Sie sind auf Seite 1von 67

Results Based

Performance
Management
System (RPMS)
for DepEd
Lead, Engage, Align & Do! (LEAD)
DepEds Framework
Based on DBMs OPIF
Inclusive Growth and Poverty
Reduction
Alignment of Dr.
Moratos framework
with Results
framework of DBM-
OPIF.
The DepEd RPMS Model
VISION/MISSION
CENTRAL
REGIONAL
DIVISION
DISTRICT
SCHOOLS
Lead, Engage, Align & Do! (LEAD)
DepED Vision
We dream of Filipinos
who passionately love their country
and whose competencies and values
enable them to realize their full potential
and contribute meaningfully to building the
nation.
As a learner-centered public institution, the
Department of Education continously
improves itself to better serve its
stakeholders.
DepED Mission
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.

Mandate from DEPED
The PMS Concept: Development
Impact
FOCUS: Performance Measures at the Organizational,
Divisional or Functional and Individual Levels
EMPHASIS: Establish strategic alignment of
Organizational, Functional and Individual Goals
Strengthen Culture
of Performance and
Accountability in
DepEd
K to 12
School Based
Management
ACCESs
Improved
Access to
Quality
Basic
Education
8
Functional
Literate
Filipino
With 21
st

century
skills
RPMS and Job Satisfaction
Clear Compass
When there is a clear vision and strategy, employees
are more likely to understand the rationale behind
decision and be able to link the broader
organizational goals.

A Call to Engage
People want to be stretched, motivated, stimulated.
They want to know that they add value and their work
is valued by the organization.
Provides Transparency
People want to know whats expected of them in their
jobs. What they are responsible for, the results they
need to achieve, the knowledge, skills, and abilities
they must have to succeed.

Employee Involvement
Employees want a say in what they do and how they
do it.
RPMS and Job Satisfaction

What
is
Performance
Management?
Performance Management
An organization wide process
for ensuring employees are
focusing their work efforts
towards achieving the
organizations mission and
vision
A systematic approach for
continuous improvement and
growth
Align individual roles and targets with organization
direction

Organizational need to track accomplishments against
objectives in order to determine appropriate corrective
action if needed

Provide feedback on employees work progress and
accomplishments based on clearly defined goals and
objectives.

RPMS is also a tool for people development.



Objectives of the Performance
Management System
RPMS
Rewards and
Recognition
Training and
Manpower
Development
Employee
Relations
Job Design
and Work
Relationships
RPMS: Linkages to other HR Systems
Career
Succession
HR Planning
and
Recruitment
Compensation
and Benefits
Agency Planning and
and Directions
Key Success Factors for Results Based
Performance Management System
(RPMS)
Measurement of Results
Awareness thru
Communication and Skills
Building and Training
Strong Leadership and
Management Support
Paradigm Shift
High Employee
Engagement
Continuous
Improvement

Overall Design
of DepEd
RPMS
General Features
Anchored on the Vision/Mission of DepEd.
CSC mandates 100% results orientation to make
it uniform with other government agencies.
Competencies should be 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
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
Planning
PMS Cycle
Non Teaching Positions
Performance
Planning
January
December
Year-end Results
Mid-Year Review
June March
Teaching Positions
Q1
Q4 Q3 Q2
Q1 Q4 Q3 Q2
HELP

- Modify the GREEN cells and the WBS, Tasks, and Task Lead columns. The rest of the columns are formulas.
- The number of weeks shown in the gantt chart is limited by the maximum number of columns available in Excel.
- The Start Date that you choose determines the first week in the gantt chart, starting on a Monday.
- Use the slider to adjust the range of dates shown in the gantt chart.
- Only 48 weeks can be shown/printed at one time, because each week uses up 5 columns.

Q: The Working Days column shows "###". How do I fix that?
You need to install the Analysis ToolPak add-in that comes with Excel. Go to Tools > Add-ins, and select Analysis ToolPak.

Q: How do I make Task 2 start the day after the end of Task 1?
Use the following formula for the start date of Task 2:
=EndDate+1
where EndDate is the reference to the cell containing the end date of task 1

Q: How do I add/insert tasks and subtasks?
Copy the entire ROW (or a group of rows) for the type of task(s) you want to add and then right-click on the row where you want to
insert the new tasks, then select Insert Copied Cells.
Important Note: When inserting a new subtask after the last subtask or before the first subtask, you will need to update the formulas
for calculating the Level 1 %Complete and Duration (see below) to include the new subtask, because the ranges won't automatically
expand to include the additional row.

Q: How do I calculate the %Complete for a Level 1 task based upon the %Complete of all of the associated subtasks?
Example: If Task 1 is on row 11 and the subtasks are on rows 12-15, use the following formula:
=SUM(F12:F15)/COUNT(F12:F15)

Q: How do I calculate the Duration for a Level 1 task based upon the largest end date of a sub task?
Example: If the Level 1 task is on row 11 and the sub tasks are on rows 12-15, use the following formula
=MAX(D12:D15)-C11

Q: How can I include holidays in the calculation of the Working Days?
You can add a list of holidays to exclude in the NETWORKDAYS function. See Excel's help (F1) for more information.

Q: How do I change the print settings?
Select the entire range of cells that you want to print and then go to File > Print Area > Set Print Area. Then go to File > Page Setup or
File > Print Preview and adjust the Scaling and Page Orientation as desired.

Tasks/ Activities
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May
DBM
Non-teaching
Teaching
PBB
2013 PBB
2014 PBB
2013 2014 2015
RPMS Timelines
2014
*RPMS is aligned with the Rationalization Plan,
Strategic Planning and PBB.
*Roll-out/implementation at school level will
immediately start in April 2014.
Form
The mechanism to capture the KRAs, Objectives,
Performance Indicators and Competencies is the
Individual Performance Commitment and
Review Form (IPCRF).

It is a change in mindset!
*Patterned after CSC MC 6 s. 2012
23
What =

Results
How =

Competencies
+
(Results & Objectives
of a position)

(Skills, Knowledge &
Behaviors used to
accomplish results)
Components of
Performance Management
24

The RPMS looks not only at
results, but HOW they are
accomplished.

Competencies help achieve
results.

Competencies support and
influence the organizations
culture.

For DepEd, competencies
will be used for
development purposes
(captured in the form).
Why do we have Competencies?
Competencies
Core Behavioral
Competencies
Self Management
Professionalism and ethics
Results focus
Teamwork
Service Orientation

Leadership
Competencies
Leading People
People Performance
Management
People Development

Core Skills
Oral Communication
Written Communication
Computer/ICT Skills

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
Planning
27
PHASE 1


Performance Planning & Commitment

Identifying KRAs and Annual Objectives
Identifying Required Competencies
Performance Indicators or Measures
Reaching Agreement
Discussion on Units KRAs
and Objectives
Unit Head to discuss the
Divisions KRAs and Objectives
with their direct reports. Then,
break this down to individual
KRAs and Objectives.
29
Performance Planning and
Commitment
1 Identifying KRAs

Identify your responsibilities by
answering the following questions:



What major results/outputs am I responsible for
delivering?
30
Always Remember that KRAs
have the following Characteristics:

1. Number between 3 to 5

2. Be described in few words

3. Be within your Influence

4. Support departmental goals

5. Be similar for jobs that are
similar

6. Not change unless your job
changes
31
What is the definition of Objectives?

Objectives are the specific things you need to
do, to achieve the results you want.
32
SMART Criteria for Objectives
33
Performance Planning
& Commitment
2 Reaching Agreement
Once I completed the form:

Objectives + Competencies
Schedule a meeting with your supervisor
Agree on your listed KRAs, objectives and
performance indicators
Building commitment to work plans
and objectives

A critical task is to gain employee
commitment and cooperation toward
reaching performance targets.


Exercise
If the rater and ratee agree on
the KRAs, Objectives and
Performance Indicators, they
should sign the
Individual Performance
Commitment and Review
Form (IPCRF).
36
PHASE 2

Performance Monitoring and Coaching
Performance Tracking
Giving Feedback
Coaching

(Heart of the PMS)
If you want it, measure it.
If you cant measure it, forget it.
Peter Drucker

WHAT GETS MEASURED GETS DONE!
Performance Monitoring
39
Why is it important?
It is a 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.
40
Tracking Competencies

Feedback from others
Example: Team members,
coworkers and your leader.


Self-reporting
That is : you should monitor
and track your own
performance.
STAR Approach
41
Situation Task
Action Result/s
Writing S/TARs
42
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
43
To be effective in this phase you
should:

Track your performance
against your plan.

Seek and act on feedback
from others.

Get coaching and support
when you need it.

Use JOURNALS!


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.


45
Coaching/Feedback






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
46
PHASE 3

Performance Review and
Evaluation
Reviewing Performance
Discuss Strengths and
Improvement needs
47
Reviewing Phase
A successful review session should be:

A positive experience

Of no surprise

Of a two-way discussion

Well prepared (both sides)
Performance Evaluation is not :
Attack on employees personality
Monologue
A chance to wield power and authority
Paper activity compliance
An opportunity to gain pogi points with staff
49
Steps for Evaluating
Objectives and Competencies

1. Evaluate each objective
whether it has been
achieved or not.

2. Evaluate the manifestation
of each competency.

3. Determine overall rating.
Rating Performance
Compute final rating
Rate each objective using the rating scale
Reflect actual results / accomplishments
Fill up the Performance Evaluation
worksheet
Definition of Performance
Rating Scale (Per CSC Memorandum Circular No. 6 March 16, 2012)
Scale
Adjectival
Description
5
Outstanding
Performance represents and 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 timelines. 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 towards critical goals was not made.
Significant improvement is needed in one or more important
areas.
CSCs Revised Policies on the Strategic Performance
Management System (SPMS)
MC 13 s. 1999
Scale
Adjectival
Description
5
Outstanding
(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%).
4
Very 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.
3
Satisfactory
(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.
2
Unsatisfactory
(51%-99%)
Performance of 51% to 99% of the planned targets.
1
Poor
(50% or below)
Performance failing to meet the planned targets by 50% or
below.
*DepEds Competencies
Scale
Scale Definition
5 Role model
4 Consistently demonstrates
3
Most of the time
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



55
Some Pointers on Conducting the
Review Meeting

Manage the meeting
Prepare for the meeting
Create the right atmosphere
No interruptions; no surprises
Enhance or maintain self-esteem
Express appreciation
Encourage self-appraisal
Focus on the performance issue, not on
the person
One-Day-At-A-Time
Management


Programs requiring quarterly or annual
action are basic and necessary, but they
can never replace daily attention."

by Robert E. Sibson
The Management of Personnel

57
PHASE 4

Performance Rewards
and Development
Planning

Development Plan
Rewards
Link to PBB
Main focus of PPB is PERFORMANCE AND
QUALITY OF WORK.

There shouldnt be a competitiveness between
individuals and offices. Rather, there should
be a spirit to perform better.

RPMS will be one of the basis for the PBB
grant.

3 stages of PBB

Ability of the entire organization to
comply
Measuring each unit on deliverables
Individual performance (link of RPMS)
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 Company.
It is best achieved in an environment that
Requires application of what is learned.
Encourages diversity of opinion.
Reinforces open and honest dialogue.
Promotes learning how to learn.
Steps in Development
Planning
Identify development needs
Set goals for meeting these needs
Prepare actions plans for meeting the
development needs
action learning activities
resources / support
measures of success
Implement plans
Evaluate
Activities which could be considered
appropriate for employee development
Benchmarking
Seminars/workshops
Formal education/classes
Assignment to task forces/committees/ special projects
Job enhancements / redesign
Functional cross-posting
Geographical cross-posting
Coaching/counseling
Developmental/lateral career moves
Self-managed learning

Development Principles
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

30/30/40 Learning Philosophy

Behind every
successful person,
there is one
elementary truth.
Somewhere,
someway,
someone cared about
their growth and
development.

- Donald Miller, UK Mentoring
Programme
Support Mechanisms
Manuals
Facilitators Guide
Managers Manual
Employees Manual
Tools
Office Performance Commitment Review Form
Individual Performance Commitment Review Form
Position Competency Profile
Change Management and Communication
Framework

How We Evolved The RPMS Framework in
DepEd
Full involvement of the TWG team from day 1
Conducted validation of the RPMS framework through
workshops for Teaching, Teaching-related and Non-
Teaching, and even for Regional Directors level.
Conducted writeshops to revise the Job Descriptions per
position per level. Participants formulated KRAs, Objectives
and Performance Indicators, validated by senior management.
Framework went through several revisions to make it conform to
the culture of DepEd.