rpms re-orientation workshop - deped- · pdf filerpms re-orientation workshop phase iv:...
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BasicEducationSectorTransformation(BEST)
BESTissupported bytheAustralianGovernment1
RPMS Re-orientation Workshop
Phase IV: Performance Rewarding and Developmental Planning
BUREAU OF HUMAN RESOURCE AND ORGANIZATION DEVELOPMENT
Objectives
At the end of the workshop, the participants will be able to:
1. Describe the RPMS cycle2. Develop written performance objectives and indicators
according to RPMS guidelines3. 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
The DepEd RPMS is aligned with the CSC SPMS that has 4 Phases.
4 RPMS PHASES
I. Performance Planning &
Commitment
II. Performance Monitoring &
Coaching
III. Performance Review & Evaluation
IV. Performance Rewarding and Development
Planning
The DepEd RPMS is aligned with the CSC SPMS that has 4 Phases.
4 RPMS PHASES
I. Performance Planning &
Commitment
II. Performance Monitoring &
Coaching
III. Performance Review & Evaluation
IV. Performance Rewarding and Development
Planning
PHASEIPerformancePlanningand
Commitment
RPMS
1.DiscussUnit’sObjectives
2.IdentifyIndividualKRAs,ObjectivesandPerformanceIndicators
3.DiscussCompetenciesRequiredandAdditionalCompetenciesNeeded
4.ReachingAgreement
1.DiscussUnit’sObjectives
TheOfficeheaddiscussthe
office’sKRAsandObjectiveswith
directreports.Then,breakthis
downtoindividualKRAsand
Objectives.
2.IdentifyKRAs,ObjectivesandPerformanceIndicators
Identify your responsibilities byanswering the following question:
“What major results/outputs am Iresponsible for delivering?”
1.3 Discuss Competencies Required and Additional Competencies Needed
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).
Why do we have competencies?
Core Behavioral Competencies
• Self Management• Professionalism
and ethics• Results focus• Teamwork• Service Orientation• Innovation
Leadership Competencies
•Leading People• People Performance Management
• People Development
Leadership Competencies
Core Behavioral Competencies
• Self Management• Professionalism
and ethics• Results focus• Teamwork• Service Orientation• Innovation
Staff Core Skills
• Oral Communication
• Written Communication
• Computer/ICTSkills
Staff & Teaching-related Competencies
Core Behavioral Competencies
• Self Management• Professionalism and
ethics• Results focus• Teamwork• Service Orientation• Innovation
DNCBTS Domains
• Content Knowledge & Pedagogy
• Learning Environment• Diversity of Learners• Curriculum and Planning• Assessment and Reporting• Community Linkages and
Professional Development• Personal Growth and
Professional Development
Teaching Competencies
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.
1.4 Reaching Agreement
PHASEIIPerformanceMonitoringand
Coaching
RPMS
1.PerformanceTracking
2.Coaching/Feedback
HeartoftheRPMS
Coaching Model for DepEd
Know when to Coach
Build Awareness
Move to Action
Coach for Work
Improvement
Coach for Maximum
Performance
Coach to Strengthen Skills, Competencies
and Behaviors
Application Opportunities
1.PerformanceMonitoring
Whyisitimportant?• Keyinputtoperformancemeasures.
• Providesobjectivebasisoftherating.
• Facilitatesfeedback.
• Clearlydefinesopportunitiesforimprovement.
• Providesevidence.
CriticalIncidents
• Actualeventswheregoodorunacceptableperformancewas
observed
• Providesarecordofdemonstratedbehaviors/
performance
• Effectivesubstituteintheabsenceofquantifiabledata,observed
evidenceofdesiredattributeortrait
*developedbytheCivilServiceCommission (CSC)
• Managethesystemasaprocess, NOTaone-timeevent!
• ItisNOTayear-endpaperexercise.
• Itisimportanttoteachperformance oncertainfrequenciesandprovidefeedbackandcoaching.
Remember:
PHASEIIIPerformanceReviewand
Evaluation
RPMS
1.ReviewingPerformance1.ReviewPerformance
2.DiscussStrengthsandImprovementNeeds
RatingPerformance
Computefinalrating
Rateeachobjectiveusingtheratingscale
Reflectactualresults/accomplishments
FillupthePerformanceEvaluationworksheet
1.Rewarding
2.DevelopmentPlanning
Phase 4: Performance Rewarding & Development Planning
4.1 Rewarding
• 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.
4.2 Development Planning
Discuss Strengths & Improvement Needs
Seminars / Workshops
Coaching / Counseling
Formal education / classes
Developmental / lateral career move
Assignment to task forces/committees/special projectsSelf-
management learning
Job enhancement/redesign
Functional cross posting
benchmarking
Geographical cross posting
Employee Development Activities
Other development
options
Learn & develop through Experience
70% 20% 10%
90%
Learn & Develop through Others
Learn & Develop through Structured courses and programs (Formal
education)
Experiential learning & development
70-20-10 Learning Model
Short Courses (Off-/On-site)
Professional Conferences E-Learning
University Programs
Development throughFormal Education
Collecting information and providing feedback to employees about their behavior, communication style, values, or skills.
Assessment Centers
Performance Appraisals and360º Feedback
Systems
Psychological Test
Benchmarks
Development throughOthers (Assessment)
Mentoring
Behavior Modeling
Coaching
Development throughThrough Others
COACHING• Solution & action focused • Awareness-based • Focused towards task,
performance development • Non directive • Structure• Engaged with a “boss”, peer or
external
MENTORING • Focused on career
development, “politics and networking
• Giving advice • More free-form• Delivered by an experienced
and usually senior internal or external manager
Development throughOthers
Job Transfer/ Cross Posting
Short-term Job Rotation
Special Job Assignments
Job Enlargement
Behavior Modeling
Field Trips/Exposure
Development throughExperiences
Think-tank Experiences
70-20-10 Learning Model Examples
70 – Learn & Develop Through Experience
• Apply new learning in real situations
• Use feedback to try a new approach to an old problem
• New work and solving problems within role
• Increased span of control
• Increased decision making
• Champion and/or manage changes
20 – Learn & Develop Through Others
• Informal feedback and work debriefs
• Seeking advice, asking opinions, sounding out ideas
• Coaching from manager/others
• 360º feedback• Assessment with
feedback • Structured mentoring
and coaching
10 – Learn & Develop Through Structured Courses & Programs (Formal Education)
• Courses, workshop , seminars
• E-Learning • Professional
qualifications/accreditation
Discuss Strengths & Improvement Needs
70-20-10 Template
• Example:
StrengthtoEnhanceorNeedtoDevelop
Learnanddevelopthroughexperience
(70%)
LearnThroughOthers
(WhoandHow?)(20%)
LearnthroughFormalEducation
(10%)