De La Salle University - Manila

Ramon V. del Rosario College of Business

Department of Decision Sciences and Innovation

COURSE CODE : ENTCOMM (Communication Skills for Entrepreneurial Leaders)

Instructor: Jan Nathalia A. Atendido Contact Details: jan.atendido@dlsu.edu.ph

Consultation Hours: Wednesdays 9:00am – 10:00am K32: MH 1245 - 1415
Class Schedule:
Term, AY: Term 1, AY22-23 K31: MH 1430 - 1600
Room/ Recurring AG911 /
Zoom Link: K32: https://zoom.us/j/91805992202
K31: https://zoom.us/j/99474606405

TYPE OF COURSE

Service learning ✓ Hybrid Fully online In-person

GENERAL COURSE DESCRIPTION

Communication Skills for Entrepreneurial Leaders (ENTCOMM) is an undergraduate course that help students
focus on capitalizing available technology and skills to improve effective communication from an entrepreneur’s
perspective. In this course, students will assume the role of both entrepreneurial clients and communication
consultants, mastering both theoretical approaches and practical skills in business communication.
SPECIFIC COURSE DESCRIPTION
Digital communication is being used increasingly as technology advances. The rise of social and digital media is
changing organizational communication process across industries. This course focuses on enhancing the
communication skills of students from an entrepreneurial perspective. Speaking, listening, writing and utilizing online
platforms in preparing business documents will be covered together with the application of team communication and
use of technology. It will prepare students in handling complex organizational communication challenges and
collaborate effectively with internal and external stakeholders, to help them become effective communicators as
entrepreneurial leaders

COURSE LEARNING OUTCOMES (CLO)

On completion of the course, the student is expected to be able to do the following:

ELGA 1
Critical and Creative Thinkers
PLO1 Articulate and discuss the latest CLO1 Discuss the pivotal role
developments in the specific of effective business
field of practice. communication to
organizational success.
PLO2 CLO2 Process and synthesize
Analyze/Scan the environment the theories behind
to determine business effective business
opportunities and develop their communication, which
profitability profiles from involves innovation.
which entrepreneurial ventures CLO3 Addressing societal
1
 can be selected from. issues through developing
innovative
entrepreneurial solutions.
CLO4 Analyze the
macroenvironment of a
selected industry for their
class presentations.
ELGA 2 PLO3 Communicate effectively with CLO5 Communicate clearly
Effective Communicators stakeholders both orally and in through written
writing. documentations and the
entcomm final paper.
Conduct assessment of CLO6 Work with groupmates to
PLO4 entrepreneurial competencies to present informative,
work effectively with persuasive, and business
diverse groups. presentations.
CLO7 Develop confidence in
speaking with
entrepreneurs/
practitioners and present
their learnings with the
class or through online
forums.
CLO8 To adept themselves on
the use of digital
communication tools.
Present creative outputs
that effectively
communicates a variety
of ideas through audio &
visual means.
ELGA 3 PLO5 Act in recognition of CLO9 Recognize and practice
Reflective Life-Long Learner professional, social, and ethical ethical business
responsibility. communication
(RLL)

ELGA 4 PLO6 Demonstrate corporate CLO10 Understand and

Service-Driven Citizen citizenship and social
responsibility, and exercise
high personal moral and
ethical standards.
ELGA 5 PLO7 Formulate and execute strategic CLO11 Reflect on your own
Innovator and constant seeker of direction and action plan by
analyzing, recommending, and
improvement
justifying courses of action of
possible solution to an existing
challenge or issue.
CLO12 Identifying existing
demonstrate the
importance of proper
business communication
to the success of
entrepreneurial ventures,
especially businesses who
respond to critical social
needs.
thinking and practices as
an emerging entrepreneur
leader and determine
what communication skill
needs further honing or
improvement.
challenges or issues in the
market and
conceptualizing
innovative solutions to
address them. Formulate
2
 strategic direction and
action plans by analyzing
and recommending
courses of action in case
readings.

FINAL COURSE OUTPUT

As evidence of attaining the above learning outcomes, the student is required to do and submit the following during
the indicated dates of the term.
LEARNING OUTCOME REQUIRED OUTPUT DUE DATE

CLO1, CLO2, CLO9 Quizzes Week 5, 8, 13

Class Participation (Class activities, recitation,

CLO7, CLO8, CLO10, CLO11 As necessary
assignments, attendance)
CLO3, CLO4, CLO6, CLO12 Oral Presentations Week 7-8

CLO4, CLO6
Tradeshow Simulation Week 11-14

CLO5, CLO12
Final Paper and Peer Evaluation Week 14

RUBRIC FOR ASSESSMENT

Rubric for Case Analysis

CRITERIA DISTINGUISHED PROFICIENT APPRENTICE Lacking SCORE
(6 points) (4 points) (2 points) (0 points)
Background Discusses the facts of Considers some facts Simply repeats facts No facts and no main
the case and cites the in the case although listed in the case and points mentioned.
main points some main points are does not discuss the
completely. missing and barely main points.
discusses the main
points.
Issues Recognizes multiple Recognizes at least Mentions an/some Does not recognize or
problems in the case, one key problem in issue/s but is not mention an issue that
indicates which issues the case but lacks relevant to the case. is based on the facts
should be prioritized thorough discussion. of the case or the
and explains why. topic.
Actions All proposed actions There is more than Only one action is No action proposed or
address the most one reasonable action proposed. all are infeasible
pressing issues if not proposed but not all action/s.
all. are relevant.
Perspectives Considers the Considers the Does not recognize Does not recognize
perspective of all the perspective of some the perspective of any the perspectives of the
characters in the case of the characters in character in the case characters in the case.
or topic at hand. the case or topic at or topic at hand but an
hand. effort was made.
Recommend Presented logical Presented logical Presented illogical or No recommendations
ation recommendations recommendations but unreasonable were presented.
with a basis. with no basis. recommendations.

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 Rubric for Final Paper
CRITERIA DISTINGUISHED PROFICIENT APPRENTICE LACKING RATING
(20.0 to > 17.0 pts) (16.0 to > 9.0 pts) (8.0 to > 5.0 pts) (4.0 to > 0.0 pts)
Clarity and Paper is a model of Paper is well- Paper can be Paper is poorly 20.0 pts
Organization clarity, conciseness, written. Ideas are generally written. Ideas are
and logical thought. presented in a clear, understood, disjointed and
Ideas flow smoothly concise, and although ideas are difficult to
between paragraphs organized manner. sometimes understand. Tables
and across sections. Tables and figures presented in a and figures are
Tables and figures are properly labeled confusing and haphazardly done
do not only and effectively repetitive manner. and are not labeled
supplement the supplement the Not all tables and properly.
main text but are main text. figures are labeled
also self-contained. properly.

Utilization of Relevant theories, Relevant theories, Relevant theories, Theories, models, 20.0 pts
Theory, models, or concepts models, or concepts models, or concepts or concepts are not
models, and are explained, and are explained and are explained, but explained, and/or
Concepts successfully effectively utilized incorrectly used as incorrectly used as
synthesized to to generate valuable tools of description tools of description
generate revealing insights. and/or analysis. and/or analysis.
insights.

Quality of Description/analysis Description/analysis Description/analysis Description/analysis 20.0 pts

Description is done is done is done with some is done careless and
and/or systematically, and systematically and system, but still generates faulty
Analysis generates generates generates faulty and/or illogical
conclusions that are conclusions that are and/or illogical conclusions.
not only sound, sound and logical. conclusions.
logical, but also full
of practical insight.
Correctness Paper is not only Paper is practically Paper has few Paper contains 20.00 pts
of grammar error-free, but also error-free, both in spelling errors but numerous spelling
and syntax contains language terms of spelling many grammatical and grammatical
that is both crisp and grammar. errors. Sentences errors. Sentences
and elegant. Sentences are are coherent but are constructed
consistently construction is still poorly and difficult
constructed well. weak. to understand.
Completeness Contains all the Contains nearly all Fails to include a Many of the 20.0 pts
of paper prescribed elements of the prescribed number of the most prescribed elements
of the outline elements of a prescribed elements
provided

Rubric for Sales Pitch Video

CRITERIA 5-4 points 3-2 points 1 point 0 points
Introduction Catchy and clever Describes the topic Somewhat engaging Irrelevant or
introduction. Provides and engages the (covers well-known inappropriate topic that
relevant information audience as the topic), and provides minimally engages
and establishes a clear introduction a vague purpose. listener. Does not
purpose engaging the proceeds include an introduction
listener immediately. or the purpose is vague
and unclear.
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Content Creativity and original Accurate Some information is Information is
content enhance the information is inaccurate or inaccurate. No
purpose of sales pitch. provided succinctly. longwinded. conclusion is provided.
Accurate information Conclusion Conclusion vaguely
and succinct concepts summarizes summarizes key
are presented. information. information
Conclusion clearly
summarizes key
information.
Delivery Well-rehearsed, Rehearsed, smooth Appears unrehearsed Delivery is hesitant,
smooth delivery in a delivery. with uneven and choppy and sounds
conversational style. Enunciation, delivery. like the presenter is
Highly effective expression, pacing Enunciation, reading. Enunciation of
enunciation, are effective. expression, rhythm spoken word is not
expression, and Correct grammar is are sometimes clearly understandable
rhythm keep the used all throughout. distracting. or expression, and
audience listening. Occasionally rhythm are distracting
Correct grammar is incorrect grammar is throughout the
used throughout. used throughout the presentation. Poor
pitch. grammar is used.
Graphic, The graphics/artwork The The The graphics are
Music used create a unique graphics/artwork graphics/artwork unrelated to the
Enhancement, and effective relate to the audio sometimes enhance podcast. Artwork is
and Technical presentation and and reinforce the quality and inappropriate. Volume
Production enhance what is being content and understanding of the changes are highly
said and follow the demonstrate presentation. distracting. Transitions
rules for quality functionality. Volume is are abrupt and
graphic design. Volume is occasionally background noise needs
Volume of voice, acceptable. inconsistent. to be filtered.
music, and effects Transitions are Transitions are
enhance the smooth with a uneven with
presentation. minimal amount of inconsistent spacing;
Transitions are smooth ambient noise. ambient noise is
and spaced correctly present.
without noisy, dead
space.

Rubric for Oral Presentations

CRITERIA DISTINGUISH PROFICIENT APPRENTIC Lacking SCORE
ED (4 points) E (0 points)
(6 points) (2 points)
Content Topic is tightly Topic is Topic would Topic lacks
Importance of topic, focused and adequately benefit from relevance or
relevance, accuracy of relevant; focused and more focus; focus;
facts, overall treatment presentation relevant; major presentation presentation
of topic contains accurate facts are accurate contains some contains multiple
information with and generally fact errors or fact errors
no fact errors complete omissions
Organization/Clarity Ideas are Most ideas are in Some ideas not Ideas are not
Appropriate presented in logical order with presented in presented in
introduction, body, and logical order with adequate proper order; proper order;
conclusions; logical effective transitions transitions are transition are
ordering of ideas; transitions between most needed between lacking between
between major major ideas; some ideas; some major ideas;
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 transitions between ideas; presentation is parts of several parts of
major points presentation is generally clear presentation may presentation are
clear and concise and be wordy or wordy or unclear
understandable unclear
Completeness Presentation Presentation Additional depth Presentation does
Level of detail, depth, provides good provides needed in places; not provide
appropriate length, depth and detail; adequate depth; important adequate depth;
adequate background of ideas well few needed information key details are
information developed; facts details are omitted or not omitted or
have adequate omitted; major fully developed; undeveloped;
background; ideas adequately presentation is presentation
presentation is developed; too short or too is too short or too
within specified presentation is long long
length within specified
length
Grammar/Mechanics Presentation Presentation has Presentation may Presentation
Correct grammar and contains no no serious contain some contains several
usage that is grammar errors; grammar errors; grammar or major
appropriate for sentences are free sentences are sentence errors; grammar/usage
audience(s) of jargon, mostly jargon- sentences may errors; sentences
complete and free, complete contain jargon or are long,
easy to and are too long or incomplete or
understand understandable hard to follow contain excessive
jargon
Documentation Effective Adequate Some message Little or no
Proper support and message support message support support provided message support
sourcing for major provided in the provided for key by facts and provided for
ideas, inclusion of form of facts and concepts by facts visual aids; major ideas;
visual aids that support visual aids; and visual aids; sourcing may be visual aids are
message sourcing is sourcing is outdated or thin, missing or
current and generally visual aids need inadequate; little
supports major adequate and work or no sourcing
ideas current provided
Delivery Good volume and Adequate volume More Low volume or
Adequate volume, energy; proper and energy; volume/energy energy; pace too
appropriate pace, pace and diction; generally good needed at times; slow or fast; poor
diction, personal avoidance of pace and diction; pace too slow or diction;
appearance, distracting few or no fast; some distracting
enthusiasm/energy, gestures; distracting distracting gestures or
posture, effective use of professional gestures; gestures or posture;
visual aids appearance; professional posture; adequate unprofessional
visual aids used appearance; appearance; appearance;
effectively visual aids used visual aids could visual aids poorly
adequately be improved used
Interactions Good eye contact Fairly good eye Additional eye Little or no eye
Adequate eye contact with audience; contact with contact needed at contact with
with audience, ability to excellent audience; times; better audience; poor
listen and/or answer listening skills; displays ability to listening skills listening skills;
questions answers audience listen; provides needed; some uneasiness or
questions with adequate answers difficulty inability to
authority and to audience answering answer
accuracy questions audience audience
questions questions
*Adopted from Purdue University

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 Rubric for Trade Show Simulation
Pts. Areas for Evaluation / Criteria Score
Trade Show Event Organization
20 § Theme selection, collaboration and preparation were excellently displayed.
§ Trade show program was well constructed and implemented.
§ The project team had the initiative, creativity, and perseverance to complete the trade show
project.
Group Plenary Presentation – Pitch Deck
§ Well planned presentation that has been rehearsed, with a clear strategic intent across all
30 sections discussed.
§ Quality research findings presented and provided to support key decisions.
§ Clear evidence of creative problem solving and innovative approaches throughout.
§ Highly effective slide presentation that enhances the presentation and is visually dynamic.
§ The information provided is precise and good delivery of the message was executed
30 Booth Design
§ Content – names, logos, and graphics are appropriate for brand represented by the group
§ Information about the brand is readily available and communicated well
§ Presentation -
o booth area is neat and clean
o attention-grabbing
o efficient use of resources
o interactive
§ Effective use of promotional materials, such as catalogs flyers, brochures, or sample
merchandise
20 Professionalism
§ Booth is manned at all times and accessible
§ Team members are welcoming, organized, and prepared to answer questions or provide
information
§ Poise and professional appearance are exhibited by the team
§ Visitors are enticed to visit

100 TOTAL

GRADING SYSTEM
The student will be graded according to the following:

• Quizzes ------------------------------------------------------------------------------------------25%
• Class Participation
(Class activities, recitation, assignments, attendance) -----------------------------------15%
• Oral Presentations -----------------------------------------------------------------------------15%
• Tradeshow Simulation ------------------------------------------------------------------------25%
• Final Paper -------------------------------------------------------------------------------------10%
• Peer evaluation---------------------------------------------------------------------------------10%

Total: 100%

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 Grades will be recorded using the percentage scores and translated to the final grade using the
conversion below:

• 97.00 – 100 4.0

• 93.00 – 96.99 3.5
• 89.00 – 92.99 3.0
• 85.00 – 89.99 2.5
• 80.00 – 84.99 2.0
• 75.00 – 79.99 1.5
• 70.00 – 74.99 1.0
• Below 70 0.0

Quizzes: There will be 3 scheduled quizzes for the term (dates and scope are provided in the learning plan).

Oral Presentations: There are three major presentations for this course to expose students to informative,
persuasive, and business styled presentations. Two will be presented in-person, and one will be submitted digitally.
The three major presentations are as follows:

Presentation #1 – Chapter Discussions (Informative): The students will be assigned a topic per group. The goal is
to supply information and facts to the audience. The group must be able to discuss clearly and provide examples
for their assigned topic.

Presentation #2 – Sales Pitch (Persuasive): This assignment will center on a new venture idea (no pre-existing
businesses yet). Each student will assume two roles:

1. COMMUNICATION CONSULTANT: in service of an entrepreneurial "client" (a classmate), each

student will conduct a sales pitch to articulate the entrepreneur's ideas and promote their ventures, leaving
a brilliant and enticing call to action that will attract potential investors or customers.
2. ENTREPRENEUR: Each student will also develop an original idea for a future business and work with a
consultant classmate for their sales pitch creation.

Presentation #3 – Trade Show Simulation (Business presentations): Trade shows are a good place to introduce a
new product or service, create brand awareness, and communicate company offers. In this project, the entire class
will organize a two-day trade show event simulation, where groups will take turns presenting their product pitch
decks. Groups will also design their own booths where they can showcase their brand and apply interpersonal
communication by manning their booths, use of digital media, or distributing infographic materials.

Final Paper: Business Portfolio

1. About Us (Company Introduction)

2. Mission & Vision
3. The Team
4. Products and Services
5. Awards/Certifications/Highlights of company achievements
6. Call To Action
7. *Other relevant information

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LEARNING PLAN
This 3-unit course requires at least 105 hours of workload for the entire term. This means that you areexpected to spend
roughly 7.5 hours, on average, per week on this course. This includes 1.5 to three hours of lectures per week and 4.5 to
six hours of “out of class” (asynchronous) time spent on pre/reviewing recorded lectures, preparatory readings, studying
time for exams as well as time spentin the preparation of assignments.
LEARNING TOPIC WE REQUIR LEARNING
OUTCOME EK ED ACTIVITIES
READINGS and/or
ONLINE
MATERIALS/LINK
S
CLO7, Course Orientation 1 Syllabus Session 1: Course
CLO8, • Goal setting Orientation
CLO10, • Introduction of the course • Student Information
CLO11 • Scheduling of group consultation, Chapter 1 Sheet
quizzes, and deadlines Guffey, M. E., & • Syllabus agreement
• Discussion of syllabus Loewy, D. (2022).
• Introduction of the books and reference Essentials of business Session 2: Establishing
materials communication (12th Credibility
ed.). Cengage Learning. • Lecture
Establishing Credibility • Case study
• Why does credibility matter? Chapter 1
• The role of trust in the post-trust era Cardon, P. (2020).
Business
• The three components of credibility
communication:
• Ethical business communication Developing leaders for
a networked world (4th
ed.). McGraw-Hill
Education.

CLO7, Interpersonal Communication and 2 Chapter 2 Session 3-4: Interpersonal

CLO8, Emotional Intelligence Cardon, P. (2020). Communication and
CLO10, • Understanding the Interpersonal Business Emotional Intelligence
CLO11 Communication Process communication: • Class activity 1
• Emotional hijacking Developing leaders for • Lecture
• Domains of emotional intelligence a networked world (4th
• Active listening ed.). McGraw-Hill
• Recognizing barriers to effective Education.
listening
• Judger mind-set and the learner mind-set
• Perspective-getting and note-taking
• Motivational value systems
CLO7, Team Communication and Difficult 3 Chapter 3 Session 5-6: Team
CLO8, Conversations Cardon, P. (2020). Communication and
CLO10, • Principles of effective team Business Difficult Conversations
CLO11 communication communication: • Class activity 2
• Stages of development in high- Developing leaders for • Lecture
performance teams a networked world (4th
• Embracing differing viewpoints ed.). McGraw-Hill
• Behaviors that drive diversity Education.
• Managing team meetings
• Managing difficult conversations
• Disagreeing diplomatically

9
CLO1, Global Communication and Diversity 4 - 5 Chapter 4 Session 7-8: Global
CLO2, • Developing cultural intelligence Cardon, P. (2020). Communication and
CLO7, • Cultural intelligence in the workplace Business Diversity
CLO8, • Building and maintaining cross-cultural communication: • Class Activity 3
CLO9, work relationships Developing leaders for • Lecture
CLO10, a networked world (4th
CLO11 Quiz 1 (Chapters 1-3) ed.). McGraw-Hill Session 9: Quiz 1
Education.
Session 10: Research break
for presentation planning
CLO7, Creating Effective Business Messages 6 Chapter 5 Session 11-12: Creating
CLO8, • The stages and goals of effective Cardon, P. (2020). Effective Business
CLO10, message creation Business Messages
CLO11 • Audience analysis communication: • Class activity 4
• Identifying reader benefits and Developing leaders for • Lecture
constraints a networked world (4th
• Information gathering ed.). McGraw-Hill
• Message framework development Education.
• Setting the tone of the message
• Meta messages
CLO3, Presentation #1 (Informative) 7 Chapter 6 Session 13: Presentation #1
CLO4, • Routine messages Cardon, P. (2020).
CLO6, • Persuasive messages Business Session 14: Improving
CLO12 communication: Readability with Style and
• Bad-news messages Developing leaders for Design
a networked world (4th • Lecture
Improving Readability with Style and ed.). McGraw-Hill
Design Education.
• Improving ease of reading with
completeness, conciseness, natural
style, and navigational design

CLO1, Quiz 2 (Chapters 4-6) 8 Session 15: Quiz 2

CLO2,
CLO7, Presentation #2 (Persuasive) Session 16: Presentation #2
CLO8,
CLO9,
CLO10,
CLO11
Academic Break: October 30 – November 6, 2022

CLO7, Email and Other Traditional Tools for 9 - 10 Chapter 7 and 8 Session 17-20: Email and
CLO8, Business Communication Cardon, P. (2020). Other Traditional Tools
CLO10, • Strategically selecting channels for Business for Business
CLO11 communication communication: Communication
Developing leaders for And Social Media for
• Creating effective emails
a networked world (4th Business Communication
• Instant messaging in the workplace
ed.). McGraw-Hill • Lecture
• Managing your digital communication Education. • Submission of pre-show
efficiently
marketing materials for
• Participating in and leading group voice
trade show presentations
and video calls
• Group consultations in
preparation for trade
Social Media for Business Communication
show presentations
• The evolving workplace

10
 • Communicating in the workplace in the
social age
• Writing professional blogs for external
audiences
• Idea development for public relations
messages
• Managing your online reputation
CLO1, Completing Business Proposals and 11-13 Chapter 13 Session 21-23: Completing
CLO2, Business Reports Cardon, P. (2020). Business Proposals and
CLO4, • Developing business proposals Business Business Reports
CLO6, • Applying a precision-oriented style communication: • Lecture
CLO7, • Communicating problem statement or Developing leaders for • Presentation #3 – Trade
CLO8, business challenge a networked world (4th Show Simulation
CLO9, • Using fact-based language ed.). McGraw-Hill
CLO10, • References in APA and MLA Education. Session 24: Research break
CLO11 documentation style for final paper writing
• common structures for business reports
• components of a formal report Session 25: Quiz 3

Quiz 3 (Chapters 7-8, and 13) Session 26: Holiday

(December 8, 2022)

CLO5, Submission of Final Paper 14 Session 27-28:

CLO12 Course Integration / Wrap-up • Submission of final
paper
• Peer evaluation
Recommended fourth hour activities: Updating of the final paper, readings of the assigned course textbook, course-related
webinars, symposia, workshops, and other virtual events organized by the university or by DLSU-based student
organizations which can help the students in sharpening their business skills as well as aid them in the critical areas of the
course. Exact schedule of activities and additional details TBA by the faculty in-charge.

TEACHING STRATEGIES
The teaching of the course shall be anchored on active learning with the following techniques employed:
• Chapter discussions
• Working in groups
• Application through exercises and activities

REFERENCES
Braun, K., Locker, K., & Kaczmarek, S. (2016). Business communication: Building critical skills (6th ed.). McGraw Hill
Ryerson.

Cardon, P. (2020). Business communication: Developing leaders for a networked world (4th ed.). McGraw-Hill Education.

Guffey, M. E., & Loewy, D. (2022). Essentials of business communication (12th ed.). Cengage Learning.

Kolin, P. C. (2022). Successful writing at work (12th ed.). Cengage Learning.

Kuratko, D. (2022). Entrepreneurship: Theory, process, practice (11th edition). Cengage Inc.

Shwom, B., & Snyder, L. (2018). Business communication: Polishing your professional presence (what’s new in business
communication) (4th ed.). Pearson.

11
CLASS POLICIES
GENERAL RULES AND GUIDELINES:

• Learning Materials: All learning materials (PPT, Videos, Article Readings, Case Study) will be uploaded in
Canvas and will be separated via Module. Always check Announcements.

• Late Submissions: Late submissions would be entertained but will incur demerits. For those with technical
difficulties such as problems with internet connection, you can message your instructor so that you would not incur
a grade penalty.

• Please Follow Official DLSU Netiquettes.

• Groupworks and Peer Evaluation: Becoming an entrepreneur would require you to work with others whether it
be favorable or not. A simulation of this norm will be applied in this class through the peer evaluation.

• Online Class Policies:

o Use of standard font type, size and file type submissions.
§ Font type: Times New Roman, Double Space
§ Font Size: 12
§ File Type Submissions: MS Office file types. (.docx, .xlxs, .pptx .pdf)
o Academic honesty should always prevail. Acts like, cheating, plagiarism and submitting “recycled”
learning output would be punished and reported.
o Please refer to Student Handbook.

Follow instructions given by the instructor.

RVR COB CODE OF ETHICS

As a business leader I recognize my role in society.

• My purpose is to lead people and manage resources to promote human development and the common good
and to create value that no single individual can create alone.
• My decisions affect the well-being of individuals inside and outside my enterprise, today and tomorrow.

Therefore, I promise that:

• I will manage with loyalty and care, and will not advance my personal interests at the expense of my
enterprise or society.
• I will promote socially useful products and services which serve human development, keeping in mind
reasonable access for the poor and underprivileged.
• I will understand and uphold, in letter and spirit, the laws and contracts governing my conduct and that of
my enterprise.
• I will refrain from corruption, unfair competition, or business practices harmful to society.
• I will respect the human rights and dignity of all people affected by my enterprise, and I will oppose
discrimination and exploitation.
• I will promote a humane and enabling work community within my organization.
• I will promote the just allocation of resources for all stakeholders of the company.
• I will respect the right of future generations to advance their standard of living and enjoy a healthy planet.
• I will report the performance and risks of my enterprise accurately and honestly.
• I will invest in developing myself and others, helping the management profession continue to advance and
create sustainable and inclusive prosperity.

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 • In exercising my professional duties according to these principles, I recognize that my behavior must set an
example of integrity, eliciting trust and esteem from those I serve. I will remain accountable to my peers
and to society for my actions and for upholding these standards.

Adapted from:
The Global Business Oath (http://theoathproject.org/?page_id=47 )
Vocation of the Business Leader (http://www.stthomas.edu/cathstudies/cst/VocationBusinessLead/)

COVENANT FOR SHARED PROSPERITY

We therefore pledge and commit to:

• Recruit, train and develop our employees and managers to be the best that they can be irrespective of
gender, alma mater, age, ethnicity and religion; provide just compensation and benefits; promote
meritocracy and encourage work-life harmony;
• Provide only quality products and services that are of continuing value to our customers;
• Treat our goods, service and funds providers fairly, ethically and with respect as we expect them to treat
their own workers in their supply chain the same way;
• Be actively involved in the communities where we operate in with particular attention to the needs of the
disadvantaged in those communities;
• Protect and preserve the environment for the benefit of current and future generations by employing
environment friendly technologies in all aspects of business operations; and
• Deliver reasonable and just returns to and fair treatment of our controlling and non-controlling
shareholders.

*Adapted from: Philippine Business Group's Covenant of Shared Prosperity (November 5, 2020)

Prepared by:

______________________
Ms. Jan Nathalia Atendido
Faculty

Noted by:
_____________________
Mr. Patrick Hariramani
Vice-Chair, Department of Decision Sciences and Innovation

Approved:

_____________________ __________________________
Dr. Manuel R. Tanpoco Dr. Emilina R. Sarreal
Chair, Department of Decision Sciences and Innovation Dean, RVR-College of Business

13
Student and Guardian:

My parents or guardians and I have read through the course syllabus and agree to all its requirements and
policies.

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