Results - based

Performance
Management
System (RPMS) for
DepEd

Lead, Engage, Align & Do! (LEAD)
RPMS Key Deliverables

1. Conceptualization / Design
Briefing of Technical Working Group on Proposed Methodology
Benchmarking
Workshop on Identifying Competencies on breaking down strategic
priorities into KRAs and Objectives
Validation Workshops
Final Draft presented to Technical Working Group
Documentation (Facilitators Guide, Managers Manual, Employees
Manual, Forms)
2. Crafting of Position Profiles / Validation / Change Management
/ Communication Workshop
3. Approval of Civil Service Commission
4. Pilot Test

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.
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 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.

DepEd Core Values

Maka-Diyos
Makatao
Makabayan
Makakalikasan

The DepEds Strategic Planning Process is aligned with the Results
framework of DBM-OPIF.
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 Final
Output (MFOs)
Organizational
Outcomes
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-Sector
Outcomes
Sectoral Outcomes
Improved Access to
Quality Basic Education
Inclusive Growth and Poverty Reduction
Societal Goal
DepEds Framework Based on DBMs OPIF
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
9
Functional
Literate
Filipino
With 21
st

century
skills
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
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
A systematic approach for continuous and
consistent work improvement and
individual growth.
What is Performance Management?
An organization-wide process to ensure
that employees focus work efforts
towards achieving DepEds Vision, Mission
and Values (VMV).
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.


RPMS
Rewards and
Recognition
Training and
Manpower
Development
Employee
Relations
Job Design and
Work
Relationships
Career
Succession
HR Planning
and
Recruitment
Compensation
and Benefits
Agency Planning and and
Directions
RPMS Linkages to Other HR Systems
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.
Performance
Planning

Q1
January
Mid-Year Review


July
Year-End Results

Q4
December
RPMS Cycle
Non Teaching Positions
Performance
Planning

Q1
June
Mid-Year Review


November

Year-End Results

Q4
March
Teaching Positions
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
What =

Results
How =

Competencies
+

(Results & Objectives
of a position)


(Skills, Knowledge &
Behaviors used to
accomplish results)
Components of Performance
Management
Phase 1
Performance Planning
and Commitment
1. Discuss Units Objectives
2. Identify Individual KRAs, Objectives
and Performance Indicators
3. Discuss Competencies Required and
Additional Competencies Needed
4. Reaching Agreement
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 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
Recruitment and Selection Processes
Posted 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/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).
Why do we have
Competencies?

Managers Competencies
Core Behavioral
Competencies
Self Management
Professionalism
and ethics
Results focus
Teamwork
Service
Orientation
Innovation
Leadership
Competencies
Leading People
People
Performance
Management
People
Development
Staff & Teaching-related Competencies
Core Behavioral
Competencies
Self Management
Professionalism
and ethics
Results focus
Teamwork
Service
Orientation
Innovation
Staff Core Skills
Oral
Communication
Written
Communication
Computer/ICT
Skills
Teaching Competencies
Core Behavioral
Competencies
Self Management
Professionalism
and ethics
Results focus
Teamwork
Service
Orientation
Innovation
Teaching
Competencies
Note: CB PAST was
used as basis for the
new PCPs for teaching
positions.

Achievement
Managing
Diversity
Accountability
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 Coaching
1. Performance Tracking
2. Coaching/Feedback
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
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
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)
To be effective in this phase you
should:

Track your
performance
against your plan.
Use JOURNALS!
*developed by the Civil Service Commission (CSC)
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.
Remember:
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.
2. Coaching/Feedback
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. Reviewing Performance
1. Review Performance
2. Discuss Strengths and
Improvement Needs
A successful review session should:
Be a positive experience
Have no surprises
Be a two-way discussion
Well prepared (both sides)
1. Review Performance
Results and Competencies

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 employees
personality
Monologue
A chance to wield power
and authority
Paper activity (compliance)
An opportunity to gain
pogi points with staff
Evaluate the
manifestations
of each
competency.
Evaluate each
objective
whether it has
been achieved
or not.
Determine
overall
rating.
Steps for Evaluating Objectives
and Competencies
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
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
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
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