Lead, Engage, Align & Do! (LEAD)

Video PresentationManager’s and Employee’s Manuals on CDsFrequently Asked Questions (FAQs)Slides/Scripted Facilitator’s GuideComplete Position Competency Profiles

We dream of Filipinoswho passionately love their countryand whose values and competencies

enable them to realize their full potentialand contribute meaningfully to building the nation.

As a learner - centered public institution, the Department of Education

continuously improves itself to better serve its stakeholders.

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 and motivating environment.•Teachers facilitate learning and constantly nurture every learner.•Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen.•Family, community and other stakeholders are actively engaged and share responsibility for developing life-long learners.

Maka-Diyos

Makatao

Makabayan

Makakalikasan

Governance

Strengthened School-Based Management (SBM)

Principals with strong leadership skills

Uniformed metrics on school performance

System for policy and leadership continuation

established

Targets and Reforms

Reforms effectively implemented

Reforms institutionalized

Backlog on education inputs addressed

Ten Point Education Agenda accomplished

DepEd budget appropriately and efficiently utilized

Culture, Systems & Processes

Education map for the entire systemDepEd culture transformed (shared vision, highly motivated and stronger)Ratplan in full swingProcesses required by the schools, divisions, regions in placeAssessment system revolutionized

Technology

DepEd dashboard made accessible

DepEd data and other information are consistent

All schools connected

Online educational system (going global)

Online enrolment

Learning Materials digitized

Learner-centered and Inclusive Education

Children at the center of basic education

Education services responsive to student and family choice

Students are offered options on the delivery mode

Safer DepEd (child protection, disaster-resilient schools, etc.)

IPEd institutionalized (and moving forward to the 21st century)

More readers, better readers

Children’s hunger addressed

Curriculum Implementation

21st century Philippine basic education

K to 12 curriculum implemented

Smooth implementation of SHs (1st batch of SHS going to

SHS ready schools, voucher in place, etc.)

Teachers prepared for K to 12

Curriculum for multigrade schools available

External Relationships

Restored people’s trust in public education and in DepEd

Government and private sector partnerships more

acceptable

Stronger and more engaged external public

All school boards active and engaged

Legislative Agenda

Culture, Change Management , and Communications

Partnerships

K to 12Implementation

ChildProtection policy

Total QualityManagement

School-Based Management

& PASBE

Disaster RiskReduction

Management

EmployeeWelfare

Results-basedPerformanceManagement

System

Training &Development

Information & Communicatio

nTechnology

EnhancedCurriculum

RationalizationPlan

Improving theStrategic

Planning Process

ResourceGaps & PPP

FULL SPECTRUM FROM RIGHT TO LEFT PLANNING

R A S O E C P T B S T T RA R J M V O A I OC A K E I I U S V GT T R C S S R K I RI E A T S I C T AO G S I I O E I MN I V O N S E S E E N

S S S

The Deped’s Strategic Planning Process is aligned with the Results Framework of DBS-

QPIF

Equitable Access to Adequate Quality Societal Services and Assets

1

Basic Education Services

2

Education Governance

3Regulatory and Developmental

Services for Private Schools

Major Finalut (MFOs)

Organizational Outcomes

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-Sector Outcomes

Sectoral Outcomes

Inclusive Growth and Poverty ReductionSocietal Goal

DepEd’s Framework Based on DBM’s OPIF

• FOCUS: Performance Measures at the Organizational, Divisional or Functional and Individual Levels

• EMPHASIS: Establish strategic alignment of Organizational, Functional and Individual Goals

16

FunctionalLiterateFilipinoWith 21st

centuryskills

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

DEPED RPMS FRAMEWORK

Competencies

WHAT HOW

1. Performance Planning and Commitment

3. Performance Review and Evaluation

2. Performance Monitoring and Coaching

4. Performance Rewarding and Development Planning

A systematic approach for continuous and consistent work improvement and individual growth.

An organization-wide process to ensure that employees focus work efforts towards achieving DepEd’s Vision, Mission and Values (VMV).

• Align individual roles and targets with DepEd’s 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.

RPMS

Rewards and Recognition

Training and Manpower

Development

Employee Relations

Job Design and Work

Relationships

Career Succession HR Planning

and Recruitment

Compensation and Benefits

Agency Planning and Directions

Lead, Engage, Align & Do! (LEAD)

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.

Non Teaching Positions

Teaching Positions

The mechanism to capture the KRAs, Objectives, Performance Indicators and Competencies is the Performance Commitment and Review Form (PCRF).

It is a change in mindset!

1. Office Performance Commitment and Review Form (OPCRF)

2. Individual Performance Commitment and Review Form (IPCRF)

• Managers• Staff and Teaching - related Employees• Teaching

What = What =

ResultsResults

How =

Competencies++(Results & Objectives

of a position)(Skills, Knowledge &

Behaviors used to accomplish results)

1. Discuss Unit’s Objectives

The Office head discuss the

office’s KRAs and Objectives

with direct reports. Then,

break this down to individual

KRAs and Objectives.

2. Identify KRAs, Objectives and Performance Indicators

Identify your responsibilities by answering the following question:

“What major results/outputs am I responsible for delivering?”

What is the definition of KRAs?

KRAs define the areas in which an employee is expected to focus his/her

efforts.

What is the definition of Objectives?

Objectives are the specific things you need to do, to achieve the

results you want.

Review SMART CriteriaSpecificWell written objectives are stated in specific terms to avoid any confusion about what is to occur or what is to improve

MeasurableIt is important to define measurements that enable progress to be determined and results to be measured. A measurable objective defines quantity, cost or quality.

EffectivenessEffectiveness can include both quality and quantity.

Example: Achieved a rating of 4 in running all batches of train-the-trainers program.

EfficiencyTo 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 training programs.

TimelinessMeasures whether a deliverable was done correctly and on/before the deadline.

Example: Timely submission of quarterly reports.

AttainableShould be challenging yet attainable, something the person can influence to effect change or ensure results

RelevanceObjectives that state your share of specific department / functional areas goals

Aligned with the directions of the unit

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

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/NSCProcessed 20 appointment papers for selection and promotion before June 2014Conducted one-day orientation seminar for 20 newly hired employees within two weeks upon hiring

Identify Performance Indicators or Measures (refer to PCPs)

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

Example 2

3. Discuss Competencies Required and Additional Competencies Needed

• The RPMS looks not only at results, but

HOW they are accomplished.

• Competencies help achieve results.

• Competencies support and influence

the DepEd’s culture.

• For DepEd, competencies will be used

for development purposes (captured in

the form).

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

Rater and Ratee agree on the Key Result Areas (KRAs), Objectives, Performance Indicators and assign Weight Per KRA and sign the Performance Commitment and Review Form (PCRF).

Heart of the RPMS

WHAT GETS MEASURED GETS DONE! WHAT GETS MEASURED GETS DONE!

1. Performance Monitoring

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.

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

Situation Task

Action Result/s

*developed by Development Dimensions International (DDI)

Writing S/TARs

“Last December, during the work planning period,

you took the opportunity to review our unit’s 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)

To be effective in this phase you should:

•Track your performance against your plan.•Use JOURNALS!

*developed by the Civil Service Commission (CSC)

• Manage the system as a process, NOT a one-time event!

• It is NOT a year-end paper exercise.

• It is important to teach performance on certain frequencies and provide feedback and coaching.

Remember:

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

For the Ratees:

• During Performance Phase, always seek the coaching of your leader specially when you realize that you need improvements in your results.

•FEEDBACK: Know where and how to get helpful feedback for important aspects of your job

1. Reviewing Performance

A successful review session should:

1. Review PerformanceResults and Competencies

Note: The Rater should set a meeting with the Ratee. Request the Ratee to do self-assessment.

1. Manage the meeting

• Prepare for the meeting

• Create the right atmosphere

• No interruptions; no surprises

2. Enhance or maintain self-esteem

• Express appreciation

• Encourage self-appraisal

• Focus on the performance issue, not on the person

3. Be fair and objective

• Base assessments on evidence

• Change the behavior, not the person

• Focus on solving problems or correcting a behavior

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

Evaluate the manifestations of each competency.

Evaluate each objective whether it has been achieved or not.

Determine overall rating.

CSC’s Revised Policies on the Strategic Performance Management System (SPMS)

MC 13 s. 1999

Scale Adjectival Description

5 Outstanding(130% and above)

Performance exceeding targets by 30% and above of the planned targets; from the previous definition of performance exceeding targets by at least fifty (50%).

4 Very Satisfactory(115%-129%)

Performance exceeds targets by 15% to 29% of the planned targets; from the previous range of performance exceeding targets by at least 25% but falls short of what is considered an outstanding performance.

3 Satisfactory(100%-114%)

Performance of 100% to 114% of the planned targets. For accomplishments requiring 100% of the targets such as those pertaining to money or accuracy or those which may no longer be exceeded, the usual rating of either 10 for those who met targets or 4 for those who failed or fell short of the targets shall still be enforced.

2 Unsatisfactory(51%-99%)

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

1 Poor(50% or below)

Performance failing to meet the planned targets by 50% or below.

*DepEd’s Competencies Scale

Scale Definition5 Role model

4 Consistently demonstrates

3 Most of the time demonstrates

2 Sometimes demonstrates

1 Rarely demonstrates5 (role model) - all competency indicators4 (consistently demonstrates) – four competency indicators3 (most of the time demonstrates) – three competency indicators2 (sometimes demonstrates) – two competency indicators1 (rarely demonstrates) – one competence indicator

*will be used for developmental purposes

2. Discuss Strengths and Improvement Needs

1. RewardsLink to PBIS (EO 80 s. 2012)•Performance Based Bonus (PBB)•Step Increment

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.

1. Identify development needs

2. Set goals for meeting these needs

3. Prepare actions plans for meeting the development need

sanction learning activities

resources / support

measures of success

4. Implement Plans

5. Evaluate

The key elements to a successful learning process:

• 30% from real life and on-the-job experiences, tasks and problem solving. This is the most important aspect of any learning and development plan.

• 30% from feedback and from observing and working with role models – mentoring and coaching.

• 40% from formal training.

“Behind every successful

person, there is one

elementary truth.

Somewhere, someway,

someone cared about

their growth and development.”

- Donald Miller, UK Mentoring Programme

A Life that Matters

Ready or not, someday it will all come to an end.

There will be no more sunrises, no minutes, hours, or days.

All the things you collected, whether treasure or forgotten, will pass to someone else.

Your wealth, fame, and temporal power will shrivel or irrelevance.

It will not matter what you owed, or what you were owed.

Your grudges, resentments, frustrations, and jealousies will finally disappear.

So, to your hopes, ambitions, plans, and to do lists will expire.

The wins and loses that once seemed so important will fade away.

It won’t matter where you come from, or what side of the tracks you lived, at the end.

Even your gender and skin color will be irrelevant.

So what will matter?

How will the value of your days be measured?

That will matter is not what you bought, but what you built; not what you learned but what you taught.

What will matter is not your success, but how hard you tried.

What will matter is not what you learned but what you taught.

What will matter is every act of integrity, compassion, courage or sacrifice that enriched, empowered,

or encouraged others to emulate your example.

What will matter is not your competences, but your character.

What will matter is not how many people you knew, but how many will feel a lasting loss when you’re gone.

What will matter is not your memories, but the memories that live in those who loved you.

What will matter is how long you will be remembered by whom and for what.

Living a life that matters doesn’t happen by accident

It’s not a matter of chance, but of choice.

Choose to live a life that matters.