Draft Copy Nfsti Status and Prospects 2016

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DRAFT COPY OF NFSTI STATUS AND PROSPECTS 2016

RAZONABLE, M.G. & DELDACAN F.U.
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
The protruding development in world perspective on the issue of ‘criminal
justice system’ is where the Philippine Public Safety College –National Forensic
Science Training Institute (PPSC-NFSTI) wages, could be imaginably connected
to the persevering enhanced objectives of the UN Global Sustainable
Development Goals which eyed that on 2030, on a likable phrase “ Ensuring that
no one is left behind.” The mandate of the Institute, as forensic training institution
of the country, is correlated with the UN Sustainable Development Goals, among
others, number 16 which states that, “Peace, Justice and Strong Institutions :
promote peaceful and inclusive societies for sustainable development, provide
access to justice for all and build effective, accountable and inclusive institutions
at all levels” (“Sustainable Development Goals”, 2016).
Henceforth in the observance of the global framework, in 2012 the United
Nations (UN), through its stem agency Economic and Social Council (ECOSOC),
had adopted strategy by collating the submitted resolutions, one side from the
United Nations Office on Drugs and Crime (UNODC) as to the role of the
Commission on Narcotic Drugs, and the other from Commission on Crime
Prevention and Criminal Justice to come up with enforceable resolution on
interrelated agencies. This document is named as “Strategy for the period 2012-

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2015 for the United Nations Office on Drugs and Crime” (“ECOSOC Agenda item
14”, 2012), a salient stratagem was conceptualized as sub-programme number six
(6) on research, trend analysis and forensics which was targeting to enhance the
capacity of United Nations Member States and the international community on
knowledge of thematic and cross-sectoral trends for effective policy formulation,
operational response and impact assessment, based on a sound understanding of
drug, crime and terrorism issues (“ECOSOC Agenda item 3”, 2011). This matter
has evolved into actionable program which the UNODC is now required to attain
by way of ‘focused interventions’, among others: (b). Providing support and
capacity building to Member States, upon request, in their efforts to produce,
disseminate and analyze drug and crime data statistics; (e). Providing technical
assistance, guidance and expert advice to drug testing laboratories and forensic
institution; (f). Assisting Member States in forensic standard –setting and exchange
of quality forensic data and services for policy and decision making (“Commission
on Narcotic Drugs”, 2014).
It is equally important to highlight the growth of Forensic Science, as
institutional discipline. In 2004 A bilateral agreement between American Society of
Crime Laboratory Directors (ASCLD) and Senior Managers of Australian and New
Zealand Forensic Laboratories (SMANZFL) / National Institute of Forensic Science
(NIFS) was formalized when a letter of understanding (LOU), creating the
International Forensic Strategic Alliance (IFSA), was first signed in November
2004. In 2007, at the Interpol International Forensic Science Symposium, a new
LOU was signed expanding IFSA to four networks to include: ASCLD, SMANZFL,

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ENFSI and Academia Iberoamericana de Criminalística y Estudios Forenses
(AICEF). IFSA was expanded again at the International Forensic Science
Symposium hosted by Interpol in Lyon, France, in 2010, when the AFSN joined
the other networks. Most recently in 2012, this LOU was expanded to include
South Africa Regional Forensic Science (SARFS) (“How we begun?”, 2016).
In 2008, the Asian Forensic Sciences Network (AFSN) was conceptualized
where the Philippines is a signatory member. At present, only four (4) agencies of
Philippine government have member institutes, these are: Laboratory Service of
the Philippine Drug Enforcement Agency, National Bureau of Investigation, Natural
Sciences Research Institute of University of the Philippines, and the Philippine
National Police Crime Laboratory. The emphasis is on the formulation of strategies
by raising the standards of members and improves communication (Yap, 2006).
This brings us to progression of thoughts why improvement and
standardization on processes are necessary to be installed by the College and
Institute in the near future.
At the ground level of governance, a momentum may be created giving
emphasis for the virtue of volunteerism in the realm of forensic science and
procedures, a call for altruism from benevolent members of society to undergo
their respective social responsibilities in the establishment of efficient and good
governance. This may come from Faith-Based Organizations, Civil-Society
Organizations, Non-Government Organizations, People’s Organization and
Community Volunteers; the present thrust of the Department of the Interior and

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Local Government (DILG) in the implementation of its program MASA MASID 2016
(DILG, 2016).
Background of Study
The 9th President of the Philippine Public Safety College (PPSC), Dr.
Ricardo F. De Leon (2014-Present) in his message posted: “Towards this end, we
have to understand that our objectives cannot be achieved by one man or even by
few persons only. It will take the convergence and cooperation of the entire
structure for our set goals and aspirations to be realized. Our institution is likened
to a ship being buffeted by strong winds and big waves. To keep it buoyed and
sailing, everybody must help as everyone has a role to perform so that our ship
will remain to its true worth cruising at a steady pace and direction. Our
acceleration efforts have just begun and I encourage everyone to get involved and
be an active participant. Let us leave some footprints in the spatio-temporal context
of our core values of service and know the feeling of self worth and of having
dignified life full of meaning as we do our share and imprint our legacy. This is our
way of showing our support to government's effort to accelerate peace for
progress” (“PPSC Website”, 2016).
It is necessary from the above insights that each and every member of the
Philippine Public Safety College (PPSC) particularly the employees of the
constituent-units must play their roles in nation building. They being collectively the

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“trim-tab” (Covey, 2015) of the ship’s rudder could maneuver the entire ship,
though of its size; its eloquent motion leads the ship to its destination. Hence, it is
the opinion of the researchers that the convergence and cooperation of the entire
constituent-units and the Regional Training Centers to understand our set goals
and aspirations led by the PPSC President himself; they are easier said than done.
The fact that it can be done, it bequeaths a hope for every employee of the PPSC
to undertake. It is only a matter for each PPSC personnel that include the
uniformed service, to exert sincere effort to get involved and give its share to keep
the PPSC ship in its steady pace and direction.
The National Forensic Science Training Institute (NFSTI) is not exempted
in the paradigm shift (De Leon, 2015) of training and education initiated by the
PPSC President with the end in view to accelerate peace for progress (De Leon,
2016). The NFSTI as one of the six (6) constituent-units of the PPSC has
embarked on an endeavor to justify its own continuation and promotes a culture of
excellence in the realms of investigation- police work (De Leon, 2016). This study
is to aid the PPSC to keep its torch on-fire, and our way to stir the ship of training
and education of public safety officers, so to speak, in keeping away from
organizational recession as confronted of various crises (Guirianov et.al., 2014).
In the revolutionary phase of organizational growth (Greiner, 1972), we are bound
to unlock in the end the “NFSTI potentials” and develop the same to the fullest with
its present status and prospects in terms of positive actions towards creativity,
direction, delegation, coordination and collaboration.

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Our foremost concern is that NFSTI is institution of learning which claims
to be the “Centre of Development in Modern Forensics Science Training and
Education”; to follow the wave of innovations integrated in its organizational
culture- this means positive as Hofstede Model does where it may either be
functional or dysfunctional depending on which perspective (Waisfisz, 2016). And
this is to sustain the NFSTI to become specifically instrument of knowledge,
attitudes, skills, habits and values (KASH-V) (Chong & Cheah, 2009) to its
students. It is also considered that most of the participating students that would be
enrolling in the NFSTI’s education and training programs are already professionals
in their fields, hence much of the curricula are to be weighted on the “Andragogical
Framework” (Knowles,1972). This is to give ‘elbow-room’ to students to self-
manage themselves towards fulfilling their dreams. It is a lifelong learning (Laal,
2011) anchored on public safety.
The assumption of the researchers is that the payloads outweighed the
trajectory sets by the leadership of the PPSC, as the NFSTI is about to “takeoff”
cause to hinder its leap envisioned by the pioneers and innovators of the Institute.
It is interesting to highlight the organizational strategies it plans to adopt. The
NFSTI is a distinctive organization; it is described as rigid yet encompasses control
span to uniformed personnel from the “tri-bureaus” of the Department of the Interior
and Local Government. Results are progressive as this research is being under
taken.
The capability of the organization to make a leap to a new horizon rests on
its renewed quality and determination to succeed. In this era of ubiquitous

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development in almost all feats of human endeavors boil down to the importance
of how dynamic your organization is; and how rich is organizational resources in
all terms. Viewed from the vantage point of one professing for change may cross
the literatures on the purview of being one as “Learning Organization” (Senge,
1990; Serrat, 2009) which described as the capacity of the people in the
organization to adapt, flex and excel. In the lifecycle of an organization, the
perseverance must have been sustained as growth would full swing to positive
marks; the importance of vision and mission to organization are surmountable for
it to catch –up with the demand of time, and the ability to identify the goal is
encouraged. Otherwise, the organization has no more reason to exist but of
demise.
The National Forensic Science Institute (NFSTI) is no exception to this,
being one of the constitutive units of the Philippine Public Safety College which
offers specialized trainings to the three bureaus of the Department of the Interior
and Local Government (DILG) in the investigation and detection fields, it is
important to understand its beginning.
Brief History of NFSTI

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a. Legal Basis
In June of 1972, the Command Criminalistics Laboratory Center (CCLC)
Command Laboratory was established through the directive issued by National
Police Commission Chairman CRISPIN M DE CASTRO. Training courses in
various fields of Forensic Science were offered to students and would-be
investigators of the Philippine Constabulary/Integrated National Police (“NFSTI
History”, 2016).
On August 1975, pursuant to Presidential Decree 765 and the Headquarters
PC/INP Staff Memorandum Number 20 dated 08 June 1976, personnel of the
Crime Laboratory of the Academic Division of the Integrated National Police
Academy were placed under the responsibility of the Integrated National Police
Training Center (“NFSTI History’, 2016).
On October 1991, the CCLC was transferred to Camp Mariano Castañeda
in Silang, Cavite pursuant to RA 6975. On 01 October 1993, it was revitalized and
served as a Training Division of the National Police College. On 03 November of
the following year, DILG Circular Nr 93-28 signed by SECRETARY RAFAEL M
ALUNAN III caused the activation and transfer of the Educational and Training
Center under the control and supervision of the Philippine Public Safety College
(“NFSTI History”, 2016).
Director EUGENIO C. CRUZ, JR, Ph.D., became the third Director and first
civilian head of the National Crime Research Training Institute (NCRTI), during

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the transition years from 1994 to 1998. Police Superintendent TEODORO S CRUZ
took command for seven months in 1999. And Police Superintendent ANDRES Z
AGSALDA held the post for four months between 1999, and 2000. During the
incumbency of Dr. Ernesto B. Gimenez, MD., President, PPSC (“NFSTI History”,
2016).
On 2 July 2001, ATTY. RAMSEY LAPUZ OCAMPO assumed office as
President of the Philippine Public Safety College (PPSC). During his incumbency,
the following Police Commissioned Officers were designated NCRTI Directors,
namely: PCINSP REDENCION CAIMBON (2000-2001); PCINSP ANGELITO
TORRES (2001-2002); and PSSUPT MARLENE M SALANGAD Ph.D.
PSSUPT MARLENE M SALANGAD Ph.D., made the great leap of NCRTI
to its present state as premier institution of PPSC in Crime Investigation and
Scientific Crime Detection possible. Her leadership, skill and experience in the field
of forensic science were clearly manifested in the emergence of the PPSC-NCRTI
Crime Scene Plaza - considered as the outdoor laboratory for the investigative
training of public safety personnel from the Philippine National Police; Bureau of
Fire Protection; and the Bureau of Jail Management and Penology. The
implementation of the directive to produce proficient crime investigators in the
country issued by President Gloria Macapagal Arroyo gave birth to the Public
Safety Crime Investigation and Detection Course, It also led to the improvement
of the NCRTI facilities, particularly the offices and laboratories as well as the
acquisition of sophisticated equipment. The Forensic Science Department and the

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Crime Scene Plaza of the Philippine National Police Academy in Camp Gen.
Mariano N. Castañeda, Silang, Cavite, another constituent unit of PPSC, were also
developed.
With these new developments, the NCRTI became the NATIONAL
FORENSIC SCIENCE TRAINING INSTITUTE (NFSTI) in 2007. It was also during
this year when NFSTI was given a big break. The Institute was visited by then
President Gloria M Arroyo and was given the chance to prove its worth when it
was mandated to conduct the Crime Investigation and Detection Course, more
popularly known as CRIDEC (Arroyo, 2002; “H.E. Speech at PNPA Graduation”,
2002).
Innovations were introduced to the Curriculum. The programs of instruction
for the three (3) courses were revised and the latest trends and techniques in
scientific investigation were part of the curriculum to pave the way for a well
rounded, highly competent and proficient crime investigators (PPSC Academic
Summit, 2004). There was no stopping NFSTI, as the focus of development
expanded to facilities and equipment, faculty corps, and leadership and
management. The in-house capability of the institute particularly in the aspect of
Scientific Investigation has also been developed while logistical requirements of
the students have been met.
A high standard of training has been set for the CRIDEC Course to ensure
quality for the students and to contribute to the success of criminal prosecution in
the country. With the untiring support of the leadership of then PPSC President

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Dr. Margarita R. Cojuangco, MNSA, NFSTI became the forefront for the public
safety services (“DILG General Order”, 2005).
It is not always sunshine for NFSTI--it has had its own ups and downs, so
to say. Its lowest ebb came when the Institute was transferred from its location at
Fort Bonifacio, Global City to Camp Vicente Lim, Calamba City on May 2010. A
new beginning for a new environment. Sad to note, most of the up-to-date facilities
of NFSTI at Fort Bonifacio such as the crime scene plaza and its well constructed
mock court were not preserved.
It was during the incumbency of PSSUPT NICANDRO CANALEJA when
the NFSTI was transferred to its present location. The good news was that,
SSUPT CANALEJA was able to make things possible for NFSTI—that paved the
way for the succeeding Directors to wit: PSSUPT ROLEN BALQUIN, PSSUPT
GREGORIO PUA, PSUPT EDGARDO CLEMENTE, PSSUPT ERNESTO F AGAS
to gather strength and look forward to make NFSTI a better learning institution for
public safety officers earmarked to become investigators of the land.
At present, the NFSTI is manned by eleven (10) regular PPSC employees
and fifteen (18) contractual workers, as well as one (2) Police Non Commissioned
Officer (PNCO) doing multifarious tasks and duties led by the DIRECTOR PSUPT
MARIA JULIETA G RAZONABLE, who is currently able to break new grounds,
and bound to stir the NFSTI to greater heights (“NFSTI Personnel Complement”,
2016).

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b. Vision
The NFSTI envisions being the training institution that provides quality
training for a diversified, flexible, adaptive and competent, crime, narcotics, and
traffic investigators equipped with thorough knowledge and proficiency in all
aspects of investigation as well as scientific crime detection.
c. Mission
The NFSTI serves as the primary research and training institution under the
auspices of the Philippine Public Safety College for personnel of the PNP, BFP,
BJMP and other allied agencies of government. It ensures their transformation into
efficient and effective crime, narcotics and traffic investigation officers
knowledgeable and skilled in the application of forensic sciences and all relevant
laws to strengthen their investigative capabilities in solving various crimes based
on scientific investigation and detection (“NFSTI Training Guide”, 2016).
d. Training Programs - The followings are the Courses offered by NFSTI
under the Public Safety Crime Investigation and Detection Course (PS CRIDEC)
Program (“PPSC BOT Resolution No, 01”, 2003).
1. Public Safety Traffic Investigation Course (PSTIC)
Designed to provide students with proficiency in traffic investigation and
enhance the students in responding to critical and challenging traffic problems in

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the country and be knowledgeable of the procedures and technical aspects of the
traffic rules and regulations.
2. Public Safety Investigation and Detection Course (PSIDC)
Designed to provide students with proficiency in crime investigation and
detection crafted to keep the graduates of the course abreast with the most recent
techniques in crime solution.
3. Public Safety Narcotics Investigation Course (PSNIC)
Designed to train and develop skilled investigators to respond to the
challenging problems that beset society on the drug menace both in the local and
international community qualifying them as certified narcotics investigators.
With the present status of NFSTI, it could only do much in the realm of
human resource development. From the corporate objective, people or employees
have been traditionally viewed as assets to the enterprise, whose value is
enhanced by further learning and development. The NFSTI, as a constituent unit
of PPSC, adheres to this principle that learning and development of people through
training and education is a surefire formula of success in any endeavor.
Be that as it may, the noble the intention of NFSTI on training and
education will not suffice if NFSTI remains stagnant on its present status, and
come up with a sustainable action-plan based on the great expectations of the
employees, the PS CRIDEC students, and the stakeholders who demand for

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quality education and training, as well as, substantive public safety services. In
essence, NFSTI must justify its existence, so to say, as a worthy constitutive unit
which delivers quality training and excellence--with the able support from the
PPSC leadership. Thus, the capability of NFSTI to perform the lead role to
educate, train and hone professionally competent, holistically capable and
character-driven investigators must be given premium attention.
While the Tri-Bureaus continually aim to build an edifice of peace and
stability, the PPSC through its constituent units, will continually produce public
safety officers, imbued with the sense of professionalism and responsiveness in
the delivery of public safety services—geared towards progress, economic stability
and national development. With the tangible support of the PPSC Leadership, the
NFSTI’s present status and prospects will gradually accelerate, with the end in
view that is to produce competent investigators of the country as our humble share
in nation building.
Theoretical Framework
The worldview of discussing the problems of the NFSTI is not far from the
difficulties experiencing by its mother unit and other constitutive units. Researchers
use the post-positivism theory (Guba, 1990; Guba and Lincoln 1994) as its design;
proponents have established acceptable reality of what the institute should all be
about. These are eloquent discourses of what the PPSC should be, and how

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would its constitutive units be looked like and performed. The conduct of this
research is supposed to be the solid foundation of actions of the PPSC geared
ultimate for the better future of the units. The post-positivism, a world view as what
things are, being ontological and have been described with what the survey tools
are all be about. Epistemologically, researchers are belonging to what they are
studying as when recommendations of this paper shall be implemented, they are
beneficiaries of the same, and penultimate driven actors next to PPSC.
In addition, qualitative data shall be incorporated through and by the use of
accomplished guided interview; and content analysis on the contexts of Strengths,
Weaknesses, Opportunities and Threats (SWOT) Matrix with the participation of
respondents (i.e., NFSTI Personnel). This “methodological bilingualism” is used to
enliven the numerical data gathered (Teddlie & Tashakkori, 2003; Denzin, 2008).
The framework of this study was founded on the theory of organizational
development. Wendell L French and Cecil Bell defined organizational development
(OD) at one point as "organization improvement through action research" (Rose,
2015; Lurey et al., 2013). This research paper is crafted intentionally as “action
research”, the close relationship between knowledge acquisition and action is
formidably a research in action (Coghlan and Brannick, 2010) which in result,
action is taken to improve practice and the research gates new knowledge about
how and why the improvement came about by the employees and personnel of the
NFSTI unit.
Expect that the unfolding recommendations of this paper shall be almost
simultaneous with the upcoming development both of physical environment,

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curriculum and human components of the organization; sort of, a jump-start for the
PPSC to augment assistance to achieve the dreams of the institute.
The PPSC through its Constitutive Units, including the NFSTI must learn to
embrace the series of changes initiated by Dr. De Leon (PPSC 10-Main Strategic
Goals, 2015). Once these changes sink-in to the hearts and minds of every PPSC
employees, then development and progress would gladly be waiting in accordance
with the PPSC Vision 2020 (ppsc.gov.ph). By then, the NFSTI in particular could
justify its own existence with the full view and complete understanding of its status
and prospects.
The proponents of this research have established beliefs, as its acceptable
realities, that a training or educational institution cannot survive without the
provisions of its mandate, goals and objectives. The same must have a clear
organizational structure and adequate administrative and support staff. It must
have a curriculum relevant to the demands of time, and faculty members who are
primarily committed and willing to share valuable insights and knowledge of their
expertise. Equally important is the physical plant with up-to-date training tools and
equipment. It must also extend its services not only to its clientele but also promote
partnership and linkages with other schools, organizations and stakeholders.
Conceptual Paradigm
It is along this light that a conceptual paradigm was conceived to serve as
guide and beacon of the study in attaining the objective of the research. Figure

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1.illustrates the conceptual framework which aims to accelerate the status of
NFSTI in terms of training education of CRIDEC Program.
The interrelations of variables such as the NFSTI mandate, goals and
objectives organization and administration, Program of Instructions, the committed
faculty, and establishment of linkages with other allied agencies, the student
services, and the physical facilities with up-to-date training equipment are
imperative to propel NFSTI to higher grounds in producing certified crime, traffic
and narcotics investigators necessary for peace, progress and sustainable
development.
No educational system can exist for a long time without the abovementioned
variables. One is interdependent with each other. An unclear mandate, goals and
objectives make the administration of an organization uncertain. It is like driving in
middle of the rain without a wiper. Likewise, a good curriculum is not enough if
there is no teacher to teach on the subject given. In the same manner, a competent
and committed faculty cannot become an excellent purveyor of knowledge without
a good program of instructions to impart. On the same vein, with good curriculum
and proficient teachers sans a space conducive to studying will not facilitate
learning either. Neither the same speaks about the welfare of the students. These
are important factors that must be addressed by any training institution. The
aforementioned served as the input of the study through the process of data
analysis, collection and organization as shown with the recommendation
(proposed action plan) as the output. Be that as it may, the NFSTI like any other

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constituents units and training centers of PPSC is not exempted on this shift of
paradigm.
One should have the capability to have a mental map of where this research
would go; a ‘thinking link’ of all concerns possible, affecting the objective/s of this
study. An ‘Input- Process-Output System’ shall basically the framework of the
general analysis to be applied. Primordial to this is to establish the sene-qua non
or the bare essentials of the Institute which were collectively described in its
‘status’; along with the environmental scanning and appreciation of the research
problem/s, enhanced with surveys, interviews and analysis (SWOT). The
processes are comprised of the following activities, namely Data Collection,
Analysis and Focus Group Discussion.
The output of the research shall be the proposed Action Plan for the
Institute.
Conceptual Framework
Input Process Output
Data about the status

of NFSTI in terms of:
 Goals and
objectives
 Organization
and
administration
 Introduction
 Faculty
 Student
Services
 RAZONABLE,
Extension M.G. & DELDACAN F.U.
Services/Linka
Data Collection,
ges Proposed Action Plan
Organization, Analysis
 Physical Plant
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Feedback
Figure 1
Research Paradigm
Assumptions
This study lounges at three basic assumptions for the one-tailed analysis of
variance (ANOVA), namely:
1. Normally distributed – This assumes that the distribution of residuals is
normal, algebraically with one-skew at the second quadrant (positive quadrant).

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2. Independence – This test assumes the relational coexistence of
dependent variable with independent variables. Moreover, the observation was
conducted independently without intrusion or suggestion from the Institute or
researchers. Respondent were free to accomplish the administered survey.
3. Homogeneity of variance- Population for each group of respondents
was maximized at their actual limiting numbers available at the percentage with
the application of Sloven formula.
Researchers shall also use alternative non- parametric test of Kruskal –
Wallis H Test. This is to revalidate the findings of the study.
Statement of the Problem
The purpose of this study is to come-up a purview of how to elevate the
standards of the NFSTI’s curriculum, facility, significance among stakeholders, and
human resource congruent with the new vision of the PPSC.
The research aims to assess the status and prospects of NFSTI as
perceived by the respondents.
It specifically sought to answer the following questions:
1. What is the status of the National Forensic Science Training Institute
(NFSTI) as assessed by the personnel, students and stakeholders in
terms of:
1.1 Mandate, goals and objectives;
1.2 Organization and administration;

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1.3 Instruction;
1. 4 Faculty;
1.5 Student Services/Welfare;
1.6 Extension Services/Linkages; and
1.7 Physical Plant.
2. Is there a significant difference in the assessments of the three groups
of respondents on the status and prospects of the NFSTI relative to the
aforecited variables?
3. What are the problems encountered by the NFSTI?
4. What action plan can be proposed from the findings of the study?
Hypotheses
There is no significant difference in the assessments of the three group of
respondents on the status and prospects of NFSTI in terms of the following:
Mandate, Goals and Objectives; Organization and Administration; Instruction;
Faculty; Student Services/Welfare; Extension Services/Linkages; and Physical
Plant.
Significance of the Study
In pursuit of this study, it has a significant impact on the following:

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The Lawmakers - The result of the study would provide the lawmakers
baseline information on the status and prospects of the PPSC-NFSTI in terms of
the aforementioned variables.
Philippine Public Safety College – The result of this study will provide vital
information and data to the PPSC in line with its Institutional Philosophy to develop
a highly ethical, effective and efficient corps of public safety personnel imbued and
equipped with knowledge, attitude, skills habits and values necessary to serve and
protect the people. The action plan as the research outcome of the study can be
used by PPSC in planning and enhancing the NFSTI’s capability as a training
institution and one of its constitutive units.
National Forensic Science Training Institute (NFSTI) - It will provide the
NFSTI better understanding of its own strengths and opportunities in its endeavor
to produce certified crime, traffic and narcotics investigators of the land.
Philippine National Police Training Service (PNPTS), Bureau of Fire
Protection (BFP), Bureau of Jail Management and Penology (BJMP) – The
research findings can serve as benchmarks in the formulation of training programs
and modules for their respective personnel, and likewise, the output of this study
will be a major reference material in terms of status and prospects of their human
resource development service.
NFSTI Faculty/Instructors – The study will offer the faculty inputs for
stronger partnership with the training staff in terms of training and education of the
CRIDEC participants.

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CRIDEC Students– Similarly, the CRIDEC students and the stakeholders
will be guided with empirical evidence that in the passage of time investigation and
detection of crime have already evolved in a more dynamic environment and
holistic sense or approaches
Scope and Limitation of the Study
This research delves into the fact that institutional changes are needed, to
be in synched it with the fast phase changing environment brought by the
institutional breakthroughs in the compositions of organizational structures,
services, clienteles, linkages and facility. Wider span of services are encompassed
within the organizational mandate bringing in fresh outlook of how the Institute
should perform, bracing the leadership perspective apt and functional with its new
image as “Centre of Development in Modern Forensics Science Training and
Education”. At the end of the study, researchers will be able to: establish the status
of the Institute from the vantage point and assessment of the respondents using
the principles on triangulation of sources; identify its problems and thereafter
formulate recommendations and solutions; and do a way-forward planning on the
future of the NFSTI through the proposed “Action Plan”.
The study is set on the status and prospects of NFSTI as assessed by the
personnel, students and faculty in terms of: Mandate, Goals and Objectives;
Organization and Administration; Instruction; Faculty; Student Services/Welfare;

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Extension Services/Linkages; and Physical Plant vis-à-vis the acceleration of
NFSTI in the implementation of CRIDEC Program towards peace, progress and
sustainable development. Furthermore, it also deals on the problems encountered
by the NFSTI in the implementation of the CRIDEC Program.
The setting of the study is focused on the domain of the NFSTI with its
personnel, CRIDEC students and faculty/instructors.
Definition of Terms
For the purpose of clarity, the following terms are defined in the study:
Capacity Building is defined as the development and strengthening of
human and institutional resources.
Concept is defined as a generalized idea or notion pertaining to the
intangible idea that the NFSTI personnel wanted to achieve or retained; about the
nature of a thing, a way of thinking, or an event.
Environmental Scanning pertains to the appreciation of the internal and
external environments influencing the efforts of the National Forensic Science
Training Institute in the attainment of its mandated task which would be the basis
for initial research process.
Extension Services refers to the linkages or partnership established by the
training institute to the community or other allied agencies.
Faculty refers to the instructors of NFSTI whether guest or in-house.

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Institution of Leadership is based upon a notion of embedded or
constrained agency, influence or negotiated power, and typically uses a backward-
leaning vision meaning that the vision is there to remind the organization of the
core values. The aim of leadership should be to improve the performance of man
and machine, to improve quality, to increase output, and simultaneously to bring
pride of workmanship to people (Deming, 1986).
Instruction refers to the Program of Instruction particularly the Academic
and Non-Academic Phases of training.
Mandate, goal and objective refer to the mission and vision of the NFSTI.
Organization and Management refers to organizational set-up with
adequate administrative and support staff.
Performance refers to the quality or manner of performing; capability to
carry out, execute an action.
Physical Plant generally refers to the training facilities and building
structures.
Prospect pertains to future expectations; an outlook; vision.
Social lenses are the preconceptions and prejudices that we bring to our
observation of the world. Different people can look at the same social situation and
understand it in different ways.
Status refers to the training condition, significance of NFSTI

26
Strategy is a selected course of action which describes the ways through
which the means will be developed/deployed/employed to attain the ends for an
organization.
Student Services generally refers to the morale and welfare of the
students.
Acronyms
BFP – Bureau of Fire Protection
BJMP – Bureau of Jail and Management Penology
CRIDEC – Crime Investigation and Detection Course
IDC – Investigation and Detection Course
NFSTI- National Forensic Science Training Institute
NIC – Narcotics Investigation Course
PNP – Philippine National Police
PPSC- Philippine Public Safety College
TIC – Traffic Investigation Course
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

27
In this review of related literature and studies, the researchers discuss the
basic viewpoints of an “Action Research” on the facultative application of
organizational development; its areas of concerns affecting the PPSC and NFSTI
by incorporating the values found in this paper. A literature map is used to serve
as ‘circuit board’ for the flow of thoughts dug from rich source of information, both
of physical books, journals and manuscripts; and online learning facilities i.e.
Research Gate, Google Scholars and alike. They are deductive and eloquently
presented, starting from international standards as what and how learning
institution should be; mounts on regional and national strategic plans. Researchers
also considered the existing values and relevance of studies conducted related to
policing and public safety affecting the stakeholders, in general, both abroad and
local.
Since the subject of this research delves into status and prospects of the
NFSTI, its future recourse towards improving its facility and services for its
stakeholders. The purview of interest is orbiting on Organizational Development.
In the last ten years, no research has been done on the advancement of the
NFSTI as an organization of the College; data improving the unit is confined on
memoranda or letter instructions. Henceforth, this research may be considered as
“pilot research” taking notes on the available resources in the library and the
internet using learning resource tools. However, there are related researches
conducted such as development of police works used in this dissertation, but none
is zeroing on the “Status and Prospect of NFSTI”. Having this thought, there has

28
been a larger gap as to how and where to start the application of the
conceptualized paradigm for the benefit of the Institute and the College.
As what has been premised, the researchers made a jump start from the
organizational make-up of the Institute as the College. The PPSC is about to
introduce changes in accordance with the blue print ‘ACCELERATE 2020’.
Foreign Literatures
A leap may be done by looking into the four roots that could be linked to
‘Organizational Development’, namely 1. Action Research Methodology- created
by Kurt Lewin (1948),” a process that involves people in describing and learning
from their own behavior and collaboratively making decisions” and “ accordingly
enhancing their commitment to implement those decisions” (Hinckley, 2006). 2.
Human Relations Movement- that focused on issues such as motivation, social
factors, employees’ attitudes, satisfaction, and morale. 3. Participative
Management & Democratic Decision Making Methods (Mayo, 1945; Rogers, 1961;
Maslow, 1954; Argyris, 1965; McGregor, 1960). 4. Systems Theory and Open
System Research in ‘An O.D. Map: The essence of organization development
‘ by Ted Tschudy (Tschudy, 2006) that focuses on environments, technologies,
structures, systems, feedback mechanism, and design (Bertalanffy, 1950, Burns
and Stalker, 1961; Lawrence and Lorsch, 1967; Katz and Kahn, 1966). The
learning resources are almost classics, but the impediments are significant to the

29
study being conducted as the researchers are required to use publications from
year 2000.
Researchers put emphasis on the insights privy to Organizational
Development (OD) influenced by Kurt Lewin, as previously mentioned, who played
a key role in the evolution of organization development model. It is known today
as the “Change Theory”. According to this American-German theorist there are
driving forces (i.e. incentives) that facilitate change; something that pushes the
employees in the desired direction. On the other side, restraining forces (i.e. group
norms) hinder change because they push employees to the opposite direction.
The three steps to change are: unfreezing, change (movement), and refreezing.
This theory is described as “rational, goal and plan oriented” (Kritsonis, 2005). An
impasse is called a “status quo” which is understood as quasi-stationary
equilibrium state (Burnes, 2004). Approximately the last twenty years, the use of
models to guide the OD consulting process has been associated with enhanced
organizational effectiveness through the adoption of one or a combination of
change intervention strategies which are: Human Process-based strategies,
techno-structural strategies, socio-technical strategies, and organizational
transformational strategies (Mulili & Wong, 2011. See also Asumeng & Larbi,
2015). In this inquisitive review, researchers delve into humanism of OD
interventions benefiting the Institute; we work on “breathing life into organizational
life” (Dutton, 2003; Karakas, 2009). In application, Kotter (2013) in his book
‘Leading Change’ describes how organizations can learn to move swiftly to

30
accommodate change while still providing the necessary structures that nurture
employees and long-term success.
The term ‘Organization Development’ (OD) was first coined by Richard
Beckhard to describe an innovative bottoms-up of change effort that fit no
traditional consulting categories (Waisbord, 1987). It was believed to be that
change should manage from the top putting emphasis on planned action
(Beckhard, 2006). A pivot to be cautious about, what blend of OD flavor should the
PPSC to NFSTI use, thinking that the prevalent understandings of OD are
mechanistic, materialist; profit oriented and function based paradigm with an
integrated, dynamic and systematic vision of sustainable learning community that
reflects universal human values and global consciousness (Karakas, 2009). Later,
we would show that new paradigms are unfolding to happen which the NFSTI may
adopt in the era of innovation and technology hype.
As Marvin Weisboard observed that laboratory training is learning from a
person's "here and now" experience as a member of an ongoing training group.
The purpose is for the members to have an opportunity to learn something about
them and to practice such skills as listening, observing others, and functioning as
effective group members (Mehta, 2009). This shall bring us to the concept of
organizational learning which tends to refurbish the cognitive and behavioral
components of employees towards the path that the top management forethought.
With almost four (4) decades of its existence as Forensic Institute, with a status as
learning institution, it has erudite the intricacies of its existence, for self-operation

31
and snagged continuity, based on its mandate. To the least, there is
institutionalization of learning mechanisms and systems on its mundane activities.
The Philippine Public Safety College, in its renewed dynamism and
creativity has already recognized the importance of Organizational Development
through the PPSC Vision 2020. In fact, the PPSC in collaboration with the Hans
Seidel Foundation has organized series of Consultative Training Workshop on
Developing Practical Case-based Scenarios for Police Training in response to the
laboratory training espoused by Lewin and the observation made by Weisboard.
Point of inquiry is raised on the perceived reality as to the reason that the
organization needs to be changed in the first place; in this literary review,
researchers have assumptions that the NFSTI, as well as, the PPSC have come
to the rubicon that change should be calibrated and rolled-out for the sake of self-
preservation. They are now at the declining vector on the graph canvass, that
attention is alarming. In a lifecycle of an organization it is called “crises” or terminal
points which are usually preceded with causes like: engulfed budget deficits;
inadequate leadership; poor planning; inability failure to change; and
inexperienced management (Buccino et.al, 2003). The organization is beginning
to disintegrate. She is forced to accept the rigid system or upgrade, or cease to
exist as an independent structure, being absorbed by another, stronger
organization (Gurianov, et al., 2014). Henceforth, reinvention approach by the
management must be implemented, preventing individual intellectual ossification
and organizational stasis that such personal rigidity inevitably produces; a shift of

32
resources out of an area of low productivity and minimal yield into an area of higher
productivity and greater yield (Osborne, 1993; Renz & Herman, 2010).
Few concerns must be intact in Organization Development, it must be seen
with humanistic values by: 1. Providing opportunities for people to function as
human beings rather than as resources in the productive process; 2. Providing
opportunities for each organization member, as well as for the organization itself,
to develop to their full potential; 3. Seeking to increase the effectiveness of the
organization in terms of all of its goals; 4. Attempting to create an environment in
which it is possible to find exciting and challenging work; 5. Providing opportunities
for people in organizations to influence the way in which they relate to work, the
organization, and the environment; 6. Treating each human being as a person with
a complex set of needs, all of which are important to their work and their life
(Margulies & Raia, 1973, McLean, 2005).
On the other hand, the objectives of Organizational Development are: 1.
To increase the level of inter-personal trust among employees; 2. To increase
employees' level of satisfaction and commitment; 3. To confront problems instead
of neglecting them; 4. To effectively manage conflict; 5. To increase cooperation
and collaboration among the employees; 6. To increase the organization's problem
solving; 7.To put in place processes that will help improve the ongoing operation
of the organization on a continuous basis (French, 1969). With the world today that
is volatile, unpredictable and ambiguous; adaptability, creativity and speed are the
pathway to survival and success. Recalibrate the operational definition and

33
objectives of OD, focusing to three important sections of organization these are
Purpose, Processes and People (Abadesco, 2015).
OD researches stated the necessity of "Planned Interventions." These
interventions are principal learning processes in the "action" stage
of organization development. Basically outlined on diagnosis of the problem, the
culture of the organization and the nature of intervention (Cumming and Worley,
2009; McLean, 2005). Interventions are structured activities used individually or
in combination by the members of a client system to improve their social or
task performance.
The change agent must address himself to all of these hazards and
obstacles. Some of the things which will help him are: 1. A real need in
the client system to change; 2. Genuine support from management; 3. Setting a
personal example: listening, supporting behavior; 4. A sound background in the
behavioral sciences; 5. A working knowledge of systems theory; 6. A belief in man
as a rational, self-educating being fully capable of learning better ways to do things.
These are enumerated in the book ‘Organization Development Principles,
Process and Performance’ by A. Mehta (2009).
Margulies and Raia (1973), as compared to Wendell French (1969),
explicitly declared that the objectives of organizational development are framed
keeping in view specific situations; they vary from one situation to another. In other
words, these programs are tailored to meet the requirements of a particular
situation. But broadly speaking, all organizational development programs try to
achieve the following objectives: 1. Making individuals in the organization aware

34
of the vision of the organization. Organizational development helps in making
employees align with the vision of the organization; 2. Encouraging employees to
solve problems instead of avoiding them; 3. Strengthening inter-personnel trust,
cooperation, and communication for the successful achievement of organizational
goals; 4. Encouraging every individual to participate in the process of planning,
thus making them feel responsible for the implementation of the plan; 5. Creating
a work atmosphere in which employees are encouraged to work and participate
enthusiastically; 6. Replacing formal lines of authority with personal knowledge and
skill; 7. Creating an environment of trust so that employees willingly accept change.
Foreign Reviews
In addition to these traditional purviews of OD, the agent of change must be
future oriented to coup with the 21st century challenges. In a published journal
wrote by F. Karakas (2009) entitled ‘New Paradigms in Organization
Development: Positivity, Spirituality, and Complexity’ has enumerated some
value points to which the Institute may have integrative approaches and steps as
when it implements this action research; today’s OD entertains integrative and
multidimensional performance outcome measures like fulfillment, legacy,
sustainability, collaboration, wellbeing, virtuousness, community service,
benevolence and equity. It aims to increase intellectual, social and emotional
engagement of managers and employees, and foster collaborative and dynamic
approaches to learning, that enable employees to develop integrative ways of
knowing. These are new approaches as previous mentioned in this paper.

35
In business world, though this paper is intended to be used for NFSTI,
service orientation is still an equally important concept that we should know;
leaders must simultaneously identify new opportunities for growth and innovation
to remain agile and responsive, as they continue to lead organizations in: 1.
Becoming global and multi-cultural; 2. Developing productive, performance-based
work environments; 3. Building their talent and organizational capabilities to fulfill
future needs; 4. Accommodating new and changing external regulation; 5.
Leveraging and integrating new technologies to support the operation; 6. Meeting
increasing expectations for socially responsible and sustainable business
practices. These are mentioned in an OD journal entitled ‘The Future of
Organization Development: Enabling Sustainable Business Performance
Through People’ by Wirtenberg et.al., 2007.
Local Literature and Reviews
OD in the Philippines is still in its surging age, taking into consideration the
work of Andres, T.Q, 1983 entitled ‘Organizational Development for
Productivity in the Philippines Setting’ in-between the Filipino traits i.e.
‘Pakikisama’-interpersonal relationship; ‘Hiya’- embarrassment; ‘Utang na Loob’-
deep gratitude; ‘Close Family ties’; ‘Bahala Na’- submission to luck; ‘Amor Propio’-
honor; ‘Bayanihan’- mutual aid and cooperation; ‘Ningas Cogon’ which means
energy deflation, referring to an easily enthusiastic but easily cooled down traits;
‘Respect to Elders’; ‘Mañana’-refers to procrastination habits; ‘Kanyakanya’-

36
selfishness; ‘Pamamagitan’- mediation between parties; ‘Sipsip’-submissiveness;
‘Inferiority or colonial mentality’ and ‘Fiesta Grande’- feast, among of these have
transcendental implication in organizational development. Andres tries to re-root
these with the Filipino Culture and have supplemented a much oriental
methodologies. In a latest study which was done for human resource work life
balance in Japan, scholars found that among the strongest traits of Filipino to the
appeal of foreigners is the ‘Pakikisama’. Filipinos are very friendly and have
amicable tendencies. Filipinos believe that they live and act together with
coequals, and consider it only natural that the consideration they show others will
be reciprocated (Saito, 2010, Jocano, 1997, & Feliciano, 1990).
In the environmental setting where we would raise the “New NFSTI”, the
guarantee of advancement in facility, curriculum and human resource are included
in the PPSC Vision 2020 - ACCELERATE Peace for Progress- the College
development blueprint which is now modified and expanded up to year 2022.
Improvements in the NFSTI are scheduled to happen which will be benefiting for
the stakeholders, especially the students. The outlook of the Institute is focusing
on three major areas of concern. First is the “Capacity Building” through the
introduction of sophisticated equipment apt for the forensic science education and
training, and augmented infrastructures for learning. Second is the widening of
training offerings with the inclusion of multi-sectoral group and members of the

37
interior government and allied service personnel grounded on real-in-demand
opportunities of the clienteles. Third is the institution of leadership.
Synthesis of the Reviewed Related

Literature and Studies
Capacity Building- the United Nations Office on Drugs and Crime (2011)
has published standards of forensic laboratory operation, and accordingly, there
are three important groups of staff in forensics facility, namely 1. Forensic
Scientist -also appears as expert witnesses in court proceedings and must have
the necessary education, knowledge and experience to carry out this
responsibility. All required skills are usually gained by a combination of formal
education, training and operational (on-the-job) experience. 2. Law Enforcement
Officer- staff with formal scientific qualifications (scientists or law enforcement
officers with a scientific background) and not by law enforcement officers that lack
this level of education. 3. Laboratory Technicians- technicians are trained to use
specific analytical techniques to perform individual analyses on given samples. If
this framework shall be absorbed by the NFSTI to its systems, it must curve to
configure with the educational and training settings. Importantly, the desired
equipment, on the minimum, for each section of forensics fields must be acquired.
This calls for the intensive reformation of organizational structure, trainings and
seminars of the personnel composing the Institute amenable to world standards.
In Asian region, the path is towards linear development and standardization.
Talking about the China as reference, Dr. He-Juan (Forensic Asia, 2016) stated
that “Criminal science and technology is implemented with the set-up of

38
Standardization Administration of China”. It is also important to note, that the
Philippines is part of the Asian Science Forensic Network, as said by Dr. Maria
Corazon de Ungria (Ronda, R.A., 2015; Tumampos, 2016), the Philippines
exchanges practices and solutions to many forensic problems with participating
countries in Asia.
The government services provided by the institute to its constituents /
stakeholders, being a learning institution, should be measured on quality
dimensions (Garvin, 1988) to sustain momentum and in consonant with
standardization. Applying the parameters set by the International Organization for
Standards (ISO 9001:2008/ 9001:2015) is the first and viable step towards global
conformity. PPSC is awarded as ISO compliant in 2015, as well as several
constitutive units under it (“PPSC ISO”, 2016). The projection of the NFSTI is tough
considering the fact as from where it would begin in the area of forensic science in
support of criminal investigation, the track towards standardization is inscrutable
but if the NFSTI wanted to build back its glorious days, it must learn to comply with
the present environment.
The problem of the NFSTI is inadvertently projected in national settings
because in the Philippines, how science and advancement of technology has
paved way into cracking crime are still way beyond the hands of those who need
to use it, as said by Dr. Raquel del Rosario-Fortun (2016) of UP Department of
Pathology (Tumampos, 2016). During the Typhoon Yolanda (Haiyan) experience,
she enumerated malpractices in the basic steps in investigating dead bodies on

39
phases as opening the bodies, the writing of autopsies and death reports. Fortun
(2016) mentioned, that the Philippines falls short in forensic science as manifested
by the like lack of trained personnel/ technicians / investigators; no DNA data base;
and lack of system to handle systematically mass casualty in the disaster like
Yolanda. If there would be a positive side of the Yolanda experience, it magnifies
the necessity to augment capitalization for the government on the development of
forensic discipline in the Philippines in terms of acquisition of hardware equipment,
and the adoption of statute to government DNA banking and identification
processes (“Senate Bill No. 591”, 2016), vis-à-vis, training which the NFSTI has
ample share because its mandate must be recognized.
As a matter of structure, changes should be in accordance with the Long-
Term Plan of the Philippines (2016-2040) capitalizing on the projected
development seen by financial experts; Asia shall be the region of the world to be
reckoned with significance. Balisacan (2016) said that by 2050, Asia shall be
protracted as the center of global economy. On this note, the NFSTI should find
her place in the midst of this Asia booming economy. Human capital theory
stresses the significance of education and training as the key contribution in the
improvement of our global economy. In one of the recent reports, the Organization
of Economic Cooperation and Development (OECD) claims that the radical
changes in the public and private sectors over the recent years, in response to
globalization will be severe and disturbing to many established values and
procedures. In another report it explains internationalism in higher education is a
component of globalization (Almendarez, 2013).

40
Pertinent to this is the signification of Philippines as member of the
Association of South East Asian Nations (ASEAN) community (ASEAN, 2015);
referring to the curving moves by the NFSTI with the guidance of PPSC, in 2015
ASEAN integration has already taken effect. In one of the salient and related
studies, when European Union Countries and nation-states have converged, one
sector that had curved was the introduction of reform of police education by the
Serbia’s Academy of Criminalistics and Police Studies. Success story, when
organizational changes for better were introduced, could be summarized by the
random studies and journals. In Detective Training School (DTS) which is
maintained by Criminal Investigation Department (CID) of the Bangladesh Police
especially with the curriculum enhancement was considered as “innovation”. In
India, police officer should acquire a high degree of professional competence and
be fully aware of the means whereby science and technology can help police work
(Bandana, 2011). Training, education and research have the power to reshape the
police and the policing system (Pagon, 1998), both in theory and practice, and
more of evidence –based policing (Thibault, Lynch and Mcbride, 2004; Sherman,
2013). Hence, expect that the NFSTI, having the potential and significance, should
be prepared for this.
Wider Education and Training Offerings - A wider span of influence and
services should be the banner to be carried by the Institute, multi-players and
sectors should be involved to mainstream its cause such as the Bureau of Fire and
Protection, the Bureau of Jail and Management Penology, the Philippine National
Police personnel and allied services in public safety. Bridging leadership and

41
empowering the poor through inclusivity is the message of the present
administration. To this framework, NFSTI should erect its refurbished image and
importance; a good training program must be coupled with an equally good and
competent school administration.
Some requirements prior to evolution towards change of the organization,
NFSTI has to be malleable and cognizant that there are introduction of new feats
and ideas for its betterment. The impact of training depends on organizational level
of consideration. Training has a significant positive effect in agencies that provide
supportive environment, but fails to have an effect in agencies that are no
otherwise indifferent or hostile in their intentions, the officers are trained for. The
effect of the training therefore depends on the opportunities afforded by the
institution to apply it, on supervisors, who encouraged the trained person and the
intensions, and on its relevance to the prospects for career advancement (Danicic
et. al, 2003).
There are three (3) main approaches to follow in developing the KASH-V
Curriculum for the students: Expert Consensus Building- inquiry procedure is set
with participation of the stakeholders, they are the ones benefiting or affecting of
the organizational throughputs. In composing the panel, their experiences are
taken in consideration, their “knowledgeability” determines the reliability and
dependability of the results, e,g. Delphi panel (Giannarou & Zervas, 2014; Adler &
Ziglio,1996; Kittell-Limerick, 2005: 53; Rowe & Wright, 1999); Research-Based
Approach- Opportunity is set to require the conduct of in-depth research and
analysis using existing or suggested methodologies by the PPSC; and

42
Professional Consensus – Academic and professional endeavors that are
purposely crafting organizational decisions, e.g. Focus Group Discussions, Forum-
Lectures (Chong & Cheah, 2009).
It is pointed out that education has been theorized under human capital
theory as primarily an economic device. Human capital theory is the most
influential economic theory of western education, setting the framework of
government policies. It is increasingly seen as a key determinant of economic
performance. A key strategy in determining economic performance has been to
employ a conception of individuals as human capital and various economic
metaphors such as ‘technological change’, ‘research’, ‘innovation’, ‘productivity’,
‘education’, and ‘competitiveness’, He stressed that economic consideration in the
past, however, has not determined education.
Braga (2011), cited law enforcement leaders who engage higher education
can also influence the future focus of academic and scholarly research. Tulauan
(2012) on the other hand emphasized that there is a need to enhance the man
power capability through hiring and training of qualified personnel in order to
enhance case investigation and preparation of transmittal report and
recommendations. Trainings, screening and evaluation committee are the priority
of the National Capital Region Internal Affairs Section (NCR-IAS) in the formulation
of the Competency Building Program. These validate a premise that the primary
capital of an organization is the human resource, and in order to make use if this

43
resource into a fullest extent, right implementation if a correct training program is
indispensable requisite.
In the study conducted by Harris (2005), it was that training of police should
be designed to develop their capability and performance standards, improved
skills, change attitudes and increase one’s reflection thinking processes of the
natural role of one’s act. Police officers working in the 21st century must not only
possess vast knowledge, but also be able to respond with logic and reason when
under pressure. Producing a highly professional police officer requires the right
combination of formal education and technical writing. Also on the same study by
Talauan (2012), it became apparent that many of the police department’s training
problems share a common foundation. Even though the problems encompass
many varied topics and training challenges, they are systematic in nature and
require a unified approach. Many officers conduct themselves in a manner that
community and department norms would deem appropriate. Others do not.
Talauan (2012) suggested that the first essential step to improving police training
is to establish and communicate a common foundation for police performance a
redefined professionalism.
In the study conducted by PSUPT Dominador M Matalang in his thesis
entitled:“The Capabilities of the PNP Training Service in the Conduct of In-Service
Training Programs: Delivering Quality Education to Police Personnel (2012)”,
Matalang’s findings disclosed the capability of PNPTS in the conduct of in service
training programs with 3.92 mean, interpreted as “capable.” Likewise, the findings

44
showed that PNPTS was “capable” in the areas if monitoring and evaluation,
outsourcing funds, facilities and equipment, systems and procedures.
Matalang (2012), in his research, said that the PNP Training School
provides facilities that is well maintained with good learning environment but have
given less emphasis on the provision of ancillary facilities. And for manpower
competencies, the PNPTS provides competency and skills development to its
personnel but had given less emphasis on maintaining corps of professors due to
quick transition of assignment of police personnel.
Also, according to Talauan (2012) on systems and procedures, the limited
knowledge of investigators on the existing system and procedures or the absence
of a well organized and systematic course of action to follow in the investigation of
cases could directly affect the overall performance of the entire unit. Such
disorganized procedure in investigation could cause chaotic processing of a crime
scene and ultimately produce sloppy results. There should be a standard, uniform
and prescribed set of guidelines and regulations that police investigators used in
the performance of their duties. It could be in a form of a checklist and/or guide
book which could serve as reference in examining any situation presented before
them. This way, the usual manner on which criminal investigators act based on
their instincts and gut feeling is avoided.
The country that have strong, moral political leaders who have developed a
vision of the role of policing in the new millennium, it is likely that police education
and training will be appropriately directed to meet these challenges. Police

45
education and training is a life-long process, either formally required and
conducted or undertaken by the officers themselves to increase their
professionalism and effectiveness.
It is believed that in today’s changing world, police organizations must
constantly adapt the training and education to address new demands and
expectations from the government and the citizens of the country. In addition to
preparing police officers to protect citizens from problems that originate within
them, the police must plan for action to counteract and respond to threats from
outside their borders posed by terrorism and organized crime. To do this, the police
must be trained in the highly sophisticated investigation, intelligence, crisis
management, and communication techniques. International cooperative education
ventures are crucial to address these needs.
In a study made by Dunsworth, (2009), placing people in school does not
guarantee improvement in their knowledge and performance. On the other hand,
schools might be responsible for their high level of mediocrity and learned
ignorance. What is a place where students can approximately or even reached
reality during their training. There is one theory in learning known as transfer of
learning. The theory simply tells us that true learning has positive transfer value.
This means that if I accurately hit my target in the firing range, for art or skill of
utilizing an area in real life situation. Failure to do this indicates that no learning
has taken place or learning during training does not have any positive transfer
value.

46
Over the years, police career education and training have always been
considered one of the rational and fundamental cornerstones for improving police
efficiency and effectiveness. Yet, the idea of continuing professional education and
training for police officers has evoked an awesome amount of emotional
argumentation and debate. The controversies usually stretch from the courses
being offered by the college, the facilities in the training center and even the
instructors themselves if they are capable or not. It is indeed that the police
themselves know the quality of such training for the police.
The Philippine National Police Training and Education Programs must first
set the stage for change, both in terms of its structural set-up and conceptual
outlook as well. The need for the development and upgrading of training courses
based on a continuing assessment of organizational needs of the police service
vis-ᾲ-vis its current and foreseeable operational environment.
The introduction of education programs to the offering of the Institute is a
‘game changer’, a lift of its imagery to the public perception. Bringing the College
to the next important level, using the Institute as the instrument of the College may
be considered as a high-time opportunity. Making the whole service systems of the
college and of the constitutive units based on international standards are correct
steps of gaining its status to offer array of baccalaureate and masteral programs.
Institution of Leadership- The message is clear as the College divulges its
strategic breakthroughs in its various program of winning the intelligence and

47
hearts of the employees composing the Institute. The organizational purpose is
synonymous with the immediate goals, again, as spell out in the document
ACCELERATE 2020. It allows a level of individualism, creativity and innovation
(Kotter, 2012). It invites to flatten as much as possible the hierarchy of
organizational structure to lessen the bureaucracy, and have freedom of
movement within the silo of influence. Ideas are forwarded so that they would be
heard, considered, and acted upon (Kelly, 2014). A “good rebel’, referring to
leadership as pointed by the author, brings best for the organization, questioning
the ‘status quo’ and the complacency of a niche ‘rotten organization’; he brings out
dynamism and fresh outlook to explore.
Devolution of powers and responsibilities are given to the constitutive units
in the form of bringing programs and innovations, this is so, because the Institute
has to response to the changing arena where the students and stakeholders are
fast evolving by nature of intelligence, technology and environment. The
organization has to be ahead of its clienteles. These call for a kind of leadership
and professionals that are able to address and resolve challenges in multi-
dimensional ways (De Leon, 2015).
A leader is a catalyst for beneficial change. Someone who sees the
potentials of his people in his sphere of influence, bold with high spirit; sees the
deep sense of purpose and dedication towards meaningful fruits, communicates
from the heart. It is a skill, a bridging skill. He knows the things needed by his
people in a complex and intertwined settings; and tries to teach them how to
resolve problems; in this case, a bigger one.

48
Bridging leadership, as taught and commissioned in learning institutions is
defined as a style of leadership is particularly appropriate when a collaborative
approach to solving complex social problems is required. Bridging is a method for
harnessing and coordinating the energy, interests and resources of multiple and
diverse actors/stakeholders in a way that builds relationship capital and trust,
thereby maximizing each actor’s comparative advantage and making sustainable
social change possible. And because bridging leadership is founded upon shared
values, common understanding and mutual purposes, the approach is particularly
useful to fostering inter-sectoral collaboration between business, civil society and
government (Pierce, 2002). It is also known as ‘transformational leadership’.
In essence, this type of leadership is what being brought about in the
changes institutionalized at the NFSTI. It is just a matter of assimilating it.
CHAPTER 3
METHODOLOGY
This chapter provides the discussion of the methods and techniques used
in the study. The design used is descriptive statistics in nature utilizing both
quantitative and qualitative methodologies; on the parlance of population and

49
sampling scheme, research and validation of the instruments; procedures in the
gathering of data and the statistical treatment; these are employed in the analysis
and interpretation of data. Mixed methods, as cited by Creswell (2003) looks into
researches incorporating methods of collecting or analyzing data from the
quantitative and qualitative research approaches in a single research study. This
is an extension of rather than a replacement for the quantitative and qualitative
approaches to research (Johnson & Onwuegbuzie, 2004).
The crafting of survey questionnaire as tool for quantitative data of the study
joined with content analysis focused on SWOT Analysis and Focus Group
Discussion (FGD). It gives a clear view for the researchers to understand the
research problem, and have concrete and viable explanation how it should be
solved. It eloquently speaks on the viability of multi-disciplinary approaches in
research, the ability to design research studies that combine data collection or data
analysis methods from the quantitative and qualitative research approaches.
Researchers are also able to employ deductive and inductive analysis in the same
research study (Morgan, 1997; Outhwaite et al., 2008).
Basically, the methods of determining the validity of the findings is the One-
tailed F-test ANOVA for parametric test since the study stands on the assumptions
of independence, normal distribution of data and homogeneity of variance; with
alternative non-parametric test of Kruskal-Wallis H Test since the populations of
three groups of respondents are not equal in size. But the presentation of the KWH

50
Test Table shall be incorporated as appendices conformed with the format of the
research.
Research Design
The study utilized two phases of data gathering and analysis, the first phase
involves the quantitative gathering of data using descriptive statistics as its
framework for analysis; and coursed through the qualitative phase which used
Focus Group Discussion (FGD) (Morgan, 1997) and SWOT Analysis modalities.
The descriptive method of research is designed to assess the status and
prospect of the National Forensic Science Training Institute in accelerating the
same in terms of training and education of CRIDEC Program towards peace,
progress and sustainable development was reduced to survey questionnaire.
Descriptive statistics are used to describe the main feature of a collection
of data in quantitative terms; it aims to quantitatively summarize a data set, rather
than being used to support inferential statement about the population that the data
are thought to represent; it generally presented along with more formal analyses
(“CTI Review”, 2016; Babbie, 2016).
On the same note, Shuttleworth (2008) defines descriptive research design
as a scientific method which involves observing and describing the behavior of a
subject without influencing it in any way. Furthermore, descriptive includes surveys
and fact-finding enquiries of different kinds. Its major purpose is the description of

51
the state of affairs as it exists at present and the researchers has no control over
the variables, and can only report what has happened or what is happening
utilizing survey methods of all kinds including comparative and correlation methods
(Young, 2003).
Also, it is important that data should be examined on the socio –cultural
perspectives gathered by the researchers, of which the respondents are
characterized and grouped. Socio-cultural lenses that are innate to the existence
of the subjects such as gender, civil status, level of education and age. Are the
responses vary when magnify on these lenses? What causes are the respondents
representing? These are few of the queries or gray areas that should be
illuminated.
Sanchez (1980) explains that the process of descriptive research goes
beyond mere gathering and tabulation of data. It involves the elements or
interpretation of the meaning of significance of what is described. Thus, description
is often combined with comparison and contrast involving measurements,
classifications, interpretations and evaluation. Hence, the use of the above-
mentioned methods was justified in relation to the evaluation of the NFSTI Status
and Prospect.
Aside from surveys, the researchers also conducted the Focus Group
Discussion (FGD) with the subject matter experts in the field of services of what
the Institute provides. Sometimes it takes listening to the opinions of others in small
and safe group setting before they form thoughts and opinions. FGD can reveal a

52
wealth of detailed information and deep insight on the issue of people with common
concern (Morgan, 2016; Rietbergen, 1998).
After which, a SWOT analysis (Bohm, 2008) by the Institute’s regular
personnel was conducted, composed of division and section chiefs tasked to
dissect and give recommendations on Institute’s external and internal challenges;
of these methods researchers were able to validate the numerical findings made
from the statistics, usual in business as marketing strategy but today’s government
is already using this i.e., e-government service , big data analysis in government,
etc. (Shareef et al., 2012; Tomar, 2017).
Respondents of the Study
The primary sources of data were the NFSTI personnel, CRIDEC students
and randomly selected faculty and instructors. The NFSTI personnel who were the
first group of respondents were the regular and contractual employees of the
Institute directly involved in the training and education, while the second group of
respondents were students enrolled in the CRIDEC program (2nd sem 2014 and
1st sem 2015).
Lastly, the faculty/instructors who have knowledge about the training
operations of NFSTI served as the 3rd group of respondents. All groups of
respondents were qualified to answer specific questions of the research as
implementers, students and stakeholders. These groups of respondents were also
selected utilizing the Slovin formula to obtain the sample size of the study.
53
With a total of 643 respondents, 25 were from the NFSTI personnel, 583
CRIDEC students, and 35 were faculty/teachers of NFSTI.
Utilizing the Slovin formula and as shown in Table 1, the researchers
considered that the sample size of 12 from NFSTI personnel, 265 from CREDIC
students and 16 from faculty/ instructors, presented justifiable data required in
giving up legitimate and convincing outcome of the study where the margin of error
is 5.0 ±.
The demographic profile of the respondents was constrained to age,
gender, civil status and highest educational attainment.
Table 1
Distribution of Respondents of the Study
Respondent Population Percentage of Sample Size

Group Size Population

54
NFSTI 25 3.89 12
personnel
CRIDEC 583 90.67 265

students
Faculty 35 5.44 16
Members
TOTAL 643 100.00 293
A glimpse of Table 2 reveals that majority of the three groups of
respondents were dominated by male with a total of 235 respondents or 80.20%
while the remaining 58 respondents or 20.80% were female.
These data manifested that investigative work as well as manning and
training of investigators usually catered to male populace.

55
The NFSTI personnel had five (5) male respondents or 41.67% and seven
(7) female respondents or 58.33%. On the other hand the CRIDEC students had
two hundred twenty (220) male respondents which got 83.02% and forty-five (45)
female or 16.98% of the entire sample size.
Lastly, the Faculty/Instructors were also dominated by ten (10) male
respondents or 62.50% and 6 female with a percentage equivalent to 37.50%.
Table 2
Distribution of Respondents According to Gender
NFSTI CRIDEC
Gender Faculty/Instructors Grand Total
Personnel Students

56
P
F P F P F P F
5 41.67 220 83.02 10 62.50 235 80.20

Male
Female 7 58.33 45 16.98 6 37.50 58 19.80
Total 12 100.00 265 100.00 16 100.00 293 100.00
Table 3 presents the age category of the groups of respondents. On age
bracket of 21 – 30, there were two (2) NFSTI personnel respondents or 16.67
percent, five (5) were on the age bracket of 31-40 or 41.67 %, one (1) on age
bracket 41-50 or 8.33% ,three (3) on age bracket of 51-60, or 25.00% and one (1)
on the age bracket of 61-70 or 8.33%. On the other hand, the age groups of 21-30

57
comprising the CRIDEC students were one hundred forty three (143) which got
53.96%, the age bracket 31-40 with one hundred fourteen (114) respondents and
got a percentage of 43.02% ; on the age bracket of 41-50 got 8 respondents with
a percentage of 3.02 and age bracket of 61-70 got none. On the part of
faculty/instructors respondents, 2 or 12.5% belonged to 21-30 age bracket, 9 or
56.25 % on 31-40, 2 or 12.50 % on 41-50, 2 also or 12.50% on 51-60, and 1 or
6.25 on 61-70. When taken altogether, the bigger bulk of respondents among the
three groups belonged to the 21 – 30 age groups with a frequency of 147
respondents or 50.17% percent, followed by 31 – 40 age bracket with 128
respondents or 43.69 percent. The 41-50 bracket got 11 with a percentage 0f 3.75
while the 51-60 garnered 5 or 1.71%. The least number of respondents fell on the
age bracket of 61 - 70 with 2 respondents or 0.69% of the entire population size.
It can be noted from the table that the age bracket of each three groups of
respondents were all represented therefore had assessed the indicators with
prudence.
Table 3
Distribution of the Respondents According to Age
Age NFSTI Personnel CRIDEC Faculty/ Grand Total
Students Instructors
F P F P F P F. P

58
16.67 143 53.96 2 12.5 147 50.17
21-30 2
31-40 5 41.67 114 43.02 9 56.25 128 43.69
41-50 1 8.33 3.02 2 12.5 11 3.75

8
51-60 3 25.00 0 None 2 12.5 5 1.71
61-70 1 8.33 0 None 1 6.25 2 0.68
TOTAL 12 100.00 265 100.00 16 100.00 293 100.00
Table 4 reveals the profile of the three groups of respondents according to
civil status. On the NFSTI personnel profile, 3 or 25% were single, 6 or 50% were
married, 1 or 8.33% widow and 2 or 16.67% were separated.
On the CRIDEC students profile, 109 or 41.13% were single, 150 or 56.60%
were married, 2 or 0.76% were widow/er and 4 or 1.51% were separated. On the

59
third group of respondents comprising the faculty/instructors 4 were single with a
percentage of 25, 10 were married or 62.50%, and 2 were widow/er.
Taken altogether, the bigger bulk of respondents among the three groups
were married with a frequency of 166 respondents or 56.65% percent, followed by
single with 116 respondents or 39.59 percent. The least number of respondents
were widow with 6 respondents or 2.05%, while separated got 5 with a percentage
of 1.71.
The table also revealed that most of the respondents were married with a
grand total of 166 which got 56.65%. The rationale for this is that they were all
professionals with stable job and had the capability to raise their own family
Table 4
Profile of the Three Groups of Respondents According to Civil Status
Civil NFSTI CRIDEC Faculty/ Grand Total

Status Personnel Students Instructors
F P F P F P F P

60
Single 3 25.00 109 41.13 4 25.00 116 39.59
Married 6 50.00 150 56.60 10 62.50 166 56.65
Widow 1 8.33 2 0.76 2 125 5 1.71
Separated 2 16.67 4 1.51 0 none 6 2.05
TOTAL 12 100.00 265 100.00 16 100.00 293 100.00
Table 5 presents the distribution of the respondents according to
educational qualification. From the table data shows that the three groups of
respondents were all college graduates for the reason that it was one of the
mandatory requirements to enter the government service.

61
Nevertheless, there were 2 NFSTI personnel which earned 16.67 %, 16
CRIDEC students which garnered 6.04% and 8 from the faculty/instructors
equivalent to 50.00% who successfully earned their Masters degree. It can also be
observed from the table that 6 respondents which got 37.50% who are
faculty/instructors finished their Doctorate degree.
It can also be concluded from this table that the three groups of
respondents were all highly qualified to assess the NFSTI status and prospects as
manifested by their educational qualifications.
Table 5
Profile of the Three Groups of Respondents According to

Educational Qualification

62
Educational NFSTI CRIDEC Faculty/Instr Grand

Qualification Personnel Students uctors Total
F P F P F P F P
None none 6 37.50 6 2.05

PhD 0 0
Graduate
16.67 6.0 8 50.00 26 8.87
Masters 2 16 4
Degree
83.33 93.96 2 12.50 261 89.08
College 10 249
Graduate
TOTAL 12 100.00 265 100.00 16 100.00 293 100.00
Data Gathering Instruments
The researchers utilized self-administered questionnaire as a major tool in
the study. Part I of the questionnaire was the profiling of the respondents as to

63
age, gender, civil status and educational qualification. Part II was the assessment
on the Status and Prospects terms of mandate, goals and objectives; organization
and administration; instruction; faculty; student services; extension
services/linkages; and physical plant. Document analysis was also utilized as
instrument to appraise the present status of NFSTI. Policies, records, manuals,
resolutions were meticulously analyzed and reviewed with the end in view to
foresee the prospects of NFSTI.
During the course of preparation, the researchers deemed it wise to conduct
focus group discussion to obtain insights and option of experts in the field of
forensic science and related concerns that had greatly supported the problem of
the study, and paved the way for the formulation of Development/Action Plan and
the corresponding program. Likewise unstructured interview guide was used as
external check in the Status and Prospects of the Institute.
Data Gathering Procedures
The researchers had undertaken the following steps or procedures in
gathering the data of this research undertaking. Firstly, the researchers
ascertained the issues and concerns pertinent to the theme of the study through

64
document review and analysis with the purview to sort out and identify the diverse
bases of secondary data such as book, pamphlets, guidelines, policies, journals
and other documents associated and correlated with the theme or topic. Secondly,
the researchers secured permission from concerned authority to conduct the
study; analyzed the relevant issues and items of the survey questionnaires and
seek guidance from his adviser.
The succeeding processes commenced with the validation and the
administration of the survey questionnaires, which was scheduled by the
researchers. Ethical measure was strictly observed at this stage. The validation
process was done in order to ensure the reliability of the survey questionnaires, as
well to guarantee that relevant data would be obtained from the sample
respondents. Retrieval of survey questionnaires was undertaken. This particular
stage in the data gathering process was subsequently followed by data collation,
tabulation, analysis and summarization of research result.
To fortify the research findings gathered from the survey, the researchers
conducted unstructured interviews. Furthermore, focus group discussions were
undertaken to supplement the gathered information. These supplemental activities
were done in order to backstop the formation of an appropriate development
program/ action plan that in the end would ultimately contribute towards the
attainment of the prospects of NFSTI. SWOT Analysis was performed by regular
employees of the Institute headed by the Director with vital information coming
from service oriented casual employees.

65
On focus group discussion (FGD) entitled “NFSTI Academic Summit 2015”,
the researchers invited former Directors of NFSTI to seek further insights on the
prospects of the Institute as well as the present Director. There were also some
professionals who were invited such as Judges, Doctors and selected members of
previous CRIDEC to further enhance the outcome of the study--with their output
(“NFSTI Focus Group Discussion”, 2016).
During the course of the discussion, majority of the participants manifestly
agreed that the status of NFSTI and its prospects is basically anchored on the
variables of the study. That NFSTI CRIDEC program would never succeed without
the active implementation of its mandate, goals and objectives; organization and
administration; instruction; faculty; student services; extension services/linkages;
and physical plant. The plethora of insights in the form of suggestions, comments
and recommendations were incorporated and propelled the researchers to pursue
with diligence of the present study.
A key informant interview guide question with covered letter was prepared
prior to the conduct of actual interview in order to elicit data base on the response
of the interviewees. Foremost of the questions asked were: “Does the CRIDEC
program help you to become good traffic, narcotic and crime investigator? Why?
Do you think there is a need to revisit the existing CRIDEC Program of Instruction?
Have you encountered any problem while enrolled at NFSTI?
The researchers initially interviewed thirty (30) respondent students equally
distributed amongst the three courses offered by the Institute, namely Public

66
Safety Investigation and Detection Course (PS IDC), Public Safety Traffic
Investigation Course (PS TIC) and Public Safety Narcotic Investigation Course (PS
NIC). The interview was done through series of dialogues, conversations,
meetings, and consultations with the staff and personnel of NFSTI, its previous
Directors, past and present CRIDEC students and faculty/instructors who have
direct knowledge on the institute’s training operations.
The researchers secured and consolidated all students’ research findings,
and prepared manuscripts. The draft report was then presented to the research
adviser for guidance and corrections. All recommendations and suggestions
forwarded by the research adviser were incorporated in the manuscript.
Statistical Treatment of Data
The quantitative data obtained through the conduct of survey were analyzed
and evaluated using the following statistical treatments:
The percentage technique was utilized in analyzing and evaluating the data
on the profile of the respondents according to each description. Below is the
formula for simple percentage count:
f
P, %= ------------------ x 100
N

67
Where
P - Percentage of responses, (%)
N - Total number of responses falling under a
given category
f - Number of responses falling under a given
category
Slovin Formula is as follows:

n=N/1+Ne(2)
where n = sample size

N= population size
e=margin of error (at 5% level of significance)
The Five Point Rating Scale was utilized to measure the responses on the
assessment of the status and prospects of the National Forensic Science Training
Institute. The Scale was employed to determine the computed weighted mean
(WM) on the following variables namely; mandate, goals and objectives;
organization and administration; faculty; student services; extension services/
linkages; and physical plant. On the respondents’ assessments the adjectival
rating are outstanding, very satisfactory, satisfactory, poor, and needs
improvement. The Scale and the formula for weighted mean used in the study are
shown below:
WEIGHTED MEAN:
Σ fxi

68
x = -----------
where:
x - weighted mean score
f - number of responses falling under a given category
xi - the ith numerical value of the variable
n - total number of responses in the set
THE FIVE-POINT RATING SCALE
Scale Adjectival Description Numerical Rating

5 Outstanding 4.21 - 5.00
4 Very Satisfactory 3.41 - 4.20
3 Satisfactory 2.61 - 3.4 0
2 Poor 1.81 - 2.6 0
1 Needs Improvement 1.00 - 1.80
wherein Interval = UL-LL/UL
I= 5-1/5 = 0.80
The researchers also utilized as statistical tool the Analysis of
Variance (ANOVA) Single Factor to determine whether there is a significant
difference among the three groups of respondents’ assessment on the status and
prospects of the NFSTI on the above mentioned variables at 5% level of
significance. Similarly, if the F computed is greater than the F critical then the

69
research null hypothesis would be rejected. The formula for One-Way Analysis of
Variance is shown below:
One-Way Analysis of Variance (F-test)
MSb
F = -----------
MSw
where:
F - F-test
MSb - mean square between groups
MSw - mean square within groups
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

70
It is necessary that the data collected be presented, analyzed and
interpreted in order to test the hypothesis and answer the research questions. As
already presented in the previous chapter, data are collated on the basis of age,
gender, civil status and level of education. These criteria shall be the horizons, the
aids of looking on to the respondents preferences. Later it may be interpreted as
“jump-points” in the crafting of an action plan. Data shall be characterized on the
purview of “gender balance”, “multi-generational strategy” and “educational level”
of respondents. These sectional viewpoints are the usual instruments of analysis
and interpretation, taking into accounts the frequency and distribution of
population.
The implication of looking the data on socio-cultural lenses in the above
criteria, brings us to a scenario of easing the acceptance of data as they are; a
specialized social filters (Jackson & Chapman, 1999). These validate the findings
as conformity to a prowess of scholars and, in greater good, the once sectional
issues transform into accepted social-knowledge.
Gender balance, in general is the perspective of decision making. The
sexes should be equal in number as defined by UN Division for Advancement of
Women (UNDAW, 2005). In this research, respondents are predominantly males.
However, as much as researchers would like to be sensitive with other issues i.e.,
gender preferences, they assume for the meantime that the respondents are
‘hetero-sexual’.

71
Notion should also be grounded that they are also belonging in the
organizational structure of uniformed personnel described as ‘strongly
hierarchical’, steeper in its movement and firmed determination following orders
from their superiors. Hierarchies help groups succeed only when they are working
on routine, simple tasks that do not require the opinions of a broad range of group
members—and that they harm groups working on tasks that are more ambiguous
and complex and that benefit from a wider range of group member judgments
(Anderson et al., 2010).
Their age brackets are considerably belonging to “millennial’ between ages
21-40; those born between the years 1976-1992 (“synchrony financial”, 2014;
Howe & Strauss, 2000). They are described as with significant traits of being
narcissistic, much attention of their attachment to technology and gadgets; while
in the workplace they are giving emphasis on producing meaningful work, finding
a creative outlet, and have a preference for immediate feedback (Huyler et al.,
2016). Fromm (2016) characterized millennial workers as: people who want to
grow, even if that means growing out of their company. Moreover, they prefer a
coach not a boss.
On the other hand, another perspective is the educational level of the
respondents, how this affects their relative responses taking into account the
status of the Institute. Was there really an ‘intelligence-choice’? Mityko (2012)
suggested that level of education and their intelligence have something to do with
how things are perceived, though in the related study made by the author,
emphasis was on the placement of items in the e-commerce. However the

72
implications are the same because this is still in the nature of self- benefiting in
terms of respondents’ notion. Education has direct or indirect correlations with their
recommendations, income, and experience. This may also be applied in this study,
as respondents are also grouped on their education-level as this is significant
because NFSTI is a learning institution.
The entire population of respondents is dominated by the number of
students they comprised 91%. It is described as ‘gender imbalance’ because more
than 80% are males. Most of them are belonging to the generation of “millennials”,
family providers (married), and college degree holders.
The faculty members comprises the 5.44% of the population which is also
male dominated, millennials, family providers. Faculty members are masters
degree holders 50% of its sectional population and 37.50% are with doctoral
degrees.
Least in the population of respondents are the NFSTI personnel which
comprise the 3.89 %, described as gender balance. Ages are stratified but still
dominated by millennials considering that 58.34% of the population is between the
ages of 21-40. Most of the personnel are also family providers (married), and are
college degree holders. These stratifications based on socio-cultural lenses shall
be shown in Table 6, and will be minimized in the succeeding tables because of
redundancy.

73
In general, 80.20% of the entire population is males, majority of which are
millennials (93.86%), considerably family providers (56.65 %), and college degree
holders (89.08%).
Integrative understanding of what has transpired in its totality should be the
foremost consideration in order to understand, and look at the intrinsic validity of
the respondents’ thrust in this research.
This part of the research shall bring together the presentation and analysis
of data. However, they shall be divided into two parts - the quantitative and
qualitative analyses. In the Quantitative Data Analysis, data are presented using
tables based on the hierarchy of importance on how the questionnaire was made
(Mandate, Goals and Objectives; Organization and Administration; Instruction/
Curriculum; Faculty; Student Services; Extension services and Linkages; and
Physical Plant). This intends to answer the reliability of the responses in between
and among the three groups of respondents. On the other hand, the Qualitative
Data Analysis is presented based on the ranking of scores collected and
interpreted, starting from the highest to lowest rank. Using the results of the
Interview Guide Question, Focus Group Discussion (FGD), and of SWOT Analysis
conducted by the proponents of this research, this portion elucidates the queries
on the problems encountered by the NFSTI, and the action plan that can be
proposed from the findings of the study.
In the presentation and analysis of data, information that have been
squeezed out from the processes using the prescribed mixed methodology by the

74
researchers shall be encapsulated into ‘hybrid’ ready to be synthesized,
surmounted on the tabulations presented. After which an interpretation would be
made answering the query, “What is next after the synchronicity of data?” In a
simple phrase, ‘looking into meaningful coincidences using the lenses established
i.e. age, gender, civil status and level of education’ and perhaps other layers of
lenses may be utilized in the succeeding scholarly endeavors.
Table 6 shows the status of NFSTI in terms of Mandate, Goals and
Objective with five (5) indicators as assessed by the three groups of respondents;
gleaned from the table, starting on the numerical data established by the average
weighted mean of the three groups of respondents. The NFSTI Personnel gave a
‘Very Satisfactory’ rating, 𝑥̅ = 3.89 with considerable mark on the first indicator
about the Institute on programs in education, training and human resource
development and least on the fourth indicator the Institute’s preparation for global
competitiveness.
CRIDEC students gave a “Very Satisfactory” rating, 𝑥̅ = 4.12 with highest
mark again on first indicator about the Institute’s programs in education, training
and human resource development; and least on the fourth indicator again about
the Institute’s preparation for global competitiveness. While, NFSTI Faculty gave
a “Very Satisfactory” rating, 𝑥̅ = 4.64, with highest mark on third indicator, about
the Institute instilling value of character competence, and commitment in the
performance of students’ sworn duties; they gave the lowest mark on the fourth
indicator about the Institute’s preparation for global competitiveness.

75
Among the indicators, the indicator on the level of the institute’s capacity to
prepare the staff and the students towards global competitiveness in the delivery
of public service was rated lowest, majority by the students followed by the staff
and faculty. This may be attributed to vagueness and incoherence of the
respondents to variables due to lack of visualization. Furthermore, they have not
encountered or experienced these programs, or least emphasis has been given by
the Institute in its relative programs.
As entire group, a “Very Satisfactory” adjectival rating, µ = 4.07. Among the
indicators, the respondents gave on “Outstanding” adjectival rating, µ3 = 4.22 on
the third indicator about instilling in the trainees the value of character competence
and commitment in the performance of their sworn duties; followed by the first
indicator on providing comprehensive and continuing education, training and
human resource development to all personnel of the PNP, BFP, BJMP and other
public safety agencies and stakeholders also with ‘Outstanding’ adjectival
rating, µ1 = 4.21. The fourth indicator obtained the lowest rating, µ4 = 3.66 on
preparing the staff and the students towards global competitiveness in the delivery
of public service, which is interpreted as with ‘Very Satisfactory’ adjectival rating.
Analysis on variation of responses from the group of faculty who gave a
highest mark on the third indicator about the ‘training Institute aims to instill in the
trainees the value of character competence and commitment in the performance
of their own duties’ may be referred to plausible purpose of the Institute and the
proximity of the faculty as the instrument of its cause.

76
Moreover, the ‘Very Satisfactory’ rating of the NFSTI mandates, goals and
objectives of the three groups of respondent have proven the words of President
Ricardo F De Leon that ‘it needs the convergence and cooperation of the entire
organizational structure for set goals and aspirations to be realized. The
acceleration efforts of NFSTI have just begun.
The reasons that may contribute in the outstanding adjectival rating in
indicator pertaining to value of character competence and commitment in the
performance of their sworn duties is the conduct of elaborated orientation at the
start of every course, assuring that all things are in place and properly explained
to the students before the course shall start. Another one is the specialized
CRIDEC curriculum, segmented as PS IDC, PS NIC and PS TIC, inculcated to the
students the competence that they need to acquire in school and the values that
they should practice. The case based scenarios which the Institute has contributed
to the skills and capability of the students when they will be returned to their
agencies.
It slides down in the indicator pertaining to preparation of staff and the
students towards global competiveness in the delivery of public service, taking
consideration of the make-up components of the personnel, being dominated by
job order employees. Exposures to these opportunities are many time s limited
only to regular employees. This is least appreciated as compared with other groups
of respondents.
The NFSTI as one of the six (6) constitutive units of the PPSC must embark
on an endeavor to justify its own existence and promote a culture of excellence in

77
the realm of public safety, specifically ‘criminal justice system’. The training staff
must fully internalize the mandate, goals and objectives of the NFSTI, in particular,
and the PPSC, in general, --to cope with organizational change and development.
NFSTI personnel--providing investigative training to CRIDEC students, in
partnership with the faculty/instructors, must understand the mission and vision of
the Institute in line with the PPSC thrusts. The Institute’s mandate is the RA 6975
which the Department of Budget Management has recognized in terms of the
organizational existence of the Institute.
The researchers believe that mandate, goals and objectives of NFSTI
cannot be achieved without the concerted efforts of all the people involved in
training including the one doing the ‘leg works’ so to say. It needs a ‘synergy’ of
personnel to fully realize its vision. The PPSC on the other hand, must come up
with more alternative trainings and seminars, local and abroad for its personnel to
become globally competitive especially on Forensic Science. This way, the
personnel could appreciate more the concern of PPSC with regards to its morale
and welfare program.
Table 6
The Status of NFSTI in Terms of Mandate, Goals and Objectives as Assessed by
the Three (3) Groups of Respondent

78
NFSTI CRIDEC Faculty Grand Mean
INDICATORS Personnel Students
The Training Institute aims to:

WM AR WM AR WM AR WM AR
1. Provide comprehensive and

continuing education,
training and human
resource development to all 4.12 VS 4.55 O 3.98 VS 4.21 O
personnel of the PNP, BFP,
BJMP and other public
safety agencies and
stakeholders
2. Equip and hone the trainees
with knowledge attitudes,
skills, habits and values 3.90 VS 4.40 O 4.32 O 4.20 VS
(KASH-V) required in the
performance of their duties
and responsibilities.
3. Instill in the trainees the value
of character competence and
commitment in the 3.80 VS 4.24 O 4.64 O 4.22 O
performance of their sworn
duties.
4. Prepare the staff and the
students towards global 3.62 VS 3.34 VS 4.02 VS 3.66 VS
competitiveness in the
delivery of public service.
5. Establish local and 4.04 VS 4.10 VS 4.08 VS 4.07 VS
international linkages.
AVERAGE WEIGHTED MEAN 3.89 VS 4.12 VS 4.20 VS 4.07 VS
Legend:
WM – Weighted Mean VI – Verbal Interpretation
4.21 – 5.00 Outstanding (O)

3.41 – 4.20 Very Satisfactory (VS)
2.61 – 3.40 Satisfactory (S)
1.81 – 2.60 Poor (P)
1.00 – 1.80 Needs Improvement (NI)
Table 7 presents the status of NFSTI in terms of Organization and
Administration with five (5) indicators rated by the three groups of respondents. As
shown in the table, NFSTI personnel gave a “Very Satisfactory” rating, 𝑥̅ = 3.43

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with highest marks on the fourth and fifth indicators on ‘the Institute, has through
the Academic department, promoted effectiveness of instruction and curriculum
development’ and ‘in Status of the Institute in terms of Organization and
Administration’. Lowest on second indicator on the ‘Institute’s adequate
administrative and support staff qualified to perform the various administrative and
support services’. CRIDEC Students gave a “Very Satisfactory” adjectival rating,
𝑥̅ = 3.80 with highest marks on the fifth indicator on ‘the Institute aims to provide
activities to enhance organizational effectiveness and adequacy of student and
faculty services’, and lowest again on second indicator. NFSTI Faculty gave a
‘Very Satisfactory’ adjectival rating, 𝑥̅ = 3.63 with highest mark on fourth indicator,
consonant with the appreciation of the NFSTI Personnel, and least again on
second indicator.
An upset among the scores of weighted mean in Table 7 are both on first
and second indicators at the sectional level of NFSTI personnel. It shows that the
status of the Institute in terms of personnel- composition and organizational
structure are compromised with the archetype of respondents in this research. This
shows that low scores are coming from the components of NFSTI personnel. They
had scored their very own services at the level that ‘change and innovation” must
be administered. They have identified the critical points where the crises are- the
point in the organizational cycle as ‘the recession’ (Guirianova, 2014; Rahimi,
2015), and the downside of the organization’s lifecycle. The range of decline is
apparent among the groups of respondents; taking consideration of their scores

80
given to these indicators shows an ‘intelligence choice’ at the socio-cultural lenses
of generational experiences and educational levels of the respondents.
The entire population gave a “Very Satisfactory” adjectival rating, µ = 3.62.
Amongst the indicators, respondents gave a “Very Satisfactory” adjectival rating,
µ4= 3.99 on the fourth indicator about ‘Institute, through the Academic department,
promotes effectiveness of instruction and curriculum development.’
Moreover, a “Very Satisfactory” rating, µ5= 3.97 on fifth indicator about the
‘Institute’s activities to enhance organizational effectiveness and adequacy of
student and faculty services (admission, records, directory. profile, reports, etc)’.
The second indicator got the lowest mark with “Satisfactory” adjectival
rating, µ=3.04 on the “Institute’s adequate administrative and support staff qualified
to perform the various administrative and support services with ‘Satisfactory’
adjectival interpretation’.
The fact that NFSTI really lacks the manpower capability since the relieve
of Uniformed Personnel (UP) sans replacements. The NFSTI is manned by two
(2) UPs and twenty-three (28) NUPs (10 regular and 18 contractual employees).
The UPs were no doubt needed in the training and education of police investigators
especially in the non-academic aspect of the course. Though the NUPs of NFSTI
were capable to perform multifarious duties, they could only do much in terms of
the non-academic phase of training. The effect of the inadequacy of personnel
somehow slows down the growth of the organization. Conversely, additional

81
personnel would put in place processes that will help improve the ongoing training
operations of NFSTI on a continuous basis.
It is the lack of appealing organizational structure that matches the needs
and drives of the personnel towards fulfilling the requirements post by the students.
Using the socio cultural lenses of age, gender, civil status, and educational
level to understand the results of the quantitative and qualitative phases is like
magnifying the numerical data, and enlivened them with the wordings of those
individuals who had undergone the scrutiny about the status of the NFSTI. This
shall help the researchers to interpret the data, and the sort -enigmatic results of
the survey; why it had scored lowest on ‘organizational structures’ while highest
on ‘student services.’
The population is comprised of millennials, that is definitely established, and
they seek meaning in their work or environment (Huyler, 2016; Schullery, 2013).
They intend to see that change in environment or organization will be benefiting
for them. They have the sense of immediacy, because they adapt well to new
people, places and circumstances, thriving in environments with consistent
change. They are considered the digital generation which technology shapes their
lives (Martin, 2005). They tend to insert their personal ideals, values and identity
in organizations (Canals, 2011; Karsh & Templin, 2013).
Reasonably, respondents see that changes in organizational structure will
be an opportunity to engage their potentials, or the organization lacks

82
responsiveness benefiting them in general; otherwise, it is really off tangent.
Henceforth, they gave lower scores on the organizational structure of the Institute.
The same with the next lowest in the hierarchy of scores, the Extension
Services and Linkages; to millennial respondents linkages is defined with
consistency and mundane relationship, and not seasonal or calendared activities.
The non-appearance of these programs, on a day to day, placed the respondents
remotely from them.
They are ‘Facebook Users’ predicted with constant communication or
intimately of relationship. They foster relationships and work balance. They see
the need for social interaction, immediate results, and instant advancement
(Gilbert, 2011). If millennials are not a part of the process of input and forward
thinking, they are most likely to disengage from the workplace and find meaning
elsewhere (Huyler, 2016).
The high scores on Institute’s Students Services reveal that indeed, the
premises mentioned hold truth. Since ‘student services’ is on constant
engagement with the students, on almost daily manner respondents trusted this
variable. In the other variables, respondents play to be in constant interest.
Institutional mandate, goals and objectives, instruction, faculty, and physical plant
variables are on fair position as perceived by the respondents.
These are ‘intelligence-choice’ by the respondents considering that most
of them are at the tertiary and masteral level. They are cognitive on issues
surrounding the Institute, and constantly thrive with many good things that should

83
be engaged for. They have established preferences in describing or making
choices. They could not easily be dictated or persuaded without valid reasons.
They tend to be informed first before making a decision. Educational attainment of
respondent is a factor in the result of the conducted research-survey.
A male dominated organization such as the Institute tends to be incisive; in
the Philippines we are still patriarchal but we are recognizing the potentials of
females and their rights in many aspects (Rodriguez, 1990). Interpreting the
results, researchers tend to understand that decision-making processes are firmed
and really intend to change what sought to be the highest considerations produced
by this study. Equally important, respondents are income earners and family
providers; they prefer to have established organizations to rely on, such as the
Institute.
Having all these, the researchers initial focus is on addressing the problems
espoused on three variables that have garnered the lowest scores, namely the
Institute’s Organization and Administration, Extension Services and Linkages, and
Faculty, and enhancement of programs in all other variables included in the survey
questionnaire about its status.
Most of the targeted goals are included in the appended action-plan.
However to rectify where the Institute scored least, the researchers and
proponents put forward actions: Firstly, make the organization vibrant and
responsive to the needs of the students and clienteles; researchers are adamant
for constructive ‘restructuring and reorganization’ of the Institute. Secondly,

84
recognize larger ‘elbow-rooms’ for innovation and improvement by way of putting
much emphasis on the eight (8) branches of forensic science, namely, (a) Forensic
Chemistry/ Chemical Toxicology; (b) Forensic Medicine; (c) Firearms
Identification/ Ballistics; (d) Fingerprint Identification/ Dactyloscopy; (e) Forensic
Photography; (f) Physical Identification; (g) Questioned Document; (h) Polygraph
(Razonable, 2013). Thirdly, pursue institution-membership with the Asian
Forensic Sciences Network (AFSN). Fourthly, recognize the partnership with the
prime universities, both local and abroad; and intensive extension service program
and community volunteerism in the parlance of MASA MASID of the DILG. Lastly,
recognize the formation of Institute’s corps of professors and education experts,
by way of existing professional advancement programs, tool-assessments; and
competitive remuneration.
There are many ways to address these concerns; the enhancement on
some other variables i.e., the ‘physical plant’, like the introduction of new facility
and equipage, and ‘curriculum development’ will have direct impact with other
variables, especially those with lowest scores.
Table 7
The Status of NFSTI in Terms of Organization and Administration as Assessed
by the Three (3) Groups of Respondent

85
The Training Institute:

1. Has a clear organizational
structure with key
administrative and support 3.16 S 3.96 VS 3.28 S 3.47 VS
personnel able to respond
to problems easily.
2. Has adequate administrative
and support staff qualified to 2.98 S 3.02 S 3.14 S 3.04 S
perform the various
administrative and support
services.
3. Provides adequate personnel
selection and retention, and 3.42 VS 3.92 VS 3.56 VS 3.63 VS
personnel practices to insure
effective performance.
4. Through the Academic
department promotes 3.80 VS 4.02 VS 4.16 VS 3.99 VS
effectiveness of instruction
and curriculum development.
5. Aims to provide activities to
enhance organizational
effectiveness and adequacy 3.80 VS 4.08 VS 4.02 VS 3.97 VS
of student and faculty
services (admission, records,
directory. profile, reports,
etc).
AVARAGE WEIGHTED MEAN 3.43 VS 3.80 VS 3.63 VS 3.62 VS
Legend:

1.81 – 2.60 Poor (P)
Table 8 shows about the status of NFSTI in terms of ‘Instruction’ as
assessed by the three groups of respondents poised with five (5) indicators. The
NFSTI personnel pegged a “Very Satisfactory” rating, 𝑥̅ = 3.99 with highest mark

86
on first indicator about the ‘Institute’s administrator and support staff that manifest
an interest in educational progress and employ practical measures to ensure
effective instruction, and lowest on third indicator about the Institute’s employment
of policies and practices relating to class management conducive to effective
instruction’.
CRIDEC students and NFSTI faculty gave a “Very Satisfactory” adjectival
rating, 𝑥̅ = 4.03 on first indicator. Keenly, the three groups of respondents gave
their marks as (personnel, students & faculty) 3.99, 4.03 & 4.03, respectively.
These are poised near to each other. The impression is that groups are in unison
of perception about the Institute’s quality in terms of instruction.
The entire population rated a “Very Satisfactory” adjectival rating, µ= 4.02.
The highest mark is the first indicator with µ1= 4.13 about the ‘Institute’s
administrators and support staff that manifest an interest in educational progress
and employ practical measures to ensure effective instruction’. The highest mark
is followed on the fifth indicator about the Institute’s providing adequate co-
curricular activities and educational guidance to trainees, with ‘Very Satisfactory’
adjectival rating, µ5= 4.03.
The lowest marks are the second and third indicators about the ‘Institute’s
curriculum characterized by intelligent and realistic selection and sequence of
subjects to include the use of modern instructional materials and training aids. And
employs policies and practices relating to class management conducive to
effective instruction (faculty attendance, class schedules, classroom assignment,
etc) with “Very Satisfactory” adjectival rating, µ2 & µ3 = 3.95, respectively. ‘The

87
lowest mark could be attributed to the fact that although the CRIDEC curriculum or
Program of Instruction is remarkably prepared, the subjects when taught is not in
sequence considering the number of classes opened and availability of instructors
for every subject.
On the NFSTI mandate, goals and objectives, based on the SWOT analysis,
it was revealed that the NFSTI is found as the only Forensic Science Training
Institute in the Country today whose mandate emanates from RA 6975 through
the PPSC, also known as “The DILG Act of 1990” hence recognized by the
Department of Budget and Management (DBM).
However, it is important to highlight the trajectory towards recognizing the
discipline of “Forensic Science” with standardization made by the United Nations
incorporated in the Global Sustainable Development Goals No. 16, as explained
in Chapter 1.
The introduction of Standard Learning Package (SLP) gave weight to this
which Dr. Marilyn L. Baysa explained that, “choosing and identifying correct and
appropriate behavioral terms” is essential in the formulation of lesson objectives
when doing a curriculum; especially, when it is being aligned with ‘Outcomes-
Based Education’. Emphases are on formulating case scenarios during the
practical exercises and acknowledge the efforts of some instructors for their best
practices. The CRIDEC is considered as a unique course; this is because of its
technicalities and scientific-laboratory procedures.

88
Training equipment is an essential ingredient of any learning institution. It
assists the instructor in the facilitation of learning. Needless to say, CRIDEC as a
specialized course needs modern investigative equipment, such as investigative
kit, fingerprint kit, for instructional purposes.
The acceptable ratings could be attributed to the fact that the NFSTI
Director and training staff, despite the depleted training personnel still managed to
hold on to the ‘NFSTI vision’ rather than cling to division by continually providing
effective instruction to the students through invitation of competent and reliable
instructors and the employment of ‘special lectures or seminars’ such as
fingerprint identification conducted by Japan International Coordinating Agency
(JICA) and Laws and Jurisprudence in coordination with the U.P. Law Center.
Moreover, during the revisiting of the Program of Instructions (POI) of
CRIDEC, the NFSTI ever dependable instructors were invited as resource persons
in the revision of POI.
The thrust of the College to enthusiastically renew its image and objectives
coupled with achievable targets eloquently spell-out the PPSC Vision 2020.
Equally important, the PPSC has enriched and invigorated its curriculum through
direct collaboration with foreign counterparts such as the Hans Seidel Foundation
by giving a series of Consultative Training Workshops on Developing Practical
Case-based Scenarios for Police Training. NFSTI was on the forefront, in response
to the laboratory training espoused by Lewin and the observation made by
Weisboard as elaborated in the Chapter 2.

89
Points of assessment to consider about CRIDEC are the following: 1. It
lacks focus on various problems in crime investigation, especially in heinous
crimes; (2) The PNP offers shorter courses and less in cost; (3) There is a clamor
to raise the qualifications prescribed; (4) There is a clamor to make the course for
‘positioning’ instead of basis for promotion; (5) There is a clamor to upgrade the
facility and equipage apt for training and education.
The Institute has in its pipeline several practical training and educational
programs like adoption of graduate programs and new training courses that is
feasible and responsive; and enhancement of the NFSTI CRIDEC program apt for
the fast changing society. Examples are the following: Master in Forensic Science;
Bridging program to augment the decreasing numbers of forensic practitioners in
the country; Training courses, like: Cyber/ Digital forensic Investigation; Disaster
Victim Identification; and Advanced Narcotics (Refresher).
Table 8
The Status of NFSTI in Terms of Instruction as Assessed by the Three (3) Groups of
Respondent

90
The Training Institute:

1. Has administrators and
support staff that manifest
an interest in educational 4.04 VS 4.24 O 4.12 VS 4.13 VS
progress and employ
practical measures to
ensure effective instruction.
2. Offers curriculum
characterized by intelligent
and realistic selection and
sequence of subjects to 3.98 VS 3.84 VS 4.04 VS 3.95 VS
include the use of modern
instructional materials and
training aids.
3. Employs policies and
practices relating to class
management conducive to 3.90 VS 4.00 VS 3.96 VS 3.95 VS
effective instruction (faculty
attendance, class schedules,
classroom assignment, etc)
4. Utilizes wise and judicious
various types of examinations
and tests to evaluate
academic achievement of the 4.02 VS 3.96 VS 4.04 VS 4.01 VS
trainees. (i.e. tests that
measure students’ ability to
use their analytical skills,
reasoning, common sense
and good judgement).
5. Provides adequate co-
curricular activities and 4.00 VS 4.10 VS 3.98 VS 4.03 VS
educational guidance to
trainees.
Legend:

1.81 – 2.60 Poor (P)
Table 9 reveals the status of NFSTI in terms of ‘faculty’ as assessed by the
three groups of respondents on five (5) indicators. The NFSTI personnel gave a

91
“Very Satisfactory” adjectival rating, 𝑥̅ = 3.78. The highest mark is the third
indicator about ‘the faculty members are given teaching assignments in their field
of specialization such that maximum efficiency is assured’. Fall at the fifth indicator
about ‘the faculty members are adequate in number for the educational program
and special need of the trainees’. CRIDEC students gave a “Very Satisfactory”
adjectival rating, 𝑥̅ = 3.90 on the second indicator about ‘the faculty members are
professionally alert and progressive who participate in the professional activities of
the training center and who are concerned in the development of their knowledge
in their field of specialization and of the teaching methods’; and least on fifth
indicator relative to mark gave by the NFSTI personnel. The NFSTI faculty
members gave a “Very Satisfactory” adjectival rating, 𝑥̅ = 3.84 which has crest on
third indicator about ‘faculty members are given teaching assignments in their field
of specialization such that maximum efficiency is assured; and trough on the fourth
indicator about ‘faculty members enjoy a system of recognition’.
Looking at the average weighted mean, the rating given by the three groups
of respondents is near to each other with average weighted means of 3.78, 3.84 &
3.90, respectively. Considering that the faculty as one of the group respondents,
scored conservatively signifies ‘no biases’; otherwise it had rated itself at the
highest.
The entire population of respondents gave a “Very Satisfactory” adjectival
rating, µ= 3.84. Among the indicators, the highest mark is on the third indicator
about the ‘faculty members are given teaching assignments in their field of
specialization such that maximum efficiency is assured’ with a “Very Satisfactory”

92
adjectival rating, µ3= 4.08. This could be attributed to the fact that
faculty/instructors were given exactly the teaching load of their own forte.
Considering that CRIDEC is a specialized course, majority of the modules and the
corresponding subjects under it were focused mostly on specific study that needs
specialization or expertise of faculty members such as legal subjects, forensic
science or criminalistics, traffic, narcotics and crime scene investigation. The same
was followed by the first indicator about the faculty members ‘possess the following
qualifications needed: Academic Preparation; experience, knowledge, attitude,
skills, habits, values’, with a “Very Satisfactory” adjectival rating, µ1= 4.06. This
reinforced the claim that faculty members were fully qualified to impart knowledge
considering that their given teaching assignments are based on their fields of
specialization to accomplish maximum teaching efficiency. And the lowest mark
is the fifth indicator about ‘the faculty members were adequate in number for the
educational program and the special need of the trainees’, with “Satisfactory”
adjectival rating, µ5=3.40.
In terms of Instruction and faculty, based on the SWOT analysis conducted,
the NFSTI is also concerned on the lack of available instructors to handle particular
subject such as Technical Writing, Standard Processing of Physical Evidence
(SPPE), Narcotics and Traffic Investigation Modules. Although NFSTI could
vouch the on time payment of honoraria, still, it is quite frustrating to note the half-
hearted commitment and dedication of some of its faculty members in terms of
observing the policies and guidelines issued by the PPSC.

93
The satisfactory rating could serve as take-off point for NFSTI to employ,
enlist, and outsource the teaching services of additional faculty members to
augment the present pool of instructors, educational program and the special
needs of the CRIDEC students.
Likewise the positive mark for NFSTI is due to the conduct of ‘Academic
Summits’; the training staff led by Director, NFSTI and majority of the
faculty/instructors discussed academic and non-academic matters that were of
great importance in the training and education of CRIDEC students. Topics such
as the provisions in the NFSTI Training Guide, Memoranda issued from PPSC
Head Office, were reviewed to make the instructors get acquainted of the new
policies, procedures and the likes. Dr. Mario A. Tumibay, Chief Faculty
Development Division, PPSC was concerned about Maximum Teaching Loads,
Faculty Ranking and Honoraria. Also, competitive compensation for faculty is
expected to take place, and resolution to come up with ‘Matrix of Instructors.’ The
edge of the Institute is highlighted on Faculty Enhancement and Development
Program coupled with evaluation and recognition programs.
Table 9
The Status of NFSTI in Terms of Faculty as Assessed by the Three (3) Groups of
Respondent
Personnel Students

94
INDICATORS
The Faculty Members:
1. Possess the following
qualifications needed: 4.04 VS 4.02 VS 4.12 VS 4.06 VS
1.1 Academic Preparation
1.2 Experiences
1.3 Knowledge
1.4 Attitude
1.5 Skills
1.6 Habit
1.7 Values
2. Are professionally alert and
progressive who participate
in the professional activities
of the training center and 3.84 VS 4.04 VS 3.98 VS 3.95 VS
who are concerned in the
development of their
knowledge in their field of
specialization and of the
teaching methods.
3. Are given teaching
assignments in their field of 4.08 VS 4.02 VS 4.14 VS 4.08 VS
specialization such that
maximum efficiency is
assured.
4. Enjoy a system of recognition
(financial and promotional 3.62 VS 4.02 VS 3.46 VS 3.75 VS
advancement)
5. Are adequate in number for
the educational program and 3.32 S 3.40 S 3.48 VS 3.40 S
the special need of the
trainees
Legend:
Outstanding (O)
1.81 – 2.60 Poor (P)
Table 10 reveals the status of NFSTI in terms of ‘student services’ as
assessed by the three groups of respondents on five (5) indicators. The NFSTI
personnel gave an “Outstanding” adjectival rating, 𝑥̅ = 4.33 with highest mark on

95
fifth indicator about ‘the Institute’s adequate supplementary educational activities
to help meet the leisure, recreational, social religious, and emotional interests and
needs of the trainees’; with abridged ebb at fourth indicator about ‘the NFSTI
ensuring organized record of each trainee containing all pertinent information for
individual inventory’. CRIDEC students gave an “Outstanding” adjectival
rating, ̅𝑥 = 4.48. The highest point is on fifth indicator relative to the responses of
NFSTI personnel; and dragged by the fourth indicator, again relative to the
responses the institute’s personnel. While the faculty members gave a “Very
Satisfactory” adjectival rating, 𝑥̅ = 4.15., and peaks at third which is the ‘NFSTI
conducts programs of orientation at the beginning of the course to assimilate the
necessary knowledge and information for their guidance and adjustment’ and
lowest on fifth indicator, again, relative to the responses of two other groups of
respondents. The entire population gave this variable “Outstanding” adjectival
rating, µ= 4.32.. The highest mark is on third indicator with “Outstanding” adjectival
rating, µ3= 4.65 about ‘institute’s programs of orientation at beginning of the course
to assimilate the necessary knowledge and information for their guidance and
adjustment ‘. This can be claimed as ‘achievement of the Institute’, among the
variables in terms of average weighted mean, it scored as the highest. The NFSTI
personnel and students gave mean scores of 4.33 and 4.88, respectively. The
exposures of both respondents to this variable are apparent, as the one
(personnel) provides the service and the other are recipients (students).
Conclusively, there is strong and causal relationship to the scores. However, the
score given by the faculty is also probable.

96
Moreover, the above high assessment was closely followed by the indicator
that the training institute provides adequate supplementary educational activities
(extra or co – curricular activities) to help meet the leisure, recreational, social,
religious, and emotional interests and needs of the trainees with “Outstanding”
adjectival rating, µ5= 4.51.
This could be taken to mean that NFSTI adheres in the holistic approach of
training. The necessity for students to attend extra-curricular endeavor, such as
sports fest, induction of officers, honors nights, religious activities, is given
premium to allow the former to take a break and wind-up on the regimented
academic and non academic stages of the course. And the least mark is on fourth
indicator about ‘the training institute ensures an organized record of each trainee
containing all pertinent information for individual inventory with “Very Satisfactory”
adjectival rating, µ4= 4.05. Hailed as the Institute’s crown glory based on the
instruments administered, it is grounded on the dedication of NFSTI personnel to
response to the needs of students as its primary clienteles on selfless endeavor
(“SWOT”, 2015). The services of the Institute are fiduciary free (“Interview”, 2015).
Starting from the conduct of qualifying examination to admission, these steps are
clear and defined. Though, students are also concerned of the ‘sustainability’ of
this Institute’s specific best practice, hence they heed for ‘reformation of
organizational structure’ which is the least in the hierarchy of mean scores. An
orientation to the students is strictly observed in the conduct of the CRIDEC
Program. It could not be understated in any course opening offered by the whole
PPSC system. It provides students opportunities to adjust for new environment

97
and increase their understanding of the rules and policies of NFSTI based on the
training guide. Likewise, NFSTI aims to increase the students’ level of awareness
on matters pertaining to academic, non academic and training operations of the
Institute which is usually achieved during the 2-day orientation phase, to physically
and mentally condition the students on stressors they might encounter while inside
the campus. At the perception of the respondents, the quite organized structure of
the institution and dedication of people running the service could be equated that
the students are indeed well satisfied. Many students are ‘blinded’ about the lack
of personnel in numbers with the apparently multifarious activities assumed by the
non-uniformed personnel, as long as, services are appropriately delivered, or they
are subsumed to the culture of “multi-tasking” a prevailing work attitude of
millennials (Huyler et al., 2016) . Some of the weaknesses of the Institute in this
section are: “acknowledged limited number of competent personnel” and “inability
to recognize individual strengths, expertise and meritorious contribution of
employee/personnel. The extra-curricular activities such as sports fest, balanced
attention to cognitive and social attributes of the students are sustained by the
Institute throughout the training period. Since CRIDEC is an officer course, it jives
with the ambiance it wanted to venture.
Table 10
The Status of NFSTI in Terms of ‘Student Services’ as Assessed by the Three
(3) Groups of Respondent

98

1. Adopts standards, policies
and procedures in admitting 4.14 VS 4.48 O 4.04 VS 4.22 O
trainees.
2. Has a well- organized and
directed program guidance in
the trainee’s academic, 4.08 VS 4.26 O 4.18 VS 4.17 VS
personal needs and
relationships.
3. Conducts programs of
orientation at beginning of the
course to assimilate the 4.62 0 4.74 O 4.58 O 4.65 O
necessary knowledge and
information for their guidance
and adjustment.
4. Ensures an organized record of
each trainee containing all 4.00 VS 4.12 VS 4.02 VS 4.05 VS
pertinent information for
individual inventory.
5. Provides adequate
supplementary educational
activities (extra or co –
curricular activities) to help 4.82 O 4.78 O 3.92 VS 4.51 O
meet the leisure, recreational,
social religious and emotional
interests and needs of the
trainees.
AVARAGE WEIGHTED MEAN 4.33 O 4.48 O 4.15 VS 4.32 O
Legend:

1.81 – 2.60 Poor (P)

99
Table 11 made known the status of NFSTI in terms of ‘Extension
Services/Linkages’ as assessed by the three groups of respondents on five (5)
indicators.
The NFSTI personnel gave “Very Satisfactory” adjectival rating, 𝑥̅ = 3.58
which peaks on fourth indicator about ‘the NFSTI promotes partnership and
linkages with other schools and organizations to promote educational
development/ outreach program’, and least on third indicator which states that
‘NFSTI implements a community relations program intended to develop
community amongst trainees, faculty, administrators, and support staff and other
stakeholders’.
CRIDEC students gave a “Very Satisfactory” adjectival rating, 𝑥̅ = 3.72; a
considerable mark on fourth indicator and least on third indicator, relative to the
responses of Institute’s personnel.
The Faculty members gave a “Very Satisfactory” adjectival rating, 𝑥̅ =3.75;
the same peak on fourth indicator and least on third indicator, congruent with two
other groups of respondents.
In general, among the independent variables of Institute’s status this
receives the second to the lowest mean score; the personnel, students and faculty
gave scores average weighted means of 3.58, 3.72 and 3.75, respectively.

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The entire population gave a “Very Satisfactory” adjectival rating, µ = 3.68.
The highest mark is “Very Satisfactory“adjectival rating, µ4= 4.01 about the
Institute’s promotion of partnership and linkages with other schools and
organizations to promote educational development/outreach programs.
On the other hand, the lowest mean score is “Satisfactory” adjectival rating,
µ3= 3.37 about the ‘training institutes implement a community relations program
intended to develop community among trainees, faculty, administrators’, and
support staff and other stakeholders.
On extension of services and linkages, the NFSTI has proven its capability
to establish rapport with other allied agencies/schools/community. However, the
sustainability of such partnership is hampered by the lack of drive or motivation on
the part of personnel to carry on the task until the same is accomplished for
sustainable growth and progress of the Institute in terms of the above.
The NFSTI has already conducted its first educational tour outside the
country, particularly in Thailand Police Training Academy, during the CRIDEC 1 st
semester of 2013, but it was not sustained and duplicated yet, due to factors
beyond the control of NFSTI.
But on deeper analysis, motivation and the empowerment of personnel to
accept change plays a crucial role in establishing partnership and linkages with its
counterpart in Asia.
This could be attributed to the fact that NFSTI continually established
linkages with other allied training institutions in a form of inviting instructors/faculty

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in nearby or adjacent colleges and universities. Likewise, NFSTI accepts
graduating college students to undergo on-the-job-training.
Also, before the opening of elementary and high school classes, CRIDEC
students usually join force with police recruits in the conduct of “Brigada Eskwela”,
“Drug Awareness”, and “Crime Safety Tips” in nearby public schools and
communities. Institutional activities are also conducted by the Institute, such as
“Blood-Letting”, “Joint Tree Planting”, and the like.
While it is true that NFSTI promotes partnerships and linkages with other
schools and learning organizations, the same holds true that NFSTI lacks
community relations program that could sustain its efforts in establishing linkages,
with the end in view to develop community partnerships necessary in the
accomplishment of its mandate, goal and objectives. Simply put, NFSTI must give
premium attention also on community relations.
Table 11
The Status of NFSTI in Terms of Extension Services/ Linkage as Assessed by
the Three (3) Groups of Respondent

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NFSTI CRIDEC Students Faculty Grand Mean
INDICATORS Personnel

1. Takes cognizance of the actual
situation and needs of the
community in the 3.78 VS 3.84 VS 3.80 VS 3.81 VS
implementation of its
educational programs.
2. Shows willingness to be involved

in community/ neighborhood
activities and responds to requests 3.62 VS 3.52 VS 3.64 VS 3.59 VS
for service by various groups.
3. Implement a community relations
program intended to develop
community among trainees, 3.28 S 3.44 VS 3.38 S 3.37 S
faculty, administrators’, and
support staff and other
stakeholders.
4. Promotes partnership and
linkages with other schools and
organizations to promote 4.04 VS 3.98 VS 4.04 VS 4.01 VS
educational development/
outreach programs.
5. Formulates programs and
activities to strengthen alumni 3.92 VS 3.82 VS 3.88 VS 3.87 VS
relations.
Legend:

1.81 – 2.60 Poor (P)
Table 12 shows about the status of NFSTI in terms of ‘’Physical Plant’ as
assessed by the three groups of respondents on five (5) indicators. The NFSTI

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personnel gave a “Very Satisfactory” adjectival rating, 𝑥̅ = 4.10. It has peaked on
third indicator about ‘the NFSTI’s building/ classroom, well illuminated and
ventilated, provided with sufficient water supply, and equipped with necessary
building paraphernalia’; and least on fourth indicator about ‘the Institute has
adequate provision for sleeping, study quarters, dining, library and infirmary/
medical/ dental clinic’.
The CRIDEC students gave an “Outstanding” adjectival rating, 𝑥̅ = 4.21 on
the third indicator; and least on fourth indicator, congruent with the marks gave by
the NFSTI personnel. The faculty gave a “Very Satisfactory” adjectival rating, 𝑥̅ =
4.18 which peaks on third indicator, relative with the other two groups of
respondents.
While it has two low points the first and fifth indicators, ‘the Institute has site
located in wholesome environment, free of moral and physical hazards and
unsanitary condition’ and ‘adequate provision for administrative office, faculty room
and canteen, as the least considered as observed by the members of the faculty.
The entire population of respondents gave their average grand mean scores
with ‘Very Satisfactory’ adjectival rating, µ=4.16. The highest mark is “Outstanding”
adjectival rating, µ3= 4.42 about the “training institute’s building/classroom, well –
illuminated and ventilated, provided with sufficient water supply, and equipped with
necessary building paraphernalia’. The highest mark is closely followed by the
second indicator about ‘training institute has buildings appropriate for educational
purposes and ensure convenient circulation of the trainee’s population with
‘Outstanding’ adjectival rating, µ2= 4.24. And the least mark of “Very Satisfactory”

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adjectival rating, µ5=4.03 about the Institute’s adequate provision for:
administrative office, faculty room, and canteen.
It is notable with the entire perception of the respondents, their environment
and surrounding while here at the Institute really counts. It could not be claimed as
a blessing in terms of budget. But it maintained the vicinity quite convenient for
holding trainings for uniformed personnel.
The NFSTI classrooms are all air-conditioned; it maintains dormitories
suitable for training which translate to “welfare of students is being taken care of”.
PPSC gives logistical support regularly. Teaching innovations through the use of
technologies is promising to attain its desired vision, aligned with the PPSC Vision
2020.
The NFSTI accepts a number of CRIDEC students commensurate to its
facilities. The present facilities could accommodate three-hundred twenty (320)
police officers comfortably. With the magnanimous effort of the President, PPSC,
a new NFSTI building would soon be constructed. With the new developments,
NFSTI must ensure the convenient circulation of student’s population.
A conducive learning environment makes adult learning process
conveniently possible but facilities need to be regularly checked to prolong its
serviceability. The NFSTI is very much grateful to the PPSC administration for its
continuous patronage not only in terms of training operations but also on the
aspect of physical plant development. Budget allocation and processes should

105
target strategically the needs for better NFSTI with complementing facility and
equipage.
Few concerns by the personnel of the Institute are the protruding movement
from the PNP organization to take over the training of CRIDEC as embodied in
“Patrol Plan 2030”. It is the PNP Development Plan which includes the inclusion
of the CRIDEC and other related trainings under PPSC service umbrella. On the
other hand, this is being superimposed by the implementation of “PPSC 2020”,
and specifically the thrust toward completing the 3-storey building with roof deck
with equipment provisions for the eight (8) branches of forensic science.
It is also important to note the necessity of “excellent connection” through
the internet to cope with the related services, fast exchange of information and
ubiquitous learning facilities, such as the e-Registration, e-Library and Wifi
capability.
Table 12
The Status of NFSTI in Terms of Physical Plant as Assessed by the Three (3)
Groups of Respondent
NFSTI CRIDEC Students Faculty Grand Mean
Personnel

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INDICATORS
The Training Institute has:
1. Site located in wholesome
environment, free of moral 4.08 VS 4.12 VS 4.02 VS 4.07 VS
and physical hazards and
unsanitary conditions.
2. Has buildings appropriate for
educational purposes and ensure 4.16 VS 4.32 O 4.24 O 4.24 O
convenient circulation of the
trainee’s population.
3. Building/classroom, well –
illuminated and ventilated,
provided with sufficient water 4.26 O 4.52 O 4.48 O 4.42 O
supply, and equipped with
necessary building paraphernalia.
4. Adequate provision for: 3.98 VS 4.02 VS 4.12 VS 4.04 VS
4.1 sleeping
4.2 study quarters
4.3 dining
4.4 library
4.5 infirmary/ medical/dental
clinic
5. Adequate provision for: 4.00 VS 4.08 VS 4.02 VS 4.03 VS
5.1 administrative office
5.2 faculty room
5.3 canteen
AVERAGE WEIGHTED MEAN 4.10 VS 4.21 O 4.18 VS 4.16 VS
Legend:

1.81 – 2.60 Poor (P)
One-Tailed ANOVA Test
Table 13 presents the significant difference in the assessment of the
respondents on the status of NFSTI in terms of mandates, goals and objectives.

107
The computed F-value is 0.03 which is lower than the critical F-value of
3.90, hence, there was no significant difference of the perception of the three
groups of respondents on the said variable. Thus, the null hypothesis is accepted.
This implies that the respondents had the likeness of belief relative to the
mandates, goals and objectives of NFSTI. Though, they rated and ranked
distinctly each indicator the outcome corroborated the acceptability and clarity of
the aforementioned variable.
Moreover, the three groups of respondents assented as one that NFSTI
must prepare the staff and the students towards global competitiveness in the
delivery of public safety service, as well, as on the establishment of local and
international linkages that would ultimately accelerate the institute to greater
heights.
Table 13
Test of Significant Difference in the Respondent’s Assessment on the

Status of NFSTI in terms of Mandates, Goals and Objectives
Source Degree Summary F-Value

Mean
of of of Interpretation Decision
Square Computed Critical
variation Freedom Squares

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Between
2 0.02 0.01
groups Accept
0.03 3.90
NSD Null
Within hypothesis
290 87.69 0.30
groups
Total 292 87.71
Level of Significance = 0.05
Table 14 shows the significant difference in the assessment of the
respondents on the status of NFSTI in terms of organization and objectives.
Gleaned on the table, the computed F-value is 0.14 that is lower than the critical
F-value of 3.90.

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Thus, the three groups of respondents did not differ on their assessment on
the said variable; hence, the null hypothesis is accepted.
The acceptance of the null hypothesis suggests that, by and large, the
respondents’ perception resembled each other in terms of organization and
objectives. Though, they rated and ranked distinctly each indicator the result
validated the adequacy and tolerability of the said variable.
Moreover, based on the assessment of the respondents, the NFSTI having
an organizational structure, must be manned by additional administrative and
support personnel to respond to the problems easily.
Table 14

Status of NFSTI in terms of Organization and Administration
Summary F-Value
Source of Degree of Mean Interpret
of Decision
variation Freedom Square Computed Critical ation
Squares

110
Between
2 0.05 0.03
groups
0.14 3.90 Accept Null
NSD
Within hypothesis
290 60.95 0.21
groups
Total 292 61.00

respondents on the status of NFSTI in terms of instruction. As shown on the table,
the computed F-value is 1.48 that is lower than the critical F-value of 3.90.

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Thus, there was no significant difference on the responses of the three
groups of respondents, paving the way to accept the null hypothesis.
This suggests that the respondents had almost similar opinions relative to
said variable.
Though, they rated and ranked each indicator individually, the end result,
by and large, upheld the acceptability of NFSTI instruction.
Table 15

Status of NFSTI in terms of Instruction
Source Degree Summary F-Value

Mean
of of of Interpretation Decision
Square Computed Critical

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Between
2 0.93 0.46
groups
Accept
1.48 3.90
NSD Null
hypothesis
Within
290 91.33 0.31
groups
Total 292 92.26

respondents on the status of NFSTI in terms of faculty. Gleaned on the table, the
computed F-value is 0.02 that is lower than the critical F-value of 3.90.

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the said variable which means that the null hypothesis is also accepted.
respondents’ responses resembled each other relative to the said variable.
Though the three groups of respondents assessed distinctly each indicator
on faculty, the outcome validated the acceptability of the same.
Table 16

Status of NFSTI in terms of Faculty

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Degree Summary F-Value

Source of Mean Interpret
of of Decisions
variation Square Computed Critical ation
Freedom Squares
Between
2 0.15 0.07 No
groups
0.02 3.90 significa
Within Accept Null
290 93.50 3.22 nt
groups hypothesis
differenc
Total 292 93.65 e
respondents on the status of NFSTI in terms of student services.

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As presented on the table, the computed F-value is 0.19 which is lower than
the critical F-value of 3.90; hence, there was no significant difference on the
perception of the three groups of respondents on the said variable. Thus the null
hypothesis is accepted.
It connotes that the respondents had similar opinion in terms of student
services. Though, they assessed distinctly each indicator, the outcome
corroborated the acceptability of the provisions of the said variable.
Moreover, the three groups of respondents had almost the same
assessment that the training institute aims to conduct programs of orientation at
the beginning of the course to assimilate the necessary knowledge and information
for their guidance and adjustment.
Table 17

Status of NFSTI in terms of Student Services

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F-Value
Summary
Source of Degree of Mean Interpr
of Decisions
variation Freedom Square etation
Squares Computed Critical
Between
2 0.11 0.06
groups No
0.19 3.90 significa
Within Accept Null
290 93.05 0.32 nt
groups hypothesis
differenc
e
Total 292 93.16
respondents on the status of NFSTI in terms of extension services/linkage.

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As presented on the table, the computed F-value is 0.46 which is lower
than the critical F-value of 3.90; hence, there was no significant difference on the
perception of the three groups of respondents on the said variable. Thus the null
hypothesis is accepted.
It implies that the respondents had parallel opinion in terms of NFSTI
extension services/linkage. Though, they assessed distinctly each indicator, the
result validated the adequacy of the provisions of the said variable.
Moreover, the three groups of respondents had similar opinion that the
training institute aims to show willingness to be involved in
community/neighborhood activities and responds to requests for service various
groups.
Table 18

Status of NFSTI in terms of Extension Services/Linkages
F-Value Interpretation

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Source Degree Summar
Mean Comput Decisio
of of y of Critical
Square ed ns
Between
2 0.25 0.12
groups
0.46 3.90
No Accept
Within significant Roll
290 76.85 0.26 difference hypothesis
groups
Total 292 77.10
respondents on the status of NFSTI in terms of physical plant. Gleaned on the
table, the computed F-value is 0.13 that is lower than the critical F-value of 3.90.

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the said variable which means that the null hypothesis is also accepted.
respondents’ responses resembled each other relative to the said variable. Though
the three groups of respondents assessed distinctly each indicator on physical
plant, the outcome validated the acceptability of the same.
Moreover, the three groups of respondents had similar opinion that the
training institute has building/classrooms that are well-illuminated and ventilated;
and are appropriate for educational purposes that ensure convenient circulation of
the trainee’s population.
Table 19

Status of NFSTI in terms of Physical Plant

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Degree F-Value
Source Summar Mean
of Decision
of y of Squar Compute Critica Interpretation
Freedo s
variation Squares e d l
m
Betwee
n 2 0.08 0.04 Accept
groups No
0.13 3.90 Null
significant
Within Hypothesi
290 91.18 0.31 difference
groups s
Total 292 91.26
CHAPTER 5

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SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
The evolving query is to where the NFSTI should lift. The herculean task to
bring about the vision of NFSTI being the ‘Center of Development in Modern
Forensic Investigation Training and Education’ is confirmed to happen. It was eyed
that CRIDEC should be recognized by the Association of Southeast Asian Nations
(ASEAN) thus making the Institute a renowned member-institute of the Asian
Forensic Sciences Network (AFSN) on the guise of a learning institution intended
to facilitate knowledge and skills training of those who need them. A mental picture
grounded on theme is to make the Institute the “Center of Development in Modern
Forensic Investigation Training and Education.” This can solely be achieved
through institutionalization of ‘standards’ as effectively being started these days-
through accomplishing the requirements of the International Organization on
Standards 9001: 2015.
The PPSC has set a ‘blue print’ for enhancement which is truly a game
changer referring to the adoption of PPSC Vision 2020: Accelerate Peace for
Progress on the 10 –point agenda. These goals are classed and synthesized into
three: (1) Capacity Building; (2) Widen education and training offerings; and (3)
Institution of Leadership.
This study attempted to establish the status of the Institute from the vantage
points and assessment of respondents; hence after the problems would be
detected and identified, there is a need to formulate recommendations and

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solutions. Ultimately, they should push forward through planning by way of an
action plan for the Institute. Respondents are from Institute three interested
groups, using the principle of triangulation of sources.
Summary of Findings
On the status of NFSTI in terms of:
1. Mandate Goals and Objectives (MGO) – the three groups of
respondents arrived that the status of NFSTI in terms of MGO is ‘very satisfactory’.
Among the three groups of respondents, the faculty has the highest average
weighted mean of 4.20; and personnel at 3.89 being the lowest. The instilling in
the trainees the value of character competence and commitment in the
performance of their sworn duties got the highest grand mean of 4.22. These have
been clear at the moment the students enter the Institution by way of an orientation
and the customized curriculum for areas of specialization, the Investigation and
Detection Course (IDC); the Traffic Investigation Course (TIC); and the Narcotics
Investigation Course (NIC) are just few of examples that made this variable
interesting to the respondents, the mean revealed a high percentage. The variable
on preparing the staff and the students towards global competitiveness in the
delivery of public service got the least grand mean 3.66.
2. Organization and Administration – On this variable the respondents
generally view the status of NFSTI as ‘very satisfactory’. The students arrived at
3.80 being the highest average weighted mean; and personnel at 3.43 being the

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lowest average weighted mean. The indicator on academic promotion of the
effectiveness of its instruction and curriculum development arrived at the grand
mean of 3.99. While the indicator on ‘adequate administrative and support staff
qualified to perform the various administrative and support services’ was given a
satisfactory adjectival rating with a grand mean of 3.04.
3. Instruction -- the three groups of respondents gave their assessments
with ‘very satisfactory’ adjectival rating. Both faculty and students arrived at 4.03
average weighted mean; and personnel has arrived at 3.99 being the lowest. The
highest mean assessment amongst the respondents was the training institute
having administrators and support staff that manifest an interest in educational
progress and employ practical measures to ensure effective instruction, has a
grand mean of 4.13. Although NFSTI was rated ‘very satisfactory’ on employing
policies and practices relating to class management conducive to effective
instruction (faculty attendance, class schedules, classroom assignment, etc., it
nevertheless received a lowest assessment); and offers curriculum characterized
by intelligent and realistic selection and sequence of subjects to include the use of
modern instructional materials and training aids. These indicators both got grand
mean of 3.95.
4. Faculty— the three groups of respondents gave their assessments with
‘very satisfactory’ adjectival rating. The students have arrived at 3.90 being the
highest average weighted mean, and personnel at 3.78 being the lowest. The
highest mean assessment amongst the respondents was on the faculty members
being given teaching assignments in their field of specialization such that

124
maximum efficiency is assured with a ‘very satisfactory’ adjectival rating. It got a
grand mean of 4.08. The lowest mean assessment was on the faculty members
being adequate in number for the educational program and the special need of the
trainees with a rating of ‘satisfactory’ which is a grand mean of 3.40.
5. Student Services/Welfare— On the other hand, the three groups of
respondents assessed the status of NFSTI in terms of ‘student services/welfare’
as ‘Outstanding’. The students arrived at 4.48 as the highest average weighted
mean, and 4.15 being the lowest. The highest mean assessment amongst the
respondents is on the training institute conducting programs of orientation at
beginning of the course to assimilate the necessary knowledge and information for
their guidance and adjustment which got a 4.65. The lowest mean assessment
was given on the training institute ensuring an organized record of each trainees
containing all pertinent information for individual inventory’ with an adjectival rating
of ‘very satisfactory’ which arrived at 4.05.
6. Extension Services/Linkages -- the status of NFSTI in terms of this
variable is by and large very satisfactory. The faculty has arrived at 3.58 being the
highest average weighted mean; and personnel at 3.58 being the lowest. The
highest mean assessment of ‘very satisfactory’ was rated on the training institute‘s
promotion of partnership and linkages with other schools and organizations to
promote educational development/outreach programs. It got a grand mean of 4.01.
On the other hand, the lowest mean assessment of ‘satisfactory’ was rated on the
training institutes implementation of a community relations program intended to

125
develop community among trainees, faculty, administrators, support staff and
other stakeholders. It got a grand mean of 3.37.
7. Physical Plant – On the same vein, the three groups of respondents
assessed the status of NFSTI in terms of Physical Plant with ‘very satisfactory’
adjectival rating. The students arrived at 4.21 being the highest average weighted
mean, and personnel lowest at 4.10 being the lowest of this category. The highest
mean assessment of ‘outstanding’ was rated on the training institute’s
building/classroom, well – illuminated and ventilated, provided with sufficient water
supply, and equipped with necessary building paraphernalia. This got a grand
mean of 4.42. The lowest mean assessment was ‘very satisfactory’ given on the
training institute’s adequate provision for: administrative office, faculty room, and
canteen.’ This got a grand mean of 4.03.
Test of Significant Difference
1. As to the test of significant difference in the assessment of the
respondents on all variables such as: the status of NFSTI in terms of mandate,
goals and objectives, the status of NFSTI in terms of instruction; of organization
and objectives; of faculty; of student services; of extension services/linkage; an d
of physical plant . There was no significant difference on the perception of the three
groups of respondents on the said variables; thus, the null hypothesis is accepted
in all variables.

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Problems encountered by the NFSTI
The NFSTI encountered the following problems through the SWOT
Analysis, also with the running of ‘guided questions’ to students and ‘focus group
discussion/s’ conducted based on the variables of the study:
1. On the mandate, goals and objectives variable
(a) The Institute is deficient in training equipment for instructional purposes;
challenged by the fact there are other agencies of the government which likely to
establish forensic and investigation courses; referring to the PNP Patrol PLAN
2030 and the Directorate for Investigation and Detective Management courses;
(b) The CRIDEC is limited to uniformed personnel of the DILG, tri-bureaus
(PNP, BFP, BJMP);
(c) The requirement of the Department of Budget and Management is that,
per class, there should be at least 50 students;
(d) There is policy of the current administration about the “No
Contractualization”. Since majority of the work force of the Institute are ‘contractual
employees’, the Institute needs a clearer cut on how to resolve the situation;
(e) There is resistance to change on the part of the personnel and
employee;

127
(f) It lacks bridging network with other prime universities, local and abroad,
and attraction of the community groups through spirit of voluntarism under the
MASA MASID Program.
(g) There is non-conformity with the ISO 9001:2008/ 9001:2015, and;
(h) It lacks program and initiative to augment with the ASEAN and AFSN.
1. In terms of organization and administration
(a) The NFSTI lacks the organizational structure due to insufficiency of
plantilla positions;
(b) There is insufficient plantilla position for forensic experts;
(c) There is requirement for Uniformed Personnel assignment for
tactical purposes;
(d) The organizational structure is rigid, and does not give way to
incorporate eight (8) branches of forensic science;
(e) They are ambivalent to recognize individual strengths, expertise and
meritorious contribution of employee personnel;
(f) It lacks workers’ training and seminar.
2. In terms of Instruction
(a) The NFSTI is also concerned on the lack of available instructors to
handle particular subject such as Technical Writing, Standard Processing of
Physical Evidence (SPPE), Narcotics and Traffic Investigation Modules;

128
(b) The NFSTI is in the process of organizing the corps of professors;
they are hesitant to participate in faculty enhancement activities. They lack
commitment and dedication;
(c) There is an issue on competitive honoraria scheme for subject matter
experts, and budgetary constraint;
(d) There is no ‘matrix of instructors’, or alternate subject matter and
technical services;
(e) There is a decline in the number of subject matter and forensic
experts.
3. In terms of Curriculum
(a) Most of the courses are lacking in focus about various problems in
crime investigation especially in heinous crimes;
(b) Distance or location of NFSTI camp from assigned units of students
is an issue;
(c) There is deficient living/ learning facilities and equipage;
(d) There is a clamor for the exclusion of CRIDEC as qualification for
promotion for those who have undergone the course; or treat the same as ‘position
requirement’ in the operational assignment;
(e) The dedication of instructors as purveyor of knowledge, and their
commitment in complying the academic policies, as well as, their self-
determination to submit academic documents such as the standard learning
package on time is an issue.

129
4. On the aspect of student services and welfare
(a) The NFSTI could serve best the interest of the student and look upon
its welfare better given additional manpower whether uniformed or non-uniformed
personnel.
(b) There is poor internet connection, lack of library and information
resources;
(c) It lacks technically competent personnel to maintain equipage, and;
(d) There is a lack of methodology to measure the impact of KASH-V
activities to the inner being of students.
5. On extension of services and linkages
(a) The NFSTI lacks the drive or motivation on the part of personnel to
carry on the task until the same is accomplished for sustainable growth and
progress of the Institute.
(b) There is a lack of contacts, and the inability to establish institutional
bridges and understandings with other prime universities and agencies in the
country, as well as, abroad;
6. In terms of physical plant
(a) The NFSTI facilities need to be regularly checked to prolong its
serviceability;
(b) New facilities should be erected, and refurbished the old ones.

130
(c) Acquisition of equipment in compliance with the ISO parameters,
agreeable with perspectives of modernized forensic science institution is needed.
NFSTI Action Plan
There is a need to implement the appended proposed action plan.
Conclusions
Based on the findings of the study, the following conclusions were drawn:
1. The status of NFSTI in terms of Mandate Goals and Objectives is very
satisfactory especially on instilling in the trainees the value of character
competence and commitment in the performance of their sworn duties. Though the
mean revealed a high percentage result it did not reach the expected highest
possible values, particularly on preparing the staff and the students towards global
competitiveness in the delivery of public service. This is coupled with the
appreciation of respondents about the status of the institute in terms of physical
plant as assessed ‘outstanding’ specially on the indicator that training institute
building/classrooms are well – illuminated and ventilated, provided with sufficient
water supply, and equipped with necessary building paraphernalia. All this is
translated on the outstanding assessment of respondents on ‘student services’
which almost all the indicators are of their highest mean as end services.
2. Among the critical areas which this study has established are the
indicators on statuses about the organization and administration, as well as the

131
faculty which in general have arrived at lowest means specially that of the
‘adequate administrative and support staff qualified to perform the various
administrative and support services; and perhaps the inadequacy on educational
program and special needs of the faculty (trainees).
3. The promising statuses of the Institute on Extension Services and
Linkages, as we as to the expansion of the faculty in terms of the widest expertise
and experience are linked together; and can be enhanced by entertaining the
suggestions made herein. This will enrich the pool of faculty and may verify the
curriculum offered by purporting importance in the community. The physical plant
of the Institute shall have the appropriate justifications for sustained and continued
improvements.
4. The three groups of respondents have the same appreciation of the
statuses of the Institute.
Recommendations
Based on the findings and conclusions, the researchers strongly
recommend the following measures:
1. Implement the NFSTI Action Plan addressing the issues concerned
found in this research study; tweaking should focus mainly on the three (3) least
variables that had garnered low scores; namely, organization and administration,
extension services and linkages, and faculty. However this shall not avert the
Institute to do actions pertaining to other variables, as the researchers believe on

132
‘collateral impact’ towards development, and this is happening now at the ground
of NFSTI by pursuing the construction of ‘new building for modern forensic
science’, and;
2. Eyeing to become a member-institute of Asian Forensic Science Network
(AFSN) and to be recognized by the ASEAN are to be set as goals of the Institute
with the adoption of new curriculum for education and training courses that are apt
in time i.e., development of curriculum on master in forensic science. - END
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DRAFT COPY OF NFSTI STATUS AND PROSPECTS 2016

THE PROBLEM AND ITS BACKGROUND

The protruding development in world perspective on the issue of ‘criminal

Science Training Institute (PPSC-NFSTI) wages, could be imaginably connected

to the persevering enhanced objectives of the UN Global Sustainable

of the country, is correlated with the UN Sustainable Development Goals, among

promote peaceful and inclusive societies for sustainable development, provide

at all levels” (“Sustainable Development Goals”, 2016).

Henceforth in the observance of the global framework, in 2012 the United

Commission on Narcotic Drugs, and the other from Commission on Crime

Prevention and Criminal Justice to come up with enforceable resolution on

DRAFT COPY OF NFSTI STATUS AND PROSPECTS 2016

14”, 2012), a salient stratagem was conceptualized as sub-programme number six

capacity of United Nations Member States and the international community on

knowledge of thematic and cross-sectoral trends for effective policy formulation,

operational response and impact assessment, based on a sound understanding of

by way of ‘focused interventions’, among others: (b). Providing support and

capacity building to Member States, upon request, in their efforts to produce,

on Narcotic Drugs”, 2014).

It is equally important to highlight the growth of Forensic Science, as

institutional discipline. In 2004 A bilateral agreement between American Society of

Zealand Forensic Laboratories (SMANZFL) / National Institute of Forensic Science

(NIFS) was formalized when a letter of understanding (LOU), creating the

International Forensic Strategic Alliance (IFSA), was first signed in November

2004. In 2007, at the Interpol International Forensic Science Symposium, a new

DRAFT COPY OF NFSTI STATUS AND PROSPECTS 2016

(AICEF). IFSA was expanded again at the International Forensic Science

South Africa Regional Forensic Science (SARFS) (“How we begun?”, 2016).

In 2008, the Asian Forensic Sciences Network (AFSN) was conceptualized

Philippine government have member institutes, these are: Laboratory Service of

the Philippine Drug Enforcement Agency, National Bureau of Investigation, Natural

Sciences Research Institute of University of the Philippines, and the Philippine

National Police Crime Laboratory. The emphasis is on the formulation of strategies

by raising the standards of members and improves communication (Yap, 2006).

This brings us to progression of thoughts why improvement and

standardization on processes are necessary to be installed by the College and

Institute in the near future.

At the ground level of governance, a momentum may be created giving

procedures, a call for altruism from benevolent members of society to undergo

their respective social responsibilities in the establishment of efficient and good

governance. This may come from Faith-Based Organizations, Civil-Society

Organizations, Non-Government Organizations, People’s Organization and

DRAFT COPY OF NFSTI STATUS AND PROSPECTS 2016

Ricardo F. De Leon (2014-Present) in his message posted: “Towards this end, we

be an active participant. Let us leave some footprints in the spatio-temporal context

way of showing our support to government's effort to accelerate peace for

progress” (“PPSC Website”, 2016).

Philippine Public Safety College (PPSC) particularly the employees of the

DRAFT COPY OF NFSTI STATUS AND PROSPECTS 2016

the PPSC ship in its steady pace and direction.

The National Forensic Science Training Institute (NFSTI) is not exempted

embarked on an endeavor to justify its own continuation and promotes a culture of

and education of public safety officers, so to speak, in keeping away from

organizational recession as confronted of various crises (Guirianov et.al., 2014).

In the revolutionary phase of organizational growth (Greiner, 1972), we are bound

direction, delegation, coordination and collaboration.

DRAFT COPY OF NFSTI STATUS AND PROSPECTS 2016

to be the “Centre of Development in Modern Forensics Science Training and

Education”; to follow the wave of innovations integrated in its organizational

functional or dysfunctional depending on which perspective (Waisfisz, 2016). And

this is to sustain the NFSTI to become specifically instrument of knowledge,

Framework” (Knowles,1972). This is to give ‘elbow-room’ to students to self-

manage themselves towards fulfilling their dreams. It is a lifelong learning (Laal,