BasicEducationSectorTransformation(BEST)

BESTissupported bytheAustralianGovernment1

RPMS Re-orientation Workshop

Phase IV: Performance Rewarding and Developmental Planning

BUREAU OF HUMAN RESOURCE AND ORGANIZATION DEVELOPMENT

Objectives

At the end of the workshop, the participants will be able to:

1. Describe the RPMS cycle2. Develop written performance objectives and indicators

according to RPMS guidelines3. 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

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

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

PHASEIPerformancePlanningand

Commitment

RPMS

1.DiscussUnit’sObjectives

2.IdentifyIndividualKRAs,ObjectivesandPerformanceIndicators

3.DiscussCompetenciesRequiredandAdditionalCompetenciesNeeded

4.ReachingAgreement

1.DiscussUnit’sObjectives

TheOfficeheaddiscussthe

office’sKRAsandObjectiveswith

directreports.Then,breakthis

downtoindividualKRAsand

Objectives.

2.IdentifyKRAs,ObjectivesandPerformanceIndicators

Identify your responsibilities byanswering the following question:

“What major results/outputs am Iresponsible for delivering?”

1.3 Discuss Competencies Required and Additional Competencies Needed

u The RPMS looks not only at results, but

HOW they are accomplished.

u Competencies help achieve results.

u Competencies support and influence the

DepEd’s culture.

u For DepEd, competencies will be used for

development purposes (captured in the form).

Why do we have competencies?

Core Behavioral Competencies

• Self Management• Professionalism

and ethics• Results focus• Teamwork• Service Orientation• Innovation

Leadership Competencies

•Leading People• People Performance Management

• People Development

Leadership Competencies

Core Behavioral Competencies

• Self Management• Professionalism

and ethics• Results focus• Teamwork• Service Orientation• Innovation

Staff Core Skills

• Oral Communication

• Written Communication

• Computer/ICTSkills

Staff & Teaching-related Competencies

Core Behavioral Competencies

• Self Management• Professionalism and

ethics• Results focus• Teamwork• Service Orientation• Innovation

DNCBTS Domains

• Content Knowledge & Pedagogy

• Learning Environment• Diversity of Learners• Curriculum and Planning• Assessment and Reporting• Community Linkages and

Professional Development• Personal Growth and

Professional Development

Teaching Competencies

Once the form is completed :KRAs + Objectives + Performance Indicators + Competencies

①Rater schedules a meeting with Ratee.②They agree on the listed KRAs, Objectives,

Performance Indicators and assigned Weight per KRA.

③Decide what competencies to focus on.

1.4 Reaching Agreement

PHASEIIPerformanceMonitoringand

Coaching

RPMS

1.PerformanceTracking

2.Coaching/Feedback

HeartoftheRPMS

Coaching Model for DepEd

Know when to Coach

Build Awareness

Move to Action

Coach for Work

Improvement

Coach for Maximum

Performance

Coach to Strengthen Skills, Competencies

and Behaviors

Application Opportunities

1.PerformanceMonitoring

Whyisitimportant?• Keyinputtoperformancemeasures.

• Providesobjectivebasisoftherating.

• Facilitatesfeedback.

• Clearlydefinesopportunitiesforimprovement.

• Providesevidence.

CriticalIncidents

• Actualeventswheregoodorunacceptableperformancewas

observed

• Providesarecordofdemonstratedbehaviors/

performance

• Effectivesubstituteintheabsenceofquantifiabledata,observed

evidenceofdesiredattributeortrait

*developedbytheCivilServiceCommission (CSC)

• Managethesystemasaprocess, NOTaone-timeevent!

• ItisNOTayear-endpaperexercise.

• Itisimportanttoteachperformance oncertainfrequenciesandprovidefeedbackandcoaching.

Remember:

PHASEIIIPerformanceReviewand

Evaluation

RPMS

1.ReviewingPerformance1.ReviewPerformance

2.DiscussStrengthsandImprovementNeeds

RatingPerformance

Computefinalrating

Rateeachobjectiveusingtheratingscale

Reflectactualresults/accomplishments

FillupthePerformanceEvaluationworksheet

1.Rewarding

2.DevelopmentPlanning

Phase 4: Performance Rewarding & Development Planning

4.1 Rewarding

• Employee development is a continuous learning process that enables an individual to achieve his personal objectives within the context of the organizational goals.

• Employee development is a shared responsibility among the Individual, Manager, HR and the Organization.

4.2 Development Planning

Discuss Strengths & Improvement Needs

Seminars / Workshops

Coaching / Counseling

Formal education / classes

Developmental / lateral career move

Assignment to task forces/committees/special projectsSelf-

management learning

Job enhancement/redesign

Functional cross posting

benchmarking

Geographical cross posting

Employee Development Activities

Other development

options

Learn & develop through Experience

70% 20% 10%

90%

Learn & Develop through Others

Learn & Develop through Structured courses and programs (Formal

education)

Experiential learning & development

70-20-10 Learning Model

Short Courses (Off-/On-site)

Professional Conferences E-Learning

University Programs

Development throughFormal Education

Collecting information and providing feedback to employees about their behavior, communication style, values, or skills.

Assessment Centers

Performance Appraisals and360º Feedback

Systems

Psychological Test

Benchmarks

Development throughOthers (Assessment)

Mentoring

Behavior Modeling

Coaching

Development throughThrough Others

COACHING• Solution & action focused • Awareness-based • Focused towards task,

performance development • Non directive • Structure• Engaged with a “boss”, peer or

external

MENTORING • Focused on career

development, “politics and networking

• Giving advice • More free-form• Delivered by an experienced

and usually senior internal or external manager

Development throughOthers

Job Transfer/ Cross Posting

Short-term Job Rotation

Special Job Assignments

Job Enlargement

Behavior Modeling

Field Trips/Exposure

Development throughExperiences

Think-tank Experiences

70-20-10 Learning Model Examples

70 – Learn & Develop Through Experience

• Apply new learning in real situations

• Use feedback to try a new approach to an old problem

• New work and solving problems within role

• Increased span of control

• Increased decision making

• Champion and/or manage changes

20 – Learn & Develop Through Others

• Informal feedback and work debriefs

• Seeking advice, asking opinions, sounding out ideas

• Coaching from manager/others

• 360º feedback• Assessment with

feedback • Structured mentoring

and coaching

10 – Learn & Develop Through Structured Courses & Programs (Formal Education)

• Courses, workshop , seminars

• E-Learning • Professional

qualifications/accreditation

Discuss Strengths & Improvement Needs

70-20-10 Template

• Example:

StrengthtoEnhanceorNeedtoDevelop

Learnanddevelopthroughexperience

(70%)

LearnThroughOthers

(WhoandHow?)(20%)

LearnthroughFormalEducation

(10%)