Rpms Overview2

7/21/2019 Rpms Overview2

1/125


2/125

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 andmeet other participants in this hall. When you

meet participants with the same thing/s you haveon your paper, clap your hands or shake hands.

When you meet participants with different thingswritten on your paper, give them two thumbs up

and then continue moving around. Do this 5x until such time that you get to meetmore participant in this room.


3/125


4/125


5/125

Results - basedResults - basedPerformancePerformance

ManagementManagement

System (RPMS)System (RPMS)for DepEdfor DepEd

Lead, Engage, Align & Do! (LEAD)


6/125

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 staeholders.


7/125

!o protect and promote the right of every Filipino to"uality, e"uitable, culture-based, and complete basic educationwhere$

%tudents learn in a child-friendly, gender-sensitive, safe and

motivating environment.

!eachers facilitate learning and constantly nurture every learner.

Administrators and sta&, as stewards of the institution, ensurean enabling and supportive environment for e&ective learning to

happen.Family, community and other staeholders are actively engagedand share responsibility for developing life-long learners.


8/125

'aa-Diyos

'aatao

'aabayan

'aaaliasan


9/125


10/125

Assessment (esult

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


11/125


12/125

The DepEds Strategic Planning Process is

aligned ith the Results frameor! of D"M-#P$%&


13/125


14/125

Targets and Reforms

(eforms e&ectively implemented

(eforms institutionalized

)aclog on education inputs addressed

!en oint Education Agenda accomplished

DepEd budget appropriately and eciently utilized


15/125

ulture* Systems + Processes

Education map for the entire systemDepEd culture transformed *shared vision, highlymotivated and stronger+

(atplan in full swing

rocesses re"uired by the schools, divisions,regions in place

Assessment system revolutionized


16/125

Technology

DepEd dashboard made accessible

DepEd data and other information are consistent

All schools connected

/nline educational system *going global+

/nline enrolment

0earning 'aterials digitized


17/125

,earner-centered and $nclusie Education

1hildren at the center of basic education

Education services responsive to student and family choice

%tudents are o&ered options on the delivery mode

%afer DepEd *child protection, disaster-resilient schools, etc.+

2Ed institutionalized *and moving forward to the 34st century+

'ore readers, better readers

1hildren5s hunger addressed


18/125

urriculum $mplementation

34st century hilippine basic education

6 to 43 curriculum implemented

%mooth implementation of %7s *4st batch of %7% going to

%7% ready schools, voucher in place, etc.+

!eachers prepared for 6 to 43

1urriculum for multigrade schools available


19/125

Eternal Relationships

(estored people5s trust in public education and inDepEd

8overnment and private sector partnerships more

acceptable

%tronger and more engaged e9ternal public

All school boards active and engaged

D Ed % ! " d D"M


20/125

E.uitable /ccess to /de.uate 0uality SocietalSerices and /ssets

1

"asicEducation

PolicySerices

2

Education'oernanc

e

3Regulatory

andDeelopmental Sericesfor Priate

Schools

Major FinalOutput (MFOs)

OrganizationalOutcomes

4noledge* s!ills* attitude and alues of%ilipinos to lead productie lies enhanced

%ilipino /rtistic +ultural Traditions

Presered +Promoted

5

"oo!$ndustry

Det&Serices

6

$nformalEducationSerices-hildren

TeleisionDet&

Sub-SectorOutcomes

Sectoral Outcomes

$mproed /ccess to0uality "asic

Education

$nclusie 'roth and Poerty

ReductionSocietal Goal

DepEds %rameor! "ased on D"Ms#P$%


21/125

:FOCUS:Performance Measures at the Organizational,

Divisional or Functional and Individual Levels

:EMPHASIS: Establish strategic alignment ofOrganizational, Functional and Individual Goals

21

FunctionalLiterateFilipino

With 21stcenturyskills


22/125

1& PerformancePlanning andommitment

3& PerformanceReie and

Ealuation

2& PerformanceMonitoringand oaching

6& PerformanceReardingand

DeelopmentPlannin


23/125

The frameor! aligns e7orts to enable DepEd to

actuali8e its strategic goals and ision&

9$S$#:*M$SS$#:*9/,;ES

(9M9)%trategicriorities

Department; Functional

Area 8oals

6(As and/b


24/125

/ systematic approach forcontinuous and consistentor! improement andindiidual groth&

/n organi8ation-ide processto ensure that employeesfocus or! e7orts toardsachieing DepEds 9ision*Mission and 9alues (9M9)&


25/125

Align individual roles and targets with DepEd5s

direction.

!rac accomplishments against /bned goals and

ob


26/125

RPMS

(ewards and(ecognition

!raining and

'anpowerDevelopmen

t

Employee(elations

?ob Designand Wor

(elationships

1areer%uccession 7( lanning

and(ecruitment

1ompensation and

)ene>ts

Agency lanning andand Directions


27/125

#erall#erall

Design ofDesign ofDepEd RPMSDepEd RPMS

Lead, Engage, Align & Do! (LEAD)


28/125

4. Anchored on the =ision, 'ission and =alues *='=+ of

DepEd.

3. 1%1 mandates 4@@ results orientation to mae it

uniform with other government agencies. 1ompetencies

are used for development purposes.

B. 1overage $ All regular managers and employees of

DepEdC teaching and non-teaching sta&.

. )asis for rewards and development.

. 1overs performance for the whole year.


29/125

:on Teaching Positions


30/125

Teaching Positions


31/125

!he mechanism to capture the 6(As,/b


32/125

4. /ce erformance 1ommitment and(eview Form */1(F+

3. 2ndividual erformance 1ommitment and(eview Form *21(F+

'anagers

%ta& and !eaching - related Employees!eaching


33/125


34/125

Phase 1Phase 1

PerformancePerformance

Planning andPlanning and

ommitmentommitment


35/125


36/125


37/125


38/125


39/125


40/125


41/125


42/125


43/125


44/125


45/125


46/125


47/125


48/125

1& Discuss ;nits

#b@ecties

!he /ce head discuss

the oce5s 6(As and

/b


49/125

2& $dentify 4R/s*

#b@ecties andPerformance $ndicators

2dentify your responsibilities

byanswering the following"uestion$

What major results/outputsam I responsible for

delivering?

Job Summary


50/125

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 outcomesDuties 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. rgani!es and conducts "#S$%s

&. 'romotes and coordinates services (or the holistic development o( school personnel and pupils

). *irects+ coordinates and manages school (unds according to prioriti!ed needs

,. ssigns teachers here they best (it to teach /grades+ learning areas+ special assignments+etc.0

. euests and distributes instructional materials

1. "nitiates and compiles teachers pro(essional documents in port(olios

11. Practices equitable distribution of teaching loads and observes teacher-

learner ratio

12. Rates all school personnel performance and recommends promotion


51/125

13. 6reates committee to assess learning outcomes

14. $stablishes lin7ages ith sta7eholders

15. $nsures compliance to e8isting las+ policies and orders o( (und raising projects (or the school

1&. $valuates the school plant+ physical (acilities (itness+ sa(ety and su((iciency ith the assistance o(specialists

1). 9ormulates intervention programs:innovations (or learners development

1,. rgani!es special classes (or learners ith special needs

1. Meets parents regularly to con(er:in(orm about school accomplishments

2. *etermines the strengths+ ea7nesses+ opportunities and threats o( the school

21. *esigns programs ith sta7eholders to address school needs

22. ecogni!es accomplishments o( sta7eholders

23. 'romotes el(are o( sta7eholders

24. Mediates and ensures resolution o( con(licts in school

25. 9ormulates school policies ith sta7eholders

2&. ;arnesses participation o( alumni and other organi!ations /#


52/125

Key Result Areas (KRAs)

"nstructional Leadership

Learning $nvironment

;uman esource Management and *evelopment

'arents "nvolvement and 6ommunity 'artnership

School Leadership+ Management and perations


53/125


54/125

KRA Weight

"nstructional Leadership 30%

Learning $nvironment

20% ;uman esource Management and

*evelopment 20%

'arents "nvolvement and 6ommunity'artnership 10

School Leadership+ Management and

perations 20%


55/125


56/125


57/125

Reie SM/RT riteriaSpeciAcWell written obc terms

to avoid any confusion about what is to occur orwhat is to improve


58/125

Measurable

2t is important to de>ne measurements thatenable progress to be determined and results tobe measured. A measurable obnes.uantity, costor .uality.


59/125

E7ectieness

E&ectiveness can include both "uality and "uantity.

Example:

Achieved a rating of in running all batches of

train-the-trainers program.


60/125

ECciency

!o measure cost speci>cally$ money spent,percentage over or under budget, rewor or waste

Example:

Do not e9ceed hp 4@@,@@@ a month in running 3training programs.


61/125

Timeliness

'easures whether a deliverable was done correctlyand on;before the deadline.

Example:

!imely submission of "uarterly reports.reports


62/125

/ttainable%hould be challenging yet attainable, something

the person can inGuence to e&ect change orensure results


63/125

Releance/bcdepartment ; functional areas goals

Aligned with the directions of the unit


64/125

Time "ound/b


65/125

Eample

6(As /b


66/125

The DepEds Strategic Planning Process is

aligned ith the Results frameor! of D"M-#P$%&


67/125

Performance $ndicators

!hey are EIA1! JAH!2F21A!2/H /F

/)?E1!2=E%.

2t is an assessment tool that gauges whether a

performance is good or bad.

Agree on acceptable tracing sources

Scale Adjectival Description


68/125

5Outstanding

(130% and above)

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 havedemonstrated exceptional job mastery in all major areas of

responsibility. Employee achievement and contributions to

the organization are of marked excellence.

4Very Satisfactory

(115%-129%)

Performance exceeded expectations. All goals, objectives,

and targets were achieved above the established standards

3Satisfactory

(100%-114%)

Performance met expectations in terms of quality of work,

efficiency, and timelines. The most critical annual goals

were met.

2 Unsatisfactory

(51%-99%)

Performance failed to meet expectations, and/or one ormore of the most critical goals were met.

1

Poor

50% or above

Performance was consistently below expectations, and/or

reasonable progress towards critical goals was not made.

Significant improvement is needed in one or more

$dentify Performance


69/125

y$ndicators or Measures (reer

to *s)

Eample 1


70/125

Eample 1

Eample 2


71/125

p

3& Discuss ompetencies


72/125

pRe.uired and /dditional

ompetencies :eeded


73/125

!he ('% loos not only at

results, but =#


74/125


75/125


76/125


77/125

6& Reaching /greement

/nce the form is completed $4R/s #b@ecties Performance$ndicators ompetencies

4. (ater schedules a meeting with (atee.3. Agree on the listed 6(As, /b


78/125

Rater and Ratee agreeon the 4ey Result /reas

(4R/s)* #b@ecties,Performance $ndicatorsand assign


79/125


80/125


81/125


82/125

Phase 2Phase 2PerformancePerformance

Monitoring andMonitoring and


83/125

=eart of the

RPMS


84/125

K2f you want it,

measure it. 2fyou can5t

measure it,forget it.L

M eterDrucer


85/125

Why is it importantN

6ey input to performance measures.

rovides obnes opportunities forimprovement.

rovides evidence.

+o monitoring, no o'ectie measrement$

1& Performance Monitoring


86/125

Actual events where good or unacceptable

performance was observed

rovides a record of demonstrated behaviors;

performance

E&ective substitute in the absence of

"uanti>able data, observed evidence of desired

attribute or trait


87/125

Situation

Tas!

/ction Results

deeloped y Deelopment Dimensions


88/125


89/125

To be e7ectie in this

phase you shouldF

!rac yourperformanceagainst your plan.

seG#;R:/,SO


90/125

deeloped y the *iil 5erice *ommission


91/125

'anage the system asa process, H/! a one-time eventO

2t is H/! a year-endpaper e9ercise.

2t is important toteach performanceon certain fre"uenciesand proidefeedbac! andcoaching&

RememberF


92/125

%or the RatersF

During erformance hase

always$

rovide 1/A172H8 to your

subordinates to improve

wor performance and

behavior.

rovide FEED)A16 on the

progress of wor

2& oaching%eedbac!


93/125

%or the RateesF

During erformance hase, always see the

coaching of your leader specially when you realizethat you need improvements in your results.

FEED)A16$ 6now where and how to get helpful

feedbac for important aspects of your


94/125

Phase 3Phase 3Performance ReiePerformance Reie

and Ealuationand Ealuation


95/125

1& Reieing

Performance


96/125


97/125

1& Manage the meeting

repare for the meeting

1reate the right atmosphere

Ho interruptionsC no surprises


98/125

2& Enhance or maintain self-esteem

E9press appreciation

Encourage self-appraisal

Focus on the performance issue, not on theperson


99/125

3& "e fair and ob@ectie

)ase assessments on evidence

1hange the behavior, not the person

Focus on solving problems or correcting a

behavior


100/125

6& Empoer the employee

As him for ideas on how to resolve a problem

or improve performance

Adopt a


101/125


102/125

Evaluate themanifestations of eachcompetency.

Evaluate

eachob


103/125

Ss Reised Policieson the Strategic Performance Management System (SPMS)


104/125

g g y ( )M 13 s& 1HHH

Scale Adjectival Description

5Outstanding

(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%).

4Very 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.

3Satisfactory

(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.

1Poor

(50% or below)

Performance failing to meet the planned targets by 50% or below.


105/125

IDepEds ompetencies

ScaleScale Definition

5 Role model

4 Consistently demonstrates

3 Most of the timedemonstrates

2 Sometimes demonstrates

1 Rarely demonstrates

*role model+ - all competency indicators *consistently demonstrates+ M four competencyindicatorsB *most of the time demonstrates+ M three competencyindicators3 *sometimes demonstrates+ M two competency

indicators

2& Discuss Strengths andd


106/125

$mproement :eeds


107/125

Phase 6Phase 6

PerformancePerformance

Rearding andRearding and


108/125


109/125

1& Reards

,in! to P"$S (E# JK s& 2K12)

erformance )ased )onus *))+

%tep 2ncrement

l


110/125

2& Deelopment

Planning Employee development is a continuous

learning process that enables an individualto achieve his personal ob


111/125

4. 2dentify development needs

3. %et goals for meeting these needs

B. repare actions plans for meeting thedevelopment need

sanction learning activities

resources ; support

measures of success

. 2mplement lans

. Evaluate


112/125

Development rinciples


113/125

The !ey elements to a successful learningprocessF

3KL from real life and on-the-


114/125


115/125

.:ehind eery

sccesslperson, there isone

elementary

trth$5omewhere,

someway,

someone caredaot

their growth and

deelopment 4


116/125


117/125

#4R/P$#4R/P$


118/125


119/125

Name of Employee: Name of Rater:

Position: Position:

Review Period: Date of Review:Division:

TO BE FILLED IN DURING PLANNING To be filled in during

evaluationMFOs KRAs OBJECTIVES TIMELINE Weight

per KRA

Performanc

e Indicators

(Quality,

Efficiency,

Timeliness)

Actual

Results

Rating Score

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

assigned

Overall

Rating forAccomplish

ments

________________ ________________

Rater Ratee


120/125

#4R/P$#4R/P$


121/125

#4R/P$#4R/P$


122/125

SP/TRESSP/TRES

Resources


123/125

Objectives Strategy Program/

Project Activities Tasks

Resources

(Human,

Material,

Financial)


124/125


125/125

ommitmentommitment"uilding"uilding

Documents

Rpms Overview2