About the DOH Competency Catalog

This Competency Catalog was developed as a resource for officers, employees,

health providers and clients of the Department of Health (DOH). The Catalog
provides an inventory of specific competencies necessary for effective job
performance aligned to the following department’s objectives:

1. Leadership in health;
2. Enabler and capacity builder;
3. Administrator of specific services;
4. Continuous technical assistance to health providers and clients; and
5. Performance of its role to improve the country’s health care system.

A. PURPOSE AND SCOPE

The purpose of this Competency Catalog is to define competencies as

an observable and measurable knowledge, skills, abilities or behavioral
attributes that contribute to successful job performance for identified
positions across selected DOH Regional Offices, City Health Offices and
Rural Health Units.

The Catalog provides an understanding of the meaning, nature, and use

of competencies, rubrics, and proficiency levels. Competency Models are
written and compiled in the Competency Dictionary provided in the second
part of this Catalog.

B. THE COMPETENCY CATALOG AND ITS ADVANTAGE TO DOH HUMAN

RESOURCE MANAGEMENT DIVISION

This Competency Catalog provides a common and immediate reference to

the DOH’s Human Resource Management Division to support its following
activities:

1. The Competency Catalog serves as immediate reference and guide of

HRMD to support the following activities:

a. Recruitment and Selection

• Development of Competency-based assessment tools
• Development of Competency-based Job Descriptions

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 b. Development of Competency-based Performance Management
System by building a fair performance appraisal system (results-
focused) by structuring evaluation devices around competencies
c. Career Development of DOH Employees by establishing criteria for
promotion or development of career path within the Department
d. Learning and Development
• Competency-based curriculum development and design
• Competency-based Training Needs Assessment
e. Workforce Analysis and Planning in assessing current and future
needs of DOH organization based on strategic plan, goals and
objectives, priority programs and projects
f. Succession Planning to manage the gap that will occur when
employees of key positions leave or are promoted
g. Reward Management for positive recognition of employees’ work
to motivate and improve their performance. This is also an important
factor in recruitment and retention of high performing employees.

C. UNDERSTANDING OF COMPETENCIES

1. Competency Definition

A competency is defined as “a cluster of related knowledge, skills,

and attitudes (KSA) that affects a major part of one’s job (a role or
a responsibility), that correlated with performance on the job, that 1)
can be measured against well-accepted standards, and that 2) can be
improved via training and development.” (Parry, 1996)

2. Competency KSA Framework

a. Knowledge. Understanding acquired through training.

b. Skills. Capabilities acquired through practice.
c. Attributes. Inherent characteristics which are brought to the job.
d. Behavior. The observable demonstration of competency, skill,
knowledge and personal attributes related to excellent performance.

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Figure 1. The KSA Framework

3. Characteristics of Competency

• Skills and knowledge that can be learned

• Expressed in behaviors
• Drives achievement of objectives
• Building block of success
• Competency must be demonstrated and hence, must be observable.
• Competency embodies the capacity to transfer skills and abilities
from one area to another

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 Observable Behavior PERFORMANCE

Knowledge
Skills/Abilities COMPETENCIES
Values
Attitudes/Traits
Life Experience

Figure 2. The Iceberg Model

4. Benefits of Using Competencies

a. For the Organization

• Provides an integrating framework for designing HR systems
such as recruitment and selection, learning and development,
performance management, career development, workforce
analysis and planning, succession planning, and rewards
management (a.k.a. competency-based HR system).
• Align individual contribution to organizational goals since
competency models are anchored on strategic directions of the
organization.
• Fosters performance-driven culture as it defines what an average
job holder needs to do to attain superior performance, while
it provides behaviorally-anchored standards for recognizing
exemplary performers.
• Helps in planning and budgeting HR development in a more
rational and purposive way since critical competency gaps are
systematically identified and addressed.
• When developing new position, enables organizations to “begin
with the end in mind,” i.e., defining expected outputs and
outcome from the job rather than beginning with a list of tasks
and activities.
• For succession planning, facilitates the selection and placement
of best candidate or develops the right competencies of potential
successors to critical positions.

xi
 b. For the Management
• Provides the foundation for sharpening their ability to select and
hire best fit candidates
• Provides more objective performance standards since
competencies are anchored on specifics, measurable behaviors
√√ Enables managers to clearly communicate performance
expectations to staff
√√ Minimizes subjectivity in assessing performance
√√ Creates solid platform for dialogue between managers and staff
on performance as well development and career-related issues
√√ Guides managers in identifying staff development initiatives in
a more purposive and effective manner
c. For the Employees
• Provides the foundation for sharpening their ability to select and
hire best fit candidates
• Clarifies success factors in their current roles enabling them to
give their best on the job
• For career planning, provides information on what it takes to
move to their targeted positions whether this is a lateral transfer
or promotion
• Empowers staff to proactively seek competency-development
activities (i.e., instead of just relying on the sponsorship of their
leaders or the organization)

D. COMPETENCY MODEL / FRAMEWORK

A competency model is a written description of the competencies required

for successful or exemplary performance in a job category, work team,
work setting, profession, organization or industry. It is the output of
analyses conducted to differentiate high performers from average and low
performers.

Competency models represent the most critical knowledge, skills, and

behaviors that drive successful performance. They are described in
behavioral terms, using behavioral indicator so that the competencies are
recognized when demonstrated.

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1. Elements of a Competency Model

A typical competency model has the following elements:

a. Competency Title/Name. The name or title indicates the competency

being described. Others refer to this as competency label.

Examples: Leading Change

Customer Focus
Solving Problems and Making Decision
Managing Information

b. Competency Definition. This is a brief description of the competency,

which provides the reader a broad understanding of the type of
behavior expected of this competency.

Example 1:

Competency: Leading Change

Definition: Ability to initiate and facilitate change and motivate
people to embrace it.

Example 2:

Competency: Customer Focus

Definition: Ability to meet and exceed customer/client needs and
expectations.

Some competency model builders use more rigorous definitions,

which can be considered as operational definitions of the
competencies. The operational definition includes the critical few
tasks and outcomes required of the job holder. It may also state how
output is done and its desired outcome, and may describe important
contextual factors (e.g., technical requirement, legal certification
requirements, and customer or client requirements) related to the
acquisition of competencies.

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 Example 1:

Competency: Solving Problems and Making Decisions

Definition:
Task – Ability to resolve deviations and exercise good
judgment
How it is done – by using fact-based analysis
Outcome – and generating and selecting appropriate
course of action
Output – to produce positive results

Example 2:

Competency: Customer Focus

Definition:
Task – Ability to meet customer needs and expectations
Output – by consistently adhering to and/or exceeding
service standards
How it is done – ensuring positive feedback on customer
satisfaction
Outcome – thereby developing and sustaining productive
customer relationships

Key Point: Whether to use a general definition or an operational definition

of the competency is a matter of style and philosophy. The more specific the
definition, the clearer the competency is communicated to all users.

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 Sample Diagram of Competency Model

Leadership
Competencies

A. Building Colaborative
and Inclusive Working
Relationship
B. Leading Change
C. Managing
Performance and
Coaching for Results
D. Thinking Strategically
Core Competencies and Creatively

A. Exemplifying Integrity
B. Professionalism
C. Service Excellence
Organizational
Competencies

A. Effective
Building Communication
Relationships B. Effective Interpersonal
Relations
C. Organizational
Awareness and
Commitment
D. Promoting Innovation

Technical
Competencies Organizational
Effectiveness

Achieving
Results

Figure 3. Sample Competency Model of DOH’s Organization

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 c. Competency Rubric. A rubric is an explicit set of criteria used for
assessing a particular type of work or performance. It articulates in
progressing order the quality of each criterion, from the simplest
manifestation of desired behaviors to the most complex. A rubric
may also include work and performance samples that typify each of
the level.

i. Progression Levels of Competencies

1. INTENSITY of the intention involved or completeness of action taken to

carry our an intention
2. COMPLEXITY in making more things, people, data, concepts, or causes
into account
3. TIME HORIZON in seeing further into the future, and planning or taking
action based on anticipation of future situations
4. BREADTH OF IMPACT on the number and position people affected; or the
size of the problem addressed

ii. Other dimensions to determine Progression Levels of Competencies

1. SCOPE - The range of responsibilities; from narrow and related to

broad variety of responsibilities; the degree to which variability of task
assignments is present (i.e., from similar tasks in a narrow environment to
great variability in a broad work environment)
2. CONTEXT - The environment in which the job responsibilities are
completed and carried out, from a wide variety of environment to narrowly
defined work context
3. AUTONOMY - The level of supervision received and the amount of decision
making power

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 Criteria Level 1 Level 2 Level 3 Level 4
New practices/
Established practices concepts and theories
Established practices New practices of all
Depth of Knowledge of some WLP of all WLP elements;
of all WLP elements WLP elements
elements isa a credible
resource in this area
Integration with
Integration with business or Integration with
Scope Specific area
concerned areas organizational sector/industry
strategies
able to innovate
and formulate
sustained application sustained application strategies; able to
sustained application
Consistency of of competency over of competency over model/guide/lead/
of competency over
Application time in a variety of time in complex coach/teach others
time
situations situations the competency or
how to apply the
competency
Within establish Requires developing
A wide variety of No established
Thinking Challenge procedures or similar imaginative
situations procedures
situations procedures
Sectoral/industry
Impact on Specific WLP task Specific WLP projects Management decision
practices
Corporate/
Reach of Influence Individuals Unit/groups Sector/industry
institutional
Workforce or Corporate/
Scorecard Internal operations Sectoral/industry
line operations institutional success
Measurement perspective success perspective
perspective perspective
able to apply able to apply able to apply
able to apply
knowledge and skills knowledge and skills knowledge and skills
knowledge and
Degree of Autonomy with confidence and with confidence and with confidence and
skills with some
without guidance without guidance without guidance
supervision
from others from others from others
Business outcomes;
Sectoral/industry
Intervention organizational
Success Indicator Intervention efficiency effectiveness and
effectiveness effectiveness and
learning
learning

Source: Annex 3 or PAHRODF’s Guidebook on Competency Modeling

Figure 4. Rubrics: Leveling Guide for Competencies

The rubrics provide concrete parameters in developing a proficiency

matrix or table, which reflects progressive levels of mastery in
particular behaviors or areas of work under a competency. A set of
rubrics that is generated through consultation and agreed upon by
key clients in the organization is a prerequisite for the development
of proficiency levels.

xvii
 Ability to meet client needs and expectations by consistently adhering
to and/or exceeding service standards ensuring postitive feedback on
CUSTOMER FOCUS:
customer satisfaction thereby developing and sustaining productive
customer relationships.
Rubrick Level 1 Level 2 Level 3 Level 4
Intensity: the Strives to Strives to Strives to Strives to
intention involved consistently consistently exceed service consistently
or completeness meet service meet and standards all the meet service
of action taken standards. sometimes time. standards and
to carry out an exceed service anticipates
intention standards. clients’
upcoming needs
and concerns.
Complexity: Responds to Responds to Responds to Responds to
intricacy of service simple client complex clients all types of all types of
provided to the concerns in a concern in a client issues client issues
client. friendly and courteous and and concerns and concerns
courteous friendly manner; in a timely, in a timely,
manner; refers and refers professional, professional,
challenging challenging helpful and helpful and
client situation client situations courteous courteous
to immediate to immediate manner; manner,
superior. superior. regardless of regardless of
client attitude. client attitude;
provides clients
with tips and
advice to avoid
these issues and
concerns from
occuring again
in the future.
Autonomy: Degree Addresses client Addresses Addresses Addresses
to which job holder concerns with client concerns client concerns client concerns
is able to work the use of job with limited without use independently
independently aid and under reference to job of job aid and and
supervision. aid and minimal supervision. recommends
supervision. innovative
approaches to
better address
client concerns.

Source: PAHRODF’s Guidebook on Competency Modeling and Profiling

Figure 5. Example of how competency levels are created based on rubrics

xviii
 d. Proficiency Levels – serve several purposes. They facilitate
comparison of jobs and roles in terms of competency requirements
and proficiency levels needed using a common incremental scale.
For example, oral communication skills may be a requirement for
most entry level jobs as well as for executive levels. However, the
degree of oral communication proficiency needed at these two levels
may be quite different. This information is necessary input to DOH’s
selection, hiring and placement system.

BASIC 1 INTERMEDIATE 2 ADVANCED 3 EXPERT 4

• Uses competency on • Full application of • Able to critique • Provide innovative
basic tasks the competency processes and or creative solutions
• Applies rudimentary • Consistent manner of applying to a problem or
understanding application of the competency situation
entailed in the competency across • Recommends • Provides technical
competency different conditions improvements in assistance to
• Partial application of • Capable to assist the work processes different users with
the competency others and review • Able to transfer varying situations
• Needs to develop the work of others competency to a • Ability to mentor/
capability to guide related to the wider range of users coach
others competency • Provides technical • Develops
assistance to standards/
different users with guidelines
varying situations • Can be consulted
for advise and
guidance on
strategic direction

Source: HRMD, Department of Health

Figure 6. DOH’s Competency Proficiency Levels

xix
 e. Behavioral Indicators – A behavioral indicator is a statement of what
can be observed from an individual manifesting the competency.
It provides objective evidence that the individual possesses the
competency and shows what effective performance looks like.

Example 1:

Competency: Personal Effectiveness

Definition: Maintains effective behavior in challenging situations
having the resilience to bounce back in the fact of setbacks;
demonstrates a strong desire to advance oneself and one’s career,
propelled by confidence and belief in one’s capacities, and tempered
by honesty and integrity in one’s undertaking.

Sample Behavioral Indicators

• Able to overcome obstacles within his/her area of control and takes
responsibility for results of own action (manifested behavior);
does not blame others (missing behavior)
• Avoids transactions and interactions that exposes himself/herself
to personal gain or conflict of interest (missing behavior)

Example 2:

Competency: Customer Focus

Definition: Ability to meet customer needs and expectations by
consistently adhering to and/or exceeding service standards ensuring
positive feedback or customer satisfaction thereby developing and
sustaining productive customer relationships.

Sample Behavioral Indicators

• Acts to prevent problems, reporting issues where necessary
(manifested behavior)
• Avoids overpromising service delivery to clients (missing behavior)

Key Points: Not all behavioral indicators that are generated and captured
in the competency table may be applicable to a job or role. They are simply
sample of behaviors and are by no means an exhaustive list nor meant to be
used as behavioral checklist. Rather it is an indicator to help guide assessment
of competence.

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 Formula for stating behavioral indicators:

Behavioral indicators = action verb + object + qualifier or criterion

Example 1:

Example of a well-stated behavioral indicator

Competency: Managing Information

Definition: Describes and distinguishes data or information that is
relevant to the job and the value this brings to one’s functional
role, group or the organization.

Example 2:

Example of a well-stated behavioral indicator

Competency: Customer Focus

Definition: Follows up with clients during and after delivery of
services to ensure that their needs have been met

Legend: Action Verb

Object
Qualifier, Criterion

Characteristics of ideal Behavioral Indicators:

1. Concrete and specific behaviors that are observable, verifiable and
must lend themselves to measurement
2. Illustrate what a person does, as if the competency has already been
acquired
3. Can be taught or altered through training, coaching and other
development strategies

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 E. COMPETENCY DICTIONARY

1. Introduction

DOH, in its effort to build Competency Models for its organization,

establishes Competency Dictionary that compiles in a single document
the competencies needed across its selected Regional Offices, City
Health Offices and Rural Health Units.

a. Competency Dictionary represents the Core, Organizational,

Leadership, and Technical competencies that apply to jobs at the
selected DOH’s Regional Offices, City Health Offices and Rural Health
Units.

b. Purpose

To enhance Human Resource Management system on the following areas:

• Recruitment and Selection
• Learning and Development
• Performance Management System
• Succession Planning

c. DOH’s Competency Dictionary includes needed competencies for

positions / job roles in its selected health offices and units. These
competencies are categorized as follows:

i. Core Competencies

These are chracteristics that collectively lead to desired outcomes

in the Department. Sometimes referred to as foundational or
organizational competencies, these consist of behaviors that
everyone in the organization must possess regardless of function
because they drive overall desired results. Core competencies
are founded on the DOH’s mission, vision and values, including
culture (the way things are done in DOH).

ii. Organizational Competencies

These are competencies required to perform similar functions within

DOH; and are expected of majority of positions in the Department.
These competencies cannot be considered as core competencies
though because not everyone is required to possess them.

xxii
 iii. Leadership Competencies

These are knowledge, skills and behaviors needed to perform

management / leadership functions and processes. These are
expected of individuals who supervise staff, or who work through
others or a team to get the job done.

iv. Technical or Functional Competencies

These are behaviors or abilities that pertain to a specific body

of knowledge and skills required to perform a function or job. It
includes abilities to use procedures, techniques and knowledge
of a specialized field. Technical competencies are linked to job
roles and the way in which they interact with other roles. These
competencies may be transferable if a person accepts a similar
job in another organization.

Core Competencies
EXEMPLIFYING INTEGRITY
Definition Ability to establish and maintain social, ethical and organizational norms
within the organization and towards clients in accordance to the Code of
Conduct and Ethical Standards for Public Officials and Employees (RA 6713).
Proficiency Indicators
BASIC • Demonstrates openness and honesty with clients and others
• Devotes to meet the organization’s standards
• Acts professionally at all times, is punctual, reliable, and prompt in
delivering services
INTERMEDIATE • Analyzes own performance truthfully, and offers ideas and gives feedback
for improvement
• Is flexible to meet the needs of the organization and clients
• Refuses and/or avoids malicious and unethical situations
ADVANCED • Includes integrity checks in the team’s performance review
• Understands and actively promotes the organization’s standards and
ethics to colleagues and to others outside the organization
• Monitors self and others to acting in accordance with the organization’s
standards and values
EXPERT • Upholds at all times the fundamental values of good governance
• Ensures organizational compliance with legislation, regulatory requirements
and best practices
• Stands up publicly for beliefs and challenges the unethical behavior of others

Figure 7. Sample of DOH Competency Dictionary

xxiii
 F. COMPETENCY MAP / STANDARDS

1. Introduction

a. Competency Map identifies the key competencies for an organization

and/or job and incorporating those competencies throughout
the various HR core processes (i.e. recruitment and selection,
career development, learning and development, and performance
management system).

DOH has undergone job analysis and other methodologies whose

results helped develop the competency-based job descriptions.
The competency-based job description serves as the basis in
the establishment of the Department’s Competency Map. The
Competency Map illustrates the competencies which are categorized
as Core Competencies, Organizational Competencies, Leadership
Competencies and Technical Competencies needed to be able to
meet the demands in employee’s particular role and help him/her
develop toward the ultimate success of DOH’s organization.

b. Purpose of Competency Map

To enhance Human Resource Management system in the following

areas:
• Recruitment and Selection
• Learning and Development
• Performance Management System
• Succession Planning

xxiv
 DOH COMPETENCY MAP
COMPETENCIES

Mun. Health Officer

Maint. Care Taker

Hlth Prog. Officer

Pub Hlth Nurse

Doc to the Bo.

Dev Mgt Off

Bgy Nut Sch

Nurs Attndt
Ento-mgst

Med. Tech
HP Reschr

Dent Aide

Adm Aide
Data Enc.
Sani Aide
Med Asst
Mid-wife

Lab Aide
Med Off

San. Ins.
Den-tist

Bgy. HW
Sta-ti’n
Lic. Off
Pharm

Driver
Nurse
Dir.
CORE COMPETENCIES

1 Exemplifying Integrity 4 4 4 3 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 2 2 2 2 1 1 1

2 Professionalism 4 4 4 3 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 2 2 2 2 1 1 1

3 Service Excellence 4 4 4 3 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 2 2 2 2 1 1 1

ORGANIZATIONAL COMPETENCIES

1 Effective Communication Skills 4 4 4 3 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 2 2 2 2 1 1 1

2 Effective Interpersonal Skills 4 4 4 3 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 2 2 2 2 1 1 1

3 Organizational Awareness and Commitment 4 4 4 3 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 2 2 2 2 1 1 1

4 Promoting Innovation 4 4 4 3 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 2 2 2 2 1 1 1

LEADERSHIP COMPETENCIES

1 Building Collaborative and Inclusive Relationship 4 4 3

2 Leading Change 4 4 3

3 Managing Performance and Coaching for Results 4 4 3

4 Thinking Creatively and Strategically 4 4 3

TECHNICAL COMPETENCIES

1 Achieving High Standards 4

2 Advocating Public Health 3

3 Building Relationship with Stakeholders 4 4 3 3 3 2 2 1 2 3

4 Case Management 4

5 Communicating and Listening 3

6 Communicating Technical Information 3 2 1

7 Computer Literacy 1 2 2 2 2

8 Conflict Resolution 4

9 Continuous Learning 4

10 Data Gathering and Analysis 2

11 Data Management 2

12 Decision Quality 3

13 Driving and Transportation Proficiency 2

14 Developing Personal and Organizational Capability 4

15 Financial Acumen 3

16 Government Accounting and Budgeting 4

17 Government and Departmental Policies and Procedures 4 3

18 Implementing Health Policies and Regulations 4 4 4 3 3 3 3 3 3

19 Management Acumen 3 3 2

20 Managing Work 2 2 2 3 3 2

21 Operating Medical Machines, Equip. & Tools 3

22 Organizing Communities 3

23 Project / Program Planning and Management 4 4 3 3 3 3 3 2

24 Providing Support and Services 2 2 2 2 2 2 2 3

25 Records Management 3 3 3 2 2 2 1 2 2 2 1

26 Research and Analysis 3 2

27 Resilience

28 Respecting and Caring for Patients 4 4 3 3 3 3 3 2 2 2

29 Risk Management 4 4 4 3 3

30 Safety Awareness 3 3 3 1

31 Scientific Research for Health/Medical Staff 4

32 Statistical Research for Health 2 1

33 Technical Consulting 4 3 3 3 3 3 3 3 3 2 2 3

34 Technical Writing 3

35 Training Program Administration 3 2

Proficiency Levels - 1 – Basic; 2 – Intermediate; 3 – Advanced; 4 – Expert xxv