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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."
The DepEd Order No. 2, s. 2015 establishes guidelines for the implementation of a Results-Based Performance Management System (RPMS) in the Department of Education, aimed at assessing personnel performance and aligning with strategic goals. It outlines a four-stage performance management cycle involving planning, monitoring, review, and rewarding, with specific rating scales and criteria for school- and non-school-based personnel. The RPMS is designed to enable effective performance evaluation, development planning, and the granting of performance-based bonuses.
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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 • TheDepEd 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 • Fornon-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 • Forschool-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 alignsefforts 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 • TheDepEd RPMS shall follow the four-stage performance management system cycle as prescribed by the CSC
- 7. Phase 1 Performance Planning andCommitment
- 8. 1. Discuss Unit’sObjectives 2. Identify Individual KRAs, Objectives and Performance Indicators 3. Discuss Competencies Required and Additional Competencies Needed 4. Reaching Agreement
- 9. CATEGORY DEFINITION Effectiveness/Quality Theextent 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 Measureswhether 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
- 11. Phase 2 Performance Monitoringand Coaching
- 12. 1. Performance Tracking 2.Coaching/Feedback Heart of the RPMS
- 13. Phase 3 Performance Reviewand Evaluation
- 14. 1. Reviewing Performance1.Review Performance 2. Discuss Strengths and Improvement Needs
- 15. The RPMS RatingScale 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.
- 16. Sample Computation KRA’s WeightPer KRA Objectives Weight Per Objectives Rating Score KRA 1 40 Objective 1 10% 4 0.400 Objective 2 20% 5 1.000 Objective 3 10% 3 0.300 KRA 2 20 Objective 1 10% 3 0.300 Objective 2 5% 3 0.150 Objective 3 5% 4 0.200
- 17. Sample Computation KRA’s WeightPer KRA Objectives Weight Per Objectives Rating Score KRA 3 30 Objective 1 10% 4 0.400 Objective 2 15% 3 0.450 Objective 3 5% 3 0.150 KRA 4 10 Objective 1 5% 3 0.150 Objective 2 2.50% 3 0.075 Objective 3 2.50% 4 0.100 Plus Factor Final Rating 3.675
- 18. Adjectival Ratings RANGE ADJECTIVALRATING 4.500 - 5.000 Outstanding 3.500 – 4.499 Very Satisfactory 2.500 – 3.499 Satisfactory 1.500 – 2.499 Unsatisfactory Below 1. 499 Poor
- 19. *DepEd’s Competencies Scale ScaleDefinition 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
- 20. Phase 4 Performance Rewardingand Development Planning
- 21. 1. Rewards 2. DevelopmentPlanning
- 23. Performance Planning Phase I May Mid-Year Review PhaseII November Year-End Results Phases III & IV April RPMS Cycle For School-Based Personnel
- 24. RPMS Cycle Performance Planning Phase I December Mid-YearReview Phase II July Year-End Results Phases III & IV December For non School-Based Personnel
- 25. Composition of Performance ManagementTeam 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 ManagementTeam 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 theGrievance 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 APPROVINGAUTHORITY 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 APPROVINGAUTHORITY 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, thereis one elementary truth. Somewhere, someway, someone cared about their growth and development.” - Donald Miller, UK Mentoring Programme
Editor's Notes
- #6 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.
- #8 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.
- #9 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.
- #12 Let us move on to Phase 2 which is Performance Monitoring and Coaching.
- #13 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.
- #14 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.
- #15 Two important points should be done in this phase: 1. Review Year—end Results 2. Discuss Strengths and Improvement Needs
- #16 We will follow this Performance Rating Scale mandated by the Civil Service Commission (CSC).
- #20 This is DepEd’s Competencies Scale. Ratings here will be used for developmental purposes only.
- #21 The last phase of the RPMS is Performance Rewarding and Development Planning.
- #22 There are two important points on this phase: 1. Rewards 2. Development Planning
- #23 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.
- #24 For the teaching positions, it will be May to April.
- #25 For DepEd, we will follow two RPMS cycles. For the non-teaching positions, it will be December to December.
- #31 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.
- #32 THANK YOU!!!