Page 1 of 13

University of San Carlos

School of Business and Economics
Business Administration Department

COURSE DETAILS
BA HRDM 33
Course No. :
Professor: : ______________________________

Course Title : Consultati

Organizational Development on
Schedule ______________________________
Credit Units : &Venue
3 :
Contacts: E-Mail: __________________________
Pre-requisites :
BA HRDM 21 Mobile: __________________________

Term : Revised Summer 2014- Dr. Grace Marie V. Lape- OBE Syllabus
1st Semester 2014-2015 :
2nd Semester 2012-2013- Dr. Josefina R. Cabrigas & Dr.
Schedule : Grace Marie V. Lape- Expanded Syllabus
Group No.______Time____________Day________Room__________
2nd Semester 2011-2012- Dr. Josefina R. Cabrigas

COURSE DESCRIPTION

Organizational development or organizational change refers to planned alterations of organizational components to improve the effectiveness of the
organization. Organizational components are the organizational mission and vision, strategy, goals, structure, processes or systems, technology, and
people in an organization. Major organizational changes are mergers, acquisitions, buy-outs, downsizing, restructuring, the launch of new products, and
the outsourcing of major organizational activities. Lesser organizational changes are departmental reorganizations, installations of new technology and
incentive systems, shutting particular manufacturing lines, or opening new branches in other parts of the country- fine-tuning changes to improve the
efficiency and operations of organizations. This course provides the 3rd year HRDM students prescriptive advice, “how-to-do-it lists” and up-to-date theory
about organizational change. A checklist for change that requires initiating change, planning change, doing the change, measuring and confirming the
change and celebrating success and preparing for the next change will serve as the focal point of discussion.
After completing this course, the students can create, anticipate, encourage and respond positively to change through an organizational change group
project.
BA HRDM 33 OBE Syllabus 2014
 Page 2 of 13

PROGRAM LEVEL STUDENT LEARNING OUTCOMES

Each course has specific Course Level Student Learning Outcomes (SLOs) that will be achieved through the curriculum designed for the course. The
cumulative achievement of all Course level SLOs will result in the achievement of Nine (9) Program Level Student Learning Outcomes as listed below.

Upon completing the BS Business Administration major in Human Resource Development Management, graduates are expected to demonstrate the
following competencies/skills:

PO1: Business Knowledge: The ability to acquire and apply basic knowledge of science, mathematics, humanities, business, and economics
PO2: Communication/Reporting: ability to verbalize business information.
PO3: Leadership and Teamwork: ability to influence/work with others towards a common goal
PO4: Multidisciplinary Teams: ability to function in collaboration with other disciplines
PO5: Witness to the Word: ability to be professionally competent, noble in character, and sensitive to the Gospel’s mission
PO6: Lifelong Learning: ability to demonstrate personal and intellectual autonomy and information literacy
PO7: Research: ability to undertake an in-depth study of business management in the area of human resource
PO8: Technical Competency: develop the skills to recognize, understand, and apply human resource management related principles and
processes
PO9: Problem Solving and Decision Making: identify and analyze render judgment and/or submit alternatives after careful and exhaustive
evaluation of business facts, figures, and related information with reference to organization development

COURSE LEVEL STUDENT LEARNING OUTCOMES

Upon completion of the course, students should be able to: These SLOs are designed to support the Program Level
Student Learning Outcomes
Targeted Program Level Outcomes (PO)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9
Know, understand, appreciate and internalize the model of organizational
E E E E E E
change.
Develop basic OD skills of organization analysis, gap analysis, action
planning and implementation and measuring the change through case E E E E
analysis and exercises.
Demonstrate the application of the model of organizational change on a
R R R R R R R R R
chosen company.

I-Introduce E-Emphasize R-Reinforce

Descriptors Demonstrative course to
Introductory course to an outcome Enabling course to an outcome
an outcome
A course demonstrating
A formative course to an outcome A course strengthening further an outcome
an outcome
BA HRDM 33 OBE Syllabus 2014
 Page 3 of 13

COURSE STRUCTURE
TOPICS Teaching & Learning Activities Student Learning Assessment
Outcomes Tasks
(Expected Course Competencies)
1. Discuss the university’s 1. Individual
Inclusive Dates:____________________ Session length: 6 hours vision and mission responses
 Individual introduction by students statement, and aims of DBA 2. Interaction and
Week 1 and Week 2 = 6 hours  Question and answer and SBE. participation
 Discussion of syllabus, student manual, 2. State the learning objectives 3. Recitation
1 USC Mission-Vision Statement of the course. 4. List of
classroom rules and policies
2 Aims of the Department of Business
 Identification of a permanent seat 3. Enumerate the major expectations from
Administration and the School of
 Establishment of groups, seat plan. contents of the course students
Business and Economics (SBE)
 Borrow one OD book and make a book syllabus. 5. Group Directory
3 Course description, objectives, 4. Identify the requirements 6. Accomplished
review.
requirements, alternative activities and explain the grading Seat Plan
4 Duties and Responsibilities of a system for the course. 7. Book Review
student 5. Express expectations from
5 House rules and grading system the course, the instructor
6 Expectations about the subject and and their classmates.
from the teacher and classmates 6. Discuss the duties and
responsibilities of a student.
7. Imbibe the standard
classroom rules and
policies.
8. Secure a permanent seat
and plot it in the teacher’s
seat plan.
9. Get to know their
classmates and their
instructor.
10. Establish student groupings
and prepare a group
directory.
11. Assign group tasks- chapter
assignments and company
choice for final project.

TOPICS Teaching & Learning Activities Student Learning Assessment

BA HRDM 33 OBE Syllabus 2014

Inclusive Dates: ____________________
Week 3= 3 hours
Unit I. Introduction to Organizational
Change
Chapter
1. Changing Organizations in Our
Complex World
1.1 Defining Organizational Change
1.2 The Implications of Worldwide
Trends for Change Management
1.3 Organization Change Roles
1.4 Requirements for Becoming a
Successful Change Leader
1.5 Roots of Organizational Change
1.6 Summary Checklist for Change
Chapter
2. Change Frameworks for
Organizational Diagnosis: “HOW” to
Change
2.1 Differentiating How to Change
from What to Change
2.1 How to Change: The Processes
2.2. Application of the Beckhard and
Harris Model
2.3 Models of Change
2.4 Application of Lewin’s Model of
Change
TOPICS
BA HRDM 33 OBE Syllabus 2014
Page 4 of 13
Outcomes Tasks
(Expected Course Competencies)
Session length: 3 hours 1. Understand 1. Written Interview
Lecture – demonstration – discussion organizational change. results.
2. Recognize the relevance 2. Oral sharing of
Toolkit Exercise 2.1 Instructions: of the four change roles interview results.
1. Interview a manager who has been involved found in organizations
in change in his/her organization. Ask the
and the four types of
person to describe the change, what he or she
was trying to accomplish, and what happened? organizational change.
2. After the interview, describe the processes of 3. Appreciate the root
the change. That is, HOW did the managers theories of organizational
work to make things happen? Who did they change and the
involve? How did they persuade others? What difficulties in creating
resources did they use? successful change.
3. As well, describe WHAT was being changed. 4. Differentiate between
Why were these things important? How would it HOW to create
help the organization? organizational change
4. Which was more important: how things were and WHAT should be
changed or what was changed? changed.ng
5. Be prepared to share the results of your
5. Adopt the modified
interview with others.
version of Beckhard and
Harris’s change
management process.
Teaching & Learning Activities Student Learning Assessment
Outcomes Tasks

Inclusive Dates: ____________________
Week 4 & Week 5 = 6 hours
Unit II. Initial Organization Analysis
Chapter
3. Change Frameworks for Organizational
Diagnosis
3.1 A Systems Approach to
Organization Analysis
3.2 The Nadler and Tushman
Congruence Model
3.3 Dynamic Organizational
Systems – Sterman’s Systems
Dynamics Model
3.4 Individual Versus
Organizational Analysis
3.5 Organizational Change over
time
3.6 Organizations as Complex
Entities
3.7 Other Models of Organizational
Analysis
TOPICS
BA HRDM 33 OBE Syllabus 2014
Page 5 of 13
(Expected Course Competencies)
Session length: 6 hours 1. Unfreezing the system. 1. Presentation of
Lecture-discussion 2. How to change? What to written tasks
Team – based exercises change?.
Work observation activities 3. Complexity, levels of
Interviewing activities analysis, and time
Toolkit Exercise 3.1 Instructions: dynamics of change.
1. Use the congruence model to describe your
organization or an organization you are familiar
with. Categorize the key components of the
environment, strategy, tasks, formal system,
informal system, and key individuals. What
outputs are desired? Are they achieved?
2. Is the strategy in line with organization’s
environmental inputs? Are the transformation
processes (the key tasks, the formal
organization, the informal organization, and the
key individuals) all aligned well with your
organization’s strategy? How do they interact to
produce the outputs?
3. When you evaluate your organization’s
outputs at the organizational, group, and
individual levels, do you see anything that
might identify issues that your organization
should address?
4. Are there some aspects of how your
organization works that you have difficulty
understanding? If so, identify the resources you
can access to help with this analysis.
Teaching & Learning Activities Student Learning Assessment
Outcomes Tasks
(Expected Course Competencies)
 Page 6 of 13

Inclusive Dates: ____________________ 1. Determine the need for 1. Toolkit Exercises

Week 6 & Week 7= 6 hours
Unit III. Building and Energizing the Need
for Change
Chapter 4
4.1 Developing a Knowledge for the Need
for Change
4.2 The Organization’s Readiness for
Change
4.3 Creating a Powerful Vision for Change
4.4 The Difference between an
Organizational Vision and a Change Vision
4.5 Examples of Organizational Change
Visions
change. 4.1 to 4.4 outputs.
Session length: 6 hours
2. Determine the degree of 2. Written Case
Lecture – discussion choice about whether to change.
Illustrative examples Analysis-Case 1.
3. Develop the powerful vision
Exercises / seatwork for change.
Group discussion / group output
Toolkit Exercise 4.1 – Developing the
Background to Understand the Need for
Change
Toolkit Exercise 4.2 – Writing a Vision
Statement
Toolkit Exercise 4.3 – Increasing the Value of
the Change Vision
Toolkit Exercise 4.4 – Putting the Need for
Change and the Vision for Change Together
Case Study 1: Radio Station WEAA: Leading in
a Challenging Situation

Inclusive Dates: ____________________ 1. Making sense of structures 1. Toolkit Exercises

and systems.
Session length: 3 hours 5.1 to 5.3 outputs.
2. Assessing their strengths and
Week 8= 3 hours Lecture – discussion weaknesses 2. Written Case
Unit IV. Describing the Present State and Illustrative examples 3. Leveraging them to gain Analysis-Case 2.
Defining the Desired Future State: GAP Exercises / seatwork approval
Analysis Group discussion / group output 4. Leveraging them to gain
Chapter acceptance
Toolkit Exercise 5.1 – Impact of Existing 5. Creating more adaptive
5 Navigating Change Through Formal
Structures and Systems on the Change structures and systems
Structures and Systems Toolkit Exercise 5.2 – Gaining Approval for the
5.1 Making Sense of Organizational Change Project
Structures and Systems Toolkit Exercise 5.3 – Using Existing Structures
5.2 Impact of Uncertainty and Complexity on and Systems to Promote the Change
Formal Structures and Systems Case Study 2: FOX Relocation Management
5.3 Formal Structures and Systems from an Corp.
Information Perspective
5.4 Putting the Structural Concepts to Work

BA HRDM 33 OBE Syllabus 2014

 Page 7 of 13

5.5 Using Structures and Systems to

Influence the Approval and Implementation
of Change
5.6 Aligning Strategically, Starting Small,
and “Morphing” Tactics
5.7 The Interaction of Structures and
Systems with Change During
Implementation
5.8 Using Structures and Systems to
Facilitate the Acceptance of Change
Mid Term Examinations Summative examination Achieve acceptable cognitive Periodical written
Week 9= 3 hours understanding exam
Inclusive Date:_______________________
TOPICS Teaching & Learning Activities Student Learning Assessment
Outcomes Tasks
(Expected Course Competencies)

Inclusive Dates: ____________________
Week 10= 3 hours
Unit V. Describing the Present State and
Defining the Desired Future State: GAP
Analysis
Chapter 6 Navigating the Informal
Organization: Power and Culture
6.1 Power Dynamics in Organizations
6.2 Understanding the Perceptions of
Change
6.3 The Stakeholder Map
TOPICS
Session length: 3 hours The Informal Organization 1. Toolkit Exercises
Lecture – discussion 1. Power dynamics
6.1 to 6.5 outputs.
Illustrative examples 2. Perception of change and the
change equation
Exercises / seatwork
3. Force field analysis
Group discussion / group output 4. Stakeholder analysis
Toolkit Exercise 6.1 – Exercise: Assessing
Your Power
Toolkit Exercise 6.2 – Where Does the Power
Lie in Your Organization?
Toolkit Exercise 6.3 – Perceived Impact of
Change
Toolkit Exercise 6.4 – Understanding the
Forces for and against Change: The Force
Field Analysis
Toolkit Exercise 6.5 – Stakeholder Analysis
Checklist
Teaching & Learning Activities Student Learning Assessment
Outcomes Tasks
(Expected Course Competencies)

BA HRDM 33 OBE Syllabus 2014

 Page 8 of 13

Inclusive Dates: ____________________ Recipients and Internal 1. Toolkit Exercises

Stakeholders
Session length: 6 hours 7.1 to 7.7 outputs.
1. Responses to change: +ve:
Week 11 & Week 12 = 6 hours Lecture – discussion ambivalence: and –ve 2. Written Case
Unit V. Describing the Present State and Illustrative examples 2. Psychological contract Analysis-Case 3.
Defining the Desired Future State: GAP Exercises / seatwork 3. Stages of reactions to change
Analysis Group discussion / group output 4. Impact of personality,
Chapter 7 Managing Recipients of experience on change
Toolkit Exercise 7.1 – Personal Reactions to 5. Managing forward with
Change and Influencing Internal
Change recipients and internal
Stakeholders Toolkit Exercise 7.2 – Disruption of the stakeholders
7.1 Stakeholders Respond Variably to Psychological Contract
Change Initiatives Toolkit Exercise 7.3 – Your Normal Reaction to
7.2 Responding to Positive Feelings in Innovation and Change
Stakeholders Toolkit Exercise 7.4 – Your Tolerance for
7.3 Make the Change of the Psychological Change
Toolkit Exercise 7.5 – Leadership and Change
Contract Explicit and Transparent Recipients
7.4 Integrity is One Antidote to Skepticism Toolkit Exercise 7.6 – Working Through the
and Cynicism Phases of Change
7.5 Avoiding Coercion but Pushing Hard: Toolkit Exercise 7.7 – Assessing Recipient
The Sweet Spot? Openness to Change
7.6 Creating Consistent Signals from Case Study 3: Travelink Solutions
Systems and Processes
7.7 Steps to Minimize the Negative Effects
of Change
7.8 Make Continuous Improvement the
Norm
7.9 Encourage People to be Change Agents
and Avoid the Recipient Trap

TOPICS Teaching & Learning Activities Student Learning Assessment

Outcomes Tasks
(Expected Course Competencies)

BA HRDM 33 OBE Syllabus 2014


Inclusive Dates: ____________________
Week 13 = 3 hours
Unit V. Describing the Present State and
Defining the Desired Future State: GAP
Analysis
Chapter 8 Becoming a Master Change
Agent
8.1 Factors that Influence Change Agent
Success
8.2 Developing into a Change Leader
8.3 Developmental Stages of Change
Leaders
8.4 Four Types of Change Leaders
8.5 External Change Agents/Consultants
8.6 Change Teams
8.7 Change from the Middle- Everyone
Needs to be a Change Agent
8.8 Rules of Thumb for Change Agents
Inclusive Dates: ____________________
Week 14 = 3 hours
Unit VI. Action Planning and
Implementation
Chapter 9
9.1 Without a “Do It” Orientation, Things
Won’t Happen
9.2 Prelude to Action: Selecting the Correct
Path
9.3 Plan the Work
9.4 Action Planning Tools
9.5 Working the Plan Ethically and
Adaptively
9.6 Transition Management
9.7 A Comparison of Four Models of Change
BA HRDM 33 OBE Syllabus 2014
Page 9 of 13
Becoming a Master Change 1. Toolkit Exercises
Session length: 3 hours Agent 8.1 to 8.6 outputs.
Lecture – discussion 1. Factors Influencing change
Illustrative examples agent success
Exercises / seatwork 2. Change leader characteristics
3. Change leader development
Group discussion / group output
4. Types of change leaders
Toolkit Exercise 8.1 – The Interaction of Vision 5. External change agents
and Situation with who you are 6. Effective change teams
Toolkit Exercise 8.2 – Myself as Change Agent
Toolkit Exercise 8.3 – Your Development as a
Change Agent
Toolkit Exercise 8.4 – What is Your Change
Agent Preference?
Toolkit Exercise 8.5 – Creating Structures for
Team Projects
Toolkit Exercise 8.6 – Your Skills as a Change
Team Member
1. Developing the activity Plan. 1. Toolkit Exercises
2. Contingency Planning
Session length: 3 hours 9.1 to 9.3 outputs.
3. Communications Planning
Lecture – discussion 4. Managing the Transition
Illustrative examples 5. Celebration and after-action
Exercises / seatwork review
Group discussion / group output
Toolkit Exercise 9.1 – Working your Plan
Toolkit Exercise 9.2 – Action Plans for
Influencing Reactions to Change
Toolkit Exercise 9.3 – Influence Tactics
 Page 10 of 13

9.8 Rigby’s List of the Best Tools for the Job

TOPICS Teaching & Learning Activities Student Learning Assessment

Outcomes Tasks
(Expected Course Competencies)

Inclusive Dates: ____________________ 1. Measuring the change over 1. Toolkit Exercises

Session length: 3 hours time 10.1 to 10.5 outputs.
Week 15 = 3 hours Lecture – discussion 2. Institutionalizing the change 2. Written case
Unit VI. Measuring the Change – Illustrative examples through systems analysis -Case Study
Designing Effective Control Systems Exercises / seatwork 4
Chapter 10 Group discussion / group output
10.1 Using Control Processes to Facilitate
Toolkit Exercise 10.1 – Reflecting on the
Change
Impact of Measures and Control Processes on
10.2 Selecting and Deploying Measures Change
10.3 Control Systems and Change Toolkit Exercise 10.2 – Application of Simon’s
Management Control Systems Model
10.4 Other Measurement Tools Toolkit Exercise 10.3 – Aligning the Change
with Systems and Building the Balanced
Scorecard for the Change
Toolkit Exercise 10.4 – Using the Risk
Exposure Calculator
Toolkit Exercise 10.5 – Applying the DICE
Model
Case Study 4: Ellen Zane – Leading Change at
Tufts/NEMC

Inclusive Dates: ____________________
Week 16 & Week 17 = 6 hours
Oral Presentation of Group Change Projects
Session length: 6 hours Sharing of outputs and Oral presentations
Group presentations of change projects from experiences during the change evaluations
Groups 1 to 10 in Powerpoint presentations or journey conducted by the groups
video presentations for thyeir chosen organizations.

TOPICS Teaching & Learning Activities Student Learning Assessment

Outcomes Tasks
(Expected Course Competencies)
Inclusive Dates: ____________________ Session length: 6 hours
BA HRDM 33 OBE Syllabus 2014
 Page 11 of 13

Collation of all exercises and case studies into Ability to compile reports and Portfolio and
Week 18-= 3 hours a portfolio. deal with bindery people. hardbound change
Final Examinations Week Hard Binding of the group change plan plan

Educational Resources Available At

A. BOOKS
Textbook: Cawsey, Tupper F. and Deszca, Gene, and Ingols, Cynthia, Organizational Change: An Action-Oriented Toolkit. USC Downtown
c2012 SAGE Publications, Inc. Campus Library
References:
Anderson, Donald L., editor. Cases and Exercises in Organization Development and Change. C2012 SAGE
Publications, Inc. 658.406 C 26
Brown, Donald and Harvey, Don. An Experiential Approach To Organizational Development. Pearson
Education, Inc. Publishing as Prentice Hall Copyright 2011.
Burke, W.Warner, Organization Change Theory and Practice Third Edition. c2011. SAGE Publications, Inc.
658.406 B91
Mejia, Luis R. Gomez and Balkin, David. Management People/Performance/Change International Edition
Pearson Education, Inc. c2012
Palmer, Ian, Dunford, Richard and Akin, Gib. Managing Organizational Change: A Multiple Perspectives
Approach 2 edition. 2009 International edition McGraw Hill/Irwin Education. 658.406 P18
nd

Senior, Barbara and Swailes, Stephen. Organizational Change Fourth Edition. 2010, Pearson Education
Limited. 658.406 Se57
Thomas G., and Worley, Christopher G. Organization Development & Change 9th edition. C 2009 International
edition South-Western Cengage Learning 302.35 C91.
B. WEBSITES
Proquest
Ebscohost
www.wiley.com/college/schermerhorn
USC Websites: http://www.usc.edu.ph

Classroom Management
1. Attendance is a MUST. Attendance in all classes is required. Being present in class means that you attend each class, and come prepared having
read the chapters and the exercises or cases that are assigned for that class. There are 54 sessions/hours in this course and you may incur only seven
(7) absences for MW-TTH schedules and three (3) absences for Saturday classes Otherwise, you will automatically be dropped from class and receive a
grade of either NC (No Credit) or a failing grade of 5.0 whichever is applicable.
BA HRDM 33 OBE Syllabus 2014
 Page 12 of 13

2. Readmission. Students who incur three consecutive (3) absences will be asked by the instructor to see the Department Chair to secure permission to
be re-admitted to class. A re-admission slip should be properly accomplished for this purpose.
3. Tardiness is discouraged. Make sure that you come on time, as it becomes a source of irritation for the members of the class and the professor when
students come late. As a policy for this class, you will be considered late if you come to class after 15 minutes of the time, three instances of tardiness
whether incurred consecutive or not is considered one absence. Learn to be professionals; respect for other people’s time is a principle that should be
valued.
4. Seat Plan. A permanent seat plan will be made at the start of the semester. You are advised to keep to your assigned seating arrangement; otherwise,
you will be marked absent for that day.
5. Prayer. Classes should always start and end with a short prayer. The instructor can opt to lead the prayer or assign students to do this alternatively.
6. Classroom Upkeep. Students should assist in maintaining the orderliness and cleanliness of the classrooms. Graffiti writing is strictly prohibited. Any
student found violating this rule will be punished with the appropriate sanction. Before leaving the classroom, the instructor with the help of the students,
should ensure that no litter/garbage is left behind and that chairs are in their proper order. Should the class be the last schedule for the day, the instructor
should arrange that the lights and air conditioning units are switched off.
7. Mobile Phones. Use of mobile phones inside the classroom is strictly prohibited. Switch them off or place them under silent mode before entering your
classes. The instructor has the right to confiscate mobile phones that rings and/or is used during class hours. The confiscated unit can only be claimed in
the Dean’s office at the end of the semester.
8. Eating and Drinking. Food and drinks are not allowed inside the classroom and in the corridors. It is your responsibility to properly schedule your
classes so that meals and snacks can be taken at its proper time.
9. Consultation Hours. Students are encouraged to see the instructor during consultation hours for any concerns, questions and assistance with
regards to the course. Instructors should ensure that they are available on these hours and at the agreed location.
10. Submissions. Timely submission of written requirements will be strictly followed. Just like when you submit a report to the Bureau of Internal
Revenue (BIR), BIR would charge you “penalty.” The penalty is collected not for the purpose of making money; it is meant to discourage late submission
of reports. It is also the same in this class. The penalty for late submission of reports is “non-acceptance”.
11. Class Participation. Everyone is expected to offer his or her opinions in class discussion, to ask questions relevant to the discussion and to share
information of relevance to the course. However, please do not dominate class discussions. Be conscious enough to realize when you are already
spending more time talking than your classmates would appreciate.
12. Current Market Discussions. You are urged to conduct daily reading as they relate to actual international finance news and topics. Try to spend
10-15 minutes of your time every day reading any of the optional periodicals available in the library such as The Asian Wall Street Journal, Business
World, Harvard Business Review, Fortune, Forbes, Business Week, The Far Eastern Economic Review, The Economist, and surf the relevant
international finance websites suggested in this course syllabus.
13. Computer Applications. Students are expected to be proficient in using common applications software such as Microsoft Word, Excel and
PowerPoint. This is essential as you will be making class presentations and submitting computerized assignments, researches, reports and case
analyses.
14. Library Hours. Maximize the use of the library resources. The library hours are: Monday to Saturday 7:30 a.m. to 8:00 p.m.
15. Enjoy every moment of the class. Lastly, learning should be fun and exciting. Enjoy your classes! It will be such a tragedy if you will be miserable in
the class. Participate so you get the most of this course.
BA HRDM 33 OBE Syllabus 2014
 Page 13 of 13

Evaluation & Grading Policy

Assigning of course grades at the end of the semester is based on various assessment data. Scores obtained from various graded activities are assigned
specific weights in the calculation of the overall performance of a student. Weighting is detailed as follows:

Grade Item Weight (%)

Midterm Exam 30
Final Exam/ Final Project 30
Exercises/Short Quizzes/Special Assignments/Case Analysis 30
Class standing, attendance and other requirements 10
Overall Performance 100
Transmutation of scores 95- 100 1.0 88-87 1.4 80-79 1.8 72-71 2.2 64-62 2.6 52-50 3.0
94-93 1.1 86-85 1.5 78-77 1.9 70-69 2.3 61-59 2.7 49-below 5.0
92-91 1.2 84-83 1.6 76-75 2.0 68-67 2.4 58-56 2.8
90-89 1.3 82-81 1.7 74-73 2.1 66-65 2.5 55-53 2.9

Revised by: Dr. Grace Marie V. Lape

April 13, 2014

BA HRDM 33 OBE Syllabus 2014