Results - based Performance Management System (RPMS) for DepEd

Lead, Engage, Align & Do! (LEAD)

We dream of Filipinoswho passionately love their countryand whose values and competenciesenable them to realize their full potentialand 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-DiyosMakataoMakabayanMakakalikasan

The DepEds Strategic Planning Process is aligned with the Results framework of DBM-OPIF.

Equitable Access to Adequate Quality Societal Services and Assets1

Basic Education Services2

Education Governance 3Regulatory and Developmental Services for Private SchoolsMajor Final Output (MFOs)Organizational OutcomesKnowledge, skills, attitude and values of Filipinos to lead productive lives enhancedFilipino Artistic & Cultural Traditions Preserved & Promoted5

Book Industry Devt. Services4

Informal Education ServicesChildren Television Devt. ServicesSub-Sector OutcomesSectoral OutcomesImproved Access to Quality Basic EducationInclusive Growth and Poverty ReductionSocietal GoalDepEds Framework Based on DBMs OPIF

FOCUS: Performance Measures at the Organizational, Divisional or Functional and Individual LevelsEMPHASIS: Establish strategic alignment of Organizational, Functional and Individual GoalsFunctionalLiterateFilipinoWith 21stcenturyskills

The framework aligns efforts to enable DepEd to actualize its strategic goals and vision. WHATHOW

1. Performance Planning and Commitment3. Performance Review and Evaluation2. Performance Monitoring and Coaching4. Performance Rewarding and Development Planning

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.

Overall Design of DepEd RPMSLead, Engage, Align & Do! (LEAD)

Anchored on the Vision, Mission and Values (VMV) of DepEd.CSC mandates 100% results orientation to make it uniform with other government agencies. Competencies are 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.

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!

Office Performance Commitment and Review Form (OPCRF)

Individual Performance Commitment and Review Form (IPCRF)ManagersStaff and Teaching - related EmployeesTeaching

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 and Objectives.

2. Identify KRAs, Objectives and Performance IndicatorsIdentify 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 CriteriaSpecificWell written objectives are stated in specific terms to avoid any confusion about what is to occur or what is to improve

MeasurableIt is important to define measurements that enable progress to be determined and results to be measured. A measurable objective defines quantity, cost or quality.

EffectivenessEffectiveness can include both quality and quantity.

Example: Achieved a rating of 4 in running all batches of train-the-trainers program.

EfficiencyTo 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.

TimelinessMeasures whether a deliverable was done correctly and on/before the deadline.

Example: Timely submission of quarterly reports. reports

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

RelevanceObjectives that state your share of specific department / functional areas goals

Aligned with the directions of the unit

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.

Example

KRAsObjectivesRecruitment and Selection ProcessesPosted 20 vacant positions within the 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/NSCProcessed 20 appointment papers for selection and promotion before June 2014Conducted 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 AgreementOnce the form is completed :KRAs + Objectives + Performance Indicators + Competencies

Rater schedules a meeting with Ratee.Agree on the listed KRAs, Objectives, Performance Indicators and assigned Weight per KRA. 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 2Performance Monitoring and Coaching

Heart of the RPMS

If you want it, measure it. If you cant measure it, forget it.

Peter Drucker

WHAT GETS MEASURED GETS DONE!

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

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

SituationTaskActionResult/s*developed by Development Dimensions International (DDI)

Writing S/TARsLast 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/ TaskActionResult*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:

2. Coaching/FeedbackFor 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.

Phase 3 Performance Review and Evaluation

A successful review session should:1. Review PerformanceResults and Competencies

Note: The Rater should set a meeting with the Ratee. Request the Ratee to do self-assessment.

1. Manage the meetingPrepare for the meetingCreate the right atmosphereNo interruptions; no surprises

2. Enhance or maintain self-esteemExpress appreciationEncourage self-appraisalFocus on the performance issue, not on the person

3. Be fair and objectiveBase assessments on evidence Change the behavior, not the person Focus on solving problems or correcting a behavior

4. Empower the employeeAsk him for ideas on how to resolve a problem or improve performanceAdopt a joint problem-solving approachBe supportive

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

ScaleAdjectivalDescription5Outstanding(130% and above)Performance exceeding targets by 30% and above of the planned targets; from the previous definition of performance exceeding targets by at least fifty (50%).4Very 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.3Satisfactory(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.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% or below.

*DepEds Competencies Scale5 (role model) - all competency indicators4 (consistently demonstrates) four competency indicators3 (most of the time demonstrates) three competency indicators2 (sometimes demonstrates) two competency indicators1 (rarely demonstrates) one competence indicator

*will be used for developmental purposes

ScaleDefinition5Role model4Consistently demonstrates3Most of the time demonstrates2Sometimes demonstrates1Rarely demonstrates

2. Discuss Strengths and Improvement Needs

Phase 4 Performance Rewarding and Development Planning

1. RewardsLink to PBIS (EO 80 s. 2012)Performance Based Bonus (PBB)Step Increment

2. Development PlanningEmployee 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.

Identify development needsSet goals for meeting these needsPrepare actions plans for meeting the development needsanction learning activitiesresources / supportmeasures of successImplement PlansEvaluate

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

Read slide. Read slide. Read slide. RPMS is one of the key interventions that supports the implementation of the K to 12 strategy.

The Strategic Planning Processes are like two sides of the same coin. The strategy emerges from an organization's Vision. It's a plan by which the Vision is made real through the strategic objectives.Translating a strategy into executable goals requires skill. The broad strategies are translated into Objectives, Key Result Areas (KRAs) and Performance Indicators.Too often, we see organizations develop comprehensive business plans and strategies, yet fail to manage the energies of the employees towards the direction defined by those plans.

Emphasize the 3 Major Final Outputs. The Results-based Performance Management System (RPMS) is one of the 14 interventions that support the realization of the Vision/Mission of DepEd.The goal is to improve the access to quality of basic education that will produce functional, literate Filipinos with 21st century skills.On the screen, you see Results-based Performance Management System (RPMS) Framework of DepEd.At the top center of the framework is the Vision/Mission of DepEd.

At the left-hand side is the "WHAT" consisting of Strategic Priorities broken down into Department/Functional Key Result Areas (KRAs) and Objectives.

At the right-hand side are the core values of DepEd broken down into enabling competencies.

The RPMS of DepEd is aligned with the strategic Performance Management System (SPMS) which has 4 phases/stages:1. Performance Planning and Commitment2. Performance Monitoring and Coaching3. Performance Review and Evaluation4. Performance Rewarding and Development PlanningRead slide. Read slide. If implemented correctly, the RPMS will provide a great deal of information that can be used for other functions, like the ff.:1. HR Planning and Recruitment2. Job Design and Work Relationship3. Compensation and Benefits4. Employee Relations5. Rewards and Recognition6. Training and Manpower Development7. Career Succession8. Agency Planning and DirectionsPerformance management takes information from other processes and sends information to those other processes. Competencies can serve as the point of integration for all HR systems. Competencies used in RPMS should be the same competencies used for Recruitment, Training, Manpower Development and Career Succession.

Let us now take a look at the overall design of the RPMS.

Read slide. For DepEd, we will follow 2 RPMS cycles.

For the non-teaching positions, it will be January to December.

For the teaching positions, it will be June to March.Change in mindset is needed, since the previous Performance Appraisal focuses on behavioral indicators only while the new RPMS will have a beautiful balance of Results Orientation (WHAT) and demonstration of Core Competencies (HOW).Read slide. Remember the 2 important aspects of RPMS:WHAT - Results (KRAs, Objectives, Performance Indicators)HOW - Competencies (Includes Core, Leadership, Staff and Teaching related and Teaching Competencies)Performance Planning and Commitment is the first phase of the RPMS.This is the starting point of performance management. The Rater and the Ratee work together to identify, understand, and agree on: what the employee needs to do, how it needs to be done, why, when, and so on.Phase 1 has 4 important components:

1. Discuss Units Objectives2. Identify Individual KRAs, Objectives and Performance Indicators3. Discuss Competencies Required and Additional Competencies Needed4. Reaching AgreementWe will be discussing this in greater detail in the next slides.

Read slide. The second component of the performance plan deals with the individual's share of the organization's strategic objectives.

Key Result Areas are the reasons why a job exist. They are broad categories expressed as general outputs or outcomes.

Clearly written, specific objectives:Give the employee clear accountability. They will know what is expected of them. During the year, they will know how their results measure up to those expectations.

Enable employees to easily track and document performance better. Help to ensure that jobs are rewarding, value-adding and manageable.

Read slide. Read the definition.

Underscore stated in specific terms.They define results to be accomplished within the scope of the job.Read slide. Read slide. Read slide. Read slide. Read slide. Read slide. Read slide. Here is an example of KRA and Objectives. After identifying KRAs and Objectives, you now have to identify Performance Indicators.

Shown in the screen is an example of Performance Indicators which can be found in the Position Competency Profile (PCP). Read slide. Here are further examples of Performance Indicators. We have 4 classes of Competencies: (1) Core Behavioral, (2) Leadership, (3) Teaching, and (4) Core Skills.

Competencies are the HOWs of performance: the knowledge, motivation, and behaviors people display to achieve results.Competencies uphold the organization's values. They represent the way people define and live the values.

Read slide. Read slide. Read slide. The fourth important component of the Performance Planning and Commitment Phase is the Reaching Agreement Discussion. It's the manager's job to act as reviewer and coach for the final version of the performance plan.The purpose of this meeting is for the Rater and the Ratee to discuss and agree on objectives that the Ratee has identified for the current performance cycle.

The Rater should help to set priorities as to what can realistically be accomplished.

Once all the MFOs, KRAs, Objectives and Performance Indicators are agreed upon, the Rater and Ratee should sign the form.

Show slide.

Let us move on to Phase 2 which is Performance Monitoring and Coaching.

There are 2 very important components:1. Performance Tracking2. Coaching and Feedback It is called the heart of RPMS because it is not just a paper activity that you do at the beginning of the year, keep the form, then pull out at the end of the year.

Performance Tracking and Coaching plus feedback must be done throughout the year.

Read slide. Read slide. In performing your functions, capturing Critical Incidents is important and useful. These evidences will have an impact on your final performance results. Critical Incidents are. (Read slide)

The STAR is a good example to use, how to capture Critical Incidents.S for SituationT for TaskA for ActionR for ResultsThe next slide will provide us with a good example.

Read slide. In tracking your performance, it is important to use a journal. We have a recommended journal format required by the Civil Service Commission (CSC). The form is shown on the next slide.

Read columns one by one. Read slide.No employee will take seriously what is discussed only once a year.

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

This will require rigorous monitoring of the different phases of the RPMS, year-on-year.Read slide. Read slide. You've worked closely with the people in your work group during the performance cycle. Together, you've identified Key Result Areas and agreed on Objectives, Performance Indicators and related competencies.

You've had regular review meetings, coaching them to ensure success.

You've also reinforced their effective behaviors and skills.

It is now time for the Review and Evaluation Phase.In Phase 3, 2 important steps must be accomplished:

Review PerformanceDiscuss Strengths and Improvement Needs

If you have done your assignment in Phases 1 and 2, this will be beautiful experience for both the Rater and Ratee.

Read slide.

Read slide.

Read slide. Read slide. Read slide.Attack on employee's personality - Authority as the Rater should be used properly. Be factual about your evaluation.

Monologue - Engage the employee in a dialogue. Give him/her a chance to explain him/herself.

A chance to wield power and authority - Performance reviews often make people uncomfortable and defensive. Make the discussion positive. The key themes are continuous improvement and development, even if a person hadn't wasn't able to meet objectives or demonstrated competencies effectively.

Paper activity - Do not simply comply but manage the RPMS as a process and not a one-time even.

An opportunity to gain "pogi points" with staff - The goal of RPMS is to improve performance and develop people.

Read slide. Read slide. We will follow this Performance Rating Scale mandated by the Civil Service Commission (CSC).

This is DepEds Competencies Scale.Ratings here will be used for developmental purposes only.

Please go to page 6 of your Individual Performance Commitment and Review Form (IPCRF). In here, you will capture the Strengths and Improvement Needs. How you will do this? The highest point on Results and demonstration of Competencies are the Strengths. On the other hand, the lowest points are the development needs.

The last phase of the RPMS is Performance Rewarding and Development Planning.

There are 2 important points on this phase:1.Rewards2.Development Planning

RPMS will be linked to PBB and the Step Increment. Employee Development is continuous. One should not stop learning in the achievement of personal Objectives.

Employee Development is a shared responsibility. This is not only the responsibility of the Manager. The employee, as well as the HR, has also a stake in this.

It is ideal to conduct a simple Skills Assessment to identify current strengths and development needs.Strength - In area where you have received feedback from your manager or colleagues as a strength; projects/assignments/tasks/behavior you have worked on where you have consistently met or exceeded expectations; an area that people often compliment you on as they see you as an "expert" in that field.Development Needs - An area you can improve; project/assignments/ tasks/behavior you worked on where you have not met the expectations; an area you don't feel confident working in.

There is a wide array for people to grow and develop.Classroom training is not the only way to train and develop people. Unfortunately, a lot of managers resort to this whenever they send people for training.There are so many options to consider when evolving people.Read the activities on the slide.Remember that people have different preferences on how they want to learn. Be sure to tailor-fit their development plan to their needs and learning styles.

Read and explain slide.Ensures that real learning takes place and endures by integrating both formal and informal elements.The most effective way to learn and develop a new skill or behavior is to apply and practice it on the job and in real life situation.Employee learning and development is built upon how individuals internalize and apply what they learn based on how they acquire the knowledge.

Back to page 6 of your Performance Commitment and Review Form (PCRF), determine the Action Plans necessary for the development of the employee.Also reflect on the Timeline and the Resources Needed. After the Rater and Ratee agree on the plan, they should sign this part of the form.

May we continue to propagate the essence of this saying in DepEd. Provide avenues for people to grow and develop. Let there be a culture of encouragement, support, and guidance.

THANK YOU!!!