Presentation on theme: "Performance Monitoring and Coaching"— Presentation transcript:
1Performance Monitoring and Coaching RPMS- PHASE IIPerformance Monitoring and Coaching
2Update and re-orient the participants on the changes in RPMS. OBJECTIVESUpdate and re-orient the participants on the changes in RPMS.Capacitate the raters and school heads on performance monitoring and coaching.
3What 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.
4DEPED VISIONWe 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.
5DEPED MISSIONTo 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.
8CHANGES Rationale Maintained Scope of Policy Definition of Terms and AcronymsEnhancedPolicy StatementPerformance Cycle ProcessUses of Performance RatingsChanged from 130% to 100%Monitoring and EvaluationRepealing ClauseChanged (PMT & Grievance, Disqualification, Sanction)FormsChangedEffectivityMoved to 2015
13CSC’s Revised Policies on the Strategic Performance Management System (SPMS) MC 13 s. 1999 ScaleAdjectivalDescription5Outstanding(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.2Unsatisfactory(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.We will follow this Performance Rating Scale mandated by the Civil Service Commission (CSC).
14From 130% to 100% Outstanding Rating CSC’s Revised Policies on the Strategic Performance Management System (SPMS) MC 6 s. 2012NUMERICAL RATINGADJECTIVAL RATINGDESCRIPTION OF MEANING OF RATING5OutstandingPerformance 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 expectations. 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.From 130% to 100% Outstanding RatingDEPARTMENT OF EDUCATION
34What is the definition of KRAs What is the definition of KRAs? KRAs define the areas in which an employee is expected to focus his/her efforts.
35Always remember that KRAs have the following characteristics: Number between 3 to 5Describe in few wordsWithin your influenceSupport departmental goalsSimilar for jobs that are similarDoes not change unless your job changes
36What is the definition of Objectives What is the definition of Objectives? Objectives are the specific things you need to do, to achieve the results you want.
38Performance 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 sourcesRead slide.
39Discuss Competencies Required and Additional Competencies Needed We have 4 classes of Competencies: (1) Core Behavioral, (2) Leadership, (3) Teaching, and (4) Core Skills.
40Why do we have Competencies? 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).Competencies are the HOWs of performance: the knowledge, motivation, and behaviors people display to achieve results.Competencies uphold the organization's values. They represent the way people define and live the values.
41Core Behavioral Competencies Leadership Competencies Manager’s Competencies (Third Level Officials, Chiefs, Asst. Chiefs, School Heads, Dept. Heads)Core Behavioral CompetenciesSelf ManagementProfessionalism and ethicsResults focusTeamworkService OrientationInnovationLeadership CompetenciesLeading PeoplePerformance ManagementPeople Development
43Teaching Competencies Core Behavioral CompetenciesSelf ManagementProfessionalism and ethicsResults focusTeamworkService OrientationInnovationTeaching CompetenciesNote: CB – PAST was used as basis for the new PCPs for teaching positions.AchievementManaging DiversityAccountability
44Reaching Agreement Once the form is completed : KRAs + Objectives + Performance Indicators + CompetenciesRater schedules a meeting with Ratee.Agree on the listed KRAs, Objectives, Performance Indicators and assigned Weight per KRA.Where to focus on the Competencies
45Rater 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.
472. Coaching / Feedback1. MonitoringPhase 2: Heart of the RPMS
48PERFORMANCE MONITORING Why is it important?Key input to performance measuresProvides objective basis of the ratingFacilitates feedbackClearly defines opportunities for improvementProvides evidenceNo monitoring, no objective measurement.
49Coaching Model for DepEd Coach for Work ImprovementKnow when to CoachApplication OpportunitiesCoach for Maximum PerformanceCoach to Strengthen Skills, Competencies and BehaviorsMove to ActionBuild Awareness
522. Discuss Strengths and Improvement Needs 1. Review Performance2. Discuss Strengths and Improvement Needs1. Reviewing Performance
53Performance Evaluation is not: Attack on employee’s personalityMonologueA chance to wield power and authorityPaper activity (compliance)An opportunity to gain “pogi points” with staff
54RATING PERFORMANCE Fill up the Performance Evaluation worksheet Compute final ratingRate each objective using the rating scaleReflect actual results / accomplishmentsFill up the Performance Evaluation worksheet
581. Rewards Link to PBIS (EO 80 s. 2012) Performance Based Bonus (PBB) Step Increment
592. Development PlanningEmployee 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.
60Activities which could be considered appropriate for employee development: BenchmarkingFunctional cross-postingSeminars/workshopsGeographical cross- postingFormal education/classesCoaching/counselingAssignment to task forces/committees/ special projectsDevelopmental/lateral career movesJob enhancements / redesignSelf-managed learning
61Performance Monitoring and Coaching PHASE IIPerformance Monitoring and Coaching
621. Monitoring2. Coaching / FeedbackPhase 2: Heart of the RPMS
63WHY MONITOR PERFORMANCE? To gather data to compare actual performance vs. planned performance
64COMMON TRACKING SOURCES ReportsSurveysInformal InterviewEvaluationsQuality SpecificationsTime LogsComplaint LogsManager ObservationAudit ResultsCertificates of CompletionJournalsFeedback from Others --- VALIDATE!
69Process Observation and Analysis A quick look into how an individual or persons act in groups.
70PROCESS OBSERVATION AND ANALYSIS (POA) Shows where the group is in terms of GROUP DEVELOPMENTProvides valuable information about group member’s strengths and areas for improvementPROCESS OBSERVATION AND ANALYSIS (POA
71WHY OBSERVE AND ANALYZE PROCESS? 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)PROCESS OBSERVATION AND ANALYSIS (POA
72Actual events where good or unacceptable performance was observed. CRITICAL INCIDENTSActual 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.
75WHAT 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.
76TYPES OF FEEDBACKPOSITIVE- 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.
77Feedback for Improvement TYPES OF FEEDBACKNEGATIVE- Can be an observed behaviour, actions, words, data information that created problem/s in the individual, unit or the whole agency.Feedback for Improvement
78FEEDBACK FOR IMPROVEMENT TYPES OF FEEDBACKFEEDBACK FOR IMPROVEMENT- are words of counsel or form of coaching an individual or unit with the intent to help improve the observed performance.
79WHY GIVE FEEDBACK? Reinforces effective performance Redirects unsatisfactory and unaligned performanceProvides guidelines for maximized performanceBuilds enthusiasm and motivation to do moreEnables employees to learn from successes and mistakes
80HOW AND WHEN FEEDBACK IS GIVEN? Must be Specific, Timely and BalancedSpecific – STARTimely – Immediately for good performance and when changes are needed for unsatisfactory and unaligned performanceBalanced – Employees know what they are doing well and what they can improve on
81Situation Task Action Result/s STAR APPROACH *developed by Development Dimensions International (DDI)
82Action Situation/ Task Result 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/ TaskActionResult
83ABCs OF FEEDBACKAccurate – verifiable; can be proven true, based on objective facts like records, reports, significant incidents, direct observationsBehavior-based – describes what someone does, describes a specific action, not a personality trait.
84ABCs OF FEEDBACKConcise – both positive and negative incidents recorded not just unsatisfactory performanceConsistent – repeatable, seen more than once and over a period of time.
85TIPS 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.
86TIPS 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.