Results Based

Performance
Management
System (RPMS)
for DepEd
Lead, Engage, Align & Do! (LEAD)

DepEds Framework
Based on DBMs OPIF
Inclusive Growth and Poverty
Reduction

Alignment of Dr.
Moratos framework
with Results
framework of DBMOPIF.

The DepEd RPMS Model

Lead, Engage, Align & Do! (LEAD)

VISION/MISSION
CENTRAL
REGIONAL
DIVISION
DISTRICT

SCHOOLS

DepED Vision
We dream of Filipinos
who passionately love their country
and whose competencies and values
enable them to realize their full potential
and contribute meaningfully to building the
nation.

As a learner-centered public institution, the

Department of Education continously
improves itself to better serve its
stakeholders.

DepED Mission

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.

Mandate from DEPED

The PMS Concept: Development
Impact
Strengthen Culture
of Performance and
Accountability in
DepEd

K to 12
School Based
Management
ACCESs

Improved
Access to
Quality
Basic
Education

Functional
Literate
Filipino
With 21st
century
skills

FOCUS: Performance Measures at the Organizational,

Divisional or Functional and Individual Levels
EMPHASIS: Establish strategic alignment of
Organizational, Functional and Individual Goals
8

RPMS and Job Satisfaction

Clear Compass
When there is a clear vision and strategy, employees
are more likely to understand the rationale behind
decision and be able to link the broader
organizational goals.

A Call to Engage
People want to be stretched, motivated, stimulated.
They want to know that they add value and their work
is valued by the organization.

RPMS and Job Satisfaction

Provides Transparency
People want to know whats expected of them in their
jobs. What they are responsible for, the results they
need to achieve, the knowledge, skills, and abilities
they must have to succeed.

Employee Involvement
Employees want a say in what they do and how they
do it.

What
is
Performance
Management?

Performance Management
An organization wide process
for ensuring employees are
focusing their work efforts
towards achieving the
organizations mission and
vision

A systematic approach for

continuous improvement and
growth

Objectives of the Performance

Management System
Align individual roles and targets with organization
direction

Organizational need to track accomplishments against

objectives in order to determine appropriate corrective
action if needed
Provide feedback on employees work progress and
accomplishments based on clearly defined goals and
objectives.
RPMS is also a tool for people development.

RPMS: Linkages to other HR Systems

Agency Planning and
and Directions
Career
Succession

Training and
Manpower
Development

Rewards and
Recognition

HR Planning
and
Recruitment

RPMS

Employee
Relations

Job Design
and Work
Relationships

Compensation
and Benefits

Key Success Factors for Results Based

Performance Management System
(RPMS)
Continuous
Improvement
Measurement of Results

Paradigm Shift

Awareness thru
Communication and Skills
Building and Training

High Employee
Engagement
Strong Leadership and
Management Support

Overall Design
of DepEd
RPMS

General Features
Anchored on the Vision/Mission of DepEd.
CSC mandates 100% results orientation to make
it uniform with other government agencies.
Competencies should be used for development
purposes.
Coverage : All regular managers and employees of
DepEd; teaching and non-teaching staff
Basis for rewards and development
Covers performance for the whole year

The DepEd RPMS is aligned with the

SPMS of CSC which has 4 Phases:

1. Performance
Planning and
Commitment

2. Performance
Monitoring and
Coaching

4. Performance
Rewarding and
Planning

3. Performance
Review and
Evaluation

PMS Cycle
Non Teaching Positions
Performance
Planning
Q1

Year-end Results

Mid-Year Review

Q2

Q3

Q4
December

January

Teaching Positions

Q1
June

Q2

Q3

Q4
March

RPMS Timelines
2014
Tasks/ Activities

2013

2014

2015

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May

DBM
Non-teaching
Teaching
PBB
2013 PBB
2014 PBB
*RPMS is aligned with the Rationalization Plan,
Strategic Planning and PBB.
*Roll-out/implementation at school level will
immediately start in April 2014.

Form
The mechanism to capture the KRAs, Objectives,
Performance Indicators and Competencies is the
Individual Performance Commitment and
Review Form (IPCRF).

It is a change in mindset!

*Patterned after CSC MC 6 s. 2012

Components of
Performance Management

What =
Results
(Results & Objectives
of a position)

23

How =
Competencies
(Skills, Knowledge &
Behaviors used to
accomplish results)

Why do we have Competencies?

24

The RPMS looks not only at

results, but HOW they are
accomplished.

Competencies help achieve

results.

Competencies support and

influence the organizations
culture.

For DepEd, competencies

will be used for
development purposes
(captured in the form).

Competencies
Core Behavioral
Competencies

Self Management
Professionalism and ethics
Results focus
Teamwork
Service Orientation

Leadership
Competencies
Leading People
People Performance
Management
People Development

Core Skills
Oral Communication
Written Communication
Computer/ICT Skills

The DepEd RPMS is aligned with the

SPMS of CSC which has 4 Phases:

1. Performance
Planning and
Commitment

4. Performance
Rewarding and
Planning

2. Performance
Monitoring and
Coaching

3. Performance
Review and
Evaluation

PHASE 1

Performance Planning & Commitment

27

Identifying KRAs and Annual Objectives

Identifying Required Competencies
Performance Indicators or Measures
Reaching Agreement

Discussion on Units KRAs

and Objectives
Unit Head to discuss the
Divisions KRAs and Objectives
with their direct reports. Then,
break this down to individual
KRAs and Objectives.

Performance Planning and

Commitment

Identifying KRAs

Identify your responsibilities by

answering the following questions:

What major results/outputs am I responsible for

delivering?

29

Always Remember that KRAs

have the following Characteristics:
1. Number between 3 to 5
2. Be described in few words
3. Be within your Influence
4. Support departmental goals
5. Be similar for jobs that are
similar
6. Not change unless your job
changes
30

What is the definition of Objectives?

Objectives are the specific things you need to
do, to achieve the results you want.
31

SMART Criteria for Objectives

32

Performance Planning
& Commitment

2 Reaching Agreement
Once I completed the form:

Objectives + Competencies

Schedule a meeting with your supervisor

Agree on your listed KRAs, objectives and
performance indicators
33

Building commitment to work plans

and objectives

A critical task is to gain employee

commitment and cooperation toward
reaching performance targets.

Exercise
If the rater and ratee agree on
the KRAs, Objectives and
Performance Indicators, they
should sign the
Individual Performance
Commitment and Review
Form (IPCRF).

PHASE 2
Performance Monitoring and Coaching
Performance Tracking
Giving Feedback
Coaching

(Heart of the PMS)

36

If you want it, measure it.

If you cant measure it, forget it.
Peter Drucker

WHAT GETS MEASURED GETS DONE!

Performance Monitoring
Why is it important?
It is a key input to performance measures.
No monitoring, no objective measurement.

Provides objective basis of the rating.

Facilitates feedback.
Clearly defines opportunities for
improvement.
Provides evidence
39

Tracking Competencies
Feedback from others
Example: Team members,
coworkers and your leader.

Self-reporting
That is : you should monitor
and track your own
performance.

40

STAR Approach
Situation

Action

Task

Result/s
41

Writing S/TARs
Situation/ Task

Action

Result

Last December, during the work planning

period,

you took the opportunity to review our

units 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
42
3 days to 1 day.

To be effective in this phase you

should:
Track your performance
against your plan.
Seek and act on feedback
from others.
Get coaching and support
when you need it.
Use JOURNALS!
43

Remember: 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.

Coaching/Feedback

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
45

PHASE 3
Performance Review and
Evaluation
Reviewing Performance
Discuss Strengths and
Improvement needs

46

Reviewing Phase
A successful review session should be:
A positive experience
Of no surprise

Of a two-way discussion
Well prepared (both sides)
47

Performance Evaluation is not :

Attack on employees personality
Monologue
A chance to wield power and authority
Paper activity compliance
An opportunity to gain pogi points with staff

Steps for Evaluating

Objectives and Competencies
1. Evaluate each objective
whether it has been
achieved or not.
2. Evaluate the manifestation
of each competency.
3. Determine overall rating.

49

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

Definition of Performance
Rating Scale (Per CSC Memorandum Circular No.

Scale

Adjectival

Outstanding

Very Satisfactory

March 16, 2012)

Description
Performance represents and 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.
Performance exceeded expectations. All goals, objectives and
targets were achieved above the established standards.

Satisfactory

Performance met expectations in terms of quality of work,

efficiency and timelines. The most critical annual goals were met.

Unsatisfactory

Performance failed to meet expectations, and / or one or more of

the most critical goals were not met.

Poor

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.

CSCs Revised Policies on the Strategic Performance

Management System (SPMS)
MC 13 s. 1999
Adjectival
Scale
Description
5

Performance exceeding targets by 30% and above of the

Outstanding
planned targets; from the previous definition of performance
(130% and above) exceeding targets by at least fifty (50%).

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.

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.

Unsatisfactory
(51%-99%)

Poor
(50% or below)

Performance of 51% to 99% of the planned targets.

Performance failing to meet the planned targets by 50% or

below.

*DepEds Competencies
Scale
Scale

Definition

Role model

Consistently demonstrates

Most of the time

demonstrates

Sometimes demonstrates

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

Some Pointers on Conducting the

Review Meeting
Manage the meeting
Prepare for the meeting
Create the right atmosphere
No interruptions; no surprises
Enhance or maintain self-esteem
Express appreciation
Encourage self-appraisal
Focus on the performance issue, not on
the person
55

One-Day-At-A-Time
Management

Programs requiring quarterly or annual

action are basic and necessary, but they
can never replace daily attention."
by Robert E. Sibson
The Management of Personnel

PHASE 4
Performance Rewards
and Development
Planning
Development Plan
Rewards

57

Link to PBB
Main focus of PPB is PERFORMANCE AND
QUALITY OF WORK.
There shouldnt be a competitiveness between
individuals and offices. Rather, there should
be a spirit to perform better.
RPMS will be one of the basis for the PBB
grant.

3 stages of PBB
Ability of the entire organization to
comply
Measuring each unit on deliverables
Individual performance (link of RPMS)

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 Company.
It is best achieved in an environment that

Requires application of what is learned.

Encourages diversity of opinion.
Reinforces open and honest dialogue.
Promotes learning how to learn.

Steps in Development
Planning
Identify development needs
Set goals for meeting these needs
Prepare actions plans for meeting the
development needs
action learning activities
resources / support
measures of success

Implement plans
Evaluate

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

Development Principles

30/30/40 Learning Philosophy

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

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

Support Mechanisms
Manuals
Facilitators Guide
Managers Manual
Employees Manual

Tools
Office Performance Commitment Review Form
Individual Performance Commitment Review Form
Position Competency Profile

Change Management and Communication

Framework

How We Evolved The RPMS Framework in

DepEd
Full involvement of the TWG team from day 1

Conducted validation of the RPMS framework through

workshops for Teaching, Teaching-related and NonTeaching, and even for Regional Directors level.
Conducted writeshops to revise the Job Descriptions per
position per level. Participants formulated KRAs, Objectives
and Performance Indicators, validated by senior management.

Framework went through several revisions to make it conform to

the culture of DepEd.