The Competency-Based Superior Performance and Organizational

Effectiveness in Three Cities in the Province of Batangas

Mary Ann E. Antenor

RATIONALE:
Leadership competencies and management performance create an important role in
different types of organizations. The aim of the organization is to move the performance
of their employees still further and further. They can make the differences, significance,
and create evaluation between satisfactory and outstanding employees and heads of
the organization. Perhaps the potential power of an organization is to possess excellent
and competent employees, through continual learning and development. Although there
are a lot of theoretical knowledge and concepts, however, the introduction of a
competency approach is not quite a simple process. At first it means a change, with the
aim of improving performance across the organization. And these facts require a
change for each employee most especially for the leaders of the organization.

This study is significantly important to the public sector because it helps and builds
upon the available body of knowledge relating to leadership competencies and
management performance. As the state fulfils its basic functions through the public
sector, delivering and maintaining public services is quite hard. As a result, questions
about the effectiveness of the public sector are raised more and more often. This
problem is also reflected in increasing social science researches. Research undertaken
in this respect are most often related to the evaluation of the efficiency of the entire
public sector, or an assessment of the management competencies and ethical practices
towards good governance. However, these studies do not provide knowledge about the
reasons for a specific level of performance, in particular related to organizational
effectiveness. Moreover, it should be emphasized that the public sector consists of
thousands of organizational units the performance of which does not depend only on
system conditions but also on the level of management at single units.

In view of Valerio (2018), unethical practices are rampant in the Philippines,

affecting the effective delivery of public service to the people even with the introduction
of reforms in the government, and the existence of the laws and different policies. It is at
this point that change in public administration must lean towards reformation of people
in government service. And such identification is possible by the assessment of
competency-based superior performance and organizational effectiveness. As also
initiated by the Civil Service Commission (CSC), having a performance management
system in place is an integral component of human resources management, especially
in government service where there is a necessity to ensure that employees perform
according to or beyond the expectations of the public. Employee development is also an
important feature of performance management system. Part of this, is the assessment
of his/her competencies concerning the competency requirements of the job. When a
competency gap is found, this may be addressed through appropriate learning and
development interventions which enable the employee to pursue career advancement.
Accordingly, we can present the variables (competency-based performance and
organizational effectiveness) in the form of some criterions which make it possible to
identify some policy outputs or interventions and indicate reasons for a specific level of
performance in a given organizational system.

The focus of this study was the local government units specifically those department
heads, because they are partners of local chief executives in the delivery of services to
the public. With devolved powers from the national government, the local
government officers specifically department heads of their respective units, are
expected to work with competence and to manage their work, people, and environment
effectively and efficiently leading them towards the achievement of their goals
consistent to the national and local development plans.

This study will utilize a descriptive research design and data will be collected by
means of semi-structured questionnaire adopted from Shet, et.al (2018). It is a self-
assessment based on competencies and indicators in the survey-questionnaire, and all
department heads of three Cities in the Province of Batangas will be the target
respondents of the study.

This paper attempts to assess the relationship between Competency-based superior

performance and organizational effectiveness in three Cities in the Province of
Batangas.

STATEMENT OF THE PROBLEM

This study aims to determine the relationship between Competency-based superior

performance and Organizational Effectiveness among department heads in three cities
in the province of Batangas.
Specifically, this study sought to answer the following:
1. What is the Profile of department heads in terms of:
1.1 age;
1.2 sex;
1.3 highest educational attainment;
1.4 years as being head; and
1.5 number of trainings (local and international)?

2. How may the respondents be assessed in terms of the following Competency-based

superior performance indicators:
2.1 self-assessment;
2.2 behaviorally anchored rating individuals;
2.3 feedback;
2.4 coaching;
2.5 performance differentiation; and
 2.6 performance management system (PMS) policy?

3. What is the respondent’s level of organizational effectiveness in terms of:

3.1 productivity;
3.2 adaptability; and
3.3 flexibility?

4. Is there a significant difference on the competency-based superior performance,

when the respondents are grouped according to their profile variables?
5. Which of the Competency-based superior performance indicators greatly affects the
Organizational Effectiveness?
6. What is the relationship between Competency-Based superior performance and
Organizational Effectiveness when profile intervenes?
7. Based on findings, what Competency-Based Learning and Development
Interventions may be proposed to enhance the competency of the department heads?

THEORETICAL FRAMEWORK

Competent personnel are the building blocks for nurturing a performance-oriented

culture in any organization. Therefore, owning a workforce having the pre-requisite
capabilities is vital for effective performance. However, making such an assessment on
capabilities is not an easy task. Companies seek to develop measurable, observable
systems and tools through which employees’ performance can be assessed and
developed (Shet, et.al, 2018). For developing the scale to measure competency-based
superior performance and organizational effectiveness, this study will use the theoretical
framework shown below (Figure 1).
 Figure 1. Theoretical Paradigm of Competency-Based Performance and
Organizational Effectiveness in Cities in the Province of Batangas
CONCEPTUAL FRAMEWORK
The researcher employed the Input-Process-Output (IPO) System in this study.
Input box contains the profile of the respondents in terms of age, sex, highest
educational attainment, years of being heads of department and number of trainings.
Particularly, the indicators of Competency-Based Superior Performance were assessed
in terms of self-assessment, behaviorally anchored rating scale (BARS), feedback,
coaching, and performance differentiation and performance management system (PMS)
policy, while, Organizational Effectiveness will be assessed in terms of three factors:
productivity, adaptability and flexibility (Shet et.al, 2018). The Process box includes
semi-structured survey questionnaire adopted from the study of Shet et.al (2018).
These concrete steps of obtaining relevant information are requisites for the
assessment that followed. The Output box comprises proposed Learning and
Development (L&D) Interventions relative to Competency. These are based on the
findings of the study which have been scientifically obtained by having adequate Input
and following the correct Process. With these details, the conceptual framework, which
consists of Input, Process, and Output, is illustrated in Figure 2.
INPUT PROCESS OUTPUT
Profile of the
Respondents:
Age
Sex
Highest Educational
Attainment
Years of Being Head
Number of Trainings Semi-Structured Proposed Learning
Survey and Development
Competency-Based
Superior Performance
Questionnaires Interventions
Indicators:
1. Self-assessment;
2. Behaviorally anchored
rating scale (BARS);
3. Feedback;
4. Coaching;
5. Performance
differentiation; and
6. Performance
management system
(PMS) policy

Organizational
Effectiveness
1. Productivity;
2. Adaptability; and
3. Flexibility
 Figure 2. Research Paradigm of Competency-Based Performance and
Organizational Effectiveness in Cities in the Province of Batangas
RESPONDENTS OF THE STUDY
The target respondents of the study include all department heads (superior) of
three cities (Batangas, Lipa and Tanuan) in the Province of Batangas. The number of
department heads per City are as follows:

CITIES Total No. of Department Heads

Batangas City 18
Lipa City
Tanuan City

DATA GATHERING INSTRUMENT

The validity and reliability of any research or study depend to a large extent on
the appropriateness of the instruments. Whatever procedure one uses to collect data, it
must be critically examined to check the extent to which it is likely to give you the
expected results.

Description of the Questionnaire. For the purpose of this study, semi-

structured survey questionnaire will be used as a fact-finding strategy. The survey
questionnaire includes the title which identifies the domain of the study; and general
objective which describes the purpose of the survey. Subsequently, the survey
questionnaire was divided into three parts. Part one identifies the profile of the
respondents in terms of age, sex, highest educational attainment, years of being heads,
and number of trainings. Part two describes the indicators of Competency-Based
Superior Performance were assessed in terms of self-assessment, behaviorally
anchored rating scale (BARS), feedback, coaching, and performance differentiation and
performance management system (PMS) policy. Lastly, Part three assessed the
Organizational Effectiveness in terms of three factors: productivity, adaptability and
flexibility (Shet et.al, 2018) with the options, scale and interpretations presented.

Validation of the Questionnaire. The instrument of the study was adopted in

the study of Shet et.al (2018) about competency-based superior performance and
organizational effectiveness. While, this instrument used in the study on private sectors,
it was modified by the researchers to best fit for public organizations and it will be done
through internal and external expert’s validation.

Administration of the Questionnaire. The researcher will personally

administers the questionnaire to the respondents to ensure that all the questions and
concerns will be immediately addressed by the researcher. She will likewise
communicates focal persons of those department heads, to increase the numbers of the
respondents and the reach of the survey. The questionnaire will be administered on
______________; after its validation.

Scoring of Responses. The scoring of the responses on Part II and III of the
research instrument utilized a 1 to 5 scale, where:
Options Scale Range Verbal Interpretation
5 4.50 - 5.00 Always
4 3.50 – 4.49 Often
3 2.50 – 3.49 Sometimes
2 1.50 - 2.49 Rarely
1 1.0 – 1.49 Not True

SURVEY QUESTIONNAIRE (Subject for validation)

Questionnaire on the Competency-Based Superior Performance and

Organizational Effectiveness in Three Cities in the Province of Batangas

This questionnaire intends to gather data regarding the Competency-Based

Superior Performance and Organizational Effectiveness in Cities in the Province of
Batangas. You are chosen as one of the respondents and in the best position to supply
the data needed for this purpose. Rest assured that all information gathered will be kept
with utmost confidentiality. Kindly answer the items as truthfully and sincerely as you
can by giving the necessary information required on the space provided. Please do not
leave any item unanswered.

Part I. Profile of the Respondents

Name of the respondent (optional) ____________________________________

Instruction: Kindly put a check mark () on the profile information needed.

Age: ( ) Below 20 years old Sex: ( ) Male

( ) 20- 39 years old ( ) Female
( ) 40 - 59 years old
( ) 60 years and above

Highest Educational Attainment: Years as Being Head:

( ) Elementary Level ( ) Below 10 years
( ) Secondary Level ( ) 10 - 19 years
( ) College Level ( ) 20 - 29 years
( ) Graduate School Level ( ) 30 - 39 years
( ) 40 yrs. & above
Number of Trainings (Local and International)
( ) below 10 trainings
( ) 10 to 19 trainings
( ) 20 to 29 trainings
( ) 30 trainings and above
RESPONDENT’S ASSESSMENT ON THE COMPETENCY-BASED SUPERIOR
PERFORMANCE INDICATORS

Part II. Direction: This test aims to assess the scale development of Competency-Based
Superior Performance with six (6) indicators developed by Shet et.al (2018). Read the
test carefully and rate your description as follows:

Options Scale Range Verbal Interpretation

5 4.50 – 5.00 Always
4 3.50 – 4.49 Often
3 2.50 – 3.49 Sometimes
2 1.50 – 2.49 Rarely
1 1.0 – 1.49 Not True

Competency-Based Superior Performance

1. Self-Assessment- Competency-based appraisal 5 4 3 2 1
provides an individual to assess their competencies with
critical incidents, thus allowing the appraiser to endorse
the competency level. Because the onus of initiating the
process lies with the appraisee, he/she is likely to take
more effort in meeting the competency requirements of
the role/level/organization (Shet et.al, 2018)
1. I do self-assessment using leadership
competencies.
2. I responds positively to the call or challenges
of the organization’s goals.
3. I identifies resources and competencies
needed within the work area to get the work
done.
4. I undertakes developmental activities to
enhance one’s competencies and
performance.
5. I demonstrates commitment to enhance
personal and overall effectiveness of the
organization.

2. Behaviorally anchored rating scale 5 4 3 2 1

(BARS)- It assists the employees to know their
proficiency level against each competency. It confirms
whether the employee meets the current level and pushes
an individual to attain the next level of proficiency, thus
raising the performance bar (American Compensation
Association (ACA), Hay Group, Hewitt Associates LLC,
Towers Perrin, William M. Mercer Inc., 1996; Hollenbeck
et al., 2006).
1. Competency models help raise the
performance bar, as I am clear with the next-
level performance behaviors expected from
me.
2. Cultivates a robust network of connections
and working relationships.
3. Negotiates and influences persuasively.
4. Promotes value of transparency and open
communication.
5. Addresses diversity issues and exclusionary
behavior.
6. Demonstrates interpersonal knowledge.

3. Feedback- The goal of the competency-based 5 4 3 2 1

feedback system is to capture an early opportunity for
providing feedback on the employee and to assist in
improvement, rather than critical reporting of events in
which employee’s non-performance and weaknesses are
highlighted as reprimand in conventional PMS (Shet et.al,
2018)
1. The competency model provides an
opportunity to our employees to give
feedback on our expected behavior leading
to superior performance.
2. Uses client feedback and benchmarks best
practices to continuously improve service
delivery.
3. Provides opportunities and outlets for
employees to share new insights and
experiences with other across levels of
functions.
4. Provides feedback and ensures actions to
improve the delivery of outcomes.
5. Provides advice and feedback to support
others to make sound and timely decisions.

4. Coaching- The conventional appraisal system has 5 4 3 2 1

failed to assist senior-level employees, where
competency-based performance (may be with use of
360degree feedback) assists the employee in coaching.
Liske and Holladay (2016) in their research on leadership
coaching showed that individuals participating in the
coaching program, in comparison with those who did not,
demonstrated significantly improved leadership
competencies and considerably higher retention rates
one-year post-program. In addition, managers become
coaches to their subordinates in developing the required
level of competencies (Shet et.al, 2018).
1. In this department, competency model
facilitates coaching during the performance
appraisal discussion.
2. Leads the organization by example and
through coaching towards a performance-
based culture and achievement of public
service performance standards
3. Integrates the key principles supporting a
performance-based culture into the
organization-wide performance management
system, aligned with relevant Civil service
laws, rules and regulations.
4. Creates the organizational conditions
including policies and guidelines necessary
to encourage and support leadership and
management teams to adopt and
consistently practice to achieve public
service performance standards.
5. Enables the leadership and management
teams (and self) to effectively and
consistently apply the principles, processes
and key practices of coaching.
6. Provides adequate support and resources to
enable the leadership and management
teams to effectively sustain a performance-
based, coaching culture to nurture future
leaders.
7. Demonstrates commitment to enhance
personal, overall effectiveness as a coach,
mentor and performance development
partner by undertaking self-directed learning
and seeks out peers and colleagues for
consultations and further skills enhancement.

5. Performance Differentiation- A competency 5 4 3 2 1

model distinguishes excellent performers from average
performers by differentiating the proficiency levels against
each competency or group of competencies required for
the particular role or level (Shet et.al, 2018).
1. The competency model distinguishes
excellent performers as goals set for us
which are higher than before.
2. Builds a shared sense of destiny among
employees with seemingly disparate views,
 concerns and aspirations; creates team
cohesion and improves individual and team
performance.
3. Meets with willingness, the challenges of
change on one’s role or work team and
encourages and supports others to do the
same.
4. Identifies areas in which one’s own
capabilities complement others in managing
the change process.
5. Sets the climate as well as standards,
policies and guidelines for collaboration with
team to achieve shared goals.

6. Performance Management System (PMS) 5 4 3 2 1

Policy- Organizations are integrating competencies in
the PMS, as it paves the way for feedback to an individual
on the behavioral aspects. By integrating competencies in
the PMS policy and process, employees will not only focus
on goals but also on the capabilities that drive the goals
(Shet et.al, 2018).
1. Competency models are integrated in our
PMS policy and process.
2. Builds a sense of purpose and direction.
3. Creates a shared sense of purpose by
explaining how it contributes to work teams’
goals, the organizational mandate and
priorities.
4. Shapes a high-performing work team culture
by mainstreaming behavioral norms and key
processes which will ensure highly effective
team performance.
5. Builds teams and enables effective work
performance.

RESPONDENT’S LEVEL OF ORGANIZATIONAL EFFECTIVENESS

Part III. Direction: This test aims to assess the level of Organizational Effectiveness of
Department Heads with three (3) factors using Paul Mott’s scale as developed by Shet
et.al (2018). Read the test carefully and rate your description as follows:

Options Scale Range Verbal Interpretation

5 4.50 – 5.00 Always
4 3.50 – 4.49 Often
3 2.50 – 3.49 Sometimes
2 1.50 – 2.49 Rarely
 1 1.0 – 1.49 Not True

Organizational Effectiveness
1. Productivity- Organizing power centers for 5 4 3 2 1
everyday production (Shet et.al, 2018)
1. Considering the overall organizational
scenario, our productivity is perceived to be
generally high here.
2. The quality of the services produced by our
department is excellent.
3. In general, employees in our department are
efficient to generate maximum output.
4. Builds collaborative partnerships and
networks to deliver or enhance work
outcomes.
5. Interprets the complex and volatile nature of
the organization and adaptively moves it into
a more strategic and productive position to
better address current and future challenges.

2. Adaptability- Organizing power centers to change 5 4 3 2 1

day-to-day activities (Shet et.al, 2018).
1. We quickly adapt to unexpected changes in
our environment.
2. We readily accept and adjust to the changes
as occurring routinely in our units.
3. Considering organization as a whole, a large
number of people here accept changes
rapidly.
4. Sets conditions for engagement in all change
processes.
5. Creates an exciting vision for change and
solicits organization-wide support, adoption
and successful mainstreaming of change
agenda.
6. Plans, crafts and adapts strategies for
achieving the goals of the organization and
secures proper implementation of these
strategies.
7. Demonstrates adaptability to different
protocols, working styles and individual
differences with people inside or outside the
organization.

3. Flexibility- Organizing power centers to handle 5 4 3 2 1

short-term impulsive work overloads (Shet et.al, 2018)
 1. Employees here anticipate and handle
problems in day-to-day jobs.
2. Employees here are fully familiar in handling
day-to-day emergencies and crisis situations.
3. Evaluates changes in the organization and
applies knowledge when exercising sound
judgement in identifying range of solutions or
courses of actions.
4. Demonstrates the ability to think “outside the
box” by coming up with innovative ideas and
methods of doing things.
5. Monitors work climate and applies the
appropriate action using available tools and
knowledge to ensure that work performance
matches or exceeds the required
organizational standards.

Thank you very much for your cooperation.

MARY ANN E. ANTENOR

Student, Doctor of Public Administration
Batangas State University, Batangas City

STATISTICAL TREATMENT OF DATA

The following statistical tools will be used in the study:

Frequency count and percentage. This was used to describe the distribution
profile of the respondents in terms of age, sex, highest educational attainment, years of
being heads and number of trainings.

Weighted Mean. This was used to determine the responses chosen from the
scale of five and the indicators set for competency-based superior performance and
organizational effectiveness.

Analysis of Variance (ANOVA). This was used to determine the significant

differences between the profile of respondents and the competency-based superior
performance indicators. Expressly, the profile of respondents will be significant if the p-
values to be obtained are all lower than .05 level of significance.

T-test. This will be used to determine whether there is a significant difference

between the means of Competency-Based Superior Performance and Organizational
Effectiveness.
 Multiple Regression. This is a statistical technique which allows the researcher
to assess the relationship between Dependent Variable (Competency-Based Superior
Performance): and Independent Variables (Organizational Effectiveness).

Stepwise regression. This will be used to examine the statistical significance of

the independent variable within the model.
PROPOSED COMPETENCY-BASED LEARNING AND DEVELOPMENT
INTERVENTIONS AS PER CIVIL SERVICE COMMISSION