7

LESSON 1
TRANSFORMATÌONAL LEADERSHÌP










8
LESSON 1 LESSON 1 LESSON 1 LESSON 1- -- - TRANSFORMATÌONAL LEADERSHÌP TRANSFORMATÌONAL LEADERSHÌP TRANSFORMATÌONAL LEADERSHÌP TRANSFORMATÌONAL LEADERSHÌP


LearnIng ObjectIves: LearnIng ObjectIves: LearnIng ObjectIves: LearnIng ObjectIves:
At the end oI the Iesson, the students are expected to:
1. To assess one's current IeadershIp assets and IIabIIItIes
2. To know the student's IeadershIp styIe
3. To know the characterIstIcs oI a transIormatIonaI Ieader
4. To be aware oI the vaIue oI transIormatIonaI IeadershIp

We have been exposed to dIIIerent vIews oI IeadershIp. One way oI IeadIng peopIe InvoIves
the use oI power over rewards and punIshments to "Iead" known as transactIonaI IeadershIp.
However transIormatIonaI IeadershIp can be characterIzed as a process where Ieader and
members work together, In a way that changes or transIorms the group, the members and the
Ieader.
Ìt recognIzes that reaI IeadershIp InvoIves transIormatIon and IearnIng on the part oI the
IoIIower and the Ieader. As such It Is more oI a partnershIp, even though there Is power
ImbaIances InvoIved.
WhIIe transactIonaI IeadershIp InvoIves teIIIng, commandIng, or orderIng (and usIng
contIngent rewards) transIormatIonaI IeadershIp Is based on InspIrIng, gettIng members to
IoIIow voIuntarIIy and creatIng common vIsIon. And thIs Is the vaIue that we want to InstIII In
our students.
TransIormatIonaI IeadershIp Is what most oI us reIer to when we taIk about great Ieaders In
our IIves and In socIety.













9
Let us start thIs Iesson on the vaIue oI transIormatIonaI IeadershIp by doIng thIs actIvIty.


ActIvIty 1: Do Ì have what It takesZ ActIvIty 1: Do Ì have what It takesZ ActIvIty 1: Do Ì have what It takesZ ActIvIty 1: Do Ì have what It takesZ


ÌnstructIons ÌnstructIons ÌnstructIons ÌnstructIons: PIease check the approprIate descrIptIon Ior each IeadershIp traIt.

LeadershIp TraIts LeadershIp TraIts LeadershIp TraIts LeadershIp TraIts
UsuaIIy UsuaIIy UsuaIIy UsuaIIy SometImes SometImes SometImes SometImes RareIy RareIy RareIy RareIy
1. Ì Iook Ior posItIve chaIIenges durIng perIods oI change.
2. Ì am wIIIIng to take rIsks and Iearn Irom my mIstakes.
3. Ì reguIarIy acknowIedge others' accompIIshments.
4. Ì reIIect the vaIues Ì cIaIm to beIIeve In.
5. Ì Iook Ior ways to share power wIth others.
6. Ì deIegate tasks wIth authorIty and decIsIveness.
7. Ì know how to motIvate other peopIe.
8. Ì know how to promote team eIIort and spIrIt.
9. Ì reguIarIy gIve honest, constructIve Ieedback to my team.
10. Ì make decIsIons In a tImeIy manner.



ActIvIty 2: KnowIng my IeadershIp styIe ActIvIty 2: KnowIng my IeadershIp styIe ActIvIty 2: KnowIng my IeadershIp styIe ActIvIty 2: KnowIng my IeadershIp styIe

ÌnstructIons ÌnstructIons ÌnstructIons ÌnstructIons
The actIvIty has twenty probIems wIth each probIem havIng Iour possIbIe answers. Each
probIem descrIbes a hypothetIcaI sItuatIon In whIch a person actIng as a Ieader wIshes to
InIIuence another person (or group oI persons) towards a specIIIc goaI.

You are to put yourseII Into the sItuatIon and seIect the answer that you IeeI best accompIIshes
the Ieader's goaI. At tImes the sItuatIon may not be appIIcabIe to you personaIIy, but you
shouId ImagIne how you wouId act II you were In that sItuatIon. You must seIect the ONE
answer cIosest to what you thInk you wouId do II you were the Ieader even II the answer Is not
exactIy what you wouId do.







10
SeIect your one answer and cIrcIe the approprIate Ietter In the coIumn IabeIed "CÌRCLE YOUR
ANSWERS 8ELOW". CIve onIy one answer Ior each probIem. 8e sure to answer every probIem.
Work as quIckIy as possIbIe.

CIRCLF YCUR CIRCLF YCUR CIRCLF YCUR CIRCLF YCUR
ANSWFRS 8FLCW ANSWFRS 8FLCW ANSWFRS 8FLCW ANSWFRS 8FLCW
LF LF LF LF DC DC DC DC AS AS AS AS AA AA AA AA
1. You ride Lo school wiLh several neichbor sLudenLs who ofLen are laLe for Lhe ride. You wanL 1. You ride Lo school wiLh several neichbor sLudenLs who ofLen are laLe for Lhe ride. You wanL 1. You ride Lo school wiLh several neichbor sLudenLs who ofLen are laLe for Lhe ride. You wanL 1. You ride Lo school wiLh several neichbor sLudenLs who ofLen are laLe for Lhe ride. You wanL
Lo be on Lime. WhaL do you do? Lo be on Lime. WhaL do you do? Lo be on Lime. WhaL do you do? Lo be on Lime. WhaL do you do?

A. Discuss Lhis wiLh Lhe driver Lo find ways of beinc on Lime. A
8. Arrance for anoLher ride. 8
C. InsisL Lhey be on Lime. C
D. Ask your parenLs whaL Lo do. D
2. Rubbish on a loL in your block makes a safeLy hazard for children. As a member of Lhe 2. Rubbish on a loL in your block makes a safeLy hazard for children. As a member of Lhe 2. Rubbish on a loL in your block makes a safeLy hazard for children. As a member of Lhe 2. Rubbish on a loL in your block makes a safeLy hazard for children. As a member of Lhe
communiLy, whaL do you do? communiLy, whaL do you do? communiLy, whaL do you do? communiLy, whaL do you do?

A. InsisL Lhe owner clean up Lhe loL. A
8. RequesL LhaL Lhey ciLy Lake acLion acainsL Lhe owner. 8
C. VolunLeer your services and requesL your neichbor's cooperaLion in cleaninc up in Lhe loL. C
D. InsLrucL Lhe children Lo sLay away from Lhe loL.

D
3. A larce croup of youLhs in a public playcround Lry Lo decide whaL Lo do. As a playcround 3. A larce croup of youLhs in a public playcround Lry Lo decide whaL Lo do. As a playcround 3. A larce croup of youLhs in a public playcround Lry Lo decide whaL Lo do. As a playcround 3. A larce croup of youLhs in a public playcround Lry Lo decide whaL Lo do. As a playcround
direcLor, whaL do you do? direcLor, whaL do you do? direcLor, whaL do you do? direcLor, whaL do you do?

A. Say noLhinc unLil asked. A
8. AppoinL a commiLLee Lo decide whaL Lhe croup should do. 8
C. Ask Lhem Lo voLe for Lhe acLiviLies available. C
D. Assicn persons from Lhe croup Lo various acLiviLies. D
4. Nearly half your employees musL be laid off for a lonc period of Lime. As Lhe owner, whaL 4. Nearly half your employees musL be laid off for a lonc period of Lime. As Lhe owner, whaL 4. Nearly half your employees musL be laid off for a lonc period of Lime. As Lhe owner, whaL 4. Nearly half your employees musL be laid off for a lonc period of Lime. As Lhe owner, whaL
do you do? do you do? do you do? do you do?

A. Lay off Lhe leasL efficienL workers firsL and keep Lhe besL workers. A
8. Keep Lhose who have been employed Lhe loncesL. 8
C. AppoinL an employee-manacemenL commiLLee Lo make Lhe recommendaLions. C
D. LeL Lhe personnel deparLmenL make Lhe decision. D
5. The youncer children leave Lhe l 5. The youncer children leave Lhe l 5. The youncer children leave Lhe l 5. The youncer children leave Lhe livinc room in disorder. As a younc adulL, whaL do you do? ivinc room in disorder. As a younc adulL, whaL do you do? ivinc room in disorder. As a younc adulL, whaL do you do? ivinc room in disorder. As a younc adulL, whaL do you do?
A. Discuss Lhis wiLh an adulL and ask him (or her) whaL Lo do. A
8. InsisL Lhey sLay ouL of Lhe livinc room compleLely. 8
C. Discuss Lhis aL a family conference wiLh all presenL. C
D. Do your besL Lo keep iL clean and hope Lhey will crow up soon. D
ó. Cn a hunLinc parLy wiLh friends, you firsL wound a deer. AnoLher member kills iL. WhaL do ó. Cn a hunLinc parLy wiLh friends, you firsL wound a deer. AnoLher member kills iL. WhaL do ó. Cn a hunLinc parLy wiLh friends, you firsL wound a deer. AnoLher member kills iL. WhaL do ó. Cn a hunLinc parLy wiLh friends, you firsL wound a deer. AnoLher member kills iL. WhaL do
you do? you do? you do? you do?

A. InsisL Lhe deer is yours since you hiL iL firsL. A
8. Ask Lhe came warden Lo decide Lo whom Lhe deer beloncs. 8
C. Discuss Lhis wiLh your friends and share Lhe deer. C
D. Say noLhinc and leL your friend have Lhe deer. D
7. SLudenLs are planninc Lheir careers. As Lheir hich school advisor, whaL do you do? 7. SLudenLs are planninc Lheir careers. As Lheir hich school advisor, whaL do you do? 7. SLudenLs are planninc Lheir careers. As Lheir hich school advisor, whaL do you do? 7. SLudenLs are planninc Lheir careers. As Lheir hich school advisor, whaL do you do?
A. LeL Lhem plan for ìob which inLeresL Lhem. A
8. SuccesL Lhey invesLicaLe careers which Lheir parenLs Lhink are besL. 8
C. Assicn sLudenLs Lo sLudy career areas you Lhink are besL. C
D. Ask sLudenLs Lo consider boLh Lheir inLeresLs and abiliLies, Lhen discuss appropriaLe career
possibiliLies.
D
8. Your neichbor insisLs on burninc Lrash in violaLion of Lhe local ordinance. WhaL do you do? 8. Your neichbor insisLs on burninc Lrash in violaLion of Lhe local ordinance. WhaL do you do? 8. Your neichbor insisLs on burninc Lrash in violaLion of Lhe local ordinance. WhaL do you do? 8. Your neichbor insisLs on burninc Lrash in violaLion of Lhe local ordinance. WhaL do you do?
A. InsisL Lhe neichbor sLop burninc immediaLely. A
8. ReporL Lhe violaLion Lo Lhe police. 8
C. Inform your neichbor of Lhe local law. C
D. Close your windows and hope Lhe neichbor sLop burninc.


D
11
CIRCLF YCUR CIRCLF YCUR CIRCLF YCUR CIRCLF YCUR
ANSWFRS 8FLCW ANSWFRS 8FLCW ANSWFRS 8FLCW ANSWFRS 8FLCW
LF LF LF LF DC DC DC DC AS AS AS AS AA AA AA AA

9. As Lhe coach, you see members of your fooLball Leam breakinc Lraininc rules before Lhe 9. As Lhe coach, you see members of your fooLball Leam breakinc Lraininc rules before Lhe 9. As Lhe coach, you see members of your fooLball Leam breakinc Lraininc rules before Lhe 9. As Lhe coach, you see members of your fooLball Leam breakinc Lraininc rules before Lhe
ºbic came". WhaL do you do? ºbic came". WhaL do you do? ºbic came". WhaL do you do? ºbic came". WhaL do you do?

A. Kick Lhem off Lhe Leam. A
8. Have Leam members voLe on Lheir punishmenL. 8
C. ReporL Lhis Lo Lhe dean. C
D. Say noLhinc and leL Lhem play. D
10. As Lhe owner of a business, you promoLe Lwo of your relaLives. The oLher employees 10. As Lhe owner of a business, you promoLe Lwo of your relaLives. The oLher employees 10. As Lhe owner of a business, you promoLe Lwo of your relaLives. The oLher employees 10. As Lhe owner of a business, you promoLe Lwo of your relaLives. The oLher employees
comp comp comp complain abouL Lhese promoLions. WhaL do you do? lain abouL Lhese promoLions. WhaL do you do? lain abouL Lhese promoLions. WhaL do you do? lain abouL Lhese promoLions. WhaL do you do?

A. Do noLhinc buL carry ouL Lhe promoLion you wish. A
8. Use psycholocical LesLs Lo deLermine who is Lo be promoLed. 8
C. Discuss and clarify your promoLion policies wiLh your employees. C
D. SympaLhize wiLh Lhe employees complaininc buL do noL chance your decisions. D
11. A school sonc is Lo be chosen for a new hich school. As Lhe principal, whaL do you do? 11. A school sonc is Lo be chosen for a new hich school. As Lhe principal, whaL do you do? 11. A school sonc is Lo be chosen for a new hich school. As Lhe principal, whaL do you do? 11. A school sonc is Lo be chosen for a new hich school. As Lhe principal, whaL do you do?
A. Ask Lhe music deparLmenL Lo wriLe Lhe sonc. A
8. SelecL Lhe sonc you Lhink is besL. 8
C. Ask Lhe sLudenL body and faculLy Lo voLe on several succesLed soncs. C
D. WaiL unLil a professional sonc wriLer volunLeers Lo wriLe Lhe sonc. D
12. As a piloL, flyinc aL hich alLiLudes, you discover encine Lrouble. WhaL 12. As a piloL, flyinc aL hich alLiLudes, you discover encine Lrouble. WhaL 12. As a piloL, flyinc aL hich alLiLudes, you discover encine Lrouble. WhaL 12. As a piloL, flyinc aL hich alLiLudes, you discover encine Lrouble. WhaL do you do? do you do? do you do? do you do?
A. Crder everyone Lo parachuLe immediaLely. A
8. Radio your home base and ask for insLrucLions. 8
C. Discuss Lhis wiLh your crew and decide whaL Lo do. C
D. Fly for Lhe nearesL emercency airfield. D
13. Your croup is L 13. Your croup is L 13. Your croup is L 13. Your croup is Lryinc Lo decide where Lo co for Lhe eveninc. You prefer Lo co dance. WhaL ryinc Lo decide where Lo co for Lhe eveninc. You prefer Lo co dance. WhaL ryinc Lo decide where Lo co for Lhe eveninc. You prefer Lo co dance. WhaL ryinc Lo decide where Lo co for Lhe eveninc. You prefer Lo co dance. WhaL
do you do? do you do? do you do? do you do?

A. InsisL on coinc dancinc or you and your daLe will co alone. A
8. Ask your friends how much Lhey can afford Lo spend, Lhen succesL places accordincly. 8
C. Say noLhinc and co wiLh Lhe croup. C
D. SLaLe your preference buL co alonc wiLh Lhe maìoriLy decision. D
14. An employee of yours has been cominc in laLe recenLly. This inLerferes wiLh Lhe work flow. 14. An employee of yours has been cominc in laLe recenLly. This inLerferes wiLh Lhe work flow. 14. An employee of yours has been cominc in laLe recenLly. This inLerferes wiLh Lhe work flow. 14. An employee of yours has been cominc in laLe recenLly. This inLerferes wiLh Lhe work flow.
WhaL do you do? WhaL do you do? WhaL do you do? WhaL do you do?

A. Warn Lhe employee LhaL he (or she) will be fired nexL Lime he (or she) comes laLe. A
8. ReporL Lhe employee Lo Lhe personnel deparLmenL. 8
C. Say noLhinc and hope Lhe employee improves. C
D. Discuss wiLh Lhe employee Lhe imporLance of beinc on Lime and succesL he (or she) buy an
alarm clock.
D
15. You are a second lieuLenanL in a combaL area. You need Lwo individuals Lo co on a 15. You are a second lieuLenanL in a combaL area. You need Lwo individuals Lo co on a 15. You are a second lieuLenanL in a combaL area. You need Lwo individuals Lo co on a 15. You are a second lieuLenanL in a combaL area. You need Lwo individuals Lo co on a
dancerous mission. WhaL do you do? dancerous mission. WhaL do you do? dancerous mission. WhaL do you do? dancerous mission. WhaL do you do?

A. Ask for Lwo volunLeers. A
8. Have Lhe people in your command draw sLraws Lo see who coes. 8
C. SelecL Lwo individuals. C
D. Ask Lhe capLain who should co. D
1ó. You and your friends are planninc a fishinc parLy. The oLhers wish Lo co Lo a mounLain 1ó. You and your friends are planninc a fishinc parLy. The oLhers wish Lo co Lo a mounLain 1ó. You and your friends are planninc a fishinc parLy. The oLhers wish Lo co Lo a mounLain 1ó. You and your friends are planninc a fishinc parLy. The oLhers wish Lo co Lo a mounLain
lake, you wish Lo co deep lake, you wish Lo co deep lake, you wish Lo co deep lake, you wish Lo co deep- -- -sea fishinc. WhaL do you do? sea fishinc. WhaL do you do? sea fishinc. WhaL do you do? sea fishinc. WhaL do you do?

A. InsisL Lhey co deep-sea fishinc. A
8. Co where Lhe reporLs show Lhe fish are biLinc besL. 8
C. LeL your friends co Lo Lhe lake while you co Lo Lhe sea. C
D. Co wiLh your friends Lo Lhe lake buL plan deep-sea fishinc for anoLher Lime.

D
17. Your employees 17. Your employees 17. Your employees 17. Your employees wish Lo be off work on a holiday, buL a larce order arrives which you wish Lo be off work on a holiday, buL a larce order arrives which you wish Lo be off work on a holiday, buL a larce order arrives which you wish Lo be off work on a holiday, buL a larce order arrives which you
would like Lo ceL ouL immediaLely. WhaL do you do? would like Lo ceL ouL immediaLely. WhaL do you do? would like Lo ceL ouL immediaLely. WhaL do you do? would like Lo ceL ouL immediaLely. WhaL do you do?

A. InsisL everyone work on Lhis holiday. A
8. Ask Lhem Lo work laLe several days before Lhe holiday Lo ceL ouL Lhe order. 8
C. Fxplain Lhe siLuaLion and your wishes buL allow Lem Lo Lake off if Lhey wish Lo do so. C
D. Ask for a voLe of Lhe workinc force Lo decide if Lhey work on Lhe holiday or noL. D
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CIRCLF YCUR CIRCLF YCUR CIRCLF YCUR CIRCLF YCUR
ANSWFRS 8FLCW ANSWFRS 8FLCW ANSWFRS 8FLCW ANSWFRS 8FLCW
LF LF LF LF DC DC DC DC AS AS AS AS AA AA AA AA
18. You see a classmaLe cheaLinc on an examinaLion. WhaL do you do? 18. You see a classmaLe cheaLinc on an examinaLion. WhaL do you do? 18. You see a classmaLe cheaLinc on an examinaLion. WhaL do you do? 18. You see a classmaLe cheaLinc on an examinaLion. WhaL do you do?
A. Icnore iL, mind your own business. A
8. InsisL Lhe sLudenL be failed accordinc Lo school rules. 8
C. Ask Lhe sLudenL Lo reporL his (or her) dishonesLy Lo Lhe insLrucLor. C
D. Ask your parenLs or counselor whaL Lo do. D
19. Your com 19. Your com 19. Your com 19. Your communiLy is raisinc money for a worLhy chariLy. You wish Lo supporL Lhis drive. As muniLy is raisinc money for a worLhy chariLy. You wish Lo supporL Lhis drive. As muniLy is raisinc money for a worLhy chariLy. You wish Lo supporL Lhis drive. As muniLy is raisinc money for a worLhy chariLy. You wish Lo supporL Lhis drive. As
Lhe owner of a larce company, whaL do you do? Lhe owner of a larce company, whaL do you do? Lhe owner of a larce company, whaL do you do? Lhe owner of a larce company, whaL do you do?

A. Allow each employee Lo cive whaL he (or she) wishes. A
8. Tell each employee Lo donaLe 10º of his (or her) weekly pay. 8
C. Ask an employee commiLLee Lo handle Lhe fund raisinc. C
D. Ask your company Lreasurer whaL is Lhe proper Lhinc Lo do. D
20. A mounLain fire spreads rapidly Lo Lhe area where you are picnickinc. WhaL do you do? 20. A mounLain fire spreads rapidly Lo Lhe area where you are picnickinc. WhaL do you do? 20. A mounLain fire spreads rapidly Lo Lhe area where you are picnickinc. WhaL do you do? 20. A mounLain fire spreads rapidly Lo Lhe area where you are picnickinc. WhaL do you do?
A. Do noLhinc unless direcLed by Lhe fire marshall. A
8. Ask all person Lo help and direcL Lhem in puLLinc ouL Lhe fire. 8
C. Call Lhe fire marshall and volunLeer your services. C
D. Discuss Lhe fire wiLh your croup and decide wheLher Lo sLay and fichL Lhe fire or leave. D
TCTAL TCTAL TCTAL TCTAL


SCCRINC SCCRINC SCCRINC SCCRINC. CounL Lhe number of circled answers under each of Lhe four decision mode headincs. LF, DC, AS
and AA. The LoLal number of circles under each headinc is Lhe raw score for LhaL decision mode.





























13
DÌS DÌS DÌS DÌSCUSSÌON: CUSSÌON: CUSSÌON: CUSSÌON:
TransIormatIonaI Leaders TransIormatIonaI Leaders TransIormatIonaI Leaders TransIormatIonaI Leaders CompetencIes CompetencIes CompetencIes CompetencIes
Iohn SmIth

TransIormatIonaI Ieaders communIcate a cIear coIIectIve vIsIon to aII members. They InspIre
members to put the good oI the whoIe group above themseIves. They motIvate members to be
creatIve and they take personaI rIsks and use unconventIonaI methods In order to achIeve the
coIIectIve goaI.

Empathy Empathy Empathy Empathy
TransIormatIonaI Ieaders generate hIgher commItment to the group Irom theIr members by
treatIng peopIe as IndIvIduaIs, treatIng them IaIrIy and consIstentIy, and demonstratIng that
they vaIue theIr vIews and opInIons.

Feedback Feedback Feedback Feedback
TransIormatIonaI Ieaders are compassIonate, apprecIatIve and responsIve to theIr members and
recognIze and ceIebrate IndIvIduaI and team achIevements. They InstIII prIde through drawIng
attentIon to the achIevement oI mIIestones and targets.

AchIevement AchIevement AchIevement AchIevement
TransIormatIonaI Ieaders communIcate passIon, energIze peopIe and encourage theIr dIrect
reports to chaIIenge oId assumptIons and thInk about probIems In new ways.

CommItment CommItment CommItment CommItment
TransIormatIonaI Ieaders consIder the moraI and ethIcaI consequences oI decIsIons, buIId trust
through beIng reIIabIe and genuIne and act wIth determInatIon and IntegrIty. They are not
aIraId to tackIe poor perIormance, gIve bad news nor admIt to personaI mIstakes.

PerIormance PerIormance PerIormance PerIormance
TransIormatIonaI Ieaders InvoIve peopIe In settIng goaIs, ensure that everyone has chaIIengIng
objectIves and reguIarIy revIew the perIormance oI IndIvIduaIs and the team. They taIk
optImIstIcaIIy and enthusIastIcaIIy and express conIIdence that goaIs wIII be achIeved.

Empowerment Empowerment Empowerment Empowerment
TransIormatIonaI Ieaders encourage peopIe to Iead and empower peopIe to take the InItIatIve
wIthIn an agreed Iramework oI deIegated authorIty. They engender the trust and respect oI
theIr IoIIowers by doIng the rIght thIng. They consIder each IndIvIduaI empIoyee's dIIIerent
needs, abIIItIes and aspIratIons.



14
CommunIcatIon CommunIcatIon CommunIcatIon CommunIcatIon
TransIormatIonaI Ieaders convey an attentIon-grabbIng vIsIon oI the Iuture, use storIes and
symboIs to communIcate and expIaIn the Importance oI havIng a strong sense oI purpose and a
coIIectIve mIssIon.

MotIvatIon MotIvatIon MotIvatIon MotIvatIon
TransIormatIonaI Ieaders motIvate peopIe to IeeI part oI somethIng Important that wIII make a
dIIIerence to peopIe's IIves. They communIcate messages peopIe can understand and heIp
peopIe IdentIIy wIth the organIzatIon's mIssIon and vaIues.


IournaI wrItIng: IournaI wrItIng: IournaI wrItIng: IournaI wrItIng:

1. Who do Ì Iook up to as a transIormatIonaI IeaderZ
2. How wouId thIs vaIue heIp me In my personaI deveIopmentZ
3. How wIII Ì be abIe to deveIop the vaIue oI transIormatIonaI IeadershIpZ


Resources: Resources: Resources: Resources:

PersonaIIty DeveIopment and Human ReIatIons, SoIedad E. AveIIno; CustodIosa A. Sanchez, Rex
8ookstore ManIIa PhIIIppInes, 1996

PersonaIIty Ior Today's Youth 2
nd
Ed. Amparo E. Santos. NatIonaI 8ookstore, MandaIuyong CIty

The LeadershIp AbIIIty EvaIuatIon RevIsed, ManuaI. RusseI N. Case. CopyrIght 1961















15
SELF SELF SELF SELF- -- -ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT

SInce the PD cIass Is over, evaIuate yourseII accordIng to what you have gaIned Ior the actIvIty.
8e honest when you judge your thoughts and IeeIIngs, your attItudes and behavIors aIter the
whoIe sessIon.
Rate each statement whIch descrIbes best oI your achIevement by usIng the IoIIowIng crIterIa:

1- Very True
2- Somewhat True
3- Not at AII

1. Ì am abIe to IdentIIy my current IeadershIp assets and IIabIIItIes.

2. Ì am abIe to know my IeadershIp styIe.

3. Ì am abIe to know the characterIstIcs oI a transIormatIonaI Ieader.

4. Ì am now aware oI the vaIue oI transIormatIonaI IeadershIp.

Others:

16
Lesson 2
EXCELLENCE






17
LESSON 2: EXCELLENCE LESSON 2: EXCELLENCE LESSON 2: EXCELLENCE LESSON 2: EXCELLENCE

Dare to be dIIIerent! Dare to be dIIIerent! Dare to be dIIIerent! Dare to be dIIIerent!

LearnIng ObjectIves:
At the end oI the Iesson, the students are expected to:
1. SpecIIy crIterIa oI exceIIence
2. ExpIore the Impact oI makIng crIterIa In doIng tasks
3. DeveIop guIdeIInes In doIng exceIIence
4. DIscover personaI InsIghts wIth regards to work vaIues

We Iove to hear compIIments especIaIIy when It Is about the thIngs that we do wIth our
very best. We do not IIke to settIe on "good" or "better" but we expect to hear "very good",
"great" and even "exceIIent". AII oI us have had moments when we succeed seemIngIy wIthout
eIIort, tImes when we perIorm superbIy and graceIuIIy, tImes when we hIt the mark. Yet we are
never quIte sure how It aII came together, how It happened, or II we can make It happen agaIn.
8ut certaInIy, wIth strategy to work wIth, we can make exceIIence a daIIy habIt.


ActIvIty A ActIvIty A ActIvIty A ActIvIty A: Tower oI 8abyIon Tower oI 8abyIon Tower oI 8abyIon Tower oI 8abyIon
MaterIaIs MaterIaIs MaterIaIs MaterIaIs: popsIcIe stIcks, gIue, board
ÌnstructIons: Make a tower oI out the materIaIs. Choose a Leader and see what happens! WaIt
Ior Iurther InstructIons Irom your Teacher.



ActIvIty 8: Why WaIk When You Can FIy ActIvIty 8: Why WaIk When You Can FIy ActIvIty 8: Why WaIk When You Can FIy ActIvIty 8: Why WaIk When You Can FIy
ÌnstructIons: ÌnstructIons: ÌnstructIons: ÌnstructIons: Read the IyrIcs or sIng aIong whIIe the song Is beIng pIayed.
CuIde OuestIons: CuIde OuestIons: CuIde OuestIons: CuIde OuestIons:
1. How do you reIate the song wIth your work vaIuesZ
2. What does the song want to teII youZ

18
Why WaIk When You Can FIy Why WaIk When You Can FIy Why WaIk When You Can FIy Why WaIk When You Can FIy

Ìn thIs worId there's a whoIe Iot oI troubIe baby
Ìn thIs worId there's a whoIe Iot oI paIn
Ìn thIs worId there's a whoIe Iot oI troubIe but
A whoIe Iot oI ground to gaIn
Why take when you couId be gIvIng
Why watch as the worId goes by
Ìt's a hard enough IIIe to be IIvIng
Why waIk when you can IIy

Ìn thIs worId there's a whoIe Iot oI sorrow
Ìn thIs worId there's a whoIe Iot oI shame
Ìn thIs worId there's a whoIe Iot oI sorrow
And a whoIe Iot oI ground to gaIn
When you spend your whoIe IIIe wIshIng
WantIng and wonderIng why
Ìt's a Iong enough IIIe to be IIvIng
Why waIk when you can IIy

And In thIs worId there's a whoIe Iot oI goIden
Ìn thIs worId there's a whoIe Iot oI paIn
Ìn thIs worId you've a souI Ior a compass
And a heart Ior a paIr oI wIngs
There's a star on the Iar horIzon
RIsIng brIght In an azure sky
For the rest oI the tIme that you're gIven
Why waIk when you can IIy




DÌSCUSSÌON: DÌSCUSSÌON: DÌSCUSSÌON: DÌSCUSSÌON:
ExceIIence ExceIIence ExceIIence ExceIIence
ExceIIence begIns when we know that beIng good or even knowIedgeabIe won't carry the
day, when doIng more or tryIng harder won't brIdge the gap, when exceIIence Is sImpIy the onIy
aIternatIve.
ExceIIence Is not a matter oI abIIIty, knowIedge or practIce. Ìt cannot be taught,
Imposed, or wIshed Into exIstence. ExceIIence Is a matter oI the stand we are and the stand we
take-a stand that aIIows Ior perIormance that surpasses what was prevIousIy possIbIe,
perIormance that deIIes oId IImIts and maps new terrItory.

19
MedIocrIty MedIocrIty MedIocrIty MedIocrIty
The opposIte oI exceIIence Is medIocrIty. MedIocre Is somethIng dIstInctIy not as good
as It shouId be.
Ì don't know about you, but one oI the thIngs Ì'm aIraId most In IIIe Is medIocrIty. For
me, IIIe Is too precIous to be IIved In medIocrIty. LIIe Is a goIden opportunIty, and we shouId
use It as good as we can. LIvIng In medIocrIty means we do not use the opportunIty as good as
we shouId.
UnIortunateIy, many peopIe are trapped In medIocrIty. Ì beIIeve one oI the maIn reasons
Is they do not dare to be dIIIerent. You need to be dIIIerent II you want to be above the
average. The questIon Is:

Do you dare to be dIIIerentZ Do you dare to be dIIIerentZ Do you dare to be dIIIerentZ Do you dare to be dIIIerentZ
ThIs questIon mIght not be easy to answer, but how you answer It wIII make the dIIIerence
between exceIIence and medIocrIty. Here are some more specIIIc questIons to heIp you check
yourseII and take actIons:
1. Do you have a dreamZ 1. Do you have a dreamZ 1. Do you have a dreamZ 1. Do you have a dreamZ
ThIs Is the IIrst questIon you shouId ask yourseII. Ì beIIeve one oI the maIn reasons peopIe just
IoIIow the herd Is they don't have a dream. ÌI there Is nothIng to pursue then why bother beIng
dIIIerentZ
8ut a dream Is what sets you above the average. Not havIng a dream means goIng to medIocrIty
on autopIIot.
ÌI your answer Ior thIs IIrst questIon Is "no" then start searchIng. Ì'm sure you have a dream
deep InsIde oI you. Ìt mIght be somethIng Irom your chIIdhood. Maybe Ior Iong tIme you have
been too busy to Iet the IIttIe voIce oI your dream be heard. ThIs Is the rIght tIme to heed that
IIttIe voIce. ÌI you have Iound your dream, the next questIon Is whether or not you have the
courage to IoIIow It. OuestIons two through IIve wIII deaI wIth that.
2. Are you doIng what you 2. Are you doIng what you 2. Are you doIng what you 2. Are you doIng what you want want want want or what you or what you or what you or what you shouId shouId shouId shouIdZ ZZ Z
There are oIten ImpIIcIt "ruIes" about what someone shouId do In a partIcuIar sItuatIon. For
exampIe, when there are two job opportunItIes, the "ruIe" says that you shouId take the one
wIth hIgher pay.
8ut Is that what you wantZ Ì mean, does It heIp you achIeve your dreamZ Maybe the job wIth Iess
pay wIII heIp you achIeve your dream whIIe the one wIth hIgher pay doesn't. Do you have the
courage to be dIIIerent and IoIIow your dreamZ
20
3. Do you worry more about 3. Do you worry more about 3. Do you worry more about 3. Do you worry more about beIng Ioved beIng Ioved beIng Ioved beIng Ioved than than than than beIng what you Iove beIng what you Iove beIng what you Iove beIng what you IoveZ ZZ Z
Another reason why we don't dare to be dIIIerent Is because we are tryIng to meet other
peopIe's expectatIons. We oIten worry more about what other peopIe say than about what
matters to us. 8ut IIvIng someone eIse's IIIe Is a bad way to IIve your IIIe. Why shouId you Iose
opportunIty just because oI what other peopIe sayZ
4. Do you choose what Is 4. Do you choose what Is 4. Do you choose what Is 4. Do you choose what Is saIe saIe saIe saIe rather than what Is rather than what Is rather than what Is rather than what Is rIght rIght rIght rIghtZ ZZ Z
Maybe you are not tryIng to meet other peopIe's expectatIon. Maybe you just don't want to take
rIsks and thereIore you choose to pIay saIe. 8ut thIs Is exactIy what many oId peopIe regret.
When they were asked In a study about what they regretted most and what they wouId do
dIIIerentIy, most oI them answered: "Ì wIsh Ì had rIsked more." Don't Iet the same regret
happen to you.
5. ÌI you had onIy sIx months IeIt to IIve, wouId you do what you are doIng nowZ 5. ÌI you had onIy sIx months IeIt to IIve, wouId you do what you are doIng nowZ 5. ÌI you had onIy sIx months IeIt to IIve, wouId you do what you are doIng nowZ 5. ÌI you had onIy sIx months IeIt to IIve, wouId you do what you are doIng nowZ
You can onIy answer "yes" to thIs questIon II what you are doIng matters to you. DoIng what
matters to you Is a sure way to exceIIence sInce you wIII do It wIth aII your heart. 8ut you need
the courage to be dIIIerent and IoIIow your heart. Do you have ItZ Ì hope your answer Is yes. LIIe
Is too precIous to be IIved In medIocrIty.

IournaI Notes IournaI Notes IournaI Notes IournaI Notes:

1. What Is the Importance oI doIng exceIIenceZ
2. RecaII a memory In your IIIe when you IaIIed (eIther In schooI project, decIsIon makIng,
etc.)


ReIerences:
http:]]www.IIIehack.org]artIcIes]productIvIty]avoIdIng-medIocrIty-do-you-dare-to-be-
dIIIerent.htmI









21
SELF SELF SELF SELF- -- -ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT

SInce the PD cIass Is over, evaIuate yourseII accordIng to what you have gaIned Ior the actIvIty.
8e honest when you judge your thoughts and IeeIIngs, your attItudes and behavIors aIter the
whoIe sessIon.
Rate each statement whIch descrIbes best oI your achIevement by usIng the IoIIowIng crIterIa:

1- Very True
2- Somewhat True
3- Not at AII

1. Ì am abIe to crIterIa oI exceIIence In my daIIy actIvItIes.

2. Ì am abIe to deveIop guIdeIInes In doIng exceIIence.

3. Ì am now aware oI the vaIue oI exceIIence.


Others:

22
Lesson 3
COMPASSÌON






23
LESSON 3: COMPASSÌON LESSON 3: COMPASSÌON LESSON 3: COMPASSÌON LESSON 3: COMPASSÌON
"A HEART FOR OTHERS" "A HEART FOR OTHERS" "A HEART FOR OTHERS" "A HEART FOR OTHERS"
Ìn any heIpIng proIessIon, compassIon Is a basaI character that anyone ought to have II one Is
to serve other peopIe. WIthout compassIon, there Is bIg tendency Ior burnout In a heIper's
servIce Ior the reason that compassIon Is what IueIs a person to meet other peopIe's needs.
When compassIon Is absent, one can easIIy get tIred In servIng others. 8y the end oI the
sessIon, students are expected to:
1. Know the Importance oI compassIon
2. Learn how everyone has the capacIty Ior compassIon
3. DetermIne one's own IeveI oI compassIon
4. Have a deeper reIIectIon on compassIon


ActIvIty A: Ìs Ìt Ìn YouZ ActIvIty A: Ìs Ìt Ìn YouZ ActIvIty A: Ìs Ìt Ìn YouZ ActIvIty A: Ìs Ìt Ìn YouZ
MaterIaIs: :: : Pen, CSF Test (In the IoIIowIng pages)
© 8. HudnaII Stamm, TSRC, 1995 -1999 http:]]www.Isu.edu]~bhstamm. Authors, 8 HudnaII
Stamm & CharIes R. FIgIey. ThIs Iorm may be IreeIy copIed as Iong as (a) authors are credIted,
(b) no changes are made, & (c) It Is not soId.
CompassIon SatIsIactIon and FatI CompassIon SatIsIactIon and FatI CompassIon SatIsIactIon and FatI CompassIon SatIsIactIon and FatIgue (CSF) Test gue (CSF) Test gue (CSF) Test gue (CSF) Test
0=Never 1=RareIy 2=A Few TImes 3=Somewhat OIten 4=OIten 5=Very OIten
Ìtems About You Ìtems About You Ìtems About You Ìtems About You
Ì am happy
Ì IInd my IIIe satIsIyIng.
Ì have beIIeIs that sustaIn me.
Ì IeeI estranged Irom others.
Ì IInd that Ì Iearn new thIngs Irom those Ì care Ior.
Ì Iorce myseII to avoId certaIn thoughts or IeeIIngs that remInd me oI a IrIghtenIng experIence.
Ì IInd myseII avoIdIng certaIn actIvItIes or sItuatIons because they remInd me oI a IrIghtenIng experIence.
24
Ì have gaps In my memory about IrIghtenIng events.
Ì IeeI connected to others.
Ì IeeI caIm.
Ì beIIeve that Ì have a good baIance between my work and my Iree tIme.
Ì have dIIIIcuIty IaIIIng or stayIng asIeep.
Ì have outburst oI anger or IrrItabIIIty wIth IIttIe provocatIon
Ì am the person Ì aIways wanted to be.
Ì startIe easIIy.
WhIIe workIng wIth a vIctIm, Ì thought about vIoIence agaInst the perpetrator.
Ì am a sensItIve person.
Ì have IIashbacks connected to those Ì heIp.
Ì have good peer support when Ì need to work through a hIghIy stressIuI experIence.
Ì have had IIrst-hand experIence wIth traumatIc events In my aduIt IIIe.
Ì have had IIrst-hand experIence wIth traumatIc events In my chIIdhood.
Ì thInk that Ì need to "work through" a traumatIc experIence In my IIIe.
Ì thInk that Ì need more cIose IrIends.
Ì thInk that there Is no one to taIk wIth about hIghIy stressIuI experIences.
Ì have concIuded that Ì work too hard Ior my own good.
WorkIng wIth those Ì heIp brIngs me a great deaI oI satIsIactIon.
Ì IeeI InvIgorated aIter workIng wIth those Ì heIp.
Ì am IrIghtened oI thIngs a person Ì heIped has saId or done to me.
Ì experIence troubIIng dreams sImIIar to those Ì heIp.
Ì have happy thoughts about those Ì heIp and how Ì couId heIp them.
Ì have experIenced IntrusIve thoughts oI tImes wIth especIaIIy dIIIIcuIt peopIe Ì heIped.
Ì have suddenIy and InvoIuntarIIy recaIIed a IrIghtenIng experIence whIIe workIng wIth a person Ì heIped.
25
Ì am pre-occupIed wIth more than one person Ì heIp.
Ì am IosIng sIeep over a person Ì heIp's traumatIc experIences.
Ì have joyIuI IeeIIngs about how Ì can heIp the vIctIms Ì work wIth.
Ì thInk that Ì mIght have been "InIected" by the traumatIc stress oI those Ì heIp.
Ì thInk that Ì mIght be posItIveIy "InocuIated" by the traumatIc stress oI those Ì heIp.
Ì remInd myseII to be Iess concerned about the weII beIng oI those Ì heIp.
Ì have IeIt trapped by my work as a heIper.
Ì have a sense oI hopeIessness assocIated wIth workIng wIth those Ì heIp.
Ì have IeIt "on edge" about varIous thIngs and Ì attrIbute thIs to workIng wIth certaIn peopIe Ì heIp.
Ì wIsh that Ì couId avoId workIng wIth some peopIe Ì heIp.
Some peopIe Ì heIp are partIcuIarIy enjoyabIe to work wIth.
Ì have been In danger workIng wIth peopIe Ì heIp.
Ì IeeI that some peopIe Ì heIp dIsIIke me personaIIy.

Ìtems About 8eIng a HeIper and Your HeIpIng EnvIronment Ìtems About 8eIng a HeIper and Your HeIpIng EnvIronment Ìtems About 8eIng a HeIper and Your HeIpIng EnvIronment Ìtems About 8eIng a HeIper and Your HeIpIng EnvIronment
Ì IIke my work as a heIper.
Ì IeeI IIke Ì have the tooIs and resources that Ì need to do my work as a heIper.
Ì have IeIt weak, tIred, run down as a resuIt oI my work as heIper.
Ì have IeIt depressed as a resuIt oI my work as a heIper.
Ì have thoughts that Ì am a "success" as a heIper.
Ì am unsuccessIuI at separatIng heIpIng Irom personaI IIIe.
Ì enjoy my co-workers.
Ì depend on my co-workers to heIp me when Ì need It.
My co-workers can depend on me Ior heIp when they need It.
Ì trust my co-workers.
26
Ì IeeI IIttIe compassIon toward most oI my co-workers
Ì am pIeased wIth how Ì am abIe to keep up wIth heIpIng technoIogy.
Ì IeeI Ì am workIng more Ior the money]prestIge than Ior personaI IuIIIIIment.
AIthough Ì have to do paperwork that Ì don't IIke, Ì stIII have tIme to work wIth those Ì heIp.
Ì IInd It dIIIIcuIt separatIng my personaI IIIe Irom my heIper IIIe.
Ì am pIeased wIth how Ì am abIe to keep up wIth heIpIng technIques and protocoIs.
Ì have a sense oI worthIessness]dIsIIIusIonment]resentment assocIated wIth my roIe as a heIper.
Ì have thoughts that Ì am a "IaIIure" as a heIper.
Ì have thoughts that Ì am not succeedIng at achIevIng my IIIe goaIs.
Ì have to deaI wIth bureaucratIc, unImportant tasks In my work as a heIper.
Ì pIan to be a heIper Ior a Iong tIme.
ScorIng ScorIng ScorIng ScorIng ÌnstructIons ÌnstructIons ÌnstructIons ÌnstructIons
PIease note that research Is ongoIng on thIs scaIe and the IoIIowIng scores shouId be used as a
guIde, not conIIrmatory InIormatIon.
1. 8e certaIn you respond to aII Items.
2. Mark the Items Ior scorIng:
a. Put an x by the IoIIowIng 26 Items: 1-3, 5, 9-11, 14, 19, 26-27, 30, 35, 37, 43,
46-47, 50, 52-55, 57, 59, 61, 66.
b. Put a check by the IoIIowIng 16 Items: 17, 23-25, 41, 42, 45, 48, 49, 51, 56, 58,
60, 62-65.
c. CIrcIe the IoIIowIng 23 Items: 4, 6-8, 12, 13, 15, 16, 18, 20-22, 28, 29, 31-34,
36, 38-40, 44.
3. Add the numbers you wrote next to the Items Ior each set oI Items and note:
a. Your potentIaI Ior CompassIon SatIsIactIon (x): 118 and above=extremeIy hIgh
potentIaI; 100-117=hIgh potentIaI; 82-99=good potentIaI; 64-81=modest
potentIaI; beIow 63=Iow potentIaI.
b. Your rIsk Ior 8urnout (check): 36 or Iess=extremeIy Iow rIsk; 37-50=moderate
rIsk; 51-75=hIgh rIsk; 76-85=extremeIy hIgh rIsk.
c. Your rIsk Ior CompassIon FatIgue (cIrcIe): 26 or Iess=extremeIy Iow rIsk, 27-
30=Iow rIsk; 31-35=moderate rIsk; 36-40=hIgh rIsk; 41 or more=extremeIy
hIgh rIsk.
27
ActIvIty 8: DIscussIon and ReIIectIon on CompassIon ActIvIty 8: DIscussIon and ReIIectIon on CompassIon ActIvIty 8: DIscussIon and ReIIectIon on CompassIon ActIvIty 8: DIscussIon and ReIIectIon on CompassIon
MaterIaIs: :: : Pen and IournaI
ÌnstructIon: Croup yourseIves Into groups oI three (3) and dIscuss on the IoIIowIng questIons.

TrIad DIscussIon OuestIons
1. A Iot oI peopIe say that teenagers are seII-absorbed and don't care about anythIng but
themseIves. Do you agree or dIsagreeZ
2. How do you IeeI when peopIe show that they reaIIy care about youZ How do you IeeI when
you do somethIng reaIIy carIng Ior someone eIseZ
3. Ìn what ways Is thIs a carIng worIdZ Ìn what ways Is It uncarIngZ What couId each oI us do to
make thIs a more carIng worIdZ
4. When someone Is uncarIng how does that aIIect IrIends, schooI and communItyZ CIve
exampIes.
5. Agree or dIsagree: Ìt's uncooI to be a carIng person. Why, or why notZ
6. To what extent wouId you InconvenIence yourseII Ior another personZ
7. Do you agree wIth the student who suggested that carIng means puttIng ourseIves secondZ
8. WouId you gIve money to a stranger on the sIdewaIk who asked Ior spare changeZ Why or
why notZ WouId It make a dIIIerence II the person were a mother wIth chIId, b) very oId, c) Irom
a dIIIerent cuItureZ What does gIvIng money to a stranger have to do wIth carIng anywayZ
9. Ìs It reaIIstIc to thInk that the average teenager couId make such an Impact on the communIty
by means oI showIng compassIonZ
10. Can you choose to be a carIng person, or do you have to be born that wayZ
11. Agree or dIsagree: 8y perIormIng carIng acts, we become carIng peopIe. ExpIaIn.
12. One student saId, CarIng needs a government that works. Ìn our country, do government
programs show carIng Ior peopIe In needZ Do you thInk we can pass Iaws that wIII make peopIe
careZ Why or why notZ


28
DÌSCUSSÌON: DÌSCUSSÌON: DÌSCUSSÌON: DÌSCUSSÌON:

What Ìs CompassIonZ What Ìs CompassIonZ What Ìs CompassIonZ What Ìs CompassIonZ
CompassIon Is the keen awareness oI the Interdependence oI aII thIngs. --Thomas Merton
CompassIon Is the uItImate and most meanIngIuI embodIment oI emotIonaI maturIty. Ìt Is
through compassIon that a person achIeves the hIghest peak and deepest reach In hIs or her
search Ior seII-IuIIIIIment. --Arthur IersIId
CompassIon Is not sentIment but Is makIng justIce and doIng works oI mercy. CompassIon Is
not a moraI commandment but a IIow and overIIow oI the IuIIest human and dIvIne energIes. --
Matthew Fox


IournaI OuestIo IournaI OuestIo IournaI OuestIo IournaI OuestIons ns ns ns
For actIvIty A:
1. What Is your IeveI oI compassIon basIng on the testZ DId you expect such resuItsZ
2. Do you easIIy get tIred heIpIng othersZ How was It reIIected on the testZ
3. Ìn heIpIng others, do you IeeI some kInd oI satIsIactIon that makes heIpIng others
IeeI worthwhIIeZ How was It reIIected on the testZ
4. AIter knowIng the status oI your compassIon (compassIon satIsIactIon, rIsk Ior
compassIon IatIgue and burnout), what can you do to better yourseII In thIs areaZ


For actIvIty 8:
WrIte a reIIectIon entry based on the dIscussIon you had In your trIad about CompassIon.






29
SELF SELF SELF SELF- -- -ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT

SInce the PD cIass Is over, evaIuate yourseII accordIng to what you have gaIned Ior the actIvIty.
8e honest when you judge your thoughts and IeeIIngs, your attItudes and behavIors aIter the
whoIe sessIon.
Rate each statement whIch descrIbes best oI your achIevement by usIng the IoIIowIng crIterIa:

1- Very True
2- Somewhat True
3- Not at AII

1. Ì am abIe to know the Importance oI compassIon.

2. Ì am abIe to Iearn other peopIe's capacIty Ior compassIon.

3. Ì am abIe to determIne one's own IeveI oI compassIon.

4. Ì am abIe to reIIect much deeper on compassIon.

Others:

30
Lesson 4
ÌNTECRÌTY






















31
LESSON 4 LESSON 4 LESSON 4 LESSON 4- -- - ÌNTECRÌTY ÌNTECRÌTY ÌNTECRÌTY ÌNTECRÌTY


LearnIng ObjectIves:
At the end oI the Iesson, the students are expected to:
1. To deIIne IntegrIty
2. To know the Importance oI IntegrIty In reIatIon to the other vaIues beIng taught In thIs
course
3. To determIne one's own IeveI oI IntegrIty
4. To Iearn how to achIeve IntegrIty



ÌntegrIty Is a IIrm adherence to a code oI especIaIIy moraI or artIstIc vaIues: IncorruptIbIIIty; It Is
an unImpaIred condItIon: : : : soundness; It Is the quaIIty or state oI beIng compIete or
undIvIded: compIeteness.
-MerrIam-Webster DIctIonary


ActIvIty 1 ActIvIty 1 ActIvIty 1 ActIvIty 1- -- - Know your ÌntegrIty OuotIent Know your ÌntegrIty OuotIent Know your ÌntegrIty OuotIent Know your ÌntegrIty OuotIent
MaterIaIs:
IournaI
PD 3 Student Workbook

FoIIowIng are common sItuatIons we IInd ourseIves In as students. On your journaIs, answer . On your journaIs, answer . On your journaIs, answer . On your journaIs, answer
YES or NO aIter each case and expIaIn why. Keep track oI your YES or NO aIter each case and expIaIn why. Keep track oI your YES or NO aIter each case and expIaIn why. Keep track oI your YES or NO aIter each case and expIaIn why. Keep track oI your answers. answers. answers. answers.
1. On the IIrst day oI cIasses you are happy to dIscover the assIgned essay Is on a topIc
you wrote a paper on Iast term. You prInt oII a new copy and hand It In on the due date
wIth a new cover page. ThIs Is OK because It Is your own work.
2. You are pIaced In groups to work on a Iarge project. The IIrst tIme your group meets,
you dIscuss the assIgnment and you each take a pIece oI the project to compIete. AIter
the compIIed project Is submItted, you are surprIsed to Iearn your group Is asked to speak
to the Instructor about potentIaI pIagIarIsm In one oI the sectIons. Can you be charged
wIth pIagIarIsm even II your sectIon Is properIy reIerencedZ
3. You are permItted to Ieave the exam room to go to the washroom. Your ceII phone rIngs
and you answer It. When you go to hand In your compIeted exam, the InvIgIIator asks you
to waIt untII the remaInIng students Ieave to speak to you. CouId you be charged wIth
cheatIngZ
32
4. You are Irustrated about not gettIng the resuIts you shouId durIng a Iab experIment You
notIce others at your Iab tabIe are IInIshed and cIeanIng up theIr materIaIs. You decIde to
change your Iab resuIts to the expected outcome and begIn to cIean up your Iab area. ThIs
Is OK because you know what the answers are supposed to be.
5. You are to IncIude seven reIerences In your essay assIgnment. You run out oI tIme and
add two artIcIes to your bIbIIography that you dId not use to wrIte your paper. Ìs thIs
consIdered dIshonestZ
6. Your roommate asks to revIew the paper you wrote Iast year because she Is takIng the
same course thIs term. She says she wants It onIy as a guIdeIIne to heIp her get started.
You see her IInIshed paper a Iew days Iater and notIce she copIed Iarge sectIons Irom your
paper. You are a bIt surprIsed but reaIIy have nothIng to worry about. 8esIdes It's our
IrIend's probIem, rIghtZ
7. You cannot Iocate the Internet sIte where you Iound a quote Ior your term paper. You
thInk you know where you mIght have taken It Irom and IncIude the cItatIon In your paper.
Ìs thIs a smart decIsIonZ
8. Your IrIend agrees to edIt your paper. She re-wrItes sectIons oI your paper and you
thInk her changes to your paper are exceIIent. She was abIe to wrIte what you were unabIe
to cIearIy expIaIn . You hand In your paper conIIdent oI a hIgh grade. Ìs thIs consIdered
academIc dIshonestyZ
9. You reach Ior a KIeenex In your sweater pocket whIIe wrItIng your mId term exam and
dIscover the study notes you were revIewIng on the bus rIde to schooI. CouId you be
charged wIth brIngIng In unauthorIzed materIaIs Into an examZ
10. You are stumped on an assIgnment whIIe workIng In a computer Iab on campus. You
notIce two oI your cIassmates dIscussIng the same assIgnment behInd you. You joIn them
and work through the assIgnment together whIIe one student types In the InIormatIon on
hIs computer. You each copy and paste the assIgnment onto your own dIsks and prInt oII
copIes oI the assIgnment to hand In to the Instructor. Students are supposed to Iorm
study groups and heIp each other Iearn so thIs type oI coIIaboratIon Is IIne.
11. You are III and see your IamIIy doctor. She provIdes you wIth a medIcaI certIIIcate
because you unIortunateIy mIssed your Iast IInaI exam. When you Iook at the
documentatIon on the way to your IacuIty oIIIce, you notIce your doctor wrote In the
wrong dates. You IInd a sImIIar coIour pen and make the changes. CouId you be charged
wIth document IaIsIIIcatIonZ
(ModIIIed Irom the brochure "A Word to the WIse Irom the Student Advocates", pubIIshed by
Advocacy and Support ServIces, ConcordIa UnIversIty, September, 1998)
33
DÌSCUSSÌON DÌSCUSSÌON DÌSCUSSÌON DÌSCUSSÌON

Ì. ÌntegrIty Matters

Integrity, being synonymous to completeness, can be said to be that one factor that
completes and rounds up to a perfect whole all the values taught in this course. Without it,
all these values will merely stay words and not become actions. For instance, one can say
for all his/her life that he/she adheres to all the values Brokenshire College has taught
him/her, but never actually does it in reality.

Thus, IntegrIty does matter. ThIs Is where many a great Ieader IaIIed the same manner thIs Is
where many a great pubIIc servant IaIIed. 8oth IaIIed to strIke a baIance between what they say
they are goIng to do, and what they actuaIIy do In the Iong run. For that, we can deIIne IntegrIty
sImpIy as the baIance between what we say and what we do.

ÌÌ. StrIkIng That 8aIance
So how do we strIke that baIanceZ Ìn reaIIty, there Is not one concrete way. 8ut It aII IIrst starts
by askIng ourseIves how much we vaIue these vaIues we are taught. Ìt Is by IIrst knowIng the
Importance oI these vaIues to ourseIves. ÌI one sees them as mereIy Iessons one has to do good
In to have good grades, and nevertheIess, II one sees thIs course mereIy as academIcs, then one
most probabIy wIII not be exudIng these vaIues In actuaI IIIe. However, II one gets to see these
vaIues as requIsItes Ior a better socIety, the same way they are requIsItes Ior a IuIIIIIed IIIe, then
one most probabIy wIII be doIng the best to promote these vaIues.

IournaI WrItIng
1. CouId you gIve your own deIInItIon oI ÌntegrItyZ
2. As a student, how Important Is havIng IntegrIty as a vaIueZ CIve specIIIc exampIes.
3. What have Ì reaIIzed aIter takIng the IessonZ

ReIerence:
"A Word to the WIse Irom the Student Advocates", pubIIshed by Advocacy and Support ServIces,
ConcordIa UnIversIty, September, 1998


34
SELF SELF SELF SELF- -- -ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT

SInce the PD cIass Is over, evaIuate yourseII accordIng to what you have gaIned Ior the actIvIty.
8e honest when you judge your thoughts and IeeIIngs, your attItudes and behavIors aIter the
whoIe sessIon.
Rate each statement whIch descrIbes best oI your achIevement by usIng the IoIIowIng crIterIa:

1- Very True
2- Somewhat True
3- Not at AII

1. Ì am abIe to deIIne IntegrIty In my own words.

2. Ì am abIe to the Importance oI ÌntegrIty.

3. Ì am abIe to know my own IeveI oI ÌntegrIty

4. Ì am now know how to achIeve ÌntegrIty.


Others:

35
Lesson 5
IUSTÌCE






















36
LESSON 5 LESSON 5 LESSON 5 LESSON 5 - -- - IUSTÌCE IUSTÌCE IUSTÌCE IUSTÌCE
He has showed you, O man, what Is good.
And what does the LORD requIre oI youZ
To act justIy and to Iove mercy
and to waIk humbIy wIth your Cod.
MIcah 6:8

Lesson ObjectIves:
1. Have suIIIcIent awareness oI the practIce oI the vaIue oI IustIce towards seII and others.
2. Know how to appIy thIs IearnIng to theIr daIIy InteractIon.
3. Have deeper understandIng oI the vaIue oI justIce

Humans are socIaI beIngs. We IIve In a socIety whereIn deaIIng wIth others In whatever ways
Is tantamount to breathIng. We are In constant InteractIon and wIth thIs we have to act based on
the socIaI norms and on the vaIues that we hoId. One oI these vaIues Is the vaIue oI justIce.
IustIce Is a caII Ior rIght reIatIonshIps - between humans and Cod, among humans themseIves,
between humans and theIr worId whIch Is the gIIt gIven to them by Cod. Ìt InvoIves rIght
reIatIonshIps between humans and wIthIn aII the human InstItutIons they have created.

ActIvIty 1 ActIvIty 1 ActIvIty 1 ActIvIty 1- -- - IustIce IustIce IustIce IustIce For AII For AII For AII For AII
MaterIaIs:
IournaI
PD 3 Workbook
ÌnstructIon:
Do a souI-searchIng exercIse by reIIectIng on the IoIIowIng questIons and wrIte your
responses on your IournaI.
1. Do you thInk the peopIe around you are justZ ÌI yes]no, what made you say soZ
2. What was the best expressIon oI the vaIue oI justIce have you experIenced Irom othersZ
3. Do you thInk you are a just personZ WhyZ
4. What was the best expressIon oI the vaIue oI justIce have you done to othersZ (share your
experIence)


Process OuestIons:
1. What do you IIke most about the actIvItyZ
2. How does It heIp you In deveIopIng the vaIue oI justIce as a studentZ

37
ActIvIty 2 ActIvIty 2 ActIvIty 2 ActIvIty 2- -- - VaIue Iudgment VaIue Iudgment VaIue Iudgment VaIue Iudgment
MaterIaIs
1. A copy oI the VaIue Iudgment Worksheet
2. A pencII Ior each partIcIpant.
ÌnstructIons
1. Form groups oI Iour or IIve persons each. WaIt Ior your IacIIItator to assIgn your
groupIngs.
2. Secure a copy oI the VaIue Iudgment Worksheet.
3. WaIt Ior Iurther InstructIons Irom the IacIIItator.
CoaIs
1. To dIscuss the ethIcaI consIderatIons oI varIous sItuatIons.
2. To expIore the Impact oI ethIcaI chaIIenges on decIsIon makIng.
3. To examIne personaI vaIues.
Croup SIze SeveraI groups oI Iour or IIve persons each.

VaIue Iudgment Worksheet VaIue Iudgment Worksheet VaIue Iudgment Worksheet VaIue Iudgment Worksheet
ÌnstructIons: DIscuss the IoIIowIng sItuatIons In your group. Each person shouId reIIect on the
actIons taken, and then the group shouId decIde whether or not the actIons are acceptabIe.
1. Evan accIdentaIIy erases a very Important IIIe Irom a co-worker's computer. He Is certaIn
that no one wIII ever know who deIeted It, so he says nothIng about It to the co-worker.
EvaIuate Evan's actIons.
2. Sue makes a mIstake that wIII cost the company thousands oI doIIars, but a co-worker Is
bIamed Ior It. Sue doesn't admIt that she was the one responsIbIe Ior the mIstake.
EvaIuate Sue's actIons.
3. Sam comes across a prIvate memo In hIs boss's oIIIce regardIng cutbacks. Ìt IncIudes the
names oI those who wIII be aIIected In hIs department, and he sees that he Is not on the
IIst. He secretIy teIIs hIs co-workers In advance that they are about to be IaId oII. EvaIuate
Sam's actIons.
4. ChrIs works Ior a smaII company that gIves each department a IImIted budget Ior
suppIIes. Last year, the SaIes Department ran out oI pens and paper pads, so peopIe had
to go buy theIr own. Now ChrIs sees a good IrIend who works In SaIes takIng home a box
oI oIIIce suppIIes. ChrIs doesn't say anythIng about It to anyone. EvaIuate ChrIs's actIons.
5. LInda has a job that aIIows her vacatIon tIme and an addItIonaI ten days a year Ior IIIness.
She wakes up one mornIng and Isn't III, but she just doesn't IeeI IIke goIng to work. She
caIIs In and teIIs them that she Is sIck, and she takes the day oII. EvaIuate LInda's actIons.
38
DÌSCUSSÌON: DÌSCUSSÌON: DÌSCUSSÌON: DÌSCUSSÌON:
St. Thomas AquInas deIIned justIce as "a habIt whereby a man renders to each one hIs due wIth
constant and perpetuaI wIII." The IIrst duty In justIce Is toward Cod. We have the duty to pray, to
worshIp and to obey the Cod who has shown such great Iove to each one oI us and whom we
must Iove above aII thIngs. Ìn justIce to Cod, we uphoId vows taken to HIm and make sacrIIIces
Ior the sake oI HIs Iove, such as acceptIng martyrdom rather than abandonIng the IaIth.
The second duty In justIce Is toward our neIghbor. A person must not onIy reIraIn Irom doIng
evII toward hIs neIghbor, but aIso do what Is good toward hIs neIghbor. As such, a person must
respect the rIghts oI each person and estabIIsh reIatIonshIps that promote equIty among aII
peopIe and buIId-up the common good.
The vIrtue oI justIce has three dImensIons: commutatIve or recIprocaI justIce, dIstrIbutIve
justIce and IegaI or generaI justIce. CommutatIve or recIprocaI justIce governs reIatIonshIps
between IndIvIduaIs. StrIctIy speakIng, here Is contractuaI justIce. The meanIng oI the contract
between IndIvIduaIs Is to IdentIIy each party's rIghts and to guarantee one party's cIaIm to a
certaIn beneIIt as much as the other's obIIgatIon to provIde that beneIIt.
LookIng at the broader spectrum oI justIce, dIstrIbutIve justIce orders the reIatIonshIp oI the
communIty as a whoIe to Its IndIvIduaI members. Ìn justIce, the whoIe communIty must
promote the common good Ior each person, not just the majorIty. ThereIore, those entrusted
wIth the care oI the common good must make sure IndIvIduaI members are gIven what Is theIr
due. For exampIe, In justIce, the government must ensure that each person has proper Iood,
cIothIng, sheIter, medIcaI care and educatIonaI opportunItIes, whIch are basIc goods Ior the
dIgnIty oI each person. Here one recognIzes the duty oI the whoIe communIty to care especIaIIy
Ior those members who are most vuInerabIe - the unborn, the oId, the sIck and the dIsabIed.
FInaIIy, IegaI or generaI justIce concerns the IndIvIduaI's reIatIonshIp to the whoIe communIty.
Every person has the duty to uphoId and obey the just Iaws that ensure the common good. For
Instance, every cItIzen has a duty to support the common good through the deIense oI the
country or through the payment oI taxes (too bad, but true).
VIrtues that derIve Irom justIce IncIude pIety (here the proper reverence and servIce to our
parents, country and others In IegItImate authorIty), obedIence, gratItude, veracIty, aIIabIIIty
(the proper IrIendIIness and cIvIIIty among aII) and equIty.



39
IournaI WrItIng;
1. What have Ì Iearned or reaIIzed about the vaIue oI justIce In today's sessIonZ
2. As a student, how can Ì heIp others deveIop theIr own vaIue oI justIceZ

ReIerence:
SeII-IearnIng ModuIes In PersonaIIty DeveIopment and SocIaI ReIatIons. M.M. AguInaIdo, Ed. D.
MMA PubIIcatIons, Ouezon CIty, 2003
http:]]www.gIobaIepe.org]vaIuessj.htmI
http:]]cache.search.yahoo-ht2.akadns.net]search]cacheZeI=UTF-
8&p=artIcIes+on++vaIues+oI+justIce&rd=r1&meta=vcZ3Dph&Ir=yIp-t-
375&IpIp=PH&u=www.cathoIIceducatIon.org]artIcIes]reIIgIon]re0531.htmI&w=artIcIes+artIcIe
+vaIues+vaIue+justIce&d=Ek6ÌTWxOznT&Icp=1&.IntI=us
























40
SELF SELF SELF SELF- -- -ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT

SInce the PD cIass Is over, evaIuate yourseII accordIng to what you have gaIned Ior the actIvIty.
8e honest when you judge your thoughts and IeeIIngs, your attItudes and behavIors aIter the
whoIe sessIon.
Rate each statement whIch descrIbes best oI your achIevement by usIng the IoIIowIng crIterIa:

1- Very True
2- Somewhat True
3- Not at AII

1. Ì am now suIIIcIentIy aware oI the practIce oI the vaIue oI IustIce to oneseII and
to others.

2. Ì have a deeper understandIng oI the vaIue oI justIce.

3. Ì am abIe to appIy my IearnIng about justIce to my daIIy ÌnteractIon.



Others:

41
Lesson 6
SERVÌCE





















42
LESSON 6 LESSON 6 LESSON 6 LESSON 6- -- - SERVÌCE SERVÌCE SERVÌCE SERVÌCE

LearnIng ObjectIves: LearnIng ObjectIves: LearnIng ObjectIves: LearnIng ObjectIves:
At the end oI the Iesson, the students are expected to:
1. To deIIne ServIce
2. To appIy the vaIue oI ServIce In theIr daIIy IIvIng
3. To be aware oI the vaIue oI ServIce towards others
4. To be aware oI the servIce done by others towards them

Lesson: Serve the PeopIe Lesson: Serve the PeopIe Lesson: Serve the PeopIe Lesson: Serve the PeopIe
"RIvers do not drInk the water they carry. Trees do not eat the IruIts they bear. CIouds
do not bathe In the raIn they produce. We are meant to gIve, even II we get nothIng Irom It.
MeasurIng IIIe by what others do may dIsappoInt us, but measurIng IIIe by what we do wIII
make IIIe meanIngIuI."
ServIce Is such a broad word whIch IncIudes severaI meanIngs. Ìt Is used In dIIIerent
context dependIng on the settIng as In restaurants, companIes, In hospItaIs, In the church and
even In the mIIItary. CompanIes and restaurants Ior exampIe, use servIce as to transact and
cater wIth theIr cIIents, In hospItaI servIce means takIng care oI the patIents; In the church,
servIce means worshIp or ceremony; and mIIItary use servIce as a duty to the country.
ServIce Is deIIned In MerrIam-Webster DIctIonary as the act, Iact or means oI servIng the act, Iact or means oI servIng the act, Iact or means oI servIng the act, Iact or means oI servIng. On
the other hand, servIng Is deIIned In the same dIctIonary In a sIngIe word HELPÌNC. Thus,
servIce means heIp.
Ìn thIs context, we wIII deIIne servIce as an act oI doIng wIthout expectIng somethIng In
return. Ìt Is done wIth an aIm to assIst or gIve reIIeI that others can beneIIt Irom.



ActI ActI ActI ActIvIty 1 vIty 1 vIty 1 vIty 1- -- - FIIm VIewIng: Pay It Forward FIIm VIewIng: Pay It Forward FIIm VIewIng: Pay It Forward FIIm VIewIng: Pay It Forward
MaterIaIs: MaterIaIs: MaterIaIs: MaterIaIs:
Copy oI movIe entItIed: Pay It Forward


ActIvIty 2 ActIvIty 2 ActIvIty 2 ActIvIty 2 - -- - ServIce towards Others ServIce towards Others ServIce towards Others ServIce towards Others
ÌnstructIon:
1. Read the IoIIowIng artIcIe and do the actIvIty that IoIIows.
2. FIII out the questIons aIter the artIcIe.
3. PaIr wIth a cIassmate and dIscuss your answers wIth hIm]her.



43
"HomIIy Ior the ThIrty "HomIIy Ior the ThIrty "HomIIy Ior the ThIrty "HomIIy Ior the ThIrty- -- -Fourth Sunday oI Year A" Fourth Sunday oI Year A" Fourth Sunday oI Year A" Fourth Sunday oI Year A"
8y: Fr. Tommy Lane
A beautIIuI ChrIstIan IdeaI to have beIore us Is that Iesus Is present In my neIghbor. Iesus Is In
the person next to me, the person behInd me, In Iront oI me, In the person wIth whom Ì IIve
and work. One person In recent hIstory who IIved thIs Is Mother Teresa oI CaIcutta. When she
was In hospItaI In 1983 thIs was part oI her medItatIon, whIch we couId read as a medItatIon on
today's CospeI (Matt 25:31-46) where Iesus saId that whatever we do to others we do to hIm:
Iesus Is the Hungry - to be Ied.
Iesus Is the ThIrsty - to be satIated.
Iesus Is the Naked - to be cIothed.
Iesus Is the HomeIess - to be taken In.
Iesus Is the SIck - to be heaIed.
Iesus Is the LoneIy - to be Ioved.
Iesus Is the Unwanted - to be wanted.
Iesus Is the Leper - to wash hIs wounds.
Iesus Is the 8eggar - to gIve hIm a smIIe.
Iesus Is the Drunkard - to IIsten to hIm.
Iesus Is the MentaI - to protect hIm.
Iesus Is the LIttIe One - to embrace hIm.
Iesus Is the 8IInd - to Iead hIm.
Iesus Is the Dumb - to speak Ior hIm.
Iesus Is the CrIppIed - to waIk wIth hIm.
Iesus Is the Drug AddIct - to beIrIend hIm.
Iesus Is the ProstItute - to remove Irom danger and beIrIend her.
Iesus Is the PrIsoner - to be vIsIted.
Iesus Is the OId - to be served.
When Mother Teresa accepted the NobeI Peace PrIze In OsIo In 1979, part oI her acceptance
speech went IIke thIs:
"Ìt Is not enough Ior us to say: 'Ì Iove Cod, but Ì do not Iove my neIghbor.' SaInt Iohn says that
you are a IIar II you say you Iove Cod and you don't Iove your neIghbor. (1 Iohn 4:20) How can
you Iove Cod whom you do not see, II you do not Iove your neIghbor whom you see, whom you
touch, wIth whom you IIveZ And so thIs Is very Important Ior us to reaIIze that Iove, to be true,
has to hurt."
How can we Iove IIke thIsZ Where wIII we get the power to Iove Iesus In others In thIs way as he
asks In the CospeI todayZ (Matt 25:31-46) Ìn a Ietter to the peopIe oI AIbanIa on AprII 28
th
1997
Mother Teresa gIves the key to beIng abIe to see Iesus In others. The key to IovIng others Is
prayer. She wrote,
44
"To be abIe to Iove one another, we must pray much, Ior prayer gIves a cIean heart and a cIean
heart can see Cod In our neIghbor. ÌI now we have no peace, It Is because we have Iorgotten
how to see Cod In one another. ÌI each person saw Cod In hIs neIghbor, do you thInk we wouId
need guns and bombsZ"
We may not remember every tIme we are taIkIng to someone, "Iesus Is In thIs person." Ìn the
parabIe In today's CospeI the peopIe were not aware oI the presence oI Cod In those around
them. That Is why In the parabIe both those to IeIt and to the rIght oI the Son oI Man ask, "Lord
when dId we see you hungry or thIrsty or a stranger or naked or sIck or In prIsonZ" (Matt
25:37,44) 8ecause we do not aIways thInk IIke thIs Mother Teresa rIghtIy saId,
"ÌI now we have no peace, It Is because we have Iorgotten how to see Cod In one another. ÌI
each person saw Cod In hIs neIghbor, do you thInk we wouId need guns and bombsZ"
ThInkIng IIke thIs means thInkIng In a new way, puttIng on a new mInd, IettIng our braIns be
washed wIth the CospeI oI Iesus. And as Mother Teresa saId, It Is through prayer that we wIII
receIve the grace to see others wIth thIs new mInd oI Iesus.
When we put on thIs new mInd, the mInd oI Iesus, then hIs kIngdom Is comIng In our worId.
Then Iesus Is KIng oI our worId.

Answer the IoIIowIng and share your reasons behInd your answers to your partner. You can
pIace more than one person]group In the coIumn "Person]s to be served".
Acts oI ServIce Acts oI ServIce Acts oI ServIce Acts oI ServIce Person]s to be served Person]s to be served Person]s to be served Person]s to be served How wouId you do ItZ How wouId you do ItZ How wouId you do ItZ How wouId you do ItZ
Iesus Is the.
...Hungry - to be Ied.

...ThIrsty - to be satIated.

.Naked - to be cIothed.

.HomeIess - to be taken In.

.SIck - to be heaIed.

.LoneIy - to be Ioved.

.Unwanted - to be wanted.

.Leper - to wash hIs wounds.

.8eggar - to gIve hIm a smIIe.

.Drunkard - to IIsten to hIm.

.MentaI - to protect hIm.

.LIttIe One - to embrace hIm.

.8IInd - to Iead hIm.

.Dumb - to speak Ior hIm.

45
.CrIppIed - to waIk wIth hIm.

.Drug AddIct - to beIrIend
hIm.

.ProstItute - to remove Irom
danger and beIrIend her.

.PrIsoner - to be vIsIted.

.OId - to be served.



DIscussIon DIscussIon DIscussIon DIscussIon

Ouotes on ServIce Ouotes on ServIce Ouotes on ServIce Ouotes on ServIce
"To gIve reaI servIce you must "To gIve reaI servIce you must "To gIve reaI servIce you must "To gIve reaI servIce you must add somethIng whIch cannot be bought or measured wIth add somethIng whIch cannot be bought or measured wIth add somethIng whIch cannot be bought or measured wIth add somethIng whIch cannot be bought or measured wIth
money, and that Is sIncerIty and IntegrIty." money, and that Is sIncerIty and IntegrIty." money, and that Is sIncerIty and IntegrIty." money, and that Is sIncerIty and IntegrIty." - -- - DougIas Adams DougIas Adams DougIas Adams DougIas Adams
"OnIy a IIIe IIved In the servIce to others Is worth IIvIng." - AIbert EInsteIn (1879-1955)
"Some peopIe gIve tIme, some money, some theIr "Some peopIe gIve tIme, some money, some theIr "Some peopIe gIve tIme, some money, some theIr "Some peopIe gIve tIme, some money, some theIr skIIIs and connectIons, some IIteraIIy gIve skIIIs and connectIons, some IIteraIIy gIve skIIIs and connectIons, some IIteraIIy gIve skIIIs and connectIons, some IIteraIIy gIve
theIr IIIe's bIood . . .but everyone has somethIng to gIve." theIr IIIe's bIood . . .but everyone has somethIng to gIve." theIr IIIe's bIood . . .but everyone has somethIng to gIve." theIr IIIe's bIood . . .but everyone has somethIng to gIve." - -- - 8arbara 8ush 8arbara 8ush 8arbara 8ush 8arbara 8ush
"The best way to IInd yourseII Is to Iose yourseII In the servIce oI others." - Mahatma CandhI
(1869-1948)
"There Is nothIng to make yo "There Is nothIng to make yo "There Is nothIng to make yo "There Is nothIng to make you IIke other human beIngs so much as doIng thIngs Ior them." u IIke other human beIngs so much as doIng thIngs Ior them." u IIke other human beIngs so much as doIng thIngs Ior them." u IIke other human beIngs so much as doIng thIngs Ior them." - -- -
Zora NeaIe Hurston (1903 Zora NeaIe Hurston (1903 Zora NeaIe Hurston (1903 Zora NeaIe Hurston (1903- -- -1960) 1960) 1960) 1960)
"CIvIng kIds cIothes and Iood Is one thIng but It's much more Important to teach them that
other peopIe besIdes themseIves are Important, and that the best thIng they can do wIth theIr
IIves Is to use them In the servIce oI other peopIe." - DoIores Huerta
"One kerneI Is IeIt In a hogshead; one drop oI water heIps to sweII the ocean; a spark oI IIre "One kerneI Is IeIt In a hogshead; one drop oI water heIps to sweII the ocean; a spark oI IIre "One kerneI Is IeIt In a hogshead; one drop oI water heIps to sweII the ocean; a spark oI IIre "One kerneI Is IeIt In a hogshead; one drop oI water heIps to sweII the ocean; a spark oI IIre
heIp to gIve IIght to the worId. None are too smaII, too IeebIe, t heIp to gIve IIght to the worId. None are too smaII, too IeebIe, t heIp to gIve IIght to the worId. None are too smaII, too IeebIe, t heIp to gIve IIght to the worId. None are too smaII, too IeebIe, too poor to be oI servIce. ThInk oo poor to be oI servIce. ThInk oo poor to be oI servIce. ThInk oo poor to be oI servIce. ThInk
oI thIs and act." oI thIs and act." oI thIs and act." oI thIs and act." - -- - Hannah More (1745 Hannah More (1745 Hannah More (1745 Hannah More (1745- -- -1833) 1833) 1833) 1833)
"PeopIe who concentrate on gIvIng good servIce aIways get more personaI satIsIactIon as weII as
better busIness. How can we get better servIceZ One way Is by tryIng to see ourseIves as others
do." - PatrIcIa FrIpp



46
Journal WriLinc Journal WriLinc Journal WriLinc Journal WriLinc
1. AIter doIng the actIvIty]actIvItIes on ServIce, what are your personaI reIIectIons on how
you serve your Cod, IamIIy, cIassmates, IrIends and othersZ
2. Do you thInk others are doIng theIr part oI servIce towards youZ Why or why notZ


ReIerence:
http:]]www.IrtommyIane.com]homIIIes]yeara]34.htm#motherteresa
http:]]regIstrar.wIu.edu]servIce.htm



























47
SELF SELF SELF SELF- -- -ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT

SInce the PD cIass Is over, evaIuate yourseII accordIng to what you have gaIned Ior the actIvIty.
8e honest when you judge your thoughts and IeeIIngs, your attItudes and behavIors aIter the
whoIe sessIon.
Rate each statement whIch descrIbes best oI your achIevement by usIng the IoIIowIng crIterIa:

1- Very True
2- Somewhat True
3- Not at AII

1. Ì am abIe to deIIne ServIce.

2. Ì am abIe to appIy the vaIue oI ServIce to my daIIy IIvIng.

3. Ì am now aware oI the vaIue oI ServIce towards others.

4. Ì am now aware oI the ServIce done by others Ior me.

Others:

48
Lesson 7
FAÌTH


















49
LESSON 7 LESSON 7 LESSON 7 LESSON 7- -- -FAÌTH FAÌTH FAÌTH FAÌTH


LearnIng ObjectIves:
At the end oI the Iesson, the students are expected to:
1. DeIIne IaIth
2. Know how to nurture theIr IaIth
3. ReIIect on the Importance oI the vaIue oI IaIth Ior them as students


8IInd FaIth 8IInd FaIth 8IInd FaIth 8IInd FaIth
5. A preacher was caught In a horrIIIc IIood, and a man In a canoe oIIered to
evacuate hIm. "No, Ì put my IaIth In the Lord to save me," he saId. AIter beIng
Iorced to the rooI oI hIs porch, another man In a speedboat oIIered assIstance.
"No, Ì put my IaIth In the Lord to save me," he agaIn responded. EventuaIIy Iorced
to the hIghest poInt oI hIs chImney, a Coast Cuard heIIcopter attempted rescue
but was turned away In the same manner.
The preacher drowned and went beIore the Lord. "Why dIdn't you honor my IaIth and
save meZ", he asked. "What do you mean, Ì dIdn'tZ" the Lord repIIed. "Ì sent you two
boats and a heIIcopter!!"


How do you deIIne FaIthZ How do you deIIne FaIthZ How do you deIIne FaIthZ How do you deIIne FaIthZ
Here are some passages In the 8IbIe that taIk about FaIth:

1. Romans 10: 17(NKIV) So then IaIth comes by hearIng, and hearIng by the word oI Cod.

2. Hebrews 11: 1(NKIV) Now IaIth Is the substance oI thIngs hoped Ior, the evIdence oI
thIngs not seen.

3. Matthew 17:20 (New ÌnternatIonaI VersIon) He repIIed, "8ecause you have so IIttIe IaIth. Ì
teII you the truth, II you have IaIth as smaII as a mustard seed, you can say to thIs
mountaIn, 'Move Irom here to there' and It wIII move. NothIng wIII be ImpossIbIe Ior
you."


50

FaIth as deIIned In CeneraI ReIerences FaIth as deIIned In CeneraI ReIerences FaIth as deIIned In CeneraI ReIerences FaIth as deIIned In CeneraI ReIerences

1. 8eIIeI and trust In and IoyaIty to Cod
ReIated Words devoutness, pIousness, reIIgIousness; adoratIon,
reverence, veneratIon, worshIp
Near Antonyms dIsbeIIeI, doubt, unbeIIeI
Antonyms atheIsm, godIessness
2. A body oI beIIeIs and practIces regardIng the supernaturaI and the worshIp oI
one or more deItIes
3. Adherence to somethIng to whIch one Is bound by a pIedge or duty
4. FIrm beIIeI In the IntegrIty, abIIIty, eIIectIveness, or genuIneness oI someone
or somethIng
5. MentaI convIctIon oI the truth oI some statement or the reaIIty oI some beIng
or phenomenon.



ActIvIty 1 ActIvIty 1 ActIvIty 1 ActIvIty 1- -- - DrawIng FaIth DrawIng FaIth DrawIng FaIth DrawIng FaIth

MaterIaIs: 1 or 2 pIeces oI bond paper Ior each student
ÌnstructIon: WaIt Ior your PD Teacher Ior the actIvIty InstructIon

DIscussIon DIscussIon DIscussIon DIscussIon
NurturIng FaIth NurturIng FaIth NurturIng FaIth NurturIng FaIth

Comment oI a student: ". Ì thInk that thIs Is quIte reIevant because most oI us Iead hectIc
scheduIes and we oIten dIsregard Cod's presence In our IIves."

1. 1. 1. 1. Spend tIme wIth Cod Spend tIme wIth Cod Spend tIme wIth Cod Spend tIme wIth Cod
SpendIng tIme wIth Cod can have many Iaces. There Is no onIy "one way" oI
doIng thIs. Ìt can be In the mornIng, Ior exampIe. MedItatIng on Cod's word, sIngIng
songs, beIng sIIent. Ìt Is just about beIng wIth HÌM. Ìt can be anywhere.
Ìn your daIIy scheduIe, try to IInd a tIme where you can Iocus on Cod. ÌI you IIke
wakIng up earIy, take a Iew mInutes. ÌI you have tIme In the evenIng, take a Iew
mInutes. Ìt can be In spare hours durIng your daIIy scheduIe at schooI. There Is no
tIme IImIt on spendIng tIme wIth Cod. Ìt can be In the jeep or In the bathroom. You
can taIk to HIm wherever and whenever. Take those tImes. Ìt does not need to be a
specIIIc Iormat. 8e creatIve
Ìt Is a tIme to communIcate wIth Cod.
51
2. 2. 2. 2. Read the 8IbIe, study t Read the 8IbIe, study t Read the 8IbIe, study t Read the 8IbIe, study the word oI Cod ("FaIth comes by hearIng, and hearIng by the he word oI Cod ("FaIth comes by hearIng, and hearIng by the he word oI Cod ("FaIth comes by hearIng, and hearIng by the he word oI Cod ("FaIth comes by hearIng, and hearIng by the
Word oI Cod" (Romans 10:17)) Word oI Cod" (Romans 10:17)) Word oI Cod" (Romans 10:17)) Word oI Cod" (Romans 10:17))
The 8IbIe Is the wrItten word oI Cod. ThereIore It heIps us to buIId and grow In
our IaIth. Ìt contaIns prIncIpIes and personaI testImonIes whIch can heIp us
understand and get to know the character oI Cod In new ways and thereIore heIp us
grow In our IaIth.
There are many guIdes on how to study the 8IbIe. ÌI you have the tIme and the
budget, try to IInd one at the maII or ChrIstIan bookstores. Or you can aIso ask In
your church Ior those and they mIght be abIe to gIve you good suggestIons or mIght
be abIe to even provIde some study heIp. 8ut Ior sure: we have to read It.
There are many dIIIerent InterpretatIons oI the 8IbIe. Do not stop there. Study
the 8IbIe ItseII In order to understand what It says. Do not onIy IIsten to the many
dIIIerent InterpretatIons but study and read the source ItseII.
Ìt Is to know more and deeper about Cod and to strengthen our IaIth In HIm.

3. 3. 3. 3. Remember what He has done Ior you Remember what He has done Ior you Remember what He has done Ior you Remember what He has done Ior you
Ìt heIps at tImes when we are In a sItuatIon that Is not that easy to get through.
RememberIng prevIous experIences or bIbIIcaI prIncIpIes or storIes can heIp us In
gIven sItuatIons and encourage us to hoId on. Ìt aIso heIps to remember the
promIses that Cod has gIven In HIs word.
RememberIng that Iesus dIed Ior us on the cross and that we can have IIIe
because oI HIs grace heIps us In many sItuatIons and Iets us understand that
"mystery" In a deeper way.

4. 4. 4. 4. MedItate MedItate MedItate MedItate
MedItatIng upon dIIIerent thIngs: the Word oI Cod but as weII experIences wIth
IaIth In generaI. MedItatIng means studyIng, reIIectIng, IocusIng on somethIng and
"chewIng" It over and over agaIn. MedItatIng usuaIIy takes tIme. "Iong or deep
thInkIng about spIrItuaI matters"
Take maybe one aspect oI your readIng and medItate that over the day. ThInk
about It, reIIect how thIs appIIed to you. How thIs InIIuences your past, your present
and your Iuture. ThInk about the IeeIIngs that the passage or verse taIks about.
ReIIect what you can Iearn Irom thIs. MedItate, chew It

5. 5. 5. 5. PraIse & acknowIedge Cod oIten or say short prayers PraIse & acknowIedge Cod oIten or say short prayers PraIse & acknowIedge Cod oIten or say short prayers PraIse & acknowIedge Cod oIten or say short prayers
When we pray It does not have to be a IormaI prayer at a specIIIc tIme oI the day.
As HE Is everywhere anywhere we can aIso taIk to HÌM anywhere anytIme.





52
6. 6. 6. 6. LIsten to ChrIstIan MusIc LIsten to ChrIstIan MusIc LIsten to ChrIstIan MusIc LIsten to ChrIstIan MusIc
LIstenIng to ChrIstIan musIc bIends In wIth other poInts. Many tImes ChrIstIan
musIc taIks about dIIIerent characters oI Cod or about scrIptures. And as heard
prevIousIy, IaIth comes by hearIng the Word oI Cod. There are many dIIIerent
ChrIstIan bands and one wIII be surprIsed about the dIIIerent musIc styIes that are
avaIIabIe.
ÌI you do not know many ChrIstIan bands, ask your IrIends, ask peopIe Irom
church. There are so many dIIIerent styIes as weII In ChrIstIan musIc. There Is
somethIng Ior everybody and you know that the IyrIcs are IIIe brIngIng.
LIstenIng to ChrIstIan musIc can aIso be medItatIng.

7. 7. 7. 7. IoIn a MInIstry, AppIIcatIon oI your IaIth, personaI mInIstry, Share your IaIth IoIn a MInIstry, AppIIcatIon oI your IaIth, personaI mInIstry, Share your IaIth IoIn a MInIstry, AppIIcatIon oI your IaIth, personaI mInIstry, Share your IaIth IoIn a MInIstry, AppIIcatIon oI your IaIth, personaI mInIstry, Share your IaIth
When we receIved somethIng good we usuaIIy share It wIth others and do not
keep It to ourseIves. The same It Is wIth our IaIth. There must come a part In our
journey oI IaIth where we start IookIng away Irom ourseIves and start to Iook as weII
to others. SharIng our IaIth or any kInd oI mInIstry Is an Important step. ThIs agaIn
can have many dIIIerent outIooks. There Is not onIy one way oI doIng mInIstry but
endIess ways. Ìt means sharIng somethIng, but most oI aII ourseIves, our IIves. Cod
created us aII In a unIque way. We are aII specIaI, unIque and so greatIy Ioved Ior
who we are. Ìn the same way there can be dIIIerent outIooks on mInIstry.
DoIng mInIstry and sharIng Cod's Iove wIth others shouId be motIvated by our
Iove Ior Cod.

8. 8. 8. 8. 8e part oI a smaII group oI IeIIow beIIevers, 8e InvoIved In smaII groups 8e part oI a smaII group oI IeIIow beIIevers, 8e InvoIved In smaII groups 8e part oI a smaII group oI IeIIow beIIevers, 8e InvoIved In smaII groups 8e part oI a smaII group oI IeIIow beIIevers, 8e InvoIved In smaII groups
We cannot grow In our IaIth II we are an IsIand. Ìt's IIke a IIre cannot burn by
ItseII. Ìt wIII go out aIter a short whIIe. Ìt Is Important to have IrIends or a smaII
group whereIn we can share our questIons, doubts but as weII our praIses and
IearnIng. Ìt gIves nourIshment and enabIes Iurther dIscussIons about sIgnIIIcant
topIcs. Ìt enabIes In depth dIscussIons on Issues that are, Ior exampIe tackIed In
church. 8ut as we cannot just ask questIons In church, thIs Is possIbIe In our smaII
groups...
No man Is an IsIand

9. 9. 9. 9. PeopIe who p PeopIe who p PeopIe who p PeopIe who pIayed sIgnIIIcant roIes Iayed sIgnIIIcant roIes Iayed sIgnIIIcant roIes Iayed sIgnIIIcant roIes
Throughout our IIves there have been peopIe who Invested In our IIves. As
everyone can stIII remember sIgnIIIcant others In our IIves It Is Important to have
someone who Invests In us, In our journey oI IaIth. 8e It IamIIy or cIose IrIends:
those are the experIences and IearnIng that usuaIIy stIck wIth us Ior IIIe.




53
10. 10. 10. 10. Attend Mass reguIarIy, go to church on Sundays Attend Mass reguIarIy, go to church on Sundays Attend Mass reguIarIy, go to church on Sundays Attend Mass reguIarIy, go to church on Sundays
DurIng mass or church tIme we can have IeIIowshIp wIth IeIIow beIIevers, have a
worshIp tIme together but as weII hear the word oI Cod. Ìt can be nourIshment Ior
our journey oI IaIth.

11. 11. 11. 11. ObedIence ObedIence ObedIence ObedIence
1 SamueI 15:22 (New ÌnternatIonaI VersIon) 8ut SamueI repIIed: "Does the LORD
deIIght In burnt oIIerIngs and sacrIIIces as much as In obeyIng the voIce oI the
LORDZ To obey Is better than sacrIIIce, and to heed Is better than the Iat oI rams.
SometImes we thInk that we shouId gIve many sacrIIIces to Cod but In thIs verse
we can see that obedIence to what Cod asks Irom us Is much more Important to
HIm. There are many thIngs that Cod asked Irom us, aII unIIIed In thIs verse:
Matthew 22:37-40 (New ÌnternatIonaI VersIon) Iesus repIIed: 'Love the Lord your Cod
wIth aII your heart and wIth aII your souI and wIth aII your mInd.' ThIs Is the IIrst and
greatest commandment. And the second Is IIke It: 'Love your neIghbor as yourseII.'
AII the Law and the Prophets hang on these two commandments.

12. 12. 12. 12. PrIvate spIrItuaI dIscIpIInes (worshIp, prayer, medItatIon, read the 8IbIe PrIvate spIrItuaI dIscIpIInes (worshIp, prayer, medItatIon, read the 8IbIe PrIvate spIrItuaI dIscIpIInes (worshIp, prayer, medItatIon, read the 8IbIe PrIvate spIrItuaI dIscIpIInes (worshIp, prayer, medItatIon, read the 8IbIe
Have a personaI tIme wIth Cod as weII. ThIs can happen through dIIIerent
dIscIpIInes: Prayer, worshIp, readIng the 8IbIe, medItatIon.

13. 13. 13. 13. Pray Pray Pray Pray
PrayIng means communIcatIng wIth Cod. How do we communIcate wIth CodZ Iust
the same way as we communIcate wIth each other. Yes, Cod Is hoIy but through
Iesus He gave us the optIon to become HIs IrIends, HIs sons and daughters. WIth our
IrIends we communIcate In an open way, just as we are. The same Is true wIth Cod.
He knows who we are anyways and He Ioves to communIcate wIth us. Through
prayer thIs Is our way oI communIcatIng. Ìt Is IIke "chIca chIca" wIth Cod.
Prayer Is not at aII IImIted to the church buIIdIng. We can pray wherever we are,
whatever we want to say. We can compIaIn, ask questIons, gIve praIse, and express
our IeeIIngs. There do not need to be Iorms oI prayer. Ìt can be unIque every tIme.
Prayer aIso IncIudes thanks. SometImes we pray In ways aIways askIng Cod Ior
somethIng. 8ut honestIy we Iorget to thank HIm at tImes. ÌI a person aIways asks
you to do hIm or her a Iavor and never ever says "thank you" you do not want to gIve
Iavors aIter some tIme. Same wIth Cod

14. 14. 14. 14. DeveIop a IIIe oI praIse and worshIp DeveIop a IIIe oI praIse and worshIp DeveIop a IIIe oI praIse and worshIp DeveIop a IIIe oI praIse and worshIp
WorshIp means expressIng one's IaIth. PraIsIng Cod Ior who He Is. CIvIng HIm
the honor He deserves. WorshIp Is not onIy sIngIng songs durIng certaIn church
actIvItIes. No, worshIp can and shouId be a IIIestyIe. Cod deserves our praIses Ior
who He Is what He has done Ior us. He just deserves It! 8ut agaIn, It must go Iurther
54
than just Sunday church servIces. Ìt must go beyond our bIbIe study groups. Ìt must
go deep Into our IIIestyIe.

15. 15. 15. 15. 8e patIent! WIth Cod and wIth yourseII 8e patIent! WIth Cod and wIth yourseII 8e patIent! WIth Cod and wIth yourseII 8e patIent! WIth Cod and wIth yourseII
We are IIvIng In an "Instant" worId. EverythIng needs to be Iast. However, growth
mostIy takes tIme! Ìt Is a journey. SometImes we understand thIngs Iaster and
sometImes It just takes tIme. The journey oI IIIe as weII as the journey oI IaIth Is a
journey: It takes tIme! So be patIent II thIngs wIII not go rIght away the way you
ImagIne them to happen. SometImes It goes Iorward and at tImes It seems to go
backwards. That's IIIe! Take one day at a tIme. ThIs Is just ok.


IournaI WrItIng:

1. What have Ì Iearned on the sessIon about the vaIue oI FaIthZ
2. As a student, how Important Is the vaIue oI IaIth Ior youZ


ReIerence:

http:]]www.spIrIthome.com]IaIth-sp.htmI#rescue
http:]]www.merrIam-webster.com]thesaurus]IaIth













55
SELF SELF SELF SELF- -- -ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT

SInce the PD cIass Is over, evaIuate yourseII accordIng to what you have gaIned Ior the actIvIty.
8e honest when you judge your thoughts and IeeIIngs, your attItudes and behavIors aIter the
whoIe sessIon.
Rate each statement whIch descrIbes best oI your achIevement by usIng the IoIIowIng crIterIa:

1- Very True
2- Somewhat True
3- Not at AII

1. Ì am abIe to deIIne IaIth.
2. Ì know now how to nurture my IaIth.
3. Ì am abIe to the Importance oI the vaIue oI IaIth Ior me as a student.

Others:

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