RPMS Roll-out for Public Schools

There are 7 heads of elephants but how many elephants are
there?

Results - based
Performance
Management
System (RPMS) for
DepEd
Lead, Engage, Align & Do! (LEAD)

A systematic approach for continuous and
consistent work improvement and
individual growth.
What is Performance
Management?
An organization-wide process to ensure
that employees focus work efforts
towards achieving DepEd’s Vision, Mission
and Values (VMV).

Effective
Efficient
REACH GOALS
AND DOES NOT
WASTE
RESOURCES
REACH GOALS
AND WASTE
RESOURCES
Ineffective
Inefficient
DOES NOT REACH
GOALS AND
WASTE
RESOURCES
DOES NOT REACH
GOALS AND DOES
NOT WASTE
RESOURCES

The framework aligns efforts to enable DepEd to actualize its strategic
goals and vision.
VISION, MISSION,
VALUES (VMV)
Strategic
Priorities
Department/
Functional
Area Goals
KRAs and
Objectives
Values
CENTRAL
REGIONAL
DIVISION
SCHOOLS
DEPED RPMS FRAMEWORK
Competencies
WHAT HOW

The DepEd RPMS is aligned with the
SPMS of CSC which has 4 Phases:
1. Performance
Planning and
Commitment
3. Performance
Review and
Evaluation
2. Performance
Monitoring and
Coaching
4. Performance
Rewarding and
Development
Planning

Phase 1: Performance
Planning and
Commitment

Main Characters in the Performance
Planning and Commitment
RATEE RATER
REGULAR TEACHER HEAD TEACHER /
MASTER TEACHER
MASTER TEACHER
(elementary)
PRINCIPAL
HEAD TEACHER /MASTER
TEACHER (secondary)
PRINCIPAL

Performance Cycle for School-based
personnel
May
Nov.April
Performance
planning
Mid-year
Review
Year-end
Results
PHASE I
Performance
Planning and
Commitment
PHASE III
Performance
Review and
Evaluation
PHASE IV
Performance
Rewarding and
Development
Planning
PHASE II
Performance
Monitoring
and Coaching

Performance Cycle for Non-school-
based personnel
Dec.
JulyDec.
Performance
planning
Mid-year
Review
Year-end
Results
PHASE I
Performance
Planning and
Commitment
PHASE III
Performance
Review and
Eval.
PHASE IV
Performance
Rewarding and
Development
Planning
PHASE II
Performance
Monitoring
and Coaching

Who will use the OPCRF?
M*
PRINCIPAL,
CHIEFS OF SERVICES, DIVISION CHIEFS,
ASSISTANT SUPERINTENDENT and SUPERINTENDENT

Performance Planning and
Commitment
The performance planning and commitment shall be
done prior to the start of the performance cycle
where the rater meets with the ratee to discuss and
agree on:
1. The office KRA, objectives and PIs as
anchored on overall organizational outcomes
2. Individual KRA,objectives and Pis as
anchored on overall office KRA

“Resolve the matters of the heart
before dealing with the matters of
the mind”

1. Discuss Unit’s Objectives
2. Identify Individual KRAs, Objectives
and Performance Indicators
3. Discuss Competencies Required
and Additional Competencies
Needed
4. Reaching Agreement

1. Discuss Unit’s Objectives
The Office Head discusses
the office’s KRAs and
Objectives with direct
reports. Then, break this
down to individual KRAs
and Objectives.

DepEd’s Vision Mission
and Core Values
We Dream of Filipinos
who passionately love
their country and
whose values and
competencies enable
to realize their full
potential and
contribute meaningfully
to building the nation
We are a learner-
centered public
institution that is itself
constantly learning and
building its capacity to
pursue its mission.
DepEd’s Vision

and Core Values
We Dream of Filipinos
who passionately love
their country and
whose values and
competencies enable
to ____(1)___ their full
potential and
________(2)_______
meaningfully to
building the nation
We are a learner-
centered ____(3)____
institution that is itself
____(4)_____ learning
and building its
capacity to ____(5)___
its mission.
DepEd’s Vision

and Core Values
To protect and promote
the right of every Filipino
to a quality, equitable
culture-based and
complete basic
education where:
Students learn in a child
friendly, gender
sensitive, safe and
motivating environment.
Teachers facilitate learning and
constantly nurture every learner.
Administrators and staff, as
stewards of the institution,
ensure an enabling and
supportive environment. Family,
community and other
stakeholders are actively
engaged and share
responsibility for developing life-
long learning.
DepEd’s Mission

and Core Values
To protect and promote
the right of every Filipino
to a quality, ___(1)____
culture-based and
complete basic
education where:
Students learn in a child
friendly, gender
sensitive, safe and
___(2)__ environment.
Teachers facilitate learning and
constantly nurture every learner.
Administrators and staff, as
___(3)___ of the institution,
ensure an enabling and
supportive environment. Family,
community and other
_____(4)______ are actively
engaged and share
________(5)_______ for
developing life-long learning.
DepEd’s Mission

2. Identify KRAs, Objectives
and Performance Indicators
Identify your responsibilities by
answering the following
question:
“What major results/outputs am
I responsible for delivering?”

What is the definition of KRAs?
KRAs define the areas in which an employee is
expected to focus his/her efforts.

Always remember that KRAs have the
following characteristics:
1. Number between 3 to 5
2. Describe in few words
3. Within your influence
4. Support departmental goals
5. Similar for jobs that are similar
6. Does not change unless your job
changes

What is the definition of
Objectives?
Objectives are the specific things you need
to do, to achieve the results you want.

Performance Indicators
• They are EXACT QUANTIFICATION OF OBJECTIVES.
• It is an assessment tool that
gauges whether a performance
is good or bad.
• Agree on acceptable tracking sources

“If you want it,
measure it. If you
can’t measure it,
forget it.”
– Peter Drucker
WHAT GETS MEASURED GETS DONE!

MFOs KRAs OBJECTIVES TIMELINE
Weight
per KRA
PERFORMANCE
INDICATORS
(Quality, Efficiency,
Timeliness)
Provision of Quality
Basic Education
Services
Curriculum &
Learning
Management
To craft 3 localized and
indigenized curricula
and instructions by15
December 2015.
July –
December
2015
10% Q = 3 curricula and
instructions
E = 3 drafts of each
proposed
curriculum and
instruction
T = 1st draft / 31
Aug 2015; 2nd draft
/ 30 Oct 2015; 3rd
and final draft / 15
Dec 2015

Sample Performance Indicators
To show Quality – Efficiency - Timeliness
1 Comprehensive canteen fund Budget
Proposal submitted before June
85% of students attain 80% proficiency at
the end of the school year
QUALITY TIMELINESS
QUALITYEFFICIENCY TIMELINESS

Objective:
Attain 100% passing rate of students with 80%
proficiency
Performance Indicators:
Q= 80% proficiency
E = 100% passing rate
Writing the Performance Indicators

Objective:
Conduct 3 intravisitations every month from
July to February
Q= 24 intravisitations
T= 3 intravisitations each month

Objective:
Prepare accurate liquidation report for
canteen funds within 5 days of the ensuing
month
Q= liquidation report
E= no error in the liquidation report
T= within 5th day of ensuing month

• The RPMS looks not only at results, but HOW
they are accomplished.
• Competencies help achieve results.
• Competencies support and influence the
DepEd’s culture.
• For DepEd, competencies will be used for
development purposes (captured in the form).
Why do we have Competencies?

Manager’s Competencies
Core Behavioral
Competencies
• Self Management
• Professionalism
and ethics
• Results focus
• Teamwork
• Service
Orientation
• Innovation
Leadership
Competencies
•Leading People
•People
Performance
Management
•People
Development

Leadership competencies are competencies
intended for managerial positions: (ex. SDO)
1. Superintendent
2. Assistant Superintendents
3. Chiefs of Services
4. Chiefs of Divisions (CID, SGOD)
5. School Heads
6. Department Heads

Staff & Teaching-related Competencies
Core Behavioral
Competencies
• Self Management
• Professionalism
and ethics
• Results focus
• Teamwork
• Service
Orientation
• Innovation
Staff Core Skills
•Oral
Communication
• Written
Communication
• Computer/ICT
Skills

Staff core skills are competencies intended for
staff and teaching-related positions (ex. in the
SDO)
1. Supervisors
2. Administrative staff
clerk
Librarian
property custodian
finance officer
other personnel

Discuss Competencies Required and Additional
Competencies Needed
STAFF/TEACHING-RELATED

Teaching Competencies
Core Behavioral
Competencies
• Self Management
• Professionalism
and ethics
• Results focus
• Teamwork
• Service
Orientation
• Innovation
Teaching
Competencies
• Note: CB – PAST was
used as basis for the
new PCPs for teaching
positions.
•Achievement
•Managing
Diversity
•Accountability

TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Major Final
Outcomes (MFO)
Key Result Area
(KRA)
Objectives Timeline Weight
per KRA
Performance Indicators
(Quality, Efficiency, Timeliness)
Actual Results Rating Score
Q E T AVE
1. Instructional
Leadership
* Increase NAT MPS by 2%
 Learning Outcomes
 Supervision
 Special Program
July-April
2016
25%
2. Learning
Environment
 Child-Friendly
 Facilities for Learning
 K to 12 facilities reqts.
 EFA
June 2015
– March
2016
25%
3. Human
Resources and
Development
 Loading
 Promotion
 Teacher-training
 Non-teaching Personnel
June –
Oct.
15%
4. Parents
Involvement and
Community
Partnership
 Stakeholders
 School Report Cards
June –
Mar.
5%
5. School
Leadership
Management and
Operations
 SIP
 AIP
 SBM/PASBE
June –
Mar.
15%
6. Fiscal
Management
 MOOE
 Donations
 Canteen Fund
 Ecosavers
June-Mar.
15%
OVERALL RATINGS FOR
ACCOMPLISHMENTS
________________________________ _______________________________ ______________________________
Rater Ratee Approving Authority
OFFICE PERFORMANCE COMMITMENT AND REVIEW FORM (OPCRF)
EMPLOYEE: _______________________________________________________ NAME OF RATER:_______________________________________________
POSITION::_________________________________________________________ POSITION: _____________________________________________________
DEPARTMENT/SCHOOL_____________________________________________ DATE OF REVIEW:_______________________________________________
RATING PERIOD :______________________________________________

TO BE FILLED DURING PLANNING
Major Final
Outcomes
(MFO)
Key Result
Area
(KRA)
Objectives***
Timeliness Weight
per KRA
Performance Indicators*
*not necessarily 3 indicators in
the same objective
Actual Results Ratin
g
Score
Q E T AVE
Effective
implemen-
tation of
the
Curriculum
1. Teaching-
Learning
Process
* Prepare up-to-date and
complete lesson plans
with instructional aids
daily
*Teaching-Learning
Environment
*Strategy / Remediation
*Assessment of learning
40% Q=200 lesson plans with
instructional aids
E= 200 up-to-date and complete
LP
2. Pupils /
Students
Outcomes
*Student Progress
*NAT
*Submit accurate record of
students’ grades every
quarter
*Mastery of competencies
> Knowledge
> Skills
30%
Q= accurate students’ grades (no
error)
T=submitted every quarter
3. Community
Involvement
*Linkages
*Community Projects 10%
4.Professional
Growth and
Development
*Associations
*Published Work
*Awards / Recognitions
*Action Research
20%
OVERALL RATINGS FOR
ACCOMPLISHMENTS
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)
RATING PERIOD :______________________________________________
________________________________ _______________________________ ______________________________
Rater Ratee Approving Authority

4. Reaching Agreement
Once the form is completed :
KRAs + Objectives + Performance Indicators
+ Competencies
1. Rater schedules a meeting with Ratee.
2. Agree on the listed KRAs, Objectives,
Performance Indicators and assigned Weight
per KRA.
3. Where to focus on the Competencies

Rater and Ratee agree on the
Key Result Areas (KRAs),
Objectives, Performance
Indicators and assign Weight
Per KRA and sign the
Performance Commitment and
Review Form (PCRF).

Phase 2: Performance
Monitoring and
Coaching

1. Performance Tracking
2. Coaching/Feedback
Heart of the RPMS

Why is it important?
• Key input to performance measures.
• Provides objective basis of the rating.
• Facilitates feedback.
• Clearly defines opportunities for improvement.
• Provides evidence.
No monitoring, no objective measurement.
1. Performance Monitoring

Phase 3:
Performance
Review and
Evaluation

1. Reviewing Performance
1. Review Performance
2. Discuss Strengths and
Improvement Needs

PERFORMANCE EVALUATION
(Mid-year or Year-end)
Responsibilities of the Employee

Performance Evaluation is not:
Attack on employee’s
personality
Monologue
A chance to wield power
and authority
Paper activity (compliance)
An opportunity to gain
“pogi points” with staff

List of Accomplishments
1. The list of accomplishments depends on the
objectives and performance indicators agreed upon
during the performance planning and commitment
session.
2. Some items in the accomplishment list may be
similar for various positions

Compute final rating
Rate each objective using the rating scale
Reflect actual results / accomplishments
Fill up the Performance Evaluation worksheet
RATING PERFORMANCE

DEPARTMENT OF EDUCATION
CSC’s Revised Policies on the Strategic Performance Management
System (SPMS)
MC 6 s. 2012
NUMERICAL
RATING
ADJECTIVAL
RATING
DESCRIPTION OF MEANING OF RATING
5 Outstanding Performance represents an extraordinary level of achievement and
commitment in terms of quality and time, technical skills and
knowledge, ingenuity, creativity and initiative. Employees at this
performance level should have demonstrated exceptional job
mastery in all major areas of responsibility. Employee
achievement and contributions to the organization are of marked
excellence.
4 Very Satisfactory Performance exceeded expectations. All goals, objectives and
targets were achieved above the established standards.
3 Satisfactory Performance met expectations in terms of quality of work,
efficiency and timeliness. The most critical annual goals were met.
2 Unsatisfactory Performance failed to meet expectations, and/or one or more of
the most critical goals were not met.
1 Poor Performance was consistently below expectations, and/or
reasonable progress toward critical goals was not made.
Significant improvement is needed in one or more important areas.
From 130% to 100% Outstanding Rating

TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Major Final
Outcomes
(MFO)
Key Result
Area
(KRA)
Objectives Timeli
ne
Weight per
KRA
Performance Indicators*
Actual Results Rati
ng
Scor
eQ E T AVE
Effective
implemen-
tation of
the
Curriculum
1. Teaching-
Learning
Process
1.Prepare comprehensive and
functional instructional
materials
2.Provide a conducive teaching-
learning environment
3.Employ effective strategies /
remediation techniques
June
2015-
Mar.
2016
(25%)
10%
5%
10%
Q=200 up-to-date lesson plans
E = 200 LP with instructional aids
3
4
4
5
3
3
4.0
3.5
3.5
4.0
3.5
3.5
2. Pupils /
Students
Outcomes
50% 4.0
3. Community
Involvement
10% 3.75
4.Professional
Growth and
Development
15% 4.25
OVERALL RATINGS FOR
ACCOMPLISHMENTS
3.89
VS
.6375
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)
RATING PERIOD :______________________________________________
.40
2.0
.175
.35

COMPUTING THE SCORE PER KRA
Procedure:
1. Get the average of the ratings of each objective
for Q, E, T and record it under Rating
2. Score = Rating per Objective X given weight
3. Get the Total Score per KRA
4. Total/Final Rating = KRA1 + KRA2 + KRA3 +
KRA 4 (Plus Factor)
5. Find the adjectival rating using the table

DETERMINING THE OVERALL RATING FOR
ACCOMPLISHMENTS
RANGE ADJECTIVAL RATING
4.500 – 5.000 Outstanding
3.500 – 4.499 Very Satisfactory
2.500 – 3.499 Satisfactory
1.500 – 2.499 Unsatisfactory
below 1.499 Poor

*DepEd’s Competencies Scale
Scale Definition
5 Role model
4 Consistently demonstrates
3
Most of the time
demonstrates
2 Sometimes demonstrates
1 Rarely demonstrates
5 (role model) - all competency indicators
4 (consistently demonstrates) – four competency indicators
3 (most of the time demonstrates) – three competency indicators
2 (sometimes demonstrates) – two competency indicators
1 (rarely demonstrates) – one competence indicator
*will be used for developmental purposes

1.Discuss strengths and improvement needs by determining
where the ratee got the highest and lowest ratings.
2. Analyze what competencies contributed to the high ratings or
were not manifested that led to the low ratings. The
competencies do not form part of the rating but will serve as
reference in Phase 4-Performance Rewarding and
Development Planning

Phase 4:
Performance
Rewarding and
Development
Planning

1. Rewards
Link to PBIS (EO 80 s. 2012)
•Performance Based Bonus (PBB)
•Step Increment

2. Development Planning
• Employee development is a continuous learning
process that enables an individual to achieve his
personal objectives within the context of the business
goals.
• Employee development is a shared responsibility
among the Individual, Manager, HR and the
Organization.

Steps in Development
Planning
1. Identify development needs
2. Set goals for meeting these needs
3. Prepare actions plans for meeting the development
need
• sanction learning activities
• resources / support
• measures of success
4. Implement Plans
5. Evaluate

Activities which could be
considered appropriate for
employee development:
• Benchmarking
• Seminars/workshops
• Formal education/classes
• Assignment to task
forces/committees/ special
projects
• Job enhancements /
redesign
• Functional cross-posting
• Geographical cross-posting
• Coaching/counseling
• Developmental/lateral
career moves
• Self-managed learning

RPMS IS NOT
1. RPMS IS NOT A “ONETIME” EVALUATION
PROCESS IT IS A YEAR-ROUND PROCESS.
2. RPMS IS NOT A CHANGE IT IS A
DEVELOPMENT.
RPMS CAN
1. RPMS CAN HELP YOU BECOME A
BETTER TEACHER.
2. MAKE YOU HIT A BETTER TARGET

The Lesson from the Story
of the Butterfly

RPMS Roll-out for Public Schools

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