RPMS Re-orientation Workshop

Transcription

1 Basic Education Sector Transformation (BEST) RPMS Re-orientation Workshop Phase IV: Performance Rewarding and Developmental Planning BEST is supported by the Australian Government 1

2 BUREAU OF HUMAN RESOURCE AND ORGANIZATION DEVELOPMENT

3 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 4 RPMS PHASES I. Performance Planning & Commitment IV. Performance Rewarding and Development Planning II. Performance Monitoring & Coaching III. Performance Review & Evaluation The DepEd RPMS is aligned with the CSC SPMS that has 4 Phases.

5 4 RPMS PHASES I. Performance Planning & Commitment IV. Performance Rewarding and Development Planning II. Performance Monitoring & Coaching III. Performance Review & Evaluation The DepEd RPMS is aligned with the CSC SPMS that has 4 Phases.

6 RPMS PHASE I Performance Planning and Commitment

7 1. Discuss Unit s Objectives 2. Identify Individual KRAs, Objectives and Performance Indicators 3. Discuss Competencies Required and Additional Competencies Needed 4. Reaching Agreement

8 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.

9 2. Identify KRAs, Objectives and Performance Indicators Identify your responsibilities by answering the following question: What major results/outputs am I responsible for delivering?

10 1.3 Discuss Competencies Required and Additional Competencies Needed

11 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).

12 Leadership Competencies Core Behavioral Competencies Self Management Professionalism and ethics Results focus Teamwork Service Orientation Innovation Leadership Competencies Leading People People Performance Management People Development

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

14 Teaching 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

15 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.

16 RPMS PHASE II Performance Monitoring and Coaching

17 1. Performance Tracking 2. Coaching/Feedback Heart of the RPMS

18 Coaching Model for DepEd Coach for Work Improvement Know when to Coach Coach for Build Maximum Awarenes s Performance Application Opportunities Coach to Strengthen Skills, Competencies and Behaviors Move to Action

19 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.

20 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

21 *developed by the Civil Service Commission (CSC)

22 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.

23 RPMS PHASE III Performance Review and Evaluation

24 1. Review 1. Reviewing Performance Performance 2. Discuss Strengths and Improvement Needs

25 Rating Performance Fill up the Performance Evaluation worksheet Reflect actual results / accomplishments Rate each objective using the rating scale Compute final rating

26 Phase 4: Performance Rewarding & Development Planning 1. Rewarding 2. Development Planning

27 4.1 Rewarding

28 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.

29 Discuss Strengths & Improvement Needs

30 Employee Development Activities Geographical cross posting Seminars / Workshops Coaching / Counseling benchmarking Functional cross posting Job enhancement /redesign Other development options Selfmanagement learning Formal education / classes Assignment to task forces/committees /special projects Developmental / lateral career move

31 Learning Model Learn & develop through Experience Learn & Develop through Others Learn & Develop through Structured courses and programs (Formal education) 70% 20% 10% 90% Experiential learning & development

32 Development through Formal Education Short Courses (Off-/On-site) University Programs Professional Conferences E-Learning

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

34 Development through Through Others Mentoring Coaching Behavior Modeling

35 Development through 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

36 Development through Experiences Job Enlargement Job Transfer/ Cross Posting Short-term Job Rotation Think-tank Experiences Special Job Assignments Field Trips/Exposure Behavior Modeling

37 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/accreditati on

38 Discuss Strengths & Improvement Needs

39 Template Example: Strength to Enhance or Need to Develop Learn and develop through experience (70%) Learn Through Others (Who and How?) (20%) Learn through Formal Education (10%)

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