2. Department of Education
• needs to create a
CULTURE of PERFORMANCE EXCELLENCE
produces desired results and builds necessary
competencies
3. Culture of Performance Excellence
Well –defined
targets
Planned and organized
work hard and achieve
your targets
4. Culture of Performance Excellence
• Results - based Performance
Management System (RPMS) for DepEd
5. Roll-Out Support
• Video Presentation
• Manager’s and Employee’s Manuals on CDs
• Frequently Asked Questions (FAQs)
• Slides/Scripted Facilitator’s Guide
• Complete Position Competency Profiles
6. • Orientation on the Results – based
Performance Management System
Day 1
• AM – Continuation of Phase 3
• PM-Walk through (Facilitator’s Guide)
Day 2
• REAP
• Change Management
• Communication Plan
Day 2
Workshop Agenda
June 18-19, 2014
7. DepEd Vision
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner - centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.
8. DepEd Mission
To protect and promote the right of every Filipino to
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 for effective learning to
happen.
• Family, community and other stakeholders are actively engaged
and share responsibility for developing life-long learners.
10. The DepEd’s Strategic Planning Process is aligned with the Results
framework of DBM-OPIF.
11. Strategic Priorities
Governance
• Strengthened School-Based Management (SBM)
• Principals with strong leadership skills
• Uniformed metrics on school performance
• System for policy and leadership continuation established
12. Targets and Reforms
• Reforms effectively implemented
• Reforms institutionalized
• Backlog on education inputs addressed
• Ten Point Education Agenda accomplished
• DepEd budget appropriately and efficiently utilized
13. Culture, Systems & Processes
• Education map for the entire system
• DepEd culture transformed (shared vision, highly motivated
and stronger)
• Ratplan in full swing
• Processes required by the schools, divisions, regions in
place
• Assessment system revolutionized
14. Technology
• DepEd dashboard made accessible
• DepEd data and other information are consistent
• All schools connected
• Online educational system (going global)
• Online enrolment
• Learning Materials digitized
15. Learner-centered and Inclusive Education
• Children at the center of basic education
• Education services responsive to student and family choice
• Students are offered options on the delivery mode
• Safer DepEd (child protection, disaster-resilient schools, etc.)
• IPEd institutionalized (and moving forward to the 21st century)
• More readers, better readers
• Children’s hunger addressed
16. Curriculum Implementation
• 21st century Philippine basic education
• K to 12 curriculum implemented
• Smooth implementation of SHs (1st batch of SHS going to
• SHS ready schools, voucher in place, etc.)
• Teachers prepared for K to 12
• Curriculum for multigrade schools available
17. External Relationships
• Restored people’s trust in public education and in DepEd
• Government and private sector partnerships more
acceptable
• Stronger and more engaged external public
• All school boards active and engaged
18. Equitable Access to Adequate Quality Societal Services and Assets
1
Basic
Education
Services
2
Education
Governance
3
Regulatory and
Developmental
Services for
Private Schools
Major Final
Output (MFOs)
Organizational
Outcomes
Knowledge, skills, attitude and values of Filipinos to lead
productive lives enhanced
Filipino Artistic & Cultural
Traditions Preserved &
Promoted
5
Book Industry
Devt. Services
4
Informal Education
Services
-Children
Television Devt.
Services
Sub-Sector
Outcomes
Sectoral Outcomes
Improved Access to
Quality Basic Education
Inclusive Growth and Poverty Reduction
Societal Goal
DepEd’s Framework Based on DBM’s OPIF
19. 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
19
Functional
Literate
Filipino
With 21st
century
skills
20. 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
21. 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
22. 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).
23. Objectives of the Performance
Management System
• Align individual roles and targets with DepEd’s direction.
• Track accomplishments against Objectives to determine
appropriate corrective actions, if needed.
• Provide feedback on employees’ work progress and
accomplishments based on clearly defined goals and objectives.
• A tool for people development.
26. General Features
1. Anchored on the Vision, Mission and Values (VMV) of DepEd.
2. CSC mandates 100% results orientation to make it uniform with
other government agencies. Competencies are used for
development purposes.
3. Coverage : All regular managers and employees of DepEd;
teaching and non-teaching staff.
4. Basis for rewards and development.
5. Covers performance for the whole year.
29. Forms
The mechanism to capture the KRAs, Objectives,
Performance Indicators and Competencies is the
Performance Commitment and Review Form (PCRF).
It is a change in mindset!
30. DepEd Forms
1. Office Performance Commitment and Review Form
(OPCRF)
2. Individual Performance Commitment and Review
Form (IPCRF)
• Managers
• Staff and Teaching - related Employees
• Teaching
32. RPMS
• Results-based Performance Management
System
Re- invent, P-atience M-eet targets
Re birth P-ractice M-easure oneself
Re engineer
Re pair
S- ervice
S-eriously
33. Remember…
The man who has done his best has done
everything.
The man who has done less than his
best has done nothing.
Charles Schwab
Failure is only the opportunity to begin again
more
Intelligently.
Henry Ford
36. 1. Discuss Unit’s Objectives
The Office head discuss the
office’s KRAs and Objectives
with direct reports. Then,
break this down to individual
KRAs and Objectives.
37. 2. Identify KRAs, Objectives and
Performance Indicators
Identify your responsibilities by
answering the following question:
“What major results/outputs am I
responsible for delivering?”
38. What is the definition of KRAs?
KRAs define the areas in which an employee is
expected to focus his/her efforts.
39. What is the definition of Objectives?
Objectives are the specific things you need to do,
to achieve the results you want.
41. Review SMART Criteria
Specific
Well written objectives are stated in specific terms to avoid
any confusion about what is to occur or what is to improve
42. Measurable
It is important to define measurements that enable progress
to be determined and results to be measured. A measurable
objective defines quantity, cost or quality.
44. Efficiency
To measure cost specifically: money spent, percentage over
or under budget, rework or waste
Example:
Do not exceed Php 100,000 a month in running 2 training
programs.
45. Timeliness
Measures whether a deliverable was done correctly and
on/before the deadline.
Example:
Timely submission of quarterly reports. reports
47. Relevance
• Objectives that state your share of specific department /
functional areas goals
• Aligned with the directions of the unit
48. Time Bound
Objectives must be time bound.
Example:
• Achieved running 20 RPMS program within
2014.
• Responded to all participants’ suggestions
one week after the meeting.
• Did not exceed Php 200,000 a month for
conducting a workshop.
49. Example
KRAs Objectives
Recruitment and Selection Processes
Posted 20 vacant positions within the
CSC prescribed period and per
requirements (for 1st, 2nd, and 3rd
level positions)
Gathered and submitted required
documents for 20 nominees for
screening by the PSB/NSC
Processed 20 appointment papers for
selection and promotion before June
2014
Conducted one-day orientation seminar
for 20 newly hired employees within
two weeks upon hiring
51. 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
55. • 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?
56. 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
57. 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
58. 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
59. 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
60. 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).
65. “If you want it,
measure it. If you
can’t measure it,
forget it.”
– Peter Drucker
WHAT GETS MEASURED GETS DONE!
66. 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
67. Critical Incidents
• Actual events where good or unacceptable performance was
observed
• Provides a record of demonstrated behaviors/
performance
• Effective substitute in the absence of quantifiable data,
observed evidence of desired attribute or trait
69. Writing S/TARs
“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
*developed by Development Dimensions International (DDI)
70. To be effective in this phase you
should:
• Track your
performance
against your plan.
• Use JOURNALS!
72. • 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.
Remember:
73. For the Raters:
During Performance Phase
always:
• Provide COACHING to your
subordinates to improve work
performance and behavior.
• Provide FEEDBACK on the
progress of work performance
and behavior change.
2. Coaching/Feedback
74. For the Ratees:
• 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
77. A successful review session should:
• Be a positive experience
• Have no surprises
• Be a two-way discussion
• Well prepared (both sides)
1. Review Performance
Results and Competencies
Note: The Rater should set a meeting with the Ratee.
Request the Ratee to do self-assessment.
78. Some Pointers on Conducting
the Review Meeting:
1. Manage the meeting
• Prepare for the meeting
• Create the right atmosphere
• No interruptions; no surprises
79. 2. Enhance or maintain self-esteem
• Express appreciation
• Encourage self-appraisal
• Focus on the performance issue, not on the person
80. 3. Be fair and objective
• Base assessments on evidence
• Change the behavior, not the person
• Focus on solving problems or correcting a behavior
81. 4. Empower the employee
• Ask him for ideas on how to resolve a problem or improve
performance
• Adopt a joint problem-solving approach
• Be supportive
82. 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
84. Rating Performance
Compute final rating
Rate each objective using the rating scale
Reflect actual results / accomplishments
Fill up the Performance Evaluation worksheet
85. 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.
86. *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
90. 1. Rewards
Link to PBIS (EO 80 s. 2012)
• Performance Based Bonus (PBB)
• Step Increment
91. 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.
92. 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
93. 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
94. 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
95.
96. “Behind every
successful person,
there is one
elementary truth.
Somewhere,
someway,
someone cared about
their growth and
development.”
- Donald Miller, UK Mentoring
Programme
