The document is a form used by the Department of Education (DepEd) in the Philippines for their Results-Based Performance Management System for teachers. The form is divided into four parts: Part I focuses on accomplishments of key result areas and objectives; Part II evaluates competencies; Part III provides a summary of ratings; and Part IV identifies development plans. The form rates teachers on factors such as effectiveness, efficiency, and timeliness in delivering agreed upon goals. It also rates teachers on competencies including self-management, professionalism, result focus, teamwork, service orientation, and innovation. The form is used to set goals, track performance, provide feedback, and identify strengths and areas for development.
The document is a form used by the Department of Education of the Philippines (DepEd) for its results-based performance management system. It consists of four parts: Part I evaluates employees' accomplishments of key results areas and objectives; Part II evaluates competencies; Part III summarizes ratings for discussion; and Part IV identifies development plans. The form aims to link individual achievements to organizational goals, promote growth, and allow open discussion of expectations between employees and supervisors.
This document outlines the DepEd's Results-Based Performance Management System form for senior officers. It contains four parts: I) accomplishments of key results areas and objectives, where employees set targets and are rated on achieving them; II) competencies that employees demonstrate; III) a summary of ratings to discuss; and IV) development plans to highlight strengths, needs, and training actions. The form is used to jointly plan targets, provide feedback, and develop employees in aligning individual performance with organizational goals.
_deped_order_no._2_rpms RPMS of All teachersRolanMinerva5
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.
The document discusses the key concepts and objectives of establishing a Strategic Performance Management System (SPMS) within a government agency. The main points are:
1) The SPMS aims to align employee and office-level performance targets with the agency's strategic priorities and mandates.
2) As part of SPMS, both Office Performance Commitment and Review forms (OPCR) and Individual Performance Commitment and Review forms (IPCR) will be created to establish performance targets.
3) A performance monitoring process will also be implemented, including periodic reporting, reviews between supervisors and employees, and an annual performance evaluation.
"DepEd Order No.2, s. 2015 Guidelines on the Establishment & Implementation o...REYBETH RACELIS
"DepEd Order No.2, s. 2015 Guidelines on the Establishment & Implementation of the Results - based Performance Management System (RPMS) in the Department."
The document provides information about the Strategic Performance Management System (SPMS) used by the Cooperative Development Authority (CDA). It discusses the legal basis, objectives, elements, process and key players of the SPMS. The SPMS aims to link employee and organizational performance to ensure goals are achieved. It establishes performance measures and targets during planning, provides coaching during monitoring, evaluates performance reviews, and determines rewards during performance rewarding and development planning. The CDA SPMS cycle involves performance planning and commitment, monitoring and coaching, and review and evaluation stages.
The document outlines the Results-based Performance Management System (RPMS) used by the Department of Education in the Philippines, including its four phases of performance planning, monitoring, review, and rewards. It describes the process for setting key result areas, objectives, and competencies during phase 1 and provides guidelines for managers on tracking performance and providing feedback and development during the subsequent phases. The overall goal of the RPMS is to align individual work with organizational strategic priorities and ensure employees are focused on achieving department goals.
This document discusses performance measures and the performance management process. It provides the following key points:
1. Performance measures are numeric descriptions of an agency's work and results that are used to determine if objectives are being achieved and progress is being made toward goals.
2. Developing good performance measures involves setting realistic goals that the manager has control over. The PDCA (plan-do-check-act) cycle is used for developing and refining measures.
3. Examples of performance measures include customer satisfaction, quality, financial performance, and timeliness. Measures should be selected based on criteria like having high information value and facilitating improvement.
The document is a form used by the Department of Education of the Philippines (DepEd) for its results-based performance management system. It consists of four parts: Part I evaluates employees' accomplishments of key results areas and objectives; Part II evaluates competencies; Part III summarizes ratings for discussion; and Part IV identifies development plans. The form aims to link individual achievements to organizational goals, promote growth, and allow open discussion of expectations between employees and supervisors.
This document outlines the DepEd's Results-Based Performance Management System form for senior officers. It contains four parts: I) accomplishments of key results areas and objectives, where employees set targets and are rated on achieving them; II) competencies that employees demonstrate; III) a summary of ratings to discuss; and IV) development plans to highlight strengths, needs, and training actions. The form is used to jointly plan targets, provide feedback, and develop employees in aligning individual performance with organizational goals.
_deped_order_no._2_rpms RPMS of All teachersRolanMinerva5
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.
The document discusses the key concepts and objectives of establishing a Strategic Performance Management System (SPMS) within a government agency. The main points are:
1) The SPMS aims to align employee and office-level performance targets with the agency's strategic priorities and mandates.
2) As part of SPMS, both Office Performance Commitment and Review forms (OPCR) and Individual Performance Commitment and Review forms (IPCR) will be created to establish performance targets.
3) A performance monitoring process will also be implemented, including periodic reporting, reviews between supervisors and employees, and an annual performance evaluation.
"DepEd Order No.2, s. 2015 Guidelines on the Establishment & Implementation o...REYBETH RACELIS
"DepEd Order No.2, s. 2015 Guidelines on the Establishment & Implementation of the Results - based Performance Management System (RPMS) in the Department."
The document provides information about the Strategic Performance Management System (SPMS) used by the Cooperative Development Authority (CDA). It discusses the legal basis, objectives, elements, process and key players of the SPMS. The SPMS aims to link employee and organizational performance to ensure goals are achieved. It establishes performance measures and targets during planning, provides coaching during monitoring, evaluates performance reviews, and determines rewards during performance rewarding and development planning. The CDA SPMS cycle involves performance planning and commitment, monitoring and coaching, and review and evaluation stages.
The document outlines the Results-based Performance Management System (RPMS) used by the Department of Education in the Philippines, including its four phases of performance planning, monitoring, review, and rewards. It describes the process for setting key result areas, objectives, and competencies during phase 1 and provides guidelines for managers on tracking performance and providing feedback and development during the subsequent phases. The overall goal of the RPMS is to align individual work with organizational strategic priorities and ensure employees are focused on achieving department goals.
This document discusses performance measures and the performance management process. It provides the following key points:
1. Performance measures are numeric descriptions of an agency's work and results that are used to determine if objectives are being achieved and progress is being made toward goals.
2. Developing good performance measures involves setting realistic goals that the manager has control over. The PDCA (plan-do-check-act) cycle is used for developing and refining measures.
3. Examples of performance measures include customer satisfaction, quality, financial performance, and timeliness. Measures should be selected based on criteria like having high information value and facilitating improvement.
The document provides guidance for employees on DepED's Results-based Performance Management System (RPMS). It discusses the four phases of RPMS: 1) Performance Planning and Commitment where objectives and competencies are agreed upon, 2) Performance Monitoring and Coaching for improving performance, 3) Performance Review and Evaluation for assessing performance, and 4) Performance Rewards and Development Planning for addressing accomplishments, rewards, and development needs. The document outlines the process for each phase, including identifying key result areas, writing objectives, agreeing on required competencies, and monitoring, reviewing, and developing performance.
The document provides guidelines for establishing and implementing a Results-based Performance Management System (RPMS) within the Department of Education. Key points include:
- The RPMS will be used to assess performance against commitments and inform development planning and performance rewards like bonuses.
- It follows a four-stage cycle of planning, monitoring, review, and rewarding. Performance is evaluated based on effectiveness, efficiency, and timeliness.
- Ratings are on a scale of 1 to 5, with descriptors defining levels of achievement. Scores are calculated based on objectives and competencies.
- Guidelines cover roles and composition of performance management teams, the evaluation and approval process, and changes aligned with revised Civil Service policies.
This document discusses performance management in organizations. It defines performance management as a systematic process that involves employees in improving organizational effectiveness through accomplishing goals and missions. Key aspects of performance management include planning work, monitoring performance, developing capacity, periodically reviewing performance, and rewarding good performance. The overall aims are to align individual goals with organizational goals and improve performance at individual, departmental, and overall levels. Performance management helps clarify expectations, set goals, and encourage coaching and feedback to enhance commitment and performance.
This document outlines the instructions and process for conducting an annual employee performance review. It includes sections for evaluating an employee's performance on primary job responsibilities and factors like quality of work, initiative, and problem solving. Goals and objectives from the review period are also assessed. The review is signed by both the employee and supervisor and then submitted to Human Resources.
Results based performance management system rpms- for dep edOlhen Rence Duque
The document summarizes the DepEd's Results Based Performance Management System (RPMS). The RPMS aims to align individual, division, and organizational goals with the DepEd's vision of developing lifelong learners. It follows the four phases of performance planning, monitoring, review, and rewarding. Key aspects include setting objectives and competencies for staff, providing regular feedback and coaching, and evaluating performance for rewards and development. The system is designed to strengthen accountability and drive continuous improvement across DepEd.
This document discusses best practices for conducting performance appraisals at Nova Southeastern University. It provides an overview of the performance appraisal process, including setting goals, filling out forms, conducting meetings, and addressing challenges. The objectives are to understand the rating scale, complete appraisal forms, have meaningful discussions, set effective goals, and prepare for common issues. Tips are provided for scheduling meetings, filling out forms accurately, using the SMART goal framework, and avoiding common appraisal mistakes.
This document discusses best practices for conducting performance appraisals at Nova Southeastern University. It provides an overview of the performance appraisal process, including setting goals, filling out forms, conducting meetings and addressing challenges. The objectives are to understand the rating scale, conduct meaningful discussions, and set effective goals. Key aspects are communicating, observing and evaluating employee performance on a regular basis to support development and organizational success.
The document outlines the Ministry of Education's policy for teacher performance appraisal in Jamaica. It establishes a performance management system to evaluate teachers annually and provide feedback to improve teaching quality. The appraisal process involves goal setting, classroom observations, reviews, and uses a rating scale to evaluate teaching skills, professionalism, and leadership. It is an ongoing cycle to identify training needs, improve performance, and increase accountability. Any disputes can be appealed through a written process.
The document discusses Kirkpatrick's model for evaluating training programs using a four-tier approach. Tier 1 evaluates reactions, Tier 2 evaluates learning, Tier 3 evaluates behavior change, and Tier 4 evaluates results including business impact. Formative and summative evaluation are also discussed. Feedback forms, surveys, tests and business metrics are used to measure outcomes at each tier. The goal is to improve training quality and impact over time based on evaluation results.
The document discusses the Strategic Performance Management System (SPMS) implemented by the Civil Service Commission of the Philippines. The SPMS aims to strengthen performance management in government agencies. It shifts the focus from individual-based evaluations to team and organizational performance. The SPMS cycle involves four steps: 1) performance planning and commitment, 2) monitoring and coaching, 3) review and evaluation, and 4) rewarding and development. Key aspects of the SPMS include setting organizational goals, indicators to measure performance, and linking performance to incentives and rewards. The system aims to improve both individual employee efficiency and overall organizational effectiveness.
This document outlines the key aspects of a performance management system, including:
1. The meaning, scope, and objectives of performance management, which aims to enhance employee performance and provide feedback.
2. A four-phase performance management cycle of setting expectations, maintaining dialogue, evaluation, and addressing poor performance.
3. Prerequisites for an effective performance management system including clear policies and procedures.
4. Factors to consider when seeking to improve employee performance through targets and other drivers.
The document outlines the process for career development planning (CDP) within an organization. It discusses the purpose of CDP, which is to create a development plan for employees to improve performance and prepare for future roles. The CDP process involves five phases: pre-meeting planning, an employee-supervisor meeting, selecting development activities, preparing the CDP form, and implementing and evaluating the plan. An example of a completed CDP form is also included to demonstrate how the process works.
Koray kırdinli hr performance managegement e mba projectKoray Kırdinli
1. The document summarizes Kuveyt Turk's performance management system. It includes three key parts: planning period, continuous monitoring and feedback, and development review.
2. In the planning period, performance plans are generated where supervisors and employees set objectives and competencies. They also create development plans.
3. During the performance execution period, supervisors monitor employees' performance through various tools and provide regular feedback and support.
4. At the end of the year, supervisors give final performance scores by comparing actual performance to objectives, using a scale from 1-5 to define performance levels.
Supervisors Briefing 2007 Program Changes Final4 30 072satyam mishra
This document summarizes changes to NASA's employee performance communication system. Key changes include transitioning from a 5-level to 3-level rating system, strengthening the link between individual and organizational goals, increasing supervisor training requirements, and adjusting performance award eligibility and consequences. The revised system aims to better differentiate performance and link it to agency goals.
The document provides an overview of human resources topics including:
- An HR management overview and the employee lifecycle covering training, performance management, and career management.
- Regulatory updates on discrimination charges, wage/hour compliance issues, and new EEOC/DOL regulations.
- Details on performance management including goal setting, feedback, and evaluation.
- Training processes like needs analysis, objectives, delivery methods, and evaluation approaches.
- Career planning stages and anchors that influence career choices and progression.
The document discusses DepEd's Results-based Performance Management System (RPMS). It aims to align employee work with DepEd's vision and values through continuous performance improvement. RPMS follows a 4-phase cycle of planning, monitoring, reviewing, and rewarding performance. Employees set objectives and competencies for their key result areas. Managers provide feedback and evaluate employees based on their accomplishments. The process is approved by the Civil Service Commission and aims to develop employees' performance.
The document outlines DepEd's Results Based Performance Management System (RPMS). The RPMS aims to align individual goals with organizational objectives to improve performance and accountability. It incorporates a four phase process of performance planning, monitoring, review, and rewarding. Key aspects include identifying employee KRAs and objectives, providing feedback and coaching, annually reviewing performance against targets, and using competencies for development. The system is intended to strengthen DepEd's efforts towards its mission of providing quality education.
The document outlines DepEd's Results Based Performance Management System (RPMS). The RPMS aims to align individual goals with organizational objectives to improve performance and accountability. It incorporates a four phase process of performance planning, monitoring, review, and rewarding. Key aspects include identifying employee KRAs and objectives, providing feedback and coaching, annually reviewing performance against targets, and using competencies for development. The system is intended to strengthen DepEd's efforts towards its mission of providing quality education.
Results based performance management system rpms- for dep edNoel Grey
The document outlines DepEd's Results Based Performance Management System (RPMS). It discusses aligning the RPMS with DepEd's vision and mission as well as DBM's OPIF framework. The RPMS aims to strengthen performance accountability through establishing strategic alignment of goals at different organizational levels from central office to schools. It describes the four phases of performance planning, monitoring, review and rewarding. Key aspects covered include identifying KRAs, objectives, competencies, monitoring tools like STAR method, development planning and linking to PBB. The document provides guidance on effective implementation of the RPMS within DepEd.
Results based performance management system rpms- for dep edMeriam Dualan
The document outlines DepEd's Results Based Performance Management System (RPMS). It discusses aligning the RPMS with DepEd's vision and mission as well as DBM's OPIF framework. The RPMS aims to strengthen performance accountability through establishing strategic alignment of goals at different organizational levels from central office to schools. It describes the four phases of performance planning, monitoring, review and rewarding. Key aspects covered include identifying KRAs, objectives, competencies, monitoring tools like STAR method, development planning and linking to PBB. The document provides guidance on effective implementation of the RPMS within DepEd.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
The document provides guidance for employees on DepED's Results-based Performance Management System (RPMS). It discusses the four phases of RPMS: 1) Performance Planning and Commitment where objectives and competencies are agreed upon, 2) Performance Monitoring and Coaching for improving performance, 3) Performance Review and Evaluation for assessing performance, and 4) Performance Rewards and Development Planning for addressing accomplishments, rewards, and development needs. The document outlines the process for each phase, including identifying key result areas, writing objectives, agreeing on required competencies, and monitoring, reviewing, and developing performance.
The document provides guidelines for establishing and implementing a Results-based Performance Management System (RPMS) within the Department of Education. Key points include:
- The RPMS will be used to assess performance against commitments and inform development planning and performance rewards like bonuses.
- It follows a four-stage cycle of planning, monitoring, review, and rewarding. Performance is evaluated based on effectiveness, efficiency, and timeliness.
- Ratings are on a scale of 1 to 5, with descriptors defining levels of achievement. Scores are calculated based on objectives and competencies.
- Guidelines cover roles and composition of performance management teams, the evaluation and approval process, and changes aligned with revised Civil Service policies.
This document discusses performance management in organizations. It defines performance management as a systematic process that involves employees in improving organizational effectiveness through accomplishing goals and missions. Key aspects of performance management include planning work, monitoring performance, developing capacity, periodically reviewing performance, and rewarding good performance. The overall aims are to align individual goals with organizational goals and improve performance at individual, departmental, and overall levels. Performance management helps clarify expectations, set goals, and encourage coaching and feedback to enhance commitment and performance.
This document outlines the instructions and process for conducting an annual employee performance review. It includes sections for evaluating an employee's performance on primary job responsibilities and factors like quality of work, initiative, and problem solving. Goals and objectives from the review period are also assessed. The review is signed by both the employee and supervisor and then submitted to Human Resources.
Results based performance management system rpms- for dep edOlhen Rence Duque
The document summarizes the DepEd's Results Based Performance Management System (RPMS). The RPMS aims to align individual, division, and organizational goals with the DepEd's vision of developing lifelong learners. It follows the four phases of performance planning, monitoring, review, and rewarding. Key aspects include setting objectives and competencies for staff, providing regular feedback and coaching, and evaluating performance for rewards and development. The system is designed to strengthen accountability and drive continuous improvement across DepEd.
This document discusses best practices for conducting performance appraisals at Nova Southeastern University. It provides an overview of the performance appraisal process, including setting goals, filling out forms, conducting meetings, and addressing challenges. The objectives are to understand the rating scale, complete appraisal forms, have meaningful discussions, set effective goals, and prepare for common issues. Tips are provided for scheduling meetings, filling out forms accurately, using the SMART goal framework, and avoiding common appraisal mistakes.
This document discusses best practices for conducting performance appraisals at Nova Southeastern University. It provides an overview of the performance appraisal process, including setting goals, filling out forms, conducting meetings and addressing challenges. The objectives are to understand the rating scale, conduct meaningful discussions, and set effective goals. Key aspects are communicating, observing and evaluating employee performance on a regular basis to support development and organizational success.
The document outlines the Ministry of Education's policy for teacher performance appraisal in Jamaica. It establishes a performance management system to evaluate teachers annually and provide feedback to improve teaching quality. The appraisal process involves goal setting, classroom observations, reviews, and uses a rating scale to evaluate teaching skills, professionalism, and leadership. It is an ongoing cycle to identify training needs, improve performance, and increase accountability. Any disputes can be appealed through a written process.
The document discusses Kirkpatrick's model for evaluating training programs using a four-tier approach. Tier 1 evaluates reactions, Tier 2 evaluates learning, Tier 3 evaluates behavior change, and Tier 4 evaluates results including business impact. Formative and summative evaluation are also discussed. Feedback forms, surveys, tests and business metrics are used to measure outcomes at each tier. The goal is to improve training quality and impact over time based on evaluation results.
The document discusses the Strategic Performance Management System (SPMS) implemented by the Civil Service Commission of the Philippines. The SPMS aims to strengthen performance management in government agencies. It shifts the focus from individual-based evaluations to team and organizational performance. The SPMS cycle involves four steps: 1) performance planning and commitment, 2) monitoring and coaching, 3) review and evaluation, and 4) rewarding and development. Key aspects of the SPMS include setting organizational goals, indicators to measure performance, and linking performance to incentives and rewards. The system aims to improve both individual employee efficiency and overall organizational effectiveness.
This document outlines the key aspects of a performance management system, including:
1. The meaning, scope, and objectives of performance management, which aims to enhance employee performance and provide feedback.
2. A four-phase performance management cycle of setting expectations, maintaining dialogue, evaluation, and addressing poor performance.
3. Prerequisites for an effective performance management system including clear policies and procedures.
4. Factors to consider when seeking to improve employee performance through targets and other drivers.
The document outlines the process for career development planning (CDP) within an organization. It discusses the purpose of CDP, which is to create a development plan for employees to improve performance and prepare for future roles. The CDP process involves five phases: pre-meeting planning, an employee-supervisor meeting, selecting development activities, preparing the CDP form, and implementing and evaluating the plan. An example of a completed CDP form is also included to demonstrate how the process works.
Koray kırdinli hr performance managegement e mba projectKoray Kırdinli
1. The document summarizes Kuveyt Turk's performance management system. It includes three key parts: planning period, continuous monitoring and feedback, and development review.
2. In the planning period, performance plans are generated where supervisors and employees set objectives and competencies. They also create development plans.
3. During the performance execution period, supervisors monitor employees' performance through various tools and provide regular feedback and support.
4. At the end of the year, supervisors give final performance scores by comparing actual performance to objectives, using a scale from 1-5 to define performance levels.
Supervisors Briefing 2007 Program Changes Final4 30 072satyam mishra
This document summarizes changes to NASA's employee performance communication system. Key changes include transitioning from a 5-level to 3-level rating system, strengthening the link between individual and organizational goals, increasing supervisor training requirements, and adjusting performance award eligibility and consequences. The revised system aims to better differentiate performance and link it to agency goals.
The document provides an overview of human resources topics including:
- An HR management overview and the employee lifecycle covering training, performance management, and career management.
- Regulatory updates on discrimination charges, wage/hour compliance issues, and new EEOC/DOL regulations.
- Details on performance management including goal setting, feedback, and evaluation.
- Training processes like needs analysis, objectives, delivery methods, and evaluation approaches.
- Career planning stages and anchors that influence career choices and progression.
The document discusses DepEd's Results-based Performance Management System (RPMS). It aims to align employee work with DepEd's vision and values through continuous performance improvement. RPMS follows a 4-phase cycle of planning, monitoring, reviewing, and rewarding performance. Employees set objectives and competencies for their key result areas. Managers provide feedback and evaluate employees based on their accomplishments. The process is approved by the Civil Service Commission and aims to develop employees' performance.
The document outlines DepEd's Results Based Performance Management System (RPMS). The RPMS aims to align individual goals with organizational objectives to improve performance and accountability. It incorporates a four phase process of performance planning, monitoring, review, and rewarding. Key aspects include identifying employee KRAs and objectives, providing feedback and coaching, annually reviewing performance against targets, and using competencies for development. The system is intended to strengthen DepEd's efforts towards its mission of providing quality education.
The document outlines DepEd's Results Based Performance Management System (RPMS). The RPMS aims to align individual goals with organizational objectives to improve performance and accountability. It incorporates a four phase process of performance planning, monitoring, review, and rewarding. Key aspects include identifying employee KRAs and objectives, providing feedback and coaching, annually reviewing performance against targets, and using competencies for development. The system is intended to strengthen DepEd's efforts towards its mission of providing quality education.
Results based performance management system rpms- for dep edNoel Grey
The document outlines DepEd's Results Based Performance Management System (RPMS). It discusses aligning the RPMS with DepEd's vision and mission as well as DBM's OPIF framework. The RPMS aims to strengthen performance accountability through establishing strategic alignment of goals at different organizational levels from central office to schools. It describes the four phases of performance planning, monitoring, review and rewarding. Key aspects covered include identifying KRAs, objectives, competencies, monitoring tools like STAR method, development planning and linking to PBB. The document provides guidance on effective implementation of the RPMS within DepEd.
Results based performance management system rpms- for dep edMeriam Dualan
The document outlines DepEd's Results Based Performance Management System (RPMS). It discusses aligning the RPMS with DepEd's vision and mission as well as DBM's OPIF framework. The RPMS aims to strengthen performance accountability through establishing strategic alignment of goals at different organizational levels from central office to schools. It describes the four phases of performance planning, monitoring, review and rewarding. Key aspects covered include identifying KRAs, objectives, competencies, monitoring tools like STAR method, development planning and linking to PBB. The document provides guidance on effective implementation of the RPMS within DepEd.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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ipcrf_teacher_updated.docx
1. DEPED RPMS form – For Teachers | 1
RESULTS – BASED PERFORMANCE MANAGEMENT SYSTEM
Individual Performance Commitment and Review Form
DIVISION OF NUEVA VIZCAYA
BAYOMBONG
The Department of Education (DepEd) is committed to provide the members of its organization with opportunities to:
Link their individual achievements and make a meaningful contribution to the attainment of the institution’s Vision and Mission.
Promote individual and team growth, participation and commitment.
Grow professionally and personally.
In line with this Philosophy, DepEd implements a Results-Based Performance Management System. It is a shared undertaking between the superior and the employee that
allows an open discussion of job expectations, Key Results Areas, Objectives and how these align to overall departmental goals. It provides a venue for agreement on standards
of performance and behaviors which lead to professional and personal growth in the organization.
This form is divided into four parts:
PART I Accomplishments of KRAs and Objectives - Each employee plays a vital part in the achievement of his/her department’s objectives. At the beginning of the Results-
Based Performance Management Cycle, the employee and his/her superior jointly determines goal and measures that will lead to the achievement of the overall departmental
goals. After which, weights are assigned to those goals based on priorities. The total of the weights should not exceed 100. At the end of the performance cycle, the employee is
rated on the effectiveness/quality, efficiency (including cost), and timeliness in delivering the goals agreed upon.
PART II Competencies - The success of the employee in fulfilling his/her role and delivering exceptional performance is dependent on how s/he applies various competencies on
the job. The employee is rated based on the effectiveness and consistency by which s/he demonstrates behaviors relevant to the competencies. The overall rating is computed
by adding the rating for each competency and dividing the sum by the total number of competencies. Half-points (e.g. 3.5) may be given if the employee’s performance level
falls in between descriptions of the scale positions.
PART III Summary of Ratings for Discussion
PART IV Development Plans - The areas where the employee excels and areas for development are both identified. In this manner, the employee’s strengths are highlighted and
recognized. Development needs on the other hand are addressed through formal and informal training and development approaches.
2. DEPED RPMS form – For Teachers | 2
*
Effectiveness/Quality (Q)
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 (E)
The extent to which time or resources is used for the intended task or purpose. It measures whether targets are accomplished with a minimum amount or quantity of waste,
expense, or unnecessary effort.
Timeliness (T)
It measures whether the deliverable was done on time based on the requirements of the law, orders and/or clients/stakeholders. Time-related performance indicators evaluate
such things as project completion deadlines, time management skills and other time-sensitive expectations.
Scale Adjectival Description
(focused on Quality/effectiveness, Efficiency (incl cost) and Timeliness)*
5 Outstanding
(130% and above)
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
(115% - 129%)
Performance exceeded expectations. All goals, objectives and targets were achieved
above the established standards.
3 Satisfactory
(100% - 114%)
Performance met expectations in terms of quality of work, efficiency and timeliness. The
most critical annual goals were met.
2 Unsatisfactory
(51% - 99%
Performance failed to meet expectations, and / or one or more of the most critical goals
were not met.
1 Poor
(50% and below)
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.
3. DEPED RPMS form – For Teachers | 3
These ratings refer to the accomplishment of targets or objectives. Evaluation should be based on indicators and measures. CSC MC NO. 13, SERIES OF 1999 (REVISED Polices on the Performance
Management System) have the following descriptions:
Outstanding – performance exceeding targets by 30% and above of the planned targets on the previous definition of performance exceeding targets by at least fifty (50%)
Very Satisfactory – performance exceeding 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.
Satisfactory – 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.
Unsatisfactory – performance of 51% to 99% of the planned targets; and
Poor – performance failing to meet the planned targets by 50% or below.
Appeals
A Performance Review Committee (PRC) shall be created is DepEd composed of the Undersecretary for Regional Operations, Assistant Secretary for Planning, highest ranking official in charge of personnel management and two
representatives from the rank and file nominated by the accredited employee association in the agency as members.
1. Employees who feel aggrieved or dissatisfied with their final performance rating can file an appeal with the PRC within ten (10) days from date of receipt of their Performance Report Form from the PRC. Employees, however, shall
not be allowed to protest the performance rating of their co-employees. Ratings obtained by other employees can only be used as basis or reference for comparison in appealing one’s performance rating;
2. The PRC shall decide on the appeals within one month from receipt. Appeals lodged at any PRC shall follow the hierarchical jurisdiction of various PRCs in an agency. For example, the decision of the Provincial PRC is appealable to the
Regional PRC which decision is in turn appealable to the National/Central Office PRC. Only in exceptional instances when the decision of the PRC in the central offices of departments may be appealed further to the CSC Commission
proper. The decision made on employees’ ratings by the PRC in the local government units maybe appealed to the Civil service Regional Office which has jurisdiction over these units.
3. An official or employee who was separated from the service on the basis of unsatisfactory or poor performance rating can appeal his separation to the CSC or its regional office within 15 days from receipt of the order or notice of
separation.
4. DEPED RPMS form – For Teachers | 4
Individual Performance Commitment and Review Form (IPCRF)
Name of Employee: Name of Rater:
Position: Position: PRINCIPAL / SCHOOL HEAD
Review Period: JUNE 2014 – MARCH 2015 Date of Phase III: MARCH ____, 2015
Bureau/Center/Service/Division: DEPARTMENT OF EDUCATION
TO BE FILLED IN DURING PLANNING TO BE FILLED IN DURING EVALUATION
MFO**s KRAs OBJECTIVES TIMELINE
Weight
per KRA
PERFORMANCE INDICATORS
(Quality, Efficiency, Timeliness)
ACTUAL RESULTS
(Assessed MOVs)
RATING
(average)
SCORE
*
With reference to MOVs Q E T
As Subject Teacher Subject Teacher Portfolio
to include
(for review in October)
Teaching-Learning
Process (40)
wrote lesson plans/learning logs based on the
standards-based curriculum guides daily.
Jun-Mar 10 Lesson Plans/Lesson
Logs
facilitated learning through the use of the
written lesson plans, learner modules, teaching
guides and other learning resources with the
appropriate instructional materials
Jun-Mar 25 % of Curriculum Guide
Implementation
List of Instructional
Materials
Produced/Used
employed remediation/intervention (eg.
remedial lesson, home visitation,
independent/cooperative learning, etc) to
improve learners’ discipline and learning area
performance especially the low performing
ones, the students/pupils at risk of dropping out
(SARDOs/PARDOs).
Jun-Mar 5 List of pupils/students
given
remediation/interventio
n
Case records /
Anecdotal Records
5. DEPED RPMS form – For Teachers | 5
Learning Outcomes
Management (10)
assessed learning objectively for differentiated
instruction through
o assessment for learning (formative)
o assessment as learning (reflective)
o and assessment of learning (summative)
Jun-Mar
3
2
5
Test Questions with
TOS
Class Record (with
dates of quizzes,
assignments, projects,
portfolio, etc, remarks
on performance
blanks/zeroes)
Rating sheets including
the #students/pupils
passed or failed
List of Pupil/Student
Projects/Laboratory
Projects or Activities
Done/Performed
Personal and
Professional Growth
and Development
(20)
observed/implemente DepEd Orders and
Memos on employee attendance and
punctuality policy, code of ethics for
professional teachers, Child Protection Policy,
etc
Jun-Mar 10 Attendance Record (CS
Form 48)
Pertinent evidences
participated in/attended and applied lessons
learned in trainings, meetings, fora, graduate
studies, etc
Jun-Mar 3 Attendance
Record/Minutes
Certificate of
Participation/Appearanc
e
collaborated with peers and/or mentors for the
improvement of learning
Jun-Mar 5 Narrative Report or any
evidence
6. DEPED RPMS form – For Teachers | 6
joined in employee clubs/associations,
professional organizations
Jun-Mar 2 Certificate of
Membership
Membership ID
As Class Adviser Class Adviser Portfolio to
include
(for review in October)
Records
Management
(10)
updated learner records on academic
performance and attendance and used these for
learner follow-up.
Jun-Mar 10 SF1 (School Register)
Daily Attendance
Monitoring Form
SF2 (Daily Attendance
Report of Learners)
Summary Sheets of All
Rating Sheets
Accomplished Form
137/138
SF5 (Report on
Promotion and Level of
Proficiency)
Summary of Failures
per Student
Community
Involvement (10)
addressed pupils/students problems through
homeroom guidance, parent-teacher
conference, home visitation, group counseling,
peer counseling
Jun-Mar 5 List of
SARDOs/PARDOs and
Interventions employed
Summary of Drop-out,
Transfer Out, Transfer
In
Minutes of Parents-
Adviser Conference
Independent/Cooperativ
7. DEPED RPMS form – For Teachers | 7
e Learning
monitored the class in implementing (a) solid
waste management and (b) safety and security
in the classroom and zone.
Jun-Mar 5 Classroom and Zone
Cleanliness and
Orderliness Report
Awards received
Special Teaching
Assignments (STA)
(10)
STA In-charge Portfolio to
include
(for review in October)
prepared, implemented and evaluated an
Action Plan based on the purposes of the
special teaching assignment/s (SSG, School
Paper, GSP, BSP, NGP, GSP, YES-O, YECS,
Action Research, Coaching/Mentoring, MYS,
etc)
Jun-Mar 5 Copy of the Action Plan
Monthly/Progress
Reports
studied the effects of the special teaching
assignment activities on improving
pupil/student achievement and decreasing
drop-out rate
Jun-Mar 5 Annual Report
Evaluation of the
Action Plan
Accomplishment
Report
For MT 1, MT2 Organized and conducted trainings, meetings,
fora, etc
Jun-Mar 5 Permit to
Conduct/Acceptance
Report
For MT1, MT2 served as mentor/ peer coach, demonstration
teacher of T1, T2, T3
served as OIC of the school in the absence of
the School Head (for elementary)
assisted the school head in instructional
supervision (for elementary)
Jun-Mar 5 List of teachers and
specific service
delivered
Narrative report
Observation reports
8. DEPED RPMS form – For Teachers | 8
**MFO – Major Final Output: increased access rate, increased retention rate/decreased drop-out rate and increased achievement rate
For MT1, MT2
(optional for T1-
T3)
conducted action research and development
project/s
Jun-Mar 5 Permit to
Conduct/Acceptance
Report
STA Portfolio
100 30 hrs/wk
OVERALL
RATING FOR
ACCOMPLI-SHMENTS
Rater Ratee
* To get the score, the rating is multiplied by the weight assigned
Date Signed ________ Date Signed ________
Approved by: Dr. Benjamin D. Paragas, CESO V
Schools Division Superintendent
9. DEPED RPMS form – For Teachers | 9
CORE BEHAVIORAL COMPETENCIES
Self Management
1. Sets personal goals and direction, needs and development.
2. Undertakes personal actions and behaviors that are clear and
purposive and takes into account personal goals and values
congruent to that of the organization.
3. Displays emotional maturity and enthusiasm for and is
challenged by higher goals.
4. Prioritize work tasks and schedules (through gantt charts,
checklists, etc.) to achieve goals.
5. Sets high quality, challenging, realistic goals for self and others.
Professionalism and Ethics
1. Demonstrates the values and behavior enshrined in the Norms
of Conduct and Ethical Standards for public officials and
employees (RA 6713).
2. Practices ethical and professional behavior and conduct taking
into account the impact of his/her actions and decisions.
3. Maintains a professional image: being trustworthy, regularity of
attendance and punctuality, good grooming and communication.
4. Makes personal sacrifices to meet the organization’s needs.
5. Acts with a sense of urgency and responsibility to meet the
organization’s needs, improve systems and help others improve
their effectiveness.
Result Focus
1. Achieves results with optimal use of time and resources most of
the time.
2. Avoids rework, mistakes and wastage through effective work
methods by placing organizational needs before personal needs.
3. Delivers error-free outputs most of the time by conforming to
standard operating procedures correctly and consistently. Able
to produce very satisfactory quality of work In terms of
usefulness/acceptability and completeness with no supervision
required.
4. Expresses a desire to do better and may express frustration at
waste or inefficiency. May focus on new or more precise ways of
meeting goals set.
5. Makes specific changes in the system or in own work methods to
improve performance. Examples may include doing something
better, faster, at a lower cost, more efficiently; or improving
quality, customer satisfaction, morale, without setting any
specific goal.
Teamwork
1. Willingly does his/her share of responsibility.
2. Promotes collaboration and removes barriers to teamwork and
goal accomplishment across the organization.
3. Applies negotiation principles in arriving at win-win agreements.
4. Drives consensus and team ownership of decisions.
5. Works constructively and collaboratively with others and across
organizations to accomplish organizational goals and objectives.
Service Orientation
1. Can explain and articulate organizational directions, issues and
problems.
2. Takes personal responsibility for dealing with and/or correcting
customer service issues and concerns.
3. Initiates activities that promotes advocacy for men and women
empowerment.
4. Participates in updating of office vision, mission, mandates and
strategies based on DepEd strategies and directions.
5. Develops and adopts service improvement programs through
simplified procedures that will further enhance service delivery.
Innovation
1. Examines the root cause of problems and suggests effective
solutions. Fosters new ideas, processes, and suggests better
ways to do things (cost and/or operational efficiency).
2. Demonstrates an ability to think “beyond the box”. Continuously
focuses on improving personal productivity to create higher
value and results.
3. Promotes a creative climate and inspires co – workers to develop
original ideas or solutions.
4. Translates creative thinking into tangible changes and solutions
that improve the work unit and organization.
5. Uses ingenious methods to accomplish responsibilities.
Demonstrates resourcefulness and the ability to succeed with
minimal resources.
COMPETENCIES
5 – Role model; 4 – Consistently demonstrates; 3 – Most of the time demonstrates; 2 – Sometimes demonstrates; 1 – Rarely demonstrates
10. DEPED RPMS form – For Teachers | 10
CORE SKILLS
Achievement
1. Enjoys working hard.
2. Is action – oriented and full of energy for the things he/she
sees as challenging.
3. Not fearful of acting with a minimum of planning.
4. Seizes more opportunities than others.
5. Strategic thinker.
Managing Diversity
1. Respects all kinds and classes of people.
2. Deals effectively with all races, nationalities, cultures,
disabilities, ages and both sexes.
3. Support equal and fair treatment and opportunity for all.
4. Applies equal standards and criteria to all classes.
5. Manifests cultural and gender sensitivity when dealing with
people.
Accountability
1. Can be counted on to exceed goals successfully.
2. Steadfastly pushes self and others towards results.
3. Gets things done on time and optimum use of resources.
4. Builds team spirit.
5. Transacts with transparency.
Note: These ratings can be used for the developmental plans of the employee.
5 – Role model; 4 – Consistently demonstrates; 3 – Most of the time demonstrates; 2 – Sometimes demonstrates; 1 – Rarely demonstrates
Average =
11. DEPED RPMS form – For Teachers | 11
PART III: SUMMARY OF RATINGS FOR DISCUSSION
Employee-Superior Agreement
The signatures below confirm that the employee and his/her superior have agreed to the contents of the performance as captured in this form.
Name of Employee Name of Superior
Signature Signature
Date Date
PART IV: DEVELOPMENT PLANS
Strengths Development Needs
Action Plan
(Recommended Developmental
Intervention)
Timeline Resources Needed
Final Performance Results Rating
Accomplishments of KRAs and Objectives
Rater Ratee
Date Signed: _______ Date Signed: _______