About the REAP
The LPS is a DOTr HRDD initiative to profile, develop, and strengthen the leadership competencies of current and emerging leaders across the Department of Transportation — encompassing strategic, relational, and digital dimensions of leadership.
“Stagility” defines today’s workplace. Rapid disruptions demand leaders who can navigate complexity, drive decisions with data, and bring others along with them.
Do you have the competencies to lead your team through this era? Wisdom and effectiveness begin with knowing where you stand.
The LPS gives DOTr leaders a clear, evidence-based picture of their leadership competencies and a personalised roadmap for what comes next.
The Context
“Stagility” has become an increasing workplace reality in the 21st century. Due to a series of disruptions, conventional sources of stability in the Philippine public service (including the transportation sector) are falling short. This calls for newer ways to handle operations and decision-making, particularly in leadership development, where data speaks for better solutions, fosters learning, and accelerates value.
The limited integration of leadership competencies, learning data, and performance management systems has emerged as a crucial gap for the Human Resource Development Division (HRDD). This prevents the Department from accurately tracking leadership growth and evaluating the impact of learning and development interventions on employee performance and organisational outcomes.
While the DOTr has established Leadership Competency Frameworks, these are not yet integrated into the Strategic Performance Management System (SPMS). The current appraisal system captures task-based indicators but not behavioural and leadership dimensions — limiting the Department's ability to demonstrate compliance with PRIME-HRM Maturity indicators.
The lack of a centralised mechanism to collect and analyse learning and performance data has led to fragmented reporting. Without such analytics, training design and evaluation remain dependent on qualitative feedback instead of measurable competency data — reducing the HRDD's ability to prioritise programs that yield the most significant organisational impact.
The Training Gap
18–20
Employees trained
Salary Grades 22–23 per year (2024–2025)
7–8
Senior leaders trained
Salary Grades 24–26 per year (2024–2025)
<40 hrs
Training received
vs. the required hours annually under ORAOHRA (2025)
Level 2
Kirkpatrick evaluation
Measuring knowledge gained only — Level 4 (organisational impact) not yet reached
As prescribed in the Omnibus Rules on Appointments and Other Human Resource Actions (ORAOHRA, 2025), supervisors and managers must complete 40 hours of supervisory training and an additional 80 hours of specialised training annually. DOTr data show that current participation falls far short of these standards — revealing a clear training gap that affects leadership readiness and capability building within the Department.
The Solution
The Leadership Profiling System (LPS) serves as a foundational platform for assessing leadership competencies against established benchmarks. This covers the full spectrum of leadership, from strategic thinking and people management to communication, decision-making, and the emerging demands of digital transformation. Digital leadership is one critical dimension among many.
By institutionalising data-informed learning and development, the HRDD will generate actionable insights that support better program design, competency alignment, and long-term leadership capacity building, leading to social sustainability and measurable improvements in performance and organisational effectiveness.
The Experience Gap
"Employees are expected to have experience to secure employment, yet they need employment to acquire that experience."
In the DOTr context, this gap is addressed not through entry-level employment but through targeted leadership development, enabling employees to build the competencies, exposure, and confidence required for higher responsibilities.
↳ Inclusive by design: Women · PWDs · Indigenous Peoples · LGBTQIA+
Our Principles
01
Grounded in validated leadership competency frameworks: Munsamy et al. (2023), Munsamy (2022), the CSC Leadership Competency Framework (MC No. 12, s. 2016), and the DOTr Competency Framework (2021) — adapted for the Philippine public sector context.
02
All responses are treated with strict confidentiality and used solely for the DOTr HRDD Leadership Profiling System, in compliance with the Data Privacy Act of 2012 (R.A. 10173).
03
Results include tailored development recommendations and training pathways for each leadership competency area.
04
Designed with equity at its core — recognising diverse leadership journeys including women, PWDs, Indigenous Peoples, and LGBTQIA+ members across the Department.
Accessibility Design
The platform supports both light and dark colour themes, reducing eye strain for users with photosensitivity, migraines, or Irlen Syndrome — a condition where certain background colours cause visual distortion. Switching between modes is available at any time via the toolbar.
Wilkins, A. J. (1995). Visual stress. Oxford University Press.
Bionic Reading bolds the first letters of each word — the "fixation point" — to guide the eye through text. An eye-tracking study by Možina et al. (2025) found effects on reading speed and comprehension in medium and high reader profiles, though in varying levels. The LPS offers it as an optional aid for users who find it helpful, particularly those with reading fatigue or who self-identify as neurodivergent.
Casutt, R. (n.d.). Bionic reading. Bionic Reading. https://bionic-reading.com; Možina, K., Kovačević, D., & Blaznik, B. (2025). Usability of bionic reading on different mediums: Eye-tracking study. SAGE Open, 15(4). https://doi.org/10.1177/21582440251376158
Rooted in Lozanov's (1978) Suggestopedia, soft background music at 60 bpm synchronises with the resting heart rate, reducing anxiety and improving information retention.
Lozanov, G. (1978). Suggestology and outlines of suggestopedy. Gordon & Breach; Cassidy, G., & MacDonald, R. A. R. (2007). The effect of background music and background noise on the task performance of introverts and extraverts. Psychology of Music, 35(3), 517–537. https://doi.org/10.1177/0305735607076444