RPMS Roll-Out

Title of the Episode:

(RPMS)
Session 0
Session
Title
Duration
Materials
Reference
Value/s
Objectives

Overview

45 minutes
sheet of colored/construction paper
Danceable music
RPMS Manual, handouts
Focused attention
At the end of the session, the participants shall be able to:
a. Get to know each other well
b. Level off expectations and objectives
c. Commit to the successful training through a
commitment statement
Coming together is fun, working together is a challenge, and
performing together is success. This we hope to understand
in our being together here for 3 days.
Before we do, let us level off our expectations in this training.
Facilitator asks training assist to distribute one
piece each (1/4 size) of construction paper to the
participants. Then, F gives the following
instructions:

1.
2.
3.
4.

Results-Based Performance Management System

Leveling of Expectations

Activity

Analysis

Session 0

a. Write three things you love doing which other

people do not commonly know about you.
b. When the music is played, move around and meet
other participants in this hall. When you meet pax
with the same thing/s you have on your paper, clap
your hands or shake hands. When you meet pax
with different things written on their paper, give
them two thumbs up and then continue moving
around. Do this ten times or until such time that you
get to meet more pax in this room.
How did you feel about the activity?
What things do you share as common among the
people you met in this hall?
What other things have you found out about what
other people love doing in this hall?
How will these similarities and other discoveries you
have about yourself and others help you in making
good or becoming successful in your engagement in
this training?

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Abstractio
n

Session 0

Using the participants inputs, F highlights the

following:
1. It is important that we build on the commonalities of
people in understanding dynamics of individuals and
groups and in maximizing gains from an experience
such as this training.
2. We operate under the universal principle of respect to
understand differences.
3. With these understandings, we will be able to give our
focused attention to the inputs, expectations and
returns (such as outputs) accordingly. This will facilitate
the engagement in the workshops and eventually
getting the most out of this training.
Introduce the matrix of the 3-day training-workshop
emphasizing the fluidity of schedules/time since correct
outputs need to be produced by the participants.
Ask clarifications on their other expectations and draw out
the norms for the training.
Divide the group into 5 learning teams who will be
assigned the hosting of the days preliminary sessions
with the following numbers:
o Pamabansang Awit (morning only)
o Prayer (prepared and recited)
o Checking of attendance
o Slogan for the day
Included in the preliminary activities to be facilitated by the
member of the team are:
o Management of Learning (MOL) which starts on the
second day. MOL should include the TIL (Today I
Learned) concept, pax will write on metacards and
post on the TIL corner.
o Management concern (if any)

Application
Write your statement of commitment to this training
and to yourself by completing the following:
To make the most out of this training, I shall..so that
I/others will

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Title of the Episode:

(RPMS)

Session 0

Results-Based Performance Management System

Session 1
Session
Title

Overview of the RPMS

(Presentation/Review of Strategic
Directions/Targets/PCPs)

Duration
Materials

1 hours
Powerpoint of the RPMS overview
Prizes
RPMS handouts

Referenc
e
Value/s
Objective
s

Overview

Priming

Activity
3

Focus, Commitment
At the end of the session, the participants shall be able to:
Get an overall view of the results-based performance
management system as it relates to the DepEds vision,
mission, and overall organization framework;
Gain an initial understanding of the overall design of the
DepEd RPMS;
Internalize the concept of performance management.
With the organization-wide development happening in our
department, we need to keep abreast with all the updates that
are downloaded to us. One such development is the ResultsBased Performance Management System.
Let us get to know this recent development in this session.
Point to the North
Follow these instructions: Close your eyes. With your point
finger raised up high, point to the North. Maintain your
position. Now, open your eyes and look around.
Are you all pointing at the same direction? Why?
(Briefly process their answers and tweek the answers to arrive
at the very purpose/insight of the exercise: At whatever
reference we are, we need to arrive at a common
understanding of what we are expected to get and do here.
a. Show powerpoint of the DepEd Vision-Mission and

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Core Values
b. Let everybody read the Vision, Mission and Core
Values all together first.
c. Then, call on volunteer/s to recite in front the Vision
and Mission
(give consolations (prizes or other in-kind gifts) to the
volunteers who could recite the vision mission)
d. Let the group/participants recite all together again the
vision-mission
Analysis

Abstracti
on

1. What were you feeling/thinking while you were asked

to recite the DepEd vision and mission? Why?
2. Why is it important for each one of us to take
cognizant of the vision-mission?
3. How will our awareness/mindfulness of the DepEd
vision and mission help us in understanding this
RPMS?
Show the assessment results given during the registration.
Give analysis and interpretation and relate the results to the
lecturette on the overview of the RPMS found on the slides.
Order of presentation on the slides:
Vision Mission Core Values
Full Spectrum from Right to Left Planning
Strategic Priorities
Targets and Reforms
Culture, Systems and Processes
Technology
Learner-Centered and Inclusive Education
Curriculum Implementation
External Relationships
DepEds Framework Based on DBMs OPIF
Mandate from DepEd
DepEd RPMS Framework
DepEd RPMS Alignment with SPMS of CSC
What is Performance Management?
Objectives of the Performance Management System
RPMS Linkages to other HR Systems
Overall Design of DepEd RPMS
General Features
RPMS Cycle
Teaching Positions
Forms
DepEd Forms
Components of Performance Management
Emphasize the strategic directions and MFOs which should be
the guiding directions in responding to the achievement of the

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Applicati
on

Session 0

vision crystallized in the individual contribution through the

results.
Facilitator asks again volunteers to recite the vision-mission. If
not yet well-versed/memorized, pax may be asked to give
vision and mission elements.
Then, they recite the VM all together.
(Another consolation gifts may be given to the pax)

Title of the Episode:

(RPMS)
Session 2
Session
Title
Duration
Materials
Reference
Value/s
Objectives

Overview

Priming

Results-Based Performance Management System

Phase 1 Performance Planning and Commitment

Powerpoint presentations, Individual Performance and

Commitment Review Form (IPCRF), Position
Competency Profile (PCP) of the pax only
RPMS Manual
Clear planning and Commitment
At the end of the session, the participants shall be able to:
Identify individual KRAs, objectives, and performance
indicators
Discuss competencies required and additional
competencies needed to achieve the objectives
Reach agreements on KRAs, objectives, and
performance indicators and other agreements.
Everything that we do entails planning. In accomplishing and
achieving something like a vision or a goal needs a clear end
in mind, then we work backward.
Let us try our hands and minds in this journey of
performance planning and commitment.
INITIALISMS
Introduce the participants to the Internet lingo called
INITIALISMS.
Divide the group into 4. The rows where they belong may
already become the grouping so that time is managed.
Flash the initialis one by one. Any one from the group may
answer but s/he does this by standing once the initials are
flashed and the facilitator recognizes the person.
Do this until the clincher part.
Winning group receives a prize.

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Activity 1

Session 0

Phase 1
Introduce Phase 1 Performance Planning and
Commitment
(Show (on powerpoint) here the DOs KRAs/targets.
Pax dont get yet a copy of the PCP)
Answer the following: What major outputs am I
responsible for delivering?
Before they answer the question, show them on powerpoint
the Job Summary, Duties and Responsibilities of the
participants contained in the RPMS. (slides 50-52)
Then, present to them their Key Result Areas (KRAs).
Explain what are KRAs (Refer to powerpoint) first. Then, show
the weight per KRA. Encourage discussion of the weight per
KRA based on the assigned weight determined by the
division office. Take note of the final weight agreed upon by
the group as this will be discussed further by the DO
personnel considering the other proration of weights agreed
upon in the other groups. This will be done to come up with a
unified weight per KRA.
Emphasize that this discussion is very important as
we are establishing a mutual rater-ratee relationship.
Parameters should be clearly set or agreed upon
beforehand.
Thereafter, present the inputs on Objectives and discuss the
criteria/characteristics of SMART objectives. (Slides 55-64).
Show the example of objective in slide No. 65. Then,
encourage discussion or critiquing of the statement of
objectives.
Emphasize that DepEd wants objectives to be stated in endterm re: conducted, achieved, etc.
Then, based on the KRAs presented, let them do an initial
workshop on formulating objectives following the SMART
principle.

Analysis 1

Abstractio
6

1.
2.
3.
4.
5.

How did you find the activity?

What can you say about the KRAs in the RPMS?
What is critical in formulating objectives?
How did you know that your objectives are SMART?
What insights did you gain from this activity?
Process their responses by bringing them back to the

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Activity 2

Session 0

FULL spectrum of right to left planning (slide 66) and

emphasizing the following:
Key Result Areas (KRAs), Objectives
Definition of KRAs
Definition of Objectives
SMART Criteria
Example (critique the sample)
Bring them back to Slide 25 (Full spectrum of planning). Point
to the next item in the VIMOKRAPI, the performance
indicators.
Provide inputs on what performance indicators are
(Slide 67).
Then show the sample (slide 68, 69 and 70).
Here, explain the rating scale determined by the Civil
Service Commission for all agencies set at: 130 and
above (Outstanding); 115-129% (Very Satisfactory);
100-114% (Satisfactory); 51-99% (Unsatisfactory)
and; 50% and below (Poor). Explain that this is
aligned to the CSC mandated Performance Rating
Scale.
Show here sample of OKRAPI to prepare them for the
workshop.

Analysis 2

1. What can you say about the performance indicators?

2. How will you be able to achieve the 130% and above
target or an outstanding rating?
3. What competencies do you need in order to deliver
your targets and objectives? As participants give
answer, publish them using the suggested format re:
Core Competencies (this
will be labeled as such
later)

Abstractio
n
7

Leadership Competencies
(same here)

4. What competencies do you need to hone more in order

to achieve your objectives and deliver results?
5. What insights did you gain from the activity?
Using the participants inputs, F highlights the following:
Performance Indicators (Example 1 and 2)
Discuss competencies required and additional

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competencies (Use/relate to the responses in

Questions 3 and 4)
Why do we have competencies?
Managers competencies
Staff and Teaching-related competencies
Teaching competencies
Reemphasize the WHAT as results and the HOW as
the COMPETENCIES. Basis of performance rating is the
What, while the HOW shall be the basis for
development planning purposes.
Reaching agreements
Rater-ratee agreement
Sample of page for rater-ratee signature
Re: There is a clear match between the accomplishment of
targets and producing results with the competencies of the
employees. Thus, the importance of having a (competency)
development plan.
Application

F distributes the individual PCPs:

Harmonize the duties and responsibilities to their KRAs
in preparation for the more thorough workshop (1).
Here, they match/classify/categorize the duties and
responsibilities with the KRAs. (This will help determine
justifiably the WEIGHT per KRA).
Allow them time to do this. Then, go back to the
previously presented KRAs and weight to discuss
whether or not the assigned weights are really
justifiable for the KRAs. Then, record the agreed
weights per KRA for reconciliation with the other
groups outputs.

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Title of the Episode:

(RPMS)

Session 0

Results-Based Performance Management System

Session 3
Session
Title
Duration

Phase 2 Performance Monitoring and Coaching

Materials

Powerpoint presentations
Role-play sheet
RPMS Manual, presentation materials
Openness, tactfulness
At the end of the session, the participants shall be able to:
discuss/explain performance monitoring and coaching;
demonstrate an effective coaching feedback session;
show openness in the process of performance
monitoring and coaching.
Reaching the top performance such as getting Outstanding is
no easy job. That is why it is the task of the superior and the
subordinate to always find a common ground for continuing
improvement in their work in order to produce results they
set. However, there are instances when employees could not
just produce Outstanding results due to some inadequacies.
How could this be addressed?

Reference
Value/s
Objectives

Overview

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Activity1

Analysis

Abstractio
n

Application

Session 0

This session will tackle the second critical phase of the RPMS.
Role-Play: Superior-subordinate performance monitoring and
feedback giving (in reality)
Ask volunteers to role-play the following scene: (Refer to the
task card)
1. How did you find the activity?
2. Is the scene familiar to you? happening in the work
places?
3. What was critical in the conversation? Why?
4. What usually happens when such situation is
continuously occurring in the workplace?
5. How should the superior approach the situation? Why?
6. What insight did you gain from the activity?
Using the participants inputs, F highlights the
following:
Performance monitoring and coaching is a critical
part/phase in performance management. This is Phase
2 of the RPMS.
Continue with the abstraction by discussing Phase 2
slides
Emphasize STAR approach.
Stress that coaching is not dictating but leading the
employee to doing a task accordingly, excellently and
in the process helping the employee grow.
Critical incidents will capture the very area for
feedback giving and receiving and will help the
superior facilitate the process.
From the role-play, recall and write down the critical
incidents, and write a STARs.
Demonstrate how the scene portrayed in the Activity roleplay could be a worthwhile performance monitoring and
coaching activity.
Then, on your journal, accomplish the grid below.
As a superior/subordinate , these are my values and
attitudes in monitoring and coaching my subordinates/my
own performance:
Values

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Attitude

RPMS Roll-Out

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I commit to showing these in all instances in our

office/workplace.
Role-play script:
Player 1 (Superior): Lady Gaga, hain na su pigpagibo ko saimo? Itao mo na sako
ta isasubmit ko na.
Player 2 (Subordinate): Sori po, dai ko pa nagigibo ta dai ko po kaya
naintindihan su huring column. Pwede po ako magpatabang?
Player 1: Haloy ko na pigtao saimo dai mo pa palan nagigibo. Thats
inefficiency! Dapat kun dai mo aram naghapot ka o nagresearch ka. Trabaho
mo baga yan. I am disappointed with you.
Player 2: Im sorry po talaga. Give me two days po, I will research.
Player 1: Dai na, itato ko na sana ki Gago ta ito once lang taanan instructions
nagigibo tolos.
(Facing or going towards Gago the superior says: Noy, gago, ika na
gibo kaini ta maray ka pirming maasahan. Outstanding ka na naman kayan.

Title of the Episode:

(RPMS)
Session 4
Session
Title
Duration
Materials
Reference
Value/s
Objectives

11

Results-Based Performance Management System

Phase 3 Performance Review and Evaluation

Powerpoint slides
RPMS Manual and presentation materials
Tactfulness, openness, open-mindedness
At the end of the session, the participants shall be able to:
gain functional understanding of the performance
review and evaluation process in the RPMS;
discuss the CSCs Performance Rating Scale as a
mandate;
discuss DepEds competencies and employees
development plans;

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Overview
Activity
Analysis

Abstractio
n

Application

Session
Title

Session 0

manifest positive attitude in the process of review and

evaluation.
After having understood Phases 1 and 2 of the RPMS, it is
now time to understand more the system by walking you
through the performance review and evaluation phase.
Recall your most unforgettable/significant/critical
experience in an evaluation activity.
What makes it unforgettable/significant/critical?
1. What is your unforgettable/significant/critical
experience?
2. What makes it so?
3. How did the (positive) experience help you in
performing your tasks and/or duties? how about the
not-so-good experience?
4. How can an evaluation be made more meaningful?
Using the participants inputs, F highlights the
following:
We review performance in terms of RESULTS (WHAT)
and COMPETENCIES (HOW)
Discuss the inputs (found on the slides) relating
them to the responses of the participants
particularly on how to make a review and evaluation
meaningful
Stress that DepEd competencies, while there is
rating scale, shall be used for developmental
purpose only. Then, present the Individual
Performance Commitment and Review Form where
they will capture the strengths and development
needs (p.6)
As a superior/subordinate, how I will help make the review
and evaluation process successful and meaningful? What will
I START, STOP, and CONTINUE doing? (This should become a
supplement to the application in the session on Phase 2.
Phase 4 Performance Rewarding and Development
Planning

Duration
Materials
Reference
Value/s
Objectives

12

Powerpoint presentations
RPMS Manual
Life-long learning, personal accountability
At the end of the session, the participants shall be able to:
discuss the crucial points and steps in performance
rewarding and development planning;

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Overview

Priming
Activity

identify ones strengths and development areas for

development planning;
express commitment to life-long learning process and
continuous development.
Early in this training, you were asked to recite the visionmission of the department. You might have realized that at
this point, we may have gaps because of some bottlenecks
in the performance of our tasks that are not contributing to
our VM. Some of these bottlenecks may refer to what we
dont have or inadequacies that cannot just be addressed by
our previous and present orientation.
In this session, we will talk about this aspect.
How much did you get as PBB? Why?
Let them list 3 most important reasons why they only get the
said amount?
Use this format:
Reward
PBB (amount)

Analysis

Abstractio
n

13

Session 0

Reasons
1.
2.
3.

Let them report briefly.

1. What reasons did you give?
2. What common reasons do you find in the responses?
3. What do you intend/plan to do with your possible
bottlenecks to having higher performance?
4. What insights did you gain from this activity?
Using the participants inputs, F highlights the
following:
Two important points are important in Performance
rewarding and development planning: These are
REWARDS and DEVELOPMENT PLANNING. PBB is one
form of reward. There is also a move that the policy on
the grant of step increment be revised in order to
make it more responsive and rewarding to the
performance of the employees, such that performance
could be outrightly rewarded and would no longer wait
for 3 years to be incremented and therefore adheres to
the RPMS principle. Other rewards may be
INTANGIBLES (Boss affirmation, scholarships, other
development activities, etc.)
Discuss the inputs found on the slides (Steps in
Development Planning, Activities, 30/30/40 Learning
Philosophy and Part IV- Development Plans).
Development plans capture the areas where the

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employee excels and areas for development are both

identified. In this manner, the employees strengths
are highlighted and recognized. Development needs,
on the other hand, are addressed through formal and
informal training and development approaches.
Present the quote from Donald Miller as a clincher re:
Behind every successful person, there is one
elementary truth: somewhere, someway,
someone cared about their growth and
development.
Application

Add to your journal:

What activities will I undertake ASAP to develop more my
competencies?
(Note: Pax should be able to identify their development
needs in this stage of their career or employment.)

Title of the Episode:

(RPMS)

Results-Based Performance Management System

Session 5: Workshop 1
Session
Workshop 1 - OKRAPI
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Title
Duration
Materials
Reference
Value/s
Objectives

Overview

Priming
Activity

Analysis

Abstractio
n
15

Session 0

Individual Performance Commitment and Review Form,

PCPs, proration of weight per KRA
RPMS Manual, loose sheets
Accountability, focused and clear planning, SMART
At the end of the session, the participants shall be able to:
Analyze their duties and responsibilities as contained
in the RPMS documents;
Harmonize KRAs with their duties and responsibilities;
Formulated SMART objectives based on their duties
and responsibilities.
After immersing yourselves into the preliminary sessions and
having gained understanding of the organizational
development called results-based performance management
system phases 1-4, you are now ready to put the inputs into
application.
Welcome to the first workshop.
Were All In It Together (The Hula-Hoop activity)
1. Divide the participants into 5 groups. Let them find a
place to perform the activity.
2. Give the following instructions before letting them do a
trial:
As a group, lift the hula-hoop from the floor up.
You will use only your point finger with the base
of the hula-hoop on top.
When you do this, see to it that the hula-hoop
remains at even position. Once it goes out of
balance, you will repeat the activity until such
time that the desired lifting/raising process is
achieved.
(Note to Facilitator: Assign someone who will
oversee compliance to the instructions and cofacilitate the process. A winner may be declared and
given consolation prize.)
1. How did you find the activity?
2. What helped you do the task?
3. What blocked do from doing the task in your first,
second or succeeding attempts successfully?
4. What does this simple exercise tell you/us about
performance/performing?
Using the participants inputs, F highlights the
following:
While we may have different ways of doing things, it

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should be made clear as very important to think

team, group, school or division. What one
accomplishes impacts the whole/organizations
performance. This should be emphatically impressed
upon all of us, and this you will do in the coming
workshop.
Lead them to the workshop on preparing the
Objectives.
Application

F distributes the Position Competency Profile (PCP). Or if

distributed in the previous session, they keep hold of the
copy.
Let them study further their individual PCP paying particular
attention to the Duties and Responsibilities.
Show again the Full Spectrum of Right to Left Planning.
Let them walk through the process of the planning by
formulating the objectives first. Three objectives per KRA will
be formulated with reminders on the SMART characteristics
of an objective.
Show on powerpoint the template. Then, let them work on
formulating objectives. After 30 minutes, let volunteers
present an example and critique in plenary using the SMART
principle.
Distribute the Individual Performance and Commitment
Review Form. This will be the format of their plan. However,
in the column for Performance Indicators, let them work first
on specific PIs for the objectives.
Facilitator may show an example of SMART objective.

How many are covered in (duties and

responsibilities in the KRA)?
How about the needs of the teachers?

Cover starting June

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All other tasks include in KRA No. 5

What are the targets? How are these
measured?

Title of the Episode:

(RPMS)
Session
Title
Duration
Materials
Reference
Value/s
Objectives

Overview

Priming

Activity

17

Results-Based Performance Management System

Workshop 2 - SPATRES

SPATRES Form
RPMS Manual
Oneness,
At the end of the session, the participants shall be able to:
complete the planning process through SPATRES
appreciate the significance of the RPMS through their
well-crafted performance plan.
The full spectrum of planning leads us to a more strategic
direction and implementation. The workshop on OKRAPI
introduced us to the right side of the planning process.
Let us now get to know the left side of the process.
I have two hands the left and the right
Hold them up high, so clean and bright
Clap them softly one, two, three
Clean little hands are good to see.
(any other lyrics may be substituted)
WORKSHOP on SPATRES
Ask a participant to use his/her example of
objective and performance indicator on any of
the KRAs from the previous workshop.

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Affirm the objective/s and the performance

indicators if they are already okay based on the
criteria.
Then, ask:
1. Explain that SPATRES is part of the strategic planning
tool VIMOKRAPI-SPATRES where S refers to STRATEGY,
P-PROGRAM or PROJECT, A-ACTIVITIES, T-TASKS, RESRESOURCES.
2. Culling out or using the OKRAPI output, show a sample
of SPATRES.
3. Then, give them the time to work on their SPATRES.
But, it is important that their OKRAPI be prepared first.
Analysis

Abstractio
n

1. How did you find the activity of formulating

objectives?
2. What helped/blocked you from doing them?
3. How do you intend to implement your objectives?
4. Is you plan complete with the formulation of your
objectives?
5. What else do you need to plan for in order to
implement your objectives? (Expected responses to
be published: strategy, programs, projects,
activities, resources)
6. What discoveries do you have in this workshop?
Using the participants inputs, F highlights the
following:
The formulation of objectives does not ensure a good and
strategic performance plan that is implementable. There has
to be other elements in order to carry out the objectives. As
you said, need still to think of a STRATEGY, programs and
projects and most especially resources to really
comprehensively outline your strategic performance plan.
This is the other side of the strategic planning framework
called VIMOKRAPI-SPATRES (show here again the
spectrum).SPATRES which stand for S-STRATEGY; PPROGRAM/S and/or PROJECT/S; A-ACTIVITIES; T-TASKS; RESRESOURCES will outline and make clear the directions based
on the objectives set. The strategies, programs and projects
in the action plans, SIPs, targets can already be used here if
they are responsive to the objectives.
So from the Objectives per KRA, you determined the
PERFORMANCE INDICATORS. From these two, you will have
to identify strategy or strategies and the corresponding
programs and projects, the chunks of activities and tasks and

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of course the human, material and financial resources you

would need in order to produce or deliver results.
This will now form your performance plan for the whole year.
Remember, for the teaching and teaching-related personnel,
the RPMS cycle starts in June and ends in March; for the nonteaching personnel, the RPMS cycle starts in January and
ends in December. So, you need to capture in the plans the
targets and/or activities that you have already done or
accomplished.

Application

Show here the complete FORMAT of VIMOKRAPI-SPATRES.

Clarify also that while the tool is VIMOKRAPI-SPATRES, the
IPCRF includes a column on MFOs. This should be
maintained.
After the discussion, the participants will now
complete their performance plan by preparing their
SPATRES for the KRAs.
Note that they may not be able to finish doing this for
all the KRAs. It is just important that they come up
with at least to correct and complete samples for
them to be confident with the process since they will
also be facilitating the same workshop for their
teachers and other non-teaching personnel in their
schools.
Presentation and critiquing of the OKRAPI-SPATRES will follow
here.
After the critiquing, lead the participants into the
computation of scores/ratings for them to see how they
arrive at OUTSTANDING and other descriptive ratings.
Then, cap the session by sharing the video clip Its a
Beautiful Day and I Cant See It! Or any appropriate capping
scheme.

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Title of the Episode:

(RPMS)

Session 0

Results-Based Performance Management System

Session 7:
Session
Title

Presentation of Performance Plan

Reaching Agreements

Duration
Materials
Reference
Value/s
Objectives

At the end of the session, the participants shall be able to:

Overview
Priming
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Activity

Analysis
Abstractio
n
Application

Session 0

Facilitator asks training assist to distribute one

piece each (1/4 size) of construction paper to the
participants. Then, F gives the following
instructions:

Using the participants inputs, F highlights the

following:
F distributes IPPD templates and gives the following
instructions:

My STAR
Draw a STAR like this:

Label the parts of the star re:

Center: Your Name
Topmost: 3 Positive Values you have
Left: relationship values
Right: work values
Down left: leadership capital
Down Right: plus factor/s
Form Quad: Share your STAR with your groupmates. Each member is given two
(2) minutes only to share his/her STAR.

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Integration
Session
Title
Duration
Materials

Reference
Value/s
Objectives
Overview

Integration

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Session 0

Commitment Building
Masking tape
Colored stationery
Wall airports
Construction paper
Music: I Believe I Can Fly I Can
Manila paper
Grade 3/9 session guide
Responsibility, accountability
At the end of the session, the participants shall be able to:
For the past 2 1/2
days you have gained a deeper
understanding of the RPMS, particularly on how to effectively
implement your plan. Now, you are ready for the big task
ahead?
1. Provide participants with colored construction paper
and pairs of scissors. (Each color will represent a
specific airline: yellow Cebu Pacific; orange Zest

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Synthesis
and
Closure

23

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Air; white Air Phil; red- Asia AIR)

2. Let them make their paper airplanes.
3. Have them write on the paper airplane four (4)
keywords about their learning during the five-day
training.
4. Play the music: I Believe I Can Fly and signal the
participants to fly their planes inside the hall,
amidst the crowd.
5. Instruct the participants to pick up one paper
airplane that lands near them, then add two (2)
additional keywords representing their learning.
Afterwards they will fly the paper plane to another
direction. They will repeat the same process three
times.
6. After writing keywords on the third paper plane that
they get, they will park it on the designated wall
airport by airline.
7. Have participants make a tour to the various wall
airports and read the learnings.
Acknowledge and appreciate the participants openness and
honesty in sharing their learning and briefly relate them to
the training objectives.
Present on PowerPoint: The Rebirth of an Eagle
Distribute a colored stationery (by subject area) for each one
and have the participants write their statement of
commitment to the training. Ask them to share their
commitments to their seatmates on their right.
Have them post their stationeries to the Commitment Wall
Close the session by asking them to join in the signing of: I
Can Donna Cruz

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Session 0