coaching re orientation

7/17/2019 Coaching Re Orientation

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Performance Monitoringand Coaching for the

Department ofEducation


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DEPED VISION

We dream of Filipinoswho passionately love their country

and whose values and competenciesenable them to realize their full potential

and contribute meaningfully to building the nation.

As a learner - centered public institution,

the Department of Educationcontinuously improves itself

to better serve its sta eholders.


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DEPED CORE VALUES

$ &a a-Diyos

$ &a a-tao$ &a a ali asan

$ &a abansa


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T E !I" DREAM

DepEd has introduced the Results-based

Performance Management System (RPMS) to

help operationalize the 'ig Dream ()ision, &ission,

)alues*.


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!he framewor aligns efforts to enable DepEd to actualize its strategic goals and vision.

VISION#MISSION#VALUES$VMV%Strategic

Priorities

Department/ FunctionalArea Goals

KRAs andObjectives

Values

DEPED RPMS &RAME'OR(

Competencies

' AT O'


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DEPED RPMS IS ALI"NED 'IT T E CSCSPMS ' IC AS ) P ASES

*+PerformanceP,anningandCommitment

-+PerformanceRe.ie/andE.a,uatio

0+PerformanceMonitoringandCoaching

)+PerformanceRe/ardingandDe.e,o me


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Performance Monitoringand Coaching


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T E RPMS AS ) P ASES

1

2

3

4


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2. Coaching / Feedback

1. Monitoring

Phase 2: Heart of the RPMS


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' 1 MONITOR PER&ORMANCE2

To gather data to compareactua, performance .3+p,anned performance


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COMMON TRAC(IN" SOURCES

$ +eports

$ %urveys

$ nformal nterview$ Evaluations

$ uality %pecifications

$ !ime ogs

$ /omplaint ogs

$ &anager 0bservation

$ Audit +esults$ /ertificates of /ompletion

$ 1ournals

$ Feedbac from 0thers ---

)A DA!E2


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' 1 ARE DATA IMPORTANT2

To ha.e a fact45a3ed#more o56ecti.e 5a3i3 for

rating performance


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&eed5ac7 "i.ing


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' AT IS &EED!AC(2

$ t is any information seen and observed

by others about a person.

$ t could be anything li e behaviors,action, words, performance indicators,

etc.

$ 'ehaviors shown by actions and words.


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T1PES O& &EED!AC(

$ 3ositive

$ 4egative

$ Feedbac for mprovement


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' 1 "IVE &EED!AC(2

$ +einforces effective performance$ +edirects unsatisfactory and unaligned

performance

$ 3rovides guidelines for ma5imized performance

$ 'uilds enthusiasm and motivation to do more

$ Enables employees to learn from successes and

mista es


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O' AND ' EN &EED!AC( IS "IVEN2

&ust be Specific !i"e#$ and %a#anced

$Specific 6 %!A+

$!i"e#$ 6 mmediately for good performance and when

changes are needed for unsatisfactory and unaligned

performance

$%a#anced 6 Employees now what they are doing well and

what they can improve on


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STAR APPROAC

Situation

Ta37

Action Re3u,t83

*developed by D evelopment DimensionsInternational (DDI)


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A!C3 O& &EED!AC(

!est

$&cc'rate 6 verifiable7 can be proven true, based onob8ective facts li e records, reports, significant incidents,

direct observations

$%eha(ior)based 6 describes what someone does,describes a specific action, not a personality trait


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A!C3 O& &&ED!AC(

!est

$Concise 6 both positive and negative incidents recorded

not 8ust unsatisfactory performance

$Consistent 6 repeatable, seen more than once and over aperiod of time


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TIPS IN RECEIVIN" &EED!AC(

$ 9ive the other person anundivided attention.

$ %eparate facts from opinion.'ut opinions should not bediscounted.

$ As for specifics for clarity ofreceived Feedbac .

$ !han the person for theFeedbac , whether it ispositive or negative.


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TIPS ON "ETTIN" &EED!AC( &ROMUNCOMMUNICATIVE PEOPLE

$ +ehearse how you will respond if there isno reaction.

$ 3ractice spea ing slowly and ta ing long

pauses.

$ &a e it clear that you e5pect a reply and

are willing to wait for one.

$ As open-ended "uestions that will help

the person come up with a plan:response.


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Coaching

IS T ERE A DI&&ERENCE !ET'EEN


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IS T ERE A DI&&ERENCE !ET'EENCOAC IN" AND MENTORIN"2

COACHING IS

;a process that enables

learning and development tooccur and thus performance toimprove


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' AT IS COAC IN"2

Coaching is an interactive process

where raters and ratees aim to

c#ose perfor"ance gaps , teach

ski##s, i"part kno+#edge and

inc'#cate (a#'es and desirab#e

+ork beha(iors.


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oaching Model for DepEd

BuildAwareness

Move toAction

Coach for,ork

-"pro(e"ent

Coach forMa*i"'"Perfor"ance

Coach toStrengthen Ski##sCo"petencies and

%eha(iors

&pp#icationpport'nities


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COMPETENCIES O& AN E&&ECTIVE COAC

$ %elf-clarity

$ /ommunication

$ /ritical thin ing

$ 'uild relationships and

inspire


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Coach for 'or7Impro.ement


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COAC &OR 'OR( IMPROVEMENT

$ -dentif$ Perfor"ance aps 6 3erformance 9aps are

the difference between a subordinate>s current

performance and what is re"uired.

$ 'ehavior or s ill or both?


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IDENTI&1IN" PER&ORMANCE "APS

@. +outinely chec employee performance againststated performance metrics or built monthly or"uarterly milestones vs. subordinates annual goals.

. %crutinize the tas s that the employee is not doingwell.

B. dentify the causes, behaviors that interfere with goalaccomplishment (controllable:uncontrollablesituations*.

C. !ry to draw facts from other sources when possible.. Avoid premature 8udgments.

Catch a problem early!

POSSI!LE CAUSES O& POOR


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POSSI!LE CAUSES O& POORPER&ORMANCE

$ -nefficient Processes 0/hec wor process beforeloo ing into faults in the people

who run them.

$ Persona# Prob#e"s

POSSI!LE CAUSES O& POOR


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POSSI!LE CAUSES O& POORPER&ORMANCE

$,ork (er#oad 6 Demand istoo much or too fast-paced

$Re#ationship Conf#icts at ,ork E5amples# 1ealousy, office romances, competition forattention or for a promotion , mainit ang dugo ko sayo


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Coach for Ma9imumPerformance


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' 1 AND ' EN DO 'E DO IT2

$For continuous performance improvement

$For special assignments


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' 1 AND ' EN DO 'E DO IT2

$For developmental plans andpromotion

$For succession planning

$For career development


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Strengthening S7i,,3#Competencie3 and

!eha.ior3


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' 1 DO 'E DO IT2

$ Develop closer wor ingrelationship between themanagers and employees

$ 'oost morale andconfidence of employees

$ 0pportunity to develop news ills


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' 1 DO 'E DO IT2

$ /ultivate and raise the level ofculture of performance

$ +ecognize outstandingperformance

$ eave a legacy forperformance e5cellence


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oaching Model for DepEd

BuildAwareness

Move toAction

Coach for,ork

-"pro(e"ent

Coach forMa*i"'"

Perfor"ance

Coach toStrengthen Ski##sCo"petencies and

%eha(iors

&pp#icationpport'nities


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)4Step Proce33 ofCoaching


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)4STEP PROCESS O& COAC IN"

%S R &!- 6 !he rater identifies a performancegap or an opportunity to improve.-SC5SS- and & R M ! 6 /oach and

coachee agree on (@* problems to be fi5ed ( * anopportunity to move 8ob performance two notcheshigher.&C!- C &CH- 6 /oach and coachee create

and agree on the action plan to address the gap.F 66 ,)5P 6 %etting follow-up sessions to checon the status of the agreed on action plan.

CONDUCTIN" DISCUSSION AND


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CONDUCTIN DISCUSSION ANDA"REEMENT SESSIONS

Step 1 Opening / Climate Setting / stablis!ing Rapport(ac!ie"ing a comfort le"el t!at encourages openness)

$9reet employee with a smile 7 establish eye

contact$ As employee# ; ow are you?= and listen tohis : her answer with interest

$%imply ac nowledge the answer by a nod,and maintain eye contact


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Step #$ Ob%ecti"e Setting

$!ell employee things he:she is doing right 7 e5presssincere appreciation

$!ell your reason for calling the meeting with him:her $9ive Feedbac on performance deficiency youhave observed$isten with empathy, i.e. give an empathicresponse, paraphrase what he:she had said, andreflect his:her feelings



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Step &$ 'iscussion and greement Proper

$!ell what you want him:her to do, how you want it

done, and why (standards of performance*$f possible, show (model* how it is to be done$!hen as him:her to do it while you observe$9ive positive Feedbac and:or correction7 offersuggestions



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Step &$ 'iscussion and greement Proper

$et him:her now you respect his:her ability$ Agree upon appropriate actions7 employee>s andyours$et him:her now you will closely monitor his:her

performance

ELEMENTS O& ACTION PLANS


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ELEMENTS O& ACTION PLANS

$ A statement of the current

situation

$ %pecific goals$ !imeline (&ilestones of 3rogress*

$ Action %teps

$ !he rater>s and ratee>s +ole


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A"REEMENT SESSIONS

Step $ Closing

$%hare how you feel about the meeting

$ As him:her how he:she feels about the meeting$%chedule a follow-up meeting on a specific date$!han him:her and e5press confidence that

he:she can do it. Assure him:her of your support$%ha e hands and smile, while maintaining eyecontact


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' 1 &OLLO'4UP2


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' 1 &OLLO'4UP2

t provide opportunities to remindemployees about goals and theimportance of these goals.3eriodic chec s give you achance to offer positiveFeedbac about the good thingsthat employees do.

!hese chec s can help spotsmall problems before theybecome large ones.


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More "uide,ine3 andTip3 in Coaching

I3 there a di:erence2


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MANA"IN" AND COAC IN"

&anaging focuses on#$ !elling

$ Directing$ Authority$ mmediate 4eeds$ A %pecific 0utcome

/oaching focuses on#$ E5ploring$ Facilitating$ 3artnership$ ong-term improvement$ &any possible outcomes


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Performance oaching isnot$ advice giving and does not involvethe coach sharing their e5perience

or opinions$ a one time process

$ fault finding and put the employee

down

CREATE T E RI" T ATMOSP ERE


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CREATE T E RI T ATMOSP ERE

Mutual *rust t!is !as se"eral sources

$ Demonstrated concern for the coachee>s well-being andsuccess. %howing empathy, genuine interest,

consultation, providing opportunities for the coachee tomove ahead are demonstrations of concern.$ E5perience in the matter at hand. !rust can be gained

when the coach has a reputation of success in the area.

$ 'eing as good as your word. !rust is built throughrepeated demonstration. Do what you say everytime.$ 4ot disclosing information held in coachee>s desire for

confidentiality.



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ccountability for Results

$ A person who isn>t held accountable for results will notta e /oaching seriously.

$Formal /oaching plan- this ma es accountabilitye5plicit.




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Moti"ation to +earn and ,mpro"e !ere are or.placemoti"ation t!at encourage people$

$ &astering an important s ill will open the door toadvancement.$ An employee sees that improved productivity is reflected

in her paychec .$ A person nows that his 8ob is in danger unless he learns

to do a particular tas better.$ An employee has reached the point where she is eager

to learn something new or move on to a morechallenging 8ob .


PRACTICE ACTIVE LISTENIN"


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cti"e listening encourages communication and putsot!er people at ease n cti"e +istener pays attention tot!e spea.er and practices t!e follo ing good listenings.ills$

$ &aintain eye contact$ %mile at appropriate moments$ 'e sensitive to body language

$ isten first, and evaluate later $ 4ever interrupt e5cept to as for clarification$ ndicate that you>re listening by repeating what was said

about critical points

PRACTICE ACTIVE LISTENIN

AS( T E RI" T ;UESTIONS


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As ing the right "uestions willhelp the coach to understand thecoachee and get to the bottom ofperformance problems.

!wo Forms of uestions#

0pen-ended/losed-ended

AS( T E RI T ;UESTIONS

OPEN4ENDED ;UESTIONS


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!hese "uestions inviteparticipation and idea sharing.

!hese helps the coach to now

the coachee>s feelings, views

and deeper thoughts on the

problem, and in turn help to

formulate better advice.




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$ !o e5plore alternatives#;0!at ould !appen if 23

$ !o uncover attitudes# 4o do

you feel about our progressto date23

$ !o establish priorities and

allow elaboration# 0!at doyou t!in. t!e ma%or issuesare it! t!is pro%ect2


CLOSED4ENDED ;UESTIONS


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!hese "uestions lead to; E%= or ;40= answers

!o focus the response#

,s t!e program / plan onsc!edule23

!o confirm what the other person

has said#5So6 your big problem issc!eduling your time23

CLOSED4ENDED ;UESTIONS

DEPED RPMS


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*+Performance

P,anningandCommitment

-+PerformanceRe.ie/andE.a,uatio

0+Performance

MonitoringandCoaching

)+PerformanceRe/ardingand

De.e,opme

DEPED RPMS


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coaching re orientation

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