WHAT
Strategic
Priorities
VISION,
MISSION,
VALUES
(VMV)
Department
/ Functional
Area Goals
KRAs and
Objectives
HOW
Values
Competencie
s
CENTRAL
REGIONAL
DIVISION
SCHOOL
S
Number of
Participant
s
60
47
65
35
67
14
59
83
59
68
92
119
ADJECTIVAL
RATING
Outstanding
Very Satisfactory
Satisfactory
Unsatisfactory
Poor
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
OTHER CHANGES
Rationale
Maintained
Scope of Policy
Maintained
Enhanced
Policy Statement
Maintained
Maintained
Maintained
Repealing Clause
Forms
Changed
Effectivity
Moved to 2015
Implementation Plans
2015
1. Monitoring
2. Coaching / Feedback
Phase 2: Heart of the RPMS
Coach
Application
Opportunities
Coach for
Build
Maximum
Awarene
Performance
ss
Coach to
Move to Skills,
Strengthen
Action
Competencies
and
Behaviors
Phase 1: Performance
Planning and
Commitment
4. Reaching Agreement
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
Managers Competencies
Core
Behavioral
Competencies
Self
Management
Professionalis
m and ethics
Results focus
Teamwork
Service
Orientation
Innovation
Leadership
Competencies
Leading
People
People
Performance
Management
People
Development
Staff Core
Skills
Oral
Communicati
on
Written
Communicati
on
Computer/IC
T Skills
Teaching Competencies
Core
Behavioral
Competencies
Self
Management
Professionalis
m 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
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
MFOs
KRAs
OBJECTIVES
To craft 3 localized
and indigenized
curricula and
instructions by15
December 2015.
TIMELINE
July
December
2015
PERFORMANCE
INDICATORS
Weight
(Quality,
per KRA
Efficiency,
Timeliness)
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
Phase 2: Performance
Monitoring and
Coaching
1. Monitoring
2. Coaching / Feedback
Phase 2: Heart of the RPMS
PERFORMANCE MONITORING
Why is it important?
Facilitates feedback
Provides evidence
STAR APPROACH
Situatio
n
Action
*developed by Development Dimensions
International (DDI)
Task
Result/s
Coach
Application
Opportunities
Coach for
Build
Maximum
Awarene
Performance
ss
Coach to
Move to Skills,
Strengthen
Action
Competencies
and
Behaviors
Phase 3: Performance
Review and Evaluation
1. Review
1. Performance
Reviewing
Performance
RATING PERFORMANCE
Phase 4: Performance
Rewarding and
Development Planning
1. Rewards
2. Development Plan
1. Rewards
Link to PBIS (EO 80 s. 2012)
Step Increment
2. Development Planning
Benchmarking
Seminars/workshops
Formal education/classes
Functional cross-posting
Geographical cross-posting
Coaching/counseling
Performance Monitoring
and Coaching for the
Department of
Education
DEPED VISION
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner - centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.
DEPED MISSION
To protect and promote the right of every Filipino to
quality, equitable, culture-based, and complete basic education
where:
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
1.
Performan
ce
Planning
and
Commitme
nt
4.
Performanc
e
Rewarding
and
Developme
2.
Performanc
e
Monitoring
and
Coaching
3.
Performa
nce
Review
and
Evaluatio
Performance Monitoring
and Coaching
1. Monitoring
2. Coaching / Feedback
Phase 2: Heart of the RPMS
Reports
Surveys
Informal Interview
Evaluations
Complaint Logs
Manager Observation
Audit Results
Certificates of Completion
Quality Specifications
Journals
Time Logs
ASSUME
AKALA KO
ASS U ME
To have a fact-based,
more objective basis for
rating performance
Process Observation
and Analysis
CONTENT
PROCESS
REFERS TO:
REFERS TO:
Provides valuable
information about group
members strengths and
areas for improvement
DESCRIBING A GROUP
What is happening to
them
I SEE
I THINK
INDIVIDUAL or
SELECTED
PERSONS/PLAYERS
GROUP or GROUPS
Participation
Influencing Styles
Leadership and
Decision-making
Task Functions
Maintenance
Functions
Group Atmosphere
Feelings
Membership
Group Norms
Self-oriented
Behaviors
Communication
TASK BEHAVIORS
(behaviors relevant to the groups fulfillment of its task)
INITIATING
SUMMARIZING
CONSENSUS TESTING
HARMONIZING
GATE KEEPING
ENCOURAGING
COMPROMISING
GROUP ATMOSPHERE:
(General impressions that may affect individual and group
functioning)
PARTICIPATION:
INDICATORS OF INVOLVEMENT THROUGH
VERBAL PARTICIPATION
Shifts in participation?
COMMUNICATION
Idea
Message Received
Internal Noise
Internal Noise
History, Bias
Decoding, History,
Bias, Interpretation
Encoding
Message,
Channel/Method
Feedback
Modes of
Communication
Relationships of Thoughts,
Feelings and Action
See
Think
Feel
World
What is going on
Interpretations
Past experiences
Reactions
Emotions
ACTION
VERBAL
NON-VERBAL
Distancing
Posture
Eye contact
Time
NON-VERBAL
Space
Facial Expressions
Gestures
Mannerisms
NON-VERBAL
Volume of voice
Speed of Speech
Energy Level
SYMBOLIC
SYMBOLIC
1. Use of clothes
2. Style/Length of
Hair
3. Cosmetics or
Make-up
SYMBOLIC
4. Jewelry
5.Type/ location of house
6. Personal preferences (taste
in books, food, movies)
Feedback Giving
WHAT IS FEEDBACK?
TYPES OF FEEDBACK
Positive
Negative
Feedback for Improvement
STAR APPROACH
Situatio
n
Action
*developed by Development Dimensions
International (DDI)
Task
Result/s
ABCs OF FEEDBACK
Test
Accurate verifiable; can be proven true, based on
ABCs OF FEEDBACK
Test
Concise both positive and negative incidents recorded
not just unsatisfactory performance
Consistent repeatable, seen more than once and over
a period of time.
Coaching
COACHING IS
a process that enables learning
and development to occur and
thus performance to improve
requires a knowledge and
understanding of process as
well as the variety of styles,
skills and techniques that are
appropriate to the context in
which the coaching takes place
Eric Parsloe,The Manager as Coach and Mentor(1999)
MENTORING IS
off-line help by one person to another
in making significant transitions in
knowledge, work or thinking
David Clutterbuck & David Megginson are both founder
members ofThe European Mentoring and Coaching Council
WHAT IS COUNSELLING?
BARRIERS TO COACHING
I have no time to do
coaching.
I have 20 ratees under
me.
There might be more
pressing issues.
BARRIERS TO COACHING
WHAT IS COACHING?
impart
knowledge
and
Coach
Application
Opportunities
Coach for
Build
Maximum
Awarene
Performance
ss
Coach to
Move to Skills,
Strengthen
Action
Competencies
and
Behaviors
Self-clarity
Communication
Critical thinking
Build relationships and
inspire
Inefficient Processes
Check work process before
looking into faults in the people
who run them.
Personal Problems
Strengthening Skills,
Competencies and
Behaviors
WHY DO WE DO IT?
Develop closer working
relationship between the
raters and ratees
Boost morale and
confidence of employees
Opportunity to develop new
skills
WHY DO WE DO IT?
Cultivate and raise the level of
culture of performance
Recognize outstanding
performance
Leave a legacy for
performance excellence
Coach
Application
Opportunities
Coach for
Build
Maximum
Awarene
Performance
ss
Coach to
Move to Skills,
Strengthen
Action
Competencies
and
Behaviors
4-Step Process of
Coaching
WHY FOLLOW-UP?
It provide opportunities to remind
employees about goals and the
importance of these goals
Periodic checks give you a
chance to offer positive
Feedback about the good things
that employees do
These checks can help spot
small problems before they
become large ones.
Is there a difference?
Telling
Directing
Authority
Immediate Needs
A Specific Outcome
Exploring
Facilitating
Partnership
Long-term improvement
Many possible outcomes
Performance Coaching is
advice giving and does not involve
not
the coach sharing their experience
or opinions
a one time process
fault finding and put the employee
down
OPEN-ENDED QUESTIONS
These questions invite
participation and idea sharing.
These helps the coach to know
the coachees feelings, views
and deeper thoughts on the
problem, and in turn help to
formulate better advice.
OPEN-ENDED QUESTIONS
To explore alternatives:
What would happen if?
To uncover attitudes: How do
you feel about our progress
to date?
To establish priorities and
allow elaboration: What do
you think the major issues
are with this project?
CLOSED-ENDED QUESTIONS
SKILLS BUILDING
Situation
Characters
Who is the
coach and
coachee?
Coaching Plan
DEPED RPMS
1.
Performan
ce
Planning
and
Commitme
nt
4.
Performanc
e
Rewarding
and
Developme
2.
Performanc
e
Monitoring
and
Coaching
3.
Performa
nce
Review
and
Evaluatio
REFERENCES
Brown, D. (2011). An experiential approach to organization development. Boston, MA: Prentice Hall.
Clutterback, D. (2009). Coaching and mentoring in support of management development. In S.
Armstrong & C. Fukami (Eds.) The SAGE Handbook of Management Learning, Education and
Development (pp. 476-497). London: Sage Publications Ltd.
Emerson, B. & Loehr, A. (2008). A managers guide to coaching: Simple and effective ways to get the
best out of your employees. New York: AMACOM.
Hechanova, M.R., Teng-Calleja, M. & Villaluz, V. (Eds.) Understanding the filipino worker and
organization. Quezon City: Ateneo de Manila University Press.
Kotter, J. & Rathgeber, H. (2006).Our iceberg is melting: Changing and succeeding under any
conditions. New York: St. Martin's Press.
Kouzes, J. & Posner, B. (2012).The leadership challenge: How to make extraordinary things happen
in organizations(5th ed.). San Francisco, CA: Jossey-Bass.
Lawler, E. & Worley, C. (2006). Built to change: How to achieve sustained organizational
effectiveness. San Francisco, CA: Jossey-Bass.
Middelberg, T. (2012). Transformational executive coaching: A relationship-based model for
sustained change. Austin, TX: River Grove Books.
Neitlich, Andrew (2006). Elegant leadership: Simple strategies, remarkable results. San Anselmo,
California: Chatham Business Press.
Ortigas, C. (2008). Group process and the inductive method: Theory and practice in the Philippines.
Quezon City: Ateneo de Manila University Press.
Somers, Matt (2012). Successful coaching in a week: Teach yourself. Hachette, United Kingdom:
Hodder.
REFERENCES
Video References:
A Managers Guide to Coaching: Simple and Effective Ways to Get the Best out of Your
Employees [Abstract]. (2010). Retrieved from
http://www.getabstract.com/en/summary/leadership-and-management/a-managers-guide-tocoaching/14459/