Analysis of Learning Needs of Technical & 200

Administrative Regular Staff of DSWD Field Office

Caraga Report

Has"ullp rs0
EENEmIF
CERTITIEII
CARAGA REGION

INTRODUCTION
The major change in the mandate of the
Department of Social Welfare and Development
(DSWD) brought about by the passage of the Local
Government Code (Republic Act No. 716q in 199l
and supported by Executive Order No. 15 in 199t1
requires a planned change process.

In order to endure the change that has takerr

place, the Department undertook various initiative:;
since 1992 such as the continuous crafting of it:;

NEEDS, vision, mission and goals, team building workshops,

re-structuring from the sectoral to functional
bureaus, passage of internal policies related t<r
repositioning, among others,

With the desire to speed up the process of

Regulor Stoff "r change from a direct service delivery agenry to a
leader in the delivery of coordinated social services
Field Office and social protection for poverty reduction by CY
203A, the Department sought the help from some
Corogo foreign consultants and funding institutions to fund
an appropriate training intervention needed in the
operationalization of the DSWD Rationalization and
Streamlining Plan (RSP).

The approval and implementation of

the
Rationalization and Streamlining Plan (RSP) of the
DSWD is a concrete major change that must bt:
given utmost preparation. Thus, there is an urgent
need to continue the organizational development
and capacity building efforts initiated by tht:
Department in keeping up with the RSP.

Learning Needs Assessment Report

 201

Therefore, developing the capacity of stakeholders and intermediaries for quality service
delivery now becomes a major component of the DSWD mission and capacity building is, thus, a
major strategic priority of the Department as shown in the following illustration:

c
A
GI
L'
"{}_ P I INTERNAL STAFF A
L. I DISADVANTAGED
!
HUMAN
RESOURCE
DEVELOPMENT
.A,
et
T I
toswo Centrat & F.o.s) T
Y
a
ilI o sEcroR
Children
Y E
FT o Women
INTERMEDIARIES v o Persons w/ Disability
eI

* Ii
LEARNING
DEVELOPMENT
AND
1

\cr
E
I
(LGUs, NGOs, POs)

STAKEHOLDERS
(Org. involved in SWD)
*
I

E
t-
V
E
I

FT
o
o
Older Persons
Victims of Calamities
and other
Emergency Social
Y

The Omnibus Policies and Guidelines of Management of DSWD Capability Building Efforts
clearly emphasize that the Department advocates for continuous and sustained interventions to
develop and empower its human resources to effectively perform its new role as leader in social
welfare and development. In line with it, it seeks better ways to improve existing human resource
management system so that a core of technical and administrative staff from various levels and
categories delivery quality service.

The Department, recognizing the importance of human resource development, shall provide
a nurturing environment for staff development in a manner that continuously build and develop
excellent public servants by harnessing their potentials and creativity,

However, it has been observed that there are discrepancies in the implementation of
learning and development interventions, which are not committed to the corporate standards and
has resulted to low morale and indifference among agency personnel. The participation to any
learning and development intervention in which potential staff are selected and budget
parameters are two of the common differences observed.

On the other hand, the Department of Social Welfare and Development (DSWD) Learning &
Development philosophy affirms the organization's overall focus on creating an excellent and
high-performing organization through its people by becoming:

+ High Performing, Competent, and Credible Civil Servants;

+ Provide Excellent Human Resource Processes; and
.t- Enhance the Competency of our Workforce.

I
I

Learning Needs Assessment Report

ti I

I
I I

l-_-_-_ _-_-i
 202

Also, emphasizing that women and men in the organization matter, the DSWD's aim is
always to create significant changes in the workplace through programs that help DSWD officials
and employees. Furthermorg the Quality Policy of the Department as an ISO 9001:20'15 certified
clearly pointed out the following:

{ Implement responsive policies and plans, learning and development interventions and
regulatory services, developed either by the Field Office or Central Office, to enhance the
capacity of our intermediaries for an improved delivery of social welfare and development
programs and services;

* Sustain and nurture a culture of excellence through internal and external convergence,
highly competent human resource, and suitable working environmen!

I Continuously quest for knowledge and innovation for organizational g rowth and
improvement and provide appropriate interventions for personal and professional growth
of the workforce;

I Adhere to professionalism, integrity, accountability and ethical standards towards customer

satisfaction and quality service by complying with DSWD mandatet government rules anc
regulations, other pertinent laws, and requirements.

However, building the capacity of an individual requires a conscious deliberation ancj

determination of the differences between the actual conditions (what is) and the desired condition
(what should be) in human performances within an organization in terms of knowledge, attitude
(behavior), and skills. In pursuing such endeavor, sundry methods are to be employed in order to
establish the learning needs of the technical and administrative regular staff of the Department,
especially along training and development. Hence, this learning needs assessment is conducted in
order to determine the level of competency in the performance of expected roles and functions of
both technical and administrative regular staff of DSWD Field Office Caraga.

The Department of Social Welfare and Development Field Office Caraga in Butuan City
administered the Learning Needs Assessment (LNA) tool in the mid-part of year 2019. The retrieval
and consolidation of data run over a month so as this particular milestone became one of the
major key performance indicators of the Field Office for the year 2019.

This analysis of learning needs of the technical and administrative regular staff of DSWD
Field Office Caraga is the result of an aggregation of 20 technical and 47 administrative regular
staff as the target respondents. The questionnaire provided to all these respondents include the
background information, trainings attended related to the job, competency requirements
(knowledge, attitude and skills), and other training needs perceived for professional growth.

learning Needs Assessment Repo]t

i,, 203

OBJECTIYES of the

Assessment
The administration of the Learning Needs Assessment aimed to:

tr establish level of proficiency and learning & development intervention in each area of
competency for both administrative and technical staff;

tr identify learning and development needs and opportunities in all aspects of the
competency requirements (core, organizational, technical and leadership);

tr list preferred learning setting and importance in pursuing training or education; and

E come-up with recommendations for the formulation of a three (3)-year Learning and
Development Plan for Field Office Caraga.

BRIEF PROFILE orthe

Respondents
The Department of Social Welfare and Development (DSWD) upholds and recognizes the
value of equality and diversity in enhancing the competencies of its internal stakeholders.
Howevel given the limitation of staff complement of the Learning and Development Section, the
assessment covers a total of sixty-seven (67) permanent employees who responded to the survey
divided into two major categories: administrative and technical workers.

Although the Field Office has eighty (80) regular employees, only 57 were covered since the
Regional Director and the two (2) Assistant Regional Directors were exempted for the assessment.
There were also seven (7) vacant posts, two (2) staff on study leave, and one (1) on maternity leave
during the period of assessment. The distribution of total number of respondents is presented as
follows:

Learnlns Necds Ass€ssr*, ** tli

 204

Summary of Respondents:
Total Re.ular Posltions I 80
No. of Staff who Submitted 67
No. of Staff on Study & Maternity Leave 3
Vacancies during the Survey 7
3'd Level Official 3
Percentage of Partlclpatlon 83.75%
fable 1: Summay of Respondents

Table 2: Distribution of Respondents

Distribution of Respondents

{ The chart clearly shows that majority of

the respondents are administrative staff
comprising 70.15o/o of the total
respondents while the remaining 29.85%
are technical staff. This means that for
every one (1) technical staff, there are two
(2) administrative staff who are providing
support to program operations. rAdnmistntiv€ lTechnical

fabb 3: Sex Distribution per Division of

Sex Distribution Per Division of Administrative 5taff
Administrative Staff

* The table clearly shows that the

Financial Management Division
has the highest number of both
male and female staff. The
Administrative and Human
Resource Management and
Development Division follow this,
I Male I Female I Total respectively. This means also that
a lot of staff were hired in the
fiduciary posts and administrative services. Only few staff are currently assigned in the
operations of the Field Office.

Learning Needs Assessment Report

Ii
 205

Table 4: fiex Distribution per Division of

Sex Distribution Per Division of Technical
TechnicalStaff
Staff
l Majority of the respondents of
the technical staff are assigned
at the Protective Services
Division considering that most
of the frontline services of the
Department are being placed
here. This is pretty obvious
POLICY & PLANS PROTECTIVE SERVICES PROMOTIVE SERVICES
because DSWD is the
champion along social
DISASTER RESPONSE

;; Mde Female I Total

protection, specifically
addressing the needs of the poor, vulnerable and disadvantaged children, women, persons with
disability, senior citizens and all those survivors of disasters and calamities.

Age & Sex Distribution of Administrative Staff Age & Sex Distribution of Technical Staff
t2 4,5

4
10

8 3

,l

5
1

4 1.5

:
2
0.5

0 0 .-

3G40 41"45 4Fy)

SMde l;iltemale
-Totd
Tables 5 & 6: Age & Sex Distribution of both Administrative & Technical Staff

{ The Field Office is relatively young. Younger staff ages between 25-30 years old are high in the
administrative staff and ages between 36-40 years old are high in the technical staff, However,
there are staff who will be retiring in the next five (5) years coming from both administrative
and technical staff. This also means that the Field Office is relatively energetic, passionate and
can cope with the demands of the new era and fast changing technology.

Sex & Plan to Retire in the Next 5 Years Table 7 Plan to Retire in the Nert 5 Years
of Both Administrative & Technical Staff
r,riur!
i, I The chart shows that majority of the staff
Jir
T are not going to retire yet in the next five
,^ ffi
UIMT (5) years. However, there are four (4) staff
'.,

who are unsure and three (3) are plannirrg

'ii
to retire in the specified period.

Learning Needs Assessment Report

Ei i
I
I
,.
-. -. -.|
-.
 206

Sex & No. of Years in DSWD of Administntive Sex & No. of Years in DSWD of Technical Statf
Statf

A
14

12

i0
8

2
I

0
0-5 6-10 1l-15

;JMale LIlFemale Male r*,iFemale Total

-Total
Tables 8 & 9: No. of years in DSWD

,{ The tables above shows that most administrative staff are still new in the Field Office
having
been service between 0-10 years while the technical staff are in service between 16-25 years
already.

LEARNING NEEDS perceivd for

Professional Growth
The emerging and rapid demands of the social welfare environment and the thrust to put
forth social welfare and development in the forefront of human development agenda require
appropriate upgrading and enhancing the capabilities of the internal staff of the Department so as
its partner local government units, non-government organizations, people's organizations, and
other intermediaries are provided with adequate and proper technical assistance in the delivery of
quality and adequate social services.

The respondents were asked to indicate their perceived level of proficienry and level of
training needs in each of the following areas/competencies and its applicability to their current
job/tasks by encircling the number corresponding to the level. Competencies that are not included
in the list but are deemed relevant to them were asked to be added on the blank spaces provided
at the end of each type of competencies. They were also asked to skip the sections that are not
applicable to them.

We all know that organizational change occurs when an agency makes a transition from its
current state to some desired future state. Managing organizational change is the process of
planning and implementing change in organizations in such a way as to minimize employee
Learning Needs Assessment Report ffiiffi
I

- _-- -l
 207

resistance and cost to the organization while simultaneously maximizing the effectiveness of the
change effort. In case of DSWD Caraga, it is always at the helm of change for it refuses to remain in
cargo. Today's office environment requires undergoing changes almost constantly if they are tc
remain competitive. This is constantly true with DSWD, The partnership with local governmerrt
units in view of LSWDO service delivery is strengthened by the Seal of Good Governance. Networks
and partnerships are established and all major strategies have corresponding structures assigned.
Indeed, there is a shared leadership.

As DSWD Caraga grows or changes, so does the complexity of managing the performance
systems and processes. Fortunately, for DSWD, the organizational systems do not suffer from one
of two conditions consequently: underdeveloped and fragmented or bloated and burdensome.
Neither way, the result is ineffective and misaligned performance systems and processes that don't
support - and potentially work against - the ability to direct and motivate performance consistent
with the office goals and values.

Competency Areas for Administrative Staff

.!. Literacy Skills (6 indicators)
* Clerical (B indicators)
.1. Mechanical/Electrical (2 indicators)
t Interpersonal Competencies (1 1 indicators)
* Financial Planning & Management (7 indicators)
{. General Administrative Skills (2 indicators)
* ITlTechnological Competencies (9 i ndicators)

Competency Areas for Technical Staff

.t Literacy Skills (6 indicators)
t Interpersonal Competencies (1 1 indicators)
* Analytical Competencies (9 indicators)
.1. Technical Competencies (7 Sub-Areas)
. Legal (3 indicators)
. Financial Planning and Management (7 indicators)
. Policy Development & Program Planning (10 indicators)
. Case Work/Group Work/Community Dimensions of Practice Skills (7 indicators)
. Disaster Management (6 indicators)
. Human Resource Management & Development (1 1 indicators)
. ITlTechnological Competencies (9 indicators)
. Resource Management (3 indicators)
.3. Management/Systems Thi nki ng Competencies (7 i ndicators)
* Behavioral/Life/Health Improvement ('l 0 indicators)

tearnlng l{€€dsAs.or--, *"** !l

I
!
208
I

Table /0: Least Applicable &

INDICATORS WITH HIGHEST NO. OF LEAST Pro fi cie n t Co m p e te n cie s
APPLICABILITY & PROFICIENCYTO CURRENT JOB
I Clerical I Mechanica IElectrical I The chart shows that the
* lnterpersonal Competencies g Financial Planning & Management Financial Planning iL
t General Administrative I lT/technological
Management and
Interpersonal Competencies
are the two areas with least
applicability and proficiency
in relation to the current
job of the administrative
staff.

Least Applicable & Proficient to Current Job for Administrative Staff

. Clerical Skills
- Stenographic Skills
- Message Handling/Note-Taking
- Business Etiquette
' Mechanical/Electrical
- Driving
- Troubleshooting of Automobile
. InterpersonalCompetencies
- Dealing with individual to counsel or guide them
- Negotiation
- Persuasion
- Information Exchange
- Public Speaking
- Presentation Skills
- Soliciti ng Inputs/Faci litati ng
. Financial Planning and Management
- Developing and presenting a budget
- Understanding the budget process
- Managing a program within budget constraints
- Developing strategies priorities for determining budget priorities
- Monitoring programs' performance
- Preparing proposals for funding
- Cond ucti n g cost-effectiveness, cost- benefit a nd cost-uti ity a na lysis
I

. General Administrative Skills

- Property and Supply Management
- Procurement
. ITlTechnological Competencies
- MS Access
- Computer Programming
tearning [HsAssessment Report
I

I
Ei
I

t---_-_-_
'i,
209 I
I

I
I
I
I

- Computer Networking
- Database Administration
- Computer Troubleshooting
- Computer Hardware

Table l1: Levelof Learning &

Development Interuention Level of LDI Deemed Necessary
(LDQ Deemed Necessary 30

The chart shows that

ii
advanced course is
along literacy
while for basic course is
along interpersonal
skills
rl N
J- H 1,, hn ll JI
*$d'
competencies, general
administrative skills and
financial planning and
management.
-".- "c "-"""
$.f'
s Basb
"*"f
I Refresher tw Advanced
"'e'
ou'"

The following were the summary of the responses:

Administrative Staff:

Competency Areas Level

Literacv Skills o Advanced for maioritv of the
Clerical Refresher or Review for majority of the

Mechan ica l/Electrical o Advanced for the drivers of the Field Office.
Interpersonal Com petencies o Basic or Introductory for majority of the

Financial Planning and Management Basic or Introductory for majority of the

General Ad mi nistrative Skil ls Basic or Introductory for majority of the

ITlTech nolog ica I Com petencies o Review or Refresher for half of the
respondents and Advanced for the remaining
half.

For administrative workers, the table above shows that the level of intervention deemed
necessary for the respondents are mostly advanced mechanical/electrical and literary skills and
basic or introductory for interpersonal, financial planning and management, and gener,ll
ad mi nistrative skil ls.

learnlng Needs Assessment Report

Ei
I I

t-_
 210 I

{ For learning and development interventions for priority in the next three years are the following:

Core Functions Organizational Technical Functions

Functions

Technical Writing OPC Planning Review of Process Maps

(Advanced) Stress Management Cash Management &,
BIR Policies Values Formation Control
CNGAS Workplace Ethics Media Production
Stress Management Donation Management
Spreadsheets
GAM

Table 72: Least Applicable & Proficient to

INDICATORS WITH HIGHEST NO. OF TEAST
APPLICABITITY& PROFICIENCYTO CURRENT JOB
I Case Work/Group Work/Community Dimensions
: Human Resource Management & Development
R lTfiechnological Competeocies
Curent Job
of Practice Skills { The table shows that IT &
technological competencies are
the least applicable and proficient
to current job for technical staff in
the region. This is followed by
human resource management and
and casework,
development,
group wor( community
dimensions for practice skills.

Least Apolicable & Proficient to Current Job for Technical Staff

. Legal
- Drafting of Decisions
- Legal Writing
. PolicyDevelopment/Program Planning
- Stating the Feasibility and expected outcome of each policy option
. Case Work/Group Work/Community Dimensions of Practice Skills
- Utilizing leadership, team building, negotiation and conflict resolution skills to build
community assets and available resources
. Disaster Management
- Management of Evacuation Centers
- Rapid/RiskAssessment
, Human Resource Management & Development
- Psychological Testing
- Design of HR Programs
- HR Information System

learning Needs Assessment Report

tri I
I
I

--l
.t-'-'-'-'-';-- 211 I

- Library Management
ff/Technological Competencies
- MS Access
- Computer Programming
- Computer Networking
- Database Administration
- Computer Troubleshooting
- Computer Hardware
Behavi oral/Life/Health Im provement
- Change Management
- First-Aid Administration

Technical Staff:

Competency Areas Level

Literacy Skills o Advanced level for majority of the

Interpersonal Competencies Advanced level for majority of the

Analytical Competencies o Refresher or Review for all respondents.

Technical Competencies Refresher or Review for all respondents

A. Legal except along Resource Management
B. Financial Planning and which PDI noted Advanced intervention
Management needed
Policy Development/Program
Planning
Case Work/Group
Work/Commu nity Di mensions
of Practice Skills
Human Resource Management
and Development
ITlTechnological Competencies

Management/Systems Thi nki ng o Refresher or Review for all respondents

Competencies

Behaviora lLifelHealth Im provement

I o Refresher or Review for all respondents

tearning Needs Assessrnent Report

Ei I

I I
tl
 212 I
I
I

Table above shows that the level of intervention deemed necessary for the respondents are
mostly refresher or review in most competency areas except for Literacy Skills, Interpersonal
Competencies and Resource Management in which majority of the respondents identified to be
at the advanced level, This means that technical staff hired for their respective positions
believed to already possess the basic competencies in performing their expected tasks and
functions.

{ For learning and development interventions for priority in the next three years are the following:

Core Functions Organizational Technical Functions Leadership

Functions

Strategic Decision Finding Happiness in Statistical Analysis Supervisory

Making the Workplace Report Writing Development
Case Management Developing Advanced Policy Courses 1-5
Strategies Employee into Peak- Analysis Building Culture
Coaching and Performing Team Program of Commitment
Mentoring Players Management
Visioning Stress Management
Organizational Social Research
Awareness Database
Administration

ANALYSIS and

Recommendations
The Department of Social Welfare and Development is constantly involved in a process of
effective positive social change through the formulation and implementation of responsive social
welfare and development policies, programs and seruices. The Department achieve these
undertakings through a complement of workers who are competent in their respective fields and
immersed in the sound principles of social welfare and development as applied in the Philippine
context. The degree to which DSWD succeeds as a center of excellence is contingent on its staff
members' continuous enhancement of competencies. Towards this end, DSWD Field Office Caraga
has initiated this learning needs assessment so that a sound strategic learning and developmerrt
plan shall be crafted in order to address the various competency needs of its staff.

Indeed, there are many challenges in the performance of one's duties and responsibilities
that may be responded to by way of developing or enhancing the knowledge, skills and attituders

learnlng tleeds Assessment Report

Ei
 213

of corresponding staff/workers. With the above results of the learning needs assessment it is
hereby reoommended that priority learning and development interventions be addressed in the
coming year or succeeding years, whether integrated in program-related interventions or be
conducted as a separate package of interventions.

Prepared bp Reviewed by:

o B. AMISTA
Head, Leanoing & Development Section RPDC Chairpercon

Noted by:

MITA CHUCHI
Regional

I
.ffiffi