RPMS- PHASE IIPerformance Monitoring

and Coaching

OBJECTIVES

Update and re-orient the participants on the changes in RPMS.

Capacitate the raters and school heads on performance monitoring and coaching.

What is RPMS?

• An organization-wide process to ensure that employees focus work efforts towards achieving DepEd’s Vision, Mission and Values (VMV).

• A systematic approach for continuous and consistent work improvement and individual growth.

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 developing life-long learners.

DEPED CORE VALUES

.

• Maka-Diyos

• Maka-tao

• Makakalikasan

• Makabansa

Key Changes in the Guidelines

(DO no. 2. s 2015)

CHANGES

Rationale Maintained

Scope of Policy Maintained

Definition of Terms and Acronyms Enhanced

Policy Statement Maintained

Performance Cycle Process Maintained

Uses of Performance Ratings Changed from 130% to 100%

Monitoring and Evaluation Maintained

Repealing Clause Changed (PMT & Grievance, Disqualification, Sanction)

Forms Changed

Effectivity Moved to 2015

DEFINITION OF TERMS

DEFINITION OF TERMS

DEFINITION OF TERMS

ANNEX A

RATEE RATER APPROVING AUTHORITY

CSC’s Revised Policies on the Strategic Performance Management System (SPMS)

MC 13 s. 1999

Scale Adjectival Description

5 Outstanding(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%).

4 Very 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.

3 Satisfactory(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.

1 Poor(50% or below)

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

DEPARTMENT OF EDUCATION

CSC’s Revised Policies on the Strategic Performance Management System (SPMS)

MC 6 s. 2012NUMERICAL

RATINGADJECTIVAL

RATING DESCRIPTION OF MEANING OF RATING

5 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.

4 Very Satisfactory Performance exceeded expectations. All goals, objectives and targets were achieved above the established standards.

3 Satisfactory Performance met expectations in terms of quality of work, efficiency and timeliness. The most critical annual goals were met.

2 Unsatisfactory Performance failed to meet expectations, and/or one or more of the most critical goals were not met.

1 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.

From 130% to 100% Outstanding Rating

IPCRF/OPCRF FORM (BEFORE)

IPCRF FORM (NOW)

OPCRF FORM (NOW)

PERFORMANCE MEASURES

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

Performance Planning Mid-Year Review Year-End Results

Teaching PositionsRPMS Cycle (BEFORE)

Performance Planning

Mid-Year Review

Year-End Results

Q4December

RPMS Cycle (BEFORE)Non- Teaching Positions

RPMS Cycle (NOW) SCHOOL-BASED PERSONNEL

Performance Planning

Mid-Year Review Year-End Results• MARCH

RPMS Cycle (NOW) NON-SCHOOL BASED PERSONNEL

Performance Planning

Mid-Year Review Year-End Results• DECEMBER

PMT (Performance Management Team)

Grievance Committee

APPEALS

DISQUALIFICATION

SANCTIONS

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

THE RPMS HAS 4 PHASES

Performance Planning and Commitment

Performance Monitoring and Coaching

Performance Review and Evaluation

Performance Rewarding and Development Planning

1

2

3

4

Phase 1: Performance Planning and Commitment

1. Discuss Unit’s Objectives

2. Identify Individual KRAs, Objectives and Performance Indicators

3. Discuss Competencies Required and Additional Competencies Needed

4. Reaching Agreement

What is the 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

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 DepEd’s culture.

• For DepEd, competencies will be

used for development purposes

(captured in the form).

Why do we have Competencies?

Manager’s Competencies (Third Level Officials, Chiefs, Asst.

Chiefs, School Heads, Dept. Heads)

Core Behavioral Competencies

•Self Management•Professionalism and ethics•Results focus•Teamwork•Service Orientation•Innovation

Leadership Competencies•Leading People•Performance Management•People Development

Staff & Teaching-related Competencies

Core Behavioral Competencies

•Self Management•Professionalism and ethics•Results focus•Teamwork•Service Orientation•Innovation

Staff Core Skills

•Oral Communication•Written Communication•Computer/ICT Skills

Teaching Competencies

Core Behavioral Competencies

•Self Management•Professionalism and ethics•Results focus•Teamwork•Service Orientation•Innovation

Teaching Competencies• Note: CB – PAST was

used as basis for the new PCPs for teaching positions.

•Achievement•Managing

Diversity•Accountability

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). Submit a copy of the IPCRF to the HRM/Planning Office before the start of the performance period.

Phase 2: Performance Monitoring and

Coaching

2. Coaching / Feedback

1. Monitoring

Phase 2: Heart of the RPMS

Why 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 MONITORING

Coaching Model for DepEd

Know when to Coach

Build Awareness

Move to Action

Coach for Work

Improvement

Coach for Maximum

Performance

Coach to Strengthen Skills, Competencies and

Behaviors

Application Opportunities

Phase 3: Performance Review and Evaluation

1. Reviewing Performance1. Review Performance

2. Discuss Strengths and Improvement Needs

Performance Evaluation is not:Attack on

employee’s personality

Monologue

A chance to wield power

and authority

Paper activity (compliance)

An opportunity to gain “pogi points” with

staff

Compute final rating

Rate each objective using the rating scale

Reflect actual results / accomplishments

Fill up the Performance Evaluation worksheet

RATING PERFORMANCE

Discuss Strengths and Improvement Needs

Phase 4: Performance Rewarding and

Development Planning

1. Rewards

2. Development Plan

1. RewardsLink 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

• Developmental/lateral career moves

• Self-managed learning

PHASE IIPerformance Monitoring

and Coaching

2. Coaching / Feedback

1. Monitoring

Phase 2: Heart of the RPMS

WHY MONITOR PERFORMANCE?

To gather data to compare actual performance vs. planned performance

COMMON TRACKING SOURCES

• Reports

• Surveys

• Informal Interview

• Evaluations

• Quality Specifications

• Time Logs

• Complaint Logs

• Manager Observation

• Audit Results

• Certificates of Completion

• Journals

• Feedback from Others ---

VALIDATE!

ASSUME“AKALA KO”

WHY ARE DATA IMPORTANT?

To have a fact-based, more objective basis for

rating performance

Process Observation and Analysis

Process Observation and Analysis

A quick look into how an individual or persons act in groups.

PROCESS OBSERVATION AND ANALYSIS (POA)

PROCESS OBSERVATION AND ANALYSIS (POA

Shows where the group is in terms of GROUP DEVELOPMENT

•Provides valuable information about group member’s strengths and areas for improvement

WHY OBSERVE AND ANALYZE PROCESS?

PROCESS OBSERVATION AND ANALYSIS (POA

•When something is happening but the group is not making progress, look at the process. Oftentimes, it is the major cause of the group’s ineffectiveness.

•Most of the time, people are only focused on what others are saying (CONTENT)

•And very little attention is given to how they say it (PROCESS)

CRITICAL INCIDENTS

• 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.

PERFORMANCE MONITORING AND COACHING FORM

Feedback Giving

WHAT IS FEEDBACK?

• It is any information seen and

observed by others about a person.

• It could be anything like behaviors,

action, words, performance indicators,

etc.

• Behaviors shown by actions and

words.

TYPES OF FEEDBACK

• POSITIVE

- when the ratee is doing an excellent performance (vs. Targets) or has shown exemplary or relevant behaviour that contributed much or had positive impact in the unit or Department’s performance.

TYPES OF FEEDBACK

• NEGATIVE

- Can be an observed behaviour, actions, words, data information that created problem/s in the individual, unit or the whole agency.

• Feedback for Improvement

TYPES OF FEEDBACK

FEEDBACK FOR IMPROVEMENT

- are words of counsel or form of coaching an individual or unit with the intent to help improve the observed performance.

WHY GIVE FEEDBACK?

• Reinforces effective performance

• Redirects unsatisfactory and unaligned

performance

• Provides guidelines for maximized performance

• Builds enthusiasm and motivation to do more

• Enables employees to learn from successes and

mistakes

HOW AND WHEN FEEDBACK IS GIVEN?

Must be Specific, Timely and Balanced

• Specific – STAR

• Timely – Immediately for good performance and when

changes are needed for unsatisfactory and unaligned

performance

• Balanced – Employees know what they are doing well

and what they can improve on

STAR APPROACH

Situation Task

Action Result/s

*developed by Development Dimensions International (DDI)

STAR APPROACH

“Last December, during the work planning period,

you took the opportunity to review our unit’s work process. You assembled a team of your colleagues and brainstormed on improvement ideas. As a result, our turnaround time on processing promotions was reduced from 3 days to 1 day.”

Situation/ Task

Action

Result

ABCs OF FEEDBACK

• Accurate – verifiable; can be proven true, based

on objective facts like records, reports, significant

incidents, direct observations

• Behavior-based – describes what someone

does, describes a specific action, not a

personality trait.

ABCs OF FEEDBACK

• Concise – both positive and negative incidents

recorded not just unsatisfactory performance

• Consistent – repeatable, seen more than once

and over a period of time.

TIPS ON GETTING FEEDBACK FROM UNCOMMUNICATIVE PEOPLE

• Rehearse how you will respond if there

is no reaction.

• Practice speaking slowly and taking

long pauses.

• Make it clear that you expect a reply

and are willing to wait for one.

• Ask open-ended questions that will help

the person come up with a

plan/response.

TIPS ON RECEIVING FEEDBACK

• Give the other person an undivided attention.

• Separate facts from opinions. But opinions should not be discounted.

• Ask for specifics for clarity of received feedback.

• Thank the person for the Feedback, whether it is positive or negative.