RPMS Overview.ppt

7/25/2019 RPMS Overview.ppt

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Results - basedResults - basedPerformancePerformance

ManagementManagement

System (RPMS)System (RPMS)for DepEdfor DepEd

Lead, Engage, Align & Do! (LEAD)


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Department of

Education needs to create a

CULTURE of PERFORMANCE EXCELLENCE

producesdesired resultsandbuildsnecessarycompetencies


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Culture of Performance

Excellence

Well denedtargetsPlanned and organized

work hard and achieveyour targets


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Culture of Performance

Excellence Results - based Performance

Management System (RPMS) for

DepEd


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Video Presentation

Managers and Employees Manuals

on CDs re!uently "s#ed $uestions ("$s)

Slides%Scripted acilitators &uide

Complete Position CompetencyPro'les


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e dream of ilipinos

*o passionately lo+e t*eir country

and *ose +alues and competencies

enable t*em to reali,e t*eir full potential

and contribute meaningfully to building t*e nation

"s a learner - centered public institution.

t*e Department of Education

continuously impro+es itself

to better ser+e its sta#e*olders


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/o protect and promote t*e rig*t of e+ery ilipino to!uality. e!uitable. culture-based. and complete basic education*ere1

Students learn in a c*ild-friendly. gender-sensiti+e. safe and

moti+ating en+ironment

/eac*ers facilitate learning and constantly nurture e+ery learner

"dministrators and sta2. as steards of t*e institution. ensurean enabling and supporti+e en+ironment for e2ecti+e learning to

*appenamily. community and ot*er sta#e*olders are acti+ely engagedand s*are responsibility for de+eloping life-long learners


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Ma#a-Diyos

Ma#atao

Ma#abayan

Ma#a#ali#asan


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!"e DepEd#s Strateg$c Plann$ng Process $s

al$gned %$t" t"e Results frame%or& of D'M-P*+


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,oernance

Strengt*ened Sc*ool-3ased Management (S3M)

Principals it* strong leaders*ip s#ills

4niformed metrics on sc*ool performanceSystem for policy and leaders*ip continuation

establis*ed


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!argets and Reforms

Reforms e2ecti+ely implemented

Reforms institutionali,ed

3ac#log on education inputs addressed

/en Point Education "genda accomplis*ed

DepEd budget appropriately and e5ciently utili,ed


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Culture. Systems / Processes

Education map for t*e entire systemDepEd culture transformed (s*ared +ision. *ig*lymoti+ated and stronger)

Ratplan in full sing

Processes re!uired by t*e sc*ools. di+isions.regions in place

"ssessment system re+olutioni,ed


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!ec"nology

DepEd das*board made accessible

DepEd data and ot*er information are consistent

"ll sc*ools connected

6nline educational system (going global)

6nline enrolment

7earning Materials digiti,ed


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0earner-centered and nclus$e Educat$on

C*ildren at t*e center of basic education

Education ser+ices responsi+e to student and family c*oiceStudents are o2ered options on t*e deli+ery mode

Safer DepEd (c*ild protection. disaster-resilient sc*ools. etc)

8PEd institutionali,ed (and mo+ing forard to t*e 9:st century)

More readers. better readers

C*ildrens *unger addressed


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Curr$culum mplementat$on

9:st century P*ilippine basic education

; to :9 curriculum implemented

Smoot* implementation of S


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External Relat$ons"$ps

Restored peoples trust in public education and inDepEd

&o+ernment and pri+ate sector partners*ips more

acceptable

Stronger and more engaged e=ternal public

"ll sc*ool boards acti+e and engaged

d & d


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E1u$table 2ccess to 2de1uate 3ual$ty Soc$etalSer$ces and 2ssets

4

'as$cEducat$onSer$ces

5

Educat$on,oernanc

e

6Regulatory andDeelopmental

Ser$ces forPr$ateSc"ools

Major Final Output (MFOs)

Organizational Outcomes

7no%ledge. s&$lls. att$tude and alues of*$l$p$nos to lead product$e l$es en"anced

*$l$p$no 2rt$st$c /Cultural !rad$t$ons

Presered / Promoted

8

'oo&ndustry

Det+Ser$ces

9

nformalEducat$onSer$ces

- C"$ldren!ele$s$on

Det+ Ser$ces

Sub-Sector

Outcomes

Sectoral Outcomes

mproed 2ccess to3ual$ty 'as$c

Educat$on

nclus$e ,ro%t" and Poerty Reduct$onSocietal Goal

DepEd#s *rame%or& 'ased on D'M#sP*


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> FOCUS:Performance Measures at the Organizational,Divisional or Functional and Individual Levels

> EMPHASIS: Establish strategic alignment ofOrganizational, Functional and Individual Goals

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FunctionalLiterateFilipino

With 21stcenturyskills


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!"e frame%or& al$gns e:orts to enable DepEd to

actual$;e $ts strateg$c goals and $s$on+


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4+ PerformancePlann$ng andComm$tment

6+ PerformanceRe$e% and

Ealuat$on

5+ PerformanceMon$tor$ngand Coac"$ng

9+ PerformanceRe%ard$ngand

DeelopmentPlann$n


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2 systemat$c approac" forcont$nuous and cons$stent%or& $mproement and$nd$$dual gro%t"+

2n organ$;at$on-%$de processto ensure t"at employeesfocus %or& e:orts to%ardsac"$e$ng DepEd#s


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"lign indi+idual roles and targets it* DepEds

direction

/rac# accomplis*ments against 6b?ecti+es to

determine appropriate correcti+e actions. if needed

Pro+ide feedbac# on employees or# progress andaccomplis*ments based on clearly de'ned goals and

ob?ecti+es

" tool for people de+elopment


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RPMS

Reards andRecognition

/raining and

ManpoerDe+elopmen

t

EmployeeRelations

@ob Designand or#

Relations*ips

CareerSuccession


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erallerall

Des$gn ofDes$gn ofDepEd RPMSDepEd RPMS

Lead, Engage, Align & Do! (LEAD)


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: "nc*ored on t*e Vision. Mission and Values (VMV) of

DepEd

9 CSC mandates :AAB results orientation to ma#e it

uniform it* ot*er go+ernment agencies

Competencies are used for de+elopment purposes

Co+erage 1 "ll regular managers and employees of

DepEd teac*ing and non-teac*ing sta2

3asis for reards and de+elopment

F Co+ers performance for t*e *ole year


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=on !eac"$ng Pos$t$ons


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!eac"$ng Pos$t$ons


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/*e mec*anism to capture t*e ;R"s.6b?ecti+es. Performance 8ndicators andCompetencies is t*e PerformanceComm$tment and Re$e% *orm (PCR*)+

t $s a c"ange $n m$ndset@


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: 65ce Performance Commitment andRe+ie orm (6PCR)

9 8ndi+idual Performance Commitment andRe+ie orm (8PCR)

Managers

Sta2 and /eac*ing - related Employees/eac*ing


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W"atW"atAA

ResultsResults

?o% A

Competenc$es

GG(Results / bBect$es

of a pos$t$on)

(S&$lls. 7no%ledge/

'e"a$ors used to

accompl$s" results)


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RPMS

Results-basedPerformanceManagementSystem

Re- invent, P-atience M-eet targets Re birth P-ractice M-easure oneself

Re engineer

Re pair

S- ervice

S-eriously


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RememberH

The man who has done his best has doneeverything.

The man who has done less than his

best has done nothing.Charles Schwab

Failure is only the opportunity to begin again

moreIntelligently.

Henry Ford


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P"ase 4P"ase 4

PerformancePerformance

Plann$ng andPlann$ng and

Comm$tmentComm$tment


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4+ D$scuss >n$t#s

bBect$es

/*e 65ce *ead discuss

t*e o5ces ;R"s and

6b?ecti+es it* direct

reports/*en. brea# t*is

don to indi+idual ;R"s


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5+ dent$fy 7R2s.

bBect$es andPerformance nd$cators

8dentify your responsibilities

byansering t*e folloing!uestion1

What major results/outputsam I responsible for

delivering?


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W"at $s t"e den$t$on of7R2s

KRAs defne the areas in which anemployee is expected to ocshis"her e#orts$


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W"at $s t"e den$t$on ofbBect$es

%'ecties are the specifc thingsyo need to do, to achiee the

reslts yo want$


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Re$e% SM2R! Cr$ter$aSpec$cell ritten ob?ecti+es are stated in speci'c terms

to a+oid any confusion about *at is to occur or*at is to impro+e


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Measurable

8t is important to de'ne measurements t*atenable progress to be determined and results tobe measured " measurable ob?ecti+e de'nes1uant$ty. costor 1ual$ty


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E:ect$eness

E2ecti+eness can include bot* !uality and !uantity

Example:

"c*ie+ed a rating of in running all batc*es of

train-t*e-trainers program


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Ec$ency

/o measure cost speci'cally1 money spent.percentage o+er or under budget. reor# or aste

Example:

Do not e=ceed P*p :AA.AAA a mont* in running 9training programs


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!$mel$ness

Measures *et*er a deli+erable as done correctlyand on%before t*e deadline

Example:

/imely submission of !uarterly reportsreports


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2tta$nableS*ould be c*allenging yet attainable. somet*ing

t*e person can inIuence to e2ect c*ange orensure results


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Releance6b?ecti+es t*at state your s*are of speci'c

department % functional areas goals

"ligned it* t*e directions of t*e unit


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!$me 'ound6b?ecti+es must be time bound

Example:

"c*ie+ed running 9A RPMS programit*in 9A:

Responded to all participants

suggestions one ee# after t*e meetingDid not e=ceed P*p 9AA.AAA a mont*for conducting a or#s*op.

Example


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Example

;R"s 6b?ecti+es

Recruitment and SelectionProcesses

Posted 9A +acant positionsit*in t*e CSC prescribedperiod and per re!uirements(for :st. 9nd. and rd le+elpositions)

&at*ered and submittedre!uired documents for 9Anominees for screening by t*ePS3%JSC

Processed 9A appointment

papers for selection andpromotion before @une 9A:

Conducted one-day orientationseminar for 9A nely *iredemployees it*in to ee#s

upon *iring

dent$fy Performance


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dent$fy Performancend$cators or Measures (reer

to *s)


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Performance nd$cators

/*ey are EK"C/ $4"J/88C"/86J 6

63@EC/8VES

8t is an assessment tool t*at gauges *et*er a

performance is good or bad

"gree on acceptable trac#ing sources

Example 4


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Example 4

Example 5


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Example 5

6+ D$scuss Competenc$es


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6+ D$scuss Competenc$esRe1u$red and 2dd$t$onal

Competenc$es =eeded


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/*e RPMS loo#s not only at

results. but ?Wt*ey are

accomplis*ed

Competencies *elp ac*ie+e

results

Competencies support and

inIuence t*e DepEds culture

or DepEd. competencies ill be

used for de+elopment purposes


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9+ Reac"$ng 2greement

6nce t*e form is completed 17R2s bBect$es Performancend$cators Competenc$es

: Rater sc*edules a meeting it* Ratee9 "gree on t*e listed ;R"s. 6b?ecti+es.

Performance 8ndicators and assignedeig*t per ;R" *ere to focus on t*e Competencies


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Rater and Ratee agreeon t"e 7ey Result 2reas

(7R2s). bBect$es.Performance nd$catorsand ass$gn We$g"t Per7R2 and s$gn t"ePerformanceComm$tment and Re$e%*orm (PCR*)+


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P"ase 5P"ase 5PerformancePerformance

Mon$tor$ng andMon$tor$ng and


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?eart of t"e

RPMS


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L8f you ant it.

measure it 8fyou cant

measure it.forget it

N PeterDruc#er

W?2! ,E!S ME2S>REDW?2! ,E!S ME2S>RED

,E!S D=E@,E!S D=E@


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*y is it importantO

;ey input to performance measures

Pro+ides ob?ecti+e basis of t*e rating

acilitates feedbac#

Clearly de'nes opportunities forimpro+ement

Pro+ides e+idence

+o monitoring, no o'ectie measrement$

4+ Performance Mon$tor$ng


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"ctual e+ents *ere good or unacceptable

performance as obser+ed

Pro+ides a record of demonstrated be*a+iors%

performance

E2ecti+e substitute in t*e absence of

!uanti'able data. obser+ed e+idence of desired

attribute or trait


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S$tuat$on

!as&

2ct$on ResultFs

deeloped y Deelopment Dimensions

Wr$t$ng SF!2Rs


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Wr$t$ng SF!2Rs

.Last Decemer, dring the

wor/ planning period,

yo too/ the opportnity to

reiew or nit0s wor/ process$1o assemled a team o yor

colleages and rainstormed on

improement ideas$

As a reslt, or trnarond time

on processing promotions was

redced rom 2 days to 3 day$4

S$tuat$onF!as&

2ct$on

Result

deeloped y Deelopment Dimensions


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!o be e:ect$e $n t"$s

p"ase you s"ouldG

/rac# yourperformanceagainst your plan

4seH>R=20S


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deeloped y the *iil 5erice *ommission


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Manage t*e system asa process. J6/ a one-time e+ent

8t is J6/ a year-endpaper e=ercise

8t is important toteac" performanceon certain fre!uenciesand pro$defeedbac& andcoac"$ng+

RememberG


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*or t"e RatersG

During Performance P*ase

alays1

Pro+ide C6"C


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*or t"e RateesG

During Performance P*ase. alays see# t*e

coac*ing of your leader specially *en you reali,et*at you need impro+ements in your results

EED3"C;1 ;no *ere and *o to get *elpful

feedbac# for important aspects of your ?ob


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P"ase 6P"ase 6Performance Re$e%Performance Re$e%

and Ealuat$onand Ealuat$on


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4+ Re$e%$ng

Performance


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2 successful re$e% sess$ons"ouldG

4+ Re$e% PerformanceResults and Competenc$es

+ote6 7he Rater shold set a meeting

with the Ratee$ Re8est the Ratee to do9


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4+ Manage t"e meet$ng

Prepare for t*e meeting

Create t*e rig*t atmosp*ere

Jo interruptions no surprises


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5+ En"ance or ma$nta$n self-esteem

E=press appreciation

Encourage self-appraisal

ocus on t*e performance issue. not on t*eperson


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6+ 'e fa$r and obBect$e

3ase assessments on e+idence

C*ange t*e be*a+ior. not t*e person

ocus on sol+ing problems or correcting a

be*a+ior


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9+ Empo%er t"e employee

"s# *im for ideas on *o to resol+e a problem

or impro+e performance

"dopt a ?oint problem-sol+ing approac*

3e supporti+e


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E+aluate t*emanifestations of eac*competency

E+aluate

eac*ob?ecti+e*et*er it*as been

ac*ie+ed ornot

Determine o+erallrating


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CSC#s Re$sed Pol$c$est" St t $ P f M t S t (SPMS)


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on t"e Strateg$c Performance Management System (SPMS)MC 46 s+ 4III

ScaleAdjectival

Description

5Outstanding

(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%).

4Very 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.

3Satisfactory

(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.

1Poor

(50% or below)

Performance failing to meet the planned targets by 50% or below.


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JDepEd#s Competenc$es

ScaleScale Definition

5 Role model

4 Consistently demonstrates

3 Most of the timedemonstrates

2 Sometimes demonstrates

1 Rarely demonstrates

F (role model) - all competency indicators (consistently demonstrates) N four competencyindicators (most of t*e time demonstrates) N t*ree competencyindicators9 (sometimes demonstrates) N to competency

indicators

5+ D$scuss Strengt"s and


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gmproement =eeds


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P"ase 9P"ase 9

PerformancePerformance

Re%ard$ng andRe%ard$ng and


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4+ Re%ards

0$n& to P'S (E KL s+ 5L45)

Performance 3ased 3onus (P33)

Step 8ncrement


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5+ Deelopment

Plann$ng Employee de+elopment is a continuous

learning process t*at enables an indi+idualto ac*ie+e *is personal ob?ecti+es it*in t*econte=t of t*e business goals

Employee de+elopment is a s*aredresponsibility among t*e 8ndi+idual.Manager.


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: 8dentify de+elopment needs

9 Set goals for meeting t*ese needs

Prepare actions plans for meeting t*ede+elopment need

sanction learning acti+ities

resources % support measures of success

8mplement Plans

F E+aluate


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De+elopment Principles


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De+elopment Principles

!"e &ey elements to a successful learn$ngprocessG

6L from real life and on-t*e-?ob e=periences. tas#sand problem sol+ing /*is is t*e most important aspect

of any learning and de+elopment plan

6L from feedbac# and from obser+ing and or#ing

it* role models N mentoring and coac*ing

9L from formal training


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.:ehind eery

sccesslperson, there isone

elementarytrth$

5omewhere,someway,

someone caredaot

their growth and

deelopment$4


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Documents

RPMS Overview.ppt