Organizational Behavior FEU IABF

8/12/2019 Organizational Behavior FEU IABF

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July 16, 2005

Institute of Accounts,Business & Finance atFar Eastern University,Philippines

An Organizational Behavior AnalysisBy: Atty. Christine P. Carpio-Aldeguer


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TABLE OF CONTENTS

Page

I. Chapter I: Introduction 4

II. Chapter II: Company Background.. 6Vision /Mission/ Values . ... 7Vision Statement .. 8Values Statement . 8Organizational Chart . 10

III. Chapter III: Individual Behavior...... 12A) Value System in IABF . 12

Definition of Terms .. 13Findings . 15

B) What Motivates the Personnel of theInstitute of Accounts, Business & Finance . 16Herzberg Two-Factor Theory . 16Maslows Hierarchy of Needs . 17Theory X and Theory Y .. 17McClellands Theory of Needs.. 18Methodology and Definition of Terms .. 19Findings . 22

IV. Chapter IV: Group Behavior. 24Part 1. Foundations of Group Behavior . 24

A) Classifying groups in IABF .. 24B) Group Development using the

FiveStage Model .. 28C) Group Member Resources . 29D) Group Structure ... 30E) Group Decision Making Techniques . 30F) Meetings .... 31

Part II. Understanding Work Teams in IABF . 32Shaping Team Players in IABF 32Other Observations ... 33

Results ... 34

Part III. Communication ... 34

Part IV. Leadership in IABF . 35Leadership style of Danny Cabulay,

Dean of IABF 36


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Page

Part V. Conflict and Negotiation in IABF . 38

V. Chapter V. Organizational Behavior... 40

VI. Chapter VI. Analysis of Findings ... 42A) Individual Behavior . 42

Assessment of the Value System ExistingIn IABF .. 42

Assessment of the different motivatingFactors of personnel at the IABF .. 45

B) Group Behavior ... 47C) Organizational Behavior ... 48

VII. Chapter VII. Suggestions and Recommendations 50

VIII. Chapter VIII. Conclusion. 52

IX. Appendix. . . . . . . . . . . . ... 53Sample Survey Instrument . 53

X. References.. . 55


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Chapter I

INTRODUCTION

This paper deals with the study of the organizational behavior of thepersonnel of the Far Eastern University, Institute of Accounts, Business and

Finance (IABF)

The personnel covered in this study are the Dean, IABF Support Staff,

IABF Academic Managers and faculty members.

One of the most important and broad-based challenges currently facing

organizations is adapting to people who are different. The term we use for

describing this challenge is workforce diversity. Workforce diversity has

important implications for management practice. Managers have to shift their

philosophy from treating everyone alike to recognizing differences and

responding to those differences in ways to ensure employee retention and

greater productivity while, at the same time, not discriminating. This shift

includes providing diversity training and revamping benefits programs to

accommodate the different needs of different employees. Diversity, if positively

managed, can increase creativity and innovation in organizations as well as

improve decision making by providing different perspectives on problems. When

diversity is not managed properly, there is a potential for higher turnover, more

difficult communication, and more interpersonal conflicts.

It is worthy to consider the different individual behaviors existing in IABF

so that the company can improve quality and productivity, help stimulate

innovation and change, and help employees balance work/life conflicts, in the

end goal of improving customer service.

On the other hand, groups offer an excellent vehicle for performing manyof the steps in the decision-making process. They are a source of both breadth

and depth of input for information gathering. If the group is composed of

individuals with diverse backgrounds, the alternatives generated should be more

extensive and the analysis more critical. When the final solution is agreed upon,

there are more people in a group decision to support and implement it. These


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pluses, however, can be more than offset by the time consumed by group

decisions, the internal conflicts they create and pressures they generate toward

community.

Organizational behavior is a relatively recent field of study and application.

Thus, it must be precisely defined: the understanding, prediction, and

management of human behavior in organizations. It is also important to see

how Organizational Behavior relates to other closely related disciplines such as

organization theories, organizational development and personnel resources.

The organizations structure in the Institute of Accounts, Business and

Finance (IABF) of Far Eastern University contributes to explaining and predicting

behavior. In addition to individual and group factors, it is worthy to consider that

the structural relationship in which people work has a bearing on employee

attitudes and behavior.


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Chapter II

COMPANY BACKGROUND

Name of Company: Far Eastern University, Institute of Accounts

Business & FinanceAddress : Nicanor Reyes Street, Morayta, ManilaYears in operation: 77 yearsType of Business: Educational institutionContact person : Prof. Danny A. CabulayContact number : (02) 735-56-38

The Institute of Accounts, Business and Finance is the forerunner of the

Far Eastern University. FEU began with the founding of the Institute of

Accountancy in 1928 by a group of eminent educators led by Dr. Nicanor Reyes,

Sr., then head of the Department of Economics of the University of the

Philippines. With Dr. Reyes were Dr. Francisco Dalupan, Professors Antonio

Aquino, Emmanuel Daymeck and Clemente Uson, all well-known educators from

the U.P Economics Department.

Dr. Reyes was singularly qualified for his pioneering venture. He earned

his Bachelors Degree in Commercial Science from New York University in 1917,

and an M.A. in Business Administration and Ph.D. in Accountancy from Columbia

University. He was the first Filipino to earn such degree.

The Institute of Accountancy was later on expanded to Institute of

Accounts, Business and Finance. The IABF merged with the Far Eastern

College to form Far Eastern University.

The growth of the IABF through the years has been remarkable. Before

the World War II, the Institute was already recognized as the leading school of

business in the country. Many of its alumni had occupied high positions both in

government and in the industry. In addition, it has a long list of CPA board exam

topnotchers.

The IABF had been led by illustrious Deans since 1928. Starting with Dr.

Nicanor Reyes, Sr. he was succeeded by equally illustrious Deans in the names

of Belen Gutierrez, -- the first Filipina CPA board topnotcher, who was hailed in


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the Hall of Fame by the Board of Accountancy of the PRC. Then, the IABF was

heralded by Pascasio Banaria- a CPA topnotcher and a Summa Cum Laude

alumnus of IABF. Succeeding him was Tomas G. Mapa, another CPA board

topnotcher and a Summa Cum Laude alumnus of the Institute. Like his

predecessors, Dr. Mapa was also a PRC Hall of Famer.

A long list of other Deans ran the affairs of the Institute. The list includes

Alberto Cruz, Filoteo Luna, Felino Ampil, Consuelo Ang and Lina H. Datu. These

men and women were either outstanding academicians or CPA topnotchers.

At present, IABF is being spearheaded by Danny A. Cabulay, the

youngest Dean at the Institute, who, like his predecessors, had passion for

excellence and dynamism. Armed with an Ivy League education in Trinity

College Dublin in Ireland, he introduced many reforms to improve the curricula,

faculty and student welfare.

The IABF takes pride of its graduates who have become prominent

entrepreneurs, business leaders and business educators. Henry Sy of SM

Supermalls and Ambassador Alfonso Yuchengco of Rizal Commercial Banking

Corporation (RCBC) have become living icons of IABF, to name a few.

The IABF is one of the largest business schools in the country, with an

enrollment ranging from 9,000 to 11,000 students per year, and a strong faculty

resource, most of whom are practitioners, esteemed professionals,

entrepreneurs and academically qualified business educators.

To date, FEUs IABF has maintained its respectable place among the top

accounting schools in the Philippines. Its students are among the most

decorated in regional and national competitions. These enable FEU to continue

to attract bright students to pursue degrees in Accountancy and Business.

VISION / MISSION / VALUES

Mission Statement:

The Far Eastern University Institute of Accounts, Business and Finance

(FEU-IABF) is committed to the holistic development of human resources


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espousing the values and culture of integrity, excellence and social responsibility

in order to contribute to the intellectual, moral and economic upliftment and

personal, professional and entrepreneurial growth of its students and other

stakeholders.

All of these are emulated to glorify God and to demonstrate responsible

leadership and productive contribution in shaping the destiny of the country and

its economy.

Vision Statement:

The Institute of Accounts, Business and Finance envisions itself to be oneof the preferred business schools in the country with highly competent and

qualified faculty; active local and international network; dynamic academic

managers, disciplined and professional staff; and competitive and creative

students.

Values Statement:

All members of the IABF family uphold the following values deemed

relevant for the times. Anyone who behaves in a manner that does not uphold

these values transgresses the very core of the IABF family. All members should

strive to live these values everyday in order to achieve the short-term and long-

term goals of the Institute.

Quality

Integrity

Competence

Moral uprightness

Teamwork

Discipline


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Social Responsibility

Flexibility

Transparency

Creativity

The institute is composed of the following:

Respondents Number

Dean 1

Academic Managers 15

IABF Support Staff 8

IABF Faculty 91Total Population 115


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Far Eastern University- Institute of Accounts, Business and FinanceOrganizational Chart

INDICATES JURISDICTIONOF THE PROGRAM HEAD

CONCERNED

Dean - IABF

Associate Dean - IABF

ManagerIABF

Business

Program Head -Management

Program HeadMarketing andTourism Management

Program HeadFinance andEconomics

Program CoordinatorBSC-Management

Program CoordinatorAssociate in ComputerSecretarial

Program Head -Accountancy

Program CoordinatorBSC- LegalManagement

Program Coordinator BS-Accountancy

Program CoordinatorBSC-Internal Audit

Program CoordinatorBSC-Marketing

Program CoordinatorBSC-TourismManagement

Program CoordinatorBSC-Finance

Program CoordinatorBSC Economics

IABF SupportGroup


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THE IABF SUPPORT GROUP

IABF Section Head

Office Clerk Office Clerk Office Clerk Office Clerk Office Clerk

Office Aide Office Aide


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Chapter IIIINDIVIDUAL BEHAVIOR

A) THE VALUE SYSTEM IN IABF

Values represent basic convictions that a specific mode of conduct or

end-state of existence is personally or socially preferable to an opposite or

converse mode of conduct or end-state of existence. They contain a judgmental

element in that they carry an individuals idea as to what is right, good, or

desirable. Values have both content and intensity attributes. The content

attribute says that a mode of conduct or end-state of existence is important. The

intensity attribute specifies how important it is. When we rank an individuals

values in terms of their intensity, we obtain a persons value system. All of ushave a hierarchy of values that forms our value system.

Values are important to the study of organizational behavior because they

lay the foundation for the understanding of attitudes and motivation and because

they influence our perception. Values generally influence attitudes and

behavior. One of the functions of attitudes is that it provides people with a basis

for expressing their values.

A total of 82 respondents out of the total population of 115 personnel of

IABF were requested to rank preferences of various instrumental values that

would constitute the persons value system. The resulting percentages are as

follows:

Classification

according to position

Total

Population

No. of

Respondents

Percentage

Dean 1 1 100%

Academic Managers 15 15 100%

IABF Staff 8 8 100%

IABF Faculty 91 58 63%

Total 115 82 71%


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The values chosen for the survey were based on the institutional values of the

Institute, at the same time inherent in an academic business organization in

keeping with the end-goal of customer (student) satisfaction.

The various instrumental values utilized in the survey sheet are defined as

follows:

Integrity / Honesty -- comprises the personal inner sense of

wholeness deriving from honesty and consistent uprightness in

character.

Resourcefulness the quality of being able to cope with a difficult

situation; the ability to deal with unusual problems.

Diligence An earnest and persistent application to an undertaking;

attentive care; careful and hardworking effort.

Team workWork done by a number of associates, usually each doing a

clearly defined portion, but all subordinating personal prominence to the

efficiency of the whole.

Creativitythe quality of being imaginative and inventive.

Moral uprightness -- Of or concerned with the judgment of the goodness

or badness of human action and character; teaching or exhibiting

goodness or correctness and behavior; conforming to standards of what is

right or just in behavior.

Transparencythe state of being easily understood or seen through;

Commitment Dedication or devotion; strong conviction; a usually

irrevocable undertaking or responsibility.

Quality The focus of continuous improvement; the ongoing process of

building and sustaining relationships by assessing, anticipating and

fulfilling stated and implied needs.

Competence --- The state or quality of being adequately or well-qualified;

ability; The quality or condition of being qualified to perform an act.

Discipline aims at the removal of bad habits and substitution of good

ones, especially those of order, regularity and obedience; training to act in


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accordance with established rules; accustoming to systematic and regular

action.

FlexibilityThe quality of readily adapting to circumstances.

Social responsibilitycan be viewed as a part of the social contract that

is the responsibility of an individual that he is contributing to society at

large, or on a smaller scale.

IndependenceFreedom from control or influence of another or others.

The sample of the survey questions is hereto presented:

The following are attributes and values that are inherent in an individual:

NVI VI

1 2 3 4 5 RANK

Resourcefulness

Cost savingsIntegrity /honesty

Diligence

Team work

Creativity

Moraluprightness

Transparency

Commitment

Quality

CompetenceDiscipline

Flexibility

Socialresponsibility

Independence

How important arethese?

VI = Very ImportantNVI = Not Very

Im ortant

Rank the following basedon your preference with15 as the MOST

IMPORTANT and1 as the LEAST

IMPORTANT


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The proponent came up with a total of fifteen (15) individual behaviors,

considering the age, gender and position of each of the respondents. Consider

the findings as stated below:

Value ranking of the Dean, Academic Managers, IABF Staff and Faculty (Topthree only)

Dean AcademicManagers

IABF Staff Faculty

1. Integrity /honesty




2. Quality 2. Commitment 2. Moraluprightness

2. Moraluprightness

3. Creativity 3. MoralUprightness

3. Team work 3. Commitment

Value ranking of the personnel in IABF, by gender (top three only):

Female: Male:

1. Integrity 1. Integrity

2. Moral uprightness 2. Moral uprightness

3. Commitment 3. Commitment

Value ranking of the personnel in IABF, by age (top three only):

2135 36-50 51-65

1. Integrity 1. Integrity 1. Integrity2. Moral uprightness 2. Moral uprightness 2. Moral uprightness

3. Competence 3. Commitment 3. Commitment

Value ranking of the male personnel in IABF, by age (top three only):

2135 36-50 51-65

1. Integrity/honesty 1. Integrity/honesty 1. Moral uprightness

2. Competence 2. Moral uprightness 2. Integrity / honesty

3. Commitment 3. Commitment 3. Team work

Value ranking of the female personnel in IABF, by age (top three only):

2135 36-50 51-65

1. Integrity / honesty 1. Integrity/ honesty 1. Integrity/ honesty

2. Moral uprightness 2. Moral uprightness 2. Commitment

3. Commitment 3. Commitment 3. Moral uprightness


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B) WHAT MOTIVATES THE

PERSONNEL OF FAR EASTERNUNIVERSITY, INSTITUTE OFACCOUNTS, BUSINESS & FINANCE

Motivation is defined as the process that accounts for an individuals

intensity, direction and persistence of effort towards attaining a goal. The three

key elements in our definition are intensity, direction and persistence. Intensity is

concerned with how hard a person tries. This is the element most of us focus on

when we talk about motivation. However, high intensity is unlikely to lead tofavorable job performance outcomes unless the effort is channeled in a direction

that benefits the organization. Therefore, we have to consider the quality of

effort as well as its intensity. Effort that is directed toward, and consistent with,

the organizations goals is the kind of effort that we should be seeking. Finally,

motivation has apersistence dimension. This is a measure of how long a person

can maintain their effort.

Before analyzing and assessing the motivators emanating from the

personnel of the Far Eastern University, Institute of Accounts, Business and

Finance (IABF) it is worth reviewing the following theories that were utilized by

the proponent in coming up with her assessments.

Herzbergs Two Factor Theory. This simply means that intrinsic or job

content factors (such as achievement, recognition of achievement, sense of

responsibility, possibility of growth and work itself) are related to job satisfaction,

while extrinsic or job context factors (such as pay, amenities, fringe benefits,

work conditions and relationship with peers) are associated with dissatisfaction.

Removing dissatisfying characteristics from a job does not necessarily make the

job satisfying. Therefore, managers who seek to eliminate factors that can

create job dissatisfaction may bring about peace but not necessarily motivation.

When the extrinsic factors are adequate, people will not be dissatisfied; neither


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will they be satisfied. If we want to motivate people on their jobs, Herzberg

suggested that managers emphasize on factors associated with the work itself or

outcomes directly derived from it, such as promotional opportunities,

opportunities for personal growth, recognition, responsibility and achievement.

These are the characteristics that people find intrinsically rewarding.

Hierarchy of Needs Theory . The most well-known theory of motivation

is Abraham Maslows hierarchy of needs. He hypothesized that within every

human being there exists a hierarchy of five needs. These needs are:

1. Physiological: Includes hunger, thirst, shelter, sex and other bodily

needs;

2. Safety: Includes security and protection from physical and emotional

harm;

3. Social: Includes affection, belongingness, acceptance and friendship

4. Esteem: Includes internal esteem factors such as self-respect,

autonomy and achievement; and external esteem factors such as

status, recognition and attention.

5. Self-actualization: The drive to become what one is capable of

becoming; includes growth, achieving ones potential, and self-

fulfillment.

As each of these needs becomes substantially satisfied, the next need in

the hierarchy becomes dominant. From the standpoint of motivation, the theory

would say that although no need is ever fully gratified, a substantially satisfied

need no longer motivates. So if you want to motivate someone, according to

Maslow, you need to understand what level of the hierarchy that person is

currently on and focus on satisfying the needs at or above that level. Maslow

separated the five needs into higher and lower orders. Physiological and safety

needs were described as lower order, and social, esteem and self-actualization

as higher order needs.

Theory X and Theory Y. Douglas McGregor proposed two distinct views

of human beings: one basically negative, labeled Theory X, and the other

basically positive, labeled Theory Y. Accordingly, the nature of human beings


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is based on a certain grouping of assumptions and that he or she tends to mold

his or her behavior toward employees according to these assumptions.

Under the Theory X, the four assumptions held by managers are:

1. Employees inherently dislike work and whenever possible, will attempt

to avoid it;

2. Since employees dislike work, they must be coerced, controlled or

threatened with punishment to achieve goals

3. Employees will avoid responsibilities and seek formal direction

whenever possible

4. Most workers place security above all other factors associated with

work and will display little ambition.

In contrast to these negative views about the nature of human beings,

McGregor listed the four positive assumptions that he called Theory Y:

1. Employees can view work as being as natural as rest or play

2. People will exercise self-direction and self-control if they are committed

to the objectives

3. The average person can learn to accept, even seek, responsibility.

4. The ability to make innovative decisions is widely dispersed throughout

the population and is not necessarily the sole province of those in

management positions.

McGregor himself held to the belief that Theory Y assumptions were more

valid than Theory X. Therefore, he proposed such ideas as participative

decision-making, responsible and challenging jobs, and good group relations as

approaches that would maximize an employees job motivation.

McClellands Theory of Needs. The theory focuses on three needs:

achievement, power and affiliation. They are defined as follows:

Need for achievement: The drive to excel, to achieve in relation

to a set of standards, to strive to succeed

Need for power: The need to make others behave in a way that

they would not behave otherwise.


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Need for affiliation. The desire for friendly and close interpersonal

relationships.

Methodology. A total of 82 respondents out of the total population of 115

personnel of IABF were requested to rank preferences of various factors of

motivations. The factors chosen for the survey were based on Herzbergs two-

factor theory. The Two-Factor theory was utilized because it draws attention to

the importance of job content factors in work motivation, which previously had

been neglected and often totally overlooked. The resulting percentages are as

follows:

Classification

according to position

Total

Population

No. of

Respondents

Percentage

Dean 1 1 100%

Academic Managers 15 15 100%

IABF Staff 8 8 100%

IABF Faculty 91 58 63%

Total 115 82 71%

The intensity attribute specifies how important the motivation factor is tothe respondent by asking him/her to rank the various motivation factors as

specified in the survey sheet.

The motivation factors utilized in the survey sheet are defined and further

explained as follows:

Pay The amount of financial remuneration that is received and

the degree to which this is viewed as equitable vis--vis that of

others in the organization. According to Michael Beer,1 Weak

leaders try to use money as a motivator. Managers tend to use

money as a crutch. After all, it is far easier to design an incentive

system that will do managements work than it is to articulate a

1-- Harvard professor of business administration, researcher and author of papers and books on

organization change.


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direction persuasively, develop agreement about goals and

problems, and confront difficulties when they arise. Decades of

research and dozens of studies show again and again that while

money can be a de-motivator, it is rarely a good motivator. Money

always shows up as fourth or fifth on any list of motivational factors.

In an article published at PersonnelToday.com2, only one in five of

the UK workforce is motivated by financial reward at work.

Amenity Anything that makes life more comfortable and

pleasant; a valued public facility;

Fringe benefits Benefits which employees or directors receive

from their employment but which are not included in their salary

cheque or wages. On the tax return form, they are called benefits

in kind. In one study3, fringe benefits have gone from rewards to

rights. People are spending less time working expecting more

security and money. Fringe benefits do not motivate.

Human relations The degree to which fellow workers are

technically proficient and socially supportive. It precludes overt and

covert exclusionary behavior which limits access to school activities

and curricula based upon race, gender, religion, age, nationalorigin, disability, sexual orientation or socio economic background.

In a study published by PersonnelToday.com4, less than one in 10

are motivated to go to work to socialize with other people.

Work conditionsSpecifically referring to the physical facilities of

a company.

Achievement A great heroic deed; something accomplished by

valor, boldness or praiseworthy exertion.

Recognition It is defined as attention or favorable notice. It is

the act of showing appreciation, usually publicly. It is most often

2- AMBITION MOTIVATES STAFF MORE THAN MONEY.

3-- Herzberg 2003. One more time: How do your motivate employees?. HARVARD BUSINESS

REVIEW.4-- AMBITION MOTIVATES STAFF MORE THAN MONEY. June 9, 2004.


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given in the presence of ones peers in the form of either sincere

words of appreciation or some kind of award. Recognition has the

power to both motivate and inspire people, and not just the

receivers of the recognition. Leaders who give recognition are

more respected and admired by those whom they lead. As Gerard

Eakdale simply stated, recognition is the greatest motivator.

Work Itself The extent to which the job provides the individual

with interesting tasks, opportunities for learning, and the chance to

accept responsibility. According Dr. John White, retired assistant

chief of the Pulaski, Tennessee, Police Department,5 viewing the

work itself as a motivational device usually has depended on

internal motives (intrinsic rewards) concerning the type of work

employees engage in and their personal beliefs about the work they

perform. By tapping into the meaning that these workers derive

from the work and using it as a tool to encourage the workers, the

author believes this can lead to greater levels of motivation and

productivity.

Sense of responsibility A sense of duty; stewardship; loyalty.

The Manpower recruitment companys study of 1,500 British stafffound four out of 10 adults are motivated by gaining a sense of

responsibility.6

Possibility of growth --The chances for advancement in the

organization. In a research conducted by Manpower,7 ambition

and career advancement motivates staff more than money.

The sample of the survey questions is hereto presented:

5- published in FBI Law Enforcement Bulletin, February 2001.

6-- published at PersonnelToday.com, June 9, 2004.

7-- published at PersonnelToday.com, June 9, 2004.


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Please rank the following based on your preference with 10 asthe MOST IMPORTANT and 1 as the LEAST IMPORTANT:

Rank____ 1) Pay

____ 2) Physical/Work Condition____ 3) Amenities____ 4) Fringe benefits____ 5) Human Relations / relations with peers____ 6) Achievement____ 7) Recognition of Achievement____ 8) Work itself____ 9) Sense of responsibility____ 10) Advancement and possibility of growth

The proponent came up with a total of fifteen (15) individual behaviors,

considering the age, gender and position of each of the respondents. Considerthe findings as stated below:

Motivation Factor Ranking of the Dean, Academic Managers,IABF Support Staff and Faculty: (Top three only)

Dean AcademicManagers

IABF Staff Faculty

1. Recognition ofachievement

1. Advancement /possibility of

growth

1. Pay 1. Work itself

2. Work Itself 2. Work itself 2. Advancement /Possibility ofgrowth

2. Advancement /Possibility ofgrowth

3. Sense ofresponsibility




Motivation Factor ranking of the personnel in IABF, by gender (topthree only):

Female: Male:1. Advancement / Possibility of growth 1. Sense of responsibility

2. Work Itself 2. Advancement / Possibility of growth



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Motivation Factor ranking of the personnel in IABF, by age (topthree only):

2135 36-50 51-65

1. Advancement /Possibility of growth


2. Sense of responsibility 2. Work Itself 2. Advancement /Possibility of growth

3. Work itself 3. Human relations/relations with peers

3. Sense of responsibility

Motivation Factor ranking of the male personnel in IABF, byage (top three only):

2135 36-50 51-65

1. Sense of responsibility 1. Work Itself 1. Work itself

2. Advancement /

Possibility of growth

2. Advancement/

Possibility of Growth

2. Pay

3. Human relations/relations with peers

3. Pay 3. Sense of responsibility

4. Fringe benefits

Motivation Factor ranking of the female personnel in IABF, byage (top three only):

2135 36-50 51-65

1. Advancement /Possibility of growth

1. Pay 1. Advancement /Possibility of growth

2. Work itself 2. Human relations /relations with peers

2. Work itself

3. Sense of responsibility 3. Working conditions 3. Sense of responsibility


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Chapter IVGROUP BEHAVIOR

PART I. FOUNDATIONS OF GROUP BEHAVIOR

A) CLASSIFYING GROUPS IN IABF

A group is defined as two or more individuals, interacting and

interdependent, who have come together to achieve particular objectives.

Groups can be either formal or informal groups. By formal groups, we mean

those defined by the organizations structure, with designated work assignment

establishing tasks. In formal groups, the behaviors that one should engage in

are stipulated by and directed toward organizational goals. On the other hand,

informal groups are alliances that are neither formally structured nor

organizationally determined. These groups are natural formations in the work

environment that appear in response to the need for social contract.

In the Institute of Accounts, Business and Finance (IABF), the proponent

observed that the different formal groups are identified as follows:

1) Command Group. This is composed of the individuals who reportdirectly to a given manager. The organizational chart of IABF is a classic

example of a command group.

2) Task Groups. These groups represent those working together to

complete a job task. Committees are found in all types of organizations.

Although there are more frequent at top management levels, there is usually

some type of formal committee on every level of the organization. Committees

perform many different functions. They may act in a service, advisory,

coordinating, informational, or financial decision-making capacity.

In IABF, Committees are formed to assist in achieving the goals and

objectives of the Institute. The various committees report directly to the Dean of

the Institute of Accounts, Business and Finance.


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Scholarship and Financial AssistanceTo provide financial assistance to

deserving faculty and students in their pursuit of academic excellence.

Library and Textbook To develop a comprehensive collection of books

and instructional materials either through internal or external sources.

Student Consultation and Discipline To encourage students and faculty

in achieving a pleasant and conducive learning atmosphere in the institute.

Placement and Apprenticeship To ensure a high placement of IABF

Graduates through aggressive mechanisms.

Articulation and Business Network To ensure a high turnout of quality

enrollees at IABF and to maximize network of the institute in various projects

and programs.

Social involvement and Community Outreach To inculcate social

responsibility among faculty and students of the Institute.

Business Lecture Series To provide healthy academic atmosphere for

both students and faculty to discuss timely and relevant issues concerning the

program, the institution, the community and the country.

Student RecordsTo ensure integrity of student academic records of IABF.

Institute Publications To provide a venue for faculty research outputs,

business ideas and critiques.

Christmas To ensure a pleasant celebration and instilling in the hearts of

the IABF Family the true meaning of Christmas.

Commencement Exercises To organize the participation of IABF in the

commencement exercise.

Quality Assurance and AccreditationTo ensure that preparations for the

Level III Accreditation of IABF Programs are in order.

Council of PeersTo ensure the integrity of the petition process. Business Day To provide a festive and meaningful set of activities during

the Business Day of IABF (October 7, 2005)

Panel of Evaluators To ensure the integrity and academic rigor in the

evaluation of business projects of students enrolled in the Development of an


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Enterprise subject and other subjects where project evaluation is applied in

lieu of a departmental examination.

Student Performance Assessment To ensure integrity in all major /

periodic examinations in the Institute.

Awards and Recognition To recognize outstanding achievement of

various members of the IABF Family.

ElectionTo ensure clean and peaceful elections in the Institute.

Business Ethics Film Festival To inject values in the curriculum through

film education

Physical Plant To ensure the maintenance of all physical facilities of the

Institute

Asian Educational MissionTo provide, as interesting as possible, foreign

trips that have academic, industry and tourism components.

Campus MinistryTo encourage IABF faculty, staff and students to engage

in spiritual renewal activities.

FEU Anniversary To ensure a memorable contribution to the annual

celebration of the Founding Anniversary of FEU

Media Relations and Publicity To monitor visibility of the Institute in the

press and media.

Alumni Affairs To ensure good relations with the FEU Alumni Foundation

and the IABF Alumni Foundation.

Council of CoachesTo ensure high probability of winning in national and

international competitions.

Council of AuditorsTo ensure integrity in the financial management of all

student organizations and other organizations within the Institute where the

IABF Dean deems appropriate and necessary.3) Coalitions. The IABF Faculty Club is an example of a coalition which is

deliberately constructed for a specific purpose. The IABF Faculty Club is a

formally structured association of faculty members of Far Eastern University

Institute of Accounts, Business and Finance. The Club was formed with the

following purposes:


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To promote understanding, fellowship, mutual assistance and

cooperation among all the faculty members of the Institute of

Accounts, Business and Finance of Far Eastern University;

To protect the interest and welfare of the Club and its members;

To encourage and promote professional growth through research

grants, scholarships and training and development concerning the

respective fields of endeavors of its members; and

To encourage and promote professional relationship, decorum and

ethics among its members.8

B) GROUP DEVELOPMENT USING THE FIVE-STAGE MODEL

The five stage development model characterizes groups as proceeding

through five distinct stages: forming, storming, norming, performing and

adjourning.

The forming stage is characterized by a great deal of uncertainty about the

groups purpose, structure and leadership. Members are testing the waters to

determine what types of behavior are acceptable. This stage is complete when

members have begun to think of themselves as part of the group.

The storming stage is one of intragroup conflict. Members accept the

existence of the group, but there is resistance to the constraints that the group

imposes on individuality.

The norming stage is one in which close relationships develop and the

group demonstrates cohesiveness. There is now a strong sense of group

identity and camaraderie. This stage is complete when the group structure

solidifies and the group has assimilate a common set of expectations of what

defines correct member behavior.

The performing stage is fully functional and accepted. Group energy has

moved from getting to know and understand each other to performing the task at

hand.

8- IABF Faculty Club Constitution and By-laws, Appendix F.


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In the adjourning stage, the group prepares for its disbandment. High task

performance is no longer the groups top priority. Instead, attention is directed

toward wrapping up activities. Responses of group members vary in this stage.

Some are upbeat, basking in the groups accomplishments. Others may be

depressed over the loss of camaraderie and friendships gained during the work

groups life.

Group development in IABF is speedy because there are written rules,

task definitions, information and resources needed for the group to perform.

Samples of list of duties of the Academic Managers, IABF Staff, IABF

Committees and Officers of the IABF Faculty Club are presented in this

Research as Appendix Fand G. The group development will start from the

forming stage just for the purpose of planning the execution of the assigned

tasks. The storming stage seldom happens because the task definitions and

information given to the different groups are already clear. It is observed that the

different groups will always devote a long time at the norming and performing

stages of group development.

C) GROUP MEMBER RESOURCES

A groups potential level of performance is, to a large extent, dependenton the resources that its members individually bring to the group. It is quite

interesting to look into the following general resources that have received the

greatest amount of attention in IABF:

1. Knowledge, skills and abilities

2. Personality characteristics

Three managers in IABF were interviewed in order to determine the

resources existing in IABF. For purposes of confidentiality, we will name the

interviewees as Manager A, Manager B and Manager C.

Faculty members are described as good in terms of credentials and

experience. Academic Managers are described as dedicated, committed and

supportive to the Dean of IABF. Manager A even describes the academic

managers as generally customer-oriented and empowered.


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The IABF Staff are well trained and possess the necessary office skills.

Only a few in the IABF staff have initiative and dedication because they have

pressing personal problems affecting their performance at work. However, the

staff are driven to achieve higher goals at the expense of current performance

expectations.

It is quite interesting to note that with regard to the academic managers,

politics continue to play a significant role especially during performance

assessment period and renewal of appointments. As far as the faculty

members are concerned, there are some faculty who continue to harbor

dissatisfaction resulting from lack of coordination at top management level,

particularly on matters related to benefits. There is, at times, a dichotomy on

what the dean wants and what top management wants for the welfare of the

faculty. However, the image of the IABF faculty to top management has

improved considering the many innovations initiated by the incumbent dean.

D) GROUP STRUCTURE

In every work group in IABF, there is a formal leader. In IABF, he or she

is typically identified as the Dean, Associate Dean, Academic Manager, IABF

Section Head, Committee Chair or President of the Faculty Club. This leadercan play an important part in the groups success.

In IABF, roles and role expectations are provided through formal

appointments with a list of duties and responsibilities. Role conflicts also arise

as when some academic managers (such as the Program Heads, Associate

Dean and Program Coordinators) are also appointed Committee Chairpersons or

elected officers of the IABF Faculty Club.

E) GROUP DECISION-MAKING TECHNIQUES

The most common form of group decision making takes place in

interacting groups. In these groups, members meet face-to-face and rely on

both verbal and nonverbal interaction to communicate with each other. The


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nominal group technique and brainstorming are the most common decision-

making techniques in IABF.

Brainstorming is an idea-generation process that specifically encourages

any and all alternatives, while withholding any criticism of those alternatives.

Brainstorming, however, is merely a process of generating ideas. This takes

place during Academic Managers meetings when the IABF Dean will present a

problem that needs an idea-generation process from the different academic

managers.

The nominal group technique is a group decision-making method in which

individual members meet face-to-face to pool their judgments in a systematic but

independent fashion. The following is an example of a nominal group technique

as far as the appointment of IABF Program Coordinators is concerned, to wit:

The IABF Dean, Associate Dean and Program Heads meet as a group to

discuss the criteria and percentage for the choice of an IABF Program

Coordinator. Each one presents his/her idea to the group. Each one takes

his or her turn, presenting a single idea until all ideas have been presented

and recorded. No discussion takes place until all ideas have been

recorded.

The group now discusses the qualified nominees for the position of programcoordinator for clarity and evaluates each one of them.

Each group ranks the qualified nominees. The nominee ranking the highest

based on the criteria set forth by the group determines the final decision.

F) MEETINGS

In IABF, regular meetings are important in the performance of group tasks.

In meetings, members will give their ideas or even raise concerns to thresh out

issues of their respective departments. Notice of the meeting is given with the

corresponding agenda. There is a designated keeper of the scroll who will be in

charge of writing and distributing the minutes of the meeting to members of the

group. Members who are absent during meetings are also furnished copies of


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the minutes so that they will not be cut off from any information regarding the

groups activities.

A sample of the notice of meeting and minutes are attached in this

Research Paper as Appendix H.

PART II. UNDERSTANDING WORK TEAMS

IN IABF

A work team is a group whose individual efforts result in a performance

that is greater than the sum of the individual inputs. There is no shortage ofefforts at trying to identify factors related to team effectiveness in IABF.

However, the three interviewees (Manager A, Manager B and Manager C) were

able to deduce characteristics of an effective team leader in IABF. Some of

these characteristics are as follows:

Resilience

Integrity

Creativity

Courage

Intelligence

Committed and responsible

Passion for work

Objectivity

Unconditional love and concern for IABF

Academically enhanced

Visionary

Openness to criticism

Shaping team players in IABF. It has been the vision of the dean of

IABF:


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To be an outstanding business school producing competent and principles

graduates who will be sought after in industry, government and

professional organizations.

The faculty of the IABF will be cleansed and become devoid of corrupt

practices and evil intentions. They will always put the welfare of the

students above anything else without compromising important values.9

The strategies implemented by the Dean of IABF were simple. But

according to the dean, The vision per se is not yet fulfilled. The following are

the strategies of the dean in order to shape team players in IABF:

Proactive student-empowered faculty recruitment process

Total quality management

Transparency in all operational processes

Open communications

Zero-based budgeting

Innovation in academic outputs

Student leader empowerment.

Other observations. The proponent has come up with the following

observations that are instrumental in shaping team players in IABF:

Recruitment of top caliber faculty members composed of honor graduates,

topnotchers, CPA reviewers, book authors, senior managers, auditors from

top auditing firms, deans and accountancy chairpersons, directors from

government agencies, bank vice presidents, etc.

Continuous support by top management in terms of recognition to faculty

members, academic managers and staff (i.e. Teaching Excellence Award,

IABF Deans Award, Perfect Attendance Award, Service Award, etc.) Academic Managers, Faculty members and staff are encouraged by top

management to undertake in-house and off-campus training courses.

9-- Interview with Dean Danny Cabulay dated September 17, 2005.


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Faculty members and Staff are encouraged by top management to join

professional and socio-civic organizations, as well as undertake research,

short courses and advanced studies.

Results. The quality of instruction has definitely improved with the

number of faculty garnering 4.30 (Above Average) scores or better in the

semestral faculty evaluation.10

As per interview with Manager A, the quality of faculty members has

improved in terms of academic credentials and teaching performance. Although

there are still some factions within the Institute that dwell heavily on

organizational politics rather than meritocracy, mediocrity is slowly eradicated.

Topnotch educational materials are sourced and updated every year and

teaching modules are produced already by faculty members. Administrators and

faculty are now officers and active members in various professional

organizations. Local and international linkages are manifested by Memoranda of

Agreement and collaborative activities.

PART III. COMMUNICATION

Communication serves four major functions within a group or organization:

control, motivation, emotional expression and information.

Communication acts to control member behavior in several ways. In

IABF, It is observed that there are no formal guidelines or rules of procedure in

terms of counseling and mentoring, except that there are criteria set forth by top

management in evaluating academic managers, faculty and staff.

Communication fosters motivationby clarifying to employees what is to be

done, how well they are doing, and what can be done to improve performance.

In IABF, it is one of the duties of Academic Managers and the IABF Section Head

to foster motivation through effective counseling and mentoring. In addition,

meetings are regularly undertaken by the different groups in order to clarify what

10-- Please refer to the Executive Summary of the IABF Deans Annual Report SY 2003 -2004.


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should be done in assigned tasks. Minutes of meetings are released to further

bind members on what has been agreed upon during such meetings.

Communication provides a release for the emotional expression of

feelings and for fulfillment of social needs. There are no barriers in terms of

releasing emotional expression of feelings in IABF since the Dean encourages

open door policy of communication to all faculty members, academic managers

and staff. This way, the Dean knows fully well all the personality and

characteristics of personnel at IABF.

Lastly, communication provides the information that individuals and

groups need to make decisions by transmitting the data to identify and evaluate

alternative choices. Line of communication in IABF in providing information is

formally structured. Dissemination of written information is done through

personal service and postings in bulletin boards. Text messaging is also

becoming a useful medium for purposes of informing concerned personnel on

emergency meetings and updated news.

However, as per interview with Manager A, the power of grapevine has

continuously hounded the institute because there are small groups of

malcontents who do not care about the welfare of students and other faculty, but

their own self-interest. Some of these are senior faculty, and, to some extent,

faculty with low performance evaluation ratings.

PART IV. LEADERSHIP IN IABF

Visionary leadership is the ability to create and articulate a realistic,

credible, attractive vision of the future for an organization or organizational unit

that grows out of and improves upon the present.

Visionary leadership is what is predominant in IABF. A strategic planning

workshop is regularly done in IABF in order to address current situations and

identify the Institutes vision. Once the vision is identified, the leaders appear to

have three qualities that are related to effectiveness in their visionary roles.


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First is the ability to explain the vision to others. The leaders in IABF

make the vision clear to their constituents in terms of required actions and aims

through clear oral and written communication.

Second is the ability to express the vision not just verbally but through the

leaders behavior. It is observed that in IABF, the dean behaves in ways that

continually convey and reinforce the vision.

Third is the ability to extend the vision to different leadership contexts.

This is the ability to sequence activities so the vision can be applied in a variety

of situation. In IABF, meetings are regularly conducted and output regularly

monitored so that the vision can easily materialize.

Leadership style of Danny Cabulay, the Dean of IABF:

On the basis of the proponents observations, Dean Cabulay uses the

following principles11in governing the Institute:

1. THE LAW OF THE LIDLeadership ability determines a Persons Level

of Effectiveness. This principle will hold true based on the current

situation of IABF. According the Manager B, there has been a lot of

improvement when Dean Cabulay took over the deanship in terms of: a)

tremendous improvement in the CPA passing rate; b) More faculty and

student activities; c) Active participation in local and international

competitions; d) Improvement of facilities like installation of AVR

equipment for faculty and student use; e) Networking with various

schools, local and foreign; and f) Providing opportunity for faculty to

finish their masteral / doctoral degrees.

2. THE LAW OF PROCESS Leadership develops daily, not in a day.

Resilience and courage is what makes the Dean Cabulay a good leader.

According to Manager A, IABF was like a field with a flock of sheep and in

their midst were some wolves before the incumbent Dean of IABF took

over. The Dean of IABF would try to ward off the wolves that purposely

prey on the sheep. For the past six years, it was observed by the

11-- 21 Irrefutable Laws of Leadership, by John Maxwell.


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proponent that the institute was rocked with many issues such as (a) the

BS Accountancy Crisis in 2001, (b) cleansing process within the faculty

ranks, and (c) preserving the integrity of academic processes. Despite

these major issues, Dean Cabulay was able to put everything into place.

Patience and faith in God were values which gave the Dean enough

strength to ward off the wolves in IABF.

3. THE LAW OF NAVIGATION.Anyone can steer the Ship, but it takes a

leader to chart the course. Like a basketball game, Dean Cabulay would

always see more than others see, who sees farther than others see, and

who sees before others do. The Dean of IABF examines the conditions

before making decisions. He also makes sure his conclusions represent

both faith and fact.

4. THE LAW OF SOLID GROUNDTrust is the foundation of leadership.

Dean Cabulay epitomizes the character of integrity and moral uprightness

to the IABF Community. Character communicates strongly. The

character of Dean Cabulay communicates with consistency. In this case,

character makes trust possible. And trust makes leadership possible.

That is where Dean Cabulay develops the law of solid ground.

5. THE LAW OF RESPECTPeople naturally follow leaders stronger than

themselves. Character communicates respect. Dean Cabulay earns his

respect by making sound decisions and putting what is best for the

students, faculty and the organization ahead of his personal agendas.

6. THE LAW OF INTUITION Leaders evaluate everything with a

Leadership Bias. Creativity is one of the greatest assets of Dean

Cabulay. To him, leadership is more art than science. Whenever he

finds himself facing a problem, he does not fold up but automatically

measures it, and begin solving it using intuition.

7. THE LAW OF SACRIFICE Leaders must give up to go up Dean

Cabulay usually works from 9:00 am until 11:00 pm at his Office. He even

works at the IABF Deans Office on Sundays. For Dean Cabulay, he has


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made a lot of sacrifices for IABF, including sacrificing his social life. Truly,

this man uses the law of sacrifice.

8. THE LAW OF LEGACY. A leaders lasting value is measured by

Succession. Dean Cabulays dream is to place IABF into Level III

PACUCOA Accreditation. Gearing towards Level III Accreditation is the

reason why Dean Cabulay continues to strive harder for IABF. This is the

legacy which he has always dreamed of accomplishing. The law of legacy

lives in the veins of Dean Cabulay.

PART V. CONFLICT AND NEGOTIATION IN IABF

Conflict is a process that begins when one party perceives that another

party has negatively affected, or is about to negatively affect, something that the

first party cares about. Under the traditional view, all conflict is harmful and must

be avoided. Under the human relations view, conflict is a natural and inevitable

outcome in any group.

According to Managers A, B, and C, conflict in IABF is natural and

inevitable, following the human relations view of conflict. However, with the

support and cooperation that everyone is extending, any conflict can be easily

resolved. It is given that much of the faculty in IABF have pride in their self

worth. That is why many of the faculty in IABF are not receptive to criticisms, no

mater how constructive they are. However, the desire to improve teaching

ability and overall performance of the faculty is still wanting. The power of

grapevine is also an issue as it continuously hounds the institute because there

are small groups of malcontents (some are senior faculty and, to some extent,

faculty with low performance evaluation ratings) who do not care about other

faculty but their own self-interest. Thus, the continuous clash of standards

prevail between one group, whose standards are very high because they have

been exposed to many corporate experiences and travels, and, on one hand,

one group whose standards are compromised by personal affiliation and

relationships.


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The proponent, having served the IABF as an academic manager for five

(5) years, has considered the following observations in relation to the modes of

resolving conflict in IABF, to wit:

a) If an academic manager practices either accommodating or avoiding

as a mode of conflict resolution, it is a 100% chance that he or she will not last

long in the position.

b) If an academic manager utilizes competing as a mode of conflict

resolution, he or she is extensively counseled or mentored in order to synergize

with the vision of the institute.

c) Academic Managers in IABF using competing as a mode of resolving

conflict are given more leeway than those using accommodating and avoiding.

d) Compromising is utilized only in exceptional cases. However, one

must practice the law of solid ground in order for compromising to work for IABF.

e) Collaborating is the best mode of conflict resolution which works in

IABF.


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Chapter V

ORGANIZATIONAL BEHAVIOR

On the basis of the survey of values and motivation factors of personnel in

IABF, consider the following dominant culture existing in IABF:

The culture of integrity, moral uprightness and commitment emanate

within IABF.

The work itself is the prevalent motivator factor existing in the IABF

Family.

The organizational structure defines how job tasks are formally divided,

grouped, and coordinated. The IABF Structure is simpler, more productivity

driven and more cost efficient. It is also worth considering that IABF complieswith the minimum requirements of labor standards in the Philippines, through the

assistance of the Personnel Department of Far Eastern University.

However, it is worth observing that IABF Academic managers do not enjoy

security of tenure, as they are appointed on the basis of the recommendation and

endorsement of the IABF Dean. At times, there is a need for a total revamp of

the IABF organizational set-up in order to cope with the changing times and

needs of the customers (students). The organizational set-up of the IABF Staff

falls under the jurisdiction of the Personnel Department of Far Eastern University.

Be that as it may, the Institute still enjoys the privilege of supervising the duties

and responsibilities of the IABF Staff.

It is worthwhile to note that students in IABF play an important role in the

recruitment process of faculty members, aside from the psychological and

physical examinations conducted. This is one of the best practices which IABF

takes pride, being the only business school in the country which empowers

students in the recruitment process of faculty members.

There is a pro-forma performance evaluation sheet which guides the

managers and students in assessing the teaching performance of faculty

members. The Committee of Faculty Counseling and Discipline is tasked with

the investigation involving faculty discipline, as well as formulation of guidelines


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Chapter VI

ANALYSIS OF FINDINGS

A) INDIVIDUAL BEHAVIOR

Assessment of the Value System existing in IABF. It is worthy to note

that there is no difference of value systems existing among the faculty, IABF Staff

and Academic Managers. However, there is a significant difference existing in

the value system of the Dean of IABF, ranking quality and creativity as his

priorities.

The difference is based on the theory that the Dean practices the Law of

Navigation in setting the course of the Institutes Vision towards academicexcellence. One of the difficult tasks of a Dean of the Institute is to make

consistent and value-maximizing choices within specified constraints. Under

the rational decision-making model, he must adhere to the following principles, to

wit:

1. Define the problem

2. Identify decision criteria

3. Allocate weights to the criteria

4. Develop the alternatives

5. Evaluate the alternatives

6. Select the best alternative.

However, the Dean, being the rational decision maker, needs creativity, that is,

the ability to produce novel and useful ideas. It allows the decision maker to fully

appraise and understand the problem, including seeing problems that others

(such as the IABF Staff, Academic Managers and Faculty) cannot see.

Creativitys most obvious value is in helping the decision maker identify all viable

alternatives.

Most people have creative potential that they can use when confronted

with a decision-making problem. To unleash that potential, they have to get out


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of the psychological ruts many of us get into and learn how to think about a

problem in divergent ways.

It is worth declaring that the Dean of IABF has flair in creativity. He is fond

of writing film reviews during his college days that won him the championship for

the film critique review of the Experimental Cinema of the Philippines. He is also

fond of painting in oil. Some of his awesome works are displayed at the IABF

Deans Office. True enough, the Dean of IABF has an exceptional artistic and

sophisticated talent for creativity.

The Deans exceptional talent for creativity is worth emulating as it is

reflected in the various traditional activities and projects of IABF. Among these

are as follows:

1) The IABF Business Ethics Film Festival, showcasing various films in

business ethics, management and corporate governance that would be a good

tool for faculty instruction;

2) The IABF Business Show, which show case the feasibility study

projects of the students in IABF, being culminated in an actual presentation of

booth displays and awarding ceremony for the top feasibility study projects which

will be chosen to compete outside the school and country.

3) The IABF Business Lecture Series, symposia of topics wherein various

experienced lecturers from the business sector, government and academe are

invited to speak on the current business issues affecting our country.

4) The IABF Great Wall, an information bulletin of achievers featuring

students, faculty and Staff at IABF.

5) IABF Deans Awards, wherein the IABF Dean would pay tribute to the

IABF achievers by giving recognition to faculty, students and Staff for their

valuable contribution to the Institute and to the IABF Family as a whole.

In assessing the individual behavior of the Faculty, Staff and Academic

Managers of IABF, having commitment and team work as their preferred value,

it is logical to assess that: 1) the academic managers, staff and faculty of IABF

have a strong desire to remain a member of the company; 2) there is a

willingness to exert a high level of effort on behalf of the organization; and 3)


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there is a definite belief in, and acceptance of, the values and goals of the

organization.

Moreover, it is also worth observing the value system existing in the

younger generation in IABF (ages 21-35):

Value ranking of male respondents (ages 21-35) in IABF: (top

three only)

1. Integrity / honesty

2. Competence

3. Commitment

Value ranking of female respondents (ages 21-35) in IABF: (top

three only)

1. Integrity / honesty

2. Moral uprightness

3. Commitment

This presupposes the idea that men ages 21-35 in IABF, preferring

competence as part of their value system, tend to be more aggressive and more

likely to have expectations of success than women ages 21-35. In other words,the need for achievement under the McCLellands Theory of Needs dominates

the male population of IABF ages 21-35. They have a compelling drive to

succeed. They strive for personal achievement rather than rewards of success.

They have a desire to do something better and more efficiently than it has been

done before. Be that as it may, the proponent believes that there is no

significant difference in job productivity between men and women in IABF.

Finally, it is worthy to state that the values of integrity and moral

uprightness emanate within the IABF family in all aspects of individual variables

as assessed by the proponent. This is a good indicator since it will be easy for

the Dean or any of the academic managers in IABF to synergize and seek

support from the faculty members and IABF Staff with regard to the Institutes

activities and projects, all for the glory of academic excellence.


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As a leader, it will be easy for the Dean to achieve group goals since he

has the capacity to influence behavior of the academic managers, staff and

faculty of IABF, considering that there is congruence of the value system

emanating among them. Leadership requires congruence between goals of the

leader and those being led.

Assessment of the Different Motivating Factors of Personnel at the

Institute of Accounts, Business and Finance.

Overall, it can be assessed that the higher order needs dominate the

personnel of IABF. On the part of the IABF Staff, it is explanatory why pay is

their priority in the preference of their motivation factors. The pay given to an

IABF Staff is just within the minimum wage. However, it can be deduced that

the reason why the IABF Staff are motivated to work at IABF is that they feel that

they are given opportunities for growth and advancement. This is indicative

when the Dean would allow some of the IABF staff to take the day off during

Saturdays to allow them to pursue their Masters Degree. In return, the IABF

Staff displays a sense of loyalty, responsibility and passion for their work during

the week days.

On the other hand, it is interesting to note that the IABF Dean ranks

recognition of achievement his top priority. This is evident by the number of

awards and recognitions being given by him every semester in order to maximize

job motivation of employees and increase morale of the IABF community. The

IABF Deans Awards, the Tamaraw Quality Cup, the Marketing Plan Competition,

and the IABF Business Show are some of the awards and recognition being

given by the Dean of IABF, all for the glory of academic excellence.

Finally, it is interesting to note that the Academic Managers, faculty

members and the Dean consider their work in the academe as a prioritized

motivation factor. From this finding, it can be deduced that the IABF Dean,

Academic Managers and faculty stay in the academe because they love to teach

and serve the academe, regardless of the pay. A suggestion however should be

made for the Dean to come up with more interesting activities and projects for the

Institute to further maximize job motivation of employees.


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Moreover, the survey result will give us the impression that the women

employees of IABF have more responsibilities and consider a steady job more

valuable and important than the male employees of IABF. This is indicative

when the women employees in IABF consider pay as one of their top ranking

motivator factor. Be that as it may, the finding does not indicate employees

gender as affecting job satisfaction. Neither should the finding be a stepping

stone to give women of IABF priorities in work opportunities. After all, the survey

result is indicative that promotion opportunities and possibilities of growth have a

strong effect on job satisfaction to the personnel of IABF.

Employees of IABF ages 36-50 are dominated by the Need for Affiliation

under the McClellands Theory of Needs. It is an assumption that individuals with

a high affiliation motive strive for friendship, prefer cooperative situations rather

than competitive ones, and desire relationships that involve a high degree of

mutual understanding. It may be deduced that friendly, cooperative coworkers or

team members are a modest source of job satisfaction to such individual

employees. It is also worth mentioning that pay is recognized to be a very

significant factor in job satisfaction for the personnel of IABF ages 36-50.

However, attention should still be made in making work and teaching

environment in IABF more exciting and fulfilling so that it can maximize the job

satisfaction of personnel in IABF.

The lower order needs dominate the female employees of IABF between

the ages 36-50. First, they are dominated by the Need for Affiliation under the

McClellands Theory of Needs. It is an assumption that individuals with a high

affiliation motive strive for friendship, prefer cooperative situations rather than

competitive ones, and desire relationships that involve a high degree of mutual

understanding. It may be deduced that friendly, cooperative coworkers or team

members are a modest source of job satisfaction to such individual employees.

Under the McGregors Theory Y, the female employees of IABF ages 36 -50

should be given more responsible and challenging jobs and good group relations

that would maximize employees job motivation (making Theory Y more valid

than Theory X). In addition, it can be deduced that if the working conditions are


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good (clean, attractive surroundings), they will find it easier to carry out their jobs.

In other words, if things are good, they may or may not be a job satisfaction

problem; if things are poor, there may likely be a job satisfaction problem.

B) GROUP BEHAVIOR

Formal groups are more respected in IABF. Informal groups are seldom

believed by top management. That is why the Dean of IABF makes sure that

groups in IABF are formally structured in order to have good representation to

top management.

In IABF, groups are easy to manage as long as the policies are clear and

communication line is open. Policies should be properly disseminated in order to

avoid conflict.

The communication process in IABF improved, becoming more formally

structured. Gone were the days when faculty members are left behind with no

information whatsoever regarding the activities of IABF.

Faculty members, academic managers and the IABF Staff are

passionately driven to work for IABF because of the various committees existing

therein. All faculty members are required to perform in committees since their

participation will have a bearing in their faculty performance evaluation.

The vision of IABF is very clear to all the faculty members, academic

managers and staff, i.e., to be the outstanding business school in the country

producing competent and principled graduates who will be sought after in

industry, government and professional organizations.

The leadership of the Dean of IABF plays a crucial role in the

management of IABF. It takes an excellent leader, like the Dean of IABF, to

practice the law of navigation in setting the route for the IABF to become the

most outstanding business school in the country.

However, there are some issues in IABF resulting to conflict which even

the Dean of IABF has difficulty in resolving. These issues are difficult to resolve

because changes and improvements in the institute are still watered down by

university-wide policies wanting of revisions. Nepotism and patronage politics


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still permeate all sectors of the FEU academic community. While proactive

empowered recruitment process is implemented in IABF, basic concerns like

prompt release of salaries, accurate payroll, proper communication of major

policies, approval of proposals with economic impact on the faculty, et. al. still

need to be improved.

C) ORGANIZATIONAL BEHAVIOR

In general, the assessment of the organizational behavior of IABF stems

from the Darwinian philosophy: It is not the strongest nor the most intelligent of

the species that survive but it is the ones most responsive to change. IABF

acknowledges the reality that the greater knowledge is out therei.e. beyond the

confines of the campus. That is why human resources that IABF generate are

always regarded as a blessing and challenge at the same time. 12

Amidst issues rocking the IABF, it is worth celebrating its

accomplishments. Currently, IABF is now ranked No. 2 in the CPA Board

Examinations by the Philippine Regulatory Commission. For two consecutive

years, IABF has already produced three CPA Board topnotchers. As of this date,

IABF has been regarded as one of the most decorated and awarded business

schools in terms of regional and national competitions. Of course, it cannot bedenied that IABF has been reaping awards in Entrepreneurship overseas.

FEU-IABF is the only business school that won awards in the Battle of the

Business Plans sponsored by the Harvard School of Business, U.S.A.. Just

recently, FEU-IABF will be the only Asian business school which will compete in

Vienna, Austria for another Battle of the Business Plans.

Definitely, the success rate of all the projects in IABF has paid off. More

companies are beginning to take notice of the FEU business graduates. The

annual placement book as carried out by the Placement and Apprenticeship

Committee has immensely helped many IABF graduates get important job

interviews from reputable companies.

12-- Annual Report of the Dean of IABF, SY 2003-2004.


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Research output of faculty and linkages are perceived to be areas for

improvement though.

However, IABF is very grateful to the leadership of Dr. Lydia Echauz, for

funding all IABF projects since her ascendancy to the top post. From 1999 to

2002, almost all signature projects of IABF were extremely funded. Her

corporate stance has infused much change in the FEU academic as well as the

non-academic environment.

In the final analysis, the proponent saw many changes and human

resource movements. But overall, IABF has remained stable in its resolution to

reposition itself in the competition. FEU-IABF managed to stand firm, keep its

feet solidly on the ground, and more importantly, perform well despite all odds.


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Chapter VII

SUGGESTIONS AND RECOMMENDATIONS

From the assessed fifteen (15) individual behaviors, the proponent

recommends the following for the personnel of Far Eastern University Institute of

Accounts, Business and Finance:

1. The Dean may encourage the male ages 21-35 in IABF to participate

or lead in the exciting activities and existing committees in IABF. Since the male

employees ages 21-35 in IABF are dominated by the need for achievement

under the McCLellands Theory of Needs, it is worth considering the possibility

that their active participation in the activities and existing committees in IABFmight improve the academic standing of the Institute.

2. The Dean should come up with more interesting activities and projects

for the enhancement of the skills and personality of the IABF Staff.

In addition, the members of the IABF Staff should be encouraged to attend

seminars that will hone their human resources and leadership skills.

Finally, the IABF Staff should also be as involved as the IABF Faculty

members in participating in IABF committees or special projects. Making the

IABF Staff involved in activities the same as the faculty members will help them

eventually acquire a sense of responsibility and self-fulfillment.

3. Employees of IABF ages 36-50 are dominated by the Need for

Affiliation under the McClellands Theory of Needs. It may be deduced that

friendly, cooperative coworkers or team members are a modest source of job

satisfaction to such individual employees. Attention should be made in making

work and teaching environment in IABF more exciting and fulfilling so that it can

maximize the job satisfaction of personnel in IABF.

4. Facilities in the Institute (i.e. IABF Consultation Room, IABF Deans

Office, IABF Coordinators Room and IABF Faculty Room) should be well-

maintained and well-taken cared off all the time. We cannot do away with good


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facilities and working conditions in improving the motivation factors of the IABF

female employees ages 36-50.

In assessing the group and organizational behavior of IABF, the proponent

recommends the following:

1. Top management should undergo serious strategic planning workshop

to be able to have a semblance of corporate planning anchored on the essence

of good governance.

2. Greater transparency in all academic as well as non-academic

transactions to ensure the best value for money in all strategic business units.

3. The entire community must nurture creativity to be able to seriously

undertake quality and innovation initiatives which are important for the

development of the organization and achievement of desired goals.

4. Top management should have a meritocracy-based revamp to be able

to promote young blood into major policy-making positions.


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Chapter VIII

CONCLUSION

It has been said that managers, unlike parents, must work with used, not

new, human beings human beings whom others have gotten to first. When

individuals enter an organization, they are a bit like used cars. Each is different.

Some are low-mileage they have been treated carefully and have had only

limited exposure to the realities of the elements. Others are well-worn, having

been driven over some rough roads. This metaphor indicates that people enterorganizations with diverse characteristics that will influence their behavior at

work.

Organizational behavior offers both challenges and opportunities for

managers. It offers specific insights to improve a managers people skills. It

recognizes differences and helps managers to see the value of workforce

diversity and practices that may need to be changed when managing a diverse

organization. It can improve quality and employee productivity by showing

managers how to empower their people, design and implement change programs

and help employees balance work/life conflicts. It can help managers cope in a

world of temporariness and learn ways to stimulate innovation.

However, you cannot assess the organizational behavior unless you

assess the individual behavior of employees. That is why there is need for a

study on individual behavior to cope with organizational behavior.


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A P P E N D I X

Pro-forma Survey Sheet:July 16, 2005

Dear Respondent:

As part of our requirements in our subject, Organizational Behavior, weare conducting a study on the individual behavior of the personnel at the FEU-IABF. Therefore, your full cooperation will be highly appreciated by answeringthe questions listed below. Thank you.

(Please check or fill up the blanks appropriate to you)

Gender: ____M ____F Age:

Academic Manager: ____ 21-25____Dean ___ Associate Dean ___ Program Head ____ 26-30

___Program Coordinator ____ 31-35______________ Year of appointment ____ 36-40

____ 41-45Faculty: ____ 46-50

____ 51-55______ RFT ____LPT ______ LFT ____ 55-60

______ No. of years as faculty in IABF _______ Department

Support Staff:_______ IABF Staff ___ IABF Section Head_______ No. of years in IABF

Please rank the following based on your preference with 10 as the MOSTIMPORTANT and 1 as the LEAST IMPORTANT:

Rank____ 1) Pay____ 2) Physical/Work Condition____ 3) Amenities

____ 4) Fringe benefits____ 5) Human Relations / relations with peers____ 6) Achievement____ 7) Recognition of Achievement____ 8) Work itself____ 9) Sense of responsibility____ 10) Advancement and possibility of growth


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The following are attributes and values that are inherent in an individual:

NVI VI

1 2 3 4 5 RANK

Resourcefulness

Cost savingsIntegrity /honesty

Diligence

Team work

Creativity

Moraluprightness

Transparency

Commitment

Quality

CompetenceDiscipline

Flexibility

Socialresponsibility

Independence

How important are

these?

VI = Very ImportantNVI = Not VeryImportant

Rank the following based

on your preference with15 as the MOST

IMPORTANT and1 as the LEAST

IMPORTANT


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Organizational Behavior FEU IABF

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