2. DepEd’s Framework
Based on DBM’s OPIF
Inclusive Growth and Poverty Reduction
Alignment of Dr. Morato’s framework with Results framework of DBM- OPIF.
3.
4. The DepEd RPMS Model
VISION/MISSION
CENTRAL
REGIONAL
DIVISION
DISTRICT
SCHOOLS
Lead, Engage, Align & Do! (LEAD)
5. DepED Vision
We dream of Filipinos
who passionately love their country
and whose competencies and values
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution, the Department of Education continously improves itself to better serve its stakeholders.
6. DepED Mission
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 for effective learning to happen.
Family, community and other stakeholders are actively engaged and share responsibility for developing life-long learners.
7.
8. Mandate from DEPED The PMS Concept: Development Impact
•FOCUS: Performance Measures at the Organizational, Divisional or Functional and Individual Levels
•EMPHASIS: Establish strategic alignment of Organizational, Functional and Individual Goals
Strengthen Culture of Performance and Accountability in DepEd
K to 12
School Based Management
ACCESs
Improved Access to Quality Basic Education
8
Functional Literate Filipino With 21st century skills
9. RPMS and Job Satisfaction
•Clear Compass
–When there is a clear vision and strategy, employees are more likely to understand the rationale behind decision and be able to link the broader organizational goals.
•A Call to Engage
–People want to be stretched, motivated, stimulated. They want to know that they add value and their work is valued by the organization.
10. •Provides Transparency
–People want to know what’s expected of them in their jobs. What they are responsible for, the results they need to achieve, the knowledge, skills, and abilities they must have to succeed.
•Employee Involvement
–Employees want a say in what they do and how they do it.
RPMS and Job Satisfaction
12. Performance Management
An organization wide process for ensuring employees are focusing their work efforts towards achieving the organization’s mission and vision
A systematic approach for continuous improvement and growth
13. Align individual roles and targets with organization direction
Organizational need to track accomplishments against objectives in order to determine appropriate corrective action if needed
Provide feedback on employees’ work progress and accomplishments based on clearly defined goals and objectives.
RPMS is also a tool for people development.
Objectives of the Performance Management System
14. RPMS
Rewards and Recognition
Training and Manpower Development
Employee Relations
Job Design and Work Relationships
RPMS: Linkages to other HR Systems
Career Succession
HR Planning and Recruitment
Compensation and Benefits
Agency Planning and and Directions
15. Key Success Factors for Results Based Performance Management System (RPMS)
Measurement of Results
Awareness thru Communication and Skills Building and Training
Strong Leadership and Management Support
Paradigm Shift
High Employee Engagement
Continuous Improvement
17. General Features
•Anchored on the Vision/Mission of DepEd.
•CSC mandates 100% results orientation to make it uniform with other government agencies. Competencies should be used for development purposes.
•Coverage : All regular managers and employees of DepEd; teaching and non-teaching staff
•Basis for rewards and development
•Covers performance for the whole year
18. 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 Planning
19. PMS Cycle
Non Teaching Positions
Performance Planning
January
December
Year-end Results
Mid-Year Review
June
March
Teaching Positions
Q1
Q4
Q3
Q2
Q1
Q4
Q3
Q2
20. Tasks/ Activities
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May
DBM
Non-teaching
Teaching
PBB
2013 PBB
2014 PBB
2013 2014 2015
RPMS Timelines
2014
*RPMS is aligned with the Rationalization Plan,
Strategic Planning and PBB.
*Roll-out/implementation at school level will
immediately start in April 2014.
21. Form
The mechanism to capture the KRAs, Objectives, Performance Indicators and Competencies is the Individual Performance Commitment and Review Form (IPCRF).
It is a change in mindset!
23. 23
What =
Results
How =
Competencies
+
(Results & Objectives
of a position)
(Skills, Knowledge &
Behaviors used to
accomplish results)
Components of Performance Management
24. 24
•The RPMS looks not only at results, but HOW they are accomplished.
•Competencies help achieve results.
•Competencies support and influence the organization’s culture.
•For DepEd, competencies will be used for development purposes (captured in the form).
Why do we have Competencies?
25. Competencies
•Core Behavioral Competencies
–Self Management
–Professionalism and ethics
–Results focus
–Teamwork
–Service Orientation
•Leadership Competencies
–Leading People
–People Performance Management
–People Development
•Core Skills
–Oral Communication
–Written Communication
–Computer/ICT Skills
26. 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 Planning
28. Discussion on Unit’s KRAs and Objectives
Unit Head to discuss the Division’s KRAs and Objectives with their direct reports. Then, break this down to individual KRAs and Objectives.
29. 29
Performance Planning and Commitment
1 Identifying KRAs Identify your responsibilities by answering the following questions:
• What major results/outputs am I responsible for delivering?
30. 30
Always Remember that KRAs have the following Characteristics:
1.Number between 3 to 5
2.Be described in few words
3.Be within your Influence
4.Support departmental goals
5.Be similar for jobs that are similar
6.Not change unless your job changes
31. 31
What is the definition of Objectives? Objectives are the specific things you need to do, to achieve the results you want.
33. 33
Performance Planning
& Commitment
2 Reaching Agreement Once I completed the form: Objectives + Competencies
Schedule a meeting with your supervisor
Agree on your listed KRAs, objectives and performance indicators
34. Building commitment to work plans and objectives
A critical task is to gain employee commitment and cooperation toward reaching performance targets.
35. Exercise
If the rater and ratee agree on the KRAs, Objectives and Performance Indicators, they should sign the
Individual Performance Commitment and Review Form (IPCRF).
36. 36
PHASE 2
•Performance Monitoring and Coaching
–Performance Tracking
–Giving Feedback
–Coaching
(Heart of the PMS)
37. “If you want it, measure it. If you can’t measure it, forget it.”
– Peter Drucker
39. Performance Monitoring
39
•Why is it important?
–It is a 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.
40. 40
Tracking Competencies
•Feedback from others Example: Team members, coworkers and your leader.
•Self-reporting That is : you should monitor and track your own performance.
42. Writing S/TARs
42
“Last December, during the work planning period,
you took the opportunity to review our unit’s work process. You assembled a team of your colleagues and brainstormed on improvement ideas.
As a result, our turnaround time on processing promotions was reduced from 3 days to 1 day.”
Situation/ Task
Action
Result
43. 43
To be effective in this phase you should:
•Track your performance against your plan.
•Seek and act on feedback from others.
•Get coaching and support when you need it.
•Use JOURNALS!
44. Remember: Manage the system as a process, NOT a one-time event! It is NOT a year end paper exercise. It is important to teach performance on certain frequencies and provide feedback and coaching.
45. 45
Coaching/Feedback
•During Performance phase always seek the coaching of your leader specially when you realize that you need improvements in your results.
•FEEDBACK: Know where and how to get helpful feedback for important aspects of your job
46. 46
PHASE 3
•Performance Review and Evaluation
–Reviewing Performance
–Discuss Strengths and Improvement needs
47. 47
Reviewing Phase A successful review session should be:
•A positive experience
•Of no surprise
•Of a two-way discussion
•Well prepared (both sides)
48. 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
49. 49
Steps for Evaluating Objectives and Competencies
1.Evaluate each objective whether it has been achieved or not.
2.Evaluate the manifestation of each competency.
3.Determine overall rating.
50. Rating Performance
Compute final rating
Rate each objective using the rating scale
Reflect actual results / accomplishments
Fill up the Performance Evaluation worksheet
51. Definition of Performance Rating Scale (Per CSC Memorandum Circular No. 6 March 16, 2012)
Scale
Adjectival
Description
5
Outstanding
Performance represents and 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 timelines. 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 towards critical goals was not made. Significant improvement is needed in one or more important areas.
52. CSC’s Revised Policies on the Strategic Performance Management System (SPMS) MC 13 s. 1999
Scale
Adjectival
Description
5
Outstanding
(130% and above)
Performance exceeding targets by 30% and above of the planned targets; from the previous definition of performance exceeding targets by at least fifty (50%).
4
Very Satisfactory
(115%-129%)
Performance exceeds targets by 15% to 29% of the planned targets; from the previous range of performance exceeding targets by at least 25% but falls short of what is considered an outstanding performance.
3
Satisfactory
(100%-114%)
Performance of 100% to 114% of the planned targets. For accomplishments requiring 100% of the targets such as those pertaining to money or accuracy or those which may no longer be exceeded, the usual rating of either 10 for those who met targets or 4 for those who failed or fell short of the targets shall still be enforced.
2
Unsatisfactory
(51%-99%)
Performance of 51% to 99% of the planned targets.
1
Poor
(50% or below)
Performance failing to meet the planned targets by 50% or below.
53. *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
54.
55. 55
Some Pointers on Conducting the Review Meeting
•Manage the meeting
–Prepare for the meeting
–Create the right atmosphere
–No interruptions; no surprises
•Enhance or maintain self-esteem
–Express appreciation
–Encourage self-appraisal
–Focus on the performance issue, not on the person
56. One-Day-At-A-Time Management
“Programs requiring quarterly or annual action are basic and necessary, but they can never replace daily attention."
by Robert E. Sibson The Management of Personnel
57. 57
PHASE 4
•Performance Rewards and Development Planning
–Development Plan
–Rewards
58. Link to PBB
•Main focus of PPB is PERFORMANCE AND QUALITY OF WORK.
•There shouldn’t be a competitiveness between individuals and offices. Rather, there should be a spirit to perform better.
•RPMS will be one of the basis for the PBB grant.
–3 stages of PBB
•Ability of the entire organization to comply
•Measuring each unit on deliverables
•Individual performance (link of RPMS)
59. 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 Company.
•It is best achieved in an environment that
Requires application of what is learned.
Encourages diversity of opinion.
Reinforces open and honest dialogue.
Promotes learning how to learn.
60. Steps in Development Planning
•Identify development needs
•Set goals for meeting these needs
•Prepare actions plans for meeting the development needs
– action learning activities
– resources / support
– measures of success
•Implement plans
•Evaluate
61. 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
62. Development Principles
The key elements to a successful learning process
–30% from real life and on-the-job experiences, tasks and problem solving. This is the most important aspect of any learning and development plan.
–30% from feedback and from observing and working with role models – mentoring and coaching
–40% from formal training
30/30/40 Learning Philosophy
63.
64. “Behind every successful person, there is one
elementary truth.
Somewhere,
someway,
someone cared about
their growth and development.”
- Donald Miller, UK Mentoring Programme
65. Support Mechanisms
•Manuals
–Facilitator’s Guide
–Manager’s Manual
–Employee’s Manual
•Tools
–Office Performance Commitment Review Form
–Individual Performance Commitment Review Form
–Position Competency Profile
•Change Management and Communication Framework
66. How We Evolved The RPMS Framework in DepEd
Full involvement of the TWG team from day 1
Conducted validation of the RPMS framework through workshops for Teaching, Teaching-related and Non- Teaching, and even for Regional Directors level.
Conducted writeshops to revise the Job Descriptions per position per level. Participants formulated KRAs, Objectives and Performance Indicators, validated by senior management.
Framework went through several revisions to make it conform to the culture of DepEd.
