Theres a difference between interest

and commitment.

When youre interested in doing something, you

do it only when its convenient.
But when youre committed to something,
you accept

no excuses, only

results.

RESULTS-BASED
PERFORMANCE
MANAGEMENT SYSTEM
(RPMS)
DEPED ORDER NO. 2, S. 2015

PERFORMANCE COMMITMENT & TARGET

SETTING
Activities:
1.

Re-orientation of the RPMS Phases.

2.

Walk-through of the IPCRF for Teachers.

3.

Target-setting

4.

Signing of Performance Contracts

DEPED VISION:

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 continuously improves
itself to better serve its constituents
MISSION

To protect and promote the right of every Filipino to quality, equitable, culturebased 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

environment for effective learning to happen

Family, community and other stakeholders are actively engaged and share
responsibility for developing life-long learners.

RATIONALE:
As a learner-centered institution, DepEd is committed to
continuously improve itself to better serve the Filipino learners and
the community. The adoption of the SPMS in our department
strengthens the culture of performance and accountability in the
agency, with the DepEDs mandate, vision and mission at its core.
Why important?

To ensure organizational effectiveness

Track individual improvement and efficiency

Link SPMS with other systems relating to human resources

Ensure adherence to the principle of performance-based tenure

and
incentives

RPMS?
A mechanism to manage,
monitor and
measure performance

PARADIGM SHIFT
AREA

From

Perspective

Performance evaluation Performance

management
Activities and inputs
Outputs and
outcomes
Performance indicators Success indicators

Focus
Indicators

To

Performance Focus on the individual

Alignment

Align individual to
office/ organization

Role of
superior

Coach & mentor

Evaluator

LEGAL BASES

Civil Service Circular No. 6, s. 2012

Guidelines on the establishment and implementation of agency Strategic

Performance Management System

Joint CSC-DBM Joint Circular No. 1, s.2012

Rules and Regulations on the grant of step increments due to meritorious

performance and length of service

Executive Order No. 80, s. 2012

Directing the adoption of a performance-based incentive system for government

employees

PERFORMANCE CYCLE/PROCESS
1.

The RPMS shall cover performance for one whole year.

All school-based personnel shall follow a performance cycle

starting April of the current year and ending in March the following
year. Non school-based personnel shall follow a performance cycle
starting in January and ending in December.
2. Performance planning and commitment shall be done prior to
the beginning of the performance cycle; while performance
monitoring and coaching shall take place immediately after Phase
1 and continue throughout the performance cycle. The
performance review and evaluation, as well as the performance
rewarding and development planning shall be done at the end of
the performance cycle.

The 4 PHASES OF THE RPMS CYCLE

1.

Performance planning and commitment

2.

Performance monitoring and coaching

3.

Performance review and evaluation

4.

Performance rewarding and development

planning

PHASE I

PERFORMANCE PLANNING &

COMMITMENT
PART I- The IPCRF (MFO, KRAs,
Objectives. PIs)
PART II- The Competencies

The Individual Performance Commitment Review Form (IPCRF)

MFO

KRA

OBJECTIVE TIME WEIGH

S
LINE T
Per
KRA

PERFORMANCE
INDICATORS
(Quality, Efficiency,
Timeliness)

ACTUA
L
RESUL
TS

RATIN
G

SCOR
E

MFO- MAJOR FINAL OUTPUT

Refers to the goods and services that an agency is mandated to
deliver to external clients through the implementation of
programs, projects and activities.
Ex: Basic Elementary Education Services
Basic Secondary Education Services
Human Resource Devt Services

KRA- Key Result area

A broad category of general outputs or outcomes. It is
the mandate or function of the office and/or individual
employee. The KRA is the reason why an office and/ or
job exists. It is an area where the office or individual
employee is expected to focus on.
KRA for teachers:
1. Teaching-Learning Process
2. Pupil-Student Outcomes
3. Community Involvement
4. Professional Growth and Development

OBJECTIVE/S

A specific task that an office and/ or individual

employee needs to achieve the major final
outputs under the key result areas.
Example: (TLP-Teacher I-III)
1. Prepare lesson plans and daily logs of activities
including
appropriate and updated instructional
materials
(IL-School Principal)
1. Accounted for learning outcomes of school viz-a-viz

goals and targets.

TIMELINE

Defines the target date for accomplishing each of

the objectives. The timeline shall be discussed
and agreed by the rater and the rate.
WEIGHT PER KRA

Assigning of weights shall be done per KRA.

Weights for office KRA shall be assigned by the
head of office in coordination with the Planning
Office; while the weights for each of the individual
KRAs shall be discussed and agreed upon by the
rater and ratee.

PERFORMANCE MEASURES (INDICATORS)

1.QUALITY
Getting the right things done. It refers to the degree to
which objectives are achieved and the extent to which issues
are addressed with a certain degree of excellence.
Quality or effective performance involves:
. Acceptability
.Meeting standards
.Client satisfaction
.Accuracy
.Completeness or comprehensiveness of reports
.Creativity or innovation
.Personal initiative

PERFORMANCE MEASURES

2. EFFICIENCY
Is the extent to which targets are accomplished using the minimum
amount of time and resources. Efficient performance applies to
continuing tasks or frontline services,
It involves:
Standard response time
Number of requests/ applications acted upon over number of
requests/applications received
Optimum use of resources ( money, office supplies, logistics etc.)

3. TIMELINESS
Measures if the targeted deliverable was done within the
scheduled or expected timeframe. Timely performance involves
meeting deadlines as set in the work plan.

DEMONSTRATION OF COMPETENCIES ( Form 2)

During Phase 1, the Rater shall discuss with the Ratee the
competencies required of the individual personnel.
What are competencies?
-knowledge, skills and behavior that individuals demonstrate in
achieving ones results. Competencies shall uphold the DepEDs core
values.
Four Competencies adopted by DepED;
1.

Core behavioral competencies (for all)

2.

Leadership competencies for managerial positions

3.

Staff core skills ( staff & teaching related personnel)

4.

Teaching competencies for teachers

IPCRF TEACHERS

PHASE II

PERFORMANCE MONITORING
AND COACHING
(PMC Form)

PHASE II PERFORMANCE MONITORING AND COACHING

1. Phase

II shall commence after the Ratee and Rater, commit

on the KRAs, Objectives and Performance Indicators and sign
the OPCRF/ IPCRF. This shall be done throughout the year.

2. Two components of Phase II

a. Performance monitoring
b. Coaching and feedback

a. PERFORMANCE MONITORING

Provides key inputs and objective basis for rating.

Responsibility of both Rater and Ratee who agree to track and record
significant events. Significant incidents are actual events and
behaviors in which both positive and negative performances are
observed and documented.

b. COACHING & FEEDBACKING

a continuous process

Rater provides coaching and feedback to improve work performance

and behavior, and develop individual potentials

The PMCF shall be an effective substitute in the absence of

quantifiable data

PERFORMANCE MONITORING & COACHING FORM

(PMCF)
SIGNATURE
DATE

CRITICAL INCIDENT

6/1317,201
6

Had daily lessons for

the week

6/25

Cannot deliver errorfree outputs

OUTPUT

Lesson
Plans

SF 1,2,3

IMPACT TO WORK

Target
competencies in
the BOW will be
attained
Waste of time
and resources

Ratee

Rater

PHASE III

PERFORMANCE REVIEW AND

EVALUATION
Part 1-IPCRF (Actual Results, Ratings,
Scores)
Part 3- SUMMARY OF RATINGS

PHASE III PERFORMANCE REVIEW AND EVALUATION

Shall

be done at the end of the performance cycle to assess the

office and the individual employees performance level as
reflected in the OPCRF/ IPCRF.

mid-year review is prescribed to determine the progress in

achieving the objectives.

During

the mid-year review, the Rater shall inform in writing the

Ratee of the status of his/her performance.

Ratings

shall be supported by reports, documents or any output

as proofs of actual performance.

ACTUAL RESULTS
Rater

and ratee shall discuss and agree on the actual

accomplishments and results based on performance
commitments made at the beginning of the rating
period.

Evaluate

objectives if these are achieved or not.

Significant

incidents in the PCMF shall be considered for

the actual results.

The DEPED COMPETENCY SCALE

SCALE

DEFINITION

ROLE MODEL

CONSISTENTLY DEMONSTRATES

MOST OF THE TIME DEMONSTRATES

SOMETIMES DEMONSTRATES

RARELY DEMONSTRATES

PART III SUMMARY OF RATINGS FOR DISCUSSION

FINAL PERFORMANCE RESULTS

RATING

ADJECTIVAL
RATING

Accomplishment of KRAs and

Objectives
Rater-Ratee Agreement
The signatures below confirm that the employee and his/her superior
have agreed on the contents
of this appraisal form and the performance rating.
Name of Employee

Name of Superior

Signature

Signature

Date:

Date:

PHASE IV
PERFORMANCE REWARDING AND
DEVELOPMENT PLANNING
PART IV- Development Plan

PHASE IV- PERFORMANCE REWARDING AND DEVELOPMENT

PLANNING
Results

of the performance review and evaluation shall be used

in performance rewarding and development planning (training
and professional development activities).

Rater

and ratee shall identify and discuss the individual strengths

and development needs and reflect them on Part IVDevelopment Plans.

Development

needs are competencies rarely demonstrated,

expectations not met and areas where ratee has room for
improvement.

For

purposes of promotion and step increment, one (1) RPMS

cycle shall be equivalent to two semestral rating periods

PART IV- DEVELOPMENT PLAN

Strength

Development
Needs

________________
_____________________
Rater
Ratee

Action Plan
(Recommended
Development
Intervention)

Timeline

Resources
Needed

STEPS IN DEVELOPMENT PLANNING

1.Identify the development needs
2. Set goals for meeting the development needs
3. Prepare action plans for meeting the development needs (list of
activities, resources and support, measures of success).
4. Implement action plans
SAMPLE ACTIVITIES for ACTION PLAN
-Self-managed learning

-Formal education/classes

-Benchmarking -Coaching/counseling
-Assignment to committees -Developmental/lateral career moves
-Job enrichment

-Seminar/workshops

USES OF PERFORMANCE RATINGS

1. Input in identifying and providing the kind of
interventions needed based on identified development
needs.
2. Basis for rewards and incentives
3. Identify potential PRAISE nominees for various awards
4. Determine top performers of the agency who will
qualify for awards and incentives
5. Basis for promotion, training and scholarship grants
and other personnel action
Warning!

Non-submission of the IPCRF within the

specified dates shall be ground for disqualification of
items 1-5 above including PBB.

TIMELINES RPMS CYCYLE

Performance Planning

Midyear Review

Year End
Sch. Based--------May--------------------October----------------1st wk
April
June ( signing of IPCRF)
June March ( monitoring and
coaching)
Non-Sch. Based---December------------- July----------------------January

IMPORTANT !
RPMS should be managed because
- not a one-time event
- not a year-end paper exercise
-teaching performance and coaching are
important
- feedback provided is important and essential
to the whole process.

Commitment is usually larger than ourselves.

It is action of the heart coupled with the
genuine desire to help others.

Thank you for your indulgence

and cooperation!