Managing and

Succeeding
Under Any
Condition
A Change Management Learning
Workshop
Lead, Engage, Align, Do! (LEAD)

 The PROCESS of BECOMING DIFFERENT

To MAKE something DIFFERENT from what it is
NOW

 Risk or fear of change to the unknown

Loss of connection to others identified with the old
way
No role models for the new activity:

Walang

magagayahan
Fear and or lack of competence to change: Kaya ko
ba yan? Matanda na ako sa ganito.
Feeling and or fear of being overloaded/overwhelmed

 Skepticism and want to be sure the new idea is

sound: ano yanmagaling ba yan
Hidden agenda among would be reformers:
siya kasi sabi ni pakulo ni
Change might change notion of self
Fear of loss of status and or quality of life
Genuine belief it will not work

AJ Schuler
Doctor of Psychology
Leadership and Organization Change Expert

 Create a Sense of Urgency

Help others see the need for change and
the importance of acting immediately

Pull Together
Team

the

Guiding

Make sure there is a powerful group

guiding the change
Competencies needed: leadership
skills, credibility, communications
ability, authority, analytical skills, a
sense of urgency

 Develop
the
Change
Vision and Strategy
Clarify how the future will be
different from the past, and how
to make that future a reality

 Communicate for Understanding

and Buy In
Make sure that many understand
and accept the vision and strategy
Empower Others to Act
Remove barriers as possible
Produce Short Term Wins
Create some visible, unambiguous
successes
Dont Let up

 Create a New Culture

Hold on to the new ways of behaving
Make sure they succeed until they
become strong enough to replace old
traditions

Communicatio
n Plan

Lead, Engage, Align, Do! (LEAD)

 Any change in the organization must be

communicated properly to ensure buy-in and
eventual implementation of any new program.
The Results - based Performance Management
System (RPMS) intends to bring about change
in the way we assess our performance and
competencies to become better public servants.

The overall tagline for all HROD

interventions is EduGaling tungo
sa Edukalidad. This speaks of the
ultimate

objective

of

achieving

quality in basic education through

effective

and

efficient

strategic

planning, performance management

system

and

management.

total

quality

Project
Objectives
Improve
performan
ce
manageme
nt system
of DepEd
personnel
and
teachers

Communicati
on
Challenges
Lack or
absence of
buy-in of
RPMS
Negative
attitude
Lack of skills
in using
RPMS

Communicatio
n Objectives to
Support
Project
Objectives

Outcomes

Communicatio
n

Increase
awareness and
understanding
of DepEd
personnel on
RPMS as a
management
tool for
performance
planning,
control and
improvement

Intervention

Improve skills
in using RPMS
through
capabilitybuilding,

Conduct
regular
training on
the use of
RPMS

Mount
advocacy and
communicatio
n campaigns
thru face-toface meetings,
internet,
newsletters,
etc.

DepEd
personnel
and teachers
have become
more
knowledgea
ble and
skilled in the
use of RPMS
DepEd
personnel
and teachers
have
internalized
their roles as
partners of
management
and coemployees
in meeting
organization

Impact
Alignment
of
individual
employees
goals with
DepEds
strategic
goals
Accountabili
ty is
recognized
through
improved
culture of
performanc
e.

 RPMS wants to adopt Lead, Engage, Align

and Do (LEAD) as its specific tagline to show

results in everything that a DepEd employee or
teacher does.
We therefore would like to launch

DepEd goes RPMS:

Lead, Engage, Align and Do! (LEAD)
Itoy EduGaling tungo sa Edukalidad.

 L Lead co-employees or co-teachers through

change by inspiring and influencing them to
understand and appreciate the new RPMS
E Engage and get involved in the new RPMS.
Read

information

materials

and

attend

orientation seminars to further understand how

the new system works.

 A Align everything that you do with the

institutional direction of DepEd to achieve its
goals and strategic results.
D Do what is required of you to do through
individual

planning,

consultations

with

the

supervisor and coordinating with co-employees

or co-teachers and get evaluated and rewarded
for a job well done.

Increase awareness and understanding of DepEd

officials and personnel on RPMS as a management
tool for performance planning and improvement;
and
Improve skills in using RPMS through capabilitybuilding, mentoring and coaching.

DepEd officials, regional

DepEd employees and

directors and supervisors

teaching personnel to

who are expected to

understand and

champion RPMS; and

appreciate the
importance of RPMS as
a means to assess their
contributions to the
attainment of DepEd
mandate and

 RPMS is needed to align individual employees

goals with the strategic goals of DepEd;

 RPMS is designed to ensure a fair and objective way

of assessing individual performance based on

agency targets and recognize meritorious
performance with a rewards and incentives system
such as productivity bonus, scholarships, training
and development;
RPMS shall recognize the important role of

employees and teachers in meeting the DepEd

mandate and organizational goals.

 Based on the communication objectives,

audiences and key messages, RPMS will be
implemented through the following
communication activities:

Briefing with DepEd leadership through

consultation
meetings
Announcement of the new RPMS and its overall
tagline through circulars, memos or emails
Solicitation of support and designation of RPMS
Focal Persons meetings, emails, circulars and
memos
Briefing with the TWG through presentations

 Trainers training workshops

Media blasts and campaigns
Simple launching
Roadshow cascades

Sight and
Sound Appeal
A Presentation Skills Workshop

Lead, Engage, Align, Do! (LEAD)

Well designed
Training
progran

Effective Training
Style

Effective
Training
Program

Using principles of adult learning

 Define Objective
Analyze Audience
Plan Your Design
Collect Materials to Illustrate Points
Construct Your Presentation
Choose Your Visual Aids
Practice! Practice! Practice!

 Planned
Organized
Uses visual aids
Tailored for a specific
audience

 Posture
Movement
Gesture
Eye contact
Voice
Appearance

 Head and facial

expression
Shoulder and chest
Hands and hips
Legs and feet

 IDEAL
stable head, alive, facial
expression consistent with
message

BAD HABITS
bowed, rotating, moving
sideways, always nodding,
detached

 IDEAL
chest out, stable shoulder

BAD HABITS
deflated chest, shoulders
slumped, rotating, up and
down movements, forward
and backward movements

 Focus on one participant at a

time
One complete thought,

sentence
At least 5 seconds
Move to another participant
Select at random
Balance distribution
Continue making eye contact

 IDEAL
legs stable and in balanced
position, feet stable

BAD HABITS
shaking leg(s), weight
balance on one leg, up
and down movement,
dancing

 They clarify and support

your words
They dramatize your ideas
They lend emphasis and
vitality to your words
They help dissipate your
nervous tension
They function as visual aids
They stimulate audience
participation
They are highly visible

Cluster look
Scanning quickly
The sideways glance
Blinking very fast
Looking at
The ceiling
The floor
One participant only
One side only

 Caring
Passion!
Confidence
Subject matter
Presentation skills
Handling difficult participants
and questions

 IDEAL
Hips and hands stable. Hands in
side position.

BAD HABITS
Hips

rotating,

forward
movements;

side

movements,

and

backward
Hands:

the

butterfly,

scratching,

finger

movements,

the cowboy, the

fig leaf, on the draw

 32% Talking
15% Reading
11% Writing
42% Listening

SIGHT
HEARING
SMELL
TOUCH
TASTE

87.0 %
7.0 %
3.5 %
1.5 %
1.0 %

MAXIMIZE USE
OF ALL
SENSES!

 Use dark colors for main ideas, other colors for

emphasis
Roll and flip
Plan out what and where you will write as part of the
design process
Use a new page for each new thought, idea, concept
Strip tease prepared charts

 Introduce your slide.

Ensure

point

is

properly

understood

before

moving on to the next slide

Stand on the opposite/front of the lamp (if using
non mounted projector)
Put off/cover/ freeze lamp if not in use
Use a pointer/ pen/ hand for emphasis
Strip tease

 Avoid excesses
Use a visual to avoid stiffness
Control self by holding the board
Use definitive gestures

 Avoid handling something in your hands. Hold

something solid instead, eg. table or chair
Handle your voice tremors
Breathe deeply10x
Avoid non words like ehem, ah, mmm
Introduce your self and let them introduce
themselves

 Put your notes on cue cards

Print letters big enough to read even from afar
Print lightly with a pencil on your comfortable
side of the easel paper
Print on short strips of paper

 To increase pace, use less

examples and pauses
To slow down pace, use more
examples and pauses