De La Salle Professional Schools, Inc.
AMA Education System:
Its Ethics and Organizational Behavior
Submitted In Partial Fulfillment
Of The Requirements In
Ethics - Organizational Behavior and Processes Refresher
HRMECSR
Submitted to:
Dr. Mary Margaret O. Que
Submitted by:
Edgar Ramon C. Gabriel
April 1, 2011
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About AMA Education System
History, Mission-Vision, Values
Products and Services
Type of Organization, Organizational Structure and Size, Employee Profile
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The AMA Education System: A Brief History
The AMA Education System (AMAES) was built upon the dream of the late Amable M. Aguiluz
Sr. (AMA), Auditor General and National Treasurer during the term of President Diosdado Macapagal,
who envisioned an educational institution which would serve as a legacy to the youth.
This dream was realized on October 20, 1980 when his son, Dr. Amable R. Aguiluz V (ARA),
founded the AMA Institute of Computer Studies to pioneer computer literacy in the country. Originally
located at Shaw Boulevard, the school offered short term courses in EDP Fundamentals, Basic
Programming and Technology Career Courses.
In June 1981, the AMA Computer College (AMACC) was born with the launching of the 4-year
degree course in BS Computer Science, the first to be offered in the country. The student population of
AMACC started from 13 in 1981 and rose dramatically to 600 in 1983 and to 2,000 in 1985. In response
to the growing need for computer education, AMACC established its first campus in Makati in 1983 and
its second campus in Project 8, Quezon City in 1986 catering to more than 3,000 students.
In 1987, the AMA Computer Learning Center (ACLC) was established offering short courses in
computer programming and 2-year technical vocational courses. At present, there are 16 company-owned
ACLC branches and more than 100 franchised learning centers.
It was also in 1987 when the AMA Basic Education was formed to offer elementary, high school
and eventually pre-school education. Now, known as the St. Augustine International School, it has eight
(8) local branches located in Quezon City, Commonwealth, Mandaluyong, Binan, Cebu City, Mactan,
Bacolod and Davao.
Over the years, five (5) more local AMACC branches were established. These were AMACCBinan, AMACC-Sta. Cruz Laguna, AMACC-Antipolo, AMACC-Caloocan, and AMCC-Cagayan de Oro.
With the advent of globalization, international branches were inevitable opened in other parts of the world
including Los Angeles, California, USA; Manama, Bahrain; Bahrain; Bangladesh; China; and Hong
Kong.
In 1996, AMA spearheaded the establishment of the first telecommunications school in the
Philippines – the AMA Telecommunications and Electronics Learning Center (AMATEL). The school is
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now known as AMA International Institute of Technology (AIIT). In 1997, the AMAES also further
opened four (4) AMACC branches in East Rizal, Caloocan City, Sta. Cruz, Laguna, and Cagayan de Oro.
In 1998, the ABE International College was established to offer courses in Hotel and Restaurant
Management (HRM) as well as Business Administration, and other computer related courses. Presently,
ABE has 25 branches nationwide; Also in 1998, seven (7) more AMACC branches were opened in Sta.
Mesa, Fairview, Paranaque, Cavite, Batangas, Legaspi, and Bacolod. In 1999, nine (9) additional
AMACC campuses were opened in San Juan, Lipa, Cabanatuan, Dagupan, Santiago, Laoag, Naga, Iloilo,
and General Santos.
In the year 2000, AMAES launched its most ambitious expansion program opening fourteen (14)
AMACC branches in Calamba, Cotabato, Dumaguete, La Union, Las Pinas, Lucena, Malabon, Malolos,
Pampanga, Pasig, Tacloban, Tarlac, Tuguegarao, and Zamboanga.
In the year 2002, due to the growing demand in other academic fields, AMAES offered maritime
education, medicine, nursing, care giving, and allied health. This gave birth to the Norwegian Maritime
Academy (NMA), the AMA School of Medicine and Nursing (ASMN), and the St. Augustine School of
Nursing (SASN). The distinct competitive advantage of these newly-opened schools is that they all offer
IT-based courses.
On August 20, 2002, in recognition of its academic excellence and integrity, AMA was granted
University status by the Commission on Higher Education (CHED). It was a very fitting recognition of
the efforts of the first ISO-certified computer school in the Philippines. Founding chairman, Dr. Amable
R. Aguiluz V was installed as the first AMA University President.
Today, the AMAES boasts of more than 200 branches scattered all over the Philippines and in
other parts of the world. It has proudly produced more than 150,000 professionals who are gainfully
employed here and abroad. (AMAES Faculty Manual, 2004)
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Vision
AMA will be the leader and dominant provider of relevant and globally recognized information
technology-based education and related services in the global market. (AMAES Faculty Manual, 2004)
Mission
AMA shall provide a holistic, relevant, quality and globally-recognized IT-based education in all
levels and disciplines. With this mission, it aims to produce professionals and leaders that will be
responsive to the needs of science and the international community cognizant of the welfare and benefits
of its men and women thereby realizing their potentials as productive members of society for the honor
and glory of God Almighty. (AMAES Faculty Manual, 2004)
AMAES Corporate Values
The key corporate values of AMAES are (AMAES Faculty Manual, 2004):

P – Pioneering spirit with risk-taking attitude

R – Responsible empowerment

C – Commitment to Quality Education and Services

C – Customer focus by taking care of people

H – Honesty
The Philosophy of Education (AMA Computer University, 2009) reads:
Education is a lifelong development of human elements within the context of socio-cultural
environment in which he lives and operates.
Learner is an individual capable of full acquisitions of self-actualization and productivity
through encounters and exposures to various learning conditions.
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Teacher is a catalyst who initiates and provides learning process adapted to individual
differences of the learners, utilizes effective and modern learning techniques with the ultimate
goal of maximizing the learner’s potential growth process.
AMAES Quality Policy
AMAES is committed to produce globally competitive graduates in all levels and in various
disciplines by providing world class information technology-based education and related services.
To accomplish these goals, AMAES will:
1. Provide products and services that consistently meet or exceed the needs and expectations
of AMA students, and the capabilities of competitive offerings;
2. Demonstrate quality leadership through
an educational environment that promotes
empowerment, innovation and ethical values, and enables our people to be fully involved
in achieving the AMAES objectives;
3. Create the internal environment that would assure the availability of qualified and
competent faculty and support staff, and provide opportunities for organizational learning
and personal development;
4. Provide a suitable school and work environment that promotes effective learning,
motivation, satisfaction, and performance of people;
5. Utilize process and systems approach to improve performance, minimize waste, shorten
cycle times, and sustain attention to cost effectiveness;
6. Improve continually our quality management system, execution of world-class
effectiveness and efficiency standards, and organizational performance results.
7. Develop mutual trust and commitment to customer satisfaction and continuous
improvement with our internal and external supplier’s business partners; and
8. Conduct all AMA related activities in a manner that fulfills our corporate social
responsibilities to God, society, and the environment;
It is the responsibility of everyone to ensure that quality is never compromised. Quality
improvement is the job of every AMA employee. (AMAES Faculty Manual, 2004)
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Products and Services
Committed to be the dominant provider of IT-based education in the global market, AMA
Computer University is anchored on the Triple "G" advantage of Global Education and Training, Global
Employment and Global Competitiveness.
Espousing excellence in learning, it has a broad academic program covering the College of
Computer Studies, College of Arts and Sciences, College of Engineering, College of Education, College
of Business Administration with 24 undergraduate courses. AMACU also offers graduate work leading to
the degrees of Master of Science in Computer Science, Master or Arts in Computer Education, Masters in
Business Administration and Public Administration (Courses, 2010).
The organization is considered a non-profit, non-stock corporation if we are going to examine the
financial statements of the organization being submitted on a yearly basis to the Securities and Exchange
Commission. By definition a “non-stock corporation is a corporation, either for-profit or non-profit, that
does not issue shares of stock. A non-profit corporation is non-stock by definition, since the purpose of
the non-profit corporation is not to pay shareholder dividends.” (Murray, 201) The orgranization is
privately owned with majority of the shares owned by the Aguiluz family.
Organization
The matrix structure is the typically the organizational structure that runs in the AMA Education
System. In this structure, groups employees by both function and product. This structure can combine the
best of both separate structures. A matrix organization frequently uses teams of employees to accomplish
work, in order to take advantage of the strengths, as well as make up for the weaknesses, of functional and
decentralized forms (Organizational Structure, 2010). In the AMAES structure, teams are the campuses
each headed by the School Director and the Dean.
The size of the organization of the Paranaque Campus is relatively small compared to AMACU
and other campuses because of the fewer number of students. The number of faculty members is
depended on the number of enrolless for a given trimester.
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The organization is also divided into Academic (ACAD) employees, which consist o of the Dean
and the faculty members while the Non-Academic (NON-ACAD) employees consist of the School
Director, the Finance Officer, the Registrar, HR Supervisor, and other employees whose roles are limited
to providing support to the students and faculty needs. To date, the Paranaque campus has 14 ACAD
employees and 8 NON-ACAD employees all providing service to a student poplulation of around 400
students.
AMAES FUNCTIONAL ORGANIZATIONAL CHART
Board of Trustees
Council of
Advisers
ALCO
EXECOM
Chairman
President
AMAES Cluster Heads
AMACU, AMACC, ACLC,
AIIT, ABE, ASM, SASN,
NMA, and SAIS
Support Departments:
















Corporate Planning
HRD
Accounting
Audit
Treasury
Purchasing
Property
Ancillary
Real Estate & Construction
Licensing, Accreditation,
Recognition, and Evaluation
Alumni Affairs
Marketing
Public Relations
Business Development
International Branch Operations
Global Education Services
Academic Affairs
Academic Support Operations
School Director
Deans
Department Head / Education
Coordinators (For ACLC)
Faculty
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AMACC – Paranaque Organizational Chart
School Director
School Dean
Admission Assistant
System Software
Engineer
Property Costodian
Librarian
Finance Officer
Human Resource
Supevisor
Program Head
Registrar
College of
Engineering
College of Computer
Studies
College of Business
Administration
General Education
Department
The top management of the Paranaque Campus consists of the School Director and the Dean. The
School Director runs the operations of the school is and responsible in the marketing aspect of the
campus. The Dean supervises the faculty members and regulates the manner by which the faculty
members teach the students according the standards set by AMAES for all its campuses. The Dean is in
charge of managing the curriculum of the different degree programs in terms of its scheduling on the
trimestral basis.
The middle management consists of the Finance Officer, the College Registrar, the IT Supervisor
and the HR Supervisor. The rest of the employees including the faculty members are considered as rank
and file employees.
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Part I:
AMA Education System
(AMAES)
A n d It s
Organizational Behavior
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AMAES Corporate Culture
The corporate culture of AMAES is shared among the academic and non-academic community of
the different colleges/disciplines of AMACU, AMACC, ACLC, AIIT, ABE, ASM, SASN, NMA, and
SAIS through its corporate values as stated previously.
These same corporate values emanates from a higher source, its parent company - AMA Group of
Companies, one of the fastest growing Filipino-owned business conglomerates, and are expressed in more
detail by the following core values:

We are the AMA Group of Companies.

We are a world class business conglomerate always in the forefront of technological
advancement.

We are a leader in providing information technology-based education and related services.

We seek to establish strong and strategic presence in the global market.

We focus on total quality service and customer satisfaction.

Our employees are committed individuals driven by the vision and passion to provide quality,
efficient and excellent services.

Through family-oriented values, we strive to take care of the needs of all our employees and their
families.

Through team-based and result-oriented organizational values, we are determined to provide a
bright future for both our employees and clients.
ASSESSMENT OF ORGANIZATIONAL BEHAVIOR ADHERENCE TO
RELEVANT
PRINCIPLES
AREA
CONTRIBUTION
Individual Behavior
Learning
ASSESSMENT
5
BASIS OF RATING
Learning is defined as any relatively permanent change in behaviour that occurs as a result of
experience (Robbins, 2001). Learning is the most important contribution that an educational institution
can provide its students.
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AMAES’ mission and corporate values clearly states the need for a quality and globally
recognized IT based education with the objective of producing highly qualified professionals and leaders
of our society. This mission is echoed by the academic community, specifically the faculty, through the
assimilation and application of different learning objectives in teaching.
Benjamin Bloom’s Taxonomy of Learning Domains is a classification of learning objectives
within education. Bloom’s Taxonomy is divided into three domains namely: Cognitive (knowledge),
Affective (attitude), and Psychomotor (physical skills) that educators set for students. Each domain has
its own set of learning objectives which aims to help students work from the basic to the higher order
thinking skills. Objectives can be written in a number of ways. Currently, most objectives are written in
behavioral terms. Behavioral objectives usually employ observable verbiage (e.g., know the basic
definitions of probability theory) and can be divided into specific domains.
Bloom’s goal is to motivate educators to focus on all three domains, creating a holistic form of
education.
The Cognitive Domain (Bloom, 1956) involves knowledge and the development of
intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and
concepts that serve in the development of intellectual abilities and skills. On the other hand, the Affective
Domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally,
such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. Finally, the Psychomotor
Domain (Simpson, 1972) includes physical movement, coordination, and use of the motor-skill areas.
Development of these skills requires practice and is measured in terms of speed, precision, distance,
procedures, or techniques in execution (Clark, 1999). Integrating the three domains contributes to a
holistic approach in learning through the use of instructional techniques and processes which actively
engage multiple modalities of the students’ minds, bodies, psyches, and social consciousnesses. Good
instruction needs to be multi-modal and holistic in order to be remembered. This approach creates
multiple neural pathways and has a better chance of being remembered and of meeting different types of
learning styles.
The Faculty of AMAES becomes aware of this framework through one’s participation in “inhouse” seminars/workshops. This framework serves as the teacher’s guiding principles in the
development of a course syllabus, which is the single most important instrument of structure in a course.
A syllabus outlines the goals and objectives of a course, prerequisites, the grading/evaluation
scheme, materials to be used (textbooks, software), topics to be covered, a schedule, and a bibliography.
Each of these components defines the nature of the learning experience. Goals and objectives identify the
expected outcomes and scope of the course as determined by the instructor or course designer, restricting
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the domain of knowledge for the learner. Prerequisites limit the student population to those with certain
kinds of learning experiences, usually other courses. The grading or evaluation scheme tells students what
kind of learning activities are to be valued (e.g., assignments, tests, papers, projects), that is, the currency
of learning in this particular course. Topics to be covered specify the content that the instructor feels is
important. The schedule provides a timetable for learning, usually with milestones in the form of due
dates or tests (Kearsley & Lynch, 1996).
Some Learning Outcomes
As an outcome of AMAES’ adherence to the framework of Bloom’s Taxonomy of Learning
Domains, AMA Computer College Davao emerged as the big winner in the ‘Local Netriders
Competition2010’ (Advance Category), hosted by Cisco Systems, Inc., Philippines and the Cisco Core
Council of the Philippines. I.T. students from eight schools all over the Philippines competed. AMA
Davao beat HAU-CICT, its closest rival, who won second place. This is the third consecutive year that an
AMA school is overall champion in the Local Netriders Competition Advance Category. In 2009, AMA
Fairview won first place and in 2008, AMA East Rizal ranked first.
The competition has two categories: Basic and Advance. The skills of eight schools were also
tested in the Basic Category where a different set of students from AMA Computer College, Davao won
second place. Mapua Institute of Technology won first place.
The winning AMA Davao team were the official representative of the Philippines for the 3rd
Asia-Pacific Cisco Skills Netriders Competition held in October 2010 where several ASEAN countries
also competed.
Asia Pacific NetRiders is an annual competition held by the Cisco Networking Academy (CNA),
a comprehensive e-learning program that enables students to develop valuable information and
communications technology (ICT) skills for increased access to opportunities in the global economy. The
competition is done virtually over Cisco TelePresence and Cisco WebEx. The competition tests the
capability and skill levels of CNA students in the area of computer network hardware design,
configuration, development and maintenance, all of which are covered in the CNA program. The
competition involves two levels of testing. The first level is multiple-choice online examinations and the
second level requires hands-on troubleshooting with preconfigured networks.
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In the Philippines, AMAES, considered as Asia’s pioneer and largest network of universities and
colleges, is one of the first partners of Cisco Networking Academy. AMAES is also authorized to
administer the exams for CNA certification in the Philippines. Today, AMAES has 23 Cisco Networking
Academies, the most number of schools offering Cisco academy programs recognized worldwide.
Cisco is the worldwide leader in networking transforming the way people connect, communicate
and collaborate. Today, its Cisco Networking Academy reaches a diverse population of around 800,000
students each year in more than 160 countries.
IMPACT ON EFFECTIVENESS AND EFFICIENCY
The competence and dedication of an AMAES faculty in planning the course syllabus and
developing its goals and objectives, course content, and intended learning experiences or outcomes is a
testimony of AMAES’ commitment to a holistic, relevant, quality and globally recognized IT based
education. AMAES boasts of a highly qualified pool of teachers, who either have earned post-graduate
degrees or units in various disciplines, and who have acquired professional rating qualifications and
relevant work experiences in various industries that cater to the different course offerings. Because of
their expertise, AMAES is confident that the faculty has the proper skills in determining the concepts,
theories, techniques, processes, methods, and assessment tools that are effective in echoing its vision,
mission, and core values.
The efficiency factor that comes into play in the completion of a particular task lies on how well
the task was implemented. At AMAES, the best measure of success in the overall learning outcome of the
students in a class is the “Student Evaluation of Faculty Performance” or “TBI” in short.
IMPACT ON RELATIONSHIP WITH STAKEHOLDERS
Learning is the most important contribution of any educational institution to its primary
stakeholders, the students. The student is the institution’s customer who relies on one’s teachers to
acquire the necessary skills assimilated in learning that will determine one’s future.
Learning acquired through formal education is a good basis for another stakeholder, a foreign or a
local company, to decide on whether or not an AMAES graduate is a good fit for the job. There is an old
adage that says, “First impression lasts.” It is the role of the educational institution to provide quality
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education at all times. This principle should serve as the school’s guide in imparting knowledge to one’s
students. First impressions result to generalizations from companies regardless of its type - private, public
or government owned. More often than not, a few seconds of an applicant’s encounter with an interviewer
for a job opening can either be a make or a break situation. Thus, it is important that the school imparts
not only knowledge but the necessary skills (e.g., communication, critical and creative thinking) and the
right attitude that will help fresh graduates pass with flying colors the usually stringent selection and
hiring process of a lot of companies.
RELEVANT WRITTEN POLICIES AND PRACTICES
The AMAES Quality Policy serves as guiding principles that further exemplifies its corporate
values through its commitment to produce globally competitive graduates in all levels and in various
disciplines. It is also this written policy that joins the academic and non-academic community to ensure
that quality is never compromised by providing world class information technology-based education and
related services. In addition, quality improvement is the job of every AMAES employee. Again, Learning
is key and vital in the application of these specific policies in order to guarantee the graduate’s success:

Provide products and services that consistently meet or exceed the needs and expectations
of AMA students, and the capabilities of competitive offerings;

Create the internal environment that would assure the availability of qualified and
competent faculty and support staff, and provide opportunities for organizational learning
and personal development;

Provide a suitable school and work environment that promotes effective learning,
motivation, satisfaction, and performance of people;

Improve continually our quality management system, execution of world-class
effectiveness and efficiency standards, and organizational performance results.
GAP BETWEEN POLICIES AND PRACTICES
The gap between the specific AMAES quality policies previously enumerated and its practices in
relation to Learning can be evaluated based on the employability of its graduates. According to Hillage
and Pollard (1992), Employability refers to a person's capability of gaining initial employment,
maintaining employment, and obtaining new employment if required (Employability, 2010).
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Employability is a key indicator in determining whether or not the policies are strictly being adhered to.
Although it is difficult to quantify employability, it is a good measure of knowing whether or not one is
doing the right thing (effectivity) and how well one does something (efficiency).
RECOMMENDED COURSES OF ACTION
The employability of the AMAES graduates can be determined through research in the form of
interviews or surveys conducted by AMAES with various prospective employers and with fresh and old
graduates by finding out their current employment status (e.g., employed, unemployed, or employable)
The results of the research made will determine if the existing practices match the policies in
place and if such policies need to be revisited or revised in order to re-align them with the current trends
of providing quality and globally-recognized information technology-based education here and abroad.
PERSONAL COMMITTMENT
As a full time faculty of AMAES, I commit myself to adhere to the policies set forth in the AMA
Quality Policy as stated in the Faculty Manual. I intend to fulfil this promise by effectively adopting the
framework of Bloom’s Taxonomy of Learning Domains in planning and developing the syllabus of the
courses assigned to me and by efficiently adhering to the structure of the syllabus in teaching the course
based on a holistic approach to learning.
AREA
CONTRIBUTION
Individual Behavior
Perception
ASSESSMENT
5
BASIS OF RATING
Perception is defined as a process by which individuals organize and interpret their sensory
impressions in order to give meaning to the environment (Robbins, 2001).
A number of factors can either shape or distort perception. These factors can reside in the
perceiver, in the object or target being perceived in relation to its background, or in the situation in which
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the perception is made (Robbins, 2001). A perception about a student by a teacher can be heavily
influenced by the teacher’s personal attitudes (perceiver). On the other hand, a perception about a teacher
by the HR personnel can be influenced by the individual characteristics of that teacher (target) in
comparison with the other teachers. Finally, a perception about a teacher by the students in a class can be
influenced by the surrounding environment (situation) in which that teacher is in.
An individual’s perception can be the sole basis in making judgements and consequently in
making decisions. Therefore, it is important to be objective by recognizing that reality is the ultimate
standard of evaluation or validity of one’s perception.
Attribution theory provides a different approach in the concept of perception. The theory has been
proposed to develop explanations of the ways in which we judge people differently, depending on what
meaning we attribute to a given behaviour. Basically, the theory suggests that when we perceive or
observe an individual’s behaviour, we attempt to determine whether it was internally (under the
individual’s personal control) or externally (outside factors beyond the individual’s control) caused
(Robbins, 2001).
The determination of the cause (internal or external) of the person’s behaviour depends largely on
three factors: (1) distinctiveness, (2) consensus, and (3) consistency. Distinctiveness refers to whether an
individual displays different behaviours in different situations. Is the student who arrives late in his
English morning class every Monday, also the source of complaints of another teacher for being playful
in class? If this behaviour is unusual, the perceiver or observer is likely to give the behaviour an external
attribution. If this action is not unusual, it will most likely be judged as internal. On the other hand, there
is a consensus when the same behavioural outcome for everyone was caused by a similar situation. A
teacher who was late would meet this criterion if all other teachers who took the same route were also
late. If consensus is high, the perceiver or observer would give an external attribution to the teacher’s
tardiness. Finally, consistency in a person’s action occurs when the person responds the same way over
time. Arriving 20 minutes late in the English morning class is not perceived in the same manner for the
student for whom it is an unusual case (she hasn’t been late for the past 5 consecutive meetings) as it is
for the student for whom it is part of a routine pattern (he has been late for the past 4 consecutive
meetings). The more consistent the behaviour, the more the perceiver or observer is inclined to attribute it
to internal causes (Robbins, 2001).
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IMPACT ON EFFECTIVENESS AND EFFICIENCY
The Attribution Theory as a framework for analyzing people perception will determine the level
of objectivity that was used in making a judgment or arriving at a decision based on the observation of the
subject’s behavior. The usefulness of this concept in an organization can be tested for those people (e.g.,
teachers, students, contractual employees) who are perceived differently by giving them a chance to be
treated fairly considering the realities that caused such behavior whether internal or external.
The level of maturity or open-mindedness of the perceiver will greatly influence how well a
judgment was rendered or a decision was made. Teachers, who at one time or another have played
favorites, should attempt to use this concept in dealing with their students.
IMPACT ON RELATIONSHIP WITH STAKEHOLDERS
Perceptions of people affect how others view our actions from a stakeholder’s frame of reference
(e.g., faculty, student, and other organizations). An AMAES faculty views the working environment as
an important factor in the performance of one’s job. On the other hand, a student assesses the quality of
teaching one receives from the faculty and validates the outcome of one’s learning. Finally, a company or
an organization looks at the qualifications of an AMAES graduate and sees if one is a good fit for the job
opening.
RELEVANT WRITTEN POLICIES AND PRACTICES
Several instruments were designed and laid out to serve as tools in measuring faculty
performance that adheres to a high level of objectivity and fairness. Such instruments prevent the rater
from giving unsound judgment or from the usual subjective perception of people. These instruments
include weights assigned for each set of criteria or a rating scale that identifies the strengths and
weaknesses of the subject being rated.
The use of the following instruments enables the rater to observe a certain level of objectivity in
forming judgments and in making decisions about the ratee: Student Evaluation of Faculty Performance
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or Teacher’s Behaviour Inventory (TBI), Classroom Observation Form (COF), and Performance
Appraisal System for Teachers (PAST).
The TBI is the instrument used by the students to evaluate the faculty’s performance and is
objectively quantified by a rating scale (5=Always to 1=Never). It is divided in two parts. The first part
provides statements that help students assess the faculty’s teaching competence (e.g., skill and efficiency,
class management) while the second part helps the students to assess the faculty’s personality.
Similar to the TBI, the COF is the instrument used by the Dean to observe the faculty’s teaching
competence and personality and is objectively quantified with the help of a rating scale with
5=Outstanding, as the highest and 1=Needs Improvement, as the lowest.
The PAST is the instrument being used by AMAES to appraise the performance of the faculty
and consists of three parts. The first part is intended to assess the faculty as a classroom teacher, which
combines the scores of the faculty in both the TBI and COF and are assigned weights at 25% and 35%
respectively. The second part of the PAST is intended for administrative evaluation and is being used by
the HRD to assess the faculty’s adherence to punctuality and attendance (10%), by the Dean to assess the
faculty’s adherence to records and reports management (5%) and committee involvement (10%). The
third and last part is intended for assessing the faculty’s involvement in research, seminars/training, and
further studies that forms part of one’s professional growth (15%). Adding up the weights of each part
totals to 100%. (AMAES Faculty Manual, 2004)
GAP BETWEEN POLICIES AND PRACTICES
In order for perception to be objective, the rater must use any of the instruments mentioned
previously in evaluating faculty performance. Any practice that deviates from this policy is tantamount to
giving a subjective perception that is based on the perceiver’s behavior. This is considered an unsound
practice simply because the manifested behavior is usually influenced by factors that concern the
perceiver’s attitude, motive, interest, and the like and not those that would serve the best interest of
AMAES.
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RECOMMENDED COURSES OF ACTION
Stressing the importance of objectivity in the perception of people is critical in evaluating
performance. Therefore, it is expected from any AMAES employee regardless of position or rank who is
given a task to rate other employees’ performance or an applicant’s teaching skills as observed in a
teaching demonstration must be fair or impartial at all times.
If the approach or style in attaining one’s objective is different from the rater’s perception is not
that important, what is important is that the outcome is positive.
PERSONAL COMMITTMENT
As a full time faculty of AMAES, I commit myself to adhere to the criteria set forth in the TBI,
COF, and PAST. Also, if and when given the chance to rate other faculty members or those applying for a
faculty position, I will always maintain a high level of objectivity in evaluating performance and will not
give way to my personal biases in forming a judgement and in making a decision or a recommendation.
AREA
CONTRIBUTION
Group Behavior
Communication
ASSESSMENT
4
BASIS OF RATING
Communication is defined as the transference and understanding of meaning. No group can exist
without communication: the transference of meaning among its members. It is only through transmitting
meaning from one person to another that information and ideas can be conveyed. Communication,
however, is more than merely imparting meaning. In a group in which one member speaks only English
and the others do not know English, the individual speaking English will not be fully understood. More
than this definition, Communication is a step by step process between a source and a receiver that results
in the transference and understanding of meaning. The Communication Process can be better explained
with the use of the Communication Process Model as seen in Figure 1. The model is made up of seven
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parts: (1) the source, (2) encoding, (3) message, (4) the channel, (5) decoding, (6) the receiver, and (7)
feedback (Robbins, 2001).
The Communication Process Model
Figure 1
With a hierarchical organization, AMAES ensures that all information
is communicated
successfully from top management at the AMAES Head Office in Panay Avenue, Quezon City down to
the rank and file employees in the different schools and campuses. For instance, HRD as a source of
communication makes sure that ideas like new guidelines on reporting absences and the filing and
availing of leaves are encoded into a message with the use of words and sentences that are clear,
objective, accurate, concise, and complete for all concerned employees to understand. In other words, the
source of the message must have the requisite writing skills in order for communication to be successful.
One’s communicative success also includes the source’s speaking skills if and when it appears to be a
better option particularly for those who are responsible to provide training or workshops in an
organization. Aside from these skills, the source’s attitude influences behaviour and affects the message
being communicated. For instance, a faculty who habitually misses the deadline for the submission of
students’ grades after every trimester sends a wrong message that one has a procrastinating attitude. This
attitude negatively affects how others view the importance of the timely submission of such reports and
may cause a communication breakdown. Moreover, the extent of the source’s knowledge restricts
communicative activity. For instance, the department in charge of Curriculum and Syllabus Development
ensures that it employs highly qualified and well experienced managers and staff who have the passion
for knowledge and a continuous desire to learn in a specific field of study to be able to write new or
updated course offerings that are timely and relevant with the current trends in science and technology.
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The channel, the medium through which message travels, is classified as formal and informal. It
is typical for a formal organization like AMAES to transmit messages or to have a formal communication
channel that flows downward from executives to directors to managers to staff regarding company
direction and instruction that pertain to job-related activities of its employees. Inversely, messages are
communicated upward from staff to managers to directors to executives in the form of data and reports
that are generally submitted in prescribed templates and according to a set schedule. On the other hand,
informal channels are more relaxed, casual, and are spread by word-of-mouth quickly throughout a
department or organization because it is not restricted to approvals and an established path of distribution.
The most common term used for this type of informal channel is the organizational grapevine through
which gossips or rumours are spread (Wilhelm, 2011).
The receiver, which is the object to whom the message is directed, must decode or understand the
message first before it can be received. Decoding is the act of translating the sender’s message into a form
that can be understood by the recevier. In other words, the receiver must be skillful in reading and
listening just as the source is skillful in writing and speaking. Also, the receiver’s knowledge and attitude
influence one’s ability to receive the message just as the source’s ability to send the message (Robbins,
2001).
Finally, the feedback is the check on how successful the sender has been in transferring the
message as originally intended. It determines whether or not understanding has been achieved by the
receiver (Robbins, 2001). In addition, Ilgen et al. (1979) defined feedback from a source to a recipient as
information about the correctness, accuracy, or appropriateness of the recipient's past performance. At
AMAES, both the teachers and the students provide feedback. Teachers provide feedback to their students
about their learning and they receive feedback from their students about their teaching. As sources of
feedback, teachers encode and convey verbal and nonverbal messages to students either face-to-face or
through some form of mediation, such as written comments, regarding students’ past performance. As
receivers of feedback, teachers receive and decode messages from students either face-to-face (i.e.,
students’ responsive behaviours) or through some form of mediation (i.e., teacher evaluations) regarding
teachers’ past performance (Mottet, 2008).
IMPACT ON EFFECTIVENESS AND EFFICIENCY
The Communication Process Model as a framework of analysis is useful in determining the
group’s level of communicative success. The model is also a good measure in assessing how well the
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source and the receiver of the message or feedback used their skills, attitudes, and knowledge to encode
(i.e., either in writing or speaking) or decode (i.e., either in reading or listening) the message.
Furthermore, the model is useful in assessing how effective is the current channel of communication
through which message travels in the organization.
Since AMAES’ mission and vision focuses on providing globally recognized IT-based education
and because AMAES is a provider of learning, Communication, therefore, is a vital component in the
accomplishment of its mission and vision.
IMPACT ON RELATIONSHIP WITH STAKEHOLDERS
Communication is an integral part in the success of an organization. AMAES supports its
employees both in the academic and non-academic community by communicating the policies and
procedures that will guide them to do their jobs well and help them grow in the organization and by
providing them the necessary training that will enhance their skills. Likewise, AMAES supports its
primary customers, the students, by communicating the rules and regulations that will guide their decision
and actions.
RELEVANT WRITTEN POLICIES AND PRACTICES
Relevant policies were documented and communicated to the academic community of AMAES.
The students upon enrolling in any of the AMAES schools (i.e., AMA Computer University / AMA
Computer College) are given the AMA Student Handbook to serve as a useful resource tool that orient
and guide their decisions on the academic and non-academic policies as well as the corresponding
disciplinary actions (AMA Student Handbook, 2009). On the other hand, the faculty upon their
acceptance to the AMA Education System are given the AMAES Faculty Manual to serve as their guide
in the performance of their tasks and to empower and encourage them to work with diligence,
professionalism, and enthusiasm. The manual also aims to help the faculty become a more effective and
dedicated member of the organization as it informs their roles as well as their benefits and privileges as a
member of the AMAES family (AMAES Faculty Manual, 2004).
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GAP BETWEEN POLICIES AND PRACTICES
A disparity between the policies in place and current practices of AMAES may occur if and when
the students are not oriented on the academic and non-academic policies as well as the disciplinary
actions as stated on the AMA Student Handbook. Likewise, a possible gap may occur if and when HRD
did not orient a newly hired teacher about the policies set forth in the Faculty Manual or did not update
the old teacher of any changes or additions on the policies not found on the revised edition published in
2004.
RECOMMENDED COURSES OF ACTION
As the original source of communication, AMAES may need to revisit and re-examine their
system of disseminating information to all AMA students enrolled in each of the AMAES schools or
campuses. Since these policies have been well documented in the AMA Student Handbook, the channels
(i.e., School Director, Dean, Registrar, Faculty, IT Officer, Cashier, Property Custodian, Librarian)
chosen to deliver the message must have the proper speaking skills, knowledge, and the right attitude in
order for communication to be successful. An orientation day for new students set before the start or at
the start of each trimester must be given so that all questions concerning student related policies as well as
disciplinary actions may be answered. An instrument for measuring understanding in the form of a
feedback must be developed and to be filled-out by the students to assess whether or not information was
communicated successfully.
Just the same, AMAES must ensure that all faculty members upon their hiring are oriented and
given the AMAES Faculty Manual either in its published or replicated form. The faculty must be aware of
one’s rights and must know the limitations of one’s actions in order to become a responsible and an
empowered member of the academic community. This must be communicated to all faculty members as it
echoes the corporate value of responsible empowerment.
PERSONAL COMMITTMENT
As a full-time faculty member, I personally commit to use the concept of Communication Process
Model by being an excellent source and receiver of information or a responsible agent/channel of
communication. I also commit to be a great source and receiver of feedback particularly to my students as
this reinforces learning and helps improve my quality of teaching.
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Part II:
AMA Education System
(AMAES)
And Its Ethics
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PART II: ETHICS
PRELIMINARY ASSESSMENT
The AMAES’ articulated mission/vision, philosophy/values, and corporate culture promote
ethical business practice based on the statements presented in the “Code of Ethical and Professional
Standards for Professional Teachers.” This code is adopted and promulgated by the Board of Professional
Teachers and was enacted pursuant to the provisions of Paragraph (e), Article II of R.A. No. 7836,
otherwise known as the “Philippine Teachers Professionalization Act of 1994,” and Paragraph (a),
Section 6 of P.D. 233 as amended. The preamble of the teacher’s code explains that “the practice of their
noble profession cannot be adequate unless they strictly observe or adhere to a set of ethical and moral
principles, standards, and values that will synergistically guide their conduct and relation with and care
for the State, community, profession, their fellow teachers, superiors, school officials, and subordinates,
their student’s and the latter’s business” (AMAES Faculty Manual, 2004).
This relationship of the teacher to each one of the aforementioned stakeholders was covered in
thirteen articles including the article on the Scope and Limitations (Code of Ethics for Professional
Teachers, 2009).
Article I: Scope and Limitations
Section 1. The Philippine Constitution provides that all educational institution shall offer
quality education for all competent teachers. Committed to its full realization, the
provision of this Code shall apply, therefore, to all teachers in schools in the Philippines.
Section 2. This Code covers all public and private school teachers in all educational
institutions at the preschool, primary, elementary, and secondary levels whether
academic, vocational, special, technical, or non-formal. The term “teacher” shall include
industrial arts or vocational teachers and all other persons performing supervisory and /or
administrative functions in all school at the aforesaid levels, whether on full time or parttime basis.
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Article II: The Teacher and the State
Section 1. The schools are the nurseries of the future citizens of the state; each teacher is
a trustee of the cultural and educational heritage of the nation and is under obligation to
transmit to learners such heritage as well as to elevate national morality, promote national
pride, cultivate love of country, instill allegiance to the constitution and for all duly
constituted authorities, and promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared
policies of the state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own,
every teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to
duty.
Section 5. A teacher shall not engage in the promotion of any political, religious, or other
partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive
any money or service or other valuable material from any person or entity for such
purposes.
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and
responsibility.
Section 7. A teacher shall not use his position or official authority or influence to coerce
any other person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of
expounding the product of his researches and investigations; provided that, if the results
are inimical to the declared policies of the State, they shall be brought to the proper
authorities for appropriate remedial action.
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Article III: The Teacher and the Community
Section 1. A teacher is a facilitator of learning and of the development of the youth; he
shall, therefore, render the best service by providing an environment conducive to such
learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively participate in
community movements for moral, social, educational, economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose he
shall behave with honor and dignity at all times and refrain from such activities as
gambling, smoking, drunkenness, and other excesses, much less illicit relations.
Section 4. Every teacher shall live for and with the community and shall, therefore, study
and understand local customs and traditions in order to have sympathetic attitude,
therefore, refrain from disparaging the community.
Section 5. Every teacher shall help the school keep the people in the community informed
about the school’s work and accomplishments as well as its needs and problems.
Section 6. Every teacher is intellectual leader in the community, especially in the
barangay and shall welcome the opportunity to provide such leadership when needed, to
extend counseling services, as appropriate, and to actively be involved in matters
affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official
relations with other professionals, with government officials, and with the people,
individually or collectively.
Section 8. A teacher posses freedom to attend church and worships as appropriate, but
shall not use his positions and influence to proselyte others.
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Article IV: A Teacher and the Profession
Section 1. Every teacher shall actively insure that teaching is the noblest profession, and
shall manifest genuine enthusiasm and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality education,
shall make the best preparations for the career of teaching, and shall be at his best at all
times and in the practice of his profession.
Section 3. Every teacher shall participate in the Continuing Professional Education (CPE)
program of the Professional Regulation Commission, and shall pursue such other studies
as will improve his efficiency, enhance the prestige of the profession, and strengthen his
competence, virtues, and productivity in order to be nationally and internationally
competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support from the school,
but shall not make improper misrepresentations through personal advertisements and
other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it
dignified means for earning a descent living.
Article V: The Teachers and the Profession
Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty,
mutual confidence, and faith in one another, self-sacrifice for the common good, and full
cooperation with colleagues. When the best interest of the learners, the school, or the
profession is at stake in any controversy, teachers shall support one another.
Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give
due credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever assumes the
position such records and other data as are necessary to carry on the work.
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Section 4. A teacher shall hold inviolate all confidential information concerning
associates and the school, and shall not divulge to anyone documents which has not been
officially released, or remove records from files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what may
appear to be an unprofessional and unethical conduct of any associate. However, this may
be done only if there is incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism against
an associate, preferably in writing, without violating the right of the individual
concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified; provided
that he respects the system of selection on the basis of merit and competence; provided,
further, that all qualified candidates are given the opportunity to be considered.
Article VI: The Teacher and Higher Authorities in the Profession
Section 1. Every teacher shall make it his duty to make an honest effort to understand and
support the legitimate policies of the school and the administration regardless of personal
feeling or private opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusations or charges against superiors,
especially under anonymity. However, if there are valid charges, he should present such
under oath to competent authority.
Section 3. A teacher shall transact all official business through channels except when
special conditions warrant a different procedure, such as when special conditions are
advocated but are opposed by immediate superiors, in which case, the teacher shall
appeal directly to the appropriate higher authority.
Section 4. Every teacher, individually or as part of a group, has a right to seek redress
against injustice to the administration and to extent possible, shall raise grievances within
acceptable democratic possesses. In doing so, they shall avoid jeopardizing the interest
and the welfare of learners whose right to learn must be respected.
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Section 5. Every teacher has a right to invoke the principle that appointments,
promotions, and transfer of teachers are made only on the basis of merit and needed in
the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live up to
his contract, assuming full knowledge of employment terms and conditions.
Article VII: School Officials, Teachers, and Other Personnel
Section 1. All school officials shall at all times show professional courtesy, helpfulness
and sympathy towards teachers and other personnel, such practices being standards of
effective school supervision, dignified administration, responsible leadership and
enlightened directions.
Section 2. School officials, teachers, and other school personnel shall consider it their
cooperative responsibility to formulate policies or introduce important changes in the
system at all levels.
Section 3. School officials shall encourage and attend the professional growth of all
teachers under them such as recommending them for promotion, giving them due
recognition for meritorious performance, and allowing them to participate in conferences
in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other
subordinates except for cause.
Section 5. School authorities concern shall ensure that public school teachers are
employed in accordance with pertinent civil service rules, and private school teachers are
issued contracts specifying the terms and conditions of their work; provided that they are
given, if qualified, subsequent permanent tenure, in accordance with existing laws.
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Article VIII: The Teachers and Learners
Section 1. A teacher has a right and duty to determine the academic marks and the
promotions of learners in the subject or grades he handles, provided that such
determination shall be in accordance with generally accepted procedures of evaluation
and measurement. In case of any complaint, teachers concerned shall immediately take
appropriate actions, observing due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first
and foremost concern, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a
learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or others
in their behalf in exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from
tutorials other what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and
quality of academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop between
teacher and learner, the teacher shall exercise utmost professional discretion to avoid
scandal, gossip and preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make
deductions from their scholastic ratings as a punishment for acts which are clearly not
manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum development
of learners are adequate, and shall extend needed assistance in preventing or solving
learner’s problems and difficulties.
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Article IX: The Teachers and Parents
Section 1. Every teacher shall establish and maintain cordial relations with parents, and
shall conduct himself to merit their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the progress
and deficiencies of learner under him, exercising utmost candor and tact in pointing out
the learner’s deficiencies and in seeking parent’s cooperation for the proper guidance and
improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding,
and shall discourage unfair criticism.
Article X: The Teacher and Business
Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income
generation; provided that it does not relate to or adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial matters
such as in the settlement of his debts and loans in arranging satisfactorily his private
financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially
interested in, any commercial venture which furnish textbooks and other school
commodities in the purchase and disposal of which he can exercise official influence,
except only when his assignment is inherently, related to such purchase and disposal;
provided they shall be in accordance with the existing regulations; provided, further, that
members of duly recognized teachers cooperatives may participate in the distribution and
sale of such commodities.
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Article XI: The Teacher as a Person
Section 1. A teacher is, above all, a human being endowed with life for which it is the
highest obligation to live with dignity at all times whether in school, in the home, or
elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principle of
personal behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve
as a model worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own
destiny and of the destinies of men and nations.
Article XII: Disciplinary Actions
Section 1. Any violation of any provision of this code shall be sufficient ground for the
imposition against the erring teacher of the disciplinary action consisting of revocation of
his Certification of Registration and License as a Professional Teacher, suspension from
the practice of teaching profession, or reprimand or cancellation of his temporary/special
permit under causes specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31,
Article VIII, of the Rules and Regulations Implementing R.A. 7836.
Article XIII: Effectivity
Section 1. This Code shall take effect upon approval by the Professional Regulation
Commission and after sixty (60) days following its publication in the Official Gazette or
any newspaper of general circulation, whichever is earlier.
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The code of conduct and discipline for the AMAES faculty is aligned with the Catholic social
tradition (CST) if one will examine the content of the AMAES Corporate Values and the AMAES
Quality Policy. First, the value of Responsible Empowerment echoes CST’s Principle of Subsidiary.
Being a hierarchical institution, AMAES distributes some degree of authority, responsibility, and
accountability within the organization. One proof of this is the assignment of responsibility to a faculty
member to assess an applicant’s teaching skills as observed in the teaching demonstration, which will
form part of the basis in deciding whether or not to hire the applicant. Second, as part of AMAES’
corporate culture, it is articulated that they strive to take care of the needs of all employees and their
families and are determined to provide a bright future for both employees and clients. If we are to
compare this with CST’s first order conviction – Human Dignity, one will observe the article promotes
that teachers possess an inherent dignity not only because their professions are considered noble but
because they are made in God’s image and they are called to be in community with God and with other
human beings. Thus, it is assumed that following this principle, the faculty must be valued and treated
with dignity and respect in the same manner as Catholics give a high regard to God.
ETHICAL ISSUES (Ref. 1)
FUNCTIONAL
AREAS
INDUSTRYSPECIFIC /
GEN.ENVIRONMENT
ISSUES
STAKEHOLDER/S
AFFECTED
Sales and Marketing
1. The image of
AMACU/AMACC as a
higher education
institution (HEI)
Students and Parents
from the Middle and
Lower Income Class of
Society
Faculty
General Environment
People Management
1. Long Probationary
Period before
Permanency
Full Time Academic
Personnel/Faculty
General Environment
Labor Industry
Information
Technology
1. Information Security
Academic and NonAcademic Community
General Environment
Production and
Operations
1. Rendering work
related tasks beyond the
regular working hours
Full Time Academic
Personnel/Faculty
General Environment
Labor Industry
Finance and
Accounting
1. Declaration of Taxes
Society in General
Bureau of Internal
Revenue / General
Environment
Purchasing / Supply
Chain
1. Highly Centralized
Purchasing System
Suppliers
Students as Customers
General Environment
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AWARENESS
OF
ETHICAL
ISSUES
AND
ASSESSMENT
OF
ORGANIZATION’S
ADHERENCE TO ETHICAL AND CST PRICIPLES
FUNCTIONAL AREA
Sales and Marketing
ETHICAL ISSUE (Ref. 1)
1. The image of
AMACU/AMACC as a higher
education institution (HEI)
ASSESSMENT
4
One of AMAES’ Corporate Values is “Commitment to Quality Education and Services.” This
value is aligned with the mandate of the 1987 Constitution that “the state shall promote the right of all
citizens to quality education at all levels and shall take appropriate steps to make such education
accessible to all.” In keeping with this mandate, the Department of Education (DepEd), the principal
government agency responsible for education and manpower development, ensured that quality basic
education would be equally accessible to all and laid the foundation for lifelong learning and service for
the common good (RVR-GSB, 2009).
Several factors must be considered in the way AMAES markets its product/service as it must be
aligned to its corporate value of providing quality education and service. One major factor to consider is
Image. School image can be defined as the perception about the institution, principal, teachers, and
students, both current and past, their performance in school and life, by the major stakeholders of
education (Mohan, 2007).
As a secular or non-religious institution, AMAES does not forget that majority of Filipinos are
Catholics and as such, Filipinos value religion or their faith in God. In fact, its mission articulated that in
producing professionals and leaders responsive to the needs of the community, these AMAES graduates
must realize their potentials as productive members of society and should give back the honor and glory
to God for their contributions.
In addition, AMAES does not forget to make education accessible and affordable for all.
Although, based on experience, majority of its enrollees fall under the middle income class of Filipinos,
the lower income class is an ideal target market of AMACU and AMACC. This assumption was based on
a study published by the National Statistical Coordination Board in 2007 that the range of Filipino middle
income class should make an annual income between P251,283 and P2,045,280. While incomes lower
than this range should belong to the lower income class (Virola, Addawe, & Querubin, 2007).
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On a sales and marketing perspective, I gave a rating of 4 for this ethical issue. Although,
AMAES has some share of negative image as a money making business just like any other businessmen
or corporations becoming education providers themselves, it has made strides in making an AMAES
education accessible and affordable regardless of one’s family income class. I will discuss this in more
detail in the next section of this paper.
RELEVANT WRITTEN POLICIES AND PRACTICES
In keeping with the mandate of the 1987 Constitution that “the state shall promote the right of all
citizens to quality education at all levels and shall take appropriate steps to make such education
accessible to all,” AMAES has awarded numerous scholarships under the following scholarship programs
(AMA Student Handbook, 2009):
INSTITUTIONAL SCHOLARSHIPS
Amable M. Aguiluz Sr. Memorial Scholarship Grant
In memory of AMA Sr. this scholarship grant is for financially challenged but academically
qualified students. Maximum of 1% of total population per branch, application is subject for
approval of the Chairman.
Benefits:
Discount on all fees shall be as follows:
HS Average Grade
Discount
80-89
50% discount
90-94
75% discount
95 and above
100% discount
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ACADEMIC SCHOLARSHIPS
Amable R. Aguiluz V Honors Scholarship Grant
The Chairman and founder of AMAES bestows a scholarship award to incoming freshmen
students who graduated as valedictorian or salutatorian in DepEd recognized high schools.
Benefits:
Valedictorian – 100% discount on all fees
Salutatorian – 50% discount on all fees
Students need only to pay the application, registration, and student organization fees
Academic Excellence (ACAEX) Scholarship Award
Qualifications:
1. Minimum of one (1) year residency in the university
2. GPA for one year of 1.0 – 1.75 on a minimum load of 15 units/trimester or 18
units/semester
3. No grade below 3.0, D, and UD in all courses enrolled.
4. No disciplinary cases/academic violations or pending cases at the office or student
services.
Benefits:
100% discount on all fees for student with a GPA of 1.25 or better on the succeeding year
(first term)
75% discount on all fees for student with a GPA of 1.251 to 1.50 on the succeeding year
(first term)
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50% discount on all fees for student with a GPA of 1.51 to 1.75 on the succeeding year
(first term)
LEADERSHIP/ATHLETIC/CULTURAL SCHOLARSHIPS
Student Leadership Scholarship Grant
This scholarship is given to students who currently hold leadership roles/positions as president of
the student council or as editor-in-chief of the official student publication.
Qualifications:
1. Currently enrolled with a minimum load of 15 units
2. President of the student council or editor-in-chief of the official student paper.
3. GPA of 2.5 or better.
4. No grade below 3.0, D and UD on any course enrolled from previous term.
Benefits:
100% discount on tuition and Laboratory fees for the president of the student council;
100% discount on tuition and Laboratory fees for the editor-in-chief of the official school
paper;
A student grantee needs to pay the application, registration and student organization fees.
Athletic Scholarship
This scholarship is given to students who are members of an athletic/varsity team. This covers
basketball (men and women), volleyball (men and women) and cheerleading (men and women)
members.
Qualifications:
1. Currently enrolled with a minimum load of 15 units
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2. Member of the athletic/varsity team and participated in at least one national category
competition.
3. GPA of 3.0 or better for higher year level.
4. Freshmen members GPA of 2.75 from previous term only.
5. No grade below 3.0, D and UD on any course enrolled from previous term.
Benefits:
100% discount on tuition and Laboratory fees;
100% discount on all fees if the athletic/varsity team wins first place in a
national/international competition (i.e., NAASCU, PRISAA) for the succeeding school
year.
Cultural Scholarship
This scholarship is given to students who are members of the AMA Chorale, AMA Theater and
AMA Dance troupe.
Qualifications:
1. Currently enrolled with a minimum load of 15 units
2. Member of the AMA Chorale, AMA Theater and AMA Dance Troupe and participated
in at least one national category competition.
3. GPA of 2.5 or better for higher year level.
4. Freshmen members GPA of 2.5 from previous term only.
5. No grade below 3.0, D and UD on any course enrolled from previous term.
Benefits:
50% discount on tuition and Laboratory fees;
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75% discount on tuition and Laboratory fees if the group wins a national/international
competition for the succeeding school year
GOVERNMENT / CHED MANDATED SCHOLARSHIPS SCHOLARSHIP
PD 451 Scholars
Scholarship awarded to academically qualified and financially challenged students in the ratio of
1 for every 500 students enrolled in AMACC/AMACU with more than 500 student population.
Qualifications:
1. Currently enrolled with a minimum load of 15 units/trimester or 18 units/semester
2. GPA of 2.5 or better for higher year level
3. No grade below 3.0, D and UD on any course enrolled from previous term
4. Annual gross family income of PhP 72,000 or less
5. Nominated by School Director
Benefits:
100% discount on total fees
PD 577 Scholars
Scholarship awarded to dependents of military personnel who died or became incapacitated in the
line of duty since September 21, 1972.
Qualifications:
1. Eligibility certificate issued by Philippine Veterans Board
2. Birth Certificate of dependent
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Benefits:
100% discount on total fees
GAP BETWEEN POLICIES AND PR ACTICES
A gap between policies and practices may result if any of the benefits and criteria (i.e.,
qualifications, terms and conditions, requirements) were not complied with.
RECOMMENDED COURSES OF ACTION
AMAES should honor the scholarship grant upon the student’s compliance of all the criteria.
These scholarship programs were designed to make education accessible and affordable for everyone
particularly for the marginalized society. It is AMAES commitment to provide quality education and
service that promotes the principle of common good.
PERSONAL COMMITMENT
As a full time faculty of AMAES, I commit to provide quality education at all times, be fair, and
maintain a professional demeanor in dealing with my students, parents, co-faculty, co-employees, dean,
and school director. In addition, I will stand up or speak up for anybody who is right or who deserves to
be heard.
FUNCTIONAL AREA
People Management
ETHICAL ISSUE (Ref. 1)
Longer Probationary Period for
academic personnel than nonteaching personnel
ASSESSMENT
4
The Fairness or Justice Approach is a good source of Ethical Standards that may serve as a sound
basis in the analysis of the issue on longer probationary period for academic personnel than non-teaching
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personnel. Aristotle and other Greek philosophers have contributed the idea that all equals should be
treated equally. Today we use this idea to say that ethical actions treat all human beings equally-or if
unequally, then fairly based on some standard that is defensible. We pay people more based on their
harder work or the greater amount or value that they contribute to an organization, and say that is fair
(Markkula Center for Applied Ethics, Santa Clara University, 2010).
A teacher is said to have a noble profession if not the noblest of all professions. Thus, in order to
be a teacher, one must possess an outstanding quality that is inspiring or is worth emulating. According to
one of the philosophies of Education, a Teacher is a catalyst who initiates and provides learning process
adapted to individual differences of the learners, utilizes effective and modern learning techniques with
the ultimate goal of maximizing the learner’s potential growth process (AMA Student Handbook, 2009).
Similarly, a doctor, whose profession is considered highly noble and whose occupation deals with saving
or prolonging people’s lives must be treated fairly in the same manner as teachers. But why is it that
doctors are paid more than teachers? Is it because doctors invested more on their education or is it just
plain and simple to say that it is only fair that they earn more than teachers based on a set of standards that
their industry imposed on society that they themselves deemed fair or just in the practice of their medical
profession?
Going back to the issue, let us first consider the need for a probationary period. The purpose of
this probationary period is to learn a skill, a trade, an occupation or a profession before an employee
becomes tenured. The probationary period for full-time employment of academic personnel is longer as
compared to non-teaching personnel. The probationary period of full-time academic personnel in a private
educational institution is based on Section 92 of the Manual of Regulations for Private Schools. It states
that that “Subject in all instances to compliance with the Department and school requirements, the
probationary period for academic personnel shall not be more than three (3) consecutive years of
satisfactory service for those in the elementary and secondary levels, six (6) consecutive regular semesters
of satisfactory service for those in the tertiary level, and nine (9) consecutive trimesters of satisfactory
service for those in the tertiary level where collegiate courses are offered on a trimester basis” (Arellano
Law Foundation, 2010).
On the other hand, Probationary Employment under Article 281 of the Labor Code states that
“Probationary employment shall not exceed six (6) months from the date the employee started working,
unless it is covered by an apprenticeship agreement stipulating a longer period. The services of an
employee who has been engaged on a probationary basis may be terminated for a just cause or when he
fails to qualify as a regular employee in accordance with reasonable standards made known by the
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employer to the employee at the time of his engagement. An employee who is allowed to work after a
probationary period shall be considered a regular employee.” (BC Law Offices Philippines, 2010)
On the ethical issue of having a longer probationary period for academic personnel, I gave this a
rating of 4. Just like any other employees, I believe that it is only fair that teachers are allotted the same
probationary period of 6 months like any other full time non-academic personnel. It is important to note
that the Manual of Regulations for Private Schools states that while on probationary employment,
teachers enjoy security of tenure and that they cannot be dismissed except for cause while still serving
under their contracts. However, upon expiration of the contract, the teachers cannot compel their former
employers to renew their contract. The private schools are also given the prerogative to set the standards
that determine satisfactory performance of potential teachers. These standards must be determined in
accordance with "Academic Freedom and constitutional autonomy which give the educational institutions
the right to choose who should teach" (Cagayan Capitol College vs. NLRC, 189 SCRA 558). These
criteria are subject to the standards set by the Department of Education. A school may, however, bypass
the contract and make the teacher-applicant a regular employee if it deems the applicant worthy of such.
This is because Par. 75 of the Manual of Regulations for Private Schools does not specify that the 3 years
of satisfactory service be contractual (Pozon, 2011). Furthermore, the renewal contract of all AMAES
Faculty lasts for 3 months or one trimester whereas the renewal contract of other colleges and universities
lasts for one year.
RELEVANT WRITTEN POLICIES AND PRACTICES
The criteria for an AMAES full-time faculty to be regularized is aligned with Section 92 of the
Manual of Regulations for Private Schools. Aside from tenure, the other criteria enumerated as follows
(AMAES Faculty Manual, 2004) must be satisfied:

S/he must have served the Education System as full time faculty for three (3) consecutive
years without any break from his/her appointment or change of status from full-time to
part-time;

Must be competent as evaluated by the Dean, Area Coordinators, students and peers. The
Performance Appraisal System for Teachers (PAST) will be the instrument to measure
the performance of the faculty concerned;

Faculty must have finished his/her relevant Masteral/Doctoral before the 3 year
desginated time;

Note: For ACLC faculty, earning 18 relevant MA units is the basis for regularization;
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
Faculty must not have excessive lates, absences, and undertime based on the
attendance/tardiness policy;

Faculty must not have had any violations of Company policies;
Faculty must be of good health as certified by school physician or any medical doctor recognized by
AMAES.
GAP BETWEEN POLICIES AND PRACTICES
A gap between policies and practices may result if the academic personnel’s statutory rights like
benefits are violated despite the satisfaction of all requirements for permanency.
RECOMMENDED COURSES OF ACTION
DepEd and/or CHED should re-evaluate the criteria of a 3 year probationary period for
permanency and align it with the Labor Code’s 6 months probationary period for non-academic
personnel. In addition, AMAES should rethink the renewal contract of 3 months or one trimester for the
academic personnel. Both the criteria for permanency and the renewal contract of 3 months or one
trimester favor the private school. The Manual of Regulations for Private Schools must be re-assessed to
consider the alignment of the renewal contract on a per year basis with the 3 year probationary period like
in other private schools.
PERSONAL COMMITMENT
As a full time faculty of AMAES, I commit to adhere with the criteria for permanency set forth in
the AMAES Faculty Manual. I will consider taking part in dialogues or discussions in evaluating the need
to shorten the probationary period of academic personnel from 3 years to 6 months or to align the renewal
contract of AMAES faculty on a per year basis with the 3 year probationary period like in other private
schools.
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FUNCTIONAL AREA
Information Technology
ETHICAL ISSUE (Ref. 1)
Information Security
ASSESSMENT
3
Since AMAES is an educational institution that offers a degree in Information Technology, it is
only ethical to educate and apply the concept of security to information being accessed by all types of
people inside and outside the organization.
Several key concepts that form the core principles of information security serve as a basic source
of ethical standards for an educational institution (Information Security, 2011).
Confidentiality
Confidentiality is the term used to prevent the disclosure of information to unauthorized
individuals or systems. For example, a credit card transaction on the Internet requires the credit
card number to be transmitted from the buyer to the merchant and from the merchant to a
transaction processing network. The system attempts to enforce confidentiality by encrypting the
card number during transmission, by limiting the places where it might appear (in databases, log
files, backups, printed receipts, and so on), and by restricting access to the places where it is
stored. If an unauthorized party obtains the card number in any way, a breach of confidentiality
has occurred.
Breaches of confidentiality take many forms. Permitting someone to look over your
shoulder at your computer screen while you have confidential data displayed on it could be a
breach of confidentiality. If a laptop computer containing sensitive information about a
company's employees is stolen or sold, it could result in a breach of confidentiality. Giving out
confidential information over the telephone is a breach of confidentiality if the caller is not
authorized to have the information. Confidentiality is necessary (but not sufficient) for
maintaining the privacy of the people whose personal information a system holds.
Therefore, access to protected information must be restricted to people who are
authorized to access the information. The previous statement identifies or defines the term Access
Control. The computer programs, and in many cases the computers that process the information,
must also be authorized. This requires that mechanisms be in place to control the access to
protected information. The sophistication of the access control mechanisms should be in parity
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with the value of the information being protected – the more sensitive or valuable the information
the stronger the control mechanisms need to be. The foundation on which access control
mechanisms are built starts with identification and authentication.
On computer systems in use today, the Username is the most common form of
identification and the Password is the most common form of authentication. Usernames and
passwords have served their purpose but in our modern world they are no longer adequate.
Usernames and passwords are slowly being replaced with more sophisticated authentication
mechanisms.
After a person, program or computer has successfully been identified and authenticated
then it must be determined what informational resources they are permitted to access and what
actions they will be allowed to perform (run, view, create, delete, or change). This is called
authorization.
Authorization to access information and other computing services begins with
administrative policies and procedures. The policies prescribe what information and computing
services can be accessed, by whom, and under what conditions. The access control mechanisms
are then configured to enforce these policies.
Different computing systems are equipped with different kinds of access control
mechanisms - some may even offer a choice of different access control mechanisms. The access
control mechanism a system offers will be based upon one of three approaches to access control
or it may be derived from a combination of the three approaches.
The non-discretionary approach consolidates all access control under a centralized
administration. The access to information and other resources is usually based on the individuals
function (role) in the organization or the tasks the individual must perform. The discretionary
approach gives the creator or owner of the information resource the ability to control access to
those resources. In the mandatory access control approach, access is granted or denied basing
upon the security classification assigned to the information resource.
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Integrity
In information security, integrity means that data cannot be modified undetectably. This
is not the same thing as referential integrity in databases, although it can be viewed as a special
case of Consistency as understood in the classic ACID model of transaction processing. Integrity
is violated when a message is actively modified in transit. Information security systems typically
provide message integrity in addition to data confidentiality.
Information security uses cryptography to transform usable information into a form that
renders it unusable by anyone other than an authorized user; this process is called encryption.
Information that has been encrypted (rendered unusable) can be transformed back into its original
usable form by an authorized user, who possesses the cryptographic key, through the process of
decryption. Cryptography is used in information security to protect information from
unauthorized or accidental disclosure while the information is in transit (either electronically or
physically) and while information is in storage.
Availability
For any information system to serve its purpose, the information must be available when
it is needed. This means that the computing systems used to store and process the information, the
security controls used to protect it, and the communication channels used to access it must be
functioning correctly. High availability systems aim to remain available at all times, preventing
service disruptions due to power outages, hardware failures, and system upgrades. Ensuring
availability also involves preventing denial-of-service attacks.
Authenticity
In computing, e-Business and information security it is necessary to ensure that the data,
transactions, communications or documents (electronic or physical) are genuine. It is also
important for authenticity to validate that both parties involved are who they claim they are.
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Non-repudiation
In law, non-repudiation implies one's intention to fulfill their obligations to a contract. It
also implies that one party of a transaction cannot deny having received a transaction nor can the
other party deny having sent a transaction.
Electronic commerce uses technology such as digital signatures and encryption to
establish authenticity and non-repudiation.
On the ethical issue of Information Security in relation to the core principles discussed previously
and based on my interview with Ms. Mary Rose Martinez, one of the IT Professors at AMACC Paranaque
Campus, compliance to Information Security warrants a rating of 3.
The network we use at AMACC Paranaque runs in the workgroup mode. Computers on a
network can be part of a workgroup or a domain. The main difference between workgroups and domains
is how resources on the network are managed. Computers on home networks are usually part of a
workgroup, and computers on workplace networks are usually part of a domain. A workgroup is best
understood as a peer-to-peer network. That is, each computer is sustainable on its own. It has its own user
list, its own access control and its own resources. In order for a user to access resources on another
workgroup computer, that exact user must be setup on the other computer. However, workgroups offer
little security outside of basic access control. Windows “share permissions” are very basic and do not
offer any kind of granularity for “who” can access “what”, etc. Workgroups are more than adequate, for
most small business and home use. On the other hand, computers on a network that is part of a domain
provide centralized management and security. User access is controlled from a separate server called a
domain controller and there is a “trust” built between systems in a domain. A domain is a trusted group of
computers that share security, access control and have data passed down from a centralized domain
controller server or servers. Domain Controllers handle all aspects of granting users permission to login.
They are the gatekeeper (B5 Media, Inc., 2011).
The use of a domain in a computer network is more expensive and requires more skill and
knowledge to set up, but it is more secure and there is more control over who can do what on the network.
While a peer to peer network is easier to set up, does not require a dedicated server, and can be run with
any version of Windows. However it is not as secure (Stuart, 2005). Although access to certain files (e.g.,
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student grades or records) can be authorized by simply entering a user ID and a password in a workgroup,
it still does not provide absolute protection from hackers or crackers, who break into computers and
computer networks.
RELEVANT WRITTEN POLICIES AND PRACTICES
Any policy violation regarding information security is classified as a grave offense and falls
under the clauses of Dishonesty and Offenses against Property (AMA Group of Companies Employee's
Manual, 2004).
The titles or descriptions of the offenses under Dishonesty are: (1) Falsifying company records;
(2) Divulging confidential or restricted company secrets or information without authority whether or not
damage has occurred to the company.
The titles or descriptions under Offenses against Property are: (1) Unauthorized use/handling of
the computer and other paraphernalia; (2) Tampering with the systems program in the hard disc/diskettes;
(3) Unauthorized access of information in the system.
GAP BETWEEN POLICIES AND PRACTICES
A gap between policies and practices may occur if no appropriate sanction is served for any
violation committed by the academic or non-academic personnel on the clauses of Dishonesty and
Offenses against Property..
RECOMMENDED COURSES OF ACTION
AMAES must consider re-evaluating its information security policies and update the existing
criteria or requirements to reflect the current standards and trends in network computing and security
practices. This step is important in assessing the need to upgrade the level of security infrastructure of an
organization to mitigate risk to malicious activity from both external and internal sources.
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PERSONAL COMMITMENT
As a full time faculty of AMAES, I commit to adhere with the information security policy of
AMAES set forth in the AMAES Employee’s Manual. I will take part if asked in dialogues or discussions
pertaining to current standards and trends in information security infrastructure particularly in schools.
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