BIBLIOGRAPHY

CECILE AGUILAN-BASAWIL. April 2007. Professional Competencies of
Human Resource Managers: A Guidance Perspective for Career Development.
Benguet State University, La Trinidad, Benguet.

Adviser: Leonila R. Sito, Ph. D.



ABSTRACT
This study attempted to make a comparative assessment of the professional
competencies of the Human Resource Managers employed in some selected
government and non-government agencies in Baguio and Benguet.

There were 135 respondents of the study, 45 Human Resource Managers, 45 2nd
level representatives and 45 1st level representatives from both the Government
Agencies (GAs) and Non-Government Agencies (NGAs). Government Agencies were
from the national line agencies, while NGAs comprised of 11 (73%) from educational
institutions, 3 (20%) from the business sector and 1 (7%) from the health sector.

A questionnaire was devised to determine the level of competence of HRMs
along four major functions: personnel selection, career training and development,
administration of employee welfare and benefits and performance appraisal.

Computation of weighted means, ranking, t-test and F-tests were used in the
treatment and analysis of data.

1. Findings revealed that Human Resource Managers in both GAs and NGAs
were highly competent in personnel selection, career training and development,
employee welfare and benefits and moderately competent in performance appraisal.

---

2. When compared according to the type of agency, the level of competence
along personnel selection were the same for both, but significantly differed in the other
three areas.

The level of competence of HRMs as perceived by 1st and 2nd level respondents
significantly differed in performance appraisal, since the 2nd level respondents assessed
HRMs to be competent in this area.

3. Looking at the personal factors of Human Resource Managers, age reflected a
significant difference along the function of employee welfare and benefits and highly
significant difference in the number of trainings attended in performance appraisal.

4. On the perceived importance of functions, personnel selection was deemed
most important, fol owed by employee welfare and benefits, career training and
development and performance appraisal.

According to type of agency, the study showed no significant differences along
personnel selection and career training and development but showed significant
difference in employee welfare and benefits and performance appraisal.

No significant differences existed in the level of importance of the four functions
when compared according to the position of respondents.

5. With regard to problems encountered, both NGAs and GAs met the same
difficulties which affected their level of competence, namely: lack of finance to support
HR programs and activities, lack of training for HRMs and lack of support of
management in HR programs and activities.

---

INTRODUCTION



Background of the Study

Human resources or Personnel management is the sense of
getting things done through people. People are organizations’ most
valuable asset, yet, the reality is that their people remain
undervalued, undertrained and underutilized (Bagano, 2000).

The rate of change facing organizations has never been
greater and organizations must absorb and manage change at a
much faster rate than in the past. In order to implement a
successful strategy to face this chal enge, organizations, large and
smal , must ensure that they have the right people capable of
delivering the strategy.

Since people are the most valuable of the resources
available to organizations, they need to be employed as effectively
as possible. At the same time, people are not simply just another
factor of production. Al the literature of this century on the
treatment of people at work emphasizes how crucial y important it is
that employers understand the psychological and physiological
needs of their employees and treat them humanely and sensitively.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

2

Although the first priority of any work organization is the
achievement of its operational objectives, it must create
opportunities for the use and development of knowledge and skil s
of its employees to the mutual advantage of both.

These issues motivate a wel thought of human resource
management strategy. Failure in not having a careful y crafted
human resource strategy wil lead to failure in the organizational
process itself.

As stated in the Career Development and Management
Manual of the DSWD (2002), “Every profession grows with the
chal enges of the times”. Thus, employees must develop new
competencies to grow professional y. Developing these
competencies entail gaining new knowledge, abilities and skil s to
meet the chal enges of the times. For an individual to keep abreast
with the changing demands of his/her profession, the professional
is accountable to his/her own career development. On the other
hand, the organization must provide a nurturing environment for
career development of its employees. When this is adequately
provided for, the employee is in a better position to set goals and
develop career plans. Implicit in the concept of career is change
because a person’s job skil s and career aspirations change over
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

3
time. As Donald Super as cited by Patton (1999) proposed,
vocational preferences, competencies of people and situations in
which people work change with time and experience.

The different organizations are instrumentalities of the
Philippine government towards a better tomorrow. Their services
and programs reflect to a great extent the current government
thrusts and priorities. On the same token, the quality of service to
the Filipino people is enhanced when the needs of the both the
individual and the organization are met.

A great deal of effort is put into new human resource efforts,
but it has been observed that little energy is put into coordinating
these efforts to reinforce one another. In this context, career
development programs be integrated into the existing human
resource structures; that is, the policies, procedures, practices or
formal systems within the normal organizational umbrel a of human
resource.

A career development system acts as a clearing house for
col ecting and sharing information that can increase the
effectiveness of human resource decisions. It coordinates and
better utilizes a variety of seemingly separate human resource
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

4
practices. Human Resource practices, in turn, are reinforced by the
coordinating effects of career development.

One of the major players in the career development system
is the career coach, who wil help guide employees through a
reasonably in depth review and exploration of their interests,
abilities and beliefs regarding their present and future career path.
Coaches wil help employees consider alternatives and make
decisions regarding their careers and also make the organization
aware of the employees’ career perspectives for the organization to
plan accordingly. Since most of the welfare of the employees are
being promoted by the Human Resource Managers, it is not
surprising that most coaches are human resource managers. It is
therefore important that the human resource managers of the
organizations have high levels of professional competencies to be
effective coaches (Martires, 2000).

Coaching aims to enhance the performance and learning
abilities of others. It involves providing feedback, but it also uses
other techniques such as motivation, effective questioning and
matching management style to the coachee’s readiness to
undertake a particular task. It is helping the individual through a
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

5
dynamic interaction, which does not rely on one-way flow of tel ing
and instructing.

According to Bagano, (2000) “human resource management
is the art and science of acquiring, motivating, maintaining and
developing people in their jobs in the light of their personal,
professional and technical knowledge, skil s, potentials, needs and
values in synchronization with the organization’s philosophy,
resources and culture for the maximum achievement of individual,
organization and society’s goal. Human resources are the most
critical factors in development and social change because people
are the main ingredient of progress.

Over the last twenty years, there had been a growing
interest in people management practices. In part, this reflects the
accumulating evidence that workers hold the key to enhance
organizational performance. Thus, many of today’s organizations
are re-evaluating their human resource management (HRM)
practices in an attempt to tap worker’s discretionary efforts and
improve organizational performances (Gould-Wil iams, 2002).
Organizational excel ence begins with the performance of
people. It is what people do or not do that ultimately determines
what they can or cannot become. It is their dedication and
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

6
commitment to organizational purposes that make the difference.
Whether organizational goals can be achieved wil depend on the
wil ingness of the people to make the necessary contributions. It is
the performance of the people that is the true benchmark of
organizational performance (Martires, 2000).

Many contemporary organizations use a range of Human
Resource practices. In many instances, the practices themselves
are not new but the rationale for using them has changed.
Furthermore, evidence suggests that when HRM practices are used
in conjunction with each other, the performance wil be greater than
when used in isolation. The bottom line is that organizations that
attempt to introduce individual Human Resource practices wil
observe minimal change in performance whereas those
organizations that successful y introduced a range of practices wil
experience a more dramatic change in performance (Gould-
Wil iams, 2002).

At this time when the Philippines is economical y threatened,
a lot of efforts have to be exerted to rehabilitate organizations
through putting in place the right people. Organizations have to be
technological y adept, social y and cultural y aware of its
environment and let the law be the guiding spirit in progress and
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

7
development. Time wil come when technology wil dominate the
lives of human beings. At this time, when robots are made to do the
work of man, the human brain wil become useless. We dread the
time when robots wil do the works of human behavior.

It is thus the chal enge to Human Resource Management
officers to enhance the performance of employees to humanize the
organization, and the individual to maximize his ful potential.
According to Freud, “people are lazy, they hate work, to the extent
that they avoid it; they have no ambition, they take no initiative and
avoid taking responsibility. Al they want is security and to get them
to do any work, they must be rewarded, coerced, intimidated or
punished” (ACCEL-Team 2005).

According to Noe, et.al (2000), private institutions like Texas
Instruments’ success il ustrates the key role that human resource
officers play in determining the effectiveness and competitiveness
of business. It is the Human Resource Management Officers in
most of its branches who undergo rigid management and
leadership trainings before they are fielded al through out its
departments.

Anecdotal records suggest that the most admired and
successful companies in the world have not only created
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

8
multinational corporations but have created organizations with work
forces and corporate cultures that reflect the characteristics of the
global markets in which they operate. Examples of these
companies include General Electronic, Coca cola, Microsoft, Walt
Disney, Intel, Toyota Motors, Hewlett Packard and many more.
These companies’ key priorities include traditional business
objectives such as customer focus and innovation. However, a
distinguishing characteristic is that these companies believe that
people are their most important asset. Believing that employees
are the key to success translates into human resource practices
including rewarding employee performances, measuring employee
satisfaction, using an intensive employee selection process,
promotion from within and investing in employee development. The
Philippine agencies most specifical y Baguio and Benguet should
learn from this. (J. Cahn, 1998).

According the Miner and Miner (1985) as quoted by Rialubin
(1998) in his unpublished masteral thesis, one of the most frequent
criticisms voiced by top executives is that personnel managers lack
experience and thus do not understand many problems outside
their own areas of specialization. He further stated that aside from
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

9
knowledge and skil s, appropriate experience results to satisfactory
job performance.

The present trend in the role and function of human resource
management is toward greater recognition and more responsibility
in the organization (Sison, 1991). An indication of this in the public
sector is the inclusion of positions such as Human Resource
Management Officer (HRMO), Human Resource Management
Assistant (HRMA) in the government agency’s plantil a. Most
agencies have hired people to assume these new positions.
Unfortunately though, in the Philippine government offices, many
human resource practitioners are faced with the threat of abolition
because al egedly they are not wel equipped with the appropriate
professional competencies required of a human resource
professional. Not al agencies have a plantil a position for a human
resource management officer. Some managers think that human
resource work is clerical, simply record keeping and has less
impact on the overal achievement of the agency’s goals (Sison,
1991).

This goes against what Martires (2000) stated that Human
Resource Managers must relate wel to both employees and top
management. It is a difficult role to play and a good HRM must
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

10
have the ability to thoroughly develop a trusting relationship with
the employees, while at the same time be something of a
col aborator and serve as confidant to the CEO.

The work of an HRM has a number of inherent problems that
arise. The objectives of individuals and the organization often do
not coincide. Individuals may have different views of their own
performance, potential and work from those held by organizational
representatives. Individuals may have expectations that are
impracticable, unrealistic and beyond the capacity of the
organization to satisfy. Human Resource Managers may
experience some role conflict or ambiguity in carrying out their
responsibilities as representative of the employing organization and
at the same time being counselors to individuals (Tyson et al,
1996).

The chal enge remains true for human resource
professionals in both the public and private sector, that in order for
the balance in organizations to be maintained, far greater attention
should be given to human resource capability, so that they can
cope with everyday chal enges.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

11

It is for this reason that this study wil take a closer look into
the competence levels of HRMs in government and non-
government agencies in Baguio City and Benguet.
Statement of the Problem

The study attempted to identify the level of competence of
HRM as wel as make a comparative assessment of the
professional competencies of the human resource management
officers employed in some selected government agencies and non-
government agencies in Baguio and Benguet.

Specifical y, it sought answers to the fol owing:
1. What is the level of professional competence of the human
resource managers along the functions of:
a.
personnel selection
b.
career training and development
c.
employee welfare and benefits
d.
performance appraisal
2. Are there significant differences in the level of professional
competencies of human resource managers along the identified
functions when compared according to:
a.
type of agency
b.
position of respondent
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

12
3. Is there a significant difference in the level of professional
competence of the human resource managers in terms of:

a.
age

b.
education

d.
years of experience

e.
trainings attended
4a. What is the perceived level of importance of the four functions?
4b. Are there significant differences in the perceived level of
importance of the identified functions when compared according to:
a. type of agency
b. position of respondent
5a. What are the problems encountered by the human resource
mangers in some selected government and non-government
agencies in Baguio and Benguet?
5b. Are there significant differences on the problems reported by
the respondents when clustered along the type of agency?
Objectives of the Study

This study made a comparative assessment of the
professional competencies of the human resource managers of
some selected government and non-government agencies in
Baguio and Benguet.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

13

This study was conducted with the fol owing specific
objectives:
1. To determine the level of professional competence of the
human resource managers in some selected government and non-
government agencies in Baguio and Benguet;
2. To determine if there are significant differences on the levels
of HRM competence along the given functions of HRM when
compared according to type of agency and position of respondents;
3. To find out if there is a significant difference between the
level of professional competence of human resource managers in
terms of age, education, years of experience and trainings attended
along the four identified HRM functions;
4a. To determine the level of importance of identified functions;
and
4b. Determine if there are significant differences on the
perceived level of importance when compared according to the type
of agency and position of respondents;
5a. To enumerate certain problems of Human Resource
Managers that affects their performance; and
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

14
5b. to find out if there is a significant difference between the
problems encountered by human resource managers based on
the type of agency;
Importance of the Study
The findings of this study wil assist human resource
managers to clarify their roles and develop themselves to meet
personal and organizational demands in order to be more
competent and competitive in the delivery of their functions.
Results of this study wil encourage government and non-
government agencies to actively involve their HRMs in their
planning and strengthen their HR units. Moreover, policy makers
wil be updated on the current problems confronting human
resource managers, so that in the formulation of laws, they shal
include provisions to improve the latter’s plight, to institutionalize
and professionalize the HRM position;
Human Resource Managers wil use the findings of this
study to introduce radical change to their respective agencies in
order to increase productivity and enhance performance of their
employees;
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

15
To chal enge the regulatory entities of different agencies like
CSC, DOLE, CHED, etc to strictly monitor implementations of
standards of GAs and NGAs in relation to the functions of HRMs.
This research can also add to the growing resources in the
libraries and knowledge of students, professors, and other
stakeholders.
And this study can also be used by future researchers in the
on the area of human resource development and management.
Scope and Delimitation

The research attempted to make a comparative assessment
of the human resource practices of some selected government
agencies and non-government agencies in Baguio City and
Benguet. It studied the human resource practices of thirty (30)
government agencies and fifteen (15) non-government agencies.

This study involved personal factors such as age, education,
years of experience and trainings attended.
Due to the constraint in time, only 4 among the various
human resource management functions were used in this research,
namely: personnel selection, career training and development,
employee welfare and benefits and performance appraisal.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

16

Respondents were the human resource managers (HRMs)
and other persons who performed human resource management
functions in selected government and non-government agencies in
Baguio City and Benguet, as wel representatives from the first level
and second level positions.

Age classified according to the fol owing; 20-29 years, 30-39
years, and 40 years old and above.

Education included the level of attainment categorized into:
baccalaureate degree, masters’ degree and doctorate degree.

Years of professional experiences were experiences in the
government service and non-government sectors which were
human resource related categorized as: less than 5 years, 6-10
years and 11 years and above.

The trainings were clustered in terms of: character building
programs, expertise building programs, leadership and
management programs and total quality programs attended by the
respondents for the last 5 years. A comparison was made
according to the number of trainings attended by the HRM grouped
by: 1 to 11 trainings and 12 and above.

Proximity of agencies was given consideration in the choice
of the government and non-government agencies involved.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

17

The Local Government Units were not included in the study
because they have different organizational set-up, operational
requirements and procedures.



Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

REVIEW OF RELATED LITERATURE




Human Resource Management practices, its theories and
principles sometime differ with what is practiced depending on
certain nature and culture of the organization. To better understand
the variables at play in human resource management, the
researcher reviewed books, magazines and other researches of
both foreign and local writers and tried to relate them to the present
study.
Factors affecting professional
competences of Human Resource Managers
According to the Personnel Officer’s Manual of the Civil
Service Commission:
“Each department of the national government and
agency or office and each province and chartered city shal
have a personnel office headed by a personnel officer who
subject to the authority of the head of the organization
concerned, shal be responsible for personnel management
and maintenance of the effective liaison with the
Commission”.


Anent to this provision, in most of the plantil a of private
organizations, corporations and agencies, a Human Resource
Management Officer is employed to take care of the needs of the
organizations’ human resources.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

19
Age
Human Resource Management as a science is new. This is
the area that is usual y taken care of by the Personnel Unit. It is
commonly observed in seminars and gatherings of HRMs that
Human Resource Managers are of a mixed age. It can also be
observed that older people occupy higher positions in the human
resource department. There is no research, however, to prove that
older HRM are more competent than younger ones.
Harris and Hartman (2002) noted the problems of the older
employees in the United States, who are protected by the Age
Discrimination Act of 1967 (amended in 1978), which states that
unfair treatment of workers 40 years of age and above is prohibited
unless age can be established as a bona fide requirements of a job.
On the other hand, the younger employees are seen as the anti-
thesis of older workers in most respects, thus opportunities for the
younger workers are often seen as limited.
Feldman et al. (1983) cited that due to the advent of high
technology in the workplace, individuals are general y selected on
the basis of their qualifications and experiences. Hiring and
promotion based on seniority is already obsolete. Traditional y,
individuals were selected for their age and authority.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

20
Dessler (1997), as cited by Canave (2000), revealed that
younger, less qualified and “lower cost” workers are often given
positions at the expense of old workers. Organizations saving on
benefits such as retirements, settle for younger workers aside from
the perception that younger workers are more dynamic, energetic
and ful of new ideas.
A survey conducted by the National Economic Development
Authority of the Cordil era Administrative Region (NEDA-CAR)
shows that according to age group, there are 52% of government
employees who belong to the 20-25 years of age. Middle aged
employees (36-50 years old) account for 37%, while senior
employees (51-65 years old) comprise the remaining 11% (NEDA,
1999).
Education

Unlike a teacher in high school which requires a bachelor’s
degree in secondary education, a human resource manager
possesses no specific degree. According to the Civil Service
Commission, the educational qualification of a Human Resource
Manager is “a bachelor’s degree relevant to the job”. The standard
does not specify that a background on human behavior is
necessary for the position.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

21

According to Sison (1991), although no particular col ege
degree or course of study is necessary to qualify as a human
resource manager, he suggests that one who aspires for this
position must have some background courses in personnel and
industrial relations, either through formal study or by attending
seminars or conferences on the subject.

To some extent, difference in skil attainment is due to
variations in the educational level. That is, where education is
lacking, skil s are more likely to be lacking. The more educated the
people in the workplace; they are capable of additional learning and
training. Without an appropriate educational base, the task
becomes much more difficult (Miner & Crane, 1995).

The emergence of the behavioral sciences had a great
influence on human resource management. The understanding of
human behavior was enhanced by contributions not only from the
traditional disciplines like psychology, sociology and anthropology,
but it now includes social economics, political science, linguistics
and education. The relationships between and among these
various disciplines become organized so that they are referred to
as the behavioral sciences (Sison, 1991).
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

22

About ten years ago, the Human Resource professional was
either a psychology or law graduate. With so many changes in the
corporate world, it is no longer strange to find human resource
managers who are engineers, accountants, economists, who can
also be as good or better than the lawyer or psychologist
(Tarriela,1996).

Sison recommends that the minimum requirement of a
human resource manager is the completion of a regular course.
Business administration and liberal arts courses with sufficient
cultural subjects are important, high scholastic standing and
completion of graduate studies are highly desirable. English, public
speaking and public relations wil be very helpful. The possession
of leadership abilities and familiarity with the principles and
methods of teaching wil be a great help. Graduate courses in
industrial relations, behavioral sciences or business administration
with personnel management and labor relations as a major study
wil provide a substantial background for this specialization.
Special courses or seminars in personnel management, labor
relations, labor and social legislation, wage and salary
administration, col ective bargaining, public relations and human
relations are useful to al human resource managers but they are
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

23
especial y valuable to those who have not had a formal col ege
education in personnel and industrial relations (Sison, 1995).
Years of Professional Experience

According to Miner and Miner (1998), one of the most
frequent criticisms voiced by top executives in other areas
regarding human resource managers is that they lack management
experience and do not understand many problems outside their
own specialization. In a study conducted by Rialubin (2000), he
mentioned that aside from knowledge and skil s, appropriate
experience results to satisfactory job performance. He added that
work experience and length of service be considered as strong
points in hiring or selecting new personnel. It is a common
observation that a person who has more experience can work
better. The study revealed that work experience or length of
service influences the performance of an employee.
Trainings Attended

Training is a human resource function that has important role
in Asia Brown Boveri (ABB) global success. One of its biggest
problems is to overcome the resistance to the idea that Asian
countries can not match the standards of European or North
American factories and complete work on time. But their plant
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

24
managers in Shanghai have been trained on ABB quality standards
by ABB expatriates assigned in China. This goes to show that
training employees is a factor in the success of employees (Cahn,
1998).

Some problems confronting human resource managers in
government is the inadequate recognition of their role and the fact
that the profession is new and people adequately trained to handle
the functions are stil few. One apparent solution to this problem is
a better preparation and training of the human relations manager in
personnel administration (Sison, 1995).

Many employers now recognize the importance of trained
personnel workers in handling employee relations. While some
successful personnel workers obtained what they needed to know
about personnel management through training programs in col ege,
many human resource managers started as assistants to
experienced personnel executives and learned on the job. Others,
in addition to their col ege training, gained experience as personnel
clerks in the different phases of the agency’s operations (Sherman,
1998).

The development of a good human resource manager
entails the combination of a good background as wel as training
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

25
opportunities to enhance his competence. Upgrading the
knowledge and competence of people actively engaged in
personnel work can help elevate personnel management to the
status of a profession (Dessler, 1997).

Fajardo and Abel a (1993) mentioned that based on survey
of successful cooperatives in the Philippines, continuous training
and education of employees, progressive and people oriented
policies and adequate organizational structures to cope with
varying and increasing needs and problems of the members of the
community contribute to the success of a cooperative.

The human resource manager in government may or may
not be bestowed with much opportunity in developing his
professional competence because not al government agencies
have a good career development program for their very own human
resource managers. It is through the Civil Service Commission, the
central personnel agency of the government that they are often
invited to attend such activities. Memorandum Circular #31 series
1999 from the office of the President of the Philippines urges
government officials and employees engaged in the active practice
of human resource management to attend conferences, seminars,
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

26
workshops and other forums conducted by the Personnel
Association of the Philippines (MC #31, 1999).
Personnel Selection
Personnel actions include recruitment, examination and
placement of employees, qualification standards and appointments.
When an organization adopts a strategy of achieving superior
performance through the work force, it wil need the right people in
the right places. In doing so, organizations should use imaginative
selection technology (Gould-Wil iams, 2002). He further, argued
that rigorous selection processes not only provide the “right sort of
people but have positive psychological effects, since newly
recruited employees have undergone a rigorous selection process
and more likely to feel part of an “elite” organization.

For Black et al (2000) internal promotion is general y seen as
a critical way to retain key members of the workforce. Having
recruited, developed and trained the right sort of people, it is
unlikely that managers want to see these workers leave the
organization. Where individuals are promoted from within, they are
more likely to have a thorough understanding of the operational and
other relevant aspects of the business environment. Thus, it is
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

27
justified that promoting from within the organization is likely to
perpetuate a favorable organizational culture.

Whether recruitment is done or promotion is preferred, the
organization has to find out if it is necessary that the vacancy be
fil ed up or absorbed by the present staff. The cost for not being
correctly staffed is enormous. Understaffing loses the business
economics of scale and specialization, orders, customers and
profits. Overstaffing, on the other hand, is wasteful and expensive.
If sustained, it is costly to eliminate because of modern legislation
with respect to redundancy payments, consultation and minimum
periods of notice. Very importantly, overstaffing reduces the
competitive efficiency of the business. Recruitment requires that an
assessment of the present and future needs of the organization be
compared with present resources and future predicted resources
(ACCEL-Team, 2005). Stil , staff recruitment should be preceded by
an analysis of the job to be done, written into a job description so
that decisions on whom to hire would be based on qualifications
and mental characteristics applicants must possess, what qualities
and attitudes are desirable and what characteristics are a decided
disadvantage.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

28

Effectively, selection is “buying” an employee hence bad
“buys” can be very expensive. However, the cost of poor selection
is such that even for the mundane day to day jobs, those who
recruit and select should be wel trained to judge the abilities of
applicants.

Furthermore, the ACCEL Team expounds that…


“Much has been written about the validity of the
interview as a selection tool. It is regarded by many
as being subjective as to be total y worthless.
However, the interview maybe the only tool which is
used for selection or it may form one stage in a
sequence of eliminating hurdles. The other stages
may include medical check ups, intel igence tests,
and personality, aptitude and group assessment tests.
A properly conducted selection interview does not
pretend to be free from bias and prejudice and
susceptibility to the halo effect. It is one where the
interviewer has examined his own attitudes
sufficiently thoroughly to be aware when these forces
may be coming into play and make al owance for
them.”


Correction selection is therefore of crucial importance. It
must mean that both parties to the selection decision, the
interviewer and interviewee are satisfied. This is more so because
the effective employee selection decisions and evaluation are done
by a committee and not by only one person.

According to the Human Relations Program Office (HRDP,
1997), competency-based selection predicts superior job
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

29
performance. This can serve as a tool that can help interviewers
distinguish likely superior performance from likely average
performers. People who are wel -matched to their jobs in terms of
both skil s and temperament tend to remain in their jobs longer than
others.

In addition to recruitment, selective screening practices that
increase the amount of relevant information gathered permit firms
to identify and hire employees with stronger personalities,
knowledge and abilities. It is further stressed that employees are
better able to combine and exchange information in ways that
support innovation if they also have connections to widely
dispersed individuals and work units. Firms can accomplish this
through job rotations whereby employees move horizontal y across
a range of jobs to gain exposure to a variety of employees and
work units. They can also build social connections among
employees through company sponsored events (Col ins et al,
2001).

The above readings would help the researcher further
evaluate and understand personnel actions. Col ins et al (2001)
adds that, “if the nature of work is negative like the work is
demanding, tiring and routinary and there is no room to do one’s
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

30
best, then the knowing effect wil be a low performance level. But if
the work is rewarding, then the chance of having a good
performance is high”.
Career Training and Development

Correct personnel relations wil propel an organization to
better performance and development. No matter how good a
program is if its personnel do not look at the program from the
same perspective, it wil surely fail. Gould-Wil iams (2002)
contends that if greater employee – identification with the
employing enterprise is to be elicited, then disclosure of information
is essential so that employees are made aware of the relationship
between cost and profit, performance and prospects. In this way,
employees wil be able to appreciate the employer and employee
relationships.

Beyond having capable and motivated employees,
organizations create leverage new knowledge by providing a social
context in which employees interact with one another to exchange
and combine ideas. Scholars have suggested that organizations
are more efficient than markets at this process because they offer
access to stronger, intact social networks in a context that can
value and support individual contributions. Thus firms create an
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

31
internal social context that facilitates information combination and
exchange through access to other employees who are capable of
communicating and digesting new ideas (Col ins et al, 2001).

Moreover, a primary dilemma facing most organizations is
how to encourage employees to continue their efforts for
organizational gains. Employees must be wil ing and motivated to
share their education and experiences with other employees in
order to generate innovation. More specifical y, findings across a
variety of human relations studies have shown that alternative sets
of HR practices are positively related to firm performance. An
example cited by Col ins et al, (2001) has demonstrated that a set
of high performance work practices show positive relationship with
outcomes ranging from high stock performance to sales growth.

Although the pattern of the findings is promising, the
assumption underlying this body of research is that human relations
rather, the practices are thought to lead to the development of
organizational capabilities which in turn elicit competitive
advantages. Moreover, aggregate employee motivation would be
enhanced through practices designed to build its commitment.
Employees maybe more than wil ing to contribute towards
organizational gains when their organizations signal similar levels
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

32
of commitment to employees, similarly, structured human relations
practices oriented toward motivating employees to contribute their
efforts for organizational gains are the most effective ways to
achieve high commitment.

For Tudcor, (1998), having a sense of belongingness and
camaraderie with co-employees and having a good relationship in
the workplace, elevate the employees into the level of working
efficiently, thus performance is high. Having a good relationship
with co-employees has a great significant effect on performance.

Accordingly, the relationship between employee involvement
practices (EIP) and col ective agreements regardless of union
status wil find some workers likely to accept the practices because
they see job improvement through these practices and involvement.
Employees wil also support the practices as a means to improve
the establishment’s competitiveness and thereby security in their
jobs is assured (Freeman, et.al, 2000). Workers who participate in
at least one EIP are more likely to be satisfied in their jobs. The
results also indicate that this pattern holds true for al individual
EIPs.

Corsen (1960), in his book, Grievances of Col eges and
Universities, presented the importance of human relations. He says
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

33
that the many ways employees interrelate among themselves and
their superiors influence to a considerable degree the work
attitudes and efficiency of performance of employees in their jobs.

Geraldo (1990) describes the financial and promotional
incentives, working conditions, human relations and administrative
and supervisory practices as factors affecting job satisfaction
among employees.

Job security, opportunity for advancement, adequate salary,
superior relations, working peers, enjoyable work, management
practices, trainings and experiences and benefit plans are some
factors that affect job satisfaction and performance.
Employee Welfare and Benefits

Part of the function of an HRMO after the right persons are
hired in a company is to look into the welfare and benefits of the
hired employees. How wel the agency satisfies the needs of its
employees is also dependent on knowledge on how other agencies
perform their personnel actions. There is a growing number of
managers in the private sector who now reason that if employee
performance results in enhanced organizational performance, then
employees should share in the benefits received. The feeling is
there that workers should be appropriately and equitably rewarded
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

34
for their effort. It has been observed that when employees see that
the only ones benefiting from their diligent efforts are the
management team, share holders and other parties, become
discouraged. The most common reward scheme is one in which
performance is related to pay; such incentive pay schemes can be
offered in many ways, but the most effective tend to be based on
multiple performance criteria at the individual and or organization
levels (Gould-Wil iams, 2002).

While performance related pay schemes have the potential
to enhance work, the evidence to date suggests that implementing
and managing these schemes is complex and difficult.

To retain good staff and to encourage them to give their best
while at work requires attention to the financial and psychological
and even physiological rewards offered by the organization as a
continuous exercise. Staffing needs vary with the productivity of the
workforce; good personnel policies are also desirable. The latter
can depend on other factors like environment, welfare, employee
benefits, and others. But unless the wage package is accepted as
“fair and just”, there wil be no motivation. Increasingly, the
influence of behavioral science discoveries is becoming important
not merely because of the widely acknowledged limitations of
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

35
money as motivator but because of the changing mix and nature of
tasks. Employees nowadays are much more likely to be influenced
by things like job satisfaction, involvement and participation than
the economical y dependent employees of yesteryears (ACCEL-
TEAM, 2005).

Also, attention to the mental and balanced wel -being of
employees is normal in many organizations as a means of keeping
good employees and attracting others. These are done in varied
ways, from soft loans to the needy to counseling with respect to
personal problems. These may include schemes for occupational
sick pay, extended sick leave, and rehabilitation of the injured and
disabled employees, provision of financial and other support for
activities of many kinds which are work related.

The HRPO Project (1997) has also found that a formal
recognition and rewards program wil validate current practices at
the institute; provide consistency through out al areas and
departments; create a way for managers, supervisors, peers and
customers to acknowledge the work of administration and support
staff employees. The project team defines “recognition” as an
acknowledgement that can stand alone, and “reward” as something
tangible that must be accompanied by recognition. A recognition
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

36
and rewards program which go a long way toward improving
morale particularly in the midst of change increases productivity
and help position the organization as a good place to work. On the
other hand, recognizing and rewarding employees benefit both the
employee and the employer. These benefits come in terms of lower
stress, lower absenteeism and reduction of turn-over and its related
costs. The resulting improvement in morale among employees
leads to greater productivity. However, recognition and rewards
should be separate from a program that recognizes employers for
years of service. Awards program celebrates individual or team
achievement above and beyond normal responsibilities whereas
the years of service award automatical y recognizes any and al
employees for their loyalty and dedication.

An informal gesture like “thank you card” is an effective way
to motivate people; but the gesture loses its impact if it is not
fol owed up and supported by more substantial form of appreciation
such as money, gifts or public acknowledgement (Col ins et al,
2001).

Human relations practices associated with improved
employee commitment include a variety of compensation programs
that emphasize extrinsic and intrinsic rewards. Furthermore,
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

37
organizations that advertise openings internal y and give preference
to internal (vs. external) candidates signal their commitment to
existing employees and provide incentives for long term
relationships. An individual should also be rewarded with what he
or she perceives as important rather than what the manager
perceives (ACCEL Team, 2005).

With the fast changing technological forces and inventions,
variable compensation methods should provide incentives by tying
pay to performance. These practices aim to produce a skil ed and
motivated work force who is able to adapt to and take advantage of
organizational and technological changes (Leckie et al 2001).

Freeman et.al (2000) have shown that variable pay in
association with other human resource management (HRM)
practices can lead to higher productivity. Variable pay refers to a
set of practices whereby employee compensation is tied to job
performance. Examples include the individual incentive system,
where individuals are rewarded on the basis of performances which
include bonuses and commissions. Merit pay and skil based pay
include reward or honor given to superior qualities, great abilities or
expertise that come from training, practice, etc.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

38

The association between business strategy and variable pay
incidence is interesting. The more a firm focuses on human
resources management (HRM), the more likely it is to introduce
variable pay. Establishments that provide variable pay to their work
force would expect to increase worker productivity and thereby
reduce their costs (Leckie et al, 2004).

Today, it is unlikely that organizations can guarantee life-
long employment to workers. Even in countries such as Japan
where until recently, such kind of employment was the accepted
norm, organizations have had to re-evaluate their positions due to
dramatic down turns in the work economy. While organizations may
not be able to guarantee total employment security, the ways in
which restructuring or downsizing programs are managed wil
signal to the staff the extent to which managers value them. If
workers are given the impression that they can be easily fired and
valued or that there is no job security, it is highly probable that they
wil become de-motivated. This may result in the employees’ feeling
reluctant to exert al efforts for and in behalf of the organization
(Gould-Wil iams, 2002).

Personnel training and career development programs have
been used by many successful private companies as a way of
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

39
ensuring a ready pool of labor within the organization. The training
program can help secure the commitment of workers who are able
to visualize their current and future roles in the organization.

The ACCEL-Team (2005) on career and employee
development aptly says this:
Education is “mind preparation” and is carried out
remote from the actual work area. Training is the systematic
development of attitude, knowledge and skil pattern required
by a person to perform a given task adequately.
Development is the growth of the individual in terms of
ability, understanding and awareness within the
organization. These three-education, training and
development are necessary to develop workers to undertake
higher grade tasks of providing the conventional training of
new and young workers.


Evaluation of the effectiveness of training should be done to
ensure that it is cost effective; it identifies needs and modifies or
extends what is being provided, to reveal new needs and redefine
priorities. Most of al , this is to ensure that the objectives of the
training are met (ACCEL-Team, 2005).

For HRDPI (1997), the key to individual and team
development is training. The characteristics of successful
organizations include budgeting training expenses and releasing
individuals to attend training sessions; providing centralized core
training appropriate to the job and providing training specifical y
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

40
tailored to the needs of the teams. A successful training
environment is a critical component of human resource principles,
since continuous training is a joint responsibility of the employer
and organizations.

In a related study by HRDPI in 1999, evidence of the
benefits of training include reducing likelihood of an employee
leaving the organization, raises workers’ productivity by 16% and
increases their innovation on the job. It also found that it is less
expensive to train and upgrade skil s of existing workers than to
hire and train new workers.

Another strategy to improve human capital Col ins et al,
(2001), is to directly increase the education and exposure within the
existing workforce. This can be done through in house training or
access to continuing education through tuition fee reimbursement
programs. Firms ca also increase specialized knowledge or skil s
through the use of performance appraisals to identify needed
knowledge, skil s and attitudes (KSAs) and implement development
plans designed to improve those key result areas.

McGregor of ACCEL-Team (2005) believed that people want
to learn and that work is their natural activity to the extent that they
develop self-discipline and self-development. They see their reward
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

41
not so much in cash payments but in the freedom to do difficult and
chal enging work by themselves, for man’s behavior is seen as
dominated by his unsatisfied needs. He is a perpetual y wanting
animal, for when one’s need is satisfied, he aspires for the next
higher one. This is therefore seen as an on going activity in which
the man is total y absorbed in order to attain perfection through self-
development.

Furthermore, training is an investment in human resources
and exceptional training can be a source of sustainable competitive
advantage. Intensive skil s training improve the current level of
employee productivity (ACCEL-Team, 2005).

In this environment, greater attention is paid to the
management and development of human resources within firms.
Education and training are seen as important investment for
improved prosperity for both firms and individual workers. Human
resource management policies such as workplace training, variable
pay and employee involvement have an important role to play in
facilitating change. New technology requires new skil s and
workplace training provides employees with the necessary skil s.
Firms need to adapt to changing markets, job rotation, flexible job
designs. Work teams give firms the necessary flexibility in their
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

42
production process. Firms use human resource management
practices as strategic tools to achieve objectives such as cost
reduction and product development (Leckie et al 2001).

The decision to train arises from a number of reasons based
on evidences from a series of case studies. Betcherman et al
(1997) conclude that much of the workplace training occurring in
Canada is of an event-triggered or episodic nature. Factors such as
organizational and technological change increase the demand for
high skil ed workers. This in turn increases the need for workplace
training. As the demand for skil s arise, the supply of workers must
react accordingly.

Though formal education provides the foundation for human
capital, workers must also continuously keep those skil s current in
the face of pervasive technological and organizational change and
product innovation. When introducing change, employers must also
provide for the upgrading of their workers’ skil s to facilitate
adjustment to the new environment.

With regard to job satisfaction and training, Betcherman
(1997) found that the percentage of employees who were very
satisfied in their jobs was greater among those who participated in
workplace training than those who did not. Also, employees who
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

43
reported that the training they received was about right for the
demands of their jobs were more likely to be very satisfied than
those who said that the training was too little or too much for the
demands of their jobs.

In summary, Bagano (2000) concludes that recruitment from
within, increases the general level of morale of employees who feel
that there are avenues for their promotion or transfer instead of
their being locked up in dead-end jobs. Because morale is
heightened, their preparation for the eventualities of promotion or
transfer is encouraged. External recruitment is only done when
positions whose job specifications cannot be met by existing
personnel or when the organization plans to expand the present
personnel set up.
Performance Appraisal

Performance is defined as the outcome of work performed
by an individual which, can be measured from the tangible work
accomplished (quantity), the time consumed to finish work (time)
and the quality of results (quality). Productivity is directly
accomplishing the end results (Cawilan, 1997).

In the past, complacency was palpable in al echelons of the
employee force because regardless of performance, they got one
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

44
month midyear bonus. The so-cal ed merit increase were given
across the board to al management staff with not even a remote
link to performance. Job classification was obsolete and the higher
management levels, it was non-existent. Recently, a new
Performance Management System was instal ed and merit
increases and promotions were linked to performance. The
subliminal message sent was “shaped up or be shipped out”, and a
few were shipped out indeed afterwards (Martires, 2000).

According to Andres (1991) as cited by Calimag (2004) a
wel -developed and systematic performance appraisal and
maintenance system can serve management in many ways. It can
be a tool to discover employees “weaknesses”, to stimulate
employees to continue improving themselves; to spot certain
talents or abilities of employees which may have been overlooked
in the course of the employees’ regular work and to assist
management in assigning work in accordance with their employees’
abilities.

Tudcor (2000) found that employees in both public and
private sectors emphasized intrinsic factors in deriving satisfaction
from their work. Public employees value factors such as relations
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

45
with co-workers, better working conditions, organizational policies
that are significantly higher than in the private sector.

Davis and Newstrom (1989) postulated that in the
performance-satisfaction-effort loop, the sequence is that better
performance typical y leads to higher economic, sociological and
psychological rewards. If these rewards are perceived as fair and
equitable, then improved satisfaction develops because employees
feel that they are receiving reward in proportion to their
performance. If rewards however, are seen as inadequate for
one’s level of performance, dissatisfaction tends to rise. The
implication for management is to devote its efforts to aiding
employee performance, which wil likely produce satisfaction as a
by product.

According to Buen (1979) the relationship between personal
and work related variables such as job satisfaction, work
motivation, perception of the sensibility of the organizational reward
system, ability for the job, and tenure to job performance is directly
affecting job performance of electric company employees.

Factors such as economics, (good salary, permanent status
of appointment, sufficient benefits and incentives, good
opportunities for promotion, job tenure), social factors among
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

46
others which include harmonious working relationship with
superiors, peace and order situation, good place of assignment,
time schedule affect the job satisfaction and performance of
agricultural technologists in the Cordil era (Sarrano, 1993).

Egente (1982) also found that conducting training programs
to employees were directed towards achieving increased
productivity of employees, improved effectiveness and efficiency.
Banks prefer on the job trainings, seminars, workshops, job rotation
and conference methods.

The promotion of an employee to a better job is based in
terms of greater responsibility, more prestige or status, greater
skil s and increased rate of pay or salary. Better hours, better
location and working conditions also characterize the better job to
which an employee seeks promoting. But if the job does not involve
greater skil and responsibility and the employee does not receive
higher pay, then the same employee is moved to seek for a higher
level position outside the organization (Martires, 2000).

Rewarding people for good performance and loyalty in the
form of promotion boosts employee morale and encourage the
employees to render to the company the best service they are
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

47
capable of. Promotion is considered to be one of the motivational
tools of management (Sison, 1981).

Further, Sison adds that promotions are effective motivating
actions and that they afford satisfaction to the average individual in
his desire to develop, advance and improve his status. In addition,
people wil work harder if they know this wil lead to a promotion on
their part. Most employees have a desire to move higher. They
want the higher pay that accompanies a promotion in order to
achieve better standards of living.

The shift of attention and consideration by organizations
from activities that have direct bearing only on the material and
financial resources of its various functions to enhancement of
human resources is a worth noting phenomenon in the 1990’s.
This indicates their awareness of the significance of people in the
total quality management enterprises. Three of these important
components are career, time and stress-free health (Martires,
2000).

Career management is the pathing, planning and
development of one’s work schedules and activities in relation to
the individual’s abilities, skil s, competencies and with the
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

48
assistance of management in order that employees can take
greater job and personal responsibility in the future.

The organization helps each individual to col ect information
about self, develop realistic life and work goals that must satisfy self
values, needs and want and formulates these into action plans to
achieve these goals while pursuing organizational goals”. This is a
life long process by which a person can efficiently and effectively
develop and pursue realistic and chal enging goals that enables
him to become the person he wants to be (Martires, 2000).

An organization that does not manage the career of its
employees would tend to lose its more ambitious and better skil ed
employees to other organizations. For people, it is career growth
than compensation that provides satisfaction (Martires, 2000).

Tudcor
(1998),
confirms
previous
findings
that
compensation, nature of work, opportunity for advancement, good
working environment and fringe benefits affect the performance of
the workers in the DSWD. Hence, personnel management is trying
many methods to improve job satisfaction and the work
environment. Some of the more promising ones are: matching
abilities of employees and the job through better selection and
placement process; improving on work schedules, giving more
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

49
recognition to individual employees and using better motivational
methods.

The above cited literate have direct relevance to the study at
hand as al directly or indirectly have implications to improving the
quality of work in any agency.
Conceptual Framework

The success of any agency or organization whether a
government or a private entity is dependent on how wel its human
resources implement the goals and objectives of the agency or
organization. In a bureaucratic organization like some of those in
the Philippine government, success is measured by how wel the
human resource manager makes use of the people in the
organization.

The schematic diagram of the study is reflected in Figure 1.
The independent variables included the four function areas of
Human Resource Management, namely: personnel selection;
career training and development; welfare benefits and services;
and performance appraisal. These encompass majority of the
basic activities of HRMs in both government and non-government
agencies. Activities under these functions are also easily identified,
thus regarded more observable and measurable.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

50
DEPENDENT



VARIABLES

 Level of Professional Competence







along the fol o
wing Human
Resource Functions:








a.
Personnel Selection

b. Career Training and








D
c.
evelopm
Benefits a
ent

nd Services
d. Performance Appraisal










INDEPENDENT VARIABLES
 Significant differences in level of

competencies according to:







a. ty pe of ag

ency

b. position of respondents

 Functi
ons

of
H
uman



 Signifi cant diffe rences in level of
Resource Managers:
competencies according to HRM’s







profile

a. Personnel Selection

 Level of Importance
b. Ca reer Tr
aining a nd






Development
 Significant level of importance
c. Be nefits a nd Serv ices


acco
rding to:
a. type of ag
d. Performance
ency
b. position of respondents
Ap praisal.








 Problems encountered









 Signifi cant diffe rences in problems
encountered to:







a. ty pe of ag ency


MODE RATIN
G VARIAB LES







 Human
Resource
Manager
Profile:








Age
Education
Years of Profe
ssional Ex perience





Trainings Attended

 Type o f Agency:







Government
Non-g overnmen t








 Position of Respondents
1st leve l








2nd level
HRMO s










Figure 1: Schematic Diagram of the Study
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

51
The dependent variables were the level of professional
competence of human resource managers in some selected
government and non-government agencies along the function of
personnel selection, career training and development, welfare
benefits and services, and performance appraisal. The problems
encountered by the HRMs were also part of the dependent
variable.

Included in the moderating variables were: the type of
agency where these HRMs work which is either a government or
non-government and position of respondent either 1st , 2nd level or
HRM were also considered. Factors such as: age, education,
years of professional experience and trainings attended were also
part of the moderating variables.

Age may have a bearing on one’s maturity level, energy and
decisiveness which may in turn affect his/her manner of doing
his/her duties. Education may define one’s learning experiences
and the way by which a person gains theoretical knowledge and his
educational preparation may in some way affect his performance in
a given job Trainings are opportunities to upgrade one’s knowledge
and competence.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

52

The expected output were the level of professional
competence of HRMs of some selected government and non-
government agencies along the functions of personnel selection;
career trainings and development, welfare services and benefits
and performance appraisal.
Definition of Terms

The fol owing terms were defined as used in the study.
Professional Competence. This refers to the educational
qualification, training and experiences possessed by a human
resource manager. Specifical y in this study, this refers to the
expertise, mastery of skil s, knowledge and techniques possessed
by a human resource practitioner in his/her work as measured by
given indicators.
Personnel Selection. This is a function of a human resource
manager denoting the movement or progress of personnel. In this
study, personnel selection includes appointments which are
original, initial, promotion, transfer, re-employment, re-appointment,
reinstatement, upgrading or reclassification (Dessler, 1997)
Welfare and Benefits. These refer to the rewards provided
by employers to their employees as mandated by laws and
regulations or as provided voluntarily by the agency. These include
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

53
leaves, loans, health care, retirement, insurance, cash incentive,
etc.
Training and Development. This refers to any activity initiated to
foster learning and improve the knowledge, skil s and activities of
individual employees or as a group. It includes workshops,
seminars, conference, study tours, etc. In this study, trainings are
classified as (HRD, 1999):
1. Character Building Programs which help participants see,
think, and act more effectively in order to get better results,
create long term relationships and accomplish the most
meaningful goals. Examples are, values orientation, moral
recovery program etc;
2. Expertise Building Programs which provide the participants
activities that improve their specific technical competencies,
increase organizational productivity and performance.
Examples are personnel management courses, leave
administration course for effectiveness, etc;
3. Leadership and Management Programs which provide
participants with comprehensive range of tools for their
multifaceted roles as planner, coach, facilitator thus
enhancing their management effectiveness and overal
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

54
leadership potential. Examples are supervising development
course, interaction management etc; and
4. Total Quality Programs which aim to give participants the
knowledge and skil s to increase productivity, improve
service quality and build high involvement in the workforce.
Examples are productivity techniques, total quality
management forum, etc.
Performance Appraisal. This refers to the formal, structured
system of measuring and evaluating the employee’s related
behavior (Schuler, 1981). This is done periodical y depending on
the agency’s prescribed rating period.
Career Management. It is both an individual and
organization’s program of planning, pathing and development of
present and future work activities which would fit one’s abilities,
skil s, competencies and aspirations.
Career. This is a perceived sequence of attitudes and
behaviors associated with work related experiences and activities
over the persons’ life span.

Human Resource Manager. He/she is an individual
authorized by the head of agency to assume the responsibility for
the development of a comprehensive and balanced personnel
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

55
systems and programs designed to promote morale, integrity,
efficiency, responsiveness, progressiveness and courtesy; in the
implementation of personnel management programs (CSC
Personnel Officer’s Manual)
Age. This refers to the number of years a person lived
since birth. In this study, it is classified as: a) 20-29 years; b) 30-39
years; and c) 40 years old and above.
Education. It is a formal mode of learning leading to a
degree. In this study, it is classified as:
1. Educational Attainment which includes the baccalaureate
degree; master’s degree holder; and doctorate degrees.
Years of Professional Experience. This refers to years in
service in the agency either in NGA or GA which are human
resource related and categorized as: less than 5 years; 5-10 years;
and more than ten years.
Trainings Attended. These are to the number of capability
buildings/seminars undergone by participants.
Type of Agency.
It is any organization, institution,
corporation, business entities both government owned or privately
owned
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

56

Position of Respondent. This refers to the place in the
agency as defined by the job description and compensation
received.
Problems. These are the difficulties and chal enges met
and faced by Human Resource Managers in relation to the four
areas of concern, namely: personnel selection, career training and
development, benefits and services and performance appraisal
Job rotation. This is the process of systematical y moving
workers from one job to another in an attempt to minimize
monotony and boredom
Cross posting. It involves geographical transfer of an
individual from one area to another, occupying the same position
Hypotheses of the Study

This study tested the fol owing hypotheses:
1. There is no significant difference in the level of competence
of human resource managers;
2. There is no significant difference in the level of competence
of human resource managers along identified functions along:
a) Type of agency
b) Position of respondent
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

57
3. There is no significant difference in the level of professional
competence of the human resource managers in terms of:
a) age
b) education
c) years of experience
d) trainings attended
4. There is no significant difference in the perceived level of
importance of given functions;
5. There is no significant difference in the perceived level of
importance of given functions when compared by:
a) type of agency
b) position of respondent
6. There is no significant difference in problems encountered
when compared according to:
a) type of agency


Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

METHODOLOGY



This study presented the methods and procedures used
in this study. It includes the locale of the study, the
respondents, the instrument used to gather data, the data
gathering procedure, statistical treatment of the data.
Locale and Time of the Study

Most Regional Offices of the Cordil era Administrative
Region are found in the City of Baguio and La Trinidad of
Benguet. These areas were the places where the study was
conducted (Figure 2).

The province of Benguet came into the cultural
mainstream of the Philippines retaining its ethnicity apart from
the rest of the Philippine Islands. It lies at an elevation between
3,000-8,000 feet. Benguet covers an area of 2,616 square
kilometers spread nearly entirely over the Grand Cordil era
eastward, the line peaks and ridges of the Polis range and
southeastward into the Carabal o mountain.
Benguet is peopled by two major ethno linguistic groups:
the Kankanaeys, who inhibit the north and northwest and the
Ibalois, the south and southeast. A lesser group cal ed the
Kalanguyas, sometimes cal ed Ikalahans, inhabit a strip along
the Polis Range in the east. There is another tiny group cal ed
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

59



Figure 2: Map Showing the Locale of the Study

Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

60
Karaos who inhabit a vil age of that name in the Agno Val ey in
the town of Bokod, ( A Travel Guide to Benguet Province, 2001)

Baguio City, known as the City of Pines is situated 5,200
feet above sea level on a central plateau at the populated edge
of the great Cordil era Range. It is the modern heart of the
highlands, the gateway to the maintain “sky world” and much
loved retreat with cool weather and wonderful mountain.

Baguio City is situated within Benguet Province and is the
lone city in the entire region of CAR. It has a land area of 57.49
square kilometers and a perimeter of 30.98 kilometers on a
flattened peak of the Mountains of Benguet. It has 129
barangays. It is bounded on al sides by the different
municipalities of Benguet, on the north by the capital town, La
Trinidad, to the west by Tuba, on the east and south by Itogon.
This research was conducted from June 2006 to
February 2007.
Respondents of the Study

The respondents of this study were 45 HRMs and 90
employees representing 1st and 2nd level employees of 30
selected government agencies and 15 non-government
agencies of Baguio City and Benguet (Table 1).


Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

61
Table 1: Profile of Respondents

PROFILE
f
%
Type of Agency





Government Organizations (GOs)
90
67
Non-Government Organizations (NGOs)
45
33



Position of Respondents





HRM
45
33
1st Level personnel
45
33
2nd Level personnel
45
33



Age of HRMs





20-29
2
4
30-39
16
36
40 and above
27
60



Educational Attainment of HRMs





Baccalaureatte Degree
22
49
Masters Degree
20
44
Doctorate Degree
3
7



Years of Experience of HRMs





less than 5 years
18
40
5 to 10 years
13
29
more than 10 years
14
31



Trainings Attended by HRMs





1 to 11
19
42
12 and above
26
58



TOTAL
135
100




Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

62
The table shows a total of 135 respondents with 90 (67%)
from the GAs and 45 (33%) from the NGAs. There 45
respondents each from the 1st and 2nd level staff and 45
respondents also from the HRMs.
With regard to age of the 45 HRMs, majority (60%) of
were in the 40 and above age range, fol owed by 30-39 range
(36%) and 4% with ages from 20-29.
In terms of educational attainment, 49% of the HRMs had
baccalaureate degrees. This is closely fol owed with masters
degrees (44%) and only 7% with doctorate degrees.

For years of experience, majority (40%) of the
respondents have less than 5 years experience, fol owed by
31% with more than 10 years and 29% with 5 to 10 years
experience

Reflected also in the table are the number of trainings
attended in areas of Character Building, Expertise Building,
Leadership and Management and Total Quality Programs, which
are essential in the holistic development of an HRM to better
discharge their functions. The table shows that majority of the
HRMs (58%) attended 12 or more trainings while 42% were able
to attend 1 to 11 trainings comprise.


Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

63
Instrumentation

The primary research tool used in this study was a
structured questionnaire to determine the self evaluation of the
human resource managers on the level of their professional
competence (Appendix E). Also, a different structured
questionnaire was administered to representatives from the 1st
and 2nd level positions (Appendix D).

The questionnaires were divided into three parts. The
first part dealt with the personal profile of the respondents.
Variables included the name of the respondents (though this is
optional) type of agency and level of position.
Age, education, professional experience in human
resource and trainings attended were included in the
questionnaires for the HRMs.
Part II measured the professional competencies that
human resource managers possess in the areas of personnel
selection, career training and development, benefits and
services and performance appraisal. Under each function were
duties and responsibilities of Human Resource Managers.
Corresponding to each indicators described are numerals in
which respondents were instructed to encircle the number
corresponding to their personal assessments. The numerals
have the fol owing meanings:
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

64
5- very high (VH): The competence level 96% to 100%
every time the role is performed.

4- high (H): The competence level is 76% to 95% every
time that the role is performed

3- moderate (M): The competence level is 51% to 75%
every time the role is performed

2- low (L): The competence is 50% or less every time the
role is performed

1- not competent (NC): The respondent is not at al
competent every time the role is
performed

NA- not applicable (NA): The respondent does not
perform the role at al .


With regard to the perceived level of competencies of
HRMs the four identified functions, the respondents were also
asked to encircle the number that corresponds to their answer,
with choices being:
5 – very high (VH): The function is 96% to 100%
important to me


4 – high (H): The function is 76% to 95% important to me

3 – moderate (M): The function is 51% to 75% important
to me

2 – low (L): The function is 50% or less important to me

1 – not important (NI): The function is not at al important
to me

The last part consisted of items regarding the problems
encountered by the HRMs in the performance of their functions.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

65
The HRMs determined how the given problems affect their level
of competence. The 5 choices are as fol ows:
5 – very high (VH): The problem affects competence by
96% to 100%

4 – high (H): The problem affects competence by 76%
to 95%

3 – moderate (M): The problem affects competence by
51% to 75%

2 – low (L): The problem affects competence by 50% or
less

1 – not a problem at al (NP)

Data Gathering Procedures

After the constructed questionnaires were approved, the
researcher approached the HRMs, 1st and 2nd level employees
to personal y administer the questionnaires and gave an over
view, purpose and importance of the study. Clarifications were
also given on how to answer the tool. A period of four months
was needed to get the needed data, since the researcher has
limited time during the week to float the questionnaires herself.

There were 185 questionnaires reproduced for the study,
but only 135 were properly accomplished and considered for the
study.
There were only 15 NGOs that were wil ing to be included
in the research, the reasons stated for non-wil ingness were
confidentiality of HRM procedures being implemented and lack
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

66
of HRM section, since this is also included as function of the
owner to smal er organizations. For GOs on the other hand,
they were very accommodating since the researcher is from the
public sector and a member of the Regional Council of
Personnel Officers (RCPO), the organization of HRMs in the
public sector.
Statistical Treatment of Data

The responses were tal ied and tabulated using the
Statistical Package for Social Sciences (SPSS). To describe the
data and to verify if the hypotheses of the study are accepted or
rejected, the appropriate statistical tools were employed.

Data were subjected to computations using frequency
counts, percentage, computation of mean scores and ranking.
Inferential statistics like one way classification through the
analysis of variance (ANOVA) were used to test the hypotheses.
The F-test and t-test were also used to test the significance of
differences.

To obtain the computed F-value, this formula was used:
Fc = MSBetweenGroup
MSWithinGroup


To obtain the computed F-value, the fol owing preliminary
computations were done:

Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

67
1. Sum of Squares:
Correction Factor = CF = Y2




N
Total Sum of Squares = ∑ ∑ Y 2
y – CF

Between Group Sum of Squares = ∑ Y 2
y – CF



n1

Within Group Sum of Squares = (Total Sum of Squares) –




(Between Group Sum of Squares)
2. Degree of Freedom
Total df = n-1 (df means degrees of freedom, n is the total
number of respondents)

Group df = p=1 (p is the number of groups under
comparison)

Error df = ∑ (n1-1) (n1 is the number of respondents in
the ith group)
3. Mean Squares
MSBetweenGroup = BetweenGroupSum of Squares




( p - 1)

MSWithinGroup = WithinGroupSum of Squares




∑ (n1-1)
4. Computed F-value
Fc = MSBetweenGroup

MSWithinGroup

Where:

Yi = total of the ith group


Yi = mean of the ith group = Yi /n1


Y.. = grand total


Y.. = grand mean = Y../n





Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

68





MSBetweenGroup
Under the nul hypothesis, the quantity MSWithin Group
has an approximate value under the F-distribution. Thus, thus
the nul hypothesis is rejected if Fc> Fa (Trt df, Error df); otherwise it
is accepted.

The criterion point for the acceptance and rejection of the
hypotheses was at 0.10 level of significance.



Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

RESULTS AND DISCUSSION

This section presents a discussion of the perceptions of the
respondents regarding the level of professional competence of the
Human Resource Managers (HRMs) in selected government and
non-government agencies in Baguio and Benguet.
Level of Professional Competence of Human Resource
Managers in identified functions




Table 2 focuses on the level of professional competence of
HRMs in four identified major functions: personnel selection, career
training and development, employee welfare and benefits, and
performance appraisal.
Table 2 shows the ranking of the functions. Personnel
selection (rank 1), employee welfare and benefits (rank 2),
performance appraisal (rank 3) with adjectival ratings of high while
career training and development (rank 4) was rated as moderate.
The high assessment means that the competence level of
the HRMs is 76% to 95% every time they performed their roles in
personnel selection, employee welfare and benefits and
performance appraisal, while a moderate level of professional
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

70
Table 2: Level of professional competence of HRMs in identified functions
FUNCTIONS
WEIGHTED
ADJ.
MEAN
RATING RANK




1. Personnel Selection
4.07a
High
1
2. Career Training and Development
3.49 d
Moderate
4
3. Employee Welfare and Benefits
3.89 b
High
2
4. Performance Appraisal
3.82 c
High
3
Overal Mean
3.82
High





The letters tel that while the 3 high are so, each is significantly different
from each other

Legend:
Extent
Statistical Limits
Adjectival Rating

5
4.51 – 5.00
Very High (VH): The competence
level is 96% to 100% every time
the role is performed

4
3.51 – 4.50
High (H): The competence level is
76% to 95% every time the role is
performed

3
2.51 – 3.50
Moderate (M): The competence
level is 51% to 75% every time the
role is performed

2
1.51 – 2.50
Low (L): The competence level is
50% or less every time the role is
performed

1
1.00 – 1.50
Not
Competent
(NC):
The
respondent is not at al competent
every time the role is performed


competence means that their competence level in relation to career
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

71
training and development was only 51% to 75% every time this
function is performed. The overal mean (3.82) shows that the level
of competence of HRMs is general y high. A post hoc test
however showed significant differences in the level of perceived
competencies.
Comparatively, the respondents were most competent in
personnel selection (4.07) in terms of preparing and updating
plantil a of personnel, developing and maintaining merit promotion
plan and system of ranking positions, developing agency
recruitment program, evaluating qualifications of applicants and
preparing short list of applicants, participating in personnel
selection and deliberation, and preparing and submitting
appointment documents.
The high level of professional competence of HRMs in
personnel selection adheres to what Wil iams (2002) cites that
when an organization adopts a strategy of achieving superior
performance through the work force, it wil need the right people in
the right places. In doing so, organizations should use imaginative
selection technology.

Moreover, such high level of competence in personnel
selection manifests what the Human Relations Program Office
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

72
(HRPO, 1997) study found that a competency-based selection
predicts superior job performance. Consideration of this is that
selection process can serve as a tool that can help interviewers
distinguish likely superior performers from likely average
performers. People who are wel -matched to their jobs in terms of
both skil s and temperament tend to remain in their jobs longer than
others. After al , recruitment or promotion requires that an
assessment of the present and future needs of the organization be
compared with present resources and future predicted resources.

On second rank is the perceived level of competence (3.89)
which is on employee welfare and benefits. This refers how wel
the organization satisfies the needs of its staff in preparing
payrol /salary vouchers, preparing certificates (salary received,
appearance, employment, etc.), processing leave applications and
claims (monetization, terminal, maternity, etc.), preparing notices
on salary adjustment, processing retirement / separation claims,
coordinating with other offices on provision of other benefits (bank
loans, housing, etc.), developing and maintaining up to date
employee incentives & awards services, providing counseling
services, and preparing reports on leaves, absences, tardiness, as
wel as updates personnel records.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

73
The high competence level accedes to what ACCEL-TEAM
(2005) advices that to retain good staff and to encourage them to
give their best while at work required attention to the financial and
psychological and even physiological rewards offered by the
organization as a continuous exercise. Attention to the mental and
balanced wel -being of employees is normal in many organizations
as a means of keeping good employees and attracting others.
These are done in varied ways, from soft loans and to counseling
with respect to personal problems. Deeper concerns for the
workforce from higher ups is, indeed, a plus factor that motivates
employees to give their best to the productivity of the organization.
The HRPO Project (1997) has also found that a formal
recognition and rewards program wil validate current practices at
the institute, Recognizing and rewarding employees benefit both
the employee and the employer, since the benefits come in terms
of lower stress, lower absenteeism and others. The resulting
improvement in morale among employees leads to greater
productivity.

Gould-Wil iams (2002), on the other hand, stated that
workers should be appropriately and equitably rewarded for their
effort. He adds that when employees see that the management
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

74
team are the ones benefiting from their diligent efforts, they become
discouraged.

Professional competence in performance appraisal of HRMs
ranked third (3.82). The primary goal of a performance appraisal
system is to generate accurate and valid information regarding the
behavior and performance of members of the organization
(Feldman 1983) as cited by Canave, 2000. Performance Appraisal
in this study includes developing and maintaining up to date
performance evaluation system, assisting supervisors and
subordinates in accomplishing action plans and rating forms,
facilitating performance review, analyzing employees performance,
monitoring the submission of performance appraisal reports,
reviewing performance appraisal reports, recommending the use of
performance rating in promotions, salary increase, training, etc.,
maintaining records of performance reports.
The table manifests some close relationship to what Calimag
(2004) cites that a wel -developed and systematic performance
appraisal and maintenance system can serve management in many
ways. It can be a tool to discover employees’ weakness, to
stimulate employees to continue improving themselves, to spot
certain talents or abilities of employees which may have been
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

75
overlooked in the course of the employees’ regular work and to
assist management in assigning work in accordance with their
employees’ abilities. This entails working with top management and
employees to determine the actual course and motivates them to
solve it.
As cited by Canave (2000), lack of confidence in the
appraisal method used and fear of an employee’s reaction of his
assessment makes many managers reluctant to institutionalize
performance appraisal. A good HRM however, should provide
performance feedback to employees in a way that it should elicit
positive behavioral response.

The last in the ranking is career training and development
(3.49) with an adjectival rating of moderate which means that the
competence level is 51% to 75% every time the role is performed.

The respondents considered the HRMs average in terms of
career training and development which specifical y involves
preparing a comprehensive training and development plan,
conducting orientation programs for new employees, conducting
character building programs, utilizing alternative strategies such as
job rotation, OJT, coaching, coordinating with training institutions,
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

76
and providing access to scholarships and other advancement
opportunities.

Personnel Training and Development programs have been
used by many successful private companies as a way of ensuring a
ready pool of labor with in the organization.

According to the HRDPI (1997), the key to individual and
team development is training. The characteristics of successful
organizations include budgeting training express and releasing
individuals to attend training sessions, providing centralized care
training appropriate to the job and providing training specifical y
tailored to the needs of the team.

Another strategy to improve human capital is to directly
increase the education and exposure with in the existing work
force. This can be done through in house training or access to
continuing education through tuition fee reimbursement programs
Col ins (2001).

The ranking of functions implies that the HRMs are focused
in personnel selection, welfare and benefits and performance
appraisal but not so much in training and development. This is
perhaps due to the new laws and guidelines being issued by the
different governing entities. Further, with the intensive mechanisms
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

77
of the Civil Service Commission (CSC) to accredit agencies, HRMs
become aware of the requisites in order to pass, like presence of a
sound records management which includes completeness, up to
dateness, authenticity and organization of basic personnel
mechanisms like Merit Promotion Plan (MPP), System of Ranking
Positions, Plantil a of Personnel, Grievance Machinery,
Qualification Standards and Performance Evaluation System. One
of the advantages of an accredited agency is the delegation to take
final actions on appointments by head of agency. With the
increased responsibility of the HRMs, it is likewise that they should
increase their awareness not only in the three areas.

On the other hand, with a training section in the
organizations, capability building is no longer with the HRMs, thus
the moderate level of competence in this area. The employment
and development of human resource is achieved by planned
employment to enable employees to acquire the knowledge, skil s
and attitudes required of them to perform work effectively. This
includes direct experience of various situations and by formal
courses.

The responsibility of an organization is similar to that of a
good teacher in creating the right climate for growth and providing
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

78
opportunities for the self-development of its employees in order to
go up the career ladder.

And like a teacher, one has to have the necessary skil s and
knowledge in order to teach confidently. Thus, HRMs have to be
competent in al of their functions for them to help in guiding an
individual towards his/her appropriate career path.

With the foregoing, we therefore reject the nul hypothesis
along the 4 functions.

Competence and Variables Related to the Job



This section discusses the findings in line with the level of
competence of HRMs and variables like type of agency and
position of respondents.
Competence and Type of Agency


Table 3 presents the level of professional competencies of
HRMs in four identified functions according to type of agency. The
two types of agencies used in this study are the government (GA)
and non-government (NGA).
The table shows that general y, HRMs of government
agencies (3.92) are more competent than those from the
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

79
Table 3: Level of professional competencies of HRMs in identified
functions according to type of agency
TYPE OF
FUNCTIONS
AGENCY
t-value
prob.
GA
NGA





1. Personnel Selection
4.06
3.88
1.31ns
0.19
2. Career Training and
Development
3.60
3.31
2.02*
0.04
3. Employee Welfare and
Benefits
4.06
3.57 4.10***
0.00
4. Performance Appraisal
3.95
3.57 2.95***
0.00





Overal Mean 3.92
3.58







ns
- not significant * - significant at ∞ 0.10 ***-highly significant

Legend:
Extent
Statistical Limits
Adjectival Rating

5
4.51 – 5.00
Very High (VH): The competence level
is 96% to 100% every time the role is
performed
4
3.51 – 4.50
High (H): The competence level is
76% to 95% every time the role is
performed

3
2.51 – 3.50
Moderate (M): The competence level
is 51% to 75% every time the role is
performed

2
1.51 – 2.50
Low (L): The competence level is 50%
or less every time the role is
performed

1
1.00 – 1.50
Not Competent (NC): The respondent
is not at al competent every time the
role is performed

Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

80
NGAs (3.58). Specifical y, those from the GAs (4.06) are more
competent in the functions of employee welfare and benefits
compared to the NGAs (3.57) with a t - value of 4.10, which shows
a highly significant difference. This is also shown in the
performance appraisal with GAs having a better competence (3.95)
compared to the NGAs (3.57) with a t - value of 2.95 (highly
significant). For career training and development, the GAs
competence of 3.60 compared to the NGAs of 3.31 shows a
significant difference with a t - value of 2.02.
Categorical y, the GAs perceived that HRMs have better
competencies than those in the NGAs, thus the rejection of nul
hypotheses for the three functions. This could be due to the fact
that government agencies have better financial capabilities
compared to their non-government counterpart for the
implementation of the functions. Financial capability has a great
impact in carrying out of activities and programs of any
organization.
With intensive information dissemination on the rights of
government employees, they are aware of what they are entitled to.
This is one of the mechanisms of transparency of the government
today. That is, while giving importance to the output of staff,
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

81
performance appraisal has to be strictly implemented. Agencies of
the government are given uniform forms to fil up to asses their
accomplishment for the period like the Performance Evaluation
System (PES), Performance Contract (PC) and Performance
Appraisal Matrix (PAM) which are reflects employee outputs.
These assessments could be the basis for coursing a career for the
individual in the organization.
The non significant difference in personnel selection for both
organizations is explained by the fact that there are government
agencies that monitor GAs and NGAs. Further, this implies that
both organizations have institutionalized procedures to fol ow in
relation to personnel selection.
In a study made by Wil iams (2002), a rigorous selection
process not only provides the right people, but has a positive
psychological effect, since newly recruited or promoted employees
have undergone the rigorous process and more likely to feel part of
an elite organization.
In addition to recruitment, selective screening practices that
increase the amount of relevant information gathered permit firms
to identify and hire employees with stronger personalities,
knowledge and abilities (Col ins, 2001).
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

82
The main and ultimate goal of career management is to let
the individual aware of himself – his strengths, weaknesses and
aspirations and to match these with career goals. It is through
career management that an individual moves forward racing with
himself and others in the work setting (Martires, 2000).

Career management is considered to be a life long
processes by which a person efficiently and effectively develops
and pursues realistic and chal enging goals that enables individuals
to become what they want to be.
A competent HRM therefore is instrumental in career pathing
of individuals, since performance appraisal is one of their functions.

The nul hypothesis for personnel selection is accepted but
rejected in career training and development, employee welfare and
benefits and performance appraisal.
Competence and Position of Respondents
Table 4 shows the level of professional competencies of
human resource managers in the identified functions according to
position of respondents. There are two groups of respondents: first
level and second level. The first level of respondents belong to
Salary Grades 1 – 9 and the second level are those with salary
grades 10 and above.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

83
Table 4: Level of professional competencies of HRMs and functions
according to position of respondents

POSITION OF
FUNCTIONS
RESPONDENTS
t-value
prob.
1st Level 2nd Level





1. Personnel Selection
3.95
4.09
0.98 ns
0.33
2. Career Training and
Development
3.42
3.64
1.50 ns
0.14
3. Employee Welfare and
Benefits
3.82
4.02
1.56 ns
0.12
4. Performance Appraisal
3.17
4.03
2.39***
0.02





Overal Mean
3.59
3.95







ns – not significant * - significant at ∞ 0.10
*** - highly significant
The overal mean (3.95) shows that the 2nd level employees
perceived that HRMs have higher level of competency along the
four functions as compared to the perception of those in the 1st
level (3.59). The table also shows that along personnel selection,
2nd level employees (4.09) perceive that the HRMs are more
competent along this function as compared to those in the 1st level
(3.95). The difference however was not significant with a t-value of
0.98.
For the function career training and development, the 2nd
level employees perceive that the HRMs are more competent
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

84
(3.64) than the 1st level employees (3.42), but the difference is not
significant with a t-value of 1.50.
When compared along the function of employee welfare and
benefits, the HRMs are perceived to be more competent by the 2nd
level employees (4.02) as compared tot eh 1st level employees
(3.82). While this is so, the difference in the perception is not
significant based on the t-value of 1.56.
On the other hand, it is along performance appraisal that
shows a high significant difference with a t value of 2.39, where 2nd
level employees perceive the HRMs to be more competent (4.03)
as compared to the perception of the 1st level employees (3.17).
The significant difference exists perhaps because it is mostly
the 1st level group who are strictly assessed by the 2nd level and the
assessment ends when they are scored. Thus, the 1st level
employees are not very appreciative of performance appraisal.
This finding is contrary to what Canave (2000) stated that
the HRM of the agency is responsible in assisting employees and
supervisors in the accomplishment of target worksheets and rating
forms, and assists the management in analyzing performance
ratings to identify the strength and weakness of each employee,
which can be used as basis for personnel movements later on.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

85
Moreover, it could also be the basis in finding out the cause of a
bad performance and help them come up with solutions, as wel as
to motivate staff to continue their good performance, as long as
managers and staff communicate.
Gould-Wil iams (2002) adds that communication is regarded
as an essential factor in achieving enhanced performance through
the work force. Also, if greater employee identification with the
organization is to be elicited, then communication is essential so
that employees are made aware of the relationships between cost
of profit, performance and prospects. This is one way by which they
can appreciate how their interests and those of the company are
related.
As the DSWD manual on Career Planning and Development
(2004) states, blending employees’ career goals and the
Department’s organizational needs requires the integration of
various HR activities. In relation to this, Kim (1985) mentions that
there are impressive evidence that care taken to mesh individual
career planning and organization planning pays off in increase
productivity, deeper job satisfaction and higher retention of
employees. This is a result of good matching of individual career
goals with the right organization opportunities. People with
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

86
successful careers have the propensity to place more value in
teamwork, interdependence and enterprise success than in
individual effort.
An organization that does not manage the career of its
employees would tend to lose its more ambitious and better-skil ed
employees to other organizations.
Based on the findings above, the nul hypothesis for the
comparison for the perception of the level of competence of HRM
between 1st and 2nd level employees along personnel selection,
career training and development and employee welfare and
benefits is accepted but it is rejected along performance appraisal,
since the 2nd level staff perceive the HRMs to be more competent.
Competence Level and Variables Related to Selected
Demographic Variables of Respondents

The fol owing discussion wil reflect the findings of the study
on how the identified demographic profile of the HRMs affect their
competence level.
Level of Competence and Age of
Human Resource Managers

Table 5 shows the level of professional competence of HRM
in the four identified functions when compared according to age.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

87
Table 5: Level of professional competencies of HRM and functions
according to age

AGE OF
RESPONDENTS
FUNCTIONS
F-
value
prob.
20-29 30-39
40 &
above






1. Personnel Selection
3.83
4.09
4.10
0.11ns
0.89
2. Career Training and
Development
3.42
3.47
3.77
1.21 ns
0.30
3. Employee Welfare and
Benefits
3.44b
3.78ab 4.21a
3.17 *
0.05
4. Performance Appraisal
3.75
3.95
4.11
0.68 ns
0.51






Overal Mean 3.61
3.82
4.05








ns – not significant * - significant at ∞ 0.10
*** - highly significant
Legend:
Extent
Statistical Limits
Adjectival Rating

5
4.51 – 5.00
Very High (VH): The competence level
is 96% to 100% every time the role is
performed

4
3.51 – 4.50
High (H): The competence level is
76% to 95% every time the role is
performed

3
2.51 – 3.50
Moderate (M): The competence level
is 51% to 75% every time the role is
performed

2
1.51 – 2.50
Low (L): The competence level is 50%
or less every time the role is
performed

1
1.00 – 1.50
Not Competent (NC): The respondent
is not at al competent every time the
role is performed
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

88

There are three (3) age brackets to which the respondents
belong to as used in this study. These are: ages 20-29, 30-39 and
40 and above.
Based on the overal means, those that belong to the 30-39
age group had an overal mean of 3.82 and those at 40 and above
had an overal mean of 4.05 which shows that HRMs had a high
level of competencies in al the four functions, while the youngest
age group (3.61) perceived the lowest level of competency. This
implies that as one grows older, the levels of expectation are
relaxed.
Specifical y, when compared according to personnel
selection, those who belong to the 40 and above group attained a
mean of 4.10 which shows that they are the most competent of the
group, fol owed by the 30-39 age group (4.09) and then by the 20-
29 group (3.83).
When compared according to career training and
development, the study revealed that those in the 40 and above
(3.77) age group are more competent than the 30-39 (3.47) and 20-
29 (3.42) age groups respectively.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

89
For performance appraisal, results show that the older group
40 and above (4.11) are more competent than the other age groups
where 30-39 group got a mean of 3.95 while the younger group 20-
29 got 3.75 mean.
When the level of competency is compared in the functions
of personnel selection, career training and development and
performance appraisal and age, statistical results show that
although there are differences, these are not significant.
On the other hand, in the function employee welfare and
benefits, the study found that a significant difference exists in the
level of competency of the HRMs, where the 40 and above group
(4.21) are more competent that the 30-39 group (3.78) and 20-29
group (3.75).
The significant difference could be attributed to the idea that
general y, those who belong to the first age bracket (20-29) are new
in the job and have not experienced sufficient welfare and benefits
compared to those who are older. Being new in the job, they stil
have to be oriented in al the benefits which they are entitled to.
Also, there is the notion that age has a bearing on one’s maturity
and decisiveness.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

90
According to Erikson, those in their 35-65 years are in their
generativity vs. stagnation stage of development. Since they were
able to be involved with others without fearing a loss of identity,
they can now think of society and other individuals. Care for others
is an outstanding characteristic in this period and within an
organization, could be reflected through the welfare and benefits of
individuals (Moorhead, 1998).
Dessler (1997) revealed that younger, less qualified and
lower cost workers are often given positions at the expense of older
workers. Organizations saving on benefits such as retirement,
settle for younger workers aside from the perception that younger
workers are more dynamic, energetic and ful of new ideas.
Related to this, Harris and Hartman (2002) noted the
problems of the older employees in the United States who are
protected by the Age Discrimination Act, which states that unfair
treatment of workers 40 years of age and above is prohibited
unless age can be established as a requirement for the job. On the
other hand, the younger employees are seen as the anti-thesis of
older workers in most respects thus opportunities for the younger
workers are often seen as limited.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

91
For Tudcor (2000), older workers like what they do
regardless of the pay and other opportunities since they enjoy their
work. Over time, they are more realistic in their expectation of their
job and this maturation results in greater satisfaction. For younger
workers, they always consider the rewards they get from a job like
salary increase, benefits, promotions and advancement. Aside
from rewards, the young ones expect a great deal of personal
fulfil ment from their jobs. They expect a chance to participate in
decision-making of the company, to make a contribution, to express
their self freely and to have a chal enging job. If these expectations
are not met, they are likely to be disappointed since they fail to find
the responsibility they thought there is. And the best environments
are focused on keeping workers satisfied.
Employees want to be treated as responsible, contributing
adults, involved with the direction in which an organization is
moving. They wil have a sense of appreciation for jobs that are
done wel (Ramundo, 2000).
Hence, aggressive and knowledgeable organizations have
put up programs that assist not only their management group but
also their rank and file manage career, time and psychological
health.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

92
One impediment to the implementation of career
management lies in some characteristics of the typical Filipino
worker. He is usual y mahiyain (shy) and matatakutin (fearful) to
verbalize his aspiration. This happens usual y when his supervisor
is much older than he but whose professional qualifications are
lower than his. The young, aggressive and ambitious individual
poses a threat to the older one. To avoid conflict, the former stays
on in the company with a silent and patient composure or looks for
better and easier career paths somewhere else (Martires, 2000).
The chal enge therefore for HRM practitioners is to keep the
employees interested, motivated and involved as career goals and
future plans are crafted. Employees who are satisfied with what
they are getting from the job, whether it is the amount of pay,
number of vacation days or personal fulfil ment wil work harder and
give more than those who are not satisfied.
Based on the above findings, the nul hypothesis for
personnel selection, career training and development and
performance appraisal is accepted but it is rejected along the
function of employee welfare and benefits.



Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

93
Level of Competence and
Educational Attainment

Table 6 shows the level of professional competence of
HRMs in identified functions according to educational attainment.
There are three categories of educational attainment under which
the respondents are classified: baccalaureate degree; master’s
degree; and doctorate degree.
The table shows that based on group means, those who
have masters degree holders have the comparatively the highest
perception of competency (4.02) and the least from the holders of
doctorate degrees (3.57).
The Constitution states that appointments shal be made
according to merit and fitness and not be made on the basis of an
indiscriminate or whimsical method of friendship, kinship,
partnership, social or political connections. This means that
candidates must have the specified educational attainment,
experience and eligibilities (Leveriza, 1990).
According to the Civil Service Commission, the educational
qualification of an HRM is “a bachelor’s degree relevant to the job.”
The standard does not specify that a background on human
behavior is necessary for the position, although agencies may
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

94
Table 6: Level of professional competencies of HRMs according to
educational attainment

EDUCATIONAL
FUNCTIONS
ATTAINMENT
F-
value
prob.
BD
MD
DD






1. Personnel Selection
4.13
4.08
3.75
0.21ns
0.81
2. Career Training and
Development
3.51
3.83
3.08
2.19 ns
0.12
3. Employee Welfare and
Benefits
3.98
4.06
3.83
0.14 ns
0.87
4. Performance Appraisal
4.00
4.09
3.62
0.70 ns
0.50






Overal Mean
3.91
4.02
3.57









BD
- Baccalaureate Degree
ns
- not significant
MD
- Masters Degree

*
- significant at ∞ 0.10
DD
- Doctorate Degree
***
- highly significant

require a degree in relation to behavioral sciences, depending on
what is written in the Merit and Promotion Plan of the Agency.
This is also the view of Sison (1991), that although no
particular col ege degree or course of study is necessary to qualify
as a HRM, he suggests that one who aspires for this position must
have some background courses in personnel and industrial
relations either through formal study or by attending seminars of
conferences on the subject.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

95
The research shows that although there are differences in
the levels of competence of HRMs according to educational
attainment, these are not significantly different, thus the nul
hypothesis is accepted. This further supports the findings in the
previous table where age only has significant difference in the
implementation of welfare and benefits. This implies that the
younger HRM, although only have a baccalaureate degree have
enough working knowledge secured from school. Further, it implies
that while it may be that some have attained post baccalaureate
degrees; this might not be in line with human resources.

The acceptance of the nul hypothesis is perhaps attributed
to the curriculum in the bachelor’s degree in which basic subjects
included are psychology, sociology and other related subjects,
giving insights on the principles on understanding human behavior.
This is coupled with the individual’s interest, trainings and informal
learning. Even without a masters or doctorate degree, one can stil
be a competent HRM.
Level of Competence and
Years of Experience

Table 7 presents the level of professional competence of
HRMs in identified functions according to years of experience.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

96
Table 7: Level of professional competencies of HRMs according to
years of experience

YEARS OF
EXPERIENCE
FUNCTIONS
F-
value
prob.
0-5
6-10 11and
above






1. Personnel Selection
3.98
4.15
4.17
0.28
0.76
2. Career Training and
Development
3.54
3.65
3.77
0.49
0.61
3. Employee Welfare and
Benefits
3.90
3.97
4.22
0.93
0.40
4. Performance Appraisal
3.84
4.15
4.17
1.88
16.00






Overal Mean 3.82
3.98
4.08









There are three groups of respondents, those with 5 years or
less of experience (0 to 5), those with 6 to 10 years and those with
11 and above.

The overal mean shows that general y, those who have
experience of 11 years or more (4.08) perceived greater
competence than those with 6-10 (3.98) and 0-5 years of
experience (3.82).

The table further shows that for the function personnel
selection, HRMs who have 11 years or more (4.17) experience is
more competent fol owed by those who have 6-10 years of
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

97
experience (4.15). Those who have lower competence are the
younger HRMs who have 0 – 5 years (3.98).

Looking at the functions career training and development,
the table shows that those who have 11 year or more in experience
(3.77) are the most competent of the three groups, fol owed by
those who have 6-10 years (3.65) and lastly by the 0-5 years of
experience (3.54).

When compared along employee welfare and benefits,
those who have more experience are more competent in the
discharge of such with mean scores of 11 and more (4.22), 6-10
(3.97) and 0-5 (3.90).

As regards performance appraisal, those HRMs who have
11 years and more (4.17) are the more competent of the group,
while those who have 0-5 years have the lowest level of
competency.
Result of this study in a way confirms what Riabulin (2000)
cites that it is common observation that a person who has more
experience is more capable in implementing his functions. He
further adds that knowledge, skil s and appropriate experience were
important to satisfactory performance.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

98
This was confirmed by Canave (2000) where she mentioned
that working experience or length of service influences the
performance of an employee.
Accordingly, experience in doing the same activities over
and over result to mastery. An example of which is that personnel
managers started as assistants and learned on the job.
However, one of the limitations of doing the same things
over and over as was pointed out in a study by Miner and Miner
(1998) where one of the most frequent criticism of executives is that
they lack management experience in many problems outside their
own specialization, since they were not exposed to other areas of
the organization.

Practices such as job rotation, multi-tasking and teamwork
benefit employers because the more workers know about the entire
work process, the more easily they can be moved to make up for
absenteeism or shifts in demand. The firm can also make use of
workers’ wide knowledge. This can also benefit the workers,
preventing them from being locked into one job and affording them
a measure of mobility. To varying degrees, such practices also
provide employees with increased responsibility and control in the
workplace (Leckie, 2001).
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

99

One of the ways to move employees is through career
management, where an organization helps each individual to
col ect information about himself – his strengths, weaknesses and
aspirations and formulates these into action plans to achieve them
while pursuing organizational goals (Leach, 1977).

Statistical y, the nul hypothesis is rejected in personnel
selection, career training and development, employee welfare and
benefits and performance appraisal, since those who have lesser
years of experience are catching up with the level of competence of
those who have longer years of experience.
Level of Competence and
Trainings Attended



Table 8 shows the level of professional competence of
HRMs in the identified functions when compared along the trainings
attended. In this study, there are two categories to which the
trainings are classified: 1 to 11 trainings and 12 or more trainings.
The further, it reflects that majority of HRMs attended 1 to 11
trainings with a mean of 4.08 as compared to those who were able
to attend 12 or more trainings (3.86).

Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

100
Table 8: Level of professional competencies of HRMs according to
trainings attended

TRAININGS ATTENDED
FUNCTIONS
t-value
prob.
1 to 11
12 and
above





1. Personnel Selection
4.20
4.01
0.81ns
0.42
2. Career Training and
Development
3.77
3.56
1.09 ns
0.28
3. Employee Welfare and
Benefits
4.13
3.94
0.96 ns
0.34
4. Performance Appraisal
4.21
3.91
0.44*
0.08





Overal Mean
4.08
3.86







ns- not significant
*- significant at ∞ 0.10
*** - highly significant

It further shows that those who attended 11 and less
trainings seem to perceive better HRM competence than those who
attended more.
Specifical y, when compared in terms of personnel selection,
HRMs who have attended 1 to 11 trainings (4.20) are more
competent than those who have attended 12 or more (4.01). This
is also true for career training and development where those who
attended 1 to 11 trainings (3.77) are more competent along this
function than those who attended 12 or more (3.56). For employee
welfare and benefits, the group who attended 1 to 11 trainings
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

101
(4.13) are once again more competent than those who attended 12
or more (3.94). Although there are differences along these
functions, these are not significant.
On the other hand, for performance appraisal, there is a
significant difference with a t-value of 0.44, where those who have
gone to 1 to 11 trainings (4.21) are more competent as compared
to those who attended 12 or more trainings (3.91).
This significant difference along performance appraisal could
perhaps be due to the intensified transparency campaign of the
government where one has to show individual outputs. While it
maybe that HRMs were only able to attend 1 to 11 trainings, they
were able to make a difference in doing performance appraisal.
According to Dessler (1997), the development of a good
human resource manager entails the combination of a good
background as wel as training opportunities to enhance his
competence.
Sison (1995), on the other hand, suggests that one solution
to the problems of inadequate recognition to the role of HRM, is a
better preparation and training of HRMs in personnel
administration, so as to effectively handle employee relations.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

102
For Leckie 2001, research to date shows an association
between training and productivity but cannot establish a cause-
effect relationship, to determine which comes first.
With the foregoing statements, the nul hypotheses is
accepted for personnel selection, career training and development
and employee welfare and benefits, but rejected in performance
appraisal.
Level of Perceived Importance of
Four Identified HRM functions




This section presents the level of importance of the 4
functions as perceived by the respondents.
Level of Importance of HRM Functions

Table 9 shows that the respondents perceived al the
functions of the HRMs important thus the rating of high in al
aspects. The first in rank is personnel selection (4.08), fol owed by
performance appraisal (3.98), employee welfare and benefits (3.93)
and career training and development (3.62).
For GAs and NGAs, personnel selection is perceived to be
the most important of the four identified functions. This might be in

Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

103
Table 9: Perceived level of importance of HRM functions
FUNCTIONS
WEIGHTED ADJECTIVAL
MEAN
RATING
RANK




1. Personnel Selection
4.08
High
1
2. Career Training and
Development
3.62
High
4
3. Employee Welfare and
Benefits
3.93
High
3
4. Performance Appraisal
3.98
High
2




Overal Mean
3.90
High






Legend:
Extent
Statistical Limits
Adjectival Rating

5
4.51 – 5.00
Very High (VH): The competence
level is 96% to 100% every time
the role is performed

4
3.51 – 4.50
High (H): The competence level is
76% to 95% every time the role is
performed

3
2.51 – 3.50
Moderate (M): The competence
level is 51% to 75% every time the
role is performed

2
1.51 – 2.50
Low (L): The competence level is
50% or less every time the role is
performed

1
1.00 – 1.50
Not
Competent
(NC):
The
respondent is not at al competent
every time the role is performed

Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

104
recognition to the fact that people are the most valuable assets of
an organization.
In a study made by the ACCEL-TEAM (2005), selection is
“buying“ an employee, hence “bad buys” can be very expensive.
The cost of poor selection is such that even for the mundane day to
day jobs, those whose recruits should be wel trained to judge the
abilities of applicants.
In the Philippines, the shift of majority of the corporation to
the Marcos cronies brought incipient hiring of relatives and friends
regardless of qualifications. For this reason, Section 2 of Article X
of the Philippine Constitution provides that recruitment should be
made according to merit and fitness which include educational
attainment, experience and eligibilities (Leveriza, 1990).

Firms requiring higher levels of employee education and
experience can use extensive recruiting and selective staffing
practices as means for improving their human capital (Col ins et al,
2001).
The ultimate aim of personnel selection is to ensure that at
al times, the business is correctly staffed by the right number of
people with the skil s relevant to the business needs. It should not
be understaffed nor should it be overstaffed. The penalties for not
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

105
being correctly staffed are costly. Understaffing loses the business
economics of scale and specialization, customers and profits while
over staffing is wasteful and expensive. Failure, therefore, in not
having a careful y crafted human resource strategy can and
probably lead to failures in the organization itself (ACCEL-Team,
2005).
Second in rank is performance appraisal with a mean of
3.98. Aside from an organization needing constantly to take stock
in its workforce it should also assess performance of existing
employees for reasons like; improvement of organizational
performance via improving the performance of individual
contributors, identifying potential existing talent and to use it to fil
vacancies higher in the organization or to transfer individuals into
jobs where better use can be made of their abilities or developing
skil s and provide equitable method of linking payment to
performance.
Ful scale periodic reviews should be a standard feature of
schemes since resistance to evaluation / appraisal schemes is
common and the temptation to water down or render it as
ineffectual is ever present (ACCEL-Team, 2005).
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

106
For employee welfare and benefits, which comes third in
rank (3.93), Col ins (2001) argued that HR practices oriented
towards motivating employees to contribute their efforts for
organizational gains are the most effective ways to achieve high
commitment.
In Lewin’s field theory, human beings operate in a field of
forces influencing behavior like the forces in a magnetic field, so
that people have different motivational drives at different times. In
the context of work, some forces inhibit like fatigue, restrictive
group-norms, ineffective management, while others motivate like
job satisfaction, effective supervision, rewards (Tyson et al, 1996).
Martires (2000) further explains that motivation underlies
almost al human behavior. It is an urge that prompts action toward
a certain direction. The motivated person displays the kind of
dedication and commitment to performance that is the ultimate
foundation of excel ence.
Incentives, which are simply ways in which we recognize
and reward performance are powerful things. These can cause
people to do al kinds of things that they might not do otherwise
(Ramundo, 2000).
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

107

In a study made by Sarano (1993), an individual’s job
performance is affected by many factors which include economic
factors (salary, employment status, benefits and incentives,
promotion and job security), social factors (harmonious working
relationship with supervisors, other units and peace and order
situation), and environmental factors (place of assignment, distance
of work from home, working conditions and sufficient working tools
and materials).

Tudcor (2000) stated that a job may provide opportunities for
achievement and personal growth. By doing a certain job, one
feels that he has done something to make his life worthwhile and
that he has the capability and potentials to do his job in a proficient
and efficient manner. By this knowledge, performance is affected
not only by external or extrinsic factors but is also affected by what
an individual feels and perceives in his job.

Rewards systems do not have to be perfect, but they have to
be fair. Al incentive systems that discriminate or show favoritism
wil eventual y fail. Unfair systems produce cynicism, poor quality,
poor productivity and poor employees. Only the weakest
employees who have little chance of being hired elsewhere wil stay
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

108
and the better employees wil seek greener pastures (ACCEL-
Team, 2005).

Ranked fourth by the respondents is career training and
development (3.62). One strategy to improve human capital is to
directly increase the education and experience within the existing
workforce. Through the use of appraisal, managers would be able
to identify the knowledge, skil s and attitudes (KSAs) and
implement needed improvement in these areas to fit the need of the
organization (Col ins et al, 2001).

Personnel training and career development programs have
been used by many successful private sector companies as a way
of ensuring they have a ready pool of labour within the
organization. If taken in a coherent and integrated manner, the
training programs can help secure the commitment of workers who
are able to visualize their current and future roles.

Fol owing such training programs, managers wil need to
review current working practices, systems and processes to ensure
that newly trained employees are able to utilize their skil s
effectively, so that anticipated benefits of the training program wil
not be lost (Gould-Wil iams, 2002).
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

109

Al of the four functions in one way or another indicates that
organizations either GAs and NGAs are not only concerned with
the initial recruitment of the best qualified candidates but also with
providing them the opportunities for continuing growth and
development as wel as creation of situations and incentives that
wil bring about their best performance.

In McGregor’s Theory X and Theory Y, he proposed that
management makes two kinds of assumptions about people which
he cal ed Theory X and Theory Y. Theory X is seen as a set of
traditional beliefs that people are inherently lazy and un-ambitious
and wil avoid responsibility and main incentives to work are
provided by the carrot and the stick. Theory X attitudes are the
main reasons why workers adopt defensive postures and group
together to beat the system whenever they can.

A more active individual fal s under Theory Y, this takes a
benevolent view of human nature. It assumes that work is a natural
activity which is capable of providing enjoyment and self-fulfil ment.
According to this theory, the chief task of the manager is to create a
favorable climate for growth, for the development of self-reliance,
self-confidence and self-actualization through trust and by reducing
supervision to a minimum (Moorhead, 1998).
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

110

Conceivably, one of the most rewarding aspect of any
employment situation is the recognition of work wel done is through
promotion. Opportunity for advancement to higher career positions
should be based on one’s creativity, innovativeness and
performance (Lelveriza, 1990).

The organization that puts up a career management
program ventures into a healthy partnership with individuals and
thus precludes most likely charge of dominance and exploitation. It
opens itself to the energies and resource to its people.

As supported by the above studies, the functions of HRM
along personnel selection, performance appraisal, employee
welfare and benefits and career training and development are
perceived “high” level of importance by the respondents.
Level of Perceived Importance
According to Type of Agency

Table 10 shows the perceived level of importance of the four
functions by staff from GAs and NGAs.
The table shows that employees from the GAs and NGAs
have different perceptions on which function is more important.
In general, there are differences in the level of importance
when compared according to type of agency. Specifical y,
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

111
Table 10: Level of perceived importance of identified functions of
HRMs according to type of agency

TYPE OF
FUNCTIONS
AGENCY
t-value
PROB.
GO
NGO





1. Personnel Selection
4.09
4.07
0.11ns
0.92
2. Career Training and
Development
3.69
3.55
0.69 ns
0.49
3. Employee Welfare and
Benefits
4.21
3.65
2.89***
0.00
4. Performance Appraisal
4.14
3.83
1.86*
0.07





Overal Mean
4.03
3.78







ns
- not significant *- significant at ∞ 0.10 ***-highly significant

Legend:
Extent
Statistical Limits
Adjectival Rating

5
4.51 – 5.00
Very High (VH): The function is
96% to 100% important to me

4
3.51 – 4.50
High (H): The function is 76% to
95% important to me

3
2.51 – 3.50
Moderate (M): The function 51% to
75% important to me

2
1.51 – 2.50
Low (L): The function is 50% or
less important to me

1
1.00 – 1.50
Not Important (NI): The function is
not at al important to me

employees of both GAs and NGAs responded that no significant
difference is perceived in terms of personnel selection (t value
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

112
=.11NS, prob=.92) and career training and development (t value =
.69NS, prob = .49). Significant differences are observed along
employee welfare and benefits (t value=2.89***, prob=.00) and
performance appraisal (t value=1.86*, prob=.07).
The high significant difference observed along employee
welfare and benefits could mean that the HRMs of NGAs (3.65)
perceived employee welfare and benefits much less important than
those in the government (4.21). Moreover, finances of NGAs rely
on how much income they generate, whereas, government
finances are more fixed and available for government offices, thus
enabling GAs to provide more benefits as compared to those in the
private sector.

Another area where significant difference is observed is in
the performance appraisal where those in the GA (4.14) perceived
greater importance than their NGA (3.83) counterpart. In today’s
organizations, the retention of employees are based on one’s
performance. Also, a good performance can be equated to
monetary benefits, if an organization can source out budget for it.
Nevertheless, recognition is ensured.

As Gould-Wil iams (2002) noted, the most common reward
scheme is one where performance is related to pay. Such incentive
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

113
pay scheme can be offered in many ways, but the most effective
trend is to be based on multiple performance criteria.

Further, ACCEL-TEAM (2005) states that to retain good staff
and encourage them to give their best while at work requires
attention to the financial and psychological and even physiological
rewards offered by the organization as a continuous exercise.

Col ins et al (2001), states that an informal gesture like
“thank you card” is an effective way to motivate people; but the
gesture loses its impact if it is not fol owed up and supported by
more substantial forms of appreciation such as money, gifts or
public acknowledgement.

This is in line with Maslow’s theory that people are
perpetual y wanting and constantly desiring better circumstances.
When a need arises and is satisfied, it can no longer be capable of
motivating behavior. However, lower level needs must be satisfied
before attending the higher level needs (Pilar, 1981).

This view is similar to the proposition of Herzberg in 1959
where his two factors that produce job satisfaction are the hygiene
needs (type of supervision, interpersonal relations, company
benefits and working conditions). These hygiene needs are roughly
analogous to Maslow’s lower order needs (physiological, safety and
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

114
love needs). On the other hand, he cal ed the factors that produce
satisfaction as motivation needs (nature of work and the person’s
sense of achievement, level of responsibility, personal development
and advancement). Like Maslow’s hierarchy theory, Herzberg
postulated that hygiene needs must be satisfied before attentions is
paid to motivator needs (Tyson et al, 1996).

For Leckie et al, (2001), variable pay is a set of practices
whereby employee compensation is tied to job performance. Pay,
in association with various HRM practices can lead to higher
productivity. One rationale for tying compensation to job
performance may be to attract scarce skil ed workers in a highly
competitive economy. The more a firm focuses on human resource
management, the more likely it is to introduce variable pay. This
relationship holds regardless of firm size.

Human relations practices associated with improved
employee commitment include a variety of compensation programs
that emphasize extrinsic and intrinsic rewards. Furthermore,
organizations that advertise openings internal y and give preference
to internal (vs. external) candidates signal their commitment to
existing employees and provide incentives for long term
relationships. An individual should also be rewarded with what he
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

115
or she perceives as important rather than what the manager
perceives (ACCEL Team, 2005), and promotion is one of the ways
to which an individual feels that he has a career with the
organization.

For Super (Patton et al, 1999), work satisfactions and life
satisfactions depend on the extent to which the individual finds
adequate outlets for abilities, needs, values, interests, personality
traits and self-concepts. They depend on establishment of a type
of work, a work situation and a way of life in which one can play the
kind of role that growth and exploratory experiences have led one
to consider congenial and appropriate.
In this regard, the nul hypothesis along personnel selection
and career training and development is accepted but rejected along
employee welfare and benefits and performance appraisal.
Level of Perceived Importance According
to Position of Respondent


Table 11 presents the level of perceived level of importance
of the four identified functions along the positions of respondents,
those who belong to the 1st level (salary grades 1-9) and those that
belong to the 2nd level (salary grades 10-28).

Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

116
Table 11: Level of perceived importance of identified functions
HRM according to position of respondent

POSITION OF
RESPONDENTS
FUNCTIONS
t-value
prob.
1st
2nd
Level
Level





1. Personnel Selection
4.00
3.90
0.57ns
0.57
2. Career Training and
Development
3.46
3.39
0.32 ns
0.75
3. Employee Welfare and
Benefits
3.86
3.78
0.56 ns
0.58
4. Performance Appraisal
3.70
3.73
0.19 ns
0.85





Overal Mean
3.76
3.70







ns - not significant
*- significant at ∞ 0.10 ***-highly significant

The table shows that the first and second level employees
have the same perception on the level of importance of the
functions although the 1st level employees (3.76) perceived greater
importance in the overal than those from the 2nd level (3.70). This
could be because they are stil new in the organization and they stil
have to experience what those in the 2nd level did with regard to
personnel management.

This implies that the respondents, regardless of what level
they belong to, know the importance of the functions in the desired
operational flow of management of their organization, firm or
establishment.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

117
It can be gleaned from the table that the results of the t-
values show that there are no significant differences in the level of
perceived importance of al four functions, thus the nul hypothesis
is accepted.
Problems Affecting the Competence of
Human Resource Managers




This section presents the problems affecting the HRM and to
determine if there is a significant difference between problems
encountered based on the type of agency.
Problems Affecting Competence of HRMs
Table 12 presents the degree by which problems
encountered affect professional competence of HRMs. The Human
Resource Managers were asked to what extent the nine (9) given
problems affect ed them.
Based on the general mean of 2.81, the enumerated problems
moderately affected the competence of the HRMs in the discharge
of their functions along personnel selection, career training and
development, employee welfare and benefits and performance
appraisal.
It can be gleaned from the table that 8 of the 9 of the given
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

118
Table 12: Degree by which the problems affected the professional
competence of Human Resource Managers



ADJECTIVAL
RANK
PROBLEMS ENCOUNTERED
MEAN
RATING




1. Lack of management support in HR
3.06
Moderate
3
programs and activities

2. No ful authority because only
2.79
Moderate
5
designated or acting HRM

3. Lack of training for Human Resource
3.07
Moderate
2
Managers

4. Influence of politics in the
2.60
Moderate
8
implementation of programs and
activities

5. No clear delineation of functions
2.69
Moderate
6
between administrative office and
human resource officer/manager

6. Lack of finance to implement HR
3.27
Moderate
1
programs and activities

7. Human Resource Managers are not
2.85
Moderate
4
part in the planning of the agency

8. Lack previous experience in
2.62
Moderate
7
handling HR activities

9. Educational background not fit for
2.35
Low
9
the job

Over al Mean
2.81
Moderate

Legend:
Extent
Statistical Limits
Adjectival Rating

5
4.51 – 5.00
Very High (VH): The problem affects competence
96% to 100%
4
3.51 – 4.50
High (H): The problem affects competence 76% to
95%
3
2.51 – 3.50
Moderate (M): The problem affects competence
51% to 75%
2
1.51 – 2.50
Low (L): The problems affects competence 50% or
less
1
1.00 – 1.50
Not a Problem at al (NP)
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

119
problems moderately affected the professional competence of
HRMs. This means that the problems affected their competence
51% to 75%. On the other hand, educational background not fit for
the job has low effect on the competence of the HRM. This means
that 50% or less affected the HRMs’ competence.

The table shows that the problems which greatly affected the
competence of Human Resource Managers are; lack of finance to
implement programs (3.27), lack of training for HRMs (3.07) and
lack of management support (3.06).
The above results imply that finance is general y a very
important factor that should be primarily provided for so that desired
programs and objectives could be implemented. Among others,
incentives are affected. Moreover, psychologists contend that
rewards in cash or in kind help motivate individuals to perform
better. Since HR initiatives fal last in budget al otment, such
provisions do not push through.
According to the HRDP (1997), individuals must regain the
public trust if we are to realize our aspirations and serve the future.
We wil not regain that trust until we change substantively,
becoming organizational y lean and effective. This cannot be
accomplished however, by budget-cutting.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

120
Related studies in the research of HRDPI (1999), revealed
that the benefits of training include reducing likelihood of an
employee leaving the organization, raises workers’ productivity by
16% and increases their innovation on the job. It was also found
that it is less expensive to train and upgrade skil s of existing
workers than to hire and train new workers.

For the HRDP (1997), the key to individual and team
development is training, thus making it to be second in rank in the
problems encountered by HRMs. The characteristics of successful
organizations include budgeting training expenses and releasing
individuals to attend training sessions, providing centralized core
training appropriate to the job and providing training specifical y
tailored to the needs of the teams. A successful training
environment is a critical component of human resource principles,
since continuous training is a joint responsibility of the employer
and organizations. Alongside with al of what were previously
mentioned, management support becomes an evident indicator in
the solution of problems in the work place.

In a study made by Gould-Wil iams (2002), trust is regarded
as the “lubrication” that makes it possible for organizations to work
and the source of increased efficiency and effectiveness. In
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

121
contrast to this, lack of trust, arising from workers’ perceptions that
managers do not recognize or reward their contribution, results in
dysfunctional outcomes. Among other things, commitment is
associated with low turn-over and high performance with innovative
HR practices. The extent to which managers are prepared to
implement key HR practices is thought to signal to workers just how
much they are trusted. Also, workers’ trust maybe weakened if
managers fail to deliver on contractual or other promises, such as
work loads, career development programs and others.
The top three problems are inter-connected with budget
which can be resolved if the management increases their support to
human resource activities. This, however, can only come to be
realized if the management recognizes that people are its most
valuable asset.

Ranked last three among the problems are lack of previous
experience (2.62), influence of politics (2.60) and educational
background not fit for the job (2.35).

In this research, lack of experience and educational
background are no longer that important to consider since one can
do “hands on” learning. Though formal education provides the
foundation for human capital, workers must also continuously keep
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

122
those skil s current in the fast paced technological and
organizational change. When introducing change, employers must
also provide for the upgrading of their workers’ skil s to facilitate
adjustment (Betcherman, 1997).
Betcherman further states that the decision to train is
triggered by event or episodes. An organization therefore in order
to have highly skil ed competent workers should provide workplace
trainings.
According to Leckie et. al (2001), training is a significant
activity. In their earlier surveys, firms used trainings to help
employees adjust to new skil requirements that arose when the
firm reacted to competitive forces. Firms support employee training
when there is change in the work place. Training could also be
viewed as an important investment for improved prosperity both for
firms and individual workers. Participation in employer-sponsored
trainings reduces the likelihood of an employee leaving the
employer.
With the high level of competence of HRMs in personnel
selection, politics no longer plays a role in the appointment of an
individual to positions, since HRMs are bounded by rules and
procedures and are closely monitored. The degree of responsibility
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

123
and accountability in the hands of the HRMs therefore has
increased.
Problems Encountered According
to Type of Agency


Table 13 shows that out of the 9 problems encountered 6
show significant differences in the degree by which they affected
the level of competence of HRMs and 3 do not show any significant
differences.

The problems where significant differences occur are along;
no ful authority because only designated or acting HR, lack of
training for HRM, influence of politics in the implementation of
program and activities, HRM are not part in the planning of the
agency, lack of previous experience in handling HR activities and
educational background not fit for the job. The problems where
there are no significant differences are along; lack of management
support in HR programs and activities, no clear delineation of
functions between administrative office and human resource
office/manager and lack of finance to implement HR program and
activities.

The table further shows that those from the NGAs (3.11)
have a higher computed mean than those from the GAs (2.65).
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

124
Table 13 Level of differences of the degree by which problems
encountered affect the competence of HRMs along type
of agency







TYPE OF AGENCY


PROBLEMS ENCOUNTERED
GO
NGO
t-value
prob.





1. Lack of management support in HR
2.98
3.21
1.08ns
.28
programs and activities

2. No ful authority because only designated
2.59
3.14
2.42*
.02
or acting HRM

3. Lack of training for Human Resource
2.93
3.31
1.78*
.08
Managers

4. Influence of politics in the implementation of
2.36
3.06
3.04***
.00
program and activities

5. No clear delineation of functions between
2.56
2.94
1.63ns
.11
administrative office and human resource
officer/manager

6. Lack of finance to implement HR programs
3.24
3.33
.43 ns
.67
and activities

7. Human Resource Managers are not part in
2.71
3.10
1.79*
.08
the planning of the agency

8. Lack previous experience in handling HR
2.38
3.08
3.17***
.00
activities.

9. Educational background not fit for the job
2.07
2.85
3.55***
.00

Over al mean
2.65
3.11



ns-not significant
* - significant at ∞ 0.10 ***-highly significant

Legend:
Extent Statistical Limits
Adjectival Rating

5
4.51 – 5.00
Very High (VH): The problem affects competence 96%
to 100%
4
3.51 – 4.50
High (H): The problem affects competence 76% to 95%
3
2.51 – 3.50
Moderate (M): The problem affects competence 51% to
75%
2
1.51 – 2.50
Low (L): The problems affects competence 50% or less
1
1.00 – 1.50
Not a Problem at al (NP)
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

125
This connotes that such problems are more prevalent in non-
government agencies than in the public sector.

The discussion that fol ows reflects the problems where
there are highly significant differences (***), fol owed by those with
significant difference (*) and lastly by the no significant difference
(ns).

The problems that reveal highly significant differences are
influence in politics in the implementation of programs and
activities, lack of previous experience in handling HR activities and
educational background not fit for the job.
Private sectors seem to be more susceptible to politics than
the government organizations, since these are run by a few
individuals and decisions usual y emanate from the owner or from
the governing board of the organizations. Further, the
accountability in private organizations are only limited to the board
of directors, while those with the government are accountable to the
public. Thus, as much as possible, ful transparency of transactions
is observed.
As regards the problem on lack of previous experience in
handling HR activities, most private sectors have an established
HRM positions. They may not experience al the functions of an
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

126
HR since final decisions are centralized in the owners of the
organizations. For government agencies, employees rose from the
ranks and learned the functions while on the job, even if they were
only given designations.
On the problem of educational background not fit for the job,
there is no rule in government entities that HRMs should be
graduates of courses that specialize on behavioral sciences. Sison
(1991) suggests that someone aspiring for this job should have
background courses on personnel and industrial relations.
As reflected in the table, problems that show significant
difference are: those designated do not exercise ful authority, lack
of training for HRMs and they are not part in the planning of the
agency.
These three problems are interrelated, which could be
attributed to the lack legitimate HRM positions in organizations.
These problems are more prevalent among NGAs than among
GAs.
In view of the above problems, management has not yet
recognized the vital role of HRMs in the attainment of goals and
objectives of agencies.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

127
In this context, Martires (2000) contends that a Human
Resource Manager is a change agent and has a vital role to play.
The HRM has to relate wel to both employees and top
management. A good HR professional must have the ability to
thoroughly develop a trusting relationship with the employees at the
same time a col aborator and a confidant to the Chief Executive
Officer (CEO).
The problems which do not reflect significant differences are:
lack of management support in HR programs and activities, no
clear delineation of functions between administrative officers and
HRM and lack of finance to implement HR programs and activities.
Al the above problems exist in both government and non-
government agencies. Both HRMs from the two agencies share
the sentiments that management is not supportive of their
programs. Also, both HRMs feel that there is no clear delineation
of functions, which might be ascribed to lack of finances since
additional assignments/functions are given them.
In general, the problems do not seem to be too
overwhelming to have a negative impact on the HRM’s
competence. This implies that there is a room for development and
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

128
improvement in both the government and non-government
agencies for HRMs to function effectively and efficiently.

Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS



Summary of Findings


The fol owing were the findings of the study:
1. The level of professional competence of Human Resource
Managers in Baguio City and Benguet was high in the areas of
personnel selection, administration of welfare and benefits and
performance appraisal and moderately competent in career training
and development.
2. On the level of professional competence of Human
Resource Managers, the fol owing were found:
2a. There was no significant difference between HRMs from
GAs and NGAs in personnel selection, but significant along career
training and development, employee welfare and benefits, and
performance appraisal.
2b. When compared according to position of respondents, a
highly significant difference existed in performance appraisal,
where 2nd level employees assessed the HRMs a higher level of
competence. No significant differences were noted along
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

130
personnel selection, career training and development and
employee welfare and benefits.
3.
On the level of professional competence of HRMs
according to identified variables:
3a. With regard to the age of respondents, employee welfare
and benefits showed significant difference in favor of the older age
group.
3b. For educational attainment, no significant differences
were noted in the identified functions of the HRMs
3c. In terms of experience, the study revealed no significant
differences in the level of competency of HRMs in the four identified
functions.
3d. As regards the number of trainings attended by HRMs,
only personal appraisal showed a highly significant difference.
Those who had lesser trainings got higher means.
4. In terms of the perceived level of importance of the four
identified functions, findings showed that:
4a. When compared according to the type of agency, there
existed a highly significant difference along employee welfare and
benefits, and performance appraisal with government organizations
having higher means for both functions.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

131
4b. In terms of position of respondents, no significant
differences were noted as to which function is more important for 1st
and 2nd level employees
5a. The problems encountered by HRMs which affected
their competence for both the GAs and NGAs were: lack of finance
to implement HR programs and activities, lack of training for HRMs,
lack of management support in HR programs and activities, and
HRMs are not part in the planning of the agency.
5b. Out of the 9 presented problems, 3 problems revealed
no significant difference when compared according to the type of
agency: lack of management support in HR programs and
activities, no clear delineation of functions between administrative
office and HRM office, and lack of finance to implement HR
programs and activities.
Conclusions




Based on the findings of the study, the fol owing conclusions
are derived:
1. Human Resource Managers are general y competent
along personnel selection, employee welfare and benefits, and
performance appraisal but not career training and development.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

132
2. The level of competency of HRMs in both organizations
are more or less the same in personnel selection, but differ in the
three other functions, where those in the government agencies are
found to be more competent than the private agencies.
The 1st and 2nd level staff perceive the HRMs to have more
or less the same competence along personnel selection, career
training and development and employee welfare and benefits, but
differ in performance appraisal.
3. There are variables that affect the level of competence of
HRMs along the four identified like number of trainings attended but
some do not such as age, educational attainment and years of
experience.
4. The 4 identified functions are considered important by the
respondents from both agencies along personnel selection and
career training and development but differ along employee benefits
and performance appraisal.
5. There are problems faced by HRMs in both organizations
which need to be addressed.
Recommendations

The researcher proposes the fol owing recommendations
based on the findings and conclusions:
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

133

1. Organizations need to come up with creative ways to
enhance competencies of their HRMs to successful y do their
functions. Activities involving not too much budget include job
rotation and cross posting which are hands-on means of learning
new things.

Job rotation and cross posting are effective means of helping
employees develop their skil s, since they wil be exposed to al the
units of an agency. This wil encourage the staff to be dynamic to
keep up with the changing times. Agencies therefore formulate
rules on job rotation and cross-posting for the staff. In government
offices, they are assigned from one region to another; for private
institutions, from one branch to another.

Moreover, it is recommended to implement the Civil Service
Commission’s (CSC) use of generic titles like Administrative Officer
V (AO V) instead of Human Resource Officer III (HRMO III) and
Administrative Aide IV instead of Clerk II.
2. Management has to have a program for capability
buildings and seminars for their HRMs. Sharing of good practices
from both the public and private sectors be institutionalized.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

134
Crucial in the success of agencies is the communication
process between the management and the employees. A feedback
mechanism goes a long way as top management discusses with
employees results of appraisals.
Discussions with concerned employees encourage
participation from the staff themselves. Employees tend to trust
managers more if they have contact and interact with them on a
regular basis.

This wil help reconcile the expectations of employees (who
seek satisfaction through work) with meeting the goals of the
organizations (that need to maintain competitive edge), which is
basical y the ultimate goals of career management. With appraisal
as basis for recognition, good work is appreciated and
acknowledged and poor performance no longer ignored.
3. For the younger HRMs to take initiative in being updated
with guidelines regarding employee welfare and benefits through
attendance to seminar and membership to professional
organizations in order to form a network with other HRMs. The
support of management is essential in the formation of the network.
For schools to look into the curriculum of masters and
doctorate degrees to cope with societal needs. Further, for the
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

135
HRMs to take post baccalaureate and post graduate courses along
the behavioral science or the social sciences. This wil be geared
towards professionalizing the HR position to be competitive like the
other professions. Agencies wil require such as qualification
standard for a Human Resource Manager.
In order to answer the problem of complacency and burn-out
for those who are longer in the service, they be given additional
tasks outside of their regular functions where they can learn other
perspectives and be encouraged to participate in the agencies’ job
rotation and cross posting program.

A chal enge is also given to the older HRMs to prove that
they are better in the implementation of functions since they have
been in the service longer.
Since HR is a dynamic profession, heads of organizations be
supportive of their employees’ attendance to HRM conferences and
trainings being conducted by professional organizations as a venue
to provide updates as wel as to share good practices for HRMs to
implement if applicable in their agencies.
To ensure that trainings attended enhance the delivery of
functions of HRMs, feedback and re-entry plans wil be
institutionalized and monitored by the head of agency.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

136
4. Since regardless of position, al the functions are
important, it is suggested that a re-education on the functions of the
HRMs be done to the employees for them to know and appreciate
the functions of HRMs.
In the course of the study, it was found that al the functions
are important to the respondents. Inline with this, strengthening of
the HR unit is highly recommended, since one or two individuals in
the unit are not enough to implement al the functions.

Regulatory entities like CSC, DOLE, CHED and other
agencies include in the standards of operation of agencies the ratio
of employees to the number of staff assigned in the HR unit to cater
to their growing population.
Thus professional organizations of HRMs (Regional Council
of Personnel Officers-RCPO & Personnel Managers Association of
the Philippines-PMAP) ask the support of the regulatory entities for
standardization of welfare and benefits of employees regardless of
employing agency.
Further, a recognition and rewards program could go a long
way toward improving morale of staff. This wil not only increase
productivity but it would help to place an organization as an
“environment for good work”. Since Personnel Rewards, Awards,
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

137
Incentives
System
Evaluation
(PRAISE)
are
already
institutionalized in the government agencies, it is recommended
that CSC look into the contextualization of its implementation.
In addition, for agencies should strengthen their career
management of individuals so that the employees wil feel that they
are part of the organization. In this way, not only is the organization
ensured of the non-transfer of competitive employees but also for
the employees to feel that they are going somewhere with the
company.
5. There are a lot of problems which the HRMs face in the
discharge of their functions. They are encouraged to work closely
with management to identify do-able and practicable means to
address the specific problems. A close col aboration with
regulatory entities like CSC, CHED, DOLE, DBM etc wil also do a
lot of good to the plight of the HRMs.
Since majority of the problems encountered are with the
non-government agencies, it is highly recommended that the HR
units of these agencies be headed by a non corporate/family
member to ensure objectivity in the discharge of functions. Further,
private sectors wil ingly submit themselves for auditing and
monitoring to ensure the humane treatment of employees.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

138

The chal enge for HRMs either in private or public is to
create an exciting and motivating environment for employees.
Innovative methods in personnel selection, career training and
development, administration of employee welfare and benefits and
performance appraisal can have long term benefits to the
organization and be a continuing source of competitive advantage.
The HRM must be in the vortex of change. As a change
catalyst, he/she should take the lead with a large dose of
aggressiveness, initiative and persuasiveness. He/she must be
able to identify systems and procedures, practices, operations,
skil s, competencies and behaviors that need to be changed and
prioritize them according to impact to the organization. Last and
foremost, the HRM must have the intuitive instinct of scanning the
internal environment, plucking out the component that may impinge
on his ability to effect the change (Martires, 2000).
6. Four factors identified by Leckie (2001) could be used in
the assessment. These are: reaction – trainee reaction to training
intervention; learning – understanding of subject taught, general y
demonstrated by pre- and post- course evaluation; behavior –
application of what was taught or changes on the job and results –
the impact to organizations.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

139
7. Future researchers may replicate this study to include the
whole region of the Cordil era Administrative Region as wel as to
look into the level of competencies of HRMs in Local Government
Units (LGUs).
8. A training program, suggested forms to address the
issues that are brought to the fore by this study is presented
subsequently (Appendix A).

Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

LITERATURE CITED


A Travel Guide to Benguet Province. La Trinidad, Benguet: Office of the
Governor and Tourism Operations Section, Province of Benguet.
2001

ACCEL - TEAM. 2005. Resource Management. http://www/accel-
team.com/

ANDRES, T. D. 1991. Developing Positive Behavior by Filipino Values.
Manila: Philippine Divine Word Publishing.

BAGANO. J. 2000. Human Resource Management HRD 215 Module.
Benguet State University, Open University.

BANAAG, A. 1987. Human Resources System in Selected Companies
in Baguio. Unpublished Masters Thesis, St. Louis University,
Baguio City.

BETCHERMAN, G., N. LECKIE, K. MCMULLEN. 1997. Developing
Skil s in the Canadian Workplace: Results of the Ekos Workplace
Training Survey. Ottawa: Canadian Policy Research Networks.

BLACK, S. and L. LYNCH. 2000. What's Driving the New Economy:
The Benefits of Workplace Innovation. NBER Working Paper
No. W7479, National Bureau of Economic Research.

BUEN, E. 1982.The Relationship of Personnel and Work Related
Variables of Performance. Unpublished MS Thesis, Ateneo de
Manila, Manila.

CAHN, J. 2003. The World's Largest Corporations. New Jersy: Prentice
Hal .

CALIMAG, J. 2004. Competence and Job Performance of DENR
Foresters in the Cordil era Region: An Assessment. Unpublished
MS Thesis, BSU Open University.

CANAVE, G. 2000. Professional Competence of Human Resource
Practitioners in National Line Agencies in the Cordil era
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

141
Administrative Region. Unpublished Masters Thesis, St. Louis
University, Baguio City.

CAWILAN, M. D. 1997. Role of Performance of Commission on Audit
Field Personnel in the Province of Benguet. Unpublished
Masters Thesis, Benguet State University. La Trinidad, Benguet.

CORSEN, J. L. 1960. Grievances of Col eges and Universities. New
York: McGraw-Hil Book Company.

COLLINS, C., K. SMITH, C. STEVENS. 2001.Human Resource
Practices. Knowledge-Creation Capability and Performance in
High Technology Firms. Center for Advanced Human Resources
Studies. http:/www.ilr.cornel .edu.CAHRS/

DESSLER, G. 1997. Human Resource Management. Boston: Prentice
Hal , Inc.

DSWD Career Development Management System Manual. 2002

EGENTI, C.F. 1982. Management Training Program in Selected
Universal Banks in Metro Manila. Unpublished MS Thesis.
MLQU, Manila.

FAJARDO, F. and R. ABELLA 1993. Cooperatives. Quezon City: Rex
Bookstore.

FELDMAN, D. and H. ARNOLD. 1983. Managing Individual and Group
Behavior in Organizations. Chicago: Mcgraw Hil , Inc.

FREEMAN, R., M. KLIENER and C. OSTROFF. 2000. The Anatomy of
Employee Involvement and Its Effects on Firms and Workers.
NBER Working Paper No. W8050, National Bureau of Economic
Research.

GERALDO, T. 1990. The Performance Appraisal of the Electric
Company Employee. Unpublished MS Thesis, Baguio Central
University.

Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

142
GOULD-WILLIAMS, J. 2002. The Extent to Which HR Practices are
Utilized within Local Government Department: A Preliminary
Study.
Cardiff
University,
U.K.http//www.cardiff.ac.uk/carbs/research/lrgru.

HARRIS, J. and S. HARTMAN. 2002. Organizational Behavior . New
York: Haworjt Press, Inc.

HRPD TEAM. 1997. The Human Resource Practices Development
Project. http://www/web.mit.edu/reeng/www/hrpd.

LEACH, J. 1977. Behavioral Model. Interdepartment Paper. University
of Chicago, Industrial Relations Center.

LECKIE, N. 2004. Human Resource Management Practices: Patterns
and Determinants, Human Resources Management. Queen's
University of Ottawa Economics Projects. Kingston: IRC Press,
Queens University.

LECKIE, N. and C. CARON. 2001. Employer and Employee
Perspectives on Human Resource Practices. Canada: Minister of
Industry.

LEVERIZA. J. P. 1990. Public Administration: The Business of
Government . Metro Manila: Echanis Press Inc.

MARTIRES, C.and G. FULE. 2000. Management of Human Behavior in
Organizations. Metro Manila: Echanis Press Inc.

MINER, J. and D. CRANE. 1995. Human Resources Management: The
Strategic Perspective. Boston: Harper Col ins Col ege
Publishers.

MINER, J. and M. G. Miner. 1995. Human Resource Management: The
Strategic Perspective. Boston: Harper Col ins Col ege
Publishers.

NEDA-CAR. 1999. Profile of Men and Women in Government.

NOE, R. 1997. Human Resource Management: Gaining a Competitive
Advantage. New York: McGraw Hil Companies, Inc.
Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

143
PATTON, W. and M. McMAHON. 1999. Career Development and
Systems Theory: A New Relationship. California, Brooks/Cole
Publishing Company.

Personnel Officers Manual.

PIGORS, P. and C. Myers. 1981. Personnel Administration. USA:
McGraw Hil Inc.

RAMUNDO, M. and S. SHELLY. 2000. The Complete Idiot's Guide to
Motivating People. Indianopolis: Macmil an, Inc.

RIALUBIN, A. R. 1998. Professionalizing the Human Resources: A
Response to the Increasing Onslaught of Technology.
Unpublished Master's Thesis. St. Louis University. Baguio City.

SARANO, M.M. 1993. Motivational Factors Affecting the Job
Performance of Agricultural Technologists in the Province of
Benguet. Unpublished Masters Thesis, Baguio Central
University, Baguio City.

SHERMAN, A. 1998. Human Resources Management. Ohio: South
Western Publishing Co.

SISON, P. S. 1991. Personnel and Human Resources Management.
Quezon City: Rex Publishing Co.

The Human Resource Practices Development (HRPD) Project. 1997

TUDCOR, G. T. 2000. A Comparative Study on the Job Satisfaction of
Government and Non-Government Employees.

ZAMORA, R. Memorandun Circular No. 31. Manila. May 14, 1999



Professional Competencies Of Human Resource Managers: A Guidance
Perspective For Career Development / Cecile Aguilan-Basawil. 2007

---

Appendix “A”

CAREER MANAGEMENT PROGRAM
(Adopted from DSWD CDMS Manual and
Management of Human Behavior in Organizations)

Rationale:


The tendency to guide is instinctive in most of us. Guidance is
necessary because of human needs and desires. Around us are
conditions and situation which reflect wasted human energy, misspent
lives, misery, poverty, unnecessary loss of lies and al because of lack
of direction and of wrong choice of vocation, companions,
opportunities and sense of values. We are constantly, although
sometimes aimlessly, wanting and striving for something. Even those
who claim that they do not need any help, find that they need
someone to talk to, to ask for advice, in order to have an outlet for
their pent-up emotions and feelings (Kapunan, 1999).

Chrisholm believes that guidance seeks to help an individual
become familiar with facts about himself – his interests, abilities,
previous development plans.

Traxler says that guidance enables each individual to
understand his abilities and his interests.

Guidance involves personal help given by someone, according
to Jones.

A lot of suggestions are made to define what guidance is, but
one inclusive of al is Hamrin’s “Helping John to see through himself,
in order that he may see himself through”. In other words, guidance
embraces every kind of outside help enough to give an individual self-
knowledge and self discipline in order to enable that individual to
properly live his life and solve his problems.

---

145

Guidance therefore comes through many individuals in man
forms, but in an organization, this is lodged with the Human Resource
Development Unit or with the Personnel Unit, since they are in charge
of the wel being of employees, from appointment to retirement.
Ultimately however, this can be gauged in the ability of one to
conceptualize and implement the career management program of an
organization.

Career comes from the French word “carrier” which means
“high road” or “race horse”. The individual moves forward racing with
others in the worksetting. Career Management on the other hand is
an organized, formalized, planned process of striking a healthy
balance between individual careers needs and organizational work-
force requirements. It involves mutual support, careful planning,
consistent implementation and objective monitoring.

This program aims to help organizations in the career
management of their employees, so that staff wil perform their best
knowing that their contributions to the organization are being
recognized.

It should be kept in mind that career management involves a lot
of phases and does not happen overnight. The program might go as
fast as 1 year and as long as 5 years. The important thing to
remember, is that as long as an organization bears in mind that
human resource are its greatest assets, career management wil be
an on going process.

---

146
Phase I
: Identification of Participants to the Program


Although organizations see the need to develop its staff, it also
recognizes that individual staff members have to identify first their
need to take part in the program, taking into consideration others
demands of their time and resources.

A) The helpee/counselee : an employee who volunteers to chart his
own career path
B) The helper/counselor : these are staff who have been with the
organization for a longer period of time and
possesses a working knowledge of the
organization’s vision, mission, values,
policies and procedures. They should be
chosen for their interpersonal skil s, cross-
cultural sensitivity, motivational skil s and
commitment to the organization’s on going
developmental needs.

Phase II
: Conduct training for helpers/counselors:


In order to make career management a success, the helpers
should be given an idea on how to go about their helping process.
Some of the important areas to be noted are:
• What is helping?
Key Learning Points:
1) Its as old as human history, since it can be traced in the
stories of the Bible;

---

147
2) Someone identifies a need and concludes that the
assistance of another party is required to meet that
particular need;
3) The other party has the knowledge, ability and skil s in the
identified area;
4) Scope and breadth of knowledge, abilities and skil s of this
party are broader and deeper than the former;
5) The fol owing are the cultural context of helping:
- pagtulong
- pagkamakadiyos
- pakikipagkapwa
- pakikisama
6) The are of helping involves engagement of total self
- physical (energy, time communication, attending)
- emotional (sensitivity, appreciation, affirmation,
genuine concern)
- intel ectual (problem-solving, bench marking,
strategic thinking)
- spiritual (profound thanksgiving, demonstrates
humility, gain insights)
7) Interpersonal skil s needed as a counselor / helper:
- attending : involves undivided attentiveness to the
helpee
: the main aim of paying attention is human
learning, and learning determines out
behavioral responses
: this refers to the counselor’s observing
and listening skil s upon the helpee’s

---

148
verbal and non-verbal expression of her
experiences
: communication of interest to the helpee
and motivates her to be involved in the
helping process
- responding : includes discriminating accurately the
dimensions of the helpee’s experiences and
communicating these perceived dimensions.
: responding to content
-
to
clarify
the
ingredients of the
helpee’s experiences;

-
answers
the
questions 5w and 1h
: responding to feeling
- to clarify the effect to
the experience

- observing behaviors,
listening careful y to
the words and respond
with empathy
: respond to meaning
- to clarify the reason
for the feeling
- Initiating : defining goals
: developing programs
: designing schedules
: preparing the implement the steps
- Facilitating Feedback : gathering performance
information

---

149
Phase III
: Formulation of Plan of Action

The counselor helps the counselee make an inventory of her
competencies. It is also in this stage that the counselee shares her
envisioned career plans, the competencies needed to attain them and
the potential barriers that may be encountered.

The counselor should be able to guide the counselee in this
formulation of plan of action to help balance the competencies of the
staff, the need of the organization and the envisioned path in the
future.

Phase IV
: Implementation, Monitoring and Mentoring

During this phase, problems may arise while implementation is
on going. Constant mentoring should be done in order to immediately
address these problems. It is in this phase that re-assessment on the
plan of action is made. Feedbacking also being done on this phase.

Further, it is the duty of the counselor, through the HRM, to
keep the management updated on the progress of each counselee.


Phase V
: Termination

Once the goal has been attained, the relationship can now be
terminated.

In al the phases of the career management program, it is
essential that documentation is made and file of each individual is kept
by the counselor, copy furnished the HRM, since the HRMs make the
reports to the management.

---

157
Appendix “B”
RE-ENTRY FORM 1
FEEDBACK REPORT

Title of Training Attended:

Date and Venue of Training:

Learning Insights:

Knowledge:



Attitude:



Skil s:




Recommendations: (for the agency after the training)











Name and Signature of Staff

---

Appendix "C"
RE-ENTRY PLAN
Form 2
OBJECTIVES
ACTIVITIES
METHODOLOGIES
RESPONSIBLE
TIME FRAME
EXPECTED
UNIT
OUTPUT
Prepared by:
Noted by:
Approved by:
(Employee who went for training)
(Immediate Supervisor)
(Head of Agency)
153

---

CHARACTER/S IN LINE WITH SMU THEMES
MONTH
SMU THEME
CHARACTERS TO
BE DISCUSSED
JANUARY
Salute to Achievers
initiative
decisiveness
FEBRUARY
Family for Every Child
availability
MARCH
Empowering Women
boldness
determination
justice
wisdom
APRIL
Hail to the Volunteers
dependability
endurance
MAY
Raising the Bars of Social Work as a Profession
enthusiasm
faithfulness
JUNE
LGUs as Frontliners in Service Delivery
attentiveness
responsibility
JULY
Preparing for Disaster
alertness
cautiousness
AUGUST
Jail is Not for Children
compassion
forgiveness
SEPTEMBER
Promoting Values Through Family
generosity
hospitality
OCTOBER
Rights, Privileges & Contributions of Senior Citizens
sensitivity
NOVEMBER
Strengthening Partners with NGOs
creativeness
loyalty
DECEMBER
Accomplishments for the YEAR
truthfulness

---

Appendix “D”
QUESTIONAIRE FOR STAFF

Dear Respondent,


The undersigned is doing a research on the duties and
responsibilities of Human Resource Managers in some selected government
and non-government agencies in Baguio and Benguet along the areas of
personnel selection, career training and development, employee welfare and
benefits and performance appraisal, as a requirement for Master of Arts in
Education major in Guidance and Counseling degree from the Benguet State
University.


In her desire to secure the much-needed data for this study, the
researcher request that you answer questions truthful y and honestly. Rest
assured that your answers wil be strictly confidential.


Thank you.
CECILE AGUILAN – BASAWIL
Researcher
Part I: Personal Profile

1. Name (optional)
: ____________________________________
2. Agency employed in
: ____________________________________
2.1 check the type of agency employed in:


a. ___ government
b. ___ non-government
3. Position: (please check)
a. ____ 1st level ( Salary Grade 1 – 9)

b. ____ 2nd level (Salary Grade 10-28)

Part II. On Professional Competence

Listed below are some of the general duties and responsibilities of
human resource managers in both government and non-government
agencies. Kindly encircle the number that corresponds to the level of
competence of your HRM on the given duties and responsibilities.

5 – very high (VH) means that the competence level is 96% to 100%
every time the role is performed
4 – high (H) means that the competence level if 76% to 95% every
time the role is performed
3 – moderate (M) means that the competence level is 51% to 75%
every time the role is performed
2 – low (L) means that the competence level is 50% or less every
time the role is performed
1 – not competent (NC) means that the respondent is not at al
competent every time the role is performed

---

155

1. Personnel Selection
VH
H
M
L
NC
a. Prepares and updates plantil a of
5
4
3
2
1
personnel
b. Develops and maintains merit promotion
5
4
3
2
1
plan and system of ranking positions
c. Develops agency recruitment program
5
4
3
2
1
d. Evaluates qualifications of applicants and
5
4
3
2
1
prepares short list of applicants
e. Participates in personnel selection and
5
4
3
2
1
deliberation
f. Prepares and submits appointment
5
4
3
2
1
documents

2. Career Training and Development
VH
H
M
L
NC
a. Prepares a comprehensive training and
5
4
3
2
1
development plan
b. Conducts orientation programs for new
5
4
3
2
1
employees
c. Conducts character building programs
5
4
3
2
1
d. Utilizes alternative strategies such as job
5
4
3
2
1
rotation, OJT, coaching, etc
e. Coordinates with training institutions
5
4
3
2
1
f. Provides access to scholarships and other
5
4
3
2
1
personnel advancement opportunities

3. Welfare Benefits and Services
VH
H
M
L
NC
a. Prepares payrol /salary vouchers
5
4
3
2
1
b. Prepares certifications (salary received,
5
4
3
2
1
appearance, employment etc)
c. Processes leave applications and claims
5
4
3
2
1
(monetization, terminal, maternity etc)
d. Prepares notices on salary adjustments,
5
4
3
2
1
etc.
e. Processes retirement / separation claims
5
4
3
2
1
f. Coordinate with other offices on provision of
5
4
3
2
1
other benefits (bank loans, housing, etc)
g. Develops and maintains up to date
5
4
3
2
1
employee incentives and awards systems
h. Provides counseling services
5
4
3
2
1
i. Prepares reports on leaves, absences,
5
4
3
2
1
tardiness as wel as updates personnel
records

---

156
4. Performance Appraisal
VH
H
M
L
NC
a. Develops and maintains up to date
5
4
3
2
1
performance evaluation system
b. Assists supervisors and subordinates in
5
4
3
2
1
accomplishing action plans and rating forms
c. Facilitates performance review
5
4
3
2
1
d. Analyzes employees’ performances
5
4
3
2
1
e. Monitors the submission of performance
5
4
3
2
1
appraisal reports
f. Reviews performance appraisal reports
5
4
3
2
1
g. Recommends the use of performance rating
5
4
3
2
1
in promotions, salary increase, training, etc.
h. Maintains records of performance reports
5
4
3
2
1

Given below are the general duties and responsibilities of human resource
managers in both government and non-government agencies. Kindly
encircle the number that corresponds to how you perceive the importance of
the functions based on the fol owing ranking

5 – very high (VH) means that the function is 96% to 100% important
to me
4 – high (H) means that the function is 76% to 95% important to me
3 – moderate (M) means that the function is 51% to 75% important to
me
2 – low (L) means that the function is 50% or less important to me
1 – not important (NI) means that the function is not important to me

1. Personnel Selection
VH
H
M
L
NI
a. Prepares and updates plantil a of personnel
5
4
3
2
1
b. Develops and maintains merit promotion 5
4
3
2
1
plan and system of ranking positions
c. Develops agency recruitment program
5
4
3
2
1
d. Evaluates qualifications of applicants and 5
4
3
2
1
prepares short list of applicants
e. Participates in personnel selection and 5
4
3
2
1
deliberation
f. Prepares and submits appointment 5
4
3
2
1
documents

2. Career Training and Development
VH
H
M
L
NI
a. Prepares a comprehensive training and
5
4
3
2
1
development plan
b. Conducts orientation programs for new
5
4
3
2
1
employees
c. Conducts character building programs
5
4
3
2
1

---

157
d. Utilizes alternative strategies such as job
5
4
3
2
1
rotation, OJT, coaching, etc
e. Coordinates with training institutions
5
4
3
2
1
f. Provides access to scholarships and other
5
4
3
2
1
personnel advancement opportunities

3. Welfare Benefits and Services
VH
H
M
L
NI
a. Prepares payrol /salary vouchers
5
4
3
2
1
b. Prepares certifications (salary received,
5
4
3
2
1
appearance, employment etc)
c. Processes leave applications and claims
5
4
3
2
1
(monetization, terminal, maternity etc)
d. Prepares notices on salary adjustments,
5
4
3
2
1
etc.
e. Processes retirement / separation claims
5
4
3
2
1
f. Coordinate with other offices on provision of
5
4
3
2
1
other benefits (bank loans, housing, etc)
g. Develops and maintains up to date
5
4
3
2
1
employee incentives and awards systems
h. Provides counseling services
5
4
3
2
1
i. Prepares reports on leaves, absences,
5
4
3
2
1
tardiness as wel as updates personnel
records

4. Performance Appraisal
VH
H
M
L
NI
a. Develops and maintains up to date
5
4
3
2
1
performance evaluation system
b. Assists supervisors and subordinates in
5
4
3
2
1
accomplishing action plans and rating forms
c. Facilitates performance review
5
4
3
2
1
d. Analyzes employees’ performances
5
4
3
2
1
e. Monitors the submission of performance
5
4
3
2
1
appraisal reports
f. Reviews performance appraisal reports
5
4
3
2
1
g. Recommends the use of performance rating
5
4
3
2
1
in promotions, salary increase, training, etc.
h. Maintains records of performance reports
5
4
3
2
1

---

158
Part III:


Please rank the fol owing problems according to the degree by which
they affect the competence of your human resource manager, with the
fol owing as basis:

5 – very high (VH) means that the problem affects competence 96%
to 100%
4 – high (H) means that the problem affects competence 76% to 95%
3 – moderate (M) means the problem affects competence 51% to
75%
2 – low (L) means the problem affects competence 50% or less
1 –means that this is not a problem to the agency

Problems Encountered
5
4
3
2
1
1. Lack of management support in HR programs and




activities
2. No ful authority because only designated or




acting HRM
3. Lack of training for Human Resource Managers





4. Influence of politics in the implementation of




programs and activities
5. No clear delineation of functions between




administrative office and human resource
officer/manager

6. Lack of finance to implement HR programs and




activities
7. Human Resource Managers are not part in the




planning of the agency
8. Lack previous experience in handling HR activities




9. Educational background not fit for the job






*** END***
THANK YOU SO MUCH FOR YOUR TIME! 

---

Appendix “E”
QUESTIONAIRE FOR HUMAN RESOURCE MANAGERS


Dear Respondent,


The undersigned is doing a research on the duties and
responsibilities of Human Resource Managers in some selected government
and non-government agencies in Baguio and Benguet along the areas of
personnel selection, career training and development, employee welfare and
benefits and performance appraisal, as a requirement for Master of Arts in
Education major in Guidance and Counseling degree from the Benguet State
University.


In her desire to secure the much-needed data for this study, the
researcher request that you answer questions truthful y and honestly. Rest
assured that your answers wil be strictly confidential.


Thank you.

CECILE AGUILAN – BASAWIL
Researcher

Part I: Personal Profile

1. Name (optional)
: ____________________________________
2. Agency employed in
: ____________________________________
2.1 check the type of agency employed in:


a. ___ government
b. ___ non-government
3. Position / Designation
:
_____________________________________
4. Age (please check)
a. ___20-29 years old b. ___30-39 years old c. ___40 years and above
5. Education (please check):

_____Col ege Graduate


Course: __________________________________________

_____Masters degree holder


Course: __________________________________________

_____Doctorate degree holder


Course: __________________________________________
6. Years of professional experience in human resource:

___ less than 5 years ___5-10 years ___more than 10 years
7. Trainings attended: (please check the trainings you have attended for the
last 5 years)

---

160
A. Character Building Program

___ Staff orientation / Recognition seminar

___ Values Orientation/Moral Recovery Program

___ Alay sa Bayan Induction Program

___ Human Relations Seminar
B. Expertise Building Program

___ Personnel Management Seminar

___ Appointment Preparation Seminar

___ Personnel Selection and Promotion Seminar

___ Seminar Workshop on Civil Service Laws and Rules

___ Counselor’s Program

___ Strategic Planning & Policy Review Workshop

___ Administrative Discipline

___ Performance Evaluation Seminar
C. Leadership and Management Programs

___ Supervisory Development Course

___ Program for Future Leaders

___ Supervisor Effectiveness for Improved Quality & Productivity

___ Interaction Management

___ Empowerment
D. Total Quality Programs

___ Total Quality Management

___ Presentation Skil s

___ Gender Sensitivity Seminar

___ Monitoring and Evaluation

___ Reengineering the Bureaucracy

___ Computer Literacy Program


Part II. On Professional Competence


Listed below are some of the general duties and responsibilities of
human resource managers in both government and non-government
agencies. Kindly encircle the number that corresponds to your level of
competence on the given duties and responsibilities.

5 – very high (VH) means that the competence level is 96% to 100%
every time the role is performed
4 – high (H) means that the competence level if 76% to 95% every
time the role is performed
3 – moderate (M) means that the competence level is 51% to 75%
every time the role is performed
2 – low (L) means that the competence level is 50% or less every
time the role is performed
1 – not competent (NC) means that the respondent is not at al
competent every time the role is performed

---

161
1. Personnel Selection
VH
H
M
L
NC
a. Prepares and updates plantil a of
5
4
3
2
1
personnel
b. Develops and maintains merit promotion
5
4
3
2
1
plan and system of ranking positions
c. Develops agency recruitment program
5
4
3
2
1
d. Evaluates qualifications of applicants and
5
4
3
2
1
prepares short list of applicants
e. Participates in personnel selection and
5
4
3
2
1
deliberation
f. Prepares and submits appointment
5
4
3
2
1
documents

2. Career Training and Development
VH
H
M
L
NC
a. Prepares a comprehensive training and
5
4
3
2
1
development plan
b. Conducts orientation programs for new
5
4
3
2
1
employees
c. Conducts character building programs
5
4
3
2
1
d. Utilizes alternative strategies such as job
5
4
3
2
1
rotation, OJT, coaching, etc
e. Coordinates with training institutions
5
4
3
2
1
f. Provides access to scholarships and other
5
4
3
2
1
personnel advancement opportunities

3. Welfare Benefits and Services
VH
H
M
L
NC
a. Prepares payrol /salary vouchers
5
4
3
2
1
b. Prepares certifications (salary received,
5
4
3
2
1
appearance, employment etc)
c. Processes leave applications and claims
5
4
3
2
1
(monetization, terminal, maternity etc)
d. Prepares notices on salary adjustments, etc.
5
4
3
2
1
e. Processes retirement / separation claims
5
4
3
2
1
f. Coordinate with other offices on provision of
5
4
3
2
1
other benefits (bank loans, housing, etc)
g. Develops and maintains up to date
5
4
3
2
1
employee incentives and awards systems
h. Provides counseling services
5
4
3
2
1
i. Prepares reports on leaves, absences,
5
4
3
2
1
tardiness as wel as updates personnel records

---

162
4. Performance Appraisal
VH
H
M
L
NC
a. Develops and maintains up to date
5
4
3
2
1
performance evaluation system
b. Assists supervisors and subordinates in
5
4
3
2
1
accomplishing action plans and rating forms
c. Facilitates performance review
5
4
3
2
1
d. Analyzes employees’ performances
5
4
3
2
1
e. Monitors the submission of performance
5
4
3
2
1
appraisal reports
f. Reviews performance appraisal reports
5
4
3
2
1
g. Recommends the use of performance rating
5
4
3
2
1
in promotions, salary increase, training, etc.
h. Maintains records of performance reports
5
4
3
2
1

Part III:

Please rank the fol owing problems according to the degree by which
they affect your competence as a human resource manager of your agency,
with the fol owing as basis:

5 – very high (VH) means that the problem affects competence 96% to 100%
4 – high (H) means that the problem affects competence 76% to 95%
3 – moderate (M) means the problem affects competence 51% to 75%
2 – low (L) means the problem affects competence 50% or less
1 – not a problem at al (NP)

Problems Encountered
VH
H
M
L
NP
1. Lack of management support in HR
5
4
3
2
1
programs and activities
2. No ful authority because only designated or
5
4
3
2
1
acting HRM
3. Lack of training for Human Resource
5
4
3
2
1
Managers
4. Influence of politics in the implementation of
5
4
3
2
1
programs and activities
5.No clear delineation of functions between
5
4
3
2
1
administrative office and human resource
officer/manager
6. Lack of finance to implement HR programs
5
4
3
2
1
and activities
7. Human Resource Managers are not part in
5
4
3
2
1
the planning of the agency
8. Lack previous experience in handling HR
5
4
3
2
1
activities
9. Educational background not fit for the job
5
4
3
2
1
THANK YOU SO MUCH FOR YOUR TIME!! 

---

163
Appendix “F”
Republic of the Philippines
DEPARTMENT OF SOCIAL WELFARE AND DEVELOPMENT
Cordil era Administrative Region
#40 North Drive, Baguio City

Letter to Heads of Organizations

July 17, 2006

DR. ROGELIO D. COLTING
President
Benguet State University
La Trinidad, Benguet


Dear President Colting:

I am a graduate student pursuing Master of Arts in Education major in Guidance and
Counseling at the Graduate School of Benguet State University. I have chosen your
employees as respondents of my study. May I request from your good office to
al ow me to administer my questionnaires to five (5) of your employees, 1 Human
Resource Officer and 4 other employees not necessarily from the Personnel Unit.

My research is entitled, “Professional Competence of Human Resource Managers:
A Guidance Perspective for Career Development”.

Thank you so much and anticipating a positive response regarding the request.


Very truly yours,


(Sgd.)CECILE AGUILAN-BASAWIL
Researcher


Noted by:


(Sgd.)LEONILA R. SITO, Ph. D.
(Sgd.) TESSIE MERESTELA, DAgr.
Adviser




Dean



Approved:


(Sgd.) ROGELIO D. COLTING, Ph. D.
President

---

165
Appendix "G"
LIST OF RESPONDENTS
NON GOVERNMENT AGENCIES
1
AMA Learning Center
2
Baguio Central University (BCU)
3
Baguio Country Club
4
Baguio Medical Center
5
Benguet Central College (BCC)
6
Cordillera Career Development College
7
Data Center College
8
Easter College Incorporated (ECI)
9
Eastern Luzon Colleges
10 Internaitonal Christian Colleges (ICC)
11 John Hay Management Corporation
12 Lepanto Mining Corporation
13 North Luzon University (NLU)
14 STI-Baguio
15 University of Baguio (UB)

---

165
Appendix "G"
LIST OF RESPONDENTS
NON GOVERNMENT ORGANIZATIONS
1
AMA Learning Center
2
Baguio Central Universty (BCU)
3
Baguio Country Club
4
Baguio Medical Center
5
Benguet Central College (BCC)
6
Cordillera Career Development College
7
Data Center College
8
Easter College Incorporated (ECI)
9
Eastern Luzon Colleges
10 International Christian Colleges (ICC)
11 John Hay Management Corporation
12 Lepanto Mining Corporation
13 North Luzon University (NLU)
14 STI - Baguio
15 Unviersity of Baguio (UB)

---

166
Appendix "H"
LIST OF RESPONDENTS
GOVERNMENT AGENCIES
1
Baguio General Hospital & Medical Center (BGH-MC)
2
Benguet State University (BSU)
3
Bureau of Internal Revenue (BIR)
4
Civil Service Commission (CSC)
5
Commission on Audit (COA)
6
Commission on Higher Education (CHED)
7
Commission on Information and Communications Technology (CICT)
8
Cooperative Development Authority (CDA)
9
Department of Agrarian Reform (DAR)
10 Department of Agriculture (DA)
11 Department of Budget and Management (DBM)
12 Department of Education (Dep Ed)
13 Department of Environment and Natural Resources (DENR)
14 Department of Health (DOH)
15 Department of Labor and Employment (DOLE)
16 Department of Public Works and Highways (DPWH)
17 Department of Science and Technology (DOST)
18 Department of Tourism (DOT)
19 Department of Trade and Industry (DTI)
20 National Commission on Indigenous Peoples (NCIP)
21 National Economic Development Authority (NEDA)
22 National Statistics Office (NSO)
23 Overseas Workers Weflare Administration (OWWA)
24 Philippine Health Insurance Company (PHIC)
25 Philippine Military Academy (PMA)
26 Philippine Postal Corporation (PPC)
27 Professional Regulatory Commission (PRC)
28 Social Security System (SSS)
29 Technical Education and Skills Development Authority (TESDA)
30 University of the Philippines, Baguio (UP-B)

---

165
Appendix "G"
LIST OF RESPONDENTS
NON GOVERNMENT ORGANIZATIONS
1
AMA Learning Center
2
Baguio Central Universty (BCU)
3
Baguio Country Club
4
Baguio Medical Center
5
Benguet Central College (BCC)
6
Cordillera Career Development College
7
Data Center College
8
Easter College Incorporated (ECI)
9
Eastern Luzon Colleges
10 International Christian Colleges (ICC)
11 John Hay Management Corporation
12 Lepanto Mining Corporation
13 North Luzon University (NLU)
14 STI - Baguio
15 Unviersity of Baguio (UB)

---

BIOGRAPHICAL SKETCH


The author had the privilege of growing up in a paradise,
surrounded by lush greens, fresh air and picturesque environment,
Sagada.

She is the 3rd child of Manuel and Evangeline Gewan-Aguilan,
of Besao and Sagada, Mt. Province. She has 4 siblings, Susan,
Geraldine, Manuel James Jr. “Binky” and Joseph James “Dexter”.

Her father is an Overseas Filipino Worker (OFW) for the last 27
years while her mother is a col ege instructor in the Mt. Province State
Polytechnic Col ege in Bontoc, Mt. Province after retiring as the
principal of St. Mary’s School in Sagada.

Coming from an average family, her parents inculcated in them
the value of education, since they do not have land or riches to inherit
to secure their future. Further, education is something that others wil
not be able to take away.

Cecile has been an honor student since grade 1 and placed 5th
in the top ten during her graduation from Sagada Central School
(Bumabanga) in 1992. She was also the Press Relations Officer
(PRO) in the Pupils Government Organization.

---

168
She finished 1st and 2nd year high school in St. Mary’s School.
Since her mother would be on leave for a year (1995) to finish her
dissertation in BSU, she transferred to Easter Col ege Incorporated
(ECI) for her 3rd and 4th year. She was the 4th honor in the top ten of
the class and was the recipient of the Executive Director’s Award,
entitling her to a ful scholarship in ECI, but decided to pursue her
studies elsewhere. Aside from excel ing in her studies, she also
participated in extra curricular activities in school.

Among others, she was a glee club member in Sagada, and in
the cast of the school’s productions Fiddler on the Roof and the King
and I. Also, she was a feature writer in the paper, Eastertide, and was
able to join in the Regional and National Schools Press Conferences.

With Nancy Drew and Hardy Boys for inspirations, she enrol ed
at the University of the Philippines for the degree Bachelor of Arts in
Social Sciences major in Psychology and Political Science, a perfect
combination for forensics, a career she wanted to pursue, and
graduated in April 2000.
During her stay in col ege, she was a Dean’s Lister and Col ege
Scholar. She also was a member of the Student Council -1st to 3rd
year representative, and in 4th year became the division assembly
representative to faculty meetings. She was a member of the different

---

169
organizations like Christian Crusade for Christ (CCC), Paggawisan
Tako Am-in (PAGTA), Political y Inclined Student (POLIS), League of
Filipino Students (LFS), National Union of Students in the Philippines
(NUSP), Integrated Students in Psychology (ISIP) and a Pahinungod
volunteer.

She cross enrol ed in St. Louis University during her last
semester in col ege and took up some units in Bachelor of Science in
Secondary Education (BSED), to enable her to take the Licensure
Exam for Teachers (LET), for which she passed.

She is also CS Professional and Sub-Professional eligible.

She was fortunate to be employed immediately, (June 2000) as
an Instructor in the Cordil era Career Development Col ege (CCDC)
with the Criminology Department and at the same time the Research
Assistant of the UP-Pahinungod. In the first quarter of 2001, she
decided to try working in the government.

She was employed by the Department of Social Welfare and
Development (DSWD-CAR) starting as Clerk II in 2001, was promoted
to Social Welfare Assistant, and currently holds an Administrative
Assistant III position. She was assigned in different units, starting
from the Reception and Study Center for Children (RSCC), Training,
Standards, Office of the Regional Director as Executive Assistant and

---

170
now with the Personnel Unit and concurrently designated as the
region’s Psychometrician. She is also a member of different
committees of the agency.

During the leadership of Atty. Dulfie Tobias-Shalim, the agency
won the 1st place in a nationwide courtesy campaign contest held by
the Philippine Government Employees Association (PGEA), where
she was a member of the cast and played the role of “Vivian” in the
play. Among others, they were able to perform their wining piece in
the Malacañang Palace, Phil-AM theater, DSWD Central Office and
Hotel Supreme during separate activities.

She is a scholar under the department’s MC 07, s. 2006
otherwise known as the Educational Program for DSWD Employees
for her master’s degree. At the same time, through the efforts of the
late Estephania Aldaba-Lim, past DSWD Secretary and through the
funding of the Aldaba-Lim Foundation, she is one of the recipients to
the Continuing Comprehensive Education for Psychologists, a three
year program to enhance the capabilities of the department’s
psychologists that commenced in 2006 and wil end in 2008.

Al these experiences and achievements are continuing to
holistical y mold her. These however, would not have been possible

---

171
without the help of everyone around her, especial y her supportive
husband, Nel George”Toldang” Lizardo-Basawil.

---

Document Outline

• Professional Competencies ofHuman Resource Managers: A Guidance Perspective for Career Development
  • BIBLIOGRAPHY
  • ABSTRACT
  • INTRODUCTION
  • REVIEW OF RELATED LITERATURE
  • METHODOLOGY
  • RESULTS AND DISCUSSION
  • SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
  • LITERATURE CITED
  • APPENDICES
  • BIOGRAPHICAL SKETCH

---