Practicum for Behavioral Science
I. Course Description
This course is designed to supplement classroom learning by actual exposure to companies who admit student trainees. It requires the students to have at least 200 hours of actual exposure in areas such as recruitment procedures, psychological assessment, job placement, employee relations, compensation and benefits administration, labor relations, training and development and general personnel administration. Classroom sessions provide a venue for the explanation of office procedures, actual cases which are encountered by the students and for the progress assessment of the student.
II. Course Outline
I. Recruitment
A. Review of the Recruitment Process
B. Recruitment Strategies/Requirements
C. Career Management
II. TRAINING AND DEVELOPMENT
A. Needs Analysis
B. Preparation of Training Objectives
C. Choice of Speaker
D. Choice of Venue/equipment
E. Actual Implementation of Program
F. Evaluation
III. EMPLOYEE MOVEMENTS
A. Concepts and Implications of Employee Movement
B. Types of Employee Movements
C. Job Organization
IV. COMPENSATION AND BENEFITS
A. Review of Job Analysis
B. Review of Job Evaluation
C. Review of Performance Evaluation/Appraisal
D. Salary and Allowances
E. Non-Monetary Benefits/Priveleges
V. LABOR RELATIONS
A. Concepts of Collective Bargaining Agreement
B. Concepts of LMC
C. Concepts of Grievance Machinery
D. Administering Employee Discipline
VI. Requirements, Grading and Output of the Course
A. Timecard/Time Sheet/Attendance Monitoring form
B. Certificate of Completion
C. Evaluation of Immediate Supervisor
D. Oral/Written Report
Includes the ff:
Company Profile
Organizational Chart of the Company/HRD (includes your location)
Tasks which assigned to you
Personnel Policies/Rules and Regulations of the Company
Accomplishment of Required Case Studies
Review of CBA/Personnel Policies
Fifty percent of grades will depend on the performance rating of the student in the company. The remaining fifty will depend on the rating of the student in terms of classroom performance.
I. RECRUITMENT - starts from the requesting department. The department accomplishes a request for a new or additional personnel. After which the paper goes to the approving body. After approval the HRD starts the recruitment process.
First Impression
Application Letter
Resume - also known as the Bio data, Curriculum Vitae
Application Blank
Transcript
Test Scores
Interview
Reference Check
Police Clearance/NBI Clearance
Medical Examination
OTHER REQUIREMENTS
Certificate of Employment
SSS Number (E-1 Form)
TIN Number
Pag-Ibig Number
Residence Certificate
Pictures
Birth Certificate
Pls answer theff. (True or False)
______1. A resume should never be longer than 1 page.
______2. A paragraph format is more desirable than the outline format in resume since more information can be included in the same space.
______3. During the initial review of job applicants --- the average resume is screened between 30 seconds to 1 minute.
______4. There is general agreement on what constitutes an ideal resume,
______5. Regardless of experience or education a resume should begin with clear job objectives.
______6. Names, addresses and tel. Nos. Of 2 or 3 references should be listed in every resume.
______7. The functional resume format is viewed with suspicion by HR professionals.
______8. It is OK to embelish your resume as long as you don’t flagrantly lie.
______9. Best resume is generic -- one hat could be applied to a brood array of positions.
______10. The chronological format is usually the best resume format for the resume of a recent college graduate.
______11. A resume should always contain a "personal section" including status, no. Of children, health, interests and hobbies.
______12. It is more important to list "skills and accomplishment" than duties and responsibilities" in the employment history section.
______13. The best resumes are always professionally typeset and printed.
______14. A single erasure or typographical error frequently leads to the rejection of a resume.
______15. Best resume should list every job held from graduation from HS or university.
______16. It is a good idea to print your resume on colored paper and use novel fonts to make it standout.
______17. It is a good idea to ask as many people as possible to critique your resume.
______18. Every resume should be updated annually.
______19. If possible you should by-pass the HRD and send a resume to the hiring manager.
______20. For the individual with over 10 years of employment experience - the background summary section of the resume is irrelevantt since the chronological listing of emp. History will cover this.
______21. For a recent college graduate "education should appear near the beginning of a resume.
______22. For the seasoned manager-- education should appear near the end of the resume unless a degree has been earned recently.
______23. Extra-curricular activities are very important component of the new college grads. Resume.
______24. There is neither a need nor a mechanism for respondents to blind ads to identify the advertising organization.
______25. The best resume is targetted --- that is written to match the requirements of the job and the hiring organization.
Career Management/Career Development
MAJOR THEORIES
1. TRAIT FACTOR THEORY
Frank Parsons (1908)
Propositions
1. Each individual has a unique test of traits that can be measured reliably and validly.
2. Occupations require that workers possess certain very specific traits for success.
3. The choice of an occupation is rather a straight forward process and matching as possible.
4. The closer the match between personal characteristics and job requirements, the greater the likelihood of success.
2. HOLLAND'S THEORY
John Hollands
1. Most persons can be categorized as one of the 6 types: realistic, investigative, artistic, social, enterprising, and conventional.
2. There are 6 types of environment: RIASEC.
3. People search for environments that will let them excercise their skills and abilities, attitudes and values.
4. Behavior is determined by the interaction between personality and environment.
HOLLAND’S THEORY
In his theory he tends to explain the everyday questions people ask about their careers, especially regarding the career decisions they must make. "He is interested in finding explanations for the career change " . He wanted to help people with career problems. Hollandhas preferred to limit his theory by by basing it on " simple, inexpensive, practical definitions and measures." Thus, he formulated his own tools for measurement, the VPI (Vocational Preference Inventory ) and SDS (Self Directed Search ) among others. The theory’s basic reliance on a typology of personalities and work environments. He believe that Occupational Preferences as the choice of a way of life - a choice the individual self concepts and major personality characteristics. It is base on the concept of congruence that is, the fit between individual and environment. It tells that "people search for environments that will let them exercise their skills and abilities, express their attitudes, problems and roles.
SIX PERSONALITY TYPES:
1. REALISTIC- Involves the systematic manipulation of machinery, tools or animals. Occupation include architectural draftsman, structural steel worker, computer specialist, and secretary.
2. INVESTIGATIVE - Involves the observation and symbolic, systematic, creative investigation of physical, biological or cultural phenomena. Occupations include economist, physicist, medical technologist, surgeon and aeronoutical engineer.
3. ARTISTIC - Involves ambigous, free, unsystematized activities and competencies to create arts, forms or products. Occupations include writer, designer, and architect
4. SOCIAL- Involves the manipulation of others to conform, train, develop, cure, or enlighten. Occupations include counselor, teacher, and social worker.
5. ENTERPRISING- Involves the manipulation of others to atytain organizational or self interest goals: Sample occupations include banker, lawyer, sales person, and manager.
6. CONVENTIONAL - Involves explicit, ordered, systematic manipulation of data, such as keeping records, filing materials, reproducing materials. A sample occupations is an accountant.
FOUR BASIC ASSUMPTIONS:
1. It assumes that most person can be categorized as one of the six types: realistic, investigative, artistic, social, enterprising or conventional.
2. There are six kinds of environment: realistic, investigative, social, artistic, enterprising, or conventional.
3. People search for environments that will let them exercise their skills and abilities , express their attitudes and values and take on agreeable problems and roles.
4. Behavior is determined by an interaction between personality and environment.
3. PERSONALITY DEVELOPMENT AND CAREER CHOICE
Developed by Anne Roe
Each of us is born with certain Psychological dispositions and a cluster of Psycological strengths and weaknesses. These interact with certain environmental conditions particularly child rearing practices. Each of us seeks to meet those needs in a particular type of work environment.
II. TRAINING AND DEVELOPMENT
Training - focus on present job
education - future identifiable job
development - future undefined job
TRAINING CYCLE
Needs Analysis - Starts by looking at the discrepancy
Preparation of Training Objectives
Choice of Speaker
Choice of Venue/equipment
Actual Implementation of Program
Evaluation
STEPS OF INSTRUCTIONS
1. INTRODUCTION
*Give an overview on
- Importance of the lesson
- How it relates to his job
- How it relates to success of operation
- How a trainee can use the knowledge/ skills
- What is expected of the trainee after the lesson
- How is it going to be conducted
2. PRESENTATION
*Must be able to cover the what, how and why
*May be reinforced by the use of training aids and materials
3. APPLICATION/TRIAL
*Trainee practice on what he learned
4. SUMMARY AND FOLLOW-UP
*Summarize and review
*Check progress
*Reinforce learning
5. TESTING
*Practical Test
*Written test
*Diagnostic Workshop
BASIC DELIVERY TECHNIQUES FOR FLIP CHARTS
1. Stand to the ____________ of the flipchart as you speak.
2. If you must face the flipchart and talk at the same time, double the ___________ of your voice.
3. If you want to write and talk at the same time, pause now and then for eye contact.
4. Use symbols and abbreviations.
5. Choose bold colors. Use pastels for ______________.
6. Use the ___________ side of the pens tip when you write.
7. When using prepared flipcharts, __________ a blank page or two in front of each page.
8. Get help from the audience by asking participants to __________the last sheet on the wall while you put the headline on the next one
9. Ask a _____________ to write ideas on the flipchart while you lead the discussion.
10. When creating a diagram or picture as you present, lightly pencil in the item then trace with a marker as you deliver your talk. (You’ll come across as a real artist.) The same technique also works for names and numbers that are difficult to remember.
11. Use a _________ if you need to find a particular flipchart immediately.
12. ___________, don’t write. It is easier to see from a distance.
13. Show finesse _____________ the flipchart up before flipping.
14. Be careful not to ___________ the flipchart as you detach iy from the stand.
15. Try using two flipcharts. One pre-prepared one and second one to write on.
BASIC DELIVERY TECHNIQUES for Overhead Transparencies
1. Make sure the projector is properly positioned and focused before you begin the presentation.
2. Get the transparency all settled on the projector ____________ you turn the light on.
3. Coordinate the audio and the visual.
4. Maintain _______ __________ with your audience.
5. Don’t ____________ from the transparency
6. Don’t ____________ infront of the image.
7. When you turn on the lamp, ____________ your voice one notch.
8. Have a ____________ for stacking your used and unused transparencies
9. Turn the projector ______________ when you are not using it.
10. Don’t leave an overhead slide on screen when you are no longer discussing the subject matter.
11. Try using overlays and the "striptease " method.
12. Always have a spare ____________ ready.
13. Remember the overhead projector acts as agiant magnifying glass.
14. Use the _____________ screen. Eliminate the keystone effect.
15. Keep the lights ___________ during the presentation except the one directly above the screen.
CRITERIA FOR PLANNING AND DESIGNING VISUALS
* Size of group
* Presentation mode
* Time constraints
* Organizational culture
* Presentation objective
* Available resources
* Budget
HOW TO DESIGN VISUALS EFFECTIVELY
* Place one idea idea per visual (one point or relationship )
* Use a maximum 6-7 words per line, 6-7 lines per visual
* Keep items in lists parallel
* Check correctness of numbers, grammar, punctuation, and spelling
HOW TO DESIGN VISUALS EFFECTIVELY
*Use headlines
*Label charts boldly and clearly
*Make all printing large and bold
*Highlight key points
*Design graphic horizontally
*leave margin around the visual
*Use appropriate vocabulary for narrative text.
WHY USE VISUAL AIDS
*Increase retention
*Facilitate learning
*Increase audience involvement
*Add variety and interest
*Help emphasize main points and ideas
*Help organize your presentation
*Help explain concepts with pictures and diagrams
Checklist for designing new learning situation
1. new activity needs to be planned carefully and ideally dry-run through a pilot program.
2. never ask a participant to do something that you will not do.
3. never peel-off things that you cannot restore
GUIDELINEIN CAPTURING AND MAINATAINING AUDIENCE ATTENTION AND ELICITING PARTICIPATION
A. LECTURER’S PERSONALITY
1. Exude an image of self-confidence
2. Eye contact
B. BEING UNDERSTOOD
1. Speak through each main point several times
2. make maximum use of clear transition as you go from one point to another
3. Use oral language qualities and talk as though you were conversing.
C. ENCOURAGING PARTICIPATION
1. look for signs and puzzlement, comprehension, and boredom - slow down or speed up presentation on the basis of these cues .
2. Interrupt lecturette from time to time by initiating brief activities or by soliciting comments and examples from the audience.
3. Repeat vevatim what a participant says.
D. HANDLING SPECIAL SITUATIONS
1. Deal with emotions such as anger in a functional manner.
BASIC RULES FOR IMPROVING THE QUALITY OF SPEECH :
1. Do not slur words or drop syllables.
2. Open your mouth when you talk to gain clerity and avoid monotonous tone.
3. use variety and melody to avoid flat monotonous tones.
4. Improve vocabulary
5. Talk loud enough so that the last person in the audience does not need to strain to hear.
6. Avoid sing-song rhythm.
7. Avoid "ah" and "eh" sound between sentences.
8. Avoid ‘you know’ phrase before or at the beginning of the sentence.
9. Make sounds in the mouth , in the throat .
10. Practice aloud before a mirror.
BE GUIDED BY THE FOLLOWING ORAL DELIVERY
1. VOICE
- Volume should be loud enough
- 90-100 words per minute
- Be conscious of your pronunciation and enunciation
- Consider your voice patterns
` - sing song pattern
- one-note pattern
- high pitch pattern
- low pitch pattern
2. EYE CONTACT
- Direct, natural
- Be aware of distraction
- Move - about, you’re a person not a statue
- Good eye contact will personalized the lesson
3. GESTURES
- Purposeful have definite aim
- Random gestures or nervous gestures have no definite aim
4. ATTITUDES
- Exude with enthusiasm and sincerity
- Show concern for trainees progress
- Recognize the potentials of our trainees
EMPLOYEE MOVEMENTS
A. Employment status
Probationary
Temporary
Project employee
Regular
B. Employee Movement - employee movement may be vertical, lateral, downward, outward resignation, discharge, layoff, retirement
Transfer
Promotion
Demotion
Resignation
Discharge
Layoff
Retirement
GENERAL . CLASSIFICATION OF EMPLOYEES
Managerial employee
Supervisory employee
Rank and file employee
WAGE AND SALARY ADMINISTRATION
Salary - (used interchangably with wages and pay) renumeration paid to an employee for services rendered. comission (basic pay)
* " a fair days pay for a fair days labor" if there is no work performed by the employee there can be no wage or pay unless the laborer is willing to work but is prevented by management.
Allowances - given on cash basis thus taxable; meal allowances, representation allowances, transportation allowances, medicine allowances, cost of living allowance, clothing allowance.
E. Non-Monetary Benefits/Priveleges
V. LABOR RELATIONS
Employee Discipline
COMMON DISCIPLINARY ACTIONS
1. VERBAL REPRIMAND
2. WRITTEN REPRIMAND .
3. SUSPENSION .
Preventive Suspension
4. DISMISSAL
Due process:
1. Should be notified of the offense
2. Should be given a chance to explain (72 hrs, counsel, witnesses)
3. Notified of the decision to dismiss
Collective Bargaining - negotiations towards collective agreement; democratic framework to stabilize the relation between labor and management to create a climate of sound and stable industrial peace.
FOUR STAGES OF PROFESSIONAL CAREERS
I |
II |
III |
IV |
|
| CENTRAL ACTIVITY | HELPING, LEARNING, FOLLOWING DIRECTIONS | INDEPENDENTLY CONTRIBUTING | TRAINING AND INTERFACING | SHAPING THE DIRECTION OF THE ORGANIZATION |
| PRIMARY RELATIONSHIP | APPRENTICE | COLLEAGUE | MENTOR | SPONSOR |
| MAJOR PSYCHOLOGIC-AL ISSUES | DEPENDENCE | INDEPENDENCE | ASSUMING RESPONSIBILITY FOR OTHERS | EXERCISING POWER |
CAREER STAGES AND CONCERNS
| AGE GROUP | CAREER STAGE | CAREER TASKS | PSYCHOLOGICAL ISSUES |
| 15-22 | Pre-Career Exploration |
|
|
| 22-30 | Early Career Trial |
|
|
| 30-38 | Early Career Establish- ment |
|
|
| 38-45 | Middle Career Transition |
|
| AGE GROUP | CAREER STAGE | CAREER TASKS | PSYCHOLOGICAL ISSUES |
| 45-55 | Middle Career Growth |
|
|
| 55-62 | Late Career Maintenance |
|
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| 62-70 | Late Career Withdrawal |
|
LIFE AND FAMILY STAGES
| AGE GROUP | LIFE STAGE | FAMILY STAGE | PSYCHOLOGICAL ISSUES |
| 15-22 | Adolescence | Single Adult |
|
| 22-30 | Young-Adulthood Transition | Married Adult |
|
| 30-38 | Young Adulthood | Parent of young children |
|
| 38-45 | Mid-Life Transition | Parent of Adolescents |
|
| AGE GROUP | LIFE STAGE | FAMILY STAGE | PSYCHOLOGICAL ISSUES |
| 45-55 | Middle Adulthood | Parent of Grown Children |
|
| 55-62 | Late-life Adulthood Transition | Grandparent of young Children |
|
| 62-70 | Late Adulthood | Grandparents of adolescents; widow/widower |
|
PERSONALITY DEVELOPMENT AND CAREER CHOICE
8 OCCUPATIONAL GROUPS
1. SERVICE - serving and attending to personal tastes, needs and welfare of other people.
2. BUSINESS CONTACT - face to face sale of commodity, investments, real estate & services.
3. ORGANIZATION - concerned with organization and efficient functioning of commercial enterprises and government agencies.
4. TECHNOLOGY - deals with production, maintenance and transport of commodities and utilities.
5. OUTDOOR - includes cultivation, preservation and gathering of crops and other natural resources.
6. SCIENCE - deals with scientific theory and its application under specified circumstances other than technology.
7. GENERAL CULTURE - concerned with the preservation and transmission of the general cultural heritage.
8. ARTS AND ENTERTAINMENT - deals with the use of skills in the creative arts.
6 LEVELS IN EACH GROUP.
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