Performance Monitoring and

Coaching for the Department of

Education
 WHAT VISION, MISSION,
VALUES (VMV) HOW

Strategic Values
Priorities

Department/
Functional
Area Goals Competencies

KRAs and
Objectives

DEPED RPMS FRAMEWORK

The framework aligns efforts to enable DepEd to actualize its strategic goals and vision.
 HIGHLIGHTS OF RPMS ORIENTATION IN 2014
Orientation Workshops done from February to July
Number of
Interventions
Participants
HR/AO Orientation Batch 1 60
HR/AO Orientation Batch 2 47
HR/AO Orientation Batch 3 65
HR/AO Orientation Batch 4 35
Orientation of CO Heads, RDs / ARDs 67
Orientation of Technical Working Group 14
(TWG)
Orientation of SDS Batch 1 59
Orientation of SDS Batch 2 83
Orientation of SDS Batch 3 59
Orientation of SDS Batch 4 68
Training of Trainers Batches 1 and 2 92
Training of Trainers Batches 3 and 4 119
Total 768
HIGHLIGHTS OF RPMS ORIENTATION IN 2014

• Implemented in most of the

Regions/Divisions (August to December)
• Guidelines validated (September to October)
• CSC approved guidelines as amended
(December) – for implementation in 2015
Key Changes in the Guidelines
 CSC’s Revised Policies on the Strategic Performance
Management System (SPMS)
MC 6 s. 2012
NUMERICAL ADJECTIVAL
DESCRIPTION OF MEANING OF RATING
RATING RATING
5 Outstanding Performance represents an extraordinary level of achievement and
commitment in terms of quality and time, technical skills 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.
3 Satisfactory Performance met expectations in terms of quality of work,
efficiency and timeliness. The most critical annual goals were met.
2 Unsatisfactory Performance failed to meet expectations, and/or one or more of the
most critical goals were not met.
1 Poor Performance was consistently below expectations, and/or
reasonable progress toward critical goals was not made.
Significant improvement is needed in one or more important areas.

From 130% to 100% Outstanding Rating

DEPARTMENT OF EDUCATION
DETERMINING THE OVERALL RATING FOR
ACCOMPLISHMENTS

RANGE ADJECTIVAL RATING

4.500 – 5.000 Outstanding

3.500 – 4.499 Very Satisfactory

2.500 – 3.499 Satisfactory

1.500 – 2.499 Unsatisfactory

below 1.499 Poor

 COMPUTING THE SCORE PER KRA

The score per KRA shall be computed using the

following formula:

Rating per KRA = Weight x Rating

Total/Final Rating = KRA1 + KRA2 + KRA3 + KRA 4

(Plus Factor)
 OTHER CHANGES

Rationale Maintained
Scope of Policy Maintained
Definition of Terms and Enhanced
Acronyms
Policy Statement Maintained
Performance Cycle Process Maintained
Uses of Performance Ratings Changed from 130% to 100%
Monitoring and Evaluation Maintained
Repealing Clause Changed (PMT & Grievance,
Disqualification, Sanction)
Forms Changed
Effectivity Moved to 2015
Guidelines approved by CSC on
December 2014.

DepEd Department Order No. 2, series

of 2015 signed February 6, 2015.

For 2014, the agency will still use PASAG to

evaluate performance.

RPMS will be used in 2015 and will be linked to

PBB, payout in 2016.
Implementation Plans 2015
Highlights of Implementation Kick-off

• Re-orient on the 4 Phases of the RPMS

• Explain the changes in the Guidelines
• Underscore value of Monitoring and Coaching
in Performance Management
 THE RPMS HAS 4 PHASES

Performance Planning and Commitment

1
Performance Monitoring and Coaching

2 Performance Review and Evaluation

Performance Rewarding and Development Planning

4
 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
managers and supervisors aim to close
performance gaps, teach skills, impart
knowledge and inculcate values and
desirable work behaviors.
Coaching Model for DepEd
Coach for
Workto
Know when
Improvement
Coach

Application
Opportunities
Coach for Coach to
Build Move to Skills,
Strengthen
Maximum
Awarene
Performance Action
Competencies and
Behaviors
ss
 Coaching and Feedback

Methodologies

•Lecturette
•Theory inputs
•Small group discussions
•Plenary discussions
• Video Showing
• Role Playing Session
 LEARNING KIT CONTENT

• Monitoring and Coaching Manual

• Supplementary Videos (DVD)
• Handouts on Monitoring, Coaching and
Feedback
• Action Plan for Coaching
 IMPLEMENTATION PLANS FOR 2015

• Two Days Grounding & Training on Monitoring and

Coaching for:
– CO Heads
– RDs
• Two Days Grounding & Training of TWG
• Two Days Training Sessions for SDS
– 2 clusters in Luzon
– 1 cluster in Visayas
– 1 cluster in Mindanao
• Orientation for Union Officers in May
• Two Days Training of Trainors in May
– 4 clusters
 Towards Developing a Coaching Culture in
DepEd
• Coaching Modules to be incorporated in training
sessions for Principals, Regional and CO
Directors, Supervisors & Chiefs .
• These Coaching Modules will be aligned to
Continuous Improvement Programs.
Review of the 4 Phases
Phase 1: Performance Planning
and Commitment
1. Discuss Unit’s Objectives

2. Identify Individual KRAs, Objectives

and Performance Indicators

3. Discuss Competencies Required

and Additional Competencies
Needed

4. Reaching Agreement
1. Discuss Unit’s Objectives
The Office Head discusses
the office’s KRAs and
Objectives with direct
reports. Then, break this
down to individual KRAs
and Objectives.
2. Identify KRAs, Objectives
and Performance Indicators
Identify your responsibilities by
answering the following
question:

“What major results/outputs am

I responsible for delivering?”
What is the definition of KRAs?
KRAs define the areas in which an
employee is expected to focus his/her
efforts.
Always remember that KRAs have the
following characteristics:

1. Number between 3 to 5
2. Describe in few words
3. Within your influence

4. Support departmental goals

5. Similar for jobs that are similar

6. Does not change unless your job
changes
 What is the definition of
Objectives?
Objectives are the specific things you need
to do, to achieve the results you want.
SMART CRITERIA FOR OBJECTIVES
Performance Indicators
• They are EXACT QUANTIFICATION OF OBJECTIVES.
• It is an assessment tool that gauges whether a
performance is good or bad.
• Agree on acceptable tracking sources
3. Discuss Competencies Required
and Additional Competencies
Needed
Why do we have Competencies?
• The RPMS looks not only at results,
but HOW they are accomplished.

• Competencies help achieve results.

• Competencies support and influence

the DepEd’s culture.

• For DepEd, competencies will be

used for development purposes
(captured in the form).
Manager’s Competencies

Core Behavioral Leadership

Competencies Competencies
• Self Management •Leading People
• Professionalism • People
and ethics Performance
• Results focus Management
• Teamwork • People
• Service Development
Orientation
• Innovation
Staff & Teaching-related Competencies

Core Behavioral
Staff Core Skills
Competencies
• Self Management • Oral
• Professionalism Communication
and ethics • Written
• Results focus Communication
• Teamwork • Computer/ICT
• Service Skills
Orientation
• Innovation
Teaching Competencies

Core Behavioral Teaching

Competencies Competencies
• Self Management • Note: CB – PAST was
used as basis for the
• Professionalism new PCPs for teaching
and ethics positions.
• Results focus
• Achievement
• Teamwork
• Managing
• Service
Diversity
Orientation • Accountability
• Innovation
4. Reaching Agreement
Once the form is completed :
KRAs + Objectives + Performance Indicators +
Competencies

1. Rater schedules a meeting with Ratee.

2. Agree on the listed KRAs, Objectives, Performance
Indicators and assigned Weight per KRA.
3. Where to focus on the Competencies
Rater and Ratee agree on
the Key Result Areas
(KRAs), Objectives,
Performance Indicators and
assign Weight Per KRA and
sign the Performance
Commitment and Review
Form (PCRF).
 PERFORMANCE
INDICATORS
Weight
MFOs KRAs OBJECTIVES TIMELINE (Quality,
per KRA
Efficiency,
Timeliness)
Provision of Quality Curriculum & To craft 3 localized July – 10% Q = 3 curricula
Basic Education Learning and indigenized December and instructions
Services Management curricula and 2015 E = 3 drafts of
  instructions by15 each proposed
December 2015. curriculum and
instruction
T = 1st draft / 31
Aug 2015; 2nd
draft / 30 Oct
2015; 3rd and final
draft / 15 Dec
2015
 Phase 2: Performance
Monitoring and Coaching
 1. Monitoring

2. Coaching / Feedback

Phase 2: Heart of the RPMS

 PERFORMANCE MONITORING

Why is it important?
• Key input to performance measures
No monitoring, no objective measurement.
• Provides objective basis of the rating

• Facilitates feedback

• Clearly defines opportunities for improvement

• Provides evidence
 STAR APPROACH

Situation Task

Action Result/s

*developed by Development Dimensions International (DDI)

Coaching Model for DepEd
Coach for
Workto
Know when
Improvement
Coach

Application
Opportunities
Coach for Coach to
Build Move to Skills,
Strengthen
Maximum
Awarene
Performance Action
Competencies and
Behaviors
ss
Phase 3: Performance Review
and Evaluation
1. 1.
Review Performance
Reviewing Performance

2. Discuss Strengths and

Improvement Needs
Performance Evaluation is not:
Attack on employee’s
personality

Monologue

A chance to wield
power and authority
Paper activity
(compliance)
An opportunity to gain
“pogi points” with staff
 RATING PERFORMANCE

Fill up the Performance Evaluation worksheet

Reflect actual results / accomplishments

Rate each objective using the rating scale

Compute final rating

Discuss Strengths and Improvement
Needs
 Phase 4: Performance
Rewarding and Development
Planning
1. Rewards

2. Development Plan
1. Rewards
Link to PBIS (EO 80 s. 2012)
• Performance Based Bonus (PBB)
• Step Increment
2. Development Planning
• Employee development is a continuous learning
process that enables an individual to achieve his
personal objectives within the context of the
business goals.

• Employee development is a shared responsibility

among the Individual, Manager, HR and the
Organization.
Activities which could be considered
appropriate for employee development:
• Benchmarking • Geographical cross-
• Seminars/workshops posting

• Formal education/classes
• Coaching/counseling

• Assignment to task
• Developmental/lateral
forces/committees/ career moves
special projects • Self-managed learning
• Job enhancements /
redesign
• Functional cross-posting
 Performance Monitoring and
Coaching for the Department of
Education
 DEPED VISION

We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.

As a learner - centered public institution,

the Department of Education
continuously improves itself
to better serve its stakeholders.
 DEPED MISSION

To protect and promote the right of every Filipino to

quality, equitable, culture-based, and complete basic education
where:
• Students learn in a child-friendly, gender-sensitive, safe and
motivating environment.
• Teachers facilitate learning and constantly nurture every learner.
• Administrators and staff, as stewards of the institution, ensure an
enabling and supportive environment for effective learning to
happen.
• Family, community and other stakeholders are actively engaged
and share responsibility for developing life-long learners.
DEPED CORE VALUES

• Maka-Diyos

• Maka-tao

• Makakalikasan

• Makabansa
 THE BIG DREAM

DepEd has introduced the Results-based

Performance Management System (RPMS) to

help operationalize the Big Dream (Vision, Mission,
Values).
DEPED RPMS IS ALIGNED WITH THE CSC SPMS
WHICH HAS 4 PHASES

1. Performance 2. Performance
Planning and Monitoring and
Commitment Coaching

4. Performance 3. Performance
Rewarding and Review and
Development Evaluation
Planning
Performance Monitoring and
Coaching
 THE RPMS HAS 4 PHASES

Performance Planning and Commitment

1
Performance Monitoring and Coaching

Performance Review and Evaluation

2
Performance Rewarding and Development Planning

4
 1. Monitoring

2. Coaching / Feedback

Phase 2: Heart of the RPMS

 WHY MONITOR PERFORMANCE?

To gather data to compare actual

performance vs. planned
performance
 COMMON TRACKING SOURCES

• Reports • Complaint Logs

• Surveys • Manager Observation

• Informal Interview • Audit Results

• Evaluations • Certificates of Completion

• Quality Specifications • Journals

• Time Logs • Feedback from Others ---

VALIDATE!
1. The Jones family owns a TV set?
2. Johnny is doing his homework while watching T.V.?
3. Johnny’s father is a stockholder?
4. The screen is showing a scene from Western Movie?
5. Mrs. Jones is knitting a sweater?
6. Mr. Jones is a cigar smoker?
7. There are three people in the room.
8. The Jones family subscribes to TIME, LIFE, and FORTUNE.
9. They have a cat for a pet.
10. They are watching an evening television show.
ASSUME
AKALA KO

ASS U ME
 WHY ARE DATA IMPORTANT?

To have a fact-based, more

objective basis for rating
performance
Process Observation and
Analysis
A quick look into how
persons act in groups
MAJOR COMPONENTS OF ANY INTERACTION

CONTENT PROCESS

REFERS TO: REFERS TO:

WHAT IS BEING TALKED HOW THE SUBJECT IS BEING

ABOUT DISCUSSED;
THE SUBJECT MATTER OR WHAT IS HAPPENING
TOPIC BETWEEN AND AMONG GROUP
THE TASK WHICH THE GROUP MEMBERS WHILE THEY ARE
IS WORKING ON WORKING
PROCESS OBSERVATION AND ANALYSIS (POA)

• Shows where the group is

in terms of GROUP
DEVELOPMENT

• Provides valuable
information about group
member’s strengths and
areas for improvement
 WHY OBSERVE AND ANALYZE PROCESS?

• When something is happening but the group

is not making progress, look at the process.
Oftentimes, it is the major cause of the
group’s ineffectiveness.
• Most of the time, people are only focused on
what others are saying (CONTENT)
• And very little attention is given to how they
say it (PROCESS)
 POA is basically “MIRRORING”

DESCRIBING A GROUP

• What is happening to “I SEE”

them
• What they are doing

“I THINK”
• How these affect them
and the task they are
doing
POA ON TWO LEVELS

• INDIVIDUAL or
SELECTED
PERSONS/PLAYERS

• GROUP or GROUPS
WHAT TO LOOK FOR IN A GROUP
(ROBERT BALES)

• Participation
• Influencing Styles
• Leadership and
Decision-making
• Task Functions
• Maintenance
Functions
WHAT TO LOOK FOR IN A GROUP
(ROBERT BALES)

• Group Atmosphere
• Feelings
• Membership
• Group Norms
• Self-oriented
Behaviors
• Communication
 INDIVIDUAL BEHAVIORS TO OBSERVE

TASK BEHAVIORS
(behaviors relevant to the group’s fulfillment of its task)

• INITIATING
• SEEKING INFORMATION, OPINION
• GIVING INFORMATION, OPINION
• CLARIFYING and ELABORATING
• SUMMARIZING
• CONSENSUS TESTING
 INDIVIDUAL BEHAVIORS TO OBSERVE

MAINTENANCE BEHAVIORS
(behaviors relevant to group’s good working
relationship)

• HARMONIZING
• GATE KEEPING
• ENCOURAGING
• COMPROMISING
• STANDARD SETTING and TESTING
 WHAT TO LOOK FOR IN GROUPS

GROUP ATMOSPHERE:
(General impressions that may affect individual and group
functioning)

• Preference for friendly and congenial

atmosphere?
• Attempts to suppress conflict or unpleasant
feelings?
• Preference for an atmosphere of conflict or
disagreement? Do members provoke and
annoy others?
 WHAT TO LOOK FOR IN GROUPS

GROUP ATMOSPHERE:
(General impressions that may affect individual and group
functioning)

• Do members seem involved and

interested?
• Is the atmosphere one of work, play,
satisfaction, taking flight, sluggishness,
etc.?
 WHAT TO LOOK FOR IN GROUPS

PARTICIPATION:
INDICATORS OF INVOLVEMENT THROUGH
VERBAL PARTICIPATION

• High participators? Low participators?

• Shifts in participation?
• How is the silent participant treated?
• Who talks to whom?
• Who keeps the ball rolling?
 WHAT TO LOOK FOR IN GROUPS

COMMUNICATION

• Who talks? For how long? How often?

• Who do people look at when talking?
• Who talks after whom?
• Who interrupts whom?
• What style of communication is used?
Idea Message Received
Internal Noise

Internal Noise Decoding, History,

History, Bias Bias, Interpretation

Encoding
Message, Feedback
Channel/Method
Modes of Communication
Relationships of Thoughts, Feelings and Action
• World
• What is going on
See
• Interpretations
Think • Past experiences

• Reactions
Feel • Emotions

ACTION
 VERBAL

Written or oral messages using words or

signs with definite meanings
 NON-VERBAL

• Distancing
• Posture
• Eye contact
• Time
 NON-VERBAL

• Space
• Facial Expressions
• Gestures
• Mannerisms
 NON-VERBAL

• Volume of voice
• Speed of Speech

• Energy Level
 SYMBOLIC

• Passive messages given out continually

through objects we use to augment our
personality.

• What are some symbolic objects you use?

 SYMBOLIC

1. Use of clothes

2. Style/Length of
Hair
3. Cosmetics or
Make-up
 SYMBOLIC

4. Jewelry
5.Type/ location of house

6. Personal preferences (taste

in books, food, movies)
Feedback Giving
 WHAT IS FEEDBACK?

• It is any information seen and observed

by others about a person.
• It could be anything like behaviors,
action, words, performance indicators,
etc.
• Behaviors shown by actions and words.
 TYPES OF FEEDBACK

• Positive

• Negative

• Feedback for Improvement

 WHY GIVE FEEDBACK?

• Reinforces effective performance

• Redirects unsatisfactory and unaligned

performance
• Provides guidelines for maximized performance
• Builds enthusiasm and motivation to do more

• Enables employees to learn from successes and

mistakes
 HOW AND WHEN FEEDBACK IS GIVEN?

Must be Specific, Timely and Balanced

• Specific – STAR
• Timely – Immediately for good performance and when
changes are needed for unsatisfactory and unaligned
performance
• Balanced – Employees know what they are doing well
and what they can improve on
 STAR APPROACH

Situation Task

Action Result/s

*developed by Development Dimensions International (DDI)

 ABCs OF FEEDBACK

Test

• Accurate – verifiable; can be proven true, based on objective

facts like records, reports, significant incidents, direct
observations
• Behavior-based – describes what someone does, describes a
specific action, not a personality trait.
 ABCs OF FEEDBACK

Test
• Concise – both positive and negative incidents recorded
not just unsatisfactory performance
• Consistent – repeatable, seen more than once and over
a period of time.
My Gift for You
TIPS ON RECEIVING FEEDBACK

• Give the other person an

undivided attention.
• Separate facts from opinions.
But opinions should not be
discounted.
• Ask for specifics for clarity of
received feedback.
• Thank the person for the
Feedback, whether it is
positive or negative.
 TIPS ON GETTING FEEDBACK FROM
UNCOMMUNICATIVE PEOPLE

• Rehearse how you will respond if there is

no reaction.
• Practice speaking slowly and taking long
pauses.
• Make it clear that you expect a reply and
are willing to wait for one.
• Ask open-ended questions that will help
the person come up with a plan/response.
MAKE A PAPER BOAT
 Let’s Talk About It
• What made it easy/difficult to achieve the goal?
• What helped/hindered in the process?
• Was there clarity in the outcome?
 Let’s Talk About It
• What were the natural tendencies that
surfaced in the exercise?
• Areas for improvement in COACHING others.
• Was there good communication process?
Coaching
IS THERE A DIFFERENCE BETWEEN COACHING
AND MENTORING?
COACHING IS
“a process that enables learning
and development to occur and
thus performance to improve…
requires a knowledge and
understanding of process as
well as the variety of styles,
skills and techniques that are
appropriate to the context in
which the coaching takes place”
Eric Parsloe,  The Manager as Coach and Mentor (1999)
MENTORING IS
“off-line help by one person to another
in making significant transitions in
knowledge, work or thinking”
David Clutterbuck & David Megginson are both founder members of 
The European Mentoring and Coaching Council 
“a professional relationship in which a
more-experienced (usually older)
person helps a less-experienced
(usually younger) person develop
knowledge and skills that will help his
professional and personal growth.”
 WHAT IS COUNSELLING?
• Counselling is a principled relationship characterized by the
application of one or more psychological theories and a recognized
set of communication skills, modified by experience, intuition and
other interpersonal factors, to clients’ intimate concerns, problems
or aspirations.

• Its predominant ethos is one of facilitation rather than of advice-

giving or coercion.

• It may be of very brief or long duration, take place in an

organizational or private practice setting and may or may not
overlap with practical, medical and other matters of personal
welfare.
 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 to
give them what they
want.
• I might have to
discipline the same
people.
 WHAT IS COACHING?

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.
Coaching Model for DepEd
Coach for
Workto
Know when
Improvement
Coach

Application
Opportunities
Coach for Coach to
Build Move to Skills,
Strengthen
Maximum
Awarene
Performance Action
Competencies and
Behaviors
ss
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 – 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 or agreed upon monthly or quarterly
milestones vs. subordinates annual goals.
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
 WHY AND WHEN DO WE DO IT?

• 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

• 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
Workto
Know when
Improvement
Coach

Application
Opportunities
Coach for Coach to
Build Move to Skills,
Strengthen
Maximum
Awarene
Performance Action
Competencies and
Behaviors
ss
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 provide 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
 CREATE THE RIGHT ATMOSPHERE

Mutual Trust – this has several sources

• Demonstrated concern for the coachee’s well-being and

success. Showing empathy, genuine interest,
consultation, providing opportunities for the coachee to
move ahead are demonstrations of concern.
• Experience in the matter at hand. Trust can be gained
when the coach has a reputation of success in the area.
• Being as good as your word. Trust is built through
repeated demonstration. Do what you say everytime.
• Not disclosing information held in coachee’s desire for
confidentiality.
 CREATE THE RIGHT ATMOSPHERE

Accountability for Results

• A person who isn’t held accountable for results will not

take Coaching seriously.
• Formal Coaching plan- this makes accountability explicit.
 CREATE THE RIGHT ATMOSPHERE

Motivation to Learn and Improve – here are workplace

motivation that encourage people:

• Mastering an important skill will open the door to

advancement.
• An employee sees that improved productivity is reflected
in her paycheck.
• A person knows that his job is in danger unless he learns
to do a particular task better.
• An employee has reached the point where she is eager
to learn something new or move on to a more challenging
job.
 PRACTICE ACTIVE LISTENING

Active listening encourages communication and puts

other people at ease. An Active Listener pays attention to
the speaker and practices the following good listening
skills:

• Maintain eye contact

• Smile at appropriate moments
• Be sensitive to body language
• Listen first, and evaluate later
• Never interrupt except to ask for clarification
• Indicate that you’re listening by repeating what was said
about critical points
 ASK THE RIGHT QUESTIONS

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?”
SKILLS BUILDING
Characters
Who is the
Situation Coaching Plan
coach and
coachee?
 DEPED RPMS

1. Performance 2. Performance
Planning and Monitoring and
Commitment Coaching

4. Performance 3. Performance
Rewarding and Review and
Development Evaluation
Planning
Like everything else,
Coaching skills improve with
practice. So take every
opportunity to practice.
 SMALL GROUP DISCUSSION

5 Insights and learnings on

Coaching

3-5 Skills and Competencies we

need to develop to be effective
coaches
 REFERENCES
• Brown, D. (2011). An experiential approach to organization development. Boston, MA: Prentice Hall.
• Clutterback, D. (2009). Coaching and mentoring in support of management development. In S.
Armstrong & C. Fukami (Eds.) The SAGE Handbook of Management Learning, Education and
Development (pp. 476-497). London: Sage Publications Ltd.
• Emerson, B. & Loehr, A. (2008). A manager’s guide to coaching: Simple and effective ways to get
the best out of your employees. New York: AMACOM. 
• Hechanova, M.R., Teng-Calleja, M. & Villaluz, V. (Eds.) Understanding the filipino worker and
organization. Quezon City: Ateneo de Manila University Press.
• Kotter, J. & Rathgeber, H. (2006). Our iceberg is melting: Changing and succeeding under any
conditions. New York: St. Martin's Press.
• Kouzes, J. & Posner, B. (2012). The leadership challenge: How to make extraordinary things happen
in organizations (5th ed.). San Francisco, CA: Jossey-Bass.
• Lawler, E. & Worley, C. (2006). Built to change: How to achieve sustained organizational
effectiveness. San Francisco, CA: Jossey-Bass.
• Middelberg, T. (2012). Transformational executive coaching: A relationship-based model for
sustained change. Austin, TX: River Grove Books.
• Neitlich, Andrew (2006). Elegant leadership: Simple strategies, remarkable results. San Anselmo,
California: Chatham Business Press.
• Ortigas, C. (2008). Group process and the inductive method: Theory and practice in the Philippines.
Quezon City: Ateneo de Manila University Press.
• Somers, Matt (2012). Successful coaching in a week: Teach yourself. Hachette, United Kingdom:
Hodder.
 REFERENCES
Video References:
• Painless Performance Improvement – Purchased from http://www.media
partners.com/coaching_training_videos/painless_performance_improvement.htm
• How Coaching Works – https://www.youtube.com/watch?v=UY75MQte4RU
• Coaching in the Workplace – https://www.youtube.com/watch?v=eKC6qNvI3Kw
Others:
• A Manager’s Guide to Coaching: Simple and Effective Ways to Get the Best out of Your
Employees [Abstract]. (2010). Retrieved from
http://www.getabstract.com/en/summary/leadership-and-management/a-managers-guide-to-
coaching/14459/