The document provides an overview of the Results-based Performance Management System (RPMS) used by the Department of Education (DepEd) in the Philippines. The RPMS framework aligns employee efforts to achieve DepEd's strategic goals and vision. It is a 4-phase system that includes: 1) performance planning and commitment; 2) performance monitoring and coaching; 3) performance review and evaluation; and 4) performance rewarding and development planning. The RPMS focuses not just on results but how they are achieved through competencies. It provides a systematic approach for continuous work improvement and individual growth.

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

2. 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

3. 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

4. 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).

5. Performance
Planning
Q1
June
Mid-Year Review
November
Year-End Results
Q4
March
Teaching Positions

6. What =
Results
How =
Competencies+(Results & Objectives
of a position)
(Skills, Knowledge &
Behaviors used to
accomplish results)
Components of Performance
Management

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

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

11. SMART Criteria for Objectives

12. 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

13. Identify Performance Indicators or
Measures (refer to PCPs)

14. 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

15. • 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?

16. 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

17. 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).

19. Phase 2
Performance Monitoring
and Coaching

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

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

22. 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

23. STAR Approach
Situation Task
Action Result/s
*developed by Development Dimensions International (DDI)

24. 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)

25. To be effective in this phase you
should:
•Track your
performance against
your plan.
•Use JOURNALS!

26. *developed by the Civil Service Commission (CSC)

27. • 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:

28. 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

29. 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

30. Phase 3
Performance Review and
Evaluation

31. 1. Reviewing Performance1. Review Performance
2. Discuss Strengths and
Improvement Needs

32. 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.

33. Some Pointers on Conducting
the Review Meeting:
1. Manage the meeting
• Prepare for the meeting
• Create the right atmosphere
• No interruptions; no surprises

34. 2. Enhance or maintain self-esteem
• Express appreciation
• Encourage self-appraisal
• Focus on the performance issue, not on the person

35. 3. Be fair and objective
• Base assessments on evidence
• Change the behavior, not the person
• Focus on solving problems or correcting a behavior

36. 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

37. 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

38. Evaluate the
manifestations
of each
competency.
Evaluate each
objective
whether it has
been achieved
or not.
Determine
overall
rating.
Steps for Evaluating Objectives
and Competencies

39. Rating Performance
Compute final rating
Rate each objective using the rating scale
Reflect actual results / accomplishments
Fill up the Performance Evaluation worksheet

40. *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

41. 2. Discuss Strengths and Improvement
Needs

42. Phase 4
Performance Rewarding
and Development
Planning

43. 1. Rewards
2. Development Planning

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

45. 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.

46. 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

47. 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

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