On your size construction paper:

Write three things you love doing which other

people do not commonly know about you
When the music is played, move around and
meet other participants in this hall. When you
meet participants with the same thing/s you have
on your paper, clap your hands or shake hands.
When you meet participants with different things
written on your paper, give them two thumbs up
and then continue moving around.
Do this 5x until such time that you get to meet
more participant in this room.

Results - based
Performance
Management
System (RPMS)
for DepEd
Lead, Engage, Align & Do! (LEAD)

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.

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.

 Maka-Diyos
Makatao
Makabayan
Makakalikasan

Assessment Result
Items

20

20

27

12

24

10

10

25

10

19

18

21

16

20

15

18

21

12

18

14

The DepEds Strategic Planning Process is

aligned with the Results framework of DBM-OPIF.

Governance
Strengthened School-Based Management (SBM)
Principals with strong leadership skills
Uniformed metrics on school performance
System for policy and leadership continuation
established

Targets and Reforms

Reforms effectively implemented

Reforms institutionalized
Backlog on education inputs addressed
Ten Point Education Agenda accomplished
DepEd budget appropriately and efficiently utilized

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

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

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
Childrens hunger addressed

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

External Relationships
Restored peoples 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

DepEds Framework Based on DBMs

OPIF
Inclusive Growth and Poverty
Reduction

Societal Goal
Sectoral Outcomes

Equitable Access to Adequate Quality Societal

Services and Assets

Sub-Sector
Outcomes

Knowledge, skills, attitude and values of

Filipinos to lead productive lives enhanced
Improved Access to
Quality Basic
Education

Organizational
Outcomes
Major Final
Output (MFOs)

Basic
Education
Policy
Services

Education
Governanc
e

3
Regulatory
and
Developmen
tal Services
for Private
Schools

Filipino Artistic &

Cultural Traditions
Preserved &
Promoted
4

Informal
Education
Services
-Children
Television
Devt.

Book
Industry
Devt.
Services

Functional
Literate
Filipino
With 21st
century
skills

FOCUS: Performance Measures at the Organizational,

Divisional or Functional and Individual Levels
EMPHASIS: Establish strategic alignment of
Organizational, Functional and Individual Goals
21

1. Performance
Planning and
Commitment

4. Performance
Rewarding
and
Development
Planning

2. Performance
Monitoring
and Coaching

3. Performance
Review and
Evaluation

WHAT
Strategic
Priorities

VISION,
MISSION,
VALUES
(VMV)

Department
/ Functional
Area Goals

HOW
Values

Competencie
s

KRAs and
Objectives

DEPED RPMS FRAMEWORK

The framework aligns efforts to enable DepEd to

actualize its strategic goals and vision.

An organization-wide process
to ensure that employees
focus work efforts towards
achieving DepEds Vision,
Mission and Values (VMV).

A systematic approach for

continuous and consistent
work improvement and
individual growth.

Align individual roles and targets with DepEds

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.

Agency Planning and

and Directions
Career
Succession

Training and
Manpower
Developmen
t

Rewards and
Recognition

HR Planning
and
Recruitment

RPMS

Employee
Relations

Job Design
and Work
Relationship
s

Compensati
on and
Benefits

Overall
Design of
DepEd RPMS

Lead, Engage, Align & Do! (LEAD)

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.

Non Teaching Positions

Teaching Positions

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!

1. Office Performance Commitment and

Review Form (OPCRF)
2. Individual Performance Commitment and
Review Form (IPCRF)
Managers
Staff and Teaching - related Employees
Teaching

What
=
Results
(Results
& Objectives
of a position)

How =
Competenci
es
(Skills, Knowledge

&
Behaviors used to
accomplish results)

Phase 1
Performance
Planning and
Commitment

1. Discuss Units
Objectives
The Office head discuss
the offices KRAs and
Objectives with direct
reports. Then, break this

down to individual KRAs

2. Identify KRAs,
Objectives and
Performance Indicators
Identify your responsibilities
by
answering the following
question:
What major results/outputs
am
I
responsible
for
delivering?

Job Summary
Sets, the mission, vision, goals and objectives of the school, creates an environment
conducive to teaching-learning process, implements, monitors and assesses the school
curriculum and is accountable for higher learning outcomes
Duties and Responsibilities

1. Supervises and directs all school teaching and non-teaching personnel

2. Manages instructional system
3. Sets up goals and objectives
4. Leads and implements educational programs
5. Organizes and conducts INSETs
6. Promotes and coordinates services for the holistic development of school personnel and pupils
7. Directs, coordinates and manages school funds according to prioritized needs
8. Assigns teachers where they best fit to teach (grades, learning areas, special assignments,
etc.)
9. Requests and distributes instructional materials
10. Initiates and compiles teachers professional documents in portfolios
11. Practices equitable distribution of teaching loads and observes teacherlearner ratio

12. Rates all school personnel performance and recommends promotion

13. Creates committee to assess learning outcomes
14. Establishes linkages with stakeholders
15. Ensures compliance to existing laws, policies and orders of fund raising projects for the school
16. Evaluates the school plant, physical facilities fitness, safety and sufficiency with the assistance of
specialists
17. Formulates intervention programs/innovations for learners development
18. Organizes special classes for learners with special needs
19. Meets parents regularly to confer/inform about school accomplishments
20. Determines the strengths, weaknesses, opportunities and threats of the school
21. Designs programs with stakeholders to address school needs
22. Recognizes accomplishments of stakeholders
23. Promotes welfare of stakeholders
24. Mediates and ensures resolution of conflicts in school
25. Formulates school policies with stakeholders
26. Harnesses participation of alumni and other organizations (NGOs, LGUs, PPP)
27. Promotes school discipline with stakeholders
28. Leads the preparation of SIP/AIP and ensures participation of stakeholders

Key Result Areas (KRAs)

Instructional Leadership
Learning Environment
Human Resource Management and Development
Parents Involvement and Community Partnership
School Leadership, Management and Operations

What is the definition of

KRAs?
KRAs define the areas in which an
employee is expected to focus
his/her efforts.

KRA
Instructional Leadership
Learning Environment

Weight
30%
20%

Human Resource Management and

Development

20%

Parents Involvement and Community

Partnership

10

School Leadership, Management and

Operations

20%

What is the definition of

Objectives?
Objectives are the specific things
you need to do, to achieve the
results you want.

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

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.

Effectiveness
Effectiveness can include both quality and quantity.
Example:
Achieved a rating of 4 in running all batches of
train-the-trainers program.

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.

Timeliness
Measures whether a deliverable was done correctly
and on/before the deadline.
Example:
Timely submission of quarterly reports.
reports

Attainable
Should be challenging yet attainable, something
the person can influence to effect change or
ensure results

Relevance
Objectives that state your share of specific
department / functional areas goals
Aligned with the directions of the unit

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.

Example
KRAs

Objectives
Posted 20 vacant positions
within the CSC prescribed
period and per requirements
(for 1st, 2nd, and 3rd level
positions)

Recruitment and Selection

Processes

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

The DepEds Strategic Planning Process is

aligned with the Results framework of DBM-OPIF.

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

Scale

4
3
2

Adjectival

Description

Performance represents an extraordinary level of

achievement and commitment in terms of quality and time,
Outstanding
technical skills and knowledge, ingenuity, creativity, and
initiative. Employees at this performance level should have
(130% and above)
demonstrated exceptional job mastery in all major areas of
responsibility. Employee achievement and contributions to
organization
are of marked
excellence.
Very Satisfactory the
Performance
exceeded
expectations.
All goals, objectives,
and targets were achieved above the established standards
(115%-129%)
Satisfactory
(100%-114%)
Unsatisfactory

Performance met expectations in terms of quality of work,

efficiency, and timelines. The most critical annual goals
were met.
Performance failed to meet expectations, and/or one or
more of the most critical goals were met.

(51%-99%)
Poor
(50% or above)

Performance was consistently below expectations, and/or

reasonable progress towards critical goals was not made.
Significant improvement is needed in one or more

Identify Performance
Indicators or Measures (refer
to PCPs)

Example 1

Example 2

3. Discuss Competencies
Required and Additional
Competencies Needed

The RPMS looks not only at

results, but HOW they are
accomplished.

Competencies help achieve

results.

Competencies support and

influence the DepEds culture.

For DepEd, competencies will be

used for development purposes

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

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).

Phase 2
Performance
Monitoring and

Heart of the
RPMS

If you want it,

measure it. If
you cant
measure it,
forget it.
Peter
Drucker
WHAT GETS MEASURED

GETS DONE!

1. Performance Monitoring
Why is it important?

Key input to performance measures.

No monitoring, no objective measurement.

Provides objective basis of the rating.

Facilitates feedback.

Clearly defines opportunities for

improvement.

Provides evidence.

 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

Situatio
n

Action
*developed by Development Dimensions

Task

Result/s

Writing S/TARs
Situation/
Task

Action

Result

Last December, during

work planning period,

the

you took the opportunity to

review our units 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.

*developed by Development Dimensions

To be effective in this
phase you should:
Track

your
performance
against your plan.
Use

JOURNALS!

*developed by the Civil Service Commission

Remember:

Manage the system as

a process, NOT a onetime event!

It is NOT a year-end
paper exercise.

It is important to
teach performance
on certain frequencies
and provide
feedback and
coaching.

2. Coaching/Feedback
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

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

Phase 3
Performance Review
and Evaluation

1. Reviewing
Performance

1. Review Performance
Results and Competencies

A successful review session

should:

Note: The Rater should set a meeting

with the Ratee. Request the Ratee to do

1. Manage the meeting

Prepare for the meeting

Create the right atmosphere

No interruptions; no surprises

2. Enhance or maintain self-esteem

Express appreciation

Encourage self-appraisal

Focus on the performance issue, not on the

person

3. Be fair and objective

Base assessments on evidence
Change the behavior, not the person
Focus on solving problems or correcting a
behavior

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

Evaluate
each
objective
whether it
has been
achieved or
not.

Evaluate the
manifestatio
ns of each
competency.

Determin
e overall
rating.

CSCs Revised Policies

on the Strategic Performance Management System (SPMS)
MC 13 s. 1999

Scale

Adjectival

Description

Outstanding
(130% and above)

Very Satisfactory
(115%-129%)

Satisfactory
(100%-114%)

Unsatisfactory
(51%-99%)

Performance exceeding targets by 30% and above of the planned

targets; from the previous definition of performance exceeding
targets by at least fifty (50%).
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.
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.
Performance of 51% to 99% of the planned targets.

Poor
(50% or below)

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

*DepEds Competencies
Scale
Scale

Definition

Role model

Consistently demonstrates

3
2

Most of the time

demonstrates
Sometimes demonstrates

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

2. Discuss Strengths and

Improvement Needs

Phase 4
Performance
Rewarding and

1. Rewards
Link to PBIS (EO 80 s. 2012)
Performance
Step

Based Bonus (PBB)

Increment

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.

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

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.

Behind every
successful
person, there is
one
elementary
truth.
Somewhere,
someway,
someone cared
about
their growth and
development.

OKRAPI

Name of Employee:
Name of Rater:
Position:
Position:
Review Period:
Date of Review:
Division:
To be filled in during
TO BE FILLED IN DURING PLANNING
evaluation
MFOs

KRAs

OBJECTIVES

TIMELINE

Weight
per KRA

Performanc
e Indicators
(Quality,
Efficiency,
Timeliness)

To get the score, the rating is multiplied by the weight

assigned

Actual
Results

Score

Overall
Rating for
Accomplish
ments

________________
Rater

Rating

________________
Ratee

OKRAPI

OKRAPI

SPATRES

Objectives

Strategy

Program/
Project

Activities

Tasks

Resources
(Human,
Material,
Financial)

SPATRES

Commitment
Building