Let’s level off

On your ¼ size construction paper: Write three things you love doing which other people do not commonly know about you When the music is played, move around and meet other participants in this hall. When you meet participants with the same thing/s you have on your paper, clap your hands or shake hands. When you meet participants with different things written on your paper, give them two thumbs up and then continue moving around. Do this 5x until such time that you get to meet more participant in this room.

To make the most out of this training, I shall…so that I/others will…

Workshop Agenda June 11-13, 2014 Day 1 Day 2 Day 3 VMV/Strategic Directions/Targets/PCPs Phase 1- Performance Planning and Commitment Phase 2 – Performance Monitoring and Coaching Day 2 Phase 3: Perfomance Review & Evaluation Phase 4: Performance rewarding and Development Planning Workshop 1 (OKRAPI) Workshop 2: SPATRES Day 3 Continuation of Workshop Presentation of Performance Plan Reaching agreements Closing Program

Results - based Performance Management System (RPMS) for DepEd Overview Results - based Performance Management System (RPMS) for DepEd Lead, Engage, Align & Do! (LEAD)

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. Roll sheets of paper with the names of the pax. Draw a paper and let the pax recite the Vision/Mission/Core Values Read slide.

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. Read slide.

DepEd Core Values Maka-Diyos Makatao Makabayan Makakalikasan Read slide.

Assessment for Learning

Assessment Result Items 4 3 2 1 20 7 8 27 12 24 10 25 5 6 19 18 21 16 15 9 14

The Strategic Planning Processes are like two sides of the same coin The Strategic Planning Processes are like two sides of the same coin. The strategy emerges from an organization's Vision. It's a plan by which the Vision is made real through the strategic objectives.   Translating a strategy into executable goals requires skill. The broad strategies are translated into Objectives, Key Result Areas (KRAs) and Performance Indicators. Too often, we see organizations develop comprehensive business plans and strategies, yet fail to manage the energies of the employees towards the direction defined by those plans. The DepEd’s Strategic Planning Process is aligned with the Results framework of DBM-OPIF.

Strategic Priorities Governance Strengthened School-Based Management (SBM) Principals with strong leadership skills Uniformed metrics on school performance System for policy and leadership continuation established

Targets and Reforms Reforms effectively implemented Reforms institutionalized Backlog on education inputs addressed Ten Point Education Agenda accomplished DepEd budget appropriately and efficiently utilized

Culture, Systems & Processes Education map for the entire system DepEd culture transformed (shared vision, highly motivated and stronger) Ratplan in full swing Processes required by the schools, divisions, regions in place Assessment system revolutionized

Technology DepEd dashboard made accessible DepEd data and other information are consistent All schools connected Online educational system (going global) Online enrolment Learning Materials digitized

Learner-centered and Inclusive Education Children at the center of basic education Education services responsive to student and family choice Students are offered options on the delivery mode Safer DepEd (child protection, disaster-resilient schools, etc.) IPEd institutionalized (and moving forward to the 21st century) More readers, better readers Children’s hunger addressed

Curriculum Implementation 21st century Philippine basic education K to 12 curriculum implemented Smooth implementation of SHs (1st batch of SHS going to SHS ready schools, voucher in place, etc.) Teachers prepared for K to 12 Curriculum for multigrade schools available

External Relationships Restored people’s trust in public education and in DepEd Government and private sector partnerships more acceptable Stronger and more engaged external public All school boards active and engaged

DepEd’s Framework Based on DBM’s OPIF Inclusive Growth and Poverty Reduction Societal Goal Equitable Access to Adequate Quality Societal Services and Assets Sectoral Outcomes Sub-Sector Outcomes Knowledge, skills, attitude and values of Filipinos to lead productive lives enhanced Improved Access to Quality Basic Education Organizational Outcomes Filipino Artistic & Cultural Traditions Preserved & Promoted Major Final Output (MFOs) Emphasize the three Major Final Outputs. 1 Basic Education Policy Services 2 Education Governance 3 Regulatory and Developmental Services for Private Schools 4 Informal Education Services Children Television Devt. Services 5 Book Industry Devt. Services

Mandate from DEPED The PMS Concept: Development Impact Strengthen Culture of Performance and Accountability in DepEd K to 12 School Based Management ACCESs Improved Access to Quality Basic Education Functional Literate Filipino With 21st century skills FOCUS: Performance Measures at the Organizational, Divisional or Functional and Individual Levels EMPHASIS: Establish strategic alignment of Organizational, Functional and Individual Goals The Results-based Performance Management System (RPMS) is one of the 14 interventions that support the realization of the Vision/Mission of DepEd.   The goal is to improve the access to quality of basic education that will produce functional, literate Filipinos with 21st century skills.

The DepEd RPMS is aligned with the SPMS of CSC which has 4 Phases: 1. Performance Planning and Commitment 2. Performance Monitoring and Coaching The RPMS of DepEd is aligned with the strategic Performance Management System (SPMS) which has 4 phases/stages:   1. Performance Planning and Commitment 2. Performance Monitoring and Coaching 3. Performance Review and Evaluation 4. Performance Rewarding and Development Planning 4. Performance Rewarding and Development Planning 3. Performance Review and Evaluation

VISION, MISSION, VALUES (VMV) Strategic Priorities Department/ Functional Area Goals KRAs and Objectives Values CENTRAL REGIONAL DIVISION SCHOOLS DEPED RPMS FRAMEWORK Competencies WHAT HOW On 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.

What is Performance Management? 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. Read slide.

Objectives of the Performance Management System Align individual roles and targets with DepEd’s direction. Track accomplishments against Objectives to determine appropriate corrective actions, if needed. Provide feedback on employees’ work progress and accomplishments based on clearly defined goals and objectives. A tool for people development. Read slide.

RPMS Linkages to Other HR Systems Agency Planning and and Directions Career Succession HR Planning and Recruitment RPMS Training and Manpower Development Job Design and Work Relationships If implemented correctly, the RPMS will provide a great deal of information that can be used for other functions, like the ff.:   1. HR Planning and Recruitment 2. Job Design and Work Relationship 3. Compensation and Benefits 4. Employee Relations 5. Rewards and Recognition 6. Training and Manpower Development 7. Career Succession 8. Agency Planning and Directions Performance management takes information from other processes and sends information to those other processes. Competencies can serve as the point of integration for all HR systems. Competencies used in RPMS should be the same competencies used for Recruitment, Training, Manpower Development and Career Succession. Rewards and Recognition Compensation and Benefits Employee Relations

Overall Design of DepEd RPMS Let us now take a look at the overall design of the RPMS. Lead, Engage, Align & Do! (LEAD)

General Features Anchored on the Vision, Mission and Values (VMV) of DepEd. CSC mandates 100% results orientation to make it uniform with other government agencies. Competencies are used for development purposes. Coverage : All regular managers and employees of DepEd; teaching and non-teaching staff. Basis for rewards and development. Covers performance for the whole year. Read slide.

RPMS Cycle Non Teaching Positions Performance Planning Q1 January Mid-Year Review July Year-End Results Q4 December For DepEd, we will follow two RPMS cycles. For the non-teaching positions, it will be January to December.  

Teaching Positions Performance Planning Q1 June Mid-Year Review November Year-End Results Q4 March For the teaching positions, it will be June to March.

Forms The mechanism to capture the KRAs, Objectives, Performance Indicators and Competencies is the Performance Commitment and Review Form (PCRF). It is a change in mindset! Change in mindset is needed, since the previous Performance Appraisal focuses on behavioral indicators only while the new RPMS will have a beautiful balance of Results Orientation (WHAT) and demonstration of Core Competencies (HOW).

DepEd Forms Office Performance Commitment and Review Form (OPCRF) Individual Performance Commitment and Review Form (IPCRF) Managers Staff and Teaching - related Employees Teaching Read slide.

+ Components of Performance Management What = How = Results Competencies + (Results & Objectives of a position) (Skills, Knowledge & Behaviors used to accomplish results) Remember the two important aspects of RPMS:   WHAT - Results (KRAs, Objectives, Performance Indicators) HOW - Competencies (Includes Core, Leadership, Staff and Teaching – related and Teaching Competencies)

Phase 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.

Initialisms

T G I F Easy

B T W Easy

JGH Difficult

C X Difficult

F T F Difficult

F T W Difficult

H T H Clincher

I M H O Clincher

A F A I K Clincher

RPMS Easy

T I L Clincher

Phase 1 has four important components: 1. Discuss Unit’s Objectives 2. Identify Individual KRAs, Objectives and Performance Indicators 3. Discuss Competencies Required and Additional Competencies Needed 4. Reaching Agreement Phase 1 has four important components: 1. Discuss Unit’s Objectives 2. Identify Individual KRAs, Objectives and Performance Indicators 3. Discuss Competencies Required and Additional Competencies Needed 4. Reaching Agreement   We will be discussing this in greater detail in the next slides.

1. Discuss Unit’s Objectives The Office head discuss the office’s KRAs and Objectives with direct reports. Then, break this down to individual KRAs and Objectives. Read slide.

2. Identify KRAs, Objectives and Performance Indicators Identify your responsibilities by answering the following question: “What major results/outputs am I responsible for delivering?” The second component of the performance plan deals with the individual's share of the organization's strategic objectives.  

Duties and Responsibilities Job Summary Sets, the mission, vision, goals and objectives of the school, creates an environment conducive to teaching-learning process, implements, monitors and assesses the school curriculum and is accountable for higher learning outcomes Duties and Responsibilities 1. Supervises and directs all school teaching and non-teaching personnel 2. Manages instructional system 3. Sets up goals and objectives 4. Leads and implements educational programs 5. Organizes and conducts INSETs 6. Promotes and coordinates services for the holistic development of school personnel and pupils 7. Directs, coordinates and manages school funds according to prioritized needs 8. Assigns teachers where they best fit to teach (grades, learning areas, special assignments, etc.) 9. Requests and distributes instructional materials 10. Initiates and compiles teachers’ professional documents in portfolios 11. Practices equitable distribution of teaching loads and observes teacher-learner ratio 12. Inspects regularly Daily Lesson Logs (DLL) 13. Monitors teachers upkeep of students records 14. Provides EPA compliant accommodation to learners amidst shortages 15. Prepares/consolidates reports

12. Rates all school personnel performance and recommends promotion 13. Creates committee to assess learning outcomes 14. Establishes linkages with stakeholders 15. Ensures compliance to existing laws, policies and orders of fund raising projects for the school 16. Evaluates the school plant, physical facilities fitness, safety and sufficiency with the assistance of specialists 17. Formulates intervention programs/innovations for learners development 18. Organizes special classes for learners with special needs 19. Meets parents regularly to confer/inform about school accomplishments 20. Determines the strengths, weaknesses, opportunities and threats of the school 21. Designs programs with stakeholders to address school needs 22. Recognizes accomplishments of stakeholder’s 23. Promotes welfare of stakeholders’ 24. Mediates and ensures resolution of conflicts in school 25. Formulates school policies with stakeholders 26. Harnesses participation of alumni and other organizations (NGOs, LGUs, PPP) 27. Promotes school discipline with stakeholders 28. Leads the preparation of SIP/AIP and ensures participation of stakeholders

Key Result Areas (KRAs) Instructional Leadership Learning Environment Human Resource Management and Development Parents’ Involvement and Community Partnership School Leadership, Management and Operations

What 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. Key Result Areas are the reasons why a job exist. They are broad categories expressed as general outputs or outcomes.  

KRA Weight Instructional Leadership 30% Learning Environment 20% Human Resource Management and Development Parents’ Involvement and Community Partnership 10 School Leadership, Management and Operations

What 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. Clearly written, specific objectives:   Give the employee clear accountability. They will know what is expected of them. During the year, they will know how their results measure up to those expectations. Enable employees to easily track and document performance better. Help to ensure that jobs are rewarding, value-adding and manageable.

SMART Criteria for Objectives Read slide.

Review SMART Criteria Specific Well written objectives are stated in specific terms to avoid any confusion about what is to occur or what is to improve Read the definition. Underscore “stated in specific terms.”   They define results to be accomplished within the scope of the job.

Measurable It is important to define measurements that enable progress to be determined and results to be measured. A measurable objective defines quantity, cost or quality. Read slide.

Effectiveness Effectiveness can include both quality and quantity. Example: Achieved a rating of 4 in running all batches of train-the-trainers program. Read slide.

Efficiency To measure cost specifically: money spent, percentage over or under budget, rework or waste Example: Do not exceed Php 100,000 a month in running 2 training programs. Read slide.

Timeliness Measures whether a deliverable was done correctly and on/before the deadline. Example: Timely submission of quarterly reports. reports Read slide.

Attainable Should be challenging yet attainable, something the person can influence to effect change or ensure results Read slide.

Relevance Objectives that state your share of specific department / functional areas goals Aligned with the directions of the unit Read slide.

Time Bound Objectives must be time bound. Example: Achieved running 20 RPMS program within 2014. Responded to all participants’ suggestions one week after the meeting. Did not exceed Php 200,000 a month for conducting a workshop. Read slide.

Recruitment and Selection Processes Example KRAs Objectives Recruitment and Selection Processes Posted 20 vacant positions within the CSC prescribed period and per requirements (for 1st, 2nd, and 3rd level positions) Gathered and submitted required documents for 20 nominees for screening by the PSB/NSC Processed 20 appointment papers for selection and promotion before June 2014 Conducted one-day orientation seminar for 20 newly hired employees within two weeks upon hiring Here is an example of KRA and Objectives.

The Strategic Planning Processes are like two sides of the same coin The Strategic Planning Processes are like two sides of the same coin. The strategy emerges from an organization's Vision. It's a plan by which the Vision is made real through the strategic objectives.   Translating a strategy into executable goals requires skill. The broad strategies are translated into Objectives, Key Result Areas (KRAs) and Performance Indicators. Too often, we see organizations develop comprehensive business plans and strategies, yet fail to manage the energies of the employees towards the direction defined by those plans. The DepEd’s Strategic Planning Process is aligned with the Results framework of DBM-OPIF.

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 Read slide.

5 4 3 2 1 Outstanding Scale Adjectival Description (130% and above) 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 (115%-129%) Performance exceeded expectations. All goals, objectives, and targets were achieved above the established standards 3 Satisfactory (100%-114%) Performance met expectations in terms of quality of work, efficiency, and timelines. The most critical annual goals were met. 2 Unsatisfactory (51%-99%) Performance failed to meet expectations, and/or one or more of the most critical goals were met. 1 Poor (50% or above) Performance was consistently below expectations, and/or reasonable progress towards critical goals was not made. Significant improvement is needed in one or more important areas.

Identify Performance Indicators or Measures (refer to PCPs) After identifying KRAs and Objectives, you now have to identify Performance Indicators. Shown in the screen is an example of Performance Indicators which can be found in the Position Competency Profile (PCP).

Example 1 Here are further examples of Performance Indicators.  

Example 2

3. Discuss Competencies Required and Additional Competencies Needed We have 4 classes of Competencies: (1) Core Behavioral, (2) Leadership, (3) Teaching, and (4) Core Skills.  

Why 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.

Manager’s Competencies Core Behavioral Competencies Self Management Professionalism and ethics Results focus Teamwork Service Orientation Innovation Leadership Competencies Leading People People Performance Management People Development Read slide.

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 Read slide.

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 Read slide.

4. Reaching Agreement Once the form is completed : KRAs + Objectives + Performance Indicators + Competencies Rater schedules a meeting with Ratee. Agree on the listed KRAs, Objectives, Performance Indicators and assigned Weight per KRA. Where to focus on the Competencies The fourth important component of the Performance Planning and Commitment Phase is the Reaching Agreement Discussion. It's the manager's job to act as reviewer and coach for the final version of the performance plan.   The purpose of this meeting is for the Rater and the Ratee to discuss and agree on objectives that the Ratee has identified for the current performance cycle. The Rater should help to set priorities as to what can realistically be accomplished.

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). Once all the MFOs, KRAs, Objectives and Performance Indicators are agreed upon, the Rater and Ratee should sign the form.

Show slide.  

Harmonize the duties and responsibilities to their KRAs in preparation for the more thorough workshop

LET’S TRY IT OUT! Raters and Ratees discuss and agree

Phase 2 Performance Monitoring and Coaching Let us move on to Phase 2 which is Performance Monitoring and Coaching.   Phase 2 Performance Monitoring and Coaching

Heart of the RPMS 1. Performance Tracking 2. Coaching/Feedback There are 2 very important components:   1. Performance Tracking 2. Coaching and Feedback It 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

WHAT GETS MEASURED GETS DONE! “If you want it, measure it. If you can’t measure it, forget it.” – Peter Drucker WHAT GETS MEASURED GETS DONE! Read slide.

1. Performance Monitoring 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. Read slide.

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 In performing your functions, capturing Critical Incidents is important and useful. These evidences will have an impact on your final performance results.   Critical Incidents are…. (Read slide)

STAR Approach Situation Task Action Result/s The STAR is a good example to use, how to capture Critical Incidents.   S for Situation T for Task A for Action R for Results The next slide will provide us with a good example. Action Result/s *developed by Development Dimensions International (DDI)

Writing S/TARs Action Situation/ Task Result “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 Read slide. Result *developed by Development Dimensions International (DDI)

To be effective in this phase you should: Track your performance against your plan. Use JOURNALS! In tracking your performance, it is important to use a journal. We have a recommended journal format required by the Civil Service Commission (CSC).   The form is shown on the next slide.

*developed by the Civil Service Commission (CSC) Read columns one by one. *developed by the Civil Service Commission (CSC)

Remember: Manage the system as a process, NOT a one-time event! It is NOT a year-end paper exercise. It is important to teach performance on certain frequencies and provide feedback and coaching. Read slide.   No employee will take seriously what is discussed only once a year. It is important to teach performance on certain frequencies and provide feedback and coaching. This will require rigorous monitoring of the different phases of the RPMS, year-on-year.

2. Coaching/Feedback For the Raters: During Performance Phase always: Provide COACHING to your subordinates to improve work performance and behavior. Provide FEEDBACK on the progress of work performance and behavior change. Read slide.

For the Ratees: During Performance Phase, always seek the coaching of your leader specially when you realize that you need improvements in your results. FEEDBACK: Know where and how to get helpful feedback for important aspects of your job Read slide.

Phase 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.  

2. Discuss Strengths and Improvement Needs 1. Review Performance 2. Discuss Strengths and Improvement Needs 1. Reviewing Performance Two important points should be done in this phase:   1. Review Year—end Results 2. Discuss Strengths and Improvement Needs

1. Review Performance Results and Competencies A successful review session should: Be a positive experience Have no surprises Be a two-way discussion Well prepared (both sides) If you have done your assignment in Phases 1 and 2, this will be beautiful experience for both the Rater and Ratee. Read slide.   Note: The Rater should set a meeting with the Ratee. Request the Ratee to do self-assessment.

Some Pointers on Conducting the Review Meeting: HRMO Capacity Building: PMS for Executive and Senior Managers in PhilHealth 1/19/06 Some Pointers on Conducting the Review Meeting: 1. Manage the meeting Prepare for the meeting Create the right atmosphere No interruptions; no surprises Read slide. Performance Monitoring and Development Planning [by Ms. Teresita F. Boluso-Rimando]

2. Enhance or maintain self-esteem Express appreciation Encourage self-appraisal Focus on the performance issue, not on the person Read slide.

3. Be fair and objective Base assessments on evidence HRMO Capacity Building: PMS for Executive and Senior Managers in PhilHealth 1/19/06 3. Be fair and objective Base assessments on evidence Change the behavior, not the person Focus on solving problems or correcting a behavior Read slide. Performance Monitoring and Development Planning [by Ms. Teresita F. Boluso-Rimando]

HRMO Capacity Building: PMS for Executive and Senior Managers in PhilHealth 1/19/06 4. Empower the employee Ask him for ideas on how to resolve a problem or improve performance Adopt a joint problem-solving approach Be supportive Read slide. Performance Monitoring and Development Planning [by Ms. Teresita F. Boluso-Rimando]

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 Attack on employee's personality - Authority as the Rater should be used properly. Be factual about your evaluation. Monologue - Engage the employee in a dialogue. Give him/her a chance to explain him/herself. A chance to wield power and authority - Performance reviews often make people uncomfortable and defensive. Make the discussion positive. The key themes are continuous improvement and development, even if a person hadn't wasn't able to meet objectives or demonstrated competencies effectively. Paper activity - Do not simply comply but manage the RPMS as a process and not a one-time even. An opportunity to gain "pogi points" with staff - The goal of RPMS is to improve performance and develop people.  

Steps for Evaluating Objectives and Competencies Evaluate the manifestations of each competency. Evaluate each objective whether it has been achieved or not. Determine overall rating. Read slide.

Rating Performance Fill up the Performance Evaluation worksheet Reflect actual results / accomplishments Rate each objective using the rating scale Compute final rating Read slide.

Scale Description Adjectival 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. We will follow this Performance Rating Scale mandated by the Civil Service Commission (CSC).  

*DepEd’s Competencies Scale Definition 5 Role model 4 Consistently demonstrates 3 Most of the time demonstrates 2 Sometimes demonstrates 1 Rarely demonstrates This is DepEd’s Competencies Scale.   Ratings here will be used for developmental purposes only. 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

2. Discuss Strengths and Improvement Needs Please 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.

Phase 4 Performance Rewarding and Development Planning The last phase of the RPMS is Performance Rewarding and Development Planning.  

2. Development Planning 1. Rewards There are two important points on this phase:   1. Rewards 2. Development Planning

1. Rewards Link to PBIS (EO 80 s. 2012) Performance Based Bonus (PBB) Step Increment RPMS will be linked to PBB and the 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. Employee Development is continuous. One should not stop learning in the achievement of personal Objectives. Employee Development is a shared responsibility. This is not only the responsibility of the Manager. The employee, as well as the HR, has also a stake in this.  

Steps in Development Planning Identify development needs Set goals for meeting these needs Prepare actions plans for meeting the development need sanction learning activities resources / support measures of success Implement Plans Evaluate It is ideal to conduct a simple Skills Assessment to identify current strengths and development needs.   Strength - In area where you have received feedback from your manager or colleagues as a strength; projects/assignments/tasks/behavior you have worked on where you have consistently met or exceeded expectations; an area that people often compliment you on as they see you as an "expert" in that field. Development Needs - An area you can improve; project/assignments/ tasks/behavior you worked on where you have not met the expectations; an area you don't feel confident working in.

Activities which could be considered appropriate for employee development: Benchmarking Functional cross-posting Seminars/workshops Geographical cross-posting Formal education/classes Coaching/counseling Assignment to task forces/committees/ special projects Developmental/lateral career moves Self-managed learning Job enhancements / redesign There is a wide array for people to grow and develop.   Classroom training is not the only way to train and develop people. Unfortunately, a lot of managers resort to this whenever they send people for training. There are so many options to consider when evolving people. Read the activities on the slide. Remember that people have different preferences on how they want to learn. Be sure to tailor-fit their development plan to their needs and learning styles.

Development Principles 30/30/40 Learning Philosophy The key elements to a successful learning process: 30% from real life and on-the-job experiences, tasks and problem solving. This is the most important aspect of any learning and development plan. 30% from feedback and from observing and working with role models – mentoring and coaching. 40% from formal training. Read and explain slide.   Ensures that real learning takes place and endures by integrating both formal and informal elements. The most effective way to learn and develop a new skill or behavior is to apply and practice it on the job and in real life situation. Employee learning and development is built upon how individuals internalize and apply what they learn based on how they acquire the knowledge.

Back to page 6 of your Performance Commitment and Review Form (PCRF), determine the Action Plans necessary for the development of the employee.   Also reflect on the Timeline and the Resources Needed. After the Rater and Ratee agree on the plan, they should sign this part of the form.

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

THANK YOU!!!

workshop OKRAPI The last phase of the RPMS is Performance Rewarding and Development Planning.  

We’re All In It Together!

Individual Performance and Commitment Review Form Name of Employee: Name of Rater: Position: Position: Review Period: Date of Review: Division: TO BE FILLED IN DURING PLANNING To be filled in during evaluation MFOs KRAs OBJECTIVES TIMELINE Weight per KRA Performance Indicators (Quality, Efficiency, Timeliness) Actual Results Rating Score To get the score, the rating is multiplied by the weight assigned Overall Rating for Accomplishments ________________ ________________ Rater Ratee

workshop OKRAPI The last phase of the RPMS is Performance Rewarding and Development Planning.  

Presentation and critiquing OKRAPI The last phase of the RPMS is Performance Rewarding and Development Planning.  

WORKSHOP SPATRES The last phase of the RPMS is Performance Rewarding and Development Planning.  

Workshop on SPATRES Objectives Strategy Program/ Project Activities Tasks Resources (Human, Material, Financial)

Presentation and critiquing SPATRES The last phase of the RPMS is Performance Rewarding and Development Planning.  

Commitment Building The last phase of the RPMS is Performance Rewarding and Development Planning.