RESULTS – BASED PERFORMANCE MANAGEMENT SYSTEM

Individual Performance Commitment and Review Form

The Department of Education (DepEd) is committed to provide the members of its organization with opportunities to:
 Link their individual achievements and make a meaningful contribution to the attainment of the institution’s Vision and Mission.
 Promote individual and team growth, participation and commitment.
 Grow professionally and personally.

In line with this Philosophy, DepEd implements a Results-Based Performance Management System. It is a shared undertaking between the superior and the employee that allows an open
discussion of job expectations, Key Results Areas, Objectives and how these align to overall departmental goals. It provides a venue for agreement 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 Cycle, the employee and his/her superior jointly determines goal and measures that will lead to the achievement of the overall departmental goals. 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
effectiveness/quality, efficiency (including cost), and timeliness in delivering the goals agreed upon.

PART II Competencies - The success of the employee in fulfilling his/her role and delivering exceptional performance is dependent on how s/he 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. The overall rating is 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 scale
positions.

PART III Summary of Ratings for Discussion

PART IV Development Plans - The areas where the employee excels and areas for development are both identified. In this manner, the employee’s strengths are highlighted and recognized.
Development needs on the other hand are addressed through formal and informal training and development approaches.

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 Scale Adjectival Description

5 Outstanding Performance represents an extraordinary level of achievement and commitment in terms of quality and time, technical skills
(130% and above) and knowledge, ingenuity, creativity and initiative. Employees at this performance level should have demonstrated
exceptional job mastery in all major areas of responsibility. Employee achievement and contributions to the organization are
of marked excellence.
4 Very Satisfactory Performance exceeded expectations. All goals, objectives and targets were achieved above the established standards.
(115% - 129%)
3 Satisfactory Performance met expectations in terms of quality of work, efficiency and timelines. The most critical annual goals were met.
(100% - 114%)
2 Unsatisfactory Performance failed to meet expectations, and / or one or more of the most critical goals were not met.
(51% - 99%)
1 Poor Performance was consistently below expectations, and/or reasonable progress towards critical goals was not made.
(50% or below) Significant improvement is needed in one or more important areas.

These 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 on the Performance
Management System) have the following descriptions:

Outstanding – performance exceeding targets by 30% and above of the planned targets on the previous definition of performance exceeding 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 targets by at least 25% but falls 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 pertaining to money or accuracy or those which may no longer be
exceeded, the usual rating of either 10 for those who met targets or 4 for those who failed or fell short of the targets shall still be enforced.
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 one’s 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 example, the decision of the
Provincial PRC is appealable to the Regional PRC which decision is in turn appealable to the National/Central Office PRC. Only in exceptional instances when the decision of the PRC in the central offices
of departments may be appealed further to the CSC Commission proper. The decision made on employees’ ratings by the PRC in the local government units maybe appealed to the Civil service Regional
Office which has jurisdiction over these units.
3. An official or employee who was separated from the service on the basis of unsatisfactory or poor performance rating can appeal his separation to the CSC or its regional office within 15 days from
receipt of the order or notice of separation.
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Individual Performance Commitment and Review Form

Name of Employee: Marcelo L. Garcia Jr. Name of Rater: REYNALDO M. DIAZ

Position: Master Teacher 1 Position: Principal IV
Review Period: Date Review:
Bureau/Center/Service/Division: DepEd Malolos Division
TO BE FILLED IN DURING PLANNING
TIMELINE Weight PERFORMANCE INDICATORS (Quality, Efficiency, ACTUAL RATING SCO
MFOs KRAs OBJECTIVES per KRA Timeliness) RESULTS

OVERALL
RATING FOR
ACCOMPLIH-
MENTS
* To get the score, the rating is multiplied by the weight assigned

________________ __________________
 DEPED RPMS form – For Secondary Teachers
Part II - COMPETENCIES

CORE BEHAVIORAL COMPETENCIES CORE BEHAVIORAL COMPETENCIES

Self Management Teamwork
1. Sets personal goals and direction, needs and development. 1. Willingly does his/her share of responsibility.
2. Undertakes personal actions and behaviors that are clear and purposive and 2. Promotes collaboration and removes barriers to teamwork and goal accomplishment
takes into account personal goals and values congruent to that of the organization. across the organization.
3. Displays emotional maturity and enthusiasm for and is challenged by higher 3. Applies negotiation principles in arriving at win-win agreements
goals. . 4. Drives consensus and team ownership of decisions.
4. Prioritize work tasks and schedules (through gantt charts, checklists, etc.) to 5. Works constructively and collaboratively with others and across organizations to
achieve goals. accomplish organizational goals and objectives.
5. Sets high quality, challenging, realistic goals for self and others.
Professionalism and Ethics Service Orientation
1. Demonstrates the values and behavior enshrined in the Norms of Conduct and
Ethical Standards for public officials and employees (RA 6713). 1. Can explain and articulate organizational directions, issues and problems.
2. Practices ethical and professional behavior and conduct taking into account the 2. Takes personal responsibility for dealing with and/or correcting customer service
impact of his/her actions and decisions. issues and concerns.
3. Maintains a professional image: being trustworthy, regularity of attendance 3. Initiates activities that promotes advocacy for men and women empowerment.
and punctuality, good grooming and communication. 4. Participates in updating of office vision, mission, mandates and strategies based on
4. Makes personal sacrifices to meet the organization’s needs. 5. Acts with a sense DepEd strategies and directions.
of urgency and responsibility to meet the organization’s needs, improve systems 5. Develops and adopts service improvement programs through simplified procedures
and help others improve their effectiveness. that will further enhance service delivery.
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 Innovation
placing organizational needs before personal needs. 1. Examines the root cause of problems and suggests effective solutions. Fosters new
3. Delivers error-free outputs most of the time by conforming to standard ideas, processes, and suggests better ways to do things (cost and/or operational
operating procedures correctly and consistently. Able to produce very satisfactory efficiency).
quality of work In terms of usefulness/acceptability and completeness with no 2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving
supervision required. personal productivity to create higher value and results.
4. Expresses a desire to do better and may express frustration at waste or 3. Promotes a creative climate and inspires co – workers to develop original ideas or
inefficiency. May focus on new or more precise ways of meeting goals set. solutions.
5. Makes specific changes in the system or in own work methods to 4. Translates creative thinking into tangible changes and solutions that improve the work
improve performance. Examples may include doing something better, faster, at a unit and organization.
lower cost, more efficiently; or improving quality, customer satisfaction, morale, 5. Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness
without setting any specific goal. and the ability to succeed with minimal resources.

5 – Role model; 4 – Consistently demonstrates; 3 – Most of the time demonstrates; 2 – Sometimes demonstrates; 1 – Rarely demonstrates
 DEPED RPMS form – For Secondary Teachers

CORE SKILLS
Achievement
1. Enjoys working hard. OVERALL COMPETENCY RATINGS
2. Is action – oriented and full of energy for the things he/she sees as
challenging. _______ Core Behavioral Competencies
3. Not fearful of acting with a minimum of planning.
_______Core Skills
4. Seizes more opportunities than others.
5. Strategic thinker.
_______OVERALL RATING
Managing Diversity
1. Respects all kinds and classes of people.
2. Deals effectively with all races, nationalities, cultures, disabilities, ages
and both sexes. CRUZ, RYAN VINCENT T.
3. Support equal and fair treatment and opportunity for all.
4. Applies equal standards and criteria to all classes. (Name of Teacher)
5. Manifests cultural and gender sensitivity when dealing with people.
Accountability
1. Can be counted on to exceed goals successfully.
2. Steadfastly pushes self and others towards results.
3. Gets things done on time and optimum use of resources.
4. Builds team spirit.
5. Transacts with transparency

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.
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PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating

Accomplishments of KRAs and Objectives

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

Signature Signature

Date Date

PART IV: DEVELOPMENT PLANS

Strengths Development Needs Action Plan (Recommended Timeline Resources Needed

Developmental Intervention)

________________
________________

Rater
Ratee
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