Results Based

Performance
Management
System (RPMS)
for DepEd

Lead, Engage, Align & Do! (LEAD)

 DepEds Framework
Based on DBMs OPIF
Inclusive Growth and Poverty
Reduction

Alignment of Dr.
Moratos framework
with Results
framework of DBM-
OPIF.
The DepEd RPMS Model
Lead, Engage, Align & Do! (LEAD)

VISION/MISSION
CENTRAL
REGIONAL
DIVISION
DISTRICT

SCHOOLS
 DepED Vision
We dream of Filipinos
who passionately love their country
and whose competencies and values
enable them to realize their full potential
and contribute meaningfully to building the
nation.
As a learner-centered public institution, the
Department of Education continously
improves itself to better serve its
stakeholders.
 DepED Mission
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.
 Mandate from DEPED
The PMS Concept: Development
Impact
Improved Functional
Strengthen Culture K to 12 Literate
Access to
of Performance and School Based Filipino
Accountability in Quality With 21st
Management Basic
DepEd century
ACCESs Education skills

FOCUS: Performance Measures at the Organizational,

Divisional or Functional and Individual Levels

EMPHASIS: Establish strategic alignment of

Organizational, Functional and Individual Goals

8
RPMS and Job Satisfaction
Clear Compass
When there is a clear vision and strategy, employees
are more likely to understand the rationale behind
decision and be able to link the broader
organizational goals.

A Call to Engage
People want to be stretched, motivated, stimulated.
They want to know that they add value and their work
is valued by the organization.
RPMS and Job Satisfaction
Provides Transparency
People want to know whats expected of them in their
jobs. What they are responsible for, the results they
need to achieve, the knowledge, skills, and abilities
they must have to succeed.

Employee Involvement
Employees want a say in what they do and how they
do it.
 What
is
Performance
Management?
Performance Management

An organization wide process

for ensuring employees are
focusing their work efforts
towards achieving the
organizations mission and
vision

A systematic approach for

continuous improvement and
growth
 Objectives of the Performance
Management System

Align individual roles and targets with organization

direction

Organizational need to track accomplishments against

objectives in order to determine appropriate corrective
action if needed

Provide feedback on employees work progress and

accomplishments based on clearly defined goals and
objectives.

RPMS is also a tool for people development.

RPMS: Linkages to other HR Systems
Agency Planning and
and Directions
Career
Succession HR Planning
and
Recruitment
Training and
Manpower RPMS
Development Job Design
and Work
Relationships

Rewards and
Recognition Compensation
Employee and Benefits
Relations
 Key Success Factors for Results Based
Performance Management System
(RPMS)

Continuous
Improvement

Measurement of Results

High Employee
Paradigm Shift Engagement

Awareness thru Strong Leadership and

Communication and Skills Management Support
Building and Training
Overall Design
of DepEd
RPMS
 General Features
Anchored on the Vision/Mission of DepEd.
CSC mandates 100% results orientation to make
it uniform with other government agencies.
Competencies should be used for development
purposes.
Coverage : All regular managers and employees of
DepEd; teaching and non-teaching staff
Basis for rewards and development
Covers performance for the whole year
The DepEd RPMS is aligned with the
SPMS of CSC which has 4 Phases:

1. Performance 2. Performance
Planning and Monitoring and
Commitment Coaching

4. Performance 3. Performance
Rewarding and Review and
Planning Evaluation
 PMS Cycle
Non Teaching Positions

Performance Year-end Results

Mid-Year Review
Planning

Q1 Q2 Q3 Q4
January December

Teaching Positions

Q1 Q2 Q3 Q4
June March
 RPMS Timelines
2014

Tasks/ Activities 2013 2014 2015

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May

DBM

Non-teaching

Teaching

PBB
2013 PBB
2014 PBB
*RPMS is aligned with the Rationalization Plan,
Strategic Planning and PBB.
*Roll-out/implementation at school level will
immediately start in April 2014.
Form
The mechanism to capture the KRAs, Objectives,
Performance Indicators and Competencies is the
Individual Performance Commitment and
Review Form (IPCRF).

It is a change in mindset!
*Patterned after CSC MC 6 s. 2012
 Components of
Performance Management

What = How =
Results
(Results & Objectives
of a position)
+ Competencies
(Skills, Knowledge &
Behaviors used to
accomplish results)

23
 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 organizations
culture.

For DepEd, competencies

will be used for
development purposes
(captured in the form).

24
Competencies
Core Behavioral Core Skills
Competencies
Self Management Oral Communication
Professionalism and ethics Written Communication
Results focus Computer/ICT Skills
Teamwork
Service Orientation

Leadership
Competencies
Leading People
People Performance
Management
People Development
The DepEd RPMS is aligned with the
SPMS of CSC which has 4 Phases:

1. Performance 2. Performance
Planning and Monitoring and
Commitment Coaching

4. Performance 3. Performance
Rewarding and Review and
Planning Evaluation
PHASE 1

Performance Planning & Commitment

Identifying KRAs and Annual Objectives
Identifying Required Competencies
Performance Indicators or Measures
Reaching Agreement

27
 Discussion on Units KRAs
and Objectives

Unit Head to discuss the

Divisions KRAs and Objectives
with their direct reports. Then,
break this down to individual
KRAs and Objectives.
Performance Planning and
Commitment
1 Identifying KRAs
Identify your responsibilities by
answering the following questions:

What major results/outputs am I responsible for

delivering?

29
Always Remember that KRAs
have the following Characteristics:
1. Number between 3 to 5
2. Be described in few words
3. Be within your Influence
4. Support departmental goals

5. Be similar for jobs that are

similar

6. Not change unless your job

changes

30
 What is the definition of Objectives?

Objectives are the specific things you need to

do, to achieve the results you want.

31
SMART Criteria for Objectives

32
Performance Planning
& Commitment

2 Reaching Agreement
Once I completed the form:

Objectives + Competencies
Schedule a meeting with your supervisor
Agree on your listed KRAs, objectives and
performance indicators

33
Building commitment to work plans
and objectives

A critical task is to gain employee

commitment and cooperation toward
reaching performance targets.
Exercise

If the rater and ratee agree on

the KRAs, Objectives and
Performance Indicators, they
should sign the
Individual Performance
Commitment and Review
Form (IPCRF).
PHASE 2

Performance Monitoring and Coaching

Performance Tracking
Giving Feedback
Coaching

(Heart of the PMS)

36
 If you want it, measure it.
If you cant measure it, forget it.

Peter Drucker
WHAT GETS MEASURED GETS DONE!
 Performance Monitoring

Why is it important?
It is a key input to performance measures.
No monitoring, no objective measurement.

Provides objective basis of the rating.

Facilitates feedback.
Clearly defines opportunities for
improvement.
Provides evidence

39
Tracking Competencies
Feedback from others
Example: Team members,
coworkers and your leader.

Self-reporting
That is : you should monitor
and track your own
performance.

40
 STAR Approach

Situation Task

Action Result/s

41
 Writing S/TARs

Situation/ Task Last December, during the work planning

period,

you took the opportunity to review our

Action units work process. You assembled a
team of your colleagues and brainstormed
on improvement ideas.

Result As a result, our turnaround time on

processing promotions was reduced from
3 days to 1 day. 42
 To be effective in this phase you
should:

Track your performance

against your plan.

Seek and act on feedback

from others.

Get coaching and support

when you need it.

Use JOURNALS!

43
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.
 Coaching/Feedback

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
45
PHASE 3
Performance Review and
Evaluation
Reviewing Performance
Discuss Strengths and
Improvement needs

46
 Reviewing Phase
A successful review session should be:

A positive experience

Of no surprise

Of a two-way discussion

Well prepared (both sides)

47
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

Steps for Evaluating
Objectives and Competencies
1. Evaluate each objective
whether it has been
achieved or not.

2. Evaluate the manifestation

of each competency.

3. Determine overall rating.

49
Rating Performance
Fill up the Performance Evaluation
worksheet

Reflect actual results / accomplishments

Rate each objective using the rating scale

Compute final rating

 Definition of Performance
Rating Scale (Per CSC Memorandum Circular No. 6 March 16, 2012)

Scale Adjectival Description

Performance represents and 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
5 Outstanding
mastery in all major areas of responsibility. Employee
achievement and contributions to the organization are of marked
excellence.

Performance exceeded expectations. All goals, objectives and

4 Very Satisfactory targets were achieved above the established standards.

Performance met expectations in terms of quality of work,

3 Satisfactory efficiency and timelines. The most critical annual goals were met.

Performance failed to meet expectations, and / or one or more of

2 Unsatisfactory the most critical goals were not met.
Performance was consistently below expectations, and/or
reasonable progress towards critical goals was not made.
1 Poor Significant improvement is needed in one or more important
areas.
 CSCs Revised Policies on the Strategic Performance
Management System (SPMS)
MC 13 s. 1999
Scale Adjectival Description
Performance exceeding targets by 30% and above of the
Outstanding planned targets; from the previous definition of performance
5 (130% and above) exceeding targets by at least fifty (50%).

Performance exceeds targets by 15% to 29% of the planned

Very Satisfactory targets; from the previous range of performance exceeding
4 (115%-129%) targets by at least 25% but falls short of what is considered an
outstanding performance.
Performance of 100% to 114% of the planned targets. For
accomplishments requiring 100% of the targets such as those
Satisfactory pertaining to money or accuracy or those which may no longer
3 (100%-114%) 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.

Unsatisfactory Performance of 51% to 99% of the planned targets.

2 (51%-99%)
Performance failing to meet the planned targets by 50% or
Poor
1 (50% or below)
below.
 *DepEds Competencies
Scale
Scale Definition
5 Role model
4 Consistently demonstrates
Most of the time
3
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

 Some Pointers on Conducting the
Review Meeting

Manage the meeting

Prepare for the meeting
Create the right atmosphere
No interruptions; no surprises
Enhance or maintain self-esteem
Express appreciation
Encourage self-appraisal
Focus on the performance issue, not on
the person
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 One-Day-At-A-Time
Management

Programs requiring quarterly or annual

action are basic and necessary, but they
can never replace daily attention."
by Robert E. Sibson
The Management of Personnel
PHASE 4

Performance Rewards
and Development
Planning

Development Plan
Rewards

57
 Link to PBB
Main focus of PPB is PERFORMANCE AND
QUALITY OF WORK.

There shouldnt be a competitiveness between

individuals and offices. Rather, there should
be a spirit to perform better.

RPMS will be one of the basis for the PBB

grant.
3 stages of PBB
Ability of the entire organization to
comply
Measuring each unit on deliverables
Individual performance (link of RPMS)
 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 Company.

It is best achieved in an environment that

Requires application of what is learned.
Encourages diversity of opinion.
Reinforces open and honest dialogue.
Promotes learning how to learn.
 Steps in Development
Planning
Identify development needs
Set goals for meeting these needs
Prepare actions plans for meeting the
development needs
action learning activities
resources / support
measures of success
Implement plans
Evaluate
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
 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
Support Mechanisms
Manuals
Facilitators Guide
Managers Manual
Employees Manual
Tools
Office Performance Commitment Review Form
Individual Performance Commitment Review Form
Position Competency Profile
Change Management and Communication
Framework
How We Evolved The RPMS Framework in
DepEd

Full involvement of the TWG team from day 1

Conducted validation of the RPMS framework through

workshops for Teaching, Teaching-related and Non-
Teaching, and even for Regional Directors level.

Conducted writeshops to revise the Job Descriptions per

position per level. Participants formulated KRAs, Objectives
and Performance Indicators, validated by senior management.

Framework went through several revisions to make it conform to

the culture of DepEd.