Results - based
Performance
Management
System (RPMS) for
DepEd
Lead, Engage, Align & Do! (LEAD)
RPMS Key Deliverables
1.
Conceptualization / Design
•
•
•
•
•
•
2.
3.
4.
Briefing of Technical Working Group on Proposed Methodology
Benchmarking
Workshop on Identifying Competencies on breaking down strategic
priorities into KRAs and Objectives
Validation Workshops
Final Draft presented to Technical Working Group
Documentation (Facilitator’s Guide, Manager’s Manual, Employee’s
Manual, Forms)
Crafting of Position Profiles / Validation / Change Management
/ Communication Workshop
Approval of Civil Service Commission
Pilot Test
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.
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.
DepEd Core Values
• Maka-Diyos
• Makatao
• Makabayan
• Makakalikasan
The DepEd’s Strategic Planning Process is aligned with the Results
framework of DBM-OPIF.
DepEd’s Framework Based on DBM’s OPIF
Inclusive Growth and Poverty Reduction
Societal Goal
Sectoral Outcomes
Equitable Access to Adequate Quality Societal Services and Assets
Sub-Sector
Outcomes
Knowledge, skills, attitude and values of Filipinos to lead
productive lives enhanced
Organizational
Outcomes
Improved Access to
Quality Basic Education
Major Final
Output (MFOs)
1
2
Basic
Education
Services
Education
Governance
3
Regulatory and
Developmental
Services for
Private Schools
Filipino Artistic & Cultural
Traditions Preserved &
Promoted
4
5
Informal Education
Services
-Children
Television Devt.
Services
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
9
WHAT
VISION, MISSION,
VALUES (VMV)
Strategic
Priorities
Department/
Functional
Area Goals
KRAs and
Objectives
HOW
Values
CENTRAL
REGIONAL
Competencies
DIVISION
SCHOOLS
DEPED RPMS FRAMEWORK
The framework aligns efforts to enable DepEd to actualize its strategic
goals and vision.
The DepEd RPMS is aligned with the
SPMS of CSC which has 4 Phases:
1. Performance
Planning and
Commitment
4. Performance
Rewarding and
Development
Planning
2. Performance
Monitoring and
Coaching
3. Performance
Review and
Evaluation
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.
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.
RPMS Linkages to Other HR Systems
Agency Planning and and
Directions
Career
Succession
Training and
Manpower
Development
Rewards and
Recognition
HR Planning
and
Recruitment
RPMS
Employee
Relations
Job Design and
Work
Relationships
Compensation
and Benefits
Overall Design
of DepEd RPMS
Lead, Engage, Align & Do! (LEAD)
General Features
1.
Anchored on the Vision, Mission and Values (VMV) of DepEd.
2.
CSC mandates 100% results orientation to make it uniform with
other government agencies. Competencies are used for
development purposes.
3.
Coverage : All regular managers and employees of DepEd;
teaching and non-teaching staff.
4.
Basis for rewards and development.
5.
Covers performance for the whole year.
RPMS Cycle
Non Teaching Positions
Performance
Planning
Q1
January
Mid-Year Review
July
Year-End Results
Q4
December
Teaching Positions
Performance
Planning
Mid-Year Review
Q1
June
November
Year-End Results
Q4
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!
DepEd Forms
1. Office Performance Commitment and Review Form
(OPCRF)
2. Individual Performance Commitment and Review
Form (IPCRF)
• Managers
• Staff and Teaching - related Employees
• Teaching
Components of Performance
Management
What =
Results
(Results & Objectives
of a position)
+
How =
Competencies
(Skills, Knowledge &
Behaviors used to
accomplish results)
Phase 1
Performance Planning
and Commitment
1. Discuss Unit’s Objectives
2. Identify Individual KRAs, Objectives
and Performance Indicators
3. Discuss Competencies Required and
Additional Competencies Needed
4. Reaching Agreement
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.
2. Identify KRAs, Objectives and
Performance Indicators
Identify your responsibilities by
answering the following question:
“What major results/outputs am I
responsible for delivering?”
What is the definition of KRAs?
KRAs define the areas in which an employee is
expected to focus his/her efforts.
What is the definition of Objectives?
Objectives are the specific things you need to do,
to achieve the results you want.
SMART Criteria for Objectives
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
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.
Effectiveness
Effectiveness can include both quality and quantity.
Example:
Achieved a rating of 4 in running all batches of train-the-trainers
program.
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.
Timeliness
Measures whether a deliverable was done correctly and
on/before the deadline.
Example:
Timely submission of quarterly reports.
reports
Attainable
Should be challenging yet attainable, something the person
can influence to effect change or ensure results
Relevance
• Objectives that state your share of specific department /
functional areas goals
• Aligned with the directions of the unit
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.
Example
KRAs
Objectives
Posted 20 vacant positions within the
CSC prescribed period and per
requirements (for 1st, 2nd, and 3rd
level positions)
Recruitment and Selection Processes
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
Identify Performance Indicators or
Measures (refer to PCPs)
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
Example 1
Example 2
3. Discuss Competencies Required and
Additional Competencies Needed
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).
Manager’s Competencies
Core Behavioral
Competencies
Leadership
Competencies
• Self Management
• Professionalism
and ethics
• Results focus
• Teamwork
• Service
Orientation
• Innovation
•Leading People
•People
Performance
Management
•People
Development
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
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
4. Reaching Agreement
Once the form is completed :
KRAs + Objectives + Performance Indicators +
Competencies
1. Rater schedules a meeting with Ratee.
2. Agree on the listed KRAs, Objectives,
Performance Indicators and assigned Weight
per KRA.
3. Where to focus on the Competencies
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).
Phase 2
Performance Monitoring
and Coaching
1. Performance Tracking
2. Coaching/Feedback
Heart of the RPMS
“If you want it,
measure it. If you
can’t measure it,
forget it.”
– Peter Drucker
WHAT GETS MEASURED GETS DONE!
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.
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
STAR Approach
Situation
Task
Action
Result/s
*developed by Development Dimensions International (DDI)
Writing S/TARs
Situation/ Task
Action
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.”
*developed by Development Dimensions International (DDI)
To be effective in this phase you
should:
•
Track your
performance
against your plan.
•
Use JOURNALS!
*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.
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.
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
Phase 3
Performance Review and
Evaluation
1. 1.
Review
Performance
Reviewing
Performance
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)
Note: The Rater should set a meeting with the Ratee.
Request the Ratee to do self-assessment.
Some Pointers on Conducting
the Review Meeting:
1. Manage the meeting
•
Prepare for the meeting
•
Create the right atmosphere
•
No interruptions; no surprises
2. Enhance or maintain self-esteem
•
Express appreciation
•
Encourage self-appraisal
•
Focus on the performance issue, not on the person
3. Be fair and objective
• Base assessments on evidence
• Change the behavior, not the person
• Focus on solving problems or correcting a behavior
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
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
Steps for Evaluating Objectives
and Competencies
Evaluate each
objective
whether it has
been achieved
or not.
Evaluate the
manifestations
of each
competency.
Determine
overall
rating.
Rating Performance
Fill up the Performance Evaluation worksheet
Reflect actual results / accomplishments
Rate each objective using the rating scale
Compute final rating
CSC’s Revised Policies
on the Strategic Performance Management System (SPMS)
MC 13 s. 1999
Scale
Adjectival
5
Outstanding
(130% and above)
Description
Performance exceeding targets by 30% and above of the
planned targets; from the previous definition of performance
exceeding targets by at least fifty (50%).
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.
4
*DepEd’s Competencies Scale
Scale
Definition
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
2. Discuss Strengths and Improvement
Needs
Phase 4
Performance Rewarding
and Development
Planning
1. Rewards
2. Development Planning
1. Rewards
Link to PBIS (EO 80 s. 2012)
•
Performance Based Bonus (PBB)
•
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.
Steps in Development
Planning
1.
Identify development needs
2.
Set goals for meeting these needs
3.
Prepare actions plans for meeting the development
need
•
sanction learning activities
•
resources / support
•
measures of success
4.
Implement Plans
5.
Evaluate
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
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.
“Behind every
successful person,
there is one
elementary truth.
Somewhere,
someway,
someone cared about
their growth and
development.”
- Donald Miller, UK Mentoring
Programme