Republic of the Philippines OFFICE OF THE PRESIDENT CHED MEMORANDUM ORDER No. _19 4 Series of 2017 SUBJECT: REVISED POLICIES AND STANDARDS FOR BACHELOR OF ‘SCIENCE IN OFFICE ADMINISTRATION In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known, as the "Higher Education Act of 1994,” in pursuance of an outcomes-based quality assurance system as advocated under CMO No. 46 s. 2012, and by virtue of ‘Commission en banc Resolution No. 231-2017 dated March 28, 2017, the following policies, standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission. ARTICLE | INTRODUCTION Section 1. Rationale Based on the Guidelines for the Implementation of CMO No. 46, s. 2012, this PSG implements the “shift to leaming competency-based standard! ‘outcomes-based education.” It specifies the ‘core competencies’ expected of Bachelor of Science in Office Administration graduates “regardless of the type of HEI they graduate from.” However, in "recognition of the spirit of outcomes-based education and... of the typology of HEIs,” this PSG also provides “ample space for HEIs to innovate in the curriculum in line with the assessment of how best to achieve leaming outcomes in their particular contexts and their respective missions...” ARTICLE I AUTHORITY TO OPERATE Section 2. Government Recognition All private higher education institutions (PHEIs) intending to offer BS Office Administration must first secure proper authority from the Commission in accordance with these PSGs. All PHEIs with an existing BS Office Administration program are required to shift to an outcomes-based approach based on these PSGs. State universities and colleges (SUCs), and local universities and colleges and (LUCs) should likewise strictly adhere to the provisions in these policies and standards. Higher Education Development Genter Bullding, CP. Garcia Ave., UP Campus, Diliman, Quezon City, Philippines Web Site: wunw.ched.gouph Tel. Nos. 441-1177, 385-4391, 441-1169, 441-1149, 441-1170, 441-1216, 392-5296, 441-1220 ‘441-1228, 988-0002, 441-0750, 441-1254, 441-1235, 441-1255, 411-8910, 441-1171, 352-1871ARTICLE Ill GENERAL PROVISIONS Per Section 13 of RA No. 7722, the higher education institutions shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirements and the specific professional courses. Section 3. Section 4, Section 5. The Articles that follow give minimum standards, expressed as a minimum set of desired program outcomes (detailed in Article IV Section 6 below), The sample curriculum presented in Article V Section 9 to 13, is designed to attain these desired program outcomes. The number of units of the curriculum is hereby prescribed as the “minimum unit requirement” under Section 13 of RA 7722. Curriculum maps are a useful tool for determining the ability of a curriculum to achieve the desired program outcomes. A sample curriculum map is presented in Article V, Section 15. A variety of curriculum delivery methods should be employed to effectively provide a learner-centered and outcomes based education. Some of the possible curriculum delivery methods that HEIs can use are presented in Article V, Section 11. Article V, Section 17 presents a sample course syllabus that demonstrates the use of some of these methods. The physical as well as human resource requirements that are deemed necessary for the effective delivery of the curriculum are in Article VI. The HEIs are allowed to design curricula suited to their own contexts and missions provided that they can demonstrate that the same lead to the attainment of the required minimum set of outcomes, albeit by a different route. In the same vein, they have latitude in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they can show that the attainment of the program outcomes and satisfaction of program educational objectives can be assured by the alternative means they propose. The HEIs can use the CHED Implementation Handbook for Outcomes- Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as guides in making their submissions pursuant to Article VII. ARTICLE IV PROGRAM SPECIFICATIONS Program Description 5.1 Degree Name The degree program shall be called Bachelor of Science in Office Administration (BSOA). Page 2 of 475.2 Nature of the Field of Study The Bachelor of Science in Office Administration program is a four-year course that prepares the students for a career in an outcome-focused, technology rich, professional environment. Courses in the curriculum are those that will thoroughly familiarize the students with current techniques in office practice and procedures, developments in office systems and technology, good team-working and management skills, and application of the principles of good human relations and ‘communications to prepare them to be key players in day-to-day office operations. Lessons in writing routine reports and correspondence and speaking effectively to employers, employees, and the general public are provided in selected courses. The BSOA program also trains the students to work independently, without need for on-site supervision. To ensure teaching effectiveness and the attainment of the goals and objectives of BSOA, outcomes-based teaching and leaming and modern means of curriculum delivery that will expose the students to the real world of administrative professionals’ tasks like simulation and ‘cooperative education internship in office systems are used. Faculty members who are graduates of business courses and, if possible, holders of a Master's Degree in Business Education or a Master's Degree in Business Administration are selected to manage the teaching-learning process. 5.3 Program Goals (Program Goals are the expected outcomes for the BS Office Administration graduates within two to five years.) 1. Qualify for a career in office administration specifically in various general and specialized administrative support, supervisory, and managerial positions. 2. Acquire the competencies, skills, knowledge, and work values necessary for self-employment. 5.4 Specific Professions/Careers/Occupations for graduates The opportunities for graduates of this program are: a. Entry-level jobs 1. Clerk/Encoder - encodes letters and reports from draft or from dictation to professional format and does manualielectronic filing. 2. Stenographer/Transcriber - takes and transcribes proceedings of conventions, seminars, speeches, court depositions, investigation, etc. and encodes resolutions, summons, court decisions, and other documents from draft or from dictation to professional format, Page 3 of 47Bookkeeper - keeps the books of accounts of the business/organizations and performs bookkeeping and other functions that may be assigned to him/her by the accountant. Call Center Post Sales - attends to inquiries and/or complaints of customers by telephone, promotes the sale or use of a product or service, persuades customers to update or settle their account and provides technical/post sales support. Customer Relations - receives and transfers calls. Receives and directs visitors, performs multiple office support tracks as assigned by multiple supervisors. Customer Service Representative - communicates effectively and courteously with customers through e-mail, regular mail, fax, etc: provides information in response to inquiries about products or services, handles and resolves consumers’ complaints, assists customers in business dealings with the company, files and retrieves customers’ correspondence and records, and ensures high standards of customer service. b. Advanced Office Positions 1 Administration Officer - works as manager in a business, government agency, or a school; supports the Executive Director, Senior Director, Finance and Operations and the Board of Trustees; ensures the smooth running of the entire operation of the office. Office Supervisor/Manager - coordinates various office support services; communicates effectively with people of diverse cultures from different levels in both oral and in written form; supervises office administrative staff; and performs basic accounting functions. Executive Secretary/Assistant - performs administrative duties for executive management such as: making travel and meeting arrangements, training and supervising support staff, preparing reports and financial data, etc; does research using various resources including internet; coordinates projects, and works well with all levels of internal management and staff, as well as other stockholders of the company. Administrative AssistanDepartment Assistant/Coordinator - performs administrative and office support activities for multiple supervisors such as: transferring calls, receiving and directing visitors, encoding, filing, and faxing: performs jobs such as multimedia researcher, coordinates video conferencing functions such as: preparing schedules, sites, procuring equipment, hosting conferences; and coordinates various office support services. ™= axe &S Page 4 of 47c. Specialized Administrative Office Professional Performs the functions of an office manager, executive assistant or administrative assistant, including: 1. Legal Secretary — prepares correspondence and legal papers such as summonses, complaints, motions, responses, and subpoenas under the supervision of a lawyer; transcribes legal papers, legal documents, and court proceedings. 2. Medical Secretary - transcribes dictation; prepares correspondence; assists physicians with reports, speeches, articles, and conference proceedings; records simple medical histories; arranges for patients to be hospitalized and orders supplies; and transcribes from tape-recorded messages, medical history, and medical records, 3. Court Stenographer - attends court hearings; takes stenographic notes of testimonies during hearings; prepares accurate and complete documentation of entire proceedings; prepares and provides transcripts of stenographic notes to all hearing officers and attendees in hearings. d. Entrepreneurial and Self-employment Opportunities ventures such as: 4, Freelance stenographer and encoder of various documents, 2. Trainer of administrative support staff, 3. Owner of placement agency specializing in Office Administration 5.5 Allied Fields The BS in Office Administration program is related to the following: Bachelor in Office Administration, Business Teacher Education - major in IT Education and TLE, Computer Secretarial, Administrative Office Management, Office Management, Secretarial Administration, Business Administration/Management, Legal Management, Public Administration, Accounting, and other business and management fields, Section 6. Program Outcomes The minimum standards for the BS in Office Administration program are expressed in the following minimum set of learning outcomes: Em ri Page § of 476.1 Common to all programs in all types of schools The graduates should be able to 6.1.1 Articulate and discuss the latest developments in the specific 6.1.2 6.1.3 614 6.1.5 field of practice. (PQF level 6 descriptor) Effectively communicate orally and in writing using both English and Filipino. Work effectively and independently in multi-disciplinary and multi-cultural teams. (POF level 6 descriptor) Act in recognition of professional, social, and ethical responsibilty Preserve and promote “Filipino historical and cultural heritage." (based on RA 7722) 6.2 Common to the Business and Management discipline A graduate of a business or management degree should be able to: 6.21 6.22 6.23. 624 6.25 6.26 627 6.28 629 Perform the basic functions of management such as planning, ‘organizing, staffing directing and controlling, Apply the basic concepts that underlie each of the functional areas of business (marketing, finance, human resources management, production and operations management, information technology, and strategic management) in various business situations. Use the proper decision-making tools to critically, analytically, and creatively solve problems and drive results. Express oneself clearly and communicate effectively with stakeholders both in oral and written forms. Apply information and communication technology (ICT) skills as required by the business environment Work effectively with other stakeholders and manage conflict in the workplace. Plan and implement business-related activities. Demonstrate corporate citizenship and social responsibilty. Exercise high personal moral and ethical standards. 6.3 Specific to the Office Administration Program A graduate of BSOA should be able to: 6.3.1 6.3.2 6.3.3 6.3.4 6.3.5 Provide general administrative and clerical support to high-level executives guided by the Code of Ethics for Office Professionals, Coordinate office management activities. Manage office communications. Organize files, information, and office supplies effectively Exhibit acceptable human relations skills in a diverse environment. Page 6 of 476.3.6 Engage in lifelong learning to keep abreast of the development in the intemational employment market 6.4 Common toa horizontal type as defined in CMO No. 46 s. 2012 A graduate of BSOA should be able to: 6.4.1. For professional institutions: Demonstrate a service orientation in their profession. 642 For colleges: Engage in various types of employment, development activities, and public discourses, particularly in response to the needs of communities that one serves, 6.4.3 For universities: Generate new knowledge using research and development projects, Graduates of State Universities and Colleges must, in addition, acquire the competencies to support “national, regional, and local development plans.” (RA 7722). A Private Higher Education Institution, at its option, may adopt mission-related program outcomes that are not included in the minimum set. Section 7. Sample Performance Indicators a. Appog 9 h pgcr wrave Schedule meetings, events, needed logistics, and arrange conference room, Coordinate program of activities with participants. Observe proper housekeeping and office ergonomics. Exhibit foresight in planning office activities. Maintain office procedures in all activities. Work effectively and independently in multi-disciplinary and multi- cultural teams. Exhibit proficiency in the use of the computer and other IT software. Receive and relay telephone, email, and other voice communications promptly Take dictation at the rate of 60 wpm with 98% accuracy in transcription, Encode mailable correspondence and reports at the rate of 40-45 words a minute. Edit correspondence, reports, drafts, memos, and emails. Update company information boards. Manage calendar of the boss ‘Communicate effectively using both English and Filipino orally and in writing File using manual or electric filing system. Refer the general public to the appropriate staff. Serve as public relations officer of the company. Assist in resolving administrative problems. Join professional organizations and attend seminars and conferences for office professionals. Enroll in graduate studies. Page 7 of 47Table 1. Sample of Program Outcomes and Indicators common to all graduates of business or management degree: Program Outcomes Performance Indicators Demonstrate corporate and social responsibilty Propose social responsibility strategies and compliance action plan for a business Perform the basic functions of management such as planning, organizing, staffing, directing, leading and controlling Prepare comprehensive strategic business plan Apply information and ‘communication technology (ICT) effectively and efficiently Prepare a social media marketing plan Work well with others. Conduct a planning and problem- solving meeting to resolve issues related to a planned business event Use the proper decision tools to critically, analytically, and creatively solve problems and drive results Apply appropriate quantitative tool to address a business case problem Table 2: Sample Program Outcomes and Indicators for Graduates of Bachelor in Office Administration Program Outcomes Performance Indicators Provide general administration and clerical support to high level executives. Serve as Public Relations Officer of the ‘company, Plan and schedule meetings, events for administrators, prepare needed logistics and papers and conference rooms. Relay directives, instructions and assignments to executives on time. Page 8 of 47Program Outcomes Performance Indicators Coordinate office management activities. Demonstrate good team-working and management skills, Maintain office procedures in all activities. Coordinate program of activities with people concerned. Apply proper housekeeping and office ergonomics. Manage office communications and information. office supplies effectively. Exhibit acceptable human relations skills in a diverse environment. Update company information boards. Communicate effectively with fellow workers and stakeholders both orally and in writing, Receive and relay telephone, email, and other voice communications promptly. Produce business letters, memoranda, | reports, forms, tables, and other | business documents using proper formatting, grammar, spelling, and uation. Maintain and manage files and | File accurately using electronic filing system. Monitor departmental materials, supplies, and orders as neede | Demonstrate good team-working and | management skills. Work effectively and independently in multi-disciplinary and multi-cultural teams. ARTICLE V CURRICULUM. Section 8. Curriculum Description The curriculum for BSOA is designed to support aspiring office professionals to develop the appropriate entry-level technical competence, professional skills, values, ethics, and attitudes to complete their studies with successful practical experience, and pass Professional Examination. the Civil Service Commission (CSC) It covers all major areas required for an Office Administration professional course. Page 9 of 47Section 9. This is a competency-based curriculum containing a balanced program of General Education Courses (36 units, Physical Education and NSTP (14), Core Business and Management Education Courses (CBMEC) (6), Office Administration Core Courses (45 units, including 3 units of O.A. internship), and Elective Courses (18 units, including medical/legal office procedures and internship electives). HEls are encouraged to incorporate additional courses into their curriculum on top of these (119) units, to reflect their particular contexts and their respective missions. The 119 units, including NSTP and PE, are broken down into the following ‘components: Minimum Courses Units Prescribed _| 1. General Education (GE) Courses 3 2.National Service Training Program ( NSTP) 6 3. Physical Education (PE) courses 8 Sub-total 50 Units 4. Core Business and Management Education Courses (CBMEC) 6 * Operations Management (TQM) + Strategic Management 5. Office Administration Core Courses 45 (7. Elective Courses 18. 8. Internship (3 units included in Core Courses and 3 units included in Elective Courses) ‘Sub-total 69 Units l Total | 119 Units The subjects under the General Education (GE) Courses are in accordance with CHED Memorandum No. 20 series of 2013. This curriculum is vertically aligned with the Accounting, Business and Management (ABM) strand of the senior high school academic track The HEIs may be allowed to credit subjects/courses taken by students abroad, provided that they have the same required number of units and course descriptions. General Education, NSTP and Physical Education Courses These courses can significantly prepare the students as they transition from high school to tertiary education and pursue professional level of education. This component of BSOA education is purposefully designed to strengthen three (3) important learning outcomes or competencies: Page 10 of 47* Communication skills - Ability to write and speak clearly and persuasively, gather evidence and construct a coherent argument; shape Speech and writing to the nature of one's audience. * Logical and critical thinking — Ability to analyze, synthesize and evaluate information and ideas from multiple perspectives; differentiate between objective information and subjective points of view and identify ways of making provisional judgments. * Quantitative reasoning and computer literacy - Development of quantitative reasoning in mathematics or statistics combined with a basic computer literacy which is essential in contemporary technological society. A broad general education can significantly contribute to the acquisition of professional skills, This component of the curriculum focuses on the development of non-professional knowledge, intellectual skills, personal skills, interpersonal and communication skills. A good foundation of general ‘education, although not an end jn itself, is one way of helping students become broad-minded individuals who think and communicate effectively and who have the basis for conducting inquiry, carrying out logical thinking, and undertaking critical analysis. This foundation will enable students to make decisions in the larger context of society, to exercise good judgment and professional competence, to interact with diverse groups of people, to think globally, and to begin the process of professional growth. The acquisition of these skills is more important than the way in which they are learned, Coiaraas) Minimum Units Prescribed 1. General Education (GE) Courses 36 2. National Service Training Program ( NSTP) 6 3. Physical Education (PE) courses The 36 units of GE Courses include Understanding the Seif Readings in Philippine History The Contemporary World Mathematics in the Modern World Purposive Communication Art Appreciation Science, Technology, and Society Ethics Rizal's Life and Works (as mandated by law) The GE Electives are: ‘+ Mathematics, Science & Technology '* Social Science and Philosophy + Arts & Humanities. Page 11 of 47Section 10. Core Business and Management Education Courses (CBMEC) These courses cover all the major functional areas of business, and provide the foundation and the context in which a BSOA graduate will work. This curriculum is vertically aligned with the Accounting, Business and Management (ABM) strand of the senior high school academic track. For students who did not take the ABM academic strand, HEIs should offer bridging courses such as the specialization courses in K-12 ABM strand, but not limited to said courses to make them at par with those who have taken the ABM academic stand and comply with K-12 requirements. New program offerings under Business and Management cluster (allied) must offer the 6 units core business and management education courses, The HEIs may be allowed to credit subjects/courses taken by students abroad provided they have the same required number of units and course description. ‘COURSES No. OF UNITS Lec | Lab | Total 1._ Operations Management (T.Q.M.) 3 3 2. Strategic Management 3 3 Total 6 Section 11. Office Administration Core Courses The Office Administration Core Courses include the foundation subjects in Office Administration: NO. OF UNITS Course Lec | Lab | Total 7__Foundations of Shorthand 3 3 2. Administrative Office Procedures and 3 3 Management 3._Personal and Professional Development 3 4, Keyboarding and Documents Processing 1 5. Advanced Shorthand 3 6._Internet Research for Business 1 7. Business Report Writing [3 8._Machine Shorthand | [4 9. Entrepreneurial Behavior and Competencies 3 3 3 3 3 5 10. Customer Relations “11, Business Law 12. Taxation 13. Events Management 14, Integrated Software Applications (MIS Concept, Desktop Publishing, Word Process Spreadsheet, and Presentation) 15. Office Administration Internship 4 2 3 Total | 35 | 10 45 Page 12 of 47 &Section 12. Professional Elective Courses (18 units) The following are courses for further specialization. HEIs may enrich the curriculum by providing electives based on students’ needs and response to industry needs and other stakeholders. No. OF UNITS COURSE LEC [LAB | Total 7. Filipino Stenography 3 3 2. Legal Office Procedures 12 | 3 ‘3. Medical Office Procedures 1 [213 4. Human Anatomy and Physiolog amr 3 5._Legal Office Internship (300 hrs) 3 3 6. Medical Office Internship (300 hrs) 3 3 7._Web Design 1 [2 | 3 8._Customer Analytics 3 3 9._ Introduction to Project Management 1 [2 |-3 10. International Studies 3 3 11. Accounting 2 3 3 12. Machine Shorthand 2 1 [2 [3 Section 13. Internship (600 hours) NO. OF UNITS Section 14. Si Course Lec | Lab | Total ‘A._ Office Administration Intemship 1-300hours | 1 | 2 | 3 B. Legal Office Internship 2 - 300 hours or| 1 | 2 | 3 Medical Office Internship 2 - 300 hours (These two Internship Courses have been é included in the Core and Elective Courses) ample Program of Study FIRST YEAR ‘Semester 1 Lec | Lab | Units Understanding the Self 3 3 Readings in Philippine History 3 | 3 Foundations of Shorthand 3 3 Keyboarding and Documents Processing 1/2), 3 NSTP 3 g PE 2. 2 Total] 15 | 2 | 17 ‘Semester 2 Lec [Lab | Units The Contemporary World 3 3 Mathematics in the Modern World 3] 3 ‘Administrative Office Procedures and Management | 3 3 ‘Advanced Shorthand 3 3 NSTP 3 3 PE raf 2 Total | 17 17 Page 13 of 47SECOND YEAR ‘Semester 1 Lec | Lab | Units Purposive Communication 3 3 ‘Art Appreciation 3 3 Operations Management (TOM) a 3 Personal and Professional Development 3 3 PES 2 2 Total | 14 14 Semester 2 Lec | Lab | Units ‘Science, Technology, and Society 3 3 Ethics 3 3 Business Report Writing 3 3 Customer Relations 3 3 Office Administration Internship 300 hrs 1 [213 PE4 2 2 Total] 18 | 2 | 47 THIRD YEAR Semester 1 Lec [Lab | Units Rizal's Life and Works (as mandated by law) 3 3 Social Science and Philosophy 3 3 Internet Research for Business 1[2 3 Machine Shorthand | 123 OA Professional Elective 1 Legal/Mfedical Office [3 3 Procedures Total | 74 | 4 | 45 ‘Semester 2 Lec [Lab | Units Mathematics, Science & Technology 3 3 ‘Arts & Humanities 3 3 Events Management 3 3 Integrated Software Applications 1 [213 Entrepreneurial Behavior and Competencies 3 3 Total| 13 | 2 | 45 age Page 14 of 47 Fy \FOURTH YEAR ‘Semester 1 Strategic Management Business Law Taxation (OA Professional Elective 2 OA Professional Elective 3 Lab | \co|co|co|cs|es| 3 a Total ‘Semester 2 Elective - Legal Office Internship 300 hrs or Medical Office Internship 300 hrs OA Professional Elective 6 (OA Professional Elective 5 Lab_| Units S| = i EL a eee id Total Section 15. Sample Curriculum Map The curriculum map is a tool to validate if a match exists between core program outcomes (competencies) and the content of a curricular program (on a per course or subject basis). The following letter symbols have been used: L - Facilitate LEARNING of the competencies (input is provided and competency is evaluated) P - Allow student to PRACTICE competencies (no input but competency is evaluated) 0 - Provide OPPORTUNITY for development (no input or evaluation, but there is opportunity to practice the competencies) Legend 6.3.1. Provide general administrative and clerical support to high-level executives guided by the Code of Ethics for Office Professionals, 6.3.2 Coordinate office management activities, 6.3.3. Manage office communications. 6.3.4 Organize files, information, and office supplies effectively. 6.3.5 Exhibit acceptable human relations skills in a diverse environment. 6.3.6 Engage in lifelong learning to keep abreast of the development in the international employment market. Page 15 of 47| Program Outcomes Specific to BSOA Office Admini ] | Courses (s/s) 8)3) 3) 3 Foundations of Shorthand P ae) Personal and Professional Development EL Pye} 2 1s Keyboarding with Documents Processing. byejPlPjole Computer Fundamentals tfe[tl[Pl]olfo Advanced Shorthand [i [Pe [tTololo Intemet Research for Business tlt] P lolol e_ Business Report Writing cfelelel]e | Pp Machine Shorthand | tfe[ef[el[rfo MIS Concept pi[t;[tlo[olfo ‘Accounting Principles Il pPi[t;tfo;ofet Events Management cfete te tute Desktop Publishing t{[tf~efviylele Office Administration intemshio | P| P| P| P| Lt | Oo Section 16. Sample Means of Curriculum Delivery 16.1. Role Playing A. Topics/Lessons Covered: 1. Office Workers’ Personality 2. Receiving Office Visitors 3. Handling Incoming and Outgoing Telephone Calls 4, Managing Appointments B. Procedures Teacher explains the purposes and procedures of the activity. Three to five students will participate in the 10-minute presentation. Situations for role playing are encoded, folded, and students draw lots. Teacher gives her expectations on the results of the role playing. 1. Administrative Assistants’ Day — All students report to the Simulation Room, properly dressed for an interview 2. Role Playing Situations ‘Answering the phone Handling irate callers Wife checks whereabouts of boss Receiving visitors without appointment Handling sales representatives on a busy day Rescheduling appointments -eaoge C. Evaluation: Teacher and students evaluate the presentation Page 16 of 4716.2 Mastery Learning in Office Automation and Layout A Topics/Lessons Covered: 1. Work ergonomics and office layout 2. Office system and automation 3, Office furniture and fixture Procedures: The teacher discusses the concept of an ergonomically organized office through a video that showcases various office layouts. Students are required to analyze effectiveness of office layout based on general system workflow. 16.3. Jigsaw Cooperative Learning Strategy Jigsaw is 2 cooperative learning strategy that enables each student of a “cooperative learning” group to specialize in one aspect of a learning unit A Objectives: Jigsaw leaming allows students to be introduced to material and yet maintain a high level of personal responsibility. Jigsaw develops teamwork and cooperative learning skills within all students. This frees the teacher from having to arrange materials in advance. Practicum Class: Mock Seminar for Practicum Class Theme: On-the-Job Training Requirements 1, Assign students “cooperative leaming” teams composed of 4 or 5 members, 2. Let each team research on the different office executives duties and responsibilities. 3. Each group will present the office executives’ duties and responsibilities and just like a puzzle match them with the on-the-job training requirements listed below: Keyboarding and computer skills b. Personality and office management skills, . Communication skills d e. Human relation skills Meeting and Events Management 4, The teacher checks the appropriateness on the matching of the duties and responsibilities with the on-the-job training requirements. 5. Approves and prepares the module of topics for their mock seminar. 6. Finalizes the theme and topics for presentation in the mock seminar. Page 17 of 4716.4 Buzz groups Large or small classes are broken into small groups of students to discuss a particular issue/problem/topic for 5 to 10 minutes. One student acts as reporter and/or scribe. Depending on the size of the group, all or some groups are called upon to report on their discussion. Group generated points can be summarized by students or teacher on an OHT or whiteboard or the teacher can provide his or her own solution or summary of important points. Buzz groups can assist in engaging students in more active learning and can give them opportunities for practice in problem-solving and critical thinking 16.5 Case studies/case method The presentation of ‘cases’ or scenarios based on actual practice which students can discuss to explore possibilities, probabilities and/or solutions. Case studies are used to develop student's ability to solve problems using new and existing knowledge, skills and concepts. MacLennan identifies four phases to case studies: Scenario, objectives and procedures of case study established Students read, absorb and make notes on the case study. In groups of 3-6 students share their views, knowledge and skills and generate shared solutions. Plenary session to discuss ‘best’ solutions and teacher draws out underlying principles and problems. 16.6 Peer teaching / tutoring / mentoring / proctor instruction The provision of academic support for students by more experienced students who are trained and resourced to provide effective collaborative learning experiences. This system “offers first year students a weekly, voluntary study session run by trained second or third year students who have performed well in the target subject.” .g | supplemental 16.7 Seminar ‘A ssmall group approach in which one student presents a paper on a topic or presents an interpretation or reading of a journal article or text. A discussion of the interpretation and the underlying assumptions and values of the student's presentation then takes place. The seminar works best when all students have some background knowledge of the topic (eg. by pre-reading or responding to preset questions) and are willing to participate in the discussion 16.8 Simulations and games An attempt to model some real-life problem situations (e.g. business, international relations, clinical or educational settings) in a teaching context is called a simulation. Where there is an element of some sort of competition or achievement in relation to a goal, a teaching and learning activity may be called a game. Students in both engage in the learning process as active participants rather than passive observers, Page 18 of 47Section 17. Sample Syllabi for Selected Core Courses (Please see annex A) Section 18. Curriculum Standards in implementing the minimum curricular standards, certain important implications should be kept in mind. These are 18.4 18.2 The standards are intended to be flexible rather than restrictive. They provide a general framework within which each institution should design and develop a curriculum in the context of institutional strength, priorities, and commitment The standards are the minimum required of schools authorized by CHED to offer the B.S. in Office Administration Program. Higher standards are expected to be implemented by schools with deregulated status and those designated as Centers of Excellence (COE) and Centers of Development (COD) in B.S. in Office Administration. 18.3 Curriculum development is a dynamic and continuing process. Office ‘Administration education should not only keep pace with current realities but should anticipate changes that may take place in business and the management profession. The school should make provision for periodic re-examination and research to avoid curriculum obsolescence, preferably once every two to three years. 18.4 Curriculum content should be carefully selected so that the available 18.5 18.6 time and resources are effectively utilized and only the appropriate and pertinent subject areas are included. Correlation and integration of the different courses of study are essential to an effective educational program as well as to optimal student achievement. The qualitative rather than the quantitative factors of education should be emphasized. The excellence of teaching, quality of students, broadening effect of the total curriculum, along with the development of integrity, professional attitudes, and @ continuing desire to learn are more important than course labels, unit requirements, or subject groupings. 18.7 The curriculum for Bachelor Science in Office Administration (BSOA) 188 program should be consistent with the school's philosophy, mission and vision statement The curricular requirement for BSOA should follow the minimum number of units prescribed in this CMO. 18.9 The school is free to enhance and to follow different patterns and modalities based on the needs of its clientele. Page 19 of 4718.10 As a general rule, subjects offered as three (3) unit courses should have an equivalent of a minimum of 18 contact hours per unit. No subject offered in a semester should exceed six (6) units. 18.11 Practice set should be required for Accounting subjects. New program offerings under business and management cluster (allied) must offer all Core Business and Management Education Courses (CBMEC - 6 units) 18.12. Office administration internship should cover a minimum of 300- hours of mentored practical experience where the HEI should assign a mentor to each student. The intemship should be covered by a memorandum of agreement between the HE! and the industry partner and should include detailed terms of reference for the expected output between the intern and the industry partner. 18.13 Access to computers and multi-media materials as well as the Internet should be provided both to faculty members and students. ARTICLE VI REQUIRED RESOURCES Section 19. Administration 19.1 Dean or Director of the Program The minimum qualifications of the head of the unit that implements the degree program are the following: A. The Dean or the Director of the program should possess the following minimum qualifications: ‘+ A doctoral degree in Business Administration’ Management; or a doctoral degree in a related field and a Masters degree in Business Administration/Management. ‘+ Must have at least five (5) years’ teaching experience at the tertiary level; and ‘+ Must have at least five (5) years’ experience in administrative or supervisory capacity in an educational institution, in an office, or in a business enterprise. B. The general functions and responsibilities of the Dean or Director of the program are to: * Exercise academic leadership; ‘+ Adopt curricular programs that are attuned to current trends and developments in education and to practices of the profession; Page 20 of 47© Maintain linkages or organization; relevant industry and academic entities © Promote research and scholarly pursuits. C. The Dean/Department Chair must be a full-time administrator. D. The teaching load of the Dean/Department Chair should not exceed twelve (12) units per term/semester. 19.2. Chairs or Coordinators Chair or coordinators may be appointed to help in the administration of specific fields or disciplines in the program and should possess the following qualification: © Must be a holder of at least a Master's degree in Business Education, Business Administration/Management, or in any business-related field; + Must have at least three (3) years’ teaching experience at the tertiary level. Section 20. Faculty 20.1 Qualifications The minimum qualifications of faculty members who will teach office administration courses are the following: For Ful ime Faculty a. Must be holders of at least a Master's Degree in Business Education, Business Administration/Management, or in any business-related field; b. Must be graduates of BS Office Administration, Bachelor in Business Teacher Education or any related business programs with at least 18 units of education courses; c. Must have @ minimum of three (3) years’ work experience that is directly relevant to the course being taught and any bachelor's, degree (eg. 3 years’ work experience. as an Executive/Administrative Secretary or Office Manager) for a faculty who will teach Office Administration subjects. d. Must have a minimum of three (3) years’ work experience in the tertiary level For Part-time Faculty a. Must have @ minimum of three (3) years’ work experience that is relevant to the course being taught and a bachelor's degree in any Page 21 of 47 3 Ay!field in cases where the above academic degree requirements are not met (eg. 3 years’ work experience as an Executive/Administrative Secretary, Office Manager), for a faculty who will teach Office Administration subjects. 20.2. Faculty Requirements The faculty members should possess the educational qualifications, professional experience, valid professional licenses and teaching ability for the successful conduct of a school's program. The following requirements should be strictly followed: a. At least seventy-five percent (75%) of office administration, business, and professional courses should be taught by faculty members with related master’s degree; 25% of the courses should be taught by industry practitioners with at least a bachelor's degree. b. General education courses in the program should be taught by faculty members with appropriate master's degree; ¢. All faculty members who will teach accounting courses should be CPAs. All taxation subjects should be handled by either CPAs or lawyers, and all business law courses should be handled by lawyers. 20. 3. Percentage of Full-time Faculty At least fifty percent (50%) of Office Administration and professional subjects in the program should be handled by full-time faculty members. 20.4. Teaching Load The teaching load of faculty members should be as follows: a. Faculty members should be assigned to teach courses in their field of specialization only; b. The regular teaching load of full-time academic teaching personnel shall be determined by the higher institution but in no case shall exceed 24 units per semester or term; b. Fulltime faculty members undertaking research must be deloaded; d. Faculty members teaching in more than one school must give formal notice of their teaching assignment in all schools concerned; e. Faculty members should not be assigned to teach more than four (4) different preparations in any one term/semester; and f. Government employees who serve as part-time instructors in a particular school may be given a maximum teaching load of nine (8) units, subject to government approval. Page 22 of 4720.5 Other Requirements a 20.6 20.7 The HEIs should have a formal faculty/staff development program that will provide opportunities for faculty members to keep up with developments and techniques in their field, improve their teaching skills and course materials, continue their professional growth, and contribute to research and other scholarly pursuits; Schools should enter into consortium arrangement and share facilities and resources with other schools in the localityiregion giving rise to an international network of schools working together; HEIs should publish a faculty manual for the purpose of formalizing faculty policies and standards; Regular faculty members are required to conduct at least one (1) scholarly research work every academic year; and There should be an adequate number of support and service personnel to assist the administration and faculty in the performance of their duties and functions, Faculty Ranking and Evaluation A system of ranking and evaluating faculty members should be instituted and implemented by the school a. The faculty should be assigned academic ranks in accordance with suitable ranking criteria, The usually recognized ranks of collegiate faculty members are: instructors, assistant professors, associate professors, and professors; ¢. Faculty competence and performance should be periodically evaluated using appropriate evaluation instruments to promote the professional growth of individual faculty and provide a basis for advancement and salary adjustments; cc. The probationary employment for fulltime faculty who are academically qualified should be for a period of not more than three (3) years. Faculty members who have successfully passed this probationary period should be made permanent, After due process, faculty members who do not meet minimum. standards of competence and performance, or who are found guilty of unprofessional conduct or of violating school regulations, should be separated from the service. Faculty Development There should be a formal development program to encourage and help faculty members keep up with new knowledge and techniques in their field, improve their teaching skills and course materials, and continue their professional growth The faculty development program should include provisions for: a. Adequate and qualified supervision of faculty; b. Scholarships, sabbatical leaves, and research grants; Page 23 of 47Section 21. Section 22. c. Financial support for active membership in professional organizations and attendance in Continuing Professional Development programs (CPD) such as seminars, workshops, conferences; In-service training courses; ©. Opportunities for faculty to give lectures and present papers in national and international conferences, symposia, and seminars; f. Periodic faculty meeting: and Q. Participation in faculty committees. In the end, the faculty should possess the educational qualifications, professional experience, classroom teaching ability, scholarly productivity, and other attributes essential for the successful conduct of the Office Administration program. As part of their professional development, Office Administration faculty should take it upon themselves to comply with the CPD requirements of the profession. a. If the school offers graduate programs, it should provide its faculty members the opportunity to earn advanced degrees, with tuition fee privileges and other forms of assistance; b. Attendance in in-service training programs on official time shall be encouraged and records of such attendance shall be filed at the office of the dean/chairmanidirector, as the case may be. Library Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which are embodied in a separate CHED issuance. The library must maintain a collection of updated and appropriate/suitable textbooks and references used for the core courses in the curriculum. Library resources should complement curriculum delivery to optimize the achievement of the program outcomes for the BS Office administration program Physical/ICT Facilities 22.1 Colleges and universities offering BSOA programs should provide adequate physical facilities for their courses in accordance with the requirements found in the Manual of Regulation for Private Education (MORPHE); Batas Pambansa Big. 232, “The Education Act of 1982"; Republic Act (RA) 8981, “PRC Modernization Act of 2000"; Republic Act (RA) 6541, "The National Building Code of the Philippines”. Presidential Decree 856, “The Code of Sanitation of the Philippines", the laws governing various professions and CHED issuances. 22.2 All institutions should provide internet access to students in designated student areas other than the library 22.3 Classroom Requirements Page 24 of 47 osThe class size in every subject of a higher education institution shall be determined by the institution itself, taking into account the total capacity of its facilities, the level of instruction, the nature of the subject, and such other factors that promote a conducive teaching- learning process. 22.4 Educational Technology Centers The institutions should provide facilities to allow preparation, presentation, and viewing of audio-visual materials to support instruction, 22.5 Facilities for Support Services Facilities for support services such as health, guidance, and employmentplacement services may be shared with other units of the school. Section 23, Admission and Retention The basic requirement for eligibility for admission of a student to a tertiary level degree program is he/she shall have graduated from the Senior High ‘School recognized by the Department of Education. Higher Education Institutions must specify admission, retention, and residency requirements. They should ensure that all students are aware of these policies. ARTICLE Vil COMPLIANCE OF HEIs Using the CHED Implementation Handbook for OBE and ISA as reference, a HEI shall develop the following items which will be submitted to CHED when they apply for a permit for a new program: Section 24. The complete set of program outcomes, including its proposed additional program outcomes. Section 25. Its proposed curriculum, and its justification including a curriculum map. Section 26. Proposed performance indicators for each outcome. Proposed measurement system for the level of attainment of each indicator. Section 27. Proposed outcomes-based syllabus for each course Section 28. Proposed system of program assessment and evaluation Section 29. Proposed system of program Continuous Quality Improvement (CQ) For existing programs, CHED shall conduct regular monitoring and evaluation on the compliance of HEIs to this Policies, Standards and Guidelines using an outcomes-based assessment instrument. Page 25 of 47ARTICLE VIL TRANSITORY, REPEALING AND EFFECTIVITY PROVISIONS Section 30. Transitory Provision All HEIs, including state universities and colleges (SUCs) and local universities, with existing authority for the BS Office Administration degree program are hereby given a period of three (3) years from the effectivity thereof to fully comply with all the requirements in this CMO. However, the prescribed minimum curricular requirements in this CMO shall be implemented starting Academic Year 2018-2019, Section 31. Repealing Clause Any provision of this Order, which may thereafter be held invalid, shall not affect the remaining provisions. All CHED issuances or part thereof inconsistent with the provision in this CMO shall be deemed modified or repealed Section 32. Effectivity Clause This CMO shall take effect fifteen (15) days after its publication in the Official Gazette or in a newspaper of general circulation. This CMO shall be implemented beginning Academic Year 2018-2019. Quezon City, Philippines May 9 , 2017. For the Commission: Min 2 fo PATRICIA B. LICUANAN, Ph.D. Chairperson Attachment: ANNEX A- Sample Syllabus Page 26 of 47Annex A Sample Outcomes-based Syllabus BACHELOR OF SCIENCE IN OFFICE ADMINISTRATION Course Syllabus in Administrative Office Procedures Course Description The course introduces the students as prospective office professionals to the basic office operations, techniques, and procedures required for entry-level office jobs. It also covers personality traits, work habits, attitudes, values, communication skills, and human relations skills, as well as business ethics that will prepare them to respond to the needs of the contemporary office. Prerequisite: None Co-requisite: None |. DETAILED COURSE OUTLINE PERFORMANCE TEACHING: LEARNING | ASSESSMENT INDICATORS. COURSE OUTCOMES yaa COURSE OLICS ACTIVITIES (TLAs) METHODS, Describe the nature and | Match modern office functions of the procedures to actual contemporary office. discussed situations in the office. Develop a good grasp of the job requirements in the office as a guide in self-development process, Definition of Office ‘Trends in the Office Environment Basic Duties and Responsibilities of the | Office Professionals in Administrative Tasks, Communication, Records Management, Word and Socialized recitation Discussion Lecture with PowerPoint presentation Interview of office workers occupying various positions Discussion and presentation of results of Graded recitation Evaluation of students’ outputs based on their creativity and mastery in the presentation Page 27 of 47Show realistically in relevant role-playing simulation the professional image, personal attributes, communication skills of an office professional. Identify the barriers to effective communication. Demonstrate good team- working and management skils. Utilize organizational skills and manage in an office setting, Use appropriate ergonomic design in the workplace. Utilize a variety of time management techniques. Simulate a model office environment as students dress appropriately, behave professionally, and communicate effectively. Apply active listening and questioning techniques Work effectively and independently in multi- disciplinary and mul cultural teams. Organize work stations and office supplies, Manage projects and share tasks without losing control. Develop effective stress and time management skills. a Data Processing The Office Professional, His/Her Professional Image, Personal Attributes, Professional Attitudes, and Communication Skills Human Relations Principles Organizing for Growth and Productivity, and for Efficiency and Effectiveness Time Management Techniques to Increase Productivity interview Role Playing Discussion Role Playing Question and Answer ‘Simulation Lecture Discussion Teacher and students evaluate the role playing presentation Graded recitation Graded recitation Evaluation of role playing Graded recitation se Page 28 of 47 4Maintain a procedures manual to ensure consistent performance of routine. Handle visitors and keep appointments preserving clients’ goodwill Manage difficult people and inappropriate communications such as phone calls and emails Apply good telephone techniques in handling incoming and outgoing calls. Use appropriate mailing services, electronic and voice mail messaging devices. Organize and manage office records system using appropriate storage retrieval, Identity roles of ‘employees in the structure of the organization. Arrange amenities as needed Develop effective telephone and telecommunication skills. Apply skill in effective handling of incoming and ‘outgoing mails, in using postal services, in sending electronic and voice messages. Maintain an effective | manual or electronic | filing system. ‘The Office Professionals’ Public Relations Duties Handling Visitors Keeping Appointments Telephone and Telecommunication Skills Telephone and other Telecommunication Devices Mailing Procedures and Services Records Management, Rules and Procedures Electronic Records In groups of 10 members, students prepare a Procedures Manual as explained by the teacher. Buzz Groups Lecture Role Playing Discussion Demonstration Oral Report with PowerPoint Presentation Demonstration Lecture Discussion Actual Filing Exercises, Evaluation of the Procedures Manual Graded Recitation Evaluation of Buzz Group Reports Graded Recitation Graded Demonstration Evaluation of Presentation and Graded Demonstration Page 29 of 47‘transfer, and disposal methods in manual and electronic filing systems. Select a workplace where one's. qualifications are best suited, Identify sources of information on job opportunities. Dress appropriately and communicate effectively in the simulated “Applying for a Job” activity. Explore and adopt best practices for managing and filing papers, emails, and digital files. Develop career-planning skills. Demonstrate knowledge of the requirements of the work environment. Produce an application letter and resume with correct format and correct grammar & Proper punctuation. Meet the requirements of the simulated employment interview. Management Systems The Office Professional's Employment Opportunities Investigating the Job Market Applying for A Job ‘Seminar on “Job- Seeking and Job Success” to be conducted by personnel from selected companies. The personnel will distribute application forms after the seminar to be filed up by the students. Graded Recitation Evaluation of Filing Exercises Rate students’ performance in the simulated "Applying for A Job” activity & x aes Page 30 of 47REFERENCES BOOKS Burton, Sharon & Shelton, Nelda (2008). Office procedures for the 21" century. New Jersey: Pearson Education, Inc. Caproni, Paula J. (2012). Management skills for everyday life. New Jersey: Pearson Education, Inc. Fulton-Calkins, Patsy & Stulz, Karen M. (2004). Office procedures and theory for administrative professionals. Singapore: South-western ELECTRONIC SOURCES Associate degree in office administration: program overviews. Retrieved April 20, 2015 from httpl/study.com/program/Kaplan University AAS in Business Admin-Office Management. htmlftab3-page1 Luna community college office administration curriculum profile 2012-2015. Retrieved April 21, 2015 from https://luna edulmedia/Page files/Office Administration Degree C.P. 2012- 2015.pdF SCANS competencies checklist. Retrieved April 21, 2015 from hitpyvAvww.wojc.educ! COURSE ASSESSMENT 4, Grave misconduct and/or cheating during examinations are grounds for a failing grade. 2. Aside from academic deficiency, other grounds for DROPPED and a failing grade are provided for in the PUP Student Handbook, Section 8, 8.10 and Section 12. Page 31 of 47Course Description ‘Sample Outcomes-based Syllabus in Entrepreneurial Behavior ‘The course enables the students to identify entrepreneurial traits, behaviors, and competencies. The students are required to pertorm self-assessment to determine their level of predisposition to entrepreneurs. Personal entrepreneurial competencies, management styles, business ethics, responsibilities and duties of an entrepreneur are essential parts of the course. Pre-requisite: Entrepreneurship |, DETAILED COURSE OUTLINE. PERFORMANCE INDICATORS COURSE OUTCOMES COURSE TOPICS TEACHING- LEARNING ACTIVITIES (TLAs) ASSESSMENT METHODS, Explain management and organization behavior and Differentiate management and organization behavior from The Nature of the Organization as a Lecture-Discussion with Audio-Visual entrepreneurial behavior. entrepreneurial behavior. Social System Presentation Interview Result Management and Interview of Organization entrepreneurs Behavior Describe the job of entrepreneurs. Match the jobs of an The Job of entrepreneur in the actual Entrepreneurs business with those given in| Entrepreneurial the reference books. Behavior Illustrate how human needs are satisfied. Develop in-depth Individual Behavior Role playing Teacher and comprehension of how actual_| Satisfying Human _| Dramatization Students Graded Recitation Evaluation of Page 32 of 47Desoribe the perceptual process and motivation process. With five (5) students, show interpersonal dynamics. Explain how to attain effective communication. Discuss how to deal with inter-group conflicts. Illustrate the leadership process by citing actual examples. Explain how leadership skills are developed in school, in organizations, and in the community. Show how power is used effectively in organizations. Cite actual situations illustrating the effects of culture to organizations. human needs are satisfied. Use perceptual process and motivation process effectively. Internalize the importance of interpersonal dynamics. Learn how to handle inter- group contlicts. Identity situations in the office where effective communication contributes to smooth interpersonal relationships between management and employees. Observe the leadership process as students practice ‘their leadership skills in assigned group activities. Share, discuss, and evaluate actual experiences on how the students developed their leadership skills. Appreciate the effective use of power in organizations. Needs Learning and Reinforcing The Perceptual Process The Motivation Process Interpersonal and Group Behavior Interpersonal Dynamics Dramatization Group Reports Lecture-Discussion Attaining ‘Communication Effectiveness Dealing with inter- group conflicts Supervisory Behavior | Lecture-Discussion The Leadership Sharing of Process experiences as Developing student leaders. Leadership Skills Acquiring and using power in ‘organizations Lecture-Discussion Environmental Role playing Adaptation Culture and Evaluate the Effectiveness of the Presentations Graded Recitation Individual Report Evaluation of Group Presentation Graded Recitation Essay Examination Essay Examination Page 33 of 47Identify positive effects of its Effects Role playing Graded Recitation Discuss how managerial decisions _| culture in the workplace. tothe organization | Individual reports | Case Study contribute to organizational effectiveness. Organizational Effectiveness Give examples of situations showing management of Making Managerial Decisions that Lead Lecture-Discussion Graded Recitation To Organizational | Field Trip Evaluation of environmental change. Effectiveness Interview of Interview Results Managing managers Essay Examination Environmental Change Page 34 of 47Course Requirements Mid-Term and Final Examination Oral Reports Presentation of Interview Process and Results Evaluation Techniques Essay Examination Quizzes Oral Recitation Course Grading System Formula: (Mid-term) CS x24 FE = second grading period (PFG) 3 (Final) PGLPEG- first gracing period (PG) Where CS = class standing ME = Midterm Examination FE = Final Examination PG = Preliminary Grade PFG = Pre-Final Grade FG = Final Grade ‘Suggested Teaching-Learning Methodologies/Strategies Lectures Theoretical discussions supplemented by case studies to make the subject interesting and thought-provoking, Oral Reports Interactive Group Discussions Field Trip Case Analysis Role Playing Page 35 of 47Suggested References ‘Acuna, Rodriguez and Pilar (1999). Readershio in human behavior in organizations. Diwata Publishing Caproni, Paula (2005). The practical coach: Management skills for everyday life, 2°° ed. Chopra, AJ (1999). Managing the people side of innovation. Kumawan Press. Davis, Keith (1967). Human Relations at Work: The Dynamics of Organizational Behavior, 3 ‘ed. New York: Mc Graw Hill. Day, Javis. Working approach to human relations in organizations. California Books Hole Publishing Co. Myratt, C.R & Doherty, M.E. (2002). Understanding human behavior, Mel. Ed. Boston: Ailyn & Bacon. Robbins, Stephen (2003). Organizational behavior. Pearson Publishing, Daddle River, New Jersey. Page 36 of 47Sample Syllabi for Selected Core Courses ‘Course Name. Foundations of Shorthand Course Description The course presents an introduction to the basic principles of shorthand and provides application and development of these principles in reading and writing exercises; presentation and development of skills in English grammar, punctuation, and spelling as students transcribe in longhand dictated letters at 40 words a minute on practiced material in a 3-minute dictation with 10-15% errors. Course Credits 3 units Contact 54 hours Hours/semester Course Objectives Al the end of the semester, the students should be able to: 1. Read and write shorthand strokes. 2. Exhibit skills in English grammar, punctuation, and spelling as students transcribe in longhand dictated letters at 40 words a minute on practiced material in a 3-minute dictation with 10-15% errors. Course Name ‘Administrative Office Procedures and Management Course This course introduces the students as prospective office Description professionals to the basic office operations, techniques and procedures required for entry-level office jobs. It covers personality traits, work habits, attitudes, values, communication skills, and human relations skills, as well as business ethics that prepare them to respond to the needs of the contemporary office. Course Credits S.units Contact 54 hours Hours/semester Prerequisite Personal and Professional Development and Principles of Management Course Objectives ‘At the end of the semester, the students should be able to: 1. Apply efficient and effective principles, methods, and procedures in basic office functions. 2. Demonstrate desirable personal and professional qualities in performing office tasks as required in real-life situations. 3. Explain sound management principles, concepts, current technology, in common functions of an administration office manager in simulations and case studies in class. a Page 37 of 47Course Name Events Management Course Description Tt covers the elements of the events such as: program and invitation, venue and accommodation, registration, streamers and backdrops, food, etc., that are necessary in putting up conventions, exhibitions, events and seminar-workshops. This course prepares the students in conceptualizing, planning, organizing, and implementing projects and events. It emphasizes the value of teamwork in the execution of plans. Course Credits 3 units Contact 54 hours Hours/semester Prerequisite ‘Administrative Office Management, Principles of Management, and Accounting Principles | Course Objective ‘At the end of the semester, the students should be able to: 1. Assist in planning and managing an event, meeting, seminar and exhibition 2. Satisfactorily perform functions as active members of a committee of these events. Course Name Internet Research for Business Course Description This iS a business-oriented internet course which covers all of the major access routes for using resources on the internet including email, telnet, email groups, discussions, and the world wide web. Legal, ethical, and social issues involving the use of the intemet and internet files are covered in the course. ‘Course Credits 3 units Contact ‘54 hours Hours/semester Prerequisite Introduction to Research Course Objectives At the end of the semester, the students should be able to: 1. Find and use the business resources available on the internet. 2. Build and modify websites. 3._ Accomplish all class work through the internet. Course Name Personal and Professional Development Course This deals with holistic approach to personality development. It Description aims to develop self-confidence and enhance self-esteem by providing students with techniques to achieve personal success through self-motivation, assertiveness, and _ projecting professionalism. It prepares students to deal with people at different levels by adjusting to situations and circumstances in a corporate environment. It emphasizes business etiquette and the Code of Ethics for Professionals | Course Credits 3 units Contact Hours/semester 54 hours Prerequisite ‘Administrative Office Procedures = e Page 38 of 47Course Objectives Professionals. ‘At the end of the semester, the students should be able to: 1. Acquire techniques for enhancing self-confidence through self-motivation, assertiveness, and —_ projecting professionalism. 2. Apply business etiquette to various office situations; 3. Demonstrate appreciation/internalization of Code of Ethics. 4. Demonstrate behavior and attitudes as Office Course Name Business Report Writing Course Siudents are taught to prepare business letters, reports, Description memoranda, business proposals, minutes of meeting, economic briefs, and executive summaries. Course Credits 3 units Contact 54 hours Hours/semester Course Objectives At the end of the semester, the students should be able to: 1. Encode business letters, reports, memoranda, minutes of meetings and other forms of communication in acceptable format. Course Name Keyboarding and Documents Processing Course The course involves the application of keyboarding principles Description and techniques in the production of different styles and forms of business documents. These include spreadsheet software in the preparation of financial and business reports. The course develops the students’ ability to encode 35 words a minute with one error per minute on a 5-minute timed writing. The students should be able to acquire the basic keyboarding skills that are necessary in the preparation of letters, memoranda, reports, and other business communications. Course Credits 3 units. No. of Hours 18 hours: (Lecture): No. of Hours 36 hours (Laboratory) Course Objectives At the end of the semester, the students should be able to’ 1. Master the keyboard by touch. 2. Exhibit proficiency in encoding business letters, memoranda, tables and reports, manuscripts, and financial reports. 3. Encode a minimum speed of 35 words a minute with one error per minute in a 5- minute timed writing, Page 39 of 47Course Name Advanced Shorthand — Course The course is devoted to an extensive review of the principles of Description shorthand applied to different office documents. It develops speed and accuracy in dictation and transcription and builds students’ language arts skills with emphasis on spelling, punctuation, grammar, and vocabulary usage and can take dictation at the rate of 50 words a minute; can transcribe a 3- minute dictation with 10% errors. Course Credits 3 units Contact 54 hours Hours/semester Prerequisite Foundations of Shorthand Course Objectives At the end of the semester, the students should be able to: 1. Acquire mastery of shorthand theories of words and vocabularies that are used in different documents. 2. Possess adequate skills in spelling, punctuation, grammar, and vocabulary usage. 3. Take dictation at the rate of 50 words per minute. 4. Transcribe a three-minute dictation with 100% accuracy. Course Name Machine Shorthand 1 Course Description The course trains students to take dictation at a speed beyond the limits of manual shorthand with the use of Stenograph Machines. It prepares the students to be court stenographers. Course Credits 3 units No. of Hours]: | 18 hours (Lecture) No. of Hours (Laboratory) 36 hours Prerequisite Foundations of Shorthand | Course Objectives At the end of the semester, the students should be able to: 1. Memorize letters and letter combinations used in materials and communication in legal offices and courts. 2. Take dictation at the rate of 100 to 120 words a minute with the use of Stenograph Machine. 3. Used both hands efficiently in working with the Stenograph Machine. Course Name Office Administration Internship Course Description This course provides students with the opportunities 10 gain supervised office experience working for private, local, national or international agency. Internships are unique negotiated between the student, employer and respective faculty. Students are required to comply with specifications set forth in the individualized cooperative education program training agreement. Supervision is monitored and recorded by the specific agency and documented and reported to the office Course Credits administration faculty 3 units &% Page 40 of 47Contact Hours/semester 300 hours training Prerequisite ‘Administrative Office Procedures Course Objectives At the end of the semester, the students should be able to: 1. Exhibit enhanced office skills, abilities, and values. 2. Acquire effective problem-solving and decision-making abilities. 3. Complete 300 hours’ training in an office. Course Name Entrepreneurial Behavior and Competencies Course The course enables the students to identify entrepreneurial Description traits, behaviors, and competencies. The students are required | | to perform self-assessment to determine their level of predisposition to entrepreneurs. Personal entrepreneurial competencies, management styles, business _ ethics, responsibilities and duties of an entrepreneur are essential parts of the course. Course Credits 3 units Contact 54 hours Hours/semester Prerequisite Entrepreneurship Course Objectives: At the end of the Semester, the students should be able to: 1. Identity entrepreneurial traits, behaviors, and competencies; 2. Perform self-assessment to determine their level of predisposition to entrepreneurs; 3. Develop personal entrepreneurial competencies and business ethics; and 4. Acquire through understanding of management styles. [ Course Name Business Law ‘Course ‘The course covers basic principles in law in relation to contracts Description and obligations. It provides the students with an understanding of ethics and social responsibility, and the ethical application of the law. ‘Course Credits 3 units Contact ‘54 hours Hours/semester Course Objectives ‘At the end of the semester, the students should be able to: 1. Apply the principles of law pertinent to contracts and obligations in office situations & Page 41 of 47Course Name Taxation Course The course provides the students with a thorough knowledge on Description income taxation, the nature, scope, limitations, and other basic principles of taxation. Course Credits 3 units Contact 54 hours Hours/semester Course Objectives ‘At the end of the semester, the students should be able to 1. Provide information and updates to top management on obligations in the operation of the company 2. Prepare an income tax return Course Name ‘Customer Relations Course Description The course prepares the students to deal with the people of all classes and to adjust to situations and circumstances in the corporate environment as they exhibit business etiquette and good customer relations. Course Credits 3 units _| Contact 54 hours Hours/semester Prerequisite ‘Administrative Office Procedures Course Objectives |= | At the end of the semester, the students should be able to: 1. Deal with people of all classes and to adjust with situations and circumstances in the corporate environment. 2. Exhibit business etiquette and exceptional customers service relations. 3. Develop customer service orientation or attitude, ‘Course Name ‘Accounting Principles Il Course This course is a continuation of Accounting Principles | and is Description also an Introduction to Basic Accounting for corporations to include financial statement analysis, stocks, dividends and cash flow statements, costing systems, and cost-volume profit analysis Course Credits 3 units Contact ‘54 hours Hours/semester Prerequisite Accounting Principles | Course Objectives At the end of the semester, the students should be able to: 1. Prepare financial statement analysis, cash flow statement, and cost-volume-profit analysis. Page 42 of a7Elective Courses Course Name Course Description Legal Office Procedures The course is designed to prepare students for work as a legal secretary in a legal/law office. Topics covered in this course include: legal terminology, preparation of legal documents and correspondence, dictation and transcription, ethics of the courts and court documents litigation, wills, probate, real estate, corporations, and non-court documents. Ethics is also emphasized. Course Credits 3 units Contact 54 hours Hours/semester Prerequisite ‘Advanced Shorthand and Office Administration Intemship Course Objectives A the end of the semester, the students should be able to: 1, Acquire skills in encoding, taking down dictation, and transcribing legal papers/materials containing legal terms in proper format. 2._Possess mastery of legal vocabulary and terminology. Course Name Legal Office Internship Course Description This course provides the students the opportunities to gain supervised office experience in a legal/law office where they will apply into practice the duties and ethics of a legal secretary, prepare legal documents as learned in Legal Office Procedures. The procedures in evaluating the students’ performance in this course is the same as that in Office Administration Internship. Course Credits 3 units No. of Hours. 300 hours’ Intemship Prerequisite Legal Office Procedures and Office Administration Internship Course Objectives ‘At the end of the semester, the students should be able to: 4. Exhibit enhanced skill in preparing legal documents. 2. Adopt the ethics of a legal secretary. | Course Name Medical Office Procedures Course Description The course is designed to prepare students who desire to pursue a career in a medical office or hospital. Students will learn the duties of a medical office specialist/assistant. Topics to be covered throughout this course include: medical terminology, medical records, insurance, ethics, human relations, and billing procedures. Course Credits S units Contact 54 hours Hours/semester Prerequisite ‘Advanced Shorthand and Office Administration Internship Course Objectives At the end of the semester, the students should be able to: 1. Acquire skills in encoding, taking down dictation, and transcribing medical papersimaterials containing medical terms and proper format. 2. Possess mastery of medical vocabulary and terminolog (RP, Page 43 of 47Course Name Medical Office Internship Course This course provides the students with the opportunities to gain Description supervised office experience in a medical office or hospital. They will actually be given the opportunity to perform the duties of @ medical administrative assistant in the actual medical workplace. The procedures in evaluating the students’ performance in this course is the same as that in Legal Office Internship. Course Credits 3 units No. of Hours 300 hours’ Internship Prerequisite Medical Office Procedures and Human Anatomy and Physiology Course Objectives At the end of the semester, the students should be able to: 1. Apply medical procedures learned in Medical Office Procedures in an actual work environment. 2. Complete 300 hours’ internship in a clinic, medical office or hospital. Course Name Human Anatomy and Physiology (for Medical Secretary) Course The course focuses on the study of the different terminologies Description of the human body, its parts, and their uses. It discusses the different terms of the human body systems, their functions, and correlation with one another. It gives emphasis on how to spell and build medical words using prefixes, suffixes, and root words. Course Credits units Contact 54 hours Hours/semester Course Objectives ‘At the end of the semester, the students should be able 1. Identify the anatomy of the human body. 2. Discuss the functions of the parts of the human body. 3. Appreciate the importance of the parts of the human body. Course Name Integrated Software Applications Course The course is an integration of popular software applications in Description word processing, spreadsheet, presentation and graphics, desktop publishing, and database management system. Course Credits 3 units Contact 54 hours Hours/semester Prerequisite Keyboarding and Documents Processing Course Objectives Al the end of the semester, the students should be able to: 1. Acquire dexterity in word processing, spreadsheet, presentation, desktop publishing, and database management. 2._Prepare reports using a variety of software packages. Page 44 of 47Course Name Course Description ‘Ang asignaturang ito ay paglalahad at pagpapakilala sa mga panimulang alituntunin ng istenong Pilipino batay sa Gregg Shorthand S90 upang magamit nang husto ang pagbasa at pagsulat ng mga alituntuning ito; pagialahad at pagillinang ng mga istenong kakayahan tulad ng mga pagbabaybay, pagbabantas, pagpapayaman ng mga talasalitaan; paglalahad ng wastong paggamit ng mga alituntunin ng _balarila; mapagtanto ng mga kahalagahan ng istenong Pilipino sa kasalukuyang panahon. Course Credits units Contact 54 hours Hours/semester Prerequisite Advanced Shorthand Course Objectives Sa pagtatapos ng kurso, ang mga mag-aaral ay dapat magkaroon ng mga kakayahang: 1. Gumamit ng mga panimulang alituntunin ng istenong Filipino sa pagbasa at pagsulat ng isteno na may wastong baybay, bantas, at talasalitaan. 2. Gumamit ng alituntunin ng balarila sa pagkuha ng diktesyon sa bilis na 40 salita sa isang minuto na may 90% na pagkawasto. Course Name Web Design Course Description : | The course introduces the students to the design of a Hypertext Markup Language (HTML) document. Students will be required to learn the basic elements of HTML documents using forms, frames, and lists. Students will also use Adobe, CS Dreamweaver Suites to design web page formats. Students will apply the design, develop, test, implement, update, and evaluate web solutions. Course Credits 3 units No. of Hours 18 hours (Lecture): No. of Hours 36 hours (Laboratory) Course Objectives At the end of the semester, the students should be able to: 1. Design web page formats. 2. Apply the design, implement, and evaluate web solutions. Course Name Customer Analytics Course Description ‘The course is designed to help students make better business decisions about emerging data structures for later application in own company/business. It covers descriptive analytics, predictive analytics, prescriptive analytics, and their application to real- world business practices including Amazon, Google, and Starbucks. Course Credits 3 units Page 45 of 47No. of Hours 18 hours | (Lecture): | No. of Hours 36 hours Laboratory) | Course Objectives ‘At the end of the course, the students should be able to: 1. Develop a clear understanding of how data are used to describe, explain, and predict customer behavior. 2. Identify best practices for using the data to prescribe more effective business strategies. 3. Determine how successful companies are using such data to meet customer needs. Course Name Introduction to Project Management ] Course “The course is designed to teach students to plan and coordinate Description projects, develop timelines, determine priorities, allocate | resources using graphic tools such as MS Project or MS Excel software, and increase individual and team productivity. Project | management techniques and concepts are learned by participating in a team project and completing a personal project plan. Students should be in the last semester of the program, Course Credits 3 units No. of Hours 18 hours | (Lecture): No. of Hours 36 hours ] (Laboratory) Course Objectives ‘At the end of the course, the students should be able to: 1. Participate in a team management project 2. Complete a personal project plan. Course Name International Studies Course Description The course prepares students for intemationally focused careers in government, nonprofit and private sectors. It enables students to think critically, creatively, and independently about important international issues that will help them shape the global future. ‘Course Credits 3 units Contact 54 hours Hours/semester Prerequisite Personal and Professional Development Course Objectives : | At the end of the course, the students should be able to: 1. Identify diversities in the workplace. 2. Investigate international career opportunities. 3. Identity differences in Asian culture, 4. Adopt international business ethics. > Page 46 of 47Course Name Strategic Management Course The course covers the identification and description of Description strategies that managers must use to achieve better performance and have a competitive advantage for their organization. It deals with making and implementing decisions about future directions of the organization. Course Credits 3 units Contact 54 hours Hours/semester Prerequisite Principles of Management Course Objectives ‘At the end of the course, the students should be able to’ 1. Identify and describe the strategies for managers to have a ‘competitive advantage for their organization 2. Analyze now decisions should be implemented for the future directions of the organization. Course Name ‘Operations Management Course Description The course is concerned with designing and controling the process of production. It also covers redesigning business operations in the production of goods and/or services. It defines the responsibility of ensuring that the business operations are efficient in terms of using as few resources as needed and effective in terms of using customer requirements. Course Credits 3 units Contact 54 hours Hours/semester Prerequisite Principles of Management Course Objectives A\ the end of the course, the students should be able to: 1. Exhibit a thorough comprehension of how the process of production is designed and controlled 2. Role play how efficiency in business operations is attained with few resources and how it meets customer requirements. Page 47 of 47