LA CONSOLACION COLLEGE BACOLOD

Galo Corner Gatuslao Streets, Bacolod City 6100, Philippines

Tel No. +63 (34) 434 9661 to 64 | Fax No. +63 (34) 433 5190
Email Add: lccbpresoffice@gmail.com

Vision
Inspired by the Compassionate Christ, we envision a Catholic-Augustinian Education in LCC Bacolod: a Christ-
centered, academically-innovative and universally-competent community committed to evangelizing and living out
the Gospel values toward holistic transformation.

Mission
Moved by the Spirit of Our Lady of Consolation, inspired by the life and teachings of St. Augustine and virtues of
Mo. Rita, Venerable Mo. Consuelo and Mo. Teresa Andrada, we commit ourselves to:
– nurture the spirituality of the Community through various programs, projects and activities toward
strengthened Basic Ecclesial Communities;
– provide relevant and advanced curricular programs to empower graduates have fulfilling careers and
meaningful lives; and
– instill a culture of „Persons For Others‟ which values nationalism, cares for the creation, and respects cultural
diversity for the realization of universal Peace and Justice.

The LCCian Educational Experience

The LCCB higher education curriculum, which adopts a behavioral and humanistic approach,
aims to usher to the global community prepared LCCians whose inherent characteristic to
serve others and the community emanates from their conscious witnessing of the vision-
mission and core values. Instructional approaches, teaching methods, teaching-learning
strategies and educational activities are creatively employed for the mastery of theories and the
defined demonstration of applied skills. Along with the provision of resources and the
availability of support systems, the whole educational experience of an LCCian promises
him/her the acquisition of 21st century skills. The whole educational experience is anchored on
global, national and local socio-political, cultural and educational milieus that directly influence the teaching-learning
system in the school environment. The curricular experiences of every LCCian will be sustained through continuous
improvement and effective feedback system. The institution‟s actions for accreditation and certification of the core
processes in instruction are a collective action and institutional commitment.

Institutional Outcomes/Institutional Graduate Attributes (IGA)

IGA 1 - Christ-centered individuals
IGA 2 - Restless searchers for truth
IGA 3 - Intellectually and universally competent individuals
IGA 4 - Nationalistic individual
IGA 5 - Responsible community and service-oriented individuals
IGA 6 - Active ecological stewards
IGA 7 - Culturally-sensitive individuals

The Graduate School Vision and Mission

A leading research-oriented center of professional training committed to producing innovative, gospel-laden,
nationalistic and globally competitive graduates and professionals
To provide excellent and transformative graduate level training programs to professionals and leaders in
education and business enterprises.

The Graduate School Curricular Framework is based on the LCCian Educational

Experience framework. All academic and non-academic activities in the Graduate School
have to observe conduct of Christ-centeredness with the application of St. Augustine‟s two
faces of love: Love for God and Love of Neighbor. All classes are expected to have
research-related course requirements that can propose solutions to problems in the
workplace or community in order to increase efficiency and effectiveness in the work
systems, may it be in employment or business applications. Lastly, the School of
Graduate Studies is continuously receptive to the developmental conditions that shape the
thinking and learning processes where students interact as employees, administrators, and
industry practitioners.

Departmental Goal

The School of Graduate Studies provides students with a strong foundation on the theories and concepts in
organizational learning and human resource development, assessment, quality and standards, management of
educational technology applications and financial resource management.

1
 The department aims to develop research capabilities and application of theoretical and practical knowledge
about the different aspects of educational and business processes.

PROGRAM OBJECTIVES (Draft PSG for Graduate Programs in Business Administration, s.2016)

The Master in Business Administration Program aims to develop business competencies to:

1. design and implement strategies to improve overall organization results;

2. develop a cross-functional and general management perspective taking into consideration the ethical and
international issues of the business environment;
3. improve competencies problem analysis and resolution, team management, performance management,
communication and interpersonal skills and project management;
4. equip the students with the necessary knowledge, theoretical as well as practical, which can benefit them
tremendously in managerial and administrative jobs.

Program Outcomes of
Master in Business LCCB -
References Performance Indicators
Administration IGA

1. Articulate and discuss the a. Review field-related documents that feature innovations and latest trends in
latest developments in the the practice of Business Administration.
practice of Business b. Prepare reports about new developments and opportunities
IGA3,
Administration, with special happening in the business industry.
IGA4
consideration of national and
international trends and
practices of the field.
2. Communicate effectively in a. Analyze business documents and draw meanings from them.
oral and written English and b. Write business reports and documentations completely and
Filipino languages. comprehensively, with appropriate tone, grammar, mechanics, and
standards, acceptable to the professors.
IGA3, c. Deliver highly effective presentations with the aid of ICT using English or
IGA4 Filipino as needed to persuade and convince various types (professional,
academic, common) of audiences.
d. Utilize appropriate language when relating with various audiences.
CHED
e. Provide clear instructions to team members.
mandated
common
3. Work effectively and a. Perform tasks independently without the need of prodding.
outcomes
independently in b. Network with other business students and/or practicing business
for all
multidisciplinary and multi- professionals/entrepreneurs to achieve goals and complete tasks.
disciplines
cultural teams. c. Raise issues and concerns to the team in order to seek consensus
IGA3, resolutions.
IGA7 d. Delegate tasks according to team member capabilities.
e. Monitor task completion and performance of team members.
f. Manage resources needed by the team to achieve goals.
g. Resolve and reduce conflicts within the team.

4. Act in recognition of the a. Associate with various individuals (peers, mentors, and prospective
professional, social, and clientele) in ways and manners expected of the business professional.
ethical responsibilities of the IGA1, b. Conduct self in public according to the norms and ethical behaviors as
Business profession. IGA2, stipulated in laws and policies mandated by Department of Trade and
IGA3, Industry .
IGA5, c. Express one‟s self in appropriate and dignified manner worthy of the
profession.

5. Preserve and promote Filipino IGA4, a. Perform and complete tasks that integrate and give importance to Filipino
historical and cultural heritage. IGA5, heritage, values, and traditions.
IGA7
6. Participate in various types of a. Utilize learning outputs to address community needs.
Typology
employment, development b. Participate in trainings, seminars and benchmarking activities that promote
of LCCB as
activities, and public the advancement of the business and entrepreneurial profession.
a College; IGA3,
discourses in the field of
CMO 46, IGA5
Business, particularly in
2012
response to the needs of the
communities one serves.
7. Promote environmental ASEAN EE a. Independently source innovations and knowledge on the integration of
protection in a variety of 2014-2018; ecological values in one‟s academic or professional tasks.
school, community and field RA 9512 b. Perform and complete tasks that assimilate environmental and ecological
study experiences where one (Environme preservation and sensitivity.
engages in. ntal
IGA1,
Awareness
IGA5,
and
IGA6
Education
Act of
2008);
ESD; IEAP

2
 Program Outcomes of
Master in Business LCCB -
References Performance Indicators
Administration IGA

8. Demonstrate gender- Gender and a. Perform and complete tasks that integrate gender and development issues.
sensitivity in various types of Developme
educational and learning nt (CMO IGA1,
activities. No. 1, IGA7
2015; UN-
CEDAW
9. Display integration of a. Perform and complete tasks that integrate the essential provisions of the
economic, cultural, political, “ASEAN 2015”
historical or social elements of ASEAN
“ASEAN 2015 Integration” in 2015 IGA3,
a range of educational Economic IGA7
activities and products of Community
learning.

10. Recognize and engage the a. Team up and involve fellow students with special needs in learning
needs of special population for Ref. LCCB IGA1, opportunities to immerse oneself into the sub-culture of special population.
equal employment and VM Rev. IGA5,
business opportunities; 2015 IGA7

11. Assess business environment a. Explore the influential frameworks where business operations are
and industry structure using significantly and commonly applied to different industries;
different theoretical or b. Present the basic functions of management in various learning activities:
conceptual framework role play, case study, games, group dynamics;

12. Formulate and execute a. Prepare comprehensive strategic business plan (operations, financial,
strategic direction and action marketing, project management, etc.).
plan Draft
13. Analyse, recommend and Policies, a. Present comprehensively appropriate case studies or problem-learning cases
justify courses of action or Standards, from the workplace to resolve recurring issues and challenges;
possible solutions to an and b. Propose both short and long term plans to address business issues and their
existing challenges or issues. Guidelines potentialities.
for
IGA2,
14. Demonstrate Managerial and Graduate a. Conduct a student-organized business simulated activities;
IGA3,
leadership skills. Programs in b. Facilitate business events that complement application of graduate studies‟
IGA 4,
Business competencies;
IGA 5,
Administrat c. Conduct a planning and problem solving meeting to resolve issues in
IGA 6,
ion planned business event.
IGA 7
15. Keep abreast with economic (Common a. Facilitate round-table discussion with from multi-sectoral representatives
trends and issues to the on economic trends and issues that beset various business industries, e.g.
Graduate TRAIN law, Privacy Act, PWD in the workplace, etc.
Program in
16. Identify and develop new Business) a. Pursue problem-based learning cases to facilitate conceptual
ideas, process and systems for innovativeness, solutions, and breakthroughs through the use of prototypes
a business entity or business model testing;

17. Understand and Integrate b. Demonstrate proficiency in the utilization of information technology for
technology in any business the enhancement of handling data communication and its integrated
model. utilization for business optimization;

18. Prepare and recommend Draft a. Prepare product/service or business human resource specification plans;
integrated strategic, functional Policies, b. Illustrate operational diagrams and enable to discuss with emphasis on
and operational plans for Standards, their sustainable processes and results with comprehension
business value creation in a and
sustainable socially Guidelines
responsible and ethical manner for
considering the needs of the Graduate IGA2,
community and national Programs in IGA3,
development. Business IGA 4,
Administra- IGA 5,
19. Communicate through various tion IGA 6, a. Deliver oral and written communication with confidence and proficiency
business channels and/or IGA 7 through various channels: interviews, interactions, fora, business fairs, and
multimedia such as oral and (Master in others.
written in order to create Business b. Facilitate the process in preparing concept papers and proposals aligned to
alignment and implement Administra- the standards of academic requisites.
strategies for business results tion or other
20. Make decision using various related
fields) a. Apply appropriate quantitative tools to address a business case problem
decision-making tools
a. Involve consistently instructional, extension and research endeavors to
IGA1,
21. Analyze and evaluate promote corporate citizenship and social responsibility;
IGA2,
management challenges and
IGA3,
opportunities and propose b. Comply tasks/responsibilities in adherence to quality standards stipulated
IGA 4,
action plans based on in any legal engagements or contracts;
IGA 5,
professionalism and good c. Involve in the undertakings of communities with regard to social
IGA 6,
governance responsibilities with genuine zeal;
IGA 7

3
 Program Outcomes of
Master in Business LCCB -
References Performance Indicators
Administration IGA

a. Conduct a meeting to execute planning and resolve problems/issues for

IGA2,
simulated business event;
IGA3,
22. Implement action plans b. Illustrate operational diagrams and enable to discuss with its process and
IGA 4,
effectively and efficiently in a results with comprehension;
IGA 5,
collaborative effort c. Prepare checklist/rubric in the gradual implementation of action plan for
IGA 6,
group implementation.
IGA 7

School of Graduate Studies OBE Syllabus (2018-2019)

Academic program Master in Business Administration (MBA) Course code MBA 212
MBA major in Human Resource (MBA
HR) Program HRM 212
Course title Performance Management Credit units 3
Pre/Co-requisite/s Components ☒ Lecture ☐ Laboratory

Course Description

The course, Performance Management, is one of the courses offered to both MBA and MBA HR that
facilitates students in learning how to plan, monitor, analyze, and maintain a satisfying process of performance
improvement for their organizations. The course is designed to encourage students to apply what they are learning to
their current job responsibilities and to determine their own readiness to implement performance management. It also
illustrates strategies for developing the crucial communication skills of coaching, problem solving, and giving
feedback while teaching methods for linking organizational and personal goals.

Course Outcomes
Course Outcomes Program Outcomes Addressed
By the end of the course, the students will be able to:
PO1, PO2 PO3, PO4, PO5, PO6, PO8,
1 Determine the relevance of the application of performance management
CO PO9, PO10, PO14, PO15, PO17, PO19,
in human resource function in the business organization;
PO21
Draw significant insights from varying performance management PO1-PO10, PO13, PO15, PO21
CO2 processes to systems implementation vis-à-vis to organizational goals and
objectives presented in business articles and cases;
CO3 Explore the different preparations and delivery of performance processes PO1-PO10, PO13, PO15, PO21
(indicators, appraisals, assessments, evaluations) in reference to case
studies deliberated.
CO4 Propose the appropriate performance management plan or programs PO1-PO10, PO11-PO21
appropriately aligned to PLC recommendations.

Learning Evidences/Course Outputs

Aside from major examinations, as proof of achievement of the foregoing outcomes, the students of this
course are expected to demonstrate the following evidences of learning or course outputs:

Learning Evidences and

CO addressed
1
CO Determine the relevance of the application
of performance management in human
resource function in the business
organization;
CO2 Draw significant insights from varying
performance management processes to
systems implementation vis-à-vis to
organizational goals and objectives
presented in business articles and cases
CO3 Explore the different preparations and
delivery of performance processes
(indicators, appraisals, assessments and
evaluations) in reference to case studies
deliberated;
CO4 Propose the appropriate performance
management plan or programs
appropriately aligned to PLC
recommendations.
Description of Course Outputs
Outputs
Post-discussion deliberation and reports
are evaluative assessments to test
Post-discussion Deliberation
knowledge, understanding and mastery
and Reports
of competencies discussed within the
duration of the course.
Academic papers are discussions of
Academic Papers: Thought
arguable opinions, facts and information
Paper, Reflection Paper &
about issues, concepts, and any topic
Reaction Paper
relevant to the integration of the course.
Case Reviews shall provide familiarity of
applications of theories and further the
application of knowledge in various
Case Reviews
business settings or conditions.
A summative output on selected
Performance Management course topics
Problem Learning Case
to facilitate extensive presentation and
deliberation of the course topics.

4
Grading System
To pass this course, the student must accumulate a final grade of 85% throughout the two (2) terms of the
semester. The following requirements and their corresponding points/grades are as follows:
Weight Percentage
Class Standing and Assessment Types and
(Equivalent to
Examinations Term Exams
100%)
Post-discussion Deliberation and
Reports
10%
Academic Papers: Thought Paper,
Class Standing Reflection Paper & Reaction Paper
10%
Case Reviews 10%
Problem Learning Case 20%
Midterm 25%
Examinations
Finals 25%

1. Graduate students will be graded in the following manner:

97 – 100 Excellent
94 – 96 Superior
91 – 93 Very Good
88 – 90 Good
85 – 87 Fair
Below 85 Failure
2. Other provisions on grading system and policies are stipulated in the Graduate School Prospectus of
Information. Students are encouraged to review contents of the said document.

Attendance Policy – Students will be dropped from the official class list after incurring the allowable
number of absences.

Class Attendance and Absences

1. Every graduate student is required to be in actual attendance from first day of each semester and thereafter.
2. Each class missed from the first session including that of late enrollment will be considered an absence.
3. Only four (4) absences from the first session including that of late enrollment will be considered.
4. Student who incurs more than the above number of allowable absences is given a grade of 84% (Failure),
unless cleared in writing by the Professor and the Dean.

Students with Disabilities - Students with disabilities and learning impediments who require accommodations
(academic adjustments, auxiliary aids or services) for this course must register with the College Guidance Services
Office. Verification of disability is required for the student to receive reasonable academic accommodations.

Learning Plan

Learning
Outcomes
CO Learning Assessment
Content/ Topic Materials /
being Week At the end of the Activities/ of Hrs.
(with References) Resources
Addressed course, students must Tasks Learning
have:

1 Course Orientation 3
2 Justified the Performance Lecture and LCD Post 3
CO1, CO2 institutionalization of Management and review and projector discussion
Performance Reward Systems in integration deliberation
Management Context of learnings Course and reports
function in Human from related Presentation
Resource References: courses. material Academic
Management Office Papers:
in an organization by Video Clips Thought
Aguinis, Herman (2013).
identifying the Paper,
Performance
various influencers News Reflection
Management, 3rd
and processes in Articles Paper &
Edition.
performance https://www.pearson.co Reaction
management Reference Paper
m/us/higher-
systems. Materials
education/program/Agui

5
 Learning
Outcomes
CO Learning Assessment
Content/ Topic Materials /
being Week At the end of the Activities/ of Hrs.
(with References) Resources
Addressed course, students must Tasks Learning
have:

nis-Performance-
Management-3rd-
Edition/PGM117014.ht
ml

Dorsey, David, PhD and

Rose Mueller-Hanson,
PhD (2015).
Performance
Management that Make
Difference: An
Evidence Approach.
Web.https://www.shrm.o
rg/hr-today/trends-and-
forecasting/special-
reports-and-expert-
views/Documents/Perfor
mance%20Management.
pdf

Pulakos, Elaine
D.(2004).
https://www.shrm.org/hr
-today/trends-and-
forecasting/special-
reports-and-expert-
views/Documents/Perfor
mance-Management.pdf
CO1, CO2 , 3 Explored the Performance Lecture and LCD Post 3
CO3 requisites of Management Process class projector discussion
Performance discussion deliberation
Management Video clips and reports;
Processes References: Reading and
appropriate in a Assignment speeches Academic
given industry or s (full or Papers:
Aguinis, Herman (2013).
business sector. excerpts) Thought
Performance
Paper,
Management, 3rd
Reference Reflection
Edition.
Materials Paper &
https://www.pearson.co
Reaction
m/us/higher-
Paper
education/program/Agui
nis-Performance-
Management-3rd-
Edition/PGM117014.ht
ml

Mueller-Hanson, Rose
A. and Elaine D. Pulakos
(2015). Society for
Human Resource
Management and Society
for Industrial and
Organizational
Psychology: Putting the
“Performance” Back in
Performance
Management. Web.
http://www.siop.org/SIO
P-
SHRM/SHRM_SIOP_Pe
rformance_Management.
pdf

6
 Learning
Outcomes
CO Learning Assessment
Content/ Topic Materials /
being Week At the end of the Activities/ of Hrs.
(with References) Resources
Addressed course, students must Tasks Learning
have:

CO,1, CO2 , 4 Determined the Performance Lecture and LCD Post 3

CO3 necessity of Strategic Management and class projector discussion
Planning of Strategic Planning discussion deliberation
Performance Video clips and reports
Management that References: Reading and
will contribute to the Assignment speeches Academic
potential growth and Aguinis, Herman (2013). s (full or Papers:
opportunities of the Performance excerpts) Thought
business Management, 3rd Paper,
organizations. Edition. Reference Reflection
https://www.pearson.co Materials Paper &
m/us/higher- Reaction
education/program/Agui Paper
nis-Performance-
Management-3rd- Case
Edition/PGM117014.ht Reviews
ml

Throckmorton, Robin
(2013). Performance
Management: The
Individual Strategic
Plan. Web.
https://strategichrinc.co
m/performance-
management-the-
individual-strategic-
plan/

Brockbank, Wayne
(2017). 4 approaches to
strategic planning:
what‟s right for HR?
https://www.insidehr.co
m.au/4-approaches-
strategic-planning-hr/

CO,1, CO2 , 5 Explored and Defining Performance Lecture and LCD Post 3
CO3, CO4 recognized the and Choosing a class projector discussion
requirements for Measurement discussion deliberation
appropriate metrics Approach Video clips and reports
and of its processes Reading and
in order to minimize References: Assignment speeches Academic
contingencies in the s (full or Papers:
implementation. Aguinis, Herman (2013). excerpts) Thought
Performance Paper,
Reference Reflection
Management, 3rd
Materials Paper &
Edition. Reaction
https://www.pearson.co Paper
m/us/higher-
education/program/Agui Case
nis-Performance- Reviews
Management-3rd-
Edition/PGM117014.ht Problem
ml Learning
Case
Society for Human
Resource Management
(n.d.) Performance
Management and
Appraisal. Web.
https://www.sagepub.co
m/sites/default/files/upm
7
 Learning
Outcomes
CO Learning Assessment
Content/ Topic Materials /
being Week At the end of the Activities/ of Hrs.
(with References) Resources
Addressed course, students must Tasks Learning
have:

-binaries/45674_8.pdf

CO,1, CO2 , 6-7 Determined the Measuring Results and Lecture and LCD Post 6
CO3 processes and results Behaviors class projector discussion
in the application of discussion deliberation
HR metrics and their References: Video clips and reports
effect to Reading and
organizational Aguinis, Herman (2013). Assignment speeches Academic
performance. Performance s (full or Papers:
Management, 3rd excerpts) Thought
Edition. Paper,
https://www.pearson.co Reference Reflection
m/us/higher- Materials Paper &
education/program/Agui Reaction
nis-Performance- Paper
Management-3rd-
Edition/PGM117014.ht Case
ml Reviews

Problem
Society for Human
Learning
Resource Management
Case
(2015). HR Metrics
(Functional Areas).
Web.
https://www.shrm.org/Le
arningAndCareer/learnin
g/Documents/SHRM%2
0HR%20Metrics_AA.pd
f
8 MidTerm Exam 3
CO,1, CO2 , 9-10 Established the Gathering Lecture and LCD Post 6
CO3 qualification of Performance class projector discussion
performance Information discussion deliberation
information that Video clips and reports
would substantially 6.1 Appraisal Forms Reading and
respond to the 6.2 Characteristics of Assignment speeches Academic
objectives of Appraisal Forms s (full or Papers:
performance 6.3 Determining Overall excerpts) Thought
management process. Rating Paper,
6.4 Appraisal Period and Reference Reflection
Number of Meetings Materials Paper &
6.5 Who Should Provide Reaction
Performance Paper
Information?
6.5.1 Supervisors Case
6.5.2 Peers Reviews
6.5.3 Subordinates
6.5.4 Self
6.5.5 Customers
6.5.6 Disagreement
Across Sources: Is This a
Problem?
6.6 A Model of Rater
Motivation
6.7 Preventing Rating
Distortion Through Rater
Training Programs

References:

Aguinis, Herman (2013).

Performance
Management, 3rd
8
 Learning
Outcomes
CO Learning Assessment
Content/ Topic Materials /
being Week At the end of the Activities/ of Hrs.
(with References) Resources
Addressed course, students must Tasks Learning
have:

Edition.
https://www.pearson.co
m/us/higher-
education/program/Agui
nis-Performance-
Management-3rd-
Edition/PGM117014.ht
ml

Mueller-Hanson, Rose
A. and Elaine D. Pulakos
(2015). Society for
Human Resource
Management and Society
for Industrial and
Organizational
Psychology: Putting the
“Performance” Back in
Performance
Management. Web.
http://www.siop.org/SIO
P-
SHRM/SHRM_SIOP_Pe
rformance_Management.
pdf
CO,1, CO2 , 11-12 Recognized the Implementing a Lecture and LCD Post 6
CO3 entire performance Performance class projector discussion
management Management System discussion deliberation
framework process Video clips and reports
and understood the References: Reading and
significance of each Assignment speeches Academic
process of the s (full or Papers:
Aguinis, Herman (2013).
system. excerpts) Thought
Performance
Paper,
Management, 3rd
Reference Reflection
Edition.
Materials Paper &
https://www.pearson.co
Reaction
m/us/higher-
Paper
education/program/Agui
nis-Performance-
Case
Management-3rd-
Reviews
Edition/PGM117014.ht
ml

Ladinsky, Jonathan
(2015). Mathematica
Policy Research:
Developing an Effective
Performance
Management System:
Lessons for the
Implementation of
WIOA 2014.
https://www.mathematic
a-
mpr.com/~/media/.../perf
ormance_mgmt_wioa_br
ief.pdf

9
 Learning
Outcomes
CO Learning Assessment
Content/ Topic Materials /
being Week At the end of the Activities/ of Hrs.
(with References) Resources
Addressed course, students must Tasks Learning
have:

CO,1, CO2 , 13-14 Evaluated the Performance Lecture and LCD Post 6
CO3 significance of management and class projector discussion
performance employee development discussion deliberation
management to Video clips and reports
employee strategic Reading and
and tactical References: Assignment speeches Academic
development. s (full or Papers:
excerpts) Thought
Aguinis, Herman (2013).
Paper,
Performance
Reference Reflection
Management, 3rd
Materials Paper &
Edition.
Reaction
https://www.pearson.co
Paper
m/us/higher-
education/program/Agui
Case
nis-Performance-
Reviews
Management-3rd-
Edition/PGM117014.ht
ml

Mueller-Hanson, Rose
A. and Elaine D. Pulakos
(2015). Society for
Human Resource
Management and Society
for Industrial and
Organizational
Psychology: Putting the
“Performance” Back in
Performance
Management. Web.
http://www.siop.org/SIO
P-
SHRM/SHRM_SIOP_Pe
rformance_Management.
pdf
CO,1, CO2 , 15 Described the Performance Lecture and LCD Post 3
CO3, CO4 importance of Management Skills class projector discussion
facilitating discussion deliberation
performance References: Video clips and reports
management skills Reading and
like coaching, Assignment speeches Academic
Aguinis, Herman (2013).
observing, s (full or Papers:
Performance
documenting and excerpts) Thought
Management, 3rd
feedbacking Paper,
Edition.
performance Reference Reflection
https://www.pearson.co
effectively. Materials Paper &
m/us/higher-
Reaction
education/program/Agui
Paper
nis-Performance-
Management-3rd-
Case
Edition/PGM117014.ht
Reviews
ml

Dorsey, David, PhD and

Rose Mueller-Hanson,
PhD (2015).
Performance
Management that Make
Difference: An
Evidence Approach.
Web.https://www.shrm.o
rg/hr-today/trends-and-
forecasting/special-
reports-and-expert-
views/Documents/Perfor
10
 Learning
Outcomes
CO Learning Assessment
Content/ Topic Materials /
being Week At the end of the Activities/ of Hrs.
(with References) Resources
Addressed course, students must Tasks Learning
have:

mance%20Management.
pdf

CO,1, CO2 , 16 Discussed the Reward Systems and Lecture and LCD Post 3
CO3 implication of reward Legal Issues class projector discussion
systems to the discussion deliberation
organizational References: Video clips and reports
capacities and Reading and
legislative concerns Assignment speeches Academic
Aguinis, Herman (2013).
of the organizations s (full or Papers:
Performance
excerpts) Thought
Management, 3rd
Paper,
Edition.
Reference Reflection
https://www.pearson.co
Materials Paper &
m/us/higher-
Reaction
education/program/Agui
Paper
nis-Performance-
Management-3rd-
Case
Edition/PGM117014.ht
Reviews
ml

CIPD Performance and

Rewards. Web.
https://www.cipd.co.uk/I
mages/Perfomance_tcm1
8-9652.pdf

CIPD (2012). Reward

Risks. Web.
https://www.cipd.co.uk/I
mages/reward-
risks_2012_tcm18-
12386.pdf
CO,1, CO2 , 17 Deliberated the Managing Team Lecture and LCD Post 3
CO3, CO4 importance of Performance class projector discussion
collective discussion deliberation
performance from a References: Video clips and reports
team or project Reading and
groups in the Assignment speeches Academic
Aguinis, Herman (2013).
organization in s (full or Papers:
Performance
response to the excerpts) Thought
Management, 3rd
continuous Paper,
Edition.
opportunities and Reference Reflection
https://www.pearson.co
challenges of the Materials Paper &
m/us/higher-
business Reaction
education/program/Agui
organization. Paper
nis-Performance-
Management-3rd-
Case
Edition/PGM117014.ht
Reviews
ml
Problem
Kraus, Aaron J. Kraus Learning
and Jared Z. Ferrell Case
(2016). The Effect of
Top Management Team
Performance and
Cohesion on
Organizational
Outcomes
http://www.siop.org/whit
epapers/visibility/effecto
ftopmanagement.pdf
18 Final Exam 3

11
Scoring Rubrics to Evaluate Course Outputs

To evaluate the level of performance in the learning evidences, the following rubrics will be used:

CRITERIA Score/Rating
Post-Discussion Advanced (4);
Description Weight Points Earned
Deliberation and Proficient (3);
Reports Basic (2); Minimal (1)
 Format conforms with specifications
given by the teacher
Presentation X3
 Engaging, captivating visuals and
transitions
 Comprehensive
 Logical and coherent
Content  Comprehensive discussion with X3
significant examples which could draw
substantial insights from the audience
 Free from intolerable grammatical errors
 Free from errors in spelling and
Mechanics X3
punctuations
 Proper Citations of references
Academic Description Teacher’s Rating Weight Points Earned
Advanced (4); Proficient (3);
Papers: Basic (2); Minimal (1)
Reflection and/or
Reaction
Focus and Details There is one clear, well-focused topic. X5
Main ideas are clear and are well
supported by detailed and accurate
information.
Organization The introduction is inviting, states the X5
main topic, and provides an overview of
the paper. Information is relevant and
presented in a logical order. The
conclusion is strong.

Voice The author‟s purpose of writing is very x5

clear, and there is strong evidence of
attention to audience. The author‟s
extensive knowledge and/or experience
with the topic is/are evident.
Word Choice The author uses vivid words and X5
phrases. The choice and placement of
words seems accurate, natural, and not
forced.
Sentence All sentences are well-constructed and X5
Structure, have varied structure and length. The
Grammar, author makes no errors in grammar,
Mechanics, & mechanics, and/or spelling.
Spelling

Case Reviews Description Teacher’s Rating Weight Points Earned

Advanced (4); Proficient (3);
Basic (2); Minimal (1)
Details The student identified the historical x10
significance of the material for
presentation
Fair Use References used for the presentation of x10
the subject are well-sourced and cited.
Synthesis The learner draws insights, new x10
learning from the context of past
significant events and proposes
recommendations of actions (policies,
procedures, sytems) to be implemented.
Presentation Vivid, summarized details in the x10
presentation with the use of AV
materials; Engaged other learners in
drawing similar or contrasting insights
from the case.

12
 Problem Description Score/Rating Weight Points Earned
Learning Case Advanced (4);
(Content) Proficient (3);
Basic (2); Minimal
(1)
Background of Provided substantial and significant X2
The Study background of the case (historically,
culturally, and by contex)
Objective of the Clearly presented the aims/purposes of X3
Study the study
Areas of Concern Identified the compelling/recurring X5
concerns of the business conditions and
presented Situational Analysis
TOWS Analysis Attempted to propose strategies by X5
addressing the duality of conditions
(Strengths and Threats/Strengths and
Opportunities), etc.
Proposed Presented viable programs from X4
Program/Activities strategies presented.
Summary, Provided the overall discussion of PLC X3
Conclusion, and and presented insights for potential
Recommendations recommendations
Reference Page Proper citation of references X2

Designed & Prepared by: Checked & Recommended for Approval: Approved:

NENETTE D. PADILLA, PhD NENETTE D. PADILLA, PhD MA. MERCEDES A. JOSON, PhD
Faculty Member Program Coordinator Dean

Approved: Approved:

RANDDIE P. CUELO, EdD SR. GAVINA F. BARRERA, OSA, PhD

College Dean President

* **
No part of this syllabus may be reproduced or transmitted in any form or by any means, electronic, photocopying or otherwise, without prior
written permission of the Dean.

13
 LA CONSOLACION COLLEGE BACOLOD
Galo Corner Gatuslao Streets, Bacolod City 6100, Philippines
Tel No. +63 (34) 434 9661 to 64 | Fax No. +63 (34) 433 5190
Email Add: lccbpresoffice@gmail.com

COURSE COVERAGE AND REQUIREMENTS

School of Graduate Studies OBE Syllabus (2018-2019)

Academic program Master in Business Administration (MBA) Course code MBA 212
MBA major in Human Resource (MBA
HR) Program HRM 212
Course title Performance Management Credit units 3
Pre/Co-requisite/s Components ☒ Lecture ☐ Laboratory

Course Description

The course, Performance Management, is one of the courses offered to both MBA and MBA HR that
facilitates students in learning how to plan, monitor, analyze, and maintain a satisfying process of performance
improvement for their organizations. The course is designed to encourage students to apply what they are learning to
their current job responsibilities and to determine their own readiness to implement performance management. It also
illustrates strategies for developing the crucial communication skills of coaching, problem solving, and giving
feedback while teaching methods for linking organizational and personal goals.
Class Schedule and Outline of Topics

Week Topics Hours

1 Course Orientation 3
2 Performance Management and Reward Systems in Context 3
3 Performance Management Process 3
4 Performance Management and Strategic Planning 3
5 Defining Performance and Choosing a Measurement Approach 3
6-7 Measuring Results and Behaviors 6
8 MidTerm Exam 3
9 Gathering Performance Information 3
10-11 Implementing a Performance Management System 6
12-13 Performance management and employee development 6
14-15 Performance Management Skills 6
16 Reward Systems and Legal Issues 3
17 Managing Team Performance 3
18 Final Exams 3

Grading System
To pass this course, you must accumulate a final grade of 85% throughout the two (2) terms of the
semester. The following requirements and their corresponding points/grades are as follows:
Weight Percentage
Class Standing and Assessment Types and
(Equivalent to
Examinations Term Exams
100%)
Post-discussion Deliberation and
Reports
10%
Academic Papers: Thought Paper,
Class Standing Reflection Paper & Reaction Paper
10%
Case Reviews 10%
Problem Learning Case 20%
Midterm 25%
Examinations
Finals 25%

1. Graduate students will be graded in the following manner:

97 – 100 Excellent 88 – 90 Good
94 – 96 Superior 85 – 87 Fair
91 – 93 Very Good Below 85 Failure

2. Other provisions on grading system and policies are stipulated in the Graduate School Prospectus of
Information. Students are encouraged to review contents of the said document.

14
Descriptions of Course Projects
1. Post-discussion deliberation and reports are evaluative assessments to test knowledge, understanding and
mastery of competencies discussed within the duration of the course.
2. Academic papers are discussions of arguable opinions, facts and information about issues, concepts, and any
topic relevant to the integration of the course.
3. Case Reviews shall provide familiarity of applications of theories and further the application of knowledge in
various business settings or conditions.
4. Problem Learning Case. A summative output on selected Performance Management course topics to
facilitate extensive presentation and deliberation of the course topics.

Attendance Policy – Students will be dropped from the official class list after incurring the allowable
number of absences.
Class Attendance and Absences
1. Every graduate student is required to be in actual attendance from first day of each semester and thereafter.
2. Each class missed from the first session including that of late enrollment will be considered an absence.
3. Only four (4) absences from the first session including that of late enrollment will be considered.
4. Student who incurs more than the above number of allowable absences is given a grade of 84% (Failure),
unless cleared in writing by the Professor and the Dean.

Students with Disabilities - Students with disabilities and learning impediments who require accommodations
(academic adjustments, auxiliary aids or services) for this course must register with the College Guidance Services
Office. Verification of disability is required for the student to receive reasonable academic accommodations.

References and Readings

1. Aguinis, Herman (2013). Performance Management, 3 rd Edition. https://www.pearson.com/us/higher-

education/program/Aguinis-Performance-Management-3rd-Edition/PGM117014.html
2. Dorsey, David, PhD and Rose Mueller-Hanson, PhD (2015). Performance Management that Make Difference:
An Evidence Approach. Web.https://www.shrm.org/hr-today/trends-and-forecasting/special-reports-and-expert-
views/Documents/Performance%20Management.pdf
3. Pulakos, Elaine D.(2004). https://www.shrm.org/hr-today/trends-and-forecasting/special-reports-and-expert-
views/Documents/Performance-Management.pdf
4. Mueller-Hanson, Rose A. and Elaine D. Pulakos (2015). Society for Human Resource Management and Society
for Industrial and Organizational Psychology: Putting the “Performance” Back in Performance Management.
Web. http://www.siop.org/SIOP-SHRM/SHRM_SIOP_Performance_Management.pdf
5. Throckmorton, Robin (2013). Performance Management: The Individual Strategic Plan. Web.
https://strategichrinc.com/performance-management-the-individual-strategic-plan/
6. Brockbank, Wayne (2017). 4 approaches to strategic planning: what‟s right for HR?
https://www.insidehr.com.au/4-approaches-strategic-planning-hr
7. Society for Human Resource Management (n.d.) Performance Management and Appraisal. Web.
https://www.sagepub.com/sites/default/files/upm-binaries/45674_8.pdf
8. Society for Human Resource Management (2015). HR Metrics (Functional Areas). Web.
https://www.shrm.org/LearningAndCareer/learning/Documents/SHRM%20HR%20Metrics_AA.pdf
9. Ladinsky, Jonathan (2015). Mathematica Policy Research: Developing an Effective Performance Management
System: Lessons for the Implementation of WIOA 2014. https://www.mathematica-
mpr.com/~/media/.../performance_mgmt_wioa_brief.pdf
10. CIPD Performance and Rewards. Web. https://www.cipd.co.uk/Images/Perfomance_tcm18-9652.pdf
11. CIPD (2012). Reward Risks. Web. https://www.cipd.co.uk/Images/reward-risks_2012_tcm18-12386.pdf
12. Kraus, Aaron J. Kraus and Jared Z. Ferrell (2016). The Effect of Top Management Team Performance and
Cohesion on Organizational Outcomes http://www.siop.org/whitepapers/visibility/effectoftopmanagement.pdf

Prepared by

Nenette D. Padilla, PhD

Program
Coordinator
Master in Business Administration

15