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July 16, 2005

Institute of Accounts,
Business & Finance at
Far Eastern University,
Philippines
An Organizational Behavior Analysis
By: Atty. Christine P. Carpio-Aldeguer


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TABLE OF CONTENTS

Page

I. Chapter I: Introduction 4

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

III. Chapter III: Individual Behavior ...... 12
A) Value System in IABF . 12
Definition of Terms .. 13
Findings . 15
B) What Motivates the Personnel of the
Institute of Accounts, Business & Finance . 16
Herzberg Two-Factor Theory . 16
Maslows Hierarchy of Needs . 17
Theory X and Theory Y .. 17
McClellands Theory of Needs .. 18
Methodology and Definition of Terms .. 19
Findings . 22

IV. Chapter IV: Group Behavior . 24
Part 1. Foundations of Group Behavior . 24
A) Classifying groups in IABF .. 24
B) Group Development using the
Five Stage Model .. 28
C) Group Member Resources . 29
D) Group Structure ... 30
E) Group Decision Making Techniques . 30
F) Meetings .... 31

Part II. Understanding Work Teams in IABF . 32
Shaping Team Players in IABF 32
Other Observations ... 33
Results ... 34

Part III. Communication ... 34

Part IV. Leadership in IABF . 35
Leadership 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 ... 42
A) Individual Behavior . 42
Assessment of the Value System Existing
In IABF .. 42
Assessment of the different motivating
Factors of personnel at the IABF .. 45
B) Group Behavior ... 47
C) Organizational Behavior ... 48

VII. Chapter VII. Suggestions and Recommendations 50

VIII. Chapter VIII. Conclusion . 52

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

X. References ... 55


















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Chapter I

INTRODUCTION

This paper deals with the study of the organizational behavior of the
personnel 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 many
of 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 & Finance
Address : Nicanor Reyes Street, Morayta, Manila
Years in operation: 77 years
Type of Business: Educational institution
Contact person : Prof. Danny A. Cabulay
Contact 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 one
of 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 91
Total Population 115


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Far Eastern University- Institute of Accounts, Business and Finance
Organizational Chart



INDICATES JURISDICTION
OF THE PROGRAM HEAD
CONCERNED























Dean - IABF
Associate Dean - IABF
Manager IABF
Business
Center
Program Head -
Management
Program Head
Marketing and
Tourism Management
Program Head
Finance and
Economics
Program Coordinator
BSC-Management
Program Coordinator
Associate in Computer
Secretarial
Program Head -
Accountancy
Program Coordinator
BSC- Legal
Management
Program Coordinator BS-
Accountancy
Program Coordinator
BSC-Internal Audit
Program Coordinator
BSC-Marketing
Program Coordinator
BSC-Tourism
Management
Program Coordinator
BSC-Finance
Program Coordinator
BSC Economics
IABF Support
Group

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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 III INDIVIDUAL 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 us
have 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 work Work done by a number of associates, usually each doing a
clearly defined portion, but all subordinating personal prominence to the
efficiency of the whole.
Creativity the 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.
Transparency the 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.
Flexibility The quality of readily adapting to circumstances.
Social responsibility can 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.
Independence Freedom 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 savings
Integrity /
honesty

Diligence
Team work
Creativity
Moral
uprightness

Transparency
Commitment
Quality
Competence
Discipline
Flexibility
Social
responsibility

Independence

How important are
these?

VI = Very Important
NVI = Not Very
Important
Rank the following based
on your preference with
15 as the MOST
IMPORTANT and
1 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 (Top
three only)
Dean Academic
Managers
IABF Staff Faculty
1. Integrity /
honesty
1. Integrity /
honesty
1. Integrity /
honesty
1. Integrity /
honesty
2. Quality 2. Commitment 2. Moral
uprightness
2. Moral
uprightness
3. Creativity 3. Moral
Uprightness
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):
21 35 36-50 51-65
1. Integrity 1. Integrity 1. Integrity
2. 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):

21 35 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):

21 35 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 EASTERN
UNIVERSITY, INSTITUTE OF
ACCOUNTS, 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 to
favorable 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 a persistence 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 to
the 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.com
2
, 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 study
3
, 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, national
origin, disability, sexual orientation or socio economic background.
In a study published by PersonnelToday.com
4
, less than one in 10
are motivated to go to work to socialize with other people.
Work conditions Specifically 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 staff
found 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 as
the 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. Consider
the findings as stated below:

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

Dean Academic
Managers
IABF Staff Faculty
1. Recognition of
achievement
1. Advancement /
possibility of
growth
1. Pay 1. Work itself
2. Work Itself 2. Work itself 2. Advancement /
Possibility of
growth
2. Advancement /
Possibility of
growth
3. Sense of
responsibility
3. Sense of
responsibility
3. Sense of
responsibility
3. Sense of
responsibility


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

Female: Male:
1. Advancement / Possibility of growth 1. Sense of responsibility
2. Work Itself 2. Advancement / Possibility of growth
3. Pay 3. Work itself



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Motivation Factor ranking of the personnel in IABF, by age (top
three only):
21 35 36-50 51-65
1. Advancement /
Possibility of growth
1. Pay 1. Work itself
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, by
age (top three only):

21 35 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, by
age (top three only):

21 35 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 IV GROUP 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 report
directly 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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Chairpersons of each committee are chosen based on standards and
qualification as determined by the academic managers. Formal appointment
letters are given to the committee chairpersons and members. However, the
prospective committee chairperson is given a choice to accept or not to accept
the appointment (Please refer to Appendix E) since a Committee Chairperson
performs a special task which needs greater responsibility and commitment, as
compared to a mere Committee member.
Formally structured duties and responsibilities are given to each
committee. Extra-teaching Service (ETS) pay are given to the different
committees at the end of every semester, based on the quality of output given for
the task.
A total of 32 Committees exist in IABF, each one having distinct duties
and responsibilities. Let us consider the following committees existing in IABF
with their corresponding objectives:
Curriculum To produce innovations in the current curriculum in order to
make it more competitive, quality oriented, cost effective, and attractive to the
target market;
Research and Innovation To develop research capability of faculty
members and students and encourage them to undertake interesting, relevant
and beneficial research projects either for academe or industry use in line
with the Institutes research agenda for the school year.
Training and Development To initiate necessary training activity that will
improve the morale and enhance the career development of both faculty and
staff.
Faculty Counseling and Discipline To instill the culture of peace in the
campus and uplift the motivation of faculty and staff in the conduct of their
day-to-day duties.
Faculty Evaluation, Ranking and Promotion To ensure a fair and
systematic evaluation, ranking and promotion (tenureship) of faculty members
which will hopefully motivate them into developing further their competencies.

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Scholarship and Financial Assistance To 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 Records To 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 Accreditation To ensure that preparations for the
Level III Accreditation of IABF Programs are in order.
Council of Peers To 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.
Election To 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 Ministry To 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 Coaches To ensure high probability of winning in national and
international competitions.
Council of Auditors To 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:

Page 28
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.

Page 29
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 F and 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, dependent
on 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.

Page 30
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 leader
can 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 program
coordinator 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 of
efforts 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:

Page 33
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.

Page 34
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 motivation by 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.

Page 35
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.

Page 36
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 principles
11
in governing the Institute:
1. THE LAW OF THE LID Leadership 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.

Page 37
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 GROUND Trust 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 RESPECT People 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

Page 38
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.

Page 39
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.

















Page 40
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 complies
with 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

Page 41
and policies to undertake counseling and mentoring sessions for faculty
members with respect to their teaching performance and other personal issues
affecting performance.
The 32 committees formed by Dean Cabulay covers the whole wish list of
IABF in becoming the most outstanding business school in the country.
Although there are times that resort to crisis management is the solution to
some issues that have rocked the IABF for sometime, the leadership of Dean
Cabulay has been considered the most important and critical consideration for
the success of IABF.
Currently, IABF is emphasizing on the concept of service centers
wherein offices of the Institute have been indoctrinated on concepts of customer
service.
The support to IABF by the President, Vice President for Academic Affairs,
Chairperson and Alumni of Far Eastern University has been tremendous. Dean
Cabulay practiced the Law of Solid Ground in order to establish the trust of the
key stakeholders of IABF.
















Page 42

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 academic
excellence. 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

Page 43
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)

Page 44
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.

Page 45
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.

Page 46
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

Page 48
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 there i.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 be
denied 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.


















Page 50

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 IABF
might 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 enter
organizations 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, we
are conducting a study on the individual behavior of the personnel at the FEU-
IABF. Therefore, your full cooperation will be highly appreciated by answering
the 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
____ 41-45
Faculty: ____ 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 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


Page 54

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











NVI VI
1 2 3 4 5 RANK
Resourcefulness
Cost savings
Integrity /
honesty

Diligence
Team work
Creativity
Moral
uprightness

Transparency
Commitment
Quality
Competence
Discipline
Flexibility
Social
responsibility

Independence













How important are
these?

VI = Very Important
NVI = Not Very
Important
Rank the following based
on your preference with
15 as the MOST
IMPORTANT and
1 as the LEAST
IMPORTANT

Page 55
References:


Luthans, F. 1998, Organizational Behavior, Irwin McGraw Hill.

Robbins, S. 2003, Organizational Behavior, Tenth Edition, Pearson
Prentice Hall.

Maxwell, J. 1998, The 21 Irrefutable Laws of Leadership, Thomas
Nelson Publishers.