Result-based Performance Management S-Overview-ppt.ppt
- 1. Results - based Performance Management System (RPMS) for DepEd Lead, Engage, Align & Do! (LEAD)
- 2. Department of Education • needs to create a CULTURE of PERFORMANCE EXCELLENCE produces desired results and builds necessary competencies
- 3. Culture of Performance Excellence Well –defined targets Planned and organized work hard and achieve your targets
- 4. Culture of Performance Excellence • Results - based Performance Management System (RPMS) for DepEd
- 5. Roll-Out Support • Video Presentation • Manager’s and Employee’s Manuals on CDs • Frequently Asked Questions (FAQs) • Slides/Scripted Facilitator’s Guide • Complete Position Competency Profiles
- 6. • Orientation on the Results – based Performance Management System Day 1 • AM – Continuation of Phase 3 • PM-Walk through (Facilitator’s Guide) Day 2 • REAP • Change Management • Communication Plan Day 2 Workshop Agenda June 18-19, 2014
- 7. 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.
- 8. 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.
- 9. DepEd Core Values • Maka-Diyos • Makatao • Makabayan • Makakalikasan
- 10. The DepEd’s Strategic Planning Process is aligned with the Results framework of DBM-OPIF.
- 11. Strategic Priorities Governance • Strengthened School-Based Management (SBM) • Principals with strong leadership skills • Uniformed metrics on school performance • System for policy and leadership continuation established
- 12. Targets and Reforms • Reforms effectively implemented • Reforms institutionalized • Backlog on education inputs addressed • Ten Point Education Agenda accomplished • DepEd budget appropriately and efficiently utilized
- 13. Culture, Systems & Processes • Education map for the entire system • DepEd culture transformed (shared vision, highly motivated and stronger) • Ratplan in full swing • Processes required by the schools, divisions, regions in place • Assessment system revolutionized
- 14. Technology • DepEd dashboard made accessible • DepEd data and other information are consistent • All schools connected • Online educational system (going global) • Online enrolment • Learning Materials digitized
- 15. Learner-centered and Inclusive Education • Children at the center of basic education • Education services responsive to student and family choice • Students are offered options on the delivery mode • Safer DepEd (child protection, disaster-resilient schools, etc.) • IPEd institutionalized (and moving forward to the 21st century) • More readers, better readers • Children’s hunger addressed
- 16. Curriculum Implementation • 21st century Philippine basic education • K to 12 curriculum implemented • Smooth implementation of SHs (1st batch of SHS going to • SHS ready schools, voucher in place, etc.) • Teachers prepared for K to 12 • Curriculum for multigrade schools available
- 17. External Relationships • Restored people’s trust in public education and in DepEd • Government and private sector partnerships more acceptable • Stronger and more engaged external public • All school boards active and engaged
- 18. Equitable Access to Adequate Quality Societal Services and Assets 1 Basic Education Services 2 Education Governance 3 Regulatory and Developmental Services for Private Schools Major Final Output (MFOs) Organizational Outcomes Knowledge, skills, attitude and values of Filipinos to lead productive lives enhanced Filipino Artistic & Cultural Traditions Preserved & Promoted 5 Book Industry Devt. Services 4 Informal Education Services -Children Television Devt. Services Sub-Sector Outcomes Sectoral Outcomes Improved Access to Quality Basic Education Inclusive Growth and Poverty Reduction Societal Goal DepEd’s Framework Based on DBM’s OPIF
- 19. 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 19 Functional Literate Filipino With 21st century skills
- 20. The framework aligns efforts to enable DepEd to actualize its strategic goals and vision. VISION, MISSION, VALUES (VMV) Strategic Priorities Department/ Functional Area Goals KRAs and Objectives Values CENTRAL REGIONAL DIVISION SCHOOLS DEPED RPMS FRAMEWORK Competencies WHAT HOW
- 21. 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 Development Planning
- 22. A systematic approach for continuous and consistent work improvement and individual growth. What is Performance Management? An organization-wide process to ensure that employees focus work efforts towards achieving DepEd’s Vision, Mission and Values (VMV).
- 23. Objectives of the Performance Management System • Align individual roles and targets with DepEd’s direction. • Track accomplishments against Objectives to determine appropriate corrective actions, if needed. • Provide feedback on employees’ work progress and accomplishments based on clearly defined goals and objectives. • A tool for people development.
- 24. RPMS Rewards and Recognition Training and Manpower Development Employee Relations Job Design and Work Relationships Career Succession HR Planning and Recruitment Compensation and Benefits Agency Planning and and Directions RPMS Linkages to Other HR Systems
- 25. Overall Design of DepEd RPMS Lead, Engage, Align & Do! (LEAD)
- 26. General Features 1. Anchored on the Vision, Mission and Values (VMV) of DepEd. 2. CSC mandates 100% results orientation to make it uniform with other government agencies. Competencies are used for development purposes. 3. Coverage : All regular managers and employees of DepEd; teaching and non-teaching staff. 4. Basis for rewards and development. 5. Covers performance for the whole year.
- 27. Performance Planning Q2 December of previous year Mid-Year Review June Year-End Results Q4 December RPMS Cycle Non Teaching Positions
- 28. Performance Planning Q1 May Mid-Year Review October Year-End Results Q4 March to be extended up to 2nd of April Teaching Positions
- 29. Forms The mechanism to capture the KRAs, Objectives, Performance Indicators and Competencies is the Performance Commitment and Review Form (PCRF). It is a change in mindset!
- 30. DepEd Forms 1. Office Performance Commitment and Review Form (OPCRF) 2. Individual Performance Commitment and Review Form (IPCRF) • Managers • Staff and Teaching - related Employees • Teaching
- 31. What = Results How = Competencies + (Results & Objectives of a position) (Skills, Knowledge & Behaviors used to accomplish results) Components of Performance Management
- 32. RPMS • Results-based Performance Management System Re- invent, P-atience M-eet targets Re birth P-ractice M-easure oneself Re engineer Re pair S- ervice S-eriously
- 33. Remember… The man who has done his best has done everything. The man who has done less than his best has done nothing. Charles Schwab Failure is only the opportunity to begin again more Intelligently. Henry Ford
- 34. Phase 1 Performance Planning and Commitment
- 35. 1. Discuss Unit’s Objectives 2. Identify Individual KRAs, Objectives and Performance Indicators 3. Discuss Competencies Required and Additional Competencies Needed 4. Reaching Agreement
- 36. 1. Discuss Unit’s Objectives The Office head discuss the office’s KRAs and Objectives with direct reports. Then, break this down to individual KRAs and Objectives.
- 37. 2. Identify KRAs, Objectives and Performance Indicators Identify your responsibilities by answering the following question: “What major results/outputs am I responsible for delivering?”
- 38. What is the definition of KRAs? KRAs define the areas in which an employee is expected to focus his/her efforts.
- 39. What is the definition of Objectives? Objectives are the specific things you need to do, to achieve the results you want.
- 40. SMART Criteria for Objectives
- 41. Review SMART Criteria Specific Well written objectives are stated in specific terms to avoid any confusion about what is to occur or what is to improve
- 42. Measurable It is important to define measurements that enable progress to be determined and results to be measured. A measurable objective defines quantity, cost or quality.
- 43. Effectiveness Effectiveness can include both quality and quantity. Example: Achieved a rating of 4 in running all batches of train-the-trainers program.
- 44. Efficiency To measure cost specifically: money spent, percentage over or under budget, rework or waste Example: Do not exceed Php 100,000 a month in running 2 training programs.
- 45. Timeliness Measures whether a deliverable was done correctly and on/before the deadline. Example: Timely submission of quarterly reports. reports
- 46. Attainable Should be challenging yet attainable, something the person can influence to effect change or ensure results
- 47. Relevance • Objectives that state your share of specific department / functional areas goals • Aligned with the directions of the unit
- 48. Time Bound Objectives must be time bound. Example: • Achieved running 20 RPMS program within 2014. • Responded to all participants’ suggestions one week after the meeting. • Did not exceed Php 200,000 a month for conducting a workshop.
- 49. Example KRAs Objectives Recruitment and Selection Processes Posted 20 vacant positions within the CSC prescribed period and per requirements (for 1st, 2nd, and 3rd level positions) Gathered and submitted required documents for 20 nominees for screening by the PSB/NSC Processed 20 appointment papers for selection and promotion before June 2014 Conducted one-day orientation seminar for 20 newly hired employees within two weeks upon hiring
- 50. Identify Performance Indicators or Measures (refer to PCPs)
- 51. 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
- 52. Example 1
- 53. Example 2
- 54. 3. Discuss Competencies Required and Additional Competencies Needed
- 55. • 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). Why do we have Competencies?
- 56. Manager’s Competencies Core Behavioral Competencies • Self Management • Professionalism and ethics • Results focus • Teamwork • Service Orientation • Innovation Leadership Competencies •Leading People •People Performance Management •People Development
- 57. 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
- 58. 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
- 59. 4. Reaching Agreement Once the form is completed : KRAs + Objectives + Performance Indicators + Competencies 1. Rater schedules a meeting with Ratee. 2. Agree on the listed KRAs, Objectives, Performance Indicators and assigned Weight per KRA. 3. Where to focus on the Competencies
- 60. 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).
- 63. Phase 2 Performance Monitoring and Coaching
- 64. 1. Performance Tracking 2. Coaching/Feedback Heart of the RPMS
- 65. “If you want it, measure it. If you can’t measure it, forget it.” – Peter Drucker WHAT GETS MEASURED GETS DONE!
- 66. 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. 1. Performance Monitoring
- 67. 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
- 68. STAR Approach Situation Task Action Result/s *developed by Development Dimensions International (DDI)
- 69. Writing S/TARs “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 *developed by Development Dimensions International (DDI)
- 70. To be effective in this phase you should: • Track your performance against your plan. • Use JOURNALS!
- 71. *developed by the Civil Service Commission (CSC)
- 72. • 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. Remember:
- 73. For the Raters: During Performance Phase always: • Provide COACHING to your subordinates to improve work performance and behavior. • Provide FEEDBACK on the progress of work performance and behavior change. 2. Coaching/Feedback
- 74. For the Ratees: • 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
- 75. Phase 3 Performance Review and Evaluation
- 76. 1. Reviewing Performance 1. Review Performance 2. Discuss Strengths and Improvement Needs
- 77. A successful review session should: • Be a positive experience • Have no surprises • Be a two-way discussion • Well prepared (both sides) 1. Review Performance Results and Competencies Note: The Rater should set a meeting with the Ratee. Request the Ratee to do self-assessment.
- 78. Some Pointers on Conducting the Review Meeting: 1. Manage the meeting • Prepare for the meeting • Create the right atmosphere • No interruptions; no surprises
- 79. 2. Enhance or maintain self-esteem • Express appreciation • Encourage self-appraisal • Focus on the performance issue, not on the person
- 80. 3. Be fair and objective • Base assessments on evidence • Change the behavior, not the person • Focus on solving problems or correcting a behavior
- 81. 4. Empower the employee • Ask him for ideas on how to resolve a problem or improve performance • Adopt a joint problem-solving approach • Be supportive
- 82. 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
- 83. Evaluate the manifestations of each competency. Evaluate each objective whether it has been achieved or not. Determine overall rating. Steps for Evaluating Objectives and Competencies
- 84. Rating Performance Compute final rating Rate each objective using the rating scale Reflect actual results / accomplishments Fill up the Performance Evaluation worksheet
- 85. 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.
- 86. *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
- 87. 2. Discuss Strengths and Improvement Needs
- 88. Phase 4 Performance Rewarding and Development Planning
- 89. 1. Rewards 2. Development Planning
- 90. 1. Rewards Link to PBIS (EO 80 s. 2012) • Performance Based Bonus (PBB) • Step Increment
- 91. 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.
- 92. Steps in Development Planning 1. Identify development needs 2. Set goals for meeting these needs 3. Prepare actions plans for meeting the development need • sanction learning activities • resources / support • measures of success 4. Implement Plans 5. Evaluate
- 93. 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
- 94. 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
- 96. “Behind every successful person, there is one elementary truth. Somewhere, someway, someone cared about their growth and development.” - Donald Miller, UK Mentoring Programme