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Results

Results
-
-
based Performance
based Performance
Management System
Management System

(RPMS)
(RPMS)



FACILITATORS GUIDE
FACILITATORS GUIDE




Table of Contents Table of Contents

Introduction......................................................................................................1
DepEd RPMS Framework...................................................................................3
What is Performance Management?...................................................................8
Overall Design of DepEd RPMS....................................................................13
RPMS Cycle..........................................................................................................16
Forms...................................................................................................................17
Competencies........................................................................................................32
Phase 1.................................................................................................................41
KRAs......................................................................................................................42
Objectives..............................................................................................................43
Reaching Agreement.............................................................................................51
Phase 2.................................................................................................................56
Performance Monitoring.......................................................................................57
Feedback and Coaching........................................................................................68
Phase 3.................................................................................................................71
Performance Review.............................................................................................72
Performance Evaluation.......................................................................................73
Phase 4.................................................................................................................81
Performance Rewarding.......................................................................................82
Development Planning.........................................................................................83
Managing and Succeeding Under Any Condition.....................................89




Introduction Introduction

The Results-Based Performance Management System (RPMS) is one of the 14
interventions that support the realization of the Vision/Mission of DepEd.

The goal is to improve the access to quality of basic education that will produce
functional, literate Filipinos with 21st century skills.
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Introduction Introduction

Read the slide.
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On the screen, you see the LEAD (Lead, Engage, Align, Do!) and Results-based
Performance Management System (RPMS) of DepEd.

At the top center of the framework is the Vision/Mission of DepEd.
At the left-hand side is the "WHAT" consisting of Strategic Priorities broken
down into Department/Functional Key Result Areas (KRAs) and Objectives.
At the right-hand side are the core values of DepEd broken down into enabling
competencies.
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Results Results
-
-based Performance based Performance
Management System (RPMS) Management System (RPMS)

4


Four Phases of the RPMS Framework Four Phases of the RPMS Framework

The center circle shows the 4 different phases of the Civil Service Commission
Model, i.e.
1. Performance Planning and Commitment
2. Performance Monitoring and Coaching
3. Performance Review and Evaluation
4. Performance Rewards and Development Planning
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1. Improve organizational effectiveness - Everybody will focus on
accomplishing individual objectives that support departmental goals that, in
turn, support the Vision/Mission of DepEd.
2. Establish the desired organizational culture and Vision This is done
through the manifestations of the core competencies.
3. Enhance efficiency and service delivery - The RPMS is a process that helps
the organizations meet their short and long-term goals and objectives by
enhancing efficiencies and helping managers and employees do their jobs better.
4. Align organizational and individual needs - RPMS aims to coordinate the
work of their units with departments and individuals so all are aimed at
achieving the same goals and purposes.

Results Results
-
-based Performance based Performance
Management System (RPMS) Management System (RPMS)

6


Results Results
-
-based Performance based Performance
Management System (RPMS) Management System (RPMS)

7


RPMS and Job Satisfaction RPMS and Job Satisfaction

1. Clear Compass
People need to know where the organization is going and how to get there (DepEd
has a Vision/Mission and clear strategic priorities)
It is motivating to feel part of a larger purpose and to have a sense of value in
helping to achieve that purpose.

2. A Call to Engage
Employees want to be challenged - Provide them with avenues and opportunities to
grow and develop.

3. Provides Transparency
Employees need regular, specific feedback on their job performance. They need to
know where they are excelling and where they can still improve. If they don't know
what they should continue to do and what they should change, how can they get
better?

4. Employee Involvement
Employees need to play an active role in defining and re-defining their jobs. It is
very motivating to do so. They know their jobs better than anyone else and often
know best how to remove any barriers to their success.
8

9

Read both slides.
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If implemented correctly, the RPMS will provide a great deal of information that
can be used for other functions, like the ff.:

1. HR Planning and Recruitment
2. Job Design and Work Relationship
3. Compensation and Benefits
4. Employee Relations
5. Rewards and Recognition
6. Training and Manpower Development
7. Career Succession
8. Agency Planning and Directions


Performance management takes information from other processes and sends
information to those other processes.

Competencies can serve as the point of integration for all HR systems.
Competencies used in RPMS should be the same competencies used for
Recruitment, Training, Manpower Development and Career Succession.

Performance Management Performance Management

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Awareness thru Communication, Skills-Building and Training
The roll out of the RPMS is supported by a Change Management and
Communication Plan. The plan has a pre-launch, launch and a post- launch
communication plan. Multiple communication vehicles should be used.

Strong Leadership and Management Support
Senior Management should have the accountability for running the RPMS, keeping
it alive and well. They should model the use of the system from the first to the last
phase.

Paradigm Shift
There must be a change in mindset from the old Performance Management System
to the new. The RPMS has a beautiful balance of showing results and
demonstrating the core competencies of an organization.
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High Employee Engagement
You have to share accountability with all levels. Everyone in your organization
needs to know how the objectives will be achieved; allocate accountability across the
organization for each one of your strategic objectives.

Measurement of Results
Evaluate system effectiveness regularly and identify process improvements. This
should be done by the Monitoring and Evaluation Committee (M & E Team).

Continuous Improvement
Have the mindset to always ask, "How else can I improve what I am doing? What
can I do better today?" Improve the accomplishments year on year.
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Let us now take a look at the overall design of the RPMS.
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The Strategic Planning Processes are like two sides of the same coin. The
strategy emerges from an organization's Vision. It's a plan by which the Vision
is made real through the strategic objectives.

Translating a strategy into executable goals requires skill. The broad strategies
are translated into Objectives, Key Result Areas (KRAs) and Performance
Indicators.

Too often, we see organizations develop comprehensive business plans and
strategies, yet fail to manage the energies of the employees towards the
direction defined by those plans.

Overall Design of DepEd RPMS Overall Design of DepEd RPMS

Read slide.
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The RPMS of DepEd is aligned with the strategic Performance Management System
(SPMS) which has 4 phases/stages:

1. Performance Planning and Commitment
2. Performance Monitoring and Coaching
3. Performance Review and Evaluation
4. Performance Rewarding and Planning
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For DepEd, we will follow two RPMS cycles.
1. For the non-teaching positions, it will be January to December.
2. For the teaching positions, it will be June to March.
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Change in mindset is needed, since the previous Performance Appraisal focuses on
behavioral indicators only while the new RPMS will have a beautiful balance of
Results Orientation (WHAT) and demonstration of Core Competencies (HOW).
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Read slide.
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Office Performance Commitment and Office Performance Commitment and
Review Form (OPCRF) Review Form (OPCRF)

20


Office Performance Commitment and Office Performance Commitment and
Review Form (OPCRF) Review Form (OPCRF)

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Office Performance Commitment and Office Performance Commitment and
Review Form (OPCRF) Review Form (OPCRF)

22

Manager
Individual Performance Commitment Individual Performance Commitment
and Review Form (IPCRF) and Review Form (IPCRF)

23

Manager
Individual Performance Commitment Individual Performance Commitment
and Review Form (IPCRF) and Review Form (IPCRF)

24

Manager
Individual Performance Commitment Individual Performance Commitment
and Review Form (IPCRF) and Review Form (IPCRF)

25

Staf
Individual Performance Commitment Individual Performance Commitment
and Review Form (IPCRF) and Review Form (IPCRF)

26

Staf
Individual Performance Commitment Individual Performance Commitment
and Review Form (IPCRF) and Review Form (IPCRF)

27

Staf
Individual Performance Commitment Individual Performance Commitment
and Review Form (IPCRF) and Review Form (IPCRF)

28

Teacher
Individual Performance Commitment Individual Performance Commitment
and Review Form (IPCRF) and Review Form (IPCRF)

29

Teacher
Individual Performance Commitment Individual Performance Commitment
and Review Form (IPCRF) and Review Form (IPCRF)

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Teacher
Individual Performance Commitment Individual Performance Commitment
and Review Form (IPCRF) and Review Form (IPCRF)

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Remember the two important aspects of RPMS:

WHAT - Results (KRAs, Objectives, Performance Indicators)
HOW - Competencies (Includes Core, Leadership, Staff and Teaching
Competencies)
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Competencies are the HOWs of performance: the knowledge, motivation, and
behaviors people display to achieve results.

Competencies uphold the organization's values. They represent the way people
define and live the values.
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Core Behavioral Competencies Core Behavioral Competencies

Self Management
Sets personal goals and direction, needs and development.
Undertakes personal actions and behaviors that are clear and purposive
and takes into account personal goals and values congruent to that of the
organization.
Displays emotional maturity and enthusiasm for and is challenged by
higher goals.
Prioritize work tasks and schedules (through gant charts, checklists, etc.)
to achieve goals.
Sets high quality, challenging, realistic goals for self and others.

2. Professionalism and Ethics
Demonstrates the values and behavior enshrined in the Norms of
Conduct and Ethical Standards for public officials and employees (RA
6713).
Practices ethical and professional behavior and conduct taking into
account the impact of his/her actions and decisions.
Maintains a professional image: being trustworthy, regularity of
attendance and punctuality, good grooming and communication.
Makes personal sacrifices to meet the organizations needs.
Acts with a sense of urgency and responsibility to meet the organizations
needs, improve systems and help others improve their effectiveness.
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Core Behavioral Competencies Core Behavioral Competencies

3. Results Focus
Achieves results with optimal use of time and resources most of the time.
Avoids rework, mistakes and wastage through effective work methods by
placing organizational needs before personal needs.
Delivers error-free outputs most of the time by conforming to standard
operating procedures correctly and consistently. Able to produce very
satisfactory quality of work in terms of usefulness/acceptability and
completeness with no supervision required.
Expresses a desire to do better and may express frustration at waste or
inefficiency. May focus on new or more precise ways of meeting goals set.
Makes specific changes in the system or in own work methods to improve
performance. Examples may include doing something better, faster, at a
lower cost, more efficiently; or improving quality, customer satisfaction,
morale, without setting any specific goal.

4. Teamwork
Willingly does his/her share of responsibility.
Promotes collaboration and removes barriers to teamwork and goal
accomplishment across the organization.
Applies negotiation principles in arriving at win-win agreements.
Drives consensus and team ownership of decisions.
Works constructively and collaboratively with others and across
organizations to accomplish organizational goals and objectives.
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Core Behavioral Competencies Core Behavioral Competencies

5. Service Orientation
Can explain and articulate organizational directions, issues and
problems.
Takes personal responsibility for dealing with and/or correcting customer
service issues and concerns.
Initiates activities that promotes advocacy for men and women
empowerment.
Participates in updating of office vision, mission, mandates and
strategies based on DepEd strategies and directions.
Develops and adopts service improvement programs through simplified
procedures that will further enhance service delivery.

6. Innovation
Examines the root cause of problems and suggests effective solutions.
Fosters new ideas, processes, and suggests better ways to do things (cost
and/or operational efficiency).
Demonstrates an ability to think beyond the box. Continuously focuses
on improving personal productivity to create higher value and results.
Promotes a creative climate and inspires co-workers to develop original
ideas or solutions.
Translates creative thinking into tangible changes and solutions that
improve the work unit and organization.
Uses ingenious methods to accomplish responsibilities. Demonstrates
resourcefulness and the ability to succeed with minimal resources.
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Leadership Competencies Leadership Competencies

Leading People
Uses basic persuasion techniques in a discussion or presentation e.g.,
staff mobilization, appeals to reason and/or emotions, uses data and
examples, visual aids.
Persuades, convinces or influences others, in order to have a specific
impact or effect.
Sets a good example; is a credible and respected leader; and
demonstrates desired behavior.
Forwards personal, professional and work unit needs and interests in an
issue.
Assumes a pivotal role in promoting the development of an inspiring,
relevant vision for the organization and influences others to share
ownership of DepEd goals, in order to create an effective work
environment.

2. People Performance Management
Makes specific changes in the performance management system or in
own work methods to improve performance (e.g. does something better,
faster, at lower cost, more efficiently; improves quality, customer
satisfaction, morale, revenues).
Sets performance standards and measures progress of employees based
on office and department targets.
Provides feedback and technical assistance such as coaching for
performance improvement and action planning.
States performance expectations clearly and checks understanding and
commitment.
On top of this, those in leadership positons will have
three Leadership Competencies:
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Leadership Competencies Leadership Competencies

Performs all the stages of Result-based Performance Management
System supported by evidence and required documents/forms.

3. People Development
Improves the skills and effectiveness of individuals through employing a
range of development strategies.
Facilitates workforce effectiveness through coaching and motivating/
developing people within a work environment that promotes mutual trust
and respect.
Conceptualizes and implements learning interventions to meet identified
training needs.
Does long-term coaching or training by arranging appropriate and
helpful assignments, formal training, or other experiences for the
purpose of supporting a persons learning and development.
Cultivates a learning environment by structuring interactive experiences
such as looking for future opportunities that are in support of achieving
individual career goals.
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Core Skills Core Skills

Oral Communication
Follows instructions accurately.
Expresses self clearly, fluently and articulately.
Uses appropriate medium for the message.
Adjust communication style to others.
Guides discussions between and among peers to meet an objective.

2. Written Communication
Knows the different written business communication formats used in the
DepEd.
Writes routine correspondence/communications, narrative and
descriptive report based on readily available information data with
minimal spelling or grammatical error/s (e.g. memos, minutes, etc).
Secures information from required references (i.e., Directories, schedules,
notices, instructions) for specific purposes.
Self-edits words, numbers, phonetic notation and content, if necessary.
Demonstrates clarity, fluency, impact, conciseness and effectiveness in
his/her written communications.

3. ICT/Computer Skills
Prepares basic compositions (e.g., letters, reports, spread sheets and
graphics presentation using Word Processing and Excel).
Identifies different computer parts, turns the computer on/off, and work
on a given task with acceptable speed and accuracy and connects
For the employees, aside from core competencies, these
core skills will be added:
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Core Skills Core Skills

computer peripherals (e.g. printers, modems, multimedia projectors, etc.)
Prepares simple presentation using PowerPoint.
Utilizes technologies to: access information to enhance professional
productivity, assists in conducting research and communicate through
local and global professional networks.
Recommends appropriate and updated technology to enhance
productivity and professional practice. Performs all the stages of Result-
based Performance Management System supported by evidence and
required documents/forms.


Core Skills Core Skills

For the teachers, aside from core competencies, these
core skills will be added:
1. Achievement
Enjoys working hard.
Is action oriented and full of energy for the things he/she sees as
challenging.
Not fearful of acting with a minimum of planning.
Seizes more opportunities than others.
Strategic thinker.
2. Managing Diversity
Respects all kinds and classes of people.
Deals effectively with all races, nationalities, cultures, disabilities, ages
and both sexes.
Support equal and fair treatment and opportunity for all.
Applies equal standards and criteria to all classes.
Manifests cultural and gender sensitivity when dealing with people.
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Core Skills Core Skills

3. Accountability
Can be counted on to exceed goals successfully.
Steadfastly pushes self and others towards results.
Gets things done on time and optimum use of resources.
Builds team spirit.
Transacts with transparency.
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Performance Planning and Commitment is the first phase of the RPMS.

This is the starting point of performance management. The Rater and the Ratee
work together to identify, understand, and agree on: what the employee is to be
doing, how it needs to be done, why, when, and so on.

Phase 1 has four important components:
1. Identifying Objectives and KRAS
2. Identifying Required Competencies
3. Performance Indicators or Measures
4. Reaching Agreement

We will be discussing this in greater detail in the next slides.

Results Results
-
-based Performance based Performance
Management System (RPMS) Management System (RPMS)

42

The first component of the performance plan deals with the individual's
share of the organization's strategic objectives.

Key Result Areas are the reasons a job exist. They are broad categories
expressed as general outputs or outcomes.
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Clearly written, specific objectives:

Give the employee clear accountability. They will know what is expected of
them. During the year, they will know how their results measure up to those
expectations.
Enable employees to easily track and document performance better. Help to
ensure that jobs are rewarding, value-adding and manageable.
Objectves
Phase 1 Phase 1

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Read and explain slide.
Objectves
Phase 1 Phase 1

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Read the definition.
Underscore stated in specific terms.

They define results to be accomplished within the scope of the job.
Objectves
Phase 1 Phase 1

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Examples of Clearly Writen Objectves
Phase 1 Phase 1

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SMART Criteria
Phase 1 Phase 1

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SMART Criteria
Phase 1 Phase 1

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SMART Criteria
Phase 1 Phase 1

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SMART Criteria
Phase 1 Phase 1

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The second important component of the Performance Planning and
Commitment Phase is the Reaching Agreement Discussion. It's the
manager's job to act as reviewer and coach for the final version of the
performance plan.

The purpose of this meeting is for the Rater and the Ratee to discuss and
agree on objectives that the Ratee has identified for the current
performance cycle. The Rater should help to set priorities as to what can
realistically be accomplished.

Phase 1 Phase 1

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Read slide.
Reaching Agreement
Phase 1 Phase 1

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Reaching Agreement
Phase 1 Phase 1

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Reaching Agreement
Phase 1 Phase 1

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Reaching Agreement
Phase 1 Phase 1

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Read slide.

Phase 2 Phase 2

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Read and explain slides.
Phase 2 Phase 2

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Performance Monitoring
Phase 2 Phase 2

Continuous monitoring of performance in objectives and competencies might
seem awkward at first. With time, though, you'll notice that it takes little effort
to jot down and file a note on the feedbacks you get or your Ratee's performance.

Some tips for tracking and documenting:

1. Make sure you focus on objectives and competencies that are important to
success.
2. Compare actual performance with expectations.
3. Show where Ratees are making progress and where improvements can be made.
4. See patterns and trends in performance so the plan can be adjusted as necessary.
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Performance Monitoring
Phase 2 Phase 2

Common Tracking Sources
Reports
Surveys
Informal interview data
Evaluations
Quality specifications
Time logs
Complaint logs
Manager observation
Audit results
Certificates of completion

A good tracking source verifies results.
If a tracking source doesnt exist for your objective, you have to create one.

Tracking Competencies
Feedback from others
Example: Team members, coworkers and your leader.
Self-reporting
That is: You should monitor and track your own performance

Tracking competencies is difficult at first because they are more subjective,
sometimes difficult to observe, can't be quantified, and are open to interpretation.

Avoid basing your reports on opinions or feelings; instead, focus on facts.

It is important to collect complete data on performance in competencies. How well
one does in competencies directly affects whether he/she can complete the
objectives.
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Performance Monitoring
Phase 2 Phase 2

Two important ways to track objectives:

1. Feedback from others (Team members, co-workers, and the manager)

When looking for feedback, ask people who:

Have the opportunity to observe the employee
Are familiar with competencies and understand them
Will be honest
Want the employee to be successful

2. Self-Reporting

Who has a better or more frequent opportunity to observe the person in
action than the person himself?
The key to successful self-reporting is taking the time to (briefly but
honestly) assess and document how one has performed in the key
actions, and plan how to improve.
Ask the people around you for feedback.
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Performance Monitoring
Phase 2 Phase 2

Read slide.
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Performance Monitoring
Phase 2 Phase 2

It is always good to document Critical Incidents, both positive and negative.

Throughout the year, managers and employees do a lot of value-adding activities
but fail to capture them.

Usually these are outside of the usual functions of the employee.

On the other hand, we also see a lot of underperformance in the organization. If
we don't capture these incidents, it will be difficult to resolve issues like
underperformance.
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Performance Monitoring
Phase 2 Phase 2

The STAR is a good example to use, how to capture Critical Incidents.

S for Situation

T for Task

A for Action

R for Results


The next slide will provide us with a good example.
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Read and explain both slides.
Performance Monitoring
Phase 2 Phase 2

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Performance Monitoring
Phase 2 Phase 2

Read example and point out Tracking Source
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Performance Monitoring
Phase 2 Phase 2

This is a good example of a journalotherwise, use a notebook.
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Performance Monitoring
Phase 2 Phase 2

Read and explain slide.

No employee will take seriously what is discussed only once a year.
It is important to teach performance on certain frequencies and provide
feedback and coaching.
This will require rigorous monitoring of the different phases of the RPMS, year-
on-year.
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Read and explain both slides.
Feedback and Coaching
Phase 2 Phase 2

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Feedback and Coaching
Phase 2 Phase 2

People who are effective in their jobs know when they need coaching; they get it
when they need it.

Effective managers know when people might need coaching and provide when
people need it.


When to Coach

When to seek coaching:

Before leading a meeting that you think will be different
Before having a difficult discussion with someone
When learning something new in the job
After you've handled an important task and want to know how you did and how
to improve

When to provide coaching:

When monitoring someone learning a new job
If you notice someone struggling with a task, responsibility or situation
When someone asks for your help
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Feedback and Coaching
Phase 2 Phase 2

Performance coaching is an interactive process aimed at helping
employees

Enhance their performance
Develop knowledge and skills
Motivate and recognize
Empower them to address challenges


Principles for Effective Coaching

Prepare well - notes on performance observations/ critical incidents ; defined
goal and structure of the discussion
Create proper atmosphere - private, relaxed, calm, quiet, non-threatening and
supportive
Preserve self-esteem
Be factual not judgmental; refrain from opinions / criticisms
Practice empathic listening; elicit suggestions
Engage in dialogue - not sermon
Encourage frank assessment of the situation and be specific
Create and agree on an action plan and follow through on progress
71

You've worked closely with the people in your work group during the
performance cycle. Together, you've identified Key Result Areas and agreed on
objectives, related competencies and tracking methods.
You've had regular review meetings, coaching them to ensure success.
You've also reinforced their effective behavior and skills.
It is now time for the Review and Evaluation Phase.

Results Results
-
-based Performance based Performance
Management System (RPMS) Management System (RPMS)

72

Performance Review and Evaluaton
Phase 3 Phase 3

If you have done your assignment in phases 1 and 2, this will be beautiful
experience for both Rater and Ratee.
Read slide.
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Performance Review and Evaluaton
Phase 3 Phase 3

Performance Evaluation
A dialogue between leaders and employees aimed at improving future
performance.
Summary of performance feedback and coaching discussions done throughout
the year.

Antecedents of Performance Evaluation
Clearly defined KRAs and Objectives
Clearly communicated and understood
Well defined performance indicators and measures

Regular performance feedback and progress reviews
Periodic performance feedback and coaching (Star, Journals) based on
documented results and observations
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Performance Review and Evaluaton
Phase 3 Phase 3

Attack on employee's personality - Authority as the Rater should be used
properly. Be factual about your evaluation.
Monologue - Engage the employee in a dialogue. Give him/her a chance to explain
him/herself.
A chance to wield power and authority - Performance reviews often make
people uncomfortable and defensive. Make the discussion positive. The key themes
are continuous improvement and development, even if a person hadn't wasn't able
to meet objectives or demonstrated competencies effectively.
Paper activity - Do not simply comply but manage the RPMS as a process and not
a one-time even.
An opportunity to gain "pogi points" with staff - The goal of RPMS is to
improve performance and develop people.
75

Read both slides.
Performance Review and Evaluaton
Phase 3 Phase 3

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Performance Review and Evaluaton
Phase 3 Phase 3

We will follow this Performance Rating Scale mandated by the Civil Service
Commission (CSC).
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Performance Review and Evaluaton
Phase 3 Phase 3

We will follow this Competency Scale.
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Performance Review and Evaluaton
Phase 3 Phase 3

Halo or Horn Effect
Inappropriate generalizations from one aspect of a person's performance on the job
to all aspect of his/her performance
Bias or Prejudice
Rater's dislike for Ratee's political leaning union affiliation, religion, race and even
physical features
Overemphasis on isolated Events
The danger of letting a recent event, favorable or unfavorable, color the rater's
judgment (Recency or primacy effects)
Similar-to-me Effect
Tendency for rater to judge more favorably those whom they perceive similar to
them
79

Performance Review and Evaluaton
Phase 3 Phase 3

80

Read and explain both slides.
Performance Review and Evaluaton
Phase 3 Phase 3

81

The fourth and last phase of the RPMS cycle is Performance Rewards and
Development Planning.

Two important components:

1. Development Plan
2. Rewards

Results Results
-
-based Performance based Performance
Management System (RPMS) Management System (RPMS)

82

Performance Rewarding and Development Planning
Phase 4 Phase 4

Read and explain the slide.
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Performance Review and Evaluaton
Phase 4 Phase 4

Development Planning

Employee development is a continuous [earning 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.


Managing Employee Development

As the leader of your team , you are responsible for planning and managing your
staffs development programs.

People have different preferences on how they want to learn. Be sure to tailor
the development plan to your subordinates needs and learning styles
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Performance Rewarding and Development Planning
Phase 4 Phase 4

There is a wide array for people to grow and develop.

This will be explained in the next slides.
85

Performance Rewarding and Development Planning
Phase 4 Phase 4

It is ideal to conduct a simple Skills Assessment to identify current strengths
and development needs.

Strength - In area where you have received feedback from your manager or
colleagues as a strength; projects/assignments/tasks/behavior you have worked
on where you have consistently met or exceeded expectations; an area that
people often compliment you on as they see you as an "expert" in that field.

Development Needs - An area you can improve; project/assignments/ tasks/
behavior you worked on where you have not met the expectations; an area you
don't feel confident working in.
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Performance Rewarding and Development Planning
Phase 4 Phase 4

Classroom training is not the only way to train and develop people.
Unfortunately, a lot of managers resort to this whenever they send people for
training.

There are so many options to consider when evolving people.

Read the activities on the slide.

Remember that people have different preferences on how they want to learn. Be
sure to tailor-fit their development plan to their needs and learning styles.
87

Performance Rewarding and Development Planning
Phase 4 Phase 4

Read and explain slide.

Ensures that real learning takes place and endures by integrating both formal
and informal elements.

The most effective way to learn and develop a new skill or behavior is to apply
and practice it on the job and in real life situation.

Employee learning and development is built upon how individuals internalize
and apply what they learn based on how they acquire the knowledge.
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May we continue to propagate the essence of this saying in DepEd. Provide
avenues for people to grow and develop. Let there be a culture of
encouragement, support, and guidance.
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