Activity 1: FB Post on Coaching (5 minutes)

Basic Education Sector Transformation

(BEST)

RPMS Re-orientation
Workshop

Performance Feedback

1
BEST is supported by
Region-Wide Training for Master
DEPARTMENT the
TeachersOF on EDUCATIONAustralian
Effective Teaching & Learning Delivery
 4 RPMS PHASES
I. Performance
Planning &
Commitment

IV. Performance
Rewarding and II. Performance
Monitoring &
Development
Coaching
Planning

III. Performance
Review &
Evaluation

The DepEd RPMS is aligned with the CSC SPMS that has 4 Phases.
EFFECTIVE COACHING AND
PERFORMANCE FEEDBACK
• Coaching is helping
coachees achieve their
goals.
• It is helping them find their
own solutions.
• It is about helping them
understand what is
holding them back so that
they can find a way
forward.
 Its success depends on
the coach believing in
the capability of the
coachee to find the best
solutions for
themselves.
 “It is a way of managing,
a way of treating people,
a way of thinking, a way
of being”.
by John Whitmore
 Coaching Mentoring
Task Oriented Relationship-Inspired
More formal

Short Term Long-term

Performance Driven Career Development Driven
Does not Requires Requires a Design Phase
Design
Coachee’s Manager is Coachees’ Manager is Indirectly Involved or in most
a Critical Partner cases has no Link to the Mentor

Coach may be of the Mentor is always more senior and experienced

same age or younger than the mentee
than the coachee
 Is there a difference between Managing
and Coaching
Managing focuses on…. Coaching focuses on…..
Telling Exploring

Directing Facilitating

Authority Partnership

Immediate Needs Long Term Improvement

A specific Outcome Many possible Outcomes

 Coaching Counseling
about helping people decide deals primarily with helping
what they will do to improve people understanding themselves
their performance and overcoming problems

coaches more often ask “what” counselors might use “why”

questions such as, “What would questions such as, “why do you
you like to do instead? keep doing that?”

solution-focused and action- more meaning-based

orientated

addresses aspirations, focuses more on feelings.

objectives, and tasks
Coach to Strengthen Skills Competencies
and Behavior
• This model is applied to strengthen and /or
develop new competencies ,skills and
behaviour
• It is also an opportunity to boost morals and
confidence of employees ,as well as
cultivate/raise the level of performance.
 COACHING PLAN
Coachee/s:________________________ Coach:________________
Objectives (SMART)::
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________
__________________

Date/Time Activity/Process/ Materials Progress

Action Steps
 PERFORMANCE MONITORING AND
COACHING FORM

DATE CRITICAL OUTPUT IMPACT ON SIGNATURE

INCIDENCE JOB/ACTION (RATEE/RATER)
DESCRIPTION PLAN
October 8,2016 The use of ICT as IMs used did not Less
shown during fully capture the participation of
classroom interest of learners
observation has students
to be enhanced
 STEPS IN CONDUCTING
DISCUSSION AND AGREEMENTS
SESSIONS
Step 1:Opening /Climate Setting /Establishing
Rapport
Step 2: Objective setting
Step 3:Discussion and Agreement proper
Step 4: Closing
Why follow-up?
 Performance Coaching is not…….

•A one-time process
•Fault-finding and does not put the employee
down
•Giving advice and does not involve the coach
sharing his or her personal experience or
opinions/beliefs
 Performance Coaching is…..
Creating the right atmosphere
 
Mutual trust
Accountability for Results
Motivation to learn and Improve

Practice Active listening

Asking the right question

 Two forms of Questions
• 1. Open-ended

• 2. Closed –ended questions

“A good coach will
make his players
see what they can
be, rather than
what they are”
-Ara Parseghian-
 Like or Unlike?

Region-Wide Training for Master

DEPARTMENT
TeachersOF
on EDUCATION
Effective Teaching & Learning Delivery
 Like or Unlike?

Region-Wide Training for Master

DEPARTMENT
TeachersOF
on EDUCATION
Effective Teaching & Learning Delivery
 Like or Unlike?

Region-Wide Training for Master Teachers on Effective Teaching & Learning Delivery
 Like or Unlike?

Region-Wide Training for Master

DEPARTMENT
TeachersOF
on EDUCATION
Effective Teaching & Learning Delivery
 Like or Unlike?

Region-Wide Training for Master

DEPARTMENT
TeachersOF
on EDUCATION
Effective Teaching & Learning Delivery
 Like or Unlike?

Region-Wide Training for Master

DEPARTMENT
TeachersOF
on EDUCATION
Effective Teaching & Learning Delivery
 Like or Unlike?

Region-Wide Training for Master

DEPARTMENT
TeachersOF
on EDUCATION
Effective Teaching & Learning Delivery
 Like or Unlike?

Region-Wide Training for Master Teachers on Effective Teaching & Learning Delivery
 Like or Unlike?

Region-Wide Training for Master

DEPARTMENT
TeachersOF
on EDUCATION
Effective Teaching & Learning Delivery
 Like or Unlike?

10. A good coach

will make his
players see what
they are rather than
what they can be.

Region-Wide Training for Master

DEPARTMENT
TeachersOF
on EDUCATION
Effective Teaching & Learning Delivery
Giving Effective Performance

Feedback
 What is Performance Feedback

the on-going process

between employee and manager

where information is exchanged

concerning

the performance expected and

the performance exhibited.

Source: Indiana University Human Resources

The Power of Feedback

Builds staff competence and

confidence to achieve peak
performance

Benefits the leader

Creates a culture of
excellence
TWO TYPES OF FEEDBACK

– identifies job related behavior and performance that

contributeto individual, group and organizational goals and
encouragesthe employee to repeat and develop them

-identifies job related behavior and performance that do not

contribute to individual, group and organizational goals and
helps the employee develop alternative strategies
Effective Performance Feedback

SPECIFIC TIMELY BALANCED

S/TAR Feedback Model
S/TAR Feedback Model

S/T – Situation or Task

• Provides context for staff’s action/s

• Describes specific event, job, or assignment
that triggered or warranted a response
S/TAR Feedback Model

A – Action

• Specific response of staff to the situation or

task
• What staff said or did
• Can be multiple actions
• Can also be non-action
S/TAR Feedback Model

R – Result
• What happened due to staff’s action
• Can be effective or ineffective
• Can be concrete (e.g., report; written
feedback from client; extended processing
time; etc.)
• Can be less tangible (e.g., low morale;
misunderstanding; etc.)
S/TAR Feedback Model
"Thanks for completing
the spreadsheet on
resource allocation I
requested."

"You provided all "I was able to bring

of the data I asked
for and got it to me
on time."
the data to a planning
meeting with our
director, where we
used it to create a
strong resource plan
for next term."
S/TAR Feedback Model
Yesterday morning, I
asked you to prepare a
briefing on the status of
your project for today’s
meeting

By 2pm, you
submitted a word
document as well
as PPt slides which
I can use for the
meeting.
The Committee
appreciated the
presentation and
update and gave go
signal for the next
phase of the project.
S/TAR Feedback Model
Last month, our water
bill noticeably increased
despite regular usage.

The crew found a leak

You took the in our connection and
initiative of calling repaired it
Manila Water so immediately. We got a
they could check for rebate! Our bill this
leaks. You followed month reflects the
up two days later amount that we usually
when no service crew pay. Thanks to your
came. initiative.
 A - While you provided
all of the data I asked for,
I received it two days
after I requested,
because other
priorities had come up.

“Last week, I asked

R - Because the report you to complete
was late, I had to delay
our LAC meeting a documentation
with the division supervisor, of the LAC session.”
and we weren’t able to
complete our report.

A -“The next time you’re faced

with competing priorities,
feel free to come to me
for further directions.”
-

R - “That way, I’ll know if you’re

having challenges completing
a request and I can help you
prioritize your assignments.”
S/TAR Feedback Model
• Helps you focus staff’s attention on behaviors that
got them to their current level of performance
• Can be used to reinforce staff’s good
performance as well as to facilitate improvement
in staff’s performance
• Can be used to give feedback verbally or in writing
S/TAR Feedback Model
SITUATION / TASK

ACTION . RESULT ALTERNATIVE

ACTION . RESULT
S/TAR-AR Feedback
S/TAR - AR Model
Feedback Model

Alternative Result
Alternative Result

• What could be the probable result or impact of the

alternative action
S/TAR Feedback Model
SITUATION / TASK

ACTION . RESULT ALTERNATIVE

ACTION . RESULT
 S/TAR Feedback Model
"Last week I asked you to
complete a spreadsheet on
resource allocation."

A - "While you provided all of

the data I asked for, I received
it two days after I requested,
because other priorities came
up.“
R – "Because the report was
late, I had to delay a resource
planning meeting with our
director, and we weren't able
to complete our resource plan
for next term."
A – "The next time you're
faced with competing
priorities, feel free to come to
me for further direction."
R – "That way I'll know if
you're having challenges
completing a request and can
help you prioritize your
assignments."
S/TAR Feedback Model
During the project launch
yesterday"
A - "You came in just before
the opening ceremony was
about to start, and you
reasoned out that the traffic
condition was bad"
R – "The team had to print
registration sheets at the last
minute since the folder was
with you. There was a long
cue at the registration table .
A – "Since we know how bad
the traffic condition could get,
you could have left your house
much earlier especially since we
are hosting an important event
and you have the registration
folder“
R – "This will ensure that you wil
be in the venue one hour before
the opening ceremony as agreed
by the team and you can
supervise the registration, which
was your assigned task"
 Guidelines in Providing
Guidelines in Providing
Developmental Feedback
Developmental Feedback
•Focus on facts, not the person.
• Focus on facts, not the person.
Choose
Choosepositively
positively phrased
phrased statements, suchas
statements, such as"Forgetting
"Forgettingto to
dodo
thatthat caused
caused a
a delay,"
delay," rather than saying "You're completely disorganized.“
rather than saying "You're completely disorganized.“

•Share
• Share
your your thoughts
thoughts on on alternative approaches
alternative approaches while
while
rememberingto
remembering to seek
seek the
the other person's ideas.
person's ideas.
– “What do you think would be the best approach next time?”
– –
“If “What
you do do you
that, think
what would
results be we
could theexpect?”
best approach next time?”
– “If you do that, what results could we expect?”
• Provide your employee with the necessary support in terms of
• Provide your employee with the necessary support in
time, resources or coaching to act on your feedback.
– terms “Whatof resources
time, resources
or supportor coaching
would totoact
you need onthis
carry your
out?”
feedback.
– “What resources or support would you need to carry this out?”
Guiding Effective Performance
1. At the start of the year set clear goals for the
individual and ensure they are clear about their goals
responsibilities.

2. Constantly review and keep detailed notes

of performance.
Write down specific examples of good and poor performance
(noting down as many details as possible). This will help you to
remember facts about performance.

3. Provide regular feedback.

This will ensure objectives are on track and that small issues
are dealt with early, before they become large problems.
 Effective Feedback Process
Closing the
Preparation Conducting
Meeting
the Meeting

Staff completes self

assessment and sends a
copy to his immediate
superior.

Staff and immediate

superior agree on the
meeting schedule.
Discussion Points:
Staff and immediate Performance Objectives
superior gather data & Critical Incidents / STARs
note down discussion Progress or Final Results
points for the meeting. Development Plans
Effective Feedback Process
Conducting
the Meeting
Closing the
Preparation Meeting

OPEN
• Greet the employee.
• Make him feel comfortable
• Thank him for his time.
• Engage in quick, light,

CLARIFY
• Signal start of discussion
• State the purpose
 63
Region-Wide Training for Master
DEPARTMENT
TeachersOF
on EDUCATION
Effective Teaching & Learning Delivery
Region-Wide Training for Master
DEPARTMENT
TeachersOF
on EDUCATION
Effective Teaching & Learning Delivery