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Manager's Manual RPMS
Manager's Manual RPMS
Management System
(RPMS)
MANAGERS MANUAL
Table of Contents
Introduction
Phase 1
KRAs
10
Objectives
12
Competencies
19
Performance Indicators
25
Reaching Agreement
27
Phase 2
30
Performance Monitoring
31
Coaching
40
Phase 3
45
Performance Review
47
Performance Evaluation/Rating
50
Phase 4
57
Rewards
58
Development Plan
58
Introduction
The Results-based Performance Management System (RPMS) of DepED supports
the Vision, Mission, and Values of the agency as it continuously endeavors to evolve
as a learner-centered public institution.
The RPMS is on HROD intervention that will help ensure the strategic, responsive,
and effective delivery of Human Resources Management and Development (HRMD)
services of all levels of DepEd so that it can effectively implement a learnercentered, school-based management system and the K to 12 strategies to improve
the quality of education in public schools.
Introduction
Objectives of the Results-based Performance Management
System (RPMS):
1. Align individual roles and targets with DepEds direction.
2. Track accomplishments against objectives to determine appropriate, corrective
actions if needed.
3. Provide feedback on employees work progress and accomplishments based on
clearly defined goals and objectives.
4. A tool for people development.
The following is DepEds RPMS Framework. This framework aligns efforts to
enable DepED to actualize its strategic goals and vision.
Introduction
DepEd RPMS Framework
The WHAT refers to results that must be achieved from the Central Office, Regional
Office, Division and Schools for the organization to succeed.
Strategic Priorities are broken down into Departmental/Functional Area Goals,
which are translate into individual Key Result Areas (KRAs) and Objectives.
Aligning Objectives in this way, enables individuals and units to contribute to
organizational success.
The HOW refers to competencies at play when individuals do their jobs. Each
employees competencies can promote organizational values and help achieve
organizational goals. If individuals and units possess required competencies and
demonstrate values consistent with strategic goals, the organizational vision will be
realized.
The DepEd Strategic RPMS Framework is also aligned and follows the four-phase
cycle of the RPMS consistent with the Civil Service Commission SPMS.
Introduction
Four Phases of the RPMS Framework
Introduction
Four Phases of the RPMS Framework
Phase 3: Performance Review and Evaluation
Managers evaluate employee performance based on evidences of competencies
measured against performance targets agreed during Phase 1. The manager points
out the employees strengths and weaknesses, and gives a tentative rating. The
manager and employee discuss performance data and agree on the final rating.
Phase 4: Performance Rewards and Development Planning
This phase is based on the results of Phase 3. The supervisor and subordinate
discuss accomplishments and corresponding rewards and incentives. They also
discuss competency gaps and jointly come up with a development plan to address
these.
The DepEd RPMS framework is also aligned with DepEds framework based on
DBMs OPIF, and RPMS is one of the interventions that support implementation of
K to 12.
Introduction
Introduction
Introduction
What Managers Need to Succeed
As a manager, no doubt you already have a good idea about what helps you do your
job well and what you need. Here are a few things to consider:
1) Managers need to know the big picture: the Vision, Mission, and Values of
DepEd as well as the strategic priorities. You need information about whats
going on in their organizations and whats going less well.
2) To help your staff improve, managers need information about how well each
employee is performing in his or her job, and how each can improve. If
performance is poor, managers need to know why problems are occurring.
3) Managers need some way to aim all employees at the same goals and purposes,
and to coordinate their efforts in order to achieve these goals.
4) Managers need a way to help employees feel motivated and valued. That means
having ways of recognizing good performance and of helping everyone succeed.
5) Managers need a way to communicate job expectations to employeeswhats
important and less important, and the kinds of decisions employees can make on
their own.
6) Mangers need to have some method of documenting performance problems. If
managers cant be specific about performance problems, they are not likely to be
able to help an employee improve.
The Office Head (e.g. Regional Director) discuss the offices KRAs and
Objectives with direct reports and raters.
Raters and ratees agree and sign the Individual Performance Commitment
and Review Form (IPCRF)
Forms Needed:
1. Position Competency Profile (PCP) - contains job description, KRA and
Objectives of the function, performance indicator. Please refer to Attachment
1.
2. Individual Performance Commitment and Review Form (IPCRF).
Attachment 2 captures a completed IPCRF for your reference.
Key Result Areas are broad areas in which an employee is expected to focus his/
her efforts.
KRA Criteria
KRAs should:
10
11
Give you clear accountabilities. Youll know whats expected and during
the year, youll know how your results measure up to these expectations.
Objectives
validation
12
Specific
Measurable
Attainable
Relevant
Time Bound
Specific
Well-written objectives are stated in specific terms to avoid any confusion about
what is to occur or what is to improve. They define results to be accomplished
within the scope of the job.
Effectiveness
Effectiveness can include both quality and quantity.
Example: Achieved a rating of 4 in running all the batches of train-thetrainers program.
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 two training
programs.
13
Attainable
Objectives should be challenging yet attainable; that is, something the person
can influence to effect, change or ensure results. Youll enjoy your work more if it
includes some challenges. On the other hand, you wont be motivated by
objectives that are too easy or too difficult.
Time Bound
To ensure that results are achieved, objectives must be time bound. For
example, if results need to happen by a certain date, the objective must have a
deadline. If results need to occur on an ongoing basis, the objective must specify
how often.
Example:
14
You have several objectives that are less important and can be eliminated
or incorporated into other objectives.
The number of objectives in your plan also is influenced by the number and
variety of goals for your department/functional area, as well as your leaders
objectives. However your plan should still contain no more than 10-15 objectives.
15
Instructions
Review the Tips for Writing Effective Objectives (Pg. 17) and the
Formula for Writing Objectives (Pg. 18)
16
Start each objective with an action verb (increase, complete, attain, etc.)
Define quantity, cost, timeliness, and/or quality as well as any due dates
or time frames.
Make sure its observable. The results of your efforts need to be evident
to the people who provide you with feedback on your performance.
Ask yourself: Does this objective benefit me, my work group, and the
organization? If not, consider rewriting it.
17
Action Verb
Results in
Measurable Terms
By When
such as:
such as:
Increase
How much
Complete
How many
Conduct
Attain
Achieve
Daily
less
Weekly
18
19
Undertakes personal actions and behaviors that are clear and purposive
and takes into account personal goals and values congruent to that of the
organization.
Prioritize work tasks and schedules (through gant charts, checklists, etc.)
to achieve goals.
Sets high quality, challenging, realistic goals for self and others.
20
Achieves results with optimal use of time and resources most of the time.
4. Teamwork
Willingly does his/her share of responsibility.
Promotes collaboration and removes barriers to teamwork and goal
21
6. Innovation
22
3. People Development
24
25
Example:
26
RPMS Objectives
Roles
Responsibilities
Accountabilities
Competencies
Rating Scale
27
28
29
TIMELINE TO NOTE:
For non-teaching positions:
January
Rater and Ratee sign Individual Performance Commitment and Review
Form (IPCRF)
February to December
Rater monitors and coaches Ratee.
For teaching positions:
June
Rater and Ratee sign Individual Performance Commitment and Review
Form (IPCRF)
July to March
Rater monitors and coaches Ratee.
30
If you want it, measure it. If you cant measure it, forget it.
- Peter Drucker
What is Monitoring?
The act of observing over a period of time for the purpose of measuring
performance.
Facilitates feedback
PROVIDES EVIDENCE
31
Reports
Surveys
Evaluations
Quality specifications
Time logs
Complaint logs
Manager observation
Audit results
Certificates of completion
32
33
34
Will be honest.
Self reporting. Who has a better or more frequent opportunity to observe the
person in action than the person himself/herself? They key to successful selfreporting is taking the time to briefly but honestly assess and document how
one has performed in the key actions and plan for how to improve.
Because competencies are more personal than objectives, asking for or giving
feedback about competencies can seem pretty risky. It takes a while to feel
confident in saying something like:
Im trying to do a better job of getting schedules out on time. Can you give me
some feedback?
35
36
37
38
39
40
41
42
43
44
Reviewing Performance
Discuss Strength
45
46
Reviewing Performance
Youve worked closely with the people in your work group during the performance
cycle. Together, youve identified Key Result Areas and agreed on objectives, related
competencies, and tracking methods. Youve had regular review meetings to ensure
performance has been on track. And youve had ongoing discussions with people,
coaching them to ensure success or to improve certain areas. Youve also reinforced
their effective behaviors and skills.
Now its time to compare actual performance with the agreed-upon level. The steps
in the Review Process follow.
47
48
49
50
51
52
53
54
55
56
Phase 4
Performance Rewarding and Planning
57
*Discussions are on-going to link the RPMS to PBB and the Step Increment.
58
59
60
Note:
The highest rating of the employee in both achievement of objectives and demonstration of competencies becomes the strength.
The lowest rating, on the other hand, on both objectives and competencies becomes the development need.
61
Conclusion
62