A Leaders Values

Pia T. Manalastas
Quo Vadis?
A firm's social responsibilities are met by "individual human actors" (Wood, 1991: 699)
who manage in a changing environment that is full of choices. These actors look to the
firms leader to direct their choices. Thus, most corporations response to these social
responsibilities is largely molded by their leaders values. Leaders set the tone that
dictates their organizations aspirations, which now include embracing these new
demands and mobilizing people to meet them (Fernandez and Hogan, 2002).
The goal of this book is to present strong arguments that doing good, i.e., adopting CSR
as a corporate mantra, matters. As the other chapters of this book have shown, more and
more Filipino corporations are starting to take CSR seriously. While the concept of CSR
has been around for over 20 years, some forms of CSR have been practiced by a number
of forward-looking companies for over a hundred years. After all, Philippine business
has had to perform a number of functions that government has not able to deliver, such as
providing electricity to the community, building schools and roads, and even assuring
livelihood and health care services.
Why should corporations involve themselves in activities that are traditionally seen as the
governments responsibility? From an ethical viewpoint, involvement is mandatory. As
corporations are usually powerful and wealthy actors in society, they have a moral
obligation to act in ways that aid their less fortunate fellow citizens. From a more
pragmatic position, helping address global development issues means realizing the
billions of dollars worth of untapped business opportunities found at the bottom of the
pyramid, i.e., the four billion people living in poverty.
Over the years, the practice of CSR in the Philippines has evolved from giving (or
philanthropy), to other programs such as employee volunteerism, community relations
employee welfare programs, and community-based projects through the corporate

supported foundations or non-government organizations (NGOs). Today, CSR must be a

strategic imperative to ensure the corporations continued viability and societal
acceptance. However, firms should embark on CSR not only as a reactionary activity
(such as having to save its reputation when caught dumping waste into the river) but also
as part of a proactive measure to ensure the firms continued competitiveness and
viability (such as providing in-house day-care and pre-school facilities to attract and
retain the best and brightest working mothers).
It has also been established that it is no longer sufficient to measure success solely with
traditional metrics of profitability and efficiency. Todays progressive company must
gauge its performance using such measures as the cost or benefit of the companys goods
and services, how it treats its own employees and the environment, its record in
respecting human rights, its investment in local communities, its respect for indigenous
culture, and even its record in prompt bills payment. Using these multiple metrics can
help companies improve corporate standing or brand reputation, and, as some studies
have shown, drive financial success.
As this books final chapter, this author would like to present concrete steps on how to
truly integrate CSR into Philippine business and society. The thesis of this final chapter
is that the leaders values dictate the success or failure of any companys CSR; i.e.,
corporate CSR will only flourish with the will, initiative, and support of the companys
leader. This chapter traces the influences of values on a leaders motivation to champion
CSR in his/her organization. It takes a look at the effect of dominant Filipino values on
CSR and tries to explore the role of education, primarily graduate business education, in
ensuring that CSR is practiced well.
Reflections on Leadership
Bennis and Nanus (1985) interviewed 90 leaders from a variety of organizational
backgrounds in order to determine definitions of behaviors and characteristics common to
leaders. They encapsulate their findings in stating, "Managers are people who do things

right. Leaders are people who do the right thing." This concept is further elaborated in
terms of effectiveness versus efficiency. Leaders engage in "activities of vision and
judgment effectiveness", versus managers who engage in "activities of mastering
routines efficiency" (p.21). Bennis and Nanus suggest that leadership is defined as
influencing and guiding a direction versus that of management, defined as making
accomplishments and being in charge of conduct.
Over the past 75 years, there have been many theories and models of leadership presented
by researchers from various disciplines. Earlier theories looked at traits and
characteristics of leaders, from a premise that leaders were born, not made. Subsequent
studies have run the gamut from looking at leadership styles, studying how power and
influence are used, to examining how leaders adapt to situations.
A continuing area of research categorizes leaders as transactional or transformational.
Transactional leaders are those who reward others for their performance and commitment
to mission and transformational leaders are those who inspire others to excel (Kouzes and
Posner, p. 321 as cited in Pursley (2002)). Current thought about organizations and
leadership supports the transformational aspects of leadership and views the leader as an
agent of change within the organization. However, Bass and Steidlmeier (1998) noted
that transformational leadership is only authentic when it is grounded on the leaders
moral character, concern for others, and congruence of ethical values with action. A
leaders credibility and trustworthiness are critical, and increasing numbers make the case
that characteras defined by qualities like ones striving for fairness, respecting others,
humility, and concern for the greater goodrepresents the most critical quality of
leadership.

Part of a leader's job is to articulate vision and values. But, beyond expounding on the
companys mission and vision, a leader must pay attention to the values by which one
wants the organization to operate. I believe that it is the transformational leader who can
integrate CSR into everyday operations and long-term strategic planning.

Therefore, the leader must not only inspire others to adhere to the values but also, behave
in ways that are consistent with these values. Leaders can only get people to follow them
if they maintain their credibility by living out their personal values.
What are values?
Human actions are founded on values (Allport, 1961 cited in Siltaoja, 2006).
Accordingly, CSR and other corporate actions are also based on values. Over the past
twenty years, Schwartz value theory has been used as a popular basis for defining values:
"Values are (a) concepts or beliefs, (b) about desirable end states or behaviors, (c) that
transcend specific situations, (d) guide selection or evaluation of behavior or events, and
(e) are ordered by relative importance" (cited in Agle and Caldwell, 1999, p. 359). This
means that there exist universally important and recognized types of values, and that
people differ only in terms of the importance they place on a set of these universally
important value types.
Schwartz defines ten motivationally distinct types of values intended to cover the core
values recognized in cultures worldwide. Each basic value can be characterized by
describing its central motivational goal. Table 1 lists these ten value priorities defined in
terms of their primary goal.
TABLE 1
Definitions of motivational types of values
in terms of their goals and the single values that represent them
(Schwartz and Bardi, 2001)
Values
Power

Goals
Social status and prestige, control or dominance over people and

Achievement

resources (social power, authority, wealth, preserving my public image)

Personal success through demonstrating competence according to
social standards (successful, capable, ambitious, influential)

Values
Hedonism

Goals
Pleasure and sensuous gratification for oneself (pleasure, enjoying life,

Stimulation

self-indulgence)
Excitement, novelty and challenge in life (daring, a varied life, an

Self-direction

exciting life)
Independent thought and action-choosing, creating, exploring

Universalism

(creativity, freedom, independent, curious, choosing own goals)

Understanding, appreciation, tolerance and protection for the welfare of
all people and for nature (broadminded, wisdom, social justice,
equality, a world at peace, a world of beauty, unity with nature,

Benevolence

protecting the environment)

Preservation and enhancement of the welfare of people with whom one
is in frequent personal contact (helpful, honest, forgiving, loyal,

Tradition

responsible)
Respect, commitment and acceptance of the customs and ideas that
traditional culture or religion provides the self (humble, accepting my

Conformity

portion in life, devout, respect for tradition, moderate)

Restraint of actions, inclinations and impulses likely to upset or harm
others and violate social expectations or norms (politeness, obedient,

Security

self-discipline, honoring parents and elders).

Safety, harmony and stability of society, of relationships and of self
(family security, national security, social order, clean, reciprocation of
favors)

The conflicts and congruities among these values yield an integrated structure of values,
which can be summarized by two orthogonal dimensions (Siltaoja, 2006). The first
dimension, self-enhancement vs. self-transcendence, relates to the conflict between
concern for the consequences of ones own and others actions for the self, and concern
for the consequences of ones own and others actions in the social context. The second
dimension, openness to change vs. conservatism, implies that self-direction and
stimulation stand in opposition to the values of security, conformity and tradition. Both of
the former emphasize independent action, thought and feeling, and a readiness for new

experiences, whereas the latter three emphasize self-restriction, order, and resistance to
change. Hedonism shares elements of both openness and self-enhancement (Schwartz,
1992, 1999).
Filipino Values Revisited
But what factors or forces shape the leaders values? Although human values are
universal, different cultures rank values differently. Especially in the Philippine context,
value formation and the determination of which values to prioritize come are strongly
influenced by family, religion, school, and society.
In his book, Filipino Values Revisited, Fr. Vitaliano Gorospe, S.J. (1988) identified
several values that Filipinos prioritize: family closeness and solidarity (pagpapahalaga
sa pamilya), politeness (use of po or ho), hospitality, gratitude (utang na loob), social
acceptance (pakikisama), economic security, and trust in God, with the latter ranked as
the most important value. Gorospe further states that Filipino values arise from our
distinctive way of becoming human in this particular place and time.
While other societies have veered away from its religious roots, Filipinos continue to take
great pride in their religiosity. For example, trust in God is manifested in CSR by
Filipino leaders running corporations well; i.e., treating their people correctly (including
job security and profit sharing), ensuring transparency and good governance, and paying
taxes religiously. Since everything comes from God, and He continues to care and
provide for all, then the leaders obligation is to give back to Gods people the fruits of
His blessings. Pascual Laboratories (Pascuallabs), now being run by the second
generation under Dr. Abraham Pascual, manifests this value by caring for its people.
Pascuallabs does not only comply with labor laws; it also provides health and medical
benefits to all employees (over and above those given by the governments Social
Security System) even before the term health maintenance organization (HMO) was
invented.

Ive attempted to map these fundamental Filipino values with Schwartzs value priorities
As seen in Table 2, Filipino values fall in the dimension of self-transcendent and
conservation values, with most of the values falling in the conservation sphere. Since
these Filipino values form the basis from which leaders draw their CSR imperatives, it is
disheartening to note that most of these values fall within the sphere of conservation, the
sphere that has as key dimensions self-restriction, order, and resistance to change. Only
two values, gratitude and hospitality, fall in the sphere of self-transcendence, which is a
more ideal sphere to be in since self-transcendent values emphasize concern for the
welfare of others.
Table 2: Schwartzs Value Priorities vis--vis Filipino Values
Schwartzs Value Priorities
Tradition

Filipino Values
Trust in God

Conformity

Family closeness and solidarity

Social acceptance

Security
Benevolence

Politeness
Economic security
Gratitude
Hospitality

Given that most of the Filipino value priorities fall within the conservation sphere, it is
encouraging to note that there are inspiring and visionary leaders who, while keeping true
to these values, have gone beyond traditional expectations to model and champion CSR
within their companies. Cecilio Pedro, founder and CEO of Lamoiyan Corporation, is
one such leader. His value for tradition is evident in his actions. He took the Cantonese
name of his late paternal grandmother as his firm's own as a tribute to his grandmothers
life and influence on her family. In an interview with Ann Corvera (2006), he paid honor
to his grandmother: "She was the first Christian in the family and because of her, the
entire clan became closer to Christ, including my late grandfather and my great
grandfather. So I thought, if one woman could make such an impact on the family, she
must be a great woman," he muses. "She was an inspiration to me while we are still
alive we want to make a difference for the glory of God."
7

Pedro believes that a persons ultimate accountability is to his Creator. This spirit of faith
is evident in his companys mission and vision statement: Making our presence a
blessing to society. We believe that whatever blessings we have come from above; that
the company exists not only for its own profit, but others should also profit from our
blessings.
Pedros integration of his faith life and his work life is manifested in his commitment to
hiring persons with disabilities. His faith-based approach to doing business has resulted
in the companys continued growth and success. His definition of being socially
responsible is not only taking care of the hearing impaired but also taking care of your
people. You provide a decent place where they can work safelyI also believe in taking
care of my employees physical, intellectual, and spiritual well-being.
During a CEO Circles meeting initiated by the League of Corporate Foundations, one of
the questions asked was whether CSR was part of Filipino values or if it was a solely
Western idea. The participants responses ranged from bothsince kawang-gawa is not
an exclusive Filipino trait, but a human trait, to yes, since pakikipagkapwa-tao is innate
in Filipinos, and the root of this value is not wholly religious. Again, these ideal values
fall in the sphere of self-transcendence.
Shifting values
While these Filipino values form strong roots that have resulted in the Filipino leaders
CSR commitment, these values still could be reoriented towards the sphere of openness
to change and self-transcendence. For example, utang na loob, a deeply held, sacred debt
of gratitude, is a key Filipino value. However, over time, this value has been corrupted,
such as when favors given create relationships of indebtedness that can be manipulated to
obtain disproportionate or reprehensible favors.

Also, moving toward the transcendence spheres value of benevolence and universalism
enforces values that are aligned with current trends in Catholic Social Teaching (CST).
CST prioritizes worker dignity and financial security, and stresses managerial
responsibility for the common good (Zigarelli, 1993). For the Filipino leader,
inculcating these values shows a maturing and pro-active faith beyond merely trusting in
God.
Superimposing these Filipino values on Schwartzs sphere (see Figure 1) strengthens the
arguments to shift toward the self-transcendence values dimension, as evidenced by
universalism, and towards the openness to change dimension, as evidenced by selfdirection and stimulation. Universalism and benevolence mean assuming other
responsibilities beyond making money (Siltaoja, 2006). This paradigm shift in values
will ensure the continued development and enhancement of leaders who have the will to
champion and implement CSR.. This is because leaders and their companies who want
to be connected with society, take care of the environment and act as good corporate
citizens will want to prioritize these values.

Figure 1: Filipino Values superimposed on Schwartzs Value Sphere

9

The role of education

While it is not the only avenue for change, education plays a key role in the reorientation
of the typical Filipinos set of values. A well thought out values education program can
increase comprehension of and appreciation for values in the areas of benevolence,
universalism and self-direction. Such a program is key to ensuring that CSR is rooted in
the countrys cultural and moral milieu.
This sentiment is reflected by the framers of the 1986 Philippine Constitution.
Section 3(2), Article XIV of the Constitution states:
All educational institutions shall inculcate patriotism and nationalism,
foster love of humanity, respect for human rights, appreciation of the role
of national heroes in the historical development of the country, teach the
rights and duties of citizenship, strengthen ethical and spiritual values,
develop moral character and personal discipline, encourage critical and
creative thinking, broaden scientific and technological knowledge and
promote vocational efficiency.
This section embodies the countrys goal in educating for values, virtues, ethics, and
morals. Such an education, as reflected in the curricula from grade school to graduate
school, can inculcate these ideals in Filipino students and provide them the impetus for
integrating CSR in daily life.
It is gratifying to see corporations focusing on values education. For example, Jollibee
has established its program, Ang Batang Pinoy ay Jollibee Kid, to promote four values:
courtesy (magalang), honesty (matapat), helpfulness (matulungin) and sense of
community service (mapaglingkod). After three years of supporting this program,
Jollibee believes it has succeeded in realigning, restoring and reinforcing these Filipino
values in the Filipino child.

10

CSR in Action: Ang Batang Pinoy ay Jollibee Kid!

Addressing the alarming problem on the youths deterioration of values, Jollibee
organized Ang Batang Pinoy ay Jollibee Kid! in 2003, a way of thanking
customers for their 25 years of patronage. This program has a threefold objective: to
enhance the understanding of values deemed essential to nation building, to
appreciate and preserve the Filipino cultural heritage, and to inspire the value of
patriotism among the youth of this generation.
Jolibee first focused its effort in 14 areas in Metro Manila where they distributed
over 300,000 workbooks. The 28 participating schools were selected by Batang
Pinoy organizers by raffling off the names of the schools in each area.
"Batang Pinoy" hopes to cultivate in the children of grades 1 and 2 the four core
values: courtesy ("magalang"), honesty ("matapat"), helpfulness ("matulungin") and
sense of community service ("mapaglingkod"). The workbook, which doubles as a
coloring book, contains practical exercises on values application.
As of October 2005, program has been implemented in 85 schools all over the
country. In an unveiling ceremony held in Manila, the keynote speaker was DepEd
OIC Fe Hidalgo. Hidalgo commended Jollibee for its pro-active support in nationbuilding. "Ang Batang Pinoy ay Jollibee kid shows that Jollibee is more than just
fulfilling a corporate commitment. This project is responsive to the well-being of
our children from whom will rise our future leaders."
Sources:
http://www.jollibee.com.ph/corporate/press10.htm#
http://money.inquirer.net/features/view_features.php?
yyyy=2005&mon=02&dd=16&file=1
http://www.sunstar.com.ph/static/ilo/2005/10/05/bus/adopt.a.school.project.gets.boo
st.from.fastfood.giant.html

Values can also go as far as providing a motivation to act well. Fr. Gorospes
recommended framework has as its basis the key theme of CST; i.e., human dignity.
Using this basis, the core values of truth, love and faith, integrity, hard work, and social
justice should be developed. Fr. Gorospe believes that the countrys educational system
should be revised to ensure that these values are inculcated in the youth to create persons
who embrace universal values.
Mel (2005) recommends that knowledge of proper rules and principles and their correct
application be taught. The education and training of students should include the
presentation and discussion of rules, generally from codes, principles and values which
11

are necessary for acquiring virtues. The result of such a comprehensive education is the
development of moral behavior, which is influenced by ethical knowledge, external
forces, wisdom, and virtues.
The role of business schools
Business educators have attempted to address CSR by discussing social and ethical issues
in business ethics and business-and-society courses or by infusing these subjects
throughout the business school curriculum (Murray, 1987). The goal is to increase
students' awareness of the importance of this area and its significant impact upon both
business and society. The basic premise is that today's business students aspire to be
tomorrow's business leaders.
Unfortunately, the past decade has seen an increase in corporate scandals and business
failures that have seriously affected the way businesses, especially big businesses, are
perceived. As a result, the livelihood and future of numerous groups, such as employees,
shareholders, suppliers, and creditors, have been profoundly affected or ruined. Investors'
confidence has been seriously shaken, major economies have been weakened, and the
world's stock markets are in disarray (Angelidis and Ibrahim, 2004).
The best and brightest graduates of the worlds top business schools have been
responsible for these scandals. Business schools have been criticized for their failure to
inculcate values that could have prevented these scandals. After all, most business
courses such as economics, accounting, finance, and strategy focus solely on the
maximization of shareholder value.
Critics have asserted that a good portion of the blame for the cause of the scandals should
be assigned to business educators. In his op-ed piece, Amitai Etzioni (2002) cited an
Aspen Institute study of about 2000 graduates of the top 13 business schools which found
that business school education not only fails to improve the moral character of the
students but also actually weakens it.

12

Defensively, business school faculty members have just as stridently declared that it
really wasn't their fault. They claimed, "We were only preparing students for the real
world." (Verschoor, 2003). Unfortunately, this real world is viewed in terms of profits
and returns whose influence is so strong that they overwhelm the other ways in which the
responsibilities of business can be perceived.
The State of CSR Education
Gioia (2002) declared that many business schools don't take ethics training seriously as
part of business curricula. He observed that the teaching of ethics, corporate social
responsibility, and other business-and-society courses has been marginalizedassumed
to be some sort of trifling requirement that students should get out of the way quickly, so
they can get on with other "more important" things.
The Beyond Grey Pinstripes ranking allows prospective and current students, faculty, and
administrators to compare programs on how well they incorporate social and
environmental issues into MBA training. The 2005 survey showed that an increasing
number of schools surveyed (54% in 2005, up from 45% in 2003 and 34% in 2001)
require one or more courses in ethics, corporate social responsibility, sustainability, or
business and society.
In a survey of CSR education across Europe, Matten and Moon (2004) found that twothirds of the respondents provide some sort of CSR education across the executive/short
course, MBA, MA/MS and bachelor degree programs. The result of their survey led
them to give a qualified rejection to the blanket claim that business schools are
necessarily incapable of educating business managers and leaders in business social
responsibility and ethical behavior.
In the Philippines, not all the MBA schools provide ethics, values, or CSR courses. If
offered, the course is usually a three-unit business ethics course. However, there are

13

some schools that are on the global forefront of CSR education. For example, the Asian
Institute of Management placed no. 19 in the 2005 Beyond Grey Pinstripes Survey,
ranking higher esteemed global educational leaders such as Yale, INSEAD, and
Georgetown. The Doctor in Business Administration (DBA) program of the De La Salle
Professional Schools has refocused its thrust to produce Lasallian DBAs who are
practitioner-oriented management scholars able to source, assimilate, evaluate, create,
disseminate and apply management knowledge guided by humanistic and ethical values.
Educating Tomorrows Leaders
The May 2004 issue of The Economist confirmed the growing demand for changing the
way tomorrows leaders are educated: Business schools face more competition and
more criticism of the quality of their work than they have ever done before. In time, that
may lead to fundamental changes in the structure of the business-school market, and
perhaps in what schools teach and how they teach it. Business for Social Responsibility
(BSR), in a May 2006 occasional paper, echoed The Economists sentiments. BSR
laments that the failure of business schools to teach our business leaders more about the
necessity and advantages that sustainable business approaches hold puts business itself at
risk.
Over the past five years, critics of business schools have centered on the theme that
MBAs are failing to provide adequate leadership skills for managing in todays
increasingly complex operating environments. Valentino (2007) has proposed that CSR
framed in core MBA concepts and skills, offers an innovative way to look at the
interdependent relationship between business and society. This new thinking roots CSR
in a business case scenario rather than in a scenario dominated by philanthropy or public
relationsThis directs the focus more on meaningful impact of initiatives and the
strengthening of long-term competitive advantage. This new approach fosters a broad
understanding of the interrelationship between a corporation and society based on how a
MBA mindset with its frameworks, tools, skills and processes can be used to actively and
strategically manage and operationalize CSR in companies.

14

Taken together, these critiques point to a need for business leader training that
incorporates the following (BSR, 2006):

More practice in decision-making skills based on complex, uncertain and often

unquantifiable matters;

More opportunities for experiential learning pertinent to todays business

environment;

A broader understanding of the interdependent nature of business functions;

More integrated, multidisciplinary pedagogical techniques; and

More consistent and cross-cutting emphasis on ethical leadership.

Service-Learning: the GSB Experience

The vision statement of the De La Salle Professional Schools Ramon V. del Rosario Sr.
Graduate School of Business (GSB) highlights the schools commitment to develop in
students the virtue of being change agents: collaborating with the larger community to
transform society. As management educators, the schools goal is to teach its students
that a leaders concern should go beyond mere profitability. The faculty want to instill
CSR values in their students and to make them realize that human dignity, participation,
integrity, fairness and the common good are part and parcel of management.
But how can the GSB operationalize this lofty goal? The solution was to make this value
part of the learning engagement via the introduction of the Service Learning concept.
Jacoby (1996) defines service learning as a form of experiential education in which
students engage in activities that address human and community needs together with
structured opportunities intentionally designed to promote student learning and
development. Reflection and reciprocity are key concepts of service learning. Thus, in a
new elective, Global Corporate Citizenship, a seemingly unremarkable line was inserted
into the courses learning objectives: joining theory with experience and thought with
action via service learning opportunities.

15

Most students who enrolled in this course initially expressed apprehension with this
additional requirement of service learning. But over the next 14 weeks, they truly learned
a lot by serving. Service learning is hallmarked by the 4 Rs: Reality, Reflection,
Reciprocity, and Responsibility. Students were required to keep a journal to reflect on
their experiences before, during, and after their service learning opportunities. Here are
some of their thoughts:

I am looking forward to this service learning activity. It will be tiring, and muscle
pains will be felt the day after, but the accomplishment will make me feel good
thinking that I have accomplished something and I was able to help some people.
(Carlo)

I have been telling myself then, and I believe that it is still true, that I have to be
part of something bigger than myself. Otherwise, I will get lost in the mundane
and end up selfish and self-absorbed. (Vanessa)

Reflecting on my day, I just realized how blessed I was to be living in this part of
the country (Makati) which is free from filth, noise, and stench. I had heard of
Smokey Mountain, but I didnt imagine it could be so bad. I asked myself: how
long are we going to remain indifferent and apathetic to the plight of our fellow
human beings who have fallen even lower than dust? (Linda)

In this service learning activity, I actually experienced how to help those in need.
I realized that studying inside the classroom would not matter if you are not going
to do something to apply what you have learned in the real world. This service
learning opened my whole being to whats really happening in our society.
(Wilfredo)

Serving the deaf community is a part of me, almost becoming a habit that would
be hard to break and a deep, deep love I cannot live without (Carol).

16

Armed with photographs, memories, and my handy-dandy map, I maneuvered my

way home afterwards, thinking: for every rich person who would support a poor
one, for every peso donated to Gawad Kalinga, and for every drop of sweat
excreted while constructing another familys home, blessings float down from
above and embrace ones soul. Would it not be great if every single one of us
experiences this kind of high? (Kim)

As the course facilitator, I found that using the service learning pedagogy beautifully
balanced academic rigor with practical relevance. It allowed the course participants to
immediately apply concepts learned in the classroom to real world situations and to make
them realize that they have an active role to play in creating a safer, more humane, and
sustainable world.
I believe that service learning is a powerful tool that can be used to instill and strengthen
the values that will allow for CSR to thrive now and well into the future. Thus, I strongly
recommend that service learning should be adopted as a key learning pedagogy not only
for selected electives, but also for core MBA courses such as accounting, finance, and
strategic management.
Summary

The pressure on business to adopt corporate social responsibility practices in the future
will increase. The demands of the firms various stakeholders will challenge leaders and
their companies to integrate environmental, human rights, stakeholder engagement, and
other CSR practices in a meaningful way throughout their entire organization.

The impetus for change begins with the leader and his values. If CSR is lead from the
top, the adoption and integration of these CSR initiatives into the organization will

17

happen. As Rudi Plettinx, Managing Director of the Creative Leadership Council stated
in an interview with the Business Journal of the American Chamber of Commerce in
Belgium (AmCham 2005), we believe that if you change the leader, you can change the
organization and if you change organizations, you can change society. We also believe
that self-awareness is key to leadership development, and self-awareness leads to the
recognition of interconnectedness and responsibility, the foundation of ethics. Corporate
social responsibility is a reflection of ethical values and connected leadership.

These new imperatives for CSR raise the challenge for corporations to acquire and
develop appropriate skills and competencies. As the key provider of business education,
business schools have been challenged to provide graduates with CSR skills and to define
the values future business leaders should have.

While Filipinos have some key values that are needed to manifest CSR, including
honesty, respect, and compassion, I recommended that a shift in values be initiated to
allow for more universalism values, such as broadmindedness, wisdom, social justice,
and equality, to prevail. This shift in values should be initiated to allow for a new
generation of leaders to emerge, educated to the needs of their fellow citizens and the
planet, and anxious to do the right thing. (Wilson, 2002 cited in Hemingway and
Maclagan, 2004).

18

References
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Academy of Management Executive, 15(3), 148-149.
AmCham Business Journal (2005, 3rd Quarter). Creating ethical leaders. retrieved March
31, 2007 from http://www.amcham.be/cgi-bin/business_journal.cgi?
Action=view&issue_nr=555&Session=.
Angelidis J. & Ibrahim, N. (2002). Practical Implications of Educational Background on
Future Corporate Executives Future Social Responsibility Orientation. Teaching
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