DR. GLORIA D. LACSON FOUNDATION COLLEGES, INC.
Castellano, San Leonardo, Nueva Ecija
GRADUATE SCHOOL
COURSE SYLLABUS
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EDUC. 211 - THEORY AND PRACTICE OF DEMOCRATIC EDUCATIONAL
ADMINISTRATION
I. PRELIMINARIES
1. Catalogue No. EDUC. 211
2. Course Title: THEORY AND PRACTICE OF DEMOCRATIC
EDUCATIONAL ADMINISTRATION
3. Course Description:
The relationships of education to the democratic context, historical tradition,
social trends, and emerging issues of social practice and policy, in local
communities, national affairs, and international scenes.
4. C125,3 Hours: 3 hours per week
Credit Units: 3 units
Course Requirements
5.1 Attendance
5.2 Reports
5.3 Reaction Paper S4
Research Paper
6. Grading System
Attendance/Class participation %
.
6.2 Mid-Term Final Examination 30%
6.3 Written/Oral Reports 30%
6.4 Empirical Study/Research Paper 20%
6.5 Annoted Bibliography 4)%
Total 100%
H. COURSE OBJECTIVES
At the end of the course the graduate students arc expected to make a progressive
move to strengthen problems and issues affecting the educational system at their level
arising from societal and educational concerns
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111. COURSE CONTENTS
1. INTRODUCTION: DGDLFCl/GRADUATE SCHOOL VISION,
MISSION AND COALS - 1 hour
1.1 DGDLFCI Vision, Mission and Goals
1.2 Graduate School Vision, Mission and Goals
1.3 Class Orientation
PRELIMINARY EXAMINATION
2. UNIT ONE: THE SUPERVISORS JOB 3 hours
2.1 Need for administrative and supervisory skills
2.1.1 career plan (skills, knowledge, habits, and attitudes)
2.1.2. effective administrative and supervisory skills
3. UNIT TWO: PRINCIPLES OF ORGANIZATION 3 hours
3.1 Elements of the team concept (leader, member, goals, plans,
cooperation, and spirit)
3.1.1 Rules for good organization
3.1.2 Building teamwork
4. UNIT THREE: — UNDERSTANDING TILE ORGANIZATION STRUCTURE 3
hours
4.1 Types of organization
4.1.1 line organization
4.1.2 line and staff type of organization
4.1.3 preparations of organizational chart
4.2 Superior-Subordinate relationships
5. UNIT FOUR: LEARNING HOW TO DELEGATE 3 hours
5.1 The need to delegates
5.2 Under what conditions to delce,ate
5.3 Delegating without losing control
5.4 Delegation planning
6. UNIT FIVE: SUPERVISORY COMMUNICATIONS 3 hours
6.1 Need for communications
6.2 What communications are
6.3 Causes of communication breakdowns
6.3.1 attitudes
6.3.2 personalit'
6.3.3 informing employees
6.3.4 communication skills
6.4 Planning effective communications
7. U
NIT SLX: PRINCIPLES OF WORK IMPROVEMENT - 3 hours
7.1 Modern work improvement
7.2 Principles of dynamic productio
7.3 Areas for job improvement
7.4 Departmental flow
7.4.1 types of work flow
7.5 Utilization of manpower
7.6 Patterns for job improvement
MIDTERM EXAMINATION 17 hours
8. UNIT SEVEN: TECHNIQUES OF WORK
SIMPLIFICATION 6 hours
8.1 Looking for the job to be improved
8.2 Tools of job improvement and work simplification
8.3 Preparation of flow charts
8.4 Motion analysis
8.5 The idea of productivity
8.6 Job improvement by the supervisor
8.7 Analysis of work distribution
8.8 Patterns for improving work distribution
9. UNIT EIGHT: THE SUPERVISOR AND PLANNING 4 hours
9.1 What planning is all about
9.2 How far planning should be done
9.3 What should be planned
9.3.1 objectives
9.3.2 controls
9.3.3 delegations
9.3.4 communications 9.3.5
use of resources 9.3.6
methods and procedures
9.3.7 equipment/supplies/materials
9.3.8 utilization of time
9.3.9 safety/money/work
9.3.10 timing of improvement
9.4. Anticipating and dealing with obstacles
9.5. Testing a total plan
10, UNIT NINE: DIRECTING THE ACTIVITIES OF PEOPLE 3 hours
10.1 Attitudes behind directions
10.2 Situations which require directing
10.3 Characteristics of good directions
10.4 Guarding against misunderstanding
10.5 Types of direction
10.6 Directing and coordinating
10.7 The climate of effective coordination
11. UNIT TEN: ORIENTING THE NEW EMPLOYEE - 3 hours
11.1 Why orient the new employee
11.2 Steps in orienting the new employee
11.3 Pitfalls in orienting new employees
11.4 Tools to orient new employees
12. U
NIT ELEVEN: HOW PEOPLE LEARN - 3 hours
12.1 Laws or principles of learning
12.1.1 motivation
12.1.2 demonstration/explanation
12.1.3 practice
12.2 Psychology of learning
12.2.1 ability to learn
12.2.2 bringing the best results in learning
12.2.3 following a logical pattern of learning
12.2.4 familiar to the unfamiliar
12.2.5 repetition for emphasis
12.2.6 appealing to the senses
12.2.7 making learning easy
12.2.8 emotional involvement
12.2.9 preparation for learning
12.2.10 providing vivid experiences
FINALS EXAMINATION - 17 hours
13. U
NIT TWELVE: SPOTTING TRAINING NEEDS - 6 hours
13.1 The need for training
13.2 idLidirying ileCdS for training
13.3 Symptoms and solutions to identified needs
13.3.1 specific job specification
13.3.2 job skills
13.3.3 work methods
13.3.4 job problems
13.3.5 employee cooperation
13.3.6 need for teamwork
13.3.7 morale problems
13.3.8 attitudinal problem
13.3.9 behavior problems
13.3.10 poor work quality
13.4 Steps in training
13.5 Use of training needs
14. UNIT THIRTEEN: ON THE JOB INSTRUCTION - 3 hours
14.1 Employee preparation
14.2 Step method of instruction
15. UNIT FOURTEEN: UNDERSTANDING THE WORKFORCE 3 hours
15.1Toward a better understanding of people
15.2 Individual differences that affect work out
15.3 Utilization of abilities and talents
15.4 Common likenesses among the workforce
16. UNIT F IFTEEN: AP P LIC AT IN OF GOOD HUMAN RELATIONS -
3 hours
16.1 Letting the workforce where they stand
16.2 Giving credit
16.3 Informing workers in advance of changes
IV. TEACHING STRATEGIES/TECHNIQUES
IP
1. Interview
2. Cooperative Learning
3. Lecture-Discussion
4. Projects/Research W o r k
SUGGESTED REINFORCEMENT ACTIVITIES
1. Make a case study/empirical study on Theory and Practice of Democratic
Educational Administration
2. Interview of Educational Leaders
V. REFERENCES:
Austin, M. J. (2001), Introducing Organizational Development Practices,
Administration.
v
De Censo, David A. et al (2013), Human Resource Management, 11 ed., Singapore:
John Wiley & Sons NE Ltd.
Felton, T. A. (2009), Best practices in employee discipline, Workforce Management,
hitp://www. workforee.convarticle.
Frauenhoffer, S. M., (1999), Democratic Supervision, New_York: Jossey-Bass.
Ramos, Florinio 0. (2002), Dynamics and Techniques Of Administration and
Supervision, Mandaluyong: Raintree Publishing Company.'
Royal, M. & Mason, R. (2009), Employee engagement and tough times,
http:www.workforce.com.201 1
SI IRM and AARP, (2011), Strategic Workforce Planning,
http://www.workforce.shrm.orgAirdisciplines
Prepared by:
(SGD) RODEO It MIRANDA, Ed. D.
Professor
(SGD) PROF. MOFEL PANAHON
Professor
(SGD) EDISTEO B. BERNARDEZ,
Professor
(SGD) NICANOR R. VENTURA, Ph. D.
Professor
4
Recommending Approval:
(SGD) MANUEL R. GUERRERO, Ph. D.
Dean, Graduate School
APPROVED:
(SGD) LEONARDO L. NAVARRO, Ed. D.
VP for Academic Affairs
