The document outlines guidelines for establishing and implementing a Results-Based Performance Management System (RPMS) within the Department of Education to assess and reward performance. It describes the framework, four-stage performance cycle, and evaluation process using objectives, competencies and numerical ratings. Key changes include adjusting the outstanding rating range and linking RPMS to the Performance-Based Bonus system starting in 2015.

1. DEPEDORDERNO.2,S.2015
GUIDELINESONTHE ESTABLISHMENT&
IMPLEMENTATIONOFTHE RESULTS-BASED
PERFORMANCEMANAGEMENT SYSTEM(RPMS)
INTHEDEPARTMENTOFEDUCATION
Lead, Engage, Align & Do! (LEAD)

2. Policy Statement
◦ The DepEd hereby sets the guidelines on the
establishment and implementation of the RPMS
in the department stipulating the strategies,
methods, tools and rewards for assessing the
accomplishment vis-à-vis the commitments. This
will be used for measuring and rewarding higher
levels of performance of the various units and
development planning of all personnel in all
levels.

3. Policy Statement
◦For non-school based personnel, the
RPMS shall provide for an objective
and verifiable basis for rating and
ranking the performance of units and
individual personnel in view of the
granting of Performance-Based
Bonus(PBB) starting 2015.

4. Policy Statement
◦ For school-based personnel, the RPMS shall
be used only as an appraisal tool, which shall
be the basis for training and development.
The granting of PBB shall be governed by the
existing PBB guidelines.
◦ The Department shall adopt the RPMS
Framework

5. 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
DEPED RPMS FRAMEWORK
Competencies
WHAT HOW

6. Policy Statement
◦The DepEd RPMS shall follow
the four-stage performance
management system cycle as
prescribed by the CSC

7. PHASE 1
PERFORMANCE PLANNING
AND COMMITMENT

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

9. CATEGORY DEFINITION
Effectiveness/Quality The extent to which actual
performance compares with targeted
performance.
The degree to which objectives are
achieved and the extent to which
targeted problems are solved.
In management, effectiveness relates
to getting the right things done.
Efficiency The extent to which time or resources
is used for the intended task or
purpose. Measure whether targets are
accomplished with a minimum
amount or quantity of waste, expense
or unnecessary effort.

10. Category Definition
Timeliness Measures whether the
deliverable was done on time
based on the requirements of
the rules and regulations, and
/or clients/stakeholders.
Time-related performance
indicators evaluate such things
as project completion deadlines,
time management skills and
other time- sensitive
expectations

11. PHASE 2
PERFORMANCE MONITORING
AND COACHING

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

13. PHASE 3
PERFORMANCE REVIEW AND
EVALUATION

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

15. The RPMS Rating Scale
Scale Adjectival Description
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 expectation. 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.

16. Sample Computation
KRA’s
Weight Per
KRA
Objectives
Weight Per
Objectives
Rating Score
KRA 1 40 Objective 1 10% 4 0.400
Objective 2 20% 5 1.000
Objective 3 10% 3 0.300
KRA 2 20 Objective 1 10% 3 0.300
Objective 2 5% 3 0.150
Objective 3 5% 4 0.200

17. KRA’s
Weight
Per KRA
Objectives
Weight Per
Objectives
Rating Score
KRA 3 30 Objective 1 10% 4 0.400
Objective 2 15% 3 0.450
Objective 3 5% 3 0.150
KRA 4 10 Objective 1 5% 3 0.150
Objective 2 2.50% 3 0.075
Objective 3 2.50% 4 0.100
Plus
Factor
Final
Rating
3.675
Sample Computation

18. Adjectival Ratings
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

19. *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

20. PHASE 4
PERFORMANCE REWARDING
AND DEVELOPMENT PLANNING

21. 1. Rewards
2. Development Planning

23. Performance
Planning
Phase I
May
Mid-Year Review
Phase II
November
Year-End Results
Phases III & IV
April
RPMS Cycle
For School-Based Personnel

24. RPMS Cycle
Performance
Planning
Phase I
December
Mid-Year Review
Phase II
July
Year-End Results
Phases III & IV
December
For non School-Based Personnel

25. Composition of Performance
Management Team
Division PMT School PMT
Chair: ASDS (most senior in terms of tenure as
ASDS
Members:
• Planning Officer III
• Accountant III
* Chief Administrative Officer V
• One(1) Education Program Supervisor
• One(1) Principals’ Representative (Elementary
: PESPA)
• One(1) Principals’ Representative (Secondary
: NAPPSSHI, NAPPSSPHIL
• One(1) representative from the teacher
association for elementary
Chair: Principal-elect
Members:
* Four(4) Master Teacher/Head
Teacher
* One(1) representative from the
School Planning Team
* One(1) Administrative
Officer/Representative from non-
teaching group

26. Composition of Performance
Management Team
Division PMT School PMT
• One(1) NEU-Division
Chapter Representative
Observer:
One(1) PTA Division
Federation Representative
Secretariat:
Administrative Office
• One(1) representative from
the teacher association
Observer:
One(1) PTA Representative
Secretariat:
Administrative Office

27. Composition of the Grievance
Committee
Schools Division Office Schools
Chair: SDS
Members:
Legal Officer
HRMO
EPS
Accountant
PESPA representative
NEU
Chair: ASDS
Members:
PSDS
HRMO/AO
Principal
Master Teacher/Head
Teacher
Teachers Association

28. RATEE RATER
APPROVING
AUTHORITY
Schools Division Office
1. Superintendent
2. Asst. Superintendent
3. Chief of Division
4. Education Program
Supervisor
5. District Supervisor
6. Section Chief/Unit Head
7. Staff
1. Asst. Regional
Director
2. Superintendent
3. Asst.
Superintendent
4. Chief of Division
5. Chief of Division
6. Chief of Division
7. Section Chief/Unit
Head
1. Regional Director
2. Asst. Director
3. Superintendent
4. Asst. Superintendent
5. Asst. Superintendent
6. Asst. Superintendent
7. Head of Division

29. RATEE RATER
APPROVING
AUTHORITY
Schools
1. Principal
2. Head/Master
Teacher
3. Teacher
4. Non -
Teaching Staff
1. Asst.
Superintenden
t
2. Principal
3. Head/Master
Teacher
4. Principal
1. Superintendent
2. Superintendent
(Small & Medium
Divisions)
Asst.
Superintendent(Large
& Very Large Divisions)
3. Principal
4. Administrative
Officer V

30. Key Changes in the
Guidelines

31. 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

32. 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

33. COMPUTING THE SCORE PER KRA
The score per KRA shall be computed using
the following formula:
Rating per KRA = Weight x Rating
Total/Final Rating = KRA1 + KRA2 + KRA3 + KRA 4 (Plus Factor)

34. OTHER CHANGES
Rationale Maintained
Scope of Policy Maintained
Definition of Terms and
Acronyms
Enhanced
Policy Statement Maintained
Performance Cycle Process Maintained
Uses of Performance Ratings Changed from 130% to
100%
Monitoring and Evaluation Maintained
Repealing Clause Changed (PMT & Grievance,
Disqualification, Sanction)
Forms Changed
Effectivity Moved to 2015

35. Guidelines approved by CSC on
December 2014.
DepEd Department Order No. 2,
series of 2015 signed February 6,
2015.
For 2014, the agency will still use PASAG to
evaluate performance.
RPMS will be used in 2015 and will be linked to
PBB, payout in 2016.

36. “Behind every
successful person,
there is one
elementary truth.
Somewhere,
someway,
someone cared about
their growth and
development.”
- Donald Miller, UK Mentoring
Programme