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Results based performance management system rpms- for dep ed

  1. 1. Results Based Performance Management System (RPMS) for DepEd Lead, Engage, Align & Do! (LEAD)
  2. 2. 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.
  4. 4. 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.
  5. 5. 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.
  6. 6. 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
  7. 7. 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.
  8. 8. • 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
  9. 9. What is Performance Management?
  10. 10. 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
  11. 11.  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
  12. 12. 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
  13. 13. 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
  14. 14. Overall Design of DepEd RPMS
  15. 15. 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
  16. 16. 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
  17. 17. PMS Cycle Non Teaching Positions Performance Planning January December Year-end ResultsMid-Year Review June March Teaching Positions Q1 Q4Q3Q2 Q1 Q4Q3Q2
  18. 18. 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 RPMSTimelines 2014 *RPMS is aligned with the Rationalization Plan, Strategic Planning and PBB. *Roll-out/implementation at school level will immediately start in April 2014.
  19. 19. 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!
  20. 20. *Patterned after CSC MC 6 s. 2012
  21. 21. 23 What = Results How = Competencies +(Results & Objectives of a position) (Skills, Knowledge & Behaviors used to accomplish results) Components of Performance Management
  22. 22. 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?
  23. 23. 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
  24. 24. 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
  25. 25. 27 PHASE 1 • Performance Planning & Commitment • Identifying KRA’s and Annual Objectives • Identifying Required Competencies • Performance Indicators or Measures • Reaching Agreement
  26. 26. 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.
  27. 27. 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?
  28. 28. 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
  29. 29. 31 What is the definition of Objectives? Objectives are the specific things you need to do, to achieve the results you want.
  30. 30. 32 SMART Criteria for Objectives
  31. 31. 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
  32. 32. Building commitment to work plans and objectives A critical task is to gain employee commitment and cooperation toward reaching performance targets.
  33. 33. 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).
  34. 34. 36 PHASE 2 • Performance Monitoring and Coaching – Performance Tracking – Giving Feedback – Coaching (Heart of the PMS)
  35. 35. “If you want it, measure it. If you can’t measure it, forget it.” – Peter Drucker
  37. 37. 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.
  38. 38. 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.
  39. 39. STAR Approach 41 Situation Task Action Result/s
  40. 40. 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
  41. 41. 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!
  42. 42. 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.
  43. 43. 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
  44. 44. 46 PHASE 3 • Performance Review and Evaluation – Reviewing Performance – Discuss Strengths and Improvement needs
  45. 45. 47 Reviewing Phase A successful review session should be: • A positive experience • Of no surprise • Of a two-way discussion • Well prepared (both sides)
  46. 46. 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
  47. 47. 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.
  48. 48. Rating Performance Compute final rating Rate each objective using the rating scale Reflect actual results / accomplishments Fill up the Performance Evaluation worksheet
  49. 49. 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.
  50. 50. 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.
  51. 51. *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
  52. 52. 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
  53. 53. 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
  54. 54. 57 PHASE 4 • Performance Rewards and Development Planning – Development Plan – Rewards
  55. 55. 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)
  56. 56. 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.
  57. 57. 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
  58. 58. 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
  59. 59. 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
  60. 60. “Behind every successful person, there is one elementary truth. Somewhere, someway, someone cared about their growth and development.” - Donald Miller, UK Mentoring Programme
  61. 61. 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
  62. 62. 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.