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PAHRODF WDO and REAP

PAHRODF WDO and REAP. Milalin S Javellana Facility Director, Philippines-Australia Human Resource and Organisational Development Facility. PAHRODF Goal & Purpose.

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PAHRODF WDO and REAP

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  1. PAHRODF WDO and REAP Milalin S Javellana Facility Director, Philippines-Australia Human Resource and Organisational Development Facility

  2. PAHRODF Goal & Purpose To 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

  3. Institution CAPACITY AREAS HRMD Planning Administrative Management

  4. PAHRODF Work Place Development Objectives (WDO) – the basis for the REAP

  5. To begin with the end in mind means to start with a clear understanding of your destination. Dr. Stephen R. Covey

  6. Development Impact What benefit/s to clients do we expect to see with improved organisation outcome? Organisation Outcome What improvement in organisation’s processes, systems, policies, structures, and mechanismsdo we expect to see with improved individual competencies? Workplace Development Objectives Competency What 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?

  7. WDO consist of: TASK • 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 CONDITION STANDARDS INSTITUTIONAL OUTCOMES DEVELOPMENTAL IMPACT

  8. Sample Workplace Development Objective

  9. TASK - Competency Field of Study – Financial Management (Internal Control) • 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. Development Impact • Improved quality of basic education services through effective and timely delivery of funds to schools.

  15. “It is only in doing, the applying, that knowledge and understanding are internalized.” Stephen Covey

  16. Re-entry Action Plan

  17. 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 learned • They must know how • They must be given the opportunity to do so

  18. Re-entry Action Plan Objective

  19. 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

  20. 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 monitoredevery 6 months

  21. 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

  22. 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

  23. 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”

  24. 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

  25. Outputs: Family-based resource guidebook on how to establish and Sustain Business growth for MSEs in the Philippine setting Family based entrepreneurship training modules for MSEs Revised 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 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?

  26. Outputs: Family-based resource guidebook on how to establish and Sustain Business growth for MSEs in the Philippine setting Family based entrepreneurship training modules for MSEs Revised 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 Plan Objective By end of 2009, 20 micro and small entrepreneurs have used the training and consultancy services of DCCCII-SMERN to improve their enterprises By end of 2009, the SMERN members are using the updated and approved Training and consultancy services Which is better?

  27. 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

  28. 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)

  29. 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

  30. Thank You

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