VM 113 Final Module

OUR LADY OF FATIMA UNIVERSITY

Valenzuela City - Quezon City - Antipolo City – Pampanga – Cabanatuan
VERITAS ET MISERICORDIA – DISCOVERING OTHERS

Name:_______________________________________________________Date: _____________________
Program: ____________________________________________________Section: ___________________
WEEK 1: ORIENTATION WEEK
INTRODUCTION
The Vision, Mission and Core Values of an institution is the heart that pumps the lifeblood of our
university. This gives us direction and inspiration in striving to always be on top. It is with this reason that
students of the University should not only be knowledgeable with these tenets but also keep engraved in
each of their hearts.
This module allows us to refresh ourselves to the Vision, Mission, and Core Values of the
University, It also asks us to look back to important experiences in the University that made us better
individuals.
LEARNING OUTCOMES:
At the end of the lesson, the students can:
o review the Mission, Vision, and Core Values of Our Lady of Fatima University;
o re-familiarize the with history of the University holds dear;
o recognize the role of OLFU that made them better persons;
o confer the course goals and class policies
VERITAS ET MISERICORDIA 113 – DISCOVERING OTHERS

MODULE LESSON:
VISION
To improve man as man by developing individuals through a legacy of excellent education and
compassionate value formation.
MISSION
The noble dictum "improving man as man" embodies the existence of the Our Lady of Fatima University as
an educational institution dedicated to the holistic formation of men and women imbued with the necessary
skills, virtues, and academic development.
OBJECTIVES
The University aims to:
Commit itself to the service of society through quality education;
Develop the capabilities of individuals in order to maximize their potentials;
Nurture future professionals with the academic foundation, virtues, and skills to become respected leaders
and productive members of the society
Respond effectively to the changing needs and conditions of the times through continuing professional
education and research;
Inculcate social awareness through community outreach programs,
Imbue the faculty, staff, and students with a deep sense of nationalism and pride in our Filipino heritage;
and
Uphold the virtues of truth, justice, integrity, compassion, and faith in God.

INSTITUTIONAL CORE VALUES
Through innovative learning strategies focused on strong and updated academic foundation with enhanced
industry skills experience, a graduate of Our Lady of Fatima University is expected to be an ACHIEVER. In
the community and in the work place, an OLFU graduate will be known as a person who is an...
A - ASPIRES to do his best
C - is CREDIBLE and COMPASSIONATE
H - is HARD-WORKING and HONORABLE
I - is an INSPIRATION to others
E - is EFFICIENTLY ENTREPRENEURIAL and EMPLOYABLE
V - is a VISIONARY
E - is ETHICAL and has EXCELLENT WORK HABITS
R - is RESPONSIBLE
Veritas Et Misercordia 3 (VM211)

Course Outline
Preliminary Term
1. Orientation
2. Developing Leadership: Can I be a leader?
3. Developing Leadership: The Leader within Me

4. Developing Ethics: Moral Stages

5. Developing Ethics: The Way to Virtue
Mid-Term
6. Critical Thinking: My Different Thinking Types

7. Critical Thinking: The Art of Questioning
8. Critical Thinking: Critical Reflection and Developing Thinking
9. Developing Managerial Skills and Organization 1: Three Necessary Managerial Skills That
I Have to Learn
10. Developing Managerial Skills and Organization 2: Motivating the Team
Final Term
11. Developing Peaceful Co-Existence: Religious Tolerance and Sensitivity

12. Developing Peaceful Co-Existence: Gender Tolerance and Sensitivity
13. Developing Peaceful Co-Existence: Cultural Tolerance and Sensitivity
14. Developing Empathy: The Practice of Empathy
15. Developing Empathy: Act of Random Kindness

MODULE ACTIVITY 1
You have to introduce yourselves in the class by completing the sentence below:
1. Thank you OLFU because.…

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2. OLFU has become my second home because….
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MODULE ACTIVITY 2
One by one, Introduce yourselves to the class, but this time, saying the things that you are thankful to OLFU
for. Write your introduction in the space given.

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CLOSURE
Journal Writing
1. How were you able to live out the noble dictum improving man as man by staying at OLFU?
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References:
Student Handbook
Supplemental Materials:
Video of the OLFU Hymn
A Glorious Journey to Greater Heights



Name:_______________________________________________________Date: _____________________
Program: ____________________________________________________Section: ___________________
WEEK 2
DISCOVERING LEADERSHIP: CAN I BE A LEADER?
INTRODUCTION
Leadership is a mindset. Mindset in definition are the attitudes, beliefs, and expectations you hold that act
as the foundation of who you are, how you lead, and the ways in which you interact with your team. This
module aims to inspire the students in having the mindset that anyone could be a leader if you would allow
yourself to be.
LEARNING OUTCOMES
At the end of this module, students can:
1. Distinguish the four different mindsets to be an effective leader;

2. Asses their level on each mindset;
3. Create a plan of action that could improve their level of mindsets.

MODULE LESSON
Your mindset is so influential because it determines how you think about and interpret situations, your
emotional reactions, the decisions you make, and the actions you take. Your mindset directly affects the
quality of your relationships, the interactions you have, and the way you lead. It also sets the tone for your
organization and determines the kind of experiences your members have during a group work or activity.X
Your goal is to identify and create productive mindsets that result in effective leadership.
THE FOUR MINDSETS FOR EFFECTIVE LEADERSHIP

There are four mindsets that I believe are important to have to be the most effective leader you can be. Yes,
you must allow yourself to undergo the journey in unlocking this skill that we are all capable to be. The four
mindsets are commitment, accountability, performance, and vision.
1. Commitment
The foundation of leadership is a determined and unwavering commitment to lead, perform, and
succeed. The amount of commitment that you bring to your role sends a powerful message of commitment
to those with whom you work with. Being motivated, for example, saying, “ I do my task the best that I can.”,
isn’t enough. That will only lead to the basics of success getting done.
As a leader, you must be passionate, meaning you are truly driven to lead and excel. You know that
the “devil is in the detail” and you are committed to doing everything as well as possible and going above
and beyond what is expected.
2. Accountability
The first mindset involves the degree of accountability you are willing to assume in your role in your
group. Most members of your group are mostly in the role of contributor in which they might say, “I know my
role and I do what I need to do to fulfill those responsibilities.” Such a mindset clearly won’t enable you
to assert your leadership.
You must take on the role of owner in which you say, “I never assume that others are responsible. I am
responsible for everything. A failure by others is a failure by me.” As an owner, you take the lead in all
aspects of your group’s functioning and performance.
3. Performance
It is almost a cliché, but also a truism that great leaders must not only “talk the talk,” but also “walk the
walk” when it comes to their job responsibilities. If you want your team to perform at its highest level, you
must first do so. The reality is that good is no longer good enough in the global and connected business
world. Economic instability and competition from around the world makes it so that what was once sufficient
to succeed now will only guarantee failure.

The most successful leaders and companies know that nothing, but the best is good enough to survive
in the current business climate. As a leader, you must talk about and demonstrate that “I’m constantly look
to take my performance to the next level.”
4. Vision
As a student, it’s easy to get caught up in the daily challenges of doing good academically. The
problem is that if you get so busy in the day-to-day requirements of a student, you forget to look ahead to
see what might be coming up. What lies ahead may be a great opportunity waiting to be embraced or a
multi-car crash that you need to avoid. In either case, if you’re not looking toward the horizon, the future will
become the present without your being ready for it.
That’s where, as former US President George H.W. Bush put it so well, the “vision thing” comes into
play. A great leader can’t just be paying attention to the present—“I focus on accomplishing my most
immediate goals to the best of my ability.”
Because true success of a student isn’t judged by time, your vision of the group’s future is paramount
—“Our success depends on always looking for what is next for our group.”

MODULE ACTIVITY
PART I
I would like to conclude with an exercise that I hope will raise your awareness of your mindset in these four
areas and, if necessary, help you make a shift in a more productive direction.
First, rate yourself on a 1-10 scale on each mindset where one is the lowest level of each and ten is the
highest.
Second, if you rated yourself from 9 and below, identify specific and actionable steps you can take to
improve each of the four mindsets. If you rated yourself 10, write the values that you think you have that
made you feel you are excellent in the corresponding
mindset.
MINDSET RATING ACTION PLAN

COMMITMENT
ACCOUNTABILITY
PERFORMANCE
VISION
PART II
Form with your group mates and discuss among yourselves why you rated yourself with that number. Also,
take this opportunity to get some insights from them to unlock and further develop your current leadership
level! Write down the suggestions of your classmates about your current leadership level.
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CLOSURE
Journal Writing
1. What were you able to discover regarding your mindset as a leader?

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References:
Taylor, J, (2014), Prime Leadership Begins with your Mindset, retrieved from
https://www.drjimtaylor.com/4.0/prime- leadership-starts-mindset-2/



Name:_____________________________________________________ Date: _____________________
Program: ___________________________________________________Section: ___________________
WEEK 3
DISCOVERING LEADERSHIP 2: “THE LEADER WITHIN ME”
INTRODUCTION
Hi students! Before we begin, let us do a recap. On the last module, we have learned that
leadership is a mindset. Hence, as a mindset, we could navigate ourselves in unlocking our own leadership
styles. You have read that right. As we see things in different perspectives, our leadership style too follows
suit. This module believes that there is no single and perfect leadership style. Leadership starts from within
and it is the hope of this module that you might see the leadership style that fits your personality.
LEARNING OUTCOMES
At the end of this module, the students can:
1. Define the different leadership styles;

2. Discover the leadership style according to everyone’s own personality.
3. Develop teamwork using your own leadership style to attain your team’s objectives.

MODULE LESSON
Let us first define what leadership style means.

One way to define a leadership style is the way we handle a few categories:
 How you deal with your teammates:

o How you address your team, from directing their tasks to dealing with problems and
conflicts will shape your leadership style.
 How you manage the workflow:
o How you manage what gets done, and how much oversight they will be.
o Do you expect people to get it done, or do you make sure it’s happening yourself?
 How you view your role:
o Do you see yourself as a caretaker of the environment, or
o The ultimate decision maker and director of traffic?
Your perspective on leadership boils down to two broad categories: the micro-manager and the macro-
manager.
 The micro-manager will supervise and approve every detail, keeping a heavy hand in the
overall progress of the project.
 The macro-manager keeps track of goals and big-picture timelines while relying on his team to
make all the smaller decisions.
The handling of the flow of ideas also distinguishes leaders. Some serve to enable the decision-making
skills of their teams. Others bring in a predefined philosophy and seek compliance and consent from the
group.
You may hear one style and think to yourself “that sounds perfect.” It probably is for your skill or
environment. But that’s not to say there is a perfect leadership style; only the ones that might fit best.
The Two Broad Categories of Leadership Styles ( More or Less):

1. Task-oriented leaders are excellent at managing the nuts and bolts in their area of expertise.
Their ability to get things done translates into valuable resources for the team –provided they
leverage those resources with good communication and interaction.
2. People-oriented leaders are the charmers and visionaries. They get keep the human and
emotional side of the team going strong. There real value comes in making the group produce
better results than would come from the sum of its parts alone.
Example leadership styles:

These are some broad sketches of leadership style. You may find that sometimes people follow a
combination of these, or even cross styles. That is okay as long as their methods fit the work
environment, personalities and goals of everyone involved.
Task-Oriented Leaders:
o The Hands-Off Leader does not see the need to provide feedback, continuous input, or
scrutiny to their team. Usually there is a good reason for this: they tend to work with highly
experienced and functional groups. If the group does not fit this mold, there will be
problems.
o The Bureaucrat knows the rules of the institution and has the team abide by them. When
there are rigid policies and guidelines in place, the Bureaucrat makes sure that they are
maintained and used to the best of their ability. This style can be effective when there is
little margin for error but stifling in a changing or evolving environment.
o The Autocrat manages the direction of all goals and work, with little to no input from the
team. They have all the power to make decisions, and they use it. They don’t worry about
input, and do not leave room for subordinates to sub-manage. This is a style most often
used when a great deal of scrutiny is necessary to have a successful end product but can
be untenable in less clear-cut situations.
People-Oriented Leaders:

o The Trainer works to develop the team members to make them more efficient and stronger
at their jobs. This leader focuses on the increasing skills and success of his team to make
success more likely. They can foster a strong community feeling.
o The Cheerleader/Coach takes an indirect approach, motivating and encouraging the team

toward success. They have magnetic personalities and boatloads of charisma. The
Cheerleader/Coach tries to make people comfortable in their roles, but if they leave, the
team might end up in shambles.
o The Democratic Leader is a facilitator who encourages discussion and the free-flow of
ideas. The team expresses their ideas on the best course of action, the leader studies the
options and then chooses based on the input. This style offers the group a strong sense of
place and carefully measure decisions but can be slow to respond.

MODULE ACTIVITY 1
For today’s activity, we will be having a team-building activity called, “Traffic Jam.” For this activity, we will
need two groups of four members each. The rest of the class may observe and help the team solve the
problem, if the team agrees to it.
 Both groups must line up vertically (one behind the other) with Team A facing Team B and
vice-versa.
START ORDER
D
C B A C 1 2 3 4
1
 The goal of the game is to get side A to side B and side B to side A, all facing forward.
END ORDER
D
1 2 3 4 C B A
1
Rules:
 No Moving backwards
 A person can only move forward to an empty space

 One spot per person, no sharing
1 A
 A person cannot “jump over” their own teammate
2 1
√ 1 A
 Only one person may move at a time

 If any of these rules are broken, the group must begin again.
MODULE ACTIVITY 2
 What kind of leadership was there in the activity? __________________________________

 How did you select a leader, or how did a leader emerge, if at all? Why that person, or no person?
(Depending upon answer)
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 Did the leadership change in the activity?
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 What kinds of leadership do you experience in your life?

 Parents – what kind of leadership?
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 Teachers – what kind of leadership?
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 What kind of leadership do you most like? Why?
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CLOSURE
Journal Writing
1. What is the importance of building the leader within you?

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References:
(2018) Retrieved from https://www.leadership-toolbox.com/leadership-styles.html



Name:______________________________________________________Date: _____________________
Program: ___________________________________________________Section: ___________________
WEEK 4
DEVELOPING ETHICS: MY MORAL JOURNEY
INTRODUCTION
If there is one thing that I’ve learned about being good that I would like to share with you head on is
that it is not a switch that you could just turn on and off whenever or wherever you want to. Goodness is a
stage that comes naturally through our interaction with the world, i.e. how we see the world and how the
world presents itself to us. Thus, it is not an only an individual and single task but a journey that we need to
travel with friends and company that we meet along the way.
LEARNING OUTCOMES
After this module, the students can:
1) Discuss how Aristotle and Kohlberg explains our journey towards being good.
2) Analyze our behavior, choices, and actions that contributes to this journey.
3) Create moral standards on issues that could be accepted by all in the group.

MODULE LESSON
Ethics is the quest for the good and we define the good as happiness-in-rational-activity. Meaning,
this could not be attained if we let ourselves be enslaved by recklessness and emotion. This good life is
possible to attain in a life of virtuous activities together with friends. To help us understand this better, we
will need the help of two thinkers: Aristotle and Lawrence Kohlberg.
I. Aristotle
Aristotle is an ancient Greek philosopher who theorized about the way we develop our moral selves.
Aristotle tells us that the good life is a rational activity with virtue. It is focused on asking ourselves the
question, “How to make my life good/fulfilling?” The good for Aristotle is a state wherein we feel that we are
complete, enough or a life that is fulfilling.
Achieving the good life, for Aristotle, is done in three stages which are as follows:
Mature,
Immature Maturing
Rational
Self Self
Person
The Immature Self is someone who acts on impulse and feelings and opposes all kinds of guidance towards
morality.
The Maturing Self is obedient to moral guidance and has a sense of honor. He follows the moral virtues.
The Mature, Rational person is someone who chooses his own goals, values and seeks wisdom.

But, there is a catch here, being on a higher stage of moral development at one point in time is not an
assurance that one could not degenerate into a lower stage. You should always be on your toes by not
being complacent on your moral status but always strive hard to be consistent in developing your moral
stage.
Lawrence Kohlberg
Lawrence Kohlberg’s idea of the stages of moral development could be understood as a process through
which we develop proper attitudes and behaviors toward other people in society, based on social and
cultural norms, rules and laws. Before we proceed, we must understand how Kohlberg differentiates morals
and values.
Simply put, Kohlberg defines morals as society’s way of telling right from wrong while values are a more
individual way of identifying and judging right from wrong.
He believed that moral growth occurs through interaction with one’s environment, and progresses through
defined stages:
Level Stage Definition

Based on avoiding punishment, a
focus on the consequences of
Obedience and Punishment
actions rather than intentions; an
Pre-Conventional intrinsic deference to authority
The “right” behaviors are those
Individualism and exchange that are in best interest of
oneself; tit for tat mentality.
“Good boy/ Good girl” attitude,
Interpersonal relationships sees individuals as filling social
roles.
Conventional
Law and order as highest ideals,
Authority and Social Order social obedience is a must to
maintaining a functional society
Post-Conventional Begin to learn other’s have
Social Contract different values; realization that
law is contingent on culture
Universal Principles Develop internal moral principles;
individual begins to obey these

above the law
Furthermore, Kohlberg states that moving through the stages is not a product of maturity and that new forms
of thinking and the movement through stages cannot be taught.
Development through stages is created from our own thinking about moral problems. Social experiences
promote development, but they do so by stimulating our mental processes. Discussions and debates with
others question and challenge our views and we are therefore motivated to come up with new, more
comprehensive positions.

MODULE ACTIVITY
1. You must divide the class into four groups.

2. Each group will be given one dilemma and should create classroom rules and expectations
that would be aligned to the expected graduate attributes or core values of the university.
3. After discussion, the class should present this to class. Other groups are expected to
appraise and comment on the suggested rules and expectations to polish it and that would
create a consensus about them.
Group 1 -- Bullying
Group 2 – Tardiness and Absenteeism
Group 4 – Students are not wearing proper uniform
Group 5 – Disrespect and Disobedience to persons of authority
Write your classroom rules according to the dilemma given to your group in the space provided.
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Write the final classroom rules with the appraisal given by your classmates in the space provided.
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CLOSURE
Journal Writing
1. How do you practice ethics as a student?

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Name:_____________________________________________________ Date: _____________________
Program: ____________________________________________________Section: ___________________
WEEK 5
DISCOVERING ETHICS: “MY WAY TO VIRTUE”
INTRODUCTION
The secret to a happy life is when our thoughts and actions are aligned. However, seldom do we
find ourselves in a conundrum where what we intend to do and what we exactly did are not aligned.
Happiness is not only just the balancing of those factors but also creating a harmony with our inclinations
that they might neither be excessive nor deficient.
LEARNING OUTCOMES
1. Analyze the way they behave if they are categorized in either virtue or vice;
2. Justify possible ways to balance their vices;
3. Create a plan of action how to balance their inclinations and passions.

MODULE LESSON
What is judged to be good are actions. But these are actions that are done voluntarily or out of your
own freedom and knowledge of what you are doing. And if you act upon these chosen actions, this is what
makes your character. As the saying goes, “you are, what you do.” Hence, a consistent state of character is
what you call virtue. For Aristotle, Virtue involves striking a mean between extremes of action and passion
or what he calls “vices”. Excess is having too much of something. While deficiency, on the other hand, is
having to little of something. To strike the mean is not mediocrity but attainment of harmony and balance.
Deficiency VIRTUE Excess

Cowardice COURAGE Rashness
Self-indulgent TEMPERANCE Anhedonic

(drunken, glutton, (healthy moderation) (incapable of enjoying
promiscuous) pleasure)
Cheapness GENEROSITY Wastefulness
Self-Shame, Servility PROPER PRIDE Arrogance, Vanity

(low self-esteem) (& high ambition) (bloated self-esteem)
covetous, dominator FAIR-MINDEDNESS Altruistic

MODULE ACTIVITY 1
Rate yourself if you are excessive, deficient, or virtuous by putting a check mark in the box of each
row. If you answer excessive or deficient, make some plan of action that would make you virtuous.
If you answer virtuous, write down the things that you do to justify your answer.
Deficiency VIRTUE Excess Plan of Action

Cowardice COURAGE Rashness
Self-indulgent TEMPERANCE Anhedonic

(drunken, glutton, (healthy (incapable of
promiscuous) moderation) enjoying
pleasure)
Cheapness GENEROSITY Wastefulness
Self-Shame, PROPER PRIDE Arrogance,

Servility (& high ambition) Vanity
(low self-esteem) (bloated self-
esteem)
covetous, FAIR- Altruistic

dominator MINDEDNESS

CLOSURE
Journal Writing
1. What is your main deficiency and excess? How will you be able to lead those into virtues?
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Name:______________________________________________________Date: _____________________
Program: ____________________________________________________Section: ___________________
WEEK 6
INTEGRATION OF LEARNED VALUES
MODULE ACTIVITY
Students are given an activity integrating the topics from week 1 – 5. This will serve as their prelim
examination.



Name:_______________________________________________________Date: _____________________
Program: ____________________________________________________Section: ___________________
WEEK 7:
CRITICAL THINKING: DIFFERENT THINKING TYPES
INTRODUCTION
Thinking is the cognitive activities you use to process information, solve problems, make decisions, and
create new ideas. You use your thinking skills when you try to make sense of experiences, organize
information, make connections, ask questions, make plans, or decide what to do. Hence, understanding that
there are different ways of thinking that are both valid may help us work and relate with other people around
us.
LEARNING OUTCOMES
At the end of the module, students can:
1) Discover own thinking type

2) Analyze how other people’s thinking types affect their choices and decisions.
3) Plan a way on how to work with people effectively

MODULE LESSON
1 CREATIVE THINKING
This refers to the ability to conceive new and innovative ideas
2 ANALYTICAL THINKING
This is the ability to separate a hole into its basic parts in

by breaking from established thoughts, theories, rules, and order to examine the parts and their relationships. It involves
procedures. It involves putting things together in new and thinking in a logical, step-by-step manner to break down a
imaginative ways. Creative thinking is often referred to as larger system of information into its parts
“thinking outside the box.”
3 CONCRETE THINKING
This refers to the ability to comprehend and apply factual
4 ABSTRACT THINKING
This is the ability to use concepts to make and understand
knowledge. It is about thinking of objects or ideas as specific generalizations then relating or connecting them to other
items, rather than as a theoretical representation of a more persons, items, events, or experiences. It involves paying
general concept. It involves thinking only on the surface, attention to the hidden meanings thus allowing you to
always literal, and to-the-point. observe and understand theories and possibilities.
5 CONVERGENT THINKING
This is the ability to put several different pieces or
6 DIVERGENT THINKING
This refers to the ability to generate creative ideas by
perspectives of a topic together in some organized, logical exploring many possible solutions to find one that works. It
manner to find a single answer. It involves focusing on a finite involves bringing facts and data together from various
number of solutions rather than proposing multiple solutions sources and then applying logic and knowledge to solve
problems or make decisions. It starts from a common point
and moves outward in diverging directions to involve a variety
of aspects or perspectives.
7 SEQUENTIAL THINKING
This refers to the ability to process information in orderly

8 HOLISTIC THINKING
This refers to the ability to see the big picture and recognize
prescribed manner. It involves a step-by-step progression the interconnectedness of various components that form the
where a response to a step must be obtained before another larger system. It involves expanding your thought process in
step is taken. multiple directions, rather than in just one direction, and
understanding a system by sensing its patterns.

MODULE ACTIVITY 1
1. Identify your thinking types

________________________________________________________________________
________________________________________________________________________
2. Group yourselves according to thinking types and share among yourselves the reasons
why you think you have that kind of thinking type.
3. Ask among yourselves, who among the other “thinking-type” group could you work easily
and comfortably with and tell the class why? Write down their answers.
________________________________________________________________________
________________________________________________________________________
4. Next, identify who among the other thinking-type group could you possible have a difficult
time working together and why? Write down your answer.
________________________________________________________________________
________________________________________________________________________
5. Lastly, what can be the ways that you can do so that your group and the “opposite”
thinking type group could possibly work together and achieve the same goal.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

MODULE ACTIVITY 2
Answer the following questions briefly.
What did you realize from the activity?
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How can this activity help you in working together with other people or understanding other people?
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CLOSURE
Journal Writing
1. How do you think will knowing how others think help you in achieving your goals?
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References:
Kelly, J, (2015) Types of Thinking retrieved from http://thepeakperformancecenter.com/educational-

learning/thinking/types-of-thinking-2/



Name:_______________________________________________________Date: _____________________
Program: ____________________________________________________Section: ___________________
WEEK 8:
CRITICAL THINKING “THE ART OF CRITICAL QUESTIONING”
INTRODUCTION
The art of asking a question is indispensable for critical thinkers. If you want to get your desired
answer, you must frame the question properly. This goes without saying that there is an inextricable link
between a question and an answer as the question borders the seemingly boundless information that we
are trying to seek.
LEARNING OUTCOMES
At the end of the module, students can:
1) Formulate the set of questions that may streamline the kind of information sought.
2) Discover how Broaden concepts by asking the right question
3) Demonstrate a speculative and critical attitude in issues

MODULE LESSON
What makes us understand new ideas and concepts better is not just knowing what the statement
of fact is but the questions that will lead us to come up with the right answers. Most of the time, answers or
ideas seem to be vague because of the improper questions that we raise. Questions motivate the answers.
The level of answer we get is essentially based on the kind of question we ask.
Dare to ask the following questions when you talk about new ideas and issues that spark your interest:
Questions for Critical Thinking
…benefits from this? …have you also heard discuss this?

…is this harmful to? …would be the best person to consult?
Who
…makes decisions about this? …will be the key people in this?
…is most directly affected? …deserves recognition for this?
…are the strengths and weaknesses? …is the best/worst case scenario?
…is another way looking at this? …is most least important?
What
…is its other alternative? …can we do to make a positive change?
…would be a counter-argument for this? …is getting in the way of our action?
…would we see this in the real world? …can we get more information?
…are there similar concepts/ situations? …do we go for help with this?
Where
…is there most need for this? …will this idea take us?
…in the world would this be a problem? …are the areas for improvement
…is this acceptable or unacceptable? …will we know we’ve succeeded?
…would this benefit our society? …has this played a part in our history?
When
…would this cause a problem? …can we expect this to change?
…is the best time to act? …should we ask for help with this?
…is this a problem/challenge? …should people know about this?
…is it relevant to me/others? …has it been this way for so long?
Why
…is this the best/worst scenario? …have we allowed this to happen?
…are people influenced by this? …is there a need for this today?
…is this similar to __________? …does this benefit us/others?
…does this disrupt things? …does this harm/us other?
How
…do we know the truth about this? …do we see this in the future?
…will we approach this safely? …can we change this for our good?

Module Activity
1. Read the attached article in this module.

(Note: This is a suggested reading material, but the teacher could give you other materials to work on)
2. Group yourselves in teams with 3 or 4 members.
3. Prepare ten questions on the text to be passed on to the next group.
4. Write each of your ten questions on a slip of paper. (One question per slip of paper)
5. When you’re done, you combine with other groups to make one group with 6 or 8 members. You should sit
in a circle with floor space in the middle.
6. Sort your questions with the following criteria:
A. Questions that made us think deeply
B. Questions that didn’t make us think too much
Each of your groups will be presenting in class why you classified each question on either A or B.

Climate Change Adaptation in the Philippines: Case and Policy Analysis of the People’s
Survival Fund
Maria Angela G. Zafra
Ateneo de Davao University and Strategia Development Research Institute, Inc. angiezafra@gmail.com
Abstract
The Philippines has consistently been extremely vulnerable to the effects of climate change. Due to its
location in the Western Pacific, much of the country is exposed to more frequent and increasingly intense
natural disasters. The Philippines experiences on average twenty tropical typhoons annually and usually is
among the countries with the people placed at risk due to seasonal weather events. This makes climate
change a concern for most Filipinos.
In response, the Philippine government has crafted several policies related to climate change adaptation.
One of these is the People’s Survival Fund (PSF), a one-billion-peso fund established in 2014 as a
supplemental fund for local government units and community organizations. The PSF aims to finance the
implementation of long-term projects that will build resiliency to the effects of climate change amongst
municipalities. This paper will present and analyze a case involving the People’s Survival Fund to identify
enablers and challenges in the utilization of this fund. Furthermore, a policy analysis of the PSF itself will be
conducted to evaluate the strengths and gaps of the policy. Finally, the paper seeks to make policy
recommendations based on the analysis.
Keywords: climate change, adaptation, climate finance

Introduction
An archipelagic nation composed of 7,107 islands, the Philippines has consistently been extremely
vulnerable to the effects of climate change (Alave, 2011; Fisher, 2013; Ranada, 2014). Due to its location in
the Western Pacific, much of the country is exposed to more frequent and increasingly intense natural
disasters (Climate Change Commission Philippines, n.d.; Hiwasaki, Luna, Syamsidik, & Marçal, 2015). The
Philippines experiences on average twenty tropical typhoons annually and ranks third globally in terms of
people placed at risk to seasonal weather events (Climate Change Commission Philippines, 2010; Peñalba,
Elazegui, Pulhin, & Cruz, 2012). Moreover, sixteen of the Philippines’ eighteen provinces are amongst the
fifty most vulnerable provinces within East Asia (Saldivar-Sali, 2016). This makes climate change a concern
for most Filipinos.
This paper aims to examine the socio-economic effects of climate change on the most vulnerable
groups in the Philippine. It also endeavors to identify the different climate change adaptation policies that
have been crafted by the Philippine government. A policy analysis on one of these policies, the People’s
Survival Fund, is done to evaluate the strengths and gaps of said policy. Finally, the paper seeks to make
policy recommendations based on the analysis.
Socio-Economic Effects of Climate Change

Since the Philippines is primarily an agricultural country, natural disasters often have devastating
socio-economic impacts to rural municipalities. Saldivar-Sali (2016) estimates that 78.7% percent of
Philippine gross domestic product (GDP) is placed at risk due to typhoons, earthquakes, and other natural
hazards. Furthermore, a significant number of Filipinos are affected killed, displaced or affected by natural
disasters each year. As an illustration, Typhoon Haiyan resulted in 6,300 lives lost, US$ 25 million in
agricultural destruction, and US$ 2.7 billion in total damage (Rai, 2013; USAID 2014).

Figure 1. Typhoon statistics 2007-2016 (Philippine Senate Planning Office, 2017)
Disasters in the Philippines contribute to a never ending cycle of poverty, inhibiting people and
communities from exercising their rights and fulfilling their development potential (UNICEF, n.d.). The
poorest of the poor Filipinos reside in coastal municipalities, and are in peril from the impacts of typhoons
and other natural disasters. Farmers are one of the first to feel the effects of climate change on agriculture,
threatening food security. (OECD, n.d.). During droughts or extremely wet seasons that put crops in peril,
farmers in Mindanao, considered the food basket of the country, end up skipping meals, or borrowing from
loans sharks (Chandra, 2017). All these result in further burdening a nation already tottering from a plethora
of problems
Women are especially exposed to climate change risks. Women are less able to flee during natural
disasters as they have to take care of children and elderly. They are also often excluded in many farming
decisions and are expected to simply support the men in their family. When drought happens, the women
walk further to find a water source. Moreover, there is often an income gap between mean and women
which gives them fewer opportunities for economic security. Finally, policies are often not gender sensitive
and do not take the needs of these women into consideration (Oxfam, 2017).
Philippine Policies on Climate Change

In agreement to Lo and Chow’s (2015) assertion that impacts of climate change can be less devastating if
countries are prepared, the Philippine national government has crafted three major policies as a means of
prioritizing climate change related initiatives. First, the Climate Change Act of 2009 designed the framework
for integrating climate change adaptation in government plans and programs and established the Climate

Change Commission as the governing body for climate change policies (London School of Economics,
2009).
A year later, the Philippine Disaster Risk Reduction and Management Act was ratified to provide a
comprehensive and community-based approach to disaster preparedness. A vital component of this law is a
mandate to mainstream disaster risk management down to the local government units (National Disaster
Risk Reduction and Management Council, 2010). Peñalba et al. (2012) explains that local government units
(LGUs) are crucial to responding to climate change because the type and severity of impact is often
location-specific. LGUs also know which socio-economics groups are most at risk to the dangers of climate
change. The mandate now requires each LGU to establish its own Disaster Risk Reduction and
Management Office, and craft a Local Climate Change Action Plan (Department of the Interior and Local
Government, 2014).
Finally, the People’s Survival Fund was established in 2014 as a supplemental fund for local
government units and community organizations. The one-billion-peso fund aims to finance the
implementation of long-term projects that will build resiliency to the effects of climate change amongst
municipalities (Fernandez, 2016). Examples of these include health programs, watershed management, and
capacity-building for farmers. Priority for funding is given to LGUs with a high percentage of people living in
poverty or those with vital biodiversity (People’s Survival Fund, n.d.).
Overall Results of Policy Interventions

The implementation of these policies is having some promising signs of climate change adaptation.
Once ranked third among the list of countries most vulnerable to climate change in 2011, the Philippines
has dropped down to thirteenth in 2016 (Ranada, 2015). The Oxford Business Group (2016) attributes the
improvement in rankings to several factors: increasing access to clean water and sanitation, more
responsive disaster risk management and less reliance on the agricultural sector. All of these have
contributed in building more resilient communities and lowering typhoon related deaths.
General Assessment of Climate Change Policies in the Philippines

Climate change policies are focused on disaster risk reduction management (DRRM) and
adaptation. While mitigation is also mentioned in the umbrella policy the Climate Change Act, only disaster
risk reduction and management, and adaptation have their own separate strategies – the National DRRM
Plan 2011-2028 and the 2010 Philippine Strategy on Climate Change Adaptation. There isn’t any for climate
change mitigation.

Mitigation will be crucial once the COP 21 Paris Agreement commitments are implemented. While
not a major emitter, the Philippines promised to reduce carbon emissions by 70 percent by 2030. It was
signed in Paris by President Aquino’s administration. It was finally ratified in March 2017 after President
Duterte called it an unfair agreement that could limit developing countries like the Philippines (Romero &
Matteo, 2017). However, current mitigation programs will not be enough to reduce emissions by 70%. In
fact, the percentage of the budget allotted for mitigation measures is declining as seen in the charts below.
Meanwhile, the budget for adaptation and disaster management have been increasing.
Figure 2. 2015 Philippine budget for climate change (Climate Change Commission, 2016)
Figure 3. 2016 Philippine budget for climate change (Climate Change Commission, 2016)

Figure 4. National disaster risk reduction and management budget 2010-2017 in ‘000 Philippine pesos
(Commission on Audit, 2014)
Furthermore, policy content is only the starting point for its success. It’s also about policy implementation
and enforcement. The Philippines is known for having comprehensive legislation but falters in the
implantation of these legislation (Yap, 2011). The lack of governance and weak enforcement of climate
change related laws have led to to increased risks in communities
Policy Analysis of the People’s Survival Fund

This section is devoted to the analysis of one of the Philippine climate change policies:
The People’s Survival Fund (PSF). Republic Act 10174, otherwise known as the People’s Survival Fund, is
a special fund in the National Treasury for the financing of climate change adaptation 1 project. Annually, the
fund is allocated PhP1 billion from the General Appropriations Act, with any unused amount being added to
the following year’s amount. Local government units (LGUs), non-governmental organizations (NGOs) and
other civil society organizations (CSOs) are eligible to submit community-led climate change adaptation
proposals to the People’s Survival Fund board, which will shortlist and approve the projects (de la Cruz,
2013; Ranada, 2015).
1 Adaptation as defined by the Intergovernmental Panel on Climate Change (IPCC, 2007), is the
adjustment in natural or human systems in response to expected climatic stimuli or their effects, which
moderates harm or exploit beneficial opportunities.

Analytical Framework
The framework illustrated in Figure 5 is used to analyze the strengths and gaps of the different
policies and strategies. Adopted from Walt and Gilson (1994), it elaborates on the relationships among
content, context, process and actors.
Figure 5. Policy triangle framework (Walt and Gilson, 1994)
Actors
Strengths
The stakeholders are well represented. The proposal approval board, as illustrated in Figure 6, is
composed of six representatives from different government agencies 2. This includes the Philippine
Commission for Women to ensure gender is taken into account in the proposal, plus three members from
civil society representing the academe, private sector and NGOs. Furthermore, the fund decentralizes
climate change adaptation to the grassroots level and empowers local communities to propose their own
solutions.
2 National Economic Development Authority, Climate Change Commission, Department of Interior and
Local
Government, Department of Finance, Department of Budget and Management, and the Philippine
Commission on Women. (Climate Change Commision, n.d.)

Figure 6. Policy actors for the People’s Survival Fund (Climate Change Commision, n.d.)
Gaps
It can also be challenging to decentralize climate change adaptation programs to LGUs because personnel
rarely get assigned to work on these programs alone; it is usually added on to an existing role. Furthermore,
climate programs, which take longer to yield results, get set aside for quick wins in more pressing concerns
such as food security, health and basic education.
Context
Strengths
The policy recognizes that the lived realities of communities are so diverse and there is no one-size-fits-all
solution to climate change. Localizing adaptation programs means that these are attuned to the particular
context and needs of a community. The fund also prioritizes areas with higher exposure to climate risks,
have higher poverty incidences, or have key biodiversity corridors (Climate Change Commission, 2016;
Lagsa, 2015), which means that access to the fund will be for the communities that really need it.
Gaps
The proposal requires knowledge of and aligning it to the local and national climate change and disaster
risk reduction and management frameworks, which not all LGUs have.

There is a very limited database of local climate vulnerabilities, which is also necessary in the proposal
stage.
Process
Strengths
Since this makes use of public funds, processes are outlined and requires proper documentation as a
means of accountability. The clear scoring criteria3 for ranking project proposals prevents politicization of
the process.
Figure 7. People’s Survival Fund proposal process (Climate Change Commission, 2016)
Gaps
Many LGUs show a lack of awareness of the PSF, the scope of possible projects, and the proposal
process. This indicates the inefficiency of cascading the policy from the national government to the city and
municipal governments (Lagsa, 2016). Furthermore, the

2015). The first projects were approved in November 2016, for implementation in 2017 (Sunstar,
2016). Finally, there is no database of these approved projects, which could have served as a guide for
other communities hoping to propose their own projects.
Figure 8. People’s Survival Fund project implementation flowchart (Climate Change Commission, 2016)
Content
Strengths
There are some overlaps with disaster risk reduction programs but most of the fund’s scope
addresses new adaptation measures. Thus, the proposed projects can integrate well with other
government-led programs.
Gaps
Right now, the fund is limited to proposals that fall under the following six themes: (1) sectoral vulnerability
assessments, (2) monitoring of vector-borne diseases, (3) forecasting and early warning systems, (4)

institutional development for LGUs and communities, (5) risk financing, and (6) community adaptation
support programs (Climate Change Commission, 2016). So any innovative proposal that does fit within
these themes run the risk of being rejected. Furthermore, PhP 1 billion 3 for an annual fund might be a
relatively small amount considering that these are community-wide projects and the Philippines has 144
cities and 1,490 municipalities. Finally, the policy does not contain overall monitoring and evaluation
protocols. These are left to the individual project proponents.
Current Status of the People’s Survival Fund

Since the fund started accepting proposals in late 2015, there have been 38 proposals submitted,
22 (58%) of which are deemed compliant with the requirements. These proposals come from 24 different
proponents, mostly from local government units. Only 9 out of the 22 proposals have been shortlisted as
potential candidates, with the total cost of PhP 452.4 million or 45% of the annual fund allocation
(Fernandez, 2016). Only 2 proposals have been fully approved so far. The rest were either approved
pending the submission of more technical details, or returned for revisions and reconsideration (Sunstar,
2016).
Policy Recommendations
Based on the analysis of the People’s Survival Fund, the following recommendations can be made.
There is a need to develop proper information dissemination campaigns to address the lack of awareness
and knowledge of the People’s Survival Fund and its mechanisms. A review of he submission process and
the requirements can make the fund even more responsive to the realities of smaller project proponents.
Capacity building of local government units, NGOs and communities can be done to help them in preparing
project proposals. Knowledge management protocols such as a central database may be adopted to open
the access to climate change data. The PhP 1 billion annual allocation for the fund could be reviewed in
light of the costing of the initial project proposals. Identification of other potential sources for funding such as
international aid would be helpful in augmenting the fund so that many more communities will be helped.
There is also a need to develop monitoring and evaluation methodologies and tools to help quantify impacts
including the cost benefit analysis of adaptation measures. Finally, an incentive mechanism would
encourage cities and municipalities to prioritize climate adaptation projects. This could be in the form of
having a climate ready city / municipality award.
3 Equivalent to NZD 27 million

Conclusion
Being one of the most vulnerable countries to climate change, the Philippines is one of the climate pioneers
in South East Asia. The country has implemented policy frameworks for climate change adaptation, which
continues to evolve to this day. One of the policies, the People’s Survival Fund, contextualizes adaptation to
the local realities of a community. This policy has a number of strength but also contains areas for
improvements. Several recommendations have been made in this paper to strengthen the policy. While
there has been a decline in the vulnerability of the different sectors of Philippine society, climate change still
continues to be a pressing issue. Policies need to continuously evolve to be responsive to the needs of the
Filipinos.
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gfdrr.org/sites/default/files/publication/soi-philippines-resilience.pdf
Sunstar, (2016, November 25). Panel approves P120-M grant for 2 green projects in
Mindanao. Retrieved from http://www.sunstar.com.ph/manila/local-news/2016/11/
25/panel-approves-p120-m-grant-2-green-projects-mindanao-511528
UNICEF (n.d.). Disaster risk reduction. Retrieved from https://www.unicef.org/philippines/ risk.html#.WdtD4BNL9PM
USAID (2014). U.S. Government Humanitarian Aid to the Filipino People . Retrieved from https://www.usaid.gov/haiyan/infographic
Walt, G. & Gilson, L. (1994). Reforming the health sector in developing countries: The central role of policy analysis. Health Policy and Planning,
1994(9), 353-70.
Yap, J. (2011). Weak institutions drag on economic performance. East Asia Forum. Retrieved from http://www.eastasiaforum.org/2011/01/01/the-
philippine-economy-in-2010recent-developments-and-challenges/



Name:_______________________________________________________Date: _____________________
Program: ____________________________________________________Section: ___________________
WEEK 9
CRITICAL THINKING: CRITICAL REFLECTION AND DEVELOPING THINKING
INTRODUCTION
Let me start by saying that we think and act in patterns. Patterns are repeatable ways and habit
which we develop to help us be consistent in what we do in school, in sports, and in our everyday lives.
However, there are circumstances that surprise us and shakes the pattern that we are used to do. The most
difficult part in this scenario is that when we are comfortable enough in the pattern that we have developed
and fail to address new issues and challenges.
LEARNING OUTCOMES
1) Define the process of critical reflection
2) Differentiate factors that would frame issues
3) Create a critically reflected action plan that would solve issues, problems or concerns.

MODULE LESSON
A pattern is developed in a specific time and space. It addresses circumstances and scenarios which may
be beneficial today but may not be tomorrow. This calls us to pause for a while and re-think our patterns.
This “necessary pause” to rethink our patterns is what we can call, reflection. In her book Learning to Think
Strategically, Julia Sloan distinguishes three different kinds of reflections that we can use to innovate the
patterns that we have developed. These are the following: Content Reflection, Process Reflection, and
Premise Reflection
CONTENT REFLECTION
THIS FOCUSES ON THE DESCRIPTION OF THE SITUATION. IT
1 ANSWERS THE QUESTION “WHAT.” THIS GIVES US MORE

INFORMATION AND DETAILS ABOUT THE ISSUE AT HAND.
PROCESS REFLECTION
THIS FOCUSES ON THE WAYS AND METHODS UESD TO
2
ANSWER THE ISSUE. IT ANSWERS THE QUESTIONS “HOW.”
IT INVOLVES WHAT ONE DID IN ORDER TO REACH AT A
SOLUTION TO THE EXISTING PROBLEM.
PREMISE REFLECTION
THIS CHALLENGES THE RELEVANCE OF THE PROBLEM
3
ITSELF. IT ANSWERS THE QUESTION, “WHY.” ONE MIGHT
ASK, WHY IS THE PROBLEM RELEVANT OR IMPORTANT?
THIS PINS DOWN TO THE BELIEFS AND VALUES THAT
MOTIVATES THE PROBLEM OR ISSUE.

Types of Critical Reflection

Content Reflection Process Reflection Premise Reflection
Description Focuses on What Focuses on How Focuses on Why
 Restate problem  Map actions and reactions of  Inquire about relevance of
 Identify key issues steps and approaches used problem: “Why is this
 Summarize major to implement strategy issue relevant to what I
points  Explore how the problem do?”
 State indicators of emerged/grew/shifted  “Is this my concern?”

trends and patterns  Map and discuss step-by-  “How else could this be
 Identify factors step actions, reactions, and seen framed (or seen)”
Approaches
 Confirm data responses.  “Is the key concept a valid
 Validate data  Discuss progression and concept?”

sequence,  Challenge assumptions,
 Verify sources
 Discuss scope, impact, and beliefs, and values
influence underlying key problem
 Discuss relevance and
reliability of indicators

MODULE ACTIVITY
1. Divide the class into four groups.
2. In your group, try to think about one problem/issue/ concern that students your age would most
likely experience.
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3. Talk about it and solve the issue through the processes of critical reflection. Use the matrix above
to help you along the way. Write your solution/s.
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4. Finally, present this in class for big group discussion.

CLOSURE
Journal Writing
1. Try to remember 1 big decision you made that had a great impact in your life. How did you reflect and
came up with a decision?
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Name:_______________________________________________________Date: _____________________
Program: ____________________________________________________Section: ___________________
WEEK 10:
DEVELOPING MANAGERIAL SKILLS AND ORGANIZATION
INTRODUCTION
What Are Managerial Skills?

Simply, managerial skills are the knowledge and ability of the individuals in a managerial position to fulfill
some specific management activities or tasks. This knowledge and ability can be learned and practiced.
However, they also can be acquired through practical implementation of required activities and tasks.
Therefore, you can develop each skill through learning and practical experience as a manager.
There are many definitions of skills that talk about talent. Talent is something personal related to an
individual and shows a natural gift from nature about something inside that talented person. All persons
cannot be artists. Usually, artists are born with the gift of art, but despite their talent, they continue to
develop their talent to improve their art skills.
LEARNING OUTCOMES


1. Differentiate the types of managerial skills
2. Evaluate what managerial skills one have
MODULE LESSON
When we talk about managerial skills, we talk about skills of a manager to maintain high efficiency in the
way how his or her employees complete their everyday working tasks. Because of that, managers will need
skills that will help them to manage people and technology to ensure an effective and efficient realization of
their working duties.
Three Types of Managerial Skills

Robert Katz identifies three types of skills that are essential for a successful management process:
 Technical skills,
 Conceptual skills and
 Human or interpersonal management skills.
Technical Skills as One Part of Management Skills

As the name of these skills tells us, they give the manager’s knowledge and ability to use different
techniques to achieve what they want to achieve. Technical skills are not related only for machines,
production tools or other equipment, but also, they are skills that will be required to increase sales, design
different types of products and services, market the products and services, etc.
For example, let’s take an individual who works in the sales department and has highly developed
sales skills achieved through education and experience in his department or the same departments in
different organizations. Because of these skills that he possesses, this person can be a perfect solution to
become a sales manager. This is the best solution because he has excellent technical skills related to the
sales department.
On the other hand, the person who becomes sales manager will start to build his next type of
required skills. It is because if his task until now was only to work with the customers as a sales
representative, now he will need to work with employees in the sales department in addition to the work with
customers.

Technical skills are most important for the first-level managers. When it comes to the top
managers, these skills are not something with high significance level. As we go through a hierarchy from the
bottom to higher levels, the technical skills lose their importance.
Conceptual Skills
Conceptual skills present knowledge or ability of a manager for more abstract thinking. That means
he can easily see the whole through analysis and diagnosis of different states. In such a way they
can predict the future of the business or department as a whole.
Why managers need these skills?
As a first, a company includes more business elements or functions as selling, marketing, finance,
production, etc. All these business elements have different goals even completely opposed goals. Think
about marketing and production as a business function and their specific goals. You’ll see the essential
difference. The conceptual skills will help managers to look outside their department’s goals. So, they will
make decisions that will satisfy overall business goals.
Conceptual skills are vital for top managers, less critical for mid-level managers, and not required
for first-level managers. As we go from a bottom of the managerial hierarchy to the top, the importance of
these skills will rise.
Human or Interpersonal Managerial Skills

Human or interpersonal management skills present a manager’s knowledge and ability to work with
people. One of the most critical management tasks is to work with people. Without people, there will not be
a need for the existence of management and managers.
These skills will enable managers to become leaders and motivate employees for better
accomplishments. Also, they will help them to make more effective use of human potential in the company.
Simply, they are the essential skills for managers.
Interpersonal management skills are essential for all hierarchical levels in the company.
Are There More Management Skills?
These are the three necessary skills required for successful management as a process. Some
authors also mention other skills related to management skills. But, when I think about, they are simply part
of these three types of primary skills.
Let’s take an example of controlling skills. The controlling can’t be a skill, but rather a process, or
one of the managerial functions. Managers are controlling their employees through their interpersonal

managerial skills that we already described. Other additional skills that I find in theory are decision-making
skills. Again, decision making is a process and not the skill. When we have conceptual skills, we will make a
better decision. Furthermore, when we have technical skills, we will make a better technical decision. I think
that the primary skills all managers will need are skills explained as technical, conceptual, and interpersonal
managerial skills.
In the end, I want to note something about managerial skills and business potential energy. Better
management skills in your company will produce more considerable business potential energy. So, these
three types of skills are in the category of business elements that can increase your business potential
energy.
MODULE ACTIVITY 1
Make an illustration or a drawing of a good manager. You may include all the skills and values you want a
good manager to possess.

PROCESSING: You may want to share to the group the reasons why a good manager should exactly be
what you have drawn or illustrated.
MODULE ACTIVITY 2
At least one scenario in each skill, as explained above, that highlights the potentials of a good
manager.
Technical Skills:
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Conceptual Skills:
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Human or Interpersonal Skills:
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CLOSURE
Journal Writing
1. What managerial skill do you think is most important on being a successful student? Justify your answer.
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Name:_______________________________________________________Date: _____________________
Program: ____________________________________________________Section: ___________________
WEEK 11
DEVELOPING MANAGERIAL SKILLS AND ORGANIZATION: “MOTIVATING MY TEAM”
INTRODUCTION
Motivation is the external/extrinsic or internal/intrinsic reason we take action on a particular task.

External motivation often shows up in the form of a reward, such as money, fame, grades, or praise. Internal
motivation is driven by our innate psychological needs: competence, autonomy, and psychological
relatedness. Basically, this means we like to feel we are good at something, are making a difference and
enjoy being self-directed and connected to others. It's for this reason I struggle with the title "motivational
speaker. You may inspire me to be motivated if you pay me to listen to you, but you can’t internally motivate
me for the long term.
LEARNING OUTCOMES
1) Justify the importance of motivation in achieving your team’s objectives;

2) Demonstrate how to work with the different temperament of your members to achieve effective
teamwork; and
3) Create ways on how to motivate your team
MODULE LESSON
How To Motivate Your Team
So how does this relate to you motivating your team? Regularly in my work, I’m asked, “What can I do to
motivate my team?” Well, you can’t, but you can inspire them to self-motivate. How?
1. Connect with their core values.

By identifying what’s important to them and what their core values are, your people will have a better
understanding of how to motivate themselves in their role because they’re better able to connect what
they’re doing to their internal self. When something — a project, specific task, conversation, whatever —
aligns with one’s core values, this acts as a catalyst for further motivation.
2. Provide clarity on everyone’s expectations.

As the leader, it’s important to not get caught up with “everyone should be able to do everything” thoughts.
Rather, approach projects with the mindset of how to utilize each person’s skills, along with their values, so
your team can meet deadlines while providing quality work and results. From there, it’s about assigning
specific tasks and offering clarity and support accordingly. One question you should ask your team as you
begin a new project is, “What would motivate you to focus on the end goal of this project?” This helps you
get clear on what values your individual team members need met to find their self-motivation within the
project.
3. Support them to self-manage.

By understanding the individuals on your team, you’re better equipped to support them in their own self-
management, recognizing what they’ll need along the way to stay motivated on specific projects and
individual responsibilities. By offering support rather than telling them to get motivated, you add humanity
back into your projects because you consider the person behind the work and what it will take for the person
to complete the work rather than just the work itself.
4. Chat with them regularly to answer any questions or concerns they have.
Get to know your people, both one-on-one and as a group. Encourage your team to communicate so you
are the one listening and they are asking questions, not vice versa.
Conversations should center on what inspires individuals, particularly as it relates to their roles. In having
these dialogues, you encourage more creativity within your team, removing limitations around what one can
and cannot do. This will help them come together as a team as they get to understand each other’s
motivators along with seeing what each person is good at.
A side benefit from getting to know everyone’s individual motivators and values together is that healthy
teams can then inspire each other to find their self-motivation and hold each other accountable. No longer
will you be the sole individual trying to motivate a group of people. Now, you’ll be a leader who creates an
environment that empowers your team and inspires them to do the same for each other.
Accidentally De-Motivating Your Team
What’s interesting is that research shows that if you increase the reward for something a person already
enjoys doing, it lessens their desire or motivation. This may seem the opposite of what you’d expect, but it’s
important to know so you don’t accidentally de-motivate an already motivated individual. So, if someone on
your team naturally enjoys a specific task because they are internally rewarded by a sense of self-
accomplishment, giving them an external reward may demotivate them.
Therefore, it’s important to communicate with your people and learn what their individual motivators and
core values are. We are all unique individuals, and this is one of those times where we need to
acknowledge that.
Ultimately, the question isn’t about how to motivate your team — because you can’t. The question is what
you need to do to inspire your team to self-motivate. Getting to know them is a great place to start.

MODULE ACTIVITY
1) Go to your class groups, (if you still don’t have one, your teacher will divide the class into four
groups.)
2) Discuss the following in your group:
a. Circumstances or situations that encourages you to work in a team. You may want to start
with this phrase: I feel motivated to work in a group when…
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b. Circumstances or situations that discourages you to work in a team. You may want to start
with this phrase: I feel discouraged in working in a group when…
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3) One of your group members will try to gather this information into a sheet of paper and share this in
front of the class after your break out session.

4) During class presentation, another group will try to analyze your group’s data and would suggest
activities/strategies that would increase their motivation. Write their comments and suggestions.
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CLOSURE
Journal Writing
1. Do you consider your parents as your motivation? What action/s of your parents really motivates you in
attaining your student goal?
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Name:_______________________________________________________Date: _____________________
Program: ____________________________________________________Section: ___________________
WEEK 12
MODULE ACTIVITY
Students are given an activity integrating the topics from week 7 – 11. This will serve as their midterm
examination.



Name:_______________________________________________________Date: _____________________
Program: ____________________________________________________Section: ___________________
WEEK 13
DEVELOPING PEACEFUL CO-EXISTENCE: “RELIGIOUS SENSITIVITY”
INTRODUCTION
Religious sensitivity refers to very meticulous observation of religious principles in one’s personal
life first, and then being exceedingly sensitive about the religious practices of one’s family members, close
environment, and other people willing to benefit from his or her spiritual guidance. In other words, religious
sensitivity means living with the fervor and enthusiasm as expressed by a saintly figure: “If only all people in
the world loved the One I love; if only all of our words would be a narrative of the Beloved One” (Yahya of
Taşlıca).
This module will introduce us that even if we belong to different religious denominations, peace is
attainable.

LEARNING OUTCOMES
At the end of the module, the students can:
1) Recognize the dynamism of religious tolerance and its possibility in the modern world.
2) Create an artistic expression of advocating for religious tolerance in society.
MODULE LESSON
Religious Tolerance – in many philosophical circles is now known as the “New Tolerance.” This is
the politically correct position that all beliefs and life styles should be accepted no matter how illogical or
misguided. It seems that the only exception to New Tolerance is Christianity, because of its so-called
“exclusive” nature. The biblical and traditional position of tolerance in Christianity is to be tolerant of all
people and religious beliefs, but intolerant of sin. Webster defines tolerance as “to recognize and respect
(other’s beliefs, practices, etc.) without sharing them,” and “to bear or put up with (someone or something
not especially liked).” This attitude is basically what Paul expressed in 1 Corinthians 13:7 when he said that
love “always perseveres.”
Religious extremism, fundamentalism, violence and terrorism can be found around the world in
worrisome supply. Although it must be noted that the mass media over-report on extremism because the
content sells well. The phrase "religious extremism" describes faith-based actions that are deliberate
attempts to cause harm to other people. It includes violent religious movements, routine asceticism that is
extreme enough to cause medical concern and beliefs that cause harm through denial of medicine or mental
harm through abusive family behaviors. Religious tolerance, multiculturalism and equality are the particular
targets of extremists. Their own religion provides guidance that trumps any secular law or any concept of
human rights.
Although all mass movements breed the occasional extremist, the horrific specters of oppression
and violent coercion have resulted mostly from Abrahamic monotheistic religions such as Judaism,
Christianity (mostly in the past) and Islam (particularly prone to it at present), and to a lesser extent from

other traditional religions such as Hinduism, especially as a result of battles against multiculturalism. Even
Buddhism has sometimes been the source of violent extremists acting in the name of their religion. Most
justifications for religious extremism are fundamentalist in nature, based squarely on religious doctrine,
strictly interpreted. The declining strength of religion in the face of secularization means there are fewer
middle-ground religionists to rein in extremists. Although many national governments are involved in
"fighting" extremism, very few succeed in making direct progress. The best way to avoid "home grown"
extremists is to improve education, access to education, job security and family stability.
Effects of Religious Extremism
Like it or not, religion is an efficient way to control the general population. While on one hand
religion’s intent is good and noble encouraging compassionate actions rather than violent regardless of
religion. One cannot deny the good that a religion has brought to a community.
However, under the wrong guidance it could cause irreparable harm both to its followers and those
on the receiving end of the discrimination. as surely as religion can unite people for the greater good, it can
also unite people for the wrong things and this is what we see time and time again from terrorist Buddhist
monks in Myanmar and, most recently, ISIS.
The main problem is that people in general are followers, they seek to follow what they believe is
right however not everyone derives for themselves what they believe is right but merely adopt what they see
around them and thus when an individual who is outspoken and aggressive in his notion, it is inevitable that
people might integrate the violent rhetoric as their own beliefs hence bringing forth extremism.

Module Activity
Instructions:
Human Sculpture
1. Break down into your groups.

2. The Team Leader will appoint a “sculptor” that will try to arrange the class into a tableau that
will symbolize your team’s message of peace amongst peoples of different religious
denominations.
3. The team leader and the sculptor will be given 5 minutes to talk about their idea on the
tableau.
4. The team will be given 10 minutes to create their work.
5. The members are not allowed to move or to talk during the activity.
6. Only the sculptor will direct and move the team to create their desired formation.
7. After which, the sculptor will explain the meaning of the tableau in class.
8. The team may take a picture of the tableau for documentation.

CLOSURE
Journal Writing
1. Do you consider your parents as your motivation? What action/s of your parents really motivates you in
attaining your student goal?
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Name:_______________________________________________________Date: _____________________
Program: ____________________________________________________Section: ___________________
WEEK 14
DEVELOPING PEACEFUL CO-EXISTENCE: GENDER TOLERANCE
INTRODUCTION
Today, we will not be having lectures or information inputs but an activity that will help us
understand the other half of humanity -- the other gender. Men and women have continuously lived, for the
entire existence of humanity, on each other’s arms or on each other’s edges. There have been clichés too
that these genders would actually put each other on two different parts of the galaxy such as men are from
Mars and women, from Venus. However, let us not highlight the differences between gender today but keep
an open mind in understanding (hopefully) the other gender.

LEARNING OUTCOMES

1) Identify the different activities that various gender groups do.
2) Justify why the other gender prioritizes such activities and your own gender group does not.
3) Reflect on your ways in giving equal opportunities and respect to the other gender.

MODULE ACTIVITY
Gender Calendar
Activities
12:00AM-1:00AM
1:00AM-2:00AM
2:00AM-3:00AM
3:00AM-4:00AM
4:00AM-5:00AM
5:00AM-6:00AM
6:00AM-7:00AM
7:00AM-8:00AM
9:00AM-10:00AM
10:00AM-11:00AM
11:00AM-12:00NN
12:00NN-1:00PM
1:00PM-2:00PM
2:00PM-3:00PM
3:00PM-4:00PM
4:00PM-5:00PM
5:00PM-6:00PM
6:00PM-7:00PM
7:00PM-8:00PM
8:00PM-9:00PM
9:00PM-10:00PM
11:00PM-12:00AM
Write down the different activities that you do in the hours given below.

After writing the activity, the class will be grouped by gender. Each group will be collating their answers and
will try to write these down on a manila paper or on the board. Each of the group will be presenting their
answers to the class and would proceed to the next page.
Processing of the Activity
1) How many hours do you spend in productive work?

2) How many hours do you spend in recreational activities?
3) How many hours do you spend time with your family?
4) How many hours do you spend time with your friends?
5) How many hours do you spend time resting?
Do you think men are more productive than women or the reverse? Why?
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What did you learn from this activity?
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In the given activity above, please write down your insights on how you will show respect and concern for
the other gender.
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CLOSURE
Journal Writing
1. What do you think is the main difference in the activities of different gender groups?
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Name:_______________________________________________________Date: _____________________
Program: ____________________________________________________Section: ___________________
WEEK 15
DEVELOPING PEACEFUL CO-EXISTENCE: “CULTURAL SENSITIVITY AND TOLERANCE”
INTRODUCTION
Cultural sensitivity is being aware that cultural differences and similarities between people
exist without assigning them a value – positive or negative, better or worse, right or wrong. It simply
means that you are aware that people are not all the same and that you recognize that your culture
is no better than any other culture. A challenge, if you ask me, for members of dominant cultures.
In life and work environments we frequently face situations where there is a dominant and
a secondary culture. For instance, in the U.S. the European American is the dominant culture
whereas Hispanic, African American and Chinese cultures are all secondary.
Cultural sensitivity implies that both groups understand and respect each other’s
characteristics. This is always a challenge, and even more so in large corporations where the
dominant culture is the one that employees are expected to adopt.
LEARNING OUTCOMES
1) Justify the importance of cultural sensitivity in creating a culture of peace.
2) Plan the necessary actions that you need to sacrifice to achieve the culture of peace.
3) Value the differences of other cultures that make his world a better place.

MODULE LESSON
Many years ago, Milton Benett developed a solid framework to understand the various

stages of cultural sensitivity (or as he calls it “intercultural sensitivity”) that a person may
experience. He argues that as people become more and more culturally sensitive, they progress
from having an ethnocentric orientation to a more ethno-relative worldview.
In Bennett’s words, “In general, the more ethnocentric orientations can be seen as ways of
difference, either by denying its existence, by raising defenses against it, or by minimizing its
importance. The more ethno-relative worldviews are ways of seeking cultural difference, either by
accepting its importance, by adapting perspective to take it into account, or by integrating the
whole concept into a definition of identity.” avoiding cultural
Let’s look at the meaning of each one of these stages.
Ethnocentric stages of intercultural sensitivity: These three stages are: Denial, Defense

and Minimization.
Denial: At this stage of cultural sensitivity, people don’t recognize cultural differences and
experiences. They believe their culture is the only “real” one and they tend to interact in
homogenous groups and to stereotype everyone else. Example: People who say, “We are all the
same and I don’t understand why we have to learn about the different groups in the company. Why
don’t they just learn how we do things in America?”
Defense: At the defense stage of cultural sensitivity, people recognize some differences,
but see them as negative because they assume their culture is the most evolved, the best one.
Example: People who say, “In Latin America, you can’t just get to the point and talk business. They
want to tell you their life story. I don’t understand why they can’t just learn to be more direct and
save everybody time.”
Minimization: Individuals at this stage of cultural sensitivity are unaware that they are
projecting their own cultural values. They see their own values as superior. They think that the
mere awareness of cultural differences is enough. These people think we are all the same because

we are more similar than different and, in the end, we all have similar physical, biological,
psychological needs etc. They think they are wonderful because they see people as people but
they are actually denying the influence of culture in every person’s experience. Example:
Statements such as, “In the end, we all want to be liked,” or, “We are all people.”
Ethno-relative stages of intercultural sensitivity: The three ethno-relative stages of

intercultural sensitivity are: Acceptance, Adaptation and Integration. Let’s see what they look like.
Acceptance: At this stage of cultural sensitivity people can shift perspectives to understand
that the same “ordinary” behavior can have different meanings in different cultures. They can
identify how experiences are influenced by one’s culture. They may not agree or even like the
differences they observe but they are interested in finding out and learning about another culture.
Example: People who approach others with genuine interest and curiosity about how they
experience the same situations. They ask questions such as, “How do Dominicans do it?” or,
“What would your family do in a situation like this?”
Adaptation: Individuals who are at this stage of cultural sensitivity become more competent
in their ability to communicate with other cultures. They can evaluate other people’s behavior from
these people’s frame of reference and can adapt behavior to fit the norms of a different culture.
Example: People who seamlessly interact with others from different cultures by following the norms
of that culture. They feel that they can respect their own values while adapting to the values of
other cultures they interact with. They use empathy effectively. For instance, people who bow at
the right time when interacting with Japanese clients or naturally expect their Mexican guests forty-
five minutes after the scheduled start time of a party.
Integration: People who are at this stage of cultural sensitivity can shift easily from one
cultural frame of reference to another. They develop empathy for other cultures. People who are
equally comfortable with one culture or another. Example: This stage is easy to see with perfectly
bilingual/bicultural individuals who almost change their personality when they interact with one
group (their family, for instance) or another (their Anglo co-workers, for instance) but they are
equally genuine in both situations.
How far should you expect your team to go regarding their own cultural sensitivity?

Part of answering the question of what cultural sensitivity is, is to realize that one of the
main purposes of becoming more culturally competent is to become more effective in your
relationships with colleagues, customers and suppliers. Don’t expect for people to change their
worldviews overnight or after a workshop or even an intensive program. It is the cohesive
introduction of opportunities for interaction with different cultures, training in the practice of
empathy, and practical exposure to the way different cultures experience a similar situation that will
produce more sustainable results.

MODULE ACTIVITY
1) Write the Capital Letter I on the next page.
2) Decorate it by drawing or coloring it with pictures that would symbolize their personalities
and make it beautiful.
3) You will be going to your groups to explain what you have drawn to make the “I” beautiful.
4) After explaining, you must tear your papers into small pieces and throw them in the trash
can.
5) Answer the following questions at the back of this page.
Draw your “I” here


CLOSURE
Journal Writing
What is the point of the activity or the significance of the act that they did in cultural sensitivity and
tolerance?
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Why do we need to leave behind or put aside our “I’s” or “Ego’s” in creating a culturally sensitive
society?
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What did you feel about the activity?
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Name:_______________________________________________________Date: _____________________
Program: ____________________________________________________Section: ___________________
WEEK 16
DEVELOPING EMPATHY – UNDERSTANDING EMPATHY
INTRODUCTION
In the 19th century, Charles Dickens counted on producing an empathetic response in his readers
strong enough to make them buy the next newspaper installment of each novel. Today, when reading a
novel such as A Tale of Two Cities, only the most hard-hearted reader could fail to feel empathy for Sidney
Carton as he approaches the guillotine. One who empathizes suffers along with the one who feels the
sensations directly. Empathy is similar to sympathy, but empathy usually suggests stronger, instinctive
feeling. Therefore, a person who feels sympathy, or pity, for victims of a war in Asia may feel empathy for a
close friend going through the much smaller disaster of a divorce.
LEARNING OUTCOMES
1. Define Empathy
2. Differentiate Empathy from Sympathy
3. Evaluate one’s actions by showing Empathy to others

MODULE LESSON
WHAT IS EMPATHY?
Empathy is the action of understanding, being aware of, being sensitive to, and vicariously experiencing the
feelings, thoughts, and experience of another of either the past or present without having the feelings,
thoughts, and experience fully communicated in an objectively explicit manner also: the capacity for this
Empathy is the imaginative projection of a subjective state into an object so that the object appears to be
infused with it.
WHAT IS THE DIFFERENCE BETWEEN EMPATHY AND SYMPATHY?

Sympathy and Empathy are closely related words, bound by shared origins and the similar
circumstances in which each is applicable, yet they are not synonymous. For one thing, sympathy is
considerably older than empathy, having existed in our language for several hundred years before its
cousin was introduced and its greater age is reflected in a wider breadth of meaning. Sympathy may
refer to "feelings of loyalty" or "unity or harmony in action or effect," meanings not shared by empathy.
In the contexts where the two words do overlap, sympathy implies sharing (or having the capacity to
share) the feelings of another, while empathy tends to be used to mean imagining, or having the
capacity to imagine, feelings that one does not actually have.
Empathy is the experience of understanding another person's thoughts, feelings, and condition from his or
her point of view, rather than from one's own. Empathy facilitates prosocial or helping behaviors that come
from within, rather than being forced, so that people behave in a more compassionate manner. Although
there may be individual differences in empathy based on genetic differences, research suggests it is
possible to boost the capacity for empathic understanding.
Empathy refers to the ability to relate to another person’s pain vicariously, as if one has experienced that
pain themselves:
For instance, people who are highly egoistic and presumably lacking in empathy keep their own
welfare paramount in making moral decisions like how or whether to help the poor.
Daniel Goleman, The New York Times, 28 Mar. 1989
TYPES OF EMPATHY

Psychologists Daniel Goleman and Paul Ekman break down the concept of empathy into the following three
categories.
Cognitive empathy is the ability to understand how a person feels and what they might be thinking.
Cognitive empathy makes us better communicators, because it helps us relay information in a way that best
reaches the other person.
Emotional empathy (also known as affective empathy) is the ability to share the feelings of another person.
Some have described it as "your pain in my heart." This type of empathy helps you build emotional
connections with others.
Compassionate empathy (also known as empathic concern) goes beyond simply understanding others and
sharing their feelings: it actually moves us to take action, to help however, we can.
To illustrate how these three branches of empathy work together, imagine that a friend has recently lost a
close family member. Your natural reaction may be sympathy, a feeling of pity, or sorrow. Sympathy may
move you to express condolences or to send a card--and your friend may appreciate these actions but
showing empathy takes more time and effort. It begins with cognitive empathy: imagining what the person is
going through. Whom did they lose? How close were they to this person? Besides feelings of pain and loss,
how will their life now change?
Emotional empathy will help you not only understand your friend's feelings, but also share them somehow.
You try to connect with something in yourself that knows the feeling of deep sorrow and emotional pain. You
might remember how it felt when you lost someone close, or imagine how you would feel if you have not
had that experience.
Compassionate empathy moves you to take action. You might provide a meal, so your friend does not need
to worry about cooking. You could offer to help make necessary phone calls or do some chores around the
house. Maybe you could go over to help keep them company; or, if they need to be alone, you could pick up
the children and watch them for a while.
This is just one example of how empathy works, but every day will bring new opportunities to develop this
trait. In fact, every interaction you share with another person is a chance to see things from a different
perspective, to share their feelings, and to help.

MODULE ACTIVITY
If I were the person
1) Group the class into seven.

2) Each Group will be given a scenario by the professor written in a sheet of paper.
3) The leader of the group will read aloud to the group the scenario
4) Then each member will Share, If I were the person (Member Sharing) starting from the leader.
Write what you shared.
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5) Then other members may share their thoughts about the scenario and may give feedback about
the member’s Thoughts. Write the feedback/s of your classmates.
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6) After the activity, write a reflection about how you felt about it.
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CLOSURE
Journal Writing
1. How do you think you’ll be able to improve your empathic skills?

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Name:_______________________________________________________Date: _____________________
Program: ____________________________________________________Section: ___________________
WEEK 17
DEVELOPING EMPATHY: EMPATHIC LISTENING
INTRODUCTION
In this module, students will be able to learn how to do empathic listening and how to improve their
current level. This module will also teach why listening to others is important in different ways.
LEARNING OUTCOMES
1) Describe the importance of empathic listening
2) Value the other person’s context by listening emphatically
3) Listen empathically to your classmates

MODULE LESSON
Empathic listening (also called active listening or reflective listening) is a way of listening and
responding to another person that improves mutual understanding and trust. It is an essential skill for third
parties and disputants alike, as it enables the listener to receive and accurately interpret the speaker's
message, and then provide an appropriate response. The response is an integral part of the listening
process and can be critical to the success of a negotiation or mediation. Among its benefits, empathic
listening builds trust and respect, enables the disputants to release their emotions, reduces tensions,
encourages the surfacing of information, and creates a safe environment that is conducive to collaborative
problem solving.
Though useful for everyone involved in a conflict, the ability and willingness to listen with empathy
is often what sets the mediator apart from others involved in the conflict. Even when the conflict is not
resolved during mediation, the listening process can have a profound impact on the parties. Jonathon
Chace, associate director of the U.S. Community Relations Service, recalls a highly charged community
race-related conflict he responded to more than 30 years ago when he was a mediator in the agency's Mid-
Atlantic office. It involved the construction of a highway that would physically divide a community centered
around a public housing project. After weeks of protest activity, the parties agreed to mediation. In the end,
the public officials prevailed and the aggrieved community got little relief. When the final session ended, the
leader of the community organization bolted across the floor, clasped the mediator's hand and thanked him
for being "different from the others."
How to Listen with Empathy
Empathy is the ability to project oneself into the personality of another person in order to better
understand that person's emotions or feelings. Through empathic listening the listener lets the speaker
know, "I understand your problem and how you feel about it, I am interested in what you are saying and I am
not judging you." The listener unmistakably conveys this message through words and non-verbal behaviors,
including body language. In so doing, the listener encourages the speaker to fully express herself or himself
free of interruption, criticism or being told what to do. It is neither advisable nor necessary for a mediator to
agree with the speaker, even when asked to do so. It is usually sufficient to let the speaker know, "I
understand you and I am interested in being a resource to help you resolve this problem."

While this article focuses on mediation, it should be apparent that empathic listening is a core skill
that will strengthen the interpersonal effectiveness of individuals in many aspects of their professional and
personal lives. Parties to unassisted negotiations -- those that do not involve a mediator -- can often function
as their own mediator and increase their negotiating effectiveness using empathy. Through the use of skilled
listening these "mediational negotiators" can control the negotiation by their: willingness to let the other
parties dominate the discussion, attentiveness to what is being said, care not to interrupt, use of open-
ended questions, sensitivity to the emotions being expressed, and ability to reflect back to the other party
the substance and feelings being expressed.
The power of empathic listening in volatile settings is reflected in Madelyn Burley-Allen's

description of the skilled listener. "When you listen well," Burley-Allen says, "you: acknowledge the speaker,
increase the speaker's self-esteem and confidence, tell the speaker, "You are important" and "I am not
judging you," gain the speaker's cooperation, reduce stress and tension, build teamwork, gain trust, elicit
openness, gain a sharing of ideas and thoughts, and
obtain more valid information about the speakers and the subject."
Guidelines for Empathic Listening

Madelyn Burley-Allen offers these guidelines for empathic listening:
Be attentive. Be interested. Be alert and not distracted. Create a positive atmosphere through
nonverbal behavior. Be a sounding board -- allow the speaker to bounce ideas and feelings off you while
assuming a nonjudgmental, non-critical manner. Don't ask a lot of questions. They can give the impression
you are "grilling" the speaker. Act like a mirror -- reflect back what you think the speaker is saying and
feeling. Don't discount the speaker's feelings by using stock phrases like "It's not that bad," or "You'll feel
better tomorrow." Don't let the speaker "hook" you. This can happen if you get angry or upset, allow yourself
to get involved in an argument, or pass judgment on the other person. Indicate you are listening by
Providing brief, noncommittal acknowledging responses, e.g., "Uh-huh," "I see." Giving nonverbal
acknowledgements, e.g., head nodding, facial expressions matching the speaker, open and relaxed body
expression, eye contact. Invitations to say more, e.g., "Tell me about it," "I'd like to hear about that." Follow
good listening "ground rules:" Don't interrupt. Don't change the subject or move in a new direction. Don't
rehearse in your own head. Don't interrogate. Don't teach. Don't give advice. Do reflect back to the speaker
what you understand and how you think the speaker feels.
The ability to listen with empathy may be the most important attribute of interveners who succeed
in gaining the trust and cooperation of parties to intractable conflicts and other disputes with high emotional
content. Among its other advantages, as Burley-Allen points out, empathic listening has empowering

qualities. Providing an opportunity for people to talk through their problem may clarify their thinking as well
as provide a necessary emotional release.
MODULE ACTIVITY
1) This activity is done in pairs.

2) Each person is given 5 minutes to talk about a pressing concern to his/her partner.
3) While the other person talking, the partner should emphatically listen to the other.
4) After 5 minutes have passed, you will be switching roles.
5) After the activity, write a reflection about how you felt about someone listening to your concerns
and about emphatically listening to the other.
What did you realize when you were the one listening to your classmates concerns?
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What did you realize when you were the sharing your concerns, knowing that there is someone
listening to you?
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CLOSURE
Journal Writing
1. Why is it important to listen and understand the feeling of the one sharing concerns?
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Name:______________________________________________________Date: _____________________
Program: ____________________________________________________Section: ___________________
WEEK 18
MODULE ACTIVITY
Students are given an activity integrating the topics from week 13 – 17. This will serve as their final
examination.

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OUR LADY OF FATIMA UNIVERSITY

OUR LADY OF FATIMA UNIVERSITY

VERITAS ET MISERICORDIA – DISCOVERING OTHERS

WEEK 1: ORIENTATION WEEK

VERITAS ET MISERICORDIA 113 – DISCOVERING OTHERS

The University aims to:

Commit itself to the service of society through quality education;

Develop the capabilities of individuals in order to maximize their potentials;

Inculcate social awareness through community outreach programs,

VERITAS ET MISERICORDIA 113 – DISCOVERING OTHERS

INSTITUTIONAL CORE VALUES

A - ASPIRES to do his best

C - is CREDIBLE and COMPASSIONATE

H - is HARD-WORKING and HONORABLE

I - is an INSPIRATION to others

E - is EFFICIENTLY ENTREPRENEURIAL and EMPLOYABLE

E - is ETHICAL and has EXCELLENT WORK HABITS

Veritas Et Misercordia 3 (VM211)

VERITAS ET MISERICORDIA 113 – DISCOVERING OTHERS

4. Developing Ethics: Moral Stages

6. Critical Thinking: My Different Thinking Types

11. Developing Peaceful Co-Existence: Religious Tolerance and Sensitivity

VERITAS ET MISERICORDIA 113 – DISCOVERING OTHERS

1. Thank you OLFU because.…

VERITAS ET MISERICORDIA 113 – DISCOVERING OTHERS

VERITAS ET MISERICORDIA 113 – DISCOVERING OTHERS

VERITAS ET MISERICORDIA 113 – DISCOVERING OTHERS

OUR LADY OF FATIMA UNIVERSITY

VERITAS ET MISERICORDIA – DISCOVERING OTHERS

1. Distinguish the four different mindsets to be an effective leader;

VERITAS ET MISERICORDIA 113 – DISCOVERING OTHERS

THE FOUR MINDSETS FOR EFFECTIVE LEADERSHIP

VERITAS ET MISERICORDIA 113 – DISCOVERING OTHERS

VERITAS ET MISERICORDIA 113 – DISCOVERING OTHERS

VERITAS ET MISERICORDIA 113 – DISCOVERING OTHERS

MINDSET RATING ACTION PLAN

VERITAS ET MISERICORDIA 113 – DISCOVERING OTHERS

1. What were you able to discover regarding your mindset as a leader?

VERITAS ET MISERICORDIA 113 – DISCOVERING OTHERS

VERITAS ET MISERICORDIA 113 – DISCOVERING OTHERS

OUR LADY OF FATIMA UNIVERSITY

VERITAS ET MISERICORDIA – DISCOVERING OTHERS

1. Define the different leadership styles;

VERITAS ET MISERICORDIA 113 – DISCOVERING OTHERS

Let us first define what leadership style means.

 How you deal with your teammates:

The Two Broad Categories of Leadership Styles ( More or Less):

VERITAS ET MISERICORDIA 113 – DISCOVERING OTHERS

Example leadership styles:

VERITAS ET MISERICORDIA 113 – DISCOVERING OTHERS

o The Cheerleader/Coach takes an indirect approach, motivating and encouraging the team

VERITAS ET MISERICORDIA 113 – DISCOVERING OTHERS

VERITAS ET MISERICORDIA 113 – DISCOVERING OTHERS

 One spot per person, no sharing

 A person cannot “jump over” their own teammate

 Only one person may move at a time

 What kind of leadership was there in the activity? __________________________________

 Did the leadership change in the activity?

 What kinds of leadership do you experience in your life?

VERITAS ET MISERICORDIA 113 – DISCOVERING OTHERS

 What kind of leadership do you most like? Why?

VERITAS ET MISERICORDIA 113 – DISCOVERING OTHERS

1. What is the importance of building the leader within you?