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Slide 1

Performance Monitoring and Coaching for the Department of Education

1The framework aligns efforts to enable DepEd to actualize its strategic goals and vision. VISION, MISSION, VALUES (VMV)Strategic PrioritiesDepartment/ Functional Area GoalsKRAs and ObjectivesValuesDEPED RPMS FRAMEWORKCompetenciesWHATHOW2HIGHLIGHTS OF RPMS ORIENTATION IN 2014Orientation Workshops done from February to July

Interventions Number of ParticipantsHR/AO Orientation Batch 160HR/AO Orientation Batch 247HR/AO Orientation Batch 3 65HR/AO Orientation Batch 435Orientation of CO Heads, RDs / ARDs67Orientation of Technical Working Group (TWG) 14Orientation of SDS Batch 159Orientation of SDS Batch 283Orientation of SDS Batch 3 59Orientation of SDS Batch 468Training of Trainers Batches 1 and 292Training of Trainers Batches 3 and 4119Total7683Implemented in most of the Regions/Divisions (August to December)Guidelines validated (September to October)CSC approved guidelines as amended (December) for implementation in 2015


Key Changes in the Guidelines

5DEPARTMENT OF EDUCATIONCSCs Revised Policies on the Strategic Performance Management System (SPMS)MC 6 s. 2012NUMERICAL RATINGADJECTIVAL RATINGDESCRIPTION OF MEANING OF RATING5OutstandingPerformance 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.4Very SatisfactoryPerformance exceeded expectations. All goals, objectives and targets were achieved above the established standards.3SatisfactoryPerformance met expectations in terms of quality of work, efficiency and timeliness. The most critical annual goals were met.2UnsatisfactoryPerformance failed to meet expectations, and/or one or more of the most critical goals were not met.1PoorPerformance was consistently below expectations, and/or reasonable progress toward critical goals was not made. Significant improvement is needed in one or more important areas.From 130% to 100% Outstanding Rating6DETERMINING THE OVERALL RATING FOR ACCOMPLISHMENTSRANGEADJECTIVAL RATING4.500 5.000Outstanding3.500 4.499Very Satisfactory2.500 3.499Satisfactory1.500 2.499Unsatisfactorybelow 1.499 Poor7COMPUTING THE SCORE PER KRAThe 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)


RationaleMaintainedScope of PolicyMaintainedDefinition of Terms and AcronymsEnhancedPolicy StatementMaintainedPerformance Cycle ProcessMaintainedUses of Performance RatingsChanged from 130% to 100%Monitoring and Evaluation MaintainedRepealing ClauseChanged (PMT & Grievance, Disqualification, Sanction)FormsChangedEffectivityMoved to 20159Guidelines approved by CSC on December 2014.

DepEd Department Order No. 2, series of 2015 signed February 6, 2015.

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.

Implementation Plans 2015

11Highlights of Implementation Kick-off

Re-orient on the 4 Phases of the RPMSExplain the changes in the GuidelinesUnderscore value of Monitoring and Coaching in Performance Management12THE RPMS HAS 4 PHASES1234132. Coaching / Feedback1. MonitoringPhase 2: Heart of the RPMS

14Coaching and FeedbackObjective: Make Coaching A Way of Life in DepEd15Coaching is an interactive process where managers and supervisors aim to close performance gaps, teach skills, impart knowledge and inculcate values and desirable work behaviors.16

Coaching Model for DepEdKnow when to CoachBuild AwarenessMove to ActionCoach for Work ImprovementCoach for Maximum Performance

Coach to Strengthen Skills, Competencies and Behaviors Application Opportunities17Coaching and FeedbackMethodologies

LecturetteTheory inputsSmall group discussionsPlenary discussions Video Showing Role Playing Session18LEARNING KIT CONTENTMonitoring and Coaching ManualSupplementary Videos (DVD)Handouts on Monitoring, Coaching and FeedbackAction Plan for Coaching19


Two Days Grounding & Training on Monitoring and Coaching for:CO HeadsRDsTwo Days Grounding & Training of TWG Two Days Training Sessions for SDS2 clusters in Luzon1 cluster in Visayas1 cluster in MindanaoOrientation for Union Officers in MayTwo Days Training of Trainors in May 4 clusters


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.


Review of the 4 Phases


Phase 1: Performance Planning and Commitment2324

1. Discuss Units ObjectivesThe Office Head discusses the offices KRAs and Objectives with direct reports. Then, break this down to individual KRAs and Objectives.

252. Identify KRAs, Objectives and Performance IndicatorsIdentify 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.

27Always remember that KRAs have the following characteristics: Number between 3 to 5Describe in few wordsWithin your influenceSupport departmental goals Similar for jobs that are similarDoes 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. 29


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 sourcesRead slide. 313. Discuss Competencies Required and Additional Competencies Needed

We have 4 classes of Competencies: (1) Core Behavioral, (2) Leadership, (3) Teaching, and (4) Core Skills.

32The 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?

Competencies are the HOWs of performance: the knowledge, motivation, and behaviors people display to achieve results.Competencies uphold the organization's values. They represent the way people define and live the values.

33Managers Competencies

34Staff & Teaching-related Competencies

35Teaching Competencies

364. Reaching AgreementOnce the form is completed :KRAs + Objectives + Performance Indicators + Competencies

Rater schedules a meeting with Ratee.Agree on the listed KRAs, Objectives, Performance Indicators and assigned Weight per KRA. 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).38

39MFOsKRAsOBJECTIVESTIMELINEWeight per KRAPERFORMANCE INDICATORS(Quality, Efficiency, Timeliness)Provision of Quality Basic Education ServicesCurriculum & Learning Management To craft 3 localized and indigenized curricula and instructions by15 December 2015.July December 201510% Q = 3 curricula and instructionsE = 3 drafts of each proposed curriculum and instructionT = 1st draft / 31 Aug 2015; 2nd draft / 30 Oct 2015; 3rd and final draft / 15 Dec 201540

Phase 2: Performance Monitoring and Coaching412. Coaching / Feedback1. MonitoringPhase 2: Heart of the RPMS

42Why 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.PERFORMANCE MONITORINGSTAR APPROACHSituationTaskActionResult/s

*developed by Development Dimensions International (DDI)44

Coaching Model for DepEdKnow when to CoachBuild AwarenessMove to ActionCoach for Work ImprovementCoach for Maximum Performance

Coach to Strengthen Skills, Competencies and Behaviors Application Opportunities45

Phase 3: Performance Review and Evaluation461. Reviewing Performance47Performance Evaluation is not:


Discuss Strengths and Improvement Needs50

Phase 4: Performance Rewarding and Development Planning51521. Rewards

Link to PBIS (EO 80 s. 2012)Performance Based Bonus (PBB)Step Increment

532. Development PlanningEmployee 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:

BenchmarkingSeminars/workshopsFormal education/classesAssignment to task forces/committees/ special projectsJob enhancements / redesignFunctional cross-postingGeographical cross-postingCoaching/counselingDevelopmental/lateral career movesSelf-managed learning



Performance Monitoring and Coaching for the Department of Education