1. There are 7 heads of elephants but how many elephants are
there?
2. Results - based Performance Management System (RPMS) for
DepEd Lead, Engage, Align & Do! (LEAD)
3. A systematic approach for continuous and consistent work
improvement and individual growth. What is Performance Management?
An organization-wide process to ensure that employees focus work
efforts towards achieving DepEds Vision, Mission and Values
(VMV).
4. Effective Efficient REACH GOALS AND DOES NOT WASTE RESOURCES
REACH GOALS AND WASTE RESOURCES Ineffective Inefficient DOES NOT
REACH GOALS AND WASTE RESOURCES DOES NOT REACH GOALS AND DOES NOT
WASTE RESOURCES
5. The framework aligns efforts to enable DepEd to actualize
its strategic goals and vision. VISION, MISSION, VALUES (VMV)
Strategic Priorities Department/ Functional Area Goals KRAs and
Objectives Values CENTRAL REGIONAL DIVISION SCHOOLS DEPED RPMS
FRAMEWORK Competencies WHAT HOW
6. The DepEd RPMS is aligned with the SPMS of CSC which has 4
Phases: 1. Performance Planning and Commitment 3. Performance
Review and Evaluation 2. Performance Monitoring and Coaching 4.
Performance Rewarding and Development Planning
7. Phase 1: Performance Planning and Commitment
8. Main Characters in the Performance Planning and Commitment
RATEE RATER REGULAR TEACHER HEAD TEACHER / MASTER TEACHER MASTER
TEACHER (elementary) PRINCIPAL HEAD TEACHER /MASTER TEACHER
(secondary) PRINCIPAL
9. Performance Cycle for School-based personnel May Nov.April
Performance planning Mid-year Review Year-end Results PHASE I
Performance Planning and Commitment PHASE III Performance Review
and Evaluation PHASE IV Performance Rewarding and Development
Planning PHASE II Performance Monitoring and Coaching
10. Performance Cycle for Non-school- based personnel Dec.
JulyDec. Performance planning Mid-year Review Year-end Results
PHASE I Performance Planning and Commitment PHASE III Performance
Review and Eval. PHASE IV Performance Rewarding and Development
Planning PHASE II Performance Monitoring and Coaching
11. Who will use the OPCRF? M* PRINCIPAL, CHIEFS OF SERVICES,
DIVISION CHIEFS, ASSISTANT SUPERINTENDENT and SUPERINTENDENT
12. Performance Planning and Commitment The performance
planning and commitment shall be done prior to the start of the
performance cycle where the rater meets with the ratee to discuss
and agree on: 1. The office KRA, objectives and PIs as anchored on
overall organizational outcomes 2. Individual KRA,objectives and
Pis as anchored on overall office KRA
13. Resolve the matters of the heart before dealing with the
matters of the mind
14. 1. Discuss Units Objectives 2. Identify Individual KRAs,
Objectives and Performance Indicators 3. Discuss Competencies
Required and Additional Competencies Needed 4. Reaching
Agreement
15. 1. Discuss Units Objectives The Office Head discusses the
offices KRAs and Objectives with direct reports. Then, break this
down to individual KRAs and Objectives.
16. Managers role in planning
17. Employees role in planning
18. DepEds Vision Mission and Core Values We Dream of Filipinos
who passionately love their country and whose values and
competencies enable to realize their full potential and contribute
meaningfully to building the nation We are a learner- centered
public institution that is itself constantly learning and building
its capacity to pursue its mission. DepEds Vision
19. DepEds Vision Mission and Core Values We Dream of Filipinos
who passionately love their country and whose values and
competencies enable to ____(1)___ their full potential and
________(2)_______ meaningfully to building the nation We are a
learner- centered ____(3)____ institution that is itself
____(4)_____ learning and building its capacity to ____(5)___ its
mission. DepEds Vision
20. DepEds Vision Mission and Core Values To protect and
promote the right of every Filipino to a 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. Family,
community and other stakeholders are actively engaged and share
responsibility for developing life- long learning. DepEds
Mission
21. DepEds Vision Mission and Core Values To protect and
promote the right of every Filipino to a quality, ___(1)____
culture-based and complete basic education where: Students learn in
a child friendly, gender sensitive, safe and ___(2)__ environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as ___(3)___ of the institution, ensure
an enabling and supportive environment. Family, community and other
_____(4)______ are actively engaged and share ________(5)_______
for developing life-long learning. DepEds Mission
22. 2. Identify KRAs, Objectives and Performance Indicators
Identify your responsibilities by answering the following question:
What major results/outputs am I responsible for delivering?
23. What is the definition of KRAs? KRAs define the areas in
which an employee is expected to focus his/her efforts.
24. 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
25. What is the definition of Objectives? Objectives are the
specific things you need to do, to achieve the results you
want.
26. SMART CRITERIA FOR OBJECTIVES
27. How to write objectives
28. 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
29. If you want it, measure it. If you cant measure it, forget
it. Peter Drucker WHAT GETS MEASURED GETS DONE!
30. MFOs KRAs OBJECTIVES TIMELINE Weight per KRA PERFORMANCE
INDICATORS (Quality, Efficiency, Timeliness) Provision of Quality
Basic Education Services Curriculum & Learning Management To
craft 3 localized and indigenized curricula and instructions by15
December 2015. July December 2015 10% Q = 3 curricula and
instructions E = 3 drafts of each proposed curriculum and
instruction T = 1st draft / 31 Aug 2015; 2nd draft / 30 Oct 2015;
3rd and final draft / 15 Dec 2015
31. Sample Performance Indicators To show Quality Efficiency -
Timeliness 1 Comprehensive canteen fund Budget Proposal submitted
before June 85% of students attain 80% proficiency at the end of
the school year QUALITY TIMELINESS QUALITYEFFICIENCY
TIMELINESS
32. Objective: Attain 100% passing rate of students with 80%
proficiency Performance Indicators: Q= 80% proficiency E = 100%
passing rate Writing the Performance Indicators
33. Writing the Performance Indicators Objective: Conduct 3
intravisitations every month from July to February Performance
Indicators: Q= 24 intravisitations T= 3 intravisitations each
month
34. Writing the Performance Indicators Objective: Prepare
accurate liquidation report for canteen funds within 5 days of the
ensuing month Performance Indicators: Q= liquidation report E= no
error in the liquidation report T= within 5th day of ensuing
month
35. 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). Why
do we have Competencies?
36. Managers Competencies Core Behavioral Competencies Self
Management Professionalism and ethics Results focus Teamwork
Service Orientation Innovation Leadership Competencies Leading
People People Performance Management People Development
37. Leadership competencies are competencies intended for
managerial positions: (ex. SDO) 1. Superintendent 2. Assistant
Superintendents 3. Chiefs of Services 4. Chiefs of Divisions (CID,
SGOD) 5. School Heads 6. Department Heads
38. MANAGER
39. 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
40. Staff core skills are competencies intended for staff and
teaching-related positions (ex. in the SDO) 1. Supervisors 2.
Administrative staff clerk Librarian property custodian finance
officer other personnel
41. Discuss Competencies Required and Additional Competencies
Needed STAFF/TEACHING-RELATED
42. 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
43. TEACHER
44. TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Major Final Outcomes (MFO) Key Result Area (KRA) Objectives
Timeline Weight per KRA Performance Indicators (Quality,
Efficiency, Timeliness) Actual Results Rating Score Q E T AVE 1.
Instructional Leadership * Increase NAT MPS by 2% Learning Outcomes
Supervision Special Program July-April 2016 25% 2. Learning
Environment Child-Friendly Facilities for Learning K to 12
facilities reqts. EFA June 2015 March 2016 25% 3. Human Resources
and Development Loading Promotion Teacher-training Non-teaching
Personnel June Oct. 15% 4. Parents Involvement and Community
Partnership Stakeholders School Report Cards June Mar. 5% 5. School
Leadership Management and Operations SIP AIP SBM/PASBE June Mar.
15% 6. Fiscal Management MOOE Donations Canteen Fund Ecosavers
June-Mar. 15% OVERALL RATINGS FOR ACCOMPLISHMENTS
________________________________ _______________________________
______________________________ Rater Ratee Approving Authority
OFFICE PERFORMANCE COMMITMENT AND REVIEW FORM (OPCRF) EMPLOYEE:
_______________________________________________________ NAME OF
RATER:_______________________________________________
POSITION::_________________________________________________________
POSITION: _____________________________________________________
DEPARTMENT/SCHOOL_____________________________________________ DATE
OF REVIEW:_______________________________________________ RATING
PERIOD :______________________________________________
45. TO BE FILLED DURING PLANNING Major Final Outcomes (MFO) Key
Result Area (KRA) Objectives*** Timeliness Weight per KRA
Performance Indicators* (Quality, Efficiency, Timeliness) *not
necessarily 3 indicators in the same objective Actual Results Ratin
g Score Q E T AVE Effective implemen- tation of the Curriculum 1.
Teaching- Learning Process * Prepare up-to-date and complete lesson
plans with instructional aids daily *Teaching-Learning Environment
*Strategy / Remediation *Assessment of learning 40% Q=200 lesson
plans with instructional aids E= 200 up-to-date and complete LP 2.
Pupils / Students Outcomes *Student Progress *NAT *Submit accurate
record of students grades every quarter *Mastery of competencies
> Knowledge > Skills 30% Q= accurate students grades (no
error) T=submitted every quarter 3. Community Involvement *Linkages
*Community Projects 10% 4.Professional Growth and Development
*Associations *Published Work *Awards / Recognitions *Action
Research 20% OVERALL RATINGS FOR ACCOMPLISHMENTS INDIVIDUAL
PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) EMPLOYEE:
_______________________________________________________ NAME OF
RATER:_______________________________________________
POSITION::_________________________________________________________
POSITION: _____________________________________________________
DEPARTMENT/SCHOOL_____________________________________________ DATE
OF REVIEW:_______________________________________________ RATING
PERIOD :______________________________________________
________________________________ _______________________________
______________________________ Rater Ratee Approving Authority
46. 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
47. 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).
48. Phase 2: Performance Monitoring and Coaching
49. 1. Performance Tracking 2. Coaching/Feedback Heart of the
RPMS
50. 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. 1. Performance
Monitoring
53. PERFORMANCE EVALUATION (Mid-year or Year-end)
Responsibilities of the Employee
54. Performance Evaluation is not: Attack on employees
personality Monologue A chance to wield power and authority Paper
activity (compliance) An opportunity to gain pogi points with
staff
55. List of Accomplishments 1. The list of accomplishments
depends on the objectives and performance indicators agreed upon
during the performance planning and commitment session. 2. Some
items in the accomplishment list may be similar for various
positions
56. Compute final rating Rate each objective using the rating
scale Reflect actual results / accomplishments Fill up the
Performance Evaluation worksheet RATING PERFORMANCE
57. DEPARTMENT OF EDUCATION CSCs Revised Policies on the
Strategic Performance Management System (SPMS) MC 6 s. 2012
NUMERICAL RATING ADJECTIVAL 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
58. TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Major Final Outcomes (MFO) Key Result Area (KRA) Objectives Timeli
ne Weight per KRA Performance Indicators* (Quality, Efficiency,
Timeliness) Actual Results Rati ng Scor eQ E T AVE Effective
implemen- tation of the Curriculum 1. Teaching- Learning Process
1.Prepare comprehensive and functional instructional materials
2.Provide a conducive teaching- learning environment 3.Employ
effective strategies / remediation techniques June 2015- Mar. 2016
(25%) 10% 5% 10% Q=200 up-to-date lesson plans E = 200 LP with
instructional aids 3 4 4 5 3 3 4.0 3.5 3.5 4.0 3.5 3.5 2. Pupils /
Students Outcomes 50% 4.0 3. Community Involvement 10% 3.75
4.Professional Growth and Development 15% 4.25 OVERALL RATINGS FOR
ACCOMPLISHMENTS 3.89 VS .6375 INDIVIDUAL PERFORMANCE COMMITMENT AND
REVIEW FORM (IPCRF) EMPLOYEE:
_______________________________________________________ NAME OF
RATER:_______________________________________________
POSITION::_________________________________________________________
POSITION: _____________________________________________________
DEPARTMENT/SCHOOL_____________________________________________ DATE
OF REVIEW:_______________________________________________ RATING
PERIOD :______________________________________________ .40 2.0 .175
.35
59. COMPUTING THE SCORE PER KRA Procedure: 1. Get the average
of the ratings of each objective for Q, E, T and record it under
Rating 2. Score = Rating per Objective X given weight 3. Get the
Total Score per KRA 4. Total/Final Rating = KRA1 + KRA2 + KRA3 +
KRA 4 (Plus Factor) 5. Find the adjectival rating using the
table
60. VERY SATISFACTORY
61. 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
62. *DepEds Competencies Scale Scale Definition 5 Role model 4
Consistently demonstrates 3 Most of the time demonstrates 2
Sometimes demonstrates 1 Rarely demonstrates 5 (role model) - all
competency indicators 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
63. 1.Discuss strengths and improvement needs by determining
where the ratee got the highest and lowest ratings. 2. Analyze what
competencies contributed to the high ratings or were not manifested
that led to the low ratings. The competencies do not form part of
the rating but will serve as reference in Phase 4-Performance
Rewarding and Development Planning
64. Phase 4: Performance Rewarding and Development
Planning
65. 1. Rewards Link to PBIS (EO 80 s. 2012) Performance Based
Bonus (PBB) Step Increment
66. 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.
67. Steps in Development Planning 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
68. 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
69. *DepEds Competencies Scale Scale Definition 5 Role model 4
Consistently demonstrates 3 Most of the time demonstrates 2
Sometimes demonstrates 1 Rarely demonstrates 5 (role model) - all
competency indicators 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
70. RPMS IS NOT 1. RPMS IS NOT A ONETIME EVALUATION PROCESS IT
IS A YEAR-ROUND PROCESS. 2. RPMS IS NOT A CHANGE IT IS A
DEVELOPMENT. RPMS CAN 1. RPMS CAN HELP YOU BECOME A BETTER TEACHER.
2. MAKE YOU HIT A BETTER TARGET