1.RPMS Facilitator's Guide

ResultsResults--based Performance based Performance

Management SystemManagement System

(RPMS)(RPMS)

FACILITATOR’S GUIDEFACILITATOR’S GUIDE

Table of ContentsTable of Contents

Introduction......................................................................................................1

DepEd RPMS Framework...................................................................................3

What is Performance Management?...................................................................8

Overall Design of DepEd RPMS....................................................................13

RPMS Cycle..........................................................................................................16

Forms...................................................................................................................17

Competencies........................................................................................................32

Phase 1.................................................................................................................41

KRAs......................................................................................................................42

Objectives..............................................................................................................43

Reaching Agreement.............................................................................................51

Phase 2.................................................................................................................56

Performance Monitoring.......................................................................................57

Feedback and Coaching........................................................................................68

Phase 3.................................................................................................................71

Performance Review.............................................................................................72

Performance Evaluation.......................................................................................73

Phase 4.................................................................................................................81

Performance Rewarding.......................................................................................82

Development Planning.........................................................................................83

Managing and Succeeding Under Any Condition.....................................89

IntroductionIntroduction

The Results-Based Performance Management System (RPMS) is one of the 14

interventions that support the realization of the Vision/Mission of DepEd.

The goal is to improve the access to quality of basic education that will produce

functional, literate Filipinos with 21st century skills.

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IntroductionIntroduction

Read the slide.

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On the screen, you see the LEAD (Lead, Engage, Align, Do!) and Results-based

Performance Management System (RPMS) of DepEd.

At the top center of the framework is the Vision/Mission of DepEd.

At the left-hand side is the "WHAT" consisting of Strategic Priorities broken

down into Department/Functional Key Result Areas (KRAs) and Objectives.

At the right-hand side are the core values of DepEd broken down into enabling

competencies.

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Management System (RPMS)Management System (RPMS)

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Four Phases of the RPMS FrameworkFour Phases of the RPMS Framework

The center circle shows the 4 different phases of the Civil Service Commission

Model, i.e.

1. Performance Planning and Commitment

2. Performance Monitoring and Coaching

3. Performance Review and Evaluation

4. Performance Rewards and Development Planning

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1. Improve organizational effectiveness - Everybody will focus on

accomplishing individual objectives that support departmental goals that, in

turn, support the Vision/Mission of DepEd.

2. Establish the desired organizational culture and Vision – This is done

through the manifestations of the core competencies.

3. Enhance efficiency and service delivery - The RPMS is a process that helps

the organizations meet their short and long-term goals and objectives by

enhancing efficiencies and helping managers and employees do their jobs better.

4. Align organizational and individual needs - RPMS aims to coordinate the

work of their units with departments and individuals so all are aimed at

achieving the same goals and purposes.



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RPMS and Job SatisfactionRPMS and Job Satisfaction

1. Clear Compass

People need to know where the organization is going and how to get there (DepEd

has a Vision/Mission and clear strategic priorities)

It is motivating to feel part of a larger purpose and to have a sense of value in

helping to achieve that purpose.

2. A Call to Engage

Employees want to be challenged - Provide them with avenues and opportunities to

grow and develop.

3. Provides Transparency

Employees need regular, specific feedback on their job performance. They need to

know where they are excelling and where they can still improve. If they don't know

what they should continue to do and what they should change, how can they get

better?

4. Employee Involvement

Employees need to play an active role in defining and re-defining their jobs. It is

very motivating to do so. They know their jobs better than anyone else and often

know best how to remove any barriers to their success.

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Read both slides.

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If implemented correctly, the RPMS will provide a great deal of information that

can be used for other functions, like the ff.:

1. HR Planning and Recruitment

2. Job Design and Work Relationship

3. Compensation and Benefits

4. Employee Relations

5. Rewards and Recognition

6. Training and Manpower Development

7. Career Succession

8. Agency Planning and Directions

Performance management takes information from other processes and sends

information to those other processes.

Competencies can serve as the point of integration for all HR systems.

Competencies used in RPMS should be the same competencies used for

Recruitment, Training, Manpower Development and Career Succession.

Performance ManagementPerformance Management

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Awareness thru Communication, Skills-Building and Training

The roll out of the RPMS is supported by a Change Management and

Communication Plan. The plan has a pre-launch, launch and a post- launch

communication plan. Multiple communication vehicles should be used.

Strong Leadership and Management Support

Senior Management should have the accountability for running the RPMS, keeping

it alive and well. They should model the use of the system from the first to the last

phase.

Paradigm Shift

There must be a change in mindset from the old Performance Management System

to the new. The RPMS has a beautiful balance of showing results and

demonstrating the core competencies of an organization.

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High Employee Engagement

You have to share accountability with all levels. Everyone in your organization

needs to know how the objectives will be achieved; allocate accountability across the

organization for each one of your strategic objectives.

Measurement of Results

Evaluate system effectiveness regularly and identify process improvements. This

should be done by the Monitoring and Evaluation Committee (M & E Team).

Continuous Improvement

Have the mindset to always ask, "How else can I improve what I am doing? What

can I do better today?" Improve the accomplishments year on year.

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Let us now take a look at the overall design of the RPMS.

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The Strategic Planning Processes are like two sides of the same coin. The

strategy emerges from an organization's Vision. It's a plan by which the Vision

is made real through the strategic objectives.

Translating a strategy into executable goals requires skill. The broad strategies

are translated into Objectives, Key Result Areas (KRAs) and Performance

Indicators.

Too often, we see organizations develop comprehensive business plans and

strategies, yet fail to manage the energies of the employees towards the

direction defined by those plans.

Overall Design of DepEd RPMSOverall Design of DepEd RPMS

Read slide.

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The RPMS of DepEd is aligned with the strategic Performance Management System

(SPMS) which has 4 phases/stages:

1. Performance Planning and Commitment

2. Performance Monitoring and Coaching

3. Performance Review and Evaluation

4. Performance Rewarding and Planning

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For DepEd, we will follow two RPMS cycles.

1. For the non-teaching positions, it will be January to December.

2. For the teaching positions, it will be June to March.

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Change in mindset is needed, since the previous Performance Appraisal focuses on

behavioral indicators only while the new RPMS will have a beautiful balance of

Results Orientation (WHAT) and demonstration of Core Competencies (HOW).

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Read slide.

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Office Performance Commitment and Office Performance Commitment and

Review Form (OPCRF)Review Form (OPCRF)

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Manager

Individual Performance Commitment Individual Performance Commitment

and Review Form (IPCRF)and Review Form (IPCRF)

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Manager



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Manager



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Staff



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Staff



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Staff



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Teacher



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Teacher



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Teacher



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Remember the two important aspects of RPMS:

WHAT - Results (KRAs, Objectives, Performance Indicators)

HOW - Competencies (Includes Core, Leadership, Staff and Teaching

Competencies)

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Competencies are the HOWs of performance: the knowledge, motivation, and

behaviors people display to achieve results.

Competencies uphold the organization's values. They represent the way people

define and live the values.

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Core Behavioral CompetenciesCore Behavioral Competencies

Self Management

Sets personal goals and direction, needs and development.

Undertakes personal actions and behaviors that are clear and purposive

and takes into account personal goals 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 (through gant charts, checklists, etc.)

to achieve goals.

Sets high quality, challenging, realistic goals for self and others.

2. Professionalism and Ethics

Demonstrates the values and behavior enshrined in the 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.

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3. Results Focus

Achieves 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.

Delivers error-free outputs most of the time by conforming to standard

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 to improve

performance. Examples may include doing something better, faster, at a

lower cost, more efficiently; or improving quality, customer satisfaction,

morale, without setting any specific goal.

4. Teamwork

Willingly does his/her share of responsibility.

Promotes collaboration and removes barriers to teamwork and goal

accomplishment across the organization.

Applies negotiation principles 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.

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5. 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.

Participates 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.

6. 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.

Translates creative thinking into tangible changes and solutions that

improve the work unit and organization.

Uses ingenious methods to accomplish responsibilities. Demonstrates

resourcefulness and the ability to succeed with minimal resources.

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Leadership CompetenciesLeadership Competencies

Leading People

Uses basic persuasion techniques in a discussion or presentation e.g.,

staff mobilization, appeals to reason and/or emotions, uses data and

examples, visual aids.

Persuades, convinces or influences others, in order to have a specific

impact or effect.

―Sets a good example‖; is a credible and respected leader; and

demonstrates desired behavior.

Forwards personal, professional and work unit needs and interests in an

issue.

Assumes a pivotal role in promoting the development of an inspiring,

relevant vision for the organization and influences others to share

ownership of DepEd goals, in order to create an effective work

environment.

2. People Performance Management

Makes specific changes in the performance management system or in

own work methods to improve performance (e.g. does something better,

faster, at lower cost, more efficiently; improves quality, customer

satisfaction, morale, revenues).

Sets performance standards and measures progress of employees based

on office and department targets.

Provides feedback and technical assistance such as coaching for

performance improvement and action planning.

States performance expectations clearly and checks understanding and

commitment.

On top of this, those in leadership positions will have

three Leadership Competencies:

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Leadership CompetenciesLeadership Competencies

Performs all the stages of Result-based Performance Management

System supported by evidence and required documents/forms.

3. People Development

Improves the skills and effectiveness of individuals through employing a

range of development strategies.

Facilitates workforce effectiveness through coaching and motivating/

developing people within a work environment that promotes mutual trust

and respect.

Conceptualizes and implements learning interventions to meet identified

training needs.

Does long-term coaching or training by arranging appropriate and

helpful assignments, formal training, or other experiences for the

purpose of supporting a person’s learning and development.

Cultivates a learning environment by structuring interactive experiences

such as looking for future opportunities that are in support of achieving

individual career goals.

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Core SkillsCore 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.

2. 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.

3. ICT/Computer Skills

Prepares basic compositions (e.g., letters, reports, spread sheets and

graphics presentation using Word Processing and Excel).

Identifies different computer parts, turns the computer on/off, and work

on a given task with acceptable speed and accuracy and connects

For the employees, aside from core competencies, these

core skills will be added:

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computer peripherals (e.g. printers, modems, multimedia projectors, etc.)

Prepares simple presentation using PowerPoint.

Utilizes technologies to: access information to enhance professional

productivity, assists in conducting research and communicate through

local and global professional networks.

Recommends appropriate and updated technology to enhance

productivity and professional practice. Performs all the stages of Result-

based Performance Management System supported by evidence and

required documents/forms.


For the teachers, aside from core competencies, these

core skills will be added:

1. Achievement

Enjoys working hard.

Is action – oriented and full of energy for the things he/she sees as

challenging.

Not fearful of acting with a minimum of planning.

Seizes more opportunities than others.

Strategic thinker.

2. Managing Diversity

Respects all kinds and classes of people.

Deals effectively with all races, nationalities, cultures, disabilities, ages

and both sexes.

Support equal and fair treatment and opportunity for all.

Applies equal standards and criteria to all classes.

Manifests cultural and gender sensitivity when dealing with people.

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3. Accountability

Can be counted on to exceed goals successfully.

Steadfastly pushes self and others towards results.

Gets things done on time and optimum use of resources.

Builds team spirit.

Transacts with transparency.

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Performance Planning and Commitment is the first phase of the RPMS.

This is the starting point of performance management. The Rater and the Ratee

work together to identify, understand, and agree on: what the employee is to be

doing, how it needs to be done, why, when, and so on.

Phase 1 has four important components:

1. Identifying Objectives and KRAS

2. Identifying Required Competencies

3. Performance Indicators or Measures

4. Reaching Agreement

We will be discussing this in greater detail in the next slides.



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The first component of the performance plan deals with the individual's

share of the organization's strategic objectives.

Key Result Areas are the reasons a job exist. They are broad categories

expressed as general outputs or outcomes.

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Clearly written, specific objectives:

Give the employee clear accountability. They will know what is expected of

them. During the year, they will know how their results measure up to those

expectations.

Enable employees to easily track and document performance better. Help to

ensure that jobs are rewarding, value-adding and manageable.

Objectives

Phase 1Phase 1

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Read and explain slide.

Objectives

Phase 1Phase 1

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Read the definition.

Underscore ―stated in specific terms.‖

They define results to be accomplished within the scope of the job.

Objectives

Phase 1Phase 1

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Examples of Clearly Written Objectives

Phase 1Phase 1

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SMART Criteria

Phase 1Phase 1

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SMART Criteria

Phase 1Phase 1

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SMART Criteria

Phase 1Phase 1

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SMART Criteria

Phase 1Phase 1

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The second important component of the Performance Planning and

Commitment Phase is the Reaching Agreement Discussion. It's the

manager's job to act as reviewer and coach for the final version of the

performance plan.

The purpose of this meeting is for the Rater and the Ratee to discuss and

agree on objectives that the Ratee has identified for the current

performance cycle. The Rater should help to set priorities as to what can

realistically be accomplished.

Phase 1Phase 1

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Read slide.

Reaching Agreement

Phase 1Phase 1

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Reaching Agreement

Phase 1Phase 1

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Reaching Agreement

Phase 1Phase 1

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Reaching Agreement

Phase 1Phase 1

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Read slide.

Phase 2Phase 2

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Read and explain slides.

Phase 2Phase 2

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Performance Monitoring

Phase 2Phase 2

Continuous monitoring of performance in objectives and competencies might

seem awkward at first. With time, though, you'll notice that it takes little effort

to jot down and file a note on the feedbacks you get or your Ratee's performance.

Some tips for tracking and documenting:

1. Make sure you focus on objectives and competencies that are important to

success.

2. Compare actual performance with expectations.

3. Show where Ratees are making progress and where improvements can be made.

4. See patterns and trends in performance so the plan can be adjusted as necessary.

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Phase 2Phase 2

Common Tracking Sources

Reports

Surveys

Informal interview data

Evaluations

Quality specifications

Time logs

Complaint logs

Manager observation

Audit results

Certificates of completion

A good tracking source verifies results.

If a tracking source doesn’t exist for your objective, you have to create one.

Tracking Competencies

Feedback from others

Example: Team members, coworkers and your leader.

Self-reporting

That is: You should monitor and track your own performance

Tracking competencies is difficult at first because they are more subjective,

sometimes difficult to observe, can't be quantified, and are open to interpretation.

Avoid basing your reports on opinions or feelings; instead, focus on facts.

It is important to collect complete data on performance in competencies. How well

one does in competencies directly affects whether he/she can complete the

objectives.

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Phase 2Phase 2

Two important ways to track objectives:

1. Feedback from others (Team members, co-workers, and the manager)

When looking for feedback, ask people who:

Have the opportunity to observe the employee

Are familiar with competencies and understand them

Will be honest

Want the employee to be successful

2. Self-Reporting

Who has a better or more frequent opportunity to observe the person in

action than the person himself?

The key to successful self-reporting is taking the time to (briefly but

honestly) assess and document how one has performed in the key

actions, and plan how to improve.

Ask the people around you for feedback.

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Phase 2Phase 2

Read slide.

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Phase 2Phase 2

It is always good to document Critical Incidents, both positive and negative.

Throughout the year, managers and employees do a lot of value-adding activities

but fail to capture them.

Usually these are outside of the usual functions of the employee.

On the other hand, we also see a lot of underperformance in the organization. If

we don't capture these incidents, it will be difficult to resolve issues like

underperformance.

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Phase 2Phase 2

The STAR is a good example to use, how to capture Critical Incidents.

S for Situation

T for Task

A for Action

R for Results

The next slide will provide us with a good example.

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Read and explain both slides.


Phase 2Phase 2

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Phase 2Phase 2

Read example and point out Tracking Source

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Phase 2Phase 2

This is a good example of a journal—otherwise, use a notebook.

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Phase 2Phase 2


No employee will take seriously what is discussed only once a year.

It is important to teach performance on certain frequencies and provide

feedback and coaching.

This will require rigorous monitoring of the different phases of the RPMS, year-

on-year.

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Feedback and Coaching

Phase 2Phase 2

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Phase 2Phase 2

People who are effective in their jobs know when they need coaching; they get it

when they need it.

Effective managers know when people might need coaching and provide when

people need it.

When to Coach

When to seek coaching:

Before leading a meeting that you think will be different

Before having a difficult discussion with someone

When learning something new in the job

After you've handled an important task and want to know how you did and how

to improve

When to provide coaching:

When monitoring someone learning a new job

If you notice someone struggling with a task, responsibility or situation

When someone asks for your help

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Phase 2Phase 2

Performance coaching is an interactive process aimed at helping

employees

Enhance their performance

Develop knowledge and skills

Motivate and recognize

Empower them to address challenges

Principles for Effective Coaching

Prepare well - notes on performance observations/ critical incidents ; defined

goal and structure of the discussion

Create proper atmosphere - private, relaxed, calm, quiet, non-threatening and

supportive

Preserve self-esteem

Be factual not judgmental; refrain from opinions / criticisms

Practice empathic listening; elicit suggestions

Engage in dialogue - not sermon

Encourage frank assessment of the situation and be specific

Create and agree on an action plan and follow through on progress

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You've worked closely with the people in your work group during the

performance cycle. Together, you've identified Key Result Areas and agreed on

objectives, related competencies and tracking methods.

You've had regular review meetings, coaching them to ensure success.

You've also reinforced their effective behavior and skills.

It is now time for the Review and Evaluation Phase.



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Performance Review and Evaluation

Phase 3Phase 3

If you have done your assignment in phases 1 and 2, this will be beautiful

experience for both Rater and Ratee.

Read slide.

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Phase 3Phase 3

Performance Evaluation

A dialogue between leaders and employees aimed at improving future

performance.

Summary of performance feedback and coaching discussions done throughout

the year.

Antecedents of Performance Evaluation

Clearly defined KRAs and Objectives

Clearly communicated and understood

Well defined performance indicators and measures

Regular performance feedback and progress reviews

Periodic performance feedback and coaching (Star, Journals) based on

documented results and observations

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Phase 3Phase 3

Attack on employee's personality - Authority as the Rater should be used

properly. Be factual about your evaluation.

Monologue - Engage the employee in a dialogue. Give him/her a chance to explain

him/herself.

A chance to wield power and authority - Performance reviews often make

people uncomfortable and defensive. Make the discussion positive. The key themes

are continuous improvement and development, even if a person hadn't wasn't able

to meet objectives or demonstrated competencies effectively.

Paper activity - Do not simply comply but manage the RPMS as a process and not

a one-time even.

An opportunity to gain "pogi points" with staff - The goal of RPMS is to

improve performance and develop people.

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Read both slides.


Phase 3Phase 3

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Phase 3Phase 3

We will follow this Performance Rating Scale mandated by the Civil Service

Commission (CSC).

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Phase 3Phase 3

We will follow this Competency Scale.

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Phase 3Phase 3

Halo or Horn Effect

Inappropriate generalizations from one aspect of a person's performance on the job

to all aspect of his/her performance

Bias or Prejudice

Rater's dislike for Ratee's political leaning union affiliation, religion, race and even

physical features

Overemphasis on isolated Events

The danger of letting a recent event, favorable or unfavorable, color the rater's

judgment (Recency or primacy effects)

Similar-to-me Effect

Tendency for rater to judge more favorably those whom they perceive similar to

them

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Phase 3Phase 3

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Phase 3Phase 3

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The fourth and last phase of the RPMS cycle is Performance Rewards and

Development Planning.

Two important components:

1. Development Plan

2. Rewards



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Performance Rewarding and Development Planning

Phase 4Phase 4

Read and explain the slide.

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Phase 4Phase 4

Development Planning

Employee development is a continuous [earning 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.

Managing Employee Development

As the leader of your team , you are responsible for planning and managing your

staff’s development programs.

People have different preferences on how they want to learn. Be sure to tailor

the development plan to your subordinates’ needs and learning styles

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Phase 4Phase 4

There is a wide array for people to grow and develop.

This will be explained in the next slides.

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Phase 4Phase 4

It is ideal to conduct a simple Skills Assessment to identify current strengths

and development needs.

Strength - In area where you have received feedback from your manager or

colleagues as a strength; projects/assignments/tasks/behavior you have worked

on where you have consistently met or exceeded expectations; an area that

people often compliment you on as they see you as an "expert" in that field.

Development Needs - An area you can improve; project/assignments/ tasks/

behavior you worked on where you have not met the expectations; an area you

don't feel confident working in.

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Phase 4Phase 4

Classroom training is not the only way to train and develop people.

Unfortunately, a lot of managers resort to this whenever they send people for

training.

There are so many options to consider when evolving people.

Read the activities on the slide.

Remember that people have different preferences on how they want to learn. Be

sure to tailor-fit their development plan to their needs and learning styles.

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Phase 4Phase 4


Ensures that real learning takes place and endures by integrating both formal

and informal elements.

The most effective way to learn and develop a new skill or behavior is to apply

and practice it on the job and in real life situation.

Employee learning and development is built upon how individuals internalize

and apply what they learn based on how they acquire the knowledge.

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May we continue to propagate the essence of this saying in DepEd. Provide

avenues for people to grow and develop. Let there be a culture of

encouragement, support, and guidance.

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Documents

1.RPMS Facilitator's Guide