DR. GLORIA D. LACSON FOUNDATION COLLEGES, INC.

Castellano, San Leonardo, Nueva Ecija

GRADUATE SCHOOL
COURSE SYLLABUS
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EDUC. 211 - THEORY AND PRACTICE OF DEMOCRATIC EDUCATIONAL

ADMINISTRATION

I. PRELIMINARIES
1. Catalogue No. EDUC. 211
2. Course Title: THEORY AND PRACTICE OF DEMOCRATIC
EDUCATIONAL ADMINISTRATION
3. Course Description:

The relationships of education to the democratic context, historical tradition,

social trends, and emerging issues of social practice and policy, in local
communities, national affairs, and international scenes.

4. C125,3 Hours: 3 hours per week

Credit Units: 3 units
Course Requirements
5.1 Attendance
5.2 Reports
5.3 Reaction Paper S4
Research Paper
6. Grading System
Attendance/Class participation %
.
6.2 Mid-Term Final Examination 30%
6.3 Written/Oral Reports 30%
6.4 Empirical Study/Research Paper 20%
6.5 Annoted Bibliography 4)%
Total 100%
H. COURSE OBJECTIVES

At the end of the course the graduate students arc expected to make a progressive
move to strengthen problems and issues affecting the educational system at their level
arising from societal and educational concerns
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111. COURSE CONTENTS

1. INTRODUCTION: DGDLFCl/GRADUATE SCHOOL VISION,

MISSION AND COALS - 1 hour

1.1 DGDLFCI Vision, Mission and Goals

1.2 Graduate School Vision, Mission and Goals
1.3 Class Orientation

PRELIMINARY EXAMINATION

2. UNIT ONE: THE SUPERVISORS JOB 3 hours

2.1 Need for administrative and supervisory skills

2.1.1 career plan (skills, knowledge, habits, and attitudes)
2.1.2. effective administrative and supervisory skills

3. UNIT TWO: PRINCIPLES OF ORGANIZATION 3 hours

3.1 Elements of the team concept (leader, member, goals, plans,

cooperation, and spirit)
3.1.1 Rules for good organization
3.1.2 Building teamwork

4. UNIT THREE: — UNDERSTANDING TILE ORGANIZATION STRUCTURE 3

hours
4.1 Types of organization
4.1.1 line organization
4.1.2 line and staff type of organization
4.1.3 preparations of organizational chart
4.2 Superior-Subordinate relationships

5. UNIT FOUR: LEARNING HOW TO DELEGATE 3 hours

5.1 The need to delegates

5.2 Under what conditions to delce,ate
5.3 Delegating without losing control
5.4 Delegation planning

6. UNIT FIVE: SUPERVISORY COMMUNICATIONS 3 hours

6.1 Need for communications
6.2 What communications are
6.3 Causes of communication breakdowns
6.3.1 attitudes
6.3.2 personalit'
 6.3.3 informing employees
6.3.4 communication skills
6.4 Planning effective communications

7. U
NIT SLX: PRINCIPLES OF WORK IMPROVEMENT - 3 hours
7.1 Modern work improvement
7.2 Principles of dynamic productio
7.3 Areas for job improvement
7.4 Departmental flow
7.4.1 types of work flow
7.5 Utilization of manpower
7.6 Patterns for job improvement

MIDTERM EXAMINATION 17 hours

8. UNIT SEVEN: TECHNIQUES OF WORK
SIMPLIFICATION 6 hours

8.1 Looking for the job to be improved

8.2 Tools of job improvement and work simplification
8.3 Preparation of flow charts
8.4 Motion analysis
8.5 The idea of productivity
8.6 Job improvement by the supervisor
8.7 Analysis of work distribution
8.8 Patterns for improving work distribution

9. UNIT EIGHT: THE SUPERVISOR AND PLANNING 4 hours

9.1 What planning is all about

9.2 How far planning should be done
9.3 What should be planned
9.3.1 objectives
9.3.2 controls
9.3.3 delegations
9.3.4 communications 9.3.5
use of resources 9.3.6
methods and procedures
9.3.7 equipment/supplies/materials
9.3.8 utilization of time
9.3.9 safety/money/work
9.3.10 timing of improvement
 9.4. Anticipating and dealing with obstacles
9.5. Testing a total plan
10, UNIT NINE: DIRECTING THE ACTIVITIES OF PEOPLE 3 hours

10.1 Attitudes behind directions

10.2 Situations which require directing
10.3 Characteristics of good directions
10.4 Guarding against misunderstanding
10.5 Types of direction
10.6 Directing and coordinating
10.7 The climate of effective coordination

11. UNIT TEN: ORIENTING THE NEW EMPLOYEE - 3 hours

11.1 Why orient the new employee

11.2 Steps in orienting the new employee
11.3 Pitfalls in orienting new employees
11.4 Tools to orient new employees

12. U
NIT ELEVEN: HOW PEOPLE LEARN - 3 hours

12.1 Laws or principles of learning

12.1.1 motivation
12.1.2 demonstration/explanation
12.1.3 practice
12.2 Psychology of learning
12.2.1 ability to learn
12.2.2 bringing the best results in learning
12.2.3 following a logical pattern of learning
12.2.4 familiar to the unfamiliar
12.2.5 repetition for emphasis
12.2.6 appealing to the senses
12.2.7 making learning easy
12.2.8 emotional involvement
12.2.9 preparation for learning
12.2.10 providing vivid experiences

FINALS EXAMINATION - 17 hours

13. U
NIT TWELVE: SPOTTING TRAINING NEEDS - 6 hours

13.1 The need for training

13.2 idLidirying ileCdS for training
13.3 Symptoms and solutions to identified needs
13.3.1 specific job specification
13.3.2 job skills
 13.3.3 work methods
13.3.4 job problems
13.3.5 employee cooperation
13.3.6 need for teamwork
13.3.7 morale problems
13.3.8 attitudinal problem
13.3.9 behavior problems
13.3.10 poor work quality
13.4 Steps in training
13.5 Use of training needs

14. UNIT THIRTEEN: ON THE JOB INSTRUCTION - 3 hours

14.1 Employee preparation

14.2 Step method of instruction

15. UNIT FOURTEEN: UNDERSTANDING THE WORKFORCE 3 hours

15.1Toward a better understanding of people

15.2 Individual differences that affect work out
15.3 Utilization of abilities and talents
15.4 Common likenesses among the workforce

16. UNIT F IFTEEN: AP P LIC AT IN OF GOOD HUMAN RELATIONS -

3 hours

16.1 Letting the workforce where they stand

16.2 Giving credit
16.3 Informing workers in advance of changes

IV. TEACHING STRATEGIES/TECHNIQUES

IP

1. Interview
2. Cooperative Learning
3. Lecture-Discussion
4. Projects/Research W o r k

SUGGESTED REINFORCEMENT ACTIVITIES

1. Make a case study/empirical study on Theory and Practice of Democratic

Educational Administration
2. Interview of Educational Leaders

V. REFERENCES:

Austin, M. J. (2001), Introducing Organizational Development Practices,

Administration.
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De Censo, David A. et al (2013), Human Resource Management, 11 ed., Singapore:

John Wiley & Sons NE Ltd.

Felton, T. A. (2009), Best practices in employee discipline, Workforce Management,

hitp://www. workforee.convarticle.

Frauenhoffer, S. M., (1999), Democratic Supervision, New_York: Jossey-Bass.

Ramos, Florinio 0. (2002), Dynamics and Techniques Of Administration and

Supervision, Mandaluyong: Raintree Publishing Company.'

Royal, M. & Mason, R. (2009), Employee engagement and tough times,

http:www.workforce.com.201 1

SI IRM and AARP, (2011), Strategic Workforce Planning,

http://www.workforce.shrm.orgAirdisciplines

Prepared by:

(SGD) RODEO It MIRANDA, Ed. D.

Professor

(SGD) PROF. MOFEL PANAHON

Professor

(SGD) EDISTEO B. BERNARDEZ,

Professor

(SGD) NICANOR R. VENTURA, Ph. D.

Professor
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Recommending Approval:

(SGD) MANUEL R. GUERRERO, Ph. D.

Dean, Graduate School

APPROVED:
(SGD) LEONARDO L. NAVARRO, Ed. D.
VP for Academic Affairs