Results - based

Performance
Management
System (RPMS) for
DepEd
Lead, Engage, Align & Do! (LEAD)
The DepEd’s Strategic Planning Process is aligned with the Results
framework of DBM-OPIF.
 Mandate from DEPED
The PMS Concept: Development
Impact

Improved Functional
Strengthen Culture K to 12 Literate
Access to
of Performance and School Based Filipino
Accountability in Quality With 21st
Management Basic
DepEd century
ACCESs Education skills

• FOCUS: Performance Measures at the Organizational,

Divisional or Functional and Individual Levels

• EMPHASIS: Establish strategic alignment of

Organizational, Functional and Individual Goals

9
 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
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.
Objectives of the Performance
Management System
• 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.

RPMS Linkages to Other HR Systems
Agency Planning and and
Directions
Career
Succession HR Planning
and
Recruitment
Training and
Manpower RPMS
Development Job Design and
Work
Relationships

Rewards and
Recognition Compensation
Employee and Benefits
Relations
 Overall Design
of DepEd RPMS

Lead, Engage, Align & Do! (LEAD)

General Features
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.

RPMS Cycle
Non Teaching Positions

Performance Mid-Year Review Year-End Results

Planning

Q4
Q1 July
January December
Teaching Positions

Performance Mid-Year Review Year-End Results

Planning
Q4
Q1 November March
June
Forms

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!
DepEd Forms
1. Office Performance Commitment and Review Form
(OPCRF)

2. Individual Performance Commitment and Review

Form (IPCRF)
• Managers
• Staff and Teaching - related Employees
• Teaching
Components of Performance
Management

What = How =

Results
(Results & Objectives
+ Competencies
(Skills, Knowledge &
of a position) Behaviors used to
accomplish results)
 Phase 1
Performance Planning
and Commitment
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 discuss the

office’s KRAs and Objectives
with direct reports. Then,
break this down to individual
KRAs and Objectives.
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.
SMART Criteria for Objectives
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

Recruitment and Selection Processes
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
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
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
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
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
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).
 1. Performance Tracking

2. Coaching/Feedback

Heart of the RPMS

“If you want it,
measure it. If you
can’t 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.
Critical Incidents

• 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
 STAR Approach

Situation Task

Action Result/s

*developed by Development Dimensions International (DDI)

Writing S/TARs
“Last December, during the work
Situation/ Task planning period,

you took the opportunity to review our

Action unit’s work process. You assembled a
team of your colleagues and
brainstormed on improvement ideas.

As a result, our turnaround time on

Result processing promotions was reduced
from 3 days to 1 day.”
*developed by Development Dimensions International (DDI)
To be effective in this phase you
should:

• Track your
performance
against your plan.
• Use JOURNALS!
*developed by the Civil Service Commission (CSC)
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.
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 performance
and behavior change.
 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
1. 1.
Review Performance
Reviewing Performance

2. Discuss Strengths and

Improvement Needs
1. Review Performance
Results and Competencies

A successful review session should:

• Be a positive experience

• Have no surprises

• Be a two-way discussion

• Well prepared (both sides)

Note: The Rater should set a meeting with the Ratee.

Request the Ratee to do self-assessment.
Some Pointers on Conducting
the Review Meeting:

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
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
Steps for Evaluating Objectives
and Competencies

Evaluate each Evaluate the

objective manifestations Determine
whether it has of each overall
been achieved competency. rating.
or not.
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 13 s. 1999

Scale Adjectival Description

Performance exceeding targets by 30% and above of the
Outstanding
5 planned targets; from the previous definition of performance
(130% and above)
exceeding targets by at least fifty (50%).
Performance exceeds targets by 15% to 29% of the planned
Very Satisfactory targets; from the previous range of performance exceeding
4
(115%-129%) 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
Satisfactory pertaining to money or accuracy or those which may no longer
3
(100%-114%) 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 Performance of 51% to 99% of the planned targets.
2
(51%-99%)

Poor Performance failing to meet the planned targets by 50% or

1 below.
(50% or below)
*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

2. Discuss Strengths and Improvement
Needs
 Phase 4
Performance Rewarding
and Development
Planning
1. Rewards

2. 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
 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