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DepEd Order No.2, s. 2015 Guidelines on the Establishment & Implementation of the Results - based Performance Management System (RPMS) in the Department.

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Presentation on theme: "DepEd Order No.2, s. 2015 Guidelines on the Establishment & Implementation of the Results - based Performance Management System (RPMS) in the Department."— Presentation transcript:

1 DepEd Order No.2, s. 2015 Guidelines on the Establishment & Implementation of the Results - based Performance Management System (RPMS) in the Department of Education Lead, Engage, Align & Do! (LEAD)

2 Policy Statement The DepEd hereby sets the guidelines on the establishment and implementation of the RPMS in the department stipulating the strategies, methods, tools and rewards for assessing the accomplishment vis-à-vis the commitments. This will be used for measuring and rewarding higher levels of performance of the various units and development planning of all personnel in all levels.

3 Policy Statement For non-school based personnel, the RPMS shall provide for an objective and verifiable basis for rating and ranking the performance of units and individual personnel in view of the granting of Performance-Based Bonus(PBB) starting 2015.

4 Policy Statement For school-based personnel, the RPMS shall be used only as an appraisal tool, which shall be the basis for training and development. The granting of PBB shall be governed by the existing PBB guidelines. The Department shall adopt the RPMS Framework

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 DEPED RPMS FRAMEWORK Competencies WHAT HOW

6 Policy Statement The DepEd RPMS shall follow the four-stage performance management system cycle as prescribed by the CSC

7 Phase 1 Performance Planning and Commitment

8 1. Discuss Unit’s Objectives 2. Identify Individual KRAs, Objectives and Performance Indicators 3. Discuss Competencies Required and Additional Competencies Needed 4. Reaching Agreement

9 CATEGORYDEFINITION Effectiveness/QualityThe extent to which actual performance compares with targeted performance. The degree to which objectives are achieved and the extent to which targeted problems are solved. In management, effectiveness relates to getting the right things done. EfficiencyThe extent to which time or resources is used for the intended task or purpose. Measure whether targets are accomplished with a minimum amount or quantity of waste, expense or unnecessary effort.

10 CategoryDefinition TimelinessMeasures whether the deliverable was done on time based on the requirements of the rules and regulations, and /or clients/stakeholders. Time-related performance indicators evaluate such things as project completion deadlines, time management skills and other time- sensitive expectations

11 Phase 2 Performance Monitoring and Coaching

12 1. Performance Tracking 2. Coaching/Feedback Heart of the RPMS

13 Phase 3 Performance Review and Evaluation

14 1. Reviewing Performance 1. Review Performance 2. Discuss Strengths and Improvement Needs

15 The RPMS Rating Scale Scale Adjectival Description 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. 4Very Satisfactory Performance exceeded expectation. 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.

16 Sample Computation KRA’sWeight Per KRA ObjectivesWeight Per Objectives RatingScore KRA 140Objective 110%40.400 Objective 220%51.000 Objective 310%30.300 KRA 220Objective 110%30.300 Objective 25%30.150 Objective 35%40.200

17 Sample Computation KRA’sWeight Per KRA ObjectivesWeight Per Objectives RatingScore KRA 330Objective 110%40.400 Objective 215%30.450 Objective 35%30.150 KRA 410Objective 15%30.150 Objective 22.50%30.075 Objective 32.50%40.100 Plus Factor Final Rating3.675

18 Adjectival Ratings RANGEADJECTIVAL RATING 4.500 - 5.000Outstanding 3.500 – 4.499Very Satisfactory 2.500 – 3.499Satisfactory 1.500 – 2.499Unsatisfactory Below 1. 499Poor

19 *DepEd’s Competencies Scale ScaleDefinition 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

20 Phase 4 Performance Rewarding and Development Planning

21 1. Rewards 2. Development Planning


23 Performance Planning Phase I May Mid-Year Review Phase II November Year-End Results Phases III & IV April RPMS Cycle For School-Based Personnel

24 Performance Planning Phase I December Mid-Year Review Phase II July Year-End Results Phases III & IV December For non School-Based Personnel

25 Composition of Performance Management Team Division PMTSchool PMT Chair: ASDS (most senior in terms of tenure as ASDS Members: Planning Officer III Accountant III * Chief Administrative Officer V One(1) Education Program Supervisor One(1) Principals’ Representative (Elementary : PESPA) One(1) Principals’ Representative (Secondary : NAPPSSHI, NAPPSSPHIL One(1) representative from the teacher association for elementary Chair: Principal-elect Members: * Four(4) Master Teacher/Head Teacher * One(1) representative from the School Planning Team * One(1) Administrative Officer/Representative from non-teaching group

26 Composition of Performance Management Team Division PMTSchool PMT One(1) NEU-Division Chapter Representative Observer: One(1) PTA Division Federation Representative Secretariat: Administrative Office One(1) representative from the teacher association Observer: One(1) PTA Representative Secretariat: Administrative Office

27 Composition of the Grievance Committee Schools Division OfficeSchools Chair: SDS Members: Legal Officer HRMO EPS Accountant PESPA representative NEU Chair: ASDS Members: PSDS HRMO/AO Principal Master Teacher/Head Teacher Teachers Association

28 RATEERATERAPPROVING AUTHORITY Schools Division Office 1. Superintendent 2. Asst. Superintendent 3. Chief of Division 4. Education Program Supervisor 5. District Supervisor 6. Section Chief/Unit Head 7. Staff 1.Asst. Regional Director 2.Superintendent 3.Asst. Superintendent 4.Chief of Division 5.Chief of Division 6.Chief of Division 7.Section Chief/Unit Head 1.Regional Director 2.Asst. Director 3.Superintendent 4.Asst. Superintendent 5.Asst. Superintendent 6.Asst. Superintendent 7.Head of Division

29 RATEERATERAPPROVING AUTHORITY Schools 1. Principal 2. Head/Master Teacher 3. Teacher 4. Non -Teaching Staff 1.Asst. Superintendent 2.Principal 3.Head/Master Teacher 4.Principal 1.Superintendent 2.Superintendent (Small & Medium Divisions) Asst. Superintendent(Large & Very Large Divisions) 3. Principal 4. Administrative Officer V

30 “Behind every successful person, there is one elementary truth. Somewhere, someway, someone cared about their growth and development.” - Donald Miller, UK Mentoring Programme


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