Result Based Performance Management System

1. Basic Education Sector Transformation (BEST)
BEST is supported by the Australian Government
1
RPMS Re-orientation
Workshop
Performance Feedback
Presented by:JOVELYN PETRA T. BALANTIN, PhD
Senior Education Program Specialist
HRD- Baguio for Bakakeng NatHS

2. BUREAU OF HUMAN RESOURCE AND
ORGANIZATION DEVELOPMENT

3. Objectives
At the end of the workshop, the participants will be
able to:
1. Describe the RPMS cycle
2. Develop written performance objectives and indicators
according to RPMS guidelines
3. Define development needs of staff based on results of
performance evaluation and craft appropriate written
development plans
4. Describe the process of giving effective performance
feedback

4. The DepEd RPMS is aligned with the CSC SPMS that has 4 Phases.
4 RPMS PHASES
I. Performance
Planning &
Commitment
II. Performance
Monitoring &
Coaching
III. Performance
Review &
Evaluation
IV. Performance
Rewarding and
Development
Planning

5. LET’S STOP AND TALK AWHILE

6. Giving Effective Performance
Feedback

7. What is Performance Feedback
the on-going process
between employee and manager
where information is exchanged
concerning
the performance expected and
the performance exhibited.
Source: Indiana University Human Resources

10. The Power of Feedback
Builds staff competence and
confidence to achieve peak
performance
Benefits the leader
Creates a culture of
excellence

11. Types of Feedback
REINFORCE – identifies job related behavior and
performance that contribute to individual, group and
organizational goals and encourages the employee
to repeat and develop them
REDIRECT – identifies job related behavior and
performance that do not contribute to individual,
group and organizational goals and helps the employee
develop alternative strategies

12. Effective Performance Feedback
TIMELYSPECIFIC BALANCED

13. S/TAR Feedback Model
SITUATION / TASK
ACTION RESULT
Source: Development Dimensions International

14. • Provides context for staff’s action/s
• Describes specific event, job, or assignment
that triggered or warranted a response
S/T – Situation or Task
S/TAR Feedback Model
Source: Development Dimensions International

15. • Specific response of staff to the situation or
task
• What staff said or did
• Can be multiple actions
• Can also be non-action
A – Action
S/TAR Feedback Model
Source: Development Dimensions International

16. • What happened due to staff’s action
• Can be effective or ineffective
• Can be concrete (e.g., report; written
feedback from client; extended processing
time; etc.)
• Can be less tangible (e.g., low morale;
misunderstanding; etc.)
R – Result
S/TAR Feedback Model
Source: Development Dimensions International

17. S/TAR Feedback Model
Source: Development Dimensions International
"Thanks for
completing the
spreadsheet on
resource allocation I
requested."
"You provided all
of the data I
asked for and got
it to me on
time."
"I was able to bring
the data to a
planning meeting
with our director,
where we used it to
create a strong
resource plan for
next term."

18. S/TAR Feedback Model
Source: Development Dimensions International
Yesterday morning, I
asked you to prepare
a briefing on the
status of your project
for today’s meeting
By 2pm, you
submitted a word
document as well
as PPt slides
which I can use
for the meeting.
The Committee
appreciated the
presentation and
update and gave go
signal for the next
phase of the project.

19. S/TAR Feedback Model
Source: Development Dimensions International
Last month, our
water bill noticeably
increased despite
regular usage.
You took the
initiative of calling
Manila Water so
they could check
for leaks. You
followed up two
days later when no
service crew came.
The crew found a
leak in our
connection and
repaired it
immediately. We got
a rebate! Our bill
this month reflects
the amount that we
usually pay. Thanks
to your initiative.

20. • Helps you focus staff’s attention on behaviors that
got them to their current level of performance
• Can be used to reinforce staff’s good
performance as well as to facilitate improvement
in staff’s performance
• Can be used to give feedback verbally or in writing
S/TAR Feedback Model

21. S/TARs come in various forms…
Source: Development Dimensions International
COMPLETE STAR INCOMPLETE STAR FALSE STAR

22. Complete S/TAR
Complete behavioural story
All elements present

23. Incomplete S/TAR
“The health and wellness program was a huge success.”
“Given the recent security incident, I was able to coach my
team to prepare for possible emergency situations.”
“I interviewed several parents to get their feedback about
the proposal.”
R
S A
A T

24. False S/TAR
“I usually had no problems with our
community partners.”
“I believe the program was effective.”
“The standards will be observed in the
rollout.”
Vague or General
Opinion or Belief
Future Oriented or Theoretical

25. What S/TAR is this?
1. She is always a positive thinker.
2. In last week’s orientation with the new partners, you were
not prepared with your presentation.
3. When you received our department’s request for petty cash
replenishment, you immediately processed it according to
our procedures. As a result, we were able to make
emergency purchase of additional materials needed for the
training.
4. Records are mostly accurate and prepared on time.

26. S/TAR Feedback Model
Source: Development Dimensions International

27. Effective Positive Feedback
• What was the situation or task?
S/T
• What did the staff say or do?
A
• Why was the action effective?
R
WRITE AT LEAST 2 STARS
TO REINFORCE BEHAVIOR.

28. But what about Developmental or
Performance Improvement
Feedback?
How do we REDIRECT?

29. S/TAR Feedback Model
Source: Development Dimensions International
SITUATION / TASK
ACTION . RESULT ALTERNATIVE
ACTION . RESULT

30. • What could be done differently next time
Alternative Action
S/TAR-AR Feedback Model
Source: Development Dimensions International

31. • What could be the probable result or impact of the
alternative action
Alternative Result
Source: Development Dimensions International
S/TAR-AR Feedback Model

32. S/TAR Feedback Model
Source: Development Dimensions International
"Last week I asked you
to complete a
spreadsheet on resource
allocation."
A - "While you provided all
of the data I asked for, I
received it two days after I
requested, because other
priorities came up.“
R – "Because the report
was late, I had to delay a
resource planning meeting
with our director, and we
weren't able to complete
our resource plan for next
term."
A – "The next time you're
faced with competing
priorities, feel free to
come to me for further
direction."
R – "That way I'll know if
you're having challenges
completing a request and
can help you prioritize
your assignments."

33. S/TAR Feedback Model
Source: Development Dimensions International
"During the project launch
yesterday"
A - "You came in just before
the opening ceremony was
about to start, and you
reasoned out that the traffic
condition was bad"
R – "The team had to print
registration sheets at the
last minute since the folder
was with you. There was a
long cue at the registration
table because of this"
A – "Since we know how bad
the traffic condition could
get, you could have left your
house much earlier especially
since we are hosting an
important event and you
have the registration folder“
R – "This will ensure that
you will be in the venue one
hour before the opening
ceremony as agreed by the
team and you can supervise
the registration, which was
your assigned task"

34. Guidelines in Providing
Developmental Feedback
• Focus on facts, not the person.
Choose positively phrased statements, such as "Forgetting to do that caused
a delay," rather than saying "You're completely disorganized.“
• Share your thoughts on alternative approaches while
remembering to seek the other person's ideas.
– “What do you think would be the best approach next time?”
– “If you do that, what results could we expect?”
• Provide your employee with the necessary support in
terms of time, resources or coaching to act on your
feedback.
– “What resources or support would you need to carry this out?”

35. Effective Developmental Feedback
• What was the situation or task?
S/T
• What did the staff say or do?
A
• Why was the action ineffective?
R
• What can the staff say or do differently?
AA (Alternative Action)
• Why is the Alternative Action more effective?
AR (Alternative Result)
WRITE AT LEAST 2 STAR/ARs
TO REDIRECT BEHAVIOR.

36. Guiding Effective Performance
1. At the start of the year set clear goals for the
individual and ensure they are clear about their goals
responsibilities.
2. Constantly review and keep detailed notes
of performance.
Write down specific examples of good and poor performance
(noting down as many details as possible). This will help you to
remember facts about performance.
3. Provide regular feedback.
This will ensure objectives are on track and that small issues
are dealt with early, before they become large problems.

37. Your objective as the rater…
Gather and document as many
COMPLETE STARs as possible
during the performance period

38. Effective Feedback Process
Preparation
Conducting
the Meeting
Closing the
Meeting
• Staff completes self-
assessment and sends a
copy to his immediate
superior.
• Staff and immediate
superior agree on the
meeting schedule.
• Staff and immediate
superior gather data &
note down discussion
points for the meeting.
Discussion Points:
• Performance Objectives
• Critical Incidents / STARs
• Progress or Final Results
• Development Plans

39. Effective Feedback Process
Preparation
Conducting
the Meeting
Closing the
Meeting
OPEN
 Greet the employee.
 Make him feel comfortable.
• Thank him for his time.
• Engage in quick, light, small talk.
CLARIFY
 Signal start of discussion
 State the purpose

40. Effective Feedback Process
Preparation
Conducting
the Meeting
Closing the
Meeting
DISCUSS
 Employee and manager go through each of
the Objectives and discuss extent of
accomplishment versus targets.
◦ Be prepared to discuss specific examples of
behaviors and performance outcomes
◦ Listen actively and openly
◦ Take notes

41. Effective Feedback Process
Preparation
Conducting
the Meeting
Closing the
Meeting
GIVING FEEDBACK
1. Prepare your notes.
2. Be specific.
3. Own the feedback.
4. Engage employee in
discussion.

42. Effective Feedback Process
Preparation
Conducting
the Meeting
Closing the
Meeting
Ask staff to share his take-aways:
• What were my major achievements?
• What have I done well or am doing well?
• In what key areas could I have done or
should I do better?
• How is my overall performance?
• What are my next steps?
Affirm your trust in employee.
Thank him for his time.

43. Key Principles for Interaction
SUPPORT
INVOLVEMENT
Maintain or enhance
self-esteem.
Share thoughts, feelings,
and rationale.(to build trust)
Listen and respond with
empathy.
Provide support without
removing responsibility.
(to build ownership)
Ask for help and encourage
involvement.
ESTEEM
EMPATHY
SHARE

44. RECEIVING FEEDBACK
1. Welcome constructive
feedback (withhold
judgment).
2. Clarify and seek
understanding (paraphrase,
probe)
3. Evaluate based on critical
incidents, observations.
4. Decide what to do with the
feedback

45. Role Play
Observing the Effective Feedback Process:
OPEN > CLARIFY > DISCUSS > CLOSE
Use of Key Principles:
Esteem. Empathy. Involvement. Share. Support
Round 1
A: Give a STAR feedback to your partner.
B: Respond appropriately.
Round 2
B: Give a STAR-AR feedback to your partner.
A: Respond appropriately.

46. “It is an immutable law in business
that words are words, explanations
are explanations, promises are
promises…
but only performance is reality.”
Harold S. Geneen
President and CEO
International Telephone and Telegraph Association