1. Results Based
Performance
Management
System (RPMS)
for DepEd
Lead, Engage, Align & Do! (LEAD)

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. The DepEd RPMS Model
VISION/MISSION
CENTRAL
REGIONAL
DIVISION
DISTRICT
SCHOOLS
Lead, Engage, Align & Do! (LEAD)

5. 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.

6. 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.

8. 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

9. 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.

10. • 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

11. What
is
Performance
Management?

12. 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

13.  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

14. 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

15. 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

16. Overall Design
of DepEd
RPMS

17. 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

18. 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

19. PMS Cycle
Non Teaching Positions
Performance
Planning
January December
Year-end ResultsMid-Year Review
June March
Teaching Positions
Q1 Q4Q3Q2
Q1 Q4Q3Q2

20. 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.

21. 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!

22. *Patterned after CSC MC 6 s. 2012

23. 23
What =
Results
How =
Competencies
+(Results & Objectives
of a position)
(Skills, Knowledge &
Behaviors used to
accomplish results)
Components of
Performance Management

24. 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?

25. 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

26. 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. 27
PHASE 1
• Performance Planning & Commitment
• Identifying KRA’s and Annual Objectives
• Identifying Required Competencies
• Performance Indicators or Measures
• Reaching Agreement

28. 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. 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. 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. 31
What is the definition of Objectives?
Objectives are the specific things you need to
do, to achieve the results you want.

32. 32
SMART Criteria for Objectives

33. 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

34. Building commitment to work plans
and objectives
A critical task is to gain employee
commitment and cooperation toward
reaching performance targets.

35. 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. 36
PHASE 2
• Performance Monitoring and Coaching
– Performance Tracking
– Giving Feedback
– Coaching
(Heart of the PMS)

37. “If you want it, measure it.
If you can’t measure it, forget it.”
– Peter Drucker

38. WHAT GETS MEASURED GETS DONE!

39. 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. 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.

41. STAR Approach
41
Situation Task
Action Result/s

42. 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. 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!

44. 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. 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. 46
PHASE 3
• Performance Review and
Evaluation
– Reviewing Performance
– Discuss Strengths and
Improvement needs

47. 47
Reviewing Phase
A successful review session should be:
• A positive experience
• Of no surprise
• Of a two-way discussion
• Well prepared (both sides)

48. 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. 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.

50. Rating Performance
Compute final rating
Rate each objective using the rating scale
Reflect actual results / accomplishments
Fill up the Performance Evaluation
worksheet

51. 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.

52. 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.

53. *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. 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

56. 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. 57
PHASE 4
• Performance Rewards
and Development
Planning
– Development Plan
– Rewards

58. 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)

59. 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.

60. 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

61. 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

62. 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

64. “Behind every
successful person,
there is one
elementary truth.
Somewhere,
someway,
someone cared about
their growth and
development.”
- Donald Miller, UK Mentoring
Programme

65. 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

66. 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.