1Lead, Engage, Align & Do! (LEAD) DepEd Order No.2, s Guidelines on the Establishment & Implementation of the Results - based Performance Management System (RPMS) in the Department of EducationLead, Engage, Align & Do! (LEAD)
2Policy StatementThe 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.
3Policy StatementFor 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.
4Policy StatementFor 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
5VISION, MISSION, VALUES (VMV) Strategic PrioritiesDepartment/ Functional Area GoalsKRAs and ObjectivesValuesCENTRALREGIONALDIVISIONSCHOOLSDEPED RPMS FRAMEWORKCompetenciesWHATHOWOn the screen, you see Results-based Performance Management System (RPMS) Framework of DepEd.At the top center of the framework is the Vision/Mission of DepEd.At the left-hand side is the "WHAT" consisting of Strategic Priorities broken down into Department/Functional Key Result Areas (KRAs) and Objectives.At the right-hand side are the core values of DepEd broken down into enabling competencies.The framework aligns efforts to enable DepEd to actualize its strategic goals and vision.
6Policy StatementThe DepEd RPMS shall follow the four-stage performance management system cycle as prescribed by the CSC
7Phase 1 Performance Planning and Commitment Performance Planning and Commitment is the first phase of the RPMS.This is the starting point of performance management. The Rater and the Ratee work together to identify, understand, and agree on: what the employee needs to do, how it needs to be done, why, when, and so on.
81. Discuss Unit’s Objectives 2. Identify Individual KRAs, Objectives and Performance Indicators3. Discuss Competencies Required and Additional Competencies Needed4. Reaching AgreementPhase 1 has four important components:1. Discuss Unit’s Objectives2. Identify Individual KRAs, Objectives and Performance Indicators3. Discuss Competencies Required and Additional Competencies Needed4. Reaching AgreementWe will be discussing this in greater detail in the next slides.
9CATEGORYDEFINITIONEffectiveness/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.
10CategoryDefinitionTimelinessMeasures 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
11Phase 2 Performance Monitoring and Coaching Let us move on to Phase 2 which is Performance Monitoring and Coaching.Phase 2 Performance Monitoring and Coaching
12Heart of the RPMS 1. Performance Tracking 2. Coaching/Feedback There are 2 very important components:1. Performance Tracking2. Coaching and FeedbackIt is called the heart of RPMS because it is not just a paper activity that you do at the beginning of the year, keep the form, then pull out at the end of the year. Performance Tracking and Coaching plus feedback must be done throughout the year.Heart of the RPMS
13Phase 3 Performance Review and Evaluation You've worked closely with the people in your work group during the performance cycle. Together, you've identified Key Result Areas and agreed on Objectives, Performance Indicators and related competencies.You've had regular review meetings, coaching them to ensure success.You've also reinforced their effective behaviors and skills.It is now time for the Review and Evaluation Phase.
142. Discuss Strengths and Improvement Needs 1. Review Performance2. Discuss Strengths and Improvement Needs1. Reviewing PerformanceTwo important points should be done in this phase:1. Review Year—end Results2. Discuss Strengths and Improvement Needs
15Scale Description Adjectival The RPMS Rating Scale 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 SatisfactoryPerformance exceeded expectation. 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.We will follow this Performance Rating Scale mandated by the Civil Service Commission (CSC).
16Sample Computation KRA’s Weight Per KRA Objectives Weight Per ObjectivesRatingScoreKRA 140Objective 110%40.400Objective 220%51.000Objective 330.300KRA 2205%0.1500.200
17Sample Computation KRA’s Weight Per KRA Objectives Weight Per ObjectivesRatingScoreKRA 330Objective 110%40.400Objective 215%30.450Objective 35%0.150KRA 4102.50%0.0750.100Plus FactorFinal Rating3.675
19*DepEd’s Competencies Scale Definition5Role model4Consistently demonstrates3Most of the time demonstrates2Sometimes demonstrates1Rarely demonstratesThis is DepEd’s Competencies Scale.Ratings here will be used for developmental purposes only.5 (role model) - all competency indicators4 (consistently demonstrates) – four competency indicators3 (most of the time demonstrates) – three competency indicators2 (sometimes demonstrates) – two competency indicators1 (rarely demonstrates) – one competence indicator*will be used for developmental purposes
20Phase 4 Performance Rewarding and Development Planning The last phase of the RPMS is Performance Rewarding and Development Planning.
211. Rewards 2. Development Planning There are two important points on this phase:1. Rewards2. Development Planning
22Please go to page 6 of your Individual Performance Commitment and Review Form (IPCRF). In here, you will capture the Strengths and Improvement Needs.How you will do this?The highest point on Results and demonstration of Competencies are the Strengths. On the other hand, the lowest points are the development needs.
23For School-Based Personnel RPMS CycleFor School-Based PersonnelPerformance PlanningPhase I MayMid-Year ReviewPhase II NovemberYear-End ResultsPhases III & IV AprilFor the teaching positions, it will be May to April.
24RPMS Cycle For non School-Based Personnel Performance Planning Phase I DecemberMid-Year ReviewPhase II JulyYear-End ResultsPhases III & IVDecemberFor DepEd, we will follow two RPMS cycles.For the non-teaching positions, it will be December to December.
25Composition of Performance Management Team Division PMTSchool PMTChair: ASDS (most senior in terms of tenure as ASDSMembers:Planning Officer IIIAccountant III* Chief Administrative Officer VOne(1) Education Program SupervisorOne(1) Principals’ Representative (Elementary : PESPA)One(1) Principals’ Representative (Secondary : NAPPSSHI, NAPPSSPHILOne(1) representative from the teacher association for elementaryChair: Principal-elect* Four(4) Master Teacher/Head Teacher* One(1) representative from the School Planning Team* One(1) Administrative Officer/Representative from non-teaching group
26Composition of Performance Management Team Division PMTSchool PMTOne(1) NEU-Division Chapter RepresentativeObserver:One(1) PTA Division Federation RepresentativeSecretariat:Administrative OfficeOne(1) representative from the teacher associationOne(1) PTA RepresentativeComposition of Performance Management Team
27Composition of the Grievance Committee Schools Division OfficeSchoolsChair: SDSMembers:Legal OfficerHRMOEPSAccountantPESPA representativeNEUChair: ASDSPSDSHRMO/AOPrincipalMaster Teacher/Head TeacherTeachers Association
28RATEERATERAPPROVING AUTHORITYSchools Division Office1. Superintendent2. Asst. Superintendent3. Chief of Division4. Education Program Supervisor5. District Supervisor6. Section Chief/Unit Head7. StaffAsst. Regional DirectorSuperintendentAsst. SuperintendentChief of DivisionSection Chief/Unit HeadRegional DirectorAsst. DirectorHead of Division
29RATEERATERAPPROVING AUTHORITYSchools1. Principal2. Head/Master Teacher3. Teacher4. Non -Teaching StaffAsst. SuperintendentPrincipalHead/Master TeacherSuperintendentSuperintendent (Small & Medium Divisions)Asst. Superintendent(Large & Very Large Divisions)3. Principal4. Administrative Officer V
30“Behind every successful person, there is one elementary truth.Somewhere,someway,someone cared abouttheir growth and development.”- Donald Miller, UK Mentoring ProgrammeMay we continue to propagate the essence of this saying in DepEd. Provide avenues for people to grow and develop. Let there be a culture of encouragement, support, and guidance.