DETAILED TEACHING SYLLABUS (DTS) AND INSTRUCTOR GUIDE (IG’S)

PHILOSOPHY
The PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY is committed to the pursuit of excellence relative to student’s professional growth and
development.

VISION
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY envisions producing quality graduates fully equipped with knowledge, attitudes, values and
skills and who are globally competitive in their chosen profession ever ready to render quality services.

MISSION STATEMENT
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY provides quality education to every student through a well-balanced research oriented
learning environment that develops critical and creative thinking for maximum development of individual’s talents and capabilities.

INSTITUTIONAL OBJECTIVES
In pursuit of its Vision and Mission, PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY will achieve the following:
1. Provide programs and activities that will enhance the development of the students physically, intellectually, culturally, emotionally,
socially, spiritually and morally.
2. Provide college education opportunities to poor but deserving students through the PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY
scholarship grants.
3. Train students with globally competitive technical skills that will make them competent and capable of handling challenges in life.
4. Provide manpower needs of the country with professionally qualified graduates imbued with dignity and high moral values who are
mature, self-reliant, responsible and self-discipline citizens.

SPECIAL OBJECTIVES
To provide the country with globally competit6ive and professionally licensed graduates as integral part of the total manpower needed for the
economic development in the national and international levels.
Issue Date Prepared by: Reviewed by: Recommended by: Approved by:
Revision Status
Instructor Department Head ELSE MARIE T. VILLANUEVA, CPA, MBA ENGR. RAUL GIRONELLA, Sr.
Revision Date
College Dean VP for Academic Affairs

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 COLLEGE OF ACCOUNTANCY AND BUSINESS PROGRAMS

PHILOSOPHY
The Philippine College of Science and Technology, College of Accountancy and Business Programs provides excellent trainings in business
education in a highly competitive world.

GENERAL OBJECTIVES
1. To develop, implement, evaluate and continually improve programs of business education that enhance administrative competence
and entrepreneurial abilities;
2. To develop the professional and technical proficiency of business education students so that they can become effective leaders in
their chosen careers.

SPECIFIC OBJECTIVES

The above goal will be achieved through the following specific objectives:
1. To provide students with basic concepts of economics, finance, management, marketing and business law;
2. To apply these concepts in business and related professions;
3. To inculcate social responsibilities in business;
4. To develop the entrepreneurial potential of students; and
5. To update students with emerging business trends in consonance with information age.
THREE-YEAR DIPLOMA COURSE IN ACCOUNTANCY

PROGRAM OUTCOMES

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 The Three-Year Diploma Course in Accountancy aims to provide a framework for developing the skills and knowledge needed for
employment and self-employment in the progressively dynamic business environment. The Diploma is developed specifically in recognition of
the growing importance of individuals equipped with essential skills and knowledge in accountancy context.

The objectives of the program are to prepare students to embark on a career in the accountancy field or to further continuing education at the
sub-professional level by providing them:
 Knowledge and skills of accounting, economics, management, business law, business communications, numeracy and information
technology;
 Cognitive, communication and interpersonal skills;
 Information technology skills;
 An educational experience to pursue life-long learning; and
 A strong sense of responsibility as a member of the society.

LEARNING OUTCOMES

At the end of this programme, the students should be able to:

1. Demonstrate the understanding of fundamental accounting knowledge and skills for higher level of study, employment or self-
employment.
2. Record financial transactions and prepare financial statements in compliance with acceptable accounting principles for various forms of
organisations, be it profit or not-for-profit.
3. Demonstrate good interpersonal and communication skills in order to function as a member of the society.
4. Demonstrate analytical, judgment and critical thinking skills in decision-making and problem-solving in relations with financial
information and business operations.
5. Develop values, ethics, and skills necessary to embrace a career in accountancy at sub-professional level and for lifelong learning.

COURSE TITLE MANAGEMENT SCIENCE COURSE CODE CAE15

CREDIT UNITS 3 COURSE PREREQUISITE/CO- CBME1

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 REQUISITE
COURSE DESCRIPTION
This course is intended to familiarize the students with the framework for the managers and leaders available for understanding and
making decisions relating to issues related organizational structure, production operations, marketing, Human resource Management,
product management and strategy.
REFERENCE: 1. Schermerhorn, John R. (2013). Introduction to Management, 12th edition, John Wiley & Sons, Inc.
2. Robbins, Stephen P. (2013). Management, PEARSON.
3. Robbins, Stephen P. (2012). Management, Prentice Hall.
4. Flores, Marivic F. (2013)Fundamentals of Management: theories, practices and cases. Purely Books Trading &
Publ. Corp.
5. DuBrin Andrew J. (2012). Fundamentals of Management: theories, practices and cases. Cengage Learning
6. Salvador, Sanuel M. (2013) Principles & Practices of Management & Organization. Allen Adrian Books Inc.

COMPETENCE
COURSE INTENDED LEARNING OUTCOMES (CILO’S)

At the end of the course, the student shall be able to:

1. Discuss the application of principles in management science in situations faced by managers.
2. Solve case studies.

CHECK-UP PERIOD

CONTENT/TOPIC INTENDED LEARNING OUTCOME SUGGESTED REFERENCES AND ASSESSMENT TASKS

Orientation
1.Vision, Mission, Goals
2.Grading System
3.Code of discipline
(ILO’S) TEACHING/LEARNING EQUIPMENTS (AT’s)
ACTIVITIES (TLAs)
State and apply the List the dos and Syllabus and the Evaluation of output
meaning of SMART. don’ts as to school PHILCST Manual Quizzes
List and discuss the rules policy. Oral/ Written Report
and regulations of the Set the rules, Long Test
school inside and outside principles of
the school premises. standard of the Check-Up Assignment #1
school and the Check-Up Recitation #1

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Discuss and analyze the department.
grading system of the Illustration as to the
school. computation of
grades: rate
Produce humane allocated to
individuals & communities assignments,
in the face of rapid change. recitations, quizzes
and periodic exams.
Produce thoughtful Group discussion as
graduates imbued with: to the attainment of
 *values reflective of a SMART.
humanist orientation;
fundamental respect for
others as human beings
with intrinsic rights,
cultural rootedness, an
avocation to serve
 *analytical & problem
solving skills
 *ability to think through
the ethical & social
implications of a given Reference Books
course of action. Researches
 *competency to learn Handouts
continuously throughout PPTs
life-that will enable them Video Presentation
to live meaningfully in a Orientation Case Studies
complex, rapidly
changing & globalized
world while engaging Pre-Assessment

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 their community & the Lecture and
nation’s development Collaboration
issues and concern.

Challenges of Working in
the New Economy

Talent
Technology Orientation of the Subject
Globalization Discuss the rules and
Ethics regulation in the class and
Diversity inform students in advance
Careers the requirements for the
subject

What are organizations

like in the new
workplace

What is an
organization? After completing this
Organizations as lesson, students should be
systems able to:
Organizational  Describe how
performance intellectual capital,
ethics, diversity,

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 Changing nature of globalization,
organizations technology, and the
changing nature of
careers influence
working in the new
Definition of Manager economy.
Levels of managers  Define intellectual
Types of managers capital, workforce
Managerial diversity, and
performance globalization.
Changing nature of  Explain how prejudice,
managerial work discrimination, and the
glass ceiling effect can
hurt people at work.
Management Process  Describe how
organizations operate
Management as open systems.
functions  Explain productivity as
Managerial roles and a measure of
activities organizational
Managerial agendas performance.
and networks  Distinguish between
performance
effectiveness and
Essential Managerial Skills performance efficiency.
And Competencies  List several ways in
which organizations
Essential managerial are changing today.
skills  Describe the various
Developing managerial types and levels of

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potential managers.
 Define accountability
and quality of work life,
and explain their
importance to
managerial
performance.
 Discuss how
managerial work is
changing today.
 Explain the role of
managers in the
upside-down pyramid
view of organizations.
 Define and give
examples of each of
the management
functions—planning,
organizing, leading,
and controlling.
 Explain Mintzberg’s
view of what managers
do, including the 10
key managerial roles.
 Explain Kotter’s points
on how managers use
agendas and networks
to fulfill their work
responsibilities.
 Define three essential

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 managerial skills—
technical, human, and
conceptual skills.
 Explain Katz’s view of
how these skills vary in
importance across
management levels.

 Define emotional
intelligence as an
important human skill.
 List and give examples
of personal
competencies
important for
managerial success.

PRELIMINARY PERIOD
CONTENT/TOPIC INTENDED LEARNING OUTCOME SUGGESTED REFERENCES AND ASSESSMENT TASKS
(ILO’S) TEACHING/LEARNING EQUIPMENTS (AT’s)
ACTIVITIES (TLAs)
Classical Management After completing this Lecture Reference Books Evaluation of Output
Thinking lesson, students should be Researches Quizzes
Scientific management able to: Recitation Handouts Oral/ Written Report
Administrative PPTs Long Test
principles  State the underlying
Bureaucratic Collaboration and Video Presentation
assumption of the Deliberation Case Studies
organization classical management Preliminary Assignment
approaches.
Behavioral Management  List the principles of Internet-Based #3
Approaches Taylor’s scientific Exercises and Preliminary Recitation #3

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 Organizations as management. Analysis handouts
communities  List three of Fayol’s
The Hawthorne studies “principles” for guiding Solving/Analysis of Preliminary Assignment
Maslow’s theory of managerial action. presented video case #4
human needs  List the key
McGregor’s Theory X characteristics of and written cases Preliminary Quiz #1
and Theory Y bureaucracy and about the topic Preliminary Recitation #4
Argyris’s theory of explain why Weber
adult personality considered it an ideal
form of organization. Classroom-based
Foundations of modern  Identify possible Workshop
management thinking disadvantages of
Quantitative analysis bureaucracy in today’s
and tools environment.
Organizations as  Explain Follett’s
systems concept of
Contingency thinking organizations as
Quality management communities.
Knowledge  Define the Hawthorne
management and effect.
organizational learning  Explain how the
Evidence-based Hawthorne findings
management influenced the
development of
management thought.
 Explain how Maslow’s
hierarchy of needs
operates in the
workplace.
 Distinguish between
Theory X and Theory Y
assumptions, and
explain why McGregor
favored Theory Y.

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  Explain Argyris’s
criticism that
traditional
organizational
practices are
inconsistent with
mature adult
personalities.
 Define system,
subsystem, and open
system.
 Apply these concepts
to describe the
operations of an
organization in your
community.
 Define contingency
thinking, knowledge
management, and a
learning organization.
 List characteristics of
learning organizations.
 Describe evidence-
based management
and its link with
scientific methods.

MIDTERM PERIOD
CONTENT/TOPIC INTENDED LEARNING OUTCOME SUGGESTED REFERENCES AND ASSESSMENT TASKS
ILO’S) TEACHING/LEARNING EQUIPMENTS (AT’s)
ACTIVITIES (TLAs)

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Ethical Behavior After completing this Lecture Reference Books Evaluation of output
Laws and values as lesson, students should be Researches Quizzes
determinants of able to: Recitation Handouts Oral/ Written Report
ethical behavior  Explain why obeying PPTs Long Test
Alternative views of the law is not always Collaboration and Video Presentation
ethics the same as acting Deliberation Case Studies Midterm Assignment #1
Cultural issues in ethically. Midterm Recitation #1
ethical behavior  Identify the four Internet-Based
alternative views of Exercises and
ethics. Analysis handouts Midterm Assignment #2
Ethical Dilemmas In The  Contrast cultural Midterm Quiz # 1
Workplace relativism with Midterm Recitation #2
universalism. Solving/Analysis of
Ethics in the  Define ethical dilemma presented video
workplace and give workplace case and written Midterm Assignment #3
Ethical dilemmas examples. cases about the Midterm Quiz # 2
Influences on ethical  Explain how ethics topic Midterm Recitation #3
decision making intensity influences
Rationalizations for ethical decision
unethical behavior making. Classroom-based Midterm Assignment #4
 Explain how ethics Workshop Midterm Quiz # 3
decisions are Midterm Recitation #4
Maintaining high ethical influenced by an
standards organization’s culture Role Playing
Moral Management and the external
Ethics training environment. Experiential Midterm Assignment #5
Codes of ethical  Differentiate between exercises Midterm Quiz # 4
conduct amoral, immoral, and Midterm Recitation #5
Whistleblower moral management.
protection  Compare and contrast Case presentation
Power Point

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 ethics training and Presentation
Social Responsibility and codes of ethical Midterm Assignment #6
Corporate Governance conduct as methods Midterm Quiz # 5
Stewardship and the for encouraging ethical Reflection Paper Midterm Recitation #6
triple bottom line behavior in presentation
Stakeholders and organizations.
stakeholder  Identify common
management barriers to
Perspectives on whistleblowing and the
corporate social factors to consider
responsibility when determining
Evaluating corporate whether
social performance whistleblowing is
Corporate governance appropriate.
 Define sustainability Lecture
and corporate social
responsibility. Recitation
 Discuss stakeholder
General Or management and Collaboration and
Macro identify key Deliberation
Environme organizational
nt Of stakeholders. Internet-Based
Organizati  Explain four possible Exercises and
ons social responsibility Analysis handouts
Economic conditions strategies.
Legal-Political
conditions Solving/Analysis of
Socio-cultural presented video
conditions case and written
Technological cases about the
conditions topic

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 Natural environment

Key Classroom-based
Elements Workshop
And Issues
in the Task After completing this
Environme lesson, students should be Role Playing
nt Of able to:
Organizati  List key elements in Experiential
ons the general and task exercises
Stakeholders and environments of
value creation organizations.
Competitive  Describe how a Case presentation
advantage business can create Power Point
Uncertainty, value for key Presentation
complexity, and stakeholders.
change  Give examples of
Organizational potential conflicting Reflection Paper
effectiveness interests among presentation
stakeholders for a
Accomplishing business in your
Organizations Innovation community.
Types of innovations  Define competitive
The innovation advantage and give
process examples of how a
Disruptive innovation business might achieve
and technology it.
Characteristics of  Analyze the
innovative uncertainty of an
organizations organization’s external

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Emerging Issues Of environment using
Sustainability And The degree of complexity Lecture
Environment and rate of change.
Sustainable  Describe the systems Recitation
development resource, internal
Sustainable business process, goal, and Collaboration and
Sustainability goals, strategic Deliberation
measurement and constituencies’
reporting approaches to Internet-Based
Human sustainability organizational Exercises and
effectiveness. Analysis handouts
 Define innovation.
 List and explain the
characteristics of Solving/Analysis of
innovative presented video
organizations. case and written
 Discuss the differences cases about the
between process, topic
product, business
model, and social
business innovations. Classroom-based
 List the five steps in Workshop
Hamel’s wheel of
innovation.
 Understand how Role Playing
Management Challenges technology causes
Of Globalization disruptive innovation. Experiential
Management and  Define sustainable exercises
globalization business.
Global management  Define the terms
Why companies go Case presentation

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 global sustainable Power Point
How companies go development, Presentation
global environmental capital,
Global business and the triple bottom
environments line. Reflection Paper
 Explain and give presentation
examples of
sustainable or green
innovations issues
today.
Role of global businesses  Discuss human
Types of global sustainability as a
businesses management concern.
Pros and cons of
global businesses After completing this
Ethics challenges for lesson, students should be
global businesses able to:
 Describe and give
Impact of Culture to examples of global
Global Management sourcing,
Cultural intelligence exporting/importing,
Silent languages of franchising/licensing,
culture joint ventures, and
Values and national foreign subsidiaries.
cultures  Discuss how
differences in legal
Benefits of global environments can
management learning affect businesses
Are management operating
theories universal? internationally.
Intercultural

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 competencies  Explain the goals of the
Global learning goals WTO.
 Discuss the significance
of regional economic
alliances such as
NAFTA, the EU, ASEAN,
and SADC.
 Differentiate a
multinational
Role of Managers in corporation from a
Planning transnational
Importance of corporation.
planning  List at least three host-
The planning process country complaints
Benefits of planning and three home-
Planning and time country complaints
management about global business
operations.
Types Of Plans Do  Give examples of
Managers Use corruption,
Short-range and long- sweatshops, and child
range plans labor in international
Strategic and tactical business.
plans  Define culture.
Operational plans  Explain how
ethnocentrism can
create difficulties for
Useful Planning Tools And people working across
Techniques cultures.
Forecasting  Differentiate between
Contingency planning

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 Scenario planning low-context and high-
Benchmarking context cultures, and
Staff planners monochronic and
polychronic cultures
Implementation of Plan and tight and loose
Goal setting cultures.
Goal alignment  List and illustrate
Participation and Hofstede’s five
involvement dimensions of value
differences among
national cultures.
 Answer this question:
“Do management
theories apply
universally around the
world?”
 Describe the concepts
of global organizational
learning and
intercultural
competencies.

After completing this

lesson, students should be
able to:
 Explain the importance
of planning as the first
of four management
functions
 List the steps in the

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 formal planning
process
 Illustrate the benefits
of planning for an
organization familiar to
you
 Illustrate the benefits
of planning for your
personal career
development
 List at least three
things you can do now
to improve your time
management
 Differentiate between
short-range and long-
range plans
 Differentiate between
strategic and
operational plans and
explain how they
relate to one another
 Define policy and
procedure and give an
example of each in a
university setting
 Explain how a zero-
based budgeting works
 Define forecasting,
contingency planning,

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 scenario planning, and
benchmarking
 Explain the benefits of
contingency planning
and scenario planning
 Describe pros and cons
of using staff planners
 List the criteria of great
goals
 Describe the value of a
hierarchy of objectives
 Give examples of
improvement and
personal development
objectives
 Explain how goal
alignment can take
place between a team
leader and team
members

SEMI-FINAL PERIOD

CONTENT/TOPIC INTENDED LEARNING OUTCOME SUGGESTED REFERENCES AND ASSESSMENT TASKS

(ILO’S) TEACHING/LEARNING EQUIPMENTS (AT’s)
ACTIVITIES (TLAs)
Controlling After completing this Lecture Reference Books Evaluation of output
Importance of lesson, students should be Researches Quizzes

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 controlling able to:
Types of controls
Internal and external  Define controlling as a
control management function
Steps In The Control  Explain benefits of
Process after-action reviews
Establish objectives  Explain why planning is
and standards important to
Measure actual controlling
performance  Illustrate how a fast-
Compare results with food restaurant utilizes
objectives and feedforward,
standards concurrent, and
Take corrective action feedback controls
Common Control Tools  Discuss internal control
And Techniques and external control
Project management systems
and control  Give examples of
Inventory control bureaucratic, clan, and
Financial controls market controls
Balanced scorecards  List the steps in the
control process
 Differentiate between
output and input
standards
 State the control
equation
 Define management by
exception
 Explain how Gantt
Recitation Handouts Oral/ Written Report
PPTs Long Test
Collaboration and Video Presentation
Deliberation Case Studies
Simulation Games Semi-final Assignment #1
Semi-final Quiz # 1
Solving/Analysis Semi-final Recitation #1
of presented
video case and
written cases Semi-final Assignment #2
about the topic Semi-final Quiz # 2
Semi-final Recitation #2
Classroom-based Semi-final Assignment #3
Workshop Semi-final Quiz # 3
Semi-final Recitation #3
Role Playing
Semi-final Assignment #4
Experiential Semi-final Quiz # 4
exercises Semi-final Recitation #4
Case presentation
Power Point
Presentation
Reflection Paper
presentation
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 charts and CPM/PERT
analysis assist in apply the
project management different methods
 Define economic order of web
quantity and just-in- presentation
Strategic Management time scheduling
Competitive inventory control
advantage methods
Strategy and strategic  Calculate a breakeven
intent point
Levels of strategy  List and explain
Strategic common ratios used in
management process financial control
 Identify the four main
balanced scorecard
components

Essentials Of Strategic
Analysis
Analysis of mission, After completing this
values, and objectives lesson, students should be
SWOT analysis of able to:
organization and
environment  Define competitive
Five forces analysis of advantage, strategy,
industry and strategic intent
attractiveness  Explain the concept of
sustainable
Corporate-level strategies competitive advantage
Portfolio planning  Differentiate
model

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 Growth and corporate, business
diversification and functional
strategies strategies
Retrenchment and  Differentiate strategy
restructuring formulation from
strategies strategy
Global strategies implementation
Cooperative strategies  List the major phases in
the strategic
management process
Business-Level Strategies  Explain what a mission
Competitive strategies statement is and
model illustrate how a good
Differentiation mission statement
strategy helps organizations
Cost leadership  List several operating
strategy objectives of
Focus strategy organizations
 Define core
competency
Foundations for Strategy  Explain SWOT analysis
Implementation  Explain how Porter’s
Management five forces model can
practices and systems be used to assess the
Strategic corporate attractiveness of an
and corporate industry
Strategic leadership  Describe the BCG
matrix as a type of
strategic portfolio
planning tool

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 List and explain the
major types of growth
and diversification
strategies
 List and explain the
major types of
retrenchment and
restructuring and
diversification
strategies
 List and give examples
of global strategies
 Define strategic
alliance and explain
cooperation as a
business strategy
 List and explain the
four competitive
strategies in Porter’s
model
 Clarify the roles of both
price and cost in a cost
leadership strategy
 Explain the differences
between focused
differentiation and
focused cost leadership
strategies
 Illustrate how Porter’s
competitive strategies

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 apply to products in a
market familiar to you
 Explain how the
management process
supports strategy
implementation
 Define corporate
governance
 Explain why boards of
directors sometimes
fail in their governance
responsibilities
 Define strategic control
and strategic
leadership
 List the responsibilities
of a strategic leader in
today’s organizations

FINAL PERIOD
CONTENT/TOPIC INTENDED LEARNING SUGGESTED REFERENCES AND ASSESSMENT TASKS
OUTCOME TEACHING/LEARNING EQUIPMENTS (AT’s)
(ILO’S) ACTIVITIES (TLAs)
Organizing as a After completing this Lecture Reference Books Evaluation of output
Management Function lesson, students should Researches Quizzes
What is organization be able to: Recitation Handouts Oral/ Written Report
structure?  Define organizing PPTs Long Test
Formal structures as a
Informal structures management Collaboration and Video Presentation
function Deliberation Case Studies
 Explain the
Traditional Organization difference Internet-Based Final Assignment #1

Page 25 of 34
Structures between formal Exercises and Final Recitation #1
Functional structures and informal Analysis
Divisional structures structures handouts
Matrix structures  Discuss the /Simulation Games Final Assignment #2
potential
Types Of Horizontal advantages and Final Quiz #1
Organization Structures disadvantages of Solving/Analysis of Final Recitation #2
Team structures informal presented video
Network structures structures in case and written
Boundary less organizations cases about the
organizations  Explain the topic
differences Final Assignment #3
How organizational between Final Quiz #2
designs changing the functional,
Classroom-based Final Recitation #3
workplace divisional, and
matrix structures Workshop
Contingency in  List advantages
organizational design and
Mechanistic and disadvantages of Role Playing Final Assignment #4
organic designs a functional Final Quiz #2
Trends in structure, Experiential Final Recitation #4
organizational divisional exercises
designs structure, and
matrix structure
 Draw charts to
show how each Case presentation
Nature of Leadership type of structure Power Point
Leadership and is used in Presentation
power organizations
Leadership and vision familiar to you
Leadership as service  Describe how Final passing of the
organizations can
student’s portfolio
Key Leadership Traits and use cross-
Behaviors functional teams

Page 26 of 34
 Leadership traits and project
Leadership behaviors teams in their
Classic leadership structures
styles  Define network
structure
Contingency Approaches  Illustrate how a
To Leadership new venture
Fiedler’s contingency might use a
model network
Hersey-Blanchard structure to
situational model organize its
Path-goal theory various
Leader-member operations
exchange theory  Discuss the
Leader-participation potential
model advantages and
disadvantages of
Current Issues In Personal a network
Leadership Development structure
Charismatic and  Explain the
transformational concept of the
leadership boundaryless
Emotional organization
intelligence and  Define
leadership organizational
Gender and design
leadership  Describe the
Moral leadership characteristics of
Drucker’s “old- mechanistic and
fashioned” organic designs
leadership  Explain when the
mechanistic
design and the
organic design

Page 27 of 34
 work best
 Describe trends
in levels of
management,
delegation and
empowerment,
decentralization
and
centralization,
and use of staff

After completing this

chapter, students should
be able to:
 Define power
 Illustrate three types
of position power and
discuss how
managers use each
 Illustrate two types of
personal power and
discuss how
managers use each
 Define vision
 Explain the concept
of visionary
leadership
 Define empowerment
 Explain the notion of
servant leadership
 Contrast the trait and
leader-behavior
approaches to

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 leadership research
 Identify five personal
traits of successful
leaders
 Illustrate leader
behaviors consistent
with a high concern
for task
 Illustrate leader
behaviors consistent
with a high concern
for people
 Describe behaviors
associated with four
classic leadership
styles
 Contrast the leader-
behavior and
contingency
approaches to
leadership research
 Explain Fiedler’s
contingency model
 Identify the four
leadership styles in
the Hersey-Blanchard
situational model
 Explain House’s path-
goal theory
 Define substitutes for
leadership
 Explain LMX theory
 Contrast the
authority,

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 consultative, and
group decisions in the
Vroom-Jago model
 Differentiate
transformational
leadership
 Explain how
emotional
intelligence
contributes to
leadership success
 Discuss research
insights on the
relationship between
gender and
leadership
 Define interactive
leadership
 Discuss integrity as a
foundation for moral
leadership
 List Drucker’s three
essentials of good
old-fashioned
leadership

COURSE ASSESSMENT:
(Criteria for Grading)
Methods of Evaluation: Students will be evaluated according to the following:
05 Examinations (Check-Up Examination, Preliminary Examination, Mid-Term Examination, Semi-Final Examination and Final Examination);
14 Recitations (Preliminary Recitation, Mid-Term Recitation, Semi-Final Recitation and Final Recitation);
14 Quizzes; and
10 Assessment

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 The final course grade will be computed according to the following formula:
1. Eighty percent (80%) attendance or better
2. Seventy five percent (75%) general average based on the grading system as follows:
a. Prelim Grade- (5%) (Assignment) + (10%) (Recitation) + (50%) (Quizzes) + (35%)[(Checkup exam + Prelim Exam)/2]
b. Midterm Grade- [(Prelim Grade)+ (TMG)/2]; where :TMG= (5%) (Assignment) + (10%) (Recitation) + (50%) (Quizzes) + (35%) (Midterm Exam)
c. Final Grade = (Midterm Grade) + 2 (TFG)/3; where TFG = (5%) (Assignment) + (10%) (Recitation) + (50%) (Quizzes) + (35%)[(S-Final Exam + Final Exam)/2]

COURSE POLICIES
(Requirements)
A. Attendance Procedure: Attendance will be taken at the beginning of each class. Students are expected to attend every class. Students are responsible for all
materials covered during any absence and assignments must be completed by the due date for credit. The absence of four or more lectures and/or labs will result
in a “DROPPED” grade. Missed exams will require proof of extenuating circumstances for any make-up consideration;
B. Absence due to illness: if you are sick, DO NOT ATTEND THE CLASS. Contact the instructor by email, telephone, or cellphone to discuss how will you keep up with
the coursework assignments and complete the tasks assigned.
C. Methods of Instruction: Methods will include lectures and demonstrations that discuss the terms, concepts and formulate of the assigned chapter. During the
lecture a quizzes about the basic concepts of each chapter will be given. The student is expected to read one chapter and solve the assigned problems each week.
This will require an average of five hours of study outside of the classroom each week. The previously assigned problems will be collected for grading and the
solution will be derived in class. This process is designed to help the student thoroughly understand the conce3pts and applications of the material covered.
D. Academic Honesty: All students are expected to behave with academic honest. It is not academically honest, for example, to misrepresent another person’s
worlds or ideas as one’s own, to take credit for someone else’s work or ideas; to cope and paste material from another document or from the internet, to accept
help on a test or to obtain advanced information or confidential test materials or to act in a way that might harm another students’ chance for academic success.
When the instructor believes that a student has failed to maintain academic honesty, he or she may be given an “F” grade, either for the assignment, quiz,
examination, or the course depending upon the severity of the offense.

COURSE TITLE SY/TERM OF EFFECTIVITY PREPARED BY APPROVED BY

MANAGEMENT SCIENCE SY 2018-2019 ROSALIE SHERYLL T. ROSALES, MBA ENGR. RAUL B. GIRONELLA, MBA
DEAN VICE PRESIDENT FOR ACADEMIC AFFAIRS

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