Assessment of the Organizational Performance of

the Philippine High School for the Arts

An Integrity Development Action Plan and Project (IDAPP)

Presented to

The Faculty of the Master in Public Management Program

Graduate School of Public and Development Management

Development Academy of the Philippines

In Partial Fulfilment of the Requirements

For the Master in Public Management major in Integrity Development in

Governance

Cirila B. Cobrana

November 19, 2012

ENDORSEMENT

This Integrity Development Action Plan and Project (IDAPP) entitled

“Assessment of the Organizational Performance of the Philippine

High School for the Arts” of Mrs. Cirila B. Cobrana has been reviewed

and is recommended for defense.

EMMA L. IZON PROF. GABRIEL MA. J. LOPEZ

Institutional Partner Faculty Adviser

GRADUATE SCHOOL OF PUBLIC AND DEVELOPMENT MANAGEMENT

Institute of Public Management

Master in Public Management major in Integrity Development in Governance

APPROVAL FORM

This Action Plan and Project (APP) entitled “Assessment of the Organizational

Performance of the Philippine High School for the Arts” of CIRILA BELARMINO-

COBRANA has been successfully defended on November 19, 2012.

EMMA LIM-IZON GABRIEL MA. J. LOPEZ

Defense Panel Member Defense Panel Member

Defense Panel Member

Accepted by:

GLORIA JUMAMIL-MERCADO PhD, MNSA

Dean, GSPDM

ANTONIO D. KALAW, JR., CESO I

President, DAP

development academy of the philippines

ACKNOWLEDGEMENT This project would not be complete without the assistance and support of

the following people who helped me in preparation and implementation:

The management, members of the faculty and staff of the Development

Academy of the Philippines, especially to Dean Gloria Jumamil-Mercado, Director

Rodney A. Jagolino, Miss Zemalyn O. Gutierrez, Ms. Ma. Theresa Ocate-Javier,

Mr. Richard Caramat and my adviser Prof. Gabriel Ma. J. Lopez.

The PHSA community headed by Officer-in-Charge Mrs. Emma L. Izon,

Mrs. Precy A. Mondejar, Mrs. Lilibeth A. Carbos, Miss Cleofe Q. Cabauatan, Miss

Maridol P.Diola, Mr. Allan F. Pagatpatan, members of the PHSA Advisory Council,

faculty and staff, the Parent Teacher Staff Council, Students Council, consultants,

alumni and former employees;

To Mrs. Mercedita A. Mojica, Mrs. Helen C. Jimena, Mrs. Katherine H.

Ancheta, Mrs. Genette A. Edan, Mrs. Mrs. Lyza G. Amat, Mrs. Maria Marian C.

Infante, Mr. Fernando C. Josef and Mrs. Cecilia A. Martinez for encouraging me

in many ways;

To Mrs. Edith A. Malleon and Mrs. Poral of the University of the Philippines

Los Banos and Mrs. Nova A. Ramos of the Southeast Asian Regional Center for

Graduate Study and Research in Agriculture for their help;

To all my hometown friends and my classmates in the Graduate Certificate

Course on Corruption Prevention (GCCCP-Batch 4) and in Master in Public

Management Major in Integrity Development in Governance (MPM-IDiG) for their

support;

To my family - Tatay, Inay, sisters Venus & Ely, brothers Efren and Kiko,

cousin Ning, all my nephews and nieces, and to Marck and Avril for their

understanding, love, inspiration and prayers.

And most of all, to Aling Maria and the God Almighty.

Thank you very much.

CIRILA BELARMINO-COBRANA

December, 2012

ABSTRACT

This project assessed the effectiveness of the organizational performance

of the Philippine High School for the Arts (PHSA) as the only public secondary

school in the country that is focused on the arts. It included an overview and

historical development of arts education, the PHSA profile and its resources, and

other agencies in the arts sector. A self-administered survey was conducted and

served as a follow-up approach after the initial assessment of the status of the

school in 2009. The survey instrument, records, and SWOT analysis were used

to gather data and information to assess the perception of the various

stakeholders of PHSA since its inception in 1977. Members of the PHSA Advisory

Council, parents, students, former directors, staff and other patrons of arts

served as key informants. The assessment results would serve as a basis for

planning, decision-making and evaluation of the effectiveness of its programs

and operations. As the only institution of its kind, the evaluation result would

serves as a feedback mechanism on how the stakeholders see and what they

expect from the school.

The effectiveness of the programs of PHSA in its education and arts

program is manifested in the results from the use of the survey instrument,

review of the documents and reports that helped in the assessment of the

organizational performance of PHSA, and the integrity issues and gaps that

confront the management. The study strengthens the fact that assessment of

performance of the organization is needed to maintain integrity at work and in

the workplace.

Table of Contents

CHAPTER I. INTRODUCTION

1.1 Background, 1

A. Historical Background of the Arts Education in the Philippines, 1

1. Profile of the Philippine High School for the Arts, 2

1.a Philosophy, Vision, Mission and Objectives, 2

1.b Curricular Offerings and Specialization, 3

1.c School Profile, 3

1.d History and Development of Arts Education in the Philippines, 4

2. Other Arts Institutes in the Philippines, 5

B. Government Efforts to Measure and Control Performance, 7

1. Oversight Agencies, 7

2. Agency-Based Performance Tools, 10

1.2 Problem Statement, 13

1.3 Goals and Objectives, 14

1.4 Significance of the Integrity Development Action Plan (IDAPP), 15

1.5 Project Motivation, 17

1.6 Assumption and Limitation, 18

CHAPTER II. PROJECT FRAME AND DESIGN

2.1 Identification of Project Impacts and Affected Population, 19

2.2 Legal Framework and Principles, 20

2.3 Related Projects and Studies, 22

2.4 Conceptual Framework, 28

2.5 Definition of Terms, 34

2.6 Research and Analytical Framework, 38

2.7 Stakeholders Analysis, 47

2.8 Design of the IDAPP, 50

CHAPTER III. PROJECT RESULTS AND RECOMMENDATIONS

3.1 Presentation of Project Results, 54

3.2 Analysis of the Project Impacts, 55

3.3 Policy Statement or Redirection, 82

3.4 Summary of Findings, Conclusions, and Recommendations, 83

3.5 Proposal for Sustainability, 87

3.6 Implications to Integrity Development in Governance, 87

3.7 Suggestions for Future Studies, 88

CHAPTER IV. THE APP EXPERIENCE AND MY BEING A PUBLIC

MANAGER, 89

BIBLIOGRAPHY

APPENDICES

STUDENT’S CURRICULUM VITAE

List of Tables

Table 1. – The Survey Form, 43

Table 2. – Input Stakeholder Analysis, 47

Table 3. – Output Stakeholder Analysis, 48

Table 4. – Action Project Plan Design, 50

Table 5. – Perception of the Faculty, 56

Table 6. – Perception of the Staff, 56

Table 7. – Perception of the Students, 57

Table 8. – Perception of the Parents, 58

Table 9. – Perception of the Advisory Council, 58

Table 10.- Perception of the Administrators, 59

Table 11.- Perception of Others, 60

Table 12.- Perception of All Stakeholders, 61

Table 13. - Education Budget of CY 2000-2010, 62

Table 14. – Summary of Reports on Appointments, 64

Table 15. – Enrolees Per Year Level for School Year 2001 – 2010, 66

Table 16. – Computation of Per Capita from 2001-2010, 67

Table 17. – Total Number of Graduates from 1979 – 2011, 68

Table 18. – Test Results, 69

Table 19. – Accomplished Programs, Activities and Projects, 71

Table 20. – Summary of Successful Programs of PHSA, 72

Table 21. – Summary of Unrealized Programs, 74

Table 22. - Identifying Strengths and Weaknesses, 76

Table 23. – Identifying Opportunities and Threats, 78

List of Figures

Figure 1. – The Theoretical Paradigm of the Study, 29

Figure 2. - The Conceptual Framework, 30

List of Appendices

Appendix 1. – PHSA Executive Order No. 420

Appendix 2. – Commission on Audit Report

Appendix 3. - Civil Service Commission PMMEAS Report

Appendix 4. – Request Letter to Conduct the Study

Appendix 5. – Request Letter to all Stakeholders

Appendix 6. – Comments and Suggestions of Key Informants

LIST OF ACRONYMS

ANSYAS -Annual Nationwide Search for Young Art Scholars

APP -Action Project Plan

AESD -Administrative and External Services Division

BARS -Behaviourally Anchored Rating Scales

CESB -Career Executive Service Board

CESO -Career Executive Service Officers

CCP -Cultural Center of the Philippines

CID -Curriculum and Instruction Division

COA -Commission on Audit

COC -Code of Conduct

CPAP -Corruption Prevention Action Project

CSC -Civil Service Commission

DAP -Development Academy of the Philippines

DBM -Department of Budget and Management

DepEd -Department of Education

EO -Executive Order

FA -Faculty Adviser

FS -Finance Services

GCCCP -Graduate Certificate Course on Corruption Prevention

HRMU -Human Resource Management Unit

IDAPP -Integrity Development Action Plan and Project

IP -Institutional Partner

KIs -Key Informants

MC -Memorandum Circular

NAC -National Arts Center

LIST OF ACRONYMS

PAGC -Presidential Anti-Graft Commission

PERC -Performance Evaluation Review Committee

PD -Presidential Decree

PIB -Productivity Incentive Benefits

PHSA -Philippine High School for the Arts

PMS-OPES -Performance Management System-Office Performance

Evaluation System

PRAISE -Program on Awards and Incentives for Service Excellence

RA -Republic Act

SWDD -Student Welfare and Development Division

Chapter I

INTRODUCTION

1.1 Background

A. Historical Background of the Arts Education in the

Philippines

The Philippine High School for the Arts (PHSA) is the country’s only arts

school that offers double curricula for special secondary education curriculum

and support programs committed to the conservation and promotion of the

Filipino artistic and cultural traditions (PHSA Executive Order No. 420). An

attached national agency to the Department of Education (DepED), the school’s

vision is to be a national center for excellence and leadership in arts, research,

training, education, and support programs (ARTES). Celebrating its 35th year

anniversary this 2012, it is most fitting to make an assessment of the

organizational performance of the only secondary public school of its kind in the

Philippines. The conduct of a formal research on the effectiveness of the school

will provide benchmark for its plans, activities, programs and policy directions.

PHSA is continuously provided with regular appropriations from the

national government. At its annual budget defense at the Lower House,

representatives always inquire about the present status of the school’s

graduates. Thus, PHSA conducted a tracer study of its graduate since its

establishment in June 1977 to have updated information that may respond to the

Lower house inquiries. In addition, the numbers of interested elementary pupils

for the scholarship and those who successfully passed the screening were also

presented annually in the school’s budget defense.

PHSA conducted an initial assessment of the school’s status in 2009. Data

gathered from that study were used as baseline in the descriptive report for this

project. The school only relies on data reported by the Annual National Search

for Young Art Scholars (ANSYAS) committee. To this date, the school has not

come up with an extensive research on the assessment of its performance for

the annual defense of budget appropriation in the Department of Budget and

Management (DBM).

This project presents an assessment of the school’s performance based on

its vision and mission as stated in EO 420 (Appendix 1).

1. Profile of the Philippine High School for the Arts

1.a. Philosophy, Vision, Mission and Objectives:

Since 1977, PHSA endeavoured to develop the expertise and potentials of

its young artists-scholars, faculty, and staff as cultural workers dedicated to

achieving the school’s thrust characterized by an unwavering pride in the

Filipinos’ artistic and cultural traditions. Aside from academic and artistic training,

PHSA provides its students with opportunities to develop their social skills that

will contribute to their development as artists for others by providing a

continuous source of artists of excellence and leaders in the preservation and

promotion of the Filipino heritage in the arts. The integration of students with

mentors and peers in this residential high school, cultivates in the young artists

an attitude of independence tempered with the spirit of cooperation. Firm in its

belief that artists play a major role in nation-building, PHSA continuously

innovates activities and projects that directly address the socioeconomic, political

and cultural realities in the country (www.phsa.edu.ph).

The School has the following objectives: foster creative and critical

thinking ability among the students; produce graduates with developing

expertise and deep appreciation for the arts; educate for responsible and

productive citizenship; select, stimulate, advance, and prepare students for a

career in the arts and cultural work; provide the proper conditions for the

development of moral and social values that are beneficial to the individual and

society; awaken social awareness and human compassion to the discovery,

conservation and promotion of the Filipino artistic and cultural traditions; and

help create a corps of prospective leaders for national cultural revival and

development (www.phsa.edu.ph).

1.b. Curricular Offerings and Specialization

The Basic Education subjects prescribed by the Department of Education

(DepEd) are in the PHSA curriculum. These subjects are handled distinctively in

support of the specialized studies for creative and artistic expressions in the

following disciplines: Creative Writing (Fiction, Poetry, Playwriting, and

Journalism in English and Filipino); Dance (Classical Ballet, Modern Dance,

Philippine Folk Dance, Dance Composition and Staging); Music (Solo Voice/Solo

Instrument, Theory, Composition, and Ensemble Classes (Chorus and Chamber);

Theater Arts (Acting, Stage Management, Technical Theater, History of the

Theater, Theater Theory and Directing); Visual Arts (Visual Perception, Sculpture,

Art Appreciation, Studio Painting, Materials and Techniques, Figuration, Pottery,

and Printmaking) (www.phsa.edu.ph).

1.c. School Profile

PHSA is located at the National Arts Center, Mt. Makiling, Los Banos,

Laguna and was established as a Government Owned and Controlled Corporation

(GOCC) on June 11, 1977 under Presidential Decree (PD) No. 1287. The School

has been converted into a regular government agency attached to the DepEd in

consultation with the Cultural Center of the Philippines (CCP) through Executive

Order (EO) No. 420 signed by former President Corazon S. Aquino on September

7, 1990.

The school is a public, secular, non-profit institution with total plantilla

positions of 41. There are 17 security guards, 14 janitorial services, 10 agency

personnel, 40 contract of service and 1 job order completing the personnel

complement of the school.

1.d. History and Development of Arts Education in the Philippines:

In the 19th century, Filipino artists were educated in Europe. They were

influenced by the many changes in this continent. The Philippines has produced

many well-known painters and writers. Fabian de la Rosa, a popular Filipino

artist of the 1880’s, painted works showing everyday life of the people.

Fernando Amorsolo, who studied under de la Rosa, became known in the 1890’s

for his portraits and rural landscapes. Early Philippine literature consisted mainly

of native legends and poems. During the late 1800’s, Filipino writers began

examining the heritage of the islanders. Literature played an important part in

the Philippine movement for independence in the 1900’s. Jose Rizal, an early

leader of the movement, wrote novels that criticized Spanish authority in the

Philippines. In the 1900’s the essays of Renato Constantino centered on the

modern Filipinos and their search for a national identity (The World Book

Encyclopedia, Vol. 15, World Books, Inc. 1990).

During the presidency of His Excellency, Ferdinand E. Marcos, the

provision for the arts school in our country was further strengthened by Sections

15 and 18 of Article XIV – Education, Science and Technology, Arts, Culture and

Sports of the New Constitution which states that arts and letters shall enjoy the

patronage of the State. The State shall conserve, promote, and popularize the

nation’s historical and cultural heritage and resources, as well as artistic

creations. The State shall also ensure equal access to cultural opportunities

through the educational system, public or private cultural entities, scholarships,

grants and other incentives, and community cultural centers, and other public

venues and shall encourage and support researches and studies on the arts and

culture (Andres and Francisco, 1989).

In the 1989 Secondary Education Curriculum, arts subjects were added in

the third and fourth years to Physical Education, Health and Music (Andres and

Francisco, 1989) and continue to be included in the 2003 Secondary Education

Curriculum. In a given academic year, there must be a minimum number of

activities or contest in schools in writing, painting, singing and dancing. Theater

should also be promoted. Schools should also be encouraged to project the

culture and community through mini-museums (Clemente, 1996).

2. Other Arts Institutes in the Philippines:

PHSA is not the only agency that conserves and promotes the culture and

arts heritage of our country. The National Commission for Culture and the Arts

(NCCA) is the overall policy making body and coordinating and grants giving

agency for the preservation, development and promotion of Philippine arts and

culture; an executing agency for the policies it formulates; and administrator of

the National Endowment Fund for Culture and the Arts (NEFCA). The

coordination among cultural agencies was strengthened by virtue of Executive

Order No. 80, which placed the Cultural Center of the Philippines (CCP), the

National Historical Institute (now, the National Historical Commission of the

Philippines), the National Museum, The National Library (now, the National

Library of the Philippines), and the Records, Management, and Archives Office

(now, the National Archives of the Philippines) under the NCCA umbrella

(www.ncca.gov.ph).

An affiliate of NCCA, CCP is the national center for the performing arts. It

is mandated to promote excellence in the arts through the initiation and

implementation of activities that aimed to improve and elevate standards among

cultural workers, artists and audiences and to recognize the multiplicity and

differences of aesthetic experiences and standards encompassing the arts from

grassroots to those formulated by academy-trained artists.

Similarly with PHSA, the Special Program in the Arts (SPA) of DepEd is

designed to cater to the needs of students who are talented in the arts. The SPA

aims to develop students with special inclination to music, visual arts, theatre

arts, creative writing, media arts and dance to: express their needs and feelings

through their chosen art forms; manifest a sense of nationalism through

deepened appreciation of Filipino culture and arts; demonstrate aesthetic

awareness and perception; understand and appreciate other nations culture; and

be equipped with the general skills and attitudes, the habits of heart and mind

needed in preparation for life and work in postmodern society regardless of their

chosen career. The curriculum of the SPA is the general high school curriculum.

The general education subjects are an integral part to broaden the

understanding of the arts. Values education is integrated in all specialization

subjects (www.deped.gov.ph).

B. Government Efforts to Measure and Control Performance

1. The Oversight Agencies

Aside from the agency-based performance evaluation system being

implemented by government agencies, other agencies perform oversight

functions to measure and control performance in the bureaucracy. They conduct

on-the-spot and regular audits of the financial and other tangible assets and

submit reports annually and/or as need arise and required.

1.a. Commission on Audit

The auditing function is another important element of measurement for

external reporting and compliance. Based on Article IX-D of the 1987 Philippine

Constitution, the principal duties of the Commission on Audit (COA) is to

examine, audit and settle all accounts pertaining to the revenue and receipts of,

and expenditures or uses of funds and property owned or held in trust by, or

pertaining to, the government. COA is tasked to promulgate accounting and

auditing rules and regulations including those for the prevention and

disallowance of irregular, unnecessary, excessive, extravagant or unconscionable

expenditures, or uses of government funds and properties; submit annual

reports to the President and the Congress on the financial condition and

operation of the government; recommend measures to improve the efficiency

and effectiveness of government operations; keep the general accounts of

government and preserve the vouchers and supporting papers pertaining

thereto; decide any case brought before it within 60 days and lastly, perform

such other duties and functions as may be provided by law. PHSA always

received an unqualified opinion from COA in the last 10 consecutive years as

reported in their annual audit report of PHSA (Appendix 2). Unqualified opinion

means that all financial statements present information that is fair, free from

misstatements and errors.

1. b. Civil Service Commission

Under the new Administrative Code of 1987 (EO 292), the Civil Service

Commission (CSC) is constitutionally mandated to promote morale, efficiency,

integrity, responsiveness, progressiveness, and courtesy in the Civil Service.

They also promulgate policies, standards and guidelines for the Civil Service and

adopt plans and programs to promote economical, efficient and effective

personnel administration in the government. The introduction of the Strategic

Performance Management System (SPMS) of the CSC in 2012 links individual

performance to organizational performance and the Results-Based Performance

Monitoring System (RBMS). The system will address the gaps and weaknesses

found in previous performance evaluation systems. The SPMS is focused on

linking individual performance vis-à-vis the agency’s organizational vision,

mission and strategic goals. It is envisioned as a technology composed of

strategies, methods and tools for ensuring fulfilment of the functions of the

offices and its personnel as well as for assessing the accomplishments of the

organization (CSC Mc. No. 6, s. 2012).

Since 1994, PHSA has maintained its accreditation through Civil Service

Commission (CSC) Resolution Number 942482 dated May 3, 1994. The agency

has substantially complied with the Civil Service Law and Rules on personnel

action based on the Personnel Management Monitoring, Evaluation and

Assistance Service (PMMEAS) conducted by the CSC in September 7-8, 2011

(Appendix 3).

1. c. Department of Budget and Management

The Department of Budget and Management (DBM) published the

Organizational Performance Indicator Framework (OPIF) Reference Guide

through Circular Letter No. 2012-9 dated June 13, 2012. This serves as the

official technical reference guide for National Government departments/agencies

in compliance with NBC No. 532 (Guidelines on the Review of Major Final

Outputs (MFOs) and Performance Indicators (PIs) and Restructuring of

Programs, Activities and Projects (PAPs) dated November 28, 2011. Through this

publication, the DBM seeks to push for improved and performance-oriented

budgeting as it continues to implement the OPIF in all government agencies.

The OPIF is being used to measure agency performance. The goal of the

OPIF is to increase the accountability of the agencies through a reporting of their

outputs and outcomes that measure the agency impact on the development

goals and objectives set out in the Medium Term Development Plan (MTPDP).

Performance indicator was introduced in 2001 through the development of OPIF

by DBM to link organizational performance framework with individual

performance appraisal system (Government of the Philippines, The World Bank

and the Asian Development Bank, 2003).

1. d. Career Executive Service Board

The executive managerial positions of PHSA are the Director IV and the

Director III. Though both positions are not classified as Career Executive Service

Officers (CESO), performance evaluation was conducted by the Career Executive

Service Board (CESB) through a special request. The CESB is the governing

body of the CES. It is mandated to promulgate rules, standards and procedures

on the selection, classification, compensation and career development of

members of the CES. The implementation of CSC Memorandum Circular No. 13

Series 2011, both the Director IV and the Director III positions belonged to the

second level position. The second level employees use the agency performance

evaluation system (PES) for the evaluation of their performance.

2. PHSA Agency Based Performance Tools

2.1. Agency Performance Evaluation System

The Agency Performance Evaluation System (AGENCYPES) is a way of

objectively appraising an employee’s performance on given tasks. CSC

Memorandum Circular No. 13, Series of 1999, enjoins all government agencies to

adopt the system. Adopted by PHSA in 2001, the AGENCY PES adheres to the

principles of performance-based security of tenure and provides motivation and

basis for incentives to performers and sanctions to non-performers (PHSA PMS-

OPES Manual 2008).

2.1. Performance Management System-Office Performance Evaluation

System

The Office Performance Evaluation System (OPES) focuses on

performance outputs and standardized units of measure of performance. It is

primarily concerned with outputs or achievement of the results or quantifiable

objectives and outcomes or the impact made with performance and attempts to

simplify evaluation and the comparison of performance across offices and

functions thru the use of point system (PHSA PMS-OPES Manual 2008). The

PHSA PMS-OPES was not implemented because CSC temporarily suspended all

their activities related to the installation of the system in 2010.

2.2. Citizen’s Charter

The implementation of RA 9485 or Anti-Red Tape Act (ARTA) in 2007 is to

improve efficiency in the delivery of service to the public by reducing

bureaucratic red tape, preventing graft and corruption and providing penalties

therefor. All services provided by the public sector organizations should have

clear, concrete and consistent specifications, such as those provided in the

Citizen’s Charter or Service Charter, depending on their scope and nature

(Government Quality Management System Standards, 2006). The Citizen’s

Charter is a public document that spells out the services provided by agencies,

procedures and requirements for availing these services, service standards,

performance guarantees and redress mechanism. The school has its own

Citizen’s Charter crafted and submitted to CSC in September 2009. The PHSA

Citizen’s Charter serves as the feedback and redress mechanism for our clients if

they are not satisfied with our service. It contains our performance pledge and

commitment to deliver quality public services (Mojica, 2009).

2. 3. Strategic Performance Management System

Administrative Order No. 25 dated December 21, 2011 was issued to

develop a collaborative mechanism to “establish a unified and integrated Results-

Based Performance Management System (RBPMS) across all departments and

agencies within the Executive Branch of Government incorporating a common set

of performance scorecard and creating an accurate, accessible, and up-to-date

government-wide, sectoral and organizational performance information system.”

It paved the way for the issuance of CSC Memorandum Circular No. 6, Series of

2012, instituting the Guidelines in the Establishment and Implementation of

Agency Strategic Performance Management System (SPMS). PHSA is now in the

process of reviewing the PMS-OPES reference table that was crafted in 2007 to

harmonize the said system with the SPMS.

The initial orientation of this system was conducted by Director Emma B.

Barrera of the CSC Regional Field Office No. IV on October 22 and 23, 2012.

2.4. Customized Code of Conduct of the Philippine High School for the Arts

Pursuant to the provision of Section 12 of RA No. 6713 and in partnership

with the Presidential Anti-Graft Commission (PAGC), PHSA formulated, promoted

and institutionalized its Code of Conduct in 2009, which applies to every

employee, regardless of level or position. The Employee’s Pledge of Professional

Conduct is also contained in the PHSA’s Code of Conduct. This is a Corruption

Prevention Action Project (CPAP) of Mrs. Mercedita A. Mojica which was

presented to the Faculty of the Master in Public Management Program of the

Graduate School of Public and Development Management of the Development

Academy of the Philippines (DAP) in 2009.

1. 2. Problem Statement

This project primarily aimed to gather knowledge on how our stakeholders

perceived the reputation of PHSA and the level of its effectiveness, and formulate

organizational management policies based on the results of the study. The

problems that aspired to address were:

1. How successful was PHSA in achieving its mission and vision vis-à-

vis its accomplishments across the years?

2. What are the statuses of its programs, projects and mandated

services?

3. What issues of integrity confront PHSA?

These queries are often asked by the members of the House of

Representatives in the defense of the PHSA’s budget in its annual budget

hearings. They wanted to know if the budget appropriated for the school were

utilized according to its set objectives.

Specifically this study aimed to answer the following questions:

1. What were the level of emotional appeal, services and tasks, vision

and leadership, workplace environment, social and environmental

responsibility, financial performance and communication system of the

school?

2. What policies may be formulated based on the findings of this study?

1. 3. Goals and Objectives

The overall specific objective of the Integrity Development Action Plan and

Project (IDAPP) is to gather data that will provide documentary evidence on the

impacts and effectiveness of the school by collecting and comparing data from

2001 to 2010. At the end of the APP implementation period the specific

deliverables were:

1. An assessment of the organizational performance of PHSA

2. A review of the integrity issues and gaps

3. Proposed improvement in strategies and appropriate recommendations

This project is a timely reaffirmation of the role of PHSA in nation building

and what the school stands for that distinguishes it from other government

schools. PHSA is celebrating its 35th year anniversary and the project will aid in

policy formulation, implementation and evaluation of the future directions of the

school. It will also assist the school in defining and prioritizing the Programs,

Activities and Projects (PAP).

1. 4. Significance of the Project

a. To the school:

The results of the survey best describes the impact of the achievement of

the school to its limited stakeholders and serves as clear indications of the

delivery of performance. The survey is an effective measurement tool to gather

feedback from the different sectors whose interest is the development of our

school and the students. The development of a performance tool will make the

assessment of all sectors, i.e., Curriculum and Instruction Services (Basic and

Arts Education), Student Welfare and Development Service (SWDS) and the

Administrative and External Services Division (AESD) workable and easy to

implement.

b. To the Community and Country:

People must be aware of the school’s mandate and its belief that arts

education plays an important role in nation-building. Being transparent about

the operational process means better understanding of the agency’s trust, and

improved organizational performance. Because taxpayers have a right to know

the general level of achievement of the school, a transparent annual report of

accomplishments can enhance credibility and public relations, as presented in

this project. The assessment covers the accomplishments of the school within a

10-year period, from 2001 to 2010. The primary aim of this project is to address

the absence of information that will serve as a barometer on the effectiveness of

the school as the only secondary school of the performing arts fully supported by

the government in the country.

c. To the Field of Management:

In the position paper of Dr. Antonio Javier (Andres & Francisco, 1989) of

the Division of Superintendent of Schools for Batangas, he noted that the schools

play a vital role in affecting progress. He also averred that to keep pace with the

demands of global competitiveness in higher education, the increase of programs

in educational management is now observed in colleges and universities. The

development of arts education programs should not be left behind in this trend.

The curriculum design and development is influenced by all the prevailing

conditions outside and inside the Philippines. Aside from arts courses being

offered by the leading universities in the Philippines, a new trend on Arts

Management programs in the different arts disciplines are existing at the La Salle

College of St. Benilde.

d. Contribution or impact of the IDiG-APP to the Agency

The student’s IDiG-APP major contribution is the development of the

workable evaluation and assessment tool that will compliment and work in

harmony with the implementation of the Strategic Performance Management

System (SPMS). More attention will be given on innovation and developments of

the programs as the school has an easy access to available feedback.

Complaints and comments can be addressed immediately thereby proving to all

stakeholders that we value the culture of integrity and good governance in our

school. An increase in public understanding means high regards in terms of trust

in the school. The trust and confidence of the stakeholders will redound to an

increase of their support to the plans, activities and programs of the school.

1. 5. Project Motivation

Upon the advice of Director Rodney A. Jagolino of DAP, the student was

motivated to do a study that will have an impact not only on the agency itself,

but also on its outside stakeholders. Performance evaluation and assessment are

the most dreaded job in human resource management. Since the present

system in performance evaluation of the employees and the school requires

many documents, the development and improvement of a simple performance

management tool is a big challenge for a Human Resource Management

practitioner.

Conducting this study equipped the student with the knowledge and skills she

needed in performance management, in the preparation and administration of

surveys, in writing research project proposal, analyzing and synthesizing the

results. This also gave the student the chance to renew ties with the alumni,

former PTSC members and staff, and other government employees during the

distribution and administration of the survey forms.

1. 6. Assumptions and Limitations

In conduct of this study, the student was constrained limited time, limited

sample size for analysis, lack of available data and the availability of the

respondents. The title and the objectives of the study were found to be too

broad that it was hard to narrow down and eliminate relevant sources for the

assessment of organizational performance. The period of implementation

coincided with the examination period and the week-long sports festival of the

students, and the last quarter preparation of the year-end transactions of the

staff. The administration of the survey took a longer time and it was a factor in

quality control of data. Due to time constrains, the adopted survey form by Marr

was not pre-tested. According to Litwin (1995), the integrity and the main

purpose of the survey will affect the quality of the data, specifically the reliability

and validity of the evaluation and assessment. A member of each unit served as

Key Informants (KIs) and was given a written survey form. The same process

was observed for other KIs as well. Other government agencies, private and

public institutions concerned with the school were invited to participate in the

survey and encouraged to give their comments and perceptions. The design of

the survey instrument and the time of administration were factors to be

considered as well. This study used a simple and easy to administer evaluation

instrument, adopting the survey form by Marr (2009).

The records system is not centralized in PHSA and most documents needed in

the analysis were requested from different offices of the school. Old copies of

the GAA were not readily available and access to these documents through the

DBM website started only from CY 2007 to the present. Visits and queries for

these documents in other government agencies and to the library of the

University of the Philippines and its Records Unit proved futile.

Chapter II

PROJECT FRAME AND DESIGN

2.1 Identification of Project Impacts and Affected Population

The Administrative and External Services Division (AESD) is one of the

departments that were involved in this study. The General Services Section

(GSS) and the Finance Services Section (FSS) are two sections under this

department which are responsible for the management and operations of the

school, comprising 19 plantilla positions or 20 percent of the total number of 41.

AESD supports the activities, programs and plans of the 2 key positions, 16

members of the faculty under the Curriculum and Instructional Department (CID)

and 6 personnel of the Student Welfare and Development Division (SWDD). As a

support group, they prepare and report the performance indicators and the

quality of accomplishments to DBM, COA and CSC. The findings of this study will

serve as useful inputs in the school’s planning and evaluation processes as they

will indicate priority areas for improvement and/or innovation. The students will

benefit most from the outcome of the development of the performance of the

management and the leaders of the school.

a. Legal Framework and Principles

The legal framework that strengthened the bases for this study in the

assessment of the organizational performance of PHSA is Section 5 of Rule III

and Section 2 of Rule IV of the CSC Rules Implementing the Code of Conduct

and Ethical Standards for Public Officials and Employees. The Code of Conduct

states that every department, office and agency shall consult the public they

serve for the purpose of gathering feedback and suggestions and the efficiency,

effectiveness and economy of services. Such information shall be utilized solely

for the purpose of informing the public of such policies, programs and

accomplishments. The rule on transparency of transactions and access to

information states that “They shall establish formation system that will inform

the public of the following: (a) policies, rules, and procedures; (b) work

programs, projects, and performance targets; (c) performance reports; and, (d)

all other documents as may be required based on The Civil Service Commission

(CSC) Rules Implementing the Code of Conduct and Ethical Standards for Public

Officials and Employees.

Moreover, Administrative Order No. 25 dated December 21, 2011, was

issued in view of developing a collaborative mechanism to “establish a unified

and integrated Results-Based Performance Management System (RBPMS) across

all departments and agencies within the Executive Branch of Government

incorporating a common set of performance scorecard and creating an accurate,

accessible, and up-to-date government-wide, sectoral and organizational

performance information system,” which also paved the way to CSC

Memorandum Circular No. 6, Series of 2012, providing the Guidelines in the

Establishment and Implementation of Agency Strategic Performance

Management System (SPMS). The officers of the PHSA Finance and General

Services Sections were invited by the DBM and the DAP in a workshop entitled

“Cascading of Performance Targets” on June 19, 2012. This was followed by the

in-house orientation of the system for the rest of the PHSA employees by CSC

Laguna Field Director Emma B. Barrera on October 22 - 23, 2012.

For service standards for all government offices, RA 9485 or Anti-Red

Tape Act (ARTA) also known as Citizens’ Charter was implemented. The Citizen’s

Charter is a public document that spells out the services provided by agencies,

procedures and requirements for availing these services, service standards,

performance guarantees and redress mechanism. The school has its own

Citizen’s Charter crafted through the initiative of former Director III Mercedita A.

Mojica. The Charter was submitted to and acknowledged by the CSC in

September 2009.

2.3 Related Project and Studies

Studies made by other researchers are reviewed to further enrich this

research project. Such studies prove that review of the functions and outputs will

uphold the integrity and effectiveness of a government agency, specifically the

education sector. It substantiated the idea that effective performance

management will result in improved delivery of service and client satisfaction.

Local Literature:

This research project is related to the study of Mercedita A. Mojica in

2009, then the Administrative Officer IV and Head of the General Services

Section, with the assistance of Katherine H. Ancheta on the first formal research

on “The Philippine High School for the Arts (PHSA) Status Assessment:

Towards Some Policy Directions.” The study focused mainly on the status

assessment of the PHSA in view of proposing some policy directions, as

perceived by the respondents. They assessed the following accreditation

indicators: Philosophy, Purpose and Operations; Faculty and Academic, Non-

teaching Personnel Governance Administration and Administrative Staff;

Curriculum and Instruction; Laboratories, Learning and Information Resources;

Student Services, Recruitment, Enrolment, Record Keeping and Advancement;

Facilities, Equipment, Health and Safety; and Relationship with Students. This

study aimed to determine how satisfactory was the school’s services as perceived

by the respondents.

Results of the study confirmed that PHSA has satisfactorily served its

purpose as an art school and provided high-quality education and services. The

school complied with the standards of the DepEd with regards to the academic

personnel’s eligibility and achievements. Most of the respondents agreed that

they were satisfied with the basic services provided by the school. In terms of

perception regarding school safety, the services given by the staff are sufficient

and/or efficient and respondents felt safe around the school premises.

Respondent were also satisfied with faculty personnel governance and

administration, administrative concern for effective curriculum and instruction,

sufficiency of PHSA facilities and equipment and competency of the programs

and services.

Another study reviewed on employee’s performance evaluation was the

student’s 2011 project entitled “Experimenting With Behaviourally

Anchored Rating Scales (BARS) as Performance Evaluation Instrument

for the Non-Teaching Staff of the Philippine High School for the Arts

(PHSA).” This is a Corruption Prevention Action Project (CPAP) of the program

“Graduate Certificate Course on Corruption Prevention” (GCCCP) of the

Presidential Anti-Corruption Commission (PAGC) in cooperation with the DAP.

This action project sought to find the possibility to adopt the Behaviourally

Anchored Rating Scales (BARS) as a performance evaluation instrument of the

non-teaching personnel of the PHSA and to promote optimal performance,

identify areas of inefficiency, and monitor progress. Specifically, it aimed to

improve the staff performance through personnel development and motivation;

monitor the performance level of non-teaching staff, enable the Human Resource

Management Unit (HRMU) to assist the management in the sound and effective

recruitment and selection, development and training of its employees, harmonize

with the implementation of the Citizen’s Charter, the R.A. 9485 and the PMS-

OPES; analyze and evaluate the duties and responsibilities that may simplify

and/or reduce the number of tasks for each activity.

Results of the study developed and validated an instrument to assess the

Behaviourally Anchored Rating Scales as a possible evaluation instrument for the

non-teaching staff of the PHSA. Based on the statistical analyses of the results,

the assigned descriptive rating scales would affect the mean score, the standard

deviation and the level of significance of the study. Hence, it was suggested that

the level of scales be reduced and another test be administered.

Both literatures are significant for this project because they are focused

on performance assessment and quality service. The study by Mojica on the

status assessment as perceived by the respondent was done in preparation for

the requirements for the school accreditation. Meanwhile the study of Cobrana

aimed to improve the staff performance by experimenting with the BARS. The

concepts of their studies are related to the research problem on performance

assessment and analysis by this project.

International Literature:

Another study that served as guide in terms of assessment of education

was conducted by the International Qualification Assessment Service (IQAS),

which was developed by the International Government of Alberta, Canada, in

2007 “International Education Guide: For the Assessment of Education

from the Philippines.” The objectives of the Education Guides are for

educational institutions, employers and professional licensing bodies to help

facilitate and streamline their decisions regarding the recognition of international

credentials. These guides compare educational systems from around the world

to educational standards in Canada. The assessment recommendations contained

in the guides are based on extensive research and well documented standards

and criteria. This research project, a first in Canada, was based on a broad range

of international resources and considerable expertise within the IQAS. The study

included the overview of the Philippines, historical educational overview,

description of school education, higher education,

professional/technical/vocational education, teacher education, grading scales,

documentation for educational credentials and bibliography. The guides also

include credential placement recommendations on how credentials compare to

educational standards in Alberta, Canada.

Results from a joint integrity project by the Institute for Global Ethics and

the National Association of Independence Schools called “Tell Me What You

Really Think” A Report on the Schools of Integrity Project as presented

by Paula Mirk (2007) was also considered in this study. This integrity project

attempted to begin the design process in a small way, by gathering and

describing specific ideas from the reviewed literature. The analyses were

deliberately qualitative rather than quantitative and did not rely on survey

statistics or other quantitative methods and tools. The literature review,

recommends, gathering data that will “provide evidence on the impacts and

effectiveness of the school” by comparing data before and after interventions,

and matching student and school characteristics.”

Another study with the same objective on school effectiveness is a

working paper sponsored by the Asian Development Bank entitled “Promoting

Effective Schooling through Education Decentralization in Bangladesh,

Indonesia, and Philippines” by Behrman, Deolalikar and Soon (2002). This

working paper follows the conceptual paper for the three country studies, which

identified issues in education and the role that decentralization plays.

A project of the World Bank, “Making Schools Work, New Evidence

on Accountability Reforms” by Bruns, Filmer and Patrinos (2011), is a volume

of systematic stock-taking of the evidence on school accountability reforms in

developing countries. It provides a measured and insightful review and

assessment of the results of a variety of approaches that developing countries

are experimenting in their quest for better schools.

Moreover, another research project of The World Bank related to this

study was “Measuring the Quality of Education and Health Services” The

Use of Perception Data from Indonesia by Dasgupta, Narayan and Skoufias

(2009). This project analyzed satisfaction data about health and educational

services from the 2006 second round of the Governance and Decentralization

Survey in Indonesia to assess whether satisfaction data can serve as reliable

indicators of quality, despite dubiously high levels of reported satisfaction.

The ADB’s 2007 “Improving Local Governance and Service

Delivery: Citizen Report Card Learning Tool Kit” is another learning course

designed to help users develop the basic knowledge and skills to implement

Citizen Report Cards (CRCs).

The “Critical Readings on Assessing and Learning for Social

Change: A Review” by Guijt (2008) is a Development Bibliography 21 of the

Institute of Development Studies that provides an overview of the ideas and

approaches that are considered useful in shaping new approaches to assessment

and learning that strengthen the very processes of transformation that are their

focus.

A popular strategic management concept is the “Balanced Score Cards”

that was developed in the early 1990’s by Robert Kaplan and David Norton. The

balanced score cards is a management and measurement system that enables

the organization to clarify their vision and strategy and translate them into

action. The goal of the balance score cards is to tie business performance to

organizational strategy by measuring results in four areas: financial performance,

customer knowledge, internal business processes, and learning and growth.

While most of the international studies presented dealt mostly on analyses

and assessment on effectiveness of services of the schools, the last three

projects focused on different approaches for management to measure the results

of their output. All of the studies reviewed for this study are pertinent to the

concept of integrity development. The important issues help in the investigation

of the problem on performance assessment and how this study fits into the

larger field of study. This is to prove that assessment of the organization if done

regularly will result on efficiency and effectiveness that will uphold integrity of

the school and its workforce.

1. 4. Conceptual Framework

This study was anchored on the theoretical paradigm of Tripartite Locus of

Integrity developed by the DAP. The Tripartite Locus of Integrity was a study

formulated to explain, predict and understand the existing knowledge on

integrity indicated personal choice, integrity as cultural habit and integrity as

organizational commitment. The findings of this study would be the basis for

educational, management and operational policy formulation of the PHSA.

As shown in Figure 1, integrity is a significant precondition for good

governance, and good governance provides an enabling government for all

sectors to achieve productivity, thus realizing sustainable development. These

three aspects of integrity overlaps; they affect each other. The perfect overlap

in the center pertains to the condition wherein these three areas are consistently

working without gaps. This is where integrity lies. Once an organization is able

to fulfil its mission-vision, it is reflected in the overall performance, thus

contributing to development in general. Integrity is serving the public, fulfilling

the agency mission by performing one’s duties (well) within the parameters of

the rules and in a way that is consistent with one’s values. (The Integrity

Development in Governance Framework: The Tripartite Locus of Integrity, DAP).

Figure 1. The Theoretical Paradigm of the Study

The research problem was anchored on assessment and evaluation.

Evaluation is no longer merely a process of measuring the extent to which goals

are being achieved. The evaluator is now concerned with the appropriateness

and importance of those goals (Andres and Francisco, 1989).

Figure 2. Conceptual Framework

Figure 2 best describes the specific concepts that strengthen the study. It

is easier to analyze the research problem and the relations with other literature

reviewed for this study.

There are many factors for the assessment of the organization’s

performance. For a government or private institution to improve its services and

satisfaction of its clients, Marr (2009) explains the need to measure those things

that are directly linked to the strategic objectives of the organization and the

need to understand that it is not about numbers. Organizations have become so

obsessed with quantifying that they sometimes forget that performance

information is only good if it helps them gain new insights. And in order to do

measurements, organizations have to supplement numbers with words and

commentary. He adds measurement in our modern world goes beyond numbers

and includes using words to describe and assess performance. Measurement

goes beyond the assignment of numerals and is much more of a social activity.

The most important performance outcomes and enablers of future performance

ENVIRONMENT

Performance review of agency programs, activities and projects

Public

Agency

Delivery of

Services to

Clients

Improvement

of Service and

High

Satisfaction

in government, public sector and not-for-profit organizations tend to be

intangible in nature and therefore challenging to simply count.

In the study conducted by the Government Quality Management System

Standards in 2006, one of the great challenges that societies face today is the

need to develop and maintain citizens’ confidence in their government and

institutions. By securing high quality performance in the entire government

bureaucracy, public services coming from various government agencies can be

improved, allowing the whole system to become stronger. This coherent

approach will help build reliable and consistent governments. The same study

also characterized, that for the government organization to be considered

efficient and effective, it should guarantee minimum conditions of effectiveness

and efficiency for the process that are necessary to provide the services needed

by its citizens in a consistent and efficient manner. To achieve efficiency and

effectiveness, it is advisable that the public sector organization clearly identify

the management, core and support processes that, together, could make it that

way.

Further, a public sector organization needs to conduct regular reviews of

its performance for a wider range of systems. This review should verify the

adequate functioning of the quality management system, assess its

effectiveness, and ensure that it meets the requirements and objectives for key

performance indicators. Reviews should be conducted at regular planned

intervals and be sufficiently flexible to allow for additional reviews to be

performed as needed to maintain integrity.

The public sector should also provide adequate resources for monitoring,

verification and assessment tasks; provide resources to establish effective

communications within public sector organization and with citizens; and provide

resources for continual improvement of performance and of the quality

management system.

Monitoring and measurement in public sector organizations aim for citizen

satisfaction – that public sector organization should monitor and evaluate the

perception of the citizens as regards meeting their requirements. Examples of

monitoring and measurement of citizen satisfaction, trust and confidence include:

direct survey of citizens, focus group meetings, citizen hotline records, third

party opinion polls, records of walk-in and mailed citizen

complaints/commendations, tri-media reports and awards and recognitions.

In a 2003 joint document titled Improving Government Performance:

Discipline, Efficiency and Equity in Managing Public Resources, of the

Government of the Philippines, WB and ADB provide that in the 2002 mid-year

performance review, reported performance indicators were still primarily on

quantities of accomplishments. The shift from measuring and controlling inputs

to measuring and controlling performance is huge, and requires not only a

change in mind-set but the necessary capacity building to adapt the new

framework.

The same document also reported that for the past two decades,

government have been “in search of results.” Although strategies vary across

countries, similar elements appear to contribute to a successful shift to a results-

based culture. Among these elements are: a) a well-defined and comprehensive

strategy, with phased implementations and strong leadership (champions) at the

most senior levels of government; b) incentives for change – economic

pressures, pressures from civil society, increased need for resource control and

service delivery at decentralized levels, or external pressures; c) a clear mandate

for making a shift from performance to performance coupled with adequate

capacity to do so; d) pockets of innovation to use as models for good practice

and pilot programs; and e) clear links to budget and resource allocation

decisions. And yet, no single best method exists to introduce performance

management into the many institutions and policy making activities of

government.

Lastly, the basic principle that a school should be evaluated of is terms of

what it is striving to accomplish, - its philosophy and objectives and the extent to

which it is meeting the needs of the students who are enrolled or whom it is

responsible to (Andres and Francisco, 1989). All of the studies on assessment of

the performance of the organization further confirm that a government agency

like PHSA must be evaluated through a survey to monitor and measure the

clients’ satisfaction, thereby developing the culture of integrity.

2.4 Definition of Terms

Accountability - is the extent to which a government official or employee is

made directly responsible to the public for the proper discharge of his duties and

responsibilities required of him/her under existing laws, rules and regulations

(Government Quality Management System Standards, 2006).

Activities - are all tasks, projects and programs performed within an

organization (Government Quality Management System Standards, 2006).

Basic Education - is the education intended to meet basic learning needs that

lay the foundation on which subsequent learning can be based. It encompasses

early childhood, elementary and high school education as well as alternative

learning systems for out-of-school youth and adult learners and includes

education for those with special needs (http://www.lawphil.net).

Education - is the process by which people acquire knowledge, skills, values or

attitudes. The word education is also used to describe the results of the

educational process (The World Book Encyclopedia, 1990).

Effectiveness - is the balance between production of desired results and

production capability (Covey, 2004).

Efficiency – are the methods, process and steps so that the rules begin to take

the place of human judgement (Covey, 2004).

Good governance - is based on the pillars of broadened citizen participation

and support for law and order, improved law enforcement and public safety

services, improved prosecution and judicial services to attain better execution of

responsibilities levels (Government Quality Management System Standards,

2006).

Governance - is the exercise of economic, political and administrative authority

to manage the nation’s affairs at all levels (Government Quality Management

System Standards, 2006).

Higher education – the continuation of a person’s education beyond high

school (The World Book Encyclopedia, 1990).

Human resources - relate to the people in the organization and include

knowledge, skills, employee loyalty, staff engagement and experience (Marr,

2009).

Integrity - is defined as the value we place on ourselves (Covey, 1990).

Major Final Output (MFO) – a good or service that a department is mandated

to deliver to external clients through the implementation of programs, activities

and projects (Government Quality Management System Standards, 2006).

Measure - means to determine the magnitude or quantify something, usually by

comparison with a reference standard (Government Quality Management System

Standards, 2006).

MFO Performance Indicator (PI) – a characteristic of performance (quantity,

quality, timelines or cost) that is to be measured and will illustrate the standard

by which a department is expected to deliver its MFO (Government Quality

Management System Standards, 2006).

Mission statement - articulates what the organization is at present and

describes why an organization exists and what it does (Marr, 2009).

Monitor - means to observe, to supervise, to keep under review; to measure or

test at intervals, especially for the purpose of regulations or control (Government

Quality Management System Standards, 2006).

Performance assessment - is a broader activity that takes into account not

only numerals but also other forms of evidence such as written descriptions,

observations, symbols and color codes (Marr, 2009).

Performance management - is measuring, reporting and making decisions

about achieving objectives (Marr, 2009).

Performance Target (PT) – a predetermined numerical target level of

performance (quantity, quality, timeliness and cost of an output) against which

actual performance can be compared and for which a mean, deviation and trend

line can be calculated over time (Government Quality Management System

Standards, 2006).

Program - is a system of projects that is coordinated (Marr, 2009).

Project - is a set of planned, coordinated and collaborative delivered tasks to

achieve specific organizational objectives (Marr, 2009).

Secondary education - is designed to help students become responsible

members of the community and to prepare them for a job or for advanced

studies after graduation (The World Book Encyclopedia, 1990).

Service - is normally used to indicate an intangible product (Government Quality

Management System Standards, 2006).

Special Education - provides educational opportunities to handicapped or

gifted persons (The World Book Encyclopedia, 1990).

Survey - is a system for collecting information (Fink, 1995).

Transparency - refers to the conduct, behaviour and results of processes,

methods, data sources and assumptions used by the public sector organization

that are made available to all interested parties and citizens and collectively

ensure that interested parties are made aware of their roles, rights and duties in

the public sector organization (Government Quality Management System

Standards, 2006).

2.6 Research Design and Analytical Framework

This section presents a brief description of the general method of research

employed in the study, the respondents of the study, the procedural steps

followed in the conduct of the study, which includes research instruments, and

the tools applied for the analysis and interpretation of data. The research started

with the review of the vision, mission and objectives of the school based on the

implementing guidelines of the PHSA Executive Order No. 420 (EO 420).

Documents analyzed were the products of the various school activities like

general assemblies, meetings and from communications received by the agency.

The primary sources used for data collection and analysis were extracted from

the Annual Executive Reports, COA and CSC Audits Reports.

The overall methodological approach of qualitative method is used for

investigating the research problem. The word qualitative implies an emphasis on

experimentally examined or measured in terms of quantity, amount, intensity or

frequency. Data were collected through survey from the key informants for

descriptive purposes. Bautista, in her book on Research and Public Management

(1998), explains that descriptive purposes is to characterize what a given group

of people might think or believe in. She also adds that survey is a very popular

approach to studies in public administration. The study described the perception

of the various stakeholders of the school. Using the results of this study,

educational and operational policies could be formulated to improve the present

system to develop the integrity of the school.

The data collected in qualitative research has been termed "soft," "that is,

rich in description of people, places, and conversations, and not easily handled

by statistical procedures." Researchers do not approach their research with

specific questions to answer or hypotheses to test. They are concerned with

understanding behaviour from the subject's own frame of reference. Qualitative

researcher believes that "multiple ways of interpreting experiences are available

to each of us through interacting with others, and that it is the meaning of our

experiences that constitutes reality (Bogdan and Biklen, 1992).

Qualitative researchers use rich-thick description when they write their

research reports. Unlike quantitative research where the researcher wished to

generalize his or her findings beyond the sample from whom the data was

drawn, a qualitative researcher provides rich-thick descriptions for their readers

and let their readers determine if the situation described in the qualitative study

applies to the reader's situation. Qualitative researchers do not use the terms

validity and reliability. Instead, they are concerned about the trustworthiness of

their research. (www.gifted.uconn.edu)

The study was also guided by the results of a joint integrity project (Mirk,

2007) that attempted to begin the design process in a small way, by gathering

and describing specific ideas from the reviewed literature. The analyses were

deliberately qualitative rather than quantitative. This study did not rely on

survey statistics or other quantitative methods and tools. As the related

literature review recommended, the study gathered data that would “provide

evidence on the impacts and effectiveness of the school” by “comparing data

before and after interventions, and matching student and school characteristics.”

There should be a comparison of costs over the program

accomplishments. The analysis of schedule of budget appropriations, allotments

and obligations for CY 2001-2010 was also an important factor in the evaluations

of the effectiveness of the school. The quality of inputs, in this case the tangible

resources allotted was a contributing factor in the assessment of the output and

its outcome. Tangible resources include financial and physical resources. Marr

(2009) identified financial resources as simply the amount of funding or finance

available while physical resources consists of items such as buildings, information

and communication technology infrastructure, plant and equipment, premises or

land and, in some cases, owned natural resources. The internal and external

inputs affect the performance, implementation and the delivery of the services of

an agency.

The assessment that this study did focused on the outputs and

accomplishments of the school programs, activities and projects from 2001 to

2010. The outputs included recitals, outreach programs, invitations, exhibits,

shows, book launching, workshops, performances, plays and stage

presentations, trainings, research, exchange student programs and the number

of Memorandum of Agreement (MOA) PHSA has entered into.

The school documents pertaining to the performance of the students as

presented by the annual results of the National Assessment Test (NAT) was

included in the analysis of documents. NAT is the national examination which

aims the assess abilities and skills of fourth year high school students in all public

and private secondary schools. Standardized tests can be a useful yardstick for

identifying strengths and weaknesses in the curriculum and special programs.

Comparing the student’s test performance to that of similar students at the same

school and grade levels for the previous year was useful in this regard (Hopkins

and Stanley, 1981). Jacobs and Felix (1986) agree that tests are useful for

program evaluation and research. Outcome measures are necessary to

determine whether an innovative program is better or poorer than the

conventional one in facilitating the attainment of specific curricular objectives.

Further, they add that the dropout rate must be assessed too as the proportion

of pupils/students who leave school during the year as well as those who

complete the grade/year level but fail to enrol in the next grade/year level the

following school year to the total number of pupils/students enrolled during the

previous school year is an indication of school performance.

Respondents

The respondents of this study included the school’s present and former

faculty and staff members, students, alumni, members of the PHSA Advisory

Council, administrators and the Parents Teachers and Staff Council. Samples

representing each population from the total number of graduates from 1981 to

2010 were invited to serve as KIs. Other government agencies like the CSC and

COA, PHSA consultants, private and public institutions engaged with the school

were likewise invited to participate in the survey and encouraged to give their

comments and perception about the school.

Research Instrument

A self-administered survey instrument was adopted from the book

“Managing and Delivering Performance” by Bernard Marr (2009) and used to

generate data about the respondent’s characteristics, the measurement of the

perceived reputation and the quality of service for the purpose of this study.

Data gathered provided evidence on the impacts and effectiveness of the

organizational programs through a comparison of data about the programs,

activities and projects from 2001 to 2010. Eight classifications were used to

measure the perception of the various stakeholders: emotional appeal, services

and tasks, vision and leadership, workplace environment, social and

environmental responsibility, financial performance, and communication.

The survey tool used was the corporate reputation quotient (RQ)

developed by Harris Interactive in association with Reputation Institute. RQ is a

comprehensive measuring method of corporate reputation that was created

especially to capture the perceptions of the key corporate stakeholders such as

consumers, employees or key influencers. Demographics comprised Part 1 of the

survey to describe the characteristics of the KIs. Profile questions included the

respondents’ sex, age, their status as PHSA stakeholders, the student’s batch

name and the various stakeholders of the school. Part 2 consisted of the

following questions on categories on emotional appeal, services, products and

tasks, vision and leadership, workplace environment, social and environmental

responsibility, financial performance and communication. The questions used

the five-point Likert scaling rate that described PHSA based on the given

components in scales of very well, well, fair, poorly and very poorly. Part 3 gave

the KIs a space for comments and suggestions regarding the survey. This

portion gave them an open space to explain their responses on the second part

of the survey tool (Table 1).

Table 1. The Survey Tool

Philippine High School for the Arts

National Arts Center, Mt. Makiling, Los Banos, Laguna

Part I: Profile of the respondent: Please fill-in items and encircle appropriate box that

corresponds to your profile

Sex

Age:

Faculty

Staff

Student

Parent

Administra

tor

Advisory Council

Others

Present Present Present Batch: Present Present Present

Female Former Former Former Former Former

Part II: The PHSA management wants to measure the perceived agency reputation and the

quality of service.

Please check appropriate box that corresponds to your perception.

No. Very well

Well Fair Poorly Very Poorly

1 Emotional Appeal:

a. I have a good feeling about the agency

b. I admire and respect the agency

c. I trust this agency

2 Services and tasks:

a. The agency has a customer-oriented attitude

b. The agency delivers appropriately high-quality services (within its financial means)

c. Innovation is important to this agency

3 Vision and Leadership:

a. The agency has excellent leadership

b. The agency has a clear vision for the future

c. The agency is politically aware

d. The agency is active

4 Workplace environment:

a. The agency is well-managed

b. The agency looks like a good organization to work for

c. The agency looks like it has got good employees

5 Social and environmental responsibility:

a. The agency deals with matters that are important and relevant to public society

b. The agency is an environmentally responsible organization

c. This agency is ethical, honest and conscientious

6 Financial performance:

a. Financial means are used effectively and efficiently

b. The agency is transparent about it resources and spending

c. The agency is financially sound

7 Communication:

a. The objectives and tasks of the agency is clear to me

b. The agency is transparent in its decision-making

c. The agency engages with its stakeholders Source: Marr, Bernard, Managing and Delivering Performance, 2009

Date of Administration: Oct. 2012

No: 00

Philippine High School for the Arts

National Arts Center, Mt. Makiling, Los Banos, Laguna

Part III: Comments and suggestions:

Thank you for your cooperation.

Content validation was established by submitting the survey to the heads

of each section that were chosen to give their comments and suggestions to the

said tool. The presentation and organization of the criteria, the suitability of the

items, the adequacy and attainment of purpose, the respondents-friendliness,

and objectivity were the main points considered in the validation of the survey

(Fink, 1995).

In the Survey Handbook by Arlene Fink (2009), the survey’s objectives are

its particular purposes or hopeful outcomes. Marr (2009) also provides that

surveys and questionnaires provide a relatively inexpensive way of collecting

data on performance from a large pool of people who might be in different

locations. In this study, the surveys aimed to describe the performance of the

school’s programs based on its outputs from 2001 to 2010. The identification

and review of outputs were compared to the data presented on the Annual

Executive Reports submitted by the Budget Unit to the DBM.

One tool that has long been used by PHSA to understand the strengths

and weaknesses of the organization is the SWOT Analysis. SWOT stands for

strengths, weaknesses, opportunities and threats. Opportunities and threats are

external factors and should be derived from the external analysis. Opportunities

are outside elements that can be taken advantage of to improve the chances of

success. Threats are things that can derail the success of the organization.

Data Gathering Procedure

The following steps were observed in the gathering of data:

1. The first step was seeking permission to conduct the survey for

the students and staff, and for the use of the school records

and other documents through a letter addressed to Mrs. Emma

L. Izon, the Officer-in-Charge of the Office of the Director IV of

PHSA. A copy of this letter is appended in this study as

Appendix 4.

2. The student personally administered the survey instrument to

the KIs. The significance of the study was stated in the letter

(Appendix 5), the distribution and instruction on how to

accomplish the instrument properly.

3. The KIs were given a week to accomplish the forms to give

them more time and to prevent them from giving hasty

responses.

4. After the surveys were processed, the results were tallied and tabulated.

These data and other school and administrative records formed the bases of

analysis and interpretation for formulating the conclusions and recommendations

of this study.

2.7 Stakeholders Analysis

According to Marr (2009), one of the important components of strategy

definition especially for any public service is the identification of its key

stakeholders wherein the organization will try to agree on who and what really

matters for the organization. A stakeholder is a person or a group of people or

an institution that has an investment, share or interest in an organization and

who may significantly influence the success of this organization. Both internal

and external stakeholders would agree that the implementation of this study

would be an innovation to their school. The important aspect to look at the

stakeholders’ analysis is whether or not they have a significance influence in the

success of the organization. Former faculty members and staff, alumni, parents,

other government agencies and contractors comprise the PHSA external

stakeholders.

Table 2. Input Stakeholder Analysis

Input Stakeholder

Input Provided Influence on success

(High, Medium,

Low)

Students Creativity & talents High

Employees Services, skills High

Government Financial & physical resource

High

Contractors Services Medium

Supplier Materials & equipment

Medium

Parents Moral support Medium

Alumni Support & services Medium Source: Bernard Marr, Managing and Delivering Performance, 2009

The school’s key or internal stakeholders include students, faculty

members, staff and administrators. They provide the tangible and intangible

resources for the school to achieve its mandate. Tangible resources include

financial and other assets provided by the national government like the annual

appropriations, the buildings and other school facilities. The services delivered

by the contractors like security makes the whole facilities safe and secure.

Parents and alumni support the existing personnel in the welfare of the students

by helping out in the programs, activities and projects. At present, three visiting

faculty and four residents-teachers were graduates of the school. Tables 2 and 3

shows students, alumni and other government agencies were identified as

internal and external stakeholders as they were all important to the school’s

success.

Furthermore, government agencies who provide both intangible and

tangible resources are the DBM, CSC, COA, DepEd and CCP. Other external

stakeholders were from other educational institutions that provide teachers and

at the same time get their talents from PHSA like the University of the

Philippines, University of Sto. Tomas, Ateneo de Manila University, St.

Scholastica, De La Salle University and College of St. Benilde, to name a few.

Table 3. Output Stakeholder Analysis

Output Stakeholders

Output Required Influence on success (High,

Medium, Low)

Students Artistic endeavours High

Government Records & reports High

Community Shows, exhibits, outreach

Medium

Alumni Artists Medium Source: Bernard Marr, Managing and Delivering Performance, 2009

Table 3 provides the output stakeholders of the school which includes the

students that best represents the success of the school through their artistic

endeavours. The school’s output was communicated through reports to the

different government institutions primarily the DBM, DepEd, CSC and COA. PHSA

showcased talents through invitations by the different institutions, museums and

other schools, both at the national and international levels (Table 19). The

alumni both serves as an input and output stakeholders as they provide the

talents and services the school needs as teachers, talent and resource persons.

2.8 Design of the APP

Table 4. ACTION PROJECT PLAN DESIGN

Objectives Major Activity Expected Results & Success

Indicators

Person/Group Responsible

Timeframe (Monthly)

Potentials Obstacles/

Constraints

Preventive & Contingent

Action

Budget

1. PREPARATION FOR THE RESEARCH

Identify the requirements of the APP

Research, gather data & seek IP approval of the APP

Pertinent records and materials, IP approval of APP & budget estimate

Student, IP, Librarian, Adviser

July-August Lack of available and reliable data

Check other agency and libraries for records

P500 for photocopying materials & records

Data analysis Examine and review

documents

Records Student, Librarian June-August Absence/incomplete data

Inquiry thru letter request and

interview personnel concerned

Conduct literature review

Research & surf the internet

Records, research materials

Student, Librarian June-August Budget & time Check other libraries and the internet

P1,000 for the materials

Prepare the survey materials

Draft, encode the instrument and send letters

requests to all stakeholders

Final copy of the survey instrument

Student, IP, Adviser

September No access to other respondents

Identify possible respondents

P1,000 for the materials and transportation fee

Table 4. Continued.

Objectives Major Activity Expected Results & Success

Indicators

Person/Group Responsible

Timeframe (Monthly)

Potentials Obstacles/

Constraints

Preventive & Contingent

Action

Budget

2. IMPLEMENTATION OF THE PROJECT

Administer the survey

Coordination with Units’ Heads

Accomplished survey results

Student, Units’ Heads

September No response from respondents

Sent follow-ups requests and survey forms thru email

P1,500 supplies & materials, transportation expense

Analyse data Gather, enter and analyse

data

Findings, conclusion and

recommendation

Student October Incomplete data and

unaccomplished forms

Sent follow-ups requests and

survey forms thru email

Table 4. Continued.

Objectives Major Activity Expected Results & Success

Indicators

Person/Group Responsible

Timeframe (Monthly)

Potentials Obstacles/ Constraints

Preventive & Contingent

Action

Budget

3. PREPARATION FOR THE FINAL REPORT AND DEFENSE

Write the report Encode, review and edit

Manuscript of the draft APP materials

Student, IP & Adviser

October-November

Unable to complete the interpretation of the findings

Identify the problem and seek advice from the IP and Adviser

P2,000 supplies & materials

Preparation for final oral defense

Conduct evaluation of the final requirements

of the APP

Manuscript & PowerPoint slides

Student, IP & Adviser

November 15-18

Unable to prepare other parts of the APP materials

Seek technical advice from ITC personnel

P5,000 Materials, printing & transportation

expense

Final editing of APP

Edit, proofread & print

Approved final copy of APP

Student, IP & Adviser

November 19-25

Technical problem in printing

Seek technical advice from ITC personnel

P5,000 Materials, editing cost, printing & transportation expense

The Project Plan and Design of the APP in Table 4 is the overview of the

study in matrix form. The four-month project started in June, 2012 and ended in

November 2012. This was organized in three major activities: the preparation

for the research; implementation of the study; and preparation for the Final

Report and Defense. The student was assisted and guided by her Institutional

Partner, Adviser and the librarians of the DAP and PHSA. Total cost of the

project was P16,000.00 which included purchase of materials and supplies,

photocopying and transportation.

First, research preparation involved the identification of the requirements

of the APP, data analysis, conduct of literature review and preparation of the

survey materials. The results were used primarily for data and SWOT analysis

and in the preparation of the survey instrument.

Second, the implementation of the study consisted of the activities in the

administration of the survey instrument. On deciding on the measurement

instrument for the described output, the public’s perception of the school was

collected through a self-administered survey questionnaire. Marr (2009) explains

that perception data could provide richer insights into the real level of

performance and it allows us to actively involve people in the performance

assessment. Data from this survey would be used to determine the effectiveness

of the organizational performance of PHSA.

Lastly, the preparation for the final report and oral defense would entail

the report writing, planning for the presentation of the findings of the study and

the final preparation of the copy of the manuscript. Approval from the

Institutional Partner and the Faculty Adviser would be sought before submission

of the study to DAP.

CHAPTER 3

THE PROJECT RESULTS AND RECOMMENDATIONS

3.1 Presentation of Project Results

This section reports the findings of the study based on the information

gathered from the results of the survey document reviews and SWOT analysis.

The study aimed to provide an assessment of the organizational performance of

PHSA through the following end results and deliverables:

1. An assessment tool that will provide the perceived reputation of

PHSA since its establishment in 1977; and,

2. The analysis of the results of the overall performance and the

report of the perceived reputation of the organization.

The primary aim of this study was to address the absence of information

that would serve as a barometer of the effectiveness of the school as an

organization. This study presents an assessment of the performance of the

PHSA as mandated in EO 420. The detailed summary of the findings per

assessment was presented together with the characteristics of the KIs. The

findings of this study were based on the results of the methodology that the

student applied.

3.2. Analysis of the Project Impacts

The Results and Analysis of the Survey

A total of 90 survey forms were distributed but only 65 pieces were

returned. The form was sent also via e-mail 48 times but only 5 responded to

the request.

The KIs who participated in the survey were composed of 60 percent

females and 22 percent males. Five percent of the respondents failed to indicate

their gender on the profile questionnaire. From the total number of 65

stakeholders that participated, only 4 were not connected to the school. They

were former staff, 2 alumni and a client who once used the school facilities.

Students with age range 10-15 comprised the largest number of KIs at 44

percent. The staff that respondent mostly belonged to ages 46-51 (26%). Other

stakeholders were in the age range of 22-57 (13%) and the faculty members

with an age of 22-57 (11%). Parents with an age bracket of 34-51 constituted 6

percent of the total number of respondents.

Table 5 describes the faculty’s high perception of trust in the school. The

school did “well” at 60 percent in all aspects except for the 28 percent “poor”

rate on the school’s political awareness when it comes to vision and leadership.

A “poor” rate at 14 percent was also manifested in management of the school,

transparency in decision-making and in the engagement of stakeholders in

communication.

Table 5. Perception of the Faculty

The staff has given the agency “very well” rate at 80 percent in

transparency about its resources and spending on financial management (Table

6). The agency was “very poor” at 5 percent in social and environmental

responsibility and in communication.

Table 6. The Perception of the Staff

0

10

20

30

40

50

60

70

80

90

100

a b c a b c a b c d a b c a b c a b c a b c

1 2 3 5 6 7

FACULTY VW

FACULTY W

FACULTY F

FACULTY P

FACULTY VP

0

10

20

30

40

50

60

70

80

90

a b c a b c a b c d a b c a b c a b c a b c

1 2 3 5 6 7

STAFF VW

STAFF W

STAFF F

STAFF P

STAFF VP

Table 7 shows 65 percent of the student-respondent rated all components

of the evaluation “well.” A few (6%) rated the school “poor” on vision and

leadership and communication.

Table 7. Perception of the Students

Only 35 percent of the parents gave the school “fair” rating on all

areas of services but 50 percent gave high percentage of “poor” ratings on

leadership and communication. A “poor” rate was also given on

management of the workplace environment at 25 percent (Table 8).

0

10

20

30

40

50

60

70

80

a b c a b c a b c d a b c a b c a b c a b c

1 2 3 5 6 7

STUDENTS VW

STUDENTS W

STUDENTS F

STUDENTS P

STUDENTS VP

Table 8. Perception of the Parents

Table 9 shows that the members of the PHSA Advisory Council gave a

rating of “well” to emotional appeal, services and tasks, in its being active and

trust in employees. The school rated “fair” in active participation, its role in

social and environmental responsibility and in communication. The respondents’

best represent the Council at 20 percent.

Table 9. Perception of the Advisory Council

0

10

20

30

40

50

60

70

80

a b c a b c a b c d a b c a b c a b c a b c

1 2 3 5 6 7

PARENT VW

PARENT W

PARENT F

PARENT P

PARENT VP

0

20

40

60

80

100

120

a b c a b c a b c d a b c a b c a b c a b c

1 2 3 5 6 7

ADVISORY COUNCILVW

ADVISORY COUNCILW

ADVISORY COUNCILF

ADVISORY COUNCILP

ADVISORY COUNCILVP

Table 10 reflects the highest trust rating of “very well” given to the school

by a former administrator who represents 25 percent of the respondents. A

rating of “well” was given to the school’s leadership of the same percentage.

Table 10. Perception of the Administrators

Other stakeholders gave the school a high rate of “very well” on emotional

appeal, social and environmental responsibility and they perceived that the

school was “well” managed. The school was rated “fair” at 75 percent on its

vision for the future (Table 11).

0

20

40

60

80

100

120

a b c a b c a b c d a b c a b c a b c a b c

1 2 3 5 6 7

ADMINISTRATORSVW

ADMINISTRATORS W

ADMINISTRATORS F

ADMINISTRATORS P

ADMINISTRATORS VP

Table 11. Perception of Others

To sum up, majority (85%) of all stakeholders gave an overall rating of 25

percent of “well” in terms of their perception of PHSA. Some stakeholders (42%)

however, were not satisfied and gave the school a rate of 18 percent on “very

poor” specifically on communication (Table 12).

0

20

40

60

80

100

120

a b c a b c a b c d a b c a b c a b c a b c

1 2 3 5 6 7

OTHERS VW

OTHERS W

OTHERS F

OTHERS P

OTHERS VP

Table 12. Perception of all Stakeholders

About three KIs failed to properly accomplish the form. Forty survey

forms were distributed during sports festival and card giving day but only 15

forms were returned on that day. The survey form was sent to the alumni, other

client and former administrators through email 48 times, but only four replied to

the request. Only one of the administrators responded to the survey. It was

discovered that survey forms sent through email cannot be retrieved and

downloaded because they were saved using a higher version of Microsoft Word.

0

20

40

60

80

100

120

VW F VP W P VW F VP W P VW F VP W P VW F VP

FACULTY STAFF STUDENTS PARENT ADVISORY COUNCIL ADMINISTRATORSOTHERS

1 a

1 b

1 c

2 a

2 b

2 c

3 a

3 b

3 c

d

Analysis of Financial Records

The summary of the school’s accomplishment of the programs, activities

and projects with budget allotment and obligated for CY 2001-2010 is presented

in Table 13 and Table 19. It also shows the annual budget allotment by the

national government for arts and culture. The total national budget amounted to

trillion in pesos, the DepEd budget was represented in billions of pesos while

funds for NCCA and PHSA were in millions of pesos. The allotted budget for

these agencies increased as the years progressed except for NCCA which

reflected a remarkable decrease beginning in 2007 up to 2010. Further

examination of the budget allotted by DepEd for arts and culture were only

expenses for representation for the said program. The budget for the SPA was

not specifically reflected in the GAA. Comparing the yearly budget allotment to

PHSA, the national government provides an average of P38M to the school.

Table 13. Education Budget of CY 2000 – 2010

2000 2002 2003 2004

2005 2006

2007 2008 2009 2010

Total Natio

nal Budget*

Renac-ted

Renac-ted

1,126 1,066 1,434 1,541

DepEd#

82.691

95.259

95.419

102.583

126.862

138.243

158.210

161.405

NCCA+ 452.232

377.172

281.766

293.843

15.440 29.595 60.718 31.104

PHSA+ 51.479

31.496

28.188

28.298

41.443

44.060

47.060

46.460

Source: General Appropriation Act 2007-2011 *in Trillion, #in Billion, + in Million http://www.dbm.gov.ph

Review of the GAA of 1977 shows that PHSA was then under the Office of

the President. The absence of data needed in the analysis of the fiscal operation

implemented by the school 20 years ago prompted the student to conduct an

informal interview with the most senior employee of PHSA. The interview

confirmed that fiscal management of PHSA was done by the CCP. It was only in

1978 that the school’s budget was transferred to the Department of Education,

Culture and Sports (DECS), now called DepEd.

On the other hand, there is no allocation for the development and

proliferation of culture and arts except for the National Heritage Act (RA 10066)

in the 2011-2016 Philippine Development Plan, which was funded by the National

Endowment Fund for Culture and the Arts (NEFCA) of the NCCA.

Analysis of the Human Resource Management Records

The last audit conducted by the CSC on PHSA was in September 2011.

PHSA is one of the accredited government entities in the Province of Laguna.

The delegated authority to take final action on appointments of its personnel was

granted by the Commission by virtue of CSC Resolution No. 94-2482 dated May

3, 1994. On this report, the Commission has confirmed once again that the

agency had substantially complied with the Civil Service Law and Rules on

personnel actions. The authority granted to PHSA to take action on

appointments remains valid (Appendix 3). For the 10-year period starting from

2001-2010, the HRM Unit has acted and issued a total of 104 appointments

(Table 14) that included appointments and renewal for faculty members and the

non-teaching staff. The issuance of appointments is dependent upon the

available vacancy in a given year.

Table 14. Summary of Report on Appointments

Year

Number of Appointments

Issued

2001 12

2002 18

2003 10

2004 7

2005 11

2006 15

2007 14

2008 7

2009 7

2010 3

TOTAL 104 Source PHSA ROPA & RAI

The analysis made by Cobrana (2011) of the PHSA performance

evaluation system in 2011 showed that it failed in its objective to continuously

foster improvement of employee performance and efficiency; to enhance

organizational effectiveness and productivity; and to provide an objective

performance-rating system which serves as basis for personnel actions,

incentives and rewards and administrative sanctions. Majority of the staff almost

always failed to submit the semi-annual performance commitment, the monthly

output and the semi-annual appraisal report on time. The PHSA-Performance

Evaluation System (PHSA-PES) is not accepted by the majority of the staff

because of the amount of paperwork that the system requires. The reason why

the purpose and objective of the Performance Evaluation and Review Committee

(PERC) and the Program on Awards and Incentives for Service Excellence

(PRAISE) were not properly implemented was due to the absence of the said

documents.

The HRM Unit also admitted that the system provides limited information

and data to help the management in decision making. The system failed in

comparing the performance rating of personnel with the different kinds/nature of

work. Hence, those personnel who perform well were not given due recognition

in the annual PRAISE awards ceremony. Erring employees were not given the

appropriate sanctions when they committed offenses. The final rating of the

evaluation was not enough to identify the development and training needs of

those who were identified with performances below the expectation of their

immediate supervisor. At the end of the evaluation period, the staff was forced

to prepare and comply in the submission of their performance evaluation. It is

also noted that almost all of the final evaluation rating was “Very Satisfactory.”

It rare that an employee was rated a “Satisfactory” rating.

One of the consequences of the inefficiency of the system is it decreases

the level of efficiency and the morale of those directly affected by the uneven

distribution of jobs. The level of performance was not clearly identified in the

final rating of the evaluation period. There were instances that an employee

who was not performing well also got “Satisfactory” or “Very Satisfactory” rating.

Students Records

The average acceptance rates compared to the number of graduates for

the CY 2001-2010 were both at 27 students per year. The dropout rate

averaged at three students per year except for 2002, 2005 and 2010. Table 15

reflects a minimal increase of graduate over the total number accepted in year

2002 by 8 students, 4 students in year 2005 and a remarkable increase of 14

students for 2010.

Table 15. Enrolees per Year Level for School Year 2001-2010

2000 -01

2001 -02

2002 -03

2003 -04

2004 -05

2005 -06

2006 -07

2007 -08

2008 -09

2009 -10

1st Year 43 32 33 39 32 32 38 52 38 34

2nd Year 33 35 28 33 31* 30 25 23 45 35

3rd Year 21* 30 29 28 30 31 27 25 27 30

4th Year 31 21 29 29 26 30 29 28 25 24

TOTAL 128 118* 119 125 124* 123 119 132 135 140*

No. of Graduates

21

29

29

26

30

29

26

25

24

38

Dropout rate

10 +8 0 3 +4 1 3 3 3 +14

Source: PHSA Annual Report 2011

Table 16 presents the computation of per capita from CY 2001 to 2010

based on appropriation. The number of students slightly increased by 5 from

140 to 145 in 2010. No capital outlays were recorded for 2003 and 2004. The

highest capital outlay recorded was in 2001.

Table 16. Computation of Per Capita from 2001 to 2010 Based on Appropriation

Source: PHSA Budget Request 2013

In the 35th year of existence of the School, it has produced a total number

of 830 graduates, 58 percent of which are girls and 42 percent boys. The year

with the highest number of graduates was in the years 1994, 2010 and 1981

with 39, 38 and 38 students respectively. The lowest numbers of graduates

were in 1991, 1985 and 1986 with 10, 12 and 13 total number of students

recorded. A minimal increase of 17 students in the last 10-year period from

2001-2010 from its population of 277 while an increase of 41 students during the

periods 1979-1989 and 1980-2000 were recorded (Table 17).

Yr

PS MOOE CO TOTAL Total no. of

Students

Per Capita Total Cost

Per Capita

excluding

PS

Per Capita excluding

MOOE

Per Capita

Excluding

CO

Per Capita

Excluding

MOOE

2001 9,227 34,613 13,925 57,765 140 413 347 165 313 247

2002 9,913 22,242 59 32,214 140 230 159 71 230 159

2003 9,676 19,265 28,941 140 207 138 69 207 138

2004 9,923 17,510 27,433 140 196 125 71 196 125

2005 10,040 16,295 235 26,570 140 190 118 73 188 116

2006 9,798 19,030 235 29,063 140 208 138 72 206 136

2007 10,045 25,192 5,846 41,083 140 293 222 114 252 180

2008 10,517 27,797 5,746 44,060 140 315 240 116 274 199

2009 11,487 31,917 4,000 47,395 140 339 257 111 310 228

2010 13,122 26,547 7,000 46,669 145 322 231 139 274 183

Table 17. Total Number of Graduates from 1979 to 2011

Year Male Female TOTAL

1979 7 11 18

1980 3 23 26

1981 23 15 38

1982 9 9 18

1983 9 19 28

1984 8 14 22

1985 7 5 12

1986 10 3 13

1987 8 9 17

1988 13 10 23

1989 10 6 16

1990 6 10 16

1991 3 7 10

1992 14 10 24

1993 9 8 17

1994 20 19 39

1995 12 18 30

1996 8 15 23

1997 10 6 16

1998 12 12 24

1999 11 19 30

2000 13 18 31

2001 10 11 21

2002 14 15 29

2003 10 19 29

2004 9 17 26

2005 10 20 30

2006 12 17 29

2007 9 17 26

2008 6 19 25

2009 7 17 24

2010 12 26 38

2011 12 20 32

TOTAL 346 484 830 Source: PHSA Annual Report 2005

An analysis was made with regards to the academic performance of the

students. According to Jacobs and Felix (1996), tests are useful for program

evaluation and research. Outcome measures are necessary to determine

whether an innovative program is better or poorer than the conventional one in

facilitating the attainment of specific curricular objectives.

The Center for Educational Measurement (CEM) conducts diagnostic tests

that are primarily designed to give parents, teachers, or guidance counsellor

information on the student’s level of achievements, specifically their strengths

and weaknesses, in a subject area thereby identifying what specific learning

competencies and cognitive skills are to be developed in the classroom.

Table 18 presents the test results for the CEM, National Achievement Test

(NAT) and the National Career Assessment Exam (NCAE) for SY 2008-2009. In

the 2008 Annual Executive Report, the school was awarded for outstanding

performance in NAT and NCAE for the school year 2006 – 2007 by the DepEd

because it has exceeded its target.

Table 18. Tests Results

Mean % in Center for Educational Measurement

across levels (CEM)

Target: 85% Actual: 86%

National Achievement Test (NAT): Rank 7 out of 247 schools in

Laguna

Target: 61% Actual: 55.28%

National Career Assessment Exam (NCAE) Result

Target: 90% Actual: 95%

Interpretation: Above average in general scholastic aptitude: 4th

year level SY 2008-2009

Source: PHSA Annual Report 2009

All data presented were based on the available copies of the PHSA Annual

Executive Report for the period 2002-2010 that is submitted annually to the DBM

by the Budget Unit of the Finance Section. The reports are presented in

narrative form and arranged in chronological order.

The summary of PAPs in Table 19 provides the total number of

performances being the highest at 90, followed by 51 recitals, 49 Annual

Nationwide Search for Young Arts Scholars (ANSYAS) activity, workshop at 40,

37 participation and 33 activities. The least on the list is attendance to forum at

two, followed by project, competition and demonstration all at one each.

Table 19. Accomplished Programs, Activities and Projects

ACCOMPLISHED PROGRAMS, ACTIVITIES AND PROJECTS for CY 2001, 2003, 2005, 2006, 2007, 2010

PAP Total PAP Total Activity 33 Interaction 10 ANSYAS 49 MOA 3 Assistance 5 Orientation 13 Book launch 5 Outreach 14 Ceremonies 17 Participation 37 Competition 1 Performance 90 Concert 11 Presentation 4 Conference 10 Program 15 Convention 2 Project 1 Demonstration 1 Recital 51 Educ. Tour 20 Show 14 Exhibit 15 Showcase 6 Festival 3 Talk 5 Forum 2 Workshop 40 TOTAL 141 TOTAL 301 GRAND TOTAL 442

Sources: PHSA Annual Executive Reports

Table 20. Summary of Successful Programs of PHSA

KEY RESULTS AREA

Successes Underlying Causes Lessons

Learned/Conclusions

2001

1. Staged the “Anak-Anak Asia: Asian

Children’s Arts Festival

2. Implementation the “Dalubhasaan

para sa Edukasyon, Sining at

Kultura

Fully funded and participated

by local and international

artists

The school have to establish

networks locally and

internationally to be

recognized as a center for

excellence

2002

3. Students international

exposure trip to US and Japan

Commitment of Philippines

and Japan in education

program

We need partners for the

over-all development of the

students

2003

4. Spearheaded the Collective

Class in the Arts program

The school fully supports

programs on innovation

Integration of the different

discipline was part of

Curriculum Research and

Development Program

2004

5. Curriculum Research and

Development Program

Another development

program that benefited both

the Basic and Arts Education

programs

There must be a constant

review of the curriculum and

current needs of the students

on education

Table 20. Continued.

KEY RESULTS AREA

Successes Underlying Causes Lessons Learned/Conclusions

2007

6. International participation to arts

festival in Singapore and Hongkong

7. Artists’ Village

8. Teacher-Student Exchange Program

with the Regent Secondary School of

Singapore

9. YFU Exchange Student Program

The external projects programs

of the school were intensified

by networking

The school have to establish

networks locally and internationally

to be recognized as a center for

excellence

2008

10. Joined the 1st DepEd Sining

Pambansa Festival

11. Hosted the RSS of Singapore, CIOFF

of Canada and Julliard School of US

12. Joined the Asean Youth Camp in

Indonesia

Another external networking

programs of the school

The school supports DepEd in the

propagation of arts and culture of

our country

2009

13. Special Secondary Education Oriented

to the Arts

14. Labaw Donggon Production

participation in Korea

Previous successful programs

were replicated

The school have to establish

networks locally and internationally

to be recognized as a center for

excellence

Table 21. Summary of Unrealized Programs

KEY RESULTS AREAS

Failures/Problems Underlying Causes Lessons Learned/Conclusions

1. The PHSA Teaching Manual (2002)

2. The PHSA Coffee Table Book (2002)

3. Education on Filipino Art and Cultural

Values (2005)

4. Ten-Year Development Plan (2010)

Limited sources of funds and

logistic. Non-observance of the

timetable of the project

The objectives and relevance of the

plans must be clarified to all

concerned stakeholders

Tables 20 and 21 summarize the school’s success and unrealized programs from 2001 to 2010.

Most of the activities, plans and programs of the school are grounded and focused on the individual

development of the students and their talents. The leaders together with the Management

Committee encourage the adoption of innovation programs in its curriculum on Basic and Arts

Education. The achievement of each program involves the collaboration and support of all concerned

units in all aspects starting with the planning up to the last stage of the implementation. There is

also a clear understanding of the objectives of each project and they were cascaded to the internal

and external stakeholders.

The failures of some plans were rooted from poor planning that includes lack of funds and

logistics. It is understood that a proposal must be planned a year ahead to get the financial

allotment it needs. One of the most common problems identified is the limited personnel that will be

responsible for the implementation of each stage of the programs. Another problem encountered

was the school cannot extract accountability and commitment from the non-plantilla personnel hired

to do the function of program managers.

Table 22. Identifying Strengths and Weaknesses

Positive Negative

Strengths Weaknesses

• The only art school in the Philippines. • Artistic Excellence- the students are trained to become a world class artists

• Development of a deeply Filipino orientation, Social Awareness and Social Responsibility • The students enjoy free tuition, free board and lodging, a monthly stipend,

free transportation free medical and guidance services and subsidy for recitals, performances and other activities within and outside the campus • Opportunity to study and/or experience in more than one area/major • Students are exposed to a variety of learning experiences that include art history, aesthetics, productions, and criticism • There is a positive attitude in the schools towards change • Strong and dedicated faculty with high morale • Diversity among student population • A strong reputation for providing the training required to become a world class artists • Sufficient fund resources • Access to cultural resources

• Limited public appreciation • Lack of previous study about the school • Lack of information

dissemination about the schools advocacy • Loss of communication with the graduates • Old buildings and facilities

• Lack of classroom interaction between AE and BE • No programs for the alumni • No activities for the interaction of students in the community • Lack of research programs • Lack of academic support • Lack of activities that foster interaction between personnel and students • Lack of packages, modules, management and actual conduct of training programs in direct and indirect modes for teachers and administrators • Lack of curriculum committed to the conservation and promotion of the Filipino and artistic and cultural traditions • Lack of motivation for teachers to publish articles • Lack of staff appraisal and commendation

Source: Mojica & Ancheta, PHSA Status Assessment, 2009

Internal

Factors

The study of Mojica and Ancheta in 2009 of the assessment of the status

of PHSA in Tables 22 and 23 used survey and interviews of various stakeholders

that resulted in identification of the strengths and weakness, and the

opportunities and strengths. In this study, more weaknesses were identified than

strengths and there were least opportunities available for the institution. A

review of the recommendations and suggestions made by the researchers would

help the management to specifically address concerns that need prioritization.

Knowing the strength of the PHSA as an organization (see Table 22), the

agency can focus and exert efforts on the things they are good at, and by

understanding the weaknesses, they know what to avoid, what to improve, and

where to get help from other agencies that do things better (Mind Tools Ltd.,

2007-2011). The weaknesses are about the things the agency is not good at, or

the areas where it can improve its current performance.

The internal stakeholders believed that the school is lacking on programs

on research and development, effective communication system, curriculum

development, funds for repair and maintenance of the facilities, community

affairs and in human resource management and development, as reflected in

Table 22.

Table 23 shows that being the only public secondary arts school in our

country has its disadvantages because of the limited organization that specialized

in arts. Members of the families play an important part in the development of

the students, with their cooperation and involvement in the school activities and

programs.

Table 23. Identifying Opportunities and Threats

Positive Negative

Opportunities Threats

• Many community leaders, organizations (public & private) support arts education. • The potential of information and communications technology (ICT) to enable a wider range

of access to arts education Arts were given emphasis on the medium term development plan

• Lack of interest in arts among students • Lack of patriotism and nationalism among students • Most of the schools are gearing their students to be inclined in math and

sciences • Family stresses/ competing lifestyles, parental dictation of policy, and the under valuing of arts education • Limited special art school that the student could pursue their career • Lack of art school for elementary • Poor economic conditions

Source: Mojica & Ancheta, PHSA Status Assessment, 2009

External

Factors

The primary objective of this study was to gain knowledge on how our

stakeholders perceived the reputation of PHSA and its level of effectiveness.

Review of PHSA annual reports, the CSC and COA annual audit reports confirmed

that PHSA is able to meet the mandated mission and vision within the allowable

resources provided by the national government for its operation and

management. The Auditor from COA rendered an unqualified opinion on the

fairness of the presentation of the financial statement while the authorization to

take final action on appointments was retained by the CSC as stated in their

2011 Personnel Management Monitoring, Evaluation and Assistance Service

(PMMEAS) Audit Report. Further, majority of the survey respondents and the

SWOT analysis said they are aware of the basic needs and problems that

confront the school.

The analysis of schedule of budget appropriations, allotments and

obligations for CY 2001-2010 is also an important factor in evaluating the

effectiveness of the school. On the analysis of the annual reports to DBM and

COA, the school receives regular and sufficient allotment from the national

government to manage and to disburse effectively, efficiently and economically

thereby providing quality inputs that contribute in the assessment of the output

and its outcome.

Moreover, details on the students’ performance and the number of

accepted students as compared to total number of graduates’ supports the study

of Hopkins and Stanley (1981) that the dropout rate must also be assessed as

the proportion of pupils/students who leave the school. To exemplify, the

analysis of the diagnostic tests conducted by CEM and the test results of NAT

and NCAE provides clear statements and success indicators of the major

accomplishments of the students in basic education programs. The school was

recognized and awarded for its outstanding performance in NAT and NCAE for

the school year 2006-2007 by DepEd. On the other hand, there is no available

data yet of the diagnostic test of the recent years.

The school was aware of its strengths, weakness, opportunities and

threats that it can focus more and exert efforts on the things the school are good

at. By understanding the weaknesses, it directs what to avoid, what to improve,

and where to get help from other similar agencies with best practices and do

things better. Being the only secondary arts school in our country also has its

own advantages and disadvantages because of the limited organization that

specialized in arts. The result of the SWOT analysis also reflects that members

of the family play an important part in the development of the students with

their cooperation and involvement in the school activities and programs.

Moreover, PHSA should provide adequate resources for monitoring,

verification and assessment tasks; provide resources to establish effective

communications within public sector organization and with other stakeholders;

and provide resources for continual improvement of performance and of the

quality management system. During the implementation of this study, the

positions of the Director III and Director IV were vacant. The need for an

effective leadership and efficient communication system are two of the most

relevant issues and concerns that the management must address. There were

unreturned survey forms from former members of the faculty and administrators

of the school, CSC, COA and DBM, which may affect the overall results of the

survey. The use of qualitative research on this study, though, does not use the

term validity and reliability but was concerned only on the trustworthiness of the

results. The findings of this survey would be presented to the management to

determine the validity and reliability of its results.

The result of the survey exemplifies Marr’s (2009) study that we need to

measure things that are directly linked to the strategic objectives of the

organization and to understand that it is not all about numbers. Therefore

performance assessment based on financial report must be supplemented with

words and commentaries. A primary purpose of this study was to describe the

perception of the various stakeholders of the school. Hence, the comments and

suggestions provided by the survey can serve this purpose (Appendix 6). Using

the results of this project, educational and operational policies may be

formulated to improve the present system and develop the integrity of the

school.

Finally, the findings of this project uphold the theoretical paradigm of

Tripartite Locus of Integrity because the school was able to fulfil its mission and

vision as reflected in the overall performance that contribute to the development

of the preservation of the culture and arts in the country. The challenge that

confronts the school was its inability to properly communicate the success of its

administrators, and students to all its stakeholders. This is where the integrity of

the school lies. Integrity is serving the public, fulfilling the agency mission by

performing one’s duties well within the parameters of the rules and in a way that

is consistent with one’s values.

3.2 Policy Statement or Redirection

The government has exerted much effort to assess the performance and

progress of an organization in the bureaucracy. The challenge now lies in the

development of a transparent indicator that will specifically measure the

effectiveness and efficiency of an organization. There is a need to establish or

create an internal audit system that will evaluate and review the quality of

performance of each group or individual within the agency.

3.3 Summary of Findings, Conclusion, and Recommendations

This section presents the results of the findings based upon the

information gathered as a result of the methodologies that the student applied.

Survey Results:

Based on the overall results of the survey conducted among the various

stakeholders of PHSA, the perception rate given to the school as one of the

public organizations was “well”. Majority of stakeholders gave high regards to

emotional appeal because of admiration, respect and trust in the school. The

school was able to deliver appropriate quality services and innovation is

important to this agency.

Based on the comments and suggestions, the most relevant concerns of

all the stakeholders were leadership and communication (Appendix 6). Though

the school is active in vision and leadership, some members of the stakeholders

were still not aware of the accomplishments and successes of the school. They

want transparency and constant communication of the plans and programs of

the school and its leaders. The lack of a permanent and effective leader who will

lead the school to its rightful role and place in history was manifested in the

results of the survey.

Records Analysis:

1. The annual reports submitted to DBM, COA and CSC and the feedback received

from these oversight agencies further confirmed the adherence to the law and

regulations of PHSA.

2. The school receives regular and sufficient allotment from the national

government to manage and to disburse effectively, efficiently and economically

thereby providing quality inputs that contribute in the assessment of the output

and its outcome.

3. Analysis of the diagnostic tests conducted by CEM and the test results of NAT

and NCAE provides clear statements and success indicators of the major

accomplishments of the students in basic education programs. The school was

awarded and recognized for its outstanding performance in NAT and NCAE for

the school year 2006-2007 by DepEd.

4. The school has succeeded in the implementation of its activities, plans and

programs in Arts education by meeting its targets every school year as reflected

in Tables 19 and 20.

SWOT Analysis

Majority of the respondent to the SWOT analysis said they were aware of

the basic needs and problems that confront the school. Being the only secondary

arts school in the country has also its own advantages and disadvantages

because of the limited organization that specialized in arts. It is also noted that

as external factors, the economic condition of the families of the students and

the members of the respective families of the scholars play an important part in

the student’s development. Parents of the students can take an active part with

their cooperation and involvement in the school activities and programs.

Conclusion

The specific objectives of this Integrity Development Action Plan and

Project (IDAPP) were to gather data that will provide documentary evidence on

the impacts and effectiveness of the PHSA by collecting and comparing data from

2001 to 2010. The effectiveness of the programs of PHSA in its education and

arts program was manifested in the results of the survey instrument.

Furthermore, review of the documents and reports helped in the assessment of

the organizational performance of PHSA, and the integrity issues and gaps that

confront the management. The study strengthens the concept that assessment

of performance of the organization is needed to maintain integrity at work and in

the workplace.

It is hoped that this study would bring about positive awareness of ethical,

effective and efficient standards in the performance of one’s official duties and

responsibilities in the government service. A government agency performing at

its best is essential for effectiveness and efficiency that the bureaucracy needs to

build positive change towards integrity development.

Recommendations:

Following are the recommendations arrived based on the results of the

survey, review and analysis of documents, and SWOT analysis:

1. There is a need for the observance of RA 6713 (Code of Conduct and Ethical

Standards for Public Officials and Employees), the Customized Code of Conduct

and the Citizen’s Charter by all employees. Posting these provisions together

with the targets and accomplishments on the PHSA website is a way to

disseminate the information to the public.

2. Ethics and values orientation should be a regular program for personnel

development.

3. Regular review and improvement of the operational system and procedures

should be carried out.

4. Establishment of a feedback mechanism such as the survey instrument that will

assist in the formulation of agency policies and future plans is needed. The

results shall be incorporated in the annual reports for COA, CSC and DBM.

5. Announcement of timetables for making important decisions to reduce the

negative consequence of miscommunication should be done.

6. Validation of the results of survey and the findings of this study by the

Management Committee should be carried out through interview and focus

group discussions.

7. The survey instrument would also be a supplement to the SPMS made by the

government to establish an effective agency performance system.

8. The need for effective leadership and communication system are two of the most

relevant issues and concerns that need to be addressed by the management.

9. The school must encourage and initiate more research projects and studies to

systematically collect data that would provide detailed descriptions of its

accomplishments and successes in the future.

10. Creation of an Internal Audit/Control Unit that will evaluate the results of each

activities, plans and programs of the school.

3.4 Proposal for Sustainability

The development of policies towards integrity development of this project

could be sustained by integrating them with the CSC Memorandum Circular No.

6, Series of 2012, regarding the Guidelines in the Establishment and

Implementation of Agency Strategic Performance Management System (SPMS).

The survey instrument used in this study could be customized and used as an

advantageous tool in the assessment of every activity, programs and projects of

the school because it is easy to administer. The instrument could also be posted

in the PHSA website for more accessibility and to get the stakeholders’ feedback

immediately.

3.5 Implications to Integrity Development in Governance

The survey instrument that was used as an assessment tool in this study

is a helpful medium for all stakeholders to communicate their concerns and

interest that will benefit both students and the school. Survey is an effective tool

to measure the performance of an organization. This tool is being implemented

by some agencies and CSC must encourage all government agencies to do the

same. Feedback can also be included in the annual executive report.

3.6 Suggestion for Future Studies

To complete the analysis of the past work programs of the school, it is

suggested that a study to assess the outcome of the school programs based on

the achievements of the alumni be conducted. The study will answer the

questions of how many alumni pursued careers in the arts or other arts-related

courses as well as those who did not continue and pursue their careers in this

field.

CHAPTER IV

The APP Experience and my Being a Public Manager

The student served as the project manager and facilitated the

coordination of all activities in the preparation and implementation of her APP.

She made sure that the limited time and resources were put to good use,

effectively, efficiently and economically. Activities that needed the decision of

the Institutional Partner were coursed through by the student for the

development of the objectives of the APP.

The most important lesson that she learned were the intricacies of

working in public service and the bureaucracy as a whole. She realized how

fortunate she was to be in her agency compared to the men and women whose

job caused destruction in their lives and exposure to dangers. She was challenge

to do the same in her small way and hoped that the public’s perception of the

government as a whole will change for the better. Government employees and

offices, whose commitment and dedication to improve and develop our country,

deserve recognition and accolades.

BIBLIOGRAPHY

Andres, Tomas Quintin D. and Francisco, Felizardo Y., 1989. Curriculum

Development in the Philippine Setting, Manila, National Bookstore Store, Inc.,

pp.3-4, 34, 155, 164, 213.

Asian Development Bank, 2007. Improving Local Governance and Service

Delivery: Citizen Report Card Learning Tool Kit.

Bautista, Victoria A., 1998. Research and Public Management, University of the

Philippines Open University.

Behrman, Deolalikar and Soon, 2011. Promoting Effective Schooling through

Education Decentralization in Bangladesh, Indonesia, and Philippines.

Bourque, Linda B. & Eve P. Fielder, 1995. How to Conduct Self-Administered and

Mail Surveys, London, Sage Publications, Inc.

Bruns, Filmer and Patrinos, 2011. Making Schools Work, New Evidence on

Accountability Reforms.

Civil Service Commission, 2011. Report on the Personnel Management

Monitoring, Evaluation and Assistance Service.

Clemente, Alejandro W., 1996. Philippine Education into the 21st Century,

Quezon City, Joer Printing Services, p. 49

Cobrana, Cirila B., 2011. Experimenting With Behaviourally Anchored Rating

Scales (BARS) as Performance Evaluation Instrument for the Non-Teaching Staff

of the Philippine High School for the Arts, Pasig City, Development Academy of

the Philippines.

Commission on Audit, 2011. Annual Audit Report.

Covey, Stephen R., 1989. The Seven Habits of Highly Effective People, New

York, Fireside.

Covey, Stephen R., 2004. The 8th Habit, New York, Free Press.

Dasgupta, Basab, Ambar Narayan and Emmanuel Skoufias, 2009. Measuring the

Quality of Education and Health Services, The Use of Perception Data from

Indonesia.

Development Academy of the Philippines, 2011. The Integrity Development in

Governance Framework: The Tripartite Locus of Integrity.

Fink, Arlene, 1995. The Survey Handbook, London, Sage Publications, Inc.

Government Appropriation Act, 1977, 2000-2010.

Government Quality Management System Standards, 2006 p. 22

Guijt, 2008. Critical Readings on Assessing and Learning for Social Change: A

Review.

Hopkins, Kenneth D. and Julian C. Stanley, 1981. Educational and Psychological

Measurement and Evaluation, 6th Edition, Prentice-Hall, Inc., p. 45

International Education Guide: For the Assessment of Education from the

Philippines, by the International Qualification Assessment Service (IQAS)

developed the International, Government of Alberta, Canada, 2007

Kaplan, Robert, and David Norton, 1990. Balanced Score Cards.

Litwin, Mark S., 1995. How to Measure Survey Reliability and Validity.

Marr, Bernard, 2009. Managing and Delivering Performance. Oxford, Elsevier,

Ltd.

Mirk, Paula, 2007. Tell Me What You Really Think, A Report on the Schools of

Integrity Project.

Mojica, Mercedita A. and Ancheta, Katherine H., Customized Code of Conduct of

the Philippine High School for the Arts, 2010. Pasig City, Development Academy

of the Philippines.

2009. The Philippine High School for the Arts (PHSA) Status Assessment:

Towards Some Policy Directions.

Mojica, Mercedita A., 2009. PHSA Citizen’s Charter.

PHSA Annual Executive Reports, 2001, 2003, 2005, 2006, 2007, 2010

World Books, Inc., 1990. The World Book Encyclopedia, Vol. 15, 376

Washington, Sally and Elia Armstrong, DATE. Ethics in the Public Service,

Current Issues and Practice, Public Management Occasional Papers, No. 14, p. 5.

ONLINE RESOURCES:

www.csc.gov.ph

www.phsa.edu.ph

www.dbm.gov.ph

www.ncca.gov.ph

www.coa.gov.ph

www.deped.gov.ph

www.culturalcenter.gov.ph

www.adb.com.ph

www.worldbank.org

www.wikipedia.org

www.ehow.com

www.lawphil.net

www.gifted.uconn.edu

www.usc.edu

APPENDICES

APPENDIX 1.

Executive Order No. 420

September 7, 1990

CONVERTING THE PHILIPPINE HIGH SCHOOL FOR THE ARTS INTO A

REGULAR GOVERNMENT AGENCY, REPEALING PRESIDENTIAL DECREE

NO. 1287 AND FOR OTHER PURPOSES WHEREAS, the arts complement the sciences in improving the quality of human

life by means of the complete and harmonious development of the individual;

WHEREAS, it is the person completely and harmoniously developed who can contribute most meaningfully towards the creation and enhancement of a democratic, just and humane society imbued with national identity and pride;

WHEREAS, the Philippine High School for the Arts has been organized under Presidential Decree No. 1287 (1978), to search for and develop highly talented

children exceptionally gifted in the arts, with the objective of providing a continuing source of artists of excellence and leaders in the preservation and promotion of the Filipino heritage in the arts;

WHEREAS, the government is committed to fulfill its constitutional mandate at foster the preservation, enrichment and dynamic evolution of a Filipino national

culture based on the principle of unity in diversity in a climate of free artistic and intellectual expression and to place arts and letters under the patronage of the State;

WHEREAS, in view of the foregoing, the regularization and conversion of the Philippine High School for the Arts as a regular government agency have been

recommended by the Department of Budget and Management pursuant to its mandate under Executive Order No. 165 (1987) and Executive Order No. 5

(1986); WHEREAS, per the Secretary of Justice Opinion No. 210, series of 1988, Section

22 of Proclamation No. 50 (1986), as amended, empowers the President of the Philippines to amend or repeal the laws creating government-owned or controlled corporations of which have been identified for divestment, dissolution,

regularization, merger or consolidation, not later than December 6, 1991; NOW, THEREFORE, I CORAZON C. AQUINO, President of the Philippines, by

virtue of the powers vested in me by law, do hereby order: Sec. 1. Abolition and Creation. The Philippine High School for the Arts is hereby

abolished. In lieu thereof, a regular government agency is hereby created in

accordance with the provisions of this Executive Order, with the same name and hereinafter referred to as High School.

Sec. 2. Mandate. The High School is hereby mandated to implement a general secondary level program, combined with a special curriculum oriented to the arts

and geared to the early recognition and development of highly talented children exceptionally gifted in the arts, thus providing a continuing source of artists of excellence and leaders in the preservation and promotion of the Filipino heritage

in the arts.

Sec. 3. Advisory Council. The High School have an Advisory Council, composed of the following members:

(a) President of the Cultural Center of the Philippines who shall be the Chairman, ex-officio;

(b) Undersecretary of the Department of Education, Culture and Sports shall be the Vice-Chairman, ex-officio;

(c) Artistic Director of the Cultural Center of the Philippines, ex-officio; (d) Director of the Bureau of Secondary Education of the Department of

Education, Culture and Sports, ex-officio; (e) Director of the Philippine High School for the Arts, ex-officio;

(f) A representative from each of the fields of music, dance, theater arts, visual arts, and literature to be appointed by the Chairman, upon

recommendation of the Governing Board.

The Advisory Council shall meet at least once a month. A quorum of the Advisory Council shall consist of the majority of all its members holding office at the time the meeting is called and present thereat. Each member of the Advisory Council

shall receive an honorarium in accordance with pertinent laws, rules and regulations.

Sec. 4. Powers and Functions. To accomplish the mandate of the High School, the Advisory Council shall advise the Director on the following:

(a) Fixing of the site of the school; (b) Receipt for, and appropriations for the ends specified by law, of such

sums as may be provided by law for the support of the High School;

(c) Approval of appointments made and contracts entered into by the Director in connection with the employment of teachers, lecturers and other

employees of the High School, fixing of their compensations and other conditions of employment, with concurrence by the Secretary of Budget and Management; and their removal for cause after due notice and hearing;

(d) Providing fellowships for faculty members and approval of the grant of scholarships, stipends and other allowances to deserving students;

(e) Determining the criteria for the selection and admission of students which

shall include, among others, national competitive examinations; (f) Approval of the issuance of certificates or diplomas to successful

candidates for graduation; (g) Receipt of in trust legacies, gifts, donations, grants, endowments,

contributions, or other transfers of ownership and/or possession of real and personal properties of all kinds and administration of the same for the benefit of the High School or for aid to any of its students.

(h) Approval of the annual work program and budget for endorsement to the Department of Budget and Management;

(i) Such other tasks as may be assigned to it by the Secretary of Education, Culture and Sports, which are necessary for the efficient and effective

accomplishment of the purposes of this Executive Order. Sec. 5. Authority to Solicit Donations, Grants and the Like. Upon the

recommendation of the Advisory Council, the Director may, without need of authority, approval or intervention by any government agency of any kind

whatsoever, solicit, negotiate with, and receive from any public or private, domestic or foreign sources such legacies, gifts, donations, grants, endowments, contributions or other transfers of ownership and/or possession of real or

personal properties of all kinds in favor and for the benefit of the High School, subject to ratification by the Secretary of Education, Culture and Sports; Provided, That the Director shall, upon recommendation by the Advisory Council

and in accordance with pertinent accounting and auditing laws, rules and regulations, prescribe the measures necessary for the proper use, maintenance and safekeeping of said donations, grants, endowments, contributions or

transfers and the compliance of the terms and conditions thereon, if any. Sec. 6. Director. The day-to-day operations of the High School shall be under the

supervision and control of the Director in accordance with Section 4 hereof. He shall be appointed by the Secretary of Education, Culture and Sports, upon the

recommendation of the Advisory Council. His functions, powers and duties, in addition to those specifically provided in this Executive Order, shall be those

usually pertaining to the office of the principal of any high school in the Philippine educational system.

Sec. 7. Civil Service Coverage. Personnel of the High School shall be classified into:

(a) Career service personnel, namely, those of the finance, administrative and personnel staff of the High School and its general education faculty.

(b) Non-career service personnel, namely, visiting professors and arts instructors.

Career and non-career service personnel shall be subject to civil service rules and regulations on wage and position classifications. They shall be entitled to

retirement benefits enjoyed by all government personnel, in accordance with existing laws, rules and regulations. Provisions for retirement shall be included in the annual budget of the High School: Provided, That services of incumbents

whose appointments have not been processed through the Civil Service Commission shall be considered as creditable services for purposes of claiming retirement or separation benefits as long as the necessary requirements are met.

Sec. 8. Attachment. The High School is hereby attached to the Department of Education, Culture and Sports, in consultation with the Cultural Center of the

Philippines, for policy and program implementation with special emphasis on subjects pertaining to the arts, with the end in view of preparing its students for a career in the arts.

Sec. 9. Arts High School Fund. All legacies, gifts, donations, grants, endowments,

contributions and other similar transfers of real and personal properties of all kinds received by the High School shall constitute the Arts High School Fund, which shall be expended or used by, or with the authority from, the Director

upon the recommendation of the Advisory Council, to attain the purposes of this Executive Order, in accordance with pertinent laws, rules and regulations. Signatories to this Fund shall be the Director and the officer of the High School

responsible for its finances, regular reports on the status of the fund shall be submitted to the Advisory Council.

Sec. 10. Position Structure and Staffing Pattern. Upon approval of this Executive Order, the officers and employees of the defunct Philippine High School for the Arts shall, in a holdover capacity, continue to perform their

respective duties and responsibilities and receive the corresponding salaries and benefits unless in the meantime they are duly separated from the service.

The position structure and staffing pattern of the High School shall be approved

and prescribed by the Secretary of Education, Culture and Sports, upon the recommendation of the Director of the High School and with the concurrence of the Secretary of Budget and Management, within one hundred twenty (120) days

from the approval of this Executive Order and the authorized positions created thereunder shall be filled with regular appointments by the High School or by the President of the Philippines, as the case may be. Those incumbents of the High

School whose positions are not included therein or who are not reappointed, shall be deemed separated from the service and shall receive the benefits to

which they may be entitled under existing laws, rules and regulations. Sec. 11. Transfer. The records, equipment, facilities, choses in actions,

rights, other assets and personnel of the defunct Philippine High School for the Arts are hereby transferred to the High School, insofar, as necessary for the proper accomplishment of the objectives of this Executive Order. The

appropriations and funds of said defunct entity, if any, shall revert to the General Fund. Its remaining assets if any, shall be allocated to the appropriate units of the government as the Office of the President shall determine or shall otherwise

be disposed in accordance with the Government Auditing Code of the Philippines and other pertinent laws, rules and regulations. Its liabilities, if any, shall be paid in accordance with the provisions of the Civil Code of the Philippines on the

concurrence and preference of credits. Sec. 12. Notice or Consent Requirement. If any reorganizational change

authorized in this Executive Order is of such substance or materiality as to prejudice third persons with rights recognized by law or contract such that notice to or consent of creditors is required to be made or obtained pursuant to any

agreement entered into with any such creditors, such notice or consent requirement shall be complied with prior to the implementation of such

reorganizational change. Sec. 13. Implementing Rules and Regulations. The Secretary of Education,

Culture and Sports shall prescribe the rules and regulations for the efficient and effective implementation of the provisions of this Executive Order.

Sec. 14. Separability. Any portion or provision of this Executive Order that may be declared unconstitutional or invalid shall not have the effect or nullifying other portions or provisions hereof as long as such remaining portions or

provisions can still subsist and be given effect in the entirety. Sec. 15. Repeal. Presidential Decree No. 1287 (1978) is hereby repealed. All

other laws, issuances, rules and regulations inconsistent herewith are likewise hereby repealed or modified accordingly.

Sec. 16. Effectivity. This Executive Order shall take effect upon approval,

subject to its publication in the Official Gazette. DONE in the City of Manila, this 7th day of September, in the year of Our Lord

nineteen hundred and ninety. (www.lawphil.net).

APPENDIX 2.

Commission on Audit Report

APPENDIX 3.

Civil Service Commission

Personnel Management Monitoring, Evaluation

and Assistance Service (PMMEAS)

Report on the

Personnel Management Monitoring, Evaluation and Assistance Service (PMMEAS) conducted at the Philippine High School for the Arts, Los Baños, Laguna

on September 7-8, 2011

I. INTRODUCTION

The CSC Agency Accreditation Program (CSCAAP) empowers constitutional bodies, department or agencies of the national government, local government units, government-owned or controlled corporations, and state universities and colleges to take final action on appointments.

In the implementation of this program, the Civil Service Commission Regional

Office No. IV through its Personnel Management Assistance Team (PMAT) representative conducted PMMEAS on September 7-8, 2011 at the Philippine High School for the Arts, Los Baños, Laguna to determine the agency’s compliance with the terms and conditions of accreditation and to provide continuous monitoring and training assistance, if ever necessary, to ensure sustainability and progress of the agency’s accreditation level.

The Philippine High School for the Arts is one of the accredited

government entities in the Province of Laguna. The delegated authority to take final action on appointments of its personnel was granted by the Commission by virtue of CSC Resolution No. 94-2482 dated May 3, 1994.

II. OBJECTIVES

The PMMEAS was conducted in the said agency with the following specific

objectives:

To monitor/observe the personnel management practices of the agency after it has undergone the last CPMA/PMMEAS conducted;

To determine whether personnel actions conform with the Civil Service Law, rules and policies;

To render technical assistance to the agency in the implementation of

the audit recommendations, if necessary;

To recommend for capability building or developmental intervention needs; and

To ascertain and recommend if the said agency level of accreditation is

maintained or may progress to a higher level.

III. SCOPE AND LIMITATIONS

The PMMEAS conducted in the Philippine High School for the Arts which covered the period from September 6, 2010 to September 7, 2011 comprised an assessment of the agency’s personnel management systems, management of personnel records, and other programs and practices on human resource management.

The reassessment visit was focused on the agency’s implementation and

compliance with the recommendations contained in the last PMMEAS report. Other areas of Personnel Records Management such as 201 Files, Plantilla entries, Leave and Attendance records, Service Records and Personnel Management Systems and Programs that include Personnel Mechanisms, Employee-Management Relation, Employee Welfare, and Employee Discipline, however, were as well covered.

The following were the previous recommendations: 1. Fast tract the formulation of the agency’s Citizen Charter and have this

posted in a conspicuous place in compliance with RA 9485 – “The Anti-Red Tape Law”.

2. Reconstitute the Grievance Committee. The highest HRMO should be

designated chairman of the Grievance Committee pursuant to CSC MC No. 2 s. 2001.

3. Establish a Career Development Plan for the professional growth and

personality development of all officials and employees.

4. Require the employees to use the Revised PES Form in accomplishing their performance ratings.

IV. METHODOLOGY

In the assessment process, three (3) methods were generally used to

validate observations and relevant information, as follows:

1. Document Analysis- uses review, scrutiny and study of pertinent documents issued and acted upon by the Head of Office and HRMO within the one year period before the conduct of audit ;

2. Interview- elicited information through formal or informal conversation with

the officials and/or employees; and

3. Desk Assessment- combination of observation and interview.

V. FINDINGS

Various audit report forms such as PMAAP Agency Scanning (AS) and Agency Capability Evaluation Card (ACEC) including Report on Appointments Issued (RAI) served as guide to the PMAT representative to carefully monitor and re-evaluate the agency’s practices and programs which they implemented after the last conduct of PMMEAS. Hence, the following observations on the extent of implementation and compliance with the previous recommendations were duly noted:

The Citizen’s Charter has been finalized and presented during the Management Committee meeting for review.

The new composition of the members of the Grievance Committee has not

been reconstituted yet. The HRMO has not been designated as the Chairperson of the Grievance Committee.

The performance ratings of all officials and employees (both teaching

and non-teaching) are submitted as scheduled. Upon review by the Performance Evaluation Review Committee (PERC), the performance ratings are signed by the Director.

The Career Development Plan is yet to be established.

Other Findings

On Personnel Actions and Records Management

Generally, personnel records management system of the Philippine High School for the Arts is in adherence with the Civil Service Law, Rules and policies. Ms. Cirila B. Cobrana, designated HRMO, maintains the complete 201 files and other personnel records in the HRM Office.

Director IV Fernando Josef had issued a total of fourteen (14) regular

appointments in 2010 and 2011. Out of the fourteen appointments issued, one (1) was invalidated by the CSCRO IV for not meeting the education requirement of the position. However, another appointment to the same appointee has been issued and resubmitted to the CSCRO IV for review.

The Report on Appointments Issued (RAI) are submitted to the CSCFO-

Laguna with or without appointment/s issued on or before the 15 th day of the ensuing month in accordance with Rule VI (Submission, Approval/Disapproval of Appointment) of CSC MC No. 40, s. 1998 which is the Revised Omnibus Rules on

Appointments and Other Personnel Actions. In case an appointment is issued, such is attached to the RAI. The CSC Field Office receives it on the prescribed period. However, it has been observed that the RAIs kept by the agency are not signed by the CSCFO Director II.

The Biometric Fingerprint Scanning System is continuously used in

recording the daily attendance of the officials and employees. Policies on punctuality and attendance and the use of pass slip whenever an employee leaves the work premises for a short period of time is implemented and observed. Monthly report of employee’s absences, tardiness and undertimes pursuant to MC 4, series 1990 is not regularly submitted to the Director.

The HRMO keeps and maintains complete leave records of the

employees. The HRMO uses the prescribed format of the leave card. Worth of note, leave records has been computerized. Absences are posted/recorded in the particular months they were incurred. After all necessary deductions and updating of leave credits are encoded in the computer, the updated leave records are printed and orderly filed and kept in a cabinet at the end of the month. All leave privileges are availed of and enjoyed by the officials and employees of the PHSA. As to the leave applications duly acted and filed, such leave applications age, but have not been disposed of. Thus, files become voluminous.

The service records of the employees are complete and filed separately.

Other than the hard copies filed, the HRMO has also encoded and stored it in the computer for easy updating and retrieval when requested.

B. Personnel Management System and Programs

The PMAT representative also monitored the implementation or adoption

of the CSC approved personnel mechanisms to guide them in various personnel actions geared towards professionalizing the ranks of its employees, viz:

Generally, the PHSA uses the 1997 Civil Service Qualification Standards

Manual for government wide positions. But, for managerial positions such as Director III and Director IV, the agency sets higher qualification standards which were approved by the Civil Service Commission.

The “Philippine High School for the Arts Employees Association” is the lone existing employee association in the agency. The association has entered into Collective Negotiation Agreement (CNA). The approved CNA is currently in effect and implemented.

Generally, working areas of the officials and employees are provided with air-conditioning units and equipped with modern computers. Monetary and non-

monetary benefits and privileges such as productivity incentive bonus, loyalty cash award, anniversary bonus, 13th month pay and all forms of leave privileges under the existing Civil Service Law, rules and policies are granted to employees. Notices of Salary Adjustment (NOSA) and Notices of Step Increment (NOSI) are given as well to employees whenever there are increases in their salaries.

The Statement of Assets, Liabilities and Networth (SALN) of the officials

and employees are filed separately.

The administrative discipline is as well strictly imposed and observed by the agency. The Uniform Rules on Administrative Cases in the Civil Service (URACCS) is followed.

Part of the Gender Advocacy Development Program of the agency is the

conduct of a scheduled wellness/physical fitness program for the employees. VI. RECOMMENDATIONS / CONCLUSION

In view of the foregoing and based on the attached PMAAP forms used in the conduct of re-assessment and monitoring, the Philippine High School for the Arts has substantially complied with the Civil Service Law and rules on personnel actions. However, for a more effective and efficient personnel management system, we recommend the following:

1. Reconstitute the Grievance Committee and the HRMO should be designated as the Chairperson of the Grievance Committee. 2. Records disposal should be observed to avoid keeping of voluminous files

like application for leave. It is suggested that records disposition schedule be secured for guidance.

3. Develop the agency Career Development Plan for the enhancement of skills and professional growth of the employees and submit to this Office for approval.

4. For protection purposes and prevent from tampering the entries made in the computerized printed copies in the leave record, each leave record should be initialed by the HRMO staff who posted the corresponding entries to be countersigned and certified correct by the HRMO before it is kept and filed. 5. The Monthly Report of employee’s absences, tardiness and undertimes pursuant to MC 4, series 1990 should be submitted to the Director for information and appropriate action.

APPENDIX 4.

Request Letter to Conduct the Study

APPENDIX 5.

Request Letter to all Stakeholders

October 25, 2012

MRS. EMMA L. IZON Special Education Teacher V OIC, Office of the Director

Philippine High School for the Arts NAC, Mt. Makiling, Los Banos, Laguna

Thru: Ms. Lilibeth A. Carbos, Finance Services Head Ms. Helen C. Jimena, Student Council Adviser Miss Cleofe Q. Cabauatan, Student Welfare Development Division Coordinator

Dear Mrs. Izon, In partial fulfilment of the requirements for the Master in Public Management major in

Integrity Development in Governance (MPM-IDiG), I have chosen my topic for my Integrity Development Action Plan and Project (IDAPP) “Assessment of the Organizational Performance of the Philippine High School for the Arts (PHSA)”.

In relation to this, I have the honor to request permission to allow me to administer the survey instrument to the staff, members of the Students Council and faculty. Aside from this, may I also given access to the pertinent documents that are needed in my project

like students’ NSAT results, ANSYAS Accomplishment Reports and financial records and other reports. The project aims to provide an assessment of the organizational performance of Philippine High School for the Arts (PHSA):

1. A survey evaluation tools that will provide an assessment of the organizational performance of PHSA since its establishment in 1977

2. The analysis and the report on surveys 3. The summary of the school’s accomplishment of the programs, activities and projects of CY 2001-2010

I hope that this merits your favourable consideration.

Sincerely yours,

CIRILA B. COBRANA Administrative Officer III

Noted:

PRECY A. MONDEJAR Administrative Officer IV General Services Section Head

November 2, 2012

Dear Officers of the Students Council and Class Presidents,

May we seek for your help in the fulfilment of the project, entitled: “Assessment of the Organizational Performance of the Philippine High School for the Arts (PHSA)” as one of the key informant consultants? The project aims to provide an assessment of the

organizational performance of Philippine High School for the Arts (PHSA) by the following end results:

1. An evaluation tool that will provide the perceived reputation of PHSA since its establishment in 1977 2. The analysis of the results of the evaluation tool and the report of the perceived

reputation of the said agency 3. The summary of the school’s accomplishment of the programs, activities and projects with budget allotment and obligated for CY 2001-2010 4. Provide recommendations that will serve as bases for planning, decision-making

and evaluation of the effectiveness of PHSA programs and operations We believe that your opinions would be invaluable to this project. The project is a

timely reaffirmation of the role of PHSA in nation building and what the school stand for that distinguishes from other government schools. Further, the study will also assist the agency in defining and prioritizing the Programs, Activities and Projects (PAP). The

school is now celebrating its 35th year anniversary and the project will aids in policy formulation, implementation and evaluation of the future directions.

May we request you to return the accomplished survey form on or before November 4, 2012. Should you have questions, the undersigned can be reached at 09195638103 and/or cirilacobrana@yahoo.com. Rest assured that the information that you will give

will be considered confidential. We look forward to your usual support and kind assistance. Thank you.

Very truly yours,

CIRILA B. COBRANA Administrative Officer III

Noted by:

DR. GABRIEL MA. J. LOPEZ Faculty Adviser

November 2, 2012

Dear Officers of the PTSC, May we seek for your help in the fulfilment of the project, entitled: “Assessment of the

Organizational Performance of the Philippine High School for the Arts (PHSA)” as one of the key informant consultants? The project aims to provide an assessment of the organizational performance of Philippine High School for the Arts (PHSA) by the

following end results: 1. An evaluation tool that will provide the perceived reputation of PHSA since its

establishment in 1977 2. The analysis of the results of the evaluation tool and the report of the perceived reputation of the said agency

3. The summary of the school’s accomplishment of the programs, activities and projects with budget allotment and obligated for CY 2001-2010 4. Provide recommendations that will serve as bases for planning, decision-making and evaluation of the effectiveness of PHSA programs and operations

We believe that your opinions would be invaluable to this project. The project is a timely reaffirmation of the role of PHSA in nation building and what the school stand for

that distinguishes from other government schools. Further, the study will also assist the agency in defining and prioritizing the Programs, Activities and Projects (PAP). The school is now celebrating its 35th year anniversary and the project will aids in policy

formulation, implementation and evaluation of the future directions. May we request you to return the accomplished survey form on or before November 4,

2012. Should you have questions, the undersigned can be reached at 09195638103 and/or cirilacobrana@yahoo.com. Rest assured that the information that you will give will be considered confidential.

We look forward to your usual support and kind assistance. Thank you.

Very truly yours,

CIRILA B. COBRANA Administrative Officer III

Noted by:

DR. GABRIEL MA. J. LOPEZ Faculty Adviser

November 21, 2012

DR. RAUL M. SUNICO President

Cultural Center of the Philippines CCP Complex, Pasay City

May we seek for your help in the fulfilment of the project, entitled: “Assessment of the Organizational Performance of the Philippine High School for the Arts (PHSA)” as one of the key informant consultants? The project aims to provide an assessment of the

organizational performance of Philippine High School for the Arts (PHSA) by the following end results:

1. An evaluation tool that will provide the perceived reputation of PHSA since its establishment in 1977 2. The analysis of the results of the evaluation tool and the report of the perceived reputation of the said agency

3. The summary of the school’s accomplishment of the programs, activities and projects with budget allotment and obligated for CY 2001-2010 4. Provide recommendations that will serve as bases for planning, decision-making

and evaluation of the effectiveness of PHSA programs and operations We believe that your opinions would be invaluable to this project. The project is a

timely reaffirmation of the role of PHSA in nation building and what the school stand for that distinguishes from other government schools. Further, the study will also assist the agency in defining and prioritizing the Programs, Activities and Projects (PAP). The

school is now celebrating its 35th year anniversary and the project will aids in policy formulation, implementation and evaluation of the future directions.

May we request you to return the accomplished survey form on or before November 23, 2012. Should you have questions, the undersigned can be reached at 09195638103 and/or cirilacobrana@yahoo.com. Rest assured that the information that you will give

will be considered confidential. We look forward to your usual support and kind assistance. Thank you.

Very truly yours,

CIRILA B. COBRANA Administrative Officer III

Noted by:

DR. GABRIEL MA. J. LOPEZ Faculty Adviser

November 2, 2012

Dear Members of the Faculty and Staff: May we seek for your help in the fulfilment of the project, entitled: “Assessment of the

Organizational Performance of the Philippine High School for the Arts (PHSA)” as one of the key informant consultants? The project aims to provide an assessment of the organizational performance of Philippine High School for the Arts (PHSA) by the

following end results: 1. An evaluation tool that will provide the perceived reputation of PHSA since its

establishment in 1977 2. The analysis of the results of the evaluation tool and the report of the perceived reputation of the said agency

3. The summary of the school’s accomplishment of the programs, activities and projects with budget allotment and obligated for CY 2001-2010 4. Provide recommendations that will serve as bases for planning, decision-making and evaluation of the effectiveness of PHSA programs and operations

We believe that your opinions would be invaluable to this project. The project is a timely reaffirmation of the role of PHSA in nation building and what the school stand for

that distinguishes from other government schools. Further, the study will also assist the agency in defining and prioritizing the Programs, Activities and Projects (PAP). The school is now celebrating its 35th year anniversary and the project will aids in policy

formulation, implementation and evaluation of the future directions. May we request you to return the accomplished survey form on or before November 4,

2012. Should you have questions, the undersigned can be reached at 09195638103 and/or cirilacobrana@yahoo.com. Rest assured that the information that you will give will be considered confidential.

We look forward to your usual support and kind assistance. Thank you.

Very truly yours,

CIRILA B. COBRANA Administrative Officer III

Noted by:

DR. GABRIEL MA. J. LOPEZ Faculty Adviser

APPENDIX 6.

Comments and Suggestions of Key Informants

Comments and Suggestions of Key Informants

Faculty:

1. What I evaluated is the agency itself.

2. More dialogue between departments. (Communication)

3. Still continue to the arts and culture of our heritage. (Services and tasks)

4. Transparency needed. Better work ethics. (Communication)

5. It’s about time that the leadership of the school be put in the hands of

someone who really knows the deeply rooted problem of the institution.

Someone who has the clear understanding of the history and evolution of this

institution from its inception to its current state with all the significant changes,

improvement and degenerations, successes and failures, besetment and

deficiencies, and all its inherent problems. If leadership is resolve and all

stakeholders work hand in hand, I think this institution can make more impact in

the cultural renaissance of our society. As it is, we already have proven the high

quality of graduates we have as shown in the different fields they indulged into.

We can still be better, if not best, if we just make sure to chart the direction of

this school achievement, objectives and goals, to its rightful role and place in the

society. (Leadership)

The task of piloting this school does not lie solely in the stewardship of the

Director but should be a collaborative efforts and indulgence of all the people

involved in the institution including all stakeholders - alumni, faculty and staff,

students, parents and administration. And to make these things work, there

should always be an open line of communication to all. (Communication)

Staff:

1. The school needs a full-time director who will lead the institution to reach

and fulfil its mission and vision. So far, in my stint here during the past two

years was in my opinion, “our lowest point”. No major or big accomplishment to

recall. Hope this time we are going to have a conscientious, culture-

oriented/hardworking one… (Leadership)

2. a. Manual of operations for PHSA b. A well-articulated Manual for

Scholars (Communication)

3. Members should also be consulted by our leader (Communication &

Leadership)

4. Promotion. Democratic governance. (Communication & Leadership)

5. The leaders should be properly selected and evaluated with full-time

commitment to the PHSA (Leadership)

6. PHSA needs a leader who knows the key principles of good governance

and provide long-term vision and protect the reputation and values of the

organization especially the knowledge in managing and supporting people not

just one group but the entire staff and faculty. (Leadership)

PHSA also needs a leader who has the continuous and careful thought to ensure

that the decision being made are properly addressed and have very humanistic

values and concerns. I find PHSA a place where office politics run severely which

gives the organisation a very low-standard in attitude, behaviours and ethics.

(Social responsibility & Leadership)

Its existence, PHSA has been encapsulated in the old practice of participatory

decision-making, where everyone should be consulted and be part of the

decision-making process sometimes the higher positions' decisions are mere

secondary. Whilst decisions are approved still any of the faculty members can

change it. (Leadership)

Just hoping for a great success in the coming years of PHSA and still cater the

appropriate policies and procedures, knowledge, good attitudes and behaviours

to enable both individuals and the board to work effectively. (Social

responsibility)

Students:

1. PHSA should aim for excellence, not only in PHSA but its students as well

as to embody the true, the good and the beautiful. When it comes to BE classes,

PHSA should consider the quality of the lessons and also the value of the

subjects like how PHSA values the arts. In the Arts Department, they should

have more activities for the students to help them improve. (Services and tasks)

PHSA should be conscious and value the students for them to be the future

leaders of the arts.

2. I suggest that the agency be more aware about abrupt changes and

improvements that the school needs. I also suggest that they finalize their K-12

curriculum. Other than that the agency is fine. More power to you. (Services –

curriculum and tasks)

3. Minsan po nakaka-inis ang mga agency kasi po minsan po hindi po

supported with enough information ang sinasabi nila. (Communication)

4. We hope that this assessment will help a lot in improving our school. We

appreciate that the school still value our insights. (Communication)

5. No doubt PHSA is a valuable institution in Philippine society. Its greatest

assets are its students. Many of them have managed to become excellent artists

despite shortcomings in the school system and administration transitions. Kudos

to the faithful teachers who have weathered these changes by sticking to their

own personal realization that their calling in life is to bring out the best in every

student they handle.

I wish each member of the administration and faculty realizes that a great part

of becoming a better institution depends on each individual's willingness to

grow—to study more, always be open to new ideas, never being satisfied with

status quo, looking out to learn and implement best practices from outside (but

contextualized to the needs of PHSA), and by constantly communicating plans

with the stakeholders. (Innovation and leadership)

As a member of the alumni, it's always hard for me to get a straight story about

what's happening in Makiling without hearing it from the grapevine, facts

misunderstood and altered. The result is many alumni get confused about what's

happening, and withhold their help because they don't know exactly how to.

PHSA can certainly improve their information dissemination to the stakeholders.

Please consider communicating more regularly, more frequently (once a month,

at the very least). The alumni are somewhat organized, but unless we are fed

clear information on how to help the school—clear, doable, short-term ways

under the framework of a long-term vision—our organization will not be

maximized. Rest assured, the alumni are always here to help. (Communication)

Parents:

1. Talents should be cultured adapting to present situations for education

and profession (Services and tasks)

2. PHSA urgently needs a full-time effective leader (D4. D3). (Leadership)

Advisory Council:

1. The agency needs to clarify its mission and craft strategies that will make

it the best high school for the arts in the country. In order to do this, it needs to

be cognizant of the changes in the educational sector especially with regards the

mentoring of gifted children. It needs to strengthen the expertise of its teachers

and revisit the curriculum to take in new modes and processes of art making like

digital and muti-media and other inter-disciplinary forms. (Curriculum, Services

and tasks)

Others:

1. Must have a strong commitment among employees. TY po! (Social and

Environment responsibility)

2. As a part of this community, we should do our best to be of service and

protect this agency, and to be a good example for the students, employees and

the people around him, to build a good nation, a good leader, is a good follower.

(Service and environmental responsibility)

3. Infrastructure need to be repaired, renovated and maintained. This will

re-open additional cottages to accommodate more scholars. (Workplace

environment) Music students have excelled in music theory as seen in admission

test results in conservatories.

Technical prowess and musicality can develop at a wider range if the students

would have more ensemble playing opportunities. Selection of music scholars

that will form regular ensembles like string quartets, woodwind quintets, brass

quintets can gain more aptitude in the performance of the music students.

(Services and tasks)

Perimeter of the NAC should be well guarded to prevent squatters from

encroaching and denuding the pristine vicinity. (Workplace environment).

STUDENT’S CURRICULUM VITAE

CIRILA BELARMINO-COBRANA

Phone: (049)800-0692 (Residence) / (049)536-5972 (PHSA) Mobile: 09195638103 E-mail: cirilacobrana@yahoo.com Residence: 615 San Juan, San Pablo City 4000

Education 2011-2012, Master in Public Management major in Integrity Development in Governance Development Academy of the Philippines (DAP) 2010-2011, Graduate Certificate Course on Corruption Prevention, DAP 1999-2001, Master in Human Resource Management (42 units earned) Colegio de San Juan de Letran Calamba 1998-1999, Master in Public Administration (12 units), Calamba Business of Arts and Science 1981-1985, Bachelor of Science in Commerce-Accounting Major, Laguna College

Positions Held 2009-Present, Administrative Officer III Philippine High School for the Arts (PHSA), NAC, Mt. Makiling, Los Baños, Laguna 2004– 2009, Administrative Assistant II, PHSA 1996-2004, Human Resource Management Assistant, PHSA 1994-1996, Clerk IV, PHSA 1992-1994, Accounts Receivable Clerk

San Pablo City Livestock Development Cooperative, Inc., San Pablo City

1986-1991, Operator & Production Checker

Asia Textile Mills, Inc., Novaliches and Calamba Production Plants

Other duties

Chair, Communication Team, PHSA Disaster Management Committee

Secretary, Personnel Selection Board, PRAISE, PERC, Grievance Committee,

Student’s Disciplinary Committee

Member, Personnel Development Committee

Eligibility

Career Service Professional Examination, Sta. Cruz, Laguna - 83%

Career Service Subprofessional Examination, Manila - 70%

Membership in Association

Alumni Association of DAP Public Managers, Inc.

Civil Service Commission Professional Corps of Test Administrators (PROCTAD)

Personnel Officers Association of the Philippines (POAP)

Council of Personnel Officers (CPO) of Laguna

Philippine High School for the Arts Employees Association (PHSAEA)