Wednesday, June 24, 2015

Biz Op1 Lesson 3: Business Culture and Practices in the Philippines

I.Time Frame:
June 25, 2015
3 Hours * 730a - 900a

II. Clas Schedule
Course Code: Entrep 201
Course Title: Business Opportunities 1

III. Objectives

IV. Subject Matter
1. Topic: Business Culture and Practices in the Philippines
2. Reference:
http://www.interaksyon.com/article/107002/opinion--a-spaniard-deconstructs-the-filipino-mall-mentality
3. Materials: Newspapers

V Procedure
A. Introduction
1. Daily Routine
a. Checking of Attendance
b. Recap

B. Pre-Discussion
1. Vocabulary Building
a. Culture

2. During Reading

Why do Filipinos like malls?
By: Jorge Mojarro, InterAksyon.com/ March 16, 2015

(Editor’s note: Jorge Mojarro, a Spaniard, is a PhD candidate doing research on Filipiniana. He has lived and worked in the Philippines since 2009, walking its streets, taking the LRT, and even enjoying the occasional basketball game with Manilenos.)

The first time I realized how important malls are for Filipinos was from an article about overseas Filipino workers in Brunei. They did not complain about anything except not having enough malls and night life.
A few years later, talking to a high school teacher from a small Mindanao town, I asked about how the everyday life there. After much prodding, she said they did not have a public hospital, parks, sidewalks, colleges, a fire station, and only a few paved roads. The had a very old plaza with a sculpture of Rizal in the center and a very big house at the side, the one from the alcalde. When I asked what the town really needs, she did not show any shadow of doubt. “A huge mall,” she said.
That a educated professor living in a faraway place with scarce public services prefers a mall over many other things is reasonable. The average mall is a huge air-conditioned cube where passers-by can shop and eat, watch films, repair your teeth or your nails, get a massage, climb a wall, play videogames, get a medical consultation, talk to God and pray, get your mobile phone fixed, watch a parade or a fashion catwalk, engage in Tango courses, listen to a political speech, participate in a painting competition, play bingo, exercise your abs, listen to a very talented pianist, meet new people in the cybercafe, do your homework, have a walk, or even renew your passport.
Malls in the Philippines are multi-purpose areas where all these activities - and many more - can be carried out.
Malls fill a gap in government services
Given the absence of some government-provided basic services, like a pedestrian-friendly street, malls astutely provide them. As I said in a previous article, the sorry state of the Philippine streets actually guarantees the success of malls.
This is why malls are not very common or succesful in cities with some kind of urban planning and open spaces. Here in the Philippines, economic elites have been quick in filling the huge gap of basic services abandoned by so-called public servants.
I do not see any problem with malls, except that they are almost the only option for Filipinos urbanites on where to spend their free time.
How people decide to spend their free time shapes and defines their culture. Filipinos are really dependent on malls because they are not being offered any other choice, like clean public spaces and parks or cultural events.
Once upon a time, Manila was a city praised for having more than twenty theaters and long wide avenues with big trees where families happily used to hang out. Not any more, but it seems people do not miss those old times at all.
When I ask my students about what they do during free time, they almost always say: “I go to the mall.” In other countries, they say, “I learn to play the guitar, I play tennis, I run, I volunteer in an NGO, I draw paintings, I take extra classes to improve my grades,” etc. Here, they just go to the mall. Moreover, it is taken for granted that it should be the same everywhere.
Some politicians say malls are good for the economy. My question is: for whose economy?
Rental prices for retail businesses or restaurants are quite expensive inside the malls. Some even charge a percentage of the renters’ profit. This economic burden goes directly to the price the consumer is paying.
‘Cathedrals of consumption’
Malls are also not very ecological: The bright illumination and the blasting air-con contribute massively to carbon emission. They are are clearly destroying the already sorry landscape of the big cities, being built in areas already extremely congested by traffic, like in Edsa. Still, malls are not forced to take care of their surroundings by providing wide roads or free transportation. Of course, they want you take your car and park inside.
A country with a high poverty incidence like the Philippines with so many huge malls is an obvious proof of the aberrant economic inequalities in society and an excessive accumulation of capital in the hands of a few lucky families at the expense of a population who seems fine with the status quo.
As some researches have proven, that malls are the only option for people influences their expectations and even models their goals in life and their values. Mall shopping has became a way for people to affirm themselves, express certain preferences, and enhance some dubious values - like the display of social status.
Most of malls are closed structures that do not have (or have few) windows and benches for people to sit. The reason is clear: Despite all the shows and entertainment offered in there, the goal of malls is to attract people and make them spend their money - and leave.
Malls, as this is short reflection shows, are cathedrals of consumption that do not contribute in creating social cohesion, do not support a sense of community, and do not enhance solidarity, although they create an illusion of sociability - opposite the optimistic view defended by some mall architects.
Moreover, cathedrals are at least masterpieces of art where you can contemplate and reflect. Even decrepite temples keep an unmistakable aura of beauty. I do not know of any mall that has made a real contribution to the art of building.
The current trend of malls being abandoned in the US is interesting and shows a new hope in terms of consumers’ behavior and preferences - and how malls horribly look once they are abandoned waiting for a demolition.
Over box-like malls, shoppers are choosing to go to open malls that seem less artificially constructed and less crowded. The Ayalas seem to have wisely seen the future pattern of behavior of the increasing middle class and have taken the first steps into a new model of malls with Greenbelt, Bonifacio High Street, and the Ayala Center of Cebu. The reaction of people have been clearly positive.
But this only highlights the irony that private enterprises create public-like spaces in the Philippines, and it is not difficult to guess why this contradiction exists.

C. Discussion

1.How has culture shaped the nature of businesses in the country? 
2. What internal variables contribute to the strength of Filipino business and poses threat to sustainability of Filipino businesses?

D. Assessment/Evaluation

each group would be asked to identify appropriate businesses for any potential investors (given the existing culture in the country). Be ready to present your group output the following session.

Tuesday, June 16, 2015

P.F.S./Biz Plan1 Lesson 4: The Anatomy of Management Plan

I.Time Frame:
1. Date: June 17, 2015
2. Number of Hours: 3 Hours
3. Time: 930 - 1030

II. Class Schedule:
1. Course Code:
2. Course Title: P.F.S
3. Year: BS Entrepreneurship 4
4. School: DWCL

III. Objectives
1. Create Organizational Structure
2.

IV. Subject Matter
1. Forms of Ownership, Organizational Structure, Job Description and Job Specification
References:
www.managementstudyguide.com/job-description-specification.htm

V. Procedure
1. Daily Routine
a. Checking of Attendance

2. Motivation
a. How do you organize your life?

3. Motive Question
a. How do you organize and run a business?

3.Vocabulary Building



3. Pre-Discussion


4. Discussion
a. Engagement Activity
The management feasibility is study that concerns the organizational set-up of the business, which is includes the organizational chart and the qualifications of the people involved and manage the business. It also determines the type of business ownership.




Organizational structure determines the manner and extent to which roles, power, and responsibilities are delegated, controlled, and coordinated, and how information flows between levels of management

Job descriptions describe the job and not the individual who fills the job.

Job analysis

Job analysis is the systematic assembly of all the facts about a job. The purpose is to study the individual elements and duties. All information related to the salary and benefits, working hours and conditions, typical tasks and responsibilities is required for the job analysis. The results of job analysis are job description and job specification. is the systematic assembly of all the facts about a job. The purpose is to study the individual elements and duties. All information related to the salary and benefits, working hours and conditions, typical tasks and responsibilities is required for the job analysis. The results of job analysis are job description and job specification.


Job description

Job description is a written statement that defines the duties, relationships and results expected of anyone in the job. It is an overall view of what is to be done in the job. Typically it includes is a written statement that defines the duties, relationships and results expected of anyone in the job. It is an overall view of what is to be done in the job. Typically it includes

Job Title
Date
Title of immediate supervisor
Statement of the Purpose of the Job

Primary Responsibilities
List of Typical Duties and Responsibilities
General Information related to the job
training requirements
tool use
transportation
Signature of the person who has prepared the job description


Job Specification

Job Specification is an analysis of the kind of person it takes to do the job, that is to say, it lists the qualifications. Normally, this would include is an analysis of the kind of person it takes to do the job, that is to say, it lists the qualifications. Typically this would include

Degree of education
Desirable amount of previous experience in similar work
Specific Skills required
Health Considerations





VI. Assessment


MIS Module 3: The Global Web Based Platform

I.Time Frame:
June 15, 2015
3 Hours * 830 - 1130

II. Class Schedule
Course Code:
Course Title: M.I.S

III. Objectives
1. Define Terminologies
2.

IV. Subject Matter
The Global Web Based Platform
Reference:
Introduction to Information System by Turban
The World is Flat by  Friedman



V. Procedure
A. Introduction
1. Daily Routine
a. Checking of Attendance
b. Recap
c. Checking of Assignment

B. Pre-Discussion
1. Pre-Discussion
a. Pictionary

2. Vocabulary Building
a. Globalization

3. During Disussion
a. Engagement Activity
1. Why is The World Flat?
2. Describe the flatteners of the world.

  1. Collapse of Berlin Wall--11/89: The event not only symbolized the end of the Cold war, it allowed people from other side of the wall to join the economic mainstream. (11/09/1989)
  2. Netscape: Netscape and the Web broadened the audience for the Internet from its roots as a communications medium used primarily by 'early adopters and geeks' to something that made the Internet accessible to everyone from five-year-olds to eighty-five-year olds. (8/9/1995)
  3. Work Flow Software: The ability of machines to talk to other machines with no humans involved. Friedman believes these first three forces have become a “crude foundation of a whole new global platform for collaboration.”
  4. Uploading: Communities uploading and collaborating on online projects. Examples include open source software, blogs, and Wikipedia. Friedman considers the phenomenon "the most disruptive force of all."
  5. Outsourcing: Friedman argues that outsourcing has allowed companies to split service and manufacturing activities into components, with each component performed in most efficient, cost-effective way.
  6. Offshoring: Manufacturing's version of outsourcing.
  7. Supply-Chaining: Friedman compares the modern retail supply chain to a river, and points to Wal-Mart as the best example of a company using technology to streamline item sales, distribution, and shipping.
  8. Insourcing: Friedman uses UPS as a prime example for insourcing, in which the company's employees perform services--beyond shipping--for another company. For example, UPS itself repairs Toshiba computers on behalf of Toshiba. The work is done at the UPS hub, by UPS employees.
  9. In-forming: Google and other search engines are the prime example. "Never before in the history of the planet have so many people-on their own-had the ability to find so much information about so many things and about so many other people", writes Friedman.
  10. "The Steroids": Personal digital devices like mobile phones, iPods, personal digital assistants, instant messaging, and voice over Internet Protocol (VoIP)


VI. Assessment/Evaluation
Flattener #1: The New Age of Creativity
7. What was the significance of the fall of the Berlin Wall on 11/9/89? 8. Why do you think Communism makes everyone “equally poor” and capitalism makes everyone “unequally rich?” 9. How does freedom have a flattening effect on societies? 10. What are the impact of common standards and the sharing of knowledge? Why is this more likely to happen under democratic capitalism than communism? Why is this worth unequal wealth? 11. Who brought down the wall? What does it matter who gets the credit

 Flattener #2: The New Age of Connectivity
12. What is the difference between the Internet and the World Wide Web? 13. What was the significance of Netscape? 14. What led to the fiber optic bubble and who did the bubble benefit and harm the most? Why is the overinvestment in fiber optic cable the gift that keeps on giving? 15. What was the “Apple-PC-Window flattening phase” and what did it do? What was the “Internet-email-browser phase” and what did it do?

 Flattener #3: Work Flow Software
16. What was the “first big breakthrough in work flow?” 17. What else was needed? Explain using the railroad analogy? 18. The new foundation created a new platform for what? (To be a leader tomorrow and today, this is a key skill)

 Flattener #4: Uploading
19. What is community developed software 20. What are examples of community developed answers? 21. What is blogging? 22. What is upload content?

Flattener #5: Outsourcing 23. What is the significance the significance of India’s seven Institutes of Technology? 24. Why and how did India benefit from the U.S.’s overinvestment in bandwidth? 25. How is outsourcing related to the success of entrepreneurs and venture capital firms?

Flattener #6: Offshoring 26. How is offshoring different for outsourcing? 27. What was the significance of China joining the World Trade Organizations in 2001? 28. What is China’s long-run strategy? 29. Is offshoring always a lose-lose proposition for the U.S. worker? Is it always a win-win proposition for the U.S. consumer? 30. What is holding China back?

Flattener #7: Supply-Chaining 31. What is supply-chaining, the “Wal-Mart Symphony?” 32. What are the two biggest challenges to developing a global supply chain? 33. What is the “coefficient of flatness?” 34. What three activities accounted for Wal-Mart’s success once it began purchasing directly from manufacturers? 35. What are Wal-Mart’s low prices derived from?

 Flattener #8: Insourcing 36. What is “insourcing,” who does it, and how is it distinct from “outsourcing?”

Flattener #9: In-forming 37. How is “in-forming” the analog to “uploading?” 38. Why is in-forming “enormously flattening” and “enormously frightening?”

Flattener #10: The Steroids 39. Computing: What does computing consist of? 40. Instant messaging and file sharing… 41. Making phone calls over the internet (VoIP) (IBASIS)… 42. Videoconferencing… 43. Computer graphics… 44. Wireless…

VII. Assignment


Saturday, June 13, 2015

P.F.S./Biz Plan1 Lesson 9: The Anatomy of a Socio-Economic Feasibility Study

I.Time Frame:
1. Date: June 15, 2015
2. Number of Hours: 1 Hour
3. Time: 930 - 1030

II. Class Schedule:
1. Course Code:
2. Course Title: Project Feasibility Study
3. Year: BS Entrepreneurship 4
4. School: DWCL

III. Objectives
1

IV. Subject Matter
1.The Anatomy of a Socio Economic Feasibility Study
2 References:
Cuyugan

V. Procedure
A. Pre-Discussion
1. Daily Routine
a. Checking of Attendance

2.Vocabulary Building
a. Socio Economic

4. Motive Question
a. What are the socioeconomic factors affectxing businesses?


Socioeconomic factors are characteristics that define the quality of life in a society. They influence the behaviors, attitudes, trends, tastes and lifestyles of individuals. In fact, the different class segments of the society -- that is, upper class, middle class and lower class -- are attributable to the socioeconomic factors. Education, income and occupation are the main parameters of socioeconomic status, according to the American Psychological Association.






D. During Discussion
1.Engagement Activity
a. What is  Economic Feasibilty Study?

Economic F.S is basically concerned with the following:
– How to identify effects of a proposed project to the society
– Pricing of costs and benefits to reflect their values to the society
-determination of the likelihood that a proposed project will contribute significantly to the development of the total economy and that its contribution will be big enough to justify using the scarce national resources it will need
-point of view  is that of the society as a whole

b.What is Social Analysis?
-social implications of proposed investments
• Social consideration should be carefully considered to determine is a proposed project is responsive to national objectives e.g the case of creating employment opportunities , and also issues that are dealing with income distribution within the society


C.What is Environmental Analysis
• Pollution
• Environmental degradation

VI. Assessment

Thursday, June 11, 2015

P.F.S./Biz Plan1 Lesson 4: Organizational Structure

I.Time Frame:
1. Date: June 11 and 16, 2015
2. Number of Hours: 3 Hours
3. Time: 930 - 1130

II. Class Schedule:
1. Course Code:
2. Course Title: Business Plan 1
3. Year: BS Entrepreneurship 3
4. School: DWCL

III. Objectives
1. Create Organizational Structure
2.

IV. Subject Matter
1. Organizational Structure

V. Procedure
1. Daily Routine
a. Checking of Attendance

2. Motivation
a. How do you organize your life?

3. Motive Question
a. How do you organize and run a business?

3.Vocabulary Building
a. Organizational Structure

3. Pre-Discussion
a. Students will be given manila paper, cartolina, scissors and paste.
b. Using the materials, student will create organizational stucture of their chosen business

4. Discussion
a. Engagement Activity
Types of Organizational Structure
A. Line
1. Oldest form of organization
2. Simplest form of organization
3. Quicker decisions due to top-to-bottom chain of command
4. Lack of specialization



B. Line-and-Staff
1. More complex than line organization
2. Allows for experts at different levels 3. Specialization 4. More costly than line organization



C. Matrix
1. Project teams
2. No consistent organization structure 3. Matches skills with projects



D. Team
1. Permanent work teams 2. Self-directed teams-autonomy over planning and reviewing work 3. Team leader as facilitator 4. Feedback from customers important


VI. Assessment
1. Short Quiz
Q: Which form of organizational structure is the oldest and simplest?
A: Line organization is the most traditional form of organization.

Q: Which organizational structure works best for temporary projects? A: The matrix form of organization. Q: Line-and-staff organization is the preferred structure in what types of situations? A: This structure is best suited where specialization is needed at different levels of an organization. Q: What is a characteristic of a decentralized organization? A: Decision-making is generally left to departments or divisions within an organization. Q: What are three of the most common signs that change may be needed in a company? A: New competitors, a merger, or decreasing profits are a few of the many reasons a change may

Wednesday, June 10, 2015

Entrep. & the Biz Env. Lesson 1: The Biz Environment

I.Time Frame:
1. Date: June 10 and June 16, 2015
2. Number of Hours: 1.5 Hours
3. Time: 1030 - 1130

II. Class Schedule:
1. Course Code:
2. Course Title: Entrepreneurship and the Business Environment
3. Year: BS Entrepreneurship 3
4. School: DWCL

III. Objectives
1

IV. Subject Matter
1.The Business Environment
2 References:


V. Procedure
A. Pre-Discussion
1. Daily Routine
a. Checking of Attendance

2.Vocabulary Building
a. Business

Business may be understood as the organized efforts of an enterprise to supply consumers with goods and services for a profit. Businesses vary in size, as measured by the number of employees or by sales volume etc. But, all businesses share one common purpose that is to earn profits.

The purposes of business that goes beyond earning profits are: – an important institution in society
– for the supply of goods and services
– creating job opportunities
– offering better quality of life
– contributing to the economic growth of the country.

b. Environment

Environment refers to all forces, which have a bearing on the functioning of business. They can be forces of economic, social, political and technological factors, apart from internal forces of the organisation.

c. Business Environment
consists of all those factors that have a bearing on the business such as the strengths, weaknesses, internal power relationships and orientations of the organization, government policies etc….

The business environment poses threats to a firm or offers immense opportunities for potential market exploitation.

3. Motivation Question
How can you survive successfully?

4. Motive Question
How can a business survive successfully?

5.


D. During Discussion
1.Engagement Activity
a. What are the features of the Business Environment?
Totality of the external forces
Dynamic nature
Uncertainty
Specific and general forces

i) Totality of External Forces: Business environment is the sum total of all things external to business firms and, as such, is aggregative in nature.
(ii) Specific and General Forces: Business environment includes both specific and general forces. Specific forces (such as investors, customers, competitors and suppliers) affect individual enterprises directly and immediately in their day-to-day working. General forces (such as social, political, legal and techno- logical conditions) have impact on all business enterprises and thus may affect an individual firm indi- rectly only.
(iii) Dynamic Nature: Business environment is dynamic in nature. It keeps on changing whether in terms of technological improvement, shifts in consumer preferences or entry of new competition in the market.
(iv) Uncertainty: Business environment is largely uncertain as it is very difficult to predict future happenings, especially when environment changes are taking place too frequently as in the case of information technology or fashion industries.
(v) Relativity: Business environment is a relative concept since it differs from country to country and even region to region. Political conditions in the USA, for instance, differ from those in China or Pakistan. Similarly, demand for sarees may be fairly high in India whereas it may be almost non-existent in France.
(vi) Multi-faceted: Business environment changes are frequent and depend on knowledge and existence of business person. Changes may be viewed differently bu different individuals. It may be an opportunity

b. Types of Environment
On the basis of the extent of intimacy with the firm, the environmental factors may be classified in to different types of levels:
Internal factors: controllable and direct impact on business
External factors: unctrollable and indirect impact on business

Internal Environment:
Important Internal factors are:
 Value system
 Mission and Objectives
Management structure and nature
 Internal Power Relationship
Human Resources
Company Image
 Brand Equity


b. How does the business environmen help in the survival ofntje business succesfully?

(i) First Mover Advantage: Early identification of opportunities helps an enterprise to be the first to exploit them instead of losing them to competitors. For example, Maruti Udyog became the leader in the small car market because it was the first to recognize the need of small cars in India.
(ii) Identification of Threats: Identification of possible threats helps in taking corrective and improving mea- sures to survive the competition. For instance; if an Indian firm finds that a foreign multinational is entering the Indian market, it can meet the threat by adopting measures like, by improving the quality of the product, reducing cost of the production, engaging in aggressive advertising, and so on.
(iii) Coping with Rapid Changes: All types of enterprises are facing increasingly dynamic environment. In order to effectively cope with these significant changes, firms must understand and examine the envi- ronment and develop suitable course of action.
(iv) Improving Performance: The enterprises that continuously monitor their environment and adopt suit- able business practices are the ones which not only improve their present performance but also con- tinue to succeed in the market for a longer period.
(v) Giving Direction for Growth: The interaction with the environment leads to opening up new frontiers of growth for the business firms. It enables the business to identify the areas for growth and expansion of their activities.

3. What are the type of Business environment?



VI. Assessment

P.F.S./Biz Plan1 Lesson 2: The Anatomy of a Project Feasibility Study

I.Time Frame:
1. Date: June 10-15, 2015
2. Number of Hours: 1.5 Hours
3. Time: 930 - 1030

II. Class Schedule:
1. Course Code:
2. Course Title: Project Feasibility Study
3. Year: BS Entrepreneurship 4
4. School: DWCL

III. Objectives
1

IV. Subject Matter
1.The Anatomy of a Project Feasibility Study
2 References:
Cuyugan

V. Procedure
A. Pre-Discussion
1. Daily Routine
a. Checking of Attendance

2.Vocabulary Building
a. Feasibility Study
b. Business Plan
c. Project Proposal

3. Activating Prior Knowldge
LINK: Everybody especially entrepreneurs should know how to write and implement a project feasibility study.
Ask the students:
How do you write a Project Feasibilty Study

4. Exercise
a. Students will write in a sheet of paper the parts of The Project Feasibility Study.
b. After 15 minutes, exchange papers and check


D. During Discussion
1.Engagement Activity
a. What are the parts of the Project Feasibilty Study in order?

VI. Assessment

P.F.S./Biz Plan1 Lesson 1: Orientation

I.Time Frame:
June 10, 2015
1Hours * 930-1030

II. Class
Course Code: Elec1
Course Title: Project Feasibility Study

III. Objectives
1. Familiarize themselves with the immediate environment
2. Introduce themselves with relative ease in front of the class
3. Establish comfort inside the classroom

IV. Subject Matter
Orientation
Reference: Syllabus, Student Handbook

V. Procedure
1. Daily Routine
a. Checking of Attendance/C.O.R
2. Subject teacher will introduce himself first to establish mood setting among students.
3. Ask the students to submit a written output by answering the following questions:

SETTING AND LEVELING OF EXPECTANCIES
  1. Name
  2. Best Way to Contact You
  3. Childhood Dream
  4. Teenage Dream
  5. Ideal Job
  6. Grade you want to receive:
  7. What will you do to achieve that grade:
  8. What topics of special interest do you want to be discussed?
  9. What do you want to do and experience in the next 5 months (54 Hours)?
  10. What are the burning issues and concerns that can hamper your participation in class?
  11. What would excellence and success look like after the semester?
  12. What will I contribute for the excellence and success of this semester?
  13. Signature

P.F.S./Biz Plan1 Lesson 7: Investment and Production Costs

I.Time Frame:
1. Date: June 9 and 11, 2015
2. Number of Hours: 3 Hours
3. Time: 930 - 1130

II. Class Schedule:
1. Course Code:
2. Course Title: Business Plan 1
3. Year: BS Entrepreneurship 3
4. School: DWCL

III. Objectives
1. Distinguish between Direct and Indirect Cost
2. Compute Cost of Production Per Unit

IV. Subject Matter
1.Estimated Investment Costs, Product Costs and Cost Based Pricing
2 References:
Cuyugan
Business and Economic Terms: Villegas and Quesada




V. Procedure
1. Daily Routine
a. Checking of Attendance

2..Vocabulary Building
a. Costs
Cost - expense incurred in the production of a biz output

1. Investment Costs
Investments - tangible and intangible assets which are purchased for which future benefits are expected

2. Production Cost
a. Direct Cost
Machineries and merchandise
Granting of study grants
Scholarships and seminars

b. Indirect Cost
Indirect Cost - cost that is not directly related to the production
Ex: wages, canteen facilities

a. Start-Up Costs: These are the costs incurred in starting up a new business, including “capital goods” such as land, buildings, equipment, etc. The business may have to borrow money from a lending institution to cover these costs.

b. Operating Costs: These are the ongoing costs, such as rent, utilities, and wages that are incurred in the everyday operation of a business.   The total should include interest and principle payments on any debt for start-up costs.

3. Pre-Discussion
a. Students will be given Starting a Business brochures from DTI.
b. Students will be given time to study the brochures
c. Students will create their Investment Costs and Prouction Costs based on their chosen business

4. Discussion
a. Engagement Activity
1. How do you compute Investment Cost, Production Cost and Cost Base Pricing
2. Give other examples of direct and indirect cost


VI. Assessment
1. Short Quiz

Tuesday, June 09, 2015

Biz Op1 Lesson 1: Orientation

I.Time Frame:
June 9, 2015
1.5 Hours * 730 - 900

II. Class
Course Code: Entrep 201
Course Title: Business Opportunities 1

III. Objectives
1. Familiarize themselves with the immediate environment
2. Introduce themselves with relative ease in front of the class
3. Establish comfort inside the classroom

IV. Subject Matter
Orientation
Reference: Syllabus, Student Handbook

V. Procedure
1. Daily Routine
a. Checking of Attendance/C.O.R
2. Subject teacher will introduce himself first to establish mood setting among students.
3. Ask the students to submit a written output by answering the following questions:

SETTING AND LEVELING OF EXPECTANCIES

  1. Name
  2. Best Way to Contact You
  3. Childhood Dream
  4. Teenage Dream
  5. Ideal Job
  6. Grade you want to receive:
  7. What will you do to achieve that grade:
  8. What topics of special interest do you want to be discussed?
  9. What do you want to do and experience in the next 5 months (54 Hours)?
  10. What are the burning issues and concerns that can hamper your participation in class?
  11. What would excellence and success look like after the semester?
  12. What will I contribute for the excellence and success of this semester?
  13. Signature

Biz Op1 Lesson 2: Rediscovering the Philippines: It's Economic and Political System

I.Time Frame:
June 9 and 11, 2015
3 Hours * 730a - 900a

II. Class Schedule
Course Code: Entrep 201
Course Title: Business Opportunities 1

III. Objectives
1. Provide  glimpse of  the key macroeconomic sector of the country. with focus on the growth sectors and business opportunities
2. Create an external audit by identifying oppotunities and threats using the PESTLE. SWOT diagnostic framework

IV. Subject Matter
1. Selection: Rediscovering the Philippines: Its Eonomic and Political system
2. Reference: Slideshare
3. Materials: Newspapers

V. Procedure
A. Introduction
1. Daily Routine
a. Checking of Attendance

B. Pre-Discussion
1. Vocabulary Building
a. Business Opportunity






2. Motivation Question
Are you friendly?

3. Motive Question
Is the Philippines Business-Friendly or Business-Unfriendly?

5. Exercise
Given the newspaper readings, students will prepare a one-page written report (in bullet form only) on Opportunities and Threats any foreign investors wishing to operate in the country might face using the PESTLE diagnostic format. The report will be presented to the rest of the class



Rubric
1. Content - 5
Introduction, Main Points, Transitions, Knowledge, Conclusion
2. Delivery - 5
Eye Contact, Expression, Enthusiasm, Gestures, Demeanor
3. Visual Aids - 5
Readable, Labels, Visual Appeal

C. During Discussion
1. Engagement Activity




VI. Assessment/Evaluation


VII. Assignment


Monday, June 08, 2015

P.D.D. Module 1 The Design Process

I.Time Frame:
June 8, 2015
3 Hours * 100p - 400p

II. Course Code:

III. Course Title: Product Design and Development

IV. Objectives
1. Define Terminologies
2. Create and Expkain Product and Design Process

V. Subject Matter
The Design Process
a. Special Considerations in Service Design Process
Reference: Operations Management

VI. Procedure
A. Introduction
1. Daily Routine
a. Checking of Attendance

B. Pre-Discussion
1. Vocabulary Building
a. Design
b. Product Design VS Service Design

2. Talk
Customer Service at Sun Cellular Shop

3. Motivation Question
Give an example of a product or service you have encountered that was poorly designed. Make a list of factors that make a design unworkable.

4.Motive Question
What should you do to make a design workable?

5. Exercise
a. Students wil be given a diagram of process design and service design
b. Students will be given time to analyze the diagram.
c. Students will be called to explain in front.

6. Presentation

Rubric
1. Content - 5
Introduction, Main Points, Transitions, Knowledge, Conclusion
2. Delivery - 5
Eye Contact, Expression, Enthusiasm, Gestures, Demeanor
3. Visual Aids - 5
Readable, Labels, Visual Appeal

C. During Discussion
1. Engagement Activity
a. What are steps in the design process for product and service?
b. Can services be designed in the same manner as products?
C. What are the special considerations in servics design process?

VII. Assessment/Evaluation
1. Prepare for a short quiz next meeting

VIII. Assignment

M.I.S Module 2: The Modern Organization: Functioning in a Global Environment

I.Time Frame:
June 8, 2015
1.5 Hours * 830 - 1130

II. Course Code:

III. Course Title: M.I.S

IV. Objectives
1. Define Terminologies
2. Create IT architecture

V. Subject Matter
The Modern Organization: Functioning in a Global Environment
Reference: Introduction to Information System by Turban

VI. Procedure
A. Introduction
1. Daily Routine
a. Checking of Attendance

B. Pre-Discussion
1. Vocabulary Building
a. M.I.S
b. Data VS Information VS Knowledge
c.  IT VS ICT
d. IT Architecture VS IT Infrastructure

2. Motivation Question
a. How was MIS applied in your chosen product/service in your Feasibility Study?

3.Motive Question
a. What should you do to apply MIS in your business/organization?

4. Exercise
b. Create an IT architecture that will describe:
1. How a business/organization is to be formed
2. How the various components of the business/organizatio are to be integrated
3. How all aspects of IT in an organization or in a business are to be integrated
4. Presentation




Rubric
1. Content - 5
Introduction, Main Points, Transitions, Knowledge, Conclusion
2. Delivery - 5
Eye Contact, Expression, Enthusiasm, Gestures, Demeanor
3. Visual Aids - 5
Readable, Labels, Visual Appeal

C. During Discussion
1. Engagement Activity
a. Discuss the major capabilities of I.S.
b. Why are I.S important to you?
c. Explain why IT is a business pressure as well as an enabler of response activities that counter business pressures.
d.Discuss the relationships among business pressures, organizational responses and information systems.

VII. Assessment/Evaluation
1. Prepare for a short quiz next meetin.

VIII. Assignment
1. Describe the global, web-based platform and its relationship to today's business environment.
2. How has the global, Web-based platform affected competition?
3. What impact will a flat world have on your standard of living?


M.I.S. Module 1: Orientation

I.Time Frame:
June 8, 2015
1.5 Hours * 830 - 1130

II. Course Code:

III. Course Title: M.I.S

IV. Objectives
1. Familiarize themselves with the immediate environment
2. Introduce themselves with relative ease in front of the class
3. Establish comfort inside the classroom

V. Subject Matter
Orientation
Reference: Syllabus, Student Handbook

VI. Procedure
1. Daily Routine
a. Checking of Attendance/C.O.R
2. Subject teacher will introduce himself first to establish mood setting among students.
3. Ask the students to submit a written output by answering the following questions:

Getting to know you

Once Upon a time, ____________________
Every Day, ____________________
One Day, ___________________________
Because of this, _____________________
Until Finally, ____________________________

SETTING AND LEVELING OF EXPECTANCIES

  1. Name
  2. Best Way to Contact You
  3. Childhood Dream
  4. Teenage Dream
  5. Ideal Job
  6. Grade you want to receive:
  7. What topics of special interest do you want to be discussed?
  8. What do you want to do and experience in the next 5 months (54 Hours)?
  9. What are the burning issues and concerns that can hamper your participation in class?
  10. What would excellence and success look like after the semester?
  11. What will I contribute for the excellence and success of this semester?
  12. Signature

VII. Assessment

Sunday, June 07, 2015

Course Syllabus for Product Design and Development

BICOL UNIVERSITY
COLLEGE OF BUSINESS, ECONOMICS AND MANAGEMENT
Daraga, Albay 4501


MANAGEMENT DEPARTMENT

Bachelor of Science in Business Administration
Major in Operations Management Program


COURSE SYLLABUS
For
-       Product Design and Development using AutoCAD
First Semester AY 2015-2016


Vision of Bicol University:
            An excellent university characterized by scholarship engagement for the community towards sustainable development.

Mission:
            To give professional and technical training, and provide advanced and specialized instruction in literature, philosophy, the sciences and arts, besides providing for the promotion of scientific and technological researches (Sec. 30, P.D. 5521). Extension service to the community, resource generation through various production endeavors complement the University’s mandated instruction and research functions.

BU Quality Policy
            Bicol University commits to continually strive for excellence in instruction, research and extension, by meeting the highest level of clientele satisfaction and adhering to quality standards.

Goals of the College of Business, Economics and Management
1.  To provide the highest quality of education in the field of business, economics and management that is responsive to regional and national development;
2.  To pursue relevant research and extension activities through linkages with business organizations, and government and non-government agencies;
3.    To initiate vigorously income-generating activities for improving the financial capability of the college; and
4.  To establish the highest degree of efficiency, effectiveness, collegiality in making decisions and transparency in the administrative system.

Objectives:

Instruction:
1.   To develop and implement curricular program that should equip students with conceptual, human relations, and technical skills needed in the management of varied forms of organization both private and public;
2.   To assist the graduates in finding work opportunities appropriate to their educational preparation, and with potential for growth; and
3.  To maintain a strong alumni network and sustain a continuing exchange o support between the school and the graduates.

Research:
1.    To encourage faculty-student partnership in institutional/community development studies through subject-based researches;
2.    To pursue joint researches with other academic departments/external offices or agencies on common or related grounds
3.    To undertake research capability enhancement activities for the faculty members and students of the department; and
4.    To conduct presentations and other odes of dissemination of research results to the local governments and to the private sector.

Extension:
1.    To adopt partner barangays and other private or public communities or organizations in development-oriented undertaking which may serve as practicum for management students;
2.    To organize community-based for a for discussions of government and business issues concerning community development; and
3.    To undertake extension service capability enhancement activities for the faculty members and students

Production:
1.    To organize and implement income-generating activities which are supportive of the instruction, research, and extension activities of the faculty members and students; and


2.    To establish tie-ups with establishments who could help in financing and marketing concerns of the departmental income-generating programs.

I. Course Title:

PRODUCT DESIGN AND DEVELOPMENT USING AUTOCAD                                                     
II. Course Description       :           The course covers modern tools and methods for product design and development. Topics include identifying customer needs, concept generation, product architecture, industrial design, and design-for-manufacturing.

III. Time Duration                :           54 Hours

IV. Credit Units                    :           3 Units

V.  Placement                      :            BSBA Operations Management 4


VI. Course Objectives       :           At the end of the course, the students must be able to:

A.   General Objectives

1. To understand and apply operations management skills as they relate to product design and development; and
2. To demonstrate product design and development skills.

B.   Specific Objectives

1.  To gain clear understanding of the subject matter and guidelines
2.  To understand and value the basis product design and development.
3.  To define terminologies and examine its importance.
4.  To demonstrate how to design and develop products
5.  To be aware of ways to design and develop products
6.  To assess and evaluate the students proficiency on the lessons learned

VII. Course Contents

1. Overview (2 Hours)
a.    Course Syllabus Orientation
b.    Setting and Levelling of Expectancies
c.    Sharing of Personal Identity
d.    Classroom Policies and Procedures
e.    Grouping and Seat Plan

1. Overview (2 Hours)
a.    Course Syllabus Orientation
b.    Setting and Levelling of Expectancies
c.    Sharing of Personal Identity
d.    Classroom Policies and Procedures
e.    Grouping and Seat Plan

2. The Design Process (6 Hours)
a. Terminologies
b. Functions of Design
c. Benefits of Design Process
d. Characteristics of an Effective Design Process
e. Criteria of a Good Design
f. Steps of the Design Process

3. Reducing Time to Market
a. Breaking down the barriers of Effective Design

4. Improving the Quality of Design

5. Special Considerations in Service Design

6. Tools in Product Development

7. Legal, Ethical and Environmental Issues

8. Simulation/Application (6 Hours)


9. Midterm and Final Examination (3 Hours)

VIII. Activities
a.    Classroom Discussion
b.    Participation in the program/department/college/university activities
c.    Attendance to related seminars with prior approval by the concerned college officials
d.    Report
e.    Research
f.    Designing nd developing product and service

IX. Methodology/Teaching Strategies
a.    Setting and Leveling of Class Expectancies
b.    Lecture
c.    Power point presentation
d.    Simulation/Role Play
e.    Case Study Analysis
f.     Research Work
g.    Quizzes
h.    Examinations
i.      Report

X. Course Requirements/research work/assigned reports or projects
1.    Projects  (Portfolio/Simulation/Application)
2.    Class Standing/Participation (Seatworks/Recitations/Assignments/ Worksheets/Short Quizzes)
3.    Examinations (Midterms and Finals/Written and Orals)
4.    Long Quizzes

XI. System of Computing Grades
                        CRITERIA                                                                 WEIGHT
                        Mid-Term/Final Exams                                                35%
                        Long Quizzes                                                                 20%
                        Projects                                                                          25%
                        Class Standing/Participation                                     20%
            TOTAL                                                                                100%
            PASSING GRADE                                                             75%  

Final Grade = (1/2 Midterm Grade + 1/3 Tentative Final Grade)         

NOTE: This syllabus allows flexibility to accommodate revisions and/or as the course progresses.                 
                       


XII. Bibliography
Ronnie M. Millevo, A Complete Procedural Guide Handbook on Product Design and Development Fundamentals of Industrial Design


Prepared by:


JOSEPH S. ACUÑA, BSC, MBA
Professorial Lecturer


Recommending Approval:

MELINDA DE GUZMAN
Department Chairperson
Date Signed: ______________________


APPROVED:

                                                            EDDIE S. SEE, Professor 6, RPAE, MBA, Ed. D.
Dean


                                                            Date: _____________________