"DepEd Order No.2, s. 2015 Guidelines on the Establishment & Implementation of the Results - based Performance Management System (RPMS) in the Department."
"DepEd Order No.2, s. 2015 Guidelines on the Establishment & Implementation of the Results - based Performance Management System (RPMS) in the Department."
Similaire à "DepEd Order No.2, s. 2015 Guidelines on the Establishment & Implementation of the Results - based Performance Management System (RPMS) in the Department."
Similaire à "DepEd Order No.2, s. 2015 Guidelines on the Establishment & Implementation of the Results - based Performance Management System (RPMS) in the Department." (20)
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"DepEd Order No.2, s. 2015 Guidelines on the Establishment & Implementation of the Results - based Performance Management System (RPMS) in the Department."
1. DepEd Order No.2, s. 2015
Guidelines on the Establishment &
Implementation of the Results - based
Performance Management System
(RPMS) in the Department of Education
Lead, Engage, Align & Do! (LEAD)
2. Policy Statement
• The DepEd hereby sets the guidelines on the
establishment and implementation of the
RPMS in the department stipulating the
strategies, methods, tools and rewards for
assessing the accomplishment vis-à-vis the
commitments. This will be used for measuring
and rewarding higher levels of performance of
the various units and development planning
of all personnel in all levels.
3. Policy Statement
• For non-school based personnel, the
RPMS shall provide for an objective and
verifiable basis for rating and ranking the
performance of units and individual
personnel in view of the granting of
Performance-Based Bonus(PBB) starting
2015.
4. Policy Statement
• For school-based personnel, the RPMS shall
be used only as an appraisal tool, which shall
be the basis for training and development.
The granting of PBB shall be governed by the
existing PBB guidelines.
• The Department shall adopt the RPMS
Framework
5. 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
DEPED RPMS FRAMEWORK
Competencies
WHAT HOW
6. Policy Statement
• The DepEd RPMS shall follow the
four-stage performance
management system cycle as
prescribed by the CSC
9. CATEGORY DEFINITION
Effectiveness/Quality The extent to which actual performance
compares with targeted performance.
The degree to which objectives are
achieved and the extent to which
targeted problems are solved.
In management, effectiveness relates to
getting the right things done.
Efficiency The extent to which time or resources is
used for the intended task or purpose.
Measure whether targets are
accomplished with a minimum amount
or quantity of waste, expense or
unnecessary effort.
10. Category Definition
Timeliness Measures whether the deliverable was
done on time based on the requirements
of the rules and regulations, and /or
clients/stakeholders.
Time-related performance indicators
evaluate such things as project
completion deadlines, time management
skills and other time- sensitive
expectations
15. The RPMS Rating Scale
Scale Adjectival Description
5
Outstanding
Performance represents an extraordinary level of achievement and
commitment in terms of quality and time , technical skills and
knowledge, ingenuity, creativity and initiative. Employees at this
performance level should have demonstrated exceptional job mastery
in all major areas of responsibility. Employee achievement and
contributions to the organization are of marked excellence.
4 Very Satisfactory
Performance exceeded expectation. All goals, objectives, and targets
were achieved above the established standards.
3
Satisfactory Performance met expectations in terms of quality of work, efficiency
and timeliness. The most critical annual goals were met.
2
Unsatisfactory Performance failed to meet expectations, and/or one or more of the
most critical goals were not met.
1
Poor
Performance was consistently below expectations, and/or reasonable
progress toward critical goals was not made. Significant improvement
is needed in one or more important areas.
19. *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
25. Composition of Performance
Management Team
Division PMT School PMT
Chair: ASDS (most senior in terms of
tenure as ASDS
Members:
• Planning Officer III
• Accountant III
* Chief Administrative Officer V
• One(1) Education Program Supervisor
• One(1) Principals’ Representative
(Elementary : PESPA)
• One(1) Principals’ Representative
(Secondary : NAPPSSHI, NAPPSSPHIL
• One(1) representative from the
teacher association for elementary
Chair: Principal-elect
Members:
* Four(4) Master Teacher/Head Teacher
* One(1) representative from the School
Planning Team
* One(1) Administrative
Officer/Representative from non-teaching
group
26. Composition of Performance
Management Team
Division PMT School PMT
• One(1) NEU-Division Chapter
Representative
Observer:
One(1) PTA Division Federation
Representative
Secretariat:
Administrative Office
• One(1) representative from the
teacher association
Observer:
One(1) PTA Representative
Secretariat:
Administrative Office
27. Composition of the Grievance
Committee
Schools Division Office Schools
Chair: SDS
Members:
Legal Officer
HRMO
EPS
Accountant
PESPA representative
NEU
Chair: ASDS
Members:
PSDS
HRMO/AO
Principal
Master Teacher/Head Teacher
Teachers Association
28. RATEE RATER APPROVING AUTHORITY
Schools Division Office
1. Superintendent
2. Asst. Superintendent
3. Chief of Division
4. Education Program
Supervisor
5. District Supervisor
6. Section Chief/Unit Head
7. Staff
1. Asst. Regional Director
2. Superintendent
3. Asst. Superintendent
4. Chief of Division
5. Chief of Division
6. Chief of Division
7. Section Chief/Unit
Head
1. Regional Director
2. Asst. Director
3. Superintendent
4. Asst. Superintendent
5. Asst. Superintendent
6. Asst. Superintendent
7. Head of Division
29. RATEE RATER APPROVING AUTHORITY
Schools
1. Principal
2. Head/Master Teacher
3. Teacher
4. Non -Teaching Staff
1. Asst. Superintendent
2. Principal
3. Head/Master Teacher
4. Principal
1. Superintendent
2. Superintendent (Small
& Medium Divisions)
Asst. Superintendent(Large
& Very Large Divisions)
3. Principal
4. Administrative Officer V
30. “Behind every
successful person,
there is one
elementary truth.
Somewhere,
someway,
someone cared about
their growth and
development.”
- Donald Miller, UK Mentoring
Programme
Notes de l'éditeur
On the screen, you see Results-based Performance Management System (RPMS) Framework 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.
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 needs to do, how it needs to be done, why, when, and so on.
Phase 1 has four important components:
1. Discuss Unit’s Objectives
2. Identify Individual KRAs, Objectives and Performance Indicators
3. Discuss Competencies Required and Additional Competencies Needed
4. Reaching Agreement
We will be discussing this in greater detail in the next slides.
Let us move on to Phase 2 which is Performance Monitoring and Coaching.
There are 2 very important components:
1. Performance Tracking
2. Coaching and Feedback
It is called the heart of RPMS because it is not just a paper activity that you do at the beginning of the year, keep the form, then pull out at the end of the year. Performance Tracking and Coaching plus feedback must be done throughout the year.
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, Performance Indicators and related competencies.
You've had regular review meetings, coaching them to ensure success.
You've also reinforced their effective behaviors and skills.
It is now time for the Review and Evaluation Phase.
Two important points should be done in this phase:
1. Review Year—end Results
2. Discuss Strengths and Improvement Needs
We will follow this Performance Rating Scale mandated by the Civil Service Commission (CSC).
This is DepEd’s Competencies Scale.
Ratings here will be used for developmental purposes only.
The last phase of the RPMS is Performance Rewarding and Development Planning.
There are two important points on this phase:
1. Rewards
2. Development Planning
Please go to page 6 of your Individual Performance Commitment and Review Form (IPCRF). In here, you will capture the Strengths and Improvement Needs.
How you will do this?
The highest point on Results and demonstration of Competencies are the Strengths. On the other hand, the lowest points are the development needs.
For the teaching positions, it will be May to April.
For DepEd, we will follow two RPMS cycles.
For the non-teaching positions, it will be December to December.
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.