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Basic

Education Sector Transformation (BEST)

RPMS Re-orientation
Workshop

Phase IV: Performance Rewarding and


Developmental Planning

1
BEST is supported by the Australian Government
BUREAU OF HUMAN RESOURCE AND ORGANIZATION
DEVELOPMENT
Objectives
At the end of the workshop, the participants will be
able to:
1. Describe the RPMS cycle
2. Develop written performance objectives and indicators
according to RPMS guidelines
3. 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
4 RPMS PHASES
I. Performance
Planning &
Commitment

IV. Performance
II. Performance
Rewarding and
Monitoring &
Development
Coaching
Planning

III. Performance
Review &
Evaluation

The DepEd RPMS is aligned with the CSC SPMS that has 4 Phases.
4 RPMS PHASES
I. Performance
Planning &
Commitment

IV. Performance
Rewarding and II. Performance
Monitoring &
Development
Coaching
Planning

III. Performance
Review &
Evaluation

The DepEd RPMS is aligned with the CSC SPMS that has 4 Phases.
RPMS

PHASE I
Performance Planning and
Commitment
1. Discuss Unit’s Objectives

2. Identify Individual KRAs, Objectives


and Performance Indicators

3. Discuss Competencies Required and


Additional Competencies Needed

4. Reaching Agreement
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.
2. Identify KRAs, Objectives and
Performance Indicators

Identify your responsibilities by


answering the following question:

“What major results/outputs am I


responsible for delivering?”
1.3 Discuss Competencies Required and
Additional Competencies Needed
Why do we have competencies?

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).
Leadership Competencies

Core Behavioral Leadership


Competencies Competencies
• Self Management •Leading People
• Professionalism • People
and ethics Performance
• Results focus Management
• Teamwork • People
• Service Orientation Development
• Innovation
Staff & Teaching-related
Competencies
Core Behavioral
Staff Core Skills
Competencies
• Self Management • Oral
• Professionalism Communication
and ethics • Written
• Results focus Communication
• Teamwork • Computer/ICT
• Service Orientation Skills
• Innovation
Teaching Competencies

Core Behavioral DNCBTS


Competencies Domains
• Self Management • Content Knowledge &
Pedagogy
• Professionalism and • Learning Environment
ethics • Diversity of Learners
• Results focus • Curriculum and Planning
• Teamwork • Assessment and Reporting
• Community Linkages and
• Service Orientation Professional Development
• Innovation • Personal Growth and
Professional Development
1.4 Reaching Agreement

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.
RPMS

PHASE II
Performance Monitoring and
Coaching
1. Performance Tracking

2. Coaching/Feedback

Heart of the RPMS


Coaching Model for DepEd
Coach for
Work
Know when to
Improvement
Coach

Application
Opportunities
Coach for Coach to Strengthen
Build Move
Skills, to
Competencies
Maximum
Awarenes
Performance Action
and Behaviors
s
1. Performance Monitoring

Why is it important?
• Key input to performance measures.

• Provides objective basis of the rating.

• Facilitates feedback.

• Clearly defines opportunities for improvement.

• Provides evidence.
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
*developed by the Civil Service Commission (CSC)
Remember:
• 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.
RPMS

PHASE III
Performance Review and
Evaluation
1. Review Performance
1. Reviewing Performance

2. Discuss Strengths and


Improvement Needs
Rating Performance

Fill up the Performance Evaluation worksheet

Reflect actual results / accomplishments

Rate each objective using the rating scale

Compute final rating


Phase 4: Performance Rewarding
& Development Planning

1. Rewarding

2. Development Planning
4.1 Rewarding
4.2 Development Planning

• 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.
Discuss Strengths &
Improvement Needs
Employee Development Activities
Geographical
cross posting Seminars / Coaching /
Workshops Counseling

benchmarking
Formal
education /
classes

Other
Functional development
cross options
posting Developmental /
lateral career
move

Job
enhancement Assignment to task
/redesign forces/committees
/special projects
Self-
management
learning
70-20-10 Learning
Model

Learn & develop through Learn & Develop through Structured


Experience Learn & Develop courses and programs (Formal
through Others education)

70% 20% 10%

Experiential learning &


90% development
Development through
Formal Education

Short Courses University


(Off-/On-site) Programs

Professional
E-Learning
Conferences
Development through
Others (Assessment)

Assessment
Collecting information and Centers
Benchmarks
providing feedback to
employees about their behavior,
communication style, values, or Performance
skills. Appraisals and Psychological
360º Feedback Test
Systems
Development through
Through Others

Mentoring Coaching

Behavior
Modeling
Development through
Others
COACHING MENTORING
• Solution & action focused • Focused on career
• Awareness-based development, “politics and
• Focused towards task, networking
performance development • Giving advice
• Non directive • More free-form
• Structure • Delivered by an experienced
• Engaged with a “boss”, peer or and usually senior internal
external or external manager
Development through
Experiences

Job Job Transfer/ Short-term Job Think-tank


Enlargement Cross Posting Rotation Experiences

Special Job Field Behavior


Assignments Trips/Exposure Modeling
70-20-10 Learning Model
Examples

70 – Learn & Develop 10 – Learn & Develop


20 – Learn & Develop
Through Experience Through Structured
Through Others
Courses & Programs
• Apply new learning in (Formal Education)
• Informal feedback and
real situations • Courses, workshop ,
work debriefs
• Use feedback to try a seminars
• Seeking advice, asking
new approach to an old • E-Learning
opinions, sounding out
problem • Professional
ideas
• New work and solving qualifications/accreditati
• Coaching from
problems within role on
manager/others
• Increased span of
• 360º feedback
control
• Assessment with
• Increased decision
feedback
making
• Structured mentoring
• Champion and/or
and coaching
manage changes
Discuss Strengths &
Improvement Needs
70-20-10 Template
• Example:
Strength to Enhance Learn and develop Learn Through Learn through
or Need to Develop through experience Others Formal Education
(70%) (Who and How?) (10%)
(20%)

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