2. Video Presentation
Manager’s and Employee’s Manuals on CDs
Frequently Asked Questions (FAQs)
Slides/Scripted Facilitator’s Guide
Complete Position Competency Profiles
3. 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.
4. 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
6. Governance
Strengthened School-Based Management (SBM)
Principals with strong leadership skills
Uniformed metrics on school performance
System for policy and leadership continuation
established
7. Targets and Reforms
Reforms effectively implemented
Reforms institutionalized
Backlog on education inputs addressed
Ten Point Education Agenda accomplished
DepEd budget appropriately and efficiently utilized
8. 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
9. 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
10. 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
11. 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
12. 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
13. Legislative
Agenda
Culture, Change
Management ,
and
Communications
Partnerships
K to 12
Implementation
Child
Protection policy
Total Quality
Management
School-Based
Management
& PASBE
Disaster Risk
Reduction
Management
Employee
Welfare
Results-based
Performance
Management
System
Training &
Development
Information &
Communication
Technology
Enhanced
Curriculum
Rationalization
Plan
Improving the
Strategic
Planning Process
Resource
Gaps & PPP
14. FULL SPECTRUM FROM RIGHT TO LEFT
PLANNING
R A S O
E C P T B
S T T RA R J M V
O A I OC A K E I I
U S V GT T R C S S
R K I RI E A T S I
C T AO G S I I O
E I MN I V O N
S E S E E N
S S S
The Deped’s Strategic Planning Process is
aligned with the Results Framework of DBS-QPIF
15. 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 Finalut
(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
Inclusive Growth and Poverty ReductionSocietal Goal
DepEd’s Framework Based on DBM’s OPIF
16. • FOCUS: Performance Measures at the Organizational,
Divisional or Functional and Individual Levels
• EMPHASIS: Establish strategic alignment of Organizational,
Functional and Individual Goals
16
Functional
Literate
Filipino
With 21st
century
skills
17. 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
18. 1. Performance
Planning and
Commitment
3. Performance
Review and
Evaluation
2. Performance
Monitoring and
Coaching
4. Performance
Rewarding and
Development
Planning
19. A systematic approach for continuous
and consistent work improvement and
individual growth.
An organization-wide process to ensure
that employees focus work efforts
towards achieving DepEd’s Vision,
Mission and Values (VMV).
20. • 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.
23. 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.
26. 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!
27. 1. Office Performance Commitment and Review
Form (OPCRF)
2. Individual Performance Commitment and
Review Form (IPCRF)
• Managers
• Staff and Teaching - related Employees
• Teaching
28. What =What =
ResultsResults
How =
Competencies++(Results & Objectives
of a position)
(Skills, Knowledge &
Behaviors used to
accomplish results)
29.
30.
31. 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.
32. 2. Identify KRAs,
Objectives and Performance
Indicators
Identify your responsibilities by
answering the following question:
“What major results/outputs am I
responsible for delivering?”
33. What is the definition of KRAs?
KRAs define the areas in which an
employee is expected to focus his/her
efforts.
34. What is the definition of
Objectives?
Objectives are the specific things
you need to do, to achieve the
results you want.
35.
36. 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
37. 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.
39. 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.
40. Timeliness
Measures whether a deliverable was done correctly and
on/before the deadline.
Example:
Timely submission of quarterly reports.
42. Relevance
Objectives that state your share of specific
department / functional areas goals
Aligned with the directions of the unit
43. 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.
44. 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
46. 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
50. • 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).
51.
52.
53.
54. 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
55. 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).
60. 1. Performance Monitoring
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.
61. 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
63. 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)
64. To be effective in this phase you
should:
•Track your
performance against
your plan.
•Use JOURNALS!
66. • 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:
67. 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
68. 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
71. A successful review session should:
1. Review Performance
Results and Competencies
Note: The Rater should set a meeting with the Ratee.
Request the Ratee to do self-assessment.
72. 1. Manage the meeting
• Prepare for the meeting
• Create the right atmosphere
• No interruptions; no surprises
73. 2. Enhance or maintain self-esteem
• Express appreciation
• Encourage self-appraisal
• Focus on the performance issue, not on the person
74. 3. Be fair and objective
• Base assessments on evidence
• Change the behavior, not the person
• Focus on solving problems or correcting a behavior
75. 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
79. 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.
80. *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
86. 1. Rewards
Link to PBIS (EO 80 s. 2012)
•Performance Based Bonus (PBB)
•Step Increment
87. 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.
88. 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
1. Implement Plans
2. Evaluate
89.
90. 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.
91.
92. “Behind every
successful person,
there is one
elementary truth.
Somewhere,
someway,
someone cared about
their growth and
development.”
- Donald Miller, UK Mentoring
Programme
93.
94. A Life that Matters
Ready or not, someday it will all come to an end.
There will be no more sunrises, no minutes, hours, or days.
All the things you collected, whether treasure or forgotten, will pass to someone else.
Your wealth, fame, and temporal power will shrivel or irrelevance.
It will not matter what you owed, or what you were owed.
Your grudges, resentments, frustrations, and jealousies will finally disappear.
So, to your hopes, ambitions, plans, and to do lists will expire.
The wins and loses that once seemed so important will fade away.
It won’t matter where you come from, or what side of the tracks you lived, at the end.
Even your gender and skin color will be irrelevant.
So what will matter?
How will the value of your days be measured?
That will matter is not what you bought, but what you built; not what you learned but what you taught.
What will matter is not your success, but how hard you tried.
What will matter is not what you learned but what you taught.
What will matter is every act of integrity, compassion, courage or sacrifice that enriched, empowered,
or encouraged others to emulate your example.
What will matter is not your competences, but your character.
What will matter is not how many people you knew, but how many will feel a lasting loss when you’re gone.
What will matter is not your memories, but the memories that live in those who loved you.
What will matter is how long you will be remembered by whom and for what.
Living a life that matters doesn’t happen by accident
It’s not a matter of chance, but of choice.
Choose to live a life that matters.
Editor's Notes
Read slide.
Read slide.
Read slide.
Emphasize the three Major Final Outputs.
The Results-based Performance Management System (RPMS) is one of the 14 interventions that support the realization of the Vision/Mission of DepEd.
The goal is to improve the access to quality of basic education that will produce functional, literate Filipinos with 21st century skills.
On the screen, you see Results-based Performance Management System (RPMS) Framework of DepEd.
At the top center of the framework is the Vision/Mission of DepEd.
At the left-hand side is the "WHAT" consisting of Strategic Priorities broken down into Department/Functional Key Result Areas (KRAs) and Objectives.
At the right-hand side are the core values of DepEd broken down into enabling competencies.
The RPMS of DepEd is aligned with the strategic Performance Management System (SPMS) which has 4 phases/stages:
1. Performance Planning and Commitment
2. Performance Monitoring and Coaching
3. Performance Review and Evaluation
4. Performance Rewarding and Development Planning
Read slide.
Read slide.
If implemented correctly, the RPMS will provide a great deal of information that can be used for other functions, like the ff.:
1. HR Planning and Recruitment
2. Job Design and Work Relationship
3. Compensation and Benefits
4. Employee Relations
5. Rewards and Recognition
6. Training and Manpower Development
7. Career Succession
8. Agency Planning and Directions
Performance management takes information from other processes and sends information to those other processes.
Competencies can serve as the point of integration for all HR systems. Competencies used in RPMS should be the same competencies used for Recruitment, Training, Manpower Development and Career Succession.
Let us now take a look at the overall design of the RPMS.
Read slide.
For DepEd, we will follow two RPMS cycles.
For the non-teaching positions, it will be January to December.
For the teaching positions, it will be June to March.
Change in mindset is needed, since the previous Performance Appraisal focuses on behavioral indicators only while the new RPMS will have a beautiful balance of Results Orientation (WHAT) and demonstration of Core Competencies (HOW).
Read slide.
Remember the two important aspects of RPMS:
WHAT - Results (KRAs, Objectives, Performance Indicators)
HOW - Competencies (Includes Core, Leadership, Staff and Teaching – related and Teaching Competencies)
Performance Planning and Commitment is the first phase of the RPMS.
This is the starting point of performance management. The Rater and the Ratee work together to identify, understand, and agree on: what the employee needs to do, how it needs to be done, why, when, and so on.
Phase 1 has four important components:
1. Discuss Unit’s Objectives
2. Identify Individual KRAs, Objectives and Performance Indicators
3. Discuss Competencies Required and Additional Competencies Needed
4. Reaching Agreement
We will be discussing this in greater detail in the next slides.
Read slide.
The second component of the performance plan deals with the individual's share of the organization's strategic objectives.
Key Result Areas are the reasons why a job exist. They are broad categories expressed as general outputs or outcomes.
Clearly written, specific objectives:
Give the employee clear accountability. They will know what is expected of them. During the year, they will know how their results measure up to those expectations.
Enable employees to easily track and document performance better. Help to ensure that jobs are rewarding, value-adding and manageable.
Read slide.
Read the definition.
Underscore “stated in specific terms.”
They define results to be accomplished within the scope of the job.
Read slide.
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Here is an example of KRA and Objectives.
After identifying KRAs and Objectives, you now have to identify Performance Indicators.
Shown in the screen is an example of Performance Indicators which can be found in the Position Competency Profile (PCP).
Read slide.
Here are further examples of Performance Indicators.
We have 4 classes of Competencies: (1) Core Behavioral, (2) Leadership, (3) Teaching, and (4) Core Skills.
Competencies are the HOWs of performance: the knowledge, motivation, and behaviors people display to achieve results.
Competencies uphold the organization's values. They represent the way people define and live the values.
Read slide.
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The fourth important component of the Performance Planning and Commitment Phase is the Reaching Agreement Discussion. It's the manager's job to act as reviewer and coach for the final version of the performance plan.
The purpose of this meeting is for the Rater and the Ratee to discuss and agree on objectives that the Ratee has identified for the current performance cycle.
The Rater should help to set priorities as to what can realistically be accomplished.
Once all the MFOs, KRAs, Objectives and Performance Indicators are agreed upon, the Rater and Ratee should sign the form.
Show slide.
Let us move on to Phase 2 which is Performance Monitoring and Coaching.
There are 2 very important components:
1. Performance Tracking
2. Coaching and Feedback
It is called the heart of RPMS because it is not just a paper activity that you do at the beginning of the year, keep the form, then pull out at the end of the year. Performance Tracking and Coaching plus feedback must be done throughout the year.
Read slide.
Read slide.
In performing your functions, capturing Critical Incidents is important and useful. These evidences will have an impact on your final performance results.
Critical Incidents are…. (Read slide)
The STAR is a good example to use, how to capture Critical Incidents.
S for Situation
T for Task
A for Action
R for Results
The next slide will provide us with a good example.
Read slide.
In tracking your performance, it is important to use a journal. We have a recommended journal format required by the Civil Service Commission (CSC).
The form is shown on the next slide.
Read columns one by one.
Read slide.
No employee will take seriously what is discussed only once a year.
It is important to teach performance on certain frequencies and provide feedback and coaching.
This will require rigorous monitoring of the different phases of the RPMS, year-on-year.
Read slide.
Read slide.
You've worked closely with the people in your work group during the performance cycle. Together, you've identified Key Result Areas and agreed on Objectives, Performance Indicators and related competencies.
You've had regular review meetings, coaching them to ensure success.
You've also reinforced their effective behaviors and skills.
It is now time for the Review and Evaluation Phase.
Two important points should be done in this phase:
1. Review Year—end Results
2. Discuss Strengths and Improvement Needs
If you have done your assignment in Phases 1 and 2, this will be beautiful experience for both the Rater and Ratee.
Read slide.
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Attack on employee's personality - Authority as the Rater should be used properly. Be factual about your evaluation.
Monologue - Engage the employee in a dialogue. Give him/her a chance to explain him/herself.
A chance to wield power and authority - Performance reviews often make people uncomfortable and defensive. Make the discussion positive. The key themes are continuous improvement and development, even if a person hadn't wasn't able to meet objectives or demonstrated competencies effectively.
Paper activity - Do not simply comply but manage the RPMS as a process and not a one-time even.
An opportunity to gain "pogi points" with staff - The goal of RPMS is to improve performance and develop people.
Read slide.
Read slide.
We will follow this Performance Rating Scale mandated by the Civil Service Commission (CSC).
This is DepEd’s Competencies Scale.
Ratings here will be used for developmental purposes only.
Please go to page 6 of your Individual Performance Commitment and Review Form (IPCRF). In here, you will capture the Strengths and Improvement Needs.
How you will do this?
The highest point on Results and demonstration of Competencies are the Strengths. On the other hand, the lowest points are the development needs.
The last phase of the RPMS is Performance Rewarding and Development Planning.
There are two important points on this phase:
1. Rewards
2. Development Planning
RPMS will be linked to PBB and the Step Increment.
Employee Development is continuous. One should not stop learning in the achievement of personal Objectives.
Employee Development is a shared responsibility. This is not only the responsibility of the Manager. The employee, as well as the HR, has also a stake in this.
It is ideal to conduct a simple Skills Assessment to identify current strengths and development needs.
Strength - In area where you have received feedback from your manager or colleagues as a strength; projects/assignments/tasks/behavior you have worked on where you have consistently met or exceeded expectations; an area that people often compliment you on as they see you as an "expert" in that field.
Development Needs - An area you can improve; project/assignments/ tasks/behavior you worked on where you have not met the expectations; an area you don't feel confident working in.
There is a wide array for people to grow and develop.
Classroom training is not the only way to train and develop people. Unfortunately, a lot of managers resort to this whenever they send people for training.
There are so many options to consider when evolving people.
Read the activities on the slide.
Remember that people have different preferences on how they want to learn. Be sure to tailor-fit their development plan to their needs and learning styles.
Read and explain slide.
Ensures that real learning takes place and endures by integrating both formal and informal elements.
The most effective way to learn and develop a new skill or behavior is to apply and practice it on the job and in real life situation.
Employee learning and development is built upon how individuals internalize and apply what they learn based on how they acquire the knowledge.
Back to page 6 of your Performance Commitment and Review Form (PCRF), determine the Action Plans necessary for the development of the employee.
Also reflect on the Timeline and the Resources Needed.
After the Rater and Ratee agree on the plan, they should sign this part of the form.
May we continue to propagate the essence of this saying in DepEd. Provide avenues for people to grow and develop. Let there be a culture of encouragement, support, and guidance.