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8/11/2019 RPMS Overview
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Results - based
Performance
Management
System (RPMS) forDepEd
Lead, Engage, Align & Do! (LEAD)
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RPMS Key Deliverables
1. Conceptualization / Design
Briefing of Technical Working Group on Proposed Methodology
Benchmarking
Workshop on Identifying Competencies on breaking down strategicpriorities into KRAs and Objectives
Validation Workshops
Final Draft presented to Technical Working Group
Documentation (Facilitators Guide, Managers Manual, Employees
Manual, Forms)2. Crafting of Position Profiles / Validation / Change Management
/ Communication Workshop
3. Approval of Civil Service Commission
4. Pilot Test
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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.
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DepEd
Mission
To protect and promote the right of every Filipino to
quality, equitable, culture-based, and complete basic education
where:
Students learn in a child-friendly, gender-sensitive, safe andmotivating 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.
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DepEd
Core Values
Maka-Diyos
Makatao
Makabayan
Makakalikasan
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The DepEds Strategic Planning Process is aligned with the Results
framework of DBM-OPIF.
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Equitable Access to Adequate Quality Societal Services and Assets
1
Basic
Education
Services
2
Education
Governance
3
Regulatory and
Developmental
Services for
Private Schools
Major FinalOutput (MFOs)
OrganizationalOutcomes
Knowledge, skills, attitude and values of Filipinos to lead
productive lives enhanced
Filipino Artistic & Cultural
Traditions Preserved &
Promoted
5
Book Industry
Devt. Services
4
Informal Education
Services
-Children
Television Devt.
Services
Sub-SectorOutcomes
Sectoral Outcomes
Improved Access to
Quality Basic Education
Inclusive Growth and Poverty Reduction
Societal Goal
DepEds Framework Based on DBMs OPIF
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Mandate from DEPED
The PMS Concept: Development
Impact
FOCUS: Performance Measures at the Organizational,
Divisional or Functional and Individual Levels
EMPHASIS: Establish strategic alignment ofOrganizational, Functional and Individual Goals
Strengthen Cultureof Performance and
Accountability inDepEd
K to 12
School Based
ManagementACCESs
ImprovedAccess to
QualityBasic
Education
9
FunctionalLiterateFilipino
With 21stcenturyskills
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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
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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
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A systematic approach for continuous andconsistent work improvement andindividual growth.
What is Performance Management?
An organization-wide process to ensurethat employees focus work effortstowards achieving DepEds Vision, Mission
and Values (VMV).
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Objectives of the Performance
Management System
Align individual roles and targets with DepEds direction.
Track accomplishments against Objectives to determine
appropriate corrective actions, if needed.
Provide feedback on employees work progress and
accomplishments based on clearly defined goals and objectives.
A tool for people development.
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RPMS
Rewards andRecognition
Training andManpowerDevelopment
EmployeeRelations
Job Design andWork
Relationships
CareerSuccession HR Planning
andRecruitment
Compensationand Benefits
Agency Planning and andDirections
RPMS Linkages to Other HR Systems
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Overall Design
of DepEd RPMS
Lead, Engage, Align & Do! (LEAD)
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General Features
1. Anchored on the Vision, Mission and Values (VMV) of DepEd.
2. CSC mandates 100% results orientation to make it uniform with
other government agencies. Competencies are used for
development purposes.
3. Coverage : All regular managers and employees of DepEd;
teaching and non-teaching staff.
4. Basis for rewards and development.
5. Covers performance for the whole year.
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PerformancePlanning
Q1January
Mid-Year Review
July
Year-End Results
Q4
December
RPMS Cycle
Non Teaching Positions
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PerformancePlanning
Q1June
Mid-Year Review
November
Year-End Results
Q4
March
Teaching Positions
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Forms
The mechanism to capture the KRAs, Objectives,
Performance Indicators and Competencies is thePerformance Commitment and Review Form (PCRF).
It is a change in mindset!
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DepEd Forms
1. Office Performance Commitment and Review Form
(OPCRF)
2. Individual Performance Commitment and Review
Form (IPCRF)
Managers
Staff and Teaching - related Employees
Teaching
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What =
Results
How =
Competencies+(Results & Objectives
of a position)
(Skills, Knowledge &
Behaviors used to
accomplish results)
Components of Performance
Management
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Phase 1
Performance Planningand Commitment
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1. Discuss Units Objectives
2. Identify Individual KRAs, Objectivesand Performance Indicators
3. Discuss Competencies Required andAdditional Competencies Needed
4. Reaching Agreement
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1. Discuss Units Objectives
The Office head discuss the
offices KRAs and Objectives
with direct reports. Then,
break this down to individual
KRAs and Objectives.
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2. Identify KRAs, Objectives and
Performance Indicators
Identify your responsibilities by
answering the following question:
What major results/outputs am Iresponsible for delivering?
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What is the definition of KRAs?
KRAs define the areas in which an employee is
expected to focus his/her efforts.
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What is the definition of Objectives?
Objectives are the specific things you need to do,
to achieve the results you want.
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SMART Criteria for Objectives
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Review SMART CriteriaSpecificWell written objectives are stated in specific terms to avoid
any confusion about what is to occur or what is to improve
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Measurable
It is important to define measurements that enable progressto be determined and results to be measured. A measurable
objective defines quantity, costor quality.
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Effectiveness
Effectiveness can include both quality and quantity.
Example:
Achieved a rating of 4 in running all batches of train-the-trainers
program.
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Efficiency
To measure cost specifically: money spent, percentage over
or under budget, rework or waste
Example:
Do not exceed Php 100,000 a month in running 2 trainingprograms.
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Timeliness
Measures whether a deliverable was done correctly and
on/before the deadline.
Example:
Timely submission of quarterly reports. reports
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AttainableShould be challenging yet attainable, something the person
can influence to effect change or ensure results
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Relevance Objectives that state your share of specific department /
functional areas goals
Aligned with the directions of the unit
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Time BoundObjectives must be time bound.
Example:
Achieved running 20 RPMS program within
2014.
Responded to all participants suggestions
one week after the meeting.
Did not exceed Php 200,000 a month for
conducting a workshop.
Example
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Example
KRAs Objectives
Recruitment and Selection Processes
Posted 20 vacant positions within the
CSC prescribed period and per
requirements (for 1st, 2nd, and 3rd
level positions)Gathered and submitted required
documents for 20 nominees for
screening by the PSB/NSC
Processed 20 appointment papers for
selection and promotion before June2014
Conducted one-day orientation seminar
for 20 newly hired employees within
two weeks upon hiring
Identify Performance Indicators or
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Identify Performance Indicators or
Measures (refer to PCPs)
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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
Example 1
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Example 1
Example 2
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Example 2
3 Discuss Competencies Required and
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3. Discuss Competencies Required and
Additional Competencies Needed
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The RPMS looks not only at results, but
HOWthey are accomplished.
Competencies help achieve results.
Competencies support and influence
the DepEdsculture.
For DepEd, competencies will be used
for development purposes (captured in
the form).
Why do we have
Competencies?
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Managers Competencies
Core BehavioralCompetencies
Self Management
Professionalismand ethics
Results focus
Teamwork
ServiceOrientation
Innovation
LeadershipCompetencies
Leading People
PeoplePerformanceManagement
People
Development
S ff & T hi
l d C i
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Staff & Teaching-related Competencies
Core BehavioralCompetencies
Self Management
Professionalismand ethics
Results focus
Teamwork
ServiceOrientation
Innovation
Staff Core Skills
Oral
Communication WrittenCommunication
Computer/ICT
Skills
h
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Teaching Competencies
Core BehavioralCompetencies
Self Management
Professionalismand ethics
Results focus
Teamwork
ServiceOrientation
Innovation
TeachingCompetencies
Note: CB PAST wasused as basis for the
new PCPs for teachingpositions.
Achievement
Managing
Diversity
Accountability
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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 Weightper KRA.
3. Where to focus on the Competencies
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Rater and Ratee agree on the
Key Result Areas (KRAs),
Objectives, PerformanceIndicators and assign Weight
Per KRA and sign the
Performance Commitment
and Review Form (PCRF).
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Phase 2Performance Monitoring
and Coaching
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1. Performance Tracking
2. Coaching/Feedback
Heart of the RPMS
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If you want it,
measure it. If youcant measure it,
forget it.
Peter Drucker
WHAT GETS MEASURED GETS DONE!
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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
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Critical Incidents
Actual events where good or unacceptable performance was
observed
Provides a record of demonstrated behaviors/
performance
Effective substitute in the absence of quantifiable data,
observed evidence of desired attribute or trait
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STAR Approach
Situation Task
Action Result/s
*developed by Development Dimensions International (DDI)
W iti S/TAR
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Writing S/TARs
Last December, during the work
planning period,
you took the opportunity to review our
units work process. You assembled a
team of your colleagues and
brainstormed on improvement ideas.
As a result, our turnaround time on
processing promotions was reduced
from 3 days to 1 day.
Situation/ Task
Action
Result
*developed by Development Dimensions International (DDI)
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To be effective in this phase you
should:
Track yourperformance
against your plan.
Use JOURNALS!
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*developed by the Civil Service Commission (CSC)
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Manage the system as a
process, NOT a one-time
event!
It is NOT a year-end paper
exercise.
It is important to teach
performanceon certainfrequencies and provide
feedback and coaching.
Remember:
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For the Raters:
During Performance Phase
always: Provide COACHING to your
subordinates to improve work
performance and behavior.
Provide FEEDBACK on the
progress of work performance
and behavior change.
2. Coaching/Feedback
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For the Ratees:
During Performance Phase, always seek the coaching of your
leader specially when you realize that you needimprovements in your results.
FEEDBACK: Know where and how to get helpful feedback for
important aspects of your job
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Phase 3
Performance Review and
Evaluation
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1. Reviewing Performance1. Review Performance
2. Discuss Strengths andImprovement Needs
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A successful review session should:
Be a positive experience
Have no surprises
Be a two-way discussion
Well prepared (both sides)
1. Review PerformanceResults and Competencies
Note: The Rater should set a meeting with the Ratee.
Request the Ratee to do self-assessment.
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Some Pointers on Conducting
the Review Meeting:
1. Manage the meeting
Prepare for the meeting
Create the right atmosphere
No interruptions; no surprises
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2. Enhance or maintain self-esteem
Express appreciation
Encourage self-appraisal
Focus on the performance issue, not on the person
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3. Be fair and objective
Base assessments on evidence
Change the behavior, not the person
Focus on solving problems or correcting a behavior
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4. Empower the employee
Ask him for ideas on how to resolve a problem or improve
performance
Adopt a joint problem-solving approach
Be supportive
Performance Evaluation is not:
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Performance Evaluation is not:
Attack on employees
personality
Monologue
A chance to wield powerand authority
Paper activity (compliance)
An opportunity to gainpogi points with staff
Steps for Evaluating Objectives
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Evaluate themanifestationsof eachcompetency.
Evaluate eachobjectivewhether it hasbeen achievedor not.
Determineoverallrating.
Steps for Evaluating Objectives
and Competencies
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Rating Performance
Compute final rating
Rate each objective using the rating scale
Reflect actual results / accomplishments
Fill up the Performance Evaluation worksheet
CSCs Revised Policies
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on the Strategic Performance Management System (SPMS)
MC 13 s. 1999
ScaleAdjectival
Description
5Outstanding
(130% and above)
Performance exceeding targets by 30% and above of theplanned targets; from the previous definition of performanceexceeding targets by at least fifty (50%).
4Very Satisfactory
(115%-129%)
Performance exceeds targets by 15% to 29% of the plannedtargets; from the previous range of performance exceeding
targets by at least 25% but falls short of what is considered anoutstanding performance.
3Satisfactory
(100%-114%)
Performance of 100% to 114% of the planned targets. Foraccomplishments requiring 100% of the targets such as thosepertaining to money or accuracy or those which may no longerbe exceeded, the usual rating of either 10 for those who met
targets or 4 for those who failed or fell short of the targets shallstill be enforced.
2Unsatisfactory
(51%-99%)
Performance of 51% to 99% of the planned targets.
1Poor
(50% or below)
Performance failing to meet the planned targets by 50% orbelow.
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*DepEds Competencies Scale
Scale Definition
5 Role model
4 Consistently demonstrates
3 Most of the timedemonstrates
2 Sometimes demonstrates
1 Rarely demonstrates
5 (role model) - all competency indicators4 (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
2. Discuss Strengths and Improvement
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Needs
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Phase 4
Performance Rewardingand Development
Planning
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1. Rewards
2. Development Planning
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1. Rewards
Link to PBIS (EO 80 s. 2012)
Performance Based Bonus (PBB)
Step Increment
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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.
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Steps in Development
Planning1. Identify development needs
2. Set goals for meeting these needs
3. Prepare actions plans for meeting the developmentneed
sanction learning activities
resources / support measures of success
4. Implement Plans
5. Evaluate
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Activities which could be
considered appropriate foremployee development:
Benchmarking
Seminars/workshops
Formal education/classes
Assignment to task
forces/committees/ specialprojects
Job enhancements /
redesign
Functional cross-posting
Geographical cross-posting
Coaching/counseling
Developmental/lateral
career moves Self-managed learning
Development Principles
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Development Principles
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 workingwith role modelsmentoring and coaching.
40% from formal training.
30/30/40 Learning
Philosophy
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Behind every
successful person,there is one
elementary truth.
Somewhere,
someway,
someone cared about
their growth and
development.
- Donald Miller, UK Mentoring
Programme
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