Lead, Engage, Align & Do!

(LEAD)
Video Presentation
Manager’s and Employee’s Manuals on CDs
Frequently Asked Questions (FAQs)
Slides/Scripted Facilitator’s Guide
Complete Position Competency Profiles
 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
Maka-Diyos

Makatao

Makabayan

Makakalikasan
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

Children’s 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 people’s 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

 K to 12
Implementation
Culture, Change
Legislative Management , Partnerships
Agenda and
Communications

Child Total Quality School-Based Disaster Risk

Protection policy Management Management Reduction
& PASBE Management

Employee Results-based Training & Information &

Welfare Performance Development Communication
Management Technology
System

Enhanced Rationalization Improving the Resource

Curriculum Plan Strategic Gaps & PPP
Planning Process
FULL SPECTRUM FROM RIGHT TO LEFT
PLANNING

 R A S O
 E C P T B
 S T T RA R J M V
 O A I OC A K E I I
 U S V GT T R C SS
 R K I RI E A T SI
 C T AO G S I I O
 E I MN I V O N
 S E S E E N
S S S

The Deped’s Strategic Planning Process is

aligned with the Results Framework of DBS-QPIF
 DepEd’s Framework Based on DBM’s OPIF

Societal Goal
Inclusive Growth and Poverty Reduction

Sectoral Outcomes Equitable Access to Adequate Quality Societal Services and Assets

Sub-Sector Knowledge, skills, attitude and values of Filipinos to lead

Outcomes
productive lives enhanced

Organizational Filipino Artistic & Cultural

Outcomes
Traditions Preserved &
Major Finalut
Promoted
(MFOs)

1 2 3 4 5
Regulatory and
Basic Education Developmental Informal Book Industry
Education Governance Services for Education Services Devt. Services
Services Private Schools -Children
Television 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

16
 VISION, MISSION,
WHAT VALUES (VMV)
HOW
Strategic Values
Priorities

Department/
Functional
Area Goals Competencies

KRAs and
Objectives

DEPED RPMS FRAMEWORK

The framework aligns efforts to enable DepEd to actualize its strategic

goals and vision.
 1. Performance 2. Performance
Planning and Monitoring and
Commitment Coaching

4. Performance
3. Performance
Rewarding and
Review and
Development
Evaluation
Planning
An organization-wide process to ensure
that employees focus work efforts
towards achieving DepEd’s Vision,
Mission and Values (VMV).

A systematic approach for continuous

and consistent work improvement and
individual growth.
• Align individual roles and targets with DepEd’s 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
Directions
Career
Succession HR Planning
and
Recruitment
Training and
Manpower RPMS Job Design and
Development Work
Relationships

Rewards and
Recognition Compensation
Employee and Benefits
Relations
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 = How =

Results
(Results & Objectives
+ Competencies
(Skills, Knowledge &
of a position) Behaviors used to
accomplish results)
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?”
What is the definition of KRAs?

KRAs define the areas in which an

employee is expected to focus his/her
efforts.
 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.
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

Recruitment and Selection Processes
CSC prescribed period and per
requirements (for 1st, 2nd, and 3rd
level positions)
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
Identify Performance Indicators or
Measures (refer to PCPs)
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
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 DepEd’s culture.

• For DepEd, competencies will be used

for development purposes (captured in
the form).
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).
Heart of the RPMS
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
 Situation Task

Action Result/s

*developed by Development Dimensions International (DDI)

Writing S/TARs

“Last December, during the work

Situation/ Task planning period,

you took the opportunity to review

Action our unit’s work process. You
assembled a team of your colleagues
and brainstormed on improvement
ideas.

As a result, our turnaround time on

Result processing promotions was reduced
from 3 days to 1 day.”
*developed by Development Dimensions International (DDI)
To be effective in this phase you
should:

•Track your
performance against
your plan.
•Use JOURNALS!
*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.
 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 performance

and behavior change.
 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

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 self-assessment.
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 Evaluate the
objective manifestations Determine
whether it has of each overall
been achieved competency. rating.
or not.
 CSC’s Revised Policies
on the Strategic Performance Management System (SPMS)
MC 13 s. 1999

Scale Adjectival Description

Performance exceeding targets by 30% and above of the planned
Outstanding
5 targets; from the previous definition of performance exceeding
(130% and above)
targets by at least fifty (50%).
Performance exceeds targets by 15% to 29% of the planned targets;
Very Satisfactory from the previous range of performance exceeding targets by at least
4
(115%-129%) 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
Satisfactory pertaining to money or accuracy or those which may no longer be
3
(100%-114%) 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.

Unsatisfactory Performance of 51% to 99% of the planned targets.

2
(51%-99%)
Poor Performance failing to meet the planned targets by 50% or below.
1
(50% or below)
*DepEd’s Competencies Scale
Scale Definition
5 Role model
4 Consistently demonstrates
Most of the time
3
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

2. Discuss Strengths and Improvement
Needs
1. Rewards
Link to PBIS (EO 80 s. 2012)
•Performance Based Bonus (PBB)

•Step 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
1. Implement Plans
2. Evaluate
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.”

- Donald Miller, UK Mentoring

Programme
 A Life that Matters
Ready or not, someday it will all come to an end.
There will be no more sunrises, no minutes, hours, or days.
All the things you collected, whether treasure or forgotten, will pass to someone else.
Your wealth, fame, and temporal power will shrivel or irrelevance.
It will not matter what you owed, or what you were owed.
Your grudges, resentments, frustrations, and jealousies will finally disappear.
So, to your hopes, ambitions, plans, and to do lists will expire.
The wins and loses that once seemed so important will fade away.
It won’t matter where you come from, or what side of the tracks you lived, at the end.
Even your gender and skin color will be irrelevant.
So what will matter?
How will the value of your days be measured?
That will matter is not what you bought, but what you built; not what you learned but what you taught.
What will matter is not your success, but how hard you tried.
What will matter is not what you learned but what you taught.
What will matter is every act of integrity, compassion, courage or sacrifice that enriched, empowered,
or encouraged others to emulate your example.
What will matter is not your competences, but your character.
What will matter is not how many people you knew, but how many will feel a lasting loss when you’re gone.
What will matter is not your memories, but the memories that live in those who loved you.
What will matter is how long you will be remembered by whom and for what.
Living a life that matters doesn’t happen by accident
It’s not a matter of chance, but of choice.
Choose to live a life that matters.