PAHRODF WDO and REAP Milalin S Javellana Facility Director, Philippines-Australia Human Resource and...
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Transcript of PAHRODF WDO and REAP Milalin S Javellana Facility Director, Philippines-Australia Human Resource and...
PAHRODF WDO and REAP
Milalin S Javellana
Facility Director, Philippines-Australia Human Resource and Organisational Development Facility
PAHRODF GOAL & PURPOSETo enhance the effectiveness of selected programs and reform agenda under the Australia-Philippines Development Assistance Strategy (DAS)
To develop or strengthen HRD, HRM, planning, management, administration competencies and organisational capacities of targeted individuals, organisations and groups of organisations and support system for service delivery;
To enable targeted individuals and organisations make better use of HRD,HRM, planning, management and support systems for service delivery competencies and organisational capacities
To enable individuals and organisations to build and maintain relationships, share and build on enhanced competencies, and lessons learnt from research and knowledge synthesis initiatives
PlanningHRMD
Administrative
CAPACITY AREAS
Management
PAHRODF
Work PlaceDevelopment Objectives (WDO) – the basis for the REAP
TO BEGIN WITH THE END IN MIND MEANS TO START
WITH A CLEAR UNDERSTANDING
OF YOUR DESTINATION.
Dr. Stephen R. Covey
WORKPLACE DEVELOPMENT OBJECTIVES
CompetencyWhat will the individuals be able to do well as a result of the training?What output/s will they need to complete as a demonstration of their new learning?
Organisation OutcomeWhat improvement in organisation’s processes, systems, policies, structures, and mechanisms do we expect to see with improved individual competencies?
Development ImpactWhat benefit/s to clients do we expect to see with improved organisation outcome?
WDO CONSIST OF: TASK – what the learner is expected to do
and/or produce to be considered competent
CONDITIONS – what authority, support, materials are needed for the learner to produce the outputs and be considered competent
STANDARDS – how well must it be performed in terms of timeliness, quality and quantity
ORGANISATION OUTCOME/S – what DAS related improvements in the policies, systems, structure and processes from the learner’s application of competency
DEVELOPMENT IMPACT – what long-term objectives of improving the clients’ lives and socio-economic well-being resulting from the organisation’s improved service delivery and reform agenda
TASK
CONDITION
STANDARDS
INSTITUTIONAL OUTCOMES
DEVELOPMENTAL IMPACT
SAMPLE WORKPLACE DEVELOPMENT OBJECTIVE
TASK - COMPETENCY
Develop improved policies and plans on petty cash advances
Develop risk assessment on petty cash advances
Develop management controls to ensure compliance with government regulations
Field of Study – Financial Management (Internal Control)
TASK - OUTPUTS Training modules on risk assessment
and management Internal policy on petty cash advances Financial Risk Assessment Tool on petty
cash advances
Field of Study – Financial Management (Internal Control)
CONDITION Visible support of top management Proactive involvement of the
management division chief and staff Authority to recommend policy and
implement the risk assessment tool on petty cash advances
Field of Study – Financial Management (Internal Control)
STANDARD Risk Assessment tool in compliance with
government policies New or enhanced Policy on Petty Cash
Advances developed based on comprehensive assessment of current practices
Field of Study –Financial Management (Internal Control)
ORGANISATIONAL OUTCOME
Improved business process on petty cash advances that removes financial risk and ensures transparency
Standardisation of the petty cash advances practice at all levels of DepED
Field of Study – Financial Management (Internal Control)
DEVELOPMENT IMPACT Improved quality of basic education
services through effective and timely delivery of funds to schools.
“It is only in doing, the applying, that knowledge and understanding are internalized.”
Stephen Covey
Re-entry Action Plan
CONDITIONSFOR TRANSFER OFLEARNING
For scholars to generate institutional outcomes that will contribute to DAS related programs, 3 conditions must be met:They must see the value in applying what they
have learnedThey must know howThey must be given the opportunity to do so
RE-ENTRY ACTION PLAN OBJECTIVE
RE-ENTRY ACTION PLANNING (REAP)
Developed with the help of supervisor in the institution
Implementation commences after the completion of the scholarship
Gives concrete steps that scholar will take to adopt, institutionalize and mainstream the REAP outputs
Translates individual learning to contribute to enhancing organisational outcomes
RE-ENTRY ACTION PLAN
• It should be complementary with other Re-entry Action Plans within the Change Agenda (both with other STT and other LTT)
• It should be done in consultation with Supervisor and Mentor
• It should be approved by Supervisor and/or Management
• It’s budget should be included in the institution’s annual budget
• Its implementation will be monitored every 6 months
FIRST STEP Discuss the workplace
development objectives with your supervisor(should have same WDO with STT)
Then, develop your re-entry action plan objective
These are two distinct but connected objectives
RE-ENTRY ACTION PLAN OBJECTIVE Specific – spell out what you intend to
do
Achievable – successful people set goals just out of reach, but not out of sight. Objectives should be motivating, not intimidating
RE-ENTRY ACTION PLAN OBJECTIVE Measurable – Objectives have value only
if they help you improve yourself, develop your potential, and contribute to the achievement of the organization’s change agenda
Time-Sensitive – It is called a “dream with a deadline”
RE-ENTRY ACTION PLAN OBJECTIVE One Plan Objective only
Link – must be linked to the WDO to produce the expected organizational outcome/s
Written – an objective properly set is half-way reached.
Personal – must be within your power to achieve or accomplish personally. Common mistake is to identify something outside your control as an objective
Outputs: Family-based resource guidebook on how to establish and Sustain Business growth for MSEs in the Philippine settingFamily based entrepreneurship training modules for MSEsRevised operating system for DCCCII SMERN Training and Consultancy (related to Institutional outcome)
REAP PLAN OBJECTIVE By the end of 2009, 20
micro or small entrepreneurs have developed business plans for their respective enterprises that are accepted by members of their family and/or board.
By the end of 2009, the training module on “How to Build and Sustain Business for MSMEs” with its accompanying Guidebook has been developed and conducted for the 20 micro or small entrepreneurs of Davao City.
Which is better?
Competency: Develop and conduct Family-based entrepreneurship training modules or course existing micro- small entrepreneurs.
REAP PLAN OBJECTIVEBy end of 2009, the SMERN members are using the updated and approvedTraining and consultancy services
By end of 2009, 20 micro and small entrepreneurs have usedthe training and consultancyservices of DCCCII-SMERNto improve their enterprises
Which is better?
Outputs: Family-based resource guidebook on how to establish and Sustain Business growth for MSEs in the Philippine settingFamily based entrepreneurship training modules for MSEsRevised operating system for DCCCII SMERN Training and Consultancy (related to Institutional outcome)
Competency: Develop and conduct Family-based entrepreneurship training modules or course existing micro- small entrepreneurs.
REAP ACTION STEPS Must ensure that activities are
planned to facilitate the institutionalization of the sustainability attributes Train others Establish or enhance existing
procedures and processes with clear accountabilities
Complement existing mechanisms or systems
Get budget Get management support and
approval Communicate the plan
REAP SUCCESS INDICATORS
Indicators that tell you that you have achieved your REAP objective
Indicators that tell you that you have contributed to enhancing your ntribution to DAS related programs
Indicators that tell you that you are now competent (unconscious competency)
To know and not to do, is really not to know.To learn and not to do is not to learn. In other words, to understand something but
not apply it is really not to understand it. It is only in the doing, the applying, that
knowledge and understanding are internalized.
--Stephen Covey
Thank You