Facilitator's Guide (See Notes Portion for Talkies) (1) - Copy

8/10/2019 Facilitator's Guide (See Notes Portion for Talkies) (1) - Copy

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Results - based

Performance

Management

System (RPMS) forDepEd

Lead, Engage, Align & Do! (LEAD)


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DepEd

Vision

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.


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DepEd

Mission

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 andmotivating 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.


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DepEd

Core Values

Maka-Diyos

Makatao

Makabayan

Makakalikasan


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The DepEds Strategic Planning Process is aligned with the Results

framework of DBM-OPIF.


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Equitable Access to Adequate Quality Societal Services and Assets

1

Basic

Education

Services

2

Education

Governance

3

Regulatory and

Developmental

Services for

Private Schools

Major FinalOutput (MFOs)

OrganizationalOutcomes

Knowledge, skills, attitude and values of Filipinos to lead

productive lives enhanced

Filipino Artistic & Cultural

Traditions Preserved &

Promoted

5

Book Industry

Devt. Services

4

Informal Education

Services

-Children

Television Devt.

Services

Sub-SectorOutcomes

Sectoral Outcomes

Improved Access to

Quality Basic Education

Inclusive Growth and Poverty Reduction

Societal Goal

DepEds Framework Based on DBMs OPIF


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Mandate from DEPED

The PMS Concept: Development

Impact

FOCUS: Performance Measures at the Organizational,

Divisional or Functional and Individual Levels

EMPHASIS: Establish strategic alignment ofOrganizational, Functional and Individual Goals

Strengthen Cultureof Performance and

Accountability inDepEd

K to 12

School Based

ManagementACCESs

ImprovedAccess to

QualityBasic

Education

FunctionalLiterateFilipino

With 21stcenturyskills


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The framework aligns efforts to enable DepEd to actualize its strategic

goals and vision.

VISION, MISSION,

VALUES (VMV)

Strategic

Priorities

Department/

Functional

Area Goals

KRAs and

Objectives

Values

CENTRAL

REGIONAL

DIVISION

SCHOOLS

DEPED RPMS FRAMEWORK

Competencies

WHAT HOW


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The DepEd RPMS is aligned with the

SPMS of CSC which has 4 Phases:

1. Performance

Planning and

Commitment

3. Performance

Review and

Evaluation

2. Performance

Monitoring and

Coaching

4. Performance

Rewarding and

Development

Planning


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A systematic approach for continuous andconsistent work improvement andindividual growth.

What is Performance Management?

An organization-wide process to ensurethat employees focus work effortstowards achieving DepEds Vision, Mission

and Values (VMV).


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Objectives of the Performance

Management System

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.


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RPMS

Rewards andRecognition

Training andManpowerDevelopment

EmployeeRelations

Job Design andWork

Relationships

CareerSuccession HR Planning

andRecruitment

Compensationand Benefits

Agency Planning and andDirections

RPMS Linkages to Other HR Systems


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Overall Designof DepEd RPMS

Lead, Engage, Align & Do! (LEAD)


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PerformancePlanning

Q1January

Mid-Year Review

July

Year-End Results

Q4

December

RPMS Cycle

Non Teaching Positions


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PerformancePlanning

Q1June

Mid-Year Review

November

Year-End Results

Q4

March

Teaching Positions


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Forms

The mechanism to capture the KRAs, Objectives,

Performance Indicators and Competencies is thePerformance Commitment and Review Form (PCRF).

It is a change in mindset!


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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


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What =

Results

How =

Competencies+(Results & Objectives

of a position)

(Skills, Knowledge &

Behaviors used to

accomplish results)

Components of Performance

Management


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Phase 1

Performance Planningand Commitment


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1. Discuss Units Objectives

2. Identify Individual KRAs, Objectivesand Performance Indicators

3. Discuss Competencies Required andAdditional Competencies Needed

4. Reaching Agreement


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1. Discuss Units Objectives

The Office head discuss the

offices KRAs and Objectives

with direct reports. Then,

break this down to individual

KRAs and Objectives.


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2. Identify KRAs, Objectives and

Performance Indicators

Identify your responsibilities by

answering the following question:

What major results/outputs am Iresponsible for delivering?


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What is the definition of KRAs?

KRAs define the areas in which an employee is

expected to focus his/her efforts.


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What is the definition of Objectives?

Objectives are the specific things you need to do,

to achieve the results you want.


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SMART Criteria for Objectives


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Review SMART CriteriaSpecificWell written objectives are stated in specific terms to avoid

any confusion about what is to occur or what is to improve


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Measurable

It is important to define measurements that enable progressto be determined and results to be measured. A measurable

objective defines quantity, costor quality.


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Effectiveness

Effectiveness can include both quality and quantity.

Example:

Achieved a rating of 4 in running all batches of train-the-trainers

program.


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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 trainingprograms.


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Timeliness

Measures whether a deliverable was done correctly and

on/before the deadline.

Example:

Timely submission of quarterly reports. reports


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AttainableShould be challenging yet attainable, something the person

can influence to effect change or ensure results


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Relevance Objectives that state your share of specific department /

functional areas goals

Aligned with the directions of the unit


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Time BoundObjectives 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.


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Identify Performance Indicators or


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Identify Performance Indicators or

Measures (refer to PCPs)


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Example 1


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Example 1

Example 2


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Example 2

3 Discuss Competencies Required and


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3. Discuss Competencies Required and

Additional Competencies Needed


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The RPMS looks not only at results, but

HOWthey are accomplished.

Competencies help achieve results.

Competencies support and influence

the DepEdsculture.

For DepEd, competencies will be used

for development purposes (captured in

the form).

Why do we have

Competencies?


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Managers Competencies

Core BehavioralCompetencies

Self Management

Professionalismand ethics

Results focus

Teamwork

ServiceOrientation

Innovation

LeadershipCompetencies

Leading People

PeoplePerformanceManagement

People

Development

S ff & T hi

l d C i


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Staff & Teaching-related Competencies


Self Management


Results focus

Teamwork

ServiceOrientation

Innovation

Staff Core Skills

Oral

Communication WrittenCommunication

Computer/ICT

Skills


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Teaching Competencies


Self Management


Results focus

Teamwork

ServiceOrientation

Innovation

TeachingCompetencies

Note: CB PAST wasused as basis for the

new PCPs for teachingpositions.

Achievement

Managing

Diversity

Accountability


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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 Weightper KRA.

3. Where to focus on the Competencies


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Rater and Ratee agree on the

Key Result Areas (KRAs),

Objectives, PerformanceIndicators and assign Weight

Per KRA and sign the

Performance Commitment

and Review Form (PCRF).


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Phase 2Performance Monitoring

and Coaching


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1. Performance Tracking

2. Coaching/Feedback

Heart of the RPMS


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If you want it,

measure it. If youcant measure it,

forget it.

Peter Drucker

WHAT GETS MEASURED GETS DONE!


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Why is it important?

Key input to performance measures.

Provides objective basis of the rating.

Facilitates feedback.

Clearly defines opportunities for improvement.

Provides evidence.

No monitoring, no objective measurement.

1. Performance Monitoring


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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


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STAR Approach

Situation Task

Action Result/s

*developed by Development Dimensions International (DDI)

W iti S/TAR


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Writing S/TARs

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 3 days to 1 day.

Situation/ Task

Action

Result

*developed by Development Dimensions International (DDI)


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To be effective in this phase you

should:

Track your performanceagainst your plan.

Use JOURNALS!


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*developed by the Civil Service Commission (CSC)


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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.


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For the Ratees:

During Performance Phase, always seek the coaching of your

leader specially when you realize that you needimprovements in your results.

FEEDBACK: Know where and how to get helpful feedback for

important aspects of your job


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Phase 3

Performance Review and

Evaluation


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1. Review Performance

2. Discuss Strengths and

Improvement Needs


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A successful review session should:

Be a positive experience

Have no surprises

Be a two-way discussion

Well prepared (both sides)

1. Review PerformanceResults and Competencies

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

Request the Ratee to do self-assessment.


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Some Pointers on Conducting

the Review Meeting:

1. Manage the meeting

Prepare for the meeting

Create the right atmosphere

No interruptions; no surprises


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2. Enhance or maintain self-esteem

Express appreciation

Encourage self-appraisal

Focus on the performance issue, not on the person


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3. Be fair and objective

Base assessments on evidence

Change the behavior, not the person

Focus on solving problems or correcting a behavior


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Performance Evaluation is not:


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Performance Evaluation is not:

Attack on employees

personality

Monologue

A chance to wield powerand authority

Paper activity (compliance)

An opportunity to gainpogi points with staff


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Rating Performance

Compute final rating

Rate each objective using the rating scale

Reflect actual results / accomplishments

Fill up the Performance Evaluation worksheet

CSCs Revised Policies


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CSC s Revised Policies

on the Strategic Performance Management System (SPMS)

MC 13 s. 1999

ScaleAdjectival

Description

5Outstanding

(130% and above)

Performance exceeding targets by 30% and above of theplanned targets; from the previous definition of performanceexceeding targets by at least fifty (50%).

4

Very Satisfactory

(115%-129%)

Performance exceeds targets by 15% to 29% of the plannedtargets; from the previous range of performance exceeding

targets by at least 25% but falls short of what is considered anoutstanding performance.

3Satisfactory

(100%-114%)

Performance of 100% to 114% of the planned targets. Foraccomplishments requiring 100% of the targets such as thosepertaining to money or accuracy or those which may no longerbe exceeded, the usual rating of either 10 for those who met

targets or 4 for those who failed or fell short of the targets shallstill be enforced.

2Unsatisfactory

(51%-99%)

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

1Poor

(50% or below)

Performance failing to meet the planned targets by 50% orbelow.


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*DepEds Competencies Scale

Scale Definition

5 Role model

4 Consistently demonstrates

3 Most of the timedemonstrates

2 Sometimes demonstrates

1 Rarely demonstrates

5 (role model) - all competency indicators4 (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


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Needs


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Phase 4

Performance Rewardingand Development

Planning


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1. Rewards

2. Development Planning


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1. Rewards

Link to PBIS (EO 80 s. 2012)

Performance Based Bonus (PBB)

Step Increment


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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.


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Steps in Development

Planning1. Identify development needs

2. Set goals for meeting these needs

3. Prepare actions plans for meeting the developmentneed

sanction learning activities

resources / support measures of success

4. Implement Plans

5. Evaluate


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Activities which could be

considered appropriate foremployee development:

Benchmarking

Seminars/workshops

Formal education/classes

Assignment to task

forces/committees/ specialprojects

Job enhancements /

redesign

Functional cross-posting

Geographical cross-posting

Coaching/counseling

Developmental/lateral

career moves Self-managed learning


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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 workingwith role modelsmentoring and coaching.

40% from formal training.

30/30/40 Learning

Philosophy


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Behind every

successful person,there is one

elementary truth.

Somewhere,

someway,

someone cared about

their growth and

development.

- Donald Miller, UK Mentoring

Programme


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Facilitator's Guide (See Notes Portion for Talkies) (1) - Copy

Documents

Transcript of Facilitator's Guide (See Notes Portion for Talkies) (1) - Copy