1. Lead, 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 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. 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.

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
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.

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
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.

9. CATEGORY
DEFINITION
Effectiveness/Quality
The 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.
Efficiency
The 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. Category
Definition
Timeliness
Measures 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
Let us move on to Phase 2 which is Performance Monitoring and Coaching.
Phase 2 Performance Monitoring and Coaching

12. 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

13. 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.

14. 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

15. Scale 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. 4
Very 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.
We will follow this Performance Rating Scale mandated by the Civil Service Commission (CSC).

16. Sample Computation KRA’s Weight Per KRA Objectives
Weight Per Objectives
Rating
Score
KRA 1 40
Objective 1
10% 4
0.400
Objective 2
20% 5
1.000
Objective 3 3
0.300
KRA 2 20 5%
0.150
0.200

17. Sample Computation KRA’s Weight Per KRA Objectives
Weight Per Objectives
Rating
Score
KRA 3 30
Objective 1
10% 4
0.400
Objective 2
15% 3
0.450
Objective 3 5%
0.150
KRA 4 10
2.50%
0.075
0.100
Plus Factor
Final Rating
3.675

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

19. *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

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

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

22. 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.

23. For School-Based Personnel
RPMS Cycle
For School-Based Personnel
Performance Planning
Phase I May
Mid-Year Review
Phase II November
Year-End Results
Phases III & IV April
For the teaching positions, it will be May to April.

24. RPMS Cycle For non School-Based Personnel Performance Planning
Phase I December
Mid-Year Review
Phase II July
Year-End Results
Phases III & IV
December
For DepEd, we will follow two RPMS cycles.
For the non-teaching positions, it will be December to December.

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

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

28. RATEE
RATER
APPROVING 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
Asst. Regional Director
Superintendent
Asst. Superintendent
Chief of Division
Section Chief/Unit Head
Regional Director
Asst. Director
Head of Division

29. RATEE
RATER
APPROVING AUTHORITY
Schools
1. Principal
2. Head/Master Teacher
3. Teacher
4. Non -Teaching Staff
Asst. Superintendent
Principal
Head/Master Teacher
Superintendent
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
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.

31. THANK YOU!!!