[DOCUMENT TITLE]

SULTAN KUDARAT STATE UNIVERSITY

Philippine Quality Award Application
Table of Contents
2021 Application Form
Organizational Chart
Glossary of Terms and Abbreviations
Organizational Profile.....................................................................................................................................1
1.1 Senior Leadership.....................................................................................................................................7
Category 1 - Leadership..................................................................................................................................7
1.2. Governance and Societal Responsibilities.............................................................................................11
Category 2 - Strategy.....................................................................................................................................15
2.1. Strategy Development...........................................................................................................................15
2.2 - Strategy Implementation......................................................................................................................18
Category 3- Customers..................................................................................................................................23
3.1. Voice of the Customers.........................................................................................................................23
3.2 Customer Engagement............................................................................................................................25
Category 4 – Measurement, Analysis and Knowledge Management........................................................29
4.1. Measurement, Analysis, and Improvement of Organizational Performance........................................29
Category 5 – Human Resource.....................................................................................................................34
5.1 HR Capability and Capacity...................................................................................................................34
5.2 Human Resource Engagement...............................................................................................................37
Category 6 - Operation..................................................................................................................................39
6.1 Work Processes......................................................................................................................................39
6.2 Operational Effectiveness.........................................................................................................................2
 SULTAN KUDARAT STATE UNIVERSITY

*BOARD OF REGENTS

**Academic Council
COA
ROLANDO F. HECHANOVA, PhD
PRESIDENT
**Administrative Council Other Coordinating
Agencies

Research, Development &

Extension Services

LYNNETTE G. PINIERO IRISH MAE G. PASQUIN

Board/University Secretary Executive Assistant
DENNIS M. MERIALES, PhD. ATTY. MARCO RAY GLEYO, RN
Dir. for Planning and Development Legal and International Affairs

NORAISA K. YASIN, PhD.

SUSIE D. DAZA, MS
Dir. for Human Resource Management
Dir. for Gender and Development
& Dev¶t

LANI B. ALCON, MPA LEONCIO B. DULIN

Dir. for Quality Assurance Dir. for Security Services

REBECCA D. SUBILLAGA, EdD BENEDICT A. RABUT, DIT

Dir. for Public Resource and Information Dir. for MIS & ICT

DESIREE G. LEGASPI ELVIE V. DIAZ, PhD

Internal Audit Services Procurement

JULIE E. ALBANO, PhD

VP FOR RESEARCH DEVELOPMENT AND CHRISTINE P. ABO, PhD. REYNALDO H. DALAYAP, PhD.
VP FOR ACADEMIC AFFAIRS VP for Finance, Administration and Resource
EXTENSION
Generation

RODELYN M. DALAYAP, PhD. *Campus Directors/Deans JESHER Y. PALOMARIA, CPA

ROSITA T. RIZALDO, PhD.
Dir. for Research and Development Dir. for Finance and Management
of Satellite Campuses Services
Dir. for Resource Generation/Production

SIONY S. BRUNIO, PhD. EULOGIO L. APELLIDO, Jr., MIT LYNNETTE G. PINIERO LANI B. ALCON, MPA EFREN C. FLORES, PhD
Dir. for Extension Services Dir. for Instruction Dir. for Records and Admission Dir. for Administration Dir. for Infra and General Services

RANDE B. DECHAVEZ, PhD. MARITES B. JAVA, PhD REY A. FUENTEBELLA, MS

Dir. for Agri-Aqua Technology Dir. for Licensure Examination and Dir. for National Service Training
Review Center Program
GRACE R. PEDROLA, RN
Dir. for Health Services

CYRIL JOHN DOMINGO, MSc.

ANNERILL R. LORIO, MS
Dir. for Food Processing Center ALNE C. QUINOVEBA, PhD Dir. for Guidance and Testing Center
Dir for Learning Resource Center

MITOS D. DELCO, PhD.

Dir. for Climate Change & Disaster Risk MARY JEAN S. FALSARIO, EdD
Reduction and Mgt. Center LILIBETH B. EDAÑO, EdD Dir. for Alumni Relations
Dir. for Socio-Cultural Affairs

RODELYN M. DALAYAP, PhD. DOLORCITA E. PAUYA, EdD

Dir. for Halal R & D Center LEO C. IBOT, MA Dir. for Instructional Materials Dev¶t
Center
Dir. for Sports & Amusement Center

Legend:
HASSANAL P. ABUSAMA, MS Line of supervision
Dir. for Student Affairs & Services
Line of coordination
COA Commission on Audit
Reference: MIS Management Information Systems
-Proposed Revised Organizational Structure and ICT Information and Communications Technology
Staffing Standards for SUCs, 2015 Edition
-Manual of Operation for SUCs, 2004
-RA 9966 (SKSU Charter)
*Approved on March 12, 2020 as per Board Resolution No. 010-2020
GLOSSARY OF TERMS
Accrediting Agency of Chartered Colleges and
AACCUP
A Universities in the Philippines
ACME Annual Conferment for Medal of Excellence
ADAC Administrative and Academic Council
AIP Annual Investment Plan
APP Annual Procurement Plan
ARTA Anti-Red Tape Act
B BAC Bids and Awards Committee
BI Background Investigation
BLGU Barangay Local Government Units
BOR Board of Regents
BUR Budget Utilization Rate
C CC Core Competency
CD Campus Director
CHED Commission on Higher Education
CHED ISA Institutional Sustainability Assessment
CMO CHED Memorandum Order
CO Capital Outlay
COA Commission on Audit
COD Center of Development
COD Center of Development
COE Center of Excellence
COPC Certificate of Program Compliance
COS Client Oriented System
CRFV Council for the Restoration of Filipino Values
CSC Civil Service Commission
2017 Omnibus Rules on Appointment and other Personnel
CSC MC 14 s.2018
Action
Interim Guidelines on Appointments and Other Human
CSC MC No. 14,
Resource Actions for the Period of State of Calamity Due
s.2020
to COVID-19 Pandemic
CSC MC No. 14,s. Interim Guidelines on Appointments and Other Human
2020 Resource Actions

Amendment of CSC MC No.10, s.2012 on the Education

CSC MC No. 22,
Requirement for Faculty Positions in State Universities and
s.2016
Colleges and Local Universities and Colleges

CSC MC No. 24, 2017 Omnibus Rules on Appointments and Other Human
s.2017 Resource Actions
CSCAAP Civil Service Commission Agency Accreditation Program
Customer Satisfaction, Engagement and Dissatisfaction
CSEDFS
Feedback Survey
D DA Department of Agriculture
DAR Department of Agrarian Reform
DBM Department of Budget and Management
DOST Department of Science and Technology
DTI Department of Trade and Industry
E EEOP Equal Employment Opportunity Principles
ELeaDS Electronic Learning Delivery System
EXECOM Executive Council
Fairness, Accountability, Transparency, Excellence and
FATES
F Service to God and Country
FE Faculty Evaluation
FFA Force Field Analysis
G GAA General Appropriation Act
GO General Orientation
H HEIs Higher Education Institutions
HRDP Human Resource Development Plan
HRIS Human Resource Information System
HRM Human Resource Management

HRMDO Human Resource Management and Development Office

Interim Guidelines on Appointments and Other Human
IGAOHRA
Resource Actions
I IP Indigenous People
IPCR Individual Performance Commitment Report
ISO International Organization for Standardization
K KPIs Key Performance Indicators
KPMs Key Performance Measures
KSA Knowledge Skills and Attitude
KWS Key Work System
L L&D Learning and Development
LCP Learning Continuity Plan
LGU Local Government Units
LMS Learning Management System
LS Leadership System
M MFO Major Final Output
MOA/U Memorandum of Agreement/Understanding
MOOE Maintenance operation and other Expenses
MS Management System
NAS Network Attached Server
N NBC National Budget Circular
NBC NO. 461 dtd. June Revising and Updating the Compensation and Position
 Classification Plan for Faculty Positions Embodied in
1, 1998
National Compensation Circular (NCC) No, 69
NEDA National Economic Development Authority
NEP National Expenditure Program
NOSA Notice of Salary Adjustment
NOSI Notice of Step Increment
Objectives, Key Result Area, Performance Indicator,
OKRAPISPATTRES Strategies, Programs/Projects, Activities, Time and
O Resources
OP Office of the President
OPAC Online Public Access Catalog
OPCR Office Performance Commitment Report

PASUC Philippine Association of State Universities and Colleges

P
PBB Performance-Based Bonus
PBIS Performance -Based Incentive System
Philippines Council for Agriculture, Aquatic and Natural
PCAARRD
Resources Research and Development
PDCA Plan-Do-Check-Act
PES Performance Evaluation System
PES Performance Evaluation System
PESTEL Political Economic,
Personnel Management Assessment and Assistance
PMAAP
Program
PMS Performance Management System
PMT Performance Management Team
PP Performance Projection
PPMP Project Procurement Management Plan
PR Purchase Request

PRAISE Program on Awards and Incentives for Service Excellence

Program to Institutionalize Meritocracy and Excellence in
PRIME-HRM
Human Resource Management
PRIZE Patriotism, Respect, Integrity, Zeal and Excellence
Q QCE Qualitative Contribution Evaluation
R R&E Research and Extension
R&R Rewards and Recognitions
RA 10173 Data Privacy Act of 2012
Ease of Doing Business and Efficient Government Service
RA 11032
Delivery Act of 2018
RA 9184 Government Procurement Reform Act
RA 9485 Anti-Red Tape Act of 2007
RDE Research Development and Extension
 RMIS Records Management Information System
ROSSS Revised Organizational Structure Staffing Standards
RSP Recruitment, Selection and Placement
RSPP Recruitment, Selection, Placement and Promotion
S SAM Strategic Alternatives Matrix
SKPSC Sultan Kudarat Polytechnic State College
SKSU Sultan Kudarat State University
SL Senior Leaders
SO Strategic Objective
South Cotabato, Cotabato, Sultan Kudarat, Sarangani and
SOCCSKSARGEN
General Santos City
SOGIE Sexual Orientation Gender Identity and Expression
SOCCSKSARGEN Agriculture, aquatic and Natural
SOXAARRDEC
Resources Research and Development Consortium
SPI Strategic Planning Information
SPMS Strategic Performance Management System
SPP Strategic Planning Process
SPP Strategic Planning Process
SS Support System
STO Support to Operation
SUCs State Universities and Colleges
SWOT Strengths Weaknesses Opportunities and Threats
T TES Tertiary Education Subsidy
TNA Training Needs and Assessment
U UDC University Data Center

UFYHRDP University Five-Year Human Resource Development Plan

UHRT University Health Response Team

UMIS Unified Management Information System
UYERPW University Year-End Review and Planning Workshop
V VMGO Vision, Mission, Goals and Objectives
VPAA Vice President for Academic Affairs
Vice President for Finance Administration and Resource
VPFARG
Generations
VRO Values Restoration Officer
W WHO World Health Organization
WSM Work System Model
 Organizational Profile COURSES
P.1 Organizational Description OFFERED RELATIVE
CAMPUS MECHANISM
P.1a (1) Service Offerings PER IMPORTANCE
CAMPUS
The Sultan Kudarat State University (SKSU)
formerly Sultan Kudarat Polytechnic State
X Y A. BLENDED X Y
College (SKPSC) was established on December 5, LEARNING
1990 thru Republic Act (RA) 6973, which merged ACCESS 7 3
(Online and
3.19 32.03
five (5) previously DECS-supervised high schools in ISULAN 3 5 Offline) 17.2
five (5) municipalities of Sultan Kudarat Province. *The LMs are 0 4.96
accessible
After 20 years, the College was converted to SKSU TACURO 1 9 through online
19.8
through RA 9966.  At present, the University offers NG platforms like
1 1.05
Google
48 programs in its seven (7) campuses in the Classroom and
LUTAYAN 3 0 2.86 1.01
Province of Sultan Kudarat. Among these program FB Page/chat
offerings, BS in Industrial Technology (Level IV) of BAGUMB 1 1 group. These
AYAN materials can be 2.74 0.34
Isulan Campus leads the rank in terms of downloaded and
accreditation level conducted by the Accrediting PALIMBA 1 1 or e-copied by
NG learners to read / 2.85 2.22
Agency of Chartered Colleges and Universities in study offline to
the Philippines (AACCUP).  As to the licensure KALAMAN 3 2 perform
SIG 4.05 5.69
examination results in the last eight (8) years, SKSU assessment.
produced national level topnotchers in Bachelor of B. MODULAR
LEARNING
Elementary Education, Bachelor of Secondary *Learners are
Education, Bachelor of Science in Nursing, Bachelor given modules /
of Science in Midwifery, Bachelor of Science in learning
materials that
Criminology, and Bachelor of Science in they can study
Agriculture. Fig.7. 1. and perform their
class work even
without internet
SKSU acknowledges that instruction is the core connections or
service to deliver higher scholastic endeavors to the very poor
internet
students as its primary stakeholders. To ensure the connectivity.
quality of services offered, the University C. FACE-TO-
undertakes program accreditation through the FACE
INSTRUCTIONS
policies and guidelines of the AACCUP, *Laboratory
continuously meeting the requirements of ISO activities are
9001:2015, institutional performance through CHED conducted /
performed by the
SUC Levelling, and applying for awards through students under
PQA. close
supervision of
the faculty.
The current global situation caused by the pandemic, (Virtual
the usual delivery mechanisms of the University Experiment and
Hands-on-
particularly on instruction are affected; hence, there Experiment)
is a need to adapt different learning modalities such *On-the-Job
as blended learning (online and offline) and modular Legend: Trainings / Field
Study / Practice
learning. The learning materials are accessible X- With Teaching are
through online platforms like Google Classroom, Board conducted in
coordination with
Zoom, Facebook page/group chat, Moodle, Y-Non- other
Microsoft team and ELeaDs. While in modular Board stakeholders
learning, students are given modules and/or learning (DepEd and
other Training
materials that they can study and perform their class Agencies).
work even without internet connections.
Most of the SKSU program board offerings are from
the ACCESS (Main) campus that has produced
Figure P.1-1 Educational Programs and Service topnotchers in the board examination in the field of
Offerings
Midwifery, Nursing, Criminology, Agriculture and Designations like coordinator in sports and socio-
Teacher Education. cultural are temporarily removed.

P.1a(2) Mandate, Mission, Vision, and Values Figure P.1-3 HR Profile per Campus and Status
Mandate of Employment as of April 30, 2021

The University shall primarily provide advanced instruction and

professional training in science and technology, agriculture,
fisheries, education and other relevant fields of study. It shall also
undertake research and extension services, and provide
progressive leadership in its areas of specialization.

Mission

A trailblazer in arts, science and technology in the region.

A permanent status of employment is given to a

Vision
faculty who possesses a master’s degree holder and
meets other requirements and temporary
The University shall primarily provide advanced instruction and
professional training in science and technology, agriculture, appointment for those who do not meet the basic
fisheries, education and other relevant fields of study. It shall also qualification requirements. Contract of Service and
undertake research and extension services and provide
progressive leadership in its areas of specialization.
Part Time is issued to faculty whose specialization is
needed but no available regular plantilla item,
Core Values
Figure P.1-4 shows the qualification of the teaching
force that composes the whole system.
Fairness, Accountability, Transparency, Excellence, Service to
God and People
Figure P.1-4 Summary of the Faculty in their
field of specialization
Core Competencies PhD/EdD
CAMPUS MS BS
/DIT

1. Providing a responsive and exceptional educational

experience. ACCESS 28 73 0
2. Sustaining Partnership and Linkages with DTI, DAR-SK, NIA,
DA, DOST, TESDA, and Agrostudies-Israel BAGUMBAYAN 1 10 0
3. Providing Technical Services in Halal Goat Technology, Coffee
Technology, Arts, Mud Crab, Food Processing, Procurement, ISULAN 13 61 4
and Computer Technology
4. Creating Niche for Halal Goat and Coffee LUTAYAN 1 24 3

The SKSU ensures to deliver the four-fold functions KALAMANSIG 3 20 0

with quality service to achieve its vision, mission, PALIMBANG 2 6 1
goals and objectives (VMGO). It caters diverse
TACURONG 15 55 5
learners and personnel and frontlines the provision
of equal opportunities to Indigenous Peoples (IPs) by TOTAL 63 249 13
means of incorporating affirmative action plans
particularly on admission, retention, and scholarship
SKSU engages its workforce with its Vision,
programs. Cooperation and commitment prevails
Mission and Values through key drivers of
amidst differences in culture, language and ethnicity.
engagement  (Figure 7.3a(3)-2). Top 5 key drivers
are (1)  Transparency and implementation of ethical
P.1a (3) Workforce Profile
standards are promoted and practiced in SKSU. (2) 
SKSU has a total of 566 workforce (Figure P.1a-3).
I experience a high quality of working relationships
Due to the new normal, the operation of the
with co-employees, peers or colleagues. (3)
university undergoes trimming down of campus’
Employees are empowered through the delegation of
level designations and non-renewal of some job
responsibilities by superiors., (4)  Our leaders
order staff. This move is done since face-to-face
provide strong, positive and inspirational leadership.
contact and activities with students are prohibited.
(5)SKSU rewards high-performance personnel
through its PRAISE ACME and recognition for remittance

employees' achievements that satisfy clients' and RA No. 10699 BIR Monthly Compliant
customers' needs. remittance

RA 7875 PHILHEALT Monthly Compliant

Also, SKSU has two (2) active organizations like H remittance

Sultan Kudarat State Polytechnic State College- AOS the rest of the Regulatory Requirements
Non-Teaching Employees Association (SKPSC-
NTEA) and Sultan Kudarat State University Faculty
Association (SKSU-FA). They are the non-teaching P.1b Organizational Relationships
and teaching organizations who represent whatever P.1b (1) Organizational Structure
legal issues and concerns need to be addressed. As presented in the Fig. (refer to OS) the Board of
Regents (BOR) is composed of 11 Members chaired
Other than the special health and safety by the CHED‘s Chairperson in compliance with RA
requirements brought about by the pandemic, there 8292. The BOR is the governing board and the
are no other special requirements that SKSU needs highest policy and decision-making body of the
to comply with to provide a safe and healthy University. The SKSU President is the Chief
workplace for its human resources. Executive Officer and reports to the BOR. Further,
there are 3 Councils that serve as an Advisory Body
P.1a4 Assets to the President and there are 3 major Departments
SKSU facilities are safe, secure, and conducive to headed by Vice-Presidents.
learning. SKSU has a total of 92 buildings across its
7 campuses. Most of it is used as classrooms and the P.1b (2) Students, Other Customers, and
rest are for the laboratories and administrative Stakeholders
facilities.
Figure P.1-6 Customers Requirements and
Each has typical college facilities such as academic Expectations
and classroom buildings, administrative buildings, Key Key Requirements
Measure Results
library facilities, gymnasiums, cafeterias, science Customers and Expectations
classrooms and labs and computer labs, resource
centers, health offices, instructional and assessment Students Engaging instruction Completio 7.1, 7.2
n retention
services, disaster risk management offices. Key rate
technology and equipment consist of computers,
Safe and supportive Satisfactio 7.2-1
servers, printers, copiers, scanners, tarpaulin printer, environment n
fitness facility equipment, led wall, wireless
Internet availability throughout all campuses for Instructional Satisfactio 7.2
employees, students, and guests. Satisfaction n survey
In addition, SKSU employs a Unified Management Undergraduate and Placement 7.1
Information (UMIS) for student-related and Postgraduate %
success
administrative functions and e-LEADS software for
instruction. Parents Safe and supportive 7.2-1
environment

P.1a5 Regulatory Requirements Client satisfaction Survey on

client
SKSU adheres to the Philippine government satisfactio
regulations for the welfare of its workforce and n
customers. Workforce Safe and supportive 7.3
environment
Figure P.1a-5 Regulatory Requirements Job satisfaction Question 7.3
for HR
Regulatory Status of
Agency Process satisfactio
Requirement Compliance n survey

Continuous List of 7.3

RA No. 8291 GSIS Monthly Compliant
professional training training
remittance
attended
RA No. 9679 PAGIBIG Monthly Compliant
 Job Recognition PRAISE 7.3 Kudarat. There are four (4) other SUCs (State
ACME
Universities and Colleges) in the Region [Cotabato
(AOS) Foundation College of Science & Technology
Suppliers Timely Posting of 7.3 (CFCST), Cotabato City State University (CCSU),
and Communication of University of Southern Mindanao (USM), and
partners Philgeps
Mindanao State University (MSU)]. More or less, 58
(AOS) private colleges and universities [Notre Dame of
Marbel University (NDMU), Notre Dame of
Client satisfaction Survey
Dadiangas University (NDDU), and the Notre Dame
client University (NDU) in Cotabato City] provide similar
satisfactio higher education services. In addition, SKSU
n
became the only system-wide ISO-certified SUC in
all of Region 12 in May 2020.
SKSU’s customers are presented above with their
key requirements in choosing the university for SKSU has been selected from among SUCs and
their children to learn and acquire knowledge to use HEIs to house the following centers and shared
in their chosen field. service facilities: Regional Center for Coffee
Cupping Laboratory, Barista Training Center,
P.1b (3) Suppliers and PARTNERS Regional Food Processing Center, Complementary
Figure P.1-7 Suppliers and Partners Food Processing, and Food Innovation Center. In
addition, SKSU was also able to establish a Halal-
Key
Suppliers,
Products Compliant Slaughterhouse for Goats and Processing
and/or Communicatio
Partners or Role
Services n Mechanisms Center in the country.
Collaborator
Provided
s
The academic edge of SKSU is the consistent high
Contractors Construct Infrastructure PHILGEPS passing rate in Midwifery and Nursing Programs in
buildings (buildings) posting,
and Meetings, their respective board examinations performances. It
laboratorie Telecommunica ranks 3rd among private HEIs such as NDMU and
s tion, Emails,
SKSU Website
NDDU in the Region. In terms of student
enrollment, the Graduate School programs have an
Business Provide Laboratory PHILGEPS average of 1,662 students per semester for the last
Sectors goods, Equipment, posting,
products, Computers, Meetings, three (3) years, higher than any SUCs or HEIs in the
equipment, School Telecommunica Region, which has more or less 1,000 enrollees.
facilities Supplies tion, Emails,
and SKSU Website
Similarly, the undergraduate programs have the
services highest enrollment of more than ten (10) thousand
students and rank second to USM.
Public and Provide Freshmen Meetings,
Private students students and Telecommunica
Schools transferees tion, Emails, P.2a(2) The competitive changes may alter the
SKSU Website competitive stance of SKSU; however, it could open
GO’s/NGO’s Funding Financial Meetings, venues for opportunities that will create innovative
agency for support Telecommunica and collaborative interventions to cope and develop
research tion, Emails,
and SKSU Website practical approaches (see Fig. P.2-2).
extension
Figure P.2-1 Changes and Opportunities for
Contractors and business sectors are the SKSU
Innovation and Collaborations
suppliers while private and public schools,
Opportunities
Government Owned (GO) and (Non-Government for
Organizations (NGOs) are partners that play a Changes Affecting the Competitive
INNOVATION
Situation and
significant role in the University to best serve its Collaboration
customers. In selecting the supplier and to ensure
that they are qualified, refer to 6.2b. Delivery of services from face-to-face to Online and virtual
online learning and modular approaches in collaborations
P.2a Competitive Environment the event of COVID-19 Pandemic opened
opportunities for
P.2a(1) SKSU is the only State University with borderless
seven (7) campuses in the Province of Sultan
 ● Some programs are not yet ● Free education
education. accredited, no CODs, no ● Open admission,
COPCs due to delayed action selective retention
Increasing number of retiring faculty in Hire fresh minds of CHED. policy
specialized fields and innovative ● Harmonization of curricular ● All programs are
ideas as content in general subjects accredited in
contractual or ● Curricular changes from 5 to 4 various levels (1-
permanent years, i.e., BS in Civil 4)
faculty. Engineering (national
education policy changes)
Changes in the second line leadership with Collaborations ● Rationalization of subject
established partnership, collaborations, and are sustained distribution to faculty with
linkages and ensured with specialization
an institutional 2. Operations ● Numerous
agreement. ● Lack of permanent personnel in externally funded
the administrative workforce projects and
Rapid turnover in some programs primarily on Prioritization of due to the delayed approval of provision of
the contract of service (COS) faculty and the the Security of the proposed plantilla positions budget
limited number of permanent non-teaching Tenure through brought about by Covid-19. counterparts
personnel “scrap and build”* ● Income generated
from projects is
Curricular changes in the educational system Professional locally utilized
by Laws (K-12) advancement in ● Observance of
getting master's transparency in
and doctorate the utilization of
degrees for the funds.
teaching force 3. Societal Responsibility ● Enough pool of
● Migration from face-to-face to experts to provide
virtual engagements to reach technical
The unstable peace and order situation in Online and virtual
the sectoral community assistance.
Mindanao collaborations in
● Appropriateness of the IT ● The institution is
terms of
infrastructure for stakeholders recognized by
education,
DAR, DTI, DA,
capability
DOST, NIA, etc.,
building, and
as its service
consultations
provider.
*Higher positions after retirement are "collapsed" to create lower but P.2c. Performance Improvement System (PIS)
more vacant items.

P.2a(3) Comparative institutional data available in Figure P.2-3 SKSU PIS

every campus and college include the profile
information on enrolment, board/licensure
examination performances, accreditation, and
budget as well as the best practices. The available
comparative data available from outside (HEIs and
other SUCs in the Region) include the same data
information available in the institution with the
addition of profile data from the external customers
(stakeholders, school feeders, and suppliers).
The regional exchange of information is now easier
for the SUCs and HEIs in Sultan Kudarat as it is
organized under CHEDRO. However, some data are
still covered by the data privacy policies of
respective institutions, limiting access and using
some vital data/information. Comparative data can
be benchmarked from recipient agencies and other
higher educational institutions in Region XII for the
work systems and process inputs.
P.2b Strategic Context.
Figure P.2-2 Strategic Challenges and
Advantages of SKSU
Strategic Challenges Strategic Advantages
Participatory planning is adopted where objectives
and key result areas are discussed and made clear,
including the financial requirements, as applicable.
The SWOT/TOWS Strategic Alternatives Matrix
elements identify transformational approaches.
The strategic plans are cascaded to respective heads
of campuses and divisions based on the approved
plans and targets in the Major Final Outputs
(MFOs). During the implementation phase, there is
regular conduct of Performance Management
Reviews (PMR) to identify gaps and bottlenecks in
achieving the targets. This leads eventually to the
preparation of catch-up plans (re-planning) based on
the program/project and institutional predictive
targets and expected outputs [refer to Figure 2.1-1 in
2.1a(1)].
Awards and incentives are given to employees based
on their performance evaluation either in cash or
plaque of recognition. This serves as motivation for
employees to work harder for continual
improvement.

1. Educational Programs and In addition, monitoring and evaluation are

Services conducted through regular and periodic meetings,
workshops, and submission of quarterly (BOR),
biannual (OPCR/IPCR), and annual (MFOs) reports
to provide data for analysis and identify actions to
be taken. To ensure quality performance, processes
adhere to the standards systems in accreditation,
ISO, granting performance–based bonuses (PBB),
and other institutional incentive grants and awards to
performing workers contributing to the achievement
of targets.
1.0 LEADERSHIP values from Patriotism, Respect, Integrity, Zeal and
Excellence (PRIZE) to Fairness, Accountability,
1.1. Senior Leadership Transparency, Excellence, Service to God and
1.1a (1) Vision and Values. Senior Leaders (SLs) People (FATES). It was approved during the 103rd
lead from top to bottom. Everything is cascaded BOR meeting on February 9, 2017.
from the SLs down to the employees: from the Below are the communication methods used by SLs
University President, down to the Vice Presidents, to deploy the vision and values to students and other
the Campus Directors/Deans and the Division customers, human resources, community, suppliers
Directors, and then to the ordinary employees. and partners:
SKSU’s SLs include the University President and Figure 1.1-2. Communication Methods
the three Vice Presidents. The SLs set the
University’s vision and values and deploy the same Method Students Work Com- Suppliers
-force munity /Partners
using the Leadership Framework as shown in Figure Website √ √ √ √
1.1-1. Student Publication √
General Orientation* √ √
Figure 1.1-1 SKSU’s Leadership Framework Classroom Orientation* √ √
Posting in √ √ √
Conspicuous Places
Facebook Page * √ √ √ √
Memorandum Order √ √ √
Orientation Seminar * √
Various University √ √ √ √
Programs
Syllabi √ √
University Magazine √ √
Executive Committee √
Meeting *
Joint Academic and √
Administrative Councils
Meeting *
UREDC Meeting √
Annual Report √ √
Letters √ √ √ √
Routing Slips √ √
Memorandum of √ √
Agreement/Understand
President & VPs ing
State University √ √ √ √
Address
Flag Ceremony √ √
The Leadership Framework highlights the role of
every SL in achieving the vision and mission of the *two-way communication
University.
The vision and mission of the University are
SKSU’s vision and values was set by the SLs presented and explained by the SLs to the students
through a workshop which form part of the strategic during the General Orientation at the start of the
planning of the University. The University vision school year. This is reinforced with classroom
was revisited and revised according to the new orientations conducted by every faculty member in
direction of the University in 2017. This was all their classes during the first meeting.
participated by stakeholders such as LGUs, students,
representative from the alumni, industry partners Annually, the HRMDO conducts an Orientation
and the University key officials. The participants Seminar for newly hired workforce where the
recognized that SKSU, as the only State University University vision, mission, goals, objectives, and
in the province, is expected to shape the future of the core values are presented and discussed. The SLs are
community through quality education. The in attendance during the orientation to welcome the
Administrative and Academic Council endorsed the newly hired. This is underpinned by the various
newly crafted vision during the 107th BOR Meeting programs of the university which consists of the
and was approved on February 28, 2018. vision, mission and core values. The faculty are
likewise required to submit their syllabus for every
During the Joint Administrative and Academic subject where VMGO and core values are
council meeting, the SLs proposed the new core integrated.
values, “FATES”. The august body considered and
endorsed to the BOR the transformation of the core
The University has a website and a community radio
station called Radyo Katilingban where the VMGO
and the core values are recited as part of its station
ID. Through print media, the VMGO and the core
values are disseminated through the university’s
official publications and even in the program
invitations of both small and big gatherings
especially in the significant occasions of the
University where stakeholders and other members of
the community are invited. For our partners,
suppliers and other collaborators, further
dissemination is made during drafting of the
MOU/MOA.
As can be gleaned from Figure 1.1-2, the SLs use
the University VMGO and core values as they
develop and implement the University Operational
Plans and Targets, which is set and agreed upon
during the annual University Year-End Review and
Planning Workshop (UYERPW).
SLs’ personal actions reflect their commitment to
the core values by modelling the same in their
interactions with the students, workers, and other
stakeholders. SLs reflect Fairness, Accountability,
and Transparency by adhering to their reportorial
duties and refraining from exercising their discretion
in matters that are best left to the established rules
and regulations. To further demonstrate their
commitment to Excellence, the SLs recognize
students who excel in their field, workers who are
outstanding in the performance of their job, and
award contracts and projects to suppliers and
contractors who emerge as the lowest and most
responsive bidder. As a commitment to the value of
Service to God and to People, the SLs support
University endeavors in extending help to the
community and by actively supporting and
recognizing all religious sectors.
1.1a(2) Promoting Legal and Ethical Behavior.
The University, through its SL, demonstrates its
commitment to legal and ethical behavior through
professional and personal actions, fair and honest
decision–making, and consistent actions based on
fairness and accountability.
SLs set and model high standards for legal and
ethical behavior at SKSU based on the core values
(Accountability and Transparency). The University
does not distinguish among its workforce hierarchy
in regard to ethical behavior. SLs participate in
ethics training, like the Values Restoration Program
promoted by the Civil Service Commission wherein
the University has produced several Values
Restoration Officers. VROs are employees of the
University who have completed the seminar
workshop Council for the Restoration of Filipino
Values (CRFV), after which they are issued
certifications as VROs. VROs are then assigned a
specific Filipino Value to discuss and share personal
experiences on during the Monday Flag Ceremony.
However, considering that Flag Raising Ceremony
was temporarily suspended, values sharing is now
done on - air every Monday.
The SLs commitment to the legal and ethical
behavior are reflected by their becoming a role
model to the other employees of the University in
the implementation of the policies of the University.
SLs must follow the protocols that reflect
responsibility, accountability and professionalism.
SLs communicate clearly and courteously, and
display trust and mutual respect to subordinates at
work regardless of their rank. The SLs implement
the protocols in communication for effective and
efficient dissemination. The process for outgoing
and incoming communication of the University is
enrolled as an ISO process under Document No.
SKSUMPCOMM002.
The SLs champion zero tolerance to corruption
policy in the University, so much so that it has
become their mantra when dealing with contractors,
suppliers, and other partners and collaborators. The
SLs refuse to use discretion in terms of hiring and
promotion.
To promote an organizational environment that
requires a commitment to legal and ethical behavior,
background investigations of all applicants are
conducted to ensure that they have no criminal
records and that their previous employment holds no
derogatory record about them. The SLs always
emphasize that more than the qualification, attitude
is more important in an employee. Employees are
likewise oriented on the policies, rules and
regulations, and standards for ethical behavior
during the Annual Orientation Seminar. Moreover,
newly hired employees upon their oath taking, are
also required to sign the SKSU Pledge of
Commitment so that they adhere to the core values
of the University. All employees are likewise
required to submit their Statement of Assets,
Liabilities, and Net worth every year and are
required to clear themselves of any liability
whenever they apply for a leave of more than one
month, and upon separation from service. The
University also strictly adheres to RA 6713
otherwise known as the Code of Conduct and
Ethical Standards for Public Officials and
Employees, in addition to complying with the
Faculty Manual and Administrative Manual. As
models for students, all employees are held to a high
standard of professionalism with the way they dress,
speak, and act.
To reinforce a strong ethical environment, senior
leaders also established several committees to
review manuals and policies and ensure that they
adhere to legal and ethical standards. SKSU
promotes Filipino values through the conduct of
trainings and seminar workshops. Values formation
is also conducted during flag ceremonies and
meetings where Values Restoration Officers share
their reflections on the chosen values of the day.
Regular sharing of reflections by VROs are aired in
the radio station every day. A Grievance Committee
and the Committee on Decorum and Investigation
were also established in 2018 to respond to potential
ethical behavior issues for faculty and staff and to
provide the ethical conduct of advice and counsel.
1.1a (3) Creating a Successful Organization. SLs
build an organization that is successful now and in
the future by employing values-based leadership.
They guide the employees by encouraging them to
act in accordance with the University’s shared core
values. Instead of focusing exclusively in the
metrics, they drive positive change by emphasizing
the organizational mission and purpose. The SLs
walk the talk and serve as role models for the
employees to emulate.
Through the collaboration among the SLs, the key
officials, students, and other stakeholders, SKSU
creates an environment for achieving its VMGOs,
improving its performance, and accomplishing
organizational and individual learning. By
considering all aspects of the University, SKSU
enables high-performance results.
Through the OPCR and the IPCR, the University is
able to deploy its operational plans and targets
through its key divisions and ultimately, to every
employee. These OPCR and IPCR likewise serve as
tools to identify learning opportunities, thus
refocusing on organizational improvement
combined with individual growth.
SLs create a workforce culture that delivers a
positive experience for students and employees alike
by creating an avenue that allows every individual to
pursue their goals while contributing to the
attainment of the University’s VMGOs. Students are
well-represented in the BOR and the SLs are
supportive of student activities. The students are
involved in the decision-making processes and the
disbursement of their funds. Even the alumni are
represented in the BOR.
As part of the curriculum of every program, students
are required to have an on-the-job training in
selected industries wherein the University ensures
that they have enough experiences for their chosen
careers. Since 2014, SKSU has established
partnerships with Universities and organizations
abroad, which allows qualified students based on a
set of criteria to have the opportunity to undergo
their practicum in other countries, specifically Israel.
In order to ensure that students get the best quality
of education, the University has an approved a Five–
Year Human Resource Development Plan which
allows faculty and staff alike to pursue higher
studies for professional growth. Application for
study leaves, as needed in the campus, is endorsed
by the SL from the campus, with the provision that
the applicant is included in the programmed Five-
Year Human Resource Development Plan. These
endorsements are then consolidated by the Learning
and Development Division, which is then presented
to the Joint Administrative and Academic Councils
Meeting for endorsement to the Board. Scholars are
required to render return services to the University
through their re-entry plan, upon completion of their
higher education, thereby contributing to the pool of
experts of the University.
In order to promote a culture of positive customer
experience, the HRMDO follows a systematic
process to assess the performance of HRMDO
personnel, as well as frontline services employees.
Walk-in clients are entertained and requests are
processed in accordance with the Anti Red Tape Act
(ARTA). The HRMDO has also strategically placed
comments/suggestions boxes in accessible areas for
clients and customers to leave their comments and
suggestions. These suggestion boxes are collected
regularly. Recently, the HRMDO deployed an
expanded Customer Satisfaction Survey for
students, workforce, and parents to gauge how these
stakeholders perceive the delivery of their services.
By undergoing accreditation, ISO certification, and
securing Certificate of Program Compliance
(COPC), the University ensures compliance to
minimum standards and adoption of best processes.
Innovation and intelligent risk taking is reflected in
the founding principles of SKSU as the first and
only chartered state university in the province.
Innovation is most often a product of intelligent risk
taking. This much can be said about the University’s
venture on Halal Goat Project. When SKSU first
started this undertaking, nobody in the province has
actually ventured into halal, despite the province
being Muslim-inhabited. Through the efforts of the
University Research and Extension Division, SKSU
is now recognized as the only DOST NICHE for
Halal in the Region (see 2.1b)
Similarly, innovation, as borne out of the need to
continue the delivery of quality services to the
students despite the pandemic, took the shape of the
University’s very own ELeaDS, or Electronic
Learning Delivery System, a system developed by a
team of University programmers and computer
engineers, tailored to the needs of SKSU students, as
well as its faculty and staff.
As part of the strategic plan of the University, in
2018, a Successional Planning workshop was
conducted to identify potential successors to key
divisions of the University, and to start honing these
individuals. In the case of our incumbent Vice
President for Finance and Administration, he was
trained under the former Vice President for the said
division one year before the retirement of the latter,
as was the case for the incumbent University
Accountant and University Cashier. By appointing
officers-in-charge in the absence of SLs, the latter
allows subordinates to take up the mantle and
exercise their decision–making abilities.
1.1b Communication and Organizational
Performance
1.1b (1) Communication. SLs engage and
communicate with stakeholders through many
methods and formats to identify requirements,
inform, develop relationships, solicit feedback, and
permit open and honest dialogue. Formal and
informal approaches to communicate and respond to
stakeholders, depending on the audience, scope, and
urgency, are utilized. Some means include using
social media, website and portal announcements,
University and campus publications, memoranda,
emails, and letters. The SLs consider the message,
its implications, and the audience before
determining the approach and best option for
communicating key decisions and information.
Meetings like the ExeCom Meetings and the Joint
Academic and Administrative (ADAC) meetings,
are likewise regularly conducted to apprise the
broader University community of the status of the
University. Similarly, a State of the University
Address is given yearly together with the release of
the Annual Report (see Figure 1.1-2,
Communication Methods).
To encourage frank and two-way communication,
the SLs practice an open-door policy, which allows
almost everyone to have access to SLs. To secure an
audience with the University President, one only
needs to fill out an appointment slip, submit it to the
Executive Assistant, who in turn communicates the
details of the appointment slip to the University
President, who will then responds with his
availability. However, in view of the constraints
brought about by the pandemic, the Office of the
President now limits in–person transactions. A
survey on the level of open communication of top
management is also conducted with the results
presented in Figure 7.4-4 to 7.4-7.
To encourage the human resource to perform their
best, the University has a reward and incentive
system called ACME–PRAISE, which recognizes
the exemplary contributions of employees
throughout the year. Certificates, plaques and cash
incentives are given during the three-day celebration
of SKSU’s founding anniversary. During meetings
with the workforce, the SLs announce the
commendable performance of the personnel. The
university HRMDO, as PRIME-HRM recognized
for its learning development and performance
management by the Civil Service Commission, has
established an award system which gives on-the-
spot recognition for the exemplary performance of
the personnel. Awards are given to those with
complete attendance during the flag ceremony and
for the best dressed employee, for the tidiest area of
responsibility assigned to the utility personnel, for
the best initiative, and other laudable contributions.
Tokens are given during the University Day and
other informal gatherings.
1.1b (2) Focus on Action. SLs create a focus on
action to achieve the University’s VMGOs through
the strategic planning process. The SLs identify
needed actions through the development of the
University Five-Year Development Plan, which is
comprised of high-level initiatives, particularly in
research and extension divisions, with support goals
deployed through the use of the OPCR and the IPCR
(Major Final Outputs).
The OPCR is used for cascading the approved
Operational Plans and Targets (OPT) anchored on
the Strategic Plans. Each division, upon the approval
of the OPT, sets their own OPTs. This particular
scheme creates a domino effect, wherein the
accomplishment of one individual contributes to the
accomplishment of the University as a whole.
The SLs create a focus on action for improvement of
its performance by identifying the needs of its
stakeholders. For example, the students’ need for
quality education is responded to by the University
through the provision of adequate resources such as
funding for academic facilities and equipment,
capacitating employees, and ensuring that the
curricula programs are at par with other state
universities and colleges in the Region. All
programs submitted for accreditation are already
accredited Levels I-IV. Moreover, there are also
programs submitted for accreditation as Centers of
Development, which are undergoing evaluation by
the CHED Regional Office XII.
Quarterly, accomplishment reports are submitted by
every division to their respective vice presidents,
which in turn, are consolidated for submission to the
University President. During the quarterly BOR
Meetings, the accomplishment reports are presented.
After the BOR meeting, the results are presented to
the Executive Committee for reassessment and the
formulation of catch-up plans, as necessary.
Comparative data on performance indicators such as
student and stakeholder satisfaction are also
reviewed quarterly for reporting to the BOR.
At the campus level, planning workshops are
likewise conducted. This is where faculty workloads
are finalized, the number of faculty members needed
are identified, and the Project Procurement
Management Plan (PPMP) is reviewed and finalized
before submission to the University BAC
Secretariat.
During reviews, improvement priorities are
identified by evaluating gaps between the current
performance and expected performance, and the
current performance compared to the performance
of other similar universities, benchmarks or best
practices. Performance gaps or new ideas result in
actions such as the allocation of additional funding
or the initiation of further studies or benchmarking
through a University Committee or special task
force. This approach was followed during the initial
stages of the proposal to offer the BS in Medical
Technology program.
Catch-up plans are formulated in the different
divisions whenever there are backlogs and delays
and if targets are not accomplished during the last
quarter. In the case of the Research Development
and Extension (RDE) in 2020, the budget for the
conduct of research and extension activities were not
fully utilized as scheduled because of the COVID-19
pandemic and restrictions among locations of the
research and extension activities. The division
scheduled a call for proposals on problems related to
the COVID-19 pandemic to be conducted for three
to four months only. Eight research studies and one
extension proposal were approved.
To balance the potentially competing needs of
various stakeholders including students and other
customers while at the same time creating value for
them, SLs, in setting expectations for organizational
performance, review and prioritize the most urgent
needs in relation to strategic objectives. SLs are
further guided by the Annual Procurement Plan
(APP) that is a consolidation of approved PPMPs
from all offices. The approved APP serves as a
guide for all disbursements of the University.
1.2. Governance and Societal Responsibilities
1.2a Organizational Governance
1.2a (1) Governance System. As a chartered state
university, SKSU’s highest governing body is the
Board of Regents (BOR). The BOR assumes full
responsibility for directing the University President.
Nonetheless, certain powers of the BOR are
delegated to the University President to ensure the
systematic and smooth operation of the University.
The University BOR is composed of 11 members. A
commissioner from the Commission on Higher
Education sits as the Chairperson. The University
President serves as the Vice Chairperson. Line
agencies are likewise represented in the BOR. The
Regional Directors of NEDA and DOST sit as ex
officio members. Two representatives from the
private sector also sit as members for a term of two
(2) years, upon appointment after a thorough
evaluation process. The Presidents of the Student
Council, Alumni Association, and the Faculty
Association likewise sit as local members. Finally,
the chairpersons of the Committee on Education
both in the Senate and in the House of
Representatives are likewise ex officio members.
The BOR represents the interests of all stakeholders
for the oversight of financial viability and
organizational sustainability. As such, they hold
quarterly meetings where items for action are noted,
votes are recorded and minutes are taken, reviewed
and approved. After the meeting, the Board
Secretary prepares the resolutions that need
approval.
SLs demonstrate transparency in operations by
including the results of the BOR meetings in the
agenda of the Executive Committee meeting and
the joint ADAC meetings. SLs also give updates on
the status of the infrastructure projects and the
budget utilization of the University during meetings.
SKSU has a transparency seal in the University
website where the following documents are
published: (1) the agency’s mandates and functions,
names of its officials with their positions and
designations, and contact information; (2) annual
reports, as required under National Budget Circular
Nos. 507 and 507-A dated January 31, 2007 and
June 12, 2007, respectively, for the last three years;
(3) respective approved budgets and corresponding
targets; (4) major programs and projects categorized
in accordance with the five key results areas under
E.O. 43, s. 2011; (5) the program/projects
beneficiaries as identified in the applicable special
provisions; (6) status of implementation of programs
and projects; and (7) annual procurement plan,
contracts awarded and the names of contractors,
suppliers, and consultants are published. Fiscal
accountability is likewise readily apparent through
the submission of reportorial requirements to the
Department of Budget and Management (DBM),
National Economic and Development Authority
NEDA, and to the Resident Auditor from the
Commission of Audit on a monthly basis.
To ensure compliance with documentary and legal
requirements, the University has an internal audit in
charge, who reviews if vouchers have the necessary
attachments before forwarding the same to the
Budget Office. Moreover, SKSU has the Bids and
Awards Committee headed by the Legal Officer to
ensure that the University complies with the
Government Procurement Law. Along the same
lines, all contracts and memoranda entered into by
SKSU are reviewed and endorsed by the University
Legal Officer for the protection and interest of the
stakeholders and the University as a whole.The
University Board of Regents are involved in the
succession of the University President. Within six
months before the end of the term of the incumbent,
the office is declared open for application. Anyone
who is qualified may apply and the BOR members,
after a thorough vetting, cast their votes. For other
SLs, the University President designates them for a
term of one year. The designation is based on their
qualifications as laid down in the University Code
and also based on the trust and confidence of the
University President as the appointing authority. The
BOR confirms the designation as submitted by the
University President during the BOR meeting.
1.2a (2) Performance Evaluation. The SLs
performance vis-a-vis the Operational Plans and
Targets are reviewed during the BOR meetings. A
President’s Report is presented during every
meeting before the business of the day is discussed.
The BOR holds the SLs accountable for the
successful, on-going implementation of the
Operational Plans and Targets. Similarly, a
performance survey evaluation was recently crafted
and distributed to the University employees to assess
the performance of the SLs.
This performance evaluation survey is the basis to
determine the current level of performance of the
SLs. Identification of gaps between the target and
the actual accomplishment is used in optimizing the
SLs’ capabilities, knowledge, and skills. Students,
faculty members, and stakeholders have access to
the performance evaluation surveys, which provide
inputs on the individual and team leadership.
Through this approach, performance adjustments
and improvements can be made in the LF in order to
adapt to the fast-changing needs of the customers
and clients.
The Performance Evaluation is not used as a basis
for determining salary, as this is determined by the
Salary Standardization Law. However, this
performance evaluation provides input for the SLs’
personal improvement. Based on these inputs, SLs
attend trainings and seminars/webinars such as those
conducted by the Development Academy of the
Philippines and the Commission on Higher
Education. They also indulge in self-study such as
reading books on leadership and improving
management skills to advance their development
and leadership effectiveness based on the
performance evaluations.
1.2b Legal and Ethical Behavior
1.2b (1) Legal and Regulatory Compliance. SKSU
anticipates and addresses public concerns with the
educational programs and services and operations
using as one of its approaches the
comments/suggestions box strategically placed in
areas accessible to the customers and clients, as well
as insights obtained from customer satisfaction
surveys and other listening mechanisms shown in
Figure 1.1-1 and those discussed in 3.1a(1) and
3.1a(2). The feedback is used as one of the inputs in
conducting SWOT analysis where external and
internal scanning of compliance evaluations and
stakeholder requirements, among others, vis-a-vis behavior among the human resource, all newly hired
the organization’s performance results are assessed. employees undergo an Orientation Seminar upon
hiring wherein they are indoctrinated with the Code
On the other hand, SLs anticipate public concerns
of Ethics of the University. Background
with future programs and services and operations as
investigation is also conducted with all applicants.
well as prepare for impacts and concerns by
All applicants likewise take a psychology test,
attending public hearings with the City Council and
which is taken into consideration during their
conducting consultation meetings with various
interview. Moreover, the University has the Faculty
shareholders and line agencies, as well as
and Administrative Manuals, which outline the
representation in various professional boards and
standard ethical behavior for faculty and staff. To
organizations at local, regional, and national levels.
sustain ethical behavior, team building activities are
Knowledge gained from these organizations are
conducted annually by campus in order to build
inputs into the strategic plan which prepares SKSU
camaraderie and sustain the bond among colleagues.
for impacts and concerns in a proactive manner.
During these team building sessions, workshops are
In order to conserve its meager resources, SLs issue conducted to discuss relevant topics on ethical and
orders for cost-cutting measures and carefully social behavior, followed by an open forum to air
consider areas, which need financial attention, out grievances and address sensitive issues.
including supply-chain arrangements for potential
Ethical Standards are likewise deployed to Students
savings without increasing risks for potential
through the Student Manual and to other
adverse impacts. The key compliance processes as
stakeholders through the MOA/U, contracts, and
well as the measures for achieving compliance and
meetings. To promote ethical behavior for suppliers,
focal persons are listed in Figure 1.2-1 below. Full
bids must be compliant with RA 9184. Measures to
or 100% compliance is the goal in all cases.
assess the effectiveness and the processes to
Compliance results are shown in Figure 7.4-13.
promote ethical behavior are reflected in Figure 1.2-
Figure 1.2-1. Process, Measures, and Focal Persons for 2 below. Results for ethical behavior are shown in
Achieving Compliance
Figure 7.4-15.
Key Compliance Measures Focal Person
Figure 1.2-2. Key Ethical Processes
Process
AACCUP Accreditation Accreditation Level Director for Key Ethical Processes
and Term Instruction
RQAT Evaluation Compliance Director for Stakeholder Process Frequency
Certificate Instruction Students Student Manual Annually given
DBM Financial Reports Timeliness and Vice President to new students
Submission Accuracy of for Finance during enrolment
Submission Background Before hiring
GSIS Remittances Timeliness and Payroll Master Investigation
Completeness of Interview and Before hiring
remittances Teaching Demo
PhilHealth Remittances Timeliness and Payroll Master Psychology Exam Before hiring
Completeness of
Orientation Upon Hiring
remittances
Seminar
HDMF Remittances Timeliness and Payroll Master Workforce RA 6731 or the As needed
Completeness of
Code of Conduct
remittances
and Ethical
BIR Remittance for Tax Timeliness and Accounting Standards for
Withheld Completeness of Office Public Officials and
remittances Employees
OMB Submission of Timeliness and HRMDO Faculty and As needed
SALN Completeness of Administrative
Submission Manuals
Budget Proposal Compliance with Finance Office University Code As needed
Submission Criteria set by DBM
Supplier Handbook on RA As needed
1.2b (2) Ethical Behavior 9184
SKSU creates and maintains processes that promote Partners/Collaborator MOA/U As needed
s
and ensure ethical behavior in all interactions. The
University has a Legal Officer, and the BOR serves 1.2c Societal Responsibilities and Support of Key
as a check and balance to ensure not only legal Communities
compliance but ethical behavior as well. Annually, 1.2c (1) Societal Well – Being
the Resident Auditor issues its Annual Audit Report SKSU considers societal well-being as part of its
reviewing the propriety of the disbursements made strategy and daily operations to support its VMGO
by the University. To promote and ensure ethical vis-a-vis its core competencies. One of SKSU’s core
competencies is its pioneering strength in halal
research, which requires extensive research and
immersion in Muslim communities in the Region.
By partnering with LGUs and various government
agencies, the University connects with the
community in the realization of its vision while
altogether improving the lives of the residents. The
University also takes pride in its robust Extension
Services which has involved several communities in
the Province. By improving the economic viability
of the communities through livelihood programs and
capacity building trainings and seminars, SKSU is
fulfilling its societal responsibility of giving back to
the community. Recycling initiatives have been put
in place as part of the University’s environmental
consciousness efforts that includes the Zero Plastic
Policy proposed by the USG and duly approved by
the BOR.
1.2c (2) Community Support
SKSU has several key communities supported by its
extension services. Among these key communities
are the BLGUs of Lutayan, Bagumbayan, Lebak,
Kalamansig, SNA, and Tacurong to name a few.
These key communities are identified through a
needs assessment process conducted prior to the
extension activity. This needs assessment process
identifies the needs of the community vis-à-vis the
technology, core competencies, and expertise of the
University. Upon identification of these
communities and their needs, a proposal is then
prepared and submitted for funding. Most extension
activities involve financial literacy and capability-
building programs such as those in the above
mentioned BLGUs.
SLs, faculty, and staff promote the community’s
education and economic health. The SLs lead by
example and by their involvement in partnerships
with line agencies and organizations. SLs also have
extensive community involvement with their
participation in city, regional, and national
associations and professional societies. SLs are
likewise members of regional consortia representing
the University such as the SOCCSKSARGEN
Category 2 - Strategy
Agriculture, Aquatic, and Natural Resources
Research and Development Consortium
(SOXAARRDEC) and the consortia of SUCs and
LUCs in the region (Philippine Association of State
Universities and Colleges - Region XII PASUC
XII), as well as partnerships with DA, DAR, DTI,
and DOST to name a few. SLs, with the BOR, also
approve the budget for community extension and
join in the MOA signing and launching of extension
activities. Faculty and staff likewise have
community involvement as they are the ones
conducting the extension activities and serve as
resource persons, secretariat, documenter, and such
other relevant functions.
To ensure that key community initiatives are
identified, prioritized, and actions are aligned with
SKSU’s long-term goals, community involvement
and economic development initiatives are integrated
in the strategic and budget planning process. Key
communities are identified by using the needs
assessment process wherein the needs of a particular
community are identified and juxtaposed with the
technology and expertise that is available in the
University.
To reinforce the importance of community and
social involvement, SKSU extends its community
commitment and involvement practices to its
students. “Hatag Bulig” is an annual donation drive
by the University conducted during the celebration
of its Kambuniyan, which promotes opportunities
for students to volunteer time toward community
service. In 2020 particularly, the University
launched several donation drives to support various
communities destroyed by earthquakes and plagued
with typhoons. With the advent of the COVID 19
pandemic, the student government also started the
“Piso mula sa Puso”, a donation program for the
stranded students of the University who were not
able to go home due to the lockdown. The faculty
and staff contributed in cash and in kind and the
College of Law spearheaded the #CaretoShare
program which also collected donations in cash and
in kind for these stranded students. This activity was
participated by law students and law professors.
Finally, the SKSU Faculty Association together with
the Non-Teaching Employees Association
contributed to a donation drive conducted during the
pandemic for the benefit of the front-liners of
Tacurong City and nearby municipalities. Results
for societal responsibilities and support of key
communities are presented in Figure 7.4-16.
2.1. Strategy Development
2.1a Strategy Development Process
2.1a(1) Strategic Planning Process
SKSU categorizes its plans into long-term (10
years), medium-term (5 years), and short-term (one
year). The long-term plan is a master plan aligned
with regional, national, and international agendas,
while the medium-term Plan aligns with the regional
and national agenda. The medium-term Plan serves
as a basis for preparing short-term plans in line with
the government's thrust since the operating budget
comes from it on a yearly funding cycle. Regardless
of the time frame of plans, it follows the Strategic
Planning Process (SPP), Figure 2.1-1. The SPP
adopts the four-step iterative process of the Plan-
Do-Check-Act or PDCA Cycle (SKSU-MP-
COTO-001 - Understanding the Mandate of SKSU
The final step is Act in which the accomplishments
in instruction, research, extension, production, and
administration & governance are compared with the
targets. If targets are not met, re-planning for
changes is done, and a catch-up plan is prepared to
ensure that the targets for the year are met (SKSU-
MP-RPMS-002-Conduct of Mid-year and Year-end
Performance Management Evaluation).
Figure 2.1-1. Strategic Planning Process
January-February

& SKSU-MP-COTO-002 - Understanding SKSU as Re-visit previous strat. Plan, VMGO

an Organization). PESTLE & SWOT/TOWS SAM
Dev’t of innovations
Goals and objectives setting
The first step is Plan, which occurs in January Consolidation and packaging
through a workshop called for by the President's
Office. In this step, we revisit the previous strategic Mar-Dec
March-June-
plan, the vision, mission, goals, objectives, key Sept-Dec Cascading
performance indicators (KPIs), and the Review of plans
Accom- thru SLs
SOCCSKSARGEN Regional Development Plan plishments Implement
2017 2022 and Ambisyon Juan 2040. Then, using vs targets ation of the
Re-planning Plan
PESTLE (Political, Economic, Social, Technology, Prepara- Implement
Legal, and Environment) and SWOT/TOWS tion of ation of
catch-up Innovation
Strategic Alternatives Matrix (SAM), Development plan/s
of goals, objective setting, and complementary
strategies are presented in a matrix dubbed as March-June-Sept-Dec
March-June-Sept-Dec
OKRAPISPATRES (Objectives, Key Result Areas, Fully integratedMonitoring
in theand SPP is the quick and
evaluation
Performance Indicator, Strategies Programs/ immediate response to Management
Performance changes in educational
Review
Projects, Activities, Time and Resources), where environment, costumer requirements, and other
gaps and new initiatives are identified. The key conditions. This process allows implementers to go
participants in this process are the Vice Presidents, over the SP through periodic reviews and evaluation
Campus Directors/ Deans, Division Directors, and make the necessary revisions. Actions and
Regent (Student and Faculty), Alumni, and other initiatives are prioritized for the short-term and long-
stakeholders. Next, the Planning Office and term plans. The SPP undergo continuous
Committee consolidate, prepare the write-up, and improvement and refinement annually to be more
package it into an integrated plan in February. responsive, synchronous and ensure realization of
Finally, the Plan is presented to the Board of targets. Changes in the process are communicated
Regents for approval before it is adopted. for implementation.

The second step is Do or deployment or 2.1a(2) Innovation. The University strategy

implementation of the approved Plan wherein the
President issues a memorandum to the three Vice
Presidents who then facilitates the implementation
of the Plan.
Check is the third step carried out through
monitoring and evaluation as well as performance
management reviews. A quarterly accomplishment
report is submitted to the Office of the President
through the respective Vice Presidents.
Measurements for the overall accomplishments are
presented in 2.2a(5) and 4.1a(1).
development process incorporates innovation by
combining the SWOT/TOWS SAM elements,
whereby key strategies and strategic opportunities
are identified with the strategic or medium-term
plan. At the same time, the University’s
performance is reviewed and discussed to identify
opportunities for improvement (Figure 2.1-1). The
strategic advantages and opportunities for
improvement are further subjected to risk
assessment regarding (1) success factors, (2) budget
requirements, (3) human resources, and (4) facilities
to ascertain viability (SKSU-MP-QPAC-001 -
Identification and Evaluation of Risks/Issues and
Opportunities).
Those viable initiatives that are intelligent risks for
pursuing are incorporated in the medium-term plan
and worked out by the responsible division or unit.
The identification of SKSU by the Department of
Science and Technology (DOST) as the Niche of the
Region for Halal Goat provides one example of
innovation due to direct competition and
environmental analysis. More than 1,000 higher
education institutions (HEIs) allocate funds for
research activities in the country. Usually, research
funds are easily accessed by prominent and
established HEIs. However, we found out that no
HEI is researching halal despite a massive demand
for halal products in the local and international
markets. So, the initial research was internally
funded by SKSU and when DOST-PCAARRD saw
the potential of this commodity, they encouraged us
to package a three-year proposal in 2009, which they
then supported. From then on, new proposals on the
halal goat and halal science curriculum were
prepared and were funded.
SKSU’s current strategic opportunities are (1)
harmonization of curricular program offerings, (2)
on-the-job training of civil engineering students on
the building constructions of the University, (3)
registration of research outputs with IPOPhil, and
(4) service provider for S & T, technical and
management-related skills.
2.1a(3) Strategy Considerations. SKSU collects
and analyzes relevant data from primary and
secondary sources and conducts a workshop to
determine and address the strategic challenges and
strategic advantages (P.2b). These are done using
competitive analysis wherein the three other SUCs
(University of Southern Mindanao, Cotabato State
University, and Cotabato Foundation College of
Science & Technology) in the region are considered.
For example, one of the performance measures
benchmarked is the budget allocated per SUC,
which is dependent on the attainment of the major
final output as indicated in the Government’s
Appropriations Act (GAA). On a three-year period
(2018-2020), SKSU ranked second to USM, but in
terms of the allocation for maintenance and other
operating expenses (MOOE) and capital outlay
(CO), SKSU ranked first (see Figure 7.5a, “Figure
title here”).
The University Risk Assessment Team (RAT) of
every campus, division or unit assesses potential
risks using the Risk and Opportunities Evaluation
and Assessment Criteria Matrix (SKSU-MP-QPAC-
001-Identification and Evaluation of Risks/Issues
and Opportunities). Results of this assessment are
inputs in the SPP.
The potential changes in the regulatory environment
that SKSU monitors are contained in the
memorandum circulars issued by the Department of
Budget and Management (DBM), CHED, Civil
Service Commission (CSC) Commission on Audit
(COA), Board of Regents, and national laws as well
as local ordinances. These issuances are bases for
determining the efficiency index of the targeted
major final output. For example, some of the
projects for 2020 were not implemented due to the
issuance of DBM National Budget Circular No.580s
2020, affecting the discontinuance of 10% of the
MOOE and CO. Hence, SKSU opted to offer the
allocation for travel and capital outlay (building and
equipment) since these items do not significantly
affect the efficiency index, particularly on the
operations, notwithstanding the restrictions brought
about by COVID 19.
Moreover, the potential blind spots in the SPP and
the Strategic Planning Information (SPI) are
addressed using the SWOT and PESTLE Analyses,
which are determined in a workshop. This
workshop is participated in by the VPs, Campus
Directors, Division Heads, Deans, student and
alumni representatives, competitors, and
stakeholders who serve as the magnifying lens to
address blind spots in the SPP and SPI. The results
of the analyses serve as a guide in identifying
corrective actions or solutions to ensure that plans
and targets are met at the specified time/period.
Results of external audits by regulatory agencies and
the QMS certifying body are also used to identify
organizational and operational blind spots during the
strategic planning process.
SKSU's ability to execute the Plan can be gleaned
from the accomplishment reports, minutes of the
meetings, and BOR Resolutions. These serve as a
take-off point for preparing the major initiatives or
targets within the third quarter of every year. These
initiatives or targets are presented for BOR’s
approval in the last-quarter meeting for the year.
Primary initiatives/targets with the indicated
measures are university-wide goals aligned with the
operational plan, SUC leveling, and national and
regional goals set by the National Economic
Development Authority or NEDA. Once the BOR
approved the major initiatives, the President,
through the three VPs, cascades their respective
Office Performance and Commitment Review
(OPCR) to the different campuses and Divisions
who will discuss it with their personnel for the
preparation of their respective Individual
Performance and Commitment Review (IPCR). The
OPCR and IPCRs serve as a guide for the personnel
in delivering and accomplishing their given tasks.
The human resource division conducts a review and
planning workshop annually, to assess the capacity
and capability of the personnel. Result of the
workshop is the updated HR plan.
2.1a(4) Work Systems and Core Competencies.
The University identified three key work systems to
ensure efficient operation. These work systems
include 1) management system, 2) client-oriented
system, and 3) support system (Figure 6.1).
Decisions on work systems are identified during the
SPP based on the customer needs, requirements, and
organizational performance and the necessary
adjustments that will possibly impact the work
systems. The core competencies (Figure P1) are also
evaluated to ensure that it is aligned to the work
systems; if not, new or improved core competencies
are developed to support work system improvement
and innovation.
As a result of the review, new or improved
competency is identified. For example, CC on
creating niche, research on halal is migrated to
instruction curriculum, particularly in Agriculture,
Hospitality Management and Entrepreneurship.
During the SPP, midyear, or year-end management
reviews, external suppliers and partners are
identified based on the work requirements that
require complementation to accomplish the expected
organizational performance. The areas where
external suppliers and partners' resources are being
used include the contract of service, security
officers, infrastructure, payments and collection,
students’ housing, and food services. In addition, the
external suppliers and partners are informed through
publication, letters of invitation/request, and
dialogues in students’ housing so that they would
know if they have the relevant core competencies to
deliver SKSU’s required products or services.
The future organizational core competencies are
done by mapping out the organizational culture
using Force Field Analysis (FFA). This analysis is
done during reviews and workshops to get the
details of the current strengths and weaknesses of
SKSU and identify the competitive edge and the
corresponding CC. There is a long-term plan to
attain the highest levels of the Program to
Institutionalize Meritocracy and Excellence in
Human Resource Management (PRIME-HRM),
which aims to integrate and enhance the Personnel
Management Assessment and Assistance Program
(PMAAP) and the CSC Agency Accreditation
Program (CSCAAP) as shown in Figure 2.1-4. In
addition, the VMGO is reviewed to determine
projected organizational core competencies that will
be needed in the long term to make the University
viable and competitive in the future.
2.1b Strategic Objectives
2.1b(1) Key Strategic Objectives. The key strategic
objectives are categorized into short and long-term.
The short term is aligned with the major final
outputs (MFO) measured every quarter of the
current year, while the long-term strategic objectives
are the result of the cumulative accomplishment
based on the MFOs. For example, accreditation is
dependent on the Certificate of Program Compliance
(COPC) set by CHED, which means that any
program will not be considered for accreditation if it
has no approved COPC. On the other hand, one of
the requirements for the Center of Development
(COD) is an accredited Level III program. Figure
2.1-4 presents the strategic objectives, long and
short-term plans, and the corresponding core
competencies
Change is inevitable, and SKSU has to plan for
changes to address the services, needs of customers,
suppliers, partners, and the operations, in light of the
recent COVID 19 pandemic that had affected the
total operations of the University. The planned
changes in SKSU’s educational programs and
services, and other areas of importance are shown in
Figure 2.1-3.
Figure 2.1-3 Planned Changes to Address the
Changing Needs
Particular Planned Changes (*)
Strict adherent Implementation of ARTA,
leverage on what is already working
Services *Flexible Learning was adapted: Online classes
and Modular Classes
*Development of Learning Continuity Plan
 Improve the feedbacking mechanism
Customers *citizens/customers were reached out through
online platforms, catered through online services
Intensify the use of different communication
media in informing the vision and
accomplishments of the University
Sector *Aligned policies and guidelines in the new
released advisories and memorandums of
different government and non-government
sectors
Improve the conduct of a post-qualification
activity of winning bidder/s
Suppliers *Provide online accessibility of biddings and
submission of documents
*bank to bank transaction for payments,
Magnify small wins (highlight where
collaboration/coordination has taken place)
Partners
*Virtual accreditations, online submission of
documents, webinars collaborations
Review the existing organizational structure and
changed it to a more functional one; revisit
University Code and its corresponding manuals,
Operations influence people at the right time
*Manuals, policies, and guidelines were revisited
and amended to fit the need of current situations
* Changes due to COVID-19 Pandemic.
2.1b(2) Strategic Objective Considerations
The SKSU strategic objectives achieve an
appropriate balance among varying and potentially
competing organizational needs using a system-
based approach where the strategic goals and plans
are tied with the core competencies, which cut
across the mandated functions of Instruction,
Research, Extension, and Production (Figure 2.1-4).
These strategic objectives address its strategic
challenges and leverages its core competencies,
strategic advantages, and strategic opportunities by
analyzing each one and determining its alignment
and relationship with each particular strategic
objective. These alignment and relationships are
shown in Figure 2.1-4. To balance short- and longer-
term planning horizons, the corresponding short and
long-term action plans corresponding to each
strategic objective are also shown in Figure 2.1-4 so
that everyone is focused on what must be achieved
in the short term in relation to the long-term goals.
An example of how SKSU’s strategic objectives
consider and balance the needs of all key
stakeholders can be gleaned from the planned
changes (Figure 2.1-3) that are the result of the
stakeholders’ analysis during the SPP to ensure
productive engagement and address their
expectations and needs.
2.2 - Strategy Implementation
2.2a - Action Plan Development and Deployment
2.2a(1) - Action Plans. SKSU’s key short- and
longer-term action plans are presented in Figure 2.1-
3. These action plans support the strategic plans to
accomplish the regulatory compliance requirements
and the MFOs reflected in the GAA, SUC Levelling
performance, and the PBB (Performance-Based
Bonus). The strategic plans are designed to fulfil the
core competencies and the four-fold functions
(instruction, research, extension, and production),
including the support to operation (STO) and the
governance and administration functions. Action
plan development is included in the University
strategic planning process [Figure 2.1-1; 2.1a(1)].
Action plan development involves consultation with
the senior leaders [1.1b(2)], middle managers
customers, and stakeholders [3.1a(1)] in processing
situational analysis (SWOT), problem identification,
action plan formulation, and setting and prioritizing
target.
2.2a(2) Action Plan Implementation. After the
participative (involving stakeholders) strategic
planning is completed and the action plans [2.2a(1)]
are finalized, these action plans and targets are
disseminated through memos, meetings, and letters
from the Office of the University President through
the Vice Presidents to the Campus Directors and the
Division Directors for the cascading of targets to
units and individuals (OPCR/IPCR). The divisions
and campuses carry out the implementation of plans
and targets including any follow-through activities.
Plans that require outsourcing and participation of
key suppliers and partners are published on the
SKSU website. Official communications are also
sent out to specific key suppliers and partners. To
ensure continuous and sustained progress in
achieving the targets, periodic and regular
monitoring is done during Management Reviews,
and mid and year-end reviews. In addition,
evaluation is done to identify improvements,
refinements, or catching up are needed to make the
necessary adjustment, revision, and realignment of
budget (2.2b).
Figure 2.1-4 Strategic Objectives with the corresponding plans, performance measures.

Strategic SA Projections
Objectives (SO) SC FY Monitoring
FY Compa Key
(2.1b(1)) Per Areas (P.2 2020 Frequency/
2021 -rators* Results
of MFOs & CC b) Results Source
2019
INSTRUCTION SC1 a. % of CHED compliant programs (COPC) ** 100
CC1 & CC2 b  % of programs accredited Levels 1-4 8 9 50 Semestral/
SA1 UMIS
1. Produce highly * Faculty. Qualification by specialization Annually/H
qualified, competent, RIS
and socially SC1 *Faculty IPCRF Ratings Semestral/
responsible RMIS
graduates across SA1 c. % of graduates in priority programs 100 100 100 Semestral/
sectors SO1 RMIS
d. % of graduates employed 90 55 Annually/R
MIS
e. Average% passing in all board covered ** 40 Quarterly/P
programs (1st taker) 38 RC
f. % of students who rate the timeliness of 100 75
education delivery Semestral/
RMIS
RESEARCH CC2 & SA2  a. # of research outputs completed in the last 7 7 5 Quarterly/R
CC4 three years utilized MIS
2. Generate b. % of research outputs published in 5/35 17 - 2 Annually/R
respon-sive internationally refereed journals. (250%) 2/35 MIS
technolo-gies and (850%)
information for c. # of research output submitted for patenting 6 (6 out of 4 Annually/R
various /patented 4 or 150%) MIS
stakeholders SO2
EXTENSION CC2 & SA3  a. # of trainees trained weighted by the length 2,315 out 1750 1700 Monthly/RM
CC3 of training of 1,750 IS
3. Capacitate b. # of extension programs organized and 15 out of 6 8 6 Monthly/RM
extension providers supported IS
to empower the c. # of persons provided with technical advice 45 45 Monthly/RM
community SO3 IS
 d. % of request for training/ technical advice 90 20/20
responded to within three days of a request (100) 90
e. % of beneficiaries who rate the training 96 95 Monthly/RM
courses and advisory services good or 95 IS
better Monthly/RM
IS
f. # of active partnership 8 8 5 Daily/RMIS
PRODUCTION CC2 SC2 a. % share of Income generated from locally .27 .20 25 Monthly/RM
4. Contribute 25% SA2 operated IGPs to the total operating budget. IS
production income
from IGPs SO4 b. # of IGPs 20 - Monthly/RM
IS
c. Amount/ % of internally generated income 1,181,419. 1,210,9 Monthly/RM
to total operating budget/ cost. 21 55.41 IS
ADMINISTRATION SA1   a. Certification of Institutional Accreditations - 1 Semestral/
& GOVERNANCE RMIS
CC1, CC2, CC3 & b. % of actual utilization of budget 100
 CC4 SC2 c. % of financial statements and reports/ Monthly/RM
5. Sustain strong documents submitted IS
leadership and good
governance SO5 SA2 d. #of top level and middle managers attended 23 12 Monthly/RM
SA2 professional training IS

e. % of personnel pursue relevant 31.25** 15 Monthly/RM

studies/trng IS
f. % of personnel who availed non-academic 100 45
related services (medical, dental, etc.) Daily/RMIS
g. % of Non-teaching rated very satisfactory 39 40 Annually/R
MIS
h. % of students who availed non-academic ** 50 Daily/RMIS
related services (medical, dental, etc.) Daily/RMIS
i. Customers’ satisfaction rating 100 75

2.2a(3) Resource Allocation. The University resources are allocated to Item Budget for each project and approved activity design. All the campuses
support the delivery of the core competencies in instruction, research, and divisions procure goods and services following the procedures
extension, production, and in support to operation (STO) under the prescribed by RA 9184, otherwise known as the Government Procurement
administration and governance. Reform Act of 2003.
The proposed allocation of the University's budget is conducted by
preparing the Annual Investment Plan (AIP), presented to NEDA for their To monitor the expenditure and improve the University's budget utilization
endorsement to the DBM and integration in the NEP. When approved, it rate (BUR), plans and targets are reviewed, and the budget and
becomes part of the GAA. The amount stipulated in the GAA is the budget expenditures, including the BUR, are reported per quarter. For the research,
of the University for the Fiscal Year. In addition, the GAA allocation for the extension, and production functions, quarterly reports are submitted.
different campuses and divisions serves as the basis for preparing the Midyear and year-end in-house reviews are also conducted. Moreover, an
Project Procurement Management Plan (PPMP). Finally, the PPMP is annual management review and a planning workshop are done in May and
consolidated into the Annual Procurement Plan (APP) by the University October. The review is participated by the University key officials, as
SO - Strategic Opportunities ; SA - Strategic Advantages; SC - Strategic Challenges;; HR Plan highlighted with yellow green;*refers to baseline/benchmark data
Budget Officer during the last quarter of the Fiscal Year in preparation for mentioned earlier.
the succeeding year's procurement.
The APP is presented to the Executive Council (EXECOM), Administrative Proper allocation of resources is done in support of the operation to attain
Council, Pre Board, and finally to the Board of Regents meeting for their the University's strategic objectives [2.1b (1)], action plans [2.2a(1)] and
approval. This is done in the first quarter of the Fiscal Year. All the risks assessment [2.1a(3)] and management.
campuses and divisions base their procurement on the approved APP.
2.2a(4) Human Resource Plans.: As shown in Figure 2.1-4, Strategic
The budget allocations for the different activities are based on the approved Objective No. 5, “Sustain strong leadership and good governance”, is
activity design, Purchase requests (PR), and vouchers for disbursements. supported by the long-term plan of “PRIME HRM” and short-term plans of
The Research, Extension, and Production budget allocations are based on (1) professional advancement by enforcing the adoption of a career
the approved proposal. The budget for each activity is based on the Line development program, (2) competency development and empowerment for
non-teaching personnel, (3) institutionalize human relation enhancement
program & HRIS management, and (4) full implementation of Cycle 7-A.
These HR plans improve both HR capability and capacity that increase the
flexibility of personnel to adopt to any potential changes.
2.2a(5) Performance Measures. Key performance measures and their
alignment with the corresponding strategic objectives, action plans and key
results are shown in Figure 2.1-4. These KPIs are based on the regulatory
compliance requirements and the MFOs in the GAA, SUC Levelling, and
the PBB are set during the strategic planning activities. The KPIs and
targets established are discussed and agreed upon by the Performance
Management Team (PMT) and cascaded to the office heads, which serves
as bases for preparing the office and individual performance contract and
rating forms (OPCR/IPCR). The Performance Evaluation System (PES)
includes the assessment of quality (Q), efficiency (E), and timeliness (T) in
the bi-annual evaluation. Performance Management Review is also
conducted bi-annually to measure program/project implementation. These
processes also ensure that requested budgets are aligned with the agency's
allocations, the work distribution in offices is rationalized, and targets are
anchored to the organizational goals and objectives. The actual
accomplishments are linked and aligned to the SKSU's performance
scorecard targets. The institution's recognition, awards, and incentives for
performing employees discussed in 5.2a(4) are anchored on measurements
shown in 4.1a(1).
2.2a(6) - Performance Projections. The performance projections (PPs)
cover the short and long-term plans of the University and are geared towards
attaining the SKSU vision and mission. These PPs are established during the
SPP (Figure 2.1-1) and projections are reviewed during the Mid-year and
Year-end Management Reviews. Gaps are identified (SKSU-MP-RPMS-
002-Conduct of Midyear and Year-end Performance Management
Evaluation), and performance projection recommendations are based on
trends from three-year previous performances, anticipated changes in
priorities, resources (effect, e.g., of a pandemic), and comparative data and
benchmarks. Gap analysis of under-targeted and over-targeted indicators
and measures are the basis of re-planning, development of catch-up plans,
corrective actions (SKSU-MP-COCA-001- Corrections and Corrective
Actions), and innovations [2.1a(2)]. The planning process is participatory,
and cascading is communicated from SLs to the units and sub-units, and to
the individual workforce [OPCR/IPCR. The process of approval passes
through deliberation during meetings and is adequately endorsed to the
BOR. SKSU’s performance projections are compared to performance
projections of competitors by reviewing available historical competitive data
and projecting those using the same approach earlier described. If SKSU’s
performance projections are lower than those of competitors, the gaps in
those projections are also considered and addressed in the development of
catch-up plans.
2.2b -Action Plan Modification. Action plans are adjusted periodically
depending on the responses made to address identified gaps and changes in
the situation/condition (policies, laws, and other regulatory requirements).
In cases, however, of circumstances requiring a shift in plans and rapid
execution of new plans, the SLs immediately convene a meeting to assess
the situation and brainstorm what plans need to be in place and implemented
to address any rapid changes in the internal or external environment. For
example, emergency meetings are conducted and a Taskforce Committee is
organized to address the effect of COVID-19 on the operation of the
University. As such, learning continuity plan (LCP), policies and guidelines
are developed. Action plans are also subjected to continual improvement
based on comparative data, benchmarking of best practices, performance
management results or changes in measurement systems, according to the
needs of the time (Figure 2.1 what is Figure 2.1?). The Management Review
is the primary venue and one of the critical control points (Check) in setting
the right track for action plans to attain performance projections (Figure
2.1b what is Figure 2.1b?). Action plan modifications may include
corresponding physical, financial and procedural changes, which will
involve SLs’ decision and approval that are communicated to delivery units
through memoranda,
Category 3- Customers
meetings, and other feedback mechanisms discussed in Figure 1.1-2 Social Media (Facebook, CS,PSC, OH ICR
Messenger) FSC
Communication Methods. Telephone Calls All OH IS.IE
3.1. Voice of the Customers Correspondence All OH IS,IE
CS – Current Students (Undergraduate, Graduate and special
3.1a(1) Current Students and other Customers programs
PSC – Transferees, Old students, Community (Tricycle
SKSU listens to, interacts with, and observes students and other customers drivers, boarding house owners, vendors) and
incoming agency partners
through various channels such as direct communications, printed materials, CC – Customer Comparators (Co-State Universities &
and non-print technology-based means. Figure 3.1-1 identifies the means of Colleges and Private Higher Education Institutions and
GO’s, NGOs, Industry)
communication based on customer groups, frequency, and data used. FSC – Former Students and Customers
ANA– As the Need Arises OH – Office Hours
Q – Quarterly II – Improve Instruction
Figure 3.1-1: Listening to Students and other Customers SA – Semi -Annua IS – Improve Services
Frequenc Data M – Monthly IE – Improve Effectiveness/
APPROACH Customer Efficiency
y Use
S – Semestral ICR – Improve Conflict Resolution
DIRECT COMMUNICATION

Walk –in All OH IS, II,IE The customers’ feedback obtained through surveys is used to improve the
Direct message to the All OH IS,IS quality of instruction, efficiency of the faculty and staff, and effectiveness of
President
VP, Directors’ Direct All OH IS,IS,IE services being offered. Suggestion boxes are provided and made available
Message and accessible in compliance with the Citizen’s Charter of the University,
Consultation meeting CS, PSC ANA IE, IS
Classroom observation CS S II the Anti-Red Tape Act (RA 9485), and the Code of Conduct and Ethical
Specific service delivery/ CS, PSC M IS Standards for Public Officials and Employees (RA 6713). Data from these
ARTA
Forum CS,PS,CC ANA IE sources are consolidated and transformed into information which is reported
Research, Development CS,PC SA II,IE and discussed in special meetings for urgent matters, or in committee
and Extension Review
and Planning meetings, as appropriate.
Research Exposition CS, CC A II.ES
Community outreach All A IS.IE
Special Committee CS ANA ICR
A Customer Satisfaction, Engagement and Dissatisfaction Feedback Survey
meeting (CSEDFS) is used nowadays to listen to students and customers because of
Academic Council CS Q IE,IS, the threats of the current pandemic. This was originally a written survey
meeting
Board of Regent meeting CS Q IS, IE administered through face-to-face prior to the pandemic. For non-
PRINT emergency situations, the ARTA in-charge consolidates and reports in
Customer satisfaction CS,PSC, S IS,IE
and dissatisfaction CC, FSC writing, the findings to the concerned office/s for immediate action in
Letter All OH IS, IE compliance with SKSU’s ISO process on Clientele Satisfaction
Memoranda CS ANA IS,IE
Newsletter All Q IS, IE
Measurement Analysis (SKSU-MP-CLSA-001).
Assessment CS S II
Formal Invitation All ANA II,IS,IE Each University personnel is empowered with the core values of SKSU and
Programs CS, PSC ANA II,IS
NON-PRINT/TECHNOLOGY-BASED so anyone can assist on direct complaints, suggestions, and
Emails CS, PSC ANA IE, IS recommendations by forwarding them to the concerned office/s so that these
are addressed immediately within the day as per Civil Service Rules and RA for improvements or innovations. Their responses, for example, are used as
11032 (Ease of Doing Business and Efficient Governance Service Delivery the primary evidence for Area I (VMGO), III (Students), V (Research) and
Act of 2018). Customers can text or private message on Facebook (FB) VI (Extension Services) during accreditation by the Accrediting Agency for
messenger directly to the President, Vice Presidents, Directors and Deans, Chartered Colleges and Universities (AACCUP).
Program Chairmen and teachers whatever concerns they want to voice out.
Some clients call on phones, view notices on memoranda, newsletters, and SKSU’s comparators are the higher learning institutions in the region and
University programs like graduations and orientations. Issues, which call for nearby provinces identified from the official list of CHED, as mentioned in
the approval of the higher council are acted upon during special sessions for P.2a(1). Newly established local colleges are the Glan Institute of
emergency concerns or in quarterly regular meetings for appropriate action Technology and the Makilala Institute of Science and Technology. There
of the Board of Regents, especially when policies are affected. From the are also sectarian and non-sectarian Higher Education Institutions (HEIs) in
usual face-to-face mode, quarterly meetings are conducted via Zoom or the locality as comparators aside from those outside Region XII. During its
Google Meet. Students who formally lodge their complaints channel those report on enrollment at the Board of Regents meeting, the Student
to their Department Heads via their Student Body Organization. Admission and Records Office is required to explain the reasons for any
increase or decrease in enrollment including information on the services
3.1a(2) Potential Students and other Customers The primary potential offered by comparators. The Chairman of the Board of Regents of SKSU,
customers are the Grade 12 completers, college graduates who wish to get who is also the Chairman of the Board of Regents and Board of Trustees of
another or advanced degree, and college-level students who seek to transfer. all SUCs in the region, provides feedback on SKSU’s educational programs
They can access information about the university through the official and services vis-à-vis those of comparators.
website, social media, and printed posters and flyers. Since the pandemic
began, graduating senior high school students avail of SKSU’s career 3.1b(1) Satisfaction, Dissatisfaction and Engagement The methods used
guidance orientation using online platforms. From this listening channel, it to determine customer satisfaction, dissatisfaction, and engagement per
has been determined that potential students are interested to enroll at SKSU, student and other customer groups are presented in Figure 3.1-2.
because of the free tuition and miscellaneous fees aside from the
opportunity of receiving cash stipends from various scholarships. Other Figure 3.1-2: Methods Used to Obtain Customer Satisfaction and
potential customers are the funding, partner and collaborative agencies or Dissatisfaction Feedback
CUSTOMER METHODS/ TOOLS
entities who commission faculty and staff to conduct research and extension Student SKSU-MP-CLSA-001 (Client’s
services. They are listened to using several approaches shown in Figure 1.1- Satisfaction Measurement and Analysis),
Customer Satisfaction, Engagement and
1 such as community outreach, fora and research expositions. Dissatisfaction Feedback Survey
(CSEDFS)
Former students and other customers are those old students, transferees, Parents/ Guardians CSEDFS for Parents
NBC QCE on Clientele Satisfaction
alumni, community, service providers, and project implementers who are Old Students and CSEDFS
identified as former after the termination of their contracts with SKSU. They transferees
Feeder School Tracer Study
are requested to respond to the Customer Satisfaction, Engagement and Comparators Tracer Study and Benchmarking
Dissatisfaction Feedback Survey (CSEDFS) and/or attend special meetings Industry Partners CSEDFS, NBC 461 QCE on Clientele
Satisfaction Survey
physically or virtually to help the university obtain actionable information
RDE Communities CSEDFS, NBC 461 QCE on Clientele
 Satisfaction Survey
Note: RDE Community – Adopted barangays and Institutions
(BJMP), LGU, GOs with MOA
Satisfaction and dissatisfaction of students, industry, and the RDE
Community can also be gauged using the National Budget Circular (NBC)
instrument. In communities where RDE programs are implemented by
SKSU students and personnel, at least five program recipients and local
leaders are required to respond to a survey every two years to evaluate the
performance of the program implementers. This survey provides feedback
for teachers who choose research, extension or production as an additional
function aside from instruction. The survey employed to ensure quality and
excellence follows the ISO procedures of “Client’s Satisfaction
Measurement and Analysis” (SKSU-MP-CLSA-001) and “Clients’
Feedback Survey” (QRDI-MP-CLSA01-002). The online customer survey,
CSEDFS, was developed in 2021 to answer the call for contactless
evaluation and surveys due to the threats of the current pandemic. It is
carried out to determine customer satisfaction, dissatisfaction, and
engagement.
3.1b(2) Satisfaction Relative to Competitors
The university conducts benchmarking with comparators and competitors to
secure basic information that would help in improving its services and the
system in general. This information includes students’ profile, tuition fees
and other development fees. Some of the data are accessible in the website
of the Department of Budget and Management (DBM) and CHED. Top
performing universities and colleges in terms of licensure examination is
also available at the CHED Regional Office (CHED RO 12) and is usually
shared via social media. To obtain information on student satisfaction with
competitors and comparators for comparison with SKSU’s own student
satisfaction, parents of current SKSU students who have other children
enrolled in other universities or colleges, are identified and asked in a
survey (CSEDSF - Customer Survey for Parents) regarding their perception
of their children’s satisfaction enrolled in other educational institutions. This
survey provides a convenient way to assess student satisfaction in other
universities so that actionable information can be determined on how to
improve SKSU’s own student satisfaction if student satisfaction ratings in
other universities are higher.
3.2 Customer Engagement
3.2a(1) Program and Service offerings
SKSU determines its educational programs and services through
environmental scanning, bench marking and stakeholders’ consultation
meeting. The offering of degree programs is based on the Memorandum
Orders issued by CHED. It observes the set criteria required by the Board of
Regents and the AACCUP Survey Instrument. The requirements and
procedures in Designing Educational Programs and Services are reflected in
Figure 6.1-__.
SKSU identifies and adapts program and service offerings to enter new
markets, attract new students and other customers, and create opportunities
to expand relationships with current students and other customers through
several approaches such as national policies and standards from CHED, as
well as emerging techniques, trends and technologies that lead to
innovation, increased student engagement, and better academic results. The
university closely monitors national dropout data, regional demographics,
and Higher Education Institutions (HEIs) results to determine community
educational needs.
SKSU keenly and regularly seeks input from both customers and industry
partners to determine employability skills needed for today’s graduates. It
also closely monitors competitor offerings to design programs that best
meets customers’ needs. Customers’ Satisfaction Engagement and
Dissatisfaction Feedback Survey results are used to improve these programs
and services offered. The timeliness, efficiency and effectiveness are
continuously monitored through the Office Performance & Commitment
Review (OPCR).
The University identifies and adapts program and service offerings to meet
the requirements and exceed the expectations of students and customers
through SKSU’s innovation process (6.1c), as well as participation to
various professional conferences, representation on diverse community and
professional boards and organization memberships for networking and
benchmarking purposes. Semi-annual Performance Evaluation through the
CSEDSF - Customer Survey for Parents and Students also serves as one of
the bases to identify a new program or revisit one so that the evolving needs
of customers are continually addressed.
3.2a(2) Student and other Customer Support
The University enables students and other customers to seek information
and support through the various listening mechanisms shown in Figure 3.1-
1. In addition, posting of advertisements on tri-media and the provision of
career guidance orientation enable them to obtain educational programs and
services from SKSU.
The key means of students and other customer support are based on CMO
09, s.2013 (CHED Monitoring Guidelines on Student Services) and these
include providing SKSU’s students with medical services, sports and socio–
cultural affairs, and other real-world exposures and challenges for a positive
learning experience at SKSU. Other key means of student support at SKSU
includes intra- and extracurricular activities, skills and other student
competitions, conduct of various local and international endeavors, and the
creation of international linkages under the Office of the President. Key
communication mechanisms include the official website, various social
media platforms, printed media and radio.
In addition to listening and feedback mechanisms shown in Figures 3.1-1
and 3.1-2, SKSU’s SLs and Quality Assurance (QA) members collect,
analyze and present results during meetings to determine students’ and other
customers’ key support requirements. The conduct of Internal Quality
Audits (SKSU–MP–IQUA 01 to 03), and the use of the AACCUP
instrument (AREA III) during accreditation visits also provide information
on key support requirements of students and other customers. Data and
information on key support requirements are reported to the concerned
divisions and offices involved in student and other customer support for
appropriate action. Regular monitoring is performed as to the
implementation and actions taken through semi-annual management
reviews.
3.2a (3) – Students’ /Customers’ Segmentation
3.2a(3) When RA 9966, also known as the SKSU charter, was enacted in
1990, SKSU’s SLs decided to focus its market at Sultan Kudarat Province
and nearby provinces that are not offering the same programs. From then on,
SKSU uses information on students, other customers, markets, and
educational and service offerings to identify and anticipate future student
and other customer groups and market segments through based on industry
and community needs and demands. Listening mechanisms such as those
mentioned in 1.1a(1), 3.1a(1) and 3.1a(2) are used to obtain actionable
information in identifying and anticipating future student and other
customer groups. With these inputs, the university conducts feasibility
studies to ascertain if the said demand is suited to the new students’ desired
course. The result of the study is presented in a public forum to get support
from the community and becomes the basis of the any curricular change or
new program offerings. For example, SKSU Access campus offered
Medical Technology last semester S.Y. 2020-2021 due to the demand of the
provincial government to add medical courses to answer the scarcity of
medical practitioners in the area. In this segmentation, SKSU considers
competitors’ students and other customers, as well as other potential
students, other customers, and markets based on the enrolment data per
semester, employability and percentage of passing rates in licensure
examination of those universities and colleges already offering the proposed
courses. To determine which student and other customer groups to
emphasize and pursue for growth, the same said data in SKSU’s existing
programs are analyzed and studied to prioritize the curricular offerings. In
this determination, inputs and feedback from stakeholders including those
from the industry and the community are considered.
3.2b(1) Student and other Customers Relationships
One of the main approaches for building and managing relationships with
students and other customers is through a two-way communication. Hence,
newer ways of communicating with them are constantly being developed
including text messaging, emails, and Group Chats (SKSU COP GATC-
003). Announcements for students are posted in the SKSU website,
Facebook account of the Student Body Organization, emails and/or letters,
printed materials, and aired in the SKSU Radyo Katilingban or other radio
stations. The latest development in delivering instruction is through
Electronic Learning Delivery System (E-LeaDS).
To build harmonious relationship with students and other customers,
SKSU sets both intra- and extracurricular activities such as intramural and
intercampus meets, leadership trainings, research paper presentations and
alumni homecoming which allow the customers to socialize and mingle with
one another. These activities are included in the University Calendar of
Activities approved by the Board of Regents.
To acquire students and other customers, the university accommodates
referrals such as Certificate of Good Moral Character from identified feeder
schools of DepEd and CHED. The conduct of Career Guidance is done by
the office of the Guidance and Testing Center (SKSU-COP GATC 002).
Faculty and staff are identified to visit secondary schools at least three to
five months before the end of the scholastic year. Under normal conditions,
applicants for enrollment are required to take admission examinations and
undergo the process of enrollment on a face-to-face basis. However, given
the current challenge brought about by the COVID-19 pandemic, both walk-
in and online modes are adopted for the enrollment of students as indicated
in BOR No. 020-2020 and amended through BOR No. 015-2021. Public and
private agency partners are identified through their respective websites and
other portals when SKSU needs collaborations with external parties.
In building market share, benchmarking on comparators’ enrollment rates
and need-based assessments for trainings and other programs are conducted
by the designated key officials every third quarter of the calendar year. This
was previously conducted every January to February because classes end in
March or April. Since the school calendar now ends in July, it is being
conducted every March to April.
The image and brand of SKSU is symbolically represented by its
University Seal and Logo. Moreover, its vision and mission also speak on
how SKSU wants to be imagined and branded. Hence, current students are
motivated to observe excellence and dignity in their pursuit of learning in
their respective fields of specialization so that they act as role models and in
the process, promote the SKSU brand to potential customers in their own
communities. To maintain the positive image of the university and to ensure
the quality of information received by students and customers, the following
steps are observed: (1) announcements are only posted when approved and
verified as to its correctness; (2) Data Privacy Act (RA 10173) is strictly
observed; and (3) achievements of students, faculty and other stakeholders
are duly validated and recognized and posted on various media. To help
students graduate on time, an individual or class session is conducted where
teachers give pieces of advice.
In order to retain students and other customers, their voices are heard
through the CSEDSF, semestral students’ evaluation, student counselling,
and other listening mechanisms shown in Figure 3.1-1. Compliance with the
requirements of CMO 09, s. 2013 (CHED, Monitoring Guidelines on
Student Services, also help in retaining students through the provision of
medical services, sports and socio–cultural affairs, and other real-world
exposures and challenges for a positive learning experience.
On exceeding their expectations in each stage of their relationship with
SKSU, the following approaches are deployed: (1) assignment of lighter
course loads for incoming first-year students; (2) availability of Tertiary
Education Subsidy (TES) amounting to P10,000 to P35,000 aside from other
scholarships; (3) national and international participation in research, sports
and socio-cultural competitions in addition to regular intra- and
extracurricular activities; (4) opportunities for commissioned works to gain
extra income and; (5) awarding of special citations during the recognition
day called “Adlaw sang Pagdayaw”. Loyalty awards are given to parents
with 3 or more children who graduated at SKSU. This acknowledges
parents’ loyalty to the University and encourages other parents to send their
other children to SKSU.
 To increase their engagement with SKSU, the following approaches are
used: (1) recognition of their participation in the regular awarding
ceremony; (2) hearing their feedback and concerns through tracer studies;
and (3) representation in the Board of Regents by providing seats for
students, alumni and two slots for prominent citizen as stipulated in the
University Code. Their representatives are invited in every regular and
special sessions of the Board of Regents.
The office of the Public Relations and Information leverages social media
to manage and enhance the image or brand of the University with an
emphasis on its core values. The Facebook pages of the University and
Student Government, and the SKSU Official website are used to promote
the image of the University. Enhancement of student and other customers’
engagement is done by empowering students and customers. For example,
effective resolution of conflicts, a win-win solution is the ultimate goal
where both sides are heard and a meeting is terminated with an end result.
Complaints are addressed based on Civil Service and Regulations, the
University Code, the Student Handbook, and an enrolled ISO process
Grievance Mechanism. To recover students’ and other customer’s
confidence, complaints are acted upon immediately. They are also notified
about the decision at the soonest time possible. This practice is a mechanism
that contributes to the attainment of SKSU’s 10-point Quality Objectives
and is in accordance with the provision in the Quality Policy to improve
clients’ satisfaction by providing high quality services. The process for
addressing complaints is presented below.
Figure 3.2-2 Grievance Mechanism SKSU-MP-
OPAC-004 START

different student organizations are recognized to govern their respective

groups to ensure total human development. Other customers are also being Discuss with the
immediate

tapped to be part of the improvement of the programs. Faculty and sponsor-

supervisor

agencies conduct civic and socio-cultural activities, community service and Appeal to the

technology-transfer and commercialization. These approaches enable Higher

Supervisor
NO Settled?

customers to have a first-hand experience of the University’s brand that YES

begins with the students’ official enrollment where both the administration Dismiss the
complaint
and the students start to work hand in hand to attain the University’s vision.
Students are immediately given the opportunity to organize themselves Appeal to th e
Civil Se rvice
through the election of their officers. A front desk officer is detailed daily to Commission
Regional

establish better customer relations. And in some cases, parents and other
customers are invited to participate in planning workshops. File an appeal to
the Civil Service
Commission
NO Satisfied?
Regional Off ice

3.2b(2). Complaint Management

YES

Process the
Students’ and customers’ complaints are settled promptly at the campus complaint/
grievance

level. However, when the campus cannot handle the complaint, it is

forwarded to the university level for proper action. This is to ensure that Select the
mediator
issues are addressed with the right respondent/s at minimal costs and
damage. Resolving complaints promptly and effectively is in accordance
Conduct the
with Civil Service Orders (RA 11032 and IRR of RA 6713). To ensure init ial conference

Conduct the
mediation
process

EN D
To enhance satisfaction and engagement, customers are informed through performance;
Consolidate / Review
calls, texts, correspondence, and emails. To help ensure that the same VPs / Division KPM performance; Monthly /
DIRECTORS Financial performance; Quarterly
complaint will not happen again in the future the result of the settlement is OPCR, IPCR (bi annual)
disseminated in the form of policy reminders. A record of the event is CAMPUS
Track / Consolidate / Review
DIRECTORS Daily
integrated in the policy review and revision, and used as an example in (CDs)
Campus KPM performance

discussions to avoid precedent cases. DEANS,

Track / Consolidate / Review
PROGRAM Daily
College KPMs
HEADS (PH)
4.1. Measurement, Analysis, and Improvement of Organizational FACULTY, NON
Track / Collect Individual
Performance TEACHING
KPMs
Daily
PERSONNEL
4.1a. Performance Measurement
4.1a(1) Performance Measures
SKSU tracks progress on achieving strategic objectives and action plans by
SKSU recognizes the
Category 4 – Measurement, Analysis and 1) the continuous monitoring of KPMs by the SLs through various InfoSys,
vital role of data and
Knowledge Management 2) monthly submission of reports to VPs, 3) Performance Review using the
information to achieve
OPCR and IPCR ratings, and 4) quarterly Management Review of SLs and
university goals. It established a system of collecting data from daily
the BOR, including the Mid-Year and Year End Management Review. PH,
operations and uses it to recognize operational issues that need immediate
deans, are required to submit monthly accomplishment reports to the CDs.
attention and make corrections. SLs use the KPMs to track the progress of
These reports contain the monthly consolidated data from daily operation.
the university performance wherein they identify gaps and devise cope up
The CDs submit a consolidated data to VPs who monitor the achievement of
mechanisms to ensure the timely attainment and success of the strategic
the division target. Meanwhile, for performance measures, the PMT,
objectives.
spearheaded by the VPAA, reviews the OPCR and IPCR, 2.2a(5). The result
SKSU identifies selects key performance measures during the Strategic
informs the VPAA the amount of the accomplishment in the part of the SLs
Planning Process to track overall university performance. Considered
and members of the university with regards to their commitment to
therein are the regulatory compliance measures aligned with the strategic
contribute in the achievement of strategic objectives and action plans.
objectives, discussed in 2.2a(5). MFOsFigure 2.1-4 shows the KPMs
identified by the SLs, the InfoSys where data is stored or accessed, and the
SKSU through the VP For Finance and Resource Generation (VPFARG)
frequency of data tracking. Each SL is responsible for collecting and
tracks its financial performance by computing each divisions’ Budget
tracking their corresponding KMPs, as shown in Figure 4.1-1.
Utilization Rata (BUR), monthly and quarterly, shown in Figure 4.1-2.
Figure 4.1-1 SKSU Tracking, Review of Data, and Offices In Charge VPFARG coordinates with other VPs in cases where there is under or over
performance in the respective division’s BUR. To promote accountability,
Tracking/Review of every quarter the VPFARG presents and submits consolidated financial
Participants Frequency
data
report to to the ADAC and the BOR, and tothe governing board, and the
ADAC / BOR
Review KPM performance;
Quarterly
following government agencies: DBM, NEDA, and COA as regulatory
Financial performance;
requirements. The governing board advises and approves budget
VICE PRES Review / Consolidate Monthly /
(VPs) / PRES University KPM Quarterly adjustments if necessary.
performance; Financial
Figure 4.1-2 SKSU Financial Measures and Frequency of Tracking
Source Measures Frequency
For example, in 2017, the SLs recognized the need to improve its
Budget Utilization
Rate
Monthly competitive advantage in research as it has the least budget in research
FUND 101/
Consolidated among SUCs in the region. In response, the research division conducted
FUND 163/4
Quarterly Budget Quarterly environmental scanning and benchmarking. From this effort, they found
Utilization Rate
Halal Research as an unexplored topic among SUCs and SKSU could take
advantage of it as a research focus. Consequently, SKSU set higher targets
4.1a(2) Comparative Data
for research including study proposals for Halal Research Project.
SKSU selects comparative data through a selection process illustrated in
Successively, in 2019, SKSU Research Division was recognized as the
Figure 4.1-3. SKSU effectively uses comparative data to establish
niche for Halal Research in the region.
performance projections and for performance monitoring by systematically
incorporating comparisons into all graphs and charts used to analyze
4.1a(3)  Student and Other Customer Data
performance example of such comparison is shown in 7.1(a). This approach
SKSU employs CSEDFS to gather the voice of the customer, and other
hinge on the desire of SKSU to ensure its competitive advantage over other
market data. The results of the CSEDFS are used to validate the effectivity
neighboring SUCs.
of the implementation of university services, to enhance customer
satisfaction, and to assess the performance of the university vis-à-vis the key
Figure 4.1-3: SKSU Comparative Data Selection Process
expectations of customers as discussed in P.1b(2). As a learning outcome of
Select KPMs the PQA application, the Customer Satisfaction Process has been revised,
broadened and Customer Satisfaction Rating has been identified as KPMs
for each strategic goal as shown in Figure 2.1-4. Each division sets a target,
Search Comparative Opportunities
 Benchmarking which is used to assess the adequacy of actual monthly average ratings. Any
 Environmental Scanning difference detected is used as a basis for learning.
not available not available
Included in the CSEDFS are data gathered online, as discussed in 3.1a(1).
No Determine most
Comparative meaningful The Head of the University ARTA monitors online feedback and is
Data Exists? comparison responsible for assessing the seriousness of the issue being raised. He filters
Yes feedback that have legitimate causes and forwards the feedback to the office
Evaluate source for concern who in turn conducts an investigation and verifies its authenticity.
 Reliability
 Validity
 available An example of the effective use of customer feedback in creating a more
available student-focused culture and support organizational decision making is
Use comparative data to establish exemplified in the monitoring of student feedback concerning the eLeaDS.
performance projections The latter is the SKSU Learning Management System developed and
launched in 2021. The Head of the University ARTA closely monitored the
feedback of the students through Facebook, InfoSys and made a repository
Use to monitor performance
of the common issues regarding the LMS. The feedback was forwarded to
the developers and changes were made to the LMS to reflect the preference
and needs of students.
4.1a(4) Measurement Agility
SKSU SLs review KPMs on a monthly basis, Figure 4.1-1, and an
Executive meeting is held every month to ensure that the PMS responds to
any unexpected organizational or external changes. Also, the OP has an
emergency response process, described in Figure 4.1-4, as a means to
address any changes that need outright attention.
Figure 4.1-4 SKSU OP Emergency Response
OP receive information
services (medical, dental, etc.)”, were revisited and revised. Since the crisis
halted movements of people, action plans relative to these KPMs were
suspended, and corresponding indicators in the OPCR and IPCR were
changed. The OP released the information throughout the University and the
community using the communication methods shown in Figure 1.1-2.
4.1b Performance Analysis and Review
The university performance and capabilities are periodically reviewed by
respective offices as shown in Figure 4.1-1. The KPM measures and the
customer and comparative data that are gathered and submitted to offices,
are used to analyze the performance of offices. These offices make the
corresponding actions to ensure that SKSU is meeting its target. Aside from
the SLs, the BOR, as the governance board, reviews the performance every
quarter.

Conduct Emergency Executive Meeting

The following analyses are performed to support the reviews and ensure that
conclusions are valid: 1) mean/percentage difference test between (a)
quarterly data and target projections, (b) university performance and
comparative data, and (c) KPMs and BURs of the seven campuses, and; 2)
Plan of action
includes changes in
No Implement line graph analysis to find trends in the university performance over the
performance action plan years. From the result, the SLs are able to 1) identify issues from the
measures
ground, 2) understand where SKSU stands with respect to other competitors,
Yes
3) gauge the university financial health, 4) recognize units who perform
more than what is expected, 5) identify strategic goals that needs
Review and revise Plans and Targets,
Identify new KPMs, sources modification, and 6) develop priorities for continuous improvement and
opportunities for innovation.

Cascade new performance measurement
When COVID hit in March 2020, memorandum circulars from CHED were
released directing all HEIs to formulate policies on the continuity of
learning. A day after the OP received the memo, the President assembled the
SLs to appreciate the issue and come up with action plans. Subsequently,
KPMs for Instruction, “% of CHED compliant programs”, and
Administration, “the % of students who availed non-academic related
The VPs submit a monthly report to the President. Contained in this report
are consolidated reports coming form the CDs and Division Directors.
Through this process SLs can readily recognize needs and challenges in the
university operations.
For example, a faculty had submitted a resignation letter in the middle of the
semester to be enforced immediately. The CD reflected this in the monthly
report to the VPAA. It recognized that this incident will put a dent in the
workload assignments of teachers and affect the KPMs for instruction.
The VPAA coordinated with the CD and HR to hire Contract Of Service
(COS) to temporarily reviews data from the campus, including faculty
workload assignment and availability of faculty members with the same
specialization in our other campuses through SKSU InfoSys. She
subsequently made action plans based on the data at hand toaddress the Continual Improvement and
Innovation
needs and ensure their quarterly target are achieved accordingly.

4.1c(1) Best Practices
SKSU shares best practices through annual reports, fora, conferences,
accreditation documents, in-house training and through the communication
methods employed by the OP (Figure 1.1-2).
It identifies high performing units based on performances on KPMs that are
assessed during the Management Review. SL recognizes those units or
divisions that exceed their performance projections, and Division Heads are
directed to assess their division or unit’s good points and identify best
practices. The process for identifying best practices is illustrated in Figure
4.1-5.
The University subscribes to two systems to identify units that are high
performing: 1) the System of Ranking Delivery Units as required in the
PBB, and 2) the PRAISE System. In the first system, the university delivery
units are classified into clusters. Clusters are ranked according to the
cumulative scores from the computed KPMs for the year in review, and the
average ratings of the IPCR and OPCR of the division heads and
faculty/personnel belonging to the clusters. The cluster with the highest
score is recognized as the best delivery cluster, followed by the better and
then the good unit. The personnel belonging to this cluster receives a bonus
corresponding to prescribed rates for the ranks, as stipulated in the PBB
circular.

Figure 4.1-5: SKSU Process for Identifying Best Practices In the second system, the HR through its Awards Committee discussed
5.2a(4), evaluates the best performing delivery units through the PRAISE
Review Result
system. Unlike in the first system where delivery units are clustered, for the
PRAISE system, the units or divisions, are distinguished per campus. And
No the unit or division with the highest KPM performance is recognized as the
Are there differences Best unit.
Sustain
in the projection and
performance? An example of recognition and sharing of best practices is exemplified by
Reconcile
difference
the awarding of the Lutayan Campus as the Hall of Famer for the Best
Yes Income Generating Project for 2018-2020. The campus has continually
Gap/s · Identify issues that exceeded their target in their Income Generating Projects (IGP), one of the
needs to be
Identify
address KPMs in SO4, and their performance evaluation ranked the highest in the
Difference
University compared to the other campuses. Aside from receiving the
· Implement Action
plan / Catch up plan awards and incentives, they were given the opportunity to share their best
Exceed/s
practices in IGP in the in-house training.
· Assess the good points
4.1c Performance Improvement
· Identify best practices
4.1c(2) Future Performance
SKSU projects its future performance by analyzing trends of its KPMs and
examining regulatory, mandated data to develop projections. SKSU uses Identify external
No
performance review findings and key comparative and competitive data in data source and
Available? mechanism to
projecting future performance, as described in 2.2a(6). It identifies which 1) obtain
among KPMs have difference between performance and future projection, Yes
2) campuses and or divisions that are ahead or lagging behind in their
Collect knowledge
performance, and 3) difference between the current performance and
comparative data. Using the process outlined in Figure 4.1-5, SLs respond to
Transfer knowledge
gaps, and reconcile any differences among goals, projections, and
projections for comparison or competitor performance for each KPMs.
No
Evaluate
Effective? Problems
4.1c(3) Continuous Improvement and Innovation
SKSU uses the performance review findings to develop priorities for
Yes
continuous improvement and opportunities for innovation based on
Identify and implement as best practice
comparative analysis, trend projections and goals, as aligned to the SDP,
Figure 4.1-5. Whenever significant gaps are identified or if stretch goals are
required by the SLs during performance reviews, these differences either in Assimilate new knowledge into
current performance vs targets or desired future performance vs future organizational knowledge assets

projections, are considered priorities for continuous improvement or

opportunities for innovation. The university deploys the priorities and
opportunities to the rest of the faculty and personnel through the
communication methods employed by SLs shown in Figure 1.1-2 and
follows the processes described either in 6.1b(3) for service and process
improvements or in 6.1c for innovation.
SKSU manages organizational knowledge using the Knowledge
Management Process shown in Figure 4.2-1. This process ensures the
availability of reliable and valid information to enable SKSU to make
informed decisions and to provide inputs for organizational learning.
For example, SKSU collects workforce knowledge and stores it in the
HRIS. It transfers the tacit knowledge through in-house training, seminars,
workshops, small group discussions, and mentoring, while explicit
knowledge is transferred through University-recognized multimedia
platforms. The SKSU L&D system facilitates the evaluation of in-house
training, seminars, and workshops and identifies those activities that are
effective to attendees, as discussed in 5.2b(2). Furthermore, it identifies best
practices and coordinates with Division Heads of for any associated action
plans. L&D keeps the documentation of all the activities for recording and
storage purposes.

Figure 4.2-1. SKSU Knowledge Management Process SKSU Divisions access data from various InfoSys and or office files to
blend and correlate data to create new knowledge. For example, in 2020,
Identify knowledge requirement
the Office of the VPAA conducted a Training Needs and Assessment (TNA)
(SKSU-SP-HRMD-002) assessed the skills, training, and specializations of
Check existing org knowledge
the faculty to categorize faculty according to the type of training they  Contracts Journals, Annual
Report
needed for the Blended Instruction Enhancement and Capacity Building.
The Office of the VPAA analyzed the data and the results aided them in 4.2a(2) Organizational Learning
identifying groups who needed instructions on (a) Online Training and (b) SKSU employs various activities to use knowledge and resources to embed
Module Making, and then identifying c) the faculty who are considered learning in the university operations. It identifies training and other learning
highly skilled and experts in those areas so that they can provide the & development interventions from the data collected by each division. The
training. divisions hold in-house training workshops and utilize SKSU experts to
encourage senior staff to train or mentor juniors. SKSU also employs the
The means to transfer relevant knowledge to and from students, other sharing of best practices as discussed in 4.1c(1). This culture of sharing
customers, suppliers, partners, and collaborators are shown in Figure 4.2-2. prevents organizational knowledge from ending up in silos and instead is
fed back into a system of continuous learning, development, and innovation.
Figure 4.2-2 SKSU’s Sources of Knowledge, Collection and Transfer This initiative in organizational knowledge is grounded in the strategic
Processes direction of the university University shown in as Sstrategic Oobjective 5 in,
Process to
Sources of
Data collected transfer Figure 2.1-3.
Knowledge
knowledge Embedding of learning in the organization is best exemplified in 2020, when
Human  Workforce profile  In-house Training CHED mandated Blended Instructions to facilitate classes under the new
Resource  IPCR  Conferences
Knowledge  OPCR  Meetings normal. The Office of the VPAA assessed the capability of the faculty using
 PDS data blending as discussed in 4.2a(1). They conducted a series of training for
the faculty according to their needs. As a result, 150 Modules were created
Student/  Student profile  Student Training
Customer  Student and  Conferences by the faculty and an LMS, created by a recognized SKSU expert, is now
Knowledge Parent Satisfaction  Publishing articles being utilized by the university.
survey in SKSU website,
 Yearbook data in newsletters,
 Alumni tracer student publication
Study 4.2b. Data, Information and Information Technology
4.2b (1) Data and Information Quality
SKSU manages electronic and other data and information through the
Supplier  Bidding  Basis for awarding mechanisms shown in Figure 4.2-3, to ensure the accuracy and validity,
Knowledge Documents of projects
 Bid Evaluation integrity and reliability, and currency and security of the data. 
Report
 Post Evaluation
Report Figure 4.2-3 SKSU Mechanisms to Ensure Data and Information
Partner  Project Profile  Publishing articles Quality & Security
 Monitoring Data in SKSU website, Property Mechanism
 Evaluation and in newsletters,
Assessment Annual Report Accuracy and User Trainings
Validity
Validation of data
Collabo-rators  MOA  Publishing articles
Standardized data entry items
 MOU in SKSU website,
 Integrity and Research of software, hardware specs
Reliability
Monitoring and preventive maintenance
Standardization and uniformity of software
Currency Daily updating
Security and Firewall protection
Confidentiality
Policies and procedures
Anti-virus software
Network system maintenance
Category 5 – Human Resource
5.1 HR Capability and Capacity
5.1a(1) - Capability and Capacity SKSU assesses HR capability and
capacity by working with the University Five-Year Human Resource
Development Plan (UFYHRDP) generated by the campus directors based on
the program needs. For the capability needs, SKSU considers the job
descriptions and other requirements like educational attainments required in
the Recruitment, Selection, and Placement (RSP) Process. The skills and
competencies are assessed for teaching and non-teaching personnel through
scheduled employee evaluations, the Individual Performance Commitment
Review (IPCR), Office Performance Commitment Review (OPCR), and
Faculty Evaluation (FE) in different colleges. Certificates are evaluated
through the HRDP basis of the National Budget Circular (NBC) 461 –
Compensation and Position Classification Plan, merit promotions, and
salary adjustments for non-teaching staff. Moreover, bi-annual Faculty
Performance Evaluations are conducted to evaluate the teaching
effectiveness of the faculty. During these evaluations, students, peers, self
and superior give their respective ratings of which the results are
conscientiously discussed by the superior and the concerned personnel.
Results of evaluations (Figure 7.3-9) are tackled during the Performance
Management Team (PMT) meetings. Finally, teaching personnel meets the
education requirements for faculty pursuant to CSC MC 22 series of 2016 to
ensure HR capability.
In alignment with SKSU’s Strategic Objective No. 5, “Sustain strong
leadership and good governance” (Fig. 2.1-4), HR capacity is assessed using
the following key performance indicators (KPIs): (1) Employee retention
rates (Figs. 7.3-5 & 7.3-6) – the increased employee retention rate is
primarily due to the increase in the number of scholarship grants granted
(Fig. 7.3-22) ; and (2) Days to fill a vacancy – complies with CSC MC 24,
2017 also known as the Omnibus Rules on Appointment and Other Human
Resource Action (ORAOHRA) where a vacant position is filled within 90
days from the day of publication and posting of the vacancy (Fig. 7.3-7).
Staffing level is determined by the staffing plan. The Revised
Organizational Structure Staffing Standards (ROSSS) have been submitted
to the Philippine Association of State Universities and Colleges (PASUC)
and to the Department of Budget (DBM). To enhance the efficiency and
effectiveness of the HR that affects both capability and capacity, SKSU
adapted the Program to Institutionalize Meritocracy and Excellence in
Human Resource Management (PRIME-HRM) of the Civil Service
Commission. It is a mechanism that empowers government agencies
through developing their HR management competencies, systems, and
practices toward HR excellence through the four pillars, namely; 1) RSPP,
2) Learning and Development (L&D), 3) Performance Management System
(PMS), and 4) Rewards and Recognitions (R &R). Recently, SKSU has just
been awarded the level II certificates in the PRIME HRM, particularly, the
L&D and PMS, and still working on the two pillars to be certified. Figure
5.1-1 is the PRIME HRM Model.
Figure 5.1-1. PRIME HRM Model
5.1a(2)– New HR Members SKSU’s
recruitment of new personnel is based on the campus needs following the
ORAOHRA, which includes posting of vacancies on bulletin boards,
websites, and other platforms. In this time of the pandemic, the Interim
Guidelines on Appointments and Other Human Resource Actions
(IGAOHRA - CSC MC No. 14, s. 2020) was released to assist in
recruitment (SKSU-SP-HRMD-00). Selection of personnel is made through
interviews, competency examination for non-teaching positions, teacher’s
demonstration for teaching applicants, and psychological assessments. It
applies the KSA (knowledge, skills and attitude) requirements in hiring to
ensure the competence of applicants. The background investigation, as part
of the hiring process, is enhanced by adding a psychometrician to the team
beginning in the first quarter of 2021. In placement, the onboarding program
of newly hired employees is done; this includes their presentation on the
Executive Committee (EXECOM), Academic Council (ACAD), and the
Board of Regents (BOR) meetings for all new hires. The newly hired
employees take an oath and sign a pledge of commitment. Personnel
orientation is also done, which includes a discussion of the four-fold
functions of the University, SKSU’s core values, job orientation, policies,
NBC 461, HR evaluations, benefits, evaluation system, and incentives. For
external motivation, all new hires are reminded of the benefits, incentives,
recognitions, and rewards that they are entitled to as shown in Figure 5.1-4.
They are also coached by their supervisors for any problems they may
encounter so that new hire retention rate is enhanced.
The retention of new teaching employees is fostered by giving them
administrative functions to enhance their capabilities and knowledge. There
is 100% retention rate for all newly hired teaching (2 years probationary
period) and non-teaching (6 months probationary period) personnel since
2018. Moreover, personnel are also encouraged to join the research and
extension (R&E) in-house reviews (annual presentation and planning
workshop of R&E) to engage themselves in R&E. For external motivation,
all new hires are reminded of the benefits, incentives, recognitions, and
rewards that they are entitled to as shown in Figure 5.1-4. They are also
coached by their supervisors for any problems they may encounter so that
new hire retention rate is enhanced. To ensure that SKSU’s human resources
represent the diverse ideas of its hiring and student community, Equal
Employment Opportunity Principles (EEOP) of CSC C 24, s. 2016 is
observed. In addition, SKSU adopts the principle of Sexual Orientation
Gender Identity and Expression (SOGIE) to enrich and diversify its culture.
5.1a(3) - HR Work Accomplishment.
HR is organized and managed in Work Groups that are aligned with
SKSU’s key work systems namely: (1) Management System (MS); (2)
Client – Oriented System (COS); and (3) Support System (SS) (Figure 6.1-
1) SKSU’s organizational work is accomplished based on the strategic plan
and its project outcomes that are used to achieve the mission and vision and
are reflected in the OPCR and IPCR. Accountability for accomplishing the
work of the organization based on the OPCR and IPCR is established
through the regular management reviews discussed in 4.1b. SKSU
capitalizes on its core competencies in organizing and managing the human
resources by outsourcing work that is better accomplished by suppliers and
partners based on their own core competencies. To reinforce a focus on
students and student learning, the personnel are trained through the L&D
system to be equipped with the necessary skills for them to impart their
expertise and knowledge to the students. In 2018, for example, the SKSU
Learning Resource Center was upgraded into a system through the Online
Public Access Catalog (OPAC) to enhance students’ learning where
resources such are books, journals and other references are available. As
students are actively involving in research, their outputs are presented in
local, national, and international paper congress through the guidance and
advice of the trained human resources. To exceed performance expectations
in organizing and managing the human resources, SKSU’s SLs motivates
the human resources to perform at their best through the Program on
Awards and Incentives for Service Excellence-Annual Conferment Medal of
Excellence (PRAISE ACME). By using the IPCR and OPCR as bases for
performance, the personnel who demonstrate good performance are
rewarded and recognized. Moreover, the University President and the other
SLs continually boost their morale to encourage high performance in the
workplace.
5.1a(4) - Workforce Change Management. SKSU prepares its HR for
changing capability through scholarships and training grants, exposure to
administrative functions by being the head of a certain campus/office, and
participating as members of the different committees to assist in the
decision-making process for both teaching and non-teaching personnel. For 5.1b(1) -Workplace Environment SKSU ensures the health, security, and
changing HR capacity needs, SKSU prepares for it by following the accessibility of the personnel through various approaches, as shown in
UFYHRDP so that the human resources are prepared for both periods of Figure 5.1-3 and the results are reflected to Figure 7.3-13-16.
growth or reduction. For example, teachers are taught and trained to handle Fig. 5.1-3 Health, Security, Accessibility
different subjects so that in cases of staff reductions or even just with the Key
absence or unavailability of designated teachers, continuity of instructions Cate-
Program Performance Targets
gory
can be assured. To address the immediate needs of the campuses and of the Measure
organization in general and to ensure the continuity of services whenever

HEALTH
Symposia/health- Number of 5
personnel retire, resign, or are on an extended leave, the HRMDO prepares a related activities symposia
succession plan as an example of which is shown in Figure 5.1-2. /health-
related
activities
Fig. 5.1-2 SKSU. Succession Plan for Retirement conducted
Retired Staff Health Services Percentage of 50 %
Medical & Dental students and
and Faculty in Filled (SKSU-COP-HEAS- personnel who (as per
Available HR
2020 with positions 2020 01) availed MFO)
Designation Health Consultation & Number of As need
First Aid Consultations arises
1 PhD/EdD Filled/replaced 60 doctorate Administration (SKSU-
certifications as of COP-HEAS-002)
2020 Accident insurance Percentage of 100 %
claims
4 Masters Filled/replaced 242 masters as of Presence of Retainer Number of 7
2020 Physician/Dentist, Skilled

HEALTTH
School nurses, and workers
4 Staff Filled/replaced 49 JOs and casuals Clinic in charge
hired as of 2021

The University Five-Year HRDP and the succession plans are improved by
implementing the re-entry plans of scholarship grantees. In 2020, eight
reinstated scholars were entrusted with designations upon acquiring their
doctoral degrees. The newly reinstated faculty suffice for the needs of the
University when leaves of absence, retirement or resignations occur. In
cases where no qualified personnel to are available to replace a vacant post,
an overload pay is given to the teaching personnel who handles the subject
loads beyond his/her individual workload. The hiring of COS or part-time
instructors is also considered in such cases. Finally, to address potential
employee reductions, NBC 461 and merit promotions are implemented.

Health
5.1b Workforce Climate
 All new employees undergo medical examinations. For personnel on travel
or are deployed to field areas such as rice fields, clinical exposure, research,
and other external activities, they secure a travel order duly approved by the
University President and the University Health Response Team (UHRT) for
guidance and advisory prior to travel. Moreover, because of the existence of
hazardous chemicals and the risk of accidents, the following measures are
observed for both personnel and students: (1) observance of UHRT
protocols especially in the university laboratories such as the use of gloves,
masks and other PPEs; laboratory guidelines in terms of appropriate waste
disposal, disinfection, and laboratory use are indicated in the laboratory
operations manual; (2) availability of fire extinguishers in the areas, (3)
installed functional shower rooms for possible chemical burns, and (4)
posting of proper signages in strategic locations.
General Security Number of 0 5.1b(2) - HR Benefits and Policies SKSU HRs enjoy the University
Protocol/Incoming & incidents
services and benefits (Figure 5.1-4) and the results are reflected to Figure
SECURITY

Outgoing (SKSU- SP-

GSSU-12) 7.3-17 that are tailored to the different HR segments and given to them in
Scheduled roving of Number of 0
security personnel; incidents accordance with existing policies of the CSC, Executive Orders, DBM
Circulars, Republic Acts, and the University Code.
Personnel travel Number of 0
outside incidents
Presence of Security Number of 56
Personnel (24 hours) security
SKSU QR ID Compliant 100 % Fig. 5.1-4 Services and Benefits of SKSU HR

SKSU. website posted No. of views Increasing Services Policies Beneficiaries

health protocols visited daily (baseline
3000 views) 13th Month Pay PD 851 Annual monetary benefits
Clinics/infirmaries No. of 7 for permanent personnel
functional ACA/PERA/ Sec 55, Rule Monthly incentives for
clinic RATA XVI (EO-292) permanent personnel
Oval field for Maintained 4x a year Administrative Art 87, Promotion of non-
ACCESSIBILITY

evacuation; evacuation Support Services University teaching personnel

area for NTP. Code
Dormitories Percentage of 80 % Cash Gift Section 6, Incentives for employees
established DBM 2016-4 every December
/existing Clothing Section 50, RA Uniform allowance for
Ramps & Fast lane Compliant 100 % Allowance 10964 permanent personnel
(for PWDs, Senior CNA Incentives DBM 2019-5 Incentives for the FA and
Citizens & Pregnant NTEA every December
Women) Dental and Article 104, Free dental and medical
Free Transportation No. of utilized 7 Medical Services University services
vehicle Code
Fitness and Article 104, Employees of SKSU.
Wellness Gym University
 Code leave records, performance management system (SKSU-SP-HRMD-005),
Hazard Pay AO 26-2020 HR working amidst
hazardous activities application for institutional scholarship programs (SKSU-SP-HRMD-004),
Increment for JO, Article 94, Salary adjustments for application for retirement (SKSU-SP-HRMD-006), and payment of terminal
COS. University JOs and COS personnel
Code leave benefits (SKSU-SP-HRMD-007).
Leave Credits CSC MC 41, For permanent HR
1998
Monetization of VL Section 23, For personnel who have 5.2 Human Resource Engagement
and SL CSC MC 41- a financial emergency 5.2a HR Engagement and Performance
1998 need
NBC 461 for Article 87, Promotion of permanent 5.2a(1) – Organizational Culture The University’s tagline “SKSU works
Teaching University faculty members for success” helps drive and build an organizational culture that embraces its
Personnel Code
PBB Incentives EO No.80 s For permanent personnel
core values. Figure 5.2-1 shows the various practices aligned with SKSU’s
2012 & AO 25 values that foster an organizational culture characterized by open
Productivity Section 6, EO HR except for JOs and
Enhancement 201 COS.
communication, high performance, and an engaged and empowered
Incentive (PEI) workforce benefiting from its diversity.
Remittances of Art 108, HR contributions avail the
GSIS, S.S.S., Phil University benefits
Heath, Pag-IBIG Code Figure 5.2-1 SKSU. Drivers, Values, and Practices
Research and Article 69, HR engaged in research
Extension University and extension projects Drivers Practices
Incentives Code
Scholarship and Art 101, Permanent HR. Open HR attend university activities;
Training Benefits University communication employees’ orientation, a day with an HR
Code program every month
Terminal Leave Art 111, Retirement benefits High HR work accordingly based on their
Benefits University performance IPCR/OPCR, and high performance is
(Retirement) Code rewarded with PRAISE ACME
Engaged HR perform duties even in times of
For services and benefits provided under the University Code, a review human resource holidays, pandemic even without
committee deliberates and presents these in the EXECOM and ADAC designations and without additional
compensation
meetings. The SKSU President then endorses the proposal to the BOR for Benefits from HR engage in meetings/activities such as
approval. The services are designed to cater to the needs of the diverse HR the diverse HR A Day With An HR Program, EXECOM
meetings. They speak, share their skills,
and each HR group, regardless of culture and orientation. The Collective and work for their own styles, SKSU
Negotiation Agreement (CNA) incentives shown in Figure 5.1-4 are publication promotes transparency
Empowered HR HR are empowered through designations
dependent on the decision and agreement of the Faculty Association (FA) such as program heads, unit heads,
and the Non-Teaching Employees Association (NTEA), the two personnel involving them in the decision-making
process, participation in meetings
organizations recognized by the University. The objectives of these
associations are not only to protect the employees, exercise their welfare,
and grant their privileges, but also to motivate them to work effectively and 5.2a(2) - Drivers of Engagement The key drivers of workforce engagement
efficiently in the University. To fast track the transactions in services, since at SKSU are determined through an online HR survey. From the list of thirty
2018, the office has transformed and enrolled the processes in the ISO engagement factors based on the published research on employee
system wheredata banking has been established and enhanced, such as the engagement, the personnel across all campuses and human resource groups
and segments are asked to select ten (10) of their most important factors at
work. They are then asked to rate those ten factors from 1 to 10, 1 being the
most important and 10 being the least important. The results are
consolidated and the top ten responses are chosen. These key drivers of
engagement (P.1a(3)) become the basis of the human resource engagement
survey used for all the human resource groups and segments, as discussed in
5.2a(3).
5.2a(3) - Assessment of Engagement As mentioned in 5.2a(2), the key
drivers of HR engagement are used as the basis of questions crafted in the
online HR engagement and satisfaction survey conducted at SKSU. This
survey is used to assess the SKSU’s HR engagement and satisfaction
(QRDI-SP-HRMD05-014). Questions related to leadership communication
and trust in the same survey are also used as one of the approaches to assess
the senior leadership performance (QRDI-SP-HRMD05-015). The top 10
HR key drivers are discussed in P.1a(3) and the results of the HR
engagement and satisfaction surveys are shown in Figure 7.3-18. Informal
methods of assessing HR engagement and satisfaction include monitoring
absenteeism and tardiness. Another indicator for HR engagement is the HR
retention rate. SKSU promotes retention by ensuring that personnel health,
security, salary increases, and incentives are given preferential attention, and
the reward and recognition system is appropriately implemented.
Furthermore, the number of HR grievances is another indicator for HR
engagement. A process (refer to Grievance Mechanism - SKSU-MP-OPAC-
004) is in place to address HR grievances, with the corresponding results
shown in Figure 7.3-4. SKSU prioritizes the productivity of HR, as it is also
indicative of HR engagement. Workforce productivity can be assessed
through achievements reflected in the IPCR/OPCR. In addition, a survey on
Intergenerational Workplace in SKSU (Palapos et al., 2018) was conducted,
and results become the basis of a management policy intended for the multi-
generation HR of the University. Moreover, another study on the Impact of
HR Management on Organizational Performance of SUCs in Region 12
(Yasin, 2019) showed that the SKSU reward system, training and
development, and compensation management, as drivers of engagement, are
found to be very satisfactory.
5.2a(4) - Performance Management The Strategic Performance
Management System (SPMS) is used to measure the performance of the HR.
It supports high performance by rewarding those who achieve above very
satisfactory ratings in the IPCR/OPCR. The personnel who are in need of
capability enhancement are assisted through coaching and mentoring. The
office, which has the highest performance on OPCR, is also recognized
through PRAISE ACME. The performance evaluation of the teaching and
the non-teaching personnel (SKSU-SP-HRMD-05) is standardized to
enhance motivation and engagement in accordance with the SPMS.
SKSU supports and reinforces HR engagement through scholarships, salary
adjustments, and employee promotions and recognitions. Three personnel
were recognized as best in the Initiative Award and Best Practice Award for
introducing innovations (intelligent risk-taking) Figure7.3-11. As part of
innovation, the online survey on the mode of teachings in a time of
pandemic was also conducted which shows that most of the students are
prepared for flexible learning. Students are taught using both modular and
online platforms to ensure their learnings. These action plans are reinforced
through series of meetings and consultations with the teachers.
5.2b Workforce and Leader Development
5.2b(1) - Learning and Development System
SKSU’s L&D system supports the organization’s and HR needs by
developing the capability and capacity of the human resources in terms of
professional advancement by enforcing the UFYHRDP, and the full
implementation of the NBC Cycle 7-A as its short-term plan. The short-term
and long-term HR plans are highlighted in 2.2a(4). Through the UFYHRDP
(available on site), SLs support the operations of SKSU by designating
potential leaders in their relevant positions. SKSU develops experts in
technical fields to enhance the core competencies [P.1a(2)], meet its
strategic challenges, and achieve the short and long-term action plans and
the IPCR/OPCR. SKSU’s L&D system provides different learning
interventions and motivates HR with institutionalized, local, and foreign-
assisted scholarships (SKSU-SP-HRMD-004) among others. The L&D
system supports organizational performance improvement, organizational
change and innovation through the conduct of needed training, as well as
engagement and satisfaction surveys and using the results to identify
opportunities for improvement and innovation. SKSU supports ethics and
ethical business practices by embracing its core values, providing ethics
training for new hires, and using rewards and recognition for exemplary
performance. To improve the focus on students, for example, internships of
students in the College of Agriculture and Hospitality Management are
performed abroad. Students are properly trained for national and
international competitions such as Enactus (student enterprise contest),
Mathematical Olympiads, National Schools Press Conference (NSPC) and
others. The University Resource Center is improved to provide students
with new learning materials. Similarly, for other customers, the system
keeps an eye on the implementation of the Citizen’s Charter or Anti-Red
Tape Act (ARTA). Departing or retiring personnel are no longer given
subject loads and other responsibilities at least three months prior to the date
of the retirement for succession planning purposes that helps ensure the
transfer of knowledge to successors. The grant of scholarships, coaching,
mentoring, and skills development are well practiced to ensure the
reinforcement of the new knowledge and skills on the job.
5.2b(2) - L&D Effectiveness. SKSU evaluates the effectiveness and
efficiency of its L&D system based on Kirkpatrick’s Four-Level of
Evaluation Model as shown below in Figure 5.2-2.
Figure 5.2-2 Kirkpatrick’s Four-Level of Evaluation Model
The objective for conducting any L&D intervention
is for the HR to acquire intended knowledge, skills,
attitude, behavioral change, confidence, and results.
After an L&D intervention, surveys of participants
are conducted to get their reaction, feedback and
satisfaction with the content, resource speaker, learning modality used, and
administration and facilitation of the activity (Kirkpatrick’s Level 1) The
evaluation is conducted by L&D and results are bases for improvement of
the L&D intervention. The conduct of pre-test and post-test assessments
after an L&D intervention is an approach used to evaluate knowledge and
learning gained. This is done to assess if participants acquired learnings or
knowledge after the training (Kirkpatrick’s Level 2). The behavior stage
refers to the application of learning, as it addresses the desired change, and
is evaluated by the participant’s supervisor on the job, who observes any
changes in the behavior or actions taken by the participant in his or her own
work as a result of the L&D intervention (Kirkpatrick’s Level 3). The
personnel who are provided the trainings are required to re-echo the
learnings. Coaching and mentoring are also done, based on the needs, to
ensure transfer of knowledge, gained from the L&D intervention, to on-the-
job application of the knowledge. The results stage refers to the achievement
of direct results of the L&D intervention, as it measures the results by
identifying notable impact to the organization (Kirkpatrick’s Level 4). The
surveys resulted in high HR engagements (Figure 7.3_) and these results are
monitored to sustain the engagements.
5.2b(3) - Career Progression SKSU manages the career progression of the
human resources by providing them scholarships and trainings (5.2b(3))
(SKSU-SP-HRMD-003). For other interventions, SKSU supports career
development through sustaining the local and international linkages in
research. The teaching and non-teaching personnel are enjoined to present
researches in refereed journal such as Scopus (digital journal). Moreover,
SKSU also reinforces career advancement for teaching personnel by
registering their inventions and innovations to be accredited through IPO-
Philippines. Copyrighted, patented and utilized models from their researches
are rewarded with the PRAISE ACME. For non-teaching personnel, job
immersion is done to prepare the personnel in their future job. Personnel in
management tracks are also recommended to
attend the Development Academy of the
Philippines’ managerial courses. The conduct
of training needs assessment analysis (SKSU-
SP-HRMD-02) contributes to the career
progression of the HR. For those in leadership positions, SKSU carries out
the succession plan by reviewing it annually, through the year-end review,
planning workshops, and meetings participated by the key officials,
including student regents (representative of students), and the teaching and
the non-teaching personnel. The succession plan sustains the SKSU
operations and the delivery of its mandates. Candidates for leadership
positions are endorsed by the OP and subject to the BOR’s approval.
6.1 Work Processes
Category 6 - Operation
6.1a(1) Program,
Service, and Process Requirements
The Sultan Kudarat State University-Work System Model (SKSU-WSM)
illustrates how the University operates as an organization. The four-staged
cycle model of PDCA directs the operations of the Key Work System
(KWS) individually and integrally. The process of identifying the
requirements for key Educational Programs and Services, (Figure P.1-1) and
Work Processes begins with understanding the needs and expectations of
students and other customers [Figure 3.1-1 and 3.2a(1)] through various
methods (Figure 3.1-2). These needs and expectations are translated into key
requirements using the PDCA Process in accordance with the SKSU-WSM.
Figure 6.1-1: SKSU Work System Model (SKSU-WSM)
based on qualification standards set by the CHED-Memorandum Circulars
and Order, and AACCUP Survey Instrument, and other agencies or sectors.
Key educational program and service and work process requirements based
on these standards, student and other stakeholder needs, and comparative
data and benchmarks, are stated in the study. The committee presents the
Feasibility Study in the academic meetings and eventually, conducts
consultation meetings with the stakeholders. Check: Suggestions from the
stakeholders are considered and integrated, after which it is presented in the
ADAC Meetings for endorsement to the BOR and their approval. The
approved education program is submitted to the CHED for further
evaluation. Act: Once evaluated, the University implements and adopts the
new education program. The Office of Curriculum Review, Monitoring and
Evaluation facilitate its implementation for continual improvement.
The University key work processes (KWP) and their corresponding key
requirements are listed below:
Figure 6.1-2: SKSU Work Systems & Key Process Key Requirements
Target results
KEY KEY WORK PROCESSES KEY
WORK REQUIREMENTS
SYSTEMS
Operational & Quality Quality,
Planning and Control Efficiency, and
Results-based Performance Accuracy

MG
Management System

T
(RPMS)
Communications
Client Satisfaction
Continual Improvement
Classroom Management Timeliness, Meet
all accreditation

CLIENT-ORIENTED
SYSTEM (COS)
standards
Plan: The University assigns a committee who conducts environmental Opening of New Curricular Efficiency
Program
scanning. The committee considers the following: 1) internal – consists of
Supervision of FS, PT, OJT Meet student
faculty, facilities, learning materials; and 2) external – involves the needs of (Local & Abroad) requirements,
the community, sectors and employability. Additionally, benchmarking is Conduct of Off-Campus Accuracy
Activities
undertaken to identify best practices. Do: The committee crafts a proposal
Graduate Program Services Quality, Meet all
 accreditation
standards
Research Development and Compliance to
Extension (RD&E) Services NHERA, PHERA,
and CHED; RD&E
Engagement
Production Sustainability The work processes, on the other hand, are designed or redesigned based on
Students Affairs Services Meet student the SKSU-WSM (Figure 6.1-1) and using the following five steps: first, the
(Admission & Enrolment, needs
Medical & Dental, Library, appropriate work system is selected to see if there are similar work
Guidance & Scholarship processes that can be adopted; and second, expected outputs and
Services)
Support to BOR & OP Quality requirements are determined using student listening and feedback
mechanisms, regulatory requirements, comparative data and benchmarks,
SUPPORT SYSTEM (SS)

General Services Meet customers’

needs consultative meetings, and supplier and partner inputs, among others, as
Administrative Services Timeliness,
(HRM&D, ICT, Infrastructure Access to described in Figure 6.1-1 and 6.1a(1); third, the PDCA process is used by
& Procurement) Services the process owners in translating these inputs into proposed work processes;
Finance Services Compliance with fourth, these proposed work processes are reviewed during MR and are
Regulations,
Accurate Fiscal forwarded to Council meetings where appropriate for evaluation and
Operations, and subsequent approval; and fifth, the work process is implemented and
Customer
Satisfaction subjected for review and evaluation.
Note: For Key Performance Measures and Key Result, refer to Figure 2.1-4

6.1a(2) Design Concepts
SKSI designs its educational programs and services using the concept of
Work Systems (Figure 6.1-3) where internal work processes are combined
with external resources to create programs and services.
Figure 6.1-3: Work System Definition and Example of Client Oriented System
SKSU incorporates new technology, organizational knowledge, program
and service excellence, customer value, and the potential need for agility
into its programs, services, and processes as shown in Figure 6.1-4. For
mechanisms adopted by the University in response to the teaching-learning
landscape brought about by the new normal education, please refer to Figure
P.1-1.
Figure 6.1-4: SKSU Work Process Design Considerations
NEW ORGNIZATIONAL PROGRAM AND POTENTIAL NEED
TECHNOLOGY KNOWLEDGE SERVICE EXCELLENCE CUSTOMER VALUE FOR AGILITY

PLAN Committee Composition (Environmental Scanning); Bench Marking

 Risk assessment,
public service
DO  Consultation  Attendance to education  Compliance to CHED  Consideration to
continuity plan
with IT and training requirements Feedback from
(PSCP)
experts,  Conference with SKSU’s (COPC/COD/ RQuAT) Students,
considerations,
suppliers and relevant subject matter ISO, AACCUP Customers,
emergency
partners experts, senior leaders, Clients,
processes, HR
Knowledge Management Benchmarks, Best
capability and
(KM) Systems, library of Practices
capacity
publications & resources, considerations,
ISO processes process redundancy,
training for agility
CHEC
Presentation: Stakeholders, EXECOM, ADAC, BOR
K

ACT Implementation; Periodic Review

6.1b Process Management
6.1b(1) Process Implementation
SKSU differentiates operational planning from
strategic planning based on the following figure:
Figure 6.1-5: SKSU Organizational Planning
Through operational planning, SKSU’s operation
of day-to-day work processes meets key process
requirements (Figure 6.1-2) by establishing Key
Performance Measures (KPMs) (Figure 2.1-4)
following the requirements in KWS (Figure 6.1-1).
Results of the work processes are monitored by
process owners and any deviations from process
requirements are investigated to improve the
processes so that key process requirements are
met.
Senior leaders (SLs) monitor key performance
measures and key results on a predetermined
schedule to ensure that the desired performance
level is being attained based on the key measures
of success aligned with the OPCR of SLs from the
different campuses and divisions. They discuss
these results with their personnel based on their
respective IPCRs and OKRAPISPATRES
[2.1a(1)]. These serve as guides for the personnel
in delivering and accomplishing their given tasks
based on key process requirements.
An example of how SKSU ensures that the day-to-
day operations meet the key process requirements
is by monitoring work process output using
various modes of verification shown in Figure 6.1-
6.
Figure 6.1-6: Sample of Work Process
Monitoring
WORK SYSTEM WORK PROCESSES MODES OF
VERIFICATION
MANAGEMENT Communication and Proof of Receipt
Client Satisfaction Feedback Form
CLIENT- Classroom Class
ORIENTED Management Attendance
and Student Affairs Library Utilization
Services
SUPPORT Finance Services Issuance Receipt
Note: Modes of verification are AOS.
These daily operations are monitored in two ways:
1) the immediate supervisor ensures that
employees under a unit/division deploy services
anchored in their Individual Performance
Indicators (PIs) with corresponding evaluation
criteria to meet minimum performance standards;
and, 2) the University’s PMT employs
performance measures as elaborated in 2.2.a(5). In
improving the University’s Key Work Processes
(KWP), the key performance measures (Figure
2.1-4) are evaluated vis-à-vis the in-process
measures that are evaluated on a daily, monthly,
semestral, and annual basis as applicable. The
Records and Management Information System
(MIS) is updated in response to the continual
improvement of the KWP. These measures are
undertaken by the University on a cyclical basis to
ensure that SKSU provides quality in its outcomes
and performance of educational programs and
services.
6.1b(2) Support Processes
SKSU determines key support processes based
upon the needs and expectation of students, other
customers and the faculty and staff that are
responsible for the educational program and
service delivery. The key support processes are
identified in Figure 6.1-2 as components of the
Support System. The University follows the
PDCA process indicated in the WSM (Figure 6.1-
1) and explained in 6.1a(1) to ensure that these
processes meet key support requirements.
Similarly, key support processes are monitored
and checked on a day-to-day basis using the same
approach discussed in 6.1b(1) for key processes.
Coordination meetings are carried out between
those responsible for key work processes and
those for key support processes to ensure effective
and efficient implementation and delivery of
programs and services to students and other
customers.
SKSU ensures that all work processes under
Support System are responsive to all requirements
in supporting leadership in the governance of the
University. As the University remains guided by
its four-fold functions, the employment of the
SWOT/TOWS strategic alternatives anchored on
(SKSU-MP-QPAC-001) enables the SS-SP to
respond to the gaps and viability in the delivery of
excellent services to administration, students, and
other customers.
6.1b(3) Service and Process Improvement
Outputs of work processes are reviewed for
consistency in meeting requirements, and if there
are differences between expected and actual
results, improvements are implemented using the
PDCA cycle. The work processes are monitored
and observed over a longer time period, and
outputs are compared against targets (e.g., Process
Cycle Times published in the Citizen’s Charter) to
see if the results generated are stable and
consistently meeting targets. If not, investigations
are conducted to determine the extent of
variability. Root causes are then determined and
analyzed so that appropriate solutions are
implemented to prevent recurrence of variable
results. Using this approach, improvements of
work processes enhance SKSU’s core
competencies with the implementation of repeated
cycles of PDCA.
6.1c Innovation Management
The University's management of innovation is
largely classified into two perspectives:
institutional and unit/division/individual. These
innovations are made possible with the changes
and opportunities present in Figure P.2-1 and
follow the different stages as indicated below in
the SKSU Innovation Management Model (Figure
6.2-1).
Figure 6.2-1: SKSU Innovation Management
Model
Implementa-tion
Planning
Develop-ment
Budget
Stage
Allocation
Approval
Stage
Stage
Stage
Institutional perspective: With the use of
SWOT/TOWS analysis, the University establishes
a core group, either an ad-hoc committee or an
existing office, to study and point out the target
key strategic opportunities as indicated in 2.1a(2).
This activity forms part of the Innovation
Planning Stage which identifies that the proposal
is an Intelligent Risk (IR) where the committee
assigned identifies that the possible gain or benefit
outweighs the loss of the institution as described in
2.1a(2). The same consideration in identifying the
IR is applied in the Development Stage where
details of the proposal are elaborated. The
concerned offices are gathered to allow
collaboration and integration of the proposal vis-à-
vis existing processes.
After these two stages comes the Approval Stage
where ADAC grants endorsement to the BOR. The
Budget Allocation Stage comes next into play
where several factors are considered [2.2a(3)]. The
last stage is the Implementation Stage where the
concerned office evaluates the innovation and
recommends its continuation or termination.
Division/Unit/Individual Perspective: The
proposal or opportunity is directly implemented
under the head’s supervision to determine if the
proposed innovation provides significant impact.
If the impact is extensive and desirable, the
division/unit/ individual moves for the innovation
to be implemented in the University in the form of
a proposal. This is, then subjected to the process as
indicated in 2.1a(2). The same undergo the usual
process of University Innovation Management.
SKSU has developed several innovations to
address the different requirements of the three WS
and target KPMs. Some of these innovations are
shown in Figure 7.1-_. with the corresponding
year acquired/ developed, brief description, and
target WS.
6.2 Operational Effectiveness
6.2a Process Efficiency and Effectiveness
The projected overall costs of operations are
prepared through a
budget proposal one (1) year before the
implementing year. In the course of this budget
proposal preparation, consultation from different
personalities (students, faculty, other stakeholders)
is observed so that the actual expenses shall not
exceed the allotted budget.
In addition, Divisions are allotted a corresponding
percentage for budget allocation addressing the
needs of their proposed programs and activities. In
rare cases where all means are exhausted and
programs exceed the allocated budget, the
University-mandatory reserve fund augments the
lacking budget of the division provided that they
are allowable in the applicable laws and policies
(Figure 7.1-7). The Program Chairpersons,
together with the College Deans, prepare a PPMP
to be endorsed by the Campus Director to the VP-
FARG. The SLs consolidate the Campus and
Divisions' PPMP and present them to the ADAC
for endorsement to the BOR for approval.
In 2018, the University has identified the cycle
time for each ISO-enrolled process. These
processes are categorized under MS, COS or SS in
reference to SKSU’s KWS. Under the University’s
SPMS, process owners monitor the following
criteria as prescribed by the PMT: Quality,
Efficiency, Timeliness, and Accuracy. These
criteria ensure that offices and individuals deliver
programs and services with guaranteed
productivity, efficiency, and effectiveness. These
performances are reviewed every semester by
immediate supervisors, SLs and the PMT
[2.2.a(5)], and are subject to the performance
improvement process if gaps are identified (P.2c.).
To prevent service errors, losses, and rework as
well as to ensure process efficiency and
effectiveness, the concerned Campus or Division
works in close coordination with the Accounting
Division, Finance Division, Internal Audit,
External Audit, and the BAC. The costs of
operations are primarily anchored to the rules and
regulations of DBM, BAC, and COA as a
government-subsidized higher education
institution. Any costs of operations incurred which
are not included in the budget allocation of a
particular fiscal year are not considered regular
and allowable to avoid issuances of Audit
Observation Memorandum (AOM). SKSU
exhausts all measures to ensure that COA and
DBM rules and regulations are followed while
ensuring the work processes are successfully
implemented. Moreover, SKSU utilizes strategies
to prevent recurrence of errors and minimize
operation’s cost including the integration of new
technology, automation, procurement partnerships,
audits, inspections, effective process management,
and collaboration in the entire University to ensure
smooth transitions across processes (Figure 6.2-2).
Figure 6.2-2: SKSU Sample of Austerity
Measures
WORK WORK COST-CUTTING
SYSTEM PROCESS MEASURES
MANAGEMENT Communicatio Paperless Communication
n (Use of Website,
Infosystem, Facebook)
CLIENT- Classroom Attendance to Virtual
ORIENTED Management Training, Seminars,
Student Affairs Workshops
Services Personnel/Student Portal
via SKSU eTools
SUPPORT Finance Energy Austerity Measure:
Services Aircon Units are turned
only from 10:00 AM to
3:00 PM.
Additionally, the University balances the need for
cost control with the needs of students and other
customers by following the details of resource
allocation as described in 2.2a(3).
6.2b Supply Chain Management
SKSU’s procuring entities and the suppliers are
guided by Republic Act 9184, "an act providing
for modernization, standardization and regulation
of the procurement activities of the government
and other purposes". This ensures the University's
compliance with the legal, technical, and financial
requirements strictly mandated by the government.
This responsibility rests on the BAC and its
Secretariat who facilitate the Procurement
Processes.
The poorly performing suppliers/ contractors/
consultants are also given feedback to improve
their performance. When these entities continue to
The bidders for goods and services can join Pre-
perform poorly and incur negative slippage, the
bid to Open Bid Conferences. Documents
BAC moves to apply provisions of Resolution 14 -
submitted follow the requirements in the IRR of
2020 of the Government Procurement Policy
the RA 9184, and SKSU’s procedure on the
Board (GPPB) specifying the guidelines in the
Procurement of Infrastructure through Competitive
blacklisting of manufacturers, suppliers,
Bidding (SKSU-SP-PROC-002). The identified
distributors, contractors, and consultants. People
Lowest Calculated and Responsive Bidder
involved in the procurement activities ensure that
(LCRB) based on evaluation is awarded after
they take part in the smooth and fast processing of
passing the post-qualification evaluation. The
the goods and services (HoPE, End-Users,
BAC then recommends to the Head of Procuring
Planning, BAC, BAC Sec, TWG, Suppliers,
Entity (HoPE) to award to the LCRB the particular
Bidders, Supply Officers, etc.) and are always on
goods or services. After serving the notice of
time to address immediately the needs of the end-
award and notice to proceed, the suppliers deliver
users especially the students who are the main
these goods and services based on the number of
clientele of the University. The result of the
days stated in the contract. The supply office
reviews is integrated into the strategic planning
accepts the deliveries and ensures that these are in
process and in P.1b(3).
good condition and complete based on the
specifications of the end-users or requisitions
using the Inspection of Delivered Goods and
6.2c Safety and Emergency Preparedness
Equipment process (SKSU-SP-GSSU-002), as
6.2c (1) Safety
shown in Figure 6.2-3. They conduct inspections
SKSU provides a safe operating environment by
and then provide results and feedback to the
following the SKSU Safe Initiatives (SSI) (Figure
suppliers and end-users. The end-users/
6.2-4).
requisitioners are given evaluation sheets to assess
the performance of the suppliers. They are
Figure 6.2-4: SKSU Safe Initiatives
constantly given feedback through letters, phone
calls and via email.

Figure 6.2-3: SKSU Process for Inspection of

Delivered Goods and Equipment

This program is a rollout of activities supervised

by the following offices: 1) Health Services
Division: Standard First Aid Training every two
years, bi-annual Medical and Dental Examination
for students and personnel, routine monitoring of
canteen for sanitation practices and proper waste
segregation, semi-annual routine water sampling
analysis; 2) DRRMC: earthquake drills and fire
drills among students and employees (Figure 7.1-
_). 3) UHRT: implementation of national and local
health and safety protocols during the pandemic,
which includes conduct of regular inspection and
monitoring of incoming/ outgoing employees and
customers (Gate entrance/exit) and provision of
waiting area for costumers in compliance with the
University’s Citizen’s Charter; 4) QMS-ISO-IQA
with the cooperation of all units and personnel of
the University: observance of the 5S+2 policy is
implemented to organize the systems and to
facilitate ease of doing business as well as to
protect the personnel from possible injury from
accidents; provision of File Compactors to protect
and preserve the pertinent documents of the
University; 5) ICT and PRI: protection of sensitive
and confidential office data with the use of UMIS,
and the University Website for safe online
information transactions; and, 6) RGO: Provision
of Men’s and Ladies’ Dormitories.
The University addresses its SSI components with
the following measures: 1) Accident prevention:
The Planning-Infra office ascertains the
availability of separate entrance and exit doors in
every building, signages, ramps, and accessibility
of emergency exits; 2) Inspection: With the
conduct of fire and earthquake drills, stakeholders
are guided in observing the use of entrance and
exit doors, made aware of warning signs and
preventive measures in strategic areas, seek
availability of ramps in every building entrance
and keep abreast of the evacuation plan in case of
emergency; 3) Root-Cause Analysis of Failures-
SWOT/TOWS analysis is used to identify problems
encountered by units and the University as a whole
in the implementation of the SSI; and 4) Recovery
from Problems or Accidents: the University
focuses on the weaknesses and opportunities to
counter the identified problems and conducts
PDCA participated by the Planning Division and
other Key Officials.
In 2018, SKSU enrolled the following processes
for ISO 9001:2015: 1) Risks and Opportunities
Identification Sheet (QRDI-MP-QPAC01-002),
and 2) Registry of Significant Risks and
Opportunities (QRDI-MP-QPAC01-004). QRDI-
MP-QPAC01-002 enables the University to look
into the potential risks, impact, current control,
risks acceptability rating and risk control
management while QRDI-MP-QPAC01-004
presents the University’s processes that are tagged
as Significant Risks and Opportunities. These
processes are relatively reviewed in 2020 and
2021 by process owners and the IQA Team where
corresponding actions were taken to address the
risks and improve on the opportunities.
Before University personnel can travel outside
their stations to perform mandated and corollary
functions, a duly signed Travel Order (TO) must
be secured to ascertain that they leave their station
for a work-related reason. These personnel are also
granted per diem and travel expenses and
allowance depending on their Itinerary of Travel
and as prescribed in EO 77, s. 2019 from the OP
(Prescribing Rules and Regulations and Rates of
Expenses and Allowances for Official Local and
Foreign Travels of Government Personnel).
Clinical Instructors and Health Services Division
personnel are also accorded hazard pay as allowed
in DBM Budget Circular No. 24.
To further ensure workplace and educational
safety, all new employees undergo medical
examinations. Moreover, travel restrictions to
COVID 19 highly-infested areas are
communicated and implemented in adherence to
local directives and institutional memorandum.
SKSU, to ensure safety especially in the university
laboratories, complies with standard protocols
such as the use of PPEs, availability of fire
extinguishers in the area, installation of functional
shower rooms for possible chemical burns, and
posting of proper signages in strategic locations.
The Moreover, specific laboratory guidelines in
terms of appropriate waste disposal, disinfection,
and laboratory use are indicated in the laboratory
operations manual.
In 2019, SKSU strengthened its measure to
prevent fires by attending fire prevention
programs. In this pandemic, SKSU created the
University Health Response Team (UHRT). The
team started the COVID-19 guidelines to provide
safety precautions and prevent infections based on
the WHO and DOHs protocols. It is responsible
for undertakings in response to the pandemic.
SKSU transitioned from face-to-face to online
consultations/referrals, with official email and Semi-Annual Evaluation). As to recovery, SKSU
other contact details being posted on the official observes the following quad-phased protocol: (1)
website for easy access. There are designated disaster/accident reporting, (2) damage and loss
Safety Protocol Monitoring Officers who ensure assessment, (3) relief distribution and
that all health protocols are observed. coordination, and (4) recovery and reconstruction.

6.2c(2) Emergency Preparedness As an educational institution with more than

For disaster and emergency preparedness, the 11,000 students spread out over seven campuses,
University has established the University Disaster SKSU relies on warnings issued by government
Risk Reduction and Management & Climate agencies to determine if classes are to be
Change Adaptation and Resilience Committee suspended during inclement weather and
(UDRRMCCARC) in compliance with the emergencies. These agencies include the
implementation of RA 10121 (Philippine Disaster following: 1) PAGASA; 2) PHIVOLCS; and, 3)
Risk Reduction and Management Act of 2010). For NDRRMC. In addition, the University coordinates
emergency preparedness, SKSU ensures the with the Local Disaster Coordinating Councils to
conduct of the following: 1) integration of disaster strengthen networks with local disaster experts,
risk reduction and management education in the planners, technical specialists, and other
topics and activities of the following stakeholders. Finally, SKSU coordinates potential
subjects/curricula across secondary and tertiary emergency purchases (as allowed by RA 9184)
programs: a) Tertiary -National Service Training with its suppliers during declared national or local
Program (NSTP), Reserve Officer Training Corps state emergencies. In times like these, the delivery
(ROTC), Physical Education, and General Science of goods (materials, equipment, facilities, and
Subjects, and b) Secondary - 80 hour-subject others) undergoes inspection by the Supply Office,
Disaster Readiness and Risk Reduction; 2) in close coordination with the TWG and the end-
user.
Category 7- Results
preparedness activities and emergency drills
among personnel and students; and 3) Annual
7.1. STUDENT LEARNING AND PROCESS
Standard First Aid (SFA) and Basic Life Support
RESULTS
(BLS) training among personnel of Health
Services of the University, other employees and
7.1a. Student Learning and Customer-focused
students.
Service Results
The UDRRMCCARC, Health Services Division,
The SKSU management continually monitors its
Planning Division, and other Units/ Offices of the
performance by employing a Result-based
University work hand-in-hand when it comes to
Management System. SKSU benchmarks results
prevention, continuity of operations, and recovery.
with the performance of all takers of the board
As to prevention, SKSU uses the following
examinations and takes into account the average
approaches: (1) identification and evaluation of
national passing percentage. The average national
risks/issues and opportunities, (2) determination of
percentage serves as baseline of the university to
the SKSU Risk Profile, (3) DRRM and CCAR
gauge the performance of its graduates.
Awareness Campaign, (4) implementation of
infrastructure projects, (5) repair and maintenance
Figures 7.1-1 to 3 show the improving number of
of service facilities/building, (6) availability of
degrees conferred in the undergraduate and
safety officer, and (7) institutionalization of the
graduate programs. The University attained its
CDRRMCCAR in the University as an auxiliary
target by surpassing the average national passing
office of UDRRMCCARC. As to continuity of
percentage for Board Examinations of the
operations, the University ensures (1) the
Bachelor in Secondary Education, BS in Nursing
strengthened and continued operations of the
BS Midwifery, with ratings staying above the
above-named offices through secured and
average national passing percentage for the last
available funding, (2) the establishment of a
five (5) years.
framework and manual of operations, (3)
institutionalizing work processes, and (4) periodic
monitoring of required resources (IPCR, OPCR,
Figure 7.1-1 Performance of Bachelor in Figure 7.1-4 Percent Employability of SKSU
Secondary in Licensure Examination for Graduates
Teachers
120.00
G G
100.00
O 70
O
O O 80.00

Percent Employed
D 60
D
50
60.00

40 40.00
Percent

30 20.00
20
-
Within 6 Months Within 3Years Average Employment Rate
10
Campus
0
Y2015 Y2016 Y2017 Y2018 Y2019

Figure7.1-2. Performance of Bachelor in

Midwifery in Licensure Examination Figure 7.1-5 Employment Rate of the
Graduates of Tacurong Campus
100
G
O
90
G 120
O
80 O
D O 100
70
D
Percent of Graduates Employed

60
80
Percent

50

40 60

30
40
20

10
20

0
Y2015 Y2016 Y2017 Y2018 Y2019
0
BSA AB POLSCI BSAT BS BIO BS HRM BS HRM BS EM BS CRIM

Figure 7.1-3 Performance of Bachelor in Figure 7.1-6 Employment Rate of the

Nursing in Licensure Examination Graduates of Kalamansig
120

90
G
G O
100
O 80 O
Percent of Graduates Employed

O D
70 80
D
60
60
50
Percent

40
40

30 20

20
0
BSEED BSED BSIT BSF BFT
10

0
Y2015 Y2016 Y2017 Y2018 Y2019

Figures 7.1-4 through 7.1-9 are the results of the Figure 7.1-7 Employment Rate of the
tracer study that show employment rates of the Graduates of Isulan Campus
SKSU graduates from the different campuses of
the University. The figures indicate that most
graduation rates are above eighty (80) percent.
 120
BOR. Figure 7.1-10 shows the approved
G 100 percentages of the agenda presented to the Board
O of Regents meeting.
Percent of Graduates Employed

O 80
D
60 Figure 7.1-10 Items in the Agenda Approved by
40
Board of Regents

20 100

G 99
0
BSIS BSCS BSIT-IM BSIT-CT BSIT
O
O

Percent Agenda Approved

98
D
Figure 7.1-8 Employment Rate of the 97

Graduates of Lutayan Campus 96

95
120
G
O 94

O 100
Percent of Graduates Employed

93
D FY 2018 FY 2019 FY 2020
80

60 The process effectiveness of the University is

40
associated with its graduates. SKSU produces
graduates in its different degree offerings. As
20
shown in Figure 7.1-11, the University garnered
0
BSSA BEED BAT
second place among three (3) higher educational
institutions that contribute to the workforce in the
region, namely Cotabato State University (A),
Cotabato Foundation College of Science (B) and
Technology, and University of Southern Mindanao
Figure 7.1-9 Employment Rate of the
(C).
Graduates of ACCESS, Bagumbayan, and
Palimbang Campuses
Figure 7.1-11 Comparative Graduates for the
G 120 Last Three (3) Years
O
O 100 G 4,000
D O
3,500
O
Percent of Graduates Employed

80
D 3,000

60
2,500
Number of Graduates

40 2,000

1,500
20

1,000

0
BSEM BSED BEED BSABM 500

0
A B C SKSU

7.1b(1). Process Effectiveness The University has thirty-one (31) accredited

programs offered at the seven campuses. Results
The implementation of the plans, activities, and in Fig. 7.1-12 show that all programs qualified for
programs conforms with the processes of the accreditation are accredited from Level I to Level
University and the approval of the Board of IV.
Regents (BOR). As an advocate of transparency in
the core values, all plans, activities, and programs Figure 7.1-12 Accredited Programs of the
that are implemented passed the approval of the University
EXECOM, Administrative and Academic Council,
Pre-BOR Meeting and finally, in the Meeting of
 7

System) accreditation
G 6
O
O
D
5
Figure 7.1-15 Most Significant Awards
Received
Number of Accredited

Year Awards Received

Programs

2
2018 Recognition from CHED-XII for the excellent pursuit and
responsive higher education
1

0 Good Performance in Implementing School Building

ACC ISU KAL TAC LUT BAG PAL
Projects

The CHED prescribes the requirements for National Champion, ENACTUS (Entrepreneurial Action Us)
program offerings and issues a Certificate of
Bronze Medalist – Asia International Mathematical
Program Compliance. Figure 7.1-13 shows the Olympiad, Bangkok, Thailand
percentage of SKSU’s programs with Certificates
of Program Compliance in every campus. 2019 Recognition from Government Quality Management
Committee for establishing Quality Management System
(ISO 9001)
Figure 7.1-13 Certificate of Program
Compliance City Takers Award by the Council for Values Restoration

100% Recognition from DOST XII for promoting Science and

Technology Innovation in the Region
Percentag e of Prog ram s w ith CO PC

80%

Top 10 - Midwifery Examination

60%

2019 Top 10 Most Outstanding Midwifery School

40%

Recognized by DOST as Niche of the Region (NICER) for

20%
Halal Goat-the only in the Philippines

0%
2 Silver and 2 Bronze Medals- Asia International Math
LUT BAG PAL ISU KAL ACC TAC Olympiads in Taiwan

As a measure of innovation, Figure 7.1-14 2020 Awarded PRIME-HRM for Learning and Development from
CSC
enumerates the innovations and Figure 7.1-15
shows the most significant awards received by the 7th Place – International Essay Competition in Yogyakarta,
University. Indonesia

Figure 7.1-14 SKSU Innovations

INNOVATION DESCRIPTION TARGET
7.1b(2). Emergency Preparedness
YEAR
WS

DEVE- Figures 7.1-16 and 7.1-17 show the earthquake

LOPED drills and fire drills implemented in the seven
campuses. SKSU maintains a Mandatory Reserve
UMIS Automate SKSU MS, SS
frontline services and and COS
Fund of P8.67M for emergency purposes, which is
2019
Financial Information 100% regularly complied with in its allocation
System. every year as shown in Figure 7.1-18. The
mandatory reserve fund was utilized in the
SKSU QR Code Tracks employees in MS and
Contact Tracing and out from COS procurement of materials for the implementation
2020 System different offices of COVID-19 initiatives of the University in the
amidst COVID-19
Pandemic
last quarter of 2019 and in the fiscal year of 2020.

RMIS Prompts the MS, SS Figure 7.1- 16 Number of Fire Drills Conducted
(Repository response of SKSU in
Management the shift to
Information virtual/online
 100%
Figure 7.1- 19 Distribution of Revenue from
80%
Tuition Fee This is not appropriate here and this
has already been shown in Item 7.5 as Figure 7.5-8
so there’s no need to repeat it here.
% Compliance

60%

40% 35

30
20%

25

Amount im Million Php

0%
ACC BAG ISU KAL LUT PAL TAC 20

15

10

Figure 7.1- 17 Number of Earthquake Drills

5

0
Instruction Admin CF Research Extension Production Mandatory
100%

80%
7.1c. Supply-Chain Management Results

SKSU assesses its supply chain by evaluating the

% Compliance

60%

performance of its suppliers in terms of quality of

40%
product, timeliness of delivery, warranty and
20%
complaints. Figure 7.1-20 shows the ratings of
suppliers for three successive quarters. In
0% addition, Figures 7.1-21 through 7.1-23 show the
suppliers performance classified according to the
ACC BAG ISU KAL LUT PAL TAC

items procured by the university.

Figure 7.1-18 Provision of Mandatory Reserve
Fund Emergency Purposes
120

Figure 7.1-20 Overall Evaluation of Suppliers

100
Percent Accomplishment

5
80
4.5

60 4

3.5
40
3

20
Rating

2.5

2
0
FY 2017 FY 2018 FY 2019 FY 2020 FY 2021
1.5

For state universities such as SKSU, the 0.5

government spends money for every college 0

Product Quality Delivery Warranty Response to complaints
student. Thus, SKSU also links process
effectiveness to its graduation rates in the seven
campuses and ensures a facilitating environment Figure 7.1-21 Evaluation of Suppliers’
that encourages students to graduate without Performance on Office, Books, Laboratory and
compromising its standard for instruction. Figure
7.1-9 shows SKSU’s graduation rates. Please show
SKSU’s graduation rates here instead of
“Distribution of Revenue from Tuition Fee”
(Figure 7.1-19). Figure 7.1-6 shows that SKSU
constitutes number two in an array of SUCs in
region XII. This was already shown, so no need to
repeat here.
IT Supplies 7.2a(1) Student and Other Customer
5
Satisfaction

4 Surveys are conducted to evaluate the satisfaction

of the students and to solicit feedback from the
3 parents. Prior to the pandemic, SKSU conducted
its survey using a manual process in the different
Raring

2 offices as shown in Figure 7.2-1. During the

pandemic, the University initiated the use of an
1
online survey. The University consistently
obtained a very good rating from the survey in the
first and second quarters of 2021 (Figure 7.2-2).
0
Office supplies & Equip. Books Lab Suuplies & Equip IT Supplies & Equip
The third data point as a continuation of the survey
will be available on site (AOS). The campuses of
Figure 7.1 -22 Evaluation of Suppliers’ the University obtained very good ratings on
Performance on the Carpentry, Electrical, and student satisfaction that exceeded the target of 3.0
Other Supplies as shown in Figures 7.2-5 through 7.2-8. Most of
the customer complaints are on the promptness
G5 (47.54%) of the personnel to carry out requested
O
O documents (Figure 7.2-3).
D4
D
Figure 7.2-1 Overall Customer Satisfaction per
Office
3
Rating

5
2 4.5
4
3.5
3
1 2.5
2
1.5
1
0 0.5
Carpentry Supplies Electrical Supplies Other supplies & seeds 0
Guidance Library Cashier Registrar Clinic

Figure 7.1-23 Evaluation of Suppliers’

Performance on Plant Equipment, Office
Y2018 Y2019 Y2020
Equipment, Furniture, and Plumbing Materials

5G

O
O Figure 7.2-2 Survey Results of Student
4D
D Satisfaction
3 5
Rating

4.5

4
2
3.5

3
1
Ratings

2.5

0 1.5
Plant Equipment Office Equipment Furnitures Plumbing Materials
1

0.5

0
PAL ISU ACC U-WIDE TAC BAG LUT

7.2. CUSTOMER-FOCUSED RESULTS

Figure 7.2-3 Customer Complaints
 16
60
50
14
GOOD 40

Percent
30
12
20
10
10
0
The best Among the best Better than Worse than Among the The worst
Ratings

some some worse

8

0
Lut Bag Pal Isu Tac ACC

Figure 7.2-5 to 7.2-10 show how the parents

The parents were asked regarding their perceptions
of their son’s/daughter’s experience at SKSU
based on nine statements shown in Figure 7.2-3.
The parents gave high ratings in all items which
indicated that they are satisfied with the
educational programs and services of the
University (Figures 7.2-3 through 7.2-4)
Figure 7.2-4 Parents’ Feedback
responded about their experience with SKSU in
terms of its services, employees’ attitude,
cleanliness, and employees’ knowledge. Based on
the data, the parents gave good ratings to SKSU,
which indicates that they are satisfied with
SKSU’s services and its employees.
Figure 7.2-5: Fast Service
5

A SKSU helps my son /daughter to be more confident. 4.5

B My son/daughter enjoys learning at SKSU. 3.5

3
C My son/daughter’s learning is progressing well.
Ratings

2.5

D My son/daughter is encouraged to work to the best of his/her 2

ability. 1.5

1
E My son/daughter is feel safe at SKSU
0.5

F My son/daughter is treated fairly at SKSU. 0

Lut Tac Isu Acc Pal Bag Kal

G SKSU considers my suggestion.

H Most of or all of my children graduated from SKSU.

Figure 7.2-7: Good Service
I As parent I will recommend SKSU to my friends and other
parents. 5.00

4.50

4.00

3.50

Figure 7.2-5 Parents’ Response on “How does 3.00

SKSU compared to other Universities where

Ratings

2.50

they have enrolled their children?” 2.00

1.50

1.00

0.50

0.00
Lut Tac Pal Isu Bag Acc Kal
 7.2a(2) Student and other Customer
Engagement

The students’ perceptions of SKSU are assessed

through a student engagement survey. The
students rate five (5) statements that describe their
feelings regarding SKSU. The results indicated
that to a high extent, students are engaged with
Figure 7.2-8 Respectable Employees SKSU (Figures 7.2-11 through 7.2-16).

5.00

4.50

4.00

3.50

3.00
Ratings

2.50

2.00

1.50

1.00

0.50

0.00
Figure 7.2-11: Students’ Engagement
Lut Tac Pal Isu Bag Acc Kal

Figure 7.2-9 Good and Clean Office/Unit 4.5

5.00 3.5

4.50 3
Ratings

4.00 2.5

3.50 2

3.00 1.5
Ratings

2.50 1

2.00 0.5

1.50 0
PAL ISU ACC TAC BAG LUT U-WIDE

1.00

0.50
Figure 7.2-12: SKSU is a name I can always
0.00
Lut Tac Pal Isu Bag Acc Kal trust
5
Figure 7.2-10 Knowledge on the Job 4.5

4
5.00
3.5
4.50
3
4.00
Ratings

2.5
3.50
2

3.00 1.5
Ratings

2.50 1

2.00 0.5

1.50 0
PAL ISU ACC TAC BAG LUT U-WIDE

1.00

0.50

0.00
Lut Bag Pal Isu Tac Kal Acc

Q1 Q2 Target Figure 7.2-13: SKSU always delivers its

promises
 5.00 5.00

4.50 4.50

4.00 4.00

3.50 3.50

3.00 3.00
Ratings

Ratings
2.50 2.50

2.00 2.00

1.50 1.50

1.00 1.00

0.50 0.50

0.00 0.00
Tac Pal Isu Lut Kal Acc Bag Isu Lut Kal Pal Tac Bag Acc

Figure 7.2-14: SKSU always treats me with 7.3a Human Resources Results
respect
7.3a(1) Human Resource Capability and
5.00
Capacity As an educational institution, one way to
4.50
measure HR capability is through the educational
4.00 degrees obtained by its human resources. For the
3.50 teaching HR, the minimum requirement is a
3.00 Master's degree with at least a one-year teaching
experience. Figure 7.3-1 shows that Master’s
Ratings

2.50

2.00 degree holders represent 71% of all teaching HR at

1.50 SKSU. In areas where there is a dearth of Master’s
1.00 degree holders such as in the specialized fields of
0.50 food technology, accountancy, and civil
0.00
engineering, Bachelors’ degree holders are hired.
Isu Pal Kal Bag Lut Acc Tac
Figure 7.3-2, on the other hand, shows the
educational degrees attained by the non-teaching
HR. The requirements for non-teaching HR are
based on the qualification standards set by CSC,
but still, some of them pursue higher degrees.
300

250

200
Number

150

Figure 7.2-15: I feel I belong to SKSU 100

50

5.00
0
4.50 2018 2019 2020

Year
4.00

3.50 Bachelors' Degree Masters' Degree Doctors' Degree

3.00
Ratings

2.50

2.00 Figure 7.3-1. Educational Degrees Attained by

1.50 the Teaching Human Resources
1.00

Figure 7.3-2. Educational Degrees Attained by

0.50

0.00

the Non-Teaching Human Resources

Kal Lut Isu Tac Bag Acc Pal

Figure 7.2-16: I will recommend SKSU to my

friend/associate
 35

30

25

20
Number

15

10

0
2018 2019 2020

Year

Secondary HS VocTech BS Master's Degree Doctors' Degree

Figure 7.3-4. Teaching HR Evaluated and

Promoted under NBC 461 Cycles
160

140
Number of Teaching HR 120

100

Figure 7.3-3 shows the teaching HR under 80

60
scholarships who completed their advanced 40

degrees, improved the University's capability, and 20

at the same helped them improve their respective 0

CYCLE 6 CYCLE 7 CYCLE 7-A
academic ranks in the NBC 461 cycle evaluation NBC 461

that happens every three years. Relative to this

evaluation, Figure 7.3-4 shows the number of Promoted Teaching HR No. of Teaching HR Evaluated
teachers who were promoted in the NBC 461
Cycles 6, 7, and 7a.
18

16

14
Number of completers

12

10
Figure 7.3- 5. Teaching HR Status of
Employment as of CY2019-2020
8

0
2018 2019 2020

Year 140

Doctors Degree Masters 120

100
Number of Teaching HR

80
Figure 7.3-3 Teaching HR under Scholarships
Who Completed their Doctor’s and Master’s 60

Degrees 40

20

0
AC BAG ISU KAL LUT PAL TAC

Campus

COS (Part-Time) COS (Full-Time) Temporary Permanent

Figure 7.3-6 Non-Teaching HR Status of of the IPCR ratings for teaching HR could further
Employment as of CY 2019-2020 demonstrate its capability to deliver services as
rated by their respective peers, supervisor, and
students (Figure 7.3-10).
160

140

120

100 Figure 7.3-9 Academic Rank of Teaching HR as

of March 2021 Based on NBC 461
Number

80

60

40

20

0
AC BAG ISU KAL LUT PAL TAC

Campus

JO's COS Casual Permanent

Figure 7.3-7 shows that the workforce retention

rate for permanent employees was at 98.08% for Figure 7.3-10 IPCR Ratings
2018. It dipped by 12% in 2019 and 2020 due to
the resignation of five employees who transferred
to other agencies. On the other hand, the retention
rate for non-teaching HR is 100% for casual and
co-terminus personnel (Figure 7.3-8). For
permanent non-teaching HR, retention was at
100% in 2018, with a 6% reduction in 2019 and
4% in 2020 because of the retirement of personnel.

Figure 7.3 –7 Retention rate of teaching HR

Figures 7.3-11 through 7.3-13 reflect the student-

faculty ratio, number of days to fill up vacancies,
and the leave forms applied for by the HR, which
provide evidence of the high capacity of SKSU’s
HR.
Figure 7.3–8 Retention Rate of Non-Teaching

HR

Figure 7.3-11 Student-Faculty Ratio

Furthermore, the capability of the teaching HR can

be categorized based on the academic rank as a
result of the NBC 461 (Figure 7.3-9). The results
 the HR benefits were consistently provided, as
presented in Figure 7.3-18.

Figure 7.3-14 Health-Related Programs

Conducted

16
14
12

Number of Health Related Program

Figure 7.3-12 Days to Fill-Up Vacancies 10
8

100
Teaching 6
90 90 90
90 4
80
Non 2
70
60 Teaching 0
Number of Vacancies

60

50
HRMO HEALTH SERVICES GUIDANCE
40
30 30
Offices
30

20

10

0
2018 2019 2020 2018 2019 2020
Year

Teaching non-teaching

*Details of the programs conducted are available on-site

Figure 7.3-13 Nature of Leaves Applied for by
the Teaching and Non-Teaching HR
120
100 Figure 7.3-15. Severe Illnesses Recorded for
80 the Three-Year Period
60
40
3.5
20
3
0 2.5
Incidence of Illnesses

Year 2
1.5
1
0.5
0
Teaching Non-teaching
2018 2019 2020
Year

9 Severe illness Figur

8
7
6
Number of Claims

5
4
3
2
1
0
2018 2019 2020

SL-Sick Leave, VL- Vacation Leave, SPL –Special Leave Year

Total claims

e 7.3-16. Health claims for the three-year

7.3a(2) Human Resource Climate period

Figures 7.3-14 through 7.3-17 show the University

HR climate results in terms of health, security and
accessibility as presented in 5.2b(1,2). In addition,
 parameter No. 8, "Transparency and promotion…
in SKSU," ranked 1 with a rating of 4.17 (Figure
7.3-19).

Figure 7.3- 19 HR Engagement Survey Results

Rating* Rank Parameters

8. Transparency and implementation of ethical
standards are promoted and practiced in
4.17 1 SKSU.
Figure 7.3-17. Number of Ramps, Dormitories, 3. I experience a high quality of working
and CCTV installed in the University for 4.15 2
relationships with co-employees, peers, or
colleagues.
Accessibility & Security 4.13 3 6. Employees are empowered through the
30
delegation of responsibilities by superiors.
25
9. Our leaders provide strong, positive, and
20 inspirational leadership.
4.12 4
Number

15
4.09 5 2. SKSU rewards high-performance personnel
10 through its PRAISE ACME and
5 4.06 6 1. At SKSU, there is trust & integrity between
0
employees and the organization.
AC BAG ISU KAL LUT PAL TAC 3.98 7 10. Fairness at work is practiced in our
Campus organization.
7. SKSU has an ongoing resource provision,
3.97 8 including materials and equipment to do
Ramps Dormitories CCTV
effective and efficient work.
5. I am recognized for the good work I do
3.96 9 (formal or informal, including timely and
sincere praise).
3.89 10 4. SKSU promotes a work-life balance,
including flexible work hours.

*1.00-1.69 Strongly disagree; 1.70-2.39 Disagree; 2.40-3.09 Neutral

3.10-3.79 Agree; 3.80-4.50 Strongly agree

7.3a(4) Human Resource Development

Figure 7.3-18. HR Benefits Provided by the The University is committed to developing its HR
University as seen in Figure 7.3-20 with its sustained
HR Benefit 2018 2019 2020 allocation for training and scholarship from GAA
Salary and Wages 100% 100% 100% as compared to Comparators B and C. Aside from
ACA PERA 100% 100% 100%
the GAA, the University also allocates training
Mid-Year Bonus 100% 100% 100%
Year-End Bonus 100% 100% 100% from the income generated (AOS).
Cash Gift 100% 100% 100%
Uniform Allowance 100% 100% 100%
Productivity Enhancement Figure 7.3-20 Trainings and Scholarship
100% 100% 100%
Incentive Allocation based on GAA, FY 2018-2020
CNA Incentive 100% 100% 100%
SRI 100% 100% 100%
GSIS 100% 100% 100%
PHIC 100% 100% 100% 16,000
HDMF 100% 100% 100% 14,000
12,000
10,000
Allocation, in millions

8,000
6,000
7.3a(3) Human Resource Engagement 4,000
2,000
As discussed in 5.2a(2), SKSU measures HR 0
2018 2019 2020
Engagement using a survey based on the key Year
drivers of workforce engagement. Results of the
Comparator A Comparator B Comparator C SKSU
survey gathered from 119 respondents showed that
To further enhance the skills and capabilities of Quarterly ADAC
100 100 100
Meeting
the HR, participation in short-term and degree
trainings are encouraged. One of the MFOs under UREDEC Meeting 100 100 100
the Fiscal and Resource Management is to send
top level and middle level managers to Quarterly BOR
100 100 100
Meeting
professional trainings to complement delivery of
services. Figure 7.3-21 shows the number of On the Spot Award 100 100 100
participants for the last three years, with many still
participating despite the pandemic. “Pagtinib-unganay”
100 100 100
Annual Award

Figure 7.3-21 Top and Middle-Level Managers Annual State of

100 100 100
Sent for Professional Trainings University Address
60

50 Figure 7.4-2 Attendance of SLs and Middle

Managers in the EXECOM Meetings
40
Number

30 100
90
20 80

Attendance Percentage
70
G 60
10
O 50
O 40
0 D 30
Year 20
10
0
2019 2020 Q1-2021

7.4. Leadership and Governance Results Year

Target: 60%

7.4a Leadership, Governance, and Societal

Responsibility Results Figure 7.4-3 SLs set and share VMGO

7.4a(1) Leadership

Figure 7.4-1 and 7.4-2 show the regular meetings

G
and awarding events conducted by the senior 5

O
leaders that reflect their communication and G
4
O
Satis fac tion Rating

D
engagement with the human resources, students, O 3

O
and other customers to deploy the SKSU vision
2
D
and values, encourage two-way communication,
1

0
and create a focus on action. Figure 7.4-3 show Target:
Q1

VMGO
Q2

results of satisfaction with the SLs’ deployment of 3.00

the VMGO. In addition, satisfaction levels for

SLs’ communication are shown in Figures 7.4-4
through 7.4-7. Results for Q3 2021 are AOS.
Figure 7.4-1 SKSU Regular Meetings and
Awarding Events
Figure 7.4-4 Management makes its
expectations clear
G 5.00

O
O 4.00
Satisfac tion Rating

Regular % Conducted by Senior Leaders D 3.00

Meetings/Awarding
Events 2.00

2018 2019 2020 1.00

0.00
AC ISU TAC BAG LUT KAL PAL

Campuses
Monthly EXECOM Target:
100 100 100 3.00
Meeting Q1 Q2
Figure 7.4-5 Management keeps me informed Figure 7.4-8 Extent of Implementation of
of the University’s updates Critical Elements of Good Governance

120

G 100
O
Elements80of Good Evidences Available on Site (AOS)

% Accomplishment
5.00 O
G
4.50 D Governance
60
O COMPETITIVE Records of BAC, complete set of
4.00
O 40
bidding requirements
3.50
D CATALYTIC Promotion of people’s organization
Satisfaction Rating

3.00 20

2.50 0
for “self-help” such as COOP.
2.00
2018 Faculty 2019
Association & NTEA 2020 both

1.50 with CNA

Year incentive

1.00 ENTERPRISING SKSU is innovative through the

Target:100%
0.50 establishment IGP and Technology
0.00
AC ISU TAC BAG LUT KAL PAL
COMPETITIVE Business
CATALYTIC Incubation
ENTERPRISING (TBIs)
FAIRNESS TRANSPARENCY

FAIRNESS Full implementation of laws,

Target: Campuses
regulations, & policies
3.00
TRANSPARENCY Transparency in Transactions
Q1 Q2
Posting in the website - FOI &
Figure 7.4-6 Management is easy to talk with PhilGEPs (RA 9184)

G 5.00
O
O 4.00

D
Satisfaction Rating

3.00

2.00

1.00

0.00
Figure 7.4-9 Board Resolutions Approved and
AC ISU TAC BAG

Campuses
LUT KAL PAL
Implemented

Target:3.00 Q1 Q2 Board
2018 2019 2020
Resolutions
Approved (No.) 70 67 99
Figure 7.4-7 I can get a straight answer from Implemented (%) 98 98 99
the management Source: AOS Annual Annual Annual
Report, Report, Report,
Board Sec. Board Sec. Board
File File Sec. File
5.00

4.00
Satisfaction Rating

3.00

2.00
7.4a(3) Law, Regulation, and Accreditation
1.00

0.00
AC ISU TAC BAG LUT KAL PAL SKSU ensures transparency and fairness in all
transactions and adheres to legal, regulatory, and
Campuses
Target:
3.00
Q1 Q2 accreditation measures as shown in Figures 7.4-10
through 7.4-14.
7.4a(2) Governance
Figure 7.4-10 Remittances of Contributions
The following figures present SKSU results as
they relate to governance (Figures 7.4-8 and 7.4- 100

9). 80
Percent of Compliance

G 60

O 40
O
D 20

0
2015 2016 2017 2018 2019 2020

Year

GSIS PhilHealth PAG-IBIG BIR

Target:
100%
 100

80 Employees Pledge and Oath 100 100 100

Percent of Compliance
administered by University President
G 60
O
40
O Students Handbook posted on website 100 100 100
D 20

0 Program specific agreements OJT, and 100 100 100

2015 2016 2017 2018 2019 2020
apprenticeship
Year

Citizen Charter posted on website 100 100 100

AACCUP (in terms of scheduled date) ISO (in terms of scheduled surveilance)

Audit Observation Reports (COA) Budget Preparation (DBM) ARTA Policies implementation 100 100 100
Target:
100% Freedom of Information posted on 100 100 100
Website
Note: Documents are AOS

7.4-12 Compliance to DBM Requirements

100

80
% Accomplishment

G 60
O 40
O
20
D
0
2015 2016 2017 2018 2019 2020

Year

APP Physical Accomplishment Report

Target:
Financial Accomplishment report Agency Performance Report
100%

7.4-13 Compliance to other External

Requirements

Accomplishment (%)
Measures
2018 2019 2020

Statements of Assets and Liabilities 100 100 100

Financial reporting in BOR meeting 100 100 100

BOR minutes of contract approval 100 100 100

BOR Resolutions published in website 100 100 100

Budget published annually in website 100 100 100

University Operational Plan posted on 100 100 100

website

Annual Financial Report posted on 100 100 100

website

Annual Procurement Plan posted on 100 100 100

website

Annual Report posted on website 100 100 100

Internet Conduct Agreement signed 100 100 100

Figure 7.4- 14 Infrastructure Projects Implemented in the Different Campuses Based on the
Ethics/Conduct
Allocation from GAA, FY 2015-2020
Approved/Updated Faculty 100 100 100
Manual
Year/Budget (in PhP in Millions) for Infrastructure and Allocation per Campus
Campuses
Approved/Updated Students' 100 100 100
Manual
ACCESS 5 academic buildings 3 academic building 1 academic building 5 academic building
(46.242) Approved/Updated Admin 50 70 80
(21.805) Manual (29.500) (73.000)

Isulan 1 Academic building Freedom

2 Academic of Information
building Manual
2 academic building 100 100
1 academic building 100

(9.082) (15.000) Employees Oath(37.500)

to Office form 100
(35.000) 100 100
signed
Tacurong 1 Academic building 2 academic building 1 academic building
Employees’ appointment signed 100 100 100
(10.000) (13.000) (22.000)
Employees’ consent to Drug 100 100 100
Test
Kalamansig 1 academic building 3 Academic building 1 academic building 3 academic building

Enforcement of employees’ 100 100 100

(20.065) (34.800) (8.000) (27.500)
suspension/ termination due to
misconduct
Lutayan 1 academic building 1 academic building 2 academic building
No. of grievance meetings 0 0 0
(10.000 conducted (7.000) (15.000)

Bagumbayan 1 academic building 1 academic building 1 academic building

(10.000) (7.000) (6.000)

Palimbang 1 academic building 1 academic building 1 academic building

(5.805) (8.000) (8.000)

7.4a(4) Ethics

Figure 7.4-15 shows accomplishment results on 7.4a(5) Society

various measures used by SKSU to promote and
ensure ethical behavior in all transactions.
SKSU’s accomplishment of its societal
Figure 7.4- 15 Ethical Behavior responsibilities is well manifested in the conduct
of community support activities as shown in
Figure 7.4-16. Engagements are supported by
Accomplishment (%)
Measures
MOAs or MOUs.
2018 2019 2020
Figure. 7.4-16 SKSU’s societal responsibility in
Background check 100 100 100 a form of community support
Societal
No. of formal complaints filed 0 0 0 Responsibilities
Community Service
No. of harassment and violence 0 0 0 “Hatag Bulig”
complaints filed “Adopt a Cell”
Agri-Kapehan-
Redressed grievances 0 0 0 Techno-forum
Technology Business
Conduct values formation 100 100 100 Incubation
Techno-transfer
Conduct Gender and 100 100 100 Vegetable
Development activities Production
Coffee Technology
Approved Code of 100 100 100 Halal Technology
Livelihood training
Emergency Response
Voluntary Fund
Raising for
earthquake, floods)
 500.000

450.000

400.000

350.000

Amount in Millions Php

300.000

250.000

200.000

150.000

100.000

50.000

The MOOE includes general administration

7.4b Strategy Implementation Results
The OPCR results can be shown here as a
measure of the achievement of organizational
strategy and action plans. Another way is to
just show your MARC-1 results over the past
three years.
7.5 BUDGETARY, FINANCIAL, and
MARKET RESULTS
support and services (GAS), allocation for higher
education, advanced education, research, and
extension services. SKSU continuously improves
its allocation for Maintenance and Other Operating
Expenses, and remained rank 1 as shown in Figure
7.5-2.
Figure 7.5-2 Maintenance and Other Operating
Expenses (MOOE)
120000000

7.5a(1) Financial Performance 100000000

80000000

One of the main sources of SKSU’s revenue is the

Amount in Millions

government appropriations through the General 60000000

Appropriations Act (GAA). The government 40000000

appropriation (GAA) is classified into Personnel
Services (PS), Maintenance and Other Operating 20000000

Expenses (MOOE) and Capital Outlay (CO). The

0
allocation of SKSU from the GAA is compared to A B C SKSU

the three (3) higher institutions in the region,

namely Cotabato State University (A), Cotabato
Foundation College of Science and Technology
(B), and University of Southern Mindanao (C).
SKSU has the highest Capital Outlay and
consistently ranks second in PS for the past three
(3) years in Region XII (7.5-1).
The allocation for general administration support
and services is essential to the operation of all
offices of the University. Though the University
ranks second, it has an increasing budget for
GASS (Figure 7.5-3).
Figure 7.5-3 General Administration and
Support

Figure 7.5-1 Comparative budget allocation

based on GAA
 60000000 implementation of research and extension projects
and activities.
50000000

Figure 7.5-6 Budget for Research

40000000

20000000
Amount in Millions

30000000 18000000

16000000

20000000 14000000

12000000

Amount in Millions
10000000
10000000
8000000

6000000
0
A B C SKSU 4000000

2000000

Among SUCs in the region, the university 0

A B C SKSU
sustained its position at the first place with regard
to funds intended for higher education services
(Figure 7.5-4) and advance education (Figure 7.5-
5).
Figure 7.5-7 Budget for Extension Services
Figure 7.5-4 Higher Education Services 4000000

50000000
3000000
45000000

40000000
Amount in Millions

35000000 2000000

30000000
Amount in Millions

25000000
1000000

20000000

15000000
0
10000000 A B C SKSU

5000000

0 Another source of revenue of the University is

A B C SKSU
tuition fees. The estimated revenue for SY 2020-
2021 is divided proportionately among the
Figure 7.5-5 Budget for Advance Education campuses in accordance with CHED
Services Memorandum No. 20, S-2011 (7.5-8).
6000000
Figure 7.5-8 Distribution of Revenue from
Tuition Fees
5000000

4.50
4000000
4.00
Amount in Millions

3.50
3000000

3.00
Amount in Millions

2000000 2.50

2.00
1000000
Php

1.50

1.00
0
A B SKSU
0.50

-
ACCESS ISULAN TACURONG KALAMANSIG PALIMBANG LUTAYAN BAGUMABAYAN
Figures 7.5-6 and 7.5-7 show that SKSU is doing
better in gradually increasing its budget for the
The amount derived from fiduciary fees is also a 100

source of revenue that is spent for specific 95

purposes. Figure 7.5-9 shows the share of each 90

campus from fiduciary fees. These amounts are

Percent Utilization
utilized by each campus to acquire books, 85

laboratory equipment, computers, guidance and 80

medical and dental services.

75

Figure 7.5-9 Distribution of Revenue from 70

FY 2018 FY 2019 FY 2020

Fiduciary Fees Utilization Target

14
The financial assets of the University are classified
12 into three (3) funds: Fund 101 which is the
10
agency's share in the appropriations of the
National Government, Fund 164 which relates to
Amount in Million Php

8
school fees paid by students and/or scholarship
6 providers, and Fund 161 which deals with
externally-funded projects and income-generating
projects. Figure 7.5-12 shows the results of
4

2 operations from 2018 to 2020.

0
ACCESS ISULAN TACURONG KALAMANSIG LUTAYAN PALIMBANG BAGUMABAYAN
Figure 7.5-12 Financial Status of the University
200,000,000

Based on the published enrolment data by CHED

(SY 2017-2020), SKSU catered the second largest
150,000,000
number of college students as compared to the
other SUCs in the region (Figure 7.5-10).
100,000,000

Figure 7.5-10 Comparative Enrollment of SUCs

Profit/Loss

in Region XII 50,000,000

20,000

18,000 0

16,000

14,000
Num ber of Enro lment

-50,000,000
12,000 2018 2019 2020
in Thousands

10,000

8,000

6,000
Figure 7.5-11 shows some of the cost saving
4,000
measures adopted by the University in the various
2,000
aspects of its operations.
0

Figure 7.5-13 Cost Containment

A B SKSU

Figure 7.5- 11 shows that SKSU surpassed the

Documentary Proof of
BUR prescribed by DBM (7.5-2) to qualify for Cost Savings Targets
Containment Measure
submission of its proposed budget for the
succeeding year. Utilities
Memorandum from the President
on the use of air conditioners

Figure 7.5-11 BUR of SKSU Compared to the Memorandum from the President
Fuel
Rate Required by DBM on the use of agency vehicle

Accounting Office Memorandum

NO. A-2020-001 on the
Utilization of cash advances utilization of cash advances and
immediate reversion of unused
funds (page 4 of 4)
 30

Accounting Office Memorandum

No. 2021-004 on the exercise of
Rent of motor vehicles 25
prudence in renting motor
vehicles (page 2 of 2)
20

Linkages in Extension
No. of Partnerships/
In addition, cost containment is adhered to with a 15

clear allocation and distribution of revenues from

tuition fees (Figure 7.5-8) and fiduciary fees 10

(Figure 7.5-9).
5

7.5a(2) Sectoral Performance

0
FY 2018 FY 2019 FY 2020

The Office of the Vice-President for Research,

Development, and Extension conducts researches 7.5-16 Number of Trainees
in pursuit of further knowledge. Productive
researches are then utilized for the betterment of 2500

the community and other stakeholders through

knowledge/skills transfer and/or sharing of 2000
technology. Figures 7.5-14 and 7.5-15 show the
many linkages the OVPRDE made with regard to
1500
research and extension, respectively. Figure 7.5-16 Number of Trainees

shows the number of trainees whose knowledge

and skills were honed as a result of the research 1000

and extension activities.

500

Figure 7.5-14 Numbers of

Partnerships/Linkages in Research 0
FY 2018 FY 2019 FY 2020

15

12
Linkages in Research
No. of Partnerships/

0
FY 2018 FY 2019 FY 2020

Figure 7.5-15 Numbers of

Partnerships/Linkages in Extension