Invitation of the Development Academy of the Philippines (DAP) for Post Graduate Courses in Master in Public Management Major in Integrity Development in Governance (MPS-IDiG)

September 6, 2013 BLGF MEMORANDUM CIRCULAR NO. 095-13 TO : All BLGF Central and Regional Officials and Personnel, and All Others Concerned SUBJECT : Invitation of the Development Academy of the Philippines (DAP) for Post Graduate Courses in Master in Public Management Major in Integrity Development in Governance (MPS-IDiG) For the information and guidance of all concerned, attached is a copy of the letter dated August 23, 2013 of Mr. Jonas George S. Soriano, Managing Director, Institute of Quality and Productivity Management, Graduate School of Public and Development Management, Development Academy of the Philippines (DAP), together with the Program Portfolio which includes the Course Descriptions, Schedule of Classes and Program fee, inviting applicants to said program. HIaAED The Central and Regional Directors of this Bureau are hereby instructed to take note of the above and disseminate the contents of this Circular to Bureau Staff and others concerned. (SGD.) SALVADOR M. DEL CASTILLO OIC-Executive Director ATTACHMENT Development Academy of the Philippines August 23, 2013 Hon. Salvador M. Del Castillo OIC-Executive Director Bureau of Local Government Finance 8/F EDPC Bldg., BSP Complex Roxas Blvd., Manila Dear Mr. del Castillo : Greetings from the Academy! The Graduate School of Public and Development Management (GSPDM) of the Development Academy of the Philippines (DAP) is pleased to announce that the Master in Public Management Major in Integrity Development in Governance (MPM-IDiG) is open for applications for admission for the Academic Year beginning in September 20, 2013 which was reset from the August 2013 opening. The program will run for a maximum of 16 months with classes held every Saturdays. The MPM-IDiG is a 39-unit degree program intended for senior technical staff and mid-level managers in the public service and is designed to provide the strategic knowledge, skills and attitudinal change towards implementing anti-corruption reforms, and more importantly institutionalizing integrity in the bureaucracy. This program transcends the limitations of the usual approaches by taking the broader notion of Integrity, rather than the negative and limiting notion of corruption, as its starting point. Attached is the MPM-IDiG Program Portfolio which includes the Course Descriptions, Schedule of Classes and Program Fee for your reference. In line with the foregoing, we would like to request a meeting with you and/or your Human Services Chief to discuss more on this program. Please inform us with your preferred schedule so that we can adjust accordingly. Should you have further questions and clarifications, please do not hesitate to contact us at 631-2172, 631-2119 or 631-0921 to 30 local 105. Our MPM-IDiG Learning Manager Mr. Albert P. Tijam, Jr. will be in touch with you for the complete details of the course. You may also email him at [emailprotected] or call at 09175988614. We look forward to your support for our MPM Program. cHAIES Very truly yours, (SGD.) JONAS GEORGE S. SORIANO Managing Director Institute of Quality and Productivity Management Graduate School of Public and Development Management Development Academy of the Philippines Graduate School of Public and Development Management Institute of Public Management Master in Public Management Major in Integrity Development in Governance (MPM-IDiG) Program Description In 2006, the Academy's Graduate School of Public and Development Management (GSPDM) launched the first Graduate Certificate Course in Corruption Prevention (GCCCP) in the country in partnership with the United States Agency for International Development (USAID) through its Rule of Law Effectiveness (ROLE) and the Presidential Anti-Graft Commission (PAGC). This 15-unit graduate certificate program is in line with the anti-corruption initiatives of the Philippine Government, and the first phase towards the Academy's strategic and long-term contribution to the renewal and transformation of the bureaucracy. After four batches in five years, the Graduate School is proud to offer another innovation in its competency programs the Master in Public Management major in Integrity Development in Governance (MPM-IDiG). The MPM-IDiG is intended for mid-level managers in the public service and is designed to provide the strategic knowledge, skills and attitudinal change to not only implement anti-corruption reforms, but more importantly build institutionalized integrity in the bureaucracy. It is a 15-month post graduate degree program with 39 units comprising 6 units of Preparatory Courses, 15 units of Core Courses, 12 units of Major Courses, and a 6-unit Integrity Development in Governance Action Plan and Project (IDiGAPP) which is a equivalent to a Master's thesis, incorporating an ambitious but doable plan that the students are expected to carry out in their own organizations or policy field. Competency Objectives At the end of the program, the students will be able to: 1. articulate a developmental conception of governance in the context of Philippine social realities; 2. demonstrate a comprehensive understanding of the Philippine governance system, and an appreciation of their specific roles in it; 3. apply effective and contextually sensitive principles in leading and managing their respective institutions; 4. articulate a comprehensive grasp of integrity concepts and issues from moral, cultural, economic, and political perspectives; 5. demonstrate a ready familiarity with international and local frameworks and initiatives in integrity-building; 6. conceptualize methods of integrity-building and corruption-prevention under both motivation- and incentive-based approaches; SAcaDE 7. demonstrate the ability to use integrity-building tools; and design and execute an intervention, whether motivation- or incentive-based or a combination of both, aimed at remedying a serious integrity gap in the student's institution or policy field. Concept Most courses purportedly aiming to teach ways to curtail corruption focus on preventing certain kinds of behavior that are regarded as corrupt. Such programs emphasize the redesign of formal systems and procedures to create tighter controls, and the prosecution and punishment of the guilty to instill fear of the consequences of being caught. Klitgaard's well-known formula "Corruption = Monopoly + Discretion - Accountability" sums up this approach quite well. Such approaches, however, betray a certain narrowness of perspective. In the first place, they merely attempt to discourage certain kinds of negative behavior, without actually encouraging positive behavior. In the second place, they seem to consign, in practice if not in theory, the entire causality of human behavior to external factors and formal structures. On the other side are the so-called "value formation" programs, revolving around the attempt to instill or reawaken high moral standards. Such programs are more positive in that they attempt to encourage desirable behavior, but they also have their limitations. They mostly rely on an appeal to a person's ethical belief system, assumed to be held in common by everyone. But this seems to be a questionable assumption. In addition, a bald appeal to people's sense of right or wrong, without due regard to all the motivational forces at play in human life, is probably ineffective. Finally, such programs usually fail to create follow-up or support mechanisms whenever they do show evidence of initial success. HcSaTI The MPM-IDiG program transcends the limitations of the usual approaches by taking the broader notion of Integrity, rather than the negative and limiting notion of corruption, as its starting point. The problem it poses is therefore not so much how to prevent corrupt behaviors, as how to encourage and sustain behaviors characterized by Integrity. Posed in this fashion, the question emphasizes the essential role of intrinsic "motivation", without neglecting the importance of extrinsic "incentives". In addition, extrinsic factors are understood more broadly to include not only the "formal" systems and procedures of modern organizations, but also the mesh of informal social expectations and cultural assumptions and practices whose influence on human behavior is at least as great if not greater. Figure 1. The Tripartite Locus of Integrity Integrity per se is a state or condition of being whole, complete, unbroken, unimpaired, sound, perfect condition. It has to do with internal consistency: the consistency of one's actions with one's stated (or real) beliefs; or the consistency of one's actions wherever one is. 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. It is the 'Integration' of agency mission with the public good, integration of one's duties with the agency mission, the integration of the rules with one's duties, integration of one's behavior with one's duties and the rules. The program therefore assumes a tripartite locus of Integrity: Integrity as Personal Choice, Integrity as Cultural Habit, and Integrity as Organizational Commitment. Integrity Development must taken account of all three, and of their various and complex interactions and interweavings. Integrity as a Personal Choice pertains to the individual's personal motivations, values, principles and competencies; Integrity as a Cultural Habit relates to the organizational culture, values, visions, norms, working language, symbols, benefits and habits; Integrity as Organizational Commitment pertains to the formal systems, institution, structures and processes established in the organization. The individual, the culture and the formal systems form part of the whole organization, and these three should consistently work together to ensure that the organization fulfills its mission-vision. Thus one can say that there is Integrity in the organization. While it is apparent that gaps in the formal systems and processes could derail the operation of the institution problems with the other two could also deter organizational performance. If the Individual is incompetent, dishonest, or simply demoralized, it will affect the entire organization because the individual will not be able to function in line with his own duties and with that of the mission-vision of the organization where he belongs. The problem may also be in the organizational culture. There could be negative habits and unconstructive norms that pose a serious hindrance in the overall function of the organization. If there is a problem in the organizational culture, the individual can influence the organization by introducing change by example this is leadership . If there is an existing positive culture in the organization, it can influence individuals entering the organization by means of socialization . If there is a problem in the formal systems, the individual can transform the organization through systems improvement this is reengineering . If the established systems are working properly, it can influence the individual by means of control. The individual can also change the culture by introducing changes in the formal systems. Aside from these three aspects, there are other factors that have to be considered. First, the individuals have personal motivations, skills and competencies, values and principles that are already with them before they enter the organization. There is also a long history of the organizational culture, and of the formal institutions in place. aTCAcI The thing is 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 together without gaps. This is where integrity lies. Once an organization is able to fulfill its mission-vision, it is reflected in the overall performance, thus contributing to development in general. Integrity is a significant precondition for good governance, and good governance provides an enabling environment for all sectors to achieve productivity, thus realizing sustainable development. Figure 2. Integrity, Governance and Sustainable Development Program Duration The program will run for 15 months. Classes are every Saturdays from 8:00 AM to 5:00 PM at the Classroom 1, DAP Building, San Miguel Ave. Ortigas Center Pasig City. Final Assessment Requirements 1 Integrity Development in Governance Action Plan and Project (IDiGAPP), equivalent to a Master's thesis, incorporating an ambitious but doable plan that the students are expected to carry out in their own organizations. MPM-IDiG Academic Requirements 39 units (Preparatory Courses 6 units; Core Courses 15 units; Major Courses 12 units and APP 6 units) Master in Public Management Integrity Development in Governance Description of Courses List of Preparatory Courses (6 units) Perspectives in This course aims to introduce the students to the depth of Integrity self-development and thinking called for in a master's program by Development in orienting them to the theories, concepts and case studies to advance Governance integrity development in governance leading to a sustainable national (3 units) development. This interactive and reflective course focuses on personal, group, organizational/institutional and governance issues requiring leadership response including reform and social accountability focused perspectives in forging a convergence approach to integrity development. Critical/strategic thinking, action/decision making marked by integrity, double loop learning, and strategic communication will be underlined. Upon completion of this course, the student will be able to: 1. Describe an increase in self-knowledge leading to an understanding of leadership concepts, personal leadership styles, and collective leadership patterns focused on integrity development. 2. Demonstrate skills and strategies in viewing public service from new perspectives of integrity leadership and integrated integrity development. 3. Discuss the logic and coherence as well as imperative of integrating leadership practice, governance, and economic empowerment. 4. Describe the nature and use of power within leadership and integrity relations. 5. Explain the systemic nature and manifestations of sustainable development issues from a leadership with integrity perspective. Social Research This course expounds the principles of research in the social sciences, and Statistics and covers both qualitative and quantitative techniques of social (3 units) research, including basic statistical tools and analysis. It demonstrates and illustrates the applicability of these tools and techniques in the field of Public Administration and Public Policy. Upon completion of this course, the student will be able to: 1. Understand the different tools of social research and statistics for application in public administration and public policy 2. Use these tools for the completion of their Action Plan and Project List of Core Courses (15 Units) Personal Efficacy PEL focuses on helping the student manage his/her learning journey and Leadership towards building four key characteristics of effective public managers: (PEL) Self-insight and self-acceptance, interpersonal effectiveness, Personal (3 units) integrity, and empowering leadership. It is an integrating course of the MPM Program. It deals with the need to help the student connect learning from the different IDiG courses in meaningful ways with his/her personal values, major life concerns and continuing commitment to public service. Competency Objectives: 1. Differentiate emotions from moods, and list the basic emotions and moods. 2. Discuss whether emotions are rational and what functions they serve. 3. Identify the sources of emotions and moods. 4. Recognize the links between their feelings and what they think, do and say. 5. Recognize how these feelings affect their performance. 6. Find strategies to manage their emotions. Public Management The course covers a review of the various theories of public and management, economics and public finance and the meaning of Governance/ governance at the different levels of the bureaucracy. It provides an Economics/public understanding of actual/best public management practices at these Finance levels and an analysis of the bureaucratic culture. The discussion of (PMGEPF) economics and public finance also play a substantial role in their (3 units) theories application in the formulation of public policy and management of the bureaucracy. The students are expected to develop the following competencies at the end of the course to: 1. Understand the philosophical foundations of traditional public administration, its evolution towards New Public Management and Governance, and its significance in theory-building; 2. Understand the economic theories and public finance systems for a higher understanding of the Philippine public administration and policy frameworks; 3. Integrate the different theories introduced in formulating policy solutions to problems confronted by their respective institutions; 4. Appreciate how theories and concepts, especially of economics and public finance, can be applied in the Philippine policy environment and administrative systems; and 5. Learn the policy analytical tools and techniques that can assist in addressing public problems. Organizational The course explores various perspectives on the nature, dynamics and Management and impact of organizations, with special interest in public sector Management organizations. It also examines the processes and tools by which Analysis (OMMA) organizations are managed, in the context of their respective (3 units) challenges. Because renewal and change are now essential aspects of effective organizations, the course also covers the processes of designing, managing and sustaining strategic organizational change. This course also will emphasize on factors influencing the behavior of individuals and groups in organizations as well as the response of the organization in managing their internal and external environments, with three levels of consideration: the individual, the group and the organization. The course aims for the graduate student to: 1. Appreciate how the fundamental theories and principles for organizational management and management analysis which have shaped today's organizations; 2. Analyze the difference of the task environment on private and public organizations, and the corresponding organizational responses; 3. Understand the meaning and the indicators used for organizational effectiveness; 4. Understand the factors that influence individual and group/team behavior in organizations; and how to apply these to specific situations, including their own organizations/agencies; 5. Apply the learning for analysis to create better working environments that places integrity as its core value. Public Policy The course introduces the basic elements of public policy development Analysis and and the integral role of politics and public governance in the process. Development It allows for better understanding of the different phases of public (PPAD) policy analysis and relevant theoretical models and practical tools of (3 units) policy analysis and decision-making. The critical examination of the policy environment and the assessment of various stakeholders at each step of the process are emphasized so that those who design, implement and give advice on public policy may know how to navigate policy reform through its risks and opportunities. The course also provides opportunities for students to analyze their individual and collective roles as agents of policy reforms in their respective agencies or areas of work. The course is designed to allow the students to think, assess and articulate about how policy is done in their own environments, how new ideas could change the way policy is done and how political structures, power and interests influence policy development, implementation and outcomes. Upon completion of the course, the students will come to understand that there is no one "right answer" to the resolution of public policy issues. Resolution of public policy issues rests on ideology, no one's world-view, on personal and societal values, and many other elements associated with the social, ethical, political and economic spheres. The students will discover what they are in this course. The course aims to enhance the students' knowledge and skills on public policy development, policy analysis and decision-making and the challenges to public governance and management that necessitate policy reforms. After completing the course, the students should be able to: 1. Broaden their perspective of the multiple factors and influences that contribute to the development of public policy; 2. Enhance their skills in developing and analyzing public policies and policy decisions and their rationale; 3. Understand the role of personal and public interests on policy development and decision-making process; and 4. Analyze their individual and collective roles as agents of policy reforms and as managers of the policy reform process. Dimensions of This course begins with a historical overview of the ways in which Sustainable development has been understood and defined, and illustrates how Development (DSD) these concepts have been and are being applied in the Philippine (3 units) context. It elucidates the various dimensions of development, such as poverty reduction, rural development, food security, natural resource and environmental sustainability, and green productivity, and how these and other dimensions are being treated in the Philippine Development Plan. The course also analyzes the roles of the national and local governments, and the modes of partnership between the government and the various personifications of civil society, including the institution of accountability and participatory mechanisms of governance. After completing the course, the students should be able to: 1. Explain the various definitions, frameworks and principles in ecosystems and sustainable development approaches; 2. Explain the national development strategies of the Philippines and its contribution to both development and underdevelopment; 3. Explain the importance of national development strategies in sustainable development; 4. Identify development policy as well as local initiative imperatives in the light the discussions in community development, development planning, environmental situations in the various ecosystems, climate change, population, agriculture, eco tourism, urban and environmental approaches phenomenon. List of Major Courses (12 Units) Integrity This course begins with an examination of the notion of Integrity and Development: its opposites, and what it means to have Integrity of Ends as well as of Concepts, Causes, Means. It examines the nature of Integrity as a Personal Choice, as a Consequences Cultural Habit, and as an Institutional Commitment. Providing a (MIDG 10) means for diagnosing Integrity Gaps and Interventions, it concludes (3 units) with an examination of the dynamics of Integrity in organizations, with emphasis on sustaining and growing Integrity, "Wars of Attrition", and Recovering from Integrity Loss. This course lays out the conceptual framework necessary for the academic endeavor of understanding and ultimately crafting integrity development programs. Topics under this course include; the nature of corruption; ways on how the idea has evolved over the years, causes and effects, variations in corruption problem from one society to another, and basic challenges of reform, it is, in many aspects, the most academic or conceptual of the courses. The intent of the course is to establish understating of technical terminology and "socio-cultural embededness" of corruption, as well as a common perspective of impending challenges and opportunities in the real world, outside the confines of the academe. Competency Objectives: 1. Explain the various ways the notion of Integrity can be understood in the context of public service. 2. Explain and defend a specific, but sufficiently broad notion of Integrity that is workable and observable, and potentially measurable. 3. Distinguish between Integrity Development and Corruption Prevention. 4. Describe the causes and reasons behind both Integral and Non- integral behavior. 5. Explain the factors in Integrity Development. 6. Demonstrate the ability to diagnose Integrity Gaps in the workplace. 7. Demonstrate the ability to create a work plan for diagnosing Integrity Gaps in the workplace. 8. Demonstrate the ability to use social research tools for identifying and assessing Integrity Gaps in the workplace. Integrity This course gives the students the dominant theories and practices in Development: integrity development and corruption prevention and equips them in Theory and Practice the comparison, analysis, and evaluation of these theories and (MIDG 20) practices in their individual contexts. Participants are expected to be (3 units) well versed on various theories, such as behavioral modification and social control. This course also examines the political, economic, and legal frameworks of Integrity Development, both in the international community and in the Philippines. It includes a survey of international and national best practices in the development of Integrity in Governance, including initiatives such as the UN Coalition against Corruption, RA 6713, the ARTA, and the Lateral Attrition Law. Moreover, this course examines the opportunities for and challenges of harnessing the power of partnerships with Civil Society, People's Organizations, the private sector, the international community, and other government institutions in the development of Integrity in government. Competency Objectives: 1. Understand and apply the different theories on integrity development and corruption prevention. 2. Learn from the different integrity development and corruption prevention mechanisms and practices as applied in the international arena and national government agencies. 3. Understand and learn from existing legislation and administrative orders on integrity development and corruption prevention. 4. Further strengthen the ability to diagnose Integrity Gaps in the workplace. 5. Further strengthen the ability to create a work plan for diagnosing Integrity Gaps in the workplace. 6. Further strengthen the ability to use social research tools for identifying and assessing Integrity Gaps in the workplace. Integrity This course is an in-depth study of the concepts and approaches to Development, Tools promote integrity development and control corruption. It includes a and Techniques combination of imparting concepts and actual experiences, sharing (MIDG 30) advocacy and stimulating a personal commitment to purse integrity development and corruption prevention. Aside from the different integrity development and corruption prevention tools and techniques, this course also includes a discussion on the Integrity Development Review (IDR), specifically the Corruption Vulnerability Assessment (CVA), as a diagnostic tool for corruption control. Towards the end, the participants will assess corruption vulnerabilities of critical operations/processes of their respective agencies. This course also examines the theory behind incentive-based approaches to encouraging behavior characterized by Integrity, and the many policy instruments available for implementing such approaches, such as economic and professional incentives, mechanisms for accountability and transparency, procedural redesign, and the threat and execution of punishment. Competency Objectives: 1. Understand and apply the different tools and techniques on integrity development and corruption prevention. 2. Further strengthen the ability to diagnose Integrity Gaps in the workplace. 3. Further strengthen the ability to create a work plan for diagnosing Integrity Gaps in the workplace. 4. Further strengthen the ability to use social research tools for identifying and assessing Integrity Gaps in the workplace. Integrity The first approach for this course is the examination of the theory Development in behind approaches to Integrity Development that emphasize the Agencies (MIDG 40) internal motivation of the individual, and whether and how this internal motivation can be influenced. It also emphasizes the role of both general societal culture and particular institutional culture in encouraging or discouraging behaviors characterized by Integrity or by its opposites, including the influence of social mechanisms of behavioral control, such as expectations, peer pressure, and the informal authority structure that often competes with the formal organizational structure. It seeks to discover whether and how such mechanisms can be harnessed for encouraging behaviors characterized by Integrity. The second approach covers three main areas: Change Management, Resource Generation and Management of Corruption, and Corruption Prevention Performance Measurement. The objectives are to identify the elements that contribute to developing and sustaining a culture of integrity, describe the process of introducing change, and to be able to craft their own plan and strategies to introduce their respective Integrity in Governance Action Plans and Projects. Competency Objectives: 1. Better understanding of themselves for a better application of change management, integrity development and corruption control for their respective agencies. 2. Further strengthen the ability to diagnose Integrity Gaps in the workplace. 3. Further strengthen the ability to create a work plan for diagnosing Integrity Gaps in the workplace. 4. Further strengthen the ability to use social research tools for identifying and assessing Integrity Gaps in the workplace. Integrity Development in Governance Action Plan and Project (6 units) IDiGAPP Part 1 Integrity Gap Assessment. (2 units) (MIDG 60-1) Lecture: 1. Identification of the Research Topic 2. Statement of the Problem 3. Discussion of the content for each chapter 4. Writing design and techniques 5. Research sources APP Title Defense IDiGAPP Part 2 Integrity Intervention Design. (2 units) (MIDG 60-2) Meetings: 1. Review of the status of the APP 2. Consultations with APP advisers Proposal Defense IDiGAPP Part 3 Implementation and Evaluation. (2 units) (MIDG 60-3) Implementation of the APP in their respective offices. Final Defense Final Submission Master in Public Management Major in Integrity Development in Governance MPM Program Fee Php120,000 Tuition fees 39 units x Php2,000 78,000 (6 prep, 15 core, 12 major, 6 app) Miscellaneous fees 42,000 A. Registration Fees 4,000 Application/Registration Fee 1,000 Diploma 1,600 IOR 1,600 Certificate 300 Diploma Holder (velvet & ordinary) 500 Student ID 150 Medals (Big & Small Size) 250 Alumni Pin 200 Other Supplies 1,200 B. Library Fee 4,000 C. Comprehensives 1,000 D. Graduation Fees 2,500 E. Integration 3,000 F. APP Related expenses 15,500 G. Consultation Fee 9,300 Total 120,000 ====== MPM IDiG Faculty Members MPM IDiG Program Management Team Dr. Gloria Jumamil-Mercado, MNSA Dr. Gloria Jumamil-Mercado, MNSA Dr. Josie Banaglorioso Senior Vice President and Dean Prof. Gabriel Ma. Lopez Enp. PhD cand. Dr. Teodoro Lloydon C. Bautista, DPA Director Jonas George S. Soriano Ms. Lisa Inez C. Antonio Supervising Fellow Mr. Jonas George S. Soriano Dr. Sixto R. Roxas Mr. Albert P. Tijam, Jr. Mr. Immanuel A. Magalit Learning Manager Ms. Sylvia Angelique S. Umbac ([emailprotected]) Ms. Magdalena L. Mendoza Ms. Joanne Marie B. Diaz Ms. Ma. Flora May Cerna Footnotes 1. This refers to the final paper or project.