every intervention in deped should be anchored in its vision. · during the last semester of 2014,...

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Every intervention in DepEd should be anchored in its Vision.

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All interventions in DepEd should also be anchored and linked to its Mission.

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DepEd spouses these core values and will be observed in the conduct of any

orientation or training.

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During the last semester of 2014, DepEd has introduced the Results-based

Performance Management System to help operationalize its Vision and Mission.

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This is the DepEd RPMS framework.

DepEd has 17 Regional Offices and 48,000 schools.

Now that they have a common VMV, RPMS has to be positioned to be an enabling

tool for the VMV to be realized.

Alignment

The Framework emphasizes two simple aspects: The WHAT (the goal, the

priorities, the objectives of DepEd’s Central Office, Regional Offices, Division

Offices, Schools and the individuals) and the HOW (which includes the core values

that DepEd spouses and the Competencies necessary for each role in the

Department). These WHAT and HOW should align efforts to enable DepEd to

actualize its strategic goals and vision year on year.

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A review from the RPMS 4 Phases:

1) Performance Planning and Commitment – Where the Unit and the Individual’s

Key Result Areas, Objectives, Performance Indicators and corresponding weight

are established and agreed upon. This should be done before the performance

cycle starts.

2) Performance Monitoring and Coaching – As soon as Phase 1 is done, raters are

expected to monitor performance of their respective ratees. Coaching should be

done from this point until the desired level of performance and results are achieved.

3) Performance Review and Evaluation – There are two sets of review:

a) Midyear Review – year-to-date performance is evaluated and do action

plans for objectives that are not achieved thus far.

b) Year-end Review and Evaluation – final rating is established for the Unit

and each individual.

4) Performance Rewarding and Development Planning – The RPMS results are

linked to the rewards (i.e. PBB) and can also be used for the Performance

Development of Units and individuals. Planning for the succeeding years can also

be based on the current and previous years’ performances.

DepEd’s RPMS was approved by the Civil Service Commission and is now a

Department Order.

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As mentioned, the second phase of RPMS is Performance Monitoring and Coaching.

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The RPMS rollout emphasized that Phase 2 is the heart of RPMS. During this phase,

two important things must be done:

1) Monitoring

2) Coaching/Feedback

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Why is it important to monitor performance?

The job of the rater is to ensure that the ratee’s performance is properly monitored and

checked. The Key Result Areas and the Performance Indicators will help the rater

know where the ratee is at any given time.

Individuals are also encouraged to do self-monitoring based on the targets set as

agreed upon between him/her and the rater.

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Above are examples of performance tracking tools that can be used to monitor. These

are support to the KPIs and should be part of the earlier agreement of the rater and

ratee.

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In monitoring performance, data gathering is fundamental. Fact-based data establish

an objective rating. They serve as visual basis for Feedback and Coaching to improve

performance and enhance competencies.

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Oftentimes, an individual’s performance is also determined or affected by the group

he/she is in. One very important skill needed by a coach is Process Observation and

Analysis, commonly referred to as POA.

POA is a skill that needs to be developed in order to look at two very important

components of an interaction.

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In any transaction, two things need to be looked into: Content and Process.

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POA gives the leader an indication of where the group is in terms of team development

and provides a picture of the group members’ strengths and areas to improve on.

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The coach can do POA on two levels.

Look at a person or identified persons in a group and how they affect attainment or

achievement of individual and group goals.

Look at the group in general. What is happening?

The next slides will highlight important areas to look into.

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Participation: Who does and does not participate or interact in the group? What do you

see them doing or not doing?

Influencing Style: Who seem to be the leader? What does he/she do?

Leadership Style: How is work done, not done in the group? What behaviors are

shown?

Decision Making: How are decisions made? Rule of one or majority? Discussed or

dictated?

Task Functions: How are tasks done, not done? Who does, does not contribute?

Maintenance Functions: Who keeps the group focused on the job? Who distracts?

Who helps others?

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Group Atmosphere: How is the group? Are they comfortable with each other?

Feelings: What behaviors are exhibited to establish feelings? Trust? Wariness?

Group Norms: Are there discussed and agreed on norms of behavior?

Self-Oriented Behaviors: Are members focused on just themselves or on others? Do

they show insularity or group think?

Communication: How do they communicate with each other? Is there a leader who

takes on the lead? Who talks most/least? Who do they talk to, not talk to? How do they

talk? Loud, soft, emotional, nonchalantly, etc.?

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What behaviors or actions are seen, heard, observed that show these?

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Idea is affected by the sender’s inner noise, history, bias (past experience with the

idea, the group, the person). This idea is further affected by how the idea is encoded,

said, presented, as well as by the channel or manner of delivery (voice, method,

avenue, etc.)

The receiver will decode the message in the same manner (affected by biases, past

experience, his own environment, etc.).

All these will affect how that message will be sent back in terms of feedback (positive,

negative, none at all).

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An action is not just a reflex one. It goes through the See, Think, Feel stages.

For example:

See a frown in boss’s face.

Interpret as anger based on two past examples:

Frowning at a colleague followed by loud reprimand

Frowned at you when you were late for three minutes. The next day you got an

“explain why” note from HR

Feel: scared and humiliated

Action: Walk away from boss, do not cross his/her path, do not look at him/her, tell

colleagues “Mainit ulo ni boss, ingat kayo at sasabog yan mamaya.”

Reality: Boss was frowning because he/she just came from the outside (nasilaw sa

araw)

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What is Feedback?

In the course of monitoring the performance of the ratee, raters are supposed to give

Feedback whenever necessary.

Any observed information, data (Performance Indicator), behavior by actions or words

of the ratee should be given Feedback.

Again, Feedback should be fact-based. Evidences should be shown ideally at the

time of Feedback.

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There are several types of Feedback:

1) Positive Feedback – when the ratee is doing an excellent performance (vs.

targets), or has shown an exemplary or relevant behavior that contributed much or

had positive impact in the Unit’s or Department’s performance.

2) Negative Feedback – could be an observed behavior, action, words, data or

information that created problem/s in the Unit, individual or the whole agency.

3) Feedback for Improvement – are words of counsel or form of Coaching an

individual or Unit with the intent to help improve the observed performance.

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Above are reasons for giving Feedback. Feedback could be in the form of:

1) Advice

2) Directives and suggestions

3) Guidelines

4) Words of encouragements and/or pat on the back

5) An evaluation session discussing a successful project or a failure

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Consider the following in giving Feedback:

1) Vague and very general statements are not good Feedback. They must be straight

to the point complete with relevant data.

2) Feedback, in order to be effective, should be given on a very timely manner.

3) Feedback should not only focus on the negatives. Positive Feedback will also be

appreciated along with the Negative Feedback or Feedback for Improvement

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The STAR Approach was introduced during the cascade of RPMS Phase 2. This is a

recommended approach in monitoring performance and giving Feedback.

Documentation of a situation, task, action done and its impact in the working unit is

important and can be used as one of the evidences in establishing the final rating.

Documenting Feedback will help the rater and the ratee follow through the established

action plans.

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Feedback should be phrased well in order to be effective.

• Feedback should be accurate and not based on hearsay. It should also be

relevant, significant and related to the objectives.

• Behavior-based Feedback is describing a specific action, not pointing to the

character of the individual. The focus is on the action done.

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Cs of Feedback are:

• Concise – free from elaboration or superfluous details. It could be a positive or

negative incident.

• Consistent – repeatedly seen or observed behavior that needs to be either

highlighted or corrected/improved.

Here are additional tips on giving Feedback:

• Focus on improving performance – Bring attention to work that is done poorly. It

is equally important to give affirmation, reinforcing Feedback on work that is done

well.

• Keep the focus of Feedback on the future – Focus on issues that can be

improved in the future. Prioritize!

• Provide timely Feedback – Fresh issues or behavior should be discussed

objectively.

• Focus on behavior, not character, attitudes, or personality – This will prevent

a person from feeling personally attacked.

• Be specific – The person should be able to understand what the Feedback is for.

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Listed below are some tips if you are the one to receive Feedback:

• Give undivided attention to the person giving Feedback. Provide evidence of full

attention by periodically paraphrasing what was understood from the giver.

• Separate facts from opinions. Opinions should be discounted.

• To avoid potential confusion, ask for specifics.

• Thanking the person for the Feedback models a productive behavior and will help

improve trust between the Feedback giver and receiver.

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There are people who just keep quiet when given Feedback. It could either be due to

intimidation or just the character of the person (man of few words). Here are some tips

to encourage a person to communicate when Feedback is necessary to come from this

type of people.

Examples of Open-Ended Questions:

• Explore alternatives, ask: “What would happen if…?”

• Uncover attitudes or need, ask: “How do you feel about our progress to date?”

• Establish priorities and allow elaboration, ask: “What do you think the major issues

are with this project?”

Examples of Closed-Ended Questions:

• Focus the response: “Is the project on schedule?”

• Confirm what the other person has said: “So, your big problem is scheduling your

time?”

When you want to find out more about the other person’s motivations and feelings, use

open-ended questions. It will help uncover the other person’s views and deeper

thoughts on the problem and will help you formulate better advices.

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We define here Coaching. Please note key words in the definition:

1) Interactive process – not monologue

2) Objectives of Coaching are:

• To close performance gaps

• To teach skills

• To impart knowledge

• To inculcate values and desirable work behaviors

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To identify Coaching opportunities, here is the recommended Coaching Model for

DepEd. It has 3 components:

1) Coach for Work Improvement

2) Coach for Maximum Performance

3) Coach to Strengthen Skills, Competencies and Behaviors

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What competencies should we find in an effective coach?

1) Self – clarity – The coach should understand the points on why individuals must be

coached. The coach should be a “doer of what she/he preaches”.

2) Effective communicator – Communicate simply and clearly to encourage attention and

listening from the coachee.

3) Analyze well the root causes of circumstances and behaviors.

4) Coach should be able to build relationship easily by inspiring the coachee with

his/her sincerity and concern.

Further, a coach should have these capacities:

Capacity for self-awareness

Capacity to inspire others

Capacity to build relationships

Capacity to be flexible

Capacity to communicate

Capacity to be forward-looking capacity for discipline

Capacity to manage professional boundaries

Capacity to diagnose issues and find solutions

Capacity for business

Always remember that Coaching is the heart of RPMS.

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Why do we coach? One of the goals of Coaching is for work improvement. But

Coaching should not be done just for the sake of doing so. Certain preparations by the

coach should be in place before the actual Coaching.

One of them is identifying and understanding Performance Gaps. Performance Gaps

are the difference between the current performance vs. the target set.

Before the Coaching session, the coach must be able to identify and understand if the

gap is caused by a behavior or is a skill problem.

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Coaches can use the Individual Performance Commitment and Review Form (IPCRF)

to determine current performance of the ratees versus what is committed and required.

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The Performance Monitoring and Coaching Form documents actual events and

behaviors in which both positive and negative performances are observed. This form

is also helpful in identifying performance gaps.

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Identifying Performance Gaps is the first thing a coach has to do. This should help the

coach catch a problem at an early stage before it is blown up. Here are ways to identify

performance gaps:

1) It is important to have a regular check of all the ratees’ performance vs. the

targets/goals. Regular check could mean as frequent as monthly or quarterly.

2) From the identified objectives where the ratee is underperforming or lagging behind,

find out the tasks that need improvement or checking.

3) Once the tasks for improvement are identified, find out the root cause/s of the

underperformance. Is it due to a behavior or a lack of skill by the ratee?

4) It is important to have facts as basis for the observations.

5) Never judge immediately. Be fact-based always.

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It is important to note that poor performances may also be because of the following

root causes:

• Inefficient Processes – In some offices, people have problems in performance

because of inefficient work processes. It is therefore important to double check the

processes and find out where the difficulty is being experienced. Once identified,

the coach or rater and the ratee can work together to improve it.

• Personal Problems like alcoholism, drug dependency, household conflicts, and

imbalanced work-life can also be root causes of poor performance.

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Other Causes of Poor Performance:

• Unit Heads should ensure work load balance. Understand the capacity and

capability of each staff in distributing workload in the Unit or Division. Prioritize with

the team!

• Jealousy, office romances, competition for attention, promotion and others

are root causes of relationship conflicts at work which could in turn be a cause

of poor performance. This should be addressed and never be ignored.

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As established earlier, Coaching should be done in a timely manner with the following

intentions:

• Coach for continuous performance improvement – Performance should not

stagnate. It should improve always.

• Coach for staff who will have special assignments – The readiness of the staff

to handle special assignment can be enhanced through Coaching.

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• Staff who are due for movement or promotion should be monitored closely.

Immediate Feedback and Coaching are good tools for growth and improvement.

• Successors’ performance should be monitored to speed up their readiness to

handle higher roles.

• Positioned people and their career development plans should be monitored.

Coaching will ready these people in the pool to handle more and higher

responsibilities.

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Why do we coach to strengthen skills, competencies and behaviors?

A healthy and professional relationship of the raters and ratees is important in the

growth of the team. This kind of atmosphere enables Coaching to draw the best from

everyone.

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Why else should we coach to improve skills, competencies and behaviors?

1) If Coaching becomes a culture in DepEd, the level of performance will improve

year on year.

2) Performers are acknowledged and given opportunities for better roles in the

Department.

3) Performance excellence will become a way of life in DepEd.

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Again, there are 3 components of the Coaching Model for DepEd:

1) Coach for Work Improvement

2) Coach for Maximum Performance

3) Coach to Strengthen Skills, Competencies and Behaviors

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The 4-Step Process of Coaching consists of:

1) Observation

2) Discussion and Agreement

3) Active Coaching

4) Follow-up

The following slides will focus on Discussion and Agreement.

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Coaching is a two way thing. It is a discussion where an agreement is made between

the coach and coachee. Let us now look at the steps in conducting the discussion until

an agreement is reached:

Step 1: Coach’s goal is to reach a comfortable level that encourages openness from

the coachee. The manner of greeting and welcoming the coachee is important.

Creating a relaxed atmosphere and showing eagerness and sincerity to listen and

care is important to achieve this goal.

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Step 2: Coach discusses the set objectives of the Coaching session. The objectives

should be agreeable for the both of them. This step will bring both parties to a mutual

agreement on the goal of Coaching. Goals or objectives should be formalized too.

Note: Listening with empathy will help draw more cooperation and response from the

coachee. Build agreements as the coach pursue the Coaching objectives.

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Step 3: This is the “meat” of the process, the discussion of the case/s and agreement

of actions to be done. It is encouraged that at this stage, solutions and actions will be

drawn from the coachee. Coach may suggest or give Feedback to help the coachee

come up with maximum performance results.

Telling a person what to do and how to do it is usually necessary, and telling or showing

people how to do things is also effective and saves time. BUT learning has a bigger

impact when people figure things out for themselves.

Tips: When the coachee is facing several challenges, it might be helpful for the coach

to begin with the ‘easy’ things.

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It is also important for the coach to show respect and confidence, so the coachee would

also show improvement and not a hopeless case.

Agreement on the actions to be taken is important. This should be documented and

signed by both the coach and coachee.

Further, the coach should also emphasize that regular monitoring on the agreed

actions will be done to avoid misinterpretation or wrong assumptions of behaviors.

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Action Plans to address performance gaps should have the following elements:

• Complete but clear and simple statement of the situation or the gap

• The goal of the Coaching discussion should be stated well and must be understood

by the coachee.

• Timelines are important and should be considered in the achievement of the goals

or targets. In discussing the timelines, milestones should be agreed upon by both

the coach and coachee.

• Clear, doable, and reasonable action steps should be established. Priorities should

be made clear.

• What is the role of the coach in the actions to be taken? This should be noted and

discussed very clearly to avoid misunderstanding.

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Here is an example of a Coaching Session Action Plan. Notice that all the elements

mentioned earlier are clearly shown here.

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How to end the Coaching session?

Step 4: Closing

The closing should be an encouraging one. The parting words of the coach will be the

most remembered statement of the coachee. Again, statements of the coach in the

closing stage should show sincerity and commitment to help the coachee improve.

Thanking the coachee, shaking hands, smiling and maintaining eye contact are

gestures showing concern, respect and sincerity.

Ask how can you help the coachee. Discuss points of collaboration/support.

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Video Showing: How Coaching Works

Please refer to the CD included in the learning kit.

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Last in the 4-Step Process of Coaching is Follow-up. Frequency of review as a form

of follow-up to check on the status of the Action Plan should be agreed upon. Do the

follow-up strictly on the agreed frequency and timeline, using Feedback and the agreed

performance tracking tools.

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Why should follow-ups be done?

1) Serve as reminder for employee/s

2) An opportunity to give positive Feedback

3) Catch small or related problems early

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Video Showing: Painless Performance Improvements

Please refer to the CD included in the learning kit.

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We have discussed the qualities of good Performance Coaching earlier. Here are

behaviors that SHOULD NOT BE DONE:

1) Irrelevant giving of advice

2) One time Coaching session

3) Finding faults and degrading the coachee

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Performance Monitoring and Coaching is the heart of RPMS. This stage should

develop mutual trust between the rater and the ratee, especially when conducting the

Coaching sessions. Creating the right atmosphere will draw much effort from the

coachee and will ensure maximum performance.

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In every Coaching session, accountability for results should be established and

monitored. Performance is normally and most of the time linked to remuneration,

promotion, movements, career paths, etc.. Unless the impact of this relationship is

clearly established, no coachee will take the agreed action plan seriously.

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Coaching should also encourage coachee to desire further learning and improvement.

The points above are workplace motivations to best encourage people.

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A good coach should practice active listening. It encourages interactive discussions

and creates a relaxed atmosphere.

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Asking the right questions will help draw the right root causes of problems or

performance cases. There are two forms of questions, the open-ended and closed-

ended questions. The next slides will define them with examples.

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Coaching is not only done during Phase 2. It permeates the entire RPMS cycle from

Phase 1: Performance Planning and Commitment up to Phase 4: Rewarding and

Development Planning.

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PRACTICE MAKES PERFECT!

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We would like to end our training session with this quote from John Wooden.

Coaching is a powerful tool in unlocking the capability of both the individual and the

organization. At its best, this tool would boost employee engagement and develop a

high performing workplace.

We hope that DepEd will develop a Coaching Culture that will offer employees at all

levels the opportunity to grow their skills, enhance their value and reach their

professional goals.

every intervention in deped should be anchored in its vision. · during the last semester of 2014,...

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