Republic of the Philippines

COTABATO STATE UNIVERSITY

GRADUATE SCHOOL
Sinsuat Avenue, Cotabato City 9600

Subject : Ed706- Theory Building in Applied Discipline

Professor: PANCHO G. BALAWAG, EdD
Student : MONAWARA M. KASIM
Degree Program: Ph.D.- Ed.Ad / 2nd Semester / S.Y. 2021-2022


Final Examination
1. Give at least five (5) relevance theories among the oral topics presented in the class
that attracted your attention.
a. Explain each theory and site its practicality and usability in your workplace.
b. Show operationalization of those theories by creating a theoretical framework.
c. Observe the concept of theoretically consistent and logically sounded.
d. Comprehensively discuss the above information.
Answers:
1. Social Learning Theory

Social learning theory, proposed by Albert Bandura, emphasizes the importance of observing,
modelling, and imitating the behaviors, attitudes, and emotional reactions of others. Social learning
theory considers how both environmental and cognitive factors interact to influence human learning
and behavior. In social learning theory, Albert Bandura (1977) agrees with the behaviorist learning
theories of classical conditioning and operant conditioning. However, he adds two important
ideas: 1. Mediating processes occur between stimuli & responses. 2.Behavior is learned from
the environment through the process of observational learning.
As teachers, we want our students to be successful and to learn to the best of their
ability. The way we teach and the strategies we employ, as well as our classroom
environment, all have an impact on teaching and learning.
Let’s look at a few ways in which we can utilize Bandura’s social learning theory
in our classroom.
Good classroom management is key to successful teaching and learning. Without
it, chaos can ensue and this will hinder both the teacher and the students
For example, a student who is praised for raising their hand to speak will more than
likely repeat that behavior. Additionally, other students will follow suit and raise their hands
after observing that the behavior elicited a positive outcome.
Conversely, a student who is reprimanded for an undesired behavior is less likely to
repeat that behavior, as are their peers who will also wish to avoid the negative
consequence of replicating the action.
Teachers can motivate students extrinsically through positive reinforcement and
rewards. They can also help boost a student’s intrinsic motivation and self-efficacy through
verbal persuasion, positive reinforcement and constructive feedback.
Bandura’s self-efficacy theory is rooted in the social learning theory. If a student has
confidence and believes that they have the ability to reproduce a certain behavior, then they
are more likely to try and to succeed.
Conversely, if a student lacks confidence and does not believe that they have the
ability to carry out a task, then they are less likely to exert effort into the task and may
ultimately end up failing.
As educators, it is our job to find different ways of motivating our students to learn.
 It should also be noted that what works for some students may not work for others
regardless of how much positive reinforcement or punishment is given. There is no doubt
that there are many external factors that impact a student’s desire and ability to learn.
One thing that social learning theory does show us is that observation plays an
important role in shaping the knowledge, behavior and attitudes of our students. For
this reason, teachers need to be excellent role models and ensure they are being inclusive,
inspiring and compassionate towards their students.
2. Experiential learning theory

David Kolb is best known for his work on the experiential learning theory or ELT. Kolb
published this model in 1984, getting his influence from other great theorists including John
Dewey, Kurt Lewin, and Jean Piaget. The experiential learning theory works in four stages—
concrete learning, reflective observation, abstract conceptualization, and active
experimentation. The first two stages of the cycle involve grasping an experience, the
second two focus on transforming an experience. Kolb argues that effective learning is seen
as the learner goes through the cycle, and that they can enter into the cycle at any time.
Concrete learning is when a learner gets a new experience, or interprets a past experience
in a new way. 
Reflective observation comes next, where the learner reflects on their experience
personally. They use the lens of their experience and understanding to reflect on what this
experience means.
Abstract conceptualization happens as the learner forms new ideas or adjusts their
thinking based on the experience and their reflection about it.
Active experimentation is where the learner applies the new ideas to the world around
them, to see if there are any modifications to be made. This process can happen over a
short period of time, or over a long span of time. 
Kolb went on to explain that learners will have their own preferences for how they enter
the cycle of experiential learning, and that these preferences boil down to a learning cycle.
Learning by doing. This is the basis for the experiential learning theory. Experiential
learning focuses on the idea that the best ways to learn things is by actually having
experiences. Those experiences then stick out in your mind and help you retain information
and remember facts.
For teachers, creating opportunities for students to have experiences based on the
things they are learning about is key. Teachers can help create environments where
students can learn and have experiences at the same time. 
Additionally, it’s key to understand how different students learn and understand how
different learning theories impact education. Teachers who understand learning theories can
better optimize their classroom and help more students learn in ways that work for them.
Being a successful teacher means focusing on how best to help students succeed. Learn
more about the experiential learning theory and how teachers can use it to help their
students. 
3. Administrative Management Theory

Administrative management theory attempts to find a rational way to design an

organization as a whole. The theory generally calls for a formalized administrative structure,
a clear division of labor, and delegation of power and authority to administrators relevant to
their areas of responsibilities.
Administrative Management Theorists
Henri Fayol (1841-1925): Fayol was born in France, where he worked for a coal-
mining business. He developed 14 administrative principles for organizational structure and
management.
James D. Mooney (1884-1957): Mooney studied mechanical engineering and
eventually became a key member of General Motors' top management team. In 1931, he
wrote Onward Industry! The book is considered by many scholars to be a significant
contribution to administrative management theory.
Luther H. Gulick (1892-1993): Gulick is often considered the 'Dean of Public
Administration.' He applied administrative management theory principles to government.
 The five functions of management as defined by Henri Fayol are: Planning,
Organizing, Command, Coordination, and Control. These five functions comprise
“management”, one of the six industrial activities described in Henri Fayol management
theory.
Administrative management theory focuses on how to interact with and manage
employees. This theory advocates for a formalized administrative structure, the delegation
of power, and the division of labor.
In addition, theories like the above mentioned contribute a lot in schools' heads.
Without theories to guide them, school administrators would likely flounder and make
decisions based on speculation and untested assumptions. Thus, theories provide a
guiding framework for understanding, predicting, and controlling behavior in organizations.
Theories also contribute to the advancement of knowledge in the field (Lunenburg, 2013c).
More specifically, theories serve six important functions—identifying relevant phenomena,
classifying phenomena, formulating constructs, summarizing phenomena, predicting
phenomena, and revealing needed research.

4. Constructivism Theory
Theory of constructivism has its roots in psychology, philosophy, science and
biology. It is a post-structuralist theory of evolution and development. The term
‘constructivism’ was coined by Jean Piaget. The theory deals with knowledge construction
and learning and talks about how structures, language activity and meaning are developed.
Cognitive development and deep understanding are the goals of constructivism.
The two concepts that are featured prominently in this theory, learning and knowledge
are interlinked. Learning is complex and is non – linear in nature. Learning is not a response
to a stimulus. The learner plays an active part where through self- regulation and culturally
developed tools and symbols they create big ideas. These ideas are generalized across
experiences and challenge earlier conceptions. During the process of learning an individual
tries to make sense of his existing understanding of the world by comparing and contrasting
it with the new information that he receives. This conflict of new versus old is then resolved
and new models/ representations of reality are constructed through reflection and
abstraction.
Knowledge is the outcome of efforts to construct meaning and occurs through
learning. Knowledge was once viewed as a collection of facts and information that was
retrieved through rote memory. According to this theory, knowledge involves organizing
information and forming conceptual foundation within which new knowledge can fit. One’s
knowledge is never static, it is adaptive in nature and transforms with each new discovery. In
order to ensure understanding, learners look for patterns within the realms of experience and
develop personal explanations for natural phenomena and construct their own versions of
reality.
 A traditional approach to teaching focuses on delivering information to students, yet
constructivism argues that you cannot directly impart this information. Only an experience can
facilitate students to construct their own knowledge. Therefore, the goal of teaching is to design
these experiences.

5. Instructional Supervision Theory

Instructional supervision is the process of assisting teachers in the form of guidance,

direction, stimulation, or other development activities to develop and improve the teaching
and learning process and situation for a better one (Archibong, 2012). What is more, it is a
type of in-service education to improve teacher competence. The process of implementing
instructional supervision can be carried out using various supervision techniques. In terms
of the number of teachers being supervised, it can be divided into two, namely group
supervision and individual supervision techniques. Group supervision techniques are
applied when there is a large number of teachers who are involved through trainings,
workshops, upgrading programs, teacher meetings, and others; while individual
supervision develops a teacher individually. Some examples of this technique are self-
 evaluation, self-reflection, independent development, and so on. From the communication
side, it can also be divided into two, namely direct and indirect techniques. Direct
technique is a process of supervision between teachers and supervisors communicating
directly through teacher’s meetings, workshops, and trainings. Indirect technique is a
process of supervision activities using communication media; for example supervision
bulletin, job libraries, and many more.
Looking back from the approaches used, supervision can also be carried out using
several methods. Glickman et al. (2007) classified it into three, namely directive, non-
directive, and collaborative. The directive approach is carried out if during the process of
implementing supervision the supervisor is more dominant in providing direction, guidance,
or other development assistance. On the other hand, a non-directive approach is applied
when the teacher being supervised finds solutions to the problems faced, improves, or
develops himself and the supervisor only provides motivation and supports. A collaborative
approach is implemented when both supervisor and teacher actively participate in
improving and developing.

In the process of implementing supervision, it is necessary to refer to certain

principles. These principles include constructive, democratic, creative, innovative, objective,
professional, and purposeful. Supervisors in carrying out supervision need to adhere to
these principles. Supervisors should not only find errors, but they also have to provide a lot
of supports to improve or increase teacher competence.

2. Site relevance theory that is appropriate in triangulating

a. Administration

Administrative management theory attempts to find a rational way to design an

organization as a whole. The theory generally calls for a formalized administrative structure,
a clear division of labor, and delegation of power and authority to administrators relevant to
their areas of responsibilities.
The five functions of management as defined by Henri Fayol are: Planning,
Organizing, Command, Coordination, and Control. These five functions comprise
“management”, one of the six industrial activities described in Henri Fayol management
theory.
Henri Fayol is widely regarded as the father of modern management. His
management theories, mostly developed and published in the early 1900s, were a major
influence on the development of industrial management practice throughout the twentieth
century. His ideas were developed independently of other popular management theories of
the time, such as Human Relations or Elton Mayo’s scientific management theories —
although they drew similar conclusions about the importance of worker wellbeing to
productivity.
Administrative management theory focuses on how to interact with and manage
employees. This theory advocates for a formalized administrative structure, the delegation
of power, and the division of labor.
In addition, theories like the above mentioned contribute a lot in schools' heads.
Without theories to guide them, school administrators would likely flounder and make
decisions based on speculation and untested assumptions. Thus, theories provide a guiding
framework for understanding, predicting, and controlling behavior in organizations. Theories
also contribute to the advancement of knowledge in the field (Lunenburg, 2013c). More
specifically, theories serve six important functions—identifying relevant phenomena,
classifying phenomena, formulating constructs, summarizing phenomena, predicting
phenomena, and revealing needed research.

b. Management

Theory X and Theory Y represent two sets of assumptions about human nature and
human behavior that are relevant to the practice of management. Theory X represents a
negative view of human nature that assumes individuals generally dislike work, are
irresponsible, and require close supervision to do their jobs. Theory Y denotes a positive view
of human nature and assumes individuals are generally industrious, creative, and able to
assume responsibility and exercise self-control in their jobs. One would expect, then, that
managers holding assumptions about human nature that are consistent with Theory X might
exhibit a managerial style that is quite different than managers who hold assumptions
consistent with Theory Y.
Thus, Theory Y has at its core the assumption that the physical and mental effort
involved in work is natural and that individuals actively seek to engage in work. It also
assumes that close supervision and the threat of punishment are not the only means or even
the best means for inducing employees to exert productive effort. Instead, if given the
opportunity, employees will display self-motivation to put forth the effort necessary to achieve
the organization's goals. Thus, avoiding responsibility is not an inherent quality of human
nature; individuals will actually seek it out under the proper conditions. Theory Y also assumes
that the ability to be innovative and creative exists among a large, rather than a small segment
of the population. Finally, it assumes that rather than valuing security above all other rewards
associated with work, individuals desire rewards that satisfy their self-esteem and self-
actualization needs.
c. Supervision

Instructional supervision is the process of assisting teachers in the form of guidance,

direction, stimulation, or other development activities to develop and improve the teaching
and learning process and situation for a better one (Archibong, 2012). What is more, it is a
type of in-service education to improve teacher competence. The process of implementing
instructional supervision can be carried out using various supervision techniques. In terms of
the number of teachers being supervised, it can be divided into two, namely group
supervision and individual supervision techniques. Group supervision techniques are applied
when there is a large number of teachers who are involved through trainings, workshops,
upgrading programs, teacher meetings, and others; while individual supervision develops a
teacher individually. Some examples of this technique are self-evaluation, self-reflection,
independent development, and so on. From the communication side, it can also be divided
into two, namely direct and indirect techniques. Direct technique is a process of supervision
between teachers and supervisors communicating directly through teacher’s meetings,
workshops, and trainings. Indirect technique is a process of supervision activities using
communication media; for example supervision bulletin, job libraries, and many more.
In the process of implementing supervision, it is necessary to refer to certain principles.
These principles include constructive, democratic, creative, innovative, objective,
professional, and purposeful. Supervisors in carrying out supervision need to adhere to these
principles. Supervisors should not only find errors, but they also have to provide a lot of
supports to improve or increase teacher competence.
The instructional supervision program is the best way of increasing teacher competence,
both in Indonesia and in the Philippines. Through the Regulation of the Minister of Utilization
and State Apparatus and Bureaucratic Reform Number 16 of 2009, one of the main tasks of
teachers is to develop their skills sustainably. The main activity for developing teacher
teaching competencies is carried out through instructional supervision.

3. Enumerate three (3) major classical theories and Explain (10)pts

1. Scientific Management Theory

Scientific management is a management theory that analyzes work flows to improve

economic efficiency, especially labor productivity. This management theory, developed by
Frederick Winslow Taylor, was popular in the 1880s and 1890s in U.S. manufacturing
industries.
In 1909, Taylor published The Principles of Scientific Management. In this book, he
suggested that productivity would increase if jobs were optimized and simplified. He also
proposed matching a worker to a particular job that suited the person’s skill level and then
training the worker to do that job in a specific way. Taylor first developed the idea of breaking
down each job into component parts and timing each part to determine the most efficient
method of working.
Scientific management has at its heart four core principles that also apply to
organizations today. They include the following:
 Look at each job or task scientifically to determine the “one best way” to perform the
job. This is a change from the previous “rule of thumb” method where workers devised their
own ways to do the job.
Hire the right workers for each job, and train them to work at maximum efficiency.
Monitor worker performance, and provide instruction and training when needed.
Divide the work between management and labor so that management can plan and train,
and workers can execute the task efficiently.

2. Administrative Management Theory

The Administrative Theory of Management was first generalized by Henri Fayol

(1841-1925) with his work and publications, Fayol's 14 Principles of Management (1888)
and Administration Industrielle et Generale (1916). 
Fayol followed a top-down approach to organizational efficiency. He believed that
the effective organization of management would ultimately have an effect on the productivity
of operational-level workers. Administrative management theory is in contrast to the scientific
approach to management, which posited that worker efficiency would lead to greater
managerial efficiency.
Fayol's 14 principles of management provided specific guidance on the necessary
organizational elements necessary for effective management and demonstrate the
Administrative Management Approach. 
These principles can be summarized as follows:
Division of Labor, Authority, Discipline, Unity of Command, Unity of Direction,
Subordination of Individual Interest, Remuneration, Centralization, Line of Authority
(Scalar Chain), Order, Equity, Stability of Tenure, Initiative, and Esprit de Corps .
Remember, the objective of Fayol's principles was to guide managers to efficiently
organize and interact with employees.

3. Bureaucracy Model

Max Weber, a German scientist, defines bureaucracy as a highly structured,

formalized, and also an impersonal organization. He also instituted the belief that an
organization must have a defined hierarchical structure and clear rules, regulations, and lines
of authority which govern it.

Weber’s ideal type bureaucracy remains an advanced synthesis of a number of

organizational characteristics with far reaching structural consequences. He considers
historical developments and essential precursors,4 and details the immediate and not so
obvious advantages of the essential characteristics. Weber uses three general trends
(impersonality, efficiency, rationality) to provide a sense of where organizations are going.
Limited and explicit authority promotes an efficient use of power and minimizes personal and
political pursuits. A salaried career promotes office efficiency through an impersonal duty to
the organization, facilitated by appointment and merit based advancement. Specialization
and technical qualification primarily assist in efficiency, but the creation of a “culture of
expertise” deserves future consideration.

4. Look for the best theory/ theories that best support ‘’ The fallacies Education is
the best Acceleration in Nation Building” (10pts).

The functionalist theory of education focuses on how education serves the needs of

society through development of skills, encouraging social cohesion and sorting of students.
According to functionalists, the role of schools is to prepare students for participation in the
institutions of society. Functionalism in the philosophy of mind is the doctrine that what
makes something a mental state of a particular type does not depend on its internal
constitution, but rather on the way it functions, or the role it plays, in the system of which it
is a part.
A functionalist’s perspective on education is to have a consensus perspective: examine
society in terms of how it is maintained for the common good. A functionalist will put an
emphasis on positive aspects of schools such as socialization: the learning of skills and
attitudes in school.  Education helps maintain society by socializing young people into values
of achievement, competition and equality of opportunity. Skills provision is also important:
education teaches the skills for the economy.  For example, literacy, numeracy and IT for
particular occupations. Role allocation is all part of this: education allocates people to the
most appropriate jobs for their talents, using examinations and qualifications.
Durkheim (the founder of functionalist theory) identified the latent role of education as
one of socializing people into society's mainstream. He views education as an entity
creating social solidarity: community, cooperation. Education transmits culture: shared
beliefs and values. Schools are a miniature society: cooperation, interaction, rules –
universalistic standards. Specialist skills: division of labour – schools teach specialist
knowledge and skills.
Functionalism in sociology sees the parts of society as components of a cohesive
whole. Each part performs a useful function. For example, the parents in a family provides
for the children, who will in turn care for the parents when they become elderly. Similarly, the
person who builds the road will build roads that the farmer drives on to get his produce to
market, which the road builder will then buy to eat. We all have a role to play in the proper
functioning of society.

5. Give your opinion that best describes the concepts of theory X, theory Y, and
Theory Z, and reinforce your framework by correlating Managerial Grid vs the tree
theories. Describe Leadership Style designed for the theories mentioned. (15pts)

Theory X is a negative view of people which assumes that employees dislike work, are
lazy, avoid responsibility, and must be coerced to perform. It is the assumption that
employees dislike work and will try to avoid it. Theory X is a philosophy of management with
a positive perception of subordinate’s potential for general attitudes toward work. It assumes
that subordinates can be self-directing, will seek responsibility, and find work as natural as
play or rest. In Douglas McGregor’s theory of managerial style, the managerial assumptions
that employees dislike work, responsibility, and accountability and must be closely directed
and controlled to be motivated to perform.
Theory Y managers have an optimistic opinion of their people, and they use a
decentralized, participative management style. This encourages a
more collaborative , trust-based  relationship between managers and their team members.
People have greater responsibility, and managers encourage them to develop their skills and
suggest improvements. Appraisals are regular but, unlike in Theory X organizations, they are
used to encourage open communication rather than to control staff.
Theory Y has become more popular among organizations. This reflects workers'
increasing desire for more meaningful careers  that provide them with more than just
money.

Theory Z is an approach to management based upon a combination of American and

Japanese management philosophies and characterized by, among other things, long-term
job security, consensual decision making, slow evaluation and promotion procedures, and
individual responsibility within a group context. Proponents of Theory Z suggest that it leads
to improvements in organizational performance. The following sections highlight the
development of Theory Z, Theory Z as an approach to management including each of the
characteristics noted above, and an evaluation of Theory Z. Realizing the historical context
in which Theory Z emerged is helpful in understanding its underlying principles. The
following section provides this context.

However, Managerial grid model is a self-assessment tool by which individuals and

organizations can help identify a manager's or leader's style. The grid was originally
developed by Robert R. Blake and Jane S. Mouton in the 1960s and has evolved in
subsequent decades.
Blake, a pioneer in organizational dynamics and an American management theoretician, and
Mouton, also a management theoretician, focused on the human side of business leadership
in the 1950s and 1960s. During their work to improve effective leadership at Exxon, they
noted that management behavior worked on axes (i.e., concern for production, concern for
people) and moved along a continuum. They went on to create the Managerial Grid theory
of leadership styles.
 Managerial Grid Model helps Managers to analyze their leadership styles through
a technique known as grid training. Also, Managers can identify how they concerning their
concern for production and people with the Managerial Grid Model.

Generally, in management, X, Y and Z are theories of human motivation relating to

Maslow’s hierarchy of needs and how human behavior and motivation are factors in
productivity. They describe how management style is influenced by the perception that
managers hold of their employees. Pioneers in the development of these theories include
Douglas McGregor for X and Y and Dr. William Ouchi and W. J. Reddin for Z. Very basically,
theory X subscribes to the position that employees dislike and try to avoid work, so
management needs to control, motivate and closely supervise the workforce. Theory Y
maintains the outlook that under conducive conditions employees are self-motivated, enjoy
work and will seek opportunities to excel. Therefore, theory Y managers establish a climate
of trust with the workforce, involving employees in decision-making, allowing them to
exercise their talents and seek out further responsibilities. Theory Z derives from theory Y,
promoting employee loyalty, concern and security, both in and out of work.
.
6. Site best theory that would reconcile Science Law and Divine Law-
making use of the Big Bang Theory (for A.M. class only) (10 pts).
Answer:
PM Student.
7. Give a simple description of the political strategies theory recommended by Nicolo
Machiavelllian (15pts)

Nicolo Machiavelllian exile from political life in 1512, Machiavelli took to a life of writing,
which led to the publishing of his most famous work, The Prince. The book would become
infamous for its recommendations for absolute rulers to be ready to act in unscrupulous
ways, such as resorting to fraud and treachery, elimination of political opponents, and the
usage of fear as a means of controlling subjects. [2] Machiavelli's view that acquiring a state
and maintaining it requires evil means has been noted as the chief theme of the treatise. [3]
[4]
 He has become infamous for this advice, so much so that the
adjective Machiavellian would later on describe a type of politics that is "marked by cunning,
duplicity, or bad faith".
Machiavelli wrote the book to describe how leaders could use strategies to gain power
and prestige. The personality trait of Machiavellianism has also been described in
contemporary studies of leadership (Judge et al., 2009); within the leadership arena,
individuals who score high on Machiavellianism tend to be cunning, manipulative and will
use whatever means necessary to gain political power.
Machiavelli encourages leaders to lie, manipulate and use coercive persuasion to
serve their own needs. Individuals who score high on Machiavellianism are not necessarily
in a position of formal power but engage in techniques to boost their own self-worth. They
are skilled in impression management techniques with a natural talent for influencing others
with the main aim of maximizing opportunities for their own personal power.

a. Are you in favor of Machiavellian theory? Why?

In my own opinion I’m not totally in favor on some Machiavellian theory. Because
Machiavellians can be destructive and can prey on the good nature of colleagues through
using a mixture of soft and hard tactics such as seduction and bullying. This kind of
behaviour can have a deleterious effect on psychological well-being. Consequently, it is
important to set boundaries and to consider speaking with a clinician who can help in
reducing anxiety and stress from dealing with a Machiavellian.
Because Machiavellianism is a personality trait (Furnham et al., 2013), it is important to
accept that you cannot change the person. Personality traits are relatively stable across
situations. When Machiavellians find opportunities to exploit others, they will do so if the
environment allows it. Consequently, the environment is important to consider because it
can increase a Machiavellian’s destructive behaviour. It is best if you limit your interactions
with a Machiavellian.
 The most important advice is to remember your core values and to adhere to principles
and set objectives that meet these values. Focus on displaying your positive personality
traits in the workplace and strengthen your own self-worth. These positive traits will help you
succeed in the workplace. The behaviour exhibited by Machiavellians does not negate your
self-worth.
b. What does it mean by Machiavellian Principles that Means always justify
the Ends? (Explain).

The end justifies the means is a phrase of Niccolò Machiavelli. It means that if
a goal is morally important enough, any method of getting it is acceptable. The idea is
ancient, but it was not meant to justify unnecessary cruelty. It was part of a political
philosophy called consequentialism. The basic idea is that a policy can be judged by its
outcome. All modern versions of consequentialism have to deal with the limitations
necessary to prevent tyrants abusing this idea.
c. The book entitled THE PRINCE means____. Explore your answer.
The Prince (Italian: Il Principe [il ˈprintʃipe]; Latin: De Principatibus) is a 16th-century
political treatise written by Italian diplomat and political theorist Niccolò Machiavelli as an
instruction guide for new princes and royals. The general theme of The Prince is of
accepting that the aims of princes – such as glory and survival – can justify the use of
immoral means to achieve those ends.
The Prince is sometimes claimed to be one of the first works of modern philosophy,
especially modern political philosophy, in which the "effectual" truth is taken to be more
important than any abstract ideal. It is also notable for being in direct conflict with the
dominant Catholic and scholastic doctrines of the time, particularly those concerning politics
and ethics.
8.Show by making a diagram or figure: The process of Building Theory and Explain.
(10pts)
The building of theory occurs in two major stages – the descriptive stage and the
normative stage. Within each of these stages, theory builders proceed through three steps.
The theory-building process iterates through these stages again and again.1 In the past,
management researchers have quite carelessly applied the term theory to research activities
that pertain to only one of these steps. Terms such “utility theory” in economics, and
“contingency theory” in organization design, for example, actually refer only to an individual
stage in the theory-building process in their respective fields. We propose that it is more
useful to think of the term “theory” as a body of understanding that researchers build
cumulatively as they work through each of the three steps in the descriptive and normative
stages. In many ways, the term “theory” might better be framed as a verb, as much as it is a
noun – because the body of understanding is continuously changing as scholars who follow
this process work to improve it.

Figure 1 suggests that there are two sides to every lap around the theory-
building pyramid: an inductive side and a deductive side. In contrast to either/or debates
about the virtues of deductive and inductive approaches to theory, this suggests that any
complete cycle of theory building includes both.

Establishing the Validity of Theory

 A primary concern of every consumer of management theory is to understand where it
applies, and where it does not apply. Yin (1984) helps us with these concerns by defining
two types of validity for a theory – internal and external validity – which are the dimensions of
a body of understanding that help us gauge whether and when we can trust it. In this section
we’ll discuss how these concepts relate to our model of theory building, and describe how
researchers can make their theories valid on both of these dimensions.

THE IMPORTANCE AND CHALLENGES OF THEORY BUILDING

Having recognized the importance of theory building to applied disciplines, it is

necessary also to recognize that theory building comes with certain challenges (Hansen,
1998; Klein, Tosi, & Cannella, 1999; Kuhn, 1970). The first of these challenges is handling
the pressure that theory building puts on the relationship between the researcher and the
practitioner. The second is the need to recognize that the outcomes of theory building in
applied disciplines are enriched by building theory from multiple investigative perspectives
and tools.

9. Currently, there are two major issues confronting Philippine Economic Status
Namely: Productivity and Growth. Present your point of view on how these barriers
will be addressed by the incoming Leadership of our Country. (10pts)

Every Filipino aspires to enjoy a “matatag, maginhawa, at panatag na buhay”. This is

AmBisyon Natin 2040. Sensitive to these aspirations, the Duterte administration has
embraced the mission to enable and empower every Filipino to achieve his or her AmBisyon.
The Philippine Development Plan (PDP) 2017-2022 has been formulated to lay down the
foundation for inclusive growth, a high-trust and resilient society, and a globally competitive
knowledge economy. This foundation is intended to be strong enough for the next three
development plans to build on.
The incoming Marcos administration should both conduct itself well and improve the
country’s image to increase the Philippines’ economic appeal. If the efforts of
his proposed clampdown on corruption and legislation on improving ease of doing business
bear fruit, the Philippines will be better positioned for deeper international trade relationships.

However, sustaining higher productivity growth will require removing constraints

affecting the country’s entrepreneurs, potential investors, farmers, and other producers.
Among these constraints are low domestic and foreign competition, especially in key sectors
like telecommunications, transport, and electricity; regulations that are stifling
entrepreneurship and small and medium-enterprises; and restrictions on foreign participation
in the economy. The recommendations focus on three areas for reforms: improving market
competition through regulatory reforms, simplifying regulations for trade and investments,
and reducing labor market rigidities and costs.

10. Your closure remarks about the learning insights that you gained in ED course.
Plus factor 910pts)

Salam! Sir/Doc, I would like to take this opportunity to specially thank you for your
guidance and support throughout this semester. Your teaching methodology is quite unique,
but you also developed an interactive culture that brings the best in students working
together. The intellectual discussions and practical insights have made the subject easy and
stimulating.

I will never forget all the fun discussions, including the on-the-spot oral recitation,
which made us feel nervous yet excited. I especially loved how you always related the
lessons to real-life situations, especially in the field of our profession. Again, thank you so
much for the guidance and advice you gave us on how to be a good doctor someday.

May Allaah bless you and your family with Guidance and Good Health.