Annex F

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Name of Employee: LUIS VELUZ RALA JR. Name of Rater: ROUSELL LITO ESCASA ALVA
Position: TEACHER III Position: MASTER TEACHER I
Bureau/Center/Service/Division: QUEZON Date of Review: APRIL 5 2019
Rating Period: JUNE 2018- MARCH 2019
TO BE FILLED IN DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATORS RATING
MFOs KRAs OBJECTIVES TIMELINE ACTUAL RESULTS SCORE*
per KRA (Quality, Efficiency, Timeliness) Q E T Ave
Basic 1. Content 1. Applied knowledge of 7.5% QUALITY
Education Knowledge content within and 5 - Showed knowledge of
Services and Pedagogy across curriculum content and its integration
teaching areas. within and across subject areas
as shown in MOV 1 with a
rating of 7.
4 - Showed knowledge of
content and its integration
within and across subject areas
as shown in MOV 1 with a
rating of 6.
3 - Showed knowledge of 4 0.10
content and its integration
within and across subject areas
as shown in MOV 1 with a
rating of 5.
2 - Showed knowledge of
content and its integration
within and across subject areas
as shown in MOV 1 with a
rating of 4.
1 - No acceptable evidence was
shown
EFFICIENCY
5-Submitted at least 4 lessons
using MOV 1 and supported by
any 1 of the other given MOV. 4 0.10
4-Submitted 3 lessons using
MOV 1 and supported by any 1
of the other given MOV.

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2. Used a range of 7.5%
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
3-Submitted 2 lessons using
MOV 1 and supported by any 1
of the other given MOV.
2-Submitted any 1 of the given
MOV.
1-No acceptable evidence was
shown.
TIMELINESS
5-Submitted MOV were
distributed across 4 quarters.
4-Submitted MOV were
distributed across 3 quarters.
3-Submitted MOV were 1 0.10 0.30
distributed across 2 quarters
2-Submitted MOV was
completed in only 1 quarter
1-No acceptable evidence was
shown
QUALITY
5-Facilitated using different
teaching strategies that
promote reading, writing and/or
numeracy skills as shown in
MOV 1 with a rating of 7
4-Facilitated using different
teaching strategies that
promote reading, writing and/or
numeracy skills as shown in
MOV 1 with a rating of 6
3-Facilitated using different 4 0.10
teaching strategies that
promote reading, writing and/or
numeracy skills as shown in
MOV 1 with a rating of 5.
2-Facilitated using different
teaching strategies that
promote reading, writing and/or
numeracy skills as shown in
MOV 1 with a rating of 4
1-No acceptable evidence was
shown
EFFICIENCY
5 0.1875 0.3375
5-Submitted at least 4 learner
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3. Applied a range of 7.5%
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
centered lessons as evidently
shown in MOV 1 and supported
by any 1 of the other given
MOV
4-Submitted at least 3 learner
centered lessons as evidently
shown in MOV 1 and supported
by any 1 of the other given
MOV
3-Submitted at least 2 learner
centered lessons as evidently
shown in MOV 1 and supported
by any 1 of the other given
MOV
2-Submitted 1 learner -
centered lessons as evidently
shown in any of the given MOV
1-No acceptable evidence was
shown
QUALITY
5 - Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 7.
4- Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 6.
3 - Used different teaching 2 0.075
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 5
2 - Used different teaching
strategies that develop critical
and creative thinking and/or
other HOTS as shown in MOV
1 with a rating of 4.
1 -No acceptable evidence was
shown
EFFICIENCY 4 0.15 0.225
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 5 - Submitted at least 4 lessons
as evidenced by MOV 1 and
supported by any 1 of the other
given MOV
4 -Submitted at least 3 lessons
as evidenced by MOV 1 and
supported by any 1 of the other
given MOV.
3 - Submitted at least 2 lessons
as evidenced by MOV 1 and
supported by any 1 of the other
given MOV.
2 - Submitted 1 lesson as
evidenced by any 1 of the other
given MOV.
1 -No acceptable evidence was
shown
Basic 2. Learning 4. Managed classroom 7.5% QUALITY
Education Environment structure to engage 5- Used classroom
Services and Diversity learners, individually or management strategies that
of Learners in groups, in meaningful engage learners in
exploration, discovery activities/tasks as shown in
and hands-on activities MOV 1 with a rating of 7.
within a range of physical 4- Used classroom
learning environments. management strategies that
engage learners in
activities/tasks as shown in
MOV 1 with a rating of 6
4 0.15
3-Used classroom management
strategies that engage learners
in activities/tasks as shown in
MOV 1 with a rating of 5.
2- Used classroom
management strategies that
engage learners in
activities/tasks as shown in
MOV 1 with a rating of 4
1- No acceptable evidence
shown
EFFICIENCY
5- Submitted at least 4 lessons
3 0.113 0.2625
supported by MOV 1 and any 1
of the other acceptable MOV.

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5. Managed learner 7.5%
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environments.
4- Submitted 3 lessons
supported by MOV 1 and any of
the other acceptable MOV.
3- Submitted 2 lessons
supported by MOV 1 and any of
the other acceptable MOV.
2- Submitted 1 lesson
supported by MOV 1 and any of
the other acceptable MOV.
1- No acceptable evidence
shown
QUALITY
5- Applied teacher
management strategies of
learner behavior that promote
positive and non-violent
discipline as shown in MOV
submitted with a rating of 7
4- Applied teacher
management strategies of
learner behavior that promote
positive and non-violent
discipline as shown in MOV
submitted with a rating of 6.
3- Applied teacher 5 0.118
management strategies of
learner behavior that promote
positive and non-violent
discipline as shown in MOV
submitted with a rating of 5.
2- Applied teacher
management strategies of
learner behavior that promote
positive and non-violent
discipline as shown in MOV
submitted with a rating of 4.
1- No acceptable evidence
shown.
EFFICIENCY
5- Submitted at least 4 of the
given strategies as observed in 4 0.15 0.3375
at least 4 lessons.
4- Submitted at least 4 of the
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6. Used differentiated, 7.5%
developmentally
appropriate learning
experiences to address
learners’ gender, needs,
strengths, interests and
experiences.
given strategies as observed in
at least 3 lessons.
3- Submitted at least 4 of the
given strategies as observed in
at least 2 lessons.
2-Submitted any 1 of the given
strategies as observed in only 1
lesson.
1- No acceptable evidence
shown
QUALITY
5- Applied differentiated
teaching strategies to address
learner diversity as shown in
MOV 1 with a rating of 7.
4- Applied differentiated
teaching strategies to address
learner diversity as shown in
MOV 1 with a rating of 6.
3-Applied differentiated 5 0.188
teaching strategies to address
learner diversity as shown in
MOV 1 with a rating of 5.
2-Applied differentiated
teaching strategies to address
learner diversity as shown in
MOV 1 with a rating of 4.
1- No acceptable evidence
shown
EFFICIENCY
5- Submitted at least 4
differentiated teaching
strategies in at least 2 lessons
as evidenced by MOV 1 and
supported by any 1 of the other
acceptable MOV
4 0.15 0.3375
4- Submitted 3 differentiated
teaching strategies in at least 2
lessons as evidenced by MOV
1 and supported by any 1 of the
other acceptable MOV
3- Submitted 2 differentiated
teaching strategies in at least 2
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 lessons as evidenced by MOV
1 and supported by any 1 of the
other acceptable MOV
2-Submitted any 1
differentiated teaching
strategies in at least 2 lessons
as evidenced by MOV 1 and
supported by any 1 of the other
acceptable MOV
1- No acceptable evidence
shown
Basic 3. Curriculum 7. Planned, managed 7.5% QUALITY
Education and Planning and implemented 5 - Planned, managed and
Services developmentally implemented developmentally
sequenced teaching and sequenced teaching and
learning processes to learning processes as shown in
meet curriculum MOV 1 with a rating of 7.
requirements and varied 4 - Planned, managed and
teaching contexts. implemented developmentally
sequenced teaching and
learning processes as shown in
MOV 1 with a rating of 6.
3 - Planned, managed and 4 0.15
implemented developmentally
sequenced teaching and
learning processes as shown in
MOV 1 with a rating of 5.
2 - Planned, managed and
implemented developmentally
sequenced teaching and
learning processes as shown in
MOV 1 with a rating of 4.
1- No acceptable evidence
shown
EFFICIENCY
5- Submitted at least 4
developmentally sequenced
teaching learning process as
evidently shown in MOV 1 and 5 0.188 0.3375
supported by any 1 of the other
given MOV
4- Submitted at least 3
developmentally sequenced

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8. Participated in 7.5%
collegial discussions that
use teacher and learner
feedback to enrich
teaching practice.
teaching learning process as
evidently shown in MOV 1 and
supported by any 1 of the other
given MOV
3- Submitted at least 2
developmentally sequenced
teaching learning process as
evidently shown in MOV 1 and
supported by any 1 of the other
given MOV
2-Submitted 1 developmentally
sequenced teaching learning
process as evidently shown in
MOV 1 and supported by any 1
of the other given MOV
1- No acceptable evidence
shown
QUALITY
5 - Consistently participated in
LACs/FGDs/meeting to discuss
teacher/learner feedback to
enrich instruction as shown in
the MOV submitted.
4 - Frequently participated in
LACs/FGDs/meeting to discuss
teacher/learner feedback to
enrich instruction as shown in
the MOV submitted
3 - Occasionally participated in 4 0.15
LACs/FGDs/meeting to discuss
teacher/learner feedback to
enrich instruction as shown in
the MOV submitted
2 - Rarely participated in
LACs/FGDs/meeting to discuss
teacher/learner feedback to
enrich instruction as shown in
the MOV submitted
1- No acceptable evidence
shown
EFFICIENCY 3 0.113 0.2625
5- Participated at least 4
LACs/FGDs meeting as
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9. Selected, develop, 7.5%
organized and used
appropriate teaching and
learning resources,
including ICT to address
learning goals
evidently shown in any 1 of the
given MOV
4- Participated at least 3
LACs/FGDs meeting as
evidently shown in any 1 of the
given MOV
3- Participated at least 2
LACs/FGDs meeting as
evidently shown in any 1 of the
given MOV
2-Participated 1 LACs/FGDs
meeting as evidently shown in
any 1 of the given MOV.
1- No acceptable evidence
shown
QUALITY 4 0.15
5 - Developed and used varied
teaching and learning
resources, including ICT to
address learning goals as
shown in MOV 1 with a rating of
7.
4 - Developed and used varied
teaching and learning
resources, including ICT to
address learning goals as
shown in MOV 1 with a rating of
6.
3 - Developed and used varied
teaching and learning
resources, including ICT to
address learning goals as
shown in MOV 1 with a rating of
5.
2 - Developed and used varied
teaching and learning
resources, including ICT to
address learning goals as
shown in MOV 1 with a rating of
4
1- No acceptable evidence
shown
EFFICIENCY 3 0.113 0.2625
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 5- Submitted at least 4 varied
teaching and learning
resources, including ICT, as
evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
4- Submitted 3 varied teaching
and learning resources,
including ICT, as evidently
shown in MOV 1 and supported
by any 1 of the acceptable
MOV
3- Submitted 2 varied teaching
and learning resources,
including ICT, as evidently
shown in MOV 1 and supported
by any 1 of the acceptable
MOV
2-Submitted 1 varied teaching
and learning resources,
including ICT, as evidently
shown in MOV 1 and supported
by any 1 of the acceptable
MOV
1- No acceptable evidence
shown
Basic 4. 10. Designed, selected, 7.5% QUALITY 5 0.188
Education Assessment organized and used 5 - Designed, selected,
Services and Reporting diagnostic, formative and organized and used diagnostic,
summative assessment formative and summative
strategies consistent with assessment strategies
curriculum requirements. consistent with curriculum
requirements as shown in MOV
1 with a rating of 7
4 - Designed, selected,
organized and used diagnostic,
formative and summative
assessment strategies
consistent with curriculum
requirements as shown in MOV
1 with a rating of 6
3 - Designed, selected,
organized and used diagnostic,

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11. Monitored and 7.5%
evaluated learner
progress and
achievement using
learner attainment data
formative and summative
assessment strategies
consistent with curriculum
requirements as shown in MOV
1 with a rating of 5
2 - Designed, selected,
organized and used diagnostic,
formative and summative
assessment strategies
consistent with curriculum
requirements as shown in MOV
1 with a rating of 4
1- No acceptable evidence
shown
EFFICIENCY 4 0.15 0.3375
5- Submitted at least 4
assessment tools as evidently
shown in any 1 of the
acceptable MOV
4- Submitted 3 assessment
tools as evidently shown in any
1 of the acceptable MOV
3- Submitted 2 assessment
tools as evidently shown in any
1 of the acceptable MOV
2-Submitted 1 assessment
tools as evidently shown in any
of the acceptable MOV
1- No acceptable evidence
shown
QUALITY 5 0.13
5 - Consistently monitored and
evaluated learner progress and
achievement using learner
attainment data as shown in the
MOV submitted
4 - Frequently monitored and
evaluated learner progress and
achievement using learner
attainment data as shown in the
MOV submitted
3 - Occasionally monitored and
evaluated learner progress and
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12. Communicated 7.5%
promptly and clearly the
learners' needs,
progress and
achievement to key
stakeholders, including
parents/guardians.
achievement using learner
attainment data as shown in the
MOV submitted
2 - Rarely monitored and
evaluated learner progress and
achievement using learner
attainment data as shown in the
MOV submitted
1- No acceptable evidence
shown
EFFICIENCY 3 0.075
5- Submitted a combination of
at least 4 of the acceptable
MOV
4- Submitted a combination of
3 of the acceptable MOV
3- Submitted a combination of 2
of the acceptable MOV
2-Submitted 1 acceptable
MOV
1- No acceptable evidence
shown
TIMELINESS 4 0.10 0.30
5- Submitted MOV were
distributed across 4 quarters.
4 - Submitted MOV were
distributed across 3 quarters.
3- Submitted MOV were
distributed across 2 quarters.
2 - Submitted MOV were
distributed across 1 quarters.
1- No acceptable evidence
shown
QUALITY 4 0.10
5 - Consistently showed prompt
and clear communication of the
learners' needs, progress and
achievement to key
stakeholders, including
parents/guardians as shown in
MOV submitted
4 - Frequently showed prompt
and clear communication of the
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learners' needs, progress and
achievement to key
stakeholders, including
parents/guardians as shown in
in the MOV submitted
3 - Occasionally showed
prompt and clear
communication of the learners'
needs, progress and
achievement to key
stakeholders, including
parents/guardians as shown in
the MOV submitted
2 - Rarely showed prompt and
clear communication of the
learners' needs, progress and
achievement to key
stakeholders, including
parents/guardians as shown in
the MOV submitted
1- No acceptable evidence
shown
EFFICIENCY 5 0.125
5- Submitted a combination of
at least 4 of the acceptable
MOV
4- Submitted a combination of
3 of the acceptable MOV
3- Submitted a combination of 2
of the acceptable MOV
2-Submitted any 1 of the given
MOV
1- No acceptable evidence
shown
TIMELINESS 5 0.125 0.35
5- Submitted MOV were
distributed across 4 quarters.
4 - Submitted MOV were
distributed across 3 quarters.
3- Submitted MOV were
distributed across 2 quarters.
2 - Submitted MOV were
distributed across 1 quarters.

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 1- No acceptable evidence
shown
Basic 5. Plus Factor 13. Performed various 10% QUALITY 0
Education related works/activities 5 - Consistently performed
Services that contribute to the various related works/activities
teaching-learning that contribute to the teaching-
process. learning process as shown in
the MOV submitted
4 - Consistently performed
various related works/activities
that contribute to the teaching-
learning process as shown in
the MOV submitted
3 - Consistently performed
various related works/activities
that contribute to the teaching-
learning process as shown in
the MOV submitted
2 - Consistently performed
various related works/activities
that contribute to the teaching-
learning process as shown in
the MOV submitted
1- No acceptable evidence
shown
EFFICIENCY 0 00
5- Submitted at least 4 different
kinds of acceptable MOV
4- Submitted 3 different kinds
of acceptable MOV
3- Submitted 2 different kinds of
acceptable MOV
2-Submitted any 1 of the
acceptable MOV
1- No acceptable evidence
shown
*To get the score, the rating is multiplied by the weight assigned. OVERALL 3.650
RATING FOR
ACCOMPLISHMENTS

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 ROUSELL LITO E. ALVA
CORE BEHAVIORAL COMPETENCIES
Self-Management
□ Sets personal goals and direction, needs and development.
□ Undertakes personal and behaviors that are clear and purposive
and takes into account personal goal and values congruent to that
of the organization.
□ Displays emotional maturity and enthusiasm for and is
challenged by higher goals.
□ Prioritize work tasks and schedules (though Ghantt Charts,
checklist, etc.) to achieve goals.
□ Sets high quality, challenging, realistic goals for self and other.
Professionalism and Ethics
□ Demonstrates the values and behavior enshrined Norms of
Conduct and Ethical Standards for Public Officials and
Employees (RA 6713).
□ Practices ethical and professional behavior and conduct taking
into account the impact of his/her actions and decisions.
□ Maintains a professional image: being trustworthy, regularity of
attendance and punctuality, good grooming and communication.
□ Makes personal sacrifices to meet the organization’s needs.
□ Acts with a sense of urgency and responsibility to meet the
organization’s needs, improve systems and help others improve
their effectiveness.
Result–Focus
□ Achieve results with optimal use of time and resources most of
the time.
□ Avoids rework, mistakes and wastage through effective work
methods by placing organizational needs before personal needs.
LUIS VELUZ RALA JR.
Rater Ratee
PART II: COMPETENCIES
Teamwork
□ Willingly does his/her share of responsibility.
□ Promotes collaboration and removes barriers to teamwork and goal
accomplishment across the organization.
□ Applies negotiation principled in arriving at win-win agreements.
□ Drives consensus and team ownership of decisions.
□ Works constructively and collaboratively with others and across
organizations to accomplish organizational goals and objectives.
Service Orientation
□ Can explain and articulate organizational directions, issues and
problems
□ Takes personal responsibility for dealing with and /or correcting
customer service issues and concerns
□ Initiates activities that promotes advocacy for men and women
empowerment.
□ Participate in updating of office vision, mission, mandates and
strategies based on DepEd strategies and directions.
□ Develops and adopts service improvement programs through
simplified procedures that will further enhance service delivery.
Innovation
□ Examines the root cause of problems and suggests effective
solutions. Fosters new ideas, processes, and suggests better ways
to do things (cost and/or operational efficiency).
□ Demonstrates an ability to think “beyond the box”. Continuously
focuses on improving personal productivity to create higher value
and
results.
□ Promotes a creative climate and inspires co-workers to develop
original ideas or solutions.
TEODOSIO F. LAKIAN, Ph. D
Approving Authority
CORE SKILLS
Oral Communication
□ Follows instructions accurately.
□ Expresses self clearly, fluently, and articulately.
□ Uses appropriate medium for the message.
□ Adjust communication style to others.
□ Guides discussions between and among peers to meet an
objective.
Written Communication
□ Knows the different written business communication formats
used in the DepED.
□ Writes routine correspondence/ communications, narrative and
descriptive report based on readily available information data
with minimal spelling or grammatical error/s (e.g. memos,
minutes, etc.)
□ Secures information from required references (i.e. Directories,
schedules, notices, instructions) for specific purposes.
□ Self-edits words, numbers, phonetic notation and content, if
necessary.
□ Demonstrates clarity, fluency, impact, conciseness and
effectiveness in his/her written communications.
Computer/ ICT Skills
□ Prepares basic compositions (e.g. letters, reports, spreadsheets
and graphics presentation using Word Processing and Excel.
□ Identifies different computer parts, turns the computer on/oo,
and work on a given task with acceptable speed and accuracy
and connects computer peripherals (e.g. printer, modems,
multimedia projectors, etc.)
□ Prepares simple presentation using powerpoint.
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□ Delivers error-free outputs most of the time by confirming to
standards operating procedures correctly and consistently. Able
to produce very satisfactory quality of work in terms of
usefulness/acceptability and completeness with no supervision
required.
□ Expresses a desire to do better and may express frustration at
waste or inefficiency. May focus on new or more precise ways of
meeting goals set.
□ Makes specific changes in the system or in own work methods
□ Translates creative thinking into tangible changes and solutions that
improve the work unit and organizations.
□ Use ingenuous methods to accomplish responsibilities.
□ Demonstrates resourcefulness and the ability to succeed with
minimal resources.
□ Utilizes technologies to: access information to enhance
professional productivity, assists in conducting research and
communicate through local and professional networks.
□ Recommends appropriate and updated technology to enhance
productivity and professional practice.
OVERALL COMPETENCY RATINGS
CORE BEHAVIORAL COMPETENCIES 3.950

to improve performance. Examples may include doing something CORE SKILLS 3.500
better, faster, at a lower cost, more efficiently; or improving
quality, customer satisfaction, morale, without setting any OVERALL RATING 3.725

specific goal.

PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating Adjectival Rating

Accomplishments of KRAs and Objectives 3.650 VERY SATISFACTORY

Rater–Ratee Agreement
The signature below confirm that the employee and his/her superior have agreed on content of this appraisal from and performance rating.

Name of Employee: LUIS V. RALA JR. Name of Superior: TEODOSIO F. LAKIAN, Ph. D.

Signature Signature

Date Date

PART IV: DEVELOPMENT PLANS

Action Plan
Strengths Development Needs Timeline Resources Needed
(Recommended Developmental Intervention)
Professional and
Ethics
Self Management

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 Teamwork Innovation Seminars and Workshop Year Round
I

ROUSELL LITO E. ALVA LUIS V. RALA JR TEODOSIO F. LAKIAN, Ph. D.

Rater Ratee Approving Authority

NUMERICAL ADJECTIVE
DESCRIPTION OF MEANING OF RATING
RATING 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
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 more of the critical goals were not met.
1 Poor Performance was consistently below expectations, and/or reasonable progress toward critical
goal was not made. Significant improvement is needed in one or more important areas.
This rating scale is based on the Civil Service Commission Memorandum Circular No. 06, s. 2012 that sets the guidelines on the establishment and
implementation of the Strategic Performance Management System (SPMS) in all government agencies.

RANGE ADJECTIVAL RATING SCALE DEFINITION

4.500 – 5.000 Outstanding 5 Role Model
3.500 – 4.499 Very Satisfactory 4 Consistently demonstrates
2.500 – 3.499 Satisfactory 3 Most of the time demonstrated
1.500 – 2.499 Unsatisfactory 2 Sometimes demonstrates
below 1.499 poor 1 Rarely demonstrates
The overall rating/assessment for the accomplishments shall fall within Competencies shall be monitored for the development purposes. In evaluating the individual’s demonstration of
the following adjectival and shall be in three (3) decimal points. competencies, this rating scale shall apply.

Grievance and Appeals

1. A Grievance Committee shall be created in each level of the organization to act as 4. The Grievance Committee shall decide on the appeals within one (1) month from receipt.
appeals board and final arbiter of all issues relating to the implementation of RPMS. Appeals lodged at any Grievance Committee shall follow the hierarchal jurisdiction of various

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2. The office performance assessment as discussed in the performance review and
evaluation phase shall be final and not appealable. Any issue/ appeal on the initial
performance assessment of an office shall be discussed and decided during the
performance review conference.
Grievance Committees within the agency. For example, the decision of the Division
Grievance Committee is appealable to the Regional Grievance Committee, which decision is
in turn appealable to the Central Office Grievance Committee.
5. The decision of the Central Office Grievance Committee is final.

3. Individual employees who feel aggrieved or dissatisfied with their final performance
ratings can file an appeal with the Grievance Committee at their level within ten (10)
working days from the date of receipt of their final performance evaluation rating from
the rater. The ratee, however, shall not be allowed to protest the performance ratings
of co-employees. Ratings obtained by the ratee can only be used as basis for reference
for comparison in appealing the individual performance ratings.

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