ILOILO CITY COMMUNITY COLLEGE

Bachelor of Science in Office Administration

Outcomes – Based Teaching and Learning Plan in BUS5 – Human Behavior in Organization
VISION: Iloilo City Community College is envisioned to be Iloilo City’s instrumentality in molding the youth to become productive and globally competitive. It will provide Iloilo City and the global community with cutting edge talent
supply needed for growth and sustainable developments.
MISSION: Iloilo City Community College is an institution of learning that will uplift the dignity of the youth through high quality, affordable and accessible education. It is committed to develop Iloilo City’s youth into morally upright
citizens laden with knowledge, professionalism, and the value of service to society

Course Title Human Behavior in Organization Course Code: BUS5

Credit Units
Course Description
(Based on CMO No. 30 Series of 2006
& CMO No. 52 Series of 2007)
Institution Intended Learning
Outcomes (IILO)
3 units Course Pre-/Co-requisites None
The course introduces the students to the factors affecting the behavior of individuals and groups in an organization. Various theories and models of organization, work group behavior,
motivation in life and work, and human relations among others are discussed and related to organizational practices and phenomena.
ICCC graduates can:
1. Demonstrate intellectual and practical skills needed in the workplace and perform independently and productively utilize technology trends applicable in the diverse working
environments;
2. Communicate with clarity and precision through listening, reading, writing and other modes of expression in a well-organized manner to convey information relevant to the society
and industry;
3. Make sound judgments based on synthesized relevant information, explore alternatives, implement creative and effective solutions, and adapt methods to new situations;
4. Recognize their role in society and practice community engagements that enhance cultural awareness, environmental responsibilities, and social justice;
5. Exhibit professionalism, self-awareness, social and physical wellness in order to live harmoniously in the society.
At the end of this program, graduates can:

1.
Perform the basic functions of management such as planning, organizing, staffing, directing and controlling;
Program Intended Learning Outcomes 2.
Apply the basic concepts that underlie each of the functional areas of business (marketing, finance, human resource management, production and operations management,
(PILO) information technology, strategic management) in various business situations;
3. Use the proper decision-making tools to critically, analytically and creatively solve problems and drive results;
4. Demonstrate corporate citizenship and social responsibility;
5. Exhibit acceptable human relations skills in a diverse environment.
At the end of this course, the students should be able to:

1. Describe the role of the manager in today’s environment;

Course Intended Learning Outcomes
2. Manifest managerial skills for all kinds of organizations and at all organizational levels;
(CILO)
3. Practice proper communication, coordination, time management, and decision-making techniques;
4. Apply critical thinking when presented with managerial problems;
5. Carry out social responsibility and managerial ethics in management operation.
 MIDTERMS
Week Content Standards
Demonstrate Knowledge of:
1 midterm and final outputs
(3hrs)
Nov 6- Demonstrate Understanding
7 of: the MVO, course outline,
grading system, classroom
policies
a. Demonstrate
2 Knowledge of: the
(6hrs) Manager’s Job,
Nov Definition, and
12-22 Importance of
Organizational
Behavior, the Key
Elements of OB, and
History and
Contributing
Disciplines to the OB
Field
Demonstrate Understanding
of: the Challenges and
Opportunities for OB
3-4 Demonstrate Knowledge of:
(12hrs) Foundations of Individual
Nov Behavior
26-Dec
13 Demonstrate Understanding
of: Perception and Decision
Making, Motivation and Job
Satisfaction, and Employee
Involvement Emotions and
Moods
Demonstrate Competencies
in: personal self-reflection
through introspection and
application of different
concepts presented in the
class
Essential Learning
Declarative Knowledge
Course Orientation - November
14,16 (1.5 hrs)
a. Course syllabus, Objectives,  Revisiting the MVO, IILO, PILO,
policies and grading system
orientation
Introduction to Organizational
Behavior
a. Revisiting the Manager’s Job
 Management Functions
 Management Roles
 Management Skills
b. Definition, and Importance of
Organizational Behavior
c. History and Contributing
Disciplines to the OB Field
d. Key Elements of OB
 People
 Structure
 Technology
 External Environment
e. Challenges and
Opportunities for OB
The Individual
a. Foundations of Individual
Behavior
 Ability
 Attitude
 Personality
 Learning
 Values
b. Perception and Decision
Making
 Factors Influencing
Perception
 Social Perception
 Decision-Making
Process
 Ethical Decision-Making
c. Motivation and Job
Satisfaction
Functional Knowledge
 Introducing midterm and final
outputs
CILO, classroom rules and
policies
 Reviewing the basic
management concepts
 Discussing the Definition, Nature,
and Purpose of entrepreneurship
 Citing the relationship of
organizational behavior to other
sciences
 Discussing the relevance of
learning OB as well as its
application to his/her field of
specialization
 Discussing different theories and
concepts used to explain
individual behavior related to
motivation and rewards
 Analyzing and comparing
different theories and concepts
used to explain individual
behavior related to motivation
and rewards
 Demonstrating personal self-
reflection through introspection
and application of different
concepts presented
Suggested Teaching/Learning
Intended Learning Outcomes (ILO) Assessment Tasks (ATs)
Activities (TLAs)
 Identify different outputs of the  Interactive class discussion
course  Assign presenters and groups
 Explain the MVO, classroom rules for final performance task
and policies
 Describe the relevance of the
course in relation to his/her major or
specialization
 Review the basic management  Class discussion  Multiple choice and essay
concepts  Group Presentation on 4 test on the lesson
 define organizational behavior on different contributing  Narrative Essay: Rubrics
their own terms disciplines to the OB Field Evaluation – 5
 explain the relationship of  People Problem Interpretation – 5
organizational behavior to other Organization – 5
sciences Content – 5
 describe the relevance of learning
OB as well as its application to
his/her field of specialization
 demonstrate personal self-  Reading Assignment and  Multiple choice and essay
reflection through introspection and graded class discussion test on the lesson
application of different concepts  Small Group Discussion (5  Narrative Essay: Rubrics
presented in the class groups): Happy Workers are Evaluation – 5
 show improvement in their Productive Workers (Motivation Interpretation – 5
confidence in sharing their Theories and Job Satisfaction) Organization – 5
thoughts, ideas, goals, and Content – 5
aspirations  SGD: Rubric
 analyze and compares different Analysis – 5
theories and concepts used to Content – 5
explain individual behavior related Collaboration – 5
to motivation and rewards Presentation – 5
  Three Key Elements of
Motivation
 Theories of Motivation
 Job Satisfaction
 Rewarding Employees
d. Employee Involvement
Emotions and Moods
 Basic Concepts on
Emotions
 Emotional Intelligence
and Emotional Labor
 Affective Events Theory
 OB Applications of
Emotions and Moods

Dec. 5-9 – Foundation Week

5 Demonstrate Knowledge of:
(9hrs) the Foundations of Group
Jan 7- Behavior
26
Demonstrate Understanding
of: Managing Communication,
Leadership, Power, and
Politics and the role of
leaders in the decision
making process
Demonstrate Competencies
in: identifying and
experimenting with various
leadership styles as
compared to one’s own
leadership style
applying concepts in
developing communication
and resolving conflicts
Celebration
Jan. 11, 2017 – SUBMISSION OF
REFLECTION PAPER
Jan. 18-19, 2017 – MIDTERM
EXAM
The Group
a. Foundations of Group
Behavior
 Informal and Formal
Groups
 Teams and Team
Building
b. Managing Communication
 Functions, Process,
and Direction of
Communication
 Interpersonal
Communication
 Organizational
Communication
c. Leadership, Power, and
Politics
 Leadership Theories
 Authentic Leadership:
Ethics and Trust as the
Foundation
 Leadership vs
Management
 Leadership and Power
 Discussing the different
Foundations of Group Behavior,
communication, leadership,
power, and politics, conflict and
negotiation
 Describing the requisites of
proper communication and its
impact to conflict and negotiation
 Comparing different leadership
styles and the features of a
formal and informal groups as
well as the difference between a
team and a group
 identifies and experiments with  Reading Assignment and  Multiple choice and essay
various leadership styles as graded class discussion test on the lesson
compared to one’s own leadership  Team Dynamics: Creating  Narrative EssayRubrics
style Effective Teams Evaluation – 5
 demonstrates understanding on the  Paper Tower Interpretation – 5
role of leaders in the decision Organization – 5
making process Content – 5
 compares the features of a formal  Team Dynamics Rubrics
and informal groups as well as the Tower height – 5
difference between a team and a Critical and creative
group thinking – 5
 discusses and tests the application Conceptual
of the concepts in developing understanding and
communication and resolving connections of
conflicts theory and practice –
5
Involvement of the
group members – 5

6 Demonstrate Familiarity of:
(9hrs) Different types of Change and
Jan approaches to Managing
28-Feb Organizational Change
14
Demonstrate Knowledge of:
Foundations of Organization
Structure, Organizational
Culture, and Human
Resource Management
Demonstrate Understanding
of: managing change and
managing stress
 Power Tactics
 Politics: Power in Action
 Causes and
Consequences of
Political Behavior
d. Conflict and Negotiation
 The Conflict Process
 Principled Negotiation:
Win-Win Approaches
Jan. 10, 2019 – SUBMISSION OF
FS DRAFTS/TERM PAPER
Jan. 16-17, 2019 – MIDTERM
EXAM
Organization System and  Discussing the different types of  distinguishes the different types of  Reading Assignment and  Multiple choice and essay
Organizational Dynamics change and approaches to change and approaches to graded class discussion test on the lesson
a. Foundations of Organization managing organizational change managing organizational change  Think-Pair-Share (19 pairs):  Narrative Essay: Rubrics
Structure  Demonstrating stress  employs stress management Am I Stressed? (Assessment of Evaluation – 5
 Organizational Designs management techniques in techniques in dealing with various Stress-Related Behaviors) Interpretation – 5
and Employee Behavior dealing with various activities activities Organization – 5
 Why Organizational  discussing change management  critically evaluates the potential Content – 5
Structures Differ and stress management effects of organizational-level  TPS: Rubric
b. Organizational Culture techniques factors (i.e., structure, culture, and Attention – 5
c. Human Resource change) on organizational behavior Analysis
Management Content – 5
 How Organizations Participation – 5
Select Employees
 Training and
Development Programs
 Performance Evaluation
d. Managing Change
 Organization Change
 Types of Organizational
Change
 Forces for Change
 Resistance to Change
 Approaches to
Managing
Organizational Change
 Creating a Culture for
Change
e. Stress Management
Integration period
Mar. 13, 2017 – SUBMISSION OF
 TERM PAPER
Mar. 20,-21 2017 – FINAL EXAM
Feb. 20, 2019 – SUBMISSION OF
FINAL FS (For Defense)
Mar. 20-21, 2019 – FINAL EXAM
Mar. 22, 2019 – ORAL DEFENSE

Basic Readings 1. Newstrom, J. . 2014. ORGANIZATIONAL BEHAVIOR, HUMAN BEHAVIOR AT WORK, 14TH EDITION. McGraw-Hill Education.
2. Robbins, S. and Judge, T. 2011. ORGANIZATIONAL BEHAVIOR, 14TH EDITION. Prentice Hall, Pearson Education Inc.
3. Zarate, C. 2012. ORGANIZATIONAL BEHAVIOR AND MANAGEMENT IN PHILIPPINE ORGANIZATIONS. Rex Bookstore, Inc. (RBSI)
Course Assessment The midterm performance task is a personal reflection paper of their current status as BSOA students. This will enable them to express themselves in writing narratives and improve their
confidence in sharing their thoughts, ideas, goals, and aspirations. They have the creative prerogative in the content of their paper provided they include the essential parts listed below. The output is
scheduled five working days prior the midterm examination.

Aside from their personal notes and conclusions, specifically, the students should include the following parts:
 Turning Point/s (major event/s in your life and how this event transformed your life and made them into what you are now)
 Role Model/s (your role model/s as you were growing up and what you learned from these role models)
 My Personality (and how your personality affect your life)
 My Strengths and Weaknesses (and how you can continue to improve yourself)
 Core Values (name three of your most important and upheld values and the reason you stick to them)
 Ethics Check (Are you being consistent with your values? If not, how can you get back on track?)
 Life Goals/Career Goals (what you see yourself doing in the next five or ten years and how you can achieve it)
 My Motivation
 Conclusion, realizations

The final performance task is a series of observation activities of work- or school-related situations in their chosen organization/institution with corresponding time elements. This will be a term
paper reviewing the significant findings of students’ research efforts. Credits should include well documented references. The term paper is designed to assess comprehension of, and ability to explain,
describe and apply OB concepts and principles discussed in the course. The term paper assesses students’ ability to apply concepts in organizational behavior integratively in solving behavioral and
managerial problems.

Aside from their personal notes and conclusions, specifically, the students should be observing the following:
 Observe a work-/school-related person perception situation. Briefly describe a shortcut used in the situation (see person perception topic) and explain why you think that shortcut may have
influenced perception. What could YOU do to change that individual’s perception of another person?
 Observe and describe a work/school situation in which it was clear to you that an individual’s attitude was critical to the outcome of the event. What could YOU do to improve/change that
person’s attitude?
 Observe and describe a work/school situation that involves motivation. What could YOU do to enhance the motivation of one of the participants?
 Describe a dysfunctional group situation you have encountered. What was the primary cause of the problem? What could YOU do to improve their group dynamics?
 Describe a current work/school situation in which you have power. What makes you powerful and how did you use that power? What could YOU do to channel that power to enhance your
leadership skill?
 Observe and describe a work/school organizational situation that involves the key elements of organizational behavior. What have elements are interacting with each other? How do they affect
the organization?

This research effort can be done individually or as a group (maximum of 5 students). Each group member must have evident participation in the presentation, e.g., interviewer, presenter, narrator,
photo documenter, etc. Outputs are due five working days before the final examination with cover page and proper pagination.
Midterm Reflection Paper Rubric
CONTENT LEVEL 4
(9-10 points)
Demonstrates an insightful and thorough
analysis of all the issues with an in-depth
reflection on, and personalization of, the
Depth of Reflection
theories, concepts, and/or strategies
presented in the class materials.
Output includes all components and
exceeds all requirements indicated in the
Required Components
instructions.
Well documented, reasoned and
Comments on
pedagogically appropriate comments on
effective
solutions, or proposals for solutions, to all
solutions/strategies
issues presented
Excellent research into the issues with
Links to Course clearly documented links to class (and/or
Readings and outside) readings; viewpoints and
Additional Research interpretations are insightful and well
supported.
Very clear and concise flow of ideas.
Organization and Demonstrates passionate interest and
Enthusiasm engagement in the activity.
Total Points (Out of 50 Points)
LEVEL 3
(6-8 points)
Demonstrates a thorough analysis of
most of the issues with a general
reflection on, and personalization of,
the theories, concepts, and/or
strategies presented in the class
materials.
Output includes all components and
meets all requirements indicated in the
instructions.
Appropriate, well thought out comments
about solutions, or proposals for
solutions, to most of the issues
presented
Good research and documented links
to the material read; viewpoints and
interpretations are supported.
Clear flow of ideas
Demonstrates interest and engagement
in the activity.
LEVEL 2
(4-5 points)
Demonstrates a superficial analysis
of some of the issues with a minimal
reflection on, and personalization of,
the theories, concepts, and/or
strategies presented in the class
materials.
Output has some missing
components and/or does not fully
meet the requirements indicated in
the instructions.
Superficial and/or inappropriate
solutions to some of the issues
presented
Limited research and documented
links to any readings; viewpoints and
interpretations are unsupported or
supported but with flawed reasoning.
Most ideas flow but focus is lost at
times
Limited evidence of interest and
engagement in the activity.
LEVEL 1
(1-3 points)
Demonstrates an incomplete
analysis of the issues and a lack of
reflection on, or personalization of,
the theories, concepts, and/or
strategies presented in the class
materials.
Output excluded essential
components and/or does not
address the requirements indicated
in the instructions.
Little or no action suggested, and/or
inappropriate solutions to all of the
issues presented
Incomplete research and links to any
readings; lacks viewpoints and
interpretations.
Hard to follow the flow of ideas.
Lack of enthusiasm and interest as
well as engagement in the activity.

Final Behavioral Analysis Rubric

CONTENT
Identification of the Main
Issues/ Problems
Analysis of the Issues
Comments on effective
solutions/strategies (The
solution may be in the case
already or proposed by you)
Links to Course Readings and
Additional Research
LEVEL 4
(9-10 points)
Identifies & understands all of the
main issues in the case study
Insightful and thorough analysis of all
the issues
Well documented, reasoned and
pedagogically appropriate comments
on solutions, or proposals for
solutions, to all issues in the case
study
Excellent research into the issues
with clearly documented links to class
LEVEL 3
(6-8 points)
Identifies and understands most of
the main issues in the case study
Thorough analysis of most of the
issues
Appropriate, well thought out
comments about solutions, or
proposals for solutions, to most of the
issues in the case study
Good research and documented links
to the material read
LEVEL 2
(4-5 points)
Identifies and understands some of
the issues in the case study
Superficial analysis of some of the
issues in the case
Superficial and/or inappropriate
solutions to some of the issues in the
case study
Limited research and documented
links to any readings
LEVEL 1
(1-3 points)
Identifies and understands few of
the issues in case study
Incomplete analysis of the issues
Little or no action suggested,
and/or inappropriate solutions to all
of the issues in the case study
Incomplete research and links to
any readings
 (and/or outside) readings

Very clear and concise flow of ideas. Clear flow of ideas Most ideas flow but focus is lost at Hard to follow the flow of ideas.
Demonstrates passionate interest in Demonstrates interest in topic and times Lack of enthusiasm and interest.
Organization and Enthusiasm
the topic and engagement with the engagement with the class. Limited evidence of interest in and
class. engagement with the topic
Visuals augmented and extended Use of visuals related to the material Limited use of visuals loosely related No use of visuals.
Visuals comprehension of the issues in to the material
unique ways
Total Points (Out of 60 Points)
Course Policies Be responsible - Instructors are here to create a learning environment. Whether you learn depends on your willingness to listen, ask appropriate questions, and do the work necessary to pass the course.
If your academic preparation from high school is weak or if you have been out of school for a period of time, you may have to work harder and seek more help in order to succeed.

Attend - Students are expected to attend class sessions. Those who miss class and activities MUST inform the faculty concerned to make-up for their absence and will be given requirements to comply,
provided they present a valid reason of absence in writing. Though students will not be graded for their attendance, they are only allowed a total of six (6) absences for the semester.

Use mobile phones or any gadgets with utmost professionalism - It is very distracting to hear someone’s cellular phone ring in class and the use of modern gadgets in the classroom is only
encouraged for research and vocabulary enrichment.

Prepare - Students who forget common classroom supplies such as a pencil/pen, paper, handouts/books, etc. usually waste class time. Assigned readings are indicated in the course schedule. In order to
maximize quality of in-class discussion, these readings MUST be completed prior to class meetings. Students who have not completed their assigned homework many times ask questions that could have
been answered through their assignments.

Be timely - It is important to plan ahead. Students who wait until the last minute to do their work usually make lower grades and are more likely to miss deadlines. Study and do your assignments every
day. If a problem occurs at the last minute such as a computer malfunction, you will still be prepared.

Cheating, by any means as well as plagiarism of outputs is not and will not be tolerated and will be given due consequences.

Language of Instructions is English and Hiligaynon

Special Requirements:
1. Facilities
a. Audio Visual Room/Conference Room/Corridors
2. Equipment
a. Speaker
b. Multimedia, media presenter, projector
c. Software: MS Power Point, Windows Media Player/VLC Player

Grading System
Class Standing 60%
Outputs:
Individual Activity (performance task, quick-writes, essays, etc.) 25
 Group activity (group discussion, presentation, practical output, etc.) 20
Quizzes/ Written assignments 15
Recitation 10
Performance Tasks or Periodic Examinations 40%
100%
*The professor reserved the right to change schedule and learning activities when needed.
Committee Members

Anelyn A. Janaban, MBM Leny V. Gaintano, MHM Rezlie T. Lavalle-Martinez, MM

Consultation Schedule
Faculty Member : Rezlie T. Lavalle-Martinez, MM
Contact Number : 0917-609-1886
E-mail address : dollborj12@gmail.com
Consultation Hours : Fridays, 9-12NN, 2-5PM, or by appointment
Venue : Faculty Room

Course Title A. Y. Prepared by Approved by Date

Human Behavior in Organization 2nd Sem, 2018-2019 Rezlie T. Lavalle-Martinez, MM Ms. Catalina R. Sanico, MPM October 29, 2018