Results based performance management system rpms- for dep ed

Results Based

Performance

Management

System (RPMS)

for DepEd

Lead, Engage, Align & Do! (LEAD)

DepEd’s Framework

Based on DBM’s OPIF

Inclusive Growth and Poverty

Reduction

Alignment of Dr.

Morato’s framework

with Results

framework of DBM-

OPIF.

The DepEd RPMS Model

VISION/MISSION

CENTRAL

REGIONAL

DIVISION

DISTRICT

SCHOOLS

Lead, Engage, Align & Do! (LEAD)

DepED Vision We dream of Filipinos

who passionately love their country

and whose competencies and values

enable them to realize their full potential

and contribute meaningfully to building the nation.

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

improves itself to better serve its stakeholders.

DepED Mission

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.

Mandate from DEPED

The PMS Concept: Development

Impact

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

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

Strengthen Culture of Performance and

Accountability in DepEd

K to 12

School Based Management

ACCESs

Improved Access to

Quality Basic

Education

8

Functional

Literate

Filipino

With 21st

century

skills

RPMS and Job Satisfaction

• Clear Compass

– When there is a clear vision and strategy, employees

are more likely to understand the rationale behind

decision and be able to link the broader

organizational goals.

• A Call to Engage

– People want to be stretched, motivated, stimulated.

They want to know that they add value and their work

is valued by the organization.

• Provides Transparency

– People want to know what’s expected of them in their

jobs. What they are responsible for, the results they

need to achieve, the knowledge, skills, and abilities

they must have to succeed.

• Employee Involvement

– Employees want a say in what they do and how they

do it.

RPMS and Job Satisfaction

What is

Performance Management?

Performance Management

An organization wide process for ensuring employees are focusing their work efforts

towards achieving the organization’s mission and

vision

A systematic approach for continuous improvement and growth

Align individual roles and targets with organization

direction

Organizational need to track accomplishments against

objectives in order to determine appropriate corrective

action if needed

Provide feedback on employees’ work progress and

accomplishments based on clearly defined goals and

objectives.

RPMS is also a tool for people development.

Objectives of the Performance Management System

RPMS

Rewards and Recognition

Training and Manpower

Development

Employee Relations

Job Design and Work

Relationships

RPMS: Linkages to other HR Systems

Career Succession HR Planning

and Recruitment

Compensation and Benefits

Agency Planning and and Directions

Key Success Factors for Results Based Performance Management System

(RPMS)

Measurement of Results

Awareness thru

Communication and Skills

Building and Training

Strong Leadership and

Management Support

Paradigm Shift High Employee

Engagement

Continuous

Improvement

Overall Design

of DepEd

RPMS

General Features

• Anchored on the Vision/Mission of DepEd.

• CSC mandates 100% results orientation to make

it uniform with other government agencies.

Competencies should be used for development

purposes.

• Coverage : All regular managers and employees of

DepEd; teaching and non-teaching staff

• Basis for rewards and development

• Covers performance for the whole year

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

Planning

PMS Cycle

Non Teaching Positions

Performance Planning

January December

Year-end Results Mid-Year Review

June March

Teaching Positions

Q1 Q4 Q3 Q2

Q1 Q4 Q3 Q2

HELP

- Modify the GREEN cells and the WBS, Tasks, and Task Lead columns. The rest of the columns are formulas.

- The number of weeks shown in the gantt chart is limited by the maximum number of columns available in Excel.

- The Start Date that you choose determines the first week in the gantt chart, starting on a Monday.

- Use the slider to adjust the range of dates shown in the gantt chart.

- Only 48 weeks can be shown/printed at one time, because each week uses up 5 columns.

Q: The Working Days column shows "###". How do I fix that?

You need to install the Analysis ToolPak add-in that comes with Excel. Go to Tools > Add-ins, and select Analysis ToolPak.

Q: How do I make Task 2 start the day after the end of Task 1?

Use the following formula for the start date of Task 2:

=EndDate+1

where EndDate is the reference to the cell containing the end date of task 1

Q: How do I add/insert tasks and subtasks?

Copy the entire ROW (or a group of rows) for the type of task(s) you want to add and then right-click on the row where you want to

insert the new tasks, then select Insert Copied Cells.

Important Note: When inserting a new subtask after the last subtask or before the first subtask, you will need to update the formulas

for calculating the Level 1 %Complete and Duration (see below) to include the new subtask, because the ranges won't automatically

expand to include the additional row.

Q: How do I calculate the %Complete for a Level 1 task based upon the %Complete of all of the associated subtasks?

Example: If Task 1 is on row 11 and the subtasks are on rows 12-15, use the following formula:

=SUM(F12:F15)/COUNT(F12:F15)

Q: How do I calculate the Duration for a Level 1 task based upon the largest end date of a sub task?

Example: If the Level 1 task is on row 11 and the sub tasks are on rows 12-15, use the following formula

=MAX(D12:D15)-C11

Q: How can I include holidays in the calculation of the Working Days?

You can add a list of holidays to exclude in the NETWORKDAYS function. See Excel's help (F1) for more information.

Q: How do I change the print settings?

Select the entire range of cells that you want to print and then go to File > Print Area > Set Print Area. Then go to File > Page Setup or

File > Print Preview and adjust the Scaling and Page Orientation as desired.

Tasks/ Activities

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May

DBM

Non-teaching

Teaching

PBB

2013 PBB

2014 PBB

2013 2014 2015

RPMS Timelines2014

*RPMS is aligned with the Rationalization Plan,

Strategic Planning and PBB.

*Roll-out/implementation at school level will

immediately start in April 2014.

Form

The mechanism to capture the KRAs, Objectives,

Performance Indicators and Competencies is the

Individual Performance Commitment and

Review Form (IPCRF).

It is a change in mindset!

*Patterned after CSC MC 6 s. 2012

23

What =

Results

How =

Competencies +

(Results & Objectives

of a position)

(Skills, Knowledge &

Behaviors used to

accomplish results)

Components of

Performance Management

24

• The RPMS looks not only at results, but HOW they are accomplished.

• Competencies help achieve results.

• Competencies support and influence the organization’s culture.

• For DepEd, competencies will be used for development purposes (captured in the form).

Why do we have Competencies?

Competencies

• Core Behavioral Competencies – Self Management

– Professionalism and ethics

– Results focus

– Teamwork

– Service Orientation

• Leadership Competencies – Leading People

– People Performance Management

– People Development

• Core Skills

– Oral Communication

– Written Communication

– Computer/ICT Skills

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

Planning

27

PHASE 1

• Performance Planning & Commitment

• Identifying KRA’s and Annual Objectives

• Identifying Required Competencies

• Performance Indicators or Measures

• Reaching Agreement

Discussion on Unit’s KRAs

and Objectives

Unit Head to discuss the

Division’s KRAs and Objectives

with their direct reports. Then,

break this down to individual

KRAs and Objectives.

29

Performance Planning and

Commitment

1 Identifying KRAs

Identify your responsibilities by

answering the following questions:

• What major results/outputs am I responsible for delivering?

30

Always Remember that KRAs

have the following Characteristics:

1. Number between 3 to 5

2. Be described in few words

3. Be within your Influence

4. Support departmental goals 5. Be similar for jobs that are

similar

6. Not change unless your job changes

31

What is the definition of Objectives?

Objectives are the specific things you need to

do, to achieve the results you want.

32

SMART Criteria for Objectives

33

Performance Planning

& Commitment

2 Reaching Agreement

Once I completed the form:

Objectives + Competencies Schedule a meeting with your supervisor

Agree on your listed KRAs, objectives and performance indicators

Building commitment to work plans and objectives

A critical task is to gain employee

commitment and cooperation toward

reaching performance targets.

Exercise

If the rater and ratee agree on

the KRAs, Objectives and

Performance Indicators, they

should sign the

Individual Performance

Commitment and Review

Form (IPCRF).

36

PHASE 2

• Performance Monitoring and Coaching

– Performance Tracking

– Giving Feedback

– Coaching

(Heart of the PMS)

“If you want it, measure it.

If you can’t measure it, forget it.”

– Peter Drucker

WHAT GETS MEASURED GETS DONE!

Performance Monitoring

39

• Why is it important?

– It is a 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.

40

Tracking Competencies

• Feedback from others

Example: Team members,

coworkers and your leader.

• Self-reporting

That is : you should monitor

and track your own

performance.

STAR Approach

41

Situation Task

Action Result/s

Writing S/TARs

42

“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

43

To be effective in this phase you

should:

• Track your performance

against your plan.

• Seek and act on feedback

from others.

• Get coaching and support

when you need it.

• Use JOURNALS!

Remember: 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.

45

Coaching/Feedback

• 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

46

PHASE 3

• Performance Review and

Evaluation

– Reviewing Performance

– Discuss Strengths and

Improvement needs

47

Reviewing Phase A successful review session should be:

• A positive experience

• Of no surprise

• Of a two-way discussion

• Well prepared (both sides)

Performance Evaluation is not :

Attack on employee’s personality

Monologue

A chance to wield power and authority

Paper activity – compliance

An opportunity to gain “pogi points” with staff

49

Steps for Evaluating

Objectives and Competencies

1. Evaluate each objective

whether it has been

achieved or not.

2. Evaluate the manifestation

of each competency.

3. Determine overall rating.

Rating Performance

Compute final rating

Rate each objective using the rating scale

Reflect actual results / accomplishments

Fill up the Performance Evaluation worksheet

Definition of Performance

Rating Scale (Per CSC Memorandum Circular No. 6 March 16, 2012)

Scale Adjectival Description

5 Outstanding

Performance represents and 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 major 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 timelines. The most critical annual goals were met.

2 Unsatisfactory Performance failed to meet expectations, and / or one or more of

the most critical goals were not met.

1 Poor

Performance was consistently below expectations, and/or

reasonable progress towards critical goals was not made.

Significant improvement is needed in one or more important

areas.

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 Definition

5 Role model

4 Consistently demonstrates

3 Most of the time

demonstrates

2 Sometimes demonstrates

1 Rarely demonstrates

5 (role model) - all competency indicators

4 (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

55

Some Pointers on Conducting the

Review Meeting

• Manage the meeting

– Prepare for the meeting – Create the right atmosphere – No interruptions; no surprises

• Enhance or maintain self-esteem – Express appreciation – Encourage self-appraisal – Focus on the performance issue, not on

the person

One-Day-At-A-Time

Management

“Programs requiring quarterly or annual action are basic and necessary, but they can never replace daily attention."

by Robert E. Sibson

The Management of Personnel

57

PHASE 4

• Performance Rewards

and Development

Planning

– Development Plan

– Rewards

Link to PBB

• Main focus of PPB is PERFORMANCE AND

QUALITY OF WORK.

• There shouldn’t be a competitiveness between individuals and offices. Rather, there should be a spirit to perform better.

• RPMS will be one of the basis for the PBB grant.

– 3 stages of PBB

• Ability of the entire organization to comply

• Measuring each unit on deliverables

• Individual performance (link of RPMS)

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 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.

Steps in Development Planning

• Identify development needs

• Set goals for meeting these needs

• Prepare actions plans for meeting the development needs – action learning activities

– resources / support

– measures of success

• Implement plans

• Evaluate

Activities which could be considered

appropriate for employee development

• Benchmarking

• Seminars/workshops

• Formal education/classes

• Assignment to task forces/committees/ special projects

• Job enhancements / redesign

• Functional cross-posting

• Geographical cross-posting

• Coaching/counseling

• Developmental/lateral career moves

• Self-managed learning

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 working

with role models – mentoring and coaching

– 40% from formal training

30/30/40 Learning Philosophy

“Behind every successful person,

there is one elementary truth.

Somewhere, someway,

someone cared about their growth and development.”

- Donald Miller, UK Mentoring

Programme

Support Mechanisms

• Manuals – Facilitator’s Guide

– Manager’s Manual

– Employee’s Manual

• Tools – Office Performance Commitment Review Form

– Individual Performance Commitment Review Form

– Position Competency Profile

• Change Management and Communication Framework

How We Evolved The RPMS Framework in

DepEd

Full involvement of the TWG team from day 1

Conducted validation of the RPMS framework through workshops for Teaching, Teaching-related and Non-Teaching, and even for Regional Directors level.

Conducted writeshops to revise the Job Descriptions per position per level. Participants formulated KRAs, Objectives and Performance Indicators, validated by senior management.

Framework went through several revisions to make it conform to the culture of DepEd.