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

2. 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.

3. 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.

4. 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.

5. 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.

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

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

8. 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

9. DEFINITION OF TERMS

10. DEFINITION OF TERMS

11. DEFINITION OF TERMS

12. ANNEX A
RATEE RATER APPROVING AUTHORITY

13. 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).

14. 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

15. IPCRF/OPCRF FORM (BEFORE)

16. IPCRF FORM (NOW)

17. OPCRF FORM (NOW)

18. PERFORMANCE MEASURES

19. 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

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

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

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

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

24. PMT (Performance Management Team)

25. Grievance Committee

26. APPEALS

27. DISQUALIFICATION

28. SANCTIONS

29. 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)

30. Review of the 4 Phases

31. 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

32. Phase 1: Performance Planning and Commitment

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

34. 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.

35. 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

36. 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.

37. SMART CRITERIA FOR OBJECTIVES

38. 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.

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

40. 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.

41. 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

42. 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

43. 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

44. 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

45. 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.

46. Phase 2: Performance Monitoring and Coaching

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

48. 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.

49. 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

51. Phase 3: Performance Review and Evaluation

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

53. 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

54. 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

55. Discuss Strengths and Improvement Needs

56. Phase 4: Performance Rewarding and Development Planning

57. 1. Rewards
2. Development Plan

58. 1. Rewards Link to PBIS (EO 80 s. 2012) Performance Based Bonus (PBB)
Step Increment

59. 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.

60. 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

61. Performance Monitoring and Coaching
PHASE II
Performance Monitoring and Coaching

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

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

64. 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!

66. ASSUME “AKALA KO”

67. 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

68. Process Observation and Analysis

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

70. 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

71. 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

72. 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.

73. PERFORMANCE MONITORING AND COACHING FORM

74. Feedback Giving

75. 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.

76. 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.

77. 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

78. 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.

79. 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

80. 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

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

82. 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

83. 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.

84. 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.

85. 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.

86. 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.