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THE BIG DREAM

DepEd has introduced the Results-based

Performance Management System (RPMS) to


help operationalize the Big Dream (Vision, Mission,
Values).

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

DepEd Core Values


Maka-Diyos
Makatao
Makabayan
Makakalikasan

What is Performance
Management?
An organization-wide process
to ensure that employees
focus work efforts towards
achieving DepEds Vision,
Mission and Values (VMV).

A systematic approach for


continuous and consistent
work improvement and
individual growth.

Mandate from DEPED


The PMS Concept:
Development Impact
Strengthen Culture
of Performance and
Accountability in
DepEd

K to 12
School Based
Management
ACCESs

Improved
Access to
Quality
Basic
Education

Functional
Literate
Filipino
With 21st
century
skills

FOCUS: Performance Measures at the Organizational,


Divisional or Functional and Individual Levels
EMPHASIS: Establish strategic alignment of
Organizational, Functional and Individual Goals

The DepEds Strategic Planning Process is


aligned with the Results framework of DBM-OPIF.

DepEds Framework Based on DBMs


OPIF
Inclusive Growth and Poverty
Reduction

Societal Goal
Sectoral Outcomes

Equitable Access to Adequate Quality Societal


Services and Assets

Sub-Sector
Outcomes

Knowledge, skills, attitude and values of


Filipinos to lead productive lives enhanced
Improved Access to
Quality Basic
Education

Organizational
Outcomes
Major Final
Output (MFOs)

Basic
Education
Services

Education
Governanc
e

3
Regulatory
and
Developmen
tal Services
for Private
Schools

Filipino Artistic &


Cultural Traditions
Preserved &
Promoted
4
Informal
Education
Services
- Children
Television
Devt.

5
Book
Industry
Devt.
Services

WHAT
Strategic
Priorities

VISION,
MISSION,
VALUES
(VMV)

Department
/ Functional
Area Goals
KRAs and
Objectives

HOW
Values

Competencie
s
CENTRAL
REGIONAL
DIVISION
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
Planning and
Commitment

4. Performance
Rewarding
and
Development
Planning

2. Performance
Monitoring
and Coaching

3. Performance
Review and
Evaluation

THE RPMS HAS 4 PHASES

Performance Planning and Commitment

Performance Monitoring and Coaching

Performance Review and Evaluation


Performance Rewarding and Development
Planning

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.

RPMS Linkages to Other HR


Systems Agency Planning and
Career
Succession

Training and
Manpower
Developmen
t

Rewards and
Recognition

and Directions

HR Planning
and
Recruitment

RPMS

Employee
Relations

Job Design
and Work
Relationship
s

Compensati
on and
Benefits

General Features of
RPMS
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
Planning
Q1
January

Mid-Year Review
July

Year-End Results
Q4
December

Teaching Positions

Performance
Planning
Q1
June

Mid-Year Review
November

Year-End Results
Q4
March

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
=

Results
(Results
& Objectives
of a position)

How =
Competenci
es
(Skills, Knowledge

&
Behaviors used to
accomplish results)

Key Changes in the


Guidelines
DO # 2 s 2015

Guidelines approved by CSC on


December 2014.
DepEd Department Order No. 2, series
of 2015 signed February 6, 2015. (Refer to
order)

For 2014, the agency will still use PASAG to


evaluate performance.
RPMS will be used in 2015 and will be linked to
PBB, payout in 2016.

CSCs Revised Policies on the Strategic


Performance Management System (SPMS)
MC 6 s. 2012
NUMERICAL
RATING

ADJECTIVAL
RATING

Outstanding

Performance represents an 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.

Very Satisfactory

Performance exceeded expectations. All goals, objectives and


targets were achieved above the established standards.

Satisfactory

Performance met expectations in terms of quality of work,


efficiency and timeliness. The most critical annual goals were met.

Unsatisfactory

Performance failed to meet expectations, and/or one or more of the


most critical goals were not met.

Poor

Performance was consistently below expectations, and/or


reasonable progress toward critical goals was not made.
Significant improvement is needed in one or more important areas.

DESCRIPTION OF MEANING OF RATING

From 130% to 100% Outstanding Rating


DEPARTMENT OF EDUCATION

DETERMINING THE OVERALL RATING FOR


ACCOMPLISHMENTS
RANGE

ADJECTIVAL RATING

4.500 5.000

Outstanding

3.500 4.499

Very Satisfactory

2.500 3.499

Satisfactory

1.500 2.499

Unsatisfactory

below 1.499

Poor

COMPUTING THE SCORE PER KRA

The score per KRA shall be computed using the


following formula:

Rating per KRA = Weight x Rating


Total/Final Rating = KRA1 + KRA2 + KRA3 + KRA 4
(Plus Factor)

Review of the 4 Phases

Phase 1: Performance
Planning and
Commitment

1. Discuss Units Objectives


The Office Head discusses
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 precise definition of KRAs?


`

KRAs define the areas in which an employee


is expected to focus his/her efforts.

Always remember that KRAs have


the following characteristics:
1. Number between 3 to 5
2. Describe in few words
`

3. Within your influence

4. Support departmental goals


5. Similar for jobs that are similar
6. Does not change unless your job
changes

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

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

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 DepEds culture.

For DepEd, competencies will be


used for development purposes
(captured in the form).

Managers Competencies
Leadership
Competencies

Core
Behavioral
Competencies
Self
Management
Professionalis
m and ethics
Results focus
Teamwork
Service
Orientation
Innovation

Leading
People
People
Performance
Management
People
Development

Staff & Teaching-related Competencies


Staff Core
Skills

Core
Behavioral
Competencies
Self
Management
Professionalis
m and ethics
Results focus
Teamwork
Service
Orientation
Innovation

Oral
Communicati
on
Written
Communicati
on
Computer/IC
T Skills

Teaching Competencies
Teaching
Competencies

Core
Behavioral
Competencies
Self
Management
Professionalis
m and ethics
Results focus
Teamwork
Service
Orientation
Innovation

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).
`

Provision of
Quality Basic
Education
Services

KRAs
Curriculum
& Learning
Managemen
t

OBJECTIVES
To craft 3 localized
and indigenized
curricula and
instructions by15
December 2015.

MFOs

PERFORMANC
Weight E INDICATORS
TIMELINE
per
(Quality,
KRA
Efficiency,
Timeliness)
July
10%
Q = 3 curricula
December
and
2015
instructions
E = 3 drafts of
each proposed
curriculum and
instruction
T = 1st draft /
31 Aug 2015;
2nd draft / 30
Oct 2015; 3rd
and final draft /
15 Dec 2015

Sample IPCRF for TEACHER

SAMPLE IPCRF FOR PRINCIPAL

Phase 2: Performance
Monitoring and
Coaching

1. Monitoring
2. Coaching / Feedback
Phase 2: Heart of the RPMS

Coaching and Feedback

Objective: Make Coaching A Way of


Life in the Department of Education

Coaching is an interactive process where


managers and supervisors aim to close
performance gaps, teach skills, impart
knowledge and inculcate values and
desirable work behaviors.

Coaching Model for DepEd


Coach for
Workto
Know when
Improvement

Coach

Application
Opportunities

Coach for
Build
Maximum
Awarene
Performance

ss

Coach to
Move to Skills,
Strengthen
Action
Competencies
and
Behaviors

Towards Developing a Coaching Culture in


DepEd
Coaching Modules to be incorporated in training
sessions for Principals, Regional and CO
Directors, Supervisors & Chiefs .
These Coaching Modules will be aligned to
Continuous Improvement Programs.

1. Monitoring
2. Coaching / Feedback
Phase 2: Heart of the RPMS

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

STAR APPROACH

Situatio
n

Action
*developed by Development Dimensions
International (DDI)

Task

Result/s

Coaching Model for DepEd


Coach for
Workto
Know when
Improvement

Coach

Application
Opportunities

Coach for
Build
Maximum
Awarene
Performance

ss

Coach to
Move to Skills,
Strengthen
Action
Competencies
and
Behaviors

Phase 3: Performance
Review and Evaluation

1. Reviewing
Performance

Performance Evaluation is not:

RATING PERFORMANCE

Discuss Strengths and Improvement


Needs

Phase 4: Performance
Rewarding and
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.

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

WHY MONITOR PERFORMANCE?

To gather data to compare


actual performance vs.
planned performance

COMMON TRACKING SOURCES

Reports
Surveys
Informal Interview
Evaluations

Complaint Logs
Manager Observation
Audit Results
Certificates of Completion

Quality Specifications

Journals

Time Logs

Feedback from Others --VALIDATE!

WORKSHOP: IPCRF

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