There are 7 heads of elephants but how many elephants are

there?
 Results - based
Performance
Management
System (RPMS) for
DepEd
Lead, Engage, Align & Do! (LEAD)
What is Performance
Management?

An organization-wide process to ensure

that employees focus work efforts
towards achieving DepEd’s Vision, Mission
and Values (VMV).

A systematic approach for continuous and

consistent work improvement and
individual growth.
 Efficient

REACH GOALS DOES NOT REACH

AND DOES NOT GOALS AND DOES
WASTE NOT WASTE
RESOURCES RESOURCES

Effective Ineffective

REACH GOALS DOES NOT REACH

AND WASTE GOALS AND
RESOURCES WASTE
RESOURCES

Inefficient
 VISION, MISSION,
WHAT VALUES (VMV)
HOW
Strategic Values
Priorities

Department/ CENTRAL

Functional
Area Goals REGIONAL Competencies

DIVISION
KRAs and
Objectives
SCHOOLS

DEPED RPMS FRAMEWORK

The framework aligns efforts to enable DepEd to actualize its strategic

goals and vision.
The DepEd RPMS is aligned with the
SPMS of CSC which has 4 Phases:

1. Performance 2. Performance
Planning and Monitoring and
Commitment Coaching

4. Performance
3. Performance
Rewarding and
Review and
Development
Evaluation
Planning
Phase 1: Performance
Planning and
Commitment
Main Characters in the Performance
Planning and Commitment
RATEE RATER
REGULAR TEACHER HEAD TEACHER /
MASTER TEACHER
MASTER TEACHER PRINCIPAL
(elementary)
HEAD TEACHER /MASTER PRINCIPAL
TEACHER (secondary)
 Performance Cycle for School-based
personnel
PHASE I
May Performance
Planning and
Performance Commitment
PHASE III planning
Performance
Review and
Evaluation
PHASE IV
Performance
Rewarding and
Development
Planning
April Nov. PHASE II
Performance
Year-end Mid-year Monitoring
Results Review and Coaching
 Performance Cycle for Non-school-
based personnel
PHASE I
Dec. Performance
Performance Planning and
Commitment
PHASE III planning
Performance
Review and
Eval.
PHASE IV
Performance
Rewarding and
Development Dec. July PHASE II
Performance
Planning
Year-end Mid-year Monitoring
Results Review and Coaching
 Who will use the OPCRF?
M*

PRINCIPAL,
CHIEFS OF SERVICES, DIVISION CHIEFS,
ASSISTANT SUPERINTENDENT and SUPERINTENDENT
 Performance Planning and
Commitment
The performance planning and commitment shall be
done prior to the start of the performance cycle
where the rater meets with the ratee to discuss and
agree on:
1. The office KRA, objectives and PIs as
anchored on overall organizational outcomes
2. Individual KRA,objectives and Pis as
anchored on overall office KRA
“Resolve the matters of the heart
before dealing with the matters of
the mind”
1. Discuss Unit’s Objectives

2. Identify Individual KRAs, Objectives

and Performance Indicators

3. Discuss Competencies Required

and Additional Competencies
Needed

4. Reaching Agreement
 1. Discuss Unit’s Objectives
The Office Head discusses
the office’s KRAs and
Objectives with direct
reports. Then, break this
down to individual KRAs
and Objectives.
Manager’s role in planning
Employee’s role in planning
DepEd’s Vision Mission
and Core Values
DepEd’s Vision
We Dream of Filipinos
who passionately love We are a learner-
their country and centered public
whose values and institution that is itself
competencies enable constantly learning and
to realize their full building its capacity to
potential and pursue its mission.
contribute meaningfully
to building the nation
DepEd’s Vision Mission
and Core Values
DepEd’s Vision
We Dream of Filipinos We are a learner-
who passionately love centered ____(3)____
their country and institution that is itself
whose values and ____(4)_____ learning
competencies enable and building its
to ____(1)___ their full capacity to ____(5)___
potential and its mission.
________(2)_______
meaningfully to
building the nation
DepEd’s Vision Mission
and Core Values
DepEd’s Mission
To protect and promote Teachers facilitate learning and
the right of every Filipino constantly nurture every learner.
Administrators and staff, as
to a quality, equitable
stewards of the institution,
culture-based and ensure an enabling and
complete basic supportive environment. Family,
education where: community and other
Students learn in a child stakeholders are actively
friendly, gender engaged and share
responsibility for developing life-
sensitive, safe and
long learning.
motivating environment.
DepEd’s Vision Mission
and Core Values
DepEd’s Mission
To protect and promote Teachers facilitate learning and
the right of every Filipino constantly nurture every learner.
Administrators and staff, as
to a quality, ___(1)____
___(3)___ of the institution,
culture-based and ensure an enabling and
complete basic supportive environment. Family,
education where: community and other
Students learn in a child _____(4)______ are actively
friendly, gender engaged and share
________(5)_______ for
sensitive, safe and
developing life-long learning.
___(2)__ environment.
 2. Identify KRAs, Objectives
and Performance Indicators
Identify your responsibilities by
answering the following
question:

“What major results/outputs am

I responsible for delivering?”
 What is the definition of KRAs?

KRAs define the areas in which an employee is

expected to focus his/her efforts.
Always remember that KRAs have the
following characteristics:

1. Number between 3 to 5
2. Describe in few words
3. Within your influence

4. Support departmental goals

5. Similar for jobs that are similar

6. Does not change unless your job
changes
 What is the definition of
Objectives?

Objectives are the specific things you need

to do, to achieve the results you want.
SMART CRITERIA FOR OBJECTIVES
How to write objectives
 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

“If you want it,
measure it. If you
can’t measure it,
forget it.”

– Peter Drucker

WHAT GETS MEASURED GETS DONE!

 PERFORMANCE
Weight INDICATORS
MFOs KRAs OBJECTIVES TIMELINE
per KRA (Quality, Efficiency,
Timeliness)
Provision of Quality Curriculum & To craft 3 localized and July – 10% Q = 3 curricula and
Basic Education Learning indigenized curricula December instructions
Services Management and instructions by15 2015 E = 3 drafts of each
December 2015. proposed
curriculum and
instruction
T = 1st draft / 31
Aug 2015; 2nd draft
/ 30 Oct 2015; 3rd
and final draft / 15
Dec 2015
 Sample Performance Indicators
To show Quality – Efficiency - Timeliness
QUALITY TIMELINESS

1 Comprehensive canteen fund Budget

Proposal submitted before June

85% of students attain 80% proficiency at

the end of the school year

EFFICIENCY TIMELINESS QUALITY

Writing the Performance Indicators
Objective:
Attain 100% passing rate of students with 80%
proficiency
Performance Indicators:
Q= 80% proficiency
E = 100% passing rate
Writing the Performance Indicators
Objective:
Conduct 3 intravisitations every month from
July to February
Performance Indicators:
Q= 24 intravisitations
T= 3 intravisitations each month
Writing the Performance Indicators
Objective:
Prepare accurate liquidation report for
canteen funds within 5 days of the ensuing
month
Performance Indicators:
Q= liquidation report
E= no error in the liquidation report
T= within 5th day of ensuing month
 Why do we have Competencies?
• 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).
 Manager’s Competencies
Core Behavioral Leadership
Competencies Competencies
• Self Management •Leading People
• Professionalism •People
and ethics Performance
• Results focus Management
• Teamwork •People
• Service Development
Orientation
• Innovation
Leadership competencies are competencies
intended for managerial positions: (ex. SDO)
1. Superintendent
2. Assistant Superintendents
3. Chiefs of Services
4. Chiefs of Divisions (CID, SGOD)
5. School Heads
6. Department Heads
MANAGER
Staff & Teaching-related Competencies

Core Behavioral
Staff Core Skills
Competencies
• Self Management •Oral
• Professionalism Communication
and ethics • Written
• Results focus Communication
• Teamwork • Computer/ICT
• Service Skills
Orientation
• Innovation
Staff core skills are competencies intended for
staff and teaching-related positions (ex. in the
SDO)
1. Supervisors
2. Administrative staff
clerk
Librarian
property custodian
finance officer
other personnel
 Discuss Competencies Required and Additional
Competencies Needed

STAFF/TEACHING-RELATED
Teaching Competencies

Core Behavioral Teaching

Competencies Competencies
• Self Management • Note: CB – PAST was
used as basis for the
• Professionalism new PCPs for teaching
and ethics positions.

• Results focus
•Achievement
• Teamwork
•Managing
• Service Diversity
Orientation
•Accountability
• Innovation
TEACHER
 OFFICE PERFORMANCE COMMITMENT AND REVIEW FORM (OPCRF)

EMPLOYEE: _______________________________________________________ NAME OF RATER:_______________________________________________

POSITION::_________________________________________________________ POSITION: _____________________________________________________
DEPARTMENT/SCHOOL_____________________________________________ DATE OF REVIEW:_______________________________________________
RATING PERIOD :______________________________________________

TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION

Major Final Key Result Area Objectives Timeline Weight Performance Indicators Actual Results Rating Score
per KRA (Quality, Efficiency, Timeliness) Q E T AVE
Outcomes (MFO) (KRA)
1. Instructional * Increase NAT MPS by 2% July-April 25%
Leadership  Learning Outcomes 2016
 Supervision
 Special Program
 Child-Friendly 25%
2. Learning  Facilities for Learning June 2015
Environment  K to 12 facilities reqts. – March
 EFA 2016

3. Human  Loading 15%

Resources and  Promotion June –
Development  Teacher-training Oct.
 Non-teaching Personnel
4. Parents 5%
Involvement and  Stakeholders June –
Community  School Report Cards Mar.
Partnership
5. School
 SIP 15%
Leadership June –
 AIP
Management and Mar.
 SBM/PASBE
Operations
6. Fiscal  MOOE 15%
Management  Donations
June-Mar.
 Canteen Fund
 Ecosavers
OVERALL RATINGS FOR
ACCOMPLISHMENTS

________________________________ _______________________________ ______________________________

Rater Ratee Approving Authority
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

EMPLOYEE: _______________________________________________________ NAME OF RATER:_______________________________________________

POSITION::_________________________________________________________ POSITION: _____________________________________________________
DEPARTMENT/SCHOOL_____________________________________________ DATE OF REVIEW:_______________________________________________
RATING PERIOD :______________________________________________
TO BE FILLED DURING PLANNING
Major Final Key Result Timeliness Weight Performance Indicators* Actual Results Ratin Score
Outcomes Area Objectives*** per KRA (Quality, Efficiency, Timeliness) g
Q E T AVE
(MFO) (KRA) *not necessarily 3 indicators in
the same objective
Effective 1. Teaching- * Prepare up-to-date and 40% Q=200 lesson plans with
implemen- Learning complete lesson plans instructional aids
tation of Process with instructional aids E= 200 up-to-date and complete
LP
the daily
Curriculum *Teaching-Learning
Environment
*Strategy / Remediation
*Assessment of learning
2. Pupils / *Student Progress
Students *NAT
Outcomes *Submit accurate record of Q= accurate students’ grades (no
30% error)
students’ grades every
T=submitted every quarter
quarter
*Mastery of competencies
> Knowledge
> Skills
3. Community *Linkages
10%
Involvement *Community Projects

4.Professional *Associations
20%
Growth and *Published Work
Development *Awards / Recognitions
________________________________ _______________________________ ______________________________
*Action Research
Rater Ratee Approving Authority
OVERALL RATINGS FOR
ACCOMPLISHMENTS
 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
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).
Phase 2: Performance
Monitoring and
Coaching
 1. Performance Tracking

2. Coaching/Feedback

Heart of the RPMS

1. Performance Monitoring
Why is it important?
• 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.
 Phase 3:
Performance
Review and
Evaluation
1. Review Performance

1. Reviewing Performance
2. Discuss Strengths and
Improvement Needs
 PERFORMANCE EVALUATION
(Mid-year or Year-end)
Responsibilities of the Employee
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
List of Accomplishments
1. The list of accomplishmentsdepends on the
objectives and performance indicators agreed upon
during the performance planning and commitment
session.
2. Some items in the accomplishment list may be
similar for various positions
 RATING PERFORMANCE

Fill up the Performance Evaluation worksheet

Reflect actual results / accomplishments

Rate each objective using the rating scale

Compute final rating

CSC’s Revised Policies on the Strategic Performance Management
System (SPMS)
MC 6 s. 2012
NUMERICAL ADJECTIVAL
DESCRIPTION OF MEANING OF RATING
RATING RATING
5 Outstanding Performance represents an 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.
4 Very Satisfactory Performance exceeded expectations. All goals, objectives and
targets were achieved above the established standards.
3 Satisfactory Performance met expectations in terms of quality of work,
efficiency and timeliness. The most critical annual goals were met.
2 Unsatisfactory Performance failed to meet expectations, and/or one or more of
the most critical goals were not met.
1 Poor Performance was consistently below expectations, and/or
reasonable progress toward critical goals was not made.
Significant improvement is needed in one or more important areas.

From 130% to 100% Outstanding Rating

DEPARTMENT OF EDUCATION
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

EMPLOYEE: _______________________________________________________ NAME OF RATER:_______________________________________________

POSITION::_________________________________________________________ POSITION: _____________________________________________________
DEPARTMENT/SCHOOL_____________________________________________ DATE OF REVIEW:_______________________________________________
RATING PERIOD :______________________________________________

TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION

Major Final Key Result Objectives Timeli Weight per Performance Indicators* Actual Results Rati Scor
Outcomes Area ne KRA (Quality, Efficiency, Timeliness) Q E T AVE ng e
(MFO) (KRA)

Effective 1. Teaching- 1.Prepare comprehensive and June (25%) Q=200 up-to-date lesson plans 3 5 4.0 4.0 .40
implemen- Learning functional instructional 2015- 10% E = 200 LP with instructional aids
tation of Process materials Mar.
the 2.Provide a conducive teaching- 2016 5% 4 3 3.5 3.5 .175
Curriculum learning environment
3.Employ effective strategies /
remediation techniques 10% 4 3 3.5 3.5 .35

2. Pupils / 50% 4.0 2.0

Students
Outcomes
3. Community 10% 3.75
Involvement
4.Professional 15% 4.25
Growth and
Development
OVERALL RATINGS FOR 3.89
ACCOMPLISHMENTS VS
.6375
 COMPUTING THE SCORE PER KRA

Procedure:
1. Get the average of the ratings of each objective
for Q, E, T and record it under Rating
2. Score = Rating per Objective X given weight
3. Get the Total Score per KRA
4. Total/Final Rating = KRA1 + KRA2 + KRA3 +
KRA 4 (Plus Factor)
5. Find the adjectival rating using the table
VERY SATISFACTORY
DETERMINING THE OVERALL RATING FOR
ACCOMPLISHMENTS

RANGE ADJECTIVAL RATING

4.500 – 5.000 Outstanding

3.500 – 4.499 Very Satisfactory

2.500 – 3.499 Satisfactory

1.500 – 2.499 Unsatisfactory

below 1.499 Poor

*DepEd’s Competencies Scale
Scale Definition
5 Role model
4 Consistently demonstrates
Most of the time
3
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

1.Discuss strengths and improvement needs by determining
where the ratee got the highest and lowest ratings.
2. Analyze what competencies contributed to the high ratings or
were not manifested that led to the low ratings. The
competencies do not form part of the rating but will serve as
reference in Phase 4-Performance Rewarding and
Development Planning
 Phase 4:
Performance
Rewarding and
Development
Planning
1. Rewards
Link to PBIS (EO 80 s. 2012)
•Performance Based Bonus (PBB)

•Step Increment
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.
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
Activities which could be
considered appropriate for
employee development:
• Benchmarking • Functional cross-posting
• Seminars/workshops • Geographical cross-posting
• Formal education/classes • Coaching/counseling
• Assignment to task • Developmental/lateral
forces/committees/ special career moves
projects • Self-managed learning
• Job enhancements /
redesign
*DepEd’s Competencies Scale
Scale Definition
5 Role model
4 Consistently demonstrates
Most of the time
3
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

RPMS IS NOT
1. RPMS IS NOT A “ONETIME” EVALUATION
PROCESS IT IS A YEAR-ROUND PROCESS.
2. RPMS IS NOT A CHANGE IT IS A
DEVELOPMENT.

RPMS CAN
1. RPMS CAN HELP YOU BECOME A
BETTER TEACHER.
2. MAKE YOU HIT A BETTER TARGET
The Lesson from the Story
of the Butterfly