LEARNING AND DEVELOPMENT FRAMEWORK

(NCMF L&D FRAMEWORK)

In the exigency of service, the Human Resource Development Division (HRDD),

through its Learning and Development Section (LDS), aims to adopt standardized techniques
in its human resource management system tailored to the unique characteristics and needs of
the Commission. Focused on continuously developing the workforce’s capability and driving
excellent results, the LDS is mandated to oversee the provision of yearly interventions
encompassing from onboarding programs, to workshops on career development, leadership
courses, seminars, skills training, talent strategy and management, compliance training,
mentoring, coaching, and even counselling. Hence, the implementation of a general learning
and development strategy is propelled by the goals to close gaps, improve performance, and
adapt to the modernization needs of the fast-changing sector of public service.
To ensure that employees can perform their tasks competently and to sustain overall
service delivery of the Commission, gaps in skills, knowledge, abilities, and other
characteristics must be regularly assessed and identified in order to thoroughly design the
necessary capacity building opportunities to address these key competencies while also
consistently monitoring of the improvements or arising challenges.
This document presents the CSC L&D Philosophy and Curriculum Framework that
set the guidepost for all L&D interventions of the CSC. This document, likewise, enumerates
a set of strategies and interventions to help both the Office for Human Resource Management
and Development (OHRMD) and the Heads of Offices (HOs)/Assistant Heads of
Offices/supervisors form partnership for helping the employees acquire the necessary
knowledge, skills and attitudes to perform the job better. Strategies include the use of tools
such as the Learning Application Plan (LAP) or Re-Entry Action Plan (REAP) to ensure
transfer of learning to the workplace. The interventions, on the other hand, covers a number
of activities that range from formal intervention to self-learning that will allow learners to
choose the most appropriate mode of learning and development.

1. BACKGROUND
1.1 As the National Commission on Muslim Filipinos strives for an organisational reform
to effectively and efficiently provide public services guided by its Quality
Management System, it is imperative for the workforce to be comprised of not merely
qualified, but also competent, high performing, and credible public servants
commensurate with their respective job positions. Hence, these can be measured
through interventions that are vital to continuous learning and development of every
employee.

1.2 As the Civil Service Commission, through the MC No. 06, s.2017, urges all
government agencies to develop and higher standards on top of minimum and basic
 requirements for positions, the NCMF now integrates utilizing of psychometric
assessment tools to strengthen the overall recruitment, selection, and promotion.
1.3 Pertinently, in compliance with the CSC MC No. 4 of 2020 known as the Mental
Health Program in the Public Sector, pursuant to the Mental Health Act (Republic
Act No. 11036), ensuring the well-being of all employees is one of the main
responsibilities that HRDD has to carry out. Hence, guidelines and a model catering
the mental wellness of NCMF workforce are another proposed action to be taken.
Programs tailored to the Mental Health Act needs of our Commission and appropriate
measures, like psychological evaluation, will be performed in accordance to the code
of ethics of Philippine Psychology Law under the R.A. 10029. Moreover, it was stated
in Section 6 of the Omnibus Rules on Appointments and Other Human Resources
Actions (ORAOHRA) that, aside from merit to be verified through competitive
evaluations, fitness should also be a basis for any personnel movement. This provision
requires psychological examinations as part of the pre-employment medical
certificate, applicable to original appointment, transfer, and reemployment.

2. LEGAL BASES
[ REPUBLIC ACT NO. 10912, July 21, 2016 ] Continuing Professional Development
AN ACT MANDATING AND STRENGTHENING THE CONTINUING PROFESSIONAL
DEVELOPMENT PROGRAM FOR ALL REGULATED PROFESSIONS, CREATING
THE CONTINUING PROFESSIONAL DEVELOPMENT COUNCIL, AND
APPROPRIATING FUNDS THEREFOR, AND FOR OTHER RELATED PURPOSES

Book V of Executive Order No. 292 (The Revised Administrative Code of 1987 on the
CSC)
SEC. 30. Career and Personnel Development
SEC. 31. Career and Personnel Development Plans

CSC Memorandum Circular No. 19, s. 2019

CSC MC 28, S. 1990: REITERATING CERTAIN POLICIES IN THE CONDUCT OF
GOVERNMENT TRAINING AND DEVELOPMENT PROGRAMS AND
AMENDING THE PROVISIONS OF CSC MC NO. 9, S. 1989

CSC Memorandum Circular No. 24, s. 2016

CSC Memorandum Circular No. 30, s. 2014
DBM National Budget Circular No. 563 - April 22, 2016
Guidelines on Participation of Government Officials and Employees in Conventions,
Seminars, Conferences, Symposia and Similar Non-Training Gatherings Sponsored by Non-
Government Organizations or Private Institutions
3.
 PART I : LEARNING AND DEVELOPMENT STANDARDS

Establishing the NCMF Learning & Development Framework is grounded on the following
tenets and prerequisites:

1. Mission & Vision: The established NCMF principles shall guide the operation of the
L&D and its existence must be aligned with this aspirational statement of the
Commission’s direction.
2. Assess the Organisational Structure: Strategic needs analysis is a must in
identifying key focus areas, skills gaps, how digital transformation is impacting public
sector practices, and perceived needs from senior leaders, mid-level supervisors, and
employees themselves.
3. Gauge the Learning & Development Capabilities: The HRDD-LDS must possess
essential skills to accomplish the NCMF L&D objectives.
4. Identify Processes to Add or Modify: Existing policies and processes such as design
standards, content strategy, development guidelines are explored for any additional or
modifications to align with the Commission’s unique needs.
5. Inventory of Necessary Tools and Systems: Ensure the availability of proper
technology and tools to deliver L&D programs.
6. Examine the Employee Engagement Programs: The overall employee engagement
can be examined by examining the recruitment and selection system, onboarding
program, career pathing, and employee feedback.
7. Employee Wellbeing: As part of the development aspect, the HRDD-LDS ensures
health and wellness programs of the Commission are operational and will support
appropriate interventions.
8. Promote Lifelong Learning: Finding opportunities that enable the facilitation of
continuous learning, particularly to develop personal skills and lifelong learning that
promotes retention and promotability.
9. Devising Short and Long Term Strategy: Demonstrating adaptability to restructure
or improve existing policies and procedures based on the updated organisational
needs, by consistently re-evaluating the strategies.

1. OBJECTIVES
1.1 To establish the system that determines the strategies which will support both
professional and personal growth of all employees.

1.2 To review existing performance and competency gaps in the workforce, while
exploring their strengths for improved performance.

1.3 To incorporate a competency-based approach and the use of standardized tools in the
human resource system, particularly in developmental area.
2. DEFINITION OF TERMS

2.1 Entry Level Positions – refer to the positions from SG-1 to SG-9 whose roles
primarily include clerical support, custodial service, and sub-professional work.

2.2 Human Resource Development Committee – shortened as HRDC, the official

constituted body in the Commission which is mandated to formulate policies
involving the career development of employees across all levels.

2.3 Learning and Development – one of the core functions of the Human Resource
Development Division which focuses on the planning, designing, implementing,
monitoring, and evaluation of interventions that benefit the workforce professional
and personal growths.

2.4 Learning and Development Section – the unit in the HRDD directly responsible for
the designing, delivering, evaluating, and monitoring of all developmental activities
provided to the NCMF employees.

2.5 Learning Needs Assessment – pertains to the yearly evaluation of every employee
which examines their continuing, changing, or emerging needs at the individual,
unit, or organizational levels.

2.6 Learning and Development Interventions– refer to the broad range of activities and
other initiatives that address competency and performance gaps.

2.7 Personality Evaluation – also known as the psychological evaluation, is prescribed

battery of psychological assessment tests which determines personality traits,
behavioral tendencies, attitudes, as well as general cognitive abilities.

2.8 Supervisory Positions – refer to the positions which have the responsibility of
overseeing the work of a unit, charged with a major and specialized activity. A
supervisor shall be the one who plans, programs, delegates tasks, evaluate
performance of employees, and monitor outputs.

2.9 Technical or Non-Supervisory Positions – cover the positions that require work with
some level of difficulty, requiring moderate to high level degree of analysis,
judgment, and creativity. These positions require career service professional or
second level eligibility, or passing the board or bar examinations.

3. GENERAL PROVISIONS
3.1 The learning and development system involves several policies and component sub-
systems that will allow a clear and structured developmental programs for the
NCMF workforce.
3.2 The L&D system shall focus on the improvement or enhancement of competencies
required by the current or future position of every employee.
 3.3 While it is one of the core functions of the HRDD and shall , the successful
operation of L&D is a shared responsibility of the management, supervisors, and the
employees.
3.4 While CSC provides the nurturing and enabling environment by opening up
opportunities, among others, employees and their respective supervisors have an
equal responsibility to plan and manage their development and career by
determining, seeking and seizing available opportunities.

From 0 to first 1 year More than 1 year up to 5 years From assumption to incumbency
Middle Executive
Newcomers First Level Second Level
Management Managerial
Management/
At least 1 annual Executive and
Supervisory
Onboarding Program HRDD-initiated Leadership
Development
intervention Development
Course (minimum
Programs
At least 1 annual of 40 hours
(minimum of 40
HRDD-initiated supervisory/
hours
intervention management
supervisory/
Job rotation training or L&D
Public Service Value management
(as needed) intervention per
training or L&D
year)
intervention per
year)
Continuing Development
Coaching, Mentoring, and other technical/specialized Conferences, Symposia, Fora
(CPD points for PRC and IBP membership)
Table 1. Matrix of L&D Interventions for NCMF Employees

4. RESPONSIBILITIES
The formulation and implementation of learning and developmental programs are a
shared responsibility of every member of the Commission, whose roles are described as
follow:

Responsible Unit Roles and Functions

 Primarily oversee and address developmental needs of
their respective employees.
Unit Heads  Propose interventions necessary for the employees to
(Directors and Division meet the technical competency gaps.
Chiefs)  Support and monitor employees in the implementation of
the Learning Application Plan.

HRDD – L&D Section  Prepare the NCMF Annual L&D Strategic Plans and the
Training Calendar.
 Design, facilitate, evaluate, and monitor learning and
development interventions required for the employees to
meet the mission-critical competency targets.
 Undertake competency assessment or other proposed
 modes of assessment according to the L&D Plan.
 Support other internal L&D implementers in the
Commission with research/study, new programs and
technology on L&D.
 Together with the Unit Heads, prepare the manual of
competency-based job description which will be
foundation of the employee trainings and other
developmental strategies
 Lead the L&D Planning Workshop in reviewing the
implementation of the Competency-Based L&D
Management System and setting the yearly L&D targets
and programs.
 Conduct yearly competency assessment and perform gap
analysis from the gathered data.
 Provide equal opportunity to the NCMF employees,
when applicable, with minimal consideration on the
amount to be paid for L&D program.
 Maintain and consolidate all individual records of L&D
activities, particularly the Individual Development Plan,
Competency Needs Management Form, Post-
Intervention Form, Learning Needs Assessment Report.

 Assists the Commission’s interest, in cooperation with

HRDD-LDS, in the review and identification of L&D
interventions intended for NCMF employees based on
the learning needs assessment and competency needs
management results, performance review, and other
HRDC relevant factors.
 Recommends L&D policy enhancement or issuance of
new guidelines.
 Evaluates potential nominees to external training
programs and scholarships through the selection criteria.

 Identify personal career goals and activities for

development to be included in his or her Individual
Development Plan.
 Seek learning opportunities in everyday activities to
Employees continuously improve work performance and/or other
intervening functions.
 Prepare and demonstrate his or her individual LAP or
REAP.

Table 2. Summary of Responsibilities

 PART II : LEARNING AND DEVELOPMENT PROCESS

The learning and development, as a core function of the HRDD, is a cycle of programs
executed all throughout the year, encompassing three main segments: (a) Planning, (b)
Implementation, and (c) Post-evaluation and Monitoring.

1. PLANNING
Depending on the size and scope of the needs assessment, it is essential to create a plan
for identifying needs, analyzing needs, and deciding on the next appropriate actions or
making recommendations. It is important to recognize that although a formal needs
assessment will generally follow the same basic steps, having ongoing informal needs
assessments can be a necessary tool for responding to changing situations. Even after the
completion of a formal needs assessment, it is encouraged to continue collecting
information to monitor and evaluate the situation that could lead to update the findings of
the previous formal needs assessment.
The intended deliverable from this stage is a Learning Needs Assessment Report to be
use the basis for the L&D Plan. Hence, the creation of an L&D intervention begins with
a needs assessment which is divided into three sub-stages:

1.1 Identify the Needs

1.1.1 Level/Scope of Needs
This very first stage will determine the benefits to agency of the needs assessment in
order to convey it to the executives and stakeholders. Conducting this needs assessment
allows the HRDD-LDS to focus its efforts on areas of training that are necessary for
employees to successfully carry out the organization's goals, make optimum use of the
budget, and motivate employees by contributing to their career development. The
officer conducting the training needs assessment must clearly understand the overall
agency and bureau goals and priorities to properly assess the training options and
identify which training opportunities will contribute most to the overall success of
employees and the entire Commission. Determining the scope of needs assessment can
be broken down into three levels:

Level of Needs Description

Assessment evaluates the performance of the entire
Commission and how it aligns to its goals. This will
determine what skills, knowledge, and abilities an
agency needs. It determines what is required to alleviate
Organizational Level the challenges and weaknesses of the agency as well as
to enhance its strengths and competencies.
Organizational assessment takes into consideration
various additional factors, including changing
demographics, political trends, technology, and the
economy.
 Assessment examines the skills, knowledge, and
abilities required for affected occupational groups. This
level of assessment identifies how and which
occupational discrepancies or gaps exist and examines
Operational or Unit Level ways to do work that can eliminate the discrepancies or
gaps. It also evaluates employees’ performance in
contrast to the required standards for different roles
within the team or department.
Assessment analyzes how well an employee is doing a
job and determines the individual's capacity to perform
assigned or new tasks compared to the expected
standards. The gap between the current competencies
Individual Level
and the required competencies helps the
supervisor/management identify training needs. The
HRDD then recommends tailored learning and
development programs to fill these gaps.

Primary Sources:
 DPCR
 OPCR

1.1.2 Type of Needs

Needs are not constant artifacts within organizations. New needs emerge regularly,
while old needs are either met or made irrelevant. Changes within the organization may
shape the permanence of needs, such as when new leadership alters the strategic
direction or when other improvement projects achieve desired results. Equally, external
changes will influence and shape needs the agency, such as when government policies
shift or a natural disaster affects a community. It is important to monitor needs and
update the assessments whenever significant changes are found. As a supplemental
guide for recommending an intervention, categorising these type of needs will be
helpful in reporting the justifiable decision and presentation of the assessment.

Type of Needs Description

Gaps in results that are known from previous assessment
Continuing needs and are monitored in an ongoing manner.
Gaps in results that adjust in size, scope, importance, or
Changing needs other characteristics in response to changes internal or
external to your organization or community.
Gaps in results that emerge when new desired results are
Emerging needs identified, or when there are unforeseen changes in current
performance
1.2 Perform Gap Analysis
1.2.1 Specify the required competencies and relevant behavioural indicators. Role-based
competency mapping helps to finalize a framework for the intervention design. At
this point, Supervisors or the HRDD-LDS should identify the trainable and desired
critical competencies, i.e., behaviors and associated knowledge, skills, abilities and
personal characteristics that are linked to desired specific work outcomes. This is
typically accomplished through collecting information from subject matter experts.
1.2.2 Performing a gap analysis involves assessing the current state of a bureau/division or
employee's performance or skills and comparing it to the desired level. The
difference between the existing state and the desired state is the gap. Depending on
the situation, it may be helpful to use one or more gap analysis methods. Some gap
analysis assessment tools are the following:

 Competency-based Assessment. This annual/regular assessment shall evaluate the

proficiency of competencies needed from an employee to perform assigned tasks
under his or her duties and responsibilities, which are all guided by with the strategic
thrust of the Commission.
 360° Appraisal. Using this multidimensional method of performance assessment will
likely yield accurate and objective results since it is the average of ratings given by
the employee themselves, together with their immediate supervisor and colleagues.
 Surveys and questionnaires. Surveys generally use a standardized format and can be
done in written forms or electronically by online forms. The LDS may also obtain
opinions from customers through CSAT forms about their experiences with
employees.
 Observations. Sources for observation include a supervisor's direct observation and
input, on-the-job simulations of work settings, and written work samples
 HR records. HR records can include incident and safety reports, position
descriptions, job competencies, exit interviews, performance evaluations, and other
office records.

Primary Sources:
 IPCR
 Individual Development Plan
 Learning Needs Assessment
 Competency Needs Management Form
 Psychological Evaluation

1.3 Decide on the Intervention Plan

1.3.1 After all the training needs/options have been assessed, the HRDD will have a list of
training priorities for individual employees, divisions, bureaus, or the agency as a
whole. By this step comes the training design. It is expected to communicate the
learning outcomes to the training provider(s), the budget, scope of time investment,
and decide whether to use internal or external modes.
1.3.2 Recommending an intervention takes in a form of a report that elaborates the
gathered data, discussing the need for a training. It contains supportive information
that serves as the final output before the implementation of the learning and
development program. The contents of the needs assessment report may vary widely
as determined by several factors, including (a) the audience, (b) the format (for
instance, website versus printed report), (c) the scope of the assessment, (d) the type
of needs identified, (e) the amount and types of data collected, (f) the number of
 alternative improvement activities considered, and (g) the importance of decisions to
be made on the basis of the report (or presentation). Table below shows the contents
to be included in the needs assessment report.

Exclusion Criteria
The following shall be exempted to be assessed for L&D needs:
a) Commissioners;
b) Newly hired employees who are less than six (6) months in the service; and
c) Retirees whose retirement from the service is within the one (1) year.

2. DESIGNING
2.1 The HRDD-LDS designs the intervention content based on the results of Needs
Assessment Report. The learning objectives and a brief outline of the major topics
will be enumerated.
2.2 Modules, presentation, activities, discussion questions, and other learning techniques
or information, education & communication (IEC) materials will be created.

2.3 During this phase, the following cost-benefit factors are considered:
 Required intervention time
 Content development if designed in-house
 Evaluation and acquisition if from a third-party
 Mode of content delivery
 Lost productivity from time spent in training
 Travel and logistical expenses

3. IMPLEMENTATION
3.1 Once the intervention design has been finalized and approved, proceed to making the
communications in order for the target learners to know about the training opportunity
or requirement. Invitations transmitted via e-mail, official page, bulletin boards, and
memorandum should all be utilized.

3.2 To ensure that the intervention program is delivered accordingly as designed, an

implementation matrix containing various requirements, specific tasks, person/s-in-
charge, and other important notes will be utilized by the HRDD-LDS (see
Appendix ).

4. POST-EVALUATION AND MONITORING

4.1 Immediately after intervention program, feedbacks from the participating employees
will be collected through survey/questionnaires (see Appendix ).
 4.2 Weeks following the event are allotted for the participants’ documentation of their
post-intervention learnings, as an L&D intervention is only considered successful if
the contents are retained and applied in work. Through the Post-Intervention
Evaluation (see Appendix ) and report, the effectivity of the given intervention will
be monitored and evaluated for future cycle of individual learning and development.

4.3 Every employee who has availed any L&D intervention, whether conducted
internally or outside of the Commission, shall complete these abovementioned
forms.

4.4 Re-echo session may be required accordingly.

4.5 The HRDD-LDS shall collect these post-evaluation results and draw conclusions to
set future developments on the workforce path.

PART III : LEARNING AND DEVELOPMENT INTERVENING FUNCTIONS

The L&D process holds a very crucial role in the overall performance management and
is interconnected with other HR systems, specifically in the recruitment, selection, and
promotion. This section briefly describes the integration of the L&D in Onboarding and
Succession Management.

1. ONBOARDING
1.1 Learning and development begins as soon as the first day an employee becomes
officially part of the Commission and continues throughout his or her tenure of
employment. It is not only for compliance sake, but shall be mandatory and a
continuous series of activities that cultivate the growth and performance of all
employees.
1.2 The process of employee onboarding introduces new hired employees to the culture
and environment of the Commission, on top of the position-specific series of
activities.
1.3 The onboarding timeframe covers from the one-day of basic orientation up to the first
90 days after assumption to duty.
1.4 An individual onboarding tracker will be utilized to monitor the learning and
development progress of each employee from his or her first day at work.

2. SUCCESSION MANAGEMENT
2.1 As the critical positions are identified and criteria are established in the succession
planning, the LDS shall ensure that the high potential and high performing
 employees are well-provided with the right interventions to retain optimized
performance.
2.2 The competencies essential to the identified critical positions shall be managed and
developed according to the L&D strategy in place.
2.3 All employees who are incumbent of positions that are considered next-in-rank to
the critical positions shall undergo L&D assessments to measure readiness.

5. SELECTION CRITERIA
a. Pre-qualifying Criteria
The EETE are the prerequisite criteria that will determine whether an applicant will
proceed to the actual assessment.

Education Experience Training Eligibility

Relevance
Achievement Number of years Licenses
Number of hours
Relevance Relevance Certification
Recency

b. Assessment Criteria
The criteria for assessment for all levels of positions, either supervisory, technical,
and administrative support are as follows:

For promotion and transfer:

Criteria Weight Allocation Assessment Strategies

Written Examinations:
 Pre-Employment Examination
Competencies 60%
 Promotional Test
Panel Interview

Personality 20% Psychological Evaluation

Individual Performance Commitment

Performance 20%
and Review

100%

For new applicants and reappointment:

Criteria Weight Allocation Assessment Strategies

 Written Examinations:
 Pre-Employment Examination
Competencies 80%
 Promotional Test
Panel Interview

Personality 20% Psychological Evaluation

100%