Individual Performance Commitment and Review Form (IPCRF)

Name of Employee: CHARLIE A. ABELLA Name of Rater: VRENELI M. MALE

Position: Dental Aide Position: Chief - SGOD
Review Period: January – December 2018 Date of Phase III: ____________________
Bureau/Center/Service/Division: Department of Education – Division of Masbate – Health & Nutrition Section
TO BE FILLED IN DURING PLANNING TO BE FILLED IN DURING EVALUATION

PERFORMANCE INDICATORS ACTUAL RESULTS RATING SCORE

Weight
MFO**s KRAs OBJECTIVES TIMELINE (Quality, Efficiency, Timeliness) (Assessed MOVs) (average) *
per KRA

With reference to MOVs Q E T

A. HEALTH & NUTRITION Oral Examination /
SERVICE DELIVERY IN Inspection/Prophylaxis conducted June-March 2 Junior / Senior High – 70% 5 5 3 4.333 0.087
PUBLIC ELEMENTARY
AND SECONDARY June – August 5 Pre-Elem Pupils – 90% 4 4 4 4 0.2
SCHOOLS
Sept – March 3 Grades IV-VI pupils – 70% 4 4 4 4 0.12

Sept – March 5 Grades I-III pupils – 85% 4 4 4 4 0.2

Teaching & Non-Teaching personnel
Year Round 1 5 4 4 4.667 0.047
– 60%
Jan-March 50% of pupils orally examined for
5 5 4 3 4 0.2
June-Dec. oral treatment
50% of pupils with dental ailments
June-Dec. 5 5 5 3 4.333 0.217
for oral treatment
50% of T & NTOP with dental
Year Round 1 5 5 3 4.333 0.043
ailments for oral prophylaxis
Health Education/talks conducted
Year Round 2 20-30% of classes in school visited 5 4 4 4.333 0.087

Year Round 2 Serve as speaker in Health Activities 5 4 4 4.333 0.087

Expansion of BSBF, EHCP other
program & Projects
Year Round 2 5 4 4 4.333 0.087
 Treatment / Referrals conducted 80% of Pre-Elem pupils with dental
Year Round 5 5 4 4 4.333 0.217
ailment
70% of Grades I-III pupils with
Year Round 5 5 4 4 4.333 0.217
dental ailments
60% of Grades IV-VI pupils with
Year Round 1 5 4 4 4.333 0.043
dental ailments
50% of Grade 7 students with dental
Year Round 2 5 4 4 4.333 0.087
ailments
50% of Grade 8 students with dental
Year Round 1 4 4 4 4 0.04
ailments
50% of T & NTP with dental
Year Round 1 4 4 3 3.667 0.037
ailments
1/3 week for 90% of Grades I-VI pupils weekly
2 5 4 4 4.333 0.087
10 mos. fluoride mouth rinsing.

10%
B. DISTRIBUTION OF Mode available quality medicines and
2nd quarter 3 Individual Health cards (Elem.) 4 4 4 4 0.12
MEDICINES AND supplies
SUPPLIES
2nd quarter 3 Individual Health cards (Sec.) 4 3 3 3.333 0.1

2nd quarter 2 Y/NTP Dental Health Cards 4 4 3 3.667 0.073

2nd quarter 2 Sodium Fluoride Powder, Dental 5 4 3 4 0.08

Anesthesia, Disposable Dental
2nd quarter 2 4 4 4 4 0.08
needles, medicines, etc.
10%
C. MONITORING/ Monitored/supervised evaluated
Maintenance of safe, healthful and
SUPERVISION/ implementation of health & nutrition Year Round 5 4 4 4 4 0.2
sanitary school canteen
EVALUATION program & activities/ maintenance of
sale, secure & health school Supervised the maintenance of
environment Year Round 5 safety, healthful & Sanitary 4 4 3 3.667 0.183
condition of the school facilities
 10%
D. HUMAN RESOURCE Attendance/facilitated in School Attendance to monthly/conference of
Year Round 5 5 4 4 4.333 0.217
DEVELOPMENT Health and Nutrition Activities & school health personnel
Concerns Training of teachers on current
Year Round 5 5 4 4 4.333 0.217
health & nutrition program & project
10%
E. HUMAN RESOURCE Initiated linkages with other School-Community Health Council
Year Round 4 4 4 4 4 0.16
DEVELOPMENT stakeholders organized reactivated.
Attendance to GO’s and NGO’s
As Scheduled 2 4 4 4 4 0.08
Assemblies, meetings, conferences
Acted as TWG member in various
As Necessary 2 Nutrition’s Programs & Projects and 4 4 4 4 0.08
others
Sourcing of funds/mobilizing
LGU’s, NGO’s and other GO’s for
Year Round 2 provision of medicines, health 5 4 4 4.333 0.087
services and equipment to
school/personnel.
10%
F. RECORDING AND Submitted required reports Monthly/Dece Submission of monthly/bi-annually
REPORTING mber- accomplishment reports; as
10% 5 5 4 4.667 0.005
March/as necessary for some programs and
Necessary projects.
OVERALL RATING FOR 3.781

VRENELI M. MALE ____________________________

Chief – SGOD APPROVED: Ratee
BEBIANO I. SENTILLAS, CESO V
Schools Division Superintendent
 COMPETENCIES
CORE BEHAVIORAL COMPETENCIES Teamwork
Self-Management 1. Willingly does his/her share of responsibility. 4
1. Sets personal goals and direction, needs and development. 4 2. Promotes collaboration and removes barriers to teamwork and goal
4 3.6
2. Undertakes personal actions and behaviors that are clear and purposive accomplishment across the organization.
and takes into account personal goals and values congruent to that of the 3 3. Applies negotiation principles in arriving at win-win agreements. 4
3.4
organization. 4. Drives consensus and team ownership of decisions. 3
3. Displays emotional maturity and enthusiasm for and is challenged by 5. Works constructively and collaboratively with others and across
4 3
higher goals. organizations to accomplish organizational goals and objectives.
4. Prioritize work tasks and schedules (through gantt charts, checklists, etc.) Service Orientation
3
to achieve goals.
1. Can explain and articulate organizational directions, issues and problems. 3
5. Sets high quality, challenging, realistic goals for self and others. 3
2. Takes personal responsibility for dealing with and/or correcting customer
4 3.8
Professionalism and Ethics service issues and concerns.
3. Initiates activities that promotes advocacy for men and women
1. Demonstrates the values and behavior enshrined in the Norms of Conduct 4
4 empowerment.
and Ethical Standards for public officials and employees (RA 6713).
4. Participates in updating of office vision, mission, mandates and strategies
2. Practices ethical and professional behavior and conduct taking into account 4
3 3.6 based on DepEd strategies and directions.
the impact of his/her actions and decisions.
5. Develops and adopts service improvement programs through simplified
3. Maintains a professional image: being trustworthy, regularity of attendance 4
3 procedures that will further enhance service delivery.
and punctuality, good grooming and communication.
4. Makes personal sacrifices to meet the organization’s needs. 4 Innovation
5. Acts with a sense of urgency and responsibility to meet the organization’s 1. Examines the root cause of problems and suggests effective solutions.
4
needs, improve systems and help others improve their effectiveness. Fosters new ideas, processes, and suggests better ways to do things (cost 3
Result Focus and/or operational efficiency).
1. Achieves results with optimal use of time and resources most of the time. 4 2. Demonstrates an ability to think “beyond the box”. Continuously focuses on
4
2. Avoids rework, mistakes and wastage through effective work methods by
improving personal productivity to create higher value and results. 3.6
3 3. Promotes a creative climate and inspires co – workers to develop original
placing organizational needs before personal needs. 4
3. Delivers error-free outputs most of the time by conforming to standard
ideas or solutions.
operating procedures correctly and consistently. Able to produce very 4. Translates creative thinking into tangible changes and solutions that improve
4 3
satisfactory quality of work In terms of usefulness/acceptability and 3.8 the work unit and organization.
completeness with no supervision required. 5. Uses ingenious methods to accomplish responsibilities. Demonstrates
4
4. Expresses a desire to do better and may express frustration at waste or resourcefulness and the ability to succeed with minimal resources.
4
inefficiency. May focus on new or more precise ways of meeting goals set.
5. Makes specific changes in the system or in own work methods to improve
performance. Examples may include doing something better, faster, at a
4
lower cost, more efficiently; or improving quality, customer satisfaction,
morale, without setting any specific goal.

5 – Role model; 4 – Consistently demonstrates; 3 – Most of the time demonstrates; 2 – Sometimes demonstrates; 1 – Rarely demonstrates DEPED RPMS form – For Teachers | 5
 LEADERSHIP COMPETENCIES
People Development
Leading People 4
1. Improves the skills and effectiveness of individuals through employing a 4
1. Uses basic persuasion techniques in a discussion or presentation e.g.,
range of development strategies.
staff mobilization, appeals to reason and/or emotions, uses data and 4 3.8
examples, visual aids. 2. Facilitates workforce effectiveness through coaching and motivating / 4
2. Persuades, convinces or influences others, in order to have a specific developing people within a work environment that promotes mutual trust 3.4
4 and respect.
impact or effect.
3. “Sets a good example”, is a credible and respected leader; and 3. Conceptualizes and implements learning interventions to meet identified 4
4
demonstrates desired behavior. training needs.
4. Forwards personal, professional and work unit needs and interests in an
4 4. Does long-term coaching of training by arranging appropriate and 4
issue.
5. relevant vision for the organization and influences others to share assignments, formal training, or other experiences for the purposes of
ownership of DepEd goals, in order to create an effective work 3 supporting a person’s learning and development.
environment. 5. Cultivates a learning environment by structuring interactive experiences 3
such as looking for the future opportunities that are in support of achieving
People Performance Management individual career goals.
1. Makes specific changes in the performance management system or in
own work methods to improve performance (e.g., does something better,
3
faster, at lower cost, more efficiently; improves quality, customer
satisfaction, morale revenues)
3.4
2. Sets performance standards and measures progress of employees based
4
on office and department targets. 3.60
3. Provides feedback and technical assistance such as coaching for
3
performance improvement and action planning.
4. States performance expectations clearly and checks understanding and
3
commitment.
5. Performs all the stages of Results-based Performance Management
4
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.

DEPED RPMS form – For Teachers | 6

 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: CHARLIE A. ABELLA Name of Superior: VRENELI M. MALE

Signature: Signature:

Date: Date:

PART IV: DEVELOPMENT PLANS

Action Plan
Strengths Development Needs (Recommended Developmental Timeline Resources Needed
Intervention)
Punctuality Need to develop skills and knowledge to Must observe the superior (dentist) in Year round Travel Allowance
assist on oral prophylaxis and oral doing oral exam and prophylaxis
examination
Readiness if called for duty Attend seminars

VRENELI M. MALE ____________________________

Chief – SGOD APPROVED: Ratee

BEBIANO I. SENTILLAS, CESO V

Schools Division Superintendent

DEPED RPMS form – For Teachers | 7