Performance Monitoring and Coaching RPMS- PHASE II Performance Monitoring and Coaching

Update and re-orient the participants on the changes in RPMS. OBJECTIVES Update and re-orient the participants on the changes in RPMS. Capacitate the raters and school heads on performance monitoring and coaching.

What is RPMS? An organization-wide process to ensure that employees focus work efforts towards achieving DepEd’s Vision, Mission and Values (VMV). A systematic approach for continuous and consistent work improvement and individual growth.

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: 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.

DEPED CORE VALUES . Maka-Diyos Maka-tao Makakalikasan Makabansa

Key Changes in the Guidelines (DO no. 2. s 2015)

CHANGES Rationale Maintained Scope of Policy Definition of Terms and Acronyms Enhanced Policy Statement Performance Cycle Process Uses of Performance Ratings Changed from 130% to 100% Monitoring and Evaluation Repealing Clause Changed (PMT & Grievance, Disqualification, Sanction) Forms Changed Effectivity Moved to 2015

DEFINITION OF TERMS

DEFINITION OF TERMS

DEFINITION OF TERMS

ANNEX A RATEE RATER APPROVING AUTHORITY

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. We will follow this Performance Rating Scale mandated by the Civil Service Commission (CSC).  

From 130% to 100% Outstanding Rating CSC’s Revised Policies on the Strategic Performance Management System (SPMS) MC 6 s. 2012 NUMERICAL RATING ADJECTIVAL RATING DESCRIPTION OF MEANING OF RATING 5 Outstanding Performance represents an 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 timeliness. 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 toward critical goals was not made. Significant improvement is needed in one or more important areas. From 130% to 100% Outstanding Rating DEPARTMENT OF EDUCATION

IPCRF/OPCRF FORM (BEFORE)

IPCRF FORM (NOW)

OPCRF FORM (NOW)

PERFORMANCE MEASURES

DETERMINING THE OVERALL RATING FOR ACCOMPLISHMENTS RANGE 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

RPMS Cycle (BEFORE) Teaching Positions Performance Planning Q1 June Mid-Year Review November Year-End Results Q4 March

RPMS Cycle (BEFORE) Non- Teaching Positions Performance Planning Q1 January Mid-Year Review July Year-End Results Q4 December

SCHOOL-BASED PERSONNEL RPMS Cycle (NOW) SCHOOL-BASED PERSONNEL Performance Planning APRIL Mid-Year Review NOVEMBER Year-End Results MARCH

NON-SCHOOL BASED PERSONNEL RPMS Cycle (NOW) NON-SCHOOL BASED PERSONNEL Performance Planning JANUARY Mid-Year Review JULY Year-End Results DECEMBER

PMT (Performance Management Team)

Grievance Committee

APPEALS

DISQUALIFICATION

SANCTIONS

COMPUTING THE SCORE PER KRA The score per KRA shall be computed using the following formula: Rating per KRA = Weight x Rating Total/Final Rating = KRA1 + KRA2 + KRA3 + KRA 4 (Plus Factor)

Review of the 4 Phases

1 2 3 4 THE RPMS HAS 4 PHASES Performance Planning and Commitment Performance Monitoring and Coaching Performance Review and Evaluation Performance Rewarding and Development Planning 1 2 3 4

Phase 1: Performance Planning and Commitment

1. Discuss Unit’s Objectives 2. Identify Individual KRAs, Objectives and Performance Indicators 3. Discuss Competencies Required and Additional Competencies Needed 4. Reaching Agreement

What is the definition of KRAs What is the definition of KRAs? KRAs define the areas in which an employee is expected to focus his/her efforts.

Always remember that KRAs have the following characteristics: Number between 3 to 5 Describe in few words Within your influence Support departmental goals Similar for jobs that are similar Does not change unless your job changes

What is the definition of Objectives What is the definition of Objectives? Objectives are the specific things you need to do, to achieve the results you want.

SMART CRITERIA FOR OBJECTIVES

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 Read slide.

Discuss Competencies Required and Additional Competencies Needed We have 4 classes of Competencies: (1) Core Behavioral, (2) Leadership, (3) Teaching, and (4) Core Skills.  

Why do we have Competencies? 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). 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.

Core Behavioral Competencies Leadership Competencies Manager’s Competencies (Third Level Officials, Chiefs, Asst. Chiefs, School Heads, Dept. Heads) Core Behavioral Competencies Self Management Professionalism and ethics Results focus Teamwork Service Orientation Innovation Leadership Competencies Leading People Performance Management People Development

Staff & Teaching-related Competencies Core Behavioral Competencies Self Management Professionalism and ethics Results focus Teamwork Service Orientation Innovation Staff Core Skills Oral Communication Written Communication Computer/ICT Skills

Teaching Competencies Core Behavioral Competencies Self Management Professionalism 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

Reaching Agreement Once the form is completed : KRAs + Objectives + Performance Indicators + Competencies Rater schedules a meeting with Ratee. Agree on the listed KRAs, Objectives, Performance Indicators and assigned Weight per KRA. 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). Submit a copy of the IPCRF to the HRM/Planning Office before the start of the performance period.

Phase 2: Performance Monitoring and Coaching

2. Coaching / Feedback 1. Monitoring Phase 2: Heart of the RPMS

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.

Coaching Model for DepEd Coach for Work Improvement Know when to Coach Application Opportunities Coach for Maximum Performance Coach to Strengthen Skills, Competencies and Behaviors Move to Action Build Awareness

Phase 3: Performance Review and Evaluation

2. Discuss Strengths and Improvement Needs 1. Review Performance 2. Discuss Strengths and Improvement Needs 1. Reviewing Performance

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

RATING PERFORMANCE Fill up the Performance Evaluation worksheet Compute final rating Rate each objective using the rating scale Reflect actual results / accomplishments Fill up the Performance Evaluation worksheet

Discuss Strengths and Improvement Needs

Phase 4: Performance Rewarding and Development Planning

1. Rewards 2. Development Plan

1. Rewards Link 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.

Activities which could be considered appropriate for employee development: Benchmarking Functional cross-posting Seminars/workshops Geographical cross- posting Formal education/classes Coaching/counseling Assignment to task forces/committees/ special projects Developmental/lateral career moves Job enhancements / redesign Self-managed learning

Performance Monitoring and Coaching PHASE II Performance Monitoring and Coaching

1. Monitoring 2. Coaching / Feedback Phase 2: Heart of the RPMS

WHY MONITOR PERFORMANCE? To gather data to compare actual performance vs. planned performance

COMMON TRACKING SOURCES Reports Surveys Informal Interview Evaluations Quality Specifications Time Logs Complaint Logs Manager Observation Audit Results Certificates of Completion Journals Feedback from Others --- VALIDATE!

ASSUME “AKALA KO”

To have a fact-based, more objective basis for rating performance WHY ARE DATA IMPORTANT? To have a fact-based, more objective basis for rating performance

Process Observation and Analysis

Process Observation and Analysis A quick look into how an individual or persons act in groups.

PROCESS OBSERVATION AND ANALYSIS (POA) Shows where the group is in terms of GROUP DEVELOPMENT Provides valuable information about group member’s strengths and areas for improvement PROCESS OBSERVATION AND ANALYSIS (POA

WHY OBSERVE AND ANALYZE PROCESS? When something is happening but the group is not making progress, look at the process. Oftentimes, it is the major cause of the group’s ineffectiveness. Most of the time, people are only focused on what others are saying (CONTENT) And very little attention is given to how they say it (PROCESS) PROCESS OBSERVATION AND ANALYSIS (POA

Actual events where good or unacceptable performance was observed. 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.

PERFORMANCE MONITORING AND COACHING FORM

Feedback Giving

WHAT IS FEEDBACK? It is any information seen and observed by others about a person. It could be anything like behaviors, action, words, performance indicators, etc. Behaviors shown by actions and words.

TYPES OF FEEDBACK POSITIVE - when the ratee is doing an excellent performance (vs. Targets) or has shown exemplary or relevant behaviour that contributed much or had positive impact in the unit or Department’s performance.

Feedback for Improvement TYPES OF FEEDBACK NEGATIVE - Can be an observed behaviour, actions, words, data information that created problem/s in the individual, unit or the whole agency. Feedback for Improvement

FEEDBACK FOR IMPROVEMENT TYPES OF FEEDBACK FEEDBACK FOR IMPROVEMENT - are words of counsel or form of coaching an individual or unit with the intent to help improve the observed performance.

WHY GIVE FEEDBACK? Reinforces effective performance Redirects unsatisfactory and unaligned performance Provides guidelines for maximized performance Builds enthusiasm and motivation to do more Enables employees to learn from successes and mistakes

HOW AND WHEN FEEDBACK IS GIVEN? Must be Specific, Timely and Balanced Specific – STAR Timely – Immediately for good performance and when changes are needed for unsatisfactory and unaligned performance Balanced – Employees know what they are doing well and what they can improve on

Situation Task Action Result/s STAR APPROACH *developed by Development Dimensions International (DDI)

Action Situation/ Task Result STAR APPROACH “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

ABCs OF FEEDBACK Accurate – verifiable; can be proven true, based on objective facts like records, reports, significant incidents, direct observations Behavior-based – describes what someone does, describes a specific action, not a personality trait.

ABCs OF FEEDBACK Concise – both positive and negative incidents recorded not just unsatisfactory performance Consistent – repeatable, seen more than once and over a period of time.

TIPS ON GETTING FEEDBACK FROM UNCOMMUNICATIVE PEOPLE Rehearse how you will respond if there is no reaction. Practice speaking slowly and taking long pauses. Make it clear that you expect a reply and are willing to wait for one. Ask open-ended questions that will help the person come up with a plan/response.

TIPS ON RECEIVING FEEDBACK Give the other person an undivided attention. Separate facts from opinions. But opinions should not be discounted. Ask for specifics for clarity of received feedback. Thank the person for the Feedback, whether it is positive or negative.