Human Resource Management Practices and Their Effects to
Faculty Performance in Selected Private Tertiary
Educational Institutions
in the Philippines
Catalino Noceja Mendoza, DMS, PhD, DBA (c)
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DEDICATION
This work is lovingly dedicated to my Family:
My Mother,
Leonora Noceja Vda. de Mendoza;
My Father,
Cesario A. Mendoza (Deceased);
My Siblings,
Fely, Greg, Nick (Deceased), Beny, Gany, Inday, Jing, Rizal, and Lyca;
My Siblings-in-law,
Jessie, Vivian, and Marie;
To my cute baby,
Juriz;
My nephews and Nieces.
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ACKNOWLEDGEMENT
It is with deep feeling of appreciation that I acknowledge the assistance, guidance,
encouragement, support, and prayers of the following for making the completion of this
intellectual work possible:
My loving mother and my model of courage and strength, Mrs. Leonora Noceja Vda. de
Mendoza, for her patience, moral support, and nurturing care;
My sisters, Fely, Inday, Jing, and Lyca for their criticisms which positively or negatively
made my decision firm to pursue this endeavor;
My brothers, who even without their knowledge of what I am doing, have inspired me
to prove to myself that I can win this battle, and I won, thanks to them;
To my new home, the University of Batangas, for giving me the opportunity and trust to
grow and be part of the family, especially to Dr. Hernando B. Perez (University President), Dr.
Abegayle Machelle P. Chua (VP for Academic Affairs), Dr. Editha M. Mission (AVP for
Academics, Recognitions, Accreditations and Awards and Dean of the Graduate School) and
Mrs. Irene R. De Villa (Dean, CTHM and Chief of Staff), thank you very much I will never fail
you;
My friends in San Beda College, Mars, Menie, Rey and Jonel who have been with me in
my ups and downs, in happiness and in sadness and in good and in bad times. A million thanks to
you for your prayers;
My TUP friends who made me feel welcome when I am there especially when I am using
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their computers, Gemma, Nini, Libay, Tess, Shiela, Jo, Matt, Engr. Charlie, Engr. George and
Boss Perry. Thanks for your concern and prayers;
Dean Rudy Garcia and the rest of the CBAA family of La Consolacion College Manila
for the prayers, encouragement and for allowing me to conduct the survey.
Tita Branzuela, Vice Dean College of Arts and Sciences San Beda College, Dean Ronan
of PCU, Dean De Guzman of San Sebastian College and Dean Cabulay of FEU, for allowing me
to conduct a survey;
Students from San Beda College, La Consolacion College Manila, Philippine Christian
University, San Sebastian College, and Far Eastern University for answering my survey
questionnaires;
To Mrs. Priscilla Mizpah Santillana for the grammar editing of the final draft of this
wonderful work, a million thanks to you;
To my cute, pretty, loving and sweet dog, Jasper, for her presence during overnights
while I am preparing the drafts;
To everyone who in one way or the other touched my life and has been an instrument to
my present being, a million thanks;
And above all, to my friend GOD ALMIGHTY, thank you for the strength and good
health you have bestowed upon me to face all the trials and problems I had encountered in the
course of finishing this study.
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Table of Content
Dedication
………………………………………………………………………………..2
Acknowledgement
………………………………………………………………………..3
Table of Content
………………………………………………………………………..5
Abstract
………………………………………………………………………………..6
Introduction ………………………………………………………………………………..6
Statement of Objectives
………………………………………………………………..9
Research Coverage ……………………………………………………………………….10
On Human Resource Milieu
……………………………………………………….11
Human Resource Management Framework
……………………………………….29
Research Paradigm ……………………………………………………………………….31
The Human Resource Propositions ……………………………………………………….32
Assumptions on Human Resource ……………………………………………………….32
Human Resource Terminologies
……………………………………………………….33
Research Method
……………………………………………………………………….35
The Participants
……………………………………………………………………….35
The Instruments
……………………………………………………………………….36
The Procedures
……………………………………………………………………….37
The Statistics ……………………………………………………………………………….38
The Demographic Profile
……………………………………………………………….38
The Human Resource Management Practices
……………………………………….43
The Faculty Performances ……………………………………………………………….58
Predictors on the Faculty Performance
……………………………………………….68
The Findings ……………………………………………………………………………….79
The Conclusions
……………………………………………………………………….83
The Recommendations
References
……………………………………………………………….84
……………………………………………………………………………….85
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ABSTRACT
This study was conducted to determine the prevailing human resource management
practices and their effects to faculty performance in selected private tertiary educational
institutions in the Philippines.
Keywords: Human Resource Management Practices, Faculty Performance, Tertiary
Educational Institutions
INTRODUCTION
Human Resource Management is challenging and often an amazing work. It focuses on
issues, problems, and principles involved in the management of people at work and which are
common to all kinds of organizations such as factories, offices, retail stores, hospitals,
government agencies, and educational institutions. Hence, the common human resource
management practices include: Job Organization and Information, Acquisition of Human
Resources, Maintenance, Development and Research.
Job Organization and Information are the primary functions of human resource
management. In analyzing a job, factors such as duties, responsibilities, and qualifications of the
jobholders are taken into consideration. It also includes job design and evaluation. The
succeeding human resource management practices related to people are acquisition,
maintenance, development and research on human resources. The outputs are determined by
performance level as to whether these factors as human resource management practices are
outstanding, very satisfactory, satisfactory, fair or poor.
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The acquisition or procurement function starts with the planning of human resources in
relation to available jobs. The quantity and quality of the present staff guide the organization in
determining how many people are needed and how good the workforce is. This phase includes
recruitment, screening, selection, placement and orientation of the employees.
The maintenance function comprises motivation, compensation, administration, rewards
and sanctions, performance evaluation, benefits, services, maintenance of discipline and
working conditions that are necessary for worker retention.
On the other hand, the development function includes training and education which aim
to upgrade knowledge and skills and improve attitude of both the managers and rank and file. It
also includes career planning and counseling which assist the individual in his growth and
development in the light of his and the organization’s needs and values and gives guidance when
beset with problems.
Likewise, the research function supplies facts, theories, and principles on human
resources management that are needed to improve the policies and practices of human resource
management.
It is undeniable that organizations exist because of people. People are the most
important and essential factor for the growth and progress of an organization. Through and by
men, the seven “M’s” of a company such as: manpower, money, machines, materials, methods,
market, and minutes are utilized. This suggests that these “M’s” should interact to ensure
effective management.
On the other hand, the aim and challenge of having and creating competent managing
organizations come from people-related problems, which are often caused by the mistaken belief
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that people are alike. Cascio (1995) puts it, “no two people are exactly alike, and everyone
differs physically and psychologically from everyone else. The point is that these differences
demand attention so that each person can maximize his other potentials, so that organizations
can maximize their effectiveness and so that society as a whole can make the wisest use of its
human resource.” Thus, a manager’s human resource management practices adhere that each
employee has a role to play in the management of the company.
Employers indeed have great concern in their employees’ performance of their jobs that
is why managers implement the effective practice of managing human resource for employees to
do well in their jobs. How they implement and assess their human resource practices are the
main concerns of this study. Effective and efficient implementation of their practices will surely
lead to the attainment of both individual and organizational goals.
This study is important because it attempted to give a clear understanding on the role of
human resources in the organization and their importance as pointed out by both the
academician and the practitioners in the management field. Likewise, the findings would give
rise to the need for evaluating their current practices to determine organizational effectiveness.
Studying the different human resource management practices in the different educational
institutions is significant because it would provide better understanding on the effective
management of people and organization for the attainment of individual and organizational
goals.
It is also a firm belief that this country has large and competitive organizations to
develop and maintain, especially in the education sector. It is worthwhile to know the effective
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and efficient practices in human resource management in order for the employers, employees
and the company as a whole to achieve progress and success.
Also, the study, as well as the results, would provide Management and Human Resource
Developments students of all levels an additional knowledge regarding management styles and
their implications to new leadership model. It Results may definitely give a clearer view of
quality leadership.
Lastly, this study provides the readers additional knowledge, inputs, and a wide
understanding on the significance of human resources in making an organization productive and
successful especially in the educational institutions to which every nation is dependent on the
types of training these institutions would give their future leaders and managers.
Researchers believe that in order to establish good, effective, efficient, and significant
management practices; a need to identify management practices of managers must be elucidated.
STATEMENT OF OBJECTIVES
This study attempted to present the prevailing human resource management practices in
Selected Private Tertiary Educational Institutions in the Philippines.
Specifically, the research determined the profile of the faculty members in terms of
educational attainment, age, gender, civil status and length of service. Also, faculty members’
manner of assessing the present human resource management practices based on Job
Organization and Information, Acquisition of Human Resources, Maintenance, Faculty
Development, and Research was identified. The researcher also recognized if there are
significant differences in the human resource management practices and in the students’
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assessment of the faculty performances in Selected Private Tertiary Educational Institutions in
Metro Manila. The manner how students assess the effectiveness of the faculty members in
terms of Knowledge of the subject matter, Effectiveness in communication, Classroom management and organization, Effectiveness in teaching, Interaction with the students was also
studied. The predictors of Faculty Performance among the elements of the Human Resource
Management Practices in selected private tertiary educational institutions in Philippines were
also studied.
RESEARCH COVERAGE
The researcher identified and compared the human resource management practices of
the different educational institutions in the Philippines. Randomly selected from tertiary
educational institutions, a sample size of one hundred (100) faculty members who are 25-years
old and above; single or married, with full-time or part-time teaching experience in no less than
a year to 25 years and above, are the respondents who evaluated the Human Resource
Management Practices in the selected tertiary educational institutions.
One hundred (100) students at random selection in selected private tertiary educational
institutions in Philippines were asked to identify the effectiveness of their faculty on the
following components: Knowledge of the subject matter, Effectiveness in communication,
Classroom management and organization, Effectiveness in teaching, and Interaction with the
students.
The researcher delimited his study in determining and identifying the five practices of
human resource of the institutions with regard to job organization and information, acquisition
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of human resource, maintenance, development, and research as well as the effectiveness of the
faculty members on the following components: knowledge of the subject matter, effectiveness in
communication, classroom management and organization, effectiveness in teaching, and
interaction with the students in five different institutions in Philippines
Differences on the perception such as educational attainment, age, gender, length of
service, expertise, and civil status of the faculty members were also considered.
The Human Resource Management Practices Questionnaire (HRMPQ), attempted to
evaluate the human resource management practices of the institutions as regards job
organization and information, acquisition of human resources, maintenance, faculty
development, and research. The Personal Data Sheet (PDS), which is a questionnaire checklist,
attempted to identify the name (optional), gender, the educational attainment, age, civil status,
length of service, and the salary of the respondents. The researcher validated the questionnaires
used in this study in order to elicit information about the personal characteristics of the subjects
and to determine the prevailing condition in the organization.
ON HUMAN RESOURCE MILEU
In the corporate world, it is very important to know the importance of the Human
Resource Management practices played by the key players in any business organizations, profit
or non-profit, the “Managers”, whether male or female.
In educational institutions, the success of the students, future leaders and managers,
really rely on the hands of those people who will mold them as to what they will be in the future.
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According to Mikovich and Boudreau (1985), human resource managers make
decisions that affect the relationship between employees and employers, how many people to
hire, what levels of skills and experiences are needed, who to promote to which jobs, who to
train for which skills, how to pay, and how to handle dissatisfied employees, are examples of
these decisions.
The above statement manifests that leaders of an organization must know the necessary
actions to take in dealing first with the ones who would make everything possible for the
attainment of human resources - man.
Martires (1991) pointed out that human resource management just like personnel
management involves only man. Therefore, the condition of an organization whether it is
improving or not depends on the people working at it. A successful organization is a
manifestation that leaders or managers manage human resources effectively and efficiently.
Sison (1991) asserts that the personnel or human resources department is a creation of
modern business management with the objective of developing good employee relations. It
coordinates the personnel functions in every level of management.
Recent American economic findings reveal that increasing salary and upward mobility
are becoming a thing of the past for many people (Hoggets, 2002).
According to him, over the last three decades, employees’ values have changed, and they
are still in a state of flux. In particular, during this period, employees’ loyalty in many companies
have declined.
This is true in large and medium-sized firms, where workers report lower levels of job
satisfaction, opportunity for advancement, and challenging work than do their counterparts in
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small companies. And also according to him, women report that their opportunities for
advancement are fewer than those for men; and African-American employees feel that they are
underpaid and given limited access to higher-level jobs.
One among the common perception problems is that of stereotyping, which is
generalizing a particular trait or behavior to all members of a given group. The effective
manager, however, tries to evaluate each person as an individual and to remain aware of his or
her own stereotypical beliefs so as to reduce the effect on his or her judgments.
In fact, based on survey responses from more than 6,500 middle and upper–level male
managers, recent research shows that the higher the educational level of the manager, the more
likely it is that he has a high acceptance of women in managerial positions (Hodgetts, 2002).
Additionally, according to him, men who work for women generally have a higher
acceptance of them as managers than do men who do not have such experience.
Chan (1995) pointed out that in today’s complex world of business, woman emerges
with the purpose of improving her employees to perform well in their jobs.
With such a viewpoint, it emphasizes that growth, success, progress, and development
of an organization on its leaders whether male or female does not matter. What is significant is
the way they handle their employees to achieve organizational goals. Indeed it is conspicuous
that women managers can also exhibit good management styles and human resource
management practices for the most important resource.
It is commonly believed that efficient management of human resource in any
organization can spell the difference between its success and failure to attain its objectives or
goals. In short, putting it bluntly, all the management team, from the President down to the level
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of the first line supervisors are responsible for the success or failure of human resource
management within their respective areas of supervisions (Abaloso, 1985).
In this particular area, Abaloso identifies the importance of human resource for the
following reasons: complicated job of the manager; labor laws that have to be complied with,
changing equity and consistency in personnel requiring expertise, and cost of handling personnel
problems.
Employees will be motivated to continue working for an organization when there is an
acceptable work environment. The work environment is favorable when personnel are safe,
physically and mentally healthy, and are able to enjoy the conveniences of the modern living as
can be noted in the following essentials for successful maintenance of personnel:
1.
Employee compensation is acceptable.
2.
The physical and mental health and safety of employees are well attended to.
3.
Employees’ complaints and grievances, if any, are heard and properly channeled
by the company;
4.
Disciplinary actions against employees are carried out in accordance with the
policies, practices and procedures, in accordance with the law;
5.
The organizational climate must be conducive to the maintenance of good
supervisory-subordinate relationship;
6.
Good communication is practiced at all levels, and
7.
Comfortable working conditions and physical facilities are provided (Abaloso,
1991).
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Harris and Brannick (1999) once said, that, “employee-focused cultures walk the talk of
placing the employee’s needs at the forefront of the operations. Their uniqueness is based upon
a simple premise: The best way to take care of business is to first take care of the people. In this
way, as the company meets the needs of the employee, the employee is then better able to meet
the needs of the business.”
Realize, however, that employee-focused culture is not country club environments
where employees are endlessly pampered. Actually, most employee-focused cultures are
incredibly demanding operations with high standards of excellence. Why is this case? Thanks to
their concerned efforts to take care of the employees needs first, employee-focused cultures are
able to ask for and receive enthusiastic employee performance (Harris and Brannick, 1999).
Rosenbluth International, the Philadelphia-based multi-billion-dollar travel company,
epitomizes as an employee-focused culture. CEO Hal Rosenbluth believes that “the highest
achievable level of service comes from the heart, so the company that reaches its people’s hearts
will provide the very best service.” (New York: Morrow, 1992).
With this in mind, spirit-driven companies hold dear the precept that you must first build
the person before you can ask the person to excel. Spencer Hays, CEO of South-Western/Great
American Company in Nashville, a $600 million diversified publishing, clothing and insurance
company, says “you can’t build a business; you build people.” (Barrett, 1997).
Also, at Timberland, the New Hampshire-based footwear manufacturer, they proudly
state, “we are investors: we invest in employees.” This build-people-first philosophy becomes a
powerful connection between employees and the company (Barrett, 1997).
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According to Silberman, a seasoned compensation and benefits executive and currently
president of Green Tree consulting in Seminole, Florida, “in building world-class retention
strategies, it is far more important today to focus on intangible benefits of the company
membership (pride in organizational brand, pride in being part of some thing important, career
development, team spirit) than on tangible benefits (traditional pay benefit plans).” (Harriss and
Braannick, 1999).
Further, he says that a well-crafted strategy of intangible benefits demonstrates that the
organization values than employee’s professional, physical, mental, and spiritual well being
which is a powerful and effective retention technique for great employees.
In line with the same findings, ”individuals are motivated by a wide variety of social and
psychological factors, not just earnings,” The following are some of the factors; feelings,
sentiments, and attitudes because they believed that people, after all are not just machines
(Timm and Peterson, 2000).
With regards to safety managers, Keaton (1985) states that safety managers need to use
their resources in order to be successful as managers. The most important of these resources is
the proper utilization of upper management, first-line supervisors, and company employees. In
order to do this, safety managers should ask themselves, “What can I do to become a more
effective and efficient manager?” Managers should assess their inputs. Such assessment will
show a need to increase their inputs into the decision-making process itself. If safety
professionals can increase the status and recognition of the safety function and of themselves as
managers, there will be less resistance to proposed changes and programs. Increasing their value
in the organization means that they must become more influential or better leaders of the safety
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program efforts. However, before they can become better leaders, it is necessary to understand
the influence they already possess. This influence is the power to guide employees and
supervisors to perform job function safety.
Today, human resource executives should have immediately made available a survey of
organization’s human resources in depth. This should be in the form of manpower inventory that
details each employee’s education, experience, specialized training, salary history, and career
interests as well as performance appraisals and ratings of profitability and potential. The
manager can then match manpower availability with current and anticipated needs with regard
to expansion, new markets, new technology, changing business conditions, and governmental
and labor relations. With systematic manpower planning, manpower development can go on
continually and not be curtailed in bad times (Andres, 1991).
On the other hand, Jansen, (1990) had formulated the following set of management
principles:
1. Management development is self-development;
2. The most effective teacher is the immediate supervisor;
3. The manager should be given responsibility and made accountable;
4. Every manager should participate in a management program (course);
5. The manager should be taught the tools of managing;
6. The manager development staff man is most influential when he develops consulting
relationships with managers, and
7. More improvement comes through team teaching and organizational development
than from courses.
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As a whole, management enterprises today can no longer be considered in isolation.
Executive development programs can provide opportunities for the exposure of personnel to the
international or global environment of business. The choice of training to use depends on budget
for training, skills, and knowledge to be taught, size of the company, industry classifications and
the number of trainers.
Nevertheless, top management is frequently concerned about the attitude of their
foremen. They often say that the foremen are incompetent and need more training. They think
that they do not identify with management, do not understand and accept the aims of
management and do not carry out decisions. Top management’s ideal of a foreman is one who
thinks much as they do, who understands their problems sufficiently to accept their decisions
without questions and is a “good soldier” that is, one who accepts orders and carries them out
without questions and reservations.
Closely related to the foregoing is the role of managers. Some managers hoard their
good talent. They have spent much time and effort in developing good employees and they are
reluctant to let them move on to bigger and better jobs. Top management again, sets the policy
and the climate in this regard. Lower level managers should not be allowed to block the progress
of their people. If these managers are rewarded for developing strong contributors, they need
not fear having them move on (Beach, 1985).
The human resources approach therefore, is supportive. It helps employees become
better, more responsible persons, and then it tries to create a climate in which they may
contribute to the limits of their improved abilities. It assumes that expanded capabilities and
opportunities for people will lead directly to improvements in operating effectiveness. Work
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satisfaction will also be a direct result when employees make fuller of their abilities. Essentially,
the human resources approach means that better people achieve better results. It is somewhat
illustrated by this ancient proverb: “: Give person fish, and you feed that person for a day; teach
a person to fish, and you feed that person for life.” (Miles, 1985).
In light of the need for innovation and productivity improvement in a globally
interdependent economy, more and more firms are trying to institute some form of
high-employee-involvement strategy. One of the most popular among these, in recent years has
been job design (Lawer, 1988).
On the other hand, Newstrom and Davis (1993) suggested that surveys of manager’s
satisfaction are just important as survey of employee satisfaction. Managers have human needs
just like other people, but organizations sometimes ignore that fact. If managers are dissatisfied,
their unhappiness can spread throughout a whole department because of their broad influence.
Their feelings may also filter in their communities through both families and their many public
contacts outside the company. Job satisfaction surveys should also be distributed to managers to
diagnose deficiencies in their satisfaction and to serve as a foundation for corrective action.
Therefore, managers like employees also need to be complimented, given support and
just like their employees should also be given proper training in leadership in order for them to
spread and implement their leadership wisely and effectively. The result of such managerial
leadership would lead to the making of successful leadership, which is beneficial for employees
and the organization as well.
Likewise, training as noted by Sison (1985) in one form or another must go on in every
firm. Since training increases the skill and ability of employees to perform specific jobs,
20
management particularly needs it because the latter naturally wants to get the best out of every
employee in its payroll. He further discussed that firms having a systematic employee training
program find this to be sound investment in the development of their employees.
Relative to the foregoing ideas, personnel management is people-oriented. However, in
practice, “traditionalism” is a byword in personnel management with priorities on the welfare of
the proprietors and managers of the organization. In contrast, human resource management is
people-based and is characterized by its human treatment of and respect for the individual and
society’s well being. This is reflected during severe economic difficulties (Martires, 1990).
Jackson and Schuler (1990) agreed that there is a growing recognition that the different
types of strategies require different types of human resource practices. Training, a key Human
Resource practice is critical to the implementation of several competitive strategies. The
important lesson is that human resources represent a competitive advantage that can increase
profits when managed wisely.
Therefore, effective human resource management is needed for the accomplishment of
both individual and organizational goals. Employer-employee relationship should likewise be
harmonious in order to carry out company plans effectively. Proper training and exposure to
various jobs should be given for employees’ job satisfaction and interest.
An examination on the effort of human factors and the profile of the Filipino worker on
productivity was made by De Jesus and Teodoro (1985), from twenty large-scale
labor-intensive manufacturing companies in Metro Manila. The results indicated that no
significant relationship existed between work productivity and the socio-demographic variables;
the payment is the only one, which is related significantly to work productivity.
21
Working along the same line, Lim (1991), discussed that factors are not effective unless
the basic financial needs of the workers are met. He further recommends that more attention
should be given to employee recruitment training procedure. This is important because
“workers who do not possess the right attitude eventually turn out to be unproductive.”
On the other hand, Arce (1986) sought some explanations for job attitudes and behavior
in Metro Manila factories. Results show that the workers’ concepts and attitudes toward their
jobs are found to be functionally related with their concepts of the company.
Cabigao (Unpublished Thesis, UE, 1989), delved into the influence of personal
background, and social status on job satisfaction and job performance of the nursing staff of the
Philippine Heart Center of Asia. The results revealed that factors such as civil status, educational
attainment, and the living accommodations were found to be strong predictors of job
satisfaction.
A study conducted in 1986 by Magno-Miguel on the relationship of organizational
climate and job performance and job satisfaction in the Ministry of Education, Culture and
Sports (MECS) revealed that when organizational climate is viewed in terms of its reward
levels, the effect of security needs on the job performance is deemed significant. The author
concluded that more than the total MECS organization, the local organizational environment
within its sub-units has stronger influence particularly on superior-subordinate relationships.
In a similar study, Tulio (Unpublished Thesis, 1988) conducted a survey of the
organizational climate in Rizal Technological Colleges during the school year 1987-1988. She
concluded that significant differences prevail in the organizational climate as to the perceptions
22
of the faculty members by age group, length of service, highest educational attainment, monthly
income, academic rank and college or department.
Likewise, Fabro (1985) conducted a study on career development and performance
levels of first line supervisors in a food-manufacturing conglomerate in 1980. The results of the
study revealed that the respondents who have at least one year of college education performed
better when compared with the rest. Benefits, promotion, developmental training, refresher
training, getting feedback and job training were the top rival factors, which affect the
performance of the respondents.
In a paper prepared by Abaloso (1986), a study on human resource management
practices of selected top corporations in the Philippines confirms that on-the-job training is the
most commonly used method for training rank-and-file or non-managerial employees.
Lastly, according to the report of Nancy Calauor-Carvajal (Philippine Daily Inquirer,
1998), Emil Armas, general manager of Blue Circle Farm Corporation, which is an Agribusiness
Company of Jaka, the flagship firm of Juan Ponce Enrile, has curious way of instilling discipline
among his employees. Armas wants them out of the office by exactly 5 p.m. strictly no
overstaying allowed. He said that he wants his employees to have a family life. He explains that
a happy person is an inspired person. He concluded that an inspired person is a better worker.
Nevertheless, some organizations in the Philippines have been conducting institutional
studies on the human resources. Most of the results are held confidential which use is limited
only to the organization, unlike in the United States and other progressive countries where the
23
findings of most institutional investigations including those of the private sectors are open for
public study and analysis.
Studies and the evidence of the other researchers, consultants, and management training
and development, to be effective must begin with the top executives of a firm. The latter is said
to implement good practice of management for the morale and satisfaction of employees.
One survey of corporate training and development practices found out that four
characteristics seemed to distinguish companies with the most effective training practices.
Training is tied to business strategy and objectives and is linked to bottom-line results; a
comprehensive and systematic approach to training exists; training and retraining are done at all
levels on a continuous on-going basis (Sirota, 1989).
On the other hand, research studies show that employees who are not given the
opportunity for close social contact find their work unsatisfying. Elton Mayo is in agreement
when he observed that textile plant workers who worked isolated from each other were highly
dissatisfied and consistently failed to meet production standards. When allowed rest periods as a
group, both production and satisfaction increased (Martires and Fule, 1993).
Buchlow (1985) explains why groups are “worth considering as fundamental building
block.” First, membership and activities needs are satisfied by groups which provide needed
support especially during stressful and crisis period; Second, it develops innovation and
creativity; Third, better decisions are delivered by groups; Lastly, groups can control and
discipline individuals better than an impersonal, formal and quasi-legal system
24
However, Mitchell (1985) points out that the research and analysis of Buchlow does not
support the contention that groups can do a better job than people working alone. He added that
groups are riskier than individuals. They take longer time to solve the problem. Groups may loaf
and may be less effective.
A recent survey of 500 companies revealed how factors such as the source of resumes,
type of position, geographic location, and time constraints all can influence recruitment success.
Results show that seven (7) percent of incoming resumes seem to be worth routing to become
hiring managers. Generally, candidates for technical and lower-level positions had the highest
invitation rates. Non-technical positions generated twice as many as geographical location,
positions requiring relocation generated fewer acceptance to interview requested and not
surprisingly, fewer employment offers (Lord, 1989).
Evidence indicates, unfortunately, that the evaluation of recruitment activities by large
organization is honored more in the breach than in the observance. Few firms link their
recruitment practices to post hire effectiveness, and evaluation is more subjective than
quantitative (Kolenko, 1990).
On the other hand, since the industrial revolution, the manager’s authority has been a
primary means of social control in the workplace.
However, in the self-directed organization, the focus of authority needs to shift from the
bureaucratic, manager-driven system constitutional rules, to the values consensus of team
members. In reality however, many organizations retain a managerial hierarchy at the upper
levels of the organization. The situation sets up a double bind that requires the team leader to
25
share authority with the team, but to relate to upper management in a traditional, hierarchical
fashion.
Employer-employee relationships are more established and harmonious if they agree
with the vision-mission goals of the organization. Vision is derived from values. Mission follows
a vision. At the corporate level, a vision is needed to provide direction, plan efficiently for the
future and work toward goals. A vision is created to inspire, motivate, and foster success, it
helps build esprit de corps and create a sense of shared ownership in a collective future. In
training team, vision provides direction and builds teamwork (Training Development, May
1981).
The leader must exhibit an unusual combination of impatience and patience. On the other
hand, he or she must be possessed by restlessness, an inability to accept status quo, an urgency
to get things done quickly. At the same time, the leader must persevere and not lose hope despite
obstacle and setbacks. If there is a single word that captures an effective leader style, it is
restlessness. A single-minded drive to make things happen no matter what is what distinguishes
a truly committed leader from just another empty suit parroting the latest faddish buzzword
(Hammer and Stanton, 1995).
In the Philippines, where the per capita income (a nation’s total Gross Domestic Product
over its total population) is a mere $700 (www.freeessays.cc, 2005), which is nothing compared
to the United States’ $22,000, the financial fears of its citizens cannot be ignored.
This is true even in the higher educational institutions in Metro Manila such as Southville
International School and Colleges, Philippine Christian University, St. Paul University, De
26
Lasalle University, Ateneo University, Adamson University, and a lot more, wherein tuition fee
levels play at between P20,000 to P50,000 on the average per semester. Simply speaking, as
stated in the world history site www.fsmitha.com (2005), where wealth distribution in the
country is grossly disproportionate, 31.9% for upper 10percentile of the population and a mere
2.3% for the lower 10 percentile-the wealth levels of any individual or family can be shifted
tremendously in unexpected intervals.
Adding to the financial woes of the Filipino, again according to Sevilla, is that the
Filipino has strong family-oriented values, which include close family ties even after reaching the
age of sufficient maturity for independent living.
We are now, according to Dessler, in the midst of the fourth phase in the human
resources evolutionary chart. This phase is characterized by a shift in the role of human
resources from the usual functions, now incorporating the ideas of strategic partnership and
change agent- the father and mother of career management.
The strategic partnership is usually defined as “A relationship between two or more
organizations that involves building mutual long-term goals and commitments”, but strategic
partnership, as Dessler puts it, is concern with the partnership not of organization but of an
organization and its human resources. (ww.glencoe.com, 2006)
Consequently, in the same light, a change agent isn’t simply “The catalytic force moving
firms…” but the act of the human resource effort in changing an employee for the better.
(www.vmec.org, 2006)
In fact, in a study of 377 CEOs (Chief Executive Officers) from the world’s 2000 largest
companies, it was discovered that there really is a recent surge in the way corporate
27
management perceives business management.
Based on the study, 48% of CEOs from the United States and Canada bloc and 45%
CEOs from the Europe and Asia bloc (a cumulative total of 47% pinpointed that “Reshaping
corporate and employee behavior” received their personal attention as compared to the 47% and
43%, respectively, they attributed to the choice “Monitoring corporate financial information.
This shift in the perspective of CEOs in the role of human resources is even more
prevalent in another study which states that 70% of companies with above-average financial
performance considered employee development as the critical factor in corporate success.
No other CEO can personify this paradigm shift in human resource thinking than the man
they call champion of human resources, Jack Welsh, CEO of General Electric (GE), a firm
whose 1991 market value just barely exceeded $60 billion and is now close to reaching $300
billion market value.
He said: “This place runs by its great people…the biggest accomplishment I’ve had is to
find people, an army of them. They are all better than most. They are big hitters, and they seem
to thrive here.”
And sure enough, Jack Welsh’s reliance on comprehensive human resources
development isn’t just his own. CEOs around the world have started to embrace this new-found
process and the bandwagon appears to be unstoppable.
The underlying element to all this is, career planning management. Career planning
management is “the process of planning one’s life work, involves evaluating abilities and
interests, considering alternative career opportunities, establishing career goals, and planning
practical development activities,” as said by Gregory Moorhead and Ricky W. Griffin (1998).
28
This function as stated by Dessler, is one of the strategic partnership involving both an
individual and an organization.
Moorhead and Griffin also stated that:
Organization have vested interest in the careers of their members,
and career planning and development programs helps them
enhance employees’ job performance and thus the overall
effectiveness of the organization.
B. J. Gopta reinforces Maslow’s claims, famously saying that, “Man is a social animal.
Without society he is nothing but an animal.” (quoteworld.org, 2006)
Therefore, we realized that man has a constant desire for social recognition, and that this
desire precipitates his need to take, seek, and indulge influence from others that he sees as of
higher societal relevance or stature than him.
Man’s hopes in society are a perennial aspiration or objective. As the social philosopher
Fredrick Hegel puts it, “The active nature of the consciousness was from the very first related to
man’s social essence,” and that this fundamental characteristic of man leads to the final “human
activity,” – or that which man does to have a spot in a structured society.
An individual can thus be influenced directly (by outright persuasion or convincing by
others), or indirectly (when an individual catches jealousy, envy, admiration, or plain mimicry of
a peer’s occupation).
Man’s vulnerability to societal influences also manifest in culture, environment, and
tradition.
E.B. Taylor, an English anthropologist, defines culture as “a complex whole which
includes knowledge, beliefs, arts, morals, customs and other capabilities and habits acquired by
29
man as a member of society.”
The sociologist James Henslin (1991) proposes that, “Culture is important for a people’s
very existence.” It is a force that man will find inescapable and inevitable as culture exists in
television, media, family values, strong beliefs, architecture, etc.
Culture is the lens or looking glass through which we see the world and our basis for
constructing reality,” adds Henslin.
Therefore, a huge chunk of a person’s career decision-making process can be possibly
linked to culture-by what a person hears, sees, and gets accustomed or attached to in his life.
The cited relevant concepts and studies, both foreign and local, provided the researcher
insights in the conceptualization of the present study. The researcher strongly believes that these
could serve as rich sources of materials in the interpretation of the results.
HUMAN RESOURCE MANAGEMENT FRAMEWORK
The study was anchored on the viewpoint of the different prominent theorists pertinent
to human resource management practices in the field of management.
In analyzing the work of management, Middlemen, Hitt, and Gielv (1985) stated that the
total task of management can be divided into planning, organizing, staffing, directing, and
controlling.
Harbison and Myers (1985), have attempted to include the frames of reference of both
economists and industrial management writers by listing the functions of management as
30
undertaking risk and the handling of uncertainty; planning and innovation; coordination,
administration, and control; and routine supervision.
In fact, it is aptly said that human resource is the most important asset in the
organization. President Ferdinand Marcos has underscored the importance of the human
resource. On his keynote speech before the seminar workshop on Human Resource
Development on July 24, 1978 he said:
“If today there is much talk of harnessing human resources for development and
nation building in our part in the world, it is perhaps a reflection of the times of change and
challenge that have visited the world in out time. It is the mirror of urgency of the development,
and all that we have come to recognize to be the circumstances and capacities for our
developing societies, have led us irrevocably to the appreciation of the potentials of our human
resources.”
This study was anchored on the following theories, concepts, and models of human
resource management developed by pertinent theorists and authors.
According to Martires(1991), the acquisition, material, technological, and market
resources which maybe exhaustible are dependent on human resources. If the latter is available
and capable, the other factors can be of great use to the organization. It is through people that
they can be either harnessed and developed or dissipated or lost.
Quite succinctly, as expressed by Peters and Waterman (1985), companies are truly
unusual in their ability to achieve extraordinary results through ordinary people. A common yet
typical commitment has been heard, “People issues take up all my time…this business would be
31
so easy if I weren’t for people…People are why these managers are there, and they know it and
live it… The point then is the completeness of the people orientation in the excellent.”
Just like what De Leon (1993) says, “Managers play a very important role in the
development and progress of an organization. The most effective managers do not seek power
for personal gain. Rather their power need is directed toward the intuition for which they work
and the achievement of organizational goals. As a result, they are successful in establishing and
maintaining a good work climate, high morale, and team spirit among their subordinates. And
yet, the performance made and established in every institution like in the educational system are
acquired through the human resource management practices particularly in the following areas:
Job organization and information, acquisition, maintenance, development, and research.
Independent Variables
Human Resource
Management
Practices
Dependent variables
Performance Faculty
Knowledge on the subject
matter
Job Organization and
information
Effectiveness in
communication
Acquisition of human resources
Maintenance
Classroom management and
organization
Faculty Development
Effectiveness in teaching
Research
Interaction with the students
Research Paradigm
The Relationships between Human Resource Management Practices and Faculty Performance
32
The paradigm indicates that the Human Resource Management Practices were
considered as Independent Variables, which can possibly result to faculty performance (taken as
dependent variables) in the Selected Tertiary Private Educational Institutions in Metro Manila.
It is assumed that the Institution’s characteristics such as number of faculty, number of students,
faculty-student ratio as well as the exclusivity of the institutions’ act as the intervening variables,
which affect both the dependent and independent variables.
THE HUMAN RESOURCE PROPOSITIONS
The researcher had the following propositions. There is no significant difference in the
Human Resource Management Practices of the institutions in terms of Job organization and
information, Acquisition of human resources, Maintenance, Faculty development and Research.
There is no significant difference in the Faculty performance based on: Knowledge of the subject
matter, Effectiveness in communication, Classroom management and organization,
Effectiveness in teaching and Interaction with the students. Faculty performance has no
predictors from the elements of Human Resource Management Practices in selected private
tertiary educational institutions in Metro Manila.
ASSUMPTIONS ON HUMAN RESOURCE
While conducting the study, the researcher had the following assumptions. Human Resource
Management is an essential management function in any educational institution. There are
various HRM practices of the institutions that are related to Job organization and
information, acquisition of human resources, maintenance, faculty development, and
33
research functions. Differences in HRM practices can be attributed to institution
characteristics such as types of institutions, number of students and faculty-students ratio.
HUMAN RESOURCE TERMINOLOGIES
Human Resource Management. It is the art and science of acquiring, motivating, maintaining,
and developing people in their job in light of their personal, professional, and technical
knowledge, skills, potentialities, needs, values, and in synchronization with organization
philosophy, resources, and culture for the maximum achievement of individual, organizational,
and society’s goals.
Management. It is the process of utilizing material and human resources to accomplish
designated objectives. It involves the organization’s direction, coordination, and evaluation of
people to achieve goals.
HRM Practices. These are the actions usually done by human resource managers for the
development, application, and evaluation of policies, problems, materials, and progress relating
to that individual in the organization.
The following are the conceptual definitions of the terms used in this study, taken from
Human Resource Management, C.R. Martires, 2005 and 1991.
Job organization and information. It is the analysis and evaluation of each job that exists
within the organization.
Acquisition. It is the function of human resources management, which involves planning,
recruitment, screening, selection, and placement so the organization will have the right number
of the appropriate kind of people, at the proper time, and in the right place.
34
Maintenance. It is the supportive function of human resources management which includes
work orientation, physical working condition, motivation, and morale building, performance
evaluation, movement, and management relations.
HR Development. It refers to the process by which the actual and potential labor force is made
to systematically acquire greater knowledge, skills, or capacities for the nation’s sustained
economic and social growth (Sison, 1991).
HR Research. It is the formal and scientific investigation on the people component of an
organization. It furnishes management with data that will help in the formulation and
implementation of policies and procedures (Sison, 1991).
Knowledge of the Subject Matter. This is the ability of the faculty to deliver the lessons with
utmost confidence and articulation.
Effectiveness in Communication. It is the ability of the faculty to deliver the lessons using the
appropriate words/languages in defining the topics.
Classroom Management and Organization. It is the ability of the faculty to set guidelines,
disciplines, and orderly manner in the presentation of the lessons.
Effectiveness in Teaching. It is the ability of the faculty to use the different styles and use of
different resources in teaching in order to deliver the lessons and be understood by the students
easily such as multimedia, visual aids, overhead projector, television, and others.
Interaction with the Students. It is the ability of the faculty to win the attention of the student
by being approachable, understanding, shows respect to the students, and by asking critical
questions to arouse their minds to give and share their ideas to other students.
35
RESEARCH METHOD
This study used the descriptive research method to establish the profiles of the
respondents in terms of educational attainment, length of service, expertise, civil status, and age.
This method is concerned with the prevailing human resource management practices in selected
private tertiary educational institutions in Metro Manila.
Descriptive research includes studies that purport the present fact concerning the nature
and status of anything. This means that the method gives meaning to the quality and standing of
facts that are going. For instance, information about a group of persons, a number of objects, a
set of conditions, a class of events, a system of thought, or any other kind of phenomenon or
experience which one may wish to study (Broto,2006, Young, 2003, Good and Scates, 1987).
The particular descriptive method used is the normative survey. This method purports to
know the group typical, condition of situation and characteristics of individuals.
Hence, it could be claimed that the descriptive research method is the most appropriate
approach to this research in that it aims to determine the existing human resource management
practices in selected private tertiary educational institutions in Metro Manila.
THE PARTICIPANTS
This study used a sample size of 100 faculty members that were selected at random from
the different institutions. Respondents are 25 years old and above, single or married, has been in
the service for no less than one (1) year, full-time or part-time status. A sample size of 100
students was selected at random from the different institutions.
36
The respondents are faculty members and students from selected private tertiary
educational institutions in Metro Manila.
THE INSTRUMENTS
This study used the Human Resource Management Practices Questionnaire (HRMPQ).
This is a validated instrument which seeks to measure the human resource management
practices implemented by the human resource department of the institutions in terms of the
following factors: Job organization and information, acquisition of human resources,
maintenance, faculty development, and research. The responses to each statement of the
HRMPQ may be:
Always -
5 points
Frequently
-
4 points
Sometimes
-
3 points
Rarely
-
2 points
Never
-
1 point
The numerical values assigned to responses of each item in each sub-test are added and
the means are to be derived. To get the sub-test mean, the number of items in the sub-test is
divided by the sum of the item means. The norms are then used in the interpretation of data.
The norms are as follows:
4.51 to 5.00
-
Outstanding
37
3.51 to 4.50
-
Very satisfactory
2.51 to 3.50
-
Satisfactory
1.51 to 2.50
-
Unsatisfactory
1.00 to 1.50
-
Poor
This study also used the Personal Data Sheet (PDS) which is also a validated instrument
designed to draw information about the profile of the subjects. The educational attainment,
length of service, expertise, civil status, and age are the variables used to describe the faculty
respondents and for the student respondents, the variables are the following: course, year, and
age.
Interviews were also used to check the accuracy of the data gathered from the above
instruments including some of the faculty performance results from the students.
This study made use of the t-test in order to determine the reliability of the instruments
used both for the students and faculty respondents.
THE PROCEDURES
The researcher sought permission from the authorities of the educational institutions to
administer the questionnaire to the respondents. Sufficient copies of the questionnaire were
provided so that the administration of the first instrument is done simultaneously.
The researcher also made use of the unstructured interview to determine the veracity of
the information and responses given by the identified group of respondents.
38
THE STATISTICS
Data collected were then treated statistically using the following statistical tools:
1.
Percentage (Broto, 2006 and Young 2003)
It is the process of determining the position/share of each data in the entire
presentation of the results.
2.
Weighted Mean
It is the process of determining the coverage of each data in the presentation against the total
population.
3.
One-way ANOVA analysis (SPSS program)
It was used in order to determine if there are significant differences among the human
resource management practices and the faculty performance in selected private tertiary
educational institutions in Metro Manila.
4.
Multiple Stepwise Regression Analysis (SPSS program)
It was used in order to determine if there are predictors on faculty performance among
human resource management practices in selected private tertiary educational institutions in
Metro Manila.
THE DEMOGRAPHIC PROFILE
Respondents basically are the participants in the conduct of one’s research or study and
oftentimes considered as the group of interest to the researcher, the group to whom the
39
researcher would like to generalize the results of the study. And identifying their profile gives
light to a certain study specifically on how their characteristics and characters affect the results
of the study and affect the behavior of the people who in one way or the other contributed to the
results’ findings.
Table 1
Frequency and Percentage Distribution of Faculty Profile
According to Educational Attainment
Educational
Attainment
College
Graduate
Post Graduate
A
B
C
D
E
Total
%
4
8
8
2
16
2
1
13
6
5
14
1
6
7
7
18
58
24
18
58
24
Table 1 represents the frequency and percentage distribution of the faculty according to
educational attainment.
It can be gleaned from the table that majority of the faculty finished graduate programs
as indicated by the frequency of 58 or 58 percent while a frequency of 24 or 24 percent finished
post graduate programs and the least has a frequency of 18 or 18 percent that finished
undergraduate programs.
The data connote that most of the faculty regardless of gender are educationally
qualified to perform their functions, roles and responsibilities as teachers competently. It also
defines that faculty members are well equipped with what is expected from them (the
knowledge, skills and attitude).
40
Table 2
Frequency and Percentage Distribution of Faculty
According to Age
Age
25 – 34
35 – 44
45 – 54
55 – Above
A
7
5
4
4
Mean
B
4
4
10
2
44.00
C
6
7
2
5
D
5
5
7
3
E
2
4
10
4
Std. Dev.
Total
24
25
33
18
%
24
25
33
18
10.67
Table 2 represents the frequency and percentage distribution of faculty according to age.
Data show that the majority of the faculty members are between 45 – 54 years of age as
manifested by the frequency of 33 or 33 percent followed by a frequency of 25 or 25 percent
with faculty belonging to ages between 35 – 44 years. A frequency of 24 or 24 percent
represents faculty whose ages are between 25 – 34 years, followed by a frequency of 4 or 4
percent for those faculty whose ages belong to the range of 55 – above years.
The mean value of 44.00 and a standard deviation value of 10.67 show that most of the
present faculty are in the middle age and thus manifests their responsibility and maturity to
undertake the delicate tasks assigned to them. Furthermore, most of the faculty members have
grown with years of experience, which is one among the factors that are considered by the
management of the institutions.
41
Table 3
Frequency and Percentage Distribution of Faculty
According to Civil Status
Civil Status
Single
Married
A
10
10
B
10
10
C
12
8
D
7
13
E
10
10
Total
49
51
%
49
51
Table 3 represents the frequency and percentage distribution of faculty according to civil
status.
The data show that the majority of the faculty members are married having a frequency
of 51 or 51 percent while a frequency of 49 or 49 percent are single.
The data imply that most faculty members are married which could be attributed to their
age maturity and stable mind-sets. These clearly show that their career paths do not affect their
personal lives.
Table 4
Frequency and Percentage Distribution of Faculty
According to Length of Service
Length of Service A
(years)
1–5
12
6 – 10
3
11 – 15
1
16 – 20
0
21 – 25
2
25 – Above
2
Mean
B
C
D
E
Total
%
9
1
5
3
2
0
6
6
2
3
3
0
3
1
1
10
2
3
9
5
1
3
2
0
39
16
10
19
11
5
39
16
10
19
11
5
11.15
Std. Dev.
8.19
Table 4 represents the frequency and percentage of faculty according to length of service.
Data show that the majority of the respondents have been in the service for almost 5
years as exhibited by the frequency of 39 or 39 percent, followed by those in the service for
42
almost 20 years as manifested by the frequency of 19 or 19 percent. Those in the service for
almost 25 years have a frequency of 16 or 16 percent followed by the next group of respondents
with a frequency of 11 or 11 percent. Ten among the group of respondents or ten (10) percent
have been in the service for almost 15 years and 25 years and above with the frequencies of 5 or
5 percent.
The mean value of 11.15 and a standard deviation value of 8.19 for the length of service
imply that most of the faculty are on the height of their career and possess fresh ideas, new
techniques, new tactics, and an up-to-date know-how in sharing learning to the students
effectively and efficiently. It shows also that faculty are well equipped with modern technology
in teaching.
Table 5 represents the frequency and percentage distribution of faculty according to
salary bracket.
The data show that the majority of the faculty received salary between 10,000 – 19,000
as manifested by the frequency of 52 or 52 percent followed by the faculty who received salary
between 20,000 – 29,000 as exhibited by the frequency of 31 or 31 percent.
Table 5
Frequency and Percentage Distribution of Faculty
According to Salary Bracket
Salary Bracket
10,000 - 19,000
20,000 – 29,000
30,000 – 39,000
40,000 – 49,000
50,000 – Above
A
6
12
2
0
0
Mean
B
11
7
2
0
0
21,499.50
C
6
5
9
0
0
D
17
2
1
0
0
E
12
5
3
0
0
Std. Dev.
Total
52
31
17
0
0
%
52
31
17
0
0
7,571.21
43
The last among the group of faculty received salary between 30,000 – 39,000 as manifested by
the frequency of 17 or 17 percent and no one among the faculty received salary ranging from
40,000 – 49,000 and 50,000 – above with zero frequencies respectively.
From the table, the mean value of 21,499.50 and a standard deviation value of 7,571.21
for the salary brackets only imply that most of the faculty are satisfied with what they are
receiving and yet still pursuing further studies in order to receive what they really want to
receive. But they do believe that even though the salary is not that much, it is not the only basis
in satisfying their needs and wants. Yet, it really affects their lifestyle as well as the performance
so much so they look for another job or teach in other institutions as part-time.
Table 6 represents the frequency and mean distribution of the faculty assessment on the
human resource management practices according to job organization and information.
THE HUMAN RESOURCE MANAGEMENT PRACTICES
Organization’s success can be attributed to the effective and efficient ways of
implementing policies in the organization and one of the policies that can be considered is their
practices in acquiring the best people at the right time and place but most of the time the way
they treat people as part of the organization- treating them as part owner.
44
Table 6
Mean Distribution of Human Resource Management Practices According to Job
Organization and Information
A
B
C
D
E
X
Rank
Interpretation
4.10
3.30
3.15
1.90
2.70
3.03
3
Satisfactory
4.30
2.80
3.10
1.70
3.00
2.98
4
Satisfactory
4.30
3.75
3.30
1.70
2.35
3.08
2
Satisfactory
Keeps,
organize 4.60
functional files
Advises
the 4.55
administrators
and
other managers
3.20
3.80
1.40
3.10
3.22
1
Satisfactory
2.90
3.70
1.45
3.20
3.22
1
Satisfactory
Job Organization and
Information
Prepares
job
description and job
specifications
Develops
and
administers
job
evaluation program
Assist and coordinates
with the Deans
The data presents the human resource management practices according to job organization.
It can be gleaned from Table 6 that most items got a rating of satisfactory. This means that
human resource management practices of respondents include advising the administrators and
other managers at rank 1 while developing and administering job evaluation program is the least
in rank. The data show that the human resource management practices in selected private
tertiary educational institutions in Metro Manila did their job well as to job organization and
information with a mean of the means value of 3.06 and with a descriptive rating of satisfactory.
It means only one thing; that faculty members of the institutions are satisfied with the kind of
services that their human resource department give or extend to them. It also shows that their
human resource practices are familiar and that there are already implementing policies leading to
the achievement of their organizational goals and objectives, most specifically to satisfy the
45
needs and wants of their clientele - the faculty as well as students.
Table 7
Mean Distribution of Human Resource Management Practices According to
Acquisition of Human Resource
Acquisition of Human
Resource
Conduct
human
resource planning
Recruits
human
resources needed
Screens applicants for
teaching
Recommends
its
choice/s to the deans
Assign the selected
applicants
Develops
sound
recruitment policy
Maintains a complete
records system
A
B
C
D
E
X
4.10 2.90
Rank Interpret-ati
on
3.30 1.90 3.40 3.12 5
Satisfactory
4.40 3.15
3.60 1.60 2.95 3.14 4
Satisfactory
4.45 3.40
3.60 1.55 2.90 3.18 2
Satisfactory
4.05 3.45
3.55 1.70 2.55 3.06 6
Satisfactory
4.25 3.20
3.60 1.90 2.80 3.15 3
Satisfactory
4.20 3.30
3.50 1.75 2.55 3.06 6
Satisfactory
4.70 3.00
4.15 1.30 3.00 3.23 1
Satisfactory
Table 7 represents the mean and mean distributions of human resource management
practices in selected private tertiary educational institutions in Metro Manila according to
acquisition of human resource.
Among the components, maintaining a complete records system of all human resource
of the entire institutions proves to be the most important practice in human resource
management while conducting human resource planning was considered as the least practice
satisfactorily performed.
It simply means that one among the most important functions of the human resource
departments is the process of maintaining complete records of all human resources in order to
46
facilitate the processing of papers whether for promotions, demotions, salary increase,
terminations, and retirements. It is also one of the aspects of processing of papers in compliance
with the government rules and regulations such as payment of taxes and other related benefits
that those people will need in the future. The mean of the means value of 3.13 means that the
faculty is quite satisfied with the kind of services that the human resource department is
rendering and of the proper and effective execution of their functions. The data also suggests
that the human resource department is doing their part to the best of their knowledge in order to
satisfy their customers: the faculty and other human resources.
Table 8 represents the mean and the mean distribution of the human resource
management practices according to maintenance.
The data shows that “sees to it that every decisions as much as possible is made in light
of labor laws and government regulations” ranked number 1 with a mean value of 3.12; followed
by “takes care of management negotiation over labor contracts” ties with “develops a sound
compensation program for the entire institutions” in rank number 2 with a mean value of 3.08. A
mean value of 3.07 to “makes/administers performance evaluation tools in coordination with the
deans and department chairs/heads” ranked number 3; followed by “prepares and recommends
budget of human resource operations” ties with the “formulates, recommends, and evaluate
policies and practices regarding faculty welfare, health, safety, insurance, housing, children’s
benefits, etc” for rank number 4 with a mean value of 3.04.
47
Table 8
Mean Distribution of Human Resource Management Practices
According to Maintenance
D
E
X
Rank
2.15 3.40
1.8
0
3.85
3.08
2
4.20
2.05 3.45
1.8
0
3.95
2.29
7
Satisfactor
y
3.40
2.40 3.20
2.6
0
3.60
3.04
4
Satisfactor
y
2.10
2.35 2.60
3.9
0
3.65
2.92
8
Satisfactor
y
4.30
2.35 3.10
1.7
0
3.65
3.02
5
Satisfactor
y
4.75
2.60 3.35
1.2
5
3.40
3.07
3
Satisfactor
y
2.27
2.40 3.10
3.2
5
3.70
3.04
4
Satisfactor
y
3.75
2.65 2.95
2.2
5
3.35
2.99
6
Satisfactor
y
4.70
2.40 3.60
1.3
0
3.60
3.12
1
Satisfactor
y
4.10
2.15 3.40
1.9
0
3.85
3.08
2
Satisfactor
y
Maintenance
A
B
Develops
a
sound
compensation
program
Administers
wages, salary,
and benefits
Formulates,
recommends,
and
evaluate
policies
Act as signatory
for approval of
loans
Formulates
performance
evaluation tools
Administer
performance
evaluation
Prepares
and
recommends
budget
Assists
the
deans/chairs/
heads
Sees to it that
decisions
conform
with
labor laws
Takes care of
management
with
labor
contracts
4.20
C
Interpret-at
ion
Satisfactor
y
“Formulates performance evaluation” ranked number 5 with a mean value of 3.02
48
followed by “assists the deans/chairs/heads take care of the faculty movement, promotion,
layoff, resignation, transfer, retirement etc” with a mean value of 2.99 to make it rank 6. In rank
7 and 8 are the components, “act as signatory for loans approval and other benefits given to the
faculty and administer wage, salary, and benefits scheme” with mean values of 2.92 and 2.29
respectively.
It shows that the faculty members are satisfied with the kind of services that the
departments are rendering except the second elements which is “administers salary, wages, and
other benefit schemes” with a mean value of 2.29 and a descriptive ratings of unsatisfactory. It
means that they are well versed with the latest salary, wages and other benefit schemes. Even
though that salary is just one among factors that affect performance of the workers, this is the
area in which human resource department must focus on, remembering that the attainment of
organizational goals and objectives is dependent on the organizations’ members, more
particularly the workers.
With the overall average of 2.995, it seems that faculty are quite satisfied and though
there are some loopholes, there are policies being implemented in any organization.
Table 9 represents the human resource management practices according to faculty
development.
49
Table 9
Mean Distribution of Human Resource Management Practices According to
Faculty Development
Faculty Development
A
B
C
D
E
X
Prepares short and
long range plans
Prepares criteria for
the
selection
of
applicants
Announces available
training and education
Helps screen the
applicants
Develops
career
planning program
Implements
the
career-planning
program
Provides a counseling
program
Prepares the budget
for the program
3.40
2.85
2.60
2.85
3.1
5
3.1
5
3.04 4
3.35
3.2
0
3.4
0
3.45
2.85
2.45
2.85
3.35
2.60
3.15
2.70
3.1
5
3.2
5
3.4
0
3.3
0
3.04 4
3.15
3.3
0
3.3
0
3.2
5
3.4
0
3.40
2.65
2.60
2.55
3.4
5
3.4
5
3.14 1
2.60
3.6
0
3.1
0
2.65
2.65
2.90
2.85
3.20
rank
3.08 3
3.04 4
3.10 2
3.08 3
2.98 5
Interpret-a
tion
Satisfactor
y
Satisfactor
y
Satisfactor
y
Satisfactor
y
Satisfactor
y
Satisfactor
y
Satisfactor
y
Satisfactor
y
It can be gleaned from the table that “provides a counseling program for those who needs
the counseling service” ranked number 1 with a mean value of 3.14; followed by “develops a
career planning program for the entire organization” with a mean value of 3.10. A tie for the
third rank with a mean value of 3.08 for “prepares criteria for the selection of applicants for the
program of the faculty development” and “implements the career planning program together
with the deans and chairs” followed by a triple tie for rank 4 with a mean value of 3.04 are
“prepares short and long range plans for training and education for the entire institution from
administrators to the faculty, announces available training and education program within and
50
outside of the institution and helps screen the applicants for these programs”. The fifth and the
last is “prepares the budget for the program” with a mean value of 2.98.
From the data, an overall mean rating of 3.063 shows that faculty are quite satisfied with the
kind of services they received from the institutions they belong. It also shows that the human
resource departments are doing their functions well in order to satisfy the needs of their human
resources to be developed for them to become competitive in the academe and in rendering
services to the students.
Table 10 represents the human resource management practices according to research.
The data shows that number 1 among the components of research is “conducts research studies
on human resources of the entire institution” with a mean value of 2.74 followed by “acts as
information group to external research groups” with a mean value of 2.66.
A mean value of 2.64 rank 3 is “recommends to the administrators some external institutions
that can be commissioned to conduct studies that the institutions may not be able to perform”,
followed by “prepares periodically a list of possible research projects on human resources that
can be conducted by the institutions and by external group” with a mean of 2.61. The fifth and
sixth ranks are “prepares budget for the program” and “helps the information and/or public
relations division and/marketing department put out a paper/organ disseminating information on
human resource policies, practices, programs and projects” with a mean values of 2.60 and 2.54
respectively.
A mean of the means of 2.632 and a descriptive interpretations of satisfactory shows that
faculty are quite satisfied with the kind of services they received from the institutions as regard
51
to research. It seems that institutions are giving priority on how to improve the quality of their
human resources through their researches in order to satisfy the needs and wants of their
clientele: the faculty and of course the students. It is also one sign or factor that the institutions
keep on researching how to improve and maintain the images of their institutions for it is a firm
belief that the employees, most specifically the faculty are the role models of any institutions
who are being followed by their students.
Table 10
Mean Distribution of Human Resource Management Practices According to
Research
Research
A
B
C
D
E
X
Prepares list of
project
Conducts research
studies on human
resource
Recommends
possible research
Acts as information
group to external
research
Helps
the
information
and
marketing
department
Prepares budget
3.2
0
3.4
0
2.25
2.8
5
3.3
0
2.8
0
2.6
0
1.9
5
2.2
0
2.6
1
2.7
4
3.2
0
3.3
0
2.10
2.9
5
3.1
0
2.6
5
2.7
0
2.3
0
2.0
0
3.5
0
2.35
2.6
5
2.5
0
3.1
5
1.95
3.0
0
2.8
5
2.20
2.20
Ran
k
4
Interpretatio
n
Satisfactory
1
Satisfactory
2.6
4
2.6
6
3
Satisfactory
2
Satisfactory
1.7
0
2.5
4
6
Satisfactory
2.0
5
2.6
0
5
Satisfactory
52
Table 11
Mean of the Means Distribution of
Human Resource Management Practices
Human
Resource
Management
Practices
Job
Information
and
Organization
Acquisition
of
Human
Resource
Maintenance
A
B
C
D
E
X
Ran
k
Interpret-a
tion
4.37
3.19
3.41
1.63
2.87
3.09
2
Satisfactor
y
4.29
3.20
3.61
1.67
2.88
3.13
1
Satisfactor
y
3.83
2.35
3.22
2.18
3.66
3.05
4
Faculty
Development
Research
3.23
2.74
3.32
2.74
3.29
3.06
3
3.29
2.18
2.98
2.68
2.03
2.63
5
Satisfactor
y
Satisfactor
y
Satisfactor
y
Table 11 represents the faculty assessment on human resource management practices in
selected private tertiary educational institutions in Metro Manila.
It can be gleaned from the data that the mean of the means value of 3.131 that rank number
1 among the practices is the “acquisition of human resource”; followed by “job organization and
information” with a mean of the means value of 3.094; 3.063 rank number 3 is the “faculty
development” and then followed by “maintenance” as rank 4 with a mean of the means value of
3.045. The last among the components of the practices is the “research” with a mean of the
means value of 2.632.
The data show that one among the most important functions and activities of human
resource of the institution is the acquisition of the human resource while among the practices
53
that research function plays the last priority, simply means that once they already hired employee
they almost forgot to develop those people. Remember that those people are very important in
any organization at which considered as the most precious resource among the resources. So,
the attainment of the organizational goals and objectives can be done through these people.
Based on the results of the interviews, the human resource managers/directors in selected
private tertiary educational institutions in Metro Manila confirmed that they all follow the same
procedure on the strategic staffing: from recruitment to placement of the employee have no
difference. Also, they invite exemplary graduates from their respective institutions to teach. But
most of the time, they (the graduates) turn down the offer because of unattractive salary,
compensation and other benefits since they do understand that those people are yet idealistic
about the salaries they will be getting from other organizations once they work. There is ten to
ten (5-10) percent of the invited graduates who accept the offer and ninety to ninety-five (90-95)
percent goes directly to the different industries.
On the interview, they said that they really want to apply what they have learned from their
respective fields of interest and at the same time learn some techniques that the institutions failed
to give in the actual situations. From the records of the institutions during the exit interview it
shows that ninety-five (95) percent of the graduating students do not want to teach for they will
not get rich in teaching. That is the mere fact that most of the invited graduates do not want to
teach, instead, consider such, as an alternative if they will fail in the industry.
And yet, based on the records of the five institutions, effective teachers are those who failed
in their chosen career in the industry for they believed that those teachers are well experienced
54
people who in one way or the other, want to change/correct the things they have done in the
industry. They are very eager to impart their gained experiences to the students to make them
realize the importance of education.
The strategy that these institutions are using are all the same in the sense that to facilitate the
transition from the theoretical world to actual practice, they invite people from the industry as
well as from different professional organizations to share their expertise to the students and they
did this strategy through their people who are members of professional organizations. Another
thing is by joining professional organization to become affiliates of these. And the results are
“very satisfactory” ratings from the evaluations/assessment of the students on the following
components such as: knowledge of the subject matter, effectiveness in communication,
classroom management and organization, effective in teaching, and interaction with the
students. It simply means that their strategy is very effective.
Aside from the strategy in staffing, their career development programs also helped their
faculty to become effective. In some cases, they coincide with each other but most of the time
they do not.
College A, in Manila created programs in order to train their faculty members develop their
career in teaching. Among them is personality development which is accomplished by sending
their faculty to different organizations to participate and learn some techniques on how to
improve themselves. Another program is the exchange program with different countries such as
China, Canada, Hong Kong, Australia and Switzerland to gain and learn multi-cultural
developments to bring to the Philippines new technologies in teaching, strategy, tactic, and even
55
methods that can be applied. Others are attending seminars, both local and international.
University B is giving educational assistance to those who want to pursue advance studies
such as masteral or doctoral programs to develop as well as to upgrade their ability and
capability as teachers as well as their educational qualifications and competencies. Another
program is sending their faculty as exchange faculty to their local and international branches to
teach and study new techniques, strategies, and tactics for teaching in the new setting. They
implement these programs for they believe that gaining experience in other institutions or
locations enhances one’ personality and foresight in the future.
In College C, the traditional way of ability, capability and learning development are still
practiced such as sending their faculty to local and international seminars in their own fields.
Another is by giving incentives to those who want or are willing to study advance courses such
as masteral or doctoral or diploma course to produce output such as research. The newest
among the programs is attending international conventions, seminars, and conferences of
international business affiliates for those who are qualified after the evaluation of the committee
on professional development.
College D is different among the five institutions. They send their qualified faculty to a six
(6) month hands-on-training program with an affiliated company such as San Miguel
Corporation in order to gain experiences and integrate such learning to their students in the
school. It is a firm belief of the institution that through that program, they will gain extra
knowledge and exposure in order for them (faculty) to become competitive. They also have their
faculty enrichment program given every end of the second semester for one week, which
56
includes personality development, training/workshops, team building, and planning. There are
also incentives for those who will attend the program at the company’s expense aside from the
usual benefits that the company is giving.
University E is also doing the same as the usual practice of developing their faculty such as
giving them privileges to study advance courses such as diploma, masteral, and doctoral
programs for free or under scholarship programs as well as sending them to seminars,
conventions, and conferences, both local and international. They also give points for every
research output they (faculty) produce with financial equivalent. They also give incentives to
those faculty with no absences and with an outstanding rating from the students’ evaluations.
From the above analysis, it really shows that the human resource management practices in
selected private tertiary educational institutions in Metro Manila differ from one another and as
a result of the computation of the chi-square their differences were determined. The results also
show that every institution, even following the traditional way of motivating and developing
their faculty, seem to be different in the implementation, strategy, tactics, and methods used and
applied.
Table 12 represents the One-way ANOVA analysis on Human resource management
practices in selected private tertiary educational institutions in Metro Manila.
It can be gleaned from the table that the computed F-ratio is greater than the tabulated
F-ratio (probability) reason to accept the null hypothesis which is “there are no significant
differences among the human resource management practices”. And therefore reject the
alternative hypothesis which is “there are differences among the human resource management
57
practices” in selected private tertiary educational institutions in Metro Manila.
Table 12
One-way ANOVA analysis on the Human Resource Management Practices as assessed by
Faculty in Selected Private Tertiary Educational Institutions in Metro Manila
Group
Mean
N
Job information and organization
3.094
5
Acquisition of Human Resource
3.131
5
Maintenance
3.045
5
Faculty Development
3.063
5
Research
2.622
5
Grand Mean
2.991
25
Source
Sum
of D. F.
Mean Square F-ratio
Prob.
Squares
Treatment
0.872
4.00
0.218
0.885
0.4951
Block
7.501
4.00
1.875
7.612
1.238E-03
Error
3.942
16
0.246
Total
12.315
24
The results connote that every institution implements different processes, styles, policies
and strategies in their human resource management practices. However, when it comes to
proper implementation there is no significant difference, meaning there is a unity or oneness on
the assessment of the faculty in selected private tertiary educational institutions in Metro Manila.
58
THE FACULTY PERFORMANCES
The heart and the soul of every educational institution are its faculty members. They are
the ones who serve as the bridge between the clientele and the stock holders of institutions since
they are the ones who create an avenue for the students to learn and share their expertise in the
field they are in and as the profit generator since they are the ones who maintain the contact with
the students and serve as the silent marketers for the organization. If the faculty is not effective
in their teaching, students will never like them and eventually hundred fold be spread to people
not to market the services the organization is offering and if they are the other way, it works
hundred folds as well to market the same services.
Table 13 represents the assessment of the students on the performance of the faculty
according to knowledge of the subject matter.
It can be gleaned from the data that “relates the topic being discussed to concepts
previously learned by students in the same course” ranked number 1 with a mean of the means
value of 3.92, then followed by “explains the subject matter with depth” with a mean of the
means value of 3.77. A mean of the means value of 3.69 is a tie in rank number 3 between
“relates the latest developments in the areas under discussion” and “faculty is able to integrate
topics discussed in the lesson”. “Relates the subject matter to other related topics” ranked
number 4 with a mean of the means value of 3.65 and then followed by rank number 5 and 6
respectively with a mean of the means values of 3.63 and 3.61 for “explains the subject matter
without completely relying on the prescribed reading” and “raises problems and issues relevant
to topic(s) of discussion”.
59
The data simply show that faculty members from the selected private tertiary educational
institutions are well versed when it comes to the subject matter or the lessons they are handling.
Among the components, “relates the topic being discussed to concepts previously learned by the
students in the same course” has a descriptive interpretation of very satisfactory. It means only
one thing, that the faculty is well equipped with the technical know-how of the learning process
and procedure, as well as knowledge of the subject matter.
Table 13
Faculty Performance
According to Knowledge of the Subject Matter
Knowledge of
the Subject
Matter
Relates the
topic being
discussed
Relates the
latest
developments
Relates the
subject matter
to others
Raises
problems and
issues
Is able to
integrate
topics
discussed
Explains the
subject matter
with depth
Explains the
subject matter
A
B
C
D
E
X
Rank Interpretation
4.55
4.40
3.85
2.45
4.35
3.9
2
1
Very
satisfactory
4.55
4.25
3.50
2.40
3.75
3.6
9
3
Very
satisfactory
4.60
4.00
3.35
2.45
3.65
3.6
1
6
Very
satisfactory
4.35
3.95
3.50
2.65
3.80
3.6
5
4
Very
satisfactory
4.40
4.20
3.50
2.60
3.75
3.6
9
3
Very
satisfactory
4.75
4.25
3.75
2.25
3.85
3.7
7
2
Very
satisfactory
4.15
3.75
3.55
2.85
3.85
3.6
3
5
Very
satisfactory
60
Table 14 represents the faculty performance as assessed by the students according to
effectiveness in communication.
The data show that “uses an appropriate language(s) in explaining the lesson” is ranked
number1 with a mean of the means value of 3.76 then followed by “uses appropriate words in
explaining the subject matter” with a mean of the means value of 3.71.
Table 14
Faculty Performance
According to Effectiveness in Communication
Effectiveness in
Communication
Uses
appropriate
words
Uses
appropriate
language(s)
Visual aids as a
medium
X
A
B
C
D
E
4.70
4.45
3.55
2.30
3.55
Ran
k
3.71 2
4.70
4.20
3.80
2.30
3.80
3.76 1
3.70
3.45
3.20
3.15
3.55
3.41 5
Articulate in the 4.25
use of words
3.95
3.40
2.75
3.85
3.64 3
Defines
technical words
4.05
3.05
2.45
3.75
3.54 4
4.40
Interpret-a
tion
Very
satisfactor
y
Very
satisfactor
y
Very
satisfactor
y
Very
satisfactor
y
Very
satisfactor
y
A mean of the means value of 3.64 given to “articulate in the use of words in explaining
the ideas of the subject matter” ranked number 3 followed by “defines technical words in a more
acceptable manner or in a layman’s definition” with a mean of the means value of 3.54. The last
among the components is “visual aids are being used as a medium and as alternative in
61
explaining the subject matter” with a mean of the means value of 3.42.
It shows that faculty is articulate in communication in order to deliver the lesson
effectively and to be understood by the student easily. They also use different languages or
materials in order to send their message to the students effectively. It also shows one thing, that
the learning of the students is dependent on the capability, ability, and articulation of the faculty
to deliver effectively the lessons or subject matter to their students the best way they can,
through and by the use of different medium of instruction.
Table 15
Faculty Performance
According to Classroom Management and Organization
Classroom
A
B
Management
and
Organization
Disciplines the class 3.90 4.20
Begins and ends
class promptly
Incorporates
the
lessons
Commands respect
from the students
Presents the lesson
in an analytical
manner
Explains the syllabus
4.10 4.20
4.40 4.20
4.45 4.30
4.65 4.15
3.95 3.80
C
D
E
X
Rank
Interpret-ati
on
4.25 3.10 3.80 3.8
5
3.65 2.90 3.80 3.7
3
4.20 2.60 3.80 3.8
4
4.15 2.55 3.70 3.8
3
3.75 2.35 3.85 3.7
5
1
Very
satisfactory
Very
satisfactory
Very
satisfactory
Very
satisfactory
Very
satisfactory
3.30 3.05 4.00 3.6
2
6
5
2
3
4
Very
satisfactory
Table 15 represents the assessment of the students on faculty performance according to
classroom management and organization.
The data show that “disciplines the class when necessary” ranked number 1 with a mean
62
of the means value of 3.85 then followed by “incorporates the content of the previous lessons
within the current discussions to ensure continuity” with a mean of the means value of 3.84.
“Commands respect from the students” ranked number 3 with a mean of the means value of
3.83, and followed by a mean of the means value of 3.75 which is “presents the lesson in an
analytical manner”. A mean of the means value of 3.73 for “begins and ends the class promptly”
makes it number 5 and then followed immediately by “explains the syllabus at the beginning of
the term/semester” with a mean of the means value of 3.62
Table 16 represents the assessment of the students on faculty performance according to
effectiveness in teaching.
According to the data, “speaks in a clear and well-modulated voice” ranked number 1
with a mean of the means value of 3.85 immediately followed by “uses words which can be
understood” with a mean of the means value of 3.82. Rank number 3 is with a mean of the means
value of 3.69 which is “supplement textbook materials with other references such as journals,
researches, hand-outs, etc.”, then followed by a tie in rank 4 between “accomplishes the
objectives of the course through the lesson” and “summarizes lessons effectively” with a mean
of the means value of 3.64. The 4th and the 5th ranks with the mean of the means values of 3.63
and 3.60 respectively are “organizes resources and materials for effective instructions” and
“explains lesson clearly and to the point”. The least among the components of effective teaching
is “uses various techniques to make the presentation of the lesson as interesting as possible” with
a mean of the means value of 3.58.
63
Table 16
Faculty Performance
According to Effectiveness in Teaching
Effectiveness in LA
Teaching
Explains
the 4.65
lesson clearly
B
C
D
E
X
Ran
k
6
4.25
3.40
2.35
3.3
5
3.6
0
Accomplishes the 4.70
objectives
4.20
3.40
2.30
3.6
0
3.6
4
4
Organizes
4.30
resources
and
materials
Uses words which 4.70
can be understood
3.95
3.15
2.70
4.0
5
3.6
3
5
4.60
4.10
2.30
3.4
0
3.8
2
2
Speaks in a clear 4.85
and
well
modulated voice
Summarizes
4.40
lessons effectively
4.40
4.25
2.15
3.6
0
3.8
5
1
4.05
3.20
2.60
3.9
5
3.6
4
4
Uses
various 4.40
techniques
4.10
3.10
2.60
3.7
0
3.5
8
7
Supplements
4.55
textbook materials
4.15
3.45
2.45
3.8
5
3.6
9
3
Interpret-a
tion
Very
satisfactor
y
Very
satisfactor
y
Very
satisfactor
y
Very
satisfactor
y
Very
satisfactor
y
Very
satisfactor
y
Very
satisfactor
y
Very
satisfactor
y
The result shows that the most effective tool in effective teaching is the modulation of voice
which is common to all faculty; that one among the qualities of an effective faculty is the quality
of voice in teaching that seems to attract students to listen to their teachers. It also shows that
the least among the components of effective teaching is the use of various techniques to make
the presentation of the lesson as interesting as possible with a mean of the means value of 3.58
because most of the faculty who are in the academe for more than 10 years do not want to learn
64
more in order to make their presentation effective, such as the use of computer, multi-media and
overhead projector to name a few. They do not want to change their traditional way of imparting
knowledge.
Table 17
Faculty Performance
According to Interaction with the Students
Interaction
with
the Students
Shows that he/she
is approachable
Gives feedback to
the students
Shows respect for
the students as
persons
Allows time for
each student to
answer
his/her
question
Challenges
the
students to do their
best
Simplifies difficult
topics
A
B
C
D
E
X
4.25
4.50
4.30
5
4.25
3.5
0
2.1
0
3.3
5
3.48
4.85
2.7
5
2.6
5
2.1
5
3.75
4.35
3.7
5
4.0
0
3.6
0
Ran
k
2
Interpret-ati
on
Very
satisfactory
Very
satisfactory
Very
satisfactory
3.64
4
4.55
4.40
4.2
5
2.4
5
3.6
0
3.85
1
Very
satisfactory
4.45
4.65
3.5
0
2.3
0
3.3
5
3.65
3
Very
satisfactory
4.70
4.35
3.7
5
2.3
0
3.6
5
3.75
2
Very
satisfactory
Table 17 represents the assessment of the students on faculty performance according to
interaction with the students.
It can be gleaned from the data that “allows time for each student to answer his/her
question” ranked number 1 with a mean of the means value of 3.85 and immediately followed by
“shows that he/she is approachable” tied with “simplifies difficult topics” with a mean of the
means value of 3.75. Rank number 3 is “challenges the students to do their best” with a mean of
65
the means value of 3.65 and a mean of the means value of 3.64 followed by “shows respect for
the students as persons”. “Give feedback to the students” is the least among the components
with a mean of the means value of 3.48.
Data show that faculty members are well versed when it comes to establishing rapport
with the students. They know how to win the heart of the students through proper questioning
and answering the questions given to them by the students. This is not possible if they are not
equipped with the techniques as well as experiences to share with their students. And yet one
among the most important components of the interaction with the students, faculty received the
least mean of the means value of 3.48. It seems that faculty members are not fond of giving
feedback to their students about their standing in the class. It is one way for the student to
prepare them for the second time if they were not able to pass the previous examination or even
their class standing or when to double their effort.
Table 18 represents the student assessment of faculty performance in selected private tertiary
educational institutions in Metro Manila.
The data show that among the components of faculty performance, “classroom
management and organization” ranked number 1 with mean of the means value of 3.76 followed
by “knowledge of the subject matter” with a mean of the means value of 3.71. “Interaction with
the students” ranked number 3 with a mean of the means value of 3.69 and then immediately
followed by “effectiveness in teaching” with a mean of the means value of 3.68. The least among
the components is “effectiveness in communication” with a mean of the means value of 3.47.
It can be gleaned from the data that most of the components of the faculty performance
66
received a descriptive interpretation of very satisfactory from the student assessments. But
students are more satisfied with the classroom management and organization. It simply means
that faculty can be trusted being the second parents of the students when they are within the
vicinity of the institutions they belong. They also act as guides when they assumed their
functions and responsibilities to take care of their students. Even though faculty are well versed
with the kind of training in the classroom management and organization, they are yet to know
that effectiveness in communication is one among the most important equipment that they
should always remember. Effective communication, if not well utilized, might lead a person to
the wrong direction.
Table 18
Students’ Assessment of Faculty Performance
Faculty
Performance
Knowledge
of the subject
matter
Effectiveness
in
communicati
on
Classroom
management
and
organization
Effectiveness
in teaching
Interaction
with
the
students
A
B
C
D
E
X
Rank Interpret-ati
on
3.71 2
Very
satisfactory
4.48
4.11
3.57
2.52
3.86
4.35
4.02
3.4
2.59
3.70
3.47 5
Very
satisfactory
4.24
4.14
3.88
2.76
3.77
3.76 1
Very
satisfactory
4.57
4.21
3.51
2.43
3.69
3.68 4
4.53
4.41
3.81
2.43
3.26
3.69 3
Very
satisfactory
Very
satisfactory
67
Table 19
One-way ANOVA Analysis on Faculty Performance
as Assessed by the Students
Group
Mean
N
Knowledge of the subject matter
3.708
5
Effectiveness in communication
3.612
5
Classroom management and organization
3.759
5
Effectiveness in teaching
3.681
5
Interaction with the students
3.686
5
Grand Mean
3.869
25
Source
Sum of Squares
D.F.
Mean
F-ratio
Prob.
Square
Between
0.056
4.00
0.014
Within
11.073
20.00
0.554
Total
11.129
24.00
0.025
0.9986
Table 19 represents the One-way ANOVA analysis on students’ assessment of faculty
performance using SPSS.
It can be gleaned from the table that the computed F-ratio is less than the tabulated
F-ratio, reason to accept the null hypothesis that is “there are no significant differences among
the faculty performance” and reject the alternative hypothesis that is “there are significant
differences among the performance of the faculty” in selected private tertiary educational
68
institutions in Metro Manila.
The data reveal that every institution has its own norms and styles in teaching. It also
shows that individual has their unique way of giving lectures and techniques in teaching. Every
institution follow only one method of giving lectures and learning such as the use of computer,
visual aids, overhead projectors, multimedia or the traditional way of learning through the chalk
and blackboards.
PREDICTORS ON THE FACULTY PERFORMANCE
Stepwise Regression Analysis
Further statistical treatment using the stepwise multiple analysis regression analysis
reveals that some of the independent variables, singly or in combination are strong predictors of
the human resource management practices. The following subsection presents the specific
findings.
Predictors of Knowledge of the Subject Matter
Table 20 shows that only one out of five specific independent variables predict
significantly, the knowledge of the subject matter of the faculty which is the acquisition of
human resource.
A beta value of 0.350 between the acquisition of human resource and the knowledge of
the subject matter of the faculty with a t-value of 3.705 was significant at 0.000 levels.
69
Table 20
Regression of Knowledge of the Subject Matter
on the Independent Variables
Independent Variable
Beta Coefficient
t-value
Significant t
Acquisition of human resource
0.350
0.3705
0.000
Adjusted R square
F (ANOVA)
Significant F
0.114
13.725
0.000
Empirically, this means that faculty members who have undergone the process of hiring
and selection under human resource management program and implementation possessed a
higher degree of knowledge of the subject matter they are handling. Statistically, this finding
leads to a generalization for this particular population of the study that as the acquisition of
human resource increases its level in hiring personnel, the knowledge of the subject matter of the
faculty increases.
The positive effect of the human resource on the subject matter of the faculty in selected
private tertiary educational institutions in Metro Manila can be traced to the “willingness”
attitudes of the individual who have been in the teaching profession for so many years, especially
if there is an acceptable compensation package.
Abaloso (1991), found out in his study that employees, either manager or rank and file,
are well motivated when there is an acceptable working environment as a whole which include,
an acceptable compensation package, physical and mental health and safety of the employees,
employee complaints and grievances mechanism, conducive organizational climate, good
70
communication at all levels and comfortable working conditions and physical facilities.
The adjusted R square indicates that acquisition of human resource accounts for 11.40
percent variations of the knowledge of the subject matter of the faculty.
Predictors of Effectiveness in Communication
Table 21 shows that two out of the five independent variables predict significantly,
singly or in combination, the effectiveness in communication of the faculty in selected private
tertiary educational institutions in Metro Manila. The first variable among others that entered
into the equation with significant influence on effectiveness in communication is the acquisition
of human resource with a beta value of 0.485.
Table 21
Regression of Effectiveness in Communication
on the Independent Variables
Independent Variable
Beta Coefficient
t-value
Significant t
Job information and organization
0.052
0.349
0.728
Acquisition of human resource
0.485
2.584
0.011
Maintenance
0.245
1.259
0.211
Faculty development
-0.539
-2.467
0.015
Research
0.042
0.264
0.792
Adjusted R square
F (ANOVA)
Significant F
0.110
3.456
0.007
71
The positive beta value of 0.485 between the acquisition of human resource and the
effectiveness in communication with a t-value of 2.584 was significant at the 0.011 levels.
Empirically, this means that the more effective the acquisition of human resource of the human
resource management practices is, the more effective the communication is among the faculty.
Findings can be explained by the fact that who was hired through proper procedures was
examined critically. Remember that every individual is subject to competition whether working
in the industry or in the academe.
In the academe, the faculty is also confronted with challenges much like in the industry
that is why in order for the faculty to receive what they want, they must do something like
pursuing a higher education or be an expert in a chosen field and also as part of the requirement
issued by the Commission on Higher Education.
It is for this reason that most educational institutions whether public or private have to
establish their Research and Development units as a source of any innovative techniques
particularly in methods of teaching. Those who teach feel this kind of environment.
Incentives and promotions are always given to those who can gain points in rendering
services or finish any advance course for additional competencies.
Some faculty, full timers in particular, are given chances to study local/abroad to acquire
knowledge and skills in the latest teaching technology such as the use of computers as teaching
aids in the learning process of the students.
For the second step, the faculty’s concern for faculty development has a significant
effect on their effectiveness in communication. The beta coefficient of –0.539 obtained with
–2.467 t-value has probability asserting a low level of statistical significance.
72
This means that increasing the effectiveness of the faculty development decreased the
effectiveness in communication. From the findings of Salas (2000), the negative influence of
faculty development in the effectiveness in communication of the institutions can be traced to
“burnout” feelings of the individuals who have been teaching for many years.
In the study of Salas (2000), in effective management, access to data and information
leads to sound decision-making. Thus, problems are usually identified through analysis of
current trends or based on statistical analysis of data as reported and these can be done after the
programs have been evaluated for the faculty.
Hence, the effectiveness in communication is one among the elements of faculty
performance that needs to be addressed to gain the faculty expertise in this area.
The adjusted R square value indicates that all those variables that entered into the
regression equation account in combination for 11.00 percent of variations of the effectiveness
in communication of the faculty in selected private tertiary educational institutions in Metro
Manila.
Predictors of Effectiveness in Teaching
Table 22 shows that there are three out of five independent variables that contribute
significantly in predicting the effectiveness in teaching of the faculty in selected private tertiary
educational institutions in Metro Manila.
There is a great significance between the effectiveness in teaching and the acquisition of
human resource at 0.024 level for a beta coefficient of 0.431 and a t-value of 2.293
The finding connotes that the acquisition of human resource affects the effectiveness in
teaching of the faculty in selected private tertiary educational institutions in Metro Manila.
73
Table 22
Regression of Effectiveness in Teaching
on the Independent Variables
Independent Variable
Beta Coefficient
t-value
Significant t
Job information and organization
-0.008
-0.055
0.956
Acquisition of human resource
0.431
2.292
0.024
Maintenance
0.389
1.997
0.049
Faculty development
-0.627
-2.863
0.005
Research
0.037
0.231
0.818
Adjusted R square
F (ANOVA)
Significant F
0.108
3.399
0.007
The positive effects indicate empirically that those who have been in the teaching
profession and hired under the procedural activity/process are more effective in teaching than
those who are hired through invitation or by referral.
This finding can be explained by the fact that faculty hired through the process have to
deal with competition. They have to do something for them to become permanent and /or
maintain their status in the institutions. Oftentimes it is also a basis for promotion, either in
position or salary increase, or of other benefits but most of the time; it intends to satisfy the
customers, both students and the administration.
A beta value of 0.389 with a t-value of 1.997 is significant at level 0.049 between
74
effectiveness in teaching and maintenance.
It is evident in the result that effectiveness in teaching of the faculty is also dependent on
the maintenance of the human resource management practices. It also implies that effectiveness
in teaching can be traced from different programs pertaining to maintenance.
This finding implies that those faculty members who experienced and received good
compensation packages and other benefits are more effective in teaching compared to those
who did not receive such.
This can be attributed to the study of Abaloso (1985), that employees will be motivated
to continue working for an organization when there is an acceptable work environment which
include compensation packages.
Faculty development plays significantly on the effectiveness in teaching of the faculty
with a beta value of-0.627 and a t-value of –2.863 at 0.005 levels.
It implies that if the effectiveness of faculty development increases, the effectiveness in
teaching decreases. It is for the reason that after the program had been experienced by faculty,
expectations come in. There might be difficulty in attending the program because of required
output. Some faculty must render services in exchange of the program they will be attending.
Planning for effective teaching of the faculty and of the institutions requires more
creative, fresh and strategic ideas and putting these things to work require techniques and
appropriate tactics. Faculty members who are concerned with this activity have to exercise their
leadership and managerial skills inside the classroom and within the organization.
Yet, faculty development affects the implementation of those ideas because training and
seminars must be given to the faculty in order to obtain skills and abilities to manage effectively
75
their day to day activities but decreases their time to formulate their own. This way, faculty who
are competing with themselves are the one who attend most of the time, trained effectively
through effective communication, and persuade their student to follow them.
The adjusted R square value indicates that all the independent variables account in
combination for 10.80 percent variations of the effectiveness in teaching of the faculty.
Predictors of Interaction with the Students
Table 23 shows that there are two out of five independent variables that predict
significantly the interaction with the students of the faculty in selected private tertiary
educational institutions in Metro Manila.
Faculty is affected by the acquisition of human resource showed by a beta value of 0.465
and a t-value of 2.492.
This finding implies significant at 0.014 level, and yet connotes that faculty are well
screened, which fosters a significant positive result in interacting with the students.
Table 23
Regression of Interaction with the Students
on the Independent Variables
Independent Variable
Beta Coefficient
t-value
Significant t
Job information and organization
0.186
1.257
0.212
Acquisition of human resource
0.465
2.492
0.014
Maintenance
0.214
1.109
0.270
Faculty development
-0.642
-2.950
0.004
Research
0.006
0.035
0.972
76
Adjusted R square
F (ANOVA)
Significant F
0.120
3.702
0.004
Establishing rapport with the students is one among the difficult tasks for an individual
especially to a group of young people. That is why faculty is one among the agents of education
that needs to be trained as modifier or intermediary between and among the student themselves.
This finding simply means that those faculty members who went through the process of
selection and hiring procedures are more effective than those who have not experienced the
same because they underwent several testing to determine their capacity to deal with the
different types of people or specifically the students.
This means that increasing the effectiveness of the faculty development decreases the
effectiveness in communication. From the finding of Salas (2000), the negative influence of
faculty development in the effectiveness in communication of the institutions can be traced to
“burnout” feelings of the individuals who have been teaching for many years.
A negative beta coefficient of 0.624 with t-value of –2.950 is significant at 0.004 levels.
It only implies that a negative beta coefficient negatively affect the faculty in interacting
with the students. It simply means that if faculty members are sent to faculty development, they
are not effective in interacting with the students. The more effective faculty development is the
less effective the faculty is in interacting with the students.
The finding shows that the more faculty development are being conducted, the more
ineffective the faculty members are in interacting with the students. This is so because more of
77
the faculty members today are less tempered when it comes to dealing with different types/kinds
of student personalities. That is why in order to avoid such, faculty members are commonly sent
to different innovative activities/seminars, training and symposium, local or international.
An adjusted R square value connotes that all the independent variables account in
combination for 12.00 percent of the variations in the interaction with students of the faculty in
selected private tertiary educational institutions in Metro Manila.
This study was centered on the testing if there are predictors of faculty performance
from the elements of the human resource management practices that affect their effectiveness
and efficiency in private tertiary educational institutions in Metro Manila. The human resource
management practices under job organization and information, acquisition of human resource,
maintenance, faculty development, and research, were tested using stepwise multiple
regressions with the faculty performance under knowledge of the subject matter, effectiveness in
communication, classroom management and organization, effectiveness in teaching, and
interaction with the students.
This study considered the mean of the means of the items, for table 13 and table 19 as X
and Y values respectively to determine the relationship of the two variables.
It can be gleaned from the foregoing analysis using stepwise multiple regression that
there are certain number of independent variables that can only predict the identified dependent
variables such as knowledge of the subject matter can only be predicted by acquisition of human
resource. The second independent variable which is the effectiveness in communication can only
be predicted by two variables namely the acquisition of human resource and the faculty
development. The third variable at which even a single variable can predict is the classroom
78
management and organization. The fourth dependent variable is the effectiveness in teaching in
which predicted by acquisition of human resource, maintenance and faculty development. And
the last one is the interaction with the students was predicted by two independent variables
namely the acquisition of human resource and the faculty development.
The present findings can be related to studies made by De Jesus and Teodoro (1985)
about the 20 large-scale labor-intensive manufacturing companies in Metro Manila. The results,
however, indicated that no significant relationship existed between work productivity and the
socio-demographic characteristics except age. It was further revealed that from among nine
job-related variables, pay is the only one, which is related significantly to work productivity.
Clearly, pay or remuneration is a motivator among employees, whether rank and file or
managers.
The present findings also put essence to the concept advanced by Jackson and Schuler
(1990), that there is growing recognition that the different types of strategies require different
types of training. Training, a key to human resource practice is critical to the implementation of
several competitive advantages that can increase profit when managed wisely.
The results clearly show that implementation, assessment, and proper practice of human
resource management do not differ in all institutions particularly in Selected Private Tertiary
Educational Institutions in Metro Manila in managing human resource effectively in making
their organization productive.
Therefore, the findings indicate that exclusivity and the number of students with respect
to a faculty are not guarantees of leadership competency in teaching, in particular at selected
private tertiary educational institutions in Metro Manila.
79
This chapter presents the summary of findings, conclusions, and recommendations based
on the data gathered from the respondents of the study.
Business executives have found out that it is often more difficult to solve human
relations problems than technical ones and that personnel management is essentially a human
relations problem-solving job involving the whole gamut of human emotions and experiences.
Somehow, the intricacies of today’s business enterprises and education have evolved
new concepts of leadership, of managers. Widening its scope, it now transcends as entire
organization or industry. Now, management experts refer to human resource management as a
comprehensive approach geared toward meeting those ever-growing needs of the enterprise and
its people.
This research explored the human resource management practices of selected private
tertiary educational institutions and their effects on faculty performance in Metro Manila. The
study purported to find out the differences in the perceptions of the faculty with regard to human
resource management practices particularly in areas such as job organization and information,
acquisition of human resource, maintenance, faculty development, and research; as well as the
perceptions of the students with regard to faculty performance particularly in areas such as
knowledge of the subject matter, effectiveness in communication, classroom management and
organization, effectiveness in teaching, and interaction with the students.
THE FINDINGS
Majority of the faculty obtained the graduate program as shown by the frequency of 58 or 58
percent.
80
Majority of the faculty are between 45-54 years of age as shown by the frequency of 33 or 33
percent. The results indicate that most of the faculty who are in the middle age show more
maturity and responsibility to perform tasks given to them.
Majority of the faculty are married having a frequency of 51 or 51 percent. Data imply that
most of the faculty are married which could be attributed to their age maturity and stable
mindset.
As shown by the frequency of 39 or 39 percent, many of the faculty have rendered teaching
service for almost 5 years. The result implies that the faculty are of the height of their career.
Most of the faculty received salary between 10,000-19,000 pesos as shown by the frequency
of 52 or 52 percent. The results imply that they are quite satisfied with the salary they are
receiving.
As shown by the weighted mean of the means score of 3.094 for job organization and
information, 3.131 for acquisition of human resource, 3.045 for maintenance, 3.063 for faculty
development, and 2.632 for research with a descriptive interpretation of satisfactory, means that
human resource management practices as assessed by the faculty is satisfactory.
The over-all weighted grand mean of the means score of 2.989 suggests that the human
resource management practices in selected private tertiary educational institutions in Metro
Manila is satisfactory.
There is no significant differences as observed among the human resource management
practices in selected private tertiary educational institutions as manifested by the tabulated and
computed f-values using One-way ANOVA analysis under SPSS program.
81
As shown by the weighted mean of the means score of 3.708 for knowledge of the subject
matter, 3.472 for effectiveness in communication, 3.759 for classroom management and
organization, 3.683 for effectiveness in teaching, and 3.686 for interaction with the students,
with a descriptive interpretation of very satisfactory, means that faculty performance as assessed
by the students is very satisfactory
The over-all weighted mean of the means score of 3.662 suggests that the faculty
performance in selected private tertiary educational institutions in Metro Manila are very
satisfactory.
There are no significant differences as observed among the faculty performance as assessed
by the students in selected private tertiary educational institutions in Metro Manila as manifested
by the computed and tabulated f-value using One-way ANOVA analysis.
Predictors of the Subject Matter
Acquisition of human resource with beta coefficient of 0.350 predicts significantly the
knowledge of the subject matter of the faculty. The adjusted R square indicates that 11.40
percent of the variance is knowledge of the subject matter of the faculty.
Predictors of Effectiveness in Communication
Acquisition of human resource with beta coefficient of 0.485 and faculty development
(beta = -0.539), predict significantly the effectiveness in communication of the faculty. The
adjusted R square indicates that these independent variables in combination account for 11.00
percent of the variations in effectiveness in communication of the faculty.
82
Predictors of Classroom Management and Organization
There are no predictors that affect the classroom management and organization of the
faculty in selected private tertiary educational institutions in Metro Manila.
Predictors of Effectiveness in Teaching
The following independent variables predict significantly the effectiveness in teaching of
faculty. These are acquisition of human resource (beta = 0.431, maintenance (beta = 0.389, and
faculty development (beta = -0.627).
The adjusted R square indicates that 10.80 percent of the variance can be attributed to
the faculty in their effectiveness in teaching.
Predictors of Interaction with the Students
Acquisition of human resource and faculty development are the independent variables
that predict significantly the interaction of the faculty with the students. The following are the
beta coefficients that show their significance respectively, 0.465 and -0.642.
The adjusted R square indicates that these independent variables in combination account
for 12.00 percent of the variations in interaction with the students.
83
THE CONCLUSIONS
The faculty in selected private tertiary educational institutions showed a good profile of their
educational attainment, age, civil status, length of service, and salary bracket that further
indicates they are good educators and very much qualified to be called mentors, role models, and
teachers of our youth.
The human resource management practices in selected private tertiary educational
institutions in Metro Manila are performing satisfactorily based on the assessment done by the
faculty.
The faculty performance in selected private tertiary educational institutions in Metro Manila
is very satisfactory as assessed by the student respondents.
There is a significant difference in the practice of human resource management in selected
private tertiary educational institutions in Metro Manila. Hence, it is indeed a fact that every
institution has its own styles, ways, tactics, and strategies in the implementation of human
resource management practices, which are beneficial for the attainment of the organizational
goal.
There are significant differences in the faculty performance in selected private tertiary
educational institutions in Metro Manila. Hence, it is indeed a fact that every individual has
his/her own styles, methods, tactics, and strategies in delivering lessons and services to his/her
students, which are beneficial in the attainment of both individual and organizational goal.
Generally, there is a predictive effect of the human resource management practices on the
faculty performance in selected private tertiary educational institutions in Metro Manila. Hence,
84
it is indeed a fact that faculty performance is dependent on the human resource management
practices of the institutions in order to render effective services to the students.
RECOMMENDATIONS
After a careful review of the findings and analysis of the data, these recommendations
are presented to selected private tertiary educational institutions and to other educational
institution in Metro Manila as well as in other side of the Philippines.
Develop and disseminate available career opportunities in the institutions and align the needs
and abilities of faculty with their career opportunities.
Determine the supply and demand of faculty and plot the training needs of the institutions.
Job satisfaction surveys should be distributed to faculty in order to detect any dissatisfaction
in them and at the same time to serve as foundation for corrective action.
Institutions must review their current policies and strategies in the implementation of human
resource management practices.
The present study actually evaluated the human resource management practices of the
selected private tertiary educational institutions in Metro Manila. It is therefore strongly
recommended that a replication of the present research be conducted using other locale and
period for a more reliable effects of the treatment used.
Other research writers may conduct as research proposal on the correlation between the
faculty performance rating and their socio-economic status.
85
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DR. CATALINO N. MENDOZA “Know-Well” has been in the academe for the last
17 years. An academic consultant, module designer and developer, writer, professor/lecturer
and thesis and dissertation consultant, he has to his credit three doctorate degrees-Doctor of
Management Science, Doctor of Philosophy in Human Resource Management and Doctor of
Business Administration.
Dr. Mendoza as an HR, Management and Effective Communication consultant (both in
government and private companies) was formerly the as the Director for Research and
Development at the GNOSIS Global Knowledge Centre under the Bansec-Kontico Training
Center, a member of the Bansec-Kontico Group of Companies, Coordinator of MBA
(Organizational Development and Hotel and Restaurant Management) programs of the St. Paul
University Manila (St. Paul University System), Head of MBA at Jose Rizal University, College
Dean of ABE and visiting professor/lecturer both in the graduate and undergraduate schools in
the Philippines. He also served as resource speaker, panel discussant and participants in various
seminars in the graduate and undergraduate programs and in the government and private
agencies/companies.
He is also an awardee in the 2009 International Business and Economics Research and
International Teaching and Learning Research Conferences held in Las Vegas, Nevada, USA
last October 5-7, 2009.
He is now working as the Associate Dean cum program head of MBA and PhDBM
programs of the graduate school, professor in the college of business and accountancy, college
of engineering and college of tourism and hospitality management in the University of Batangas,
Philippines.