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Performance Coaching for the

Department of Education
INTRODUCTION
Manager’s Competencies

Leadership
Self Management
Competencies
• Professionalism •Leading
and ethics People
• Results focus •People
• Teamwork Performance
• Service Management
Orientation •People
• Innovation Development
THE RPMS HAS 4 PHASES

1 Performance Planning and Commitment

2 Performance Monitoring and Coaching

3 Performance Review and Evaluation

Performance Rewarding and Development


4 Planning
1. Monitoring

2. Coaching / Feedback

Phase 2: Heart of the RPMS


Coaching and Feedback

Objective: Make Coaching A Way of


Life in DepEd
Coaching is an interactive
process where raters and ratees

aim to close performance


gaps, teach skills, impart
knowledge and inculcate
values and desirable work
behaviors.
BARRIERS TO COACHING

• “I have no time to do
coaching.”
• “I have 20 ratees under
me.”
• There might be more
pressing issues.
BARRIERS TO COACHING

• I also have a range of


other tasks to attend to.
• I might not be able to
give them what they
want.
• I might have to
discipline the same
people.
Coaching Model for DepEd
Coach for
Work
Know when to Coach
Improvement

Application
Opportunities
Coach for Coach to
Build Move to Skills,
Strengthen
Maximum
Awareness
Performance
Action
Competencies and
Behaviors
COMPETENCIES OF AN EFFECTIVE COACH

• Self-clarity

• Communication

• Critical thinking

• Build relationships and


inspire
Coach for Work Improvement
COACH FOR WORK IMPROVEMENT

• Identify Performance Gaps

What are Performance Gaps?


COACH FOR WORK IMPROVEMENT

• Performance Gaps are the difference


between a subordinate’s current performance
and what is required.

• Behavior or skill or both?


IDENTIFYING PERFORMANCE GAPS
1. Routinely check employee performance against stated
performance metrics (performance indicators).

2. Scrutinize the tasks that the employee is not


doing well.
3. Identify the causes, behaviors that interfere with goal
accomplishment (controllable/uncontrollable situations).

4. Try to draw facts from other sources when possible.


5. Avoid premature judgments.

Catch a problem early!


POSSIBLE CAUSES OF POOR PERFORMANCE

• Inefficient Processes –
Check work process before
looking into faults in the people
who run them.

• Personal Problems
POSSIBLE CAUSES OF POOR PERFORMANCE

• Work Overload – Demand is


too much or too fast-paced

• Relationship Conflicts at Work


Examples: Jealousy, office romances, competition for
attention or for a promotion, “mainit ang dugo ko sa’yo”
Coach for Maximum Performance
• For continuous performance
improvement

• For special assignments


WHY AND WHEN DO WE DO IT?

• For developmental plans


and promotion

• For succession planning

• For career development


Strengthening Skills, Competencies
and Behaviors
WHY DO WE DO IT?
• Develop closer working
relationship between the
raters and ratees

• Boost morale and


confidence of employees

• Provide opportunity to
develop new skills
WHY DO WE DO IT?
• Cultivate and raise the
level of culture of
performance

• Recognize outstanding
performance

• Leave a legacy for


performance
excellence
Coaching Model for DepEd
Coach for
Work
Know when to Coach
Improvement

Application
Opportunities
Coach for Coach to
Build Move to Skills,
Strengthen
Maximum
Awareness
Performance
Action
Competencies and
Behaviors
4-Step Process of Coaching
4-STEP PROCESS OF COACHING
OBSERVATION – The rater identifies a
performance gap or an opportunity to improve
DISCUSSION and AGREEMENT – Coach and
coachee agree on (1) problems to be fixed (2) an
opportunity to move job performance two notches
higher.
ACTIVE COACHING – Coach and coachee create
and agree on the action plan to address the gap
FOLLOW-UP – Setting follow-up sessions to
check on the status of the agreed on action plan.
CONDUCTING DISCUSSION AND AGREEMENT
SESSIONS

Step 1 – Opening / Climate Setting / Establishing Rapport


(achieving a comfort level that encourages openness)

• Greet employee with a smile ; establish


eye contact
• Ask employee: “How are you?” and listen
to his / her answer with interest
• Simply acknowledge the answer by a nod,
and maintain eye contact
CONDUCTING DISCUSSION AND AGREEMENT
SESSIONS

Step 1 – Opening / Climate Setting / Establishing Rapport


(achieving a comfort level that encourages openness)

• Thank employee for making time for the


meeting
• Express your hope that you will find the
meeting useful
CONDUCTING DISCUSSION AND AGREEMENT
SESSIONS

Step 2: Objective Setting

• Tell employee things he/she is doing right ;


express sincere appreciation
• Tell your reason for calling the meeting with
him/her
• Give Feedback on performance deficiency you
have observed
• Listen with empathy, i.e. give an empathic
response, paraphrase what he/she had said, and
reflect his/her feelings
CONDUCTING DISCUSSION AND AGREEMENT
SESSIONS

Step 3: Discussion and Agreement Proper

• Tell what you want him/her to do, how you


want it done, and why (standards of
performance)
• If possible, show (model) how it is to be done
• Then ask him/her to do it while you observe
• Give positive Feedback and/or correction;
offer suggestions
CONDUCTING DISCUSSION AND AGREEMENT
SESSIONS

Step 3: Discussion and Agreement Proper

• Let him/her know you respect his/her ability


• Agree upon appropriate actions; employee’s
and yours
• Let him/her know you will closely monitor
his/her performance
ELEMENTS OF ACTION PLANS

• A statement of the current situation


• Specific goals
• Timeline (Milestones of Progress)
• Action steps
• The rater’s and ratee’s role
CONDUCTING DISCUSSION AND AGREEMENT
SESSIONS

Step 4: Closing

• Share how you feel about the meeting


• Ask him/her how he/she feels about the meeting
• Schedule a follow-up meeting on a specific date
• Thank him/her and express confidence that he/she
can do it. Assure him/her of your support
• Shake hands and smile, while maintaining eye
contact
4-STEP PROCESS OF COACHING
OBSERVATION – The rater identifies a
performance gap or an opportunity to improve
DISCUSSION and AGREEMENT – Coach and
coachee agree on (1) problems to be fixed (2) an
opportunity to move job performance two notches
higher
ACTIVE COACHING – Coach and coachee create
and agree on the action plan to address the gap
FOLLOW-UP – Setting follow-up sessions to
check on the status of the agreed on action plan.
WHY FOLLOW-UP?
 It provides opportunities to
remind employees about
goals and the importance of
these goals
 Periodic checks give you a chance
to offer positive Feedback
about the good things that
employees do
 These checks can help spot
small problems before they
become large ones.
More Guidelines and Tips in
Coaching
Is there a difference?
MANAGING AND COACHING

Managing focuses on:


• Telling
• Directing
• Authority
Coaching focuses on:
• Immediate Needs
• Exploring
• A Specific Outcome
• Facilitating
• Partnership
• Long-term improvement
• Many possible outcomes
Performance Coaching is
NOT…
• advice giving and does not
involve the coach sharing their
experience or opinions
• a one time process
• fault finding and put the
employee down
Asking the right
questions will help the
coach to understand the
coachee and get to the bottom
of performance problems.

Two Forms of
Questions:
Open-ended
Closed-ended
OPEN-ENDED QUESTIONS

These questions invite


participation and idea sharing.
These helps the coach to
know the coachee’s feelings,
views and deeper thoughts on
the problem, and in turn help
to formulate better advice.
OPEN-ENDED QUESTIONS
• To explore alternatives:
“What would happen
if…?”

• To uncover attitudes:
“How do you feel about
our progress to date?”

• To establish priorities and


allow elaboration: “What
do you think the major
issues are with this
project?”
CLOSED-ENDED QUESTIONS
These questions lead to
“YES” or “NO” answers

To focus the response:


“Is the program / plan on
schedule?”

To confirm what the other


person has said:
“So, your big problem is
scheduling your time?”
Like everything else,
Coaching skills improve
with practice. So take every
opportunity to practice.
ROLE PLAYING

Coaching for DepEd

Coach for
Work
Improvement

Coach for Coach to


Maximum Strengthen Skills,
Performance Competencies and
Behaviors
SMALL GROUP DISCUSSION

5 Insights and learnings on


Coaching

3-5 Skills and Competencies we


need to develop to be effective
coaches
Preparing the OPCR and IPCR
WHAT VISION, MISSION,
VALUES (VMV) HOW

Strategic Values
Priorities

Department/ CENTRAL
Functional
Area Goals REGIONAL Competencies

DIVISION
KRAs and
Objectives
SCHOOLS

DEPED RPMS FRAMEWORK


The framework aligns efforts to enable DepEd to actualize its strategic goals and vision.
What shall I prepare?
☺OPCR?
☺IPCR?
RATIONALIZED STRUCTURE
OF SCHOOLS DIVISION
Office of the Schools
Division SDS: OPCR
Superintendent

Curriculum School Governance and


Implementation Division Operations Division
Chief of the Office: OPCR Chief of the Office: OPCR
Schools and Learning
Centers
School Head: OPCR
Office of the Schools Division Superintendent

• Assistant Schools Division Superintendent


• Administrative Section
• Finance Section IPCR
• Legal Section
• ICT Section
Curriculum Implementation Division

• Instructional Management Section


(Division and District)
- Education Program Supervisors
IPCR
- District Supervisors
- ALS
• Learning Resource Management Section
• Staff
School Governance and Operations Division

• School Management Monitoring


and Evaluation
• Social Mobilization and Networking
IPCR
• Planning and Research Section
• Human Resource Development Section
• Education Facilities Section
• School Health Section
Schools and Learning Centers

• Teachers
IPCR
• Non-Teaching Staff
• OPCR Form

• IPCR Form
MFO?

• It is a good or service that


DepEd is to deliver to external
clients through the
implementation of programs,
activities and projects.
MFO?

• Based on the Organizational


Performance Indicator
Framework (OPIF)
MFO 1: Basic Education
Services

Examples:
• Access to education by the
learners
-All school-age children are
able to complete basic education
• Quality of Education
-Every child is learning with
mastery and is able to imbibe the
core values of “maka-Diyos”,
“maka-tao”, “makakalikasan”, and
“makabansa”
-Excellence of education and
ability to address the learning
needs of children
• Quality of Education
-High results in
assessments such as national
and local tests or positive
feedback from students,
parents, and other education
stakeholders
-Level of competence of
graduates
MFO 2: Education
Governance

Examples:
• Good reputation, prestige, and
image of the unit.
• Increasing enrollment relative
to other schools in the area
MFO 2: Education
Governance

Examples:
• Ability of the unit to raise
funds from both public and
private sources.
KRAs?
• These are qualitative
descriptions of desired
outputs/outcomes/end results
(MFOs).
• KRAs define the areas in which an
employee is expected to focus his/her
efforts.
• Number between 3 to 5
PLUS FACTOR

• This shall be considered as


another KRA. (#43, DO 2, p. 9)
• These are value adding
accomplishments, which are
not covered within the regular
duties and responsibilities.
PLUS FACTOR

• The weight on the plus factor shall not


exceed the weight of the highest mandated
KRA.
• For teachers, the plus
factor shall
be limited to work/activities
which contribute to the teaching-learning
process.
Objectives?
Objectives are the specific things you
need to do, to achieve the results you
want.

3 Objectives per KRA


How to write an Objective?
FORMULA FOR WRITING
OBJECTIVES
Example:
Timeline?
• The timeline shall define the target date
(coverage) for accomplishing each of the
objectives.

Examples:
January to December 2015
June 2015 to May 2016
January to July 2015
Weight Per KRA?
• Assigning weights shall be done per KRA, and
per objective.
What are Performance
Indicators?

How is it formulated?
PERFORMANCE INDICATORS

• These are success indicators.


• Are exact quantification of objectives expressed
through rubrics.

• They are assessment tools, which


gauge whether a performance is positive or
negative.
PERFORMANCE MEASURES
QUALITY/
EFFECTIVENESS

• The degree to which objectives are


achieved and the extent to which targeted
problems are soved.
• In MANAGEMENT, effectiveness relates to
getting right things done.
EFFICIENCY

• The extent to which time or resources is used for


the intended task or purpose. Measures whether
targets are accomplished with a minimum
amount or quantity of waste, expense, or
unnecessary effort.
• In MANAGEMENT, efficiency relates to doing
the things right.
TIMELINESS
• Measures whether the deliverable was done
on time based on the requirements of the
rules and regulations, and/or clients/
stakeholders.
• Time-related performance indicators evaluate
such things as project completion
deadlines, time management skills and
other time-sensitive expectations.
Sample IPCR
NON SCHOOL-BASED PERSONNEL

RATEE RATER APPROVING


AUTHORITY
Schools Division Asst. Regional Director Regional Director
Superintendent
Asst. Schools Division Schools Division Asst. Regional Director
Superintendent Superintendent
Chief of the Division Asst. Schools Division Schools Division
Superintendent Superintendent
Education Program Chief of CID Asst. Schools Division
Supervisor Superintendent
District Supervisor Chief of CID Asst. Schools Division
Superintendent
Section Chief/Unit Head Chief of the Division Asst. Schools Division
Superintendent
Staff Section Chief/Unit Head Head of the Division
SCHOOL-BASED PERSONNEL
RATEE RATER APPROVING
AUTHORITY
Principal# Asst. Schools Division Schools Division
Superintendent Superintendent
Head/Master Teacher Principal Asst. Schools Division
Superintendent
Teacher (I, II, III) Head/Master Teacher* Principal

Non-Teaching Staff Principal Administrative Officer V

NOTES:
• *For schools being managed by the Head Teacher (HT)/School-in-Charge
(SIC), the HT/SIC shall be the Rater of the teachers, and the Approving
Authority shall be the Cluster Principal.
• *In the case that the school has no Head/Master Teacher but with a Principal,
the Principal shall be the Rater and the Approving Authority.
• #In the case the school is managed by a Head Teacher/School-in-Charge
(SIC), the Rater of the HT/SIC shall be ASDS and the Approving Authority
shall be the SDS
RPMS Monitoring and
Evaluation
RPMS Cycle for School-Based
Personnel

Year-End
Performance Mid-Year Results
June Planning November Review May (Phases III & IV)
(Phase I)

Submission of Year-End Results : ______________________


Planning for the Next Year’s IPCR/OPCR : ______________________
RPMS Cycle for Non School-
Based Personnel

Year-End
Performance Mid-Year Results
January Planning July Review December (Phases III & IV)
(Phase I)

Submission of Year-End Results : ______________________


Planning for the Next Year’s IPCR/OPCR : ______________________
Planning Section
1. Collector of OPCRs and repository of individual ratings of
IPCRs
- IPCRs (copy furnished HRD Section)
2. Identifies potential top performers and provide inputs to the
PRAISE Committee for grant of awards and incentives
HRD Section
1. Analysis of IPCR (Schools Division Office) p.12
2. Monitor submission of IPCRs by heads of offices
3. Review the Summary List of Individual Performance Rating
to ensure that the average performance rating of employees
is equivalent to or not higher than the Office Performance
Rating as recommended by the PMT and approved by the
Head of Agency;
4. Provide analytical data on retention, skill/competency gaps,
and talent development plans that align with strategic plans;
and
5. Coordinate development interventions that will form part of
the HR Plan.
Personnel Section
• At the end of the performance cycle, the
Personnel Section shall be furnished with a copy
of accomplished and duly signed OPCRs and
IPCRs, which shall be attached to the individual
personnel’s 201 file (at the Records Section).
School Level: School Heads
1. Analysis of IPCR (School Level) cc: SGOD-HRD Section
2. Submit School OPCR to SGOD-Planning Section
3. Identifies potential top performers and provide inputs to the
PRAISE Committee for grant of awards and incentives (p.14)