5d. IPCRF Teacher

RESULTS – BASED PERFORMANCE MANAGEMENT SYSTEM Individual Performance Commitment and Review Form

The Department of Educati Educati on (DepEd) (DepEd) i s committed to provi de the the membe members rs of its or gani zation with opportuniti es to: 

Link their their indivi dual a chievement chievementss a nd make a meaningful contribution to the the attainment attainment of the the institution’s Visi on and Mis si on.



Promote Promote i ndividual and team growth, growth, partici pation and commitme commitment. nt.



Grow professionally and personally.

In li ne with this Philos ophy, DepEd DepEd implements implements a Results-Bas ed Performance Management Management System. System. It i s a shared undertaking undertaking betwee between n the superior a nd the employee employee that that all ows an open dis cuss ion of job expectations, Key Results Areas, Objectives a nd how these align to overal overal l departmental departmental goals . It provides provides a venue venue for agreeme agreement nt on standards of performance and behaviors which lead to professional and personal growth in the organization. This form is divided into four parts: PART I Accomplishments of KRAs and Objectives - Each employee plays a vital part in the achievement of his/her department’s objectives. At the beginning of the Results -Based

Performance Management Management Cycle, the employee employee and hi s/her s uperior joi ntly determines determines goal and measures that will lead to the ac hievement hievement of the the overall department departmental al goals . After After which, weights are assigned to those goals based on priorities. The total of the weights should not exceed 100. At the end of the performance cycle, the employee is rated on the effectivene effectiveness ss /quality, efficiency (i ncluding cos t), and timeli timeli ness i n delivering the goals a greed greed upon. PART II Competencies - The succ ess of the employee employee in fulfil ling his/her role and delivering exceptional exceptional performance performance is dependen dependentt on how s /he applie s vari ous competencies competencies on the job. The

employee employee is rated bas ed on the effectiven effectiveness ess and consis tency tency by whi ch s/he demonstrates demonstrates behaviors relevant to the the compet competencies encies . The overall overall rating is computed computed by adding the rating for each competency and dividing the sum by the total number of competencies. Half- points (e.g. 3.5) may be given if the employee’s performance level falls in between descriptions of the scal e positions. positions. PART III Summary of Ratings for Discussion Discussion PART IV Development Plans - The areas where the employee excels and areas for development are both identified. In this manne r, the employee’s strengths are highlighted and recognized.

Developmen Developmentt needs needs on the other other hand a re addressed through formal formal and informal traini ng and development development approaches.

DEPED RPMS form For Teachers | 1

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Scale

5

Adjectival Outstanding (130% and above)

Description

Performance represents an extraordinary level of achievement and commitment in terms of qualit quality y and time, time, technical technical ski ll s and knowledge, ingenui ty, ty, creativity and ini tiative. tiative. Employees Employees at this performanc performance e level should have demon strate d excepti ona l job ma stery in all major areas of responsibility. responsibility. Employee achievement and and contributions contributions to the organization are of marked excellence.

4

3 2 1

Very Satisfactory

Performance exceeded expectations. All goals, objectives and targets were achieved

(115% - 129%)

above above the es tablished s tandards. tandards.

Satisfactory (100% - 114%)

Performance met expectations expectations in terms of quality of work, efficienc efficiency y and timeli nes . The most critical annual goals were met.

Unsatisfactory

Performance failed to to meet e xpectation xpectations, s, and / or on e or more of the most critical goa ls

(51% - 99%

were not met.

Poor

Performance was consistently below expectations, and/or reasonable progress towards

(50% or above)

critical goals was not made. Significant improvement is needed in one or more important areas.

The se ratings refer to the accomplishment of targets or objectives. Evaluation should be based on indicators and measures. CSC MC NO. 13, SERIES OF 1999 (REVISED Polices Polices on the Perfo rman ce Ma na gem en t System) have the following descriptions: Outstanding – perform – performance ance exceeding targets by 30% 30% and above of the pla nned targets on the previous defi nition of performance exceeding tar gets by at leas t fifty (50%) (50%) Very S atisfactory atisfactory – pe – pe rformance rformance exceeding exceeding targets targets by 15% to to 29% of the planned targets; targets; from from the previous previous range of performance performance exceeding exceedingtargets targets b y at least 25% b ut fa ll s sho rt of what is consi dered an

outstanding pe rformance. rformance. Satisfactory – performance – performance of 100% 100% to 114% 114% of the the planned targets. targets. For accompli accomplishmen shments ts requiring requiring 100% of the targets su ch as those pertai ni ng to mo ney or a ccuracy or thos e wh ich ma y no l onger b e

exceeded, the usual rating of either 10 for those those who met targets or 4 for those those who fai led or fell short of the targets shal l sti ll be enforced.



Individual Performance Commitment and Review Form Name of Employee:

Name of Rater:

Position:

Position:

Review Period:

Date of Review:

Bureau/Center/Service/Division: TO BE FILLED IN DURING DURING PLANNING

MFOs

KRAs

OBJECTIVES

TIMELINE

TO BE FILLED DURING DURING EVALUATION Weight per KRA

PERFORMANCE INDICATORS (Quality, Efficiency, Timeliness)

ACTUAL RESULTS

RATING

SCORE*



COMPETENCIES CORE BEHAVIORAL COMPETENCIES Self Management Management 1. Sets pers onal goals a nd direction, needs needs and development. development. 2. Undertakes pers onal actions and and behaviors that are clear and purpos ive and takes into account personal goals and values congruent to that of the orga nization. 3. Dis plays emotional emotional maturity and enthusiasm for and is chal lenged by higher goals. 4. Pri oritize work tasks a nd schedules (through (through gantt charts, checkl ists, etc.) etc.) to achi eve goals. 5. Sets high qua lity, 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 the impact of of his/her actions a nd decis decis ions. 3. Mai ntains a professional image: being trustworthy, trustworthy, regularity of attendance a nd punctuality, good grooming a nd communication. communication. 4. Makes personal sac rifi ces to meet meet the organization’s needs. 5. Acts with a sense of urgency and responsibility to meet the organi org ani zation’s zation’s needs, improve systems and help help others i mprove their effectiveness. Result Focus 1. Achieves res ults with optimal optimal use of time and resources most of the time.

improve performance. performance. Examples may inc lude doing s omething better, faster, at a lower cost, more efficiently; or improving quality, customer satisfaction, morale, without setting any specific goal. Teamwork 1. Wi llingly does his/her share of responsibility. 2. Promotes col laboration laboration and removes barriers to teamwork and goal accomplishment accomplishment across the organization. 3. Appli es negotiation princip principles les in a rriving at win-win agreements. agreements. 4. Dri ves consensus and team team ownership of decisions. 5. Works constructively constructively and collaboratively with others and across organi zations zations to a ccomplish organizational organizational goals a nd objectives. Service Orientation 1. Can expl ain and articulate organizational organizational directions, issues and problems. 2. Takes pers onal responsibility for dealing dealing wi th and/or and/or correcting cus tomer tomer service issues and concerns. 3. Ini tiates activities that promotes promotes a dvocacy dvocacy for men and women empowerment. 4. Par ticipates in updating of office vision, mission, mandates and stra tegies based on DepEd strategies strategies and directions. 5. Develops and a dopts dopts s ervice improvement improvement programs through si mplified procedures procedures that will fur ther enhance enhance service delivery. Innovation 1. Examines the root cause of problems and suggests effective solutions. Fosters new ideas, processes, and suggests better



CORE SKILLS Achievement 1. Enjoys working hard. 2. Is a ction – ction – oriented oriented and full of energy for the things he/she sees as chal lenging. lenging. 3. Not fearful of acting with a mini mum of planning. 4. Seizes more opportunities than others. 5. Strategic thinker. Managing Diversity 1. Respects Respects all kinds and cl asses of people. people.

2.

Deals effectively effectively wi th all races, nationalities, cultures, cultures, disa bilities, bilities, ages and both sexes. 3. Support equal equal and fair treatme treatment nt a nd opportunity for all. 4. Applies equal equal s tandards and criteria to all classes. 5. Manifests cultural and gender gender sensitivity when deal deal ing with people. Accountability 1. Can be counted counted on to exceed exceed goal s success fully. 2. Steadfastly Steadfastly pushes s elf and others others towards results. 3. Gets things done on time and optimum use of resources. 4. Builds team spirit. 5. Transacts with transparency.

5 – Role Role model; 4 – Consistently Consistently demonstrates; demonstrates; 3 – Most Most of the time demonstrates; 2 – Sometimes Sometimes demonstrates; 1 – Rarely Rarely demonstrates



PART III: SUMMARY OF RATINGS FOR DISCUSSION Final Performance Results

Rating

Accomplishments of KRAs and Objectives

Employee-Superio Employee-Superiorr Agreement

The si gnatures below confi rm that the the employee a nd his /her superior have agreed to the contents of the performanc performanc e as ca ptured in this form. Name of Employee

Name of Superior

Signature

Signature

Date

Date

PART IV: DEVELOPMENT DEVELOPMENT PLANS

Strengths

Development Needs

Action Plan (Recommended Developmental

Timeline

Resources Neede d

5d. IPCRF Teacher

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