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Department of Education
INTRODUCTION
Manager’s Competencies
Leadership
Self Management
Competencies
• Professionalism •Leading
and ethics People
• Results focus •People
• Teamwork Performance
• Service Management
Orientation •People
• Innovation Development
THE RPMS HAS 4 PHASES
2. Coaching / Feedback
• “I have no time to do
coaching.”
• “I have 20 ratees under
me.”
• There might be more
pressing issues.
BARRIERS TO COACHING
Application
Opportunities
Coach for Coach to
Build Move to Skills,
Strengthen
Maximum
Awareness
Performance
Action
Competencies and
Behaviors
COMPETENCIES OF AN EFFECTIVE COACH
• Self-clarity
• Communication
• Critical thinking
• Inefficient Processes –
Check work process before
looking into faults in the people
who run them.
• Personal Problems
POSSIBLE CAUSES OF POOR PERFORMANCE
• Provide opportunity to
develop new skills
WHY DO WE DO IT?
• Cultivate and raise the
level of culture of
performance
• Recognize outstanding
performance
Application
Opportunities
Coach for Coach to
Build Move to Skills,
Strengthen
Maximum
Awareness
Performance
Action
Competencies and
Behaviors
4-Step Process of Coaching
4-STEP PROCESS OF COACHING
OBSERVATION – The rater identifies a
performance gap or an opportunity to improve
DISCUSSION and AGREEMENT – Coach and
coachee agree on (1) problems to be fixed (2) an
opportunity to move job performance two notches
higher.
ACTIVE COACHING – Coach and coachee create
and agree on the action plan to address the gap
FOLLOW-UP – Setting follow-up sessions to
check on the status of the agreed on action plan.
CONDUCTING DISCUSSION AND AGREEMENT
SESSIONS
Step 4: Closing
Two Forms of
Questions:
Open-ended
Closed-ended
OPEN-ENDED QUESTIONS
• To uncover attitudes:
“How do you feel about
our progress to date?”
Coach for
Work
Improvement
Strategic Values
Priorities
Department/ CENTRAL
Functional
Area Goals REGIONAL Competencies
DIVISION
KRAs and
Objectives
SCHOOLS
• Teachers
IPCR
• Non-Teaching Staff
• OPCR Form
• IPCR Form
MFO?
Examples:
• Access to education by the
learners
-All school-age children are
able to complete basic education
• Quality of Education
-Every child is learning with
mastery and is able to imbibe the
core values of “maka-Diyos”,
“maka-tao”, “makakalikasan”, and
“makabansa”
-Excellence of education and
ability to address the learning
needs of children
• Quality of Education
-High results in
assessments such as national
and local tests or positive
feedback from students,
parents, and other education
stakeholders
-Level of competence of
graduates
MFO 2: Education
Governance
Examples:
• Good reputation, prestige, and
image of the unit.
• Increasing enrollment relative
to other schools in the area
MFO 2: Education
Governance
Examples:
• Ability of the unit to raise
funds from both public and
private sources.
KRAs?
• These are qualitative
descriptions of desired
outputs/outcomes/end results
(MFOs).
• KRAs define the areas in which an
employee is expected to focus his/her
efforts.
• Number between 3 to 5
PLUS FACTOR
Examples:
January to December 2015
June 2015 to May 2016
January to July 2015
Weight Per KRA?
• Assigning weights shall be done per KRA, and
per objective.
What are Performance
Indicators?
How is it formulated?
PERFORMANCE INDICATORS
NOTES:
• *For schools being managed by the Head Teacher (HT)/School-in-Charge
(SIC), the HT/SIC shall be the Rater of the teachers, and the Approving
Authority shall be the Cluster Principal.
• *In the case that the school has no Head/Master Teacher but with a Principal,
the Principal shall be the Rater and the Approving Authority.
• #In the case the school is managed by a Head Teacher/School-in-Charge
(SIC), the Rater of the HT/SIC shall be ASDS and the Approving Authority
shall be the SDS
RPMS Monitoring and
Evaluation
RPMS Cycle for School-Based
Personnel
Year-End
Performance Mid-Year Results
June Planning November Review May (Phases III & IV)
(Phase I)
Year-End
Performance Mid-Year Results
January Planning July Review December (Phases III & IV)
(Phase I)