performance gaps and modifies actions accordingly competency?)
 Seeks help to develop own skills in order to perform tasks
at the expected level -Assigned new barangay where the community volunteers
 Explores more effective work processes or methods in own are not active in participating barangay assembly and
work, and adjusts accordingly in order to get the job done sometimes refuse to attend trainings and assembly.
quickly and effectively

Actions:
(What did the staff do to address the situation/s?)

She talked to the barangay and ask for assistance to conduct barangay assembly by purok, and she also attend meeting with
sectors like women’s, senior citizen and farmers she was able to explain clearly the purpose of barangay assembly. She
engaged good relationship to the community to capture the hearts and minds of the volunteers.

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Results:
(What was/were the result/s (positive or negative) of the actions to the staff’s subordinates, peers, clients, or to the entire
team?)

The women’s, farmers, pantawid beneficiaries, and senior citizen though not everybody is present but most of the are
present. She always find tricks so that there is an interactions during barangay assembly.

Personal Effectiveness (Lv 3) Rating: 1 2 3 4

 Maintains composure and confident demeanor when put Situations:
on the spot or when facing intimidating situation (What specific situations in the ACT needed this kind of
 Coaches others to demonstrate behaviors that respect and competency?)
protect the rights of persons, including staff and clients
 Anticipates and plans for possible delays or complications -The volunteers are confuse with their responsibilities even
that will lead to waste of resources though it was explain to them.

Actions:
(What did the staff do to address the situation/s?)

She scheduled a meeting with the volunteers , She bring and printed visual materials to let the volunteers understand it
clearly and she gave different scenarios especially in implementing sub projects and let the community volunteers engaged.
She has dedication in her work as Community Facilitator and her passion in teaching the community volunteers exists.

Results:
(What was/were the result/s (positive or negative) of the actions to the staff’s subordinates, peers, clients, or to the entire
team?)

The volunteers are empowered.

B. Managerial / Leadership Competencies

Engaging and Inspiring Teams (Lv 2) Rating: 1 2 3 4
 Identifies performance milestones, tracks the team’s Situations:
progress and provides mid-‐course (What specific situations in the ACT needed this kind of
recognition/encouragement as the case may be competency?)
 Provides venue for discussion of team concerns,
especially those which threaten team cohesion such -One of the MCT staff lack of interest in doing the job
as interpersonal conflicts, and sees to their speedy sometimes.
and effective resolution

Actions:
(What did the staff do to address the situation/s?)

She call the attention of the staff and they talked about it. She was able to manage and know to handle and understand the
feelings of others. And she emphasize to the MCT staff the consequences of having back logs.

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Results:
(What was/were the result/s (positive or negative) of the actions to the staff’s subordinates, peers, clients, or to the entire
team?)

The MCT staff was doing good and deliver the outputs on time or before the deadline.

Planning and Organizing (Lv 3) Rating: 1 2 3 4

Situations:
 Establishes and synchronizes multiple group work
(What specific situations in the ACT needed this kind of
objectives to meet medium to long term
competency?)
requirements of the different work groups of DSWD
 Periodically coordinates, monitors and evaluates the
- There’s a need for updates about the activities and
work and activities of group/teams to ensure that
deadlines that need to comply.
activities and processes are aligned

Actions:
(What did the staff do to address the situation/s?)

- If she has doubts she ask questions and clarifications before she will engaged to community and coordinates with his
peer about the activity (scheduling and what are needed to prepare)

Results:
(What was/were the result/s (positive or negative) of the actions to the staff’s subordinates, peers, clients, or to the entire
team?)

She have harmonious relationship with the peers. And outputs are delivered well and on time in passing the docs

Problem Solving and Decision-Making (Lv 2) Rating: 1 2 3 4

Situations:
 Examines an issue from multiple angles and seeks
(What specific situations in the ACT needed this kind of
workable solutions; presents various alternatives
competency?)
 Recognizes complex connections between different
aspects of the problem to surface cause and effect
-Conflict between the barangay officials and BSPMC. ( not
relationships
seeking assistance from the barangay. )
 Holds consultation meetings with individuals and
institutions which may be involved, to gather first
hand info and to listen to their perspectives about
the issue
Actions:
(What did the staff do to address the situation/s?)

She raise the issue to me ( Elrond Pido ) seek for ideas and opinion before conduct meeting to the barangay. She went to the
barangay verify the issue and listen both side of the story before engaging the issue.

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Results:
(What was/were the result/s (positive or negative) of the actions to the staff’s subordinates, peers, clients, or to the entire
team?)

It was a good result both parties are opened now with the situations that they will encounter.

C. Functional Competencies
Community Organizing (Lv 3) Rating: 1 2 3 4
 Gauges the readiness of community and municipal Situations:
officials in embracing the CEAC platform, and (What specific situations in the ACT needed this kind of
develops strategies to gain their support and buy-in competency?)
 Promotes and mentors the community groups in
observing the use of consultative and facilitative -During barangay assembly most of the volunteers are asking
techniques in conducting prescribed activities and Why they are always given a task especially during
decision making implementation. Since they have enough knowledge.
 Actively engages the municipal local government
unit, CSOs, and other stakeholders to bridge access
of communities to institutions or those who are
either entrusted with the responsibility for basic
services delivery or who have the capacity to assist
communities realize their plans

Actions:
(What did the staff do to address the situation/s?)

She recap the discussion of KALAHI CIDSS and the objectives. She really ensure that the community volunteers understand
the purpose, And encouraged the community the willingness to help and attend trainings for the good of the barangay.
Results:
(What was/were the result/s (positive or negative) of the actions to the staff’s subordinates, peers, clients, or to the entire
team?)

They were motivated and perform their task.

Developing Institutional Capabilities (Lv 3) Rating: 1 2 3 4

Situations:
 Provides feedback to team members, even peers and
(What specific situations in the ACT needed this kind of
more senior co-workers, on tasks he/she can do well
competency?)
to improve overall team performance
 Coaches others in a constructive and positive way so
-
that they can absorb information and learn quickly
 Conducts training sessions with Co-workers and field
partners when he/she has gained new information/
knowledge on a topic that would be of interest to
the broader functional group
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Actions:
(What did the staff do to address the situation/s?)

Results:
(What was/were the result/s (positive or negative) of the actions to the staff’s subordinates, peers, clients, or to the entire
team?)

Group Facilitation (Lv 3) Rating: 1 2 3 4

 Uses creative ways in presenting agenda, objectives to Situations:
generate buy-in on roles, processes and ground rules, and (What specific situations in the ACT needed this kind of
to effectively manage the tasks and process goals of the competency?)
interaction
 Listens to and observes participants and adopts -Facilitating in meeting and trainings.
appropriate facilitation "mode", depth, timing when
intervening on content or processes
 Directs questions appropriately and create opportunities
for learners to contribute to the discussion

Actions:
(What did the staff do to address the situation/s?)

- She engaged and listen to the participants very opened to the ideas. And she also encourage the participants to
interact on what in their mind so that can achieve one common goal and have a better outcome. She uses different
teaching strategies in order to get the attention of participants.

Results:
(What was/were the result/s (positive or negative) of the actions to the staff’s subordinates, peers, clients, or to the entire
team?)

- The Community were empowered and they develop more confidence and conduct meeting with barangay

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Mobilizing for Responsive Community Driven Development Rating: 1 2 3 4

(Lv 2)
Situations:
 Links the community groups to municipal
(What specific situations in the ACT needed this kind of
offices/officials as well as other institutions who can
competency?)
provide support to community projects and other
undertakings
 Facilitates alignment and integration of community
priorities to barangay and municipal development
plans and budgets
 Carries out organizational development activities to
build responsible and capable community and local
government organizations that can support the long
term development goals of the community in
partnership with their LGUs and other partners
Actions:
(What did the staff do to address the situation/s?)

Results:
(What was/were the result/s (positive or negative) of the actions to the staff’s subordinates, peers, clients, or to the entire
team?)

Report Writing (Lv 2) Rating: 1 2 3 4

Situations:
 Presents appropriate and complete information in a clear
(What specific situations in the ACT needed this kind of
and concise manner
competency?)
 Captures both qualitative and quantitative data in the
report
 Highlights results, not merely activities

Actions:
(What did the staff do to address the situation/s?)

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Results:
(What was/were the result/s (positive or negative) of the actions to the staff’s subordinates, peers, clients, or to the entire
team?)

Training Administration (Lv 2) Rating: 1 2 3 4

Situations:
 Uses knowledge of resources and methods and their
(What specific situations in the ACT needed this kind of
applicability to course objectives in identifying the
competency?)
material and logistics requirements of the training
 Adheres to procedures and standards in review of
training materials and learning aids prepared by resource
person
 Designs/Develops documentation format/template to
avoid loose wordings and omissions of key facts and
findings during training
 Evaluates the logistics of training (space, temperature,
accessibility of venue, food, etc.) and negotiates
adjustments as needed
Actions:
(What did the staff do to address the situation/s?)

Results:
(What was/were the result/s (positive or negative) of the actions to the staff’s subordinates, peers, clients, or to the entire
team?)

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