DIVISION

ORIENTATION
ON PRIME-HRM
 LEARNING AND
DEVELOPMENT (L&D) SYSTEM
 OBJECTIVES
At the end of the session, the participants are expected
to:
• Explain the SDO Cam Sur Customized L & D
Policies
• Articulate the key concepts and processes of the
seven (7) subsystems of the Learning and
Development System
• Appreciate one’s roles and responsibilities in the
operationalization of the Learning and
Development System
 OVERVIEW
1. PDC Structure and Composition
2. Customized L & D Policy with Specific Guidelines and
Mechanics Apply on the Equal Opportunity Principle
(EOP)
3. Internal Guidelines In Selecting Candidates For
Scholarship In Teaching, Teaching Related And Non-
teaching Personnel At Schools Division Office Of
Camarines Sur
4. Learning Service Providers (LSPs)
5. L & D Subsystem
6. Guidelines on the Operationalization of the
Contextualized Learning and Development System for
4
SDO Cam
FACT OR BLUFF
1. The Learning and Development
System is one of the core systems
of PRIME-HRM

2. The L&D interventions are based

on the learning and development
needs.
5
FACT OR BLUFF

3. The L&D Program Delivery is

responsible for determining the L&D needs
as basis for identifying interventions
towards improving the quality of
employees’ performance.

4. Only the teaching personnel can be

nominated and selected as candidates for
scholarship grants.

6
FACT OR BLUFF

5. The funding of M&E activities shall be

incorporated in the Annual School
Professional Development Plan.

6. The Learning and Development System

promotes equality, non-violence, and equal
opportunities among employees.

7
FACT OR BLUFF

7. An organizational LDNA is an
analysis employee’s demographic
data & individual’s profile, personal,
family and work-related
circumstances.

8. L&D System is supported of seven

(7)subsystems.
8
FACT OR BLUFF

9. The policies and structure, functions,

roles and responsibilities are the elements
of Governance and Enabling Mechanism.

10. The L&D Planning is used in

determining the L&D needs of employees
as basis for identifying interventions.

9
I. PERSONNEL DEVELOPMENT
COMMITTEE (PDC) -
STRUCTURE AND FUNCTIONS
 LEGAL BASES

 CSC MC No. 10, s. 1989

 Division Memorandum No. 552 s. 2021
 Personnel Development Committee-SDO Camarines Sur

ASDS Lynn Z. Padillo

PDC Chairperson
ASDS Maria Magnolia F. Brioso ASDS Sueño S. Luzada Jr.
Co-Chairperson Co-Chairperson

Ma.
Mariben Pedro J. Gina A. Shella Manuel Nerio Imelda Jennelyn
Valenciano Ronald Palmetto Irene U. Jodel N. Liza S. Julio A.
D. Berja Pelonio B. C. Buere Melano S. Del S.
P. M. Sibulo Valencia Dayandante
Rosario Cedron
Napire Froa Transona
Member Sunas Enciso
Member Member Member Member Member Member Member Member
Member
Member Member Member

Ma.
Salve V. Dianna Lorena
Gutierre A. A. Intia
z Maquilan Secretariat
Secretariat Secretariat

12
 TERMS OF
DUTY
 1-3 years from the date of
designation subject to renewal
at the discretion of the SDS.

13
 PDC
FUNCTIONS
1. Develop, adopt and implement
screening process and criteria in
the selection of
nominees/candidates on
scholarship, training and
development opportunities

14
2. Review existing
policies, processes,
guidelines &
procedures relevant
to the committee
functions.

15
3. Implement
training and
development
programs

16
4. Prepare the
Division Human
Resource
Development
Training Plans

17
5. Evaluate and
deliberate on the
qualifications of the
candidates on
scholarships and
trainings

18
6. Determine
provisions of
trainings and
scholarships
contracts and
training funds

19
7. Recommend to the
Agency Heads on duly
authorized representative the
most qualified nominees and
recipients in accordance with
guidelines for scholarship or
training grants

20
 PDC SECRETARIAT
FUNCTIONS
Issue notice of Provide the Conduct a
meeting to all committee a list preliminary
members of of applicants for evaluation to
PDC scholarship or candidates for
training and other training,
Human Resource scholarship and
Development other Human
Programs Resource
Programs.

21
 Assist the Document and
Prepare candidate to the maintain a data
pertinent papers preparation/acco base of PDC
relative to study mplishment of deliberations
opportunities the needed including
training and employees’
scholarship pertinent records
requirements and travel
documents

22
The PDC members are expected to
ensure that their functions are
effectively carried out in overseeing
the Learning & Development System
of the Division of Camarines Sur.

23
24
II. Customized L & D Policy with
Specific Guidelines and Mechanics
Apply on Equal Opportunity
Principle (EOP)

25
A. Learning and
Development

(L&D)
Equal Opportunity for All
No person shall be excluded or discriminated
regardless of
a) Sex and gender
b) Age
c) Civil status
d) Physical characteristics & attributes
e) religion
f) Family background
g) Political affiliation
h) Marital status
The provision of L&D Interventions shall
be based on:
INDIVIDUAL DEVELOPMENT PLAN (IDP)

COMPETENCY GAPS

ACCOMPLISHMENTS/WORK
PERFORMANCE

JOB REQUIREMENT
The provisions of TRAININGS
AND SCHOLARSHIP GRANTS
shall be evaluated on the basis of:
a) Accomplishments
b) Job Requirement
c) Merit
d) Performance
29
DepEd Camarines Sur shall also provide training
orientation for specialized groups for them to be more
informed and equipped about their rights and
privileges. Further, SDO shall;

1. Provide professional development programs to all

groups of employees;

2. Ensure that participation of employees in training

and other professional development activities shall
be fairly selected and not discriminatory;

30
3. Promote self-esteem and personal development to
vulnerable sector to enable them reach their full
potential;
4. HRD plan shall focus on valuing staff and providing a
working environment that acknowledges their
contribution and builds capacity;
5. Professional Development opportunities are posted in
the website through memorandum to ensure that all
employees have access to the information.
 B. Learning Needs
Assessment And L&D
Planning
No employee shall be left behind

33
 L&D PLANNING
Process/Policy

1. The results of competency assessment or any other

form of learning needs assessment shall be the basis
for the IDP. Gaps identified for each employee shall
be noted

2. Supervisor’s comments and recommendations, in

agreement with the individual concerned shall be done
at this level.

34
 L&D PLANNING
Process/Policy
3. The HRD in collaboration with the SDO L&D
Team shall consolidate the results of IDP as
prepared and reviewed by the individuals, and
supervisors concerned.

4. The HRD shall gather information as to L&D

offerings to address the learning needs of the
employees
35
 L&D PLANNING
Process/Policy
5. Based on the list of gaps and recommendations as
against the offerings, the HRD shall prepare an initial
match to address the learning needs.

6. The PDC shall ensure that all persons shall be

afforded L&D interventions and shall prioritized the
provision according to the urgency, or gravity of the
gap or the need to be addressed.

36
 L&D PLANNING
Process/Policy

7. The PDC shall consider the policies outlined

under performance management in planning
the L& D for the organization and for each
individual.

37
C. L&D Design and
Development
 L&D DESIGN AND
DEVELOPMENT

a. In case where learning needs is a common in

all DepEd Camarines Sur employees, and
should there be no L&D offering to address
such learning needs, in-house training shall
be designed.

39
 L&D DESIGN AND
DEVELOPMENT
b. In-house training shall observe the following:
i. The design of the training shall take into consideration not
just the learning needs.
ii. The design of the training shall be people centered and shall
take into consideration the personal circumstances of the
individuals.
iii. The development of the training shall be consistent with the
design.
iv. Design should also confine to other form of modalities such
as Job Embedded Learning, mentoring, coaching and the
like. 40
 L&D DESIGN AND
DEVELOPMENT

C. The HRD with L&D Project Management

Team or learning service provider or
responsible person shall continually
improve the design and development of
trainings.

41
D. L&D Delivery
 L&D DELIVERY

1. Delivery of the L&D Intervention shall be

consistent with the design and development
2. Guides for the conduct of training:

43
 L&D DELIVERY

3. Senior citizens and pregnant women shall likewise be

given seats most comfortable for them.

4. The administrator, resource speakers or facilitators, and

members of the secretariat shall at all times be sensitive
to the diversity of the group and shall not do any act
that may offend any person.

44
 L&D DELIVERY

5. Workshops and other activities shall be conducted in a

way that persons with special needs (PWDs, senior
citizen, pregnant women) are not unduly burdened while
at the same time, are not excluded therefrom.

6. All trainings conducted virtually will have a deaf-mute

communication interpreter to help those with
communication lapse or hearing impairment

45
 L&D DELIVERY

5. The facilitators shall at all times treat people

with special care and sensitivity while at the
same time not giving them too much attention.

6. The facilitator shall ensure the participation of

all members of the group to ensure that no
person is excluded.

46
E. L&D Monitoring
& Evaluation
 L&D MONITORING
EVALUATION
&
a. Conduct of L&D programs should be monitored and
evaluated to ensure that equal opportunity principles
are observed and upheld.

b. The HRD in collaboration with the L&D Team shall

monitor the implementation of L&D plan of DepEd
Camarines Sur as well as the IDP of every
employee.
48
 L&D MONITORING
EVALUATION
&
c. The HRD, in collaboration with the supervisors, shall take
appropriate action if there is a risk that IDP of an
employee will not be substantially implemented.

d. The training management, supervisors and the HRD shall

evaluate the trainings attended by the employees with
consideration of equal opportunity principles herein
prescribed.

49
50
 III. INTERNAL GUIDELINES IN SELECTING
CANDIDATES FOR SCHOLARSHIP IN TEACHING,
TEACHING RELATED AND NON-TEACHING
PERSONNEL AT SCHOOLS DIVISION OFFICE OF
CAMARINES SUR
Division Memo No. 498, s. 2021
I.GENERAL
PROVISIONS
1. Statement of the Policy
The Department of Education (DepEd) Schools
Division of Camarines Sur prioritizes the
development of its human resource through
scholarship/ fellowship and training grants based on
the national policy guidelines on scholarship.
 SDO Camarines Sur aims to
achieve a well-developed and
highly professionalized personnel by
identifying and sending the most qualified
and deserving potential candidates to local or
foreign scholarship, and training grants that are
supportive of the Department's vision, mission,
quality policy statement, goals, objectives and
programs.
 2. Scope
These policy guidelines shall
▸ apply to all DepEd SDO-Cam Sur
personnel
▸ Consider the priority fields identified by
the PDC
▸ cover scholarship grants sponsored by
external agencies, local and foreign
exchange grants; and degree or non-degree
programs.

56
The policy shall encompass
▹ nomination
▹ selection of the grantee
▹ implementation of re-entry action
plans until its completion.

57
3. Related Issuances
All scholarship and training grants are subject to
existing government policies, rules and regulations,
particularly those of the following:
▹ Executive Order No. 129 — Providing Rules and
Regulations Governing Official Travel Abroad of
Officials and Employees of the Government both
National and Local, Including Government —
Owned or Controlled Corporations, and Prescribing
Rates of Allowances and other Expenses Therefore.

58
▸ Executive Order No. 367 — Further Amending
Executive Order No. 129 dated May 6, 1968 as
Amended by Executive Order No. 421, dated
November 26, 1973.
▸ Executive Order No. 421 — Amending
Executive Order No. 129 dated May 6, 1968.
3.3. Letter of Instruction No. 395 — Scholarship
Program in Public Administration.

59
▸ CSC MC No. 2, 5.1977 — Rules and Regulations
implementing National Scholarship for Development
Fund (NSDF).
▸ CSC MC No. 13, s. 1987 — Guidelines for Nominating
Candidate with Non-Permanent Appointments to Foreign
Assisted Training/ Scholarship Grants.
▸ DepEd Order No. 68, s. 2009 - Scholarship and
Training Grant/ Fellowship Pool
▸ DepEd Order No. 13 s. 2007 — Reorganizing the
DepEd Special Committee on Scholarships for Local and
Foreign Grants.

60
 4. Definition of Terms
▹ Field of Study. This refers to any academic
interest related to work.
▹ Foreign Scholarship Programs. This refers
to programs of technical assistance from various
bilateral and multilateral donor agencies/ countries/
institutions, which essentially consist of a set of
grants involving academic studies/ foreign trainings
awarded to individuals from the government and the
private sector in the interest of public service.

61
▹ Grantee. A recipient of a scholarship program.
▹ Grants. These are scholarships, fellowships
and training or study grants secured, arranged,
offered, or sponsored by the Philippine
Government or any of its agencies or from
outstanding local or foreign universities or
institutions, or from outstanding foundations
and scholarship programs.

62
▹ Local Scholarship Programs. This refers to
any academic program/ study/ fellowship held
locally for the pursuit of higher degree of
specialization in a technical or scientific field at a
recognized institution of higher learning.
▹ Nominee. An employee who is nominated by the
concerned unit endorsed by DepEd to the sponsoring
agency/ institution

63
▹ Re-Action Plan (REAP). It is a
detailed plan outlining actions which
recipients of scholarships and
trainings need to develop and
implement to contribute to agency's
organization performance.

64
II.GENERAL
POLICIES

AND
65
HR Principles

▸ identifying and harnessing talents in the

organization,

▸ valuing returning scholars’ contribution

▸ rewarding high performing talents,

▸ providing needs-based learning and development (L

& D) intervention

66
5. Creation of Scholarship Committee

▸ A scholarship committee shall be created to evaluate the

nominees and to recommend the most qualified to the
Schools Division Superintendent for approval.

5.1. The Personnel Development Committee (PDC) shall

serve as the division scholarship committee.

67
Functions of the PDC
Conducts Identifies
screening of and
Leads the Dissemi-
nominees, recommend
effort to nates
identify high s the right
search for information
potential person for
scholarship on
talents, and various
opportunities scholarship
recommend scholarship
both local opportunities
them for programs
and abroad
scholarship
grants

68
Functions of the PDC
Recommends
internal policies
and procedures
Rewards high Leads in the concerning
potential efficient
scholarship
teaching and facilitation of
application
non-teaching these
process, scholars’
personnel by scholarship
benefits and
including them in grants
entitlements,
the scholarship
pool return service
obligations,
application for
extension and
other related 69
policies
5.2. Prioritization of Scholarships
 Permanent Employees
 both high performers and high potential
personnel
 have expressed their interest to be groomed
for the next leadership position; and
 willing to take the leadership responsibility
whenever they are ready.

70
5.3. Pooling of Prospective
Grantees
5.3.1. Pool of Nominees
To facilitate the pooling of
prospective grantees, all offices
concerned shall submit their
nominees be on the basis of needs
to the PDC.

71
 Identifying the nominees

schools and the pool of

functional Nominees
nominees from
units shall recipients of should meet
each school or
maintain their national awards the basic
functional units
shall be requirements
pool of included in the and submit the
shall be
nominees for grouped by
pool necessary
specific area of study or
documents
field of study
training areas

72
 V
S
5.3. Pooling of Prospective Grantees
▸ 5.3.2. Basic Requirements.
Nominee selected should meet the following:
a. At least 5 years in service
b. at least very satisfactory (VS) performance rating for
the last two years;
c. has strong leadership potential;
d. initiated innovations in the area being
recommended;
e. has no pending administrative case;

73
5.3. Pooling of Prospective Grantees
▸ 5.3.2. Basic Requirements.
e. is certified to be in good health;
f. has good command of English, both written and oral
communication;
g. has capability to train others; and
h. meets other additional requirements of the sponsoring agency.

74
5.3. Pooling of Prospective Grantees

5.3.3. Documents for submission

a. Service Records
b. Certificate of no pending case
c. Performance Rating for 2 consecutive years
d. Personal Data Sheet
e. Trainings/ scholarships attended for the last three (3)
years
f. Medical Certificate
g. Transcript of Records (Certified, Authenticated and
Validated)
h. Leave Approval Form (CSC Form 6).

75
5.3. Pooling of Prospective Grantees

The HRD shall receive

all nominations from the
The pool of nominees schools and functional
shall be grouped by area units and shall forwarded
of study the list of nominees to
the PDC for final
evaluation.

76
5.3. Pooling of Prospective Grantees
▸ 5.3.6 The following criteria shall be
used
Criteria Weight
Job Relevance 20%
Experience 10%
Education and Training 10%
Outstanding Accomplishments 20%
Performance Rating 20%
Language and communication skills 10%

Potential 10%
TOTAL 100%

77
 5.3. Pooling of Prospective Grantees
• PDC conducts evaluation of all
Evaluation
of nominees
documents

• PDC conducts test and interviews when

Test and deemed necessary
Interview

• PDC recommends the most

Recommendation qualified nominees
78
5.4. Direct Application

▸ Grantees/ Trainees who are able to

personally avail themselves of any
training program may be allowed to go
on official leave, as long as the course is
related to their office and is subject to
the discretion of the Head of Office and
Schools.

79
 What can be charged to local
funds?
▸ round trip fare
▸ pre-departure expenses

80
▸ 8. Grantees/ trainees of all scholarship/ training
programs are required to undertake post- training
sharing sessions in their respective offices within one
month from arrival to disseminate among the staff, the
knowledge, skills or expertise acquired from the
training.

81
▸ 9. Grantees/ Trainees shall render a narrative
report to the PDC indicating among others the
following:
▹ brief description of the training/grant;
▹ activities participated, and the knowledge
and skills learned;
▹ insights to contribute to the development of
the agency; and
▹ provide a long-term and short-term
recommendations and suggestions.

82
▸ 10. In consideration of
the acceptance of a
scholarship, fellowship
or training/ study
grant, the grantee/
trainee shall be bound
to a contract with the
Department.

83
 11. Obligations of Grantee
a. Live up to the terms and conditions of
the grant;
b. Conduct himself/herself in such a
manner as not to bring disgrace or
dishonor to the country;
c. Keep up with the standards of
scholarship;
d. Submit to the head of office and the
PDC his/her official transcript of grades
at the close of each quarters, term or
semester;
84
c. Return immediately upon the
termination of his/her scholarship/
training;
d. Submit to the head of his office and
the committee a report on his study/
training within sixty (60) days after
his return to duty;
e. Submit a re-entry plan or proposal
for the application of newly
acquired skill or expertise to the
PDC upon completion of the grant.
85
h. Serve his/her office for the period
indicated below:

Nature of Training Duration of Service

Obligation Scholarship
For academic For every year or a fraction thereof 2 years
and non- not less than 6 months
academic
A fraction of a year less than 6 1 year
programs
months but not less than 2 months
 
 
A fraction of a year less than 2 6 months
months
86
i. Failure of grantee to fulfill obligations, he/ she shall refund
all expenses
j. for failure to render the required length of service, on the
account of voluntary resignation, retirement, separation
from service through his own fault or other causes within
his control, the grantee or trainee shall refund the amount as
may have been defrayed for expenses incident to his/her
scholarship/training as determined by the PDC.

87
12. Submission of Transcript of
grades and report.
▸ Every grantee of scholarship/ fellowship shall at
the close of each term or semester, submit to the
head of his/her office and the PDC official
transcripts of the grades received.
▸ Upon the termination of the grant, and within
sixty (60) days after the return to duty of the
grantee, the grantee shall submit a report to the
department head concerned and the PDC.

88
 13. Salary.
▸ All grantees, under a scholarship grant,
may travel on official time or shall be
with salary unless the employment
substitute is imperative and no savings or
other funds are available for the payment
of the salaries of the substitute.

89
14. Cancellation of scholarships,
fellowships, or training/study grant.
▸ Failure of a grantee to
keep up with the
necessary standards of
scholarship.

▸ Should failure be due to

his own fault or willful
neglect, he/she shall
refund all expenses.

90
15. Monitoring and Evaluation
▸ A continuing evaluation and
monitoring of the implementation
of the Re-Entry Plan from the
scholarship/ training undertaken,
together with the
recommendations and other
related information, should be
made by the PDC.

91
SCREENING PROCESS IN SELECTING
NOMINEES TO L & D INTERVENTIONS/
SCHOLARSHIP
• PDC shall prepare memo regarding orientation on the
conduct of National Assessments based on the schedule

1
specified by the memo from DepEd CO- Bureau of
Education Assessments

• PDC shall prepare memo regarding scholarship

program and the conduct of an orientation to all
2 prospective nominees.

• PDC shall review memo and recommend for approval by

3 SDS prior to the issuance

SCREENING PROCESS IN SELECTING
NOMINEES TO L & D INTERVENTIONS/
SCHOLARSHIP
• PDC shall issue memo regarding scholarship
program and scheduled orientation to all
4 prospective applicants

• PDC shall conduct meeting orientation with

5 prospective nominees for scholarship
program

• PDC shall receive the documents for

screening and evaluation purposes based on
6 the set timeline and requirements.
SCREENING PROCESS IN SELECTING
NOMINEES TO L & D INTERVENTIONS/
SCHOLARSHIP
• PDC shall receive the documents for screening and
evaluation purposes based on the set timeline and
7 requirements.

• PDC and HRMO shall validate pertinent

8 documents of each applicant

• PDC shall release memo for the evaluation

result of most qualified applicant for
9 scholarship program
95
IV. LEARNING SERVICE
PROVIDERS
List of Learning Service Providers
▸ NEAP-National Educators' Academy of the
Philippines
▸ DAP- Development Academy of the Philippines
▸ CESB-Career Executive Service Board
▸ PNU-Philippine Normal University
▸ SEAMEO-INNOTECH- Southeast Asian
Ministers of Education Organization-Regional
Center for Educational Innovation and
Technology

97
List of Learning Service Providers

▸ TESDA
▸ HRDD-ROV - Human Resource
Development Division -Region V
▸ SDO-CAM. SUR SGOD - School
Governance and Operations Division
▸ SDO- CAM. SUR CID - Curriculum
Implementation Division

98
99
IV. THE (7) SUBSYSTEMS OF
LEARNING AND
DEVELOPMENT SYSTEM
 What is Learning & Development System?

Mechanism Policies
s

Professional
Guiding Development
Standards
Principles
Learning and
Development
System
 HOW?
7 L&D
Subsystems

Governance L&D Needs L&D Program

and Enabling Assessment L&D Planning
Designing
System (GEM)

Quality
Assurance,
L&D Resource
Technical L&D Program
Package and
Assistance, Delivery
Development
Monitoring
and Evaluation
1. Governance and
Enabling Mechanism
(GEM)
The subsystem that establishes the
policies and standards, structure and
staffing, roles and responsibilities,
budgets, and other support elements for
managing and overseeing the Learning
and Development (L&D) System for
SDO Employees Professional
Development (EPD).
Elements
1. Policies
▹ Memorandum Circulars (MC) of
the Civil Service Commission
(CSC)
▹ Budget Circulars (BC) of the
Department of Budget and
Management (DBM)
2. Structure, Functions, Roles and
Responsibilities in EPD
Structure, Functions, Roles and
Responsibilities
▸ The school L& D implementers include
the following:
▹ School Head
▹ Personnel Development Committee
(PDC)
▹ Program Management Group (PMG)
▹ Learning Modality Groups
▹ Employees

106
 Division Level EPD
Structure

EXTERNAL SDS
RESOURCE
PERSON/
COACH

PROJECT PERSONNEL
MANAGEME DEVELOPME
NT NT
GROUP COMMITTEE

RELATIONSHIP &
JEL LEAD DISCUSSION- LAC LEAD
FORMAL
BASED LEARNING LEAD
LEARNING LEAD

NON- NON- NON- NON-

TEACHING TEACHING TEACHING TEACHING
 School EPD Structure

SCHOOL
EXTERNAL
HEAD
RESOURCE
PERSON/
COACH

PROJECT PERSONNEL
MANAGEME DEVELOPME
NT NT
GROUP COMMITTEE

RELATIONSHIP &
JEL LEAD DISCUSSION- LAC LEAD
FORMAL
BASED LEARNING LEAD
LEARNING LEAD

TEACHERS TEACHERS TEACHERS TEACHERS

ROLES AND RESPONSIBILITIES OF PDC & PMG
TEACHING &
SUBSYSTEM PDC PMG NON- TEACHING
PERSONNEL
GOVERNANCE • Recommend the L&D • Prioritize individual
AND ENABLING policy improvement and needs assessment
MECHANISM implement guidelines for for submission to
the selection of PMG
nominees for L&D
scholarship
L&D NEEDS • Review and approve • Conduct needs • Participate in
ASSESSMENT LDNA Plan assessment individual needs
• Review and endorse assessment activity
LDNA Report to School
Head/Principal/SDS for
approval

L&D PLANNING • Reviews and endorses • Consolidate IDPs • Prepare Individual

Individual Group and S- and develops S- Professional
SPPD SPPD, SDO-PPD Development Plan
ROLES AND RESPONSIBILITIES OF PDC & PMG
TEACHING &
SUBSYSTEM PDC PMG NON- TEACHING
PERSONNEL
L&D PROGRAM Reviews and approves Manages the Participate in the
DESIGNING designs for L&D development of designs development of designs
interventions developed and resource packages
by assigned PMG
L&D RESOURCE Reviews and approves Leads in adoption, Participate in the
PACKAGE learning resource Adaptation and/or development of resource
DEVELOPMENT packages for L&D development of learning packages
interventions resource packages
L&D PROGRAM Tracks progress of L&D Administers and Apply the KSAs in the
DELIVERY program delivery and implements the conduct classroom/CLC and
update school of various learning assess its effectiveness to
head/principal modalities the pupils/students’
performance
QUALITY ASSURANCE, Ensures that L&D QAME Prepares the subsystems Conduct self assessment
TECHNICAL ASSISTANCE, processes, procedures reports for submission to and evaluation as a
MONITORING AND and reporting are the PDC for their review result of his/her
EVALUATION implemented by the and approval attendance to specific
school or learning center learning modalities
 Elements
3. Capability Building for L&D
Implementers
4. Technical Assistance
5. Recognition
6. System Audit
7. Partnership Management
8. Budget
9. DepEd Operational Management
10.Information System
2. L&D Needs
Assessment for
Teaching and Non-
Teaching Personnel
 The subsystem for determining the
learning and development (L&D) needs of
teachers as basis for identifying
interventions towards improving the quality
of teaching and learners’ performance

113
 PURPOSE
 identify the L&D needs as basis for
identifying interventions towards
improving the quality of work and
performance of every employee.
 Establish baseline data
 Directs planning and designing learning
interventions and activities
 1.
Timeline

6.
Relevant 2. Levels
Documents

LDNA LDNA
GUIDELINES
GUIDELINES
3.
5. Conduct Elements
of LDNA of LDNA
4. Plan
Elements
of LDNA
Report
 1. Timeline

Individual LDNA shall be

ESAT- done for all
RPMS employees/teachers at least
once a year through the
IDP accomplishment of the Self-
RMS Assessment Tool
Phase
III & IV (SAT)Results-based
Performance Management
System (RPMS).
2. Levels of LDNA
INDIVIDUAL LDNA
The needs are
identified through
eSAT-RPMS and
other assessment &
data gathering
methods.
 GROUP LDNA
An analysis of teaching
and non-teaching
personnel’s demographic
data & individual profiles-
personal, family & work-
related circumstances such
as age, gender, civil status,
number & ages of children,
etc.
 ORGANIZATIONAL
LDNA
Learning results from
changes in strategic
directions and priorities
requiring new or
strengthened
competencies to
implement organization-
wide reforms or
programs.
 3. Elements of LDNA Plan

• Presents the context within which the LDNA

BACKGROUND
& RATIONALE
is conducted, purpose of the conduct, and its
importance

• States what the LDNA aims to attain

OBJECTIVES

TARGET UNIT
• Identifies who are involved in the LDNA Plan
or JOB GROUP

ASSESSMENT • Identifies the core emphasis pertinent to

FOCUS performance and/or competency areas
 DATA
REQUIREMENT & • Describes the nature of relevant data
SOURCES

METHODOLOGIES • Identifies an appropriate combination of

AND TOOLS methodologies

IMPLEMENTATION • Specific activities, persons responsible,

DETAILS timelines, resources, and budget needed
4. Elements of LDNA Report
▸ Executive Summary
▸ Background and Rationale
▸ Objectives
▸ Methodology
▸ Profile of Teachers
▸ Assessment Results
▸ Conclusion
▸ Attachments
5. Conduct of LDNA
▸ Use of technology
▸ Confidentiality of data
▸ Mechanisms for stakeholders’
involvement
▸ Inclusive and bias-free language
6. Relevant Documents
▸ IPCRF
▸ Prescribed RPMS Tools
▹ E-SAT/SAT
▹ COT
▹ Portfolio Assessment
▹ IDP
▸ Job aid for school heads to identify
KSA
3. Learning Development
Planning (LDP) for
Employees Professional
Development
The subsystem for identifying and mapping
programs and activities and their
implementation requirements to address
priority needs of employees as specified in
the LDNA report
 PURPOSE
• Provides processes for Workplace
Development Objectives (WDOs)
• Identifies context-responsive L & D
interventions
• Ensures that L&D programs are
composed of “strategic interventions
anchored to DepEd’s mandate, goals, and
national policies.
 L & D Planning Processes
 LDP planning for EPD is based on the results of a
systematic learning needs assessment
 Harmonized with the office performance
commitment planning and SIP processes
 Aligned with the school Planning and Budget
 Competency-based using available competency
standards and competency-based job description
 Collaborative and interactive process that involves a
series of consultation among employees, SH, PMG,
PDC and key SDO personnel
 L & D Plan for EPD Contents
▸ Made for unique and common learning needs
▸ Integrated in the SDO-SPPD, S-SPPD and APPD
▸ The APPD is integrated in the AIP, Work and
Financial Plan (WFP) of the school and the SDO
▸ Uses context responsive learning intervention
or combination under the following modalities:
▹ Job-embedded learning (JEL)
▹ Relationship and Discussion-based Learning
(RDL)
▹ Formal Learning (FL)
▹ Learning Action Cell (LAC)
L & D Plan for EPD Contents
 Integrate the promotion of inclusive
education that embraces the philosophy of
accepting all children and providing a
responsive and culture-based but global
quality education
 Use gender fair language and promote
gender sensitivity, child protection and
non-violence against women and children
4. L&D Program
Designing for
Employees’
Professional
Development (EPD)
The subsystem for conceptualizing and
mapping out the elements of the specific
program or intervention that will address a
set of identified enabling objectives in the
Learning and Development plan.
 PURPOSE
Provide processes for formulating and
ensuring comprehension and coherence of
various design elements:

TARGET LEARNERS METHODOLOGIES

CONTENT OUTPUTS

ENABLING OBJECTIVES RESOURCES NEEDED FOR

IMPLEMENTATION
 PURPOSE

Ensure accessibility and participation of

teachers in various programs or
interventions that are responsive to their
context regardless of age, gender, status,
ability, interest, difficulty, disability,
ethnicity, etc.
GUIDELINES 1. LDPD standards and processes apply to all
L&D modalities (JEL, RDL, LAC, formal
training).
2. Intervention design in all L&D modalities
shall contain the following key elements:
Performance Objectives/ Enabling Objectives
Task Activities
Inclusive Dates
Output
Support Needed
GUIDELINES 3. Formal Learning and LAC design shall
contain these elements:
• Title of the Program/ Intervention
• Background and Rationale Objective/s / Outcome/s
• Program/ Intervention Description
• Professional Development Priorities
• Professional Standards Covered (PPST, PPSSH or
PPSS domain/s, strand/s, learning domains or
indicator/s)
5. L&D Resource
Package Development
for Employees
Professional
Development (EPD)
The subsystem for preparing gender-sensitive
and employees/ teachers’ context responsive
instructional/ work delivery and EPD materials
that will support the implementation of L&D
interventions to facilitate employees’
acquisition of KSA in application back on job
 PURPOSE
• The subsystem that provides
processes for identifying,
conceptualizing, producing and
evaluating quality and
responsive learning resource
packages based on the L&D
intervention design.
GUIDELINES
1. Process
• LDRPD processes and standards
apply to all L&D modalities
• It is a collaborative process
• resource packages may be adopted,
adapted or developed
• All L&D resource packages must
pass content evaluation
 GUIDELINES
2. Content
▸ Resource Package contains the following:
a. Approved intervention design as main
reference material
b. Instructional delivery material
c. EPD materials
▸ The types and combination of materials are
appropriate and supportive to various learning
and development modalities
▸ adheres to DepEd branding guidelines
contained in the Service Marks and Visual
Identity Manual, 2018 Edition
GUIDELINES
2. Content
▸ Learning resource package is compliant with
the provision of Republic Act (RA) 8293, “ An
Act Prescribing the Intellectual Property Code
of the Philippines,” and shall passed the
assessment using the “Guidelines and checklist
to support Intellectual Property Rights
Management

▸ observe gender sensitivity, equality, equity,

non-violence against women and their children
and uses fair language
GUIDELINES
2. Content

• Learning resource package involving

indigenous peoples’ culture shall seek
appropriate permission.
• Learning resource package adheres to the
principle of good writing
• The format is easily customized
• It is fully accessible to target individual
learners
 GUIDELINES
Bookman
Garamond
Old Style

3. Format and Style Helvetica

Arial
Neue

 Font size with 11-13 for body text and two larger for
headings: three font styles, at most, per document for a
clean and unified look (DepEd’s Service Marks
Manual )
 Good quality printing
 Appropriate, clear, properly labeled or captioned and
colored illustrations, images, graphs and tables (when
necessary)
 GUIDELINES
3. Format and Style
Presentation slides
 Use cohesive design elements
 Easy to read font styles (Arial, Calibri, Century Gothic,
Helvetica, Lucida Sans, Tahoma and Verdana)
 Type Size – 28 for text; min of 32 for slide heading and 40
for title
 Observes 7 x 7 rule (max of 7 lines per slide and 7 rules per
line
 Uses keywords and phrases
6. Learning and
Development Program
Delivery
The subsystem for implementing the
intervention for employees/ teachers
considering their personal, family or work-
related circumstances based on the approved
design.
 PURPOSE

Subsystem provides processes and standards

for implementing the various tasks before,
during, and after the conduct of a responsive
L&D intervention.
 • LDD is a collaborative process
LDD Guidelines involving the PMG/school head and
program management team; while
for LAC and formal training the
program owner and learning service
providers

• It is employee/ teacher-centered,
needs and context-based.
 • LDD adheres to the approved design for the
identified individual learners and the number of
LDD Guidelines target learners in formal learning modalities
• It adheres to adult learning principles and
conditions
• It ensures immediate and effective classroom
application or innovations of learning gained
through action plan or re-entry plans.
LDD Guidelines • LDD Program Management Group (PMG)
structure and composition varies according
to the type of modality
• It ensures that teachers and intervention
implementers shall maintain an inclusive
atmosphere and promote respect at all times
 Delivery of any learning intervention are
LDD Key
clustered into three phases:
Processes
• Pre Delivery
• Delivery
• Post-Delivery
These processes guide the conduct of any
learning and development intervention (JEL,
RDL, LAC, or formal training).
7. L & D Quality
Assurance Monitoring
and Evaluation
(QAME)
The process of ensuring compliance to quality
standards. It outlines the processes used to
meet those standards.
Monitoring and Evaluation (M&E)
A means of gathering, processing, analyzing,
interpreting, and storing data and
information. M&E guides the process of
decision making on the implementation of
every L&D subsystem for EPD.
 Quality Management System

2. Doing
Monitoring & things right!
Evaluation
Framework Quality Quality
Planning Assurance
1. Doing the
right things!
Quality
Control
3.Doing the right
things right!
Operationalizing QAME at School Level

1. QAME Plan for L&D System

Covering every subsystem from GEM to
Resource Package Development (Planning and
Establishment Points)
▸ Progress M&E
▸ Initial gains M&E
▸ Results M&E

157
Operationalizing QAME at School Level
2. M & E Plan for L&D Delivery Subsystem
▸ could vary by learning modality
▸ will be conducted upon delivery of specific learning modality.

3. Annual L&D Implementation Review and Adjustments,

Results M&E
 corresponding adjustments are made for the succeeding year
‘s L&D plan and implementation.
 Impact Evaluation could be conducted after three years of
implementation to measure the effects of the teachers’
participation in L&D programs vis-à-vis positive improvement
of the L&D system and learners’ outcomes.
158
STEPS IN QAME
1. Organize/Engage the SDO/School QAME Team.
2. Orient/reorient the DQT/SQT and teachers.
3. Conduct preparatory work for MEA.
4. Write the Report.
5. Present the Report.
6. Finalize Draft Copy of the Report.
7. Submit the Report to the SDO/School Head.
8. File Copies of the Report.

159
160
 V. GUIDELINES ON THE
OPERATIONALIZATION OF THE
CONTEXTUALIZED LEARNING AND
DEVELOPMENT (L&D) SYSTEM FOR
SDO CAM SUR
 RATIONALE
Human resource is considered as the most
important resource
in the organization.

The SDO Cam. Sur is one of the very large

divisions in the country with 19,271 personnel
serving 424,252 learners all around the province.
 RATIONALE

The SDO of Camarines Sur though there are

efforts of providing trainings in its employees has
apparently no localized policy on L&D. Policies
being cascaded by the national and regional offices,
and other in placed training development initiatives
of the human resource are primarily considered in
providing the training to its employees.
 Objectives for Operationalization
▸ Determine the learning and development needs
of all teaching and non-teaching personnel of
SDO Cam. Sur as basis for identifying
intervention towards improving the quality of
performance.

▸ Provide direction to planning and designing

learning intervention and activities to close
competency gaps, improve performance and
achieve educational goals
164
 Objectives for Operationalization
▸ Identify and map propose activities and
their implementation requirements to
address priority needs as specified in the
learning and development needs analysis
report.

▸ Identify context responsive L&D

intervention that will address all SDO
Camarines Sur employees learning needs.

165
 Objectives for Operationalization
▸ Conceptualize and map out elements of the
specific programs or interventions that will
address the enabling objectives of the L&D.

▸ Provide processes for formulating and ensuring

comprehensiveness of various design elements
such as formal learning (face to face), LAC
session, virtual trainings, etc.

166
Objectives for Operationalization
▸ provide processes for identifying,
conceptualizing, producing and evaluating
quality and responsive resource package based
on the L&D interventions designs.

▸ provide processes for identifying,

conceptualizing, producing and evaluating
quality and responsive resource package based
on the L&D interventions designs.

167
 SCOPE
The Learning and Development system shall
be operationalized to all public elementary,
secondary schools, learning centers, and all
functional offices of SDO Camarines Sur.
It shall cover the seven subsystems.

168
SUBSYSTEM -I
Governance and
Enabling Mechanism
(GEM)
 Output
▸ Composition of School PDC and PMG
for Employee Professional Development
(EPD)

170
SUBSYSTEM -II
Learning and
Development Needs
Assessment (LDNA)
LDNA Tools
▸ Individual Development Plan
▸ Individual LDNA
▸ Demographic Profile of Employees
▸ Class Observation Tool
▹ Age
▹ Academic Background
▹ Economic Status
▸ Philippine Professional Standards for
Teachers (PPST)
175
Outputs
▸ LDNA Plan
▸ LDNA Results

176
 LDNA Action Plan Template
Persons Resources Expected
Activities Objectives Responsi Timeline Needed Output
ble
     
Facilitate By the end of
the October
organization 2021,the School 1st week of Computer *Approved
of the PDC school would Head October and printer  designation of
and PMG have 2021 Printing PDC and PMG
organized the supplies
School PDC
and PMG
       
Orient the By the end of PDC 3rd Week of Computer  Conducted
PDC and October PMG October and printer  orientation
PMG about 2021,the 2021 Printing about L and D
the L&D school would supplies System
System have Internet
organized the connectivity
School PDC
and PMG
177
LDNA Report Template
SUBSYSTEM -
III and
Learning
Development Program
Planning (LDPP)
 Outputs
▸ Strategic Plan for Professional
Development (3-year plan)

▸ Annual Plan for Professional

Development

180
181
SUBSYSTEM -
IV and
Learning
Development Program
Designing (LDPD)
OUTPUTS
• Intervention design which serves
as the blueprint for developing
learning resource packages.
• Reviewed M&E plan that was
initially formulated during the
annual L&D planning.
184
185
SAMPLE TEMPLATE FOR COMMITTEE WORK (JEL)

186
SUBSYSTEM -V
Learning and
Development
Resource Package
Development (LDRPD)
 - OUT)
D
( HAN
E
KAG
A C
CEP
UR
ESO
R
P LE
M
SA

191
SUBSYSTEM -
VI and
Learning
Development Program
Delivery (LDPD)
194
195
SUBSYSTEM -VII
Learning and
Development Quality
Assurance (LDQA)
Attachments
 Monitoring and Evaluation Tools

 Monitoring and Evaluation Report

 Adjustments after monitoring (if any)

199
Monitoring & Evaluation Tools

200
201
202
 FACT OR BLUFF

1. The learning and Development System

is one of the core systems of PRIME-
HRM

1. FACT

2. The L&D interventions are based on the

learning and development needs.

2. FACT
203
 FACT OR BLUFF
3. The L&D Program Delivery is responsible for
determining the L&D needs as basis for identifying
interventions towards improving the quality of
employees’ performance.
3. BLUFF

4. Only the teaching personnel can be nominated and

selected as candidates for scholarship grants.

4. BLUFF 204
 FACT OR BLUFF

5. The funding of M&E activities shall be incorporated

in the Annual School Professional Development Plan.

5. FACT
6. The Learning and Development System promotes
equality, non-violence, and equal opportunities among
employees.

6. FACT
205
 FACT OR BLUFF

7. An organizational LDNA is an analysis

employee’s demographic data & individual’s
profile, personal, family and work-related
circumstances.
7. BLUFF

8. L&D System is supported of seven

(7)subsystems.
8. FACT
206
 FACT OR BLUFF
9. The policies and structure, functions, roles and
responsibilities are the elements of Governance
and Enabling Mechanism.

9. FACT

10. The L&D Planning is used in determining the

L&D needs of employees as basis for identifying
interventions.
10. BLUFF
207
 References
1. Abridged Learning and Development System
for Teacher Professional Development. SERG
schools. May 2020.
2. DepEd Order n0.42 s. 2015 Philippine
Professional Standard for Teachers (PPST)
3. CSC Memorandum Circular No. 10 s. 1989

208
SDO CAMSUR L&D TEAM