H u, Vv. vu. vil. IK. A. ACTIVITY and ANALYSIS (introduction) Flash the first and second slides of the _| In the previous activity, you were able to PowerPoint presentation (PPT No.9). _| identify what workplace values are an Unit of Competency: Demonstrate Work Values and Gender Sensitivity Level: NCI Module Title: Demonstrating Work Values and Gender Sensitivity Activity Tit Practicing My Work Values Learning Objectives: At the end of this activity, the trainees will be able to: 1, demonstrate work and gender values in various situations; and 2. observe positive work values. Methodology * Individual Reflection "Group activity: Role Play = Interactive Lecture Materials: permanent markers, masking tape/paste/glue, metacards, photocopies of Worksheet No. 9 Timeframe: 1.5 hours Processing the Learning Activity Drees Drea) important at the workplace. Now, we shall Iearn how we can practice these workplace values, Men and women emphasize entirely different values, as important in the workplace. We each bring our backgrounds, beliefs, values, talents and behavior standards to work. Thus, defining how we treat others and how we expect to be treated. What do you think are the priorities of a man? Of a woman? In this module, we will do a role play in demonstrating workplace values in various situations and identity the possible course Baie Competencies Document Ne: Ner Ted by Modu Tite: TESDA Women's Center Page 21 of Module 4 Demonstrating Work Revlon ¥ Values and Gender Sens[Bl ose srt rer amet of action from the different scenari ‘Ask the participants to group themselves ito three groups. Each group will be given a case study to role play. The groups must decide the characters for the story/case study (i.e., narrator, protagonist, antagonist, etc.). Each group will have to create their own storyline/script. They must also present their solution to the problem. The role play can be presented in English or Tagalog. Each group will be given 15 minutes to discuss and/or prepare for the presentation and 10 minutes for the role Play. Flash slide #3 of PPT No. 9. Case Study 1: Cris Lopez is a supervisor of a medium- sized computer parts company. He has several collectors, couriers and office staff who report to him every day. Mario, one of Mr. Lopez’ workers and close friends, said “I have a great job offer from Lighting Electrical Supply Company. But it all depends on a good recommendation from you, kumpadre.” Cris is faced with a dilemma as over the years Mario's performance has been poor. He has caught a number of errors which would have greatly cost the company. However, he has been very understanding as he and Mario are ‘kumpadres and he is the godfather of Mario's daughter. Cris has thought of replacing Mario but has been hesitant Discussion Questions: 1. Should friendship have a higher value than honesty? 2, Should Lopez have done something about Mario's work prior to being placed in this dilemma? Toile Competencies | Date Developed: ‘BocumneAT NB: NCI December 2011 Developed by: Ted by: Module Tite: TESDA Women’s Center Page 22 of Module 4 Demonstrating Work Reviion # Values and Gender SenstwvityQa What should Cris do? £8. cone serve ts Nemes CUrrremorne) Case Study 2: Louise is the head of the department of an electronics supply company in Makati. The company suffered huge losses because of the recent financial crisis One of Louise's staff, Merry had requested to be given a lighter workload or be re-assigned to another department as she has been experiencing pains in her stomach and the doctor advised her to take it easy at her work. Louise understands her situation but the ‘company is currently undertaking a huge project and cannot afford to give her a lighter load as they are understaffed. Merry is ata dilemma because she cannot afford to take a vacation without pay because she and her husband have no savings yet. What should Louise and Merry do? Discussion Questions: 1. Ifyou were the boss, what should you do in this kind of situation? 2. What options are available for Merry? Case Study 3: Irene is newly employed as a structural welder in a local welding company based in Batangas. She is one of the few female welders hired by the company. Asa female welder, Irene exerts more effort to fit in with the boys in the workplace. While, performing a routine welding, Irene dressed in standard welding clothes and equipments, felt someone squeeze her butt. She was Discussion Questions: 1. What will you do in this kind of situation? 2. Isthis happening? Why are such actions being condoned by society? Boe Comparencies Date Developed: Document Ne: Demonstrating Work Valves and Gender Senstiviy NCI December 2011 Developed by. Ted by Module Tie: TESDA Women's Center Page 23 of Module « Revlon ¥(9. cooae stv toners ners DUNE) surprised and immediately looked for the culprit who was her immediate boss. What should she do? Process the activity after all the groups have presented. Guide question for processing after the activity: What workplace values did you observe in each scenario/case study? B. ABSTRACTION (Synthesis) To synthesize the various inputs from the pai ipants, use the abstraction/synthesis questions shown below: What have you observed with the role plays being presented? ‘What work values arise from the three scenes? What have you appreciate from the activity presented? ‘What are your personal insights on the topic Practicing Work Values? Note: The facilitator will have to make a note of all the critical responses, inputs and insights of the participants/trainees which he/she can use in presenting the key learning points. Key Learning Points (Summary) After the participative analysis, you can now draw a general conclusion by referring to the key learning points presented below. You may want to highlight the substantive realizations of the participants. Use the remaining slides of PPT No. 9, starting from slide #4. 1, Be consistent in your small daily actions that reflect what you believe are right and wrong. For example, you would probably not consider taking a desk or a computer from your company, but you may consider taking home a calculator for your personal use. Small violations of your ethical code build up until you reach a point that you no longer know where to draw the line. This ultimately weakens your character and your moral resolve. Resist following the suggestions of co-workers to do something unethical to cheat the company in some small way. Become known as a person with a strong ethical character. Basic Competencies | Dale Develoned Document RS, NCI December 011 Developed by: ie by Module Tite: TESDA Women’s Center Page 24 of Module 4 Demanstratng Work Revion FO Valves ond Gender Sena{9 concer serve Yoners Mona . When you are mistaken, admit your mistake and do something about it. When you are strong enough to take responsibility for your own actions, you build a positive ethical and professional image. Develop skills in responding to people who ask you to act ways. For example, try these responses: inappropriate “I'm sorry I can’t do that because it violates company policy.” “Lwould like to help you, but it doesn’t feel right to me.” “I just wouldn't be comfortable doing that.” “I don’t see the issue that way.” “As | understand the situation that would not be fair.” ‘As you can see, itis best to avoid belittling the other person for making the suggestion. Emphasize the difference in the way you feel about the action rather than the way you feel about the person. You will have more positive influence on that other person by calmly stating your position rather than attacking his or her ideals. |. Truth. Truth is the grand simplifier. Relationships, in the long run and usually, in the short run-are greatly simplified, energized, and clarified when they exist in an atmosphere of truth. . Simplicity. The most profound solutions are simple. Self-esteem. All behavior derives from self-esteem. People may essentially have three main degrees of self-esteem: > To have a high self-esteem is to feel confidently capable for life, or, to feel able and worthy, or to feel right as a person. > To havea low self-esteem corresponds to not feeling ready for life, or to feeling wrong as a person. > To have a middle ground self-esteem is to waver between the two states above, that is, to feel able and useless, right and wrong as a person, and to show these incongruities in behavior, acting, at times, wisely, and at rashly others, thus reinforcing insecurity. C. APPLICATION In order to deepen the realization and learning of the trainees, distribute Worksheet No. 9. Baie Compcionce: | Date Developed: Document Ne. Nel December 211 Developed by: ied by Modi Tite: TESDA Women’s Center Page 25 ot Module 4 Work Revision # Volues ond Gender Sensiviy8. cxrcr serene rovers Hono! e Worksheet No. 9 HIGH OR LOW SELF-ESTEEM Name: Date: Direction: On the space provided, indicate whether the sentence describes a person with a HIGH SELF ESTEEM or a LOW SELF ESTEEM. rr car eam say SELF aay Para Poa feel dull, bored, tired and Tfeel alive to the degree I lifeless. wish to. [lack stamina and the Thave control over myself ability to stay the course and make optimal use of my and finish a job. capacities to think, feel sense and move. Tlack motivation and am Tm not a helpless victim. | often tempted to give up don’t blame. | influence my oe and say, “What's the use?” life in the direction I want. feel helpless, at the whim [feel the joy that comes of forces in the universe from realizing my potential. beyond me; | am a victim of luck, coincidence, the environment, the economy, the changing business climate and other people. [am unaware and don’t Tam aware of my thoughts really know who | am or and feelings and know what I am doing. what's going on with me and the impact I have on other people. Tdon’t know why 1 do some Tfeel competent to deal with things that get me into any situation confronting trouble and they don't me. seem to be what I really want. | feel insignificant, like [feel free to admit when | Tas Campotonciss | Dale Developed Dasament No ner December 201 Developed by: Taued by Morte te: TESDA Women's Canter Page 26of Module 4 Demonsirating Work Revison #00 e Valves ond Gender Sensi{© concer sense robert ora Trey ra a a Sai SELF- aa Pyiaa nobody, a person no one don’t know something, and I would be interested in. If can ask for help when it is didn’t go out of my way to appropriate. call attention to myself, no ‘one would notice me, and if I didn't show up for work, nobody would miss me. Tfeel incompetent. I don’t Tm comfortable letting know what I am doing. | am people know me well, since not a responsible person. 1 'm confident they will like cannot be relied on to doa me and I will gain friends. g00d job or make good decisions. Tam not a nice person. If Tfeel good when thelp people really knew me people. | take risks with well, they would reject me confidence. I'm neither immediately. Anyone who foolhardily nor knows me very long will overcautious. dislike me. Tblame other people and Tm not shattered by lack of circumstances for my bad support or not being liked. 1 feelings. am harsh and prefer being liked, but if demanding, so that I can am not, [ know I am still attribute my lack of likeable, popularity tomy “dedication ” to the job. Tam furious with myself Tcan follow directions when I miss a shot on the without resentment and handball or tennis court, as give directions without guilt if to tell observers, “I or fear of punishment. usually hit shots like that,” accept criticism and make but in fact, Ihave never hit positive use of it. a shot like that in my life. eee : ‘Source: TESDA Women’s Center Advocacy Kit. Four Modules. A Joint Effort by TESDA and JICA. pp.32-36 Boric Competences NCI Module Tie: Demonstrating Wort Values ond Gender Sena Date Developed Bocument Ne: December 2011 Developed ved By TESDA Women’s Center Page 27 of Module 4 Rovison ¥MODULE TITLE: Demonstrating Work Values and Gender Sensitivity GB = - Sse se Canacki Activity Title: Practicing My Work ValuesLearning Objectives 1. Demonstrate work and gender values in various situations; and 2. Observe positive work values. Canad Role Play (CASE STUDY) + Group yourselves into 3. + Designate characters for the story/case ‘study (i.e., narrator, protagonist, antagonist, etc.). + The role play can be presented in English or Tagalog. + You will be given 15 minutes to practice the script. + The presentation should be performed within 10 minutes.Canad KEY LEARNING POINTS Canad Key Learning Points 1. Be consistent in doing your daily actions that reflect what you ga. believe are right and wrong. 2. When you commit a mistake, admit your mistake and do something about it.Canad Key Learning Points 3. Respond appropriately to people who ask you to act in inappropriate ways. 4. Honesty is still the best policy. 5. Simplicity. The most profound solutions are simple. Canad All behavior derives from self-esteem. —People may essentially have three main degrees of self-esteem: ve me Leconfidently capable for life, or, to feel able and worth, or to feel right as a person. is to waver between the two states above, that is, to feel able and useless, right and wrong as a person, and to show these incongruities in behavior, acting, at times, wisely and rashly at others, thus reinforcing insecurity. Canad Low self esteem corresponds to not feeling ready for life, or to feeling wrong as a person. Self Esteem Lack of Self Esteem 2 Self confident + Arrogant 2 Feels worthy + Feols worthless, 2 Happy + Sad 2 Inner Peace + Inner Turmoit 2 Respectful + Lacks Respect 2 Can learn from mistakes * Cannot cope with mistakes 2 Takes calculated risks * Stays in comfort zones 2 Can hear criticism * Crumbles with criticism 2 Accepts and empowers * Critical of others others *+ Obstacles are barriers to 2 Obstacles a means to progress move forward * Confused & indecisive 2 Clear