rpms for deped employees
TRANSCRIPT
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Lead, Engage, Align & Do! (LEAD)
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Video PresentationManager’s and Employee’s Manuals on CDsFrequently Asked Questions (FAQs)Slides/Scripted Facilitator’s GuideComplete Position Competency Profiles
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We dream of Filipinoswho passionately love their countryand whose values and competencies
enable them to realize their full potentialand contribute meaningfully to building the nation.
As a learner - centered public institution, the Department of Education
continuously improves itself to better serve its stakeholders.
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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.
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Maka-Diyos
Makatao
Makabayan
Makakalikasan
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Governance
Strengthened School-Based Management (SBM)
Principals with strong leadership skills
Uniformed metrics on school performance
System for policy and leadership continuation
established
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Targets and Reforms
Reforms effectively implemented
Reforms institutionalized
Backlog on education inputs addressed
Ten Point Education Agenda accomplished
DepEd budget appropriately and efficiently utilized
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Culture, Systems & Processes
Education map for the entire systemDepEd culture transformed (shared vision, highly motivated and stronger)Ratplan in full swingProcesses required by the schools, divisions, regions in placeAssessment system revolutionized
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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
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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
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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
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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
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Legislative Agenda
Culture, Change Management , and Communications
Partnerships
K to 12Implementation
ChildProtection policy
Total QualityManagement
School-Based Management
& PASBE
Disaster RiskReduction
Management
EmployeeWelfare
Results-basedPerformanceManagement
System
Training &Development
Information & Communicatio
nTechnology
EnhancedCurriculum
RationalizationPlan
Improving theStrategic
Planning Process
ResourceGaps & PPP
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FULL SPECTRUM FROM RIGHT TO LEFT PLANNING
R A S O E C P T B S T T RA R J M V O A I OC A K E I I U S V GT T R C S S R K I RI E A T S I C T AO G S I I O E I MN I V O N S E S E E N
S S S
The Deped’s Strategic Planning Process is aligned with the Results Framework of DBS-
QPIF
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Equitable Access to Adequate Quality Societal Services and Assets
1
Basic Education Services
2
Education Governance
3Regulatory and Developmental
Services for Private Schools
Major Finalut (MFOs)
Organizational Outcomes
Knowledge, skills, attitude and values of Filipinos to lead productive lives enhanced
Filipino Artistic & Cultural Traditions Preserved &
Promoted
5
Book Industry Devt. Services
4
Informal Education Services
-Children Television Devt.
Services
Sub-Sector Outcomes
Sectoral Outcomes
Inclusive Growth and Poverty ReductionSocietal Goal
DepEd’s Framework Based on DBM’s OPIF
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• FOCUS: Performance Measures at the Organizational, Divisional or Functional and Individual Levels
• EMPHASIS: Establish strategic alignment of Organizational, Functional and Individual Goals
16
FunctionalLiterateFilipinoWith 21st
centuryskills
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The framework aligns efforts to enable DepEd to actualize its strategic goals and vision.
VISION, MISSION, VALUES (VMV)
Strategic Priorities
Department/ Functional Area Goals
KRAs and Objectives
Values
DEPED RPMS FRAMEWORK
Competencies
WHAT HOW
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1. Performance Planning and Commitment
3. Performance Review and Evaluation
2. Performance Monitoring and Coaching
4. Performance Rewarding and Development Planning
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A systematic approach for continuous and consistent work improvement and individual growth.
An organization-wide process to ensure that employees focus work efforts towards achieving DepEd’s Vision, Mission and Values (VMV).
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• 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.
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RPMS
Rewards and Recognition
Training and Manpower
Development
Employee Relations
Job Design and Work
Relationships
Career Succession HR Planning
and Recruitment
Compensation and Benefits
Agency Planning and Directions
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Lead, Engage, Align & Do! (LEAD)
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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.
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Non Teaching Positions
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Teaching Positions
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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!
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1. Office Performance Commitment and Review Form (OPCRF)
2. Individual Performance Commitment and Review Form (IPCRF)
• Managers• Staff and Teaching - related Employees• Teaching
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What = What =
ResultsResults
How =
Competencies++(Results & Objectives
of a position)(Skills, Knowledge &
Behaviors used to accomplish results)
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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.
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2. Identify KRAs, Objectives and Performance Indicators
Identify your responsibilities by answering the following question:
“What major results/outputs am I responsible for delivering?”
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What is the definition of KRAs?
KRAs define the areas in which an employee is expected to focus his/her
efforts.
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What is the definition of Objectives?
Objectives are the specific things you need to do, to achieve the
results you want.
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Review SMART CriteriaSpecificWell written objectives are stated in specific terms to avoid any confusion about what is to occur or what is to improve
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MeasurableIt is important to define measurements that enable progress to be determined and results to be measured. A measurable objective defines quantity, cost or quality.
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EffectivenessEffectiveness can include both quality and quantity.
Example: Achieved a rating of 4 in running all batches of train-the-trainers program.
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EfficiencyTo 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.
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TimelinessMeasures whether a deliverable was done correctly and on/before the deadline.
Example: Timely submission of quarterly reports.
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AttainableShould be challenging yet attainable, something the person can influence to effect change or ensure results
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RelevanceObjectives that state your share of specific department / functional areas goals
Aligned with the directions of the unit
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Time BoundObjectives 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.
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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/NSCProcessed 20 appointment papers for selection and promotion before June 2014Conducted one-day orientation seminar for 20 newly hired employees within two weeks upon hiring
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Identify Performance Indicators or Measures (refer to PCPs)
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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
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Example 1
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Example 2
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3. Discuss Competencies Required and Additional Competencies Needed
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• 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).
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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
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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).
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Heart of the RPMS
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WHAT GETS MEASURED GETS DONE! WHAT GETS MEASURED GETS DONE!
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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.
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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
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Situation Task
Action Result/s
*developed by Development Dimensions International (DDI)
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Writing S/TARs
“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
Result
*developed by Development Dimensions International (DDI)
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To be effective in this phase you should:
•Track your performance against your plan.•Use JOURNALS!
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*developed by the Civil Service Commission (CSC)
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• 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.
Remember:
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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.
2. Coaching/Feedback
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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
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1. Reviewing Performance
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A successful review session should:
1. Review PerformanceResults and Competencies
Note: The Rater should set a meeting with the Ratee. Request the Ratee to do self-assessment.
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1. Manage the meeting
• Prepare for the meeting
• Create the right atmosphere
• No interruptions; no surprises
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2. Enhance or maintain self-esteem
• Express appreciation
• Encourage self-appraisal
• Focus on the performance issue, not on the person
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3. Be fair and objective
• Base assessments on evidence
• Change the behavior, not the person
• Focus on solving problems or correcting a behavior
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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
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Evaluate the manifestations of each competency.
Evaluate each objective whether it has been achieved or not.
Determine overall rating.
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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.
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*DepEd’s Competencies Scale
Scale Definition5 Role model
4 Consistently demonstrates
3 Most of the time demonstrates
2 Sometimes demonstrates
1 Rarely demonstrates5 (role model) - all competency indicators4 (consistently demonstrates) – four competency indicators3 (most of the time demonstrates) – three competency indicators2 (sometimes demonstrates) – two competency indicators1 (rarely demonstrates) – one competence indicator
*will be used for developmental purposes
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2. Discuss Strengths and Improvement Needs
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1. RewardsLink to PBIS (EO 80 s. 2012)•Performance Based Bonus (PBB)•Step Increment
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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.
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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
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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.
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“Behind every successful
person, there is one
elementary truth.
Somewhere, someway,
someone cared about
their growth and development.”
- Donald Miller, UK Mentoring Programme
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A Life that Matters
Ready or not, someday it will all come to an end.
There will be no more sunrises, no minutes, hours, or days.
All the things you collected, whether treasure or forgotten, will pass to someone else.
Your wealth, fame, and temporal power will shrivel or irrelevance.
It will not matter what you owed, or what you were owed.
Your grudges, resentments, frustrations, and jealousies will finally disappear.
So, to your hopes, ambitions, plans, and to do lists will expire.
The wins and loses that once seemed so important will fade away.
It won’t matter where you come from, or what side of the tracks you lived, at the end.
Even your gender and skin color will be irrelevant.
So what will matter?
How will the value of your days be measured?
That will matter is not what you bought, but what you built; not what you learned but what you taught.
What will matter is not your success, but how hard you tried.
What will matter is not what you learned but what you taught.
What will matter is every act of integrity, compassion, courage or sacrifice that enriched, empowered,
or encouraged others to emulate your example.
What will matter is not your competences, but your character.
What will matter is not how many people you knew, but how many will feel a lasting loss when you’re gone.
What will matter is not your memories, but the memories that live in those who loved you.
What will matter is how long you will be remembered by whom and for what.
Living a life that matters doesn’t happen by accident
It’s not a matter of chance, but of choice.
Choose to live a life that matters.
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