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FIRST DAY ORIENTATION MODULE

1st TERM, AY 2019-2020

Course: MGT 101 - HUMAN RESOURCE MANAGEMENT (HRM)

Teacher: Roldan C. Ragot, CHRA, RPm, D.B.A.

V, M, CV, QP, CLASSROOM POLICY

Vision
A globally recognized institution of higher learning that develops competent and morally upright citizens who
are active participants in nation building and responsive to the challenges of 21st century

Mission
Batangas State University is committed to holistic development of productive citizen by providing a conducive
learning environment for the generation, dissemination and utilization of knowledge through innovative education,
multidisciplinary research collaborations, and community partnerships that would nurture the spirit of nationhood help
fuel national economy for sustainable development.

Core Values

Faith
The University’s initiatives and activities are guided by a strong faith in a Supreme Being. These are anchored
on high regard and respect for the beliefs and orientation of each member of the academic community for a productive
and meaningful co-existence.

Patriotism
This value extends from promoting love of country to taking pride in being a Filipino. The University advocates
a strong sense of commitment to national ideals through its active promotion of the Philippine culture and heritage , as
well as concern for the environment and the nation’s natural biodiversity, all of which lead to the creation of a pool of
professionals who are instrumental for nation building.

Human Dignity
This value affirms the uniqueness, inherent worth, and distinction of every member of the community, with
high respect to equality, social justice, and human rights. This is seen as the most effective way to prevent or resolve
conflicts, and is thus necessary to ensure a harmonious University environment.

Integrity
This pertains to the University’s steadfast adherence to morally-sound principles and ideals in the pursuit of
institutional goals and objectives. It covers the values of accountability, honesty, righteousness, incorruptibility, and
decency in the governance and implementation of academic, administrative, financial policies.

Mutual Respect
This refers to the recognition and acceptance of individual and professional differences in the exercise of
academic freedom and the freedom of expression. It is exhibited by a community that is progressive-minded and
receptive to growth and positive change.

Excellence
A strong commitment to excellence in the areas of instruction, research and extension services, as well as in
the management of financial resources and in the general administration of the University, is the most significant factor
in ensuring the successful attainment of the University’s vision. Excellence results to continuous quality improvement
in the services offered by the university to its clientele and stakeholders.

Quality Policy

Batangas State University is committed to provide quality services to all customers and satisfy applicable
statutory and regulatory requirements through continuous improvement of all University processes.
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OUTCOMES BASED EDUCATION (OBE)

Why OBE: Considerations

1. Globalization of education
2. International trend towards outcomes-oriented education
3. Expectations of the expanding variety of students
4. Expectations of employers, the professions and the community

What is OBE

Clearly focusing and organizing EVERYTHING in an educational system on what is essential for all students
to be able to do successfully at the end of their learning experiences.

Spady, W.(1994).Outcomes-based education: Critical Issues and Answers

What are Outcomes

Outcomes are clear learning results that learners have to demonstrate at the end of significant learning
experiences: what learners can actually do with what they know and have learned.

Intended learning outcomes (ILO)

Institution level (Graduate Attributes)

- What are the attributes of an ideal graduate?

Program Level

- What are the intended learning outcomes for students enrolled in the program?

- Program Educational Objectives (PEO) –are broad statements that describe what graduates (of a
particular degree program) are expected to attain within a few years of graduation.

Student outcomes (SO)

* Student outcomes describe what students are expected to know and be able to do by the time of graduation.

* These relate to the knowledge, skills and behaviours that students acquire as they progress through the
program.

Course intended learning outcomes (Cilo)

What are the intended learning outcomes for students taking a particular course at a particular level within the
programme?

Course Intended Learning Outcomes (CILO). CILOs are what learners are expected to KNOW and be ABLE
TO DO at the end of a particular COURSE.(subject).

Performance indicators (PI)

A performance indicator identifies the performances that the faculty will look for in order to determine whether
or not a student outcome is met.

* Performance indicators are concrete measurable performances students must meet as indicators of achievement of
the outcome.

Outcomes based teaching and learning (obtl)

 A clear articulation of what students are required to learn

 This approach shifts the emphasis of teaching and learning from teacher-centered to student-centered.
 It provides students with a clearer sense of direction in their pursuit of university education.
 Students are encouraged to actively engage in the learning process where the focus is on what the student
does, rather than on what the teacher does.
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Essentials of OBTL

1. Identification of learning material.

2. The student’s achievement is based on demonstrable measurables.
3. Multiple instructional and assessment strategies need to be utilized to meet the needs of each and every student.
4. Adequate time and needed assistance is to be provided so that each student can reach the maximum potential.

What is a Portfolio

A collection of student samples representing or demonstrating student academic growth. It can include
formative and summative assessment. It may contain written work, journals, maps, charts, survey, group reports, peer
reviews and other such items.

* Portfolios are systematic, purposeful, and meaningful collections of students’ work in one or more subject
areas.

COURSE POLICIES

The following items are given as a guide in the conduct of the course:
 Students will be graded according to the university policy
 Cell phone should be turned into silent mode.
 No special exam given except for those reasonable excuses including but not limited to hospitalization or
illness of the students or immediate family members provided that the students will submit medical certificate,
death of immediate family, excuses given by the college or university.
 No removal exam shall be given to students.

Grading System

Major Examination 60%

(Prelims + Midterm + Semi-finals + Finals + Policy Paper)
Class Standing 40%
(Regular Attendance + Performance Activity + Portfolio +
Group Reports + Individual Reports + Quizzes) ____________
Total 100%

The computed grades will be transmuted base on the following ranges:

Numerical Grade Percentage Equivalent Description

1.00 98-100 Excellent
1.25 94-97 Superior
1.50 90-93 Very Good
1.75 88-89 Good
2.00 85-87 Meritorious
2.25 83-84 Very Satisfactory
2.50 80-82 Satisfactory
2.75 78-79 Fairly Satisfactory
3.00 75-77 Passing
5.00 Below 75 Failure
INC *Incomplete
DRP Dropped

Students who will get a grade of 70-74 must be given a removal examination. A grade of “3.0’ will be given to
those who will pass the removal examination and those who will fail will be given a grade of “5.0”.

*A grade of “Incomplete” must be complied with by the student within one (1) semester or one hundred fifty
(150) days. A student who fails to complete the deficiency/deficiencies at the end of the succeeding semester shall
automatically obtain a grade of 5.0 in the course.
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Attendance Policy

Prompt and regular attendance of students is required. Total unexcused absences shall not exceed ten (10)
percent of the maximum number of hours required per course per semester (or per summer term). A semester has
18 weeks. For example, a semestral subject with :
 3 units (3 hrs lec), 10% x 3 x 18 = 5.4 hrs or 6 hrs.
 3 units (2 hrs lec, 3 hrs lab), 10% x 5 x 18 = 9 hrs.
 5 units (3 hrs lec, 6 hrs lab), 10% x 9 x 18 = 16.2 hrs or 16 hrs.
Please refer to the provisions in the Norms of Conduct for the full text of guidelines for the attendance.
Academic Dishonesty

Academic dishonesty includes acts such as cheating during examinations or plagiarism in connection with any
academic work. Such acts are considered major offenses and will be dealt with according to the University’s Student
Norms of Conduct.

Dropping

Dropping must be made official by accomplishing a dropping form and submitting it at the Registrar’s Office
before the midterm examination. Students who officially drop out of class shall be marked “Dropped” whether he took
the preliminary examination or not and irrespective of their preliminary grades.

A student who unofficially drops out of class shall be given a mark of “5.0” by the instructor.

COURSE OUTLINE

Week Topic/s Strategies/Activities

Orientation, Discussion of VMGO/ Quality Policy/Syllabus
1
HRM: Gaining a Competitive Advantage
2 Strategic Human Resource Management Lecture, Interactive
Discussions
3 The Legal Environment: Equal Employment Opportunity and Safety
4 The Analysis and Design of Work
5 PRELIMINARY EXAMINATION
6 Human Resource Planning & Recruitment
7 Selection and Placement Lecture, Group Presentation,
8 Training Interactive Discussions
9 Performance Management;
10 MIDTERM EXAMINATION
11 Employee Development
12 Employee Separation and Retention
Pay Structure Decisions;
13
Recognizing Employee Contributions with Pay
14 SEMI- FINAL EXAMINATION
15 Employee Benefits
16 Collective Bargaining and Labor Relations
Lecture, Group Presentation,
Managing Human Resource Globally; Interactive Discussions
17
Strategically Managing the HRM Functions
18 FINAL EXAMINATION
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Course Requirements & Grading System

Class Standing (40%):

Organizational Behavior (OB) / Human Behavior in Organization (HBO) Skills Portfolio; Quizzes; Seatwork;
Research Critiquing on Published Journal; Mind-mapping; Recitation

Major Exams (60%):

 Written Test = (Prelim, Midterm, Final)

 Performance Test as Semi-final Exam (Collaborative) = Case Study Presentation

MAJOR Course Requirements Format

A. Research (Journal) Critiquing – (Submission due is one (1) week before the Midterm Examination)

Introductory Page (Name, Course, Date Submitted, Source/Reference)

I. Brief Comments on Introduction
II. Brief Comments on Objectives of the study
III. Brief Comments on Methods
IV. Brief Comments on Results and Discussion
V. Brief Comments on Conclusion and Recommendation
VI. Reflection Questions
 How am I beginning to think differently? AND What I want to explore further?
 What lessons on Teamwork I learned from this project?

B. Case Study Presentation – (Submission & presentation is before/during the Semi-Final Examination)

Introductory Page (Name, Course, Date Submitted, Source/Reference)

 I. Background of the Problem
 II. Statement of the Problem
 III. Causes of the Problem
 IV. Decision Criteria and Alternative Solutions
 V. Recommended Solution, Implementation and Justification
 VI. Sourcing or References / other Appendices

C. Skills Portfolio: MGT 101 -Human Resource Management. (Submission is one week before the Final
Examination

This is a collection of learning evidences and progress (Reflection essay, Quizzes; Seatwork; Assigned
Topic in Power point, Research Critiquing on Published Journal; Concept-mapping; Critiquing HR Policy,, Major
exams, Self-assessment exercises, Group/team works, etc.). Submit this in soft-bound form.

On front page: Skills Portfolio: MGT 101 - Human Resource Management

Name of Student
Course/Subject
On 2nd page: One-page Reflection Essay
On 3rd page onward: Table of Contents of Learning Evidences

References:

Main Textbook
1. Noe, Raymond A., et.al (2017). Human Resource Management Gaining a Competitive Advantage, 10 th
Edition. USA: McGraw-Hill Education

Other Textbooks
1. Lussier, Robert N. and John R. Hendon (2013). Human Resource Management Functions, Applications,
Skill Development. UK: Sage Publication, Inc.
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2. Ferrer, Marissa B, et.al. (2015). Human Resource Management, Revised Edition, Philippines: Unlimited
Books Library Services & Publishing, Inc.
3. Mejia, Luis R., et.al. (2012). Managing Human Resources, Pearson Education, Inc., 7th edition.
4. Mathis, Robert L. & Jackson, John H. (2010). Human Resource Management, South-Western Cengage
Learning, 3rd edition.
5. Corpuz, Crispina R. (2013). Human Resource Management, REX Book Store, 3rd edition.

Brief Profile of the Course Teacher

Dr. Roldan C. Ragot or Doc Dan is a teacher, researcher and a freelance trainer and management consultant
on human resource and organizational behavior. He is trained Mental Health First Responder by Mental Health First
Response (MHFR), a Certified Human Resource Associate by HREAP and a Licensed Psychometrician by PRC.

In teaching, he is currently a fulltime, tenured Instructor at the Business & Entrepreneurship Department of
the Batangas State University PB Main 1 since August 2017.

In researching, he has presented & published researches with business, management and psychology themes
and is actively advising and paneling research students in the undergraduate and graduate school levels. He has been
the Editorial Board Member and Peer Reviewer of Asia Pacific Journal of Multidisciplinary Research in January 2018
– January 2019; was the Editor in Chief of the Philippine Institute of Certified Public Accountant Journal in 2013 and
was the Editor in Chief, College of Business Administration Journal (LPU Batangas), Volume 8 in 2012. Currently he is
an Editorial Board Member of the Asia Pacific Journal of Academic Research in Business Administration and is a
researcher-member of a collaborative study on the impact assessment of Adopt a Barangay Program of Batangas
State University, which is funded by the same University.

In freelance training and management consulting, he is actively facilitating work team/group training &
development and delivering speaking engagements & workshops in areas of human resource & organizational
behavior. He holds the International Certificate in Training Skills (ICTS) and the Advanced Diploma in Teaching.
Training and Assessing Learning (ADTTAL), both from the City & Guilds of London Institute (UK) in 2007-2008, and a
Certificate in Human Resource Development from the People Management Association of the Philippines (PMAP) in
Miriam College in 2012. He has been a Human Resource (HR) practitioner in supervisory & managerial positions in
local & multinational companies in the Philippines & the United Arab Emirates.

He is a graduate of BS Psychology, Magna Cum Laude, in Far Eastern University Manila and BS Business
Administration (BSBA) major in Human Resource Development Management in Lyceum of the Philippines University
(LPU) Batangas; a Master of Arts degree in Education (major in Educational Administration) in the University of
Batangas; and Doctor of Business Administration (DBA) as an Academic Excellence Awardee in Lyceum of the
Philippines University (LPU) Batangas. He is currently enrolled and finishing Master in Business Management major in
Human Resource Management in the University of Batangas.

Doc Dan is an active member of the Psychological Association of the Philippines (PAP) since 2005, a Member
of the Human Resource Educator Association of the Philippines (HREAP) since 2018 and a Lifetime Member of the
Philippine Mental Health Association (PMHA) since 2009. He is an Advocate as well for the welfare of people with
disabilities & special needs.

OTHERS:

For information dissemination, materials & reference posting, be a member of the fb page:
The Human Resource (HR) Chief - Undergrad level

My contact details: fb – Roldan Corona Ragot; 09237426096 (sun); 09569964957 (globe)

Email: rcragot0504@gmail.com

Prepared by: Roldan C. Ragot, CHRA, RPm, D.B.A. (August 2019)