Module 7: Ethical Management Paradigm

LESSON 1: Understanding Ethical Decision Making

Intended Learning Outcomes

After reading this module, you will be able to do these:

1. Discuss the significance of understanding ethical decision making.
2. Create a case study about the issue or problem that occurred in your
school in the last year or two. Describe the case in detail then develop a
solution strategy to deal with the problem.

Enduring Understanding

Preservice teachers should understand that:

1. Decision making is a long process. It may solve your problems or
create.
2. To aim for the success of every organization you must be capable of
choosing and making decisions which enable to solve problems and meet the
critical needs and also to achieve its goals.

Essential Questions
1. Why is decision making essential to the success of
the organization?
2. In your school, do some teachers seem to have
more degrees of autonomy in making decisions than others? If so, explain
why.

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Essential Learning

What’s the every decision you’re making each day? Should I get up and
go to work? Or should I just hit the snooze button and just go back to sleep?
We make thousands of decisions every day some are easy and some are
complex. But the best thing is through decision making we choose the best
choices that will never leave in regret one day.
According to Oxford Dictionary, decision making is the action or
process of making important decisions. While in Merriam Webster Dictionary,
decision making is the act or process of deciding something especially with a
group of people.
Just like both dictionaries have defined, decision making is making the
best choices for the benefit and growth of the organization that we all belong. It
is not a simple decision making because just like what Adam White said, the
choices we make today have important implications so better think
carefully the choices that we’ll make. Decision making has been always
recognized to be the heart of every organization. An organization becomes
successful if there is a good decision making. A good decision making that
achieve its goals and must supply all the needs of the organization to be
solved and satisfied. It is also a major responsibility of all administrators, but
until decisions are converted into action they are just only a good intentions. In
these module we’ll discuss about the two types of Decision making- Rational
Decision Making and Participative Decision Making.

RATIONAL DECISION MAKING

Rational decision making has a systematic approach in selecting the possible
choices by the help of tools, processes, or the knowledge of experts.

The Classical Model: An Optimizing Strategy

This model employs an optimizing strategy to seek the best possible

alternative solutions or choices to strengthen the achievements of goals and
objectives.
1. A problem is identified.
2. Goals and objectives are established.
3. All the possible alternatives are generated.
4. The consequences of each alternative are considered.
5. All the alternatives are evaluated in terms of goals and
objectives.
6. The best alternative is selected- that is, the one that
maximizes the goals and objectives.
7. Finally, the decision is implemented and evaluated.

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The Administrative Model: A Satisficing Strategy

Herbert Simon was the first to introduce the Administrative Model in

making decisions where in the administrators is finding the satisfactory
solution rather than the best one. Here some of the basic assumptions:

Assumption 1. Administrative decision making is a dynamic process that

solves some organizational problems and creates others.
Assumption 2. Complete rationality in decision making is impossible;
therefore, administrators seek to satisfice because they have neither the ability
nor the cognitive capacity to optimize the decision-making process.
Assumption 3. Decision making is a general pattern of action found in the
rational administration of all major tasks and functional areas in organizations.
Assumption 4. Values are an integral part of decision making.

Decision-Making Process: An Action Cycle

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Seven Situation Issues

The analysis of the situation may begin with the “yes” or “no” method following
these questions:
YES NO
1. Does the problem possess a quality requirement?
2. Does the leader have sufficient information to make a
good decision?
3. Is the problem structured?
4. Is it necessary for others to accept the decision in order
for it to be implemented?
5. If the leader makes the decision alone, how certain is
that others will accept it?
6. Do others share organizational goals that will be attained
by solving this problem?
7. Are the preferred solutions to the problem likely to create
conflict among others in the group?

The Incremental Model: A Strategy of Successive Limited Comparisons

Charles Lindblom (1959, 1965, 1968, 1980; Braybrook and indblom

1963; Lindblom and Cohen, 1979) first introduced and formalized the
inceremental model of decision making.
With this strategy, successive comparisons reduce or eliminate the
need for theory. The organization just focus on the problem then the nearest
possible solutions, no more other theories. They limit the number of
alternatives and ignore it. With this approach the complexity of the decision
making is reduced and manageable. It is also conserves time and energy.

The Mixed- Scanning Model: An Adaptive Strategy

Mixed-Scanning model, is a synthesis of the administrative model and

incremental model. There are two question that must be answer in using this
model. First, “What is the organization’s mission and policy?” And second,
“What decisions will move the organization toward its mission and policy?” The
decision making in this strategy is focused on broad ends and tentative means.
The test of a good decision is that it can be shown to result in a satisfactory
decision that is consistent with the organization’s policy. The principles for
mixed-scanning model, Etzioni (1989) advances seven basic rules for mixed
scanning, which Wayne Holy and John Tarter (2003) have summarized as
follows:
1. Use focused trial and error.
2. Be tentative; proceed with caution.
3. If uncertain, procrastinate.
4. Stagger your decisions.
5. If uncertain, fractionalize decisions.

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PARTICIPATIVE DECISION MAKING

Participative decision making is wherein two powers are involved which are
the power and influence of the leader and the power and influence of the other
members of the organization. In choosing this type of decision making it aims
to arrive at better decisions and enhance the growth and development of
organization’s participants (like improved communication skills, improved
motivation, improved sharing of ideas and goals and better-developed
group-process skills or the rapport) In this type, the followers are welcome to
ask questions and offer a tentative solutions or decision to the subject unlike
before that only the administrator are allowed.

The Vroom Model of Shared Decision Making

This model originally created by Victor Vroom and Philip Yetton in 1973
and later modified by Arthur Jago (1988). In their latest version it focusses on
the participation of every member in the group in decision making rather than
the administrator who only decide.

Five leadership styles

Victor Vroom in collaboration with Philip Yetton (1973) developed a
taxonomy of five leadership styles, as follows:

AUTOCRATIC PROCESS
• The leader makes the decision using whatever information is
available.
• The leader secure all the information that he/she gets from the
members then make the decision. In this process, the leader may
or may not tell the problem is.
CONSULTATIVE PROCESS
• The leader will tell the problem to the relevant members in a
one-to-one basis to hear each of their suggestions, then decide.
• The leader will open the problem at the meeting and hear all the
ideas and suggestions of each members, then decide.
GROUP PROCESS
• The leader shares the problem with the group then facilitates to
reach consensus on a group decision. He/she may share or give
information but does not try to “sell” his own idea to manipulate
the decisions of other members.
The Hoy-Tarter Model: A Simplified Model of Shared Decision Making

The Hoy-Tarter Model has evolved to a user-friendly model that

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administrators can keep in their heads and easily apply when the situation is
appropriate. Wherein the research on participating the teachers in decision
making has generally supported the desirability of empowering teachers in the
process, but according to that research that participation is not always
advantageous, that is, the effective of the teachers depend on the problem
and situation.

Zone of Acceptance: Its Significance and Determination

In order to know if who should participate in the decision making

process, everyone is involve in every decision. Edwin Bridges, has suggested
two rules for identifying decisions in which it appropriate for teachers to
participate:
1. The test of relevance. : Do the subordinates have a personal stake
in decision outcomes?
2. The test in expertise. Do subordinates have the expertise to make a
useful contribution to the decision?
Also Robert Owens (2001) has added one of these and called:
3. The test of Jurisdiction. That the teachers must be involved in
decision making even if the organization has a hierarchical basis
which only those who are assigned are welcome to the jurisdiction.
But Owens, explain that participation in the making of decisions that
the group cannot implement can lead to frustration at least as great
as simple nonparticipation.

Trust and Situations

The test of trust. Are subordinates committed to the mission of the
organization? And can they be trusted to make decisions in the best interests
of the organization?

Decision- Making Structures

1. Group Consensus – The administrator involves the participants in the
decision making process, then the group decides.
2. Group Majority - The administrator involves the participants in the
decision making process, then the majority rule.
3. Group Advisory - The administrator take the opinions and ideas of other
subordinate, discusses the implication then the group decides that may
or may not reflect the subordinate’s desires.
4. Individual advisory - The administrator talk to the subordinates
one-by-one then decides that may or may not reflect their opinions.
5. Unilateral Decision – The administrator decides without the consensus
of everybody.
Here ends the lesson on Understanding Ethical Decision Making, you may

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now answer the activities given on the next pages.

Assessment Tasks
A. Written Test
Directions: Read the questions carefully and encircle
the best answer.

1. It is the action or process of making important decisions.

a. Ethical Management c. Decision making
b. Public organization d. Communication
Skills
2. It has a systematic approach in selecting the possible choices by the
help of tools, processes, or the knowledge of experts.
a. Rational Decision Making c. The Classical Model
b. Participative Decision Making d. The Vroom Model

3. In this model, the strategy starts in identifying the problems first until the
decision is implemented and evaluated.
a. The Classical Model c. The Incremental
Model
b. The Administrative Model d. The
Mixed-Scanning
Model
4. Arrange the cycle in the Decision-Making Process in order.
I. Establish Criteria for a satisfactory Solution
II. Initiate the Plan of Action
III. Recognize and define the Problem or issue
IV. Develop a Plan or Strategy of Action
V. Analyze the difficulties
a. I, II, III, IV, V c. I, III, IV, V, II
b. III, II, IV, I. V d. IV, V, I, II, III

5. With this strategy, successive comparisons reduce or eliminate the

need for theory. With this approach the complexity of the decision making
is reduced and manageable. It is also conserves time and energy.
a. The Classical Model c. The Incremental
Model
b. The Administrative Model d.The Mixed-Scanning
Model

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6. In this decision making, two powers are involved which are the power
and influence of the leader and the power and influence of the other
members of the organization.
a. Rational Decision Making c. The Classical Model
b. Participative Decision Making d. The Vroom Model

7. What type of model in Participative Decision making wherein their latest

version focusses on the participation of every member in the group in decision
making rather than the administrator who only decide.
a. The Vroom Model c. The Yetton Model
b. The Hoy-Tarter Model d. The Jargo Model

8. What style is this when the leader will open the problem at the meeting and
hear all the ideas and suggestions of each members, then decide.
a. Autocratic Process c. Group Process
b. Consultative Process d. All of the above

9. What type of model is this when it tells about how important the participation
of every subordinate but it also has disadvantages.
a. The Vroom Model c. The Classical Model
b. The Hoy-Tarter Model d. None of the above

10. What decision structure is it when the administrator decides without the
consensus of everybody.
a. Group consensus c. Group majority
b. Group advisory d. Unilateral decision
B. Performance-Task
Directions: Pick an administrative issue or problem that occurred in
you school in the last year or two. Describe the case in some detail in short
bond paper, formal format. Then develop a solution strategy to deal with the
problem either using the models in Rational Decision Making or Participative
Decision Making. Be sure to do the following:

1. Provide some background about your school

2. Describe the circumstances leading up to the problem
3. Describe the critical facts and issues of the case.
4. End the case right at decision time
5. Then assume that you are the administrator.

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Rubrics:
Standards Score
Provide all of the information needed 50%
Good decision making 30%
Follow the said format 10%
Used one of the models in decision 10%
making
Total 100%

Readings

Blanchard,K.H., Carlos, J. P., and Randolph, W. A. Empowerment Takes

More Than a Minute, 2nd edition. San Francisco, CA: Berret-Koelher
Publsihers,2001.

Buchanan, L., and O’ Connell, A. “A Brief History of Decision Making,”

Harvard Business Review 84 (2006),pp.33-41.

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Answer Key of Written Test

1. c. Decision making
2. a. Rational Decision Making
3. a. The Classical Model
4. b. III, II, IV, I. V
5. c. The Incremental Model
6. b. Participative Decision Making
7. a. The Vroom Model
8. b. Consultative Process
9. b. The Hoy-Tarter Model
10. d. Unilateral decision

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LESSON 2: Administrative Ethics

Intended Learning Outcomes

After reading this module, you will be able to do these:

2. Discuss the ways on how to be a responsible administrator.
3. Identify the different norms and structure that affects the organization.

Enduring Understanding

Preservice teachers should understand that:

1. Being administrator is not just a job but a profession
2. Administrator are expected to set-up high moral standard

Essential Questions
1. How to be a responsible administrator?
2. How does the norm of the organization affects the
working environment?

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Essential Learning

Contexts of Administrative Ethics

Administrative ethics denotes the professional code of morality in

civil services. It constitutes the moral fiber of civil servants. In the context of
the growing size and role of all the administration and its influence in the
society, the civil servants must possess the high level of moral standards not
only for themselves but also for the community.
Here are the different definitions of ethical conduct of civil servants:
Paul H. Appleby – He preferred the expression ‘morality’ instead of ‘ethics’
and argued that morality and administration cannot be separated.
Chester Barnard – describe ethics as: ‘governed by beliefs or feeling of what
us right or wrong regardless of self-interest or immediate consequences of a
decision to do or not to do specific things under particular conditions.’
Glanstahl - remarked that ‘problem of ethical conduct of public official arises
by virtue of the power and influence that he commands and the commitment
that he undertakes of loyal and disinterested service to public.’

Administrative Responsibility:
Key to Administrative Conduct

Administrator has different responsibility to accomplish. A

successful administrator is also an organizer, planner, decision maker,
communicator, and leader. He/she should learn how to organize problems as
well as plans. Planning is the basic process of selecting the goals of the
organization and determining how to achieve them. In order to accomplish
his/ her task, the administrator has to make up his mind on what has to be
done and how it is to be done. In other words he has to make decisions on

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matters of substance and process. She/he is a good communicator to have a

peaceful and harmonious relationship with others. Lastly, an administrator is
a leader. According to Tupas and Bernardino, "Leadership is not domination
and it’s not a monopoly power .Rather, it is an interplay of stimulus and
action ever moving to preconceived goals in which everyone contributes his
effort as his talents and time permit." But the most important thing is that,
administrator are expected to poses high moral standards to administer an
ethical group of people.

The Revised Administrative Code of 1987 on the Civil Service

Commission
CHAPTER 7 – Discipline
SEC. 46. Discipline: General Provisions.

This article contain the different responsibility and some obligation that an
administrator should know. This includes the grounds for disciplinary action
such as; Dishonesty, Misconduct, Incompetence, Receiving valuable things in
the course of official duties, Falsification of Document, Refusal to render
overtime service, and etc.
(You can read the whole article on http://www.csc.gov.ph/phocadownload/GovtIssuances/eo_292.pdf)

REASONS FOR ETHICAL FAILURE

Ethical failure in any organization can be linked to leadership and
management, and public organizations are no different. Leaders and
administrators in public organizations are supposed to maintain ethical
standards and ensure that their organizations and employees, or agents act in
accordance with applicable federal, state, and local laws when conducting
business.
Another important factor in ethical failure is organizational culture,
especially as the values, behaviors, and practices in an organization are
influenced by leadership or management’s values. Some organizations have
strong ethical cultures while others have exactly the opposite. If ethics is to be

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seen as important in an organization it must be something that is valued by

leaders and managers. Moreover, leaders and managers must actively
demonstrate ethical behaviors by setting examples and underscoring its
importance to the overall mission and vision of the organization.

THREE-FOLD SOLUTION TO FOSTERING AND MAINTAINING ETHICAL

CONDUCT – Donovan McFarlane

Leadership -Ethical leadership is a primary recommendation for

increasing responsible conduct in public organizations. Leadership in
organization is essential in planning the future and looking at the big picture of
the organization both within industry and societal constructs; strategic
leadership matters on all levels because it shapes the culture, strategy,
business model and other factors pertaining to how effectively the organization
carries out its mission and meets the needs and expectations of all
stakeholders. Public school district systems have a mission that is essentially
larger than the organization itself because they are invested with educating a
workforce and citizens in accordance with society’s needs. This means that
leaders and administrators of school districts as public officials must rethink
their organizations given current demand for increased accountability and
ethical practices; they must now integrate ethics into their broad vision. Public
organizations have ethical obligations to act responsibly and foster
responsible conduct in performing their roles and functions as part of public
trust.
State Ethical Monitoring -The State has the most powerful vested
interest in the activities and success of public organizations because they are
the mechanisms through which states accomplish their public mission and
vision. Therefore, the State must always implement effective monitoring
processes and tools to ensure compliance with laws, policies, rules,
regulations and all standards of conduct and ethics.
Build Stronger Culture of Ethics and Trust: A Culture Problem -
Unethical practices are often connected with organizational ethical climate and

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culture, and thus, there is a need to embed strong ethical values in

organizational culture. Public organizations can be rigid bureaucratic entities
where low cultural assimilation of members takes place because of the
emphasis on rules and policies that do not necessarily build an empowerment
and trust mechanism for acting ethically.

Integrating Ethics with Organization Norms and Structures

According to Cooper there are two faces of irresponsible conduct. First is
the administrator’s use of his power within a public agency to gain access to
information and key individuals to exploit the system for personal gain. Second
is the manipulation of policies and programs to redirect them from original
mandated goals and objectives to promote personal gain. He identifies conflict
between internal (residing in the individual) and exteral (rules imposed on the
individual) as central to these problems, and offers two examples: the sexual
orientation in law enforcement and natural death.

Components of Ethical Conduct

1. Individual Attributes- the idea of virtue and character traits play into this
category heavily. This provides individuals with the ability to resist prevailing
norms and act on ethical principles. In 1965, Stephen Bailey identified
necessary mental attitudes and necessary moral qualities that are desirable
for all public servants.
Necessary mental attitudes
• “A recognition of the moral ambiguity of all people and all public
policies….
• “A recognition of the contextual forces that condition moral priorities
in the public service….
• “A recognition of the paradoxes of procedures…

Necessary moral qualities

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• Optimism (reasonable optimism)

• Courage
• Fairness tempered with charity
2. Organizational Structure- it is a necessary companion component
because it plays an important role in the work environment as to how
individuals function on a daily basis, when considering ethical conduct. It
can also empower ethical decision making on the individual level or it can
have sever negative impacts toward fostering ethical decisions. Critical
here is the organizational chart not become a cage: employees know who
to report to, but have alternate avenues for reporting if the normal chain of
command might be part of the problem. In addition to the outward
appearance of the organizational structure, there are some fundamental
components that must be established and maintained internally to
promote a healthy structure.
3. Organizational Culture- The culture that is part of the agency has the
power to promote or suppress ethical behavior conducted on behalf of
those who work there. The implementation of organizational culture can
and often begin at the fundamental level of new employee recruitment and
training. Some of the proposed methods of promoting ethical behavior
within the organizational culture setting include: visible significant
individual rewards such as cash awards, ethics training for all employees,
and showing a strong interest for ethical behavior in upper management
roles.
4. Societal Expectation- this are simply what a society expects of its public
servants. Two of the main expressions of societal expectations are the
public participation and laws and policies. Public Participation can lead to
some positive results for public administrators such as maintaining the
citizenry as the central focus for actions taken and assisting in clarifying
the laws and policies administrators deal with on a daily basis. Laws and
Policies can lead to the positive results of parameters and constraints for
public administrators to the executive, legislative, and judicial branches of

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government.

Here it ends our lesson 2, you may now proceed to the next page and answer
the following questions.

Assessment Tasks

A. Written Test
Directions: Read carefully the following statements and box the letter of
the correct answer.

1. He preferred the expression ‘morality’ instead of ‘ethics’ and argued that

morality and administration cannot be separated.
a. Paul H. Appleby c. Chester Barnard
b. Glanstahl d. Tupas and Bernardino

2. The following shall be grounds for disciplinary action except:

a. Oppression c. Misconduct
b. Honesty d. Neglect of duty
3. These are the reasons for ethical failure, which one is not.
a. Ethical Cultures c. Ethical Behaviours
b. Ethical Standards d. Ethical State
4. It is a primary recommendation for increasing responsible conduct in public
organizations.
a. Leadership c. State Ethical Monitoring
b. Build Stronger Culture of d. A Culture Problem

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Ethics and Trust

5. The following shall be grounds for disciplinary action except:
a. Lending money at lawful rates of interest
b. Gambling prohibited by law;
c. Habitual drunkenness
d. None of the Above
6. In this component of Ethical Conduct the idea of virtue and character traits
play into this category heavily. This provides individuals with the ability to
resist prevailing norms and act on ethical principles what it is?
a. Organizational Structure c. Societal Expectation
b. Organizational Culture d. Individual Attributes
7. It can lead to some positive results for public administrators such as
maintaining the citizenry as the central focus for actions taken and assisting in
clarifying the laws and policies administrators deal with on a daily basis.
a. Society expectation c. Laws and Policies
b. Public Participation d. Public Administration
8. This are simply what a society expects of its public servants.
a. Organizational Structure c. Societal Expectation
b. Organizational Culture d. Individual Attributes
9. It is part of the agency has the power to promote or suppress ethical
behaviour conducted on behalf of those who work there.
a. Organizational Structure c. Societal Expectation
b. Organizational Culture d. Individual Attributes
10.It is a necessary companion component because it plays an important role
in the work environment as to how individuals function on a daily basis, when
considering ethical conduct.
a. Organizational Structure c. Societal Expectation
b. Organizational Culture d. Individual Attributes

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B. Performance-Task
NOW SHOWING
Directions: Create a play or short skit about the ethics of different
administrator. One member of the group shall explain how the behavior of the
administrator will affect his /her responsibility.
Rubrics:
Creativity 15
Able to show the different ethics that administrator should and 35
should not poses
Able to explain clearly what are the consequence of being 40
unbecoming an administrator and the award of a disciplined
administrator
Cooperation of each member 10
TOTAL 100

Readings

Aquino, G.V. (2000). Educational Management. REX Book

store
McFarlane, D. (2015). Fostering and Maintaining Responsible Conduct
within Public Organizations: A Case Study

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Answer Key of Written Test

1. a. Paul H. Appleby
2. b. Honesty
3. d. Ethical State
4. a. Leadership
5. a. Lending money at lawful rates of interest
6. d. Individual Attributes
7. b. Public Participation
8. c. Societal Expectation
9. b. Organizational Culture
10. a. Organizational Structure

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LESSON 3: Other Laws and Ethical Paradigm

Intended Learning Outcomes

After reading this module, you will be able to do these:

4. Identify the different practices of sacred governance.
2. Apply the different kinds of practices and leaders in sacred governance.

Enduring Understanding

Preservice teachers should understand that:

1. Government efficiency can be achieved through adapting patmahalaan
governance.
2. The success of a government is determined by its citizens and
followers.

Essential Questions
1. What makes a good leader in an organization?
2. Why is leadership effectiveness essential to the
success of the organization?

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Essential Learning

MORAL RECOVERY PROGRAM

The Moral Recovery Program

It refers to the national campaign for moral renewal which include the
objectives, strategies and cumulative experiences generated in the course of
implementing Presidential Proclamation No. 62 dated on September 30, 1992
that was signed by former President Fidel V. Ramos in response to the need to
strengthen the moral resource of the Filipino people rooted in Filipino culture,
values and ideals that are pro God, pro people, pro country and pro nature or
also known as the four pillar of moral recovery program.
It all started when former Senator Leticia Ramos Shahani filed a
resolution urging the senate to make an attempt in studying the strength and
weaknesses of the Filipino character and lay down the positive qualities for
nation building. A group of scholars from the University of the Philippines and
Ateneo de Manila recommend that to utilize the good qualities of the Filipinos
the weaknesses or negative qualities have to be removed or rectified.
According to the speech delivered by Shahani on the 15th Annual Scientific
Meeting in National Academy of Science and Technology the Moral Recovery
Program is a movement which aims to mobilize Filipinos for nation- building
through practical exercise of human values in the daily lives of the citizens,
and to awaken them to the power of these values in achieving the individual
and national goals. It also seeks to empower people through the sustained
application of human values and virtues to overcome their problems.

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Vision
A Filipino nation that is God- centered, people- empowered, prosperous
national community living n Unity, Justice, Freedom, Love and Peace
governed by a visionary government that is democratic, responsive and
effective graft- free, transparent d self- corrective with a community of civil and
military servants who are professional, competent, discipline and trustworthy.

Mission
To arrest the moral decay of the Philippine society by recovering and
promoting positive Filipino values as a source of moral consensus, national
identity and pride.

Implementing Rules and Regulations Governing Moral Recovery

Program

SECTION 1. Definition of Terms. For the purposes of those Rules, the following
terms are defined:

a. Institutionalization refers to the Presidential Order to formally/officially

recognize, accept and include the Moral Recovery Program vision, values,
programs, strategies and structures in the training/development programs and
structures of all government departments, offices, agencies and government
owned and controlled corporations and instrumentalities to formally allocate
adequate and regular budget for this purpose.

b. The Moral Recovery Program (MRP) refers to the national campaign for
moral renewal which includes the objectives, strategies and cumulative
experiences generated in the course of implementing Presidential
Proclamation No. 62 dated 30 September 1992.

c. Integrity Circles are the basic operating units of MRP's structure and
promotional mechanism whereby government and civil society organizations

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are able to actively express/create/promote/enhance/advance/realize their

members' own wholeness and integrity towards the achievement of the shared
national vision. As such they constitute MRP's basic operational structure to lay
the necessary foundation of the moral recovery crusade for the Filipino core
values' infusion into the organizational culture, system and processes.

d. Department includes any of the executive departments or entities having the

category of a department, including the judiciary and the other constitutional
commissions and bodies.

e. Offices are grouped primarily on the basis of major functions to achieve

simplicity, economy and efficiency in government operations and minimize
duplication and overlapping of activities.

f. Agencies/instrumentalities are units attached to the departments which

operate and function in accordance with their respective characters law or
orders creating them, except as otherwise provided in the Administrative Code.

g. Government-owned and controlled corporations are units attached to

appropriate departments with which they have allied function as provided in the
Administrative Code, or as may be provided by executive order, for policy and
program coordination and for general supervision.

h. Moral Recovery Officer (MRO) refers to an officer designated to

initiate/convoke/inspire the formation of integrity circles or similar mechanisms,
strategies and activities that would evoke mass action addressed at affecting
personal change and lead to appropriate systematic and structural change
within the organization.

SEC. 2. Creation of the Moral Recovery Program National Secretariat. The

MRP National Secretariat shall be the implementing arm which shall monitor
the performance of the MRP Integrity Circles of government agencies.

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The composition of the MRP National Secretariat shall be as follows:

1. National Program Director who directs the policy formulation and

implementation of plans and programs of the MRP Secretariat in accordance
with Proclamation 62 and Executive Order 319 and in pursuit of the goals and
objectives of the MRP;

2. Executive director who directs and supervises the day to day operations of
the MRP Secretariat in accordance with the work program approved by the
National Program Director;

3. Operations and Support Services Staff for the implementation of the

programs and projects from the national down to the grassroots level in
accordance with MRP goals and objectives;

The operational structure of the National Secretariat shall be replicated at the

regional, provincial, municipal/city and barangay levels through the
Inter-Agency Councils, in pursuance of its objectives;

There shall be a Council of Exemplars to be known as Kapulungan ng mga

Kabayani sa Kabuuan at Kaginhawaan (KKKK) which shall serve as the
advisory and policy making body of the Program. The composition of the
Council shall be the result of the selection process from the barangay up to the
regional level and who shall embody the seven core Filipino values. The
members shall be appointed by the President from a list of exemplars
nominated by the regions and who in turn will be given recognition by the
President at the Sambayanihan Congress to be held in celebration of Filipino
values month every November.

SEC. 3. Designation of Moral Recovery Officer. The heads of government

agencies shall designate an MRO to initiate/convoke/inspire the formation of
Integrity Circles from among the agencies' offices and staff.

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SEC. 4. Quarterly Reports. The MRP National Secretariat shall monitor the
establishment of the Integrity Circles and submit quarterly reports on their
activities and accomplishments to the Office of the President, through the
Office of the Executive Secretary, copy furnished the Head, Presidential
Management Staff.

SEC. 5. Allocation of Human Resource Development (HRD) Training

Appropriation. The 1% agency HRD training appropriation (GAA, MOE, Item
No. 7) shall be allocated and used for the initial implementation of the agency's
MRP.

SEC. 6. Need for Agencies to Support the Integrity Circles. All agencies are
required to provide the necessary support to the formation and maintenance of
the agencies' Integrity Circle's and its efforts to initiate changes, transformation
and to recognize and develop role models at all levels and sections and to
render periodic report of the same to the National MRP Secretariat.

SEC. 7. Effectivity. These rules shall take effect immediately. lawphi1.net

DONE in the City of Manila, this 11th day of July in the year on Our Lord,
Nineteen Hundred and Ninety-Six.

According to Shahani the main message of the Moral Recovery

Program is to transform ourselves first before we can transform our nation. We
should have faith in the power of human values to help us achieve our vision of
human dignity, nation building and sustainable development. As the verse
which actually served as the seminal seed for Moral Recovery Program said:

“Watch your thought, hey become words;

Watch your words, they become actions;
Watch your actions, they become habits;
Watch your habits, they become character;
Watch your character, for it becomes your destiny”

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Pamathalaan Overview

“A patriot must always be ready to defend his country against his government.”
–Edward Abbey

Pamathalaan is “pamamahala kasama si Bathala” or governance with

God. An important trend is the movement towards sacred governance. The
pamathalaan program started during the administration of President Fidel V.
Ramos in 1992-1998 is an example of this movement towards sacred
governance. A pamathalaan course was developed and piloted in 1996-1998.
The concepts behind the course were: (a) it is a secular and interfaith process;
(b) it starts with self-governance or self-management; (c) managing self
begins with reflection, and self-observation, discernment of life and world
patterns, and attunement with the divine nature of one’s self; and (d)
decision-making is best through consensual discernment among a group of
pamathalaan practitioners.
From the experiences of Serafin D. Talisayon (2012), since 1987 and from the
practices developed at the Center for Conscious Living Foundation since
1999, seven practices of sacred governance are proposed and explained
here:

1. Practice of Abraham: Watching and

Listening to Life
Early Christians use the Greek word “rhema”
to refer to direct, tacit, personal experience or
communication with the Holy Spirit, in contrast to
“logos” which is the written, explicit record of that
experience. Unfortunately, when the Bible was
translated from Greek to English, both “rhema”
and “logos” became the “word”, losing the
Abraham about to Implement his Discernment
important distinction between direct, tacit, of God’s Instruction

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personalized sensing (“rhema”) and the indirect, explicit, public record

(“logos”).
Abraham, the forefather of all Jews, Christians and Muslims, did not have
any scripture to rely on. So, he used direct tacit means to listen to God. He
listened very well, even if he could not at first believe what he heard. Most
modern-day Jews, Christians and Muslim rely on their different scriptures and
their different mental models and judgments are now leading them to
misunderstand, hate and even kill one another.

5. Revising Mental Models that no Longer Work

According to the guru of learning organizations, Peter Senge, one of the
five disciplines in a learning organization is the practice of publicly surfacing
mental models (or assumptions, beliefs and concepts), studying if they are still
workable and if not, revising or replacing them with new mental models that
work better.
Tomorrow, better
beliefs or assumptions
can replace our current
beliefs if the former
justifiably work better
or they help us produce
the results we say we
want. So, according to
anthropologist-cyberne
ticist Gregory Bateson,
“the major problems in
the world are the result
of the difference
between the way Time Lags to Change Institutions based on New Mental
Models
nature works and the way
man thinks.”

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Unfortunately, mankind has a poor track record in changing mental models

that no longer work and changing institutions based on improved or better
mental models.
Notice too that the data above shows that it takes at least one human
generation to change how people think. This may suggest that changes in
mental models among large populations need educating a new generation in
the new way of thinking.

6. GLOCALITY: THINKING GLOBALLY AND ACTING LOCALLY

Glocality (from “global” and “locality”),
a new word that has gained among civil
society sectors, and among professionals
who frequently move around the world.
The word captures the essence of the
injunction: “Think globally, act locally.”
A glocal person is one whose area of
power and influence is confined only to
her or his immediate small locality, yet Glocal versus Counter-Glocal Persons
her or his local actions are informed
from global perspectives and interests. Glocals are opposite to corrupt
leaders, terrorists, and nationalistic superpowers.

7. CONSCIOUS AND CONTINUOUS LEARNING

Estimate what percent of our present total knowledge came from formal
schooling. As a result, we learn
more from work and from life
than from school. We spent so
much money, many years, and
much planning to get knowledge
in life. We got the highest

Internal Attention is the Doorway to Emotional

Intelligence

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percentage of our knowledge without planning, technology, money, etc. In fact,

we got it unconsciously. We learn from work and from life all the time, but we
do it without planning and without any system or technique. What we learn
formally from the school system is basically how to make a living, and not how
to live life. There is no subject in school about how to relate to one’s spouse,
how to raise children well, or how to manage one’s anger.
According to Salovey and Mayer, of the five domains of emotional
intelligence, the most crucial is the first or starting domain, awareness of one’s
feelings and emotions. The ability to sense the feelings and emotions of others
(Domain 3) depends on the ability to be aware of one’s own feelings and
emotions (Domain 1). And the ability to manage relationships (Domain 4)
depends on Domain 3 and Domain 2 (the ability to manage one’s own
emotions).

8. WATCHING AND LISTENING WITHIN

These inner disciplines start with self-observation and self-knowledge.
According to Japanese folklore, there are three kinds of power symbolized by
the sword, the diamond and the mirror.
The mirror symbolizes the third kind of
power arising from self-awareness,
self-knowledge and self-management.
If the starting point of
self-management and self-knowledge is
self-awareness, the starting point in
Power of the Third Kind
learning self-awareness is learning and
constantly practicing internal attention or listening within.
As you continue practicing you will observe many things about your own
mind and its habits, and many things about yourself. You will realize that there
are many things about yourself that you did not know.

9. SENSING AND CO-CREATING THE EMERGENT

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In Senge’s language, “presencing” is the art and practice of consciously

entering a creative process and space where innovation can take place. It is
“pre-sensing” the future and participating in bringing about the future into the
present. It is internally sensing what is emergent within and without. It calls
forth the intrapersonal and/or transpersonal skill of entering the quiet creative
wellspring within yourself

10. BRIDGING LEADERSHIP

During crisis situations — when a common threat is publicly visible and
cause-and-effect relationships are known or clear to everyone — effective
group action follows easily.
The type of leader who can provide social bridges for groups with
disparate interests to talk and work together, cognitive bridges to help
people see the distant or less visible cause of an immediate visible effect,
and foresight and vision to help people better see the bridges they need to
cross between the present and a desirable future, is called a bridging
leader.
The threats to the security of Planet Earth either arise from or are made
worse by very weak or even negative social capital among nations and
peoples. Bridging leadership is about creating or enhancing bridging social
capital. Bridging leaders are those who can understand, engage and lead
groups of people with diverse interests to effective group action to solve
problems or achieve goals under conditions of conflict, vested interests and
counter-glocality. A bridging leader can bring together and lead a “team of
rivals” (a concept from President Barack Obama). Bridging leaders fight
against social exclusions. To pull the inhabitants of Planet Earth through the
difficult 21st century problems of poverty, environmental collapse,
ethnic-religious wars and threat of nuclear war, we need more bridging
leaders and we need a new model of governance, sacred governance.

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Integrity Circle Movement

“Loyalty to the nation all the time, loyalty to the government when it deserves it.”
–Mark Twain

Integrity is loyalty, truthfulness & faithfulness to all our promises, vows,

commitments to all stakeholders. Such as using a strategy to have a better
organization, truthful and to fight corruption is called Integrity Circles.
The concept of Integrity Circles started with Dr. Antonio C. Roldan, Jr. RODC
paper which adds strategies to prevent corruption in both public and private
organization.
Making an appreciative inquiry by asking questions for the future that leads to
positive leadership and relationships of
people in an organization. It has a
cycle that utilizes four processes:
a. discover – identify practices
that work well
b. dream – envision an
alternative future
c. design – planning steps to
achieve desired future
d. deliver – coordinate plans and
outcomes

INTEGRITY CIRCLE MOVEMENT

Corruption is defined as “any abuse of delegated power for personal gain”.
It includes crimes of political leader, crimes of public officers, religion leaders,
community leaders, and all other kinds of leaders when used for leadership
power and personal gain.
There are three major causes of corruption identified by social and
behavioral scientists.

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a. low morality of employees and officers in private and public sectors

of society
b. defective organizational practices
c. deformed values, norms and practices
Societies that show most supportive of corruption are the following:
a. lacks political will and leadership
b. pass oblivious cultural norms and tradition
c. difficult in prosecuting graftors
d. totally tolerant of corruption

Despite of many leaders who

acts as the “necessary evil” of
corruption, we can prevent it
by taking any one element that
constitute to The Corruption
Triangle. Wherein, C= A R O, C as corruption, A as attraction, R as
rationalization and O as occasion. Risk temptations are attracting people
that leads to bribery, as an act of crime by offering rewards to the taker
and increasing the risk. Using alibis that justifies their lies and actions is
committed just because it is rationally good. And lastly by having an
opportunity to the crime, occasions happened.
By using an integrity circle movement, it internationally fights
corruptions in each organization. Each integrity circle composed of 5-10
people from the same workplace, doing the same functions but have
freely committed to live up the movement’s values of honesty, simplicity
and professionalism by helping others for love of God and country.

There are approaches used in the movement:

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First step in this

approach is the ethical
management workshop.
By helping it appreciate the
value of ethics in
management and identify
areas prone to corruption.
This is an attempt to form
right leadership in both
private and public
organizations without
failing into ethical
subjectivism. As a guide in
making ethical decisions,
authors such as Piaget,
Eric Erikson, Kohlberg,
Rational-Ethical Decision-Making Processes
Blanchard and Peale, and
Dr. Roldan, a rational and ethical decision-making process was made.
Second step consists of forming integrity circle leaders that are
equipped with the knowledge, values and skills. Volunteers are screened
and select for special training. Integrity Circles values are professed and
formed. It was all planned and implemented such as meetings are held,
and individual performances are appraised against ethical standards.
Third step is forming integrity circles supports groups from staff and
groups that maintain the interest and integrity of each circles. These are
groups within and outside the organization who shall help monitor,
evaluate and reward tasks of circles to aim for continuity. MakaDiyos,
makabayan, matao at makakalikasan.
Integrity Circles are work-groups that meet once a week to discuss
ways to a) the development of organizational system, b) humanize the

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workplace by establishing a cheerful atmosphere and, c) utilize their

potentials to do good for the country.
Organizational structures of Integrity Circles adopt the following
Here ends the lesson on…if everything is understood, you may now
answer the activities given on the next pages. If not, kindly review.

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Assessment Tasks

A. Written Test
Directions: Fill in the blanks.
1. “Pamamahala kasama si Bathala” or governance with God is called
________.
2. The pamathalaan program started during the administration of
______________ in 1992-1998 is an example of this movement
towards sacred governance.
3. The forefather of all Jews, Christians and Muslims, ___________ did
not have any scripture to rely on. So, he used direct tacit means to
listen to God. He listened very well, even if he could not at first believe
what he heard.
4. According to anthropologist-cyberneticist Gregory Bateson, “the major
problems in the world are the result of the difference between the way
______ works and the way man thinks”.
5. Glocality (from “______” and “locality”), a new word that has gained
among civil society sectors, and among professionals who frequently
move around the world.
6. We got the highest percentage of our knowledge without planning,
technology, money, etc. In fact, we got it ____________.
7. According to Japanese folklore, there are three kinds of power
symbolized by the sword, the _______ and the mirror,
8. In Senge’s language, “________” is the art and practice of consciously
entering a creative process and space where innovation can take place.
9. The type of leader who can provide social bridges for groups with
disparate interests to talk and work together, cognitive bridges are
called _______.
10. An important trend that leads to the governance of God is called

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_______.
B. Performance-Task
Directions: Make a role play on each side of the classroom showing
four practices used by different leaders on sacred government. (by group)
Rubrics:
Standards Score
able to show four kinds of practices in 50%
sacred government
able to show the significance of 30%
having a good leader
creativity 10%
teamwork 10%
Total 100%

Readings

Talisayon, Serafin. (2012). Sacred governance

Retrieved August 9, 2018 from
http://www.academia.edu/11316295/Pamathalaan_-_Sacred_Governance

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Answer Key of Written Test

1) Pamathalaan
2) President Fidel V. Ramos
3) Abraham
4) nature
5) global
6) unconsciously
7) diamond
8) presencing
9) bridging leader
10) sacred government

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LESSON 4: Stephen Cover Paradigm – Seven Habits of

Highly Effective People

Intended Learning Outcomes

After reading this module, you will be able to do these:

11. Identify the seven habits of highly effective people.
2. Create habit practices that leads as be an effective people.

Enduring Understanding

Preservice teachers should understand that:

1. There are practices to be done in achieving habits of an effective
people.
2. Effectivity of a person is caused by attitudes and ways in life.

Essential Questions
1. What are the seven habits to be an effective
people?
2. How to be an effective person?

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Essential Learning
“Excellence is not a skill, it's an attitude.” –Ralph
Marston

Habit defined as the intersection of

knowledge, skill, and desire. Knowledge is
all about what to do and the why’s. Skill is
the how to do. And desire is the
motivation, the want to do. To have an
excellence attitude in our lives, we need to
have all three.
In harmony with the natural laws of
growth, there is a provided approach to
the development of personal and
interpersonal effectiveness. It moves
progressively on a Maturity Continuum from dependence to independence to
interdependence.
Each of us begin life as an infant, totally dependent on others. We are
directed, nurtured, and cared by others. Then over the months and years, we
become more independent physically,
mentally, emotionally, and
financially-until we can take care of
ourselves.
And as we continue to grow old,
we become increasingly aware that all
of nature is interdependent. We
discover that the higher reaches of our
nature have, to do with our

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relationships with others- that human life also is interdependent.

The first three habits are focused on self-mastery and moving from
dependence to independence:
1. Be Proactive – Principles of Personal Vision
It means more than merely taking initiative. That as human beings, we are
responsible for our own lives. Our behavior is a function of our decisions, not
our conditions. We have the initiative to make things happen.
We, by nature are
proactive, if our lives are a
function and condition, it is
because we have, by
conscious decision, chosen
to empower those things to
control us. Such as we are
free to choose whatever we
want by our stimulus that responses to our will and choice. Whether we pick
self-awareness, imagination, conscience and independent will.
Proactive people recognize that they have responsibility, which Covey
defines as the ability to choose how you will respond to a given stimulus or
situation.
Habit 1: Start replacing reactive language with proactive language.

2. Begin with the End of Mind –Principles of Personal Leadership

It is to begin today with the image, picture, or paradigm of the end of your
life as your frame of reference or the criterion by which everything else is
examined. Each part of your life---today's behavior, tomorrow's behavior, next
week's behavior, next month's behavior---can be examined in the context of
the whole, of what really matters most to you. By keeping that end clearly in
mind, you can make certain that whatever you do on any day does not violate
the criteria you have.

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Dealing with values and vision

if we are aware of examining our
paths in life, value correct principle,
and real principles in life in order to
make a statement which we see the
worlds using circle of influence.
Security represents your sense of
worth, your identity, your
self-esteem, Circle of
Influence
your basic personal strength or lack
of it.
Guidance means your source of
direction in life.
Wisdom is your perspective on life, your sense of balance, your understanding
of how the various parts and principles apply and relate to each other.
Power is the faculty or capacity to act, the strength and potency to accomplish
something.
Habit 2: Practice doing this.
a. Visualize in rich detail your own funeral
b. Break down different roles in your life
c. Define what scares you.

3. Put Things First –

Principles of Personal
Management
Effective management
is putting first things first. It
is management that puts
them first, day-by-day,
moment-by-moment.
Management is discipline,

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carrying it out. Discipline derives from disciple-- to a philosophy, disciple to a

set of principles, disciple to a set of values, disciple to a purpose, to a goal or a
person who represents that goal.
To maintain the discipline and the focus to stay on track toward our goals,
we need to have the willpower to do something when we don’t want to do it.
We need to act according to our values rather than our desires or impulses at
any given moment.
Habit 3: Practice doing this.
a) Identify a Quadrant II activity you’ve been neglecting.
b) Create your own time management matrix to start prioritizing.
c) Estimate how much time you spend in each quadrant.

The habits 4, 5, and 6 are focused on developing teamwork, collaboration, and

communication skills, and moving from independence to interdependence.
4. Think-Win-Win – Principles of Interpersonal Leadership
When you step into a
leadership role, you are in a
position of influencing other
people. And the habit of
effective interpersonal leadership is Think- Win-Win. Win/Win is not a
strategy, it's a total philosophy of human interaction. It is one of six paradigms
of interaction. The alternative paradigms are Win/Lose, Lose/Win, Lose/Lose,
Win, and Win/Win or No Deal.

Covey explains that there are six paradigms of human interaction:

1. Win-Win: Both people win. Agreements or solutions are mutually

beneficial and satisfying to both parties.
2. Win-Lose: “If I win, you lose.” Win-Lose people are prone to use
position, power, credentials, and personality to get their way.
3. Lose-Win: “I lose, you win.” Lose-Win people are quick to please and
appease and seek strength from popularity or acceptance.

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4. Lose-Lose: Both people lose. When two Win-Lose people get together --
that is, when two determined, stubborn, ego-invested individuals interact --
the result will be Lose-Lose.
5. Win: People with the Win mentality don’t necessarily want someone else
to lose -- that’s irrelevant. What matters is that they get what they want.
6. Win-Win or No Deal: If you can’t reach an agreement that is mutually
beneficial, there is no deal.

When it comes to interpersonal leadership the more committed they are

to Win-Win, the more powerful they influence will be.

And to achieve Win-Win, keep the focus on results, not methods; on

problems, not on people.

Habit 4: Practice doing this.

1. Think about an upcoming interaction
2. Identify three important relationships in your life.
3. Deeply consider your own interaction tendencies.

5. Seek First to Understand, Then to Be Understood –Principles of

Empathic Communication

In order to seek to understand, we must learn to listen.

When we listen autobiographically -- in other words, with our own

perspective as our frame of reference -- we tend to respond in one of four
ways:

1. Evaluate: Agree or disagree with what is said

2. Probe: Ask questions from our own frame of reference
3. Advise: Give counsel based on our own experience
4. Interpret: Try to figure out the person’s motives and behavior based on
our own motives and behavior

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Habit 5: Practice doing this:

1. Next time you’re watching two people communicating, cover your ears
and watch.
2. Next time you give a presentation, root it in empathy.

6. Synergize – Principles of Creative Cooperation

Synergy allows us to create new alternatives and open new
possibilities. It allows us as a group to collectively agree to ditch the old
scripts and write new ones.
Synergy allows you to:
• Value the differences in other people as a way to expand your
perspective

• Sidestep negative energy and look for the good in others

• Exercise courage in interdependent situations to be open and

encourage others to be open

• Catalyze creativity and find a solution that will be better for everyone by
looking for a third alternative

Habit 6: Practice doing this.

1. Make a list of people who irritate you.

2. Make a list of people with whom you get along well

The habit 7 is focused on continuous growth and improvement and embodies

all the other habits.

7. Sharpen the Saw - Principles of Balanced Self-Renewal

It surrounds all the other habits and makes each one possible by
preserving and enhancing your greatest asset -- yourself.

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There are four dimensions of our nature, and each must be exercised regularly,
and in balanced ways:

Physical Dimension: The goal of continuous physical improvement is to

exercise our body in a way that will enhance our capacity to work, adapt, and
enjoy.
Spiritual Dimension: The goal of renewing our spiritual self is to provide
leadership to our life and reinforce your commitment to our value system.
Mental Dimension: The goal of renewing our mental health is to continue
expanding our mind.
Social/Emotional Dimension: The goal of renewing we socially is to develop
meaningful relationships.

Here ends the lesson on…if everything is understood, you may now answer
the activities given on the next pages. If not, kindly review.

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Assessment Tasks

A. Written Test
Directions: Choose the best answer in the box below. Write it before the
number.
________ 1. maturity continuum that starts life as an infant
________ 2. dealing with understanding, seeking to learn and listen.
________ 3. dealing with initiatives as human being who are responsible for
our own lives
________ 4. defined as the intersection of knowledge, skill, and desire
________ 5. capacity to act, the strength and potency to accomplish
something
________ 6. dealing with values and vision if we are aware of examining our
paths in life, value correct principle, and real principles in life in order to make
a statement which we see the worlds using circle of influence
________ 7. dealing with a total philosophy of human interaction.
________ 8. dealing with all the other habits and makes each one possible by
preserving and enhancing greatest asset.
________ 9. dealing with time management that puts problem first,
day-by-day, moment-by-moment
________ 10. dealing with creating new alternatives and open new
possibilities

dependent Principles of Personal Leadership Principles of Personal Management

Principles of Balanced Self-Renewal Principles of Interpersonal Leadership

Principles of Empathic Communication Principles of Creative Cooperation

habit Principles of Balanced Self-Renewal

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B. Performance-Task
Directions: Using an interactive game, show one of those seven habits
on how to become an effective people. (by group)
Rubrics:
Standards Score
able to apply all the habits on how to 50%
be an effective people
able to show the significance of 30%
having a good habit/practices
creativity 10%
teamwork 10%
Total 100%

Readings

Anum, Hussain. (2018). Seven habits of effective people

Retrieved August 9, 2018 from
https://blog.hubspot.com/sales/habits-of-highly-effective-people-summary

Covey, Stephen. (1989). Seven habits of effective people

Retrieved August 9, 2018 from
http://www.stafforini.com/docs/Covey%20-%20The%207%20habits%20of
%20highly%20effective%20people.pdf

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Answer Key of Written Test

1) dependent
2) Principles of Empathic Communication
3) Principles of Personal Vision
4) habit
5) power
6) Principles of Personal Leadership
7) Principles of Interpersonal Leadership
8) Principles of Balanced Self-Renewal
9) Principles of Personal Management
10) Principles of Creative Cooperation

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