Ipcrf Psds

RESULTS BASED PERFORMANCE MANAGEMENT SYSTEM
Scale
Individual
and Review Form
AdjectivalPerformance Commitment
Description
5 (DepEd) isOutstanding
Performance
represents
an extraordinary
level of achievement
The Department of Education
committed to provide
the members
of its organization
with opportunities
to:
(130% and
and commitment in terms of quality and time, technical skills and
above)
creativity
initiative. Employees
this
Link their individual achievements and make
a meaningful knowledge,
contributioningenuity,
to the attainment
of and
the institutions
Vision andatMission.
performance
level
should
have
demonstrated
exceptional
job
Promote individual and team growth, participation and commitment.
mastery
in
all
major
areas
of
responsibility.
Employee
Grow professionally and personally.
achievement and contributions to the organization are of marked
excellence.
In line with this Philosophy, DepEd implements a Results-Based
Performance Management System. It is a shared undertaking between the superior
4 an open Very
Performance Key
exceeded
All and
goals,
objectives
and
and the employee that allows
discussion of job expectations,
Results expectations.
Areas, Objectives
how
these align
to overall departmental
Satisfactory
targets
were
achieved
above
the
established
standards.
goals. It provides a venue for agreement on standards of performance and behaviors which lead to professional and personal growth in the
(115% - 129%)
organization.
3
Satisfactory
Performance met expectations in terms of quality of work,
(100%
114%)
efficiency and timelines. The most critical annual goals were met.
This form is divided into four parts:
2
Unsatisfactory Performance failed to meet expectations, and / or one or more of
(51%
- 99% - Each
the employee
most critical
goals
werepart
notin
met.
PART I Accomplishments of KRAs and
Objectives
plays
a vital
the achievement of his/her departments objectives. At
1
Poor
Performance
was consistently
expectations,
and/or
the beginning of the Results-Based
Performance
Management
Cycle, the employee
and his/herbelow
superior
jointly determines
goal and measures that
(50%
or
will lead to the achievement of the overall
departmental
goals.
After which,
weights
are assigned
on priorities. The total of the
reasonable
progress
towards
criticalto those
goals goals
was based
not made.
above)
weights should not exceed 100. At the end
of the performance
cycle, the
employee isisrated
on the
efficiency (including cost),
Significant
improvement
needed
in effectiveness/quality,
one or more important
and timeliness in delivering the goals agreed upon.
areas.
These ratings refer to the accomplishment of targets or objectives. Evaluation should be based on indicators and measures. CSC MC NO. 13,
PART
II OF
Competencies
- The
success
of Performance
the employee
in fulfilling his/her
role
andthe
delivering
performance is dependent on how s/he
SERIES
1999 (REVISED
Polices
on the
Management
System)
have
followingexceptional
descriptions:
applies various competencies on the job. The employee is rated based on the effectiveness and consistency by which s/he demonstrates behaviors
relevant
to the competencies.
overall targets
rating isby
computed
adding
the rating
fortargets
each competency
and dividing
the
by the total
number
Outstanding
performanceThe
exceeding
30% andby
above
of the
planned
on the previous
definition
of sum
performance
exceeding
of
competencies.
Half-points
(e.g. 3.5) may be given if the employees performance level falls in between descriptions of the scale positions.
targets
by at least
fifty (50%)
Very Satisfactory performance exceeding targets by 15% to 29% of the planned targets; from the previous range of performance exceeding
PART
IIIby
Summary
of Ratings
Discussion
targets
at least 25%
but fallsfor
short
of what is considered an outstanding performance.
Satisfactory performance of 100% to 114% of the planned targets. For accomplishments requiring 100% of the targets such as those
PART
IV Development
Plans - or
The
areas
where
thenoemployee
and the
areas
for rating
development
identified.
In this
manner,
the
pertaining
to money or accuracy
those
which
may
longer beexcels
exceeded,
usual
of eitherare
10both
for those
who met
targets
or 4 for
employees
strengths
are
highlighted
and recognized.
needs on the other hand are addressed through formal and informal training
those who failed
or fell
short
of the targets
shall still beDevelopment
enforced.
and
development
approaches.
Unsatisfactory performance of 51% to 99% of the planned targets; and
Poor performance failing to meet the planned targets by 50% or below.
Appeals
A Performance Review Committee (PRC) shall be created is DepEd composed of the Undersecretary for Regional Operations, Assistant Secretary for Planning, highest ranking
official in charge of personnel management and two representatives from the rank and file nominated by the accredited employee association in the agency as members.
1. Employees who feel aggrieved or dissatisfied with their final performance rating can file an appeal with the PRC within ten (10) days from date of receipt of their Performance
Report Form from the PRC. Employees, however, shall not be allowed to protest the performance rating of their co-employees. Ratings obtained by other employees can only be
used as basis or reference for comparison in appealing ones performance rating;
2. The PRC shall decide on the appeals within one month from receipt. Appeals lodged at any PRC shall follow the hierarchical jurisdiction of various PRCs in an agency. For
Name of Employee:
Name of Rater: OMAR A. OBAS, CESO VI
Position:
Position: SDS
Review Period: June 2014-March 2015
Date of Review:
Bureau/Center/Service/Division/District: Cotabato Division/
TO BE FILLED IN DURING PLANNING
MFOs
KRAs
OBJECTIVES
1. Planning, Organizing
and Networking
Provided
assistance
in
preparing
School
Improvement Plan and
Learning
Centers
Improvement Plan within
target date (revisited 5 SIP
and AIP)
TIMELIN
E
June 2014March 2015
Individual Performance
TO BE FILLED DURING
EVALUATION
PERFORMANCE
Weight
INDICATORS
ACTUAL
per KRA
(Quality, Efficiency,
RESULTS
Timelines)
(20%)
(5)
Complete and timely submission
10%
of consolidated reports on school
and learning centers improvement
plan and with the following
components:
- Schools Situationer within the district
- Summary of Performance
Indicators
- Common Action Points Programs
- M&E Mechanisms
- Financial Requirements/
Recommendations
- Recommend management action
(with reports) such as:
>clustering of schools
>integrating schools
>opening of new Elementary
Schools
- Consolidate/validate accuracy of
data, reports submitted by
Commitment
andDivision
Review
schools for the
MIS
as delegated by the SDS
RATING
SCORE*
Name of Employee:
Position:
Position: SDS
Date of Review:
MFOs
KRAs
OBJECTIVES
TIMELIN
E
Weight
per KRA
Analyzed and interpreted

performance
indicators
within target date (4 out of
8 Performance Indicators)
June 2014March 2015
PERFORMANCE
INDICATORS
Timelines)
(4)
Consolidated Reports containing
4 parts and with good and feasible
recommendations
(3)
Consolidated reports
fairly
presented,
with
missing
components/parts
(2)
Poor presentation of report,
components/parts largely missing
(1)
No consolidated report
ACTUAL
RESULTS
(5)
Record of Performance Indicators
-Trending analysis
-Action Plan(s) to address
critical indicators
-Implementation Report on
Commitment
and
Review
Interventions
and
Programs
-Full Report submitted to
SDS
5%
TO BE FILLED DURING
EVALUATION
RATING
SCORE*
Name of Employee:
Position:
Position: SDS
Date of Review:
MFOs
KRAs
OBJECTIVES
TIMELIN
E
June 2014 Conducted action research in March 2015

academic
and
nonacademic factors affecting
learning progress and
achievements within target
date (3 Action Research a
Individual
Performance
year)
Weight
per KRA
5%
PERFORMANCE
INDICATORS
Timelines)
(4)
All conditions were met and
satisfactorily accomplished
(3)
3-4 conditions met with satisfactory
results
(2)
Conditions are largely absent, with no
actions to address critical
indicators
(1)
Data only with no analysis
(5)
5 action research conducted
following prescribed format and
feasible/substantive
recommendations, with results
adopted for decisions
ACTUAL
RESULTS
Commitment and Review
(4)
following prescribed format with
very
good
results
and
adopted/utilized for decisions
TO BE FILLED DURING
EVALUATION
RATING
SCORE*
Name of Employee:
Position:
Position: SDS
Date of Review:
MFOs
KRAs
OBJECTIVES
2. Curriculum
Implementation and
Evaluation
TIMELIN
E
June 2014 Visited

and
monitored March 2015
schools for curricular
Individual
supervision on Performance
target dates
(20 classroom instructional
supervisory report per
month)
PERFORMANCE
Weight
INDICATORS
per KRA
Timelines)
(3)
following prescribed and with
results adopted and utilized for
decisions
(2)
2 action research conducted with
results adopted and utilized for
decisions
(1)
1 action research conducted adopted
and utilized for decisions
ACTUAL
RESULTS
(5)
130% and above schools visited and
monitored,
with
complete
20%
monitoring report
(4)
Commitment
andvisited
Review
115-129% schools
and
monitored,
with
complete
monitoring report
(3)
100-114% schools visited and
monitored with complete monitoring
report
(40%)
TO BE FILLED DURING
EVALUATION
RATING
SCORE*
Name of Employee:
Position:
Position: SDS
Date of Review:
MFOs
KRAs
OBJECTIVES
TIMELIN
E
Provided technical assistance June 2014March 2015

to school in instructional
supervision
such
as
classroom
observations
techniques , management
of facilities and resource
Individual
Performance
mobilization within target
dates (once a week/four
times a month)
PERFORMANCE
Weight
INDICATORS
per KRA
Timelines)
(2)
51-99%schools visited and monitored
with complete monitoring report
(1)
50% and below of schools visited
and monitored with complete
monitoring report
ACTUAL
RESULTS
(5)
130% and above covered and were
provided technical assistance, with
10%
consolidated report on nature of
assistance with reference to
performance and other problems
Monitored desks, textbook
or
module deliveries/allocations
(with
Commitment
and Review
monitoring report)
(4)
115-129% of schools covered and
provided with technical assistance
(3)
TO BE FILLED DURING
EVALUATION
RATING
SCORE*
Name of Employee:
Position:
Position: SDS
Date of Review:
MFOs
KRAs
OBJECTIVES
TIMELIN
E
Weight
per KRA
Assisted and served as June 2014March 2015

resource
person
and
facilitator during INSETs
within the rating period (1
Individual
Performance
per quarter/district
level)
PERFORMANCE
INDICATORS
Timelines)
(2)
(1)
50% and below of the schools
covered and provided with
technical assistance
ACTUAL
RESULTS
(5)
130% and above of the schools
5%
served and assisted (with INSET
monitoring report)
(4)
Commitment
Review
115-129% ofand
the schools
served
and assisted (with INSET
monitoring report)
(3)
100-114% of the schools served
and assisted (with INSET
monitoring report)
TO BE FILLED DURING
EVALUATION
RATING
SCORE*
Name of Employee:
Position:
Position: SDS
Date of Review:
MFOs
KRAs
OBJECTIVES
TIMELIN
E
Weight
per KRA
June 2014March 2015
Monitored implementation of
ALS programs within
target
Individual
Performance
date
PERFORMANCE
INDICATORS
Timelines)
(2)
51-99% of the schools served and
assisted (with INSET monitoring
report)
(1)
50% and below of the schools
served and assisted (with INSET
monitoring report)
TO BE FILLED DURING
EVALUATION
ACTUAL
RESULTS
(5)
130% and above of ALS classes
5%
monitored (with monitoring report
Commitment
and Review
and recommendations)
Reports
submitted
and
discussed/presented to SDS
(4)
115-129% of ALS classes
Reports
submitted
and
RATING
SCORE*
Name of Employee:
Position:
Position: SDS
Date of Review:
MFOs
KRAs
OBJECTIVES
TIMELIN
E
TO BE FILLED DURING
EVALUATION
PERFORMANCE
Weight
INDICATORS
ACTUAL
per KRA
RESULTS
Timelines)
(3)
100-114% of
ALS classes
Reports
submitted
and
(2)
51-99% of
ALS classes
Reports
submitted
and
Commitment
and
Review
(1)
50% and below of ALS classes
monitored(with monitoring report
Reports
submitted
and
RATING
SCORE*
Name of Employee:
Position:
Position: SDS
Date of Review:
MFOs
KRAs
OBJECTIVES
TIMELIN
E
3. Human Resource
Development and
Management
June 2014 Performed the complete cycle March 2015
of
performance
management
system
among
ALS
district
coordinators asPerformance
delegated
Individual
by SDS (from performance
planning to development
planning and rewards
administration) within the
target dates
Evaluated performance of
ALS district coordinators
within target date (as
delegated by SDS)
- 4 CLCs with 75 pupils
- 10 takers will pass the
E&A Examination
- 30% of the takers will
November
2014
TO BE FILLED DURING
EVALUATION
PERFORMANCE
Weight
INDICATORS
ACTUAL
per KRA
RESULTS
Timelines)
(5)
(20%)
130% and above of ALS
coordinators covered
(4)
10%
115-129% of ALS coordinators
covered
(3)
covered and Review
Commitment
(2)
covered
(1)
50% and below of ALS
coordinators covered
5%
5%
RATING
SCORE*
Name of Employee:
Position:
Position: SDS
Date of Review:
MFOs
KRAs
OBJECTVES
TIMELIN
E
4. Special Tasks/Other
Assignments
Assisted school heads in self- June 2014management,
decision- March 2015
making and utilization and
development of school
resources, when solicited
(10 school heads assisted
Individual
Performance
per month)
Weight
per KRA
(20%)
10%
PERFORMANCE
INDICATORS
Timelines)
TO BE FILLED DURING
EVALUATION
ACTUAL
RESULTS
(5)
130% and above of school heads
are assisted in self-management,
decision-making (with report on
utilization of school resources)
(4)
Commitment
115-129% ofand
school Review
heads are
assisted in self-management,
(3)
100-114% of school heads are
(2)
51-99% of school heads are
RATING
SCORE*
Name of Employee:
Position:
Position: SDS
Date of Review:
MFOs
KRAs
OBJECTIVES
As
District
Grievance
Committee chairman, all
district complaints not
elevated to division office
TIMELIN
E
Weight
per KRA
June 2014March 2015
5%
PERFORMANCE
INDICATORS
Timelines)
(5)
No complaints elevated to division
office
(4)
TO BE FILLED DURING
EVALUATION
ACTUAL
RESULTS
1 complaint elevated to division

office
Commitment and
Review
(3)
2 complaints elevated to division
office
(2)
3 complaints elevated to division
office
(1)
4 complaints and above elevated
to division office
RATING
SCORE*
Name of Employee:
Position:
Position: SDS
Date of Review:
MFOs
KRAs
OBJECTIVES
TIMELIN
E
Serve as SEF Vice- June 2014chairperson/member in the March 2015

Municipal level; allocated,
dispensed
and
reported/liquidated
SEF
Individual
funds based Performance
on District
Improvement Plan
Weight
per KRA
5%
PERFORMANCE
INDICATORS
Timelines)
TO BE FILLED DURING
EVALUATION
ACTUAL
RESULTS
(5)
Served as vice-chairman in the Municipal
SEF and allocated, dispensed with
complete supporting documents &
liquidated SEF fund based on District
Improvement Plan
(4)
Served as member in the Municipal SEF and
allocated, dispensed & liquidated SEF
fund based on District Improvement Plan
w/ supporting documents
Commitment and Review
(3)
but lacks 1 or 2 documents
(2)
but insufficient supporting documents
(1)
w/o supporting documents
*To get the score, the rating is multiplied by the weight assigned
OVERALL
RATING
RATING
SCORE*
CORE BEHAVIORAL COMPETENCIES

Self-Management
1. Sets personal goals and direction, needs and
development.
2. Undertakes personal actions and behaviors that are clear
and purposive and takes into account personal goals and
values congruent to that of the organization.
3. Displays emotional maturity and enthusiasm for and is
challenged by higher goals.
4. Prioritize work tasks and schedules (through gantt charts,
checklists, etc.) to achieve goals.
5. Sets high quality, challenging, realistic goals for self and
others.
Professionalism and Ethics

1. Demonstrates the values and behavior enshrined in the
Norms of Conduct and Ethical Standards for public officials
and employees (RA 6713).
2. Practices ethical and professional behavior and conduct
taking into account the impact of his/her actions and
decisions.
3. Maintains a professional image: being trustworthy,
regularity of attendance and punctuality, good grooming and
communication.
4. Makes personal sacrifices to meet the organizations
needs.
5. Acts with a sense of urgency and responsibility to meet
the organizations needs, improve systems and help others
improve their effectiveness.
Result Focus
1. Achieves results with optimal use of time and resources
most of the time.
2. Avoids rework, mistakes and wastage through effective
work methods by placing organizational needs before
personal needs.
3. Delivers error-free outputs most of the time by conforming
to standard operating procedures correctly and consistently.
Able to produce very satisfactory quality of work In terms of
usefulness/acceptability
and
completeness
with
no
improve performance. Examples may include doing

something better, faster, at a lower cost, more efficiently; or
improving quality, customer satisfaction, morale, without
setting any
specific goal.
Teamwork
1. Willingly does his/her share of responsibility.
2. Promotes collaboration and removes barriers to teamwork
and goal accomplishment across the organization.
3. Applies negotiation principles in arriving at win-win
agreements.
4. Drives consensus and team ownership of decisions.
5. Works constructively and collaboratively with others and
across organizations to accomplish organizational goals and
objectives.
Service Orientation
1. Can explain and articulate organizational directions, issues
and problems.
2. Takes personal responsibility for dealing with and/or
correcting customer service issues and concerns.
3. Initiates activities that promotes advocacy for men and
women empowerment.
4. Participates in updating of office vision, mission, mandates
and strategies based on DepEd strategies and directions.
5. Develops and adopts service improvement programs
through simplified procedures that will further enhance
service delivery.
COMPETENCIES
Innovation
1. Examines the root cause of problems and suggests
effective solutions. Fosters new ideas, processes, and
suggests better ways to do things (cost and/or operational
efficiency).
2. Demonstrates an ability to think beyond the box.
Continuously focuses on improving personal productivity to
create higher value and results.
3. Promotes a creative climate and inspires co workers to
develop original ideas or solutions.
LEADERSHIP COMPETENCIES
Leading People
1. Uses basic persuasion techniques in a discussion or
presentation e.g., staff mobilization, appeals to reason
and/or emotions, uses data and examples, visual aids
2. Persuades, convinces or influences others, in order to
have a specific impact or effect.
3. Sets a good example, is a credible and respected leader;
and demonstrates desired behavior.
4. Forwards personal, professional and work unit needs and
interests in an issue.
5. Assumes a pivotal role in promoting the development of
an inspiring, relevant vision for the organization and
influences others to share ownership of DepEd goals, in
order to create an effective work environment.
People Development
1. Improves the skills and effectiveness of individuals
through employing a range of development strategies.
2. Facilitates workforce effectiveness through coaching and
motivating/developing people within a work environment
that promotes mutual trust and respect.
3. Conceptualizes and implements learning interventions to
meet identified training needs.
4. Does long-term coaching or training by arranging
appropriate and helpful assignments, formal training, or
other experiences for the purpose of supporting a persons
learning and development.
5. Cultivates a learning environment by structuring
interactive experiences such as looking for future
opportunities that are in support of achieving individual
career goals.
People Performance Management

1. Makes specific changes in the performance management
system or in own work methods to improve performance
(e.g. does something better, faster, at lower cost, more
efficiently; improves quality, customer satisfaction, morale,
revenues).
2. Sets performance standards and measures progress of
employees based on office and department targets.
3. Provides feedback and technical assistance such as
coaching for performance improvement and action planning.
4. States performance expectations clearly and checks
understanding and commitment.
5. Performs all the stages of result-based performance
management system supported by evidence and required
documents/forms.
5 Role model; 4 Consistently demonstrates; 3 Most of the time demonstrates; 2 Sometimes demonstrates; 1 Rarely demonstrates
Note: These ratings can be used for the developmental plans of the employee.
Final Performance Result

Accomplishments of KRAs and Objectives
Rating
Employee-Superior Agreement
The signatures below confirm that the employee and his/her superior have agreed to the contents of the performance as captured in this form.
Name of Employee
Name of Superior
OMAR A.
OBAS, CESO VI
Signature
Signature
Date
Date
PART III: SUMMARY OF RATINGS FOR DISCUSSION

Strengths
Development Needs
Action Plan
(Recommended
Developmental Intervention)
Timeline
Resources Needed
PART IV: DEVELOPMENT PLANS
OMAR A. OBAS, CESO VI

______________________
Rater
Ratee
DEPED RPMS form For Senior Officers (from SG18 up) I 17

Ipcrf Psds

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ipcrf Psds

Uploaded by

Copyright:

Available Formats

RESULTS BASED PERFORMANCE MANAGEMENT SYSTEM

June 2014March 2015

Analyzed and interpreted

June 2014March 2015

June 2014 Conducted action research in March 2015

Commitment and Review

June 2014 Visited

Provided technical assistance June 2014March 2015

Assisted and served as June 2014March 2015

June 2014March 2015

June 2014March 2015

1 complaint elevated to division

Serve as SEF Vice- June 2014chairperson/member in the March 2015

Commitment and Review

CORE BEHAVIORAL COMPETENCIES

Professionalism and Ethics

improve performance. Examples may include doing

People Performance Management

Final Performance Result

PART III: SUMMARY OF RATINGS FOR DISCUSSION

PART IV: DEVELOPMENT PLANS

OMAR A. OBAS, CESO VI

You might also like