Performance Monitoring

and Coaching for the

Department of
Education

WHAT
Strategic
Priorities

VISION,
MISSION,
VALUES
(VMV)

Department
/ Functional
Area Goals
KRAs and
Objectives

HOW
Values

Competencie
s
CENTRAL
REGIONAL
DIVISION
SCHOOL
S

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
Interventions
HR/AO Orientation Batch 1
HR/AO Orientation Batch 2
HR/AO Orientation Batch 3
HR/AO Orientation Batch 4
Orientation of CO Heads, RDs /
ARDs
Orientation of Technical Working
Group (TWG)
Orientation of SDS Batch 1
Orientation of SDS Batch 2
Orientation of SDS Batch 3
Orientation of SDS Batch 4
Training of Trainers Batches 1 and
2
Training of Trainers Batches 3 and

Number of
Participant
s
60
47
65
35
67
14
59
83
59
68
92
119

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

CSCs Revised Policies on the Strategic

Performance Management System (SPMS)
MC 6 s. 2012
NUMERICAL
RATING

ADJECTIVAL
RATING

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.

Very Satisfactory

Performance exceeded expectations. All goals, objectives and

targets were achieved above the established standards.

Satisfactory

Performance met expectations in terms of quality of work,

efficiency and timeliness. The most critical annual goals were met.

Unsatisfactory

Performance failed to meet expectations, and/or one or more of the

most critical goals were not met.

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.

DESCRIPTION OF MEANING OF RATING

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

Acronyms

Enhanced

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

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
Build
Maximum
Awarene
Performance

ss

Coach to
Move to Skills,
Strengthen
Action
Competencies
and
Behaviors

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 Units Objectives

2. Identify Individual KRAs, Objectives

and Performance Indicators
3. Discuss Competencies Required and
Additional Competencies Needed

4. Reaching Agreement

1. Discuss Units Objectives

The Office Head discusses
the offices 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 DepEds culture.

For DepEd, competencies will be

used for development purposes
(captured in the form).

Managers Competencies
Core
Behavioral
Competencies
Self
Management
Professionalis
m and ethics
Results focus
Teamwork
Service
Orientation
Innovation

Leadership
Competencies
Leading
People
People
Performance
Management
People
Development

Staff & Teaching-related Competencies

Core
Behavioral
Competencies
Self
Management
Professionalis
m and ethics
Results focus
Teamwork
Service
Orientation
Innovation

Staff Core
Skills
Oral
Communicati
on
Written
Communicati
on
Computer/IC
T Skills

Teaching Competencies
Core
Behavioral
Competencies
Self
Management
Professionalis
m and ethics
Results focus
Teamwork
Service
Orientation
Innovation

Teaching
Competencies
Note: CB PAST
was used as
basis for the new
PCPs for teaching
positions.

Achievement
Managing
Diversity
Accountability

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).

MFOs

KRAs

Provision of Quality Curriculum &

Basic Education
Learning
Services
Management

OBJECTIVES

To craft 3 localized
and indigenized
curricula and
instructions by15
December 2015.

TIMELINE

July
December
2015

PERFORMANCE
INDICATORS
Weight
(Quality,
per KRA
Efficiency,
Timeliness)
10%
Q = 3 curricula
and instructions
E = 3 drafts of
each proposed
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

Situatio
n

Action
*developed by Development Dimensions
International (DDI)

Task

Result/s

Coaching Model for DepEd

Coach for
Workto
Know when
Improvement

Coach

Application
Opportunities

Coach for
Build
Maximum
Awarene
Performance

ss

Coach to
Move to Skills,
Strengthen
Action
Competencies
and
Behaviors

Phase 3: Performance
Review and Evaluation

1. Review
1. Performance
Reviewing
Performance

2. Discuss Strengths and

Improvement Needs

Performance Evaluation is not:

Attack on employees
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

Seminars/workshops

Formal education/classes

Assignment to task forces/committees/ special projects

Job enhancements / redesign

Functional cross-posting

Geographical cross-posting

Coaching/counseling

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.
Performan
ce
Planning
and
Commitme
nt

4.
Performanc
e
Rewarding
and
Developme

2.
Performanc
e
Monitoring
and
Coaching

3.
Performa
nce
Review
and
Evaluatio

Performance Monitoring
and Coaching

THE RPMS HAS 4 PHASES

1

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
Surveys
Informal Interview
Evaluations

Complaint Logs
Manager Observation
Audit Results
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. Johnnys 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

ABOUT
THE SUBJECT MATTER OR
TOPIC
THE TASK WHICH THE GROUP
IS WORKING ON

HOW THE SUBJECT IS BEING

DISCUSSED;
WHAT IS HAPPENING
BETWEEN AND AMONG GROUP
MEMBERS WHILE THEY ARE
WORKING

PROCESS OBSERVATION AND ANALYSIS

(POA)

Shows where the group is

in terms of GROUP
DEVELOPMENT

Provides valuable
information about group
members 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
groups 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
them

What they are doing

How these affect them

and the task they are
doing

I SEE

I THINK

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 groups 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 groups 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
History, Bias

Decoding, History,
Bias, Interpretation

Encoding
Message,
Channel/Method

Feedback

Modes of
Communication

Relationships of Thoughts,
Feelings and Action

See
Think
Feel

World
What is going on

Interpretations
Past experiences
Reactions
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

Situatio
n

Action
*developed by Development Dimensions
International (DDI)

Task

Result/s

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

Lets Talk About It

What made it easy/difficult to achieve the goal?
What helped/hindered in the process?
Was there clarity in the outcome?

Lets 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 ofThe 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 advicegiving 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
Build
Maximum
Awarene
Performance

ss

Coach to
Move to Skills,
Strengthen
Action
Competencies
and
Behaviors

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 subordinates 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 sayo

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
Build
Maximum
Awarene
Performance

ss

Coach to
Move to Skills,
Strengthen
Action
Competencies
and
Behaviors

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; employees 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 raters and ratees 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
Immediate Needs
A Specific Outcome

Coaching focuses on:

Exploring
Facilitating
Partnership
Long-term improvement
Many possible outcomes

Performance Coaching is
advice giving and does not involve
not
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 coachees 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 coachees desire for
confidentiality.

CREATE THE RIGHT ATMOSPHERE

Accountability for Results
A person who isnt 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 youre 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 coachees 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
Situation

Characters
Who is the
coach and
coachee?

Coaching Plan

DEPED RPMS

1.
Performan
ce
Planning
and
Commitme
nt

4.
Performanc
e
Rewarding
and
Developme

2.
Performanc
e
Monitoring
and
Coaching

3.
Performa
nce
Review
and
Evaluatio

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 managers 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 fromhttp://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 Managers 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-tocoaching/14459/