1. 1. There are 7 heads of elephants but how many elephants are there?
2. 2. Results - based Performance Management System (RPMS) for DepEd Lead, Engage, Align & Do! (LEAD)
3. 3. A systematic approach for continuous and consistent work improvement and individual growth. What is Performance Management? An organization-wide process to ensure that employees focus work efforts towards achieving DepEds Vision, Mission and Values (VMV).
4. 4. Effective Efficient REACH GOALS AND DOES NOT WASTE RESOURCES REACH GOALS AND WASTE RESOURCES Ineffective Inefficient DOES NOT REACH GOALS AND WASTE RESOURCES DOES NOT REACH GOALS AND DOES NOT WASTE RESOURCES
5. 5. 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 CENTRAL REGIONAL DIVISION SCHOOLS DEPED RPMS FRAMEWORK Competencies WHAT HOW
6. 6. The DepEd RPMS is aligned with the SPMS of CSC which has 4 Phases: 1. Performance Planning and Commitment 3. Performance Review and Evaluation 2. Performance Monitoring and Coaching 4. Performance Rewarding and Development Planning
7. 7. Phase 1: Performance Planning and Commitment
8. 8. Main Characters in the Performance Planning and Commitment RATEE RATER REGULAR TEACHER HEAD TEACHER / MASTER TEACHER MASTER TEACHER (elementary) PRINCIPAL HEAD TEACHER /MASTER TEACHER (secondary) PRINCIPAL
9. 9. Performance Cycle for School-based personnel May Nov.April Performance planning Mid-year Review Year-end Results PHASE I Performance Planning and Commitment PHASE III Performance Review and Evaluation PHASE IV Performance Rewarding and Development Planning PHASE II Performance Monitoring and Coaching
10. 10. Performance Cycle for Non-school- based personnel Dec. JulyDec. Performance planning Mid-year Review Year-end Results PHASE I Performance Planning and Commitment PHASE III Performance Review and Eval. PHASE IV Performance Rewarding and Development Planning PHASE II Performance Monitoring and Coaching
11. 11. Who will use the OPCRF? M* PRINCIPAL, CHIEFS OF SERVICES, DIVISION CHIEFS, ASSISTANT SUPERINTENDENT and SUPERINTENDENT
12. 12. Performance Planning and Commitment The performance planning and commitment shall be done prior to the start of the performance cycle where the rater meets with the ratee to discuss and agree on: 1. The office KRA, objectives and PIs as anchored on overall organizational outcomes 2. Individual KRA,objectives and Pis as anchored on overall office KRA
13. 13. Resolve the matters of the heart before dealing with the matters of the mind
14. 14. 1. Discuss Units Objectives 2. Identify Individual KRAs, Objectives and Performance Indicators 3. Discuss Competencies Required and Additional Competencies Needed 4. Reaching Agreement
15. 15. 1. Discuss Units Objectives The Office Head discusses the offices KRAs and Objectives with direct reports. Then, break this down to individual KRAs and Objectives.
16. 16. Managers role in planning
17. 17. Employees role in planning
18. 18. DepEds Vision Mission and Core Values We Dream of Filipinos who passionately love their country and whose values and competencies enable to realize their full potential and contribute meaningfully to building the nation We are a learner- centered public institution that is itself constantly learning and building its capacity to pursue its mission. DepEds Vision
19. 19. DepEds Vision Mission and Core Values We Dream of Filipinos who passionately love their country and whose values and competencies enable to ____(1)___ their full potential and ________(2)_______ meaningfully to building the nation We are a learner- centered ____(3)____ institution that is itself ____(4)_____ learning and building its capacity to ____(5)___ its mission. DepEds Vision
20. 20. DepEds Vision Mission and Core Values To protect and promote the right of every Filipino to a 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. Family, community and other stakeholders are actively engaged and share responsibility for developing life- long learning. DepEds Mission
21. 21. DepEds Vision Mission and Core Values To protect and promote the right of every Filipino to a quality, ___(1)____ culture-based and complete basic education where: Students learn in a child friendly, gender sensitive, safe and ___(2)__ environment. Teachers facilitate learning and constantly nurture every learner. Administrators and staff, as ___(3)___ of the institution, ensure an enabling and supportive environment. Family, community and other _____(4)______ are actively engaged and share ________(5)_______ for developing life-long learning. DepEds Mission
22. 22. 2. Identify KRAs, Objectives and Performance Indicators Identify your responsibilities by answering the following question: What major results/outputs am I responsible for delivering?
23. 23. What is the definition of KRAs? KRAs define the areas in which an employee is expected to focus his/her efforts.
24. 24. Always remember that KRAs have the following characteristics: 1. Number between 3 to 5 2. Describe in few words 3. Within your influence 4. Support departmental goals 5. Similar for jobs that are similar 6. Does not change unless your job changes
25. 25. What is the definition of Objectives? Objectives are the specific things you need to do, to achieve the results you want.
26. 26. SMART CRITERIA FOR OBJECTIVES
27. 27. How to write objectives
28. 28. 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
29. 29. If you want it, measure it. If you cant measure it, forget it. Peter Drucker WHAT GETS MEASURED GETS DONE!
30. 30. MFOs KRAs OBJECTIVES TIMELINE Weight per KRA PERFORMANCE INDICATORS (Quality, Efficiency, Timeliness) Provision of Quality Basic Education Services Curriculum & Learning Management To craft 3 localized and indigenized curricula and instructions by15 December 2015. July December 2015 10% Q = 3 curricula and instructions E = 3 drafts of each proposed curriculum and instruction T = 1st draft / 31 Aug 2015; 2nd draft / 30 Oct 2015; 3rd and final draft / 15 Dec 2015
31. 31. Sample Performance Indicators To show Quality Efficiency - Timeliness 1 Comprehensive canteen fund Budget Proposal submitted before June 85% of students attain 80% proficiency at the end of the school year QUALITY TIMELINESS QUALITYEFFICIENCY TIMELINESS
32. 32. Objective: Attain 100% passing rate of students with 80% proficiency Performance Indicators: Q= 80% proficiency E = 100% passing rate Writing the Performance Indicators
33. 33. Writing the Performance Indicators Objective: Conduct 3 intravisitations every month from July to February Performance Indicators: Q= 24 intravisitations T= 3 intravisitations each month
34. 34. Writing the Performance Indicators Objective: Prepare accurate liquidation report for canteen funds within 5 days of the ensuing month Performance Indicators: Q= liquidation report E= no error in the liquidation report T= within 5th day of ensuing month
35. 35. The RPMS looks not only at results, but HOW they are accomplished. Competencies help achieve results. Competencies support and influence the DepEds culture. For DepEd, competencies will be used for development purposes (captured in the form). Why do we have Competencies?
36. 36. Managers Competencies Core Behavioral Competencies Self Management Professionalism and ethics Results focus Teamwork Service Orientation Innovation Leadership Competencies Leading People People Performance Management People Development
37. 37. Leadership competencies are competencies intended for managerial positions: (ex. SDO) 1. Superintendent 2. Assistant Superintendents 3. Chiefs of Services 4. Chiefs of Divisions (CID, SGOD) 5. School Heads 6. Department Heads
38. 38. MANAGER
39. 39. 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
40. 40. Staff core skills are competencies intended for staff and teaching-related positions (ex. in the SDO) 1. Supervisors 2. Administrative staff clerk Librarian property custodian finance officer other personnel
41. 41. Discuss Competencies Required and Additional Competencies Needed STAFF/TEACHING-RELATED
42. 42. 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
43. 43. TEACHER
44. 44. TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION Major Final Outcomes (MFO) Key Result Area (KRA) Objectives Timeline Weight per KRA Performance Indicators (Quality, Efficiency, Timeliness) Actual Results Rating Score Q E T AVE 1. Instructional Leadership * Increase NAT MPS by 2% Learning Outcomes Supervision Special Program July-April 2016 25% 2. Learning Environment Child-Friendly Facilities for Learning K to 12 facilities reqts. EFA June 2015 March 2016 25% 3. Human Resources and Development Loading Promotion Teacher-training Non-teaching Personnel June Oct. 15% 4. Parents Involvement and Community Partnership Stakeholders School Report Cards June Mar. 5% 5. School Leadership Management and Operations SIP AIP SBM/PASBE June Mar. 15% 6. Fiscal Management MOOE Donations Canteen Fund Ecosavers June-Mar. 15% OVERALL RATINGS FOR ACCOMPLISHMENTS ________________________________ _______________________________ ______________________________ Rater Ratee Approving Authority OFFICE PERFORMANCE COMMITMENT AND REVIEW FORM (OPCRF) EMPLOYEE: _______________________________________________________ NAME OF RATER:_______________________________________________ POSITION::_________________________________________________________ POSITION: _____________________________________________________ DEPARTMENT/SCHOOL_____________________________________________ DATE OF REVIEW:_______________________________________________ RATING PERIOD :______________________________________________
45. 45. TO BE FILLED DURING PLANNING Major Final Outcomes (MFO) Key Result Area (KRA) Objectives*** Timeliness Weight per KRA Performance Indicators* (Quality, Efficiency, Timeliness) *not necessarily 3 indicators in the same objective Actual Results Ratin g Score Q E T AVE Effective implemen- tation of the Curriculum 1. Teaching- Learning Process * Prepare up-to-date and complete lesson plans with instructional aids daily *Teaching-Learning Environment *Strategy / Remediation *Assessment of learning 40% Q=200 lesson plans with instructional aids E= 200 up-to-date and complete LP 2. Pupils / Students Outcomes *Student Progress *NAT *Submit accurate record of students grades every quarter *Mastery of competencies > Knowledge > Skills 30% Q= accurate students grades (no error) T=submitted every quarter 3. Community Involvement *Linkages *Community Projects 10% 4.Professional Growth and Development *Associations *Published Work *Awards / Recognitions *Action Research 20% OVERALL RATINGS FOR ACCOMPLISHMENTS INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) EMPLOYEE: _______________________________________________________ NAME OF RATER:_______________________________________________ POSITION::_________________________________________________________ POSITION: _____________________________________________________ DEPARTMENT/SCHOOL_____________________________________________ DATE OF REVIEW:_______________________________________________ RATING PERIOD :______________________________________________ ________________________________ _______________________________ ______________________________ Rater Ratee Approving Authority
46. 46. 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
47. 47. 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).
48. 48. Phase 2: Performance Monitoring and Coaching
49. 49. 1. Performance Tracking 2. Coaching/Feedback Heart of the RPMS
50. 50. 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. 1. Performance Monitoring
51. 51. Phase 3: Performance Review and Evaluation
52. 52. 1. Reviewing Performance 1. Review Performance 2. Discuss Strengths and Improvement Needs
53. 53. PERFORMANCE EVALUATION (Mid-year or Year-end) Responsibilities of the Employee
54. 54. Performance Evaluation is not: Attack on employees personality Monologue A chance to wield power and authority Paper activity (compliance) An opportunity to gain pogi points with staff
55. 55. List of Accomplishments 1. The list of accomplishments depends on the objectives and performance indicators agreed upon during the performance planning and commitment session. 2. Some items in the accomplishment list may be similar for various positions
56. 56. Compute final rating Rate each objective using the rating scale Reflect actual results / accomplishments Fill up the Performance Evaluation worksheet RATING PERFORMANCE
57. 57. DEPARTMENT OF EDUCATION CSCs Revised Policies on the Strategic Performance Management System (SPMS) MC 6 s. 2012 NUMERICAL RATING ADJECTIVAL RATING DESCRIPTION OF MEANING OF RATING 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 expectations. 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. From 130% to 100% Outstanding Rating
58. 58. TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION Major Final Outcomes (MFO) Key Result Area (KRA) Objectives Timeli ne Weight per KRA Performance Indicators* (Quality, Efficiency, Timeliness) Actual Results Rati ng Scor eQ E T AVE Effective implemen- tation of the Curriculum 1. Teaching- Learning Process 1.Prepare comprehensive and functional instructional materials 2.Provide a conducive teaching- learning environment 3.Employ effective strategies / remediation techniques June 2015- Mar. 2016 (25%) 10% 5% 10% Q=200 up-to-date lesson plans E = 200 LP with instructional aids 3 4 4 5 3 3 4.0 3.5 3.5 4.0 3.5 3.5 2. Pupils / Students Outcomes 50% 4.0 3. Community Involvement 10% 3.75 4.Professional Growth and Development 15% 4.25 OVERALL RATINGS FOR ACCOMPLISHMENTS 3.89 VS .6375 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) EMPLOYEE: _______________________________________________________ NAME OF RATER:_______________________________________________ POSITION::_________________________________________________________ POSITION: _____________________________________________________ DEPARTMENT/SCHOOL_____________________________________________ DATE OF REVIEW:_______________________________________________ RATING PERIOD :______________________________________________ .40 2.0 .175 .35
59. 59. COMPUTING THE SCORE PER KRA Procedure: 1. Get the average of the ratings of each objective for Q, E, T and record it under Rating 2. Score = Rating per Objective X given weight 3. Get the Total Score per KRA 4. Total/Final Rating = KRA1 + KRA2 + KRA3 + KRA 4 (Plus Factor) 5. Find the adjectival rating using the table
60. 60. VERY SATISFACTORY
61. 61. DETERMINING THE OVERALL RATING FOR ACCOMPLISHMENTS RANGE ADJECTIVAL RATING 4.500 5.000 Outstanding 3.500 4.499 Very Satisfactory 2.500 3.499 Satisfactory 1.500 2.499 Unsatisfactory below 1.499 Poor
62. 62. *DepEds 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
63. 63. 1.Discuss strengths and improvement needs by determining where the ratee got the highest and lowest ratings. 2. Analyze what competencies contributed to the high ratings or were not manifested that led to the low ratings. The competencies do not form part of the rating but will serve as reference in Phase 4-Performance Rewarding and Development Planning
64. 64. Phase 4: Performance Rewarding and Development Planning
65. 65. 1. Rewards Link to PBIS (EO 80 s. 2012) Performance Based Bonus (PBB) Step Increment
66. 66. 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.
67. 67. 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
68. 68. Activities which could be considered appropriate for employee development: Benchmarking Seminars/workshops Formal education/classes Assignment to task forces/committees/ special projects Job enhancements / redesign Functional cross-posting Geographical cross-posting Coaching/counseling Developmental/lateral career moves Self-managed learning
69. 69. *DepEds 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
70. 70. RPMS IS NOT 1. RPMS IS NOT A ONETIME EVALUATION PROCESS IT IS A YEAR-ROUND PROCESS. 2. RPMS IS NOT A CHANGE IT IS A DEVELOPMENT. RPMS CAN 1. RPMS CAN HELP YOU BECOME A BETTER TEACHER. 2. MAKE YOU HIT A BETTER TARGET
71. 71. The Lesson from the Story of the Butterfly