Creating High

Performance Work System

Learning Outcomes
• Impact of HRM to organizational performance
• Nature of High-Performance Culture
• Function of High-Performance Work System
• History of Department of Education
• Dep Ed towards High-Performance Work System
• RPMS (Results based Performance Management System for Dep Ed)
Impact of HRM to organizational performance

• Quality
• Dedication
ORGANIZATION PEOPLE • Enthusiasm
• Expertise
• skill
“The distinctive feature of HRM is its assumption that improved
performance is achieved through the people in the organization.” Guest
(1997: 269)
 Impact of HRM to organizational performance
“The premise is that, in some shape or form, HR policies have an effect
on HR practices and these in turn influence staff attitudes and
behaviours which will, in turn again, impact on service offerings and
customer perceptions of value.” Storey et al (2009: 4)

The assumption is that good HRM practices will enhance performance

 Impact of HRM to organizational performance
Two issues that affect the determination of a link between HRM and
firm performance:
• causal ambiguity
• contingency factors
 Impact of HRM to organizational performance
Causal Ambiguity
- refers to the numerous, subtle and often hidden interconnections
between the factors influencing cause and effect. Boselie et al (2005:
75) referred to the causal distance between an HRM input and an
output such as financial performance: ‘Put simply, so many variables
and events, both internal and external, affect organizations that this
direct linkage strains credibility.’
 Impact of HRM to organizational performance
Contingency Factors
-Causation will additionally be affected by the organization’s context, ie
the internal and external environmental factors that influence what
happens within the organization.
Impact of HRM to organizational performance
 Impact of HRM to organizational performance
The black box phenomenon
“Research does not proceed beyond attempts to find an empirical
association between HR practices and organizational performance. The
phenomena are in a black box, only input and output are registered and
what is happening remains clouded in the dark.” Alvesson (2009: 56)
 Impact of HRM to organizational performance
Guest (1997: 268) stated that: ‘The assumption is that “appropriate” HRM practices tap the
motivation and commitment of employees.

Expectancy Theory of Motivation

1. That HR practices can make a direct impact on employee characteristics such as engagement,
commitment, motivation and skill;
2. If employees have these characteristics it is probable that organizational performance in
terms of productivity, quality and the delivery of high levels of customer service will improve;
and
3. If such aspects of organizational performance improve, the financial results achieved by the
organization will improve
 Impact of HRM to organizational performance
HR value chain
The propositions highlight the existence of an intermediate factor
between HRM and financial performance. This factor consists of the
HRM outcomes in the shape of employee characteristics affected by HR
practices. Therefore, HRM does not make a direct impact. A model of
the impact of HRM taking into account the considerations of reverse
causation and contingency effects
Nature of High-Performance Culture

“High-performance cultures are ones in which the achievement of high

levels of performance is a way of life”
Function of High-Performance Work System
High-performance work systems (HPWS) are bundles of HR practices
that facilitate employee involvement, skill enhancement and
motivation. An HPWS was described by Becker and Huselid (1998: 55)
as:
‘An internally consistent and coherent HRM system that is focused on
solving operational problems and implementing the firm’s competitive
strategy.’ The approach used in an HPWS is sometimes referred to as
‘high-performance working’
High-Performance Work System
Features of an HPWS (Shih et al (2005):
• Job infrastructure – workplace arrangements that equip workers with the proper abilities
to do their jobs, provide them with the means to do their jobs, and give them the
motivation to do their jobs. These practices must be combined to produce their proper
effects.
• Training programmes to enhance employee skills – investment in increasing employee
skills, knowledge and ability.
• Information sharing and worker involvement mechanisms – to understand the available
alternatives and make correct decisions.
• Reward and promotion opportunities that provide motivation – to encourage skilled
employees to engage in effective discretionary decision-making in a variety of
environmental contingencies.
Department of Education
• The Department of Education was established through the Education Decree of 1863 as the
Superior Commission of Primary Instruction under a Chairman. The Education agency
underwent many reorganization efforts in the 20th century in order to better define its
purpose vis a vis the changing administrations and charters. The present day Department of
Education was eventually mandated through Republic Act 9155, otherwise known as the
Governance of Basic Education act of 2001 which establishes the mandate of this agency.
• The Department of Education (DepEd) formulates, implements, and coordinates policies,
plans, programs and projects in the areas of formal and non-formal basic education. It
supervises all elementary and secondary education institutions, including alternative
learning systems, both public and private; and provides for the establishment and
maintenance of a complete, adequate, and integrated system of basic education relevant to
the goals of national development.
First Congressio Second Congressio Third Congressio Fourth Congressional Fifth Congressio
nal District nal District nal District District nal District
1. Cabusao 1. Libmanan North 1. Calabanga 1.Caramoan 1. Baao
2. Del Gallego 2. Libmanan South 2. Camaligan 2. Garchitorena 2. Balatan
3. Lupi 3. Milaor/   Gainza 3. Canaman 3. Goa 3. Bato
4. Ragay 4. Minalabac  4. Magarao/ 4. Lagonoy North 4. Buhi
5. Sipocot North 5. Pamplona Bombon 5. Lagonoy South 5. Bula
6. Sipocot South 6. Pasacao 5. Ocampo 6. Presentacion / 6. Nabua East
7. San Fernando 6. Pili  Parubcan 7. Nabua West
7. Sagñay
8. San Jose
9. Siruma
10. Tigaon
11. Tinambac North
12. Tinambac South
• https://www.depedcamsur.com/secondary-school-websites.html
 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.
RESULTS – BASED PERFORMANCE MANAGEMENT SYSTEM Individual
Performance Commitment and Review Form

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
WHAT
are RPMS tools?
RPMS Tools pertain to the two (2) different
teacher performance assessment instruments:

1. RPMS Tool for Teacher I-III (Proficient

Teachers); and
2. RPMS Tool for Master Teacher I-IV
(Highly Proficient Teachers)
Each tool has the following parts:

1. Position and Competency Profile

2. Job Summary which includes
2.1 Qualification Standards
2.2Duties and responsibilities
3. MFOs, KRAs, Objectives, MOV
4. Objectives, MOV, PIs
1. Position and Competency Profile
2. Job Summary (2.1 QS)
2. Job Summary (2.2 Duties and Responsibilities)

Teacher I-III See page 133

2. Job Summary (2.2 Duties and Responsibilities)

See page 153

Master Teacher I-IV
3. MFOs, KRAs, Objectives and MOVs

See page 134-

4. Objectives, MOVs, PIs
Performance Indicators include the following:
RPMS TOOLS

WHY
is there a need for RPMS Tools?
 It serves as a BLUE
PRINT
for teachers
to guide them
in accomplishing
their job.

***Photo credits: from Google Photos

 It also serves as a WAZE for teachers
to guide them in going to their target destination in
reaching outstanding performance and redirect them once
they are lost along the process.
RPMS TOOLS

WHO
uses the RPMS Tools?
WHO Uses the RPMS Tools?
• School Heads
RATER •
•
Designated Teachers-in-Charge
Head Teachers

S •
•
Department Heads
Master Teachers

• Teachers I-III (Proficient Teachers)

• Master Teachers I-IV (Highly Proficient

RATEES Teachers)
• ***for SHS
Raters (per DO 2, s. 2015)

Ratee Rater Approving Authority

Head Principal Superintendent
Teacher/Master (Small & Medium Divisions)
Teacher
Asst. Superintendent
(Large and Very Large Divisions)
Teacher Head Teacher/Master Principal
Teacher
In the case of Head Teacher:
For elementary, HT serving as School Head
may use their OPCRF aligned to the existing
NCBSSH.

For secondary, HT with teaching load, may use

the Highly Proficient Tools for Master Teacher
I-IV; HT without teaching load but serving as
Department Head may craft their IPCRF anchored
on the OPCRF of the Principal.
 Year 1 (2018) - 12 RPMS Indicators (baseline) Rationale for the use
Proficient Outstanding?
of only 2 RPMS Tools
Teacher Very
Teacher I-III
Indicators Satisfactory?
are met Satisfactory?
RPMS Tool for
Proficient Teachers Support for
Proficient professional Year 2 (2019) Year 3 (2020)
Teacher development to + 13
+12
Indicators meet the indicators Indicators Indicators
are not met

Outstanding?
Master HP Teacher Very
Teacher I-IV Indicators Satisfactory? Data we can get from schools:
RPMS Tool for are met Satisfactory? 1. Who are meeting the
Highly Proficient Support for Indicators?
Teachers HP Teacher
professional 2. How many are meeting the
Indicators
development to
are not met Indicators?
meet the indicators
3. What Indicators are met?
What Indicators are not met?
Rationale for the use of only 2 RPMS Tools
There is a need for baseline data on where/what career stage
teachers are currently at using the 12 “priority” indicators.

RPMS Tool for Teachers I-III:

• Many newly-hired teachers (Teacher I) in the field are not
actually Beginning Teachers. Most of them already rendered
service and came from private schools.
• Teachers who use this tool/are rated using this tool may be
found to be performing at a Proficient, below Proficient
(Beginning) or beyond Proficient (Highly Proficient).
RPMS Tool for Master Teachers I-IV:
• There’s a possibility that Master Teachers are not
performing at the Highly Proficient Teacher career
stage.
• Teachers who use this tool/are rated using this tool may
be found to be performing at a Highly Proficient, below
Highly Proficient (Proficient) or beyond Highly
Proficient (Distinguished).
 Philippine Professional
Standards for Teachers (PPST)

Key Result
Areas

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

This form is divided into four parts:

• PART I : Accomplishments of KRAs and Objective
• PART II : Competencies
• PART III : Summary of Ratings for Discussion
• PART IV : Development Plans
 RESULTS – BASED PERFORMANCE MANAGEMENT SYSTEM Individual
Performance Commitment and Review Form

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

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

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.