MODULE 1

Introduction
Module

Tips to Succeed in
Home-Based Learning via Printed Module
Below are suggested tips on how to succeed in the home-based learning in
printed module. You can use, modify and share them to your class.

1. Keep this printed module in a safe and secure location, away from wet
places, pets, and places where the modules will be put to risk.
Remember that this is your primary learning tool. Treat this with
utmost care. You can opt to have this module covered.
2. Read and personally answer the learning activities and assessments.
You paid your tuition fee to learn. If you allow other people to answer
the activities, you are shortchanging yourself on the learning
competencies. As a medium-term effect, it will be more difficult for you to comply with activities
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 as you progress in your academics. The long-term effect will be seen when you are employed.
Keep it honest and true!
3. Establish a learning schedule and routine. It is not recommended to
do everything at once. The ideal time to spend for this subject is twice
a week, 1.5 hours each time. Follow the pacing and time allotment as
suggested in the module details and assessments.
4. Read the lessons carefully. Read it several times if you must. You can
use highlighter or scribble personal notes in the pages of the modules.
However, do not scribble in pages of enabling and summative
assessments.
5. If you have access to other learning materials in your home related to
the subject, do not hesitate to use them as well.
6. Read assessment instruction carefully. Any answer that do not follow
instruction will not be considered.
7. Do not leave any assessment unanswered before submitting the
module back to your professor.
8. Use only black or blue pen in answering. It is suggested that you use a
scratch paper and answer there first before placing your answer here
in this module.
9. Keep your handwriting clean and legible. Write in block letters not
script. If your professor cannot understand your handwriting, it will
be marked incorrect.
10. Be mindful of the spelling. Wrong spelling is wrong.
11. Read the rubric to guide you on how you will be graded by your
teacher.

Module Parts
This part operationally defines the different parts of your modules.
 Module Title Page – presents the module number, title of the module,
author, department and college
 Self-Care / Me-Time – offers breaks within the module and suggests on
how you can spend your free time based on your needs.
 Chapter – each module is further divided into chapters.
 Chapter Outcomes – showcases Course Learning Outcomes, Module
Learning Outcomes, and Chapter Learning Outcomes and how it is cascaded
into each other.
 Other Chapter Details – outlines the learning tools needed for the chapter;
it also shows the time duration for the learning activities and assessments.
 Starting Activity – the start of each chapter is gamified through the
starting activity. It is designed to stir up your interest in the chapters and
ushers the topic that will be discussed. This is not graded and do not count
towards the overall final grade.
 Lesson Proper – contains the bulk of the learning activity, it provides the
content to address the learning outcomes. It is divided into subheadings.
Sometimes there are reflection questions found that you can answer for
yourself. This is the equivalent of random questions asked by professors
during classes but do not count towards any assessment grade.
 Formative Assessments – based on its name, it is designed to serve as
Formative exercises and, hence, do not count in any term grade. Answer
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 these assessments to build up your competencies. Not all chapters have
Formative assessments.
 Enabling Assessments – this type of assessment has the same goal as the
Formative assessment, but this type counts in your final grade. It is very
highly recommended that you read the lessons and answer Formative
assessment first before answering Enabling assessment.
 Summative Assessments – these count as the major examinations or term
outputs. Take caution in answering this type of assessment. Make sure you
have answered the Enabling assessments first before answering the
summative assessments.
 Self-Care / Me-Time – this course follows the ‘Care-Centered’ framework
for learning. Your personal welfare is important to your professor. You can
do the suggestions per area. Participation in the self-care time do not count
in the grading system.

Comparison of Printed and Online Module

Part of the Syllabus Implementing Rules and Regulations requires us to
discuss the difference between the online module and the printed module.

The primary mode of delivery for learning in the University in the Distance
Learning Mode is online. However, the University recognizes that some
students do not have internet access in their area. Furthermore, some
students do not have technological necessities such as laptop, mobile
phones, and the like. Therefore, the University have opted to give Home-
Based Learning via printed module as an option for those who qualify.

Measures were taken to ensure that printed and online module have almost
the same quality of learning. Learning outcomes, learning content, and the
outcomes measured in all types of assessment is the same for both online
and printed modules.

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However, there may be instances where differences between online and
printed module may occur. This is due to the nature of the mode of delivery.
Below are examples of the differences in delivery:

 Lesson: an online module will use a website to view the map, while
the printed module will utilize a printed map.
 Assessment: in one of the assessments, online module will require the
use of Flipgrid while printed module will be doing a written essay
instead.
 Consultation: students in online module uses Schoolbook, MS Teams,
and other online platforms for communication, while printed module
students uses text and call.
 Submission of assessments: online module students uploads or sends
their submission through online platforms, while printed module
students either sends the module back to the University through
courier or personally by persons allowed under the law.

Consultation Protocols:

 Introduce yourself in full name first, then state your concern.

 Use respectful words (text) and tone (calls).
If you do not have mobile phone, you can use the mobile phone of your parents, siblings, or
any member of your household you are living with. Ask permission first.

COURSE DESCRIPTION:

The course will build student’s personal and social competencies that are vital to
implementing and performing excellence in service in any professional
undertaking. Also, it will help students to be introduced to and examine various
service organizations and industries, and key concepts in being a customer-centric
organization. It will enable students to practice practical customer service skills
and manage a. Furthermore, it will provide students a thorough evaluation and
understanding of different business cultures of the countries directly involved in
the BPO. And, to identify the characteristics of the BPO system that follows legal
guidelines and by integrating international standards to Philippine business
practice. It is, also, a system of values and beliefs in an organization that
reinforces the idea that providing the customer with quality service is the principal
concern of the business.
The course will have a special provision on modality, pacing, pedagogy, assessment
type, communication and feedback based on the national, regional, provincial, city,
and institutional guidelines for the safety amidst disaster and pandemic. Hence,
this class shall be delivered in both online and offline/module-based approach. This
course is also compliant with Outcomes-Based Education (OBE) and 21st Century
Learning Design (21CLD) frameworks.

COURSE LEARNING OUTCOMES:

By the end of this course, students are expected to:

CLO1. Analyze the framework of personal and social competencies that serve as
the foundation of performance excellence.
CLO2. Develop analytical skills when assessing work and performance habits of a
service professional.
CLO3. Distinguish the basic knowledge (principles, practices) of service excellence
practices in organizations and by individual service professionals.
CLO4. Integrate key learning (theoretical and practical concepts of service culture)
in designing a service experience.
CLO5. Identify and evaluate the customer and customer service.
CLO6. Analyze the use and importance of Customer Relationship Management and
other business analytic application and systems in the outsourcing industry.
CLO7. Compare and interpret different foreign cultures to be able to become
strategic in giving service to global business partners.
CLO8. Discover different measures and standards of quality service to achieve or
maintain service excellence.

LEARNING PLAN

Learning Outcomes for Midterm Period

Course Learning Outcomes Topic Learning Outcomes
 TLO1. Explain how service culture is built on
CLO1. Analyze the the frameworks of personal leadership, and
framework of personal and the development of leadership and social
social competencies that competencies.
serve as the foundation of  TLO2. Explain the importance of self-
performance excellence. awareness and regulation and discuss
how
their practice helps demonstrate a capacity
for leadership.
 TLO3. Analyze situations in which self-
CLO2. Develop analytical awareness and regulation play a significant
skills when assessing work role in leadership.
and performance habits of a  TLO4. Evaluate one’s personal motivation and
service professional. discover how to improve one’s current
motivation in order to develop competent
leadership.
 CLO3. Distinguish the basic
knowledge (principles, • TLO4.Develop the different ways to have
practices) of service a sustainable professional career.
excellence practices in • TLO5. Analyze the best practices when
organizations and by dealing with customers
individual service
professionals.
CLO4. Integrate key learning  TLO6. Discover the service expectations of
(theoretical and practical concepts of
service culture) in designing a service customer located in the North American region.
experience.

Synchronous

Asynchronous

Onsite Activities

Allotted Hours
Assessment
Summative
Teaching-Learning Activities /
Assessment Strategy

Module
No and Offline/Printe Online
Learning d Module Module Technology
Outcomes Date Activities Activities Enabler
Introductio  Self-  Self-
introductio introductio
n
n Tips to n
to the  Tips to
succeed in
course
distance  succeed in
learning via a fully
Printed online class
module Course
Course  requiremen
requirement
t details
Introductio

n of BPO
Industry
Video

Service
Culture

& BPO
Industry


 

details
 Schoolbook
Wee MS Teams 3.
/
k1 PowerPoint 0

Introduction
of BPO
 industry
Video


Module 1  Self-  Self-
assessmen assessmen
t t activity
activity Sharing of
Sharing of self-
Self- self- awareness
awareness
Awarenes Discussion/ Discussion Schoolbook
s sharing of /sharing of MS Teams 3.
BPO online Video
/
BPO online 0
personality personality presentatio
Motivation test n
test
Wee assessment assessment
CLO in & self- in & self-
k2
1 awareness in awareness in
TLO relation to self- in
1 COVID19 relation to
TLO cases COVID 19
2 Motivationa cases
TLO l activity Motivational
3 Enabling activity/vide
1assessment: o
Quiz Enabling
assessment
:
Quiz 1
Module 2 Wee  Personal  Personal
Personal k3 Mission Mission
Mission and and
and vision vision vision
Schoolbook 1.
 Enabling  Enabling MS Teams 5
assessment assessment
Empathy
 essay  Schoolboo / 1.
TLO 1 Lesson: discussio k MS 5
TLO 2 Empathy n Lesson: Teams
 Empathy  Empathy Power point
TLO 3 with video
 Case  Empathy
Empathy case
 video  Empathy
video

Module 3

Social
Skills
 TLO 4
TLO 5
CLO 3

Coaching
Session as
Learning
Opportunit
y

CLO3
TLO4  Taking
charge of

 Taking your
Competenc charge of learning
ies Valued your learning and
in the IT- and developmen
t Schoolbook
Module
BPM 4 development /
MS Teams
Taking
Industry  Enabling  Enabling
assessment assessment
Charge of
your
TLO 4
Learning
TLO 5 3.
and
CLO 3 Wee 0
Developme
k8
nt During  Enabling  Enabling
your assessment: assessment:
CLO 2
Professiona quiz on quiz on
l Life Philippine Philippine
Schoolbook
intangible intangible MS Teams /
cultural cultural
CLO4 heritage heritage
TLO5  Enablin  Enablin
g g
TLO6 assessment: assessment:
Quiz Quiz
 Enabling  Enabling Schoolbook 1.
assessment: assessment: /
 Activities  Activities 5
 Preparatio  Preparation
n time
Wee  Consultation Schoolbook 3.
time /
k9  Consulta (if able and MS Teams 0
tion (if able willing)
and
willing)
Summative Summative
Wee 1.
assessment 2: assessment 2: MS Stream /
k 10 5
Midterm exam Midterm exam
1 2
4. 3. 3.
TOTAL 3. 7.
5 0 0
5 0
 Learning Outcomes for Final Period
Course Learning Outcomes
CLO5. Identify and evaluate
the customer and customer
service.
CLO7. Compare and interpret
different foreign cultures to
be able to become strategic in
giving service to global
business partners.
CLO8. Distinguish two
external customer
satisfaction
Topic Learning Outcomes
• TLO7. Understand customer and customer
service function
• TLO8. Evaluate different foreign culture
to become strategic in giving service to
global partners.
• TLO9. Identify two external customer
satisfaction.
• TLO10.Develop a concrete image of the
customer as a goal and driver of
business success.
 Asynchronous

Onsite Activities

Allotted Hours
Assessment
Synchronous
Teaching-Learning Activities /
Assessment Strategy

Module

Summative
No and
Learning Technol
Outcome Dat Printed Module Online Module ogy
s e Activities Activities Enabler
Wee 1.
k 11 SELF-CARE / ME-TIME 5
 
American American
Service Service
Module 5 Expectation Expectation Schoolbo
 Enablin  Enabli ok 1.
g ng /
Wee MS 5
American assessment Assessment
k 11 Teams
Service  Video  Video Power
Expectati presentation
presentation Point
on

Wee  European  Schoolbo / 3.

k 12 Service European ok 0
European Expectation Service MS
Service  Enabling Expectation Teams
Expectati  Enabling Power
assessment: assessment: Point
on quiz quiz Sway

Asian
Service
  Asian  Asian
Service Service
Expectation Expectation
 Lesson  Lesson Schoolbo
exercises Exercise ok /

  Collaboratin
Collaborating g in Global
in Global Environment
Environment  Enabli
 ng
Expectati Enabling assessment: Schoolbo 3.
ok
/
on assessment: Quiz 0
Quiz
CLO 7 Wee
TLO 7 k 13
TLO 8
 Enabling  Enabling
assessment assessment
Schoolbo
 Video  Video 1.
 Lesson ok /
Module 6  Lesson 5
exercises exercises
Collabora
ting in  Culture  Culture
and Values and Values
of an of an
organization Organization MS
 Enabling  Enabling Teams 1.
Schoolbo
/
assessment assessment 5
Culture ok
and
Values of
an
Organizat Wee  Enabling  Enabling
ion k 14 assessment: assessment:
Look or Search or
interview call interview call
CLO 7 center agent, center agent, MS
1.
TLO 8 get get Teams /
5
information information
about the about the
culture and culture and
values inside values inside
BPO industry BPO industry.
Module 7 Wee SELF-CARE / ME-TIME 1.
k 14 5
  What is  What is
Customer Customer
Service Service
 Enabling  Enabling
assessment assessment Schoolbo
 Quiz ok 1.
 Quiz /
MS 5
Teams
Wee
k 15

 Enabling  Enabling
assessment: assessment:
What is  Customer  Custo Schoolbo 1.
/
Customer service mer ok 5
Service activity Service
CLO 7 activity
TLO 7  Self-  Preparation
preparation time
 Consultation  Feedback /
thru text or and
call consultation
Wee 3.
Importan k 16  Essay on 0
progress of  Progress /
ce of accomplishm Schoolbo
Customer final output ok
/
creation part ent report 2
Service
2
CLO 7  Summative  Summative
CLO 8 assessment 3: assessment 3:
Interview one  Interview one
TLO7
employee from employee
TLO8 from BPO
Wee BPO company MS 1.
company /
k 16 Provide proof of Stream 5
(video
interview and
recorded of
submit document
the interview
of the capstone
discussion)
interview.

 Summativ  Summati
e ve
Wee assessmen assessme MS 1.
/
k 17 t 4: nt 4: Stream 5
 Written Written
exam exam
 Reflection  Debriefin
of the g and
MS
entire course
Wee Stream 1.
module reflection /
k 18
 Module  Peer MS 5
submissio evaluatio Forms
n n
 2
4. 13 3. 3.
TOTAL 7.
5 .5 0 0 0
GRADING SYSTEM

Midterm
Enabling Assessments - 60%
Summative Assessments - 40%
100%

Finals
Enabling Assessments - 60%
Summative Assessments - 40%
100%

Overall Final Grade = Midterm + Final

2

COURSE POLICIES AND REQUIREMENTS

1. Enrollment in an E-Class. Your teacher shall enroll you in the e-class. This
will be based on the class list provided by the Office of the University
Registrar and at the portal. For those who opted for printed modules, you
will only be given the module if you are officially enrolled.

2. Communication and Feedback

a. Online Synchronous Communication shall happen as indicated in
the learning plan section of the syllabus.
b. Online Asynchronous Communication shall happen when the faculty
utilizes at least one of the recommended asynchronous
communication. The minimum response time for asynchronous
communication is 24 hours, excluding Sundays and holidays. All
communication platforms must be explicitly indicated in the syllabus.
Below are the recommended asynchronous communication
platforms:
 i. Forum – at the Forum Tab at Schoolbook, students can post
their general concerns. The forum is public and any post can
be seen by the class.
ii. Messaging – at Schoolbook. Any private or confidential matters
must may be messaged through Schoolbook messaging
feature.
iii. Email – you may email your professor
at ptbolario@dlsud.edu.ph
c. Offline Communication are only for Students who opted for Printed
Modules. Text messaging subject to strict confidentiality agreement
between the student and the professor maybe used. This mode of
communication is exclusive only for the specified type of student.
Calls may be entertained within working hours (8AM to 5PM),
while text messages may be responded to within 24 hours,
excluding Sundays and holidays.
d. No using of foul, curse, and other bad words, whether in written
or verbal. No shouting. No flooding of chat and messages. No
selling.

3. Attendance Policy
a. Attendance Policy for Online Classes is scheduled based on
the learning plan. Attendance, especially in synchronous classes,
shall not be a basis for receiving a failing grade. It will not comprise
any grade in the class standing.
b. RSVP as part of an ethical process of conducting online meetings,
the following will be observed:
i. The synchronous meeting will be made by the teacher at
least 14 calendar days before its schedule.
ii. The student must RSVP at least three days before
the scheduled synchronous meeting.
iii. The faculty will announce two days before the calendared
synchronous meeting if it will push through or if it will be
cancelled. If cancelled, the faculty will announce a replacement
asynchronous activity and the new schedule of the
synchronous meeting.
c. The minimum required attendees in synchronous class shall be 50
percent of the entire class. It is the faculty’s prerogative whether to
continue or discontinue the session if it does not reach 50 percent.
However, if the attendees are less than 20 percent of the total class,
the synchronous session will be rescheduled, an asynchronous
learning activity will take the place of the supposed synchronous
meeting.
d. All synchronous meetings will be recorded and embedded into a
schoolbook page section. It will also be accessed by students at
MS Teams and other institutionally subscribed video hosting
platform.
e. The synchronous meeting will only be held at the schedule
indicated in the registration form.

4. Intellectual Property Policy

 a. Policy and copyright infringement will not be tolerated. Any violation of such will
earn students a grade of zero in the assessment. Using of any illegally obtained
software is strictly prohibited.
b. Students are encouraged to use their original photos, videos, and
other resources. Otherwise, students can use royalty-free resources
or embed the sources in their submissions to avoid copyright
infringement and/or plagiarism.
c. Inviting people, that are not part of the class, in synchronous
meetings is strictly prohibited, unless approved by the subject
teacher. Posing as another person during a synchronous activity is
strictly prohibited.
d. Giving of password to Schoolbook and Office 365 is strictly
prohibited. Likewise, accessing Schoolbook and Office 365 account
other than the students’ personal account is also strictly prohibited.
Violating students will be reported to the Student Welfare and
Formation Office (SWAFO).

5. Other Policies
a. Attire - students must wear decent casual or smart-casual
attire prescribed by the Student Handbook.
b. Microphone Use – microphone must be muted and only unmuted
when the teacher requires them to.
c. Video – videos may be used by the teacher to validate attendance.
However, the student can choose to turn off the video if the teacher
allows them to.
d. Use of English is required for any presentation including the
question and answer. Tagalog or Taglish can be used during
consultation.

REFERENCES

Melling, Maxine, Building a successful customer-service

Z 711 .B868
culture : a guide for library and information managers.
2002
London : Facet Pub., c2002
HD 58.7 .Sl53 Slocum, John W. Principles of Organizational Behavior.
2011 Australia : South-Western/Cengage Learning, c2011
Christopher, Elizabeth. International Management:
HD 62.4 .C466
explorations across cultures. CIRCULATION. Published
2012
2012
HD58.9.M489 Fred H. Maidment, editor. International Business. 17th
2011 ed., Annual ed. New York : McGraw-Hill, c2013
Larson, Erik W. Project Management: the managerial
HD 69.P75
process. The McGraw-Hill/Irwin series operations and
.G791 2011
decision sciences Published 2011
Course Introduction

Service Culture subject is one of the major subject under the Service
Management program, and this subject is important part of your future
career, because it helps you how to become inter active, and it also helps
you improve your personal inter action with other people.

This course will discuss the framework of Service Culture, personal

leadership and the importance of developing leadership and social
competencies.

The course is very flexible, in term of skills specialization, and I

believe that students taking this program can easily find a good job.

ASSESSMENT Self -Awareness

TITLE
ASSESSMENT Enabling Numbe 1 Est. 30
TYPE r Duration minutes
OUTCOMES Self-awareness and Self-regulation
ASSESSED
Welcome and good luck.
You can fill out this part yourself and see how well you did.
TOTAL POINTS
20 GRADE
POINTS RECEIVED

Instruction: In essay type, please share you experiences from our

current situation base on your awareness in your surroundings or in
your community environment.