FIRST INDUSTRIAL SCIENCE AND TECHNOLOGY COLLEGE (FIRST COLLEGE)

As Henry Ford said, “Coming together is a beginning; keeping together is progress; working together is success.”

PERFORMANCE MANAGEMENT
An ongoing, continuous process of communicating and clarifying job responsibilities, priorities, performance expectations, and development planning that optimize an
individual’s performance and aligns with organizational strategic goals.

WHY IS IT IMPORTANT?
Mutual Success: It is essential for the success and growth of the organization and the employee
Support: It is an opportunity to seek support and provide support (ex. training and development)
Communication: It improves communication between employee and manager. Better communication leads to better productivity.
Performance Management ensures goals are consistently met (or exceeded), people feel engaged, and have opportunities to grow and develop at work.

HOW TO FACILITATE A PERFORMANCE MANAGEMENT?

Please see below guidelines in processing your personal and direct report's performance management system

Schedule and Frequency

Process Purpose
Initial Meeting: Goal Setting and Development During the first meeting, at the beginning of the evaluation period, the employee and
Planning manager will mutually develop goals that align directly with the goals of the
department, school and university. A development plan that supports goal
completion will also be developed and agreed upon.

Mid-Year Review The employee and manager will discuss the employee’s progress toward goal
completion and any support that may be needed.

Final Meeting: Year-end Review During the final meeting at the end of the evaluation period, the employee and
manager will discuss overall performance and goals and development plan
outcomes.
Process Purpose
Part I: Individual Goals At the start of the year, the employee and manager will agree on SMARTER goals to
be achieved within the school year.

SMARTER
S - Specific - Goals should use specific terms rather than vague, abstract ones
M - Measurable - Goal statements should include some method for objectively
measuring their achievement
A - Achievable - Goals should be challenging but realistic
R - Relevant - The goal should follow the business strategy of the division and the
company
T - Timey The goal should specify a time period (which can be short-, medium-, or
long-term depending on what is appropriate)
E - Effective - The goal should focus on critical factors and avoid trivial ones
R - Reinforcing - In a list of goals, each goal should support the others

Part II: Professional and Personal Competencies During the mid-year review, the employee and manager will assess the employee's
professional and personal competencies. Please use the appropriate tool based on
employee category (Staff, Professional/Faculty, People Manager)

Part III: Development Plan During the mid-year review, the employee and manager will identify areas for
improvement and agree on a development plan to address these gaps by working
together

Part IV: Summary This shows a summary of the employee's rating and performance score

REMINDERS
Be aware of common biases
Bias What is it? How to avoid them?
Recency Evaluating someone based on a recent Ask yourself if you're truly basing your
outlier example rather than looking at the evaluation on the employees role and
scope and output of their role over a reasonable scope over a reasonable period of time
period of time.

Contrast Comparing and contrasting employees Always come back to the objective
Similar to me against each other
Our inclination rather
to view than who
people against
arethe job language
Be aware in the Career
when assessingFramework
individualstowho
grade
similardescriptors
to us (in in the
communication style, evaluate
may employees.
be more
Gender When
career giving feedback,
framework individuals
requirements. tend to Be mindful of similar to you.
the gender biasAlways come
in self-assessments
strengths, interests etc) more favourably
focus more on the personality and attitudes back to the objective language in the
or feedback you receive from your staff about
than individuals
of women who are different
and behaviours and to us. career framework
their own and reference specific
achievements
accomplishments of men. examples of the employees role & outputs
to justify
Focus on evaluation resultsan individual clearly
examples where
demonstrates skills and behaviours described on
Gain balanced
the job feedback and listen to
grade decsriptors
other perspectives to sense check your
thinking.

Halo/Horn Effect When an outstanding attribute (e.g. where they
went to school, what sports they do, character
flaw) creates an
overall positive or negative assessment across all
skills, behaviours and work output.
Focus on work output, achievement and
skills and behaviours against the job grade
descriptors
Be more critical on overly positive or
negative reviews to double check your
own biases
OLLEGE)

d development planning that optimize an

grow and develop at work.

Schedule
Start of School Year:
Standard: May - June
Adjusted: August - September

DUE: October 31,2021

After 1st Semester:

Standard: November - December
Adjusted: February

End of School Year:

Standard: March - April
Adjusted: July
ruly basing your
loyees role and
le period of time

he objective
Framework
ng individualstowho
oeryou.
biasAlways come
in self-assessments
anguage in the
e from your staff about
reference specific
ts
yees role & outputs
sults
ere an individual clearly
d behaviours described on
k and listen to
ors
ense check your

achievement and
gainst the job grade

erly positive or
uble check your
FIRST INDUSTRIAL SCIENCE AND TECHNOLOGY COLLEGE (FIRST COLLEGE)
FIRST College Career Pathway Framework
Career Track
SUPPORT TRACK
MANAGEMENT TRACK
PROFESSIONAL TRACK
SUPPORT TRACK
Empowers the team and community by
delivering exceptional service, and
pursuing operational excellence
SUPPORT
Performs specialized tasks required to
support operations.
Focus tends to be on execution
Requires vocational training or the
equivalent experience; may require
external certification but not necessarily
require formal education.
PROFESSIONAL
Work is primarily achieved by an
individual or through project teams, with
Staff and Management Track
1 2 3 4
S1 S2 S3 S4
P1 P2 P3 P4
MANAGEMENT TRACK PROFESSIONAL TRACK
Coaches individuals, teams, and groups to do their best work, Builds the school’s curriculum and programs by applying their
and achieve the school’s goals craft and technical expertise to goals and projects, and
contributing to their specialty’s development.
S1 S2 S3 S4
Entry-level position that does Requires skills gained through Requires specialized skills Requires breadth and/or depth
not require prior training or relevant work experience developed through of expertise through
relevant work experience. considerable relevant work considerable relevant work
Applies skills to perform a experience experience
Applies basic skills to perform variety of tasks and activities
routine tasks and activities. Requires proficiency in a range Requires developed
Recognize and solves routine of processes and procedures to specialized expertise to
Uses existing procedures to work problems by evaluating complete a variety of activities perform complex work
guide own work and solve and selecting solutions from
routine work problems existing options Relies on precedent to provide Serves as a point of escalation;
solutions to atypical problems gathers information and
Primary impact is on the Primary impact is on own team and situations exercises judgement to identify
accuracy and quality of own through the quality and and solve problems with little
work quantity of own work Primary impact is on the or no precedent
quality, timeliness, and
effectiveness of own team;
Primary impact is on the
recommends process changes
effectiveness of own team and
to improve efficiency closely related teams;
recommends structural and
operational changes to
improve effectiveness
P1 P2 P3 P4
Performs routine assignments Performs routine assignments Requires expanded conceptual Requires conceptual and
in the entry level to drive in the junior level knowledge in own role while practical expertise in own role
Monthly Salary in thousands ('000.00) STAFF TRACK
 DESIGNATION LEVEL JOB GRADE LOW HIGH
Junior Staff JG 1 10,000 17,000 S1
Senior Staff JG 2 15,000 22,000 S2
Junior Officer JG 3 20,000 30,000 S3
Senior Officer JG 4 25,000 35,000 S4
Assistant Manager JG 5 30,000 45,000
Manager JG 6 40,000 75,000
Senior Manager JG 7 60,000 120,000
Assistant Vice-President JG 8 100,000 300,000
Vice-President JG 9 250,000 500,000
President JG 10 400,000 800,000
 5 6 7 8 9

M1 M2 M3 M4 M5
P5 P6 P7 P8 P9

MANAGEMENT M1 M2 M3 M4
Accountable for managing Sets priorities for and supports Leads a team of individual Leads multiple teams through Leads coaches who oversee
people, setting direction and coachees with execution contributors coaching coaches work of several groups or
deploying resources; typically specialties
is responsible for performance Requires conceptual and Requires depth and/or breadth Requires a comprehensive
evaluation and salary reviews practical expertise in own role of experience in own role and understanding of internal and Requires a comprehensive
and general knowledge of relevant knowledge of related industry standards and understanding of internal and
Results are primarily achieved related roles roles principles industry standards and
through the work of others and principles and has a good
typically depend on the Uses judgement to identify and Identifies and resolves Identifies and resolves understanding of business
manager’s ability to impact resolve day-to-day problems moderately complex problems complex multi-dimensional trends
change and negotiate with problems
parts of the organization where Primary impact is on the Primary impact is on a team or Identifies and solves
formal authority is not held team’s ability to meet quality, subspecialty by setting team or Primary impact is on a group moderately complex and
volume, and timelines subspecialty goals and strategy or specialty by setting team or multi-dimensional problems
Progression within the track objectives sub-specialty mission, goals, through critical thinking,
reflects acquisition of Guided by policies, resource, and strategy; allocates foresight, and sound business
broadening expertise, business, Guided by established requirements, and group of resources, and develops judgement
and industry knowledge, and practices specialty goals policies and plans
process and people leadership Primary impact is on a group
capabilities Guided by group or specialty or a specialty
mission Including human and financial
Accountable for business, P5 P6 P7 P8 and
resources allocation
functional or operational areas, Requires conceptual and planning as an industry
Requires depth and/or breadth Recognized as a subject matter Recognized
processes or programs, which practical expertise in own role of experience in own role and expert expert by people within and
MANAGEMENT
may include dotted-line or PROFESSIONAL Guided by group or specialty
TRACK
matrixed management TRACK Professional Track mission and goals
 SPECIALIST FACULTY
P1 Junior Novice Teacher I
P2 Senior Novice Teacher II
P3 Junior Apprentice Teacher III
P4 Senior Apprentice Teacher IV
M1 P5 Assistant Specialist Master Teacher
M2 P6 Specialist Assistant Professor
M3 P7 Senior Specialist Associate Professor
M4 P8 Advisory Specialist Full Professor
M5 P9 Expert Specialist Distinguished Professor/Dean
M6 P10 Master Specialist Regent
 10

M6
P10

M5 M6
Provides leadership through Leads multiple groups of coaches
coaches who oversee work that who oversee diverse work across
spans multiple groups or groups or specialities
specialties
Serves as a thought leader;
Requires a comprehensive integrates functional and business
understanding of internal and knowledge to anticipate changing
industry standards and business needs and direction
principles and strong
understanding of the changing Evaluates key business challenges;
business environment directs the development of new and
innovative solutions
Directs the resolution of highly
complex and unusual problems Primary impact is on FIRST School
applying advanced analytical as a whole through the results of
thought and judgement group or specialty

Primary impact is on a group Sets group or specialty mission and

or a specialty
Sets group or specialty
mission, goals,P9
and strategy
Recognized as an industry
expert on a national level
goals guided by FIRST School’s
mission and goals
P10
Recognized as an industry expert on
both national and international level
 FIRST INDUSTRIAL SCIENCE AND TECHNOLOGY COLLEGE (FIRST COL
Performance Management System - Part I: Individual Goals

Review Period/Year: Mid-Year Review Team: Industry Training

Employee's Name: Jhoan D. Contreras Position: S - Junior Staff
Employee Category: Support Rank: JG 1 - S1

Performance planning is the process of setting performance goals in relation to the key accountabilities associated with your role.
Rating scale for demonstration of competencies - consider performance and impact.
4 - High Impact Exceeds Expectations - Performance exceeded expectations due to exceptionally high quality of work performed in all essential areas of responsibility, resulting in an overall
3 - Moderate Impact Meets Expectations - Performance consistently met expectations in all essential areas of responsibility and the quality of work overall was very good. The most critical annua
2 - Low Impact Needs Improvement - Performance did not consistently meet expectations. Performance failed to meet expectations in one or more essential areas of responsibility, and/or on
1 - Very Low Impact Below Expectations - Performance was consistently below expectations in most essential areas of responsibility, and/or reasonable progress toward critical goals was not mad

Self- Rating

S.M.A.R.T.E.R. Goals
Accomplishments Weight Rating
Key Performance Indicators (1-5)
Top 3 Goals with Specific Actions Weight
(Critical Success Indicators)
GOAL 1:

Action 1: Student Enrollment 98% Enrollment Rate for G12 - Assisting Students on how to fill-out BPI forms up to
appliying/submission of BPI Application form that they will use
for their work immersion.
- Coordinate with others sections for smooth transactions. 3

Action 2: Student Retention
95% Student Completion Rate for Grade - Conduct a personal intervention regarding their work
12 immersion concerns.
- Company visit and Conduct weekly coaching I can easily
assessed all of my mentees 3
0.30
 0.30

Action 3: Student Work 95% Student Placement - CSA team criteria are well coordinated with for partner
Immersion Placement locators requirements.
- Interview the students and provide them with some advice on
how to present themselves for better interviews in the company.
3
GOAL 2: Reinvent education for 21st Century Workforce

Action 1: Student 95% of G12 Students offered a job upon

Employability graduation
N/A 0

Action 2: Student 75% of G12 students offered a job and

Employment accepted
N/A 0

Action 3: Industry Relevance 85% of identified competencies are

0.30
of Curriculum observed - Assessing the locators' training plans and comparing them to
the ones our institution has provided.
3
- Checking of their Portfolio
- Conduct weekly coaching

Action 4: Training Plan 95% implementation of the agreed

Implementation training plan with the locators - coordinate with partner locator so students can acquire the
3
needed knowledge

GOAL 3: Recruit, Train, Retain 21st Century Educators
Action 1: Contextualization
of Syllabus and Learning
Modules
Action 2: Disciplinary
Referrals / Student Support
95% relevant to industry / workplace
100% resolution of G12 cases
- Creation of coaching deck foundation for the portfolio
or module to elaborate well the possible consequences
may they encounter during work immersion that may help
them to have self-growth
3
- Delivering alternative learning in accordance with the
training strategy is encouraged for students at school.
- Keep track of students daily attendance
- Investigate any incidents of students violating the rules 0.40
set forth by the school
- Issue Notice to explain to the students involved. 3
- Create Incident report and submit to Industry affairs.
- Participate in hearing with the guidance
counselor/Industry affairs and intervene the needed
disciplinary action needed in the offense commited by the
students.
 TOTAL RATING
Rating Scale:
4 - High Impact 3 - Moderate Impact 2 - Low Impact 1 - Very Low Impact
STOP! Weights must add up to 100%. Please enter new weights.

Employee's Signature/Date: Jhoan D. Contreras

If Support Staff, click to Part II

If Faculty, click to Part II
If People Manager, click to Part II
If Industry Coach, click to Part II
 (FIRST COLLEGE)
l Goals

ustry Training
Junior Staff
1 - S1

lting in an overall quality of work that was superior; and either 1) included the completion of a major goal or project, or 2) made an exceptional or unique contribution in support of or organizational objectives. This rating
most critical annual goals were met.
sibility, and/or one or more of the most critical goals were not met. Focus should be placed on identifying measures to improve performance.
goals was not made. Significant improvement is needed in one or more important areas. A plan to correct performance, including timelines, must be outlined and monitored to measure progress.

lf- Rating Immediate Superior Rating Final Rating

Weighted Rating Weighted Rating Weighted Rating

(Weight x Rating) Weight Rating (Weight x Rating) Weight Rating (Weight x Rating)
(1-5) (1-5)

0.90

0.90
0.90
0.00

0.00

0.90

0.90

1.20

1.20
2.3 TOTAL RATING 0.0 TOTAL RATING 0.0

Immediate Superior
Name/Signature/Date

Next Level Superior

Name/Signature/Date
izational objectives. This rating is achievable by any employee though given infrequently.
 FIRST INDUSTRIAL SCIENCE AND TECHNOLOGY COLLEGE (FIRST COLLEGE)
Performance Management System - Part II: Professional and Personal Competencies (Industry Coach)
(Individual Contributor)

Review Period/Year: Mid-Year Review Team: Industry Training

Employee's Name: Jhoan D. Contreras Position: S - Junior Staff

Rating scale for demonstration of competencies - consider performance and impact.

4 - High Impact Exceeds Expectations - Performance exceeded expectations due to exceptionally high quality of work performed in all essential areas of responsibility, resulting in an overall quality of work that was superior; and either 1) included the completion of a major goal or project, or 2) made an exc
3 - Moderate Impact Meets Expectations - Performance consistently met expectations in all essential areas of responsibility and the quality of work overall was very good. The most critical annual goals were met.
2 - Low Impact Needs Improvement - Performance did not consistently meet expectations. Performance failed to meet expectations in one or more essential areas of responsibility, and/or one or more of the most critical goals were not met. Focus should be placed on identifying measures to improve perfor
1 - Very Low Impact Below Expectations - Performance was consistently below expectations in most essential areas of responsibility, and/or reasonable progress toward critical goals was not made. Significant improvement is needed in one or more important areas. A plan to correct performance, including timeli

Self-Rating Immediate Superior Rating Industry Partner Rating Student

Weighted Weighted Weighted
Professional and Personal Competencies Cite Critical Incidents / Examples Weight Rating Weight Rating Weight Rating Weight
Rating Rating Rating
1. CLASSROOM OBSERVATION (Synchronous)
8 C's of Effective Teaching

Care As a teacher/Coach of students to create an emotionally safe 0.5 3 1.5

Show concern for students emotional and academic well-being. environment, First is students must feel that they are valued and
loved and they must feel that they are belong, it helps to motivate
students to come in school. Second, We should respect them as
individual as well. Respect in every students has an impact in their
Confer self confidence
Enhance it maybysometimes
coaching boost their personality
having participants Andwork-
discuss their the 3 1.5
third oneexperiences,
related is let them feel thatpositive
both they are and
in good hands especially
negative, for a
and provide
Encourage and value students' ideas and views: respecting their learning process. Don't let students feel that they are not fit in
perspective, promoter discussion, invite input. well explanation with the topic so students can easily
the class because it may tend them to stop their studies. so every
understand
teacher must thehavetopic
that "care" for students to help them nourished
their intellectual and emotional well being.
Captivate Intensive coaching because it captures students attention that 3 1.5
Spark and maintain student interest and learning: designing may reflect on their imagination for them to easily understand
stimulating lessons and facilitate active participation. a concept or topic that they can somehow relate to themselves
as well.

Clarify During our coaching, I share some of my experiences when I 3 1.5

Helps students understand content and resolve confusion: explain am in a manufacturing company before that tends them to
clearly, check for understanding, provide constructive feedback. easily explained and the student will understand as well.

Consolidate During our Coaching Session, a lot of experiences were told 3 1.5
Help students integrate and synthesize ideas: review and by my mentees upon their work immersion that they can relate
summarize, and connect ideas. on our topic then after that is the checking of their portfolio
that was dicussed.

Challenge
Insist that students persevere and do their best work: press for
rigorous thinking, press for quality work, press for persistence.
Control
Foster orderly, respectful, and on-task "classroom" behavior:
manage activities and manage behavior.
Context
Helps students understand the relevance and real-world application
of what is being taught. It answers the questions ,"why am I
learning this?" and "why is this important?"
Motivate and constantly remind them to do their best they can, 3 1.5
I encouraged them to persist in what they are doing and not to
quickly give up because all of their hardship experience will
pay off on the day of their graduation and their parents will be
so proud.
find out the reasons why these students are not obeying me. I 3 1.5
may give them an explanation on what would be the
consequences of their behavior so that it will also help
students to Improve self-control and self-regulation abilities.
Adding context in our lessons for our students is important to
be able to apply their learnings in facing real life or in any
situations. Context provides meaning and clarity to the
intended lessons for students. It makes the learning 3
meaningful for students. It also utilizes real life situations in
order to learn actual practical experiences. It also helps 1.5
students understand why they have to learn it.
2. CLASSROOM OBSERVATION (Asynchronous)
Asynchronous Student Learning Resources

Access to Information - Attending weekly coaching; putting what they learnt 0.2 3 0.6
Students’ access to information and learning tools. into practice.
- Responding to portfolios

Ability to Demonstrate Learnings -During weekly coaching, I ask them what they have 3 0.6
Giving the students the opportunity to demonstrate their learnings. have learned from our previous coaching.

Respect for Students' Individual Pacing - I directed them and established their output during 3 0.6
Builds the discipline and rigor for individual learning. deadlines so that the students could complete their work
on time.

Tapping into Different Learning Styles - They discussed their work immersion experiences 3 0.6
Designs to allow students to maximize their learning styles and while we were having coaching session
explore other learning styles.

Encouraging Interaction - During weekly coaching session, I ask the students to 3 0.6
Opportunities for students to interact --- listen and share ideas. share their ideas and experiences while on they are in
their immersion, put some insight to the lesson.

Encouraging Cooperation and Collaboration - Assign student leaders, and have them provide 3 0.6
Opportunities for students to work together in creative problem- instructions to their co-interns in a concise manner.
solving and decision-making activities. - Encourage one another.

3. STAKEHOLDER ENGAGEMENT (Managing Relationship with

Training Partners)

Ensuring timely and accurate delivery to meet customer needs and - Anwering all their inquiries and concern on time. 0.3 3 0.9
aims - Clear communication, through data that I stated.

Collaborating with other teams and departments to meet customer - Good communications to them and share ideas that 3 0.9
needs and create progress
Communicating new opportunities
of initiatives with the customers facilitate work or transactions
- Good communicatons easily
to them, of each
if there other. Good
is a concerns 3 0.9
example
make sureonthat
thisI is coordination
answer with Nurse Eurice on
it properly.
informing students for medical, signing of LOA until
she submit the medical results of the students. we
stablished the process to be followed.
Developing positive and profitable working relationships with all - By giving and taking. Giving quality students that 3 0.9
relevant stakeholders performed well during work immersion and be one of
the asset of the school.

TOTAL RATING 6.4 TOTAL RATING TOTAL RATING TOTAL RATIN

Employee's Signature/Date: Jhoan D. Contreras Immediate Superior:

Name/Signature/Date

Next Level Superior:

Name/Signature/Date
Click to go to Part III.
r 2) made an exceptional or unique contribution in support of or organizational objectives. This rating is achievable by any employee though given infrequently.

o improve performance.
including timelines, must be outlined and monitored to measure progress.

Student Rating Final Rating

Weighted Weighted
Rating Weight Rating
Rating Rating
OTAL RATING TOTAL RATING
 `
Performance Management System - Part III: Values and Behaviour

Review Period/Year: Mid-Year Review Team: Industry Training

Employee's Name: Jhoan D. Contreras Position: S - Junior Staff

Rating scale for demonstration of competencies - consider performance and impact.

4 - High Impact Exceeds Expectations - Performance exceeded expectations due to exceptionally high quality of work performed in all essential areas of responsibility, resulting in an overall quality of work that was superior; and either 1) included the completion of a major goal or project, or 2) made an exc
3 - Moderate Impact Meets Expectations - Performance consistently met expectations in all essential areas of responsibility and the quality of work overall was very good. The most critical annual goals were met.
2 - Low Impact Needs Improvement - Performance did not consistently meet expectations. Performance failed to meet expectations in one or more essential areas of responsibility, and/or one or more of the most critical goals were not met. Focus should be placed on identifying measures to improve perfor
1 - Very Low Impact Below Expectations - Performance was consistently below expectations in most essential areas of responsibility, and/or reasonable progress toward critical goals was not made. Significant improvement is needed in one or more important areas. A plan to correct performance, including timeli

Self-Rating Immediate Superior Rating Final Rating

Weighted Weighted Weighted
Professional and Personal Competencies Cite Critical Incidents / Examples Weight Rating Weight Rating Weight Rating
Rating Rating Rating
Modeling the FIRST College Values

- Established work flow per process with my colleagues

A. EXCELLENCE (Do more than what is expected)
Accomplishing goals within or beyond expectations. Devotes time and
effort in finding opportunities to master skills and upgrade competencies
to achieve excellent results.
B. EMPATHY (Seek to understand)
Listens with the intention of understanding. Defers judgement of others.
(Enrollment, Signing of waiver, section of students, ect.)
- Conduct weekly coaching beyond working hours and
accept suggestion comming from my coleagues for 3
improvement.
- Assisting my teamates in creating Mid year review
deck."
3
-When the students share their struggles while on their
work immersion, I do understand how they feel and I
always show them that i care because I had experienced
3
it before, I give them support financially sometimes for
those who really struggled financially and I motivate
them always to pursue what they have started.
3

C. INNOVATION (Take risks and try new things)

- We support each others opinion and ideas then we
Initiates creative solutions and programs that will impact on problem provide additional comments and suggestion that may 3
resolution, customer satisfaction and productivity improvement in the help us improve and manage the task given to us.
workplace.

100% 3

D. TEAMWORK (Achieve goals by working in teams)

- I'm ready to support my teammates and impart my
Participates actively and collaborates with team members to support the
team’s initiatives in achieving common and shared goals. Shows care and
expertise so we can all succeed as a team. We work as 3
concern by sharing taking the initiatives and sharing resources (people, for one's goal
time, competence) where and when help is needed.
3
E. CUSTOMER FIRST (Focus on stakeholders)
- Ensuring good relationship with our partner locators,
Listens and focuses on identifying the needs of the customers. Co-creates students and other stakeholders. by assissting them and 3
and collaborates with customers in improving programs and services for answering all their querries.
customer satisfaction. 3
F. AUTHENTICITY (Be real and be bold)
- Getting along with my coworker helps me to build the
Exemplifies FIRST College values and is genuine with his/her actions and confidence to show my authenticity
3
words. 3
G. RELIABILITY (Be reliable in all your words and actions)

Follows through on commitments and agreed responsibilities.

- I'm very thankful that I have a reliable teamates and I 3
always make sure that my teamates can also rely on me 3

H. INTEGRITY (Do the right thing)

- I always admit all of my mistakes that I have done and
3
Honest and adheres to the highest moral, ethical, and professional I whole heartedly accept the comments and suggestions.
standards and accepts consequences for lapses and inaction.

TOTAL RATING 3.0 TOTAL RATING TOTAL RATING

Employee's Signature/Date: Jhoan D. Contreras Immediate Superior:

Name/Signature/Date

Next Level Superior:

Name/Signature/Date

Click to go to Part IV
jor goal or project, or 2) made an exceptional or unique contribution in support of or organizational objectives. This rating is achievable by any employee though given infrequently.

entifying measures to improve performance.

correct performance, including timelines, must be outlined and monitored to measure progress.
 FIRST INDUSTRIAL SCIENCE AND TECHNOLOGY COLLEGE (FIRST COLLEGE)
Performance Management System - Part III Performance Development Plan

Review Period/Year: Mid-Year Review Team: Industry Training

Employee's Name: Jhoan D. Contreras Position: S - Junior Staff

III. Performance Development Plan

Performance development plan is a specific course of action to be taken to improve the employee's strengths.

Developmental Goals Action Plan Due Date

- Open for new task that my seniors/superiors will teach to me

- Willingness to help my teamates in everytime they need.
Acquire new knowledge and skills that may help my team
- Accepting comments and suggestions from my collegues that will help to improve
myself

- Exert effort as Junior Industry coach.

- Role model as industry coach to my mentees
Much better and Effective Industry coach
- Time management, Organize and Know what is need to prioritize on my task.
- Create to do list to ensure that all task are done on time.

- Assurance of querries and concerns are assessed on time.

Improve Relationship with Partner locators, Students, parents and
- Plan, Organize and Know what is need to prioritize on my task.
colleagues
- Create to do list to ensure that all task are done on time.

Employee's Signature/Date: Jhoan D. Contreras Immediate Superior:

Name/Signature/Date

Next Level Superior:

Name/Signature/Date

Click to Part V: Summary

 FIRST INDUSTRIAL SCIENCE AND TECHNOLOGY COLLEGE (FIRST COLLEGE)
Performance Management System - Part IV: Summary

Review Period/Year: Mid-Year Review Team: Industry Training

Employee's Name: Jhoan D. Contreras Position: S - Junior Staff

SUMMARY OF RATINGS

Self-Rating Immediate Superior Rating Final Rating

Weight Rating Weighted Rating Rating Weighted Rating Rating Weighted Rating
Part 1: Goal Accomplishment 70%
Professional and Personal Competencies/
Part 2: 30%
Management and Leadership Competencies

FINAL PERFORMANCE RATING: VERY LOW IMPACT 0.0 VERY LOW IMPACT 0.0 VERY LOW IMPACT 0.0
Rater's Comments on Overall Performance and Behaviors:

QUALITATIVE RATINGS

4 (4.0 - 4.9) 4 - High Impact Exceeds Expectations - Employee has performed above average to achieve positive feedback and ratings.

3 (3.0 - 3.9) 3 - Moderate Impact Meets Expectations - Employee has performed as per expectations for their role/position.

Needs Improvement - Employee has performed below average. Focus should be placed on identifying measures to improve performance. Recommended for Personal
2 (2.0 - 2.9) 2 - Low Impact
Improvement Plan (Link: Insert Link)

1 (1.0 - 1.9) 1 - Very Low Impact Below Expectations - Employee has significantly underperformed in this performance period, and a performance improvement plan should be implemented as soon as possible.

Employee's Signature/Date: Jhoan D. Contreras Immediate Superior:

Name/Signature/Date

Next Level Superior:

Name/Signature/Date