On your size construction paper:

Write three things you love doing which

other people do not commonly know about
you
When the music is played, move around and
meet other participants in this hall. When
you meet participants with the same thing/s
you have on your paper, clap your hands or
shake hands.
When you meet participants with different
things written on your paper, give them two
thumbs up and then continue moving
around.
Do this 5x until such time that you get to
meet more participant in this room.
 Results - based
Performance
Management
System (RPMS) for
DepEd
Lead, Engage, Align & Do! (LEAD)
 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.
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.

Administratorsand 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-Diyos

Makatao

Makabayan

Makakalikasan
Assessment Result
Items 4 3 2 1
1 20 20 7 0
2 8 27 12 3
3 3 3 24 10
4 2 10 25 10
5 6 19 18 4
6 6 21 16 4
7 7 20 15 6
8 1 18 21 7
9 2 12 18 14
The DepEds Strategic Planning Process is aligned with the Results
framework of DBM-OPIF.
Governance

Strengthened School-Based Management (SBM)

Principals with strong leadership skills

Uniformed metrics on school performance

System for policy and leadership continuation established

Targets and Reforms

Reforms effectively implemented

Reforms institutionalized

Backlog on education inputs addressed

Ten Point Education Agenda accomplished

DepEd budget appropriately and efficiently utilized

Culture, Systems & Processes

Education map for the entire system

DepEd culture transformed (shared vision, highly motivated
and stronger)
Ratplan in full swing
Processes required by the schools, divisions, regions in place
Assessment system revolutionized
Technology

DepEd dashboard made accessible

DepEd data and other information are consistent

All schools connected

Online educational system (going global)

Online enrolment

Learning Materials digitized

Learner-centered and Inclusive Education

Children at the center of basic education

Education services responsive to student and family choice

Students are offered options on the delivery mode

Safer DepEd (child protection, disaster-resilient schools, etc.)

IPEd institutionalized (and moving forward to the 21st century)

More readers, better readers

Childrens hunger addressed

Curriculum Implementation

21st century Philippine basic education

K to 12 curriculum implemented

Smooth implementation of SHs (1st batch of SHS going to

SHS ready schools, voucher in place, etc.)

Teachers prepared for K to 12

Curriculum for multigrade schools available

External Relationships

Restored peoples trust in public education and in DepEd

Government and private sector partnerships more acceptable

Stronger and more engaged external public

All school boards active and engaged

 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 Knowledge, skills, attitude and values of Filipinos to lead

Outcomes
productive lives enhanced

Organizational
Improved Access to Filipino Artistic & Cultural
Outcomes
Quality Basic Education Traditions Preserved &
Major Final
Promoted
Output (MFOs)

1 2 3 4 5
Regulatory and
Basic Education Developmental Informal Education Book Industry
Education Governance Services for Services Devt. Services
Policy Services Private Schools -Children
Television Devt.
Services
 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
21
 1. Performance 2. Performance
Planning and Monitoring and
Commitment Coaching

4. Performance
3. Performance
Rewarding and
Review and
Development
Evaluation
Planning
 VISION, MISSION,
WHAT VALUES (VMV)
HOW
Strategic Values
Priorities

Department/
Functional
Area Goals Competencies

KRAs and
Objectives

DEPED RPMS FRAMEWORK

The framework aligns efforts to enable DepEd to actualize its strategic

goals and vision.
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.
 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.

 Agency Planning and and
Directions
Career
Succession HR Planning
and
Recruitment
Training and
Manpower RPMS
Development Job Design and
Work
Relationships

Rewards and
Recognition Compensation
Employee and Benefits
Relations
 Overall Design
of DepEd RPMS

Lead, Engage, Align & Do! (LEAD)

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.

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!
1. Office Performance Commitment and Review Form
(OPCRF)

2. Individual Performance Commitment and Review

Form (IPCRF)
Managers
Staff and Teaching - related Employees
Teaching
 What = How =

Results
(Results & Objectives
+ Competencies
(Skills, Knowledge &
of a position) Behaviors used to
accomplish results)
 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 Indicators

Identify your responsibilities by

answering the following question:

What major results/outputs am I

responsible for delivering?
Job Summary

Sets, the mission, vision, goals and objectives of the school, creates an
environment conducive to teaching-learning process, implements,
monitors and assesses the school curriculum and is accountable for
higher learning outcomes
Duties and Responsibilities

1. Supervises and directs all school teaching and non-teaching personnel

2. Manages instructional system
3. Sets up goals and objectives
4. Leads and implements educational programs
5. Organizes and conducts INSETs
6. Promotes and coordinates services for the holistic development of school personnel and pupils
7. Directs, coordinates and manages school funds according to prioritized needs
8. Assigns teachers where they best fit to teach (grades, learning areas, special assignments,
etc.)
9. Requests and distributes instructional materials
10. Initiates and compiles teachers professional documents in portfolios
11. Practices equitable distribution of teaching loads and
12. Rates all school personnel performance and recommends promotion
13. Creates committee to assess learning outcomes
14. Establishes linkages with stakeholders
15. Ensures compliance to existing laws, policies and orders of fund raising projects for the school
16. Evaluates the school plant, physical facilities fitness, safety and sufficiency with the assistance of
specialists
17. Formulates intervention programs/innovations for learners development
18. Organizes special classes for learners with special needs
19. Meets parents regularly to confer/inform about school accomplishments
20. Determines the strengths, weaknesses, opportunities and threats of the school
21. Designs programs with stakeholders to address school needs
22. Recognizes accomplishments of stakeholders
23. Promotes welfare of stakeholders
24. Mediates and ensures resolution of conflicts in school
25. Formulates school policies with stakeholders
26. Harnesses participation of alumni and other organizations (NGOs, LGUs, PPP)
27. Promotes school discipline with stakeholders
28. Leads the preparation of SIP/AIP and ensures participation of stakeholders
 Key Result Areas (KRAs)

Instructional Leadership

Learning Environment

Human Resource Management and Development

Parents Involvement and Community Partnership

School Leadership, Management and Operations

 What is the definition of KRAs?
KRAs define the areas in which an employee is
expected to focus his/her efforts.
 KRA Weight

Instructional Leadership
30%

Learning Environment
20%

Human Resource Management and

Development 20%

Parents Involvement and Community

Partnership 10

School Leadership, Management and

Operations 20%
 What is the definition of Objectives?

Objectives are the specific things you need to do,

to achieve the results you want.
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

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
Recruitment and Selection Processes
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
The DepEds Strategic Planning Process is aligned with the Results
framework of DBM-OPIF.
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
Scale Adjectival Description
Performance represents an extraordinary level
of achievement and commitment in terms of
Outstanding quality and time, technical skills and
knowledge, ingenuity, creativity, and initiative.
5 (130% and Employees at this performance level should
above) have demonstrated exceptional job mastery in
all major areas of responsibility. Employee
achievement and contributions to the
organization are of marked excellence.
Very Performance exceeded expectations. All goals,
Satisfactory objectives, and targets were achieved above
4
the established standards
(115%-129%)
Satisfactory Performance met expectations in terms of
3 quality of work, efficiency, and timelines. The
(100%-114%) most critical annual goals were met.
Unsatisfactory Performance failed to meet expectations,
2 and/or one or more of the most critical goals
(51%-99%) were met.
Performance was consistently below
Poor expectations, and/or reasonable progress
towards critical goals was not made.
Identify Performance Indicators or
Measures (refer to PCPs)
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 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
Heart of the RPMS
If you want it,
measure it. If you
cant measure it,
forget it.

Peter Drucker

WHAT GETS MEASURED GETS DONE!

1. 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.
 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
 Situation Task

Action Result/s

*developed by Development Dimensions International (DDI)

Writing S/TARs
Last December, during the work
Situation/ Task planning period,

you took the opportunity to review our

Action units work process. You assembled a
team of your colleagues and
brainstormed on improvement ideas.

As a result, our turnaround time on

Result processing promotions was reduced
from 3 days to 1 day.
*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:
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.
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.
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
Results and Competencies

A successful review session should:

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

Request the Ratee to do self-assessment.
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
Evaluate each Evaluate the
objective manifestations Determine
whether it has of each overall
been achieved competency. rating.
or not.
 CSCs Revised Policies
on the Strategic Performance Management System (SPMS)
MC 13 s. 1999

Scal Adjectival Description

e
Outstanding Performance exceeding targets by 30% and above of
5 (130% and the planned targets; from the previous definition of
above) performance exceeding targets by at least fifty
(50%).
Performance exceeds targets by 15% to 29% of the
Very planned targets; from the previous range of
4 Satisfactory performance exceeding targets by at least 25% but
(115%-129%) falls short of what is considered an outstanding
performance.
Performance of 100% to 114% of the planned
targets. For accomplishments requiring 100% of the
Satisfactory targets such as those pertaining to money or
3 accuracy or those which may no longer be
(100%-114%)
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.
Unsatisfactory Performance of 51% to 99% of the planned targets.
2
(51%-99%)
*DepEds Competencies Scale
Scale Definition
5 Role model
Consistently
4
demonstrates
Most of the time
3
demonstrates
Sometimes
2
demonstrates
5 (role model) - all competency
1 indicators Rarely demonstrates
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
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.
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
 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.
 Behind every
successful person,
there is one
elementary truth.
Somewhere,
someway,
someone cared about
their growth and
development.

- Donald Miller, UK Mentoring

Programme
OKRAPI
Name of Employee: Name of Rater:
Position: Position:
Review Period: Date of Review:
Division:
To be filled in during
TO BE FILLED IN DURING PLANNING
evaluation
MFOs KRAs OBJECTIVE TIMELIN Weight Performa Actual Rating Score
S E nce
per Indicator
Results
KRA s
(Quality,
Efficiency
,
Timelines
s)

To get the score, the rating is multiplied by the Overall

Rating for
weight assigned
Accomplis
hments

________________
________________
OKRAPI
OKRAPI
SPATRES
 Resources
Program/ (Human,
Objectives Strategy Activities Tasks
Project Material,
Financial)
SPATRES
Commitment
Building