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Results - based

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

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.

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 engaged


and share responsibility for developing life-long learners.

Maka-Diyos
Makatao
Makabayan
Makakalikasan

The DepEds Strategic Planning Process is


aligned with the Results framework of DBM-OPIF.

DepEds Framework Based on DBMs


OPIF
Inclusive Growth and Poverty
Reduction

Societal Goal
Sectoral Outcomes

Equitable Access to Adequate Quality Societal


Services and Assets

Sub-Sector
Outcomes

Knowledge, skills, attitude and values of


Filipinos to lead productive lives enhanced
Improved Access to
Quality Basic
Education

Organizational
Outcomes
Major Final
Output (MFOs)

Basic
Education
Services

Education
Governanc
e

3
Regulatory
and
Developmen
tal Services
for Private
Schools

Filipino Artistic &


Cultural Traditions
Preserved &
Promoted
4

Informal
Education
Services
-Children
Television
Devt.

Book
Industry
Devt.
Services

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

WHAT
Strategic
Priorities

VISION,
MISSION,
VALUES
(VMV)

Department
/ Functional
Area Goals

HOW
Values

Competencie
s

KRAs and
Objectives

DEPED RPMS FRAMEWORK

The framework aligns efforts to enable DepEd to


actualize its strategic goals and vision.

1. Performance
Planning and
Commitment

4. Performance
Rewarding
and
Development
Planning

2. Performance
Monitoring
and Coaching

3. Performance
Review and
Evaluation

An organization-wide process
to ensure that employees
focus work efforts towards
achieving DepEds Vision,
Mission and Values (VMV).

A systematic approach for


continuous and consistent
work improvement and
individual growth.

Align individual roles and targets with DepEds


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.

Agency Planning and


and Directions
Career
Succession

Training and
Manpower
Developmen
t

Rewards and
Recognition

HR Planning
and
Recruitment

RPMS

Employee
Relations

Job Design
and Work
Relationship
s

Compensati
on and
Benefits

Overall
Design of
DepEd RPMS

Lead, Engage, Align & Do! (LEAD)

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.

Non Teaching Positions

Teaching Positions

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!

1. Office Performance Commitment and


Review Form (OPCRF)
2. Individual Performance Commitment and
Review Form (IPCRF)
Managers
Staff and Teaching - related Employees
Teaching

What
=
Results
(Results
& Objectives
of a position)

How =
Competenci
es
(Skills, Knowledge

&
Behaviors used to
accomplish results)

Phase 1
Performance
Planning and
Commitment

1. Discuss Units
Objectives
The Office head discuss
the offices KRAs and
Objectives with direct
reports. Then, break this

down to individual KRAs

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.

What is the definition of


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

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

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.

Effectiveness
Effectiveness can include both quality and quantity.
Example:
Achieved a rating of 4 in running all batches of
train-the-trainers 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 2
training programs.

Timeliness
Measures whether a deliverable was done correctly
and on/before the deadline.
Example:
Timely submission of quarterly reports.
reports

Attainable
Should be challenging yet attainable, something
the person can influence to effect change or
ensure results

Relevance
Objectives that state your share of specific
department / functional areas goals
Aligned with the directions of the unit

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.

Example
KRAs

Objectives
Posted 20 vacant positions
within the CSC prescribed
period and per requirements
(for 1st, 2nd, and 3rd level
positions)

Recruitment and Selection


Processes

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

Identify Performance
Indicators or Measures (refer
to PCPs)

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

Example 1

Example 2

3. Discuss Competencies
Required and Additional
Competencies Needed

The RPMS looks not only at results,


but HOW they are accomplished.

Competencies help achieve


results.

Competencies support and


influence the DepEds culture.

For DepEd, competencies will be


used for development purposes
(captured in the form).

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

Heart of the
RPMS

If you want it,


measure it. If
you cant
measure it,
forget it.
Peter
Drucker
WHAT GETS MEASURED

GETS DONE!

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.

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

Situatio
n

Action
*developed by Development Dimensions

Task

Result/s

Writing S/TARs
Situation/
Task

Action

Result

Last December, during


work planning period,

the

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 3 days to 1 day.

*developed by Development Dimensions

To be effective in this
phase you should:

Track your
performance against
your plan.

Use JOURNALS!

*developed by the Civil Service Commission

Remember:

Manage the system as


a process, NOT a onetime event!

It is NOT a year-end
paper exercise.

It is important to
teach performance
on certain frequencies
and provide
feedback and
coaching.

2. Coaching/Feedback
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

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

Phase 3
Performance Review
and Evaluation

1. Review Performance
Results and Competencies

A successful review session


should:

Note: The Rater should set a meeting


with the Ratee. Request the Ratee to do

1. Manage the meeting

Prepare for the meeting

Create the right atmosphere

No interruptions; no surprises

2. Enhance or maintain self-esteem

Express appreciation

Encourage self-appraisal

Focus on the performance issue, not on the


person

3. Be fair and objective


Base assessments on evidence
Change the behavior, not the person
Focus on solving problems or correcting a
behavior

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

Evaluate
each
objective
whether it
has been
achieved or
not.

Evaluate the
manifestatio
ns of each
competency.

Determin
e overall
rating.

CSCs Revised Policies


on the Strategic Performance Management System (SPMS)
MC 13 s. 1999

Scale

Adjectival

Description

Outstanding
(130% and above)

Very Satisfactory
(115%-129%)

Satisfactory
(100%-114%)

Unsatisfactory
(51%-99%)

Performance exceeding targets by 30% and above of the planned


targets; from the previous definition of performance exceeding
targets by at least fifty (50%).
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.
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.
Performance of 51% to 99% of the planned targets.

Poor
(50% or below)

Performance failing to meet the planned targets by 50% or below.

*DepEds Competencies
Scale
Scale

Definition

Role model

Consistently demonstrates

3
2

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

2. Discuss Strengths and


Improvement Needs

Phase 4
Performance
Rewarding and

1. Rewards
Link to PBIS (EO 80 s. 2012)
Performance
Step

Based Bonus (PBB)

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.

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

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.