COMPREHENSIVE EMPLOYEE DEVELOPMENT PROGRAM Employee Development Plan 2019.pdfMay 8, 1947, the Academy was given new government recognition for its General Secondary Education Program

COMPREHENSIVE EMPLOYEE

DEVELOPMENT PROGRAM

(2017-2022)

Comprehensive Employee Development Program (2017-2022) 2

Comprehensive Employee Development Program Holy Angel University

(2017-2022)

Table of Contents

Page

History of the University 3 Declaration Statement: Catholic Identity and Mission 12 Mission, Vision, Goals and Objectives 14 HAU Core Values 15 HAU Core Values Blueprint 16 Strategic Objectives 17 Quality Policy 17 Core Competencies and Key Behaviors 17 Statement of Philosophy 19 HAU’s Framework for Employee Development Program 20 Logic Model of Comprehensive Employee Development Program 21 Statement of Purpose 22 Dimensions of the Comprehensive Faculty Development Program 22 Faculty Development Program 24 Leadership Development Program for Management Staff 28 Non-Teaching Personnel Development Program 30 Appendices

A. Training Needs Analysis Result and Employee Development Plan for SAS 33 B. Training Needs Analysis and Employee Development Plan for SBA 53 C. Training Needs Analysis and Employee Development Plan for SEd 68


HISTORY OF THE UNIVERSITY The Early Years In June 1933, Holy Angel Academy (HAA) opened its doors to a modest group of 78 high school students in the Holy Rosary Parish Convent. It was initiated through the joint efforts of the late Don Juan D. Nepomuceno, a known philanthropist and prominent businessman, and Fr. Pedro P. Santos, then parish priest of the town of Angeles and later Archbishop of Nueva Caceres. Its primary purpose was to offer Catholic education in the secondary level, which was the felt need of the community at that time. It was organized as a non-stock, non-profit corporation oriented towards service to the community. The founders employed the able leadership of Ricardo V. Flores, an energetic educator from Pagsanjan, Laguna, whose efforts, commitment and perseverance brought forth in two months the opening of a complete secondary school and the issuance of government recognition in February 1934. Consequently, the Holy Angel Academy (HAA) became the first Catholic co-educational high school run by laypersons with the First Friday devotion to the Sacred Heart of Jesus, as its initial signature landmark. By 1940, HAA moved from the Parish Convent to its first building (present Don Juan D. Nepomuceno Building or DJDN Building) to accommodate its expanding enrollment. When World War II broke out, classes were suspended and resumed only in 1945. On May 8, 1947, the Academy was given new government recognition for its General Secondary Education Program. In school year 1947-48, the Evening High School Program started to provide educational opportunities for working students, particularly the employees in Clark Air Force Base. Likewise, the tertiary department was established with the 2-year Junior Normal College or Elementary Teacher’s Certificate (ETC) as its initial program in response to the growing need for teachers in public schools. This program continued operating until 1963, when it was converted to a 4-year Normal College or the Bachelor of Science in Elementary Education (BEED) that was granted government recognition on February 11, 1955, this program continued operating until 1963, when it was converted to a 4-year Collegiate Normal Course of the Bachelor of Science in Elementary Education (BSEEd). In 1948, the College of Commerce opened with a program, Bachelor of Science in Commerce whose government recognition was issued on December 3, 1951 or upon graduation of its first twenty-three students. In 1955, the Academy offered the 2-year Associate in Arts (also known as Preparatory Law Course) which was later converted into a 4-year Liberal Arts (or Bachelor of Arts) that was granted government recognition on May 18, 1960.


From Academy to University In 1960, the elementary department was opened. More collegiate courses were also offered like the 1-year and 2-year Secretarial courses in 1961 and the two-year pre-engineering course in 1962. In the ensuing years, the latter was expanded to the complete programs Civil Engineering (August 13, 1968), Electrical Engineering (September 11, 1969), Mechanical Engineering (September 11, 1969) and Management and Industrial Engineering (March 17, 1986). On December 6, 1961, the academy became Holy Angel College (HAC) with Don Juan D. Nepomuceno as the first President. Under the leadership, and the able assistance of his son, Mr. Geromin G. Nepomuceno, the school experienced a revitalized management that led to the construction of buildings and the adoption of the fiscal policy, which opened new possibilities for further growth and expansion. The latter assumed the presidency in 1973 to continue the pursuit of making the school one of the best Catholic educational institutions in the country, particularly in Central Luzon. In 1975, he was succeeded by Dr. Ricardo V. Flores, who held the leadership position until 1980. During this period, the school also addressed the call of the government for courses responsive to the needs of the community, in particular, and the nation, in general. It offered Graduate Programs in Education in 1965 that earned government recognition on October 30, 1970. In 1974, the Department of Vocational/ Technical Education was established in response to the nation’s Manpower Development Program through the introduction of the National College Entrance Examination (NCEE). This department offered courses in Industrial Electricity, Refrigeration and Air-conditioning, Radio Electronics, Automotive Mechanics, and Machine Shop Practice. Realizing the significance of the unprecedented growth of the College, the administration applied for a university status, which it attained on December 4, 1981. Engr. Mamerto G. Nepomuceno was installed as first University President on March 8, 1982. On the same occasion, Archbishop Oscar V. Cruz of the Archdiocese of San Fernando Pampanga, proclaimed Holy Angel University a Catholic University. The achievement of graduates in various licensure examinations, scholarship opportunities and affordable fees led to the continuous growth of student enrolment that peaked at 27,000 in SY 1983-1984. Quest for Quality and Excellence On August 12, 1985, Sister Josefina G. Nepomuceno of the Congregation of Missionary Benedictine Sisters of Tutzing was installed as Second University President. Under this new leadership, the professional dimension of the University was pursued with vigor and its Catholic character given greater and renewed emphasis. The collegiate programs not only grew in number but also in quality when submitted for accreditation. The curricular offerings added in the undergraduate level from 1985 to 1994 were AB


majors in Sociology and Religious Studies, Associate Programs in Computer Science and Theater Arts; BS in Accountancy; BSBA major in Small Business Management/Entrepreneurship; BSED majors in Values Education, PE Health and Music and Library Science; BS in Electronics and Communications Engineering; and Associate in Computer Secretarial and Medical Secretarial. In the graduate school level, Master of Business Management and Master of Public Administration were added in 1994 while the areas of specialization in the Master of Arts Program were expanded, such as: College Teaching, English Teaching, Mathematics and Library Science. The Center for Research, Measurement and Evaluation, as well as the Institute of Small-Scale Industries and Enterprise Resource Center, were established to articulate the University’s thrust towards research and community service. On August 30, 1993, the Liberal Arts, Business Administration, Education and Engineering Programs were conferred Level I Accreditation by the Philippine Accreditation by the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU). The following year, the elementary school was completely phased out after 34 years of existence. On June 30, 1995, the programs in the Colleges of Arts and Sciences, Business and Accountancy, Education, and Engineering attained FAAP second-level accreditation status through PAASCU. Thus, Holy Angel became the first and only University in Central Luzon accredited by PAASCU. In the same year, Sr. Josefina ended her 10-year term as President with Mrs. Bernadette M. Nepomuceno as successor. The latter’s administration saw reforms in structure as well as operations that sustained and expanded the University’s quest for academic excellence. The said thrust was marked by new as well as upgraded curricular programs and awards of distinction. The areas of specialization in BS Business Administration and BS Secretarial Administration were expanded to include among others Hotel and Restaurant Management, Management Information System and Tourism. The Doctor of Philosophy in Management was initially offered in school year 1995-96 while the Accountancy degree was upgraded into a 5-year program in school year 1997-98. The University’s teacher-training programs were further enriched with the establishment of the Laboratory Elementary School in 1997. On August 6, 1999, the programs in the Colleges of Arts and Sciences, Business and Accountancy, Education and Engineering were reaccredited by PAASCU. The Electrical and Industrial Engineering programs were conferred Center of Development Level II status by the Commission of Higher Education (CHED) that paved the way for the offering of Master in Engineering in school year 2001-02. Likewise offered were Doctoral in Business Management, Doctor of Philosophy in Educational Management, BS Psychology, BS Computer Science, BS Information Technology, and BSEd Physical Education with specialization in Golf Sports which were added the following school year.


On October 22, 2001, CHED listed the University as one of the top 52 tertiary educational institutions in the country effectively conferring on it a deregulated status. In 2002, the University also hosted the First International Conference on Kapampangan Studies and established the Juan D. Nepomuceno Center for Kapampangan Studies to preserve, study, and promote Kapampangan cultural and historical heritage. In school-year 2003-2004, the University revisited its mission and vision where all stakeholders agreed to rededicate commitment to accessible quality education, academic excellence, community linkages and the promotion of local history and culture. Responding to popular demand, it offered Nursing, Architecture, and Computer Engineering. It also initiated sweeping improvement in physical plant with the construction of Mamerto G. Nepomuceno Hall, St. Gabriel and St. Raphael, the Chapel of the Holy Guardian Angel, Café Juan, food courts, courtyard, and JDN Annex. CHED further elevated the University to autonomous status on October 27, 2003 thus, acknowledging its academic leadership in Region 3. On January 31, 2006, PAASCU conferred the Level III accreditation status on the following programs: Accountancy, Arts and Sciences, Business Administration, Education and Engineering (Civil, Electrical, Industrial and Mechanical). Holy Angel University is one of the few institutions in the country that has attained such status. In December 2005, the High School Program had its preliminary survey visit by PAASCU. The program was conferred Level 1-Candidate Status on May 31, 2006. This development pushed the High School Program to implement the Career Preparatory Program as an innovation of the Basic Education Curriculum prescribed by the Department of Education. The Program aims to prepare students not only for college education, but for employment or entrepreneurial endeavors. On August 12, 2006, Dr. Arlyn Sicangco-Villanueva succeeded Mrs. Nepomuceno as the eighth President. The President of the Republic, Gloria Macapagal Arroyo, administered the oath of office to Dr. Villanueva on February 1, 2007. Dr. Villanueva’s administration initiated reforms and innovations in organization, operations, services, curricula, campus development and research, and made international accreditation its flagship. Dr. Villanueva vowed to keep alive the founder’s dream of making Holy Angel University the best school in Central Luzon anchored on the three E’s: Evangelization, Excellence, and Economy. During Dr. Villanueva’s term from 2006 to 2014, the Commission on Higher Education recognized the University as Centers of Development in Information Technology (2007), Business Administration (2007), Teacher Education (2008), Hotel and Restaurant Management (2009).


During her term, PAASCU also conferred Level I accreditation status to the High School Program (2008) and Computer Engineering Program (2013); Level II-reaccredited status to the High School Program (2012) and Hospitality Management programs (2012); and Level III accreditation to the Electronics and Communications Engineering program. New programs offered during her term were identified as part of the strategic planning processes and submitted for BOT approval once feasibility studies signaled the potential viability of the courses. These new programs included: Undergraduate Programs - BS in Accounting Technology (2009), BS in Criminal Justice Education with Forensics Program (2009), BS in Aeronautical Engineering (2009), BSBA in Legal Management (2009), BS in Events Management (2011), and BS in Radiological Technology (2012), BS in Medical Technology (2013); and Graduate Programs - Master of Science in Electronics and Communications Engineering (2008), Master in Information Technology (2008), and Certificate of Public Administration and Governance (2008), Master in Special Education (2009), Master in Education, Major in Teaching Filipino (2010), MS in Hotel and Restaurant Management (2010), MS in Nursing (2010), Doctor in Technology (2010), MS in Health Services Administration (2011), Doctor of Philosophy in Nursing Education major in Educational Leadership and Management (2011), MS in Psychology (2012), and Master in Education major in Religious Education (2013). The University’s bid for international accreditation which began in school year 2005-06 was realized when the International Assembly for Collegiate Business Education (IACBE) conferred on the University on April 4, 2008, in Newport Beach, California, the Specialized Accreditation of the business and business-related programs of the College of Business and Accountancy including the Master of Business Management program of the Graduate School of Business. In recognition of its accomplishments, adherence to quality assurance and commitment to public responsibility as a higher educational institution, CHED granted the University the Autonomous Status for the period March 11, 2009 to March 30, 2014. March 8, 2008 marked the opening of the Diamond Jubilee year with the blessing of the San Francisco de Javier Building, which houses the state-of-the-art University Library and the University Theatre, which is considered by critics and performers as among the best in the country, as the highlights. The university undertook a major upgrading of computer facilities and operations by launching an integrated information system, CAMPUS++. It also embarked on a massive campus development that eventually resulted to the construction of the Chapel of the Holy Guardian Angel, the St. Joseph Hall, the University Boulevard, the University Main Entrance, the Peter G. Nepomuceno Center for Professional Development, and the S. Josefina Nepomuceno Formation Center.


On April 2, 2009, the University formally closed the celebration of the 75th Founding Anniversary with the launching of the book, Destiny and Destination: The Extraordinary Story and History of Holy Angel University 1933-2008, and the dedication of the Main Building to Don Juan Nepomuceno. For three successive years, the University conferred its first honorary doctorates on the country’s top technocrats: Manuel V. Pangilinan in 2009, Washington SyCip in 2010 and Jaime Augusto Zobel de Ayala in 2011. The University also conferred honorary doctorates to the Magsaysay awardees for Education, Christopher and Ma. Victoria Bernido (2012); His Excellency Luis Antonio Gokim Cardinal Tagle (2013); and Amando Maglalang Tetangco, Jr., Governor of the Bangko Sentral ng Pilipinas and Chairman of the Monetary Board (2014). The University has also institutionalized the following awards: the Order of St. Michael the Archangel (for contribution to Catholic lay education), the Order of St. Gabriel the Archangel (for achievement by an alumnus), the Order of St. Raphael the Archangel (for contribution by a former employee), the Laus Deo Semper Award (for community service), and the Juan D. Nepomuceno Cultural Awards (for research and scholarship and arts and culture). On June 8, 2012, the University inaugurated the St. Martha Hall, the first dormitory of HAU inside the campus which was further expanded with additional dormitory rooms at the Plaza de Corazon Building. On March 19, 2015, the University formally opened the S. Josefina G. Nepomuceno Formation Center which houses the offices of the Institute of Christian Formation and Social Integration and retreat and formation facilities. Transforming and Internationalizing the University In early 2015, the Holy Angel University Board of Trustees recruited Dr. Luís María R. Calingo, a long-time higher education leader in the United States, to lead the university during the transition to a K-12 system of Basic Education and international competitiveness in the newly created integrated ASEAN Economic Community. Dr. Calingo began his term as the University President on June 1, 2015, taking over from Engr. Geromin T. Nepomuceno, Jr., who served as the Acting President upon the resignation of Dr. Villanueva on June 2014. Dr. Calingo was formally installed as University President on February 12, 2016, becoming the first university president hired externally. Dr. Calingo immediately worked with key stakeholders of the University in reviewing and setting the guiding premises for the strategic planning horizon 2015-2025 that resulted in a rearticulated Mission, Vision, and Core Values, which were further operationalized into institutional learning outcomes, four strategic objectives, and a


core values blueprint. The four strategic objectives – Academic Quality and Organizational Excellence, Authentic Instrument for Countryside Development, A Great University to Work For, and Faithful Catholic Education – operationalized the University’s vision of becoming a role-model instrument for countryside development and one of the most influential, best-managed Catholic universities in the Asia Pacific region. Organizational clusters and units aligned their plans to these four strategic objectives, and the progress in accomplishing these objectives were tracked via a total of 24 performance measures that comprise HAU’s institutional-level Balanced Scorecard. Dr. Calingo also shared with the management staff and with the HAU community his leadership philosophy – the Leadership System and Continuous Improvement, based on the Baldrige Performance Excellence Framework – which also served as the administrators’ guide in governing the various units’ operations. In SY 2015-2016, CHED conferred Autonomous Status to the University and Center of Development status to Teacher Education, Business Management and Industrial Engineering. In support of the Philippine Basic Education Reform, it also offered Senior High School (SHS) starting SY 2016-2017 with more than 1,600 Grade 11 students enrolled in four SHS strands. In pursuit of the strategic objective of academic quality and organizational excellence, the University created a Quality and Excellence Roadmap for the period 2018-2023. The roadmap called for the external validation of the quality of all academic programs through local and international accreditation, inclusion of the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA) as a second local accreditor of degree programs, and external validation of institutional quality and sustainability through ISO 9001:2015 and other international standards. In 2016, Holy Angel University received Philippine Quality Award recognition and was the only organization to have received this highest national award for quality and organizational excellence. In 2018, the U.S.-based Accreditation Commission for Programs in Hospitality Administration (ACPHA) granted initial seven-year accreditation of the undergraduate programs of the School of Hospitality and Tourism Management. On April 3, 2019, AJA Registrars awarded ISO 9001:2015 certification to Holy Angel University for the “provision of basic education and higher education including campus support services.” In pursuit of the strategic objective of being an authentic instrument for countryside development, the University opened the campus programs and facilities for benchmarking by other higher education institutions (HEIs) from the Philippines and abroad, started offering its graduate programs to HEIs in other regions, and leveraged international partnerships to introduce higher education innovations. These innovations included pioneering programs such as the USAID-supported Professional Science Master’s Program in Cybersecurity, the CHED-supported Green MBA Program, and the CHED-supported College First Year Experience based on the transdisciplinary study of Big History. The University also pursued competitive grants from national


government agencies such as the Department of Science and Technology (DOST) to fund applied research grants in support of countryside development such as the DOST-funded Encephalon Technology Business Incubator to enable technopreneurship. The University created the School of Professional Education and Lifelong Learning (SPELL) to offer non-degree programs for the professionals and organizations in the Central Luzon region and received continuing professional development (CPD) provider status for various programs from the Professional Regulatory Commission. Toward establishing HAU as a great university to work for, it had successfully concluded its Collective Bargaining Agreement with the Holy Angel University Teachers and Employees Union for the period 2016-2019. A systematic review of compensation and benefits and workforce satisfaction and engagement using third-party survey administrators has identified strengths and areas for improvement. The Doctoral Forgivable Loan Program and the Catastrophic Leave Donation Program are improvements in benefits that President Calingo initiated. On May 2, 2019, the People Management Association of the Philippines (PMAP) recognized the University as the 2019 Employer of the Year Award for Luzon. Holy Angel University is the largest Catholic HEI and is the only one in the Asia-Pacific region that, starting 2016, the U.S.-based Cardinal Newman Society included in the annual Newman Guide to Recommended Catholic Colleges in recognition of its visible commitment to faithful Catholic education. In 2017, the U.S.-based Character Education Partnership cited the University as a National School of Character and recognized the University’s “No Student Left Behind” Program as an International Promising Practice in character formation. To ensure optimal alignment of the functions of the university offices as they relate to strategy management and quality assurance, the University created the Office of Institutional Effectiveness – the University’s umbrella organization for accreditation, quality assurance (degree program and institutional levels), institutional research and planning, and the development of an institutional database for quality and accreditation maintenance. The Treasury Office and Office of International Affairs were also realigned with the President’s Cluster. For the academic units, the phased vertical integration of the undergraduate and graduate programs resulted in the creation of the School of Arts and Sciences, School of Business and Accountancy, School of Education, School of Engineering and Architecture, School of Hospitality and Tourism Management, and School of Nursing and Allied Medical Sciences. In 2018, the University began the master planning for the development of the Santa Clara Block – the last remaining city campus development, which would include a nine-story academic building that would open in SY 2020-2021, a student center, and a multi-level carpark and business service facility. That same year, the University began the process of planning and developing its 10-hectare extension campus in Ayala Alviera, Porac, Pampanga, which would open in SY 2022-2023.


The University community has assumed the obligation of carrying the legacy of its Founders forward in time to generations of students who would come to Holy Angel University to learn. We commit to stay the course, while proclaiming with pride that we are a national trailblazer in academic excellence and quality management, a most capable innovator in higher education, a strong leader and faithful servant and critic of society, a co-maker of stronger regional institutions, a developer of people, a defender and promoter of faithful Catholic education, and the national conservator of Kapampangan cultural heritage.

LAUS DEO SEMPER!


DECLARATION STATEMENT CATHOLIC IDENTITY AND MISSION1 Declared as a Catholic University in 1982 by the Archdiocese of San Fernando, Pampanga, Holy Angel University makes clear its Catholic nature and character. Its identity and mission is guided by the Apostolic Constitution on Catholic Universities – Ex corde Ecclesiae and the Declaration on Christian Education – Gravissimum educationis and other relevant ecclesiastical documents. Born from the heart of the Church as laid out in Ex corde Ecclesiae, the University fully recognizes that its existence as an academic community which, in a rigorous and critical fashion, assists in the protection and advancement of human dignity and of a cultural heritage through research, instruction and the various services it offers. Academic disciplines and Catholic intellectual heritage at the best possible level can help in integrating faith and reason. It fully acknowledges that to be a Catholic University, it must bear the following four essential characteristics:

1. Christian inspiration not only of individuals but of the entire university community;

2. fidelity to the message of Christ as it comes through the Church; 3. an institutional commitment to the service of the people of God and of

human family; 4. a continuing reflection in the light of faith upon the growing treasury of

knowledge to which it seeks to contribute by its own research. Called to imbue the spirit of the Gospel in daily life and to act upon the principles of the University’s identity and mission and core values, each member of the faculty, staff, and administration, regardless of religious affiliation, is to be informed of the Catholic identity of the university and has the responsibility and is expected at the time of his/her appointment to promote or at least respect that identity. Catholic teachers are to be faithful and all other teachers are to respect Catholic doctrines and morals in their conduct of research and teaching. Catholic theologians, having received mandate from the Church, are to be faithful to the Magisterium of the Church. Non-Catholic members of the institution shall collaborate and share in its Catholic vision on important social, moral and ethical issues. (cf. Ex corde Ecclesiae, Article 4) The University is to produce well-trained students animated by the spirit of Christ. As Ex corde Ecclesiae and Gravissimum educationis state, education of students shall combine academic and professional development with formation in moral and religious principles

1Approved by the Executive Committee of the Board of Trustees of Holy Angel University on July 5, 2016. 1Approved Amendment by the Executive Committee of the Board of Trustees of Holy Angel University on August 5, 2016.


and that courses in Catholic doctrines and catechetical instruction are to be made available to all students. Lay and religious should be competent and find most suitable methods of education. They shall give abiding spiritual and intellectual assistance to the youth. The University shall foster spirit of mutual understanding and shared responsibility by families, teachers and other stakeholders. All these leading students to realize to strive to excel in the pedagogy, motivated to evaluate moral values with right conscience and their call to being witnesses to Christ wherever place they may exercise their respective profession. The University also recognizes the academic freedom of scholars in each discipline in accordance with its own principles and proper methods and within the confines of the truth and the common good. In the context of Catholic education, academic freedom is however not to be taken as an absolute right. Even teachers are called to search for truth wherever careful analysis of evidence may lead them, but they should also take into consideration that any appeal to the principle to justify positions that contradict the faith and teaching of the Church would obstruct or even betray the university’s identity and mission. The University provides a values-based education that informs the development of ethical judgment and behavior and seeks to develop ethical and responsible students, employees, staff and graduates committed to the common good. This commitment is expected to be reflected in: (1) valuing and promoting a culture of life, (2) upholding the sanctity of marriage between one man and one woman in the Sacrament of Matrimony, (3) taking a public position that is in keeping with the teachings of the Catholic Church, (4) advancing the social teachings of the Church leading to care and preservation of the environment, upliftment of human dignity and dignity of work and preferential option for the poor and the vulnerable, and (5) demonstrating inside and outside the school a life that is consistent and compatible with the values and teachings of the Catholic Church. Guided by the principles of Catholic social teaching, conduct prohibited by Catholic morals such as, but not limited to those offenses in Part Three, Section Two, Chapter Two, Article 6 of the Catechism of the Catholic Church (¶2331-¶2440), which provisions by this reference is made part of this Code of Conduct, are considered disgraceful and immoral conduct that is not and will not be permitted to permeate the University.

Pope John Paul II. Ex corde Ecclesiae: On Catholic Universities. Vatican City: Liberia Editrice Vaticana, 1990. (http://w2.vatican.va/content/john-paul-ii/en/apost_constitutions/documents/hf_jp-ii_apc_15081990_ex-corde-ecclesiae.html) Vatican Council II. Declaration on Christian Education: Gravissimum Educationis. Vatican City, 1965. (http://www.vatican.va/archive/hist_councils/ii_vatican_council/documents/vat-ii_decl_19651028_gravissimum-educationis_en.html)


MISSION To offer accessible quality education that transforms students into persons of conscience, competence, and compassion. All these we shall do for the greater glory of God.

VISION To become a role-model catalyst for countryside development and one of the most influential, best-managed Catholic universities in the Asia Pacific region.

GOALS AND OBJECTIVES In pursuance of its mission, Holy Angel University adopts the following objectives which permeate its departmental curricular offerings: To provide the student with moral and intellectual training in a Christian atmosphere so that he may become an efficient and integrated person. A person who is in the process of becoming the person he aspires to be:

as a human being in relation to himself and God;

as a social being in relation to society;

as a professional in relation to the community; and

as a worker in relation to the environment. A person who is aware of and alive to the social realities of widespread injustice and inequality:

who contributes to the development and attainment of an economically-equitable, politically-just and participative, culturally-integrated society; and

who is socially-responsible in upholding and defending human dignity and participates in promoting the common welfare.

To make itself, in coordination with other social institutions, a more responsive and accessible instrument for the advancement of equality and the promotion of social responsibility, thus serving as a catalyst for change towards a society of freedom, justice and peace.


HAU CORE VALUES Christ-Centeredness

We strive to be witnesses of the person and example of Christ. Integrity

We are fair, honest, and transparent in our personal and professional dealings. Excellence

We produce outcomes with the greatest possible human competence.

Community

We animate the spirit of communion and solidarity. Societal Responsibility

We work for economic efficiency, social justice, and environmental stewardship.


HAU CORE VALUES BLUEPRINT

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STRATEGIC OBJECTIVES

• Academic Quality and Organizational Excellence

• Authentic Instrument for Countryside Development

• Great University to Work for

• Catholic Mission and Identity

QUALITY POLICY We are all about students! Holy Angel University is committed to the holistic development of students through education, research, extension, and administrative services that conform to global standards of quality, comply with local and international statutory and regulatory requirements and abide by the University’s Catholic foundation. The University’s senior management regularly reviews and validates all programs, services, and processes for the improvement of its quality management system. This quality management system shall be communicated, implemented, and supported by the entire organization and other interested parties.

CORE COMPETENCIES AND KEY BEHAVIORS

Spiritual Maturity and Integrity – Enriching conscience through dedicated practice of integrity and transparency; adherence to Christian values and ethical principles; and, maximizing talents and skills for the greater glory of God

o Respects and values people regardless of their rank or position o Seeks to care for the good of others (Socially Responsible) o Honest and true in his/her words and actions o Acknowledges limitations of his/her knowledge and seeks for continual

learning o Adheres to Christian values and ethical principles

Research and Information Fluency – Intently finding, exploring, and assessing information for creative utilization and employing evidence-based practice in his/her professional field

o Defines and articulates the data and information he/she needs o Seeks to access data and information effectively and efficiently o Evaluates information and its sources critically o Uses information effectively to accomplish a specific purpose o Follows ethical standards and legal practices in research

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Communication and Collaboration – Communicating and collaborating both within and outside the organization to achieve set goals through a variety of methods

o Demonstrates effective written and oral communication skills to achieve set goals through a variety of methods

o Actively listens, provides constructive feedback, and demonstrates respect for differing views

o Actively seeks out others’ perspectives to ensure inclusiveness and understanding

o Builds productive working relationships o Cooperates and collaborates with colleagues

Critical Thinking and Problem Solving – Carefully evaluating facts for creative utilization and working on problems and issues ethically and effectively

o Analyzes and prioritizes situations to identify and solve problems o Creates solutions that increase efficiency and improves quality o Involves others in solving problems and making decisions o Considers organizational goals when making decisions o Makes clear, transparent, and timely decisions

Creativity and Innovation – Developing original ideas and utilizing competencies effectively to achieve both individual and organizational objectives

o Delivers expected outputs as a result of critical thinking, research, communication, and collaboration

o Understands and adapts to changes in the strategic and/or operational direction of the organization

o Shows foresight and imagination to see possibilities, opportunities and trends

o Demonstrates commitment to seek out opportunities and contributes to developing innovative or alternative solutions

o Understands the strategic direction and goals of the organization and aligns personal performance objectives with organizational priorities

Job Mastery and Continuous Learning – Demonstrating responsibility for one’s own career path and continues learning by identifying and applying new skills as needed to perform successfully on the job

o Applies background, technical knowledge, education, and prior job experiences to current and new job situations

o Demonstrates technical competence, job knowledge, and ability to add value beyond the core job function

o Continually strives to upgrade the depth and breadth of technical and professional skills

o Makes time for appropriate training, keeps current on tools, technology, and information needed to meet job performance and challenges

o Shares knowledge and supports peers, staff and others to increase skills, foster improvement and enhance outcomes


STATEMENT OF PHILOSOPHY

HAU as an educational institution envisions to be a catalyst for countryside development and one of the most influential, best-managed Catholic universities in the Asia Pacific Region by providing accessible quality education that transforms students into persons of conscience, competence, and compassion. As a great university to work, HAU values its employees and offers opportunities for learning and development which are vital to ensure long-term institutional success. Employees in turn are expected to improve their own performance, increase organizational productivity, and work to drive the organization forward. Professional learning journey is an ongoing process throughout each HAU employee’s career and it is an integral part of performance and development cycle. It is an important link between the individual performance, be it in the classroom or office, and the University’s commitment to produce continuous improvement in student outcomes. Employee development activities are designed holistically to maintain harmony among essential components of personal and professional excellence, psychosocial development, faithful Catholic formation, and well-being. Responsive to the personal and professional needs, as well as interests of each HAU personnel, this program offers projects, services, and activities that would lead to the development of the employee as:

Reflective. The University believes that people are its most important assets. As such, it provides avenues for the employee for an on-going personal growth. It provides activities that touch not only the intellect but also the psycho-spiritual side of man.

Exemplary. Various seminar-workshops/trainings and programs are given for the on-going professional growth of employees. These will not only hone their skills but will also give them opportunities to further their studies and conduct researches that will be useful in the execution of their work and function.

Socially Responsible. Professional and personal growth is not confined within one’s self. The employees are given a chance to collaborate and share whatever they could offer with the other members of the University and of the community.


HAU’S FRAMEWORK FOR EMPLOYEE DEVELOPMENT PROGRAM

The figure above shows that through the University’s support of various opportunities for human formation, this development program fosters the pursuit of a well-integrated life throughout all stages of each employee’s career. At HAU, employee development enhances the vitality and growth of each employee in order to be reflective, excellent, and responsible as member of the community.


LOGIC MODEL OF COMPREHENSIVE EMPLOYEE DEVELOPMENT PROGRAM (CEDP)

Vision

Mission

Strategic Objectives

Core Values

Core Competencies

Quality Policy

TNA Results

Curricula

Support Services

Facilities

Approved Funds for Employee Development

Research

Feedback from stakeholders

Professional Excellence

Faithful Catholic

Formation

H

A

U

E

m

p

l

o

y

e

e

s

Psycho-social Development

Increased number of academically and professionally qualified employees

INPUTS

ACTIVITIES WHO OUTCOMES

Short Medium Long

Physical and Psychological

Wellbeing Increased number of employees’ collaborations with professional organizations

Increased number of employee involvement in various activities relating to spirituality, community building and wellness

Increased number of employee attendance in advisory assembly,

research colloquia

Employees acquire job mastery, positive attitude towards continuous learning and proficient level of core competencies which contribute to their holistic development and attainment of institutional goals:

Spiritual Maturity and Integrity

Research and Information Fluency

Communication and Collaboration

Critical Thinking and Problem Solving

Creativity and Innovation

Reflective Individuals

Exemplary Employees

Socially Responsive Persons


Statement of Purpose

The University's main thrust is the development and welfare of its employees by providing diverse forms of support that will enable them to meet their wide variety of professional needs and pursue their professional interests. The program is designed to foster and facilitate on-going excellence in professional practice and wellness in personal life.

The University as a higher education institution continuously engages its employees in professional development and transformative learning activities as its commitment to provision of quality education. The said activities are designed to:

assist employees in their efforts to upgrade and enrich their academic qualifications and professional competencies;

create opportunities for employees to expand their knowledge, commitment, and practice;

encourage employees to pursue continuing personal development along the faith in action tradition; and

inspire employees to contribute to the growth of their respective profession or discipline, the society, as well as the Catholic Church in general.

Dimensions of the Comprehensive Employee Development Program

Learning and development needs of HAU employees are determined through departmental and organizational training needs analysis. Sources of data considered are performance gap, regulatory agencies’ recommendations, expressed needs by the faculty based on self-assessment, and required professional competencies. Identified needs are consolidated through thematic analysis and are used as inputs (Areas for Improvement or Learning Needs) for Individual Development Plan. Work Environment or Non-learning Needs are addressed accordingly through clarification of job expectations; evaluation of leadership style and support; provision of necessary resources; review of systems and structures; policies and procedures; provision of necessary resources; and establishing rewards and sanctions. Training effectiveness is then monitored in terms of performance outcomes in collaboration with the employee’s immediate superior. The HAU Comprehensive Employee Development Program consists of in-house/ invitational/ off-campus activities for employees classified as either institutional or discipline-based. The primary objectives of these are to develop competencies, inculcate values, and create better understanding of employee’s role and functions and how these relate to the organization as a whole. Institutional Training Program is an in-house curriculum that focuses on the enhancement of knowledge, skills and values of employees in general regardless of their job position, discipline or field of teaching. These trainings are initiated and/or conducted by HRDO in coordination with other departments. Discipline-based learning and development


activities consist of specific functional trainings to enhance or improve technical and professional competencies required of each position. These are either in-house (initiated by concerned department/unit), invitational (off-campus, initiated by a particular organization), or collaborative (initiated through partnership, short-term training or immersion under the auspices of cooperation or agreements with industry, educational, and research institutions). Specific dimensions of HAU Comprehensive Employee Development Program include the following:

1. Personal and Professional Excellence

An HAU employee as a professional is expected to deliver results in a highly competitive and demanding academic environment. He/she must have the broad and holistic understanding of the higher ideal, values and purpose of delivering quality education. Professional excellence is guided by ethical principles and incorporates evidence-based practice as a result of thorough understanding of students’ needs, researches conducted, and actual practice. To this end, each employee must be given sufficient time, support and resources to master competencies and integrate these into practice. Personal and professional excellence includes the following programs: (1) instruction; (2) continuing professional development; (3) research, and (4) personal and leadership development. As a university, HAU seizes opportunities for excellence; at its core, it continues to do everything it can to promote its ideal and to show the world the quality of HAU education. With personal and professional excellence, an HAU employee has the ability to leverage the current achievements toward even more success in the future.

2. Psychosocial Maturity

While HAU pursues growth in measurable cognitive skills, it also has a growing recognition of the university’s actual and potential role in promoting psychosocial maturity, which highlights the employee’s progress toward non-academic objectives. Opportunities are made available for employees to take responsible roles in their communities as part of their human formation. Aside from the socialization that comes from working as a member of a team and interacting with others, employees who volunteer also have opportunities on the intrinsic level. They can gain empathy and compassion for others,


improve their communication skills and confidence, and find a career they are passionate about pursuing. To promote psychosocial maturity, employees are given opportunities to engage in mission work for citizen building.

3. Faithful Catholic Formation

Employees of HAU must have the professional formation for presenting the Catholic worldview as evidenced by the infusion of visible signs of our faith on campus and in the decorum of our students and employees. Examples are public prayers, processions and presentations of the life of Christ which also reflect HAU employees’ commitment to preserving the native Kapampangan culture.

4. Physical and Psychological Wellbeing

A well-integrated human formation for employees cannot be sustained without sustainable human wellbeing. If the relentless drive for performance leads to stressed-out, unhealthy and unhappy employees, it will ultimately have an adverse impact not only on academic outputs but also on the inner quality of the product. When the mental energies of the employees are full of health and joy, then the outcome will also carry this vibration of joy which will communicate itself to the students and the community. Thus employee development program which proceeds from a collective consciousness of wholesome well-being, has a positive outcome compared to an environment surrounded by stress, tension and anxiety.

Faculty Development Program

Professional, as well as personal development, is an integral part of each faculty’s performance and career plan. It is an important link between individual performance in the classroom and the University’s commitment to produce continuous improvement in student outcomes. The program is made up of the following components:

1. New Employee Orientation

A new employee, once hired, is introduced to the University through a General Orientation Program that includes a brief walk through of HAU’s mission, vision, strategic objectives, core values, quality policy, professional ethics, policies and relevant rules and procedures that affect him or her as an employee. The HRDO is responsible in the


general orientation of employees in collaboration with other departments like Academic Affairs Office (AAO), Institute for Christian Formation and Social Integration (ICFSI), University Library, among others.

2. In-Service Education and Training (INSET) for Faculty

This activity is aimed at providing faculty members with either basic or advanced teacher training that consists of the following topics:

Professional Ethics for Teachers

Principles of Teaching

Classroom Management

Art of Questioning

Critical Thinking

Educational Technology

Assessment Strategies


3. Continuing Professional Development

These are discipline-based learning and development activities conducted either in-house, invitational or off-campus (example: trainings, seminars, workshops, conferences, conventions, fora, industry immersions, etc.) and are designed to uplift and improve knowledge, skills, and ethical values of faculty based on their professional affiliation in accordance with Republic Act 10912 or the Continuing Professional Development Act of 2016.

4. Graduate/Post-Graduate Studies Assistance Program (GSAP) This is a set of institutional support and assistance that may be availed of by the faculty and academic service staff based on tenure and at different stages of their graduate/post graduate studies. The HRDO facilitates the granting of this assistance including the monitoring of the progress of undertakings.

Faculty Development Fund Loan (Study Loan). This loan facility is interest-free and payable in five (5) months is intended for faculty who has served the University for at least four (4) consecutive semesters.

Tuition Assistance/Discount. This consists of 100% tuition discount enjoyed by permanent faculty members when they enroll in the graduate programs of the University. It also includes a one-time financial assistance of P10,000 given to any faculty pursuing a graduate degree aligned to the undergraduate degree outside the University, after earning a minimum of 50% academic units.

Group Service Vehicle. Provision of free transportation vehicle for faculty members attending graduate studies in Metro Manila during weekends.

Study Leave with Pay. This provides study leave with full pay to regular full-time faculty members who are in their last term of study for purposes of completing thesis or dissertation. This is subject to the limitation as provided for by the Collective Bargaining Agreement.

Thesis/Dissertation Grant. This is a one-time cash assistance of P40,000 given to permanent faculty members or academic service staff who are in the process of writing their thesis, and a maximum of P80,000 to those who are in their dissertation writing. Cash assistance is given in two terms: (1) 60% upon approval; and, (2)


40% upon completion of requirements which include completed and approved final paper, and original Transcript of Records.

Thesis De-loading. This involves the de-loading of six (6) units for one semester granted to full-time regular faculty members who are scheduled to defend their thesis or project on the semester applied for.

5. Other Scholarships and Grants

a. Study Loan (thru Holy Angel Foundation for Research and Development – HAFRD) Regular employees, either teaching or non-teaching, may avail of non-interest bearing study loan for:

Graduate studies for a maximum amount of P10,000.00 payable within five months subject to payroll clearance procedures and other requirements upon presentation of official certificate of registration.

Board/Bar review for a maximum amount of P20,000.00 payable within 24 months in equal monthly installment subject to payroll clearance procedures and other requirements upon presentation of official certificate of registration. Payment of the loan shall start a month after the review/study leave, as the case may be.

b. CHED K-12 Transition Program

The Program has this two-fold goal: (1) to upgrade academic qualification of faculty members in the college level, and (2) to invest in the future of higher education. While government-funded, this program is linked to HAU’s commitment to make the faculty members more academically qualified. Over and above the benefits that CHED gives to the scholars, HAU augments the scholar’s allowance by providing the difference in amount between the CHED allowance and the 24-unit salary of the faculty.

6. Enrichment Program

a. On Research


The University Research Incentive Program was established not only to facilitate the professional development of faculty members but also for the University to realize its mandate as a Higher Education Institution (HEI) undertaking research to improve higher education in particular and the quality of life in general. This program consists of Cash Research Incentive and Paper Presentation. The program is managed by the University Research Office (URO) under the direction of the University Research Council. Completed researches accrue ranking points.

Cash Research Incentive. This is a cash reward to a faculty researcher who completed a research undertaking within the approved timeframe.

Paper Presentation. This refers to the opportunities of faculty to present a paper in a local or overseas conference.

To support an employee interested in undertaking researches, University Research Office (URO) organizes research capability building seminars, assists employee-researchers secure collaborative researches, and provides research advising and research computing services. It also provides copy-editing services mainly towards the production of research publications and publication-ready manuscripts.

b. On Personal and Leadership Development

(1) Retreat/Recollection. These are the semi-annual activities that allow employees to reflect and renew

their faith and spirituality. (2) Individual/Group Endeavors. These are the activities designed to enhance various personal

competencies like communication, critical thinking, problem solving, creativity, innovation, supervision, leadership, and management; personal values (Values Enhancement and Angelite Formation Sessions); interpersonal skills and collaboration (Teambuilding); and instill physical and psychological wellness (fitness and sports activities and wellness programs).

(3) Community Involvement. This involves the active participation of faculty in department-based and

university-based community outreach and extension activities on a voluntary basis. This program is largely under the auspices of the Office of Community Extension Services.


7. International Linkages

This program provides for professional growth and development through agreement between HAU and other foreign institutions for teaching fellowships (Faculty Exchange); or through joint faculty research undertakings between the University and other foreign institutions (Collaborative Research).


Leadership Development Program for Management Staff

The Leadership Development Program for Management Staff aims to promote HAU leadership brand anchored on conscience, competence, and compassion. It recognizes the value of integrity, professional ethics, excellence, and genuine concern for the welfare of people. These, combined with essential leadership and management skills, equip Management Staff to create and sustain awareness, collaboration, and commitment toward achieving organizational goals. Activities in this program pursue the University’s mission-vision as it embraces transformational goals and objectives where Management Staff manifest in themselves and in the workplace as persons who are in the process of becoming what they aspire to be – as human beings in relation to themselves and God; as social beings in relation to society; as professionals in relation to the community; and as workers in relation to the environment. Another objective of the program is to develop HAU leaders as models to their respective staff who are aware of and alive to the social realities of widespread injustice and inequality; who contribute to the development and attainment of an economically equitable, politically just and participative, culturally integrated society, and; who are socially responsible in upholding and defending human dignity and participate in promoting the common welfare. HAU Management Staff are given opportunities to attend institutional and discipline-based activities that include but not limited to topics like basic laws on education, labor, and data privacy; quality assurance; supervisory, leadership and management skills training; organizational communication; performance management and coaching; heroic leadership. The program also includes Summer Institute – a refresher course on the operational procedures in the University for Management Staff to gain better perspective of the key functions and how these relate to their respective department. It is a series of brief courses covering the following topics:

The Art of Leadership. The University President will share his perspectives based on strategic directions of the University and the leadership skills appropriate among HAU Administrators as models to their respective faculty and staff.

Academic Excellence. The VP for Academic Affairs will explain the academic goals and objectives of the University in terms of specific outcomes expected of college/school deans, principal, faculty, staff, and students.


HR’s Role in the University. The Senior Consultant and the HR Director will combine efforts in elaborating the role of human capital in delivering outcomes in support of academic endeavors of the University. This covers offices of Human Resource Management and Human Resource Development.

Maximizing Campus++ Utilization. This will tackle system and procedures anchored on the use of technology through the HAU Campus++ as a mechanism in the effective maintenance of student academic records which are expected of all academic personnel.

HAU Quality System. The VP for Institutional Effectiveness will explain the quality system and procedures of the University including various accreditation bids that are necessary to maintain HAU standards of excellence for both academic and non-academic sectors and to meet local and international statutory and regulatory requirements. These functions are delivered by the following offices: Quality Assurance Office, Institutional Planning, Research and Publication, and Institutional Database Management.

Customer-centric Student Services. The VP for Student Services and Affairs will discuss the various activities designed to provide holistic student development vis-à-vis achieving academic excellence. These functions are delivered by groups of service providers from the following offices: University Guidance Office, Office of Student Activities, University Scholarships and Grants Office, and Institutional Testing and Evaluation Center.

Getting Acquainted with the Manual of Regulations. The University Registrar will share key points in the Manual of Regulations for Private Higher Education that are essential in the delivery of organizational functions of an administrator. Guidelines and procedures specific to primary functions of each cluster will be highlighted.

IT as a Tool for Innovation and Effectiveness. The vital role of technology both for operational and academic functions including safety, security, and privacy of information will be discussed by the OIC-Director for Information Technology and System Services.

HAU as School of Character. The Director of Institutional Character Formation and Social Integration Office will present concepts and programs focused on faithful Catholic education – Character Education Program, Angelite Formation Talk, community services, and volunteerism.


The Fiduciary Responsibility: Understanding Financial Management in the Context of Education. The VP for Finance and Resources Management System will tackle the administrative responsibility of ensuring financial integrity in the delivery of functions and services. Discussion will also cover key processes in requesting for funds and liquidating financial expenses.


Non-Teaching Personnel (NTP) Development Program

As an academic institution, HAU does not only develop its teaching force but also sees to it that its non-teaching staff are trained and developed as well so that they will be more effective as support group who contributes to the attainment of the University’s goals. In addition, the University is committed to “promote the improvement of the economic, social and professional status of all its employees” as reflected in Sec. 89 of the Manual of Regulations for Private Schools in the Philippines. The Non-Teaching Personnel Development Program generally aims to create and sustain awareness and commitment toward organizational development through personal and professional growth. Under this program, activities are designed to improve and enhance personal skills and values of non-teaching personnel. The program encourages the non-teaching personnel to enrich knowledge and improve specific skills that relate to their jobs. It also includes a periodic refresher and/or re-orientation of current developments in university policies and programs, team building activities that will strengthen the value of collaboration in the workplace, and wellness that will enrich their physical, psychological and spiritual being. The program also focuses on the improvement of employee performance by helping them improve on specific knowledge, skills, attitudes or behaviors through training programs that involve learning experiences designed to improve their job competencies and meet their individual goals. The NTP Development Program is a joint, on-going effort of both the employee and the University to upgrade the employee’s knowledge, skills, and attitude. The success of the employee development requires a balance between the individual’s career needs and goals and the University’s need to get work done. This NTP Development Program hopes to make positive contributions to HAU’s organizational performance. It believes that a more highly-skilled workforce can accomplish more, and a supervisor’s group can accomplish more as employees gain in experience and knowledge. Program Components The NTP Development Program is focused on the enhancement of competencies and the development of careers of employees. It also includes activities that inculcate spirituality, strengthen teamwork, and promote wellness. In doing so, the following are the thrusts of the NTP Development Program:


1. New Employee Orientation Program aims to facilitate an opportunity for newly-hired employee to be oriented on HAU’s mission, vision, strategic objectives, core values, quality policy, and professional ethics, policies, and relevant rules and procedures that may affect him or her as an employee.

This program is divided into two Modules: Module 1 introduces the new employee to the vision, mission, goals, and

objectives of the University and puts emphasis to its Core Values. It includes informative orientation that helps assist new staff in adjusting to their work environment and to instill a positive work attitude and motivation at the onset. Module 2 covers a presentation of the HAU Code of Conduct and Professional Ethics expected of an HAU employee. The Code of Behavior prescribes work ethics and standards which will not only be conducive to higher productivity at the workplace, but enhance and safeguard the corporate image of the University as well. While the Code of Behavior defines the offenses as well as the corresponding disciplinary measures, its overall intent is to prevent the infraction rather than the administration of the disciplinary measures.

2. Personal and Professional Development Program consists of institutional/in-house, invitational, or off-campus learning and development activities (example: trainings, seminars, workshops, conferences, conventions, fora, industry immersions, etc.) as well as orientation/reorientation activities availed to employees to facilitate improvement and development of their knowledge, skills, and ethical values. It covers required continuing professional development activities to continuously improve the competence of employees based on their professional affiliation in accordance with Republic Act 10912 or Continuing Professional Development Act of 2016. Included also in this program are activities aimed at strengthening communication and interpersonal skills, increasing productivity, promoting positive work values, and enhancing spirituality, supervisory, leadership and management skills of non-teaching staff as part of their continuing personal and professional growth.

3. Career Planning and Development involves helping the individual employee to identify career goals and the means

of achieving them. An individual development plan is prepared by the employee in partnership with his or her supervisor. The plan is based upon the development needs of the employee, the position, and the organization. Part of the employee’s individual plan may include his/her continuing education efforts to facilitate the attainment of basic/minimum educational qualification set for the position assigned to him/her. The individual development plan is implemented in collaboration with the employee’s supervisor.


o One aspect of this program is Performance Management where individual performance of the employees is reconciled with their personal goals and that of the organizational goals. The performance process is a self-propelled performance process that is linked with the career plan and development of the employees.

4. Spiritual Formation Program and Community Service is the anchoring element of the technical, conceptual, and

relational competencies of HAU employees. As a competency, spirituality is the building and exercising of one’s character, godliness, and piety in holistic way. This program promotes the HAU Core Value of “Christ-centeredness” which inculcates in all personnel (faculty, staff, and administrators) the values of integrity, maturing conscience, trustworthiness, humility, courage, respect, good stewardship, morality, and social responsibility. The central unifying element of this program is the value of self in relation to others and the larger community. This program is partnered with the Institute of Christian Formation and Social Integration. The program of activities includes the following: Retreats, Recollections, Bible for Action Sharing Team (BFAST) or Basic Ecclesial Communities (BECs), Angelite Formation Sessions, Fellowship, Liturgical activities, Community Service/Volunteerism.

5. Health and Wellness Program provides opportunities for the NTP to improve their health and wellbeing through

health education and activities that will support positive lifestyle change thereby resulting in improved employee productivity and morale such as Nutrition Awareness, Physical Fitness workout/exercise activities, Zumba and other Cardio-vascular improvement activities, including seminars on Wellness (Stress Management, Nutrition and Diet, Personal Finance Management, Safety, etc.). Part of this program is the inclusion of various activities under the Family Welfare Committee.

6. Teambuilding activities are conducted once a year to build and strengthen team rapport. The teambuilding activity

aims to foster stronger relationship and cohesiveness among NTP staff as a support group. The teambuilding sessions emphasize that the NTP, being a group of people who work together must have a good understanding of their unit goals and that of HAU’s objectives and how working as a team can create a sense of unity. The sustained goals of the teambuilding program are improved interpersonal and communication skills, decreased conflicts, awareness of team culture, and improved effectiveness and productivity.

Documents

COMPREHENSIVE EMPLOYEE DEVELOPMENT PROGRAM Employee Development Plan 2019.pdfMay 8, 1947, the Academy was given new government recognition for its General Secondary Education Program