AMA Education System: Its Ethics and Organizational Behavior

AMA Education System:Its Ethics and Organizational Behavior

Submitted In Partial FulfillmentOf The Requirements In

Ethics - Organizational Behavior and ProcessesRefresher

HRMECSR

Submitted to:

Dr. Mary Margaret O. Que

Submitted by:Edgar Ramon C. Gabriel

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De La Salle Professional Schools,

April 1, 2011

About AMA Education SystemAbout AMA Education System History, Mission-Vision, ValuesHistory, Mission-Vision, Values

Products and ServicesProducts and ServicesType of Organization, Organizational Structure and Size, EmployeeType of Organization, Organizational Structure and Size, Employee

ProfileProfile

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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

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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 AMACC-Binan, 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 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

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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):6 | P a g e

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.

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:

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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;8 | P a g e

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)

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.9 | P a g e

http://biztaxlaw.about.com/od/glossaryc/a/corporation.htm

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.

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

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Board of TrusteesCouncil of

Advisers

http://en.wikipedia.org/wiki/Matrix_management

AMACC – Paranaque Organizational Chart

School Director School Dean

Admission System Software Property Costodian Librarian

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ALCO

EXECOM

Chairman

President

AMAES Cluster Heads

AMACU, AMACC, ACLC, AIIT, ABE, ASM,

SASN, NMA, and SAIS

Academic Affairs

Academic Support Operations

School Director

Department Head / Education Coordinators

(For ACLC)

Deans

Faculty

Support Departments:Corporate PlanningHRDAccountingAuditTreasuryPurchasingPropertyAncillaryReal Estate & ConstructionLicensing, Accreditation, Recognition, and EvaluationAlumni AffairsMarketingPublic RelationsBusiness DevelopmentInternational Branch OperationsGlobal Education Services

Assistant Engineer

Finance Officer Human ResourceSupevisor Program Head Registrar

College ofEngineering

College ofComputer Studies

College of BusinessAdministration

General EducationDepartment

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: Part I: AMA Education SystemAMA Education System

(AMAES)(AMAES) And ItsAnd Its

Organizational BehaviorOrganizational 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.

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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

AREAAREA CONTRIBUTIONCONTRIBUTION ASSESSMENTASSESSMENT

Individual BehaviorIndividual Behavior Learning Learning 55

BASIS OF RATINGBASIS 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.

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.

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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

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http://en.wikipedia.org/wiki/Education

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 “in-house” 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 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 OutcomesSome Learning Outcomes

As an outcome of AMAES’ adherence to the framework of Bloom’s

Taxonomy of Learning Domains, AMA Computer College Davao emerged as

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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

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the second level requires hands-on troubleshooting with preconfigured

networks.

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 EFFICIENCYIMPACT ON EFFECTIVENESS AND EFFICIENCY

The competence and dedication of an AMAES faculty in planning theThe competence and dedication of an AMAES faculty in planning the

course syllabus and developing its goals and objectives, coursecourse syllabus and developing its goals and objectives, course

content, and intended learning experiences or outcomes is a testimonycontent, and intended learning experiences or outcomes is a testimony

of AMAES’ commitment to a holistic, relevant, quality and globallyof AMAES’ commitment to a holistic, relevant, quality and globally

recognized IT based education. AMAES boasts of a highly qualified poolrecognized IT based education. AMAES boasts of a highly qualified pool

of teachers, who either have earned post-graduate degrees or units inof teachers, who either have earned post-graduate degrees or units in

various disciplines, and who have acquired professional ratingvarious disciplines, and who have acquired professional rating

qualifications and relevant work experiences in various industriesqualifications and relevant work experiences in various industries

that cater to the different course offerings. Because of theirthat cater to the different course offerings. Because of their

expertise, AMAES is confident that the faculty has the proper skillsexpertise, AMAES is confident that the faculty has the proper skills

in determining the concepts, theories, techniques, processes, methods,in determining the concepts, theories, techniques, processes, methods,

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and assessment tools that are effective in echoing its vision,and assessment tools that are effective in echoing its vision,

mission, and core values.mission, and core values.

The efficiency factor that comes into play in the completion of aThe efficiency factor that comes into play in the completion of a

particular task lies on how well the task was implemented. At AMAES,particular task lies on how well the task was implemented. At AMAES,

the best measure of success in the overall learning outcome of thethe best measure of success in the overall learning outcome of the

students in a class is the “Student Evaluation of Faculty Performance”students in a class is the “Student Evaluation of Faculty Performance”

or “TBI” in short.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 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.,

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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;

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Improve continually our quality management system, execution

of world-class effectiveness and efficiency standards, and

organizational performance results.

GAP BETWEEN POLICIES AND PRACTICESGAP 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). 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 ACTIONRECOMMENDED COURSES OF ACTION

The employability of the AMAES graduates can be determinedThe employability of the AMAES graduates can be determined

through research in the form of interviews or surveys conducted bythrough research in the form of interviews or surveys conducted by

AMAES with various prospective employers and with fresh and oldAMAES with various prospective employers and with fresh and old

graduates by finding out their current employment status (e.g.,graduates by finding out their current employment status (e.g.,

employed, unemployed, or employable) employed, unemployed, or employable)

The results of the research made will determine if the existingThe results of the research made will determine if the existing

practices match the policies in place and if such policies need to bepractices match the policies in place and if such policies need to be

revisited or revised in order to re-align them with the current trendsrevisited or revised in order to re-align them with the current trends

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http://en.wikipedia.org/wiki/Employment

of providing quality and globally-recognized information technology-of providing quality and globally-recognized information technology-

based education here and abroad.based education here and abroad.

PERSONAL COMMITTMENTPERSONAL COMMITTMENT

As a full time faculty of AMAES, I commit myself to adhere to theAs 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 Facultypolicies set forth in the AMA Quality Policy as stated in the Faculty

Manual. I intend to fulfil this promise by effectively adopting theManual. I intend to fulfil this promise by effectively adopting the

framework of Bloom’s Taxonomy of Learning Domains in planning andframework of Bloom’s Taxonomy of Learning Domains in planning and

developing the syllabus of the courses assigned to me and bydeveloping the syllabus of the courses assigned to me and by

efficiently adhering to the structure of the syllabus in teaching theefficiently adhering to the structure of the syllabus in teaching the

course based on a holistic approach to learning.course based on a holistic approach to learning.


Individual BehaviorIndividual Behavior Perception Perception 55


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

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 teacher23 | P a g e

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

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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).

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.

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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.


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.

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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

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

27 | P a g e

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.

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.

28 | P a g e

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.


Group BehaviorGroup Behavior Communication Communication 44


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 by29 | P a g e

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 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

30 | P a g e

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.

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

31 | P a g e

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).

32 | P a g e

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 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.


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 PRACTICES33 | P a g e

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).

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.

34 | P a g e

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

35 | P a g e

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.

Part II: Part II: AMA Education SystemAMA Education System

(AMAES)(AMAES) And Its EthicsAnd Its Ethics

36 | P a g e

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).

37 | P a g e

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 part-time basis.

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

38 | P a g e

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.

39 | P a g e

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.

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.

40 | P a g e

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.

Article IV: A Teacher and the Profession

41 | P a g e

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

42 | P a g e

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.

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 system43 | P a g e

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

44 | P a g e

so, they shall avoid jeopardizing the interest and the

welfare of learners whose right to learn must be respected.

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.

45 | P a g e

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.

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.

46 | P a g e

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.

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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.

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

48 | P a g e

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.

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.

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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

50 | P a g e

following its publication in the Official Gazette or any

newspaper of general circulation, whichever is earlier.

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.

51 | P a g e

ETHICAL ISSUES (Ref. 1)

FUNCTIONAL AREASFUNCTIONAL AREAS ISSUESISSUES STAKEHOLDER/SSTAKEHOLDER/SAFFECTEDAFFECTED

INDUSTRY-INDUSTRY-SPECIFIC /SPECIFIC /

GEN.ENVIRONMENTGEN.ENVIRONMENT

Sales and Sales and MarketingMarketing

1. The image of 1. The image of AMACU/AMACC as aAMACU/AMACC as ahigher educationhigher educationinstitution institution (HEI)(HEI)

Students and Students and Parents from theParents from theMiddle and LowerMiddle and LowerIncome Class of Income Class of SocietySocietyFacultyFaculty

General General EnvironmentEnvironment

People People ManagementManagement

1. Long 1. Long Probationary Probationary Period before Period before PermanencyPermanency

Full Time Full Time Academic Academic Personnel/FacultPersonnel/Faculty y

General General EnvironmentEnvironmentLabor IndustryLabor Industry

Information Information TechnologyTechnology

1. Information 1. Information SecuritySecurity

Academic and Academic and Non-Academic Non-Academic CommunityCommunity


Production and Production and OperationsOperations

1. Rendering 1. Rendering work related work related tasks beyond thetasks beyond theregular working regular working hourshours

Full Time Full Time Academic Academic Personnel/FacultPersonnel/Facultyy

General General EnvironmentEnvironmentLabor IndustryLabor Industry

Finance and Finance and AccountingAccounting

1. Declaration 1. Declaration of Taxesof Taxes

Society in Society in GeneralGeneral

Bureau of Bureau of Internal RevenueInternal Revenue/ General / General EnvironmentEnvironment

Purchasing / Purchasing / Supply ChainSupply Chain

1. Highly 1. Highly Centralized Centralized Purchasing Purchasing SystemSystem

SuppliersSuppliersStudents as Students as CustomersCustomers


AWARENESS OF ETHICAL ISSUES AND ASSESSMENT OF ORGANIZATION’S ADAWARENESS OF ETHICAL ISSUES AND ASSESSMENT OF ORGANIZATION’S ADHERENCE

TO ETHICAL AND CST PRICIPLES

FUNCTIONAL AREAFUNCTIONAL AREA ETHICAL ISSUE (Ref. 1)ETHICAL ISSUE (Ref. 1) ASSESSMENTASSESSMENT

52 | P a g e

Sales and MarketingSales and Marketing1. The image of 1. The image of AMACU/AMACC as a AMACU/AMACC as a higher education higher education institution (HEI)institution (HEI)

44

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

53 | P a g e

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).

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 PRACTICESRELEVANT WRITTEN POLICIES AND PRACTICES

In keeping with the 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 SCHOLARSHIPS54 | P a g e

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

ACADEMIC SCHOLARSHIPS

Amable R. Aguiluz V Honors Scholarship Grant

The Chairman and founder of AMAES bestows a scholarship award toThe Chairman and founder of AMAES bestows a scholarship award to

incoming freshmen students who graduated as valedictorian orincoming freshmen students who graduated as valedictorian or

salutatorian in DepEd recognized high schools.salutatorian in DepEd recognized high schools.

Benefits:Benefits:

55 | P a g e

Valedictorian – 100% discount on all feesValedictorian – 100% discount on all fees

Salutatorian – 50% discount on all feesSalutatorian – 50% discount on all fees

Students need only to pay the application, registration, andStudents need only to pay the application, registration, andstudent organization feesstudent organization fees

Academic Excellence (ACAEX) Scholarship Award

Qualifications:Qualifications:

1. Minimum of one (1) year residency in the university1. Minimum of one (1) year residency in the university

2. GPA for one year of 1.0 – 1.75 on a minimum load of 152. GPA for one year of 1.0 – 1.75 on a minimum load of 15

units/trimester or 18 units/semesterunits/trimester or 18 units/semester

3. No grade below 3.0, D, and UD in all courses enrolled.3. No grade below 3.0, D, and UD in all courses enrolled.

4. No disciplinary cases/academic violations or pending4. No disciplinary cases/academic violations or pending

cases at the office or student services.cases at the office or student services.

Benefits:Benefits:

100% discount on all fees for student with a GPA of 1.25 or100% discount on all fees for student with a GPA of 1.25 orbetter on the succeeding year (first term)better on the succeeding year (first term)

75% discount on all fees for student with a GPA of 1.251 to75% discount on all fees for student with a GPA of 1.251 to1.50 on the succeeding year (first term)1.50 on the succeeding year (first term)

50% discount on all fees for student with a GPA of 1.51 to50% discount on all fees for student with a GPA of 1.51 to1.75 on the succeeding year (first term)1.75 on the succeeding year (first term)

LEADERSHIP/ATHLETIC/CULTURAL SCHOLARSHIPS

Student Leadership Scholarship Grant

56 | P a g e

This scholarship is given to students who currently holdThis scholarship is given to students who currently hold

leadership roles/positions as president of the student council orleadership roles/positions as president of the student council or

as editor-in-chief of the official student publication.as editor-in-chief of the official student publication.


1. Currently enrolled with a minimum load of 15 units1. Currently enrolled with a minimum load of 15 units

2. President of the student council or editor-in-chief of2. President of the student council or editor-in-chief of

the official student paper.the official student paper.

3. GPA of 2.5 or better.3. GPA of 2.5 or better.

4. No grade below 3.0, D and UD on any course enrolled from4. No grade below 3.0, D and UD on any course enrolled from

previous term.previous term.

Benefits:Benefits:

100% discount on tuition and Laboratory fees for the100% discount on tuition and Laboratory fees for thepresident of the student council;president of the student council;

100% discount on tuition and Laboratory fees for the editor-100% discount on tuition and Laboratory fees for the editor-in-chief of the official school paper;in-chief of the official school paper;

A student grantee needs to pay the application, registrationA student grantee needs to pay the application, registrationand student organization fees.and student organization fees.

Athletic Scholarship

This scholarship is given to students who are members of anThis scholarship is given to students who are members of an

athletic/varsity team. This covers basketball (men and women),athletic/varsity team. This covers basketball (men and women),

volleyball (men and women) and cheerleading (men and women)volleyball (men and women) and cheerleading (men and women)

members.members.

57 | P a g e



2. Member of the athletic/varsity team and participated in2. Member of the athletic/varsity team and participated in

at least one national category competition.at least one national category competition.

3. GPA of 3.0 or better for higher year level.3. GPA of 3.0 or better for higher year level.

4. Freshmen members GPA of 2.75 from previous term only.4. Freshmen members GPA of 2.75 from previous term only.



Benefits:Benefits:

100% discount on tuition and Laboratory fees;100% discount on tuition and Laboratory fees;

100% discount on all fees if the athletic/varsity team wins100% discount on all fees if the athletic/varsity team winsfirst place in a national/international competition (i.e.,first place in a national/international competition (i.e.,NAASCU, PRISAA) for the succeeding school year.NAASCU, PRISAA) for the succeeding school year.

Cultural Scholarship

This scholarship is given to students who are members of the AMAThis scholarship is given to students who are members of the AMA

Chorale, AMA Theater and AMA Dance troupe.Chorale, AMA Theater and AMA Dance troupe.



2. Member of the AMA Chorale, AMA Theater and AMA Dance2. Member of the AMA Chorale, AMA Theater and AMA Dance

Troupe and participated in at least one national categoryTroupe and participated in at least one national category

competition.competition.

58 | P a g e

3. GPA of 2.5 or better for higher year level.3. GPA of 2.5 or better for higher year level.

4. Freshmen members GPA of 2.5 from previous term only.4. Freshmen members GPA of 2.5 from previous term only.



Benefits:Benefits:

50% discount on tuition and Laboratory fees;50% discount on tuition and Laboratory fees;

75% discount on tuition and Laboratory fees if the group75% discount on tuition and Laboratory fees if the groupwins a national/international competition for the succeedingwins a national/international competition for the succeedingschool yearschool year

GOVERNMENT / CHED MANDATED SCHOLARSHIPS SCHOLARSHIP

PD 451 Scholars

Scholarship awarded to academically qualified and financiallyScholarship awarded to academically qualified and financially

challenged students in the ratio of 1 for every 500 studentschallenged students in the ratio of 1 for every 500 students

enrolled in AMACC/AMACU with more than 500 student population.enrolled in AMACC/AMACU with more than 500 student population.


1. Currently enrolled with a minimum load of 151. Currently enrolled with a minimum load of 15

units/trimester or 18 units/semesterunits/trimester or 18 units/semester

2. GPA of 2.5 or better for higher year level2. GPA of 2.5 or better for higher year level


previous termprevious term

4. Annual gross family income of PhP 72,000 or less4. Annual gross family income of PhP 72,000 or less

59 | P a g e

5. Nominated by School Director5. Nominated by School Director

Benefits:Benefits:

100% discount on total fees100% discount on total fees

PD 577 Scholars

Scholarship awarded to dependents of military personnel who diedScholarship awarded to dependents of military personnel who died

or became incapacitated in the line of duty since September 21,or became incapacitated in the line of duty since September 21,

1972.1972.


1. Eligibility certificate issued by Philippine Veterans1. Eligibility certificate issued by Philippine Veterans

BoardBoard

2. Birth Certificate of dependent2. Birth Certificate of dependent

Benefits:Benefits:

100% discount on total fees100% discount on total fees

GAP BETWEEN POLICIES AND PR ACTICESGAP BETWEEN POLICIES AND PR ACTICES

A gap between policies and practices may result if any of theA gap between policies and practices may result if any of the

benefits and criteria (i.e., qualifications, terms and conditions,benefits and criteria (i.e., qualifications, terms and conditions,

requirements) were not complied with.requirements) were not complied with.

RECOMMENDED COURSES OF ACTIONRECOMMENDED COURSES OF ACTION60 | P a g e

AMAES should honor the scholarship grant upon the student’sAMAES should honor the scholarship grant upon the student’s

compliance of all the criteria. These scholarship programs werecompliance of all the criteria. These scholarship programs were

designed to make education accessible and affordable for everyonedesigned to make education accessible and affordable for everyone

particularly for the marginalized society. It is AMAES commitment toparticularly for the marginalized society. It is AMAES commitment to

provide quality education and service that promotes the principle ofprovide quality education and service that promotes the principle of

common good.common good.

PERSONAL COMMITMENTPERSONAL COMMITMENT

As a full time faculty of AMAES, I commit to provide qualityAs a full time faculty of AMAES, I commit to provide quality

education at all times, be fair, and maintain a professional demeanoreducation at all times, be fair, and maintain a professional demeanor

in dealing with my students, parents, co-faculty, co-employees, dean,in dealing with my students, parents, co-faculty, co-employees, dean,

and school director. In addition, I will stand up or speak up forand school director. In addition, I will stand up or speak up for

anybody who is right or who deserves to be heard.anybody who is right or who deserves to be heard.

FUNCTIONAL AREAFUNCTIONAL AREA ETHICAL ISSUE (Ref. 1)ETHICAL ISSUE (Ref. 1) ASSESSMENTASSESSMENT

People ManagementPeople ManagementLonger Probationary Longer Probationary Period for academic Period for academic personnel than non-personnel than non-teaching personnelteaching personnel

44

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

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. We61 | P a g e

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

62 | P a g e

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 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

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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.


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;

64 | P a g e

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;

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.


A gap between policies and practices may result if the academicA gap between policies and practices may result if the academic

personnel’s statutory rights like benefits are violated despite thepersonnel’s statutory rights like benefits are violated despite the

satisfaction of all requirements for permanency.satisfaction of all requirements for permanency.


DepEd and/or CHED should re-evaluate the criteria of a 3 yearDepEd and/or CHED should re-evaluate the criteria of a 3 year

probationary period for permanency and align it with the Labor Code’sprobationary period for permanency and align it with the Labor Code’s

6 months probationary period for non-academic personnel. In addition,6 months probationary period for non-academic personnel. In addition,

AMAES should rethink the renewal contract of 3 months or one trimesterAMAES should rethink the renewal contract of 3 months or one trimester

for the academic personnel. Both the criteria for permanency and thefor the academic personnel. Both the criteria for permanency and the

renewal contract of 3 months or one trimester favor the privaterenewal contract of 3 months or one trimester favor the private

65 | P a g e

school. The Manual 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.


As a full time faculty of AMAES, I commit to adhere with theAs a full time faculty of AMAES, I commit to adhere with the

criteria for permanency set forth in the AMAES Faculty Manual. I willcriteria for permanency set forth in the AMAES Faculty Manual. I will

consider taking part in dialogues or discussions in evaluating theconsider taking part in dialogues or discussions in evaluating the

need to shorten the probationary period of academic personnel from 3need to shorten the probationary period of academic personnel from 3

years to 6 months or to 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.

FUNCTIONAL AREAFUNCTIONAL AREA ETHICAL ISSUE (Ref. 1)ETHICAL ISSUE (Ref. 1) ASSESSMENTASSESSMENTInformation TechnologyInformation Technology Information SecurityInformation Security 33

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.

66 | P a g e

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.

67 | P a g e

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 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

68 | P a g e

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.

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

69 | P a g e

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.

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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.

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

71 | P a g e

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.,

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.

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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.


A gap between policies and practices may occur if no appropriateA gap between policies and practices may occur if no appropriate

sanction is served for any violation committed by the academic or non-sanction is served for any violation committed by the academic or non-

academic personnel on the clauses of academic personnel on the clauses of Dishonesty and Offenses against Property..


AMAES must consider re-evaluating its information securityAMAES must consider re-evaluating its information security

policies and update the existing criteria or requirements to reflectpolicies and update the existing criteria or requirements to reflect

the current standards and trends in network computing and securitythe current standards and trends in network computing and security

73 | P a g e

practices. This step is important in assessing the need to upgradepractices. This step is important in assessing the need to upgrade

the level of security infrastructure of an organization to mitigatethe level of security infrastructure of an organization to mitigate

risk to malicious activity from both external and internal sources.risk to malicious activity from both external and internal sources.


As a full time faculty of AMAES, I commit to adhere with theAs a full time faculty of AMAES, I commit to adhere with the

information security policy of AMAES set forth in the AMAES Employee’sinformation security policy of AMAES set forth in the AMAES Employee’s

Manual. I will take part if asked in dialogues or discussionsManual. I will take part if asked in dialogues or discussions

pertaining to current standards and trends in information securitypertaining to current standards and trends in information security

infrastructure particularly in schools.infrastructure particularly in schools.

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REFERENCES:

AMAES Faculty Manual. (2004). AMA Education System Faculty Manual. QuezonCity: AMA Education System.

AMA Group of Companies Employee's Manual.(2004) Quezon City: AMA Group of Companies.

Clark, D. (1999, June 5). Bloom's Taxonomy of Learning Domains: The Three Types ofLearning. Retrieved February 28, 2011, from Big Dog and Little Dog'sPerformance Juxtaposition:http://www.nwlink.com/~donclark/hrd/bloom.html

Kearsley, G., & Lynch, W. (1996, March). Syllabus. Retrieved March 1,2011, fromhttp://www.asu.edu/cfa/wwwcourses/art/SOACore/syllabus_definition.htm

Robbins, S. (2001). Organizational Behavior (9th Edition ed.). Upper SaddleRiver, New Jersey: Prentice Hall International, Inc.

Wikimedia Foundation, Inc. (2010, September 14). Employability. RetrievedMarch 2, 2011, from Wikipedia, the free encyclopedia:http://en.wikipedia.org/wiki/Employability

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Wilhelm, L. (2011). Formal/Informal Communication Channels. Retrieved March9, 2011, from Express Yourself to Success:http://www.expressyourselftosuccess.com/formal-informal-communication-channels/

Mottet, T. (2008). Teacher Feedback. Retrieved March 8, 2011, fromBlackwell Reference Online:http://www.blackwellreference.com/public/tocnode?id=g9781405131995_chunk_g978140513199525_ss12-1

Mohan, R. (2007, June 22). School Effectiveness: School Image. Retrieved March9, 2011, from Suite 101: http://www.suite101.com/content/school-effectiveness-a24155#ixzz1IT2d1JZa

AMA Student Handbook (2009), Quezon City: AMA Education System AcademicAffairs Publications.

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AMA Education System: Its Ethics and Organizational Behavior

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