UC2 CBLM Demonstrating Work Values and Gender Sensitivity

COMPETENCY BASED LEARNING
MATERIAL
SECTOR : AGRICULTURE, FORESTRY AND FISHERY
QUALIFICATION : ANIMAL PRODUCTION (RUMINANTS) NC II
UNIT OF COMPETENCY : DEMONSTRATE WORK VALUES AND GENDER

SENSITIVITY
MODULE TITLE : DEMONSTRATING WORK VALUES AND GENDER

SENSITIVITY
HOW TO USE THIS COMPETENCY-BASED LEARNING
MATERIAL
The unit of competency, “Demonstrate work values and gender

sensitivity”, is one of the competencies of Animal Production (Ruminants)
NC II, a course which comprises the knowledge, skills, and attitudes
required for a TVET trainee to possess.
The module, Demonstrating work values and gender sensitivity,

covers the knowledge, skills and attitude required in researching general
information on food and beverage cocktails, and sharing in.
In this module, you are required to go through a series of learning

activities in order to complete each learning outcome. In each learning
outcome are Information Sheets, Self-checks, Operation Sheets, Task Sheets,
and Job Sheets. Follow and perform the activities on your own. If you have
questions, do not hesitate to ask for assistance from your facilitator.
Remember to:
 Read information sheet and complete the self-checks.

 Perform the Task Sheets, Operation Sheets, and Job Sheets until you
are confident that your outputs conform to the Performance Criteria
Checklists that follow the said work sheets.
 Submit outputs of the Task Sheets, Operation Sheets, and Job Sheets
to your facilitator for evaluation and recording in the Achievement
Chart. Outputs shall serve as your portfolio during the Institutional
Competency Evaluation. When you feel confident that you have had
sufficient practice, ask your trainer to evaluate you. The results of
your assessment will be recorded in your Achievement Chart and
Progress Chart.
You must pass the Institutional Competency Evaluation for this

competency before moving to another competency.
ANIMAL PRODUCTION Document No.

(RUMINANTS) NC II Date Developed:
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DEMONSTRATING WORK Page 1 of 91
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QA System VALUES AND GENDER Revision # 00
SENSITIVITY
COMPETENCY BASED LEARNING MATERIALS
EMPOWERMENT COURSES (GAD)

LIST OF COMPETENCIES
No. Unit of Competency Module Title Code
1. Observe gender Observing gender

sensitivity in the sensitivity in the workplace
workplace
2. Demonstrate work Demonstrating work

values and gender values and gender
sensitivity sensitivity
4 Practice basic Practicing basic

housekeeping procedures housekeeping procedures

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MODULE CONTENT
UNIT OF COMPETENCY : Demonstrate work values and gender

sensitivity
MODULE TITLE : Demonstrating work values and gender

sensitivity
MODULE DESCRIPTOR : This unit covers the knowledge, skills and

attitudes required to gather, interpret and
convey information in response to
workplace requirements.
NOMINAL DURATION :
At the end of this module, you MUST be able to:

1. Describe the purpose of work
2. Identify and deal with ethical problems
3. Apply work values and gender sensitivity
4. Maintain integrity of conduct in the workplace

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COMPETENCY SUMMARY
QUALIFICATION TITLE : Animal Production (Ruminants) NC II
UNIT OF COMPETENCY : Demonstrate work values and gender

sensitivity
MODULE TITLE : Demonstrating work values and gender

sensitivity
INTRODUCTION
This unit covers the knowledge, skills and attitudes required

to gather, interpret and convey information in response to
workplace requirements.
LEARNING OUTCOME
Upon completion of this module, the trainees must be able to:
1. Describe the purpose of work
2. Identify and deal with ethical problems
3. Apply work values and gender sensitivity
4. Maintain integrity of conduct in the workplace
ASSESSMENT CRITERIA
1. Understand and discuss purpose of living and working
2. Developed self-discipline
3. Understand and discuss purpose of living and working
4. Able to know how developed self-discipline
5. Able to define work
6. Understand and explain the significance of work
7. Understand and discuss the purpose of work
8. Specify the steps that you would take to solve an ethical dilemma
and make an ethical decision.
9. Identify ethical issues that you might face in business, and
10. Analyze rationalizations for unethical behavior.
11. Specify actions that managers can take to create and sustain
ethical organizations.
12. Understand and discuss integrity in the workplace
13. Perform conformity in the workplace

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14. Assess the management of workplaces
15. Identify particular strengths and weaknesses in current practice
16. Implement practical strategies to build and sustain workplace
integrity.

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LEARNING OUTCOME # 1 Describe the purpose of work
CONTENTS:
 Living and Working with Purpose
 Purpose of Work
 Understanding the Purpose Of Work
ASSESMENT CRITERIA:
 Understand and discuss purpose of living and working
 Able to know how developed self-discipline
 Able to define work
 Understand and explain the significance of work
 Understand and discuss the purpose of work
CONDITIONS:
The students/ trainees must be provided with the following:
1. Writing materials (pen & paper)

2. References (books)
3. Manuals
ASSESSMENT METHODS:
Competency in this unit may be assessed through:
1. Written test
2. Practical performance test
3. Interview

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Learning Experiences
Learning Outcome # 1 - Describe the purpose of work
Learning Activities Special Instructions

Read Information sheet 2.1.-1 This Learning Outcome deals with the
on “Living and Working with development of the Institutional
Purpose” Competency Evaluation Tool which
Answer Self-Check 2.1-1 trainers use in evaluating their trainees
(Trainee checks answers after finishing a competency of the
against the answer key) qualification.
Read information sheet 2.1-2 Go through the learning activities
on “Purpose of Work” outlined for you on the left column to
Answer Self-Check 2.1-2 gain the necessary information or
(Trainee checks answers knowledge before doing the tasks to
against the answer key) practice on performing the requirements
Read information sheet 2.1-3 of the evaluation tool.
on “Understanding the Purpose The output of this LO is a complete
Of Work” Institutional Competency Evaluation
Answer Self-Check 2.1-3 Package for one Competency of Food
(Trainee checks answers and Beverage Services NCII. Your
against the answer key) output shall serve as one of your
portfolio for your Institutional
Competency Evaluation for
Demonstrating work values and
gender sensitivity
.
Feel free to show your outputs to your
trainer as you accomplish them for
guidance and evaluation.

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Information Sheet 2.1-1
Living and Working with Purpose
Learning Objectives:
After reading this information sheet, you must be able to:
 Understand and discuss purpose of living and working
 Developed self-discipline
Do you like your job? Is it fulfilling? Or is it just a paycheck? In this excerpt

from Luck by Design by Richard Goldman, find out how changing your beliefs
can give you a totally new outlook.
Everything that arises in your life is there for one purpose only -- to teach
you to exercise an underutilized aspect of your life. Because work involves
contact with other people, the underutilized aspects of your life can become
more apparent as you compare and contrast yourself with others. Of course,
this can only happen when you're present. Sometimes this can be
particularly painful; it's a natural reaction to resist and avoid those aspects
of ourselves that are weak. But sometimes the most painful lessons are the
ones that have the most benefit in the long run.
First, there has to be a you, and then there is your job. Similarly, as a
parent, although you are responsible for the development of your child, you
are still you. The previous chapters have helped you look at that being who
is you; this chapter takes it one step further in helping bring that inner self
to the workplace. The most important aspect in doing that is congruency --
striving to match your inner self with your outer self and creating harmony
between your heart and your head. When we look at the outer world, we
don't see the world as it is; we see it only as we are at that moment. Yes,
you're going to have to work, but if you can see that when you change your
beliefs, you change the world around you, the chances of your creating
congruency increase exponentially.
Here's a simple way to think about changing your beliefs and how doing so
changes the world around you. Have you ever bought a car and then
suddenly noticed how many cars the same as the model you bought are on
the road? It's a pretty common reaction. But there aren't really any more of
those cars on the road (except yours): what has changed is your awareness
of that particular make and model of car. By purchasing the car that you

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did, you changed your vested interest in the car, and you brought a new
level of attention to it, thereby changing your view and belief about that car.
The discussion of work in this chapter is divided into seven sections:
1. Why work?
2. What are you "supposed" to do?
3. What are you doing?
4. You are going to have to struggle.
5. You are going to have to develop discipline.
6. Success isn't easy or self-sustainable.
7. Are you going to be the CEO?
These sections cover work from the inside (how do you approach work) to
the outside (what does your work have to do with you).
Why Work?
When you sit down and think about your life, think about this: the question
is not what or why, but how are you going to live? Work is an integral part of
how you're going to live and how you are going to be in the world. A fulfilling
life is passion driven and a big part of that life derives from the work that
you do. It doesn't matter what the work is. What matters is the passion that
you have behind it and that you put into it. The same applies for the rest of
your life.
Each one of us has a reason for being and a contribution to make; why not
strive to make these more than financial survival? Yes, finances are
important, but if you work at a job that just pays the bills without providing
an outlet for your passion, then the ultimate cost to you is far more than the
bills that might be due. The cost is compromising and stifling your creative
intellect and wasting your time -- a whole lot of it. Know that you can be in
control, at the helm of your own destiny, by the decisions you make in all
aspects of your life -- especially regarding the work that you choose to do
and how you choose to do it. Remember that everything counts: you will be
at your happiest when you are expressing your essential nature and
creating your mark on the world through the work that you do.
Do you always seem to have a "bad boss" or "never get a break" at work? It
may have something to do with what you are presenting to the world. Your
outer working life has to reflect your inner organization. Make sure that you
have your personal values and ethos in order, and then take them to the
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workplace. The reality is that there are no bad bosses, and there are no bad
breaks. And there are no victims -- unless you choose to become one. Stop!
Take a moment to re-read this paragraph. It's easy enough to read, but
really understanding the content can take a lifetime. Give yourself an
advantage and contemplate it now: what you bring to your work makes all
the difference.
What Are You Supposed to Do?
Each of us has our own specific "true calling" -- an answer to the question,
"What am I supposed to do?" At the most fundamental level, we each need to
feel like we are doing something worthwhile and that we are making a
positive contribution to the planet. We need to be able to leave work at the
end of the day, feeling tired yet energized because we've done something that
matters and that our work outside the home has meaning.
How do you figure out who you are, what your place in the world is, and
what you're "supposed" to do? If you grew up in a supportive family, you
were told that you could be anything you set your mind to. That's a lovely
message, but it's pretty nonspecific. If you grew up in a household with less
support, non-specificity is the least of your problems.
Figuring out what you're supposed to do is actually simpler than you think:
do what brings you joy. Stop! Think about that right now. If there were no
negative consequences -- financial or otherwise -- what do you see yourself
doing for work that would bring you joy? Is it possible for you to be doing
that "thing" at this moment in your life? Perhaps not, but you've taken one
important step in getting to that "thing" by identifying it to begin with. You
can begin the process of getting there right now.
Is it easier said than done? Sure, but if you pay attention, your intuition will
guide you. Sometimes it's tricky to differentiate between the voice of your
ego and the voice of your soul. The voice of your ego is the one that tells you
what you "should" be doing, based mostly on voices and opinions that you
have heard and continue to hear from the outside world. This is not a
helpful voice. The voice of the soul is the one that will keep gently drawing
you to the things you love. When you follow your heart's desire and listen to
your intuition, work turns into pleasure. Will it always be this way?
Probably not, which is why paying attention -- being present, quiet, and
calm -- is also imperative in your work life. What you're sure you should be
doing at this stage of your life might end up being what you need to be

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getting away from five years from now. Times change, and people change.
Getting quiet not only helps you find your self, it also helps you find your
right place for the right time, by trusting your own inner voice.
What Are You Doing?
As you're contemplating what you're supposed to be doing, also ask yourself

this question: "What am I doing with my life now?" It is certainly a pretty big
question, and it's one that you have to pause and ask yourself often. Time,
that old enemy, is moving on, and if you don't stop and ask the really tough
questions, you'll find yourself very old and very upset that you've spent your
time doing "work" that you didn't want to do.
When was the last time you woke up in the morning and were really excited
about the work that you're about to do? Take a moment to really think
about that question. Was it this morning? Yesterday morning? Maybe it
wasn't even last week or last month. If it was last year, then it's past time to
take a hard look at what you're doing. And read on.
If the work that you do is diminishing your ability to live an abundant life
rather than adding to it, it is time to make a change. By identifying your
unique skills and talents, you can discover the true meaning in your life and
live more authentically. You won't be able to do this if your work is taking
from, rather than adding to, your life.
If you're currently employed and wondering about why you're there, ask
yourself the following questions:
 Is the work inspirational as well as perspirational?

 Are you inspiring others?
 Are you leaving others in a better condition than you found them?
 Are there people in the company that you admire?
 Do you admire the company?
 If you weren't working there and it was possible to avail yourself of
your company's product or service, would you?
 Is the work complementary to the rest of your life?
 Is it using your abilities to develop greater capacities?
 Is there a place for your beliefs and values?
 Are your little idiosyncrasies welcomed, tolerated, or outright
shunned?
 Does it just plain feel right?

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If your answer to most of these questions is no, then you need to take a
long, hard look at what you're doing. First, make your best effort to change
your own position, and even take a stab at improving the culture around
you. If you feel that you've done this to no avail, you need to develop your
exit plan. I'm not advocating that you turn in your resignation tomorrow --
there are bills to be paid and responsibilities to be met -- but for your own
well-being, you need to begin to work in the direction of leaving your current
work and finding something else that has more meaning for you.
If you are a student in college or graduate school and you feel that you're in
a rut or have answered no to many of the above questions, then you need to
reevaluate your situation. Again, start from a place of changing the current
situation -- don't let "bail" be the default answer. Maybe the no answers
have to do with what you're doing when you're not in class, or not studying.
You're the best judge.
A degree is important, but if it comes at the cost of boredom, then it's an

expensive lesson, both financially and spiritually. Perhaps you've chosen the
wrong major; know that it's never too late to right that wrong. Perhaps
you're trying too hard to graduate in X number of years and have overloaded
yourself with courses; that decision is another wrong that can be righted.
Maybe you're just burned out with school. Most colleges make it pretty easy
for you to either take a leave of absence or to cut back on your course load.
Take advantage of that flexibility in any way you can.
If you're a parent who feels like you have stayed at home too long, you have
choices as well. How old are your children? Do they need you 24/7 or is
there a way that you can get out of the house during part of the day to do
something that challenges your intellect a little more? For that matter, given
the wide range of possibilities on the Internet, you can take a course, start a
business, or be involved in something greater than yourself from your home
at any hour of the day -- even at sporadic naptimes. You just have to make
the commitment to do it.
The questions "What am I doing?" is not a question that you can ask
yourself once in life and then be done. It is a question that you should ask
yourself often -- maybe daily. It's far too easy to get stuck in a situation
where you are comfortable, where asking any question, especially, "What am
I doing?" involves way too much risk. Well, know this: the risk, the penalty,
for not asking the question often enough is far greater than the reward for
ignoring the question. If work is indeed the portal to the rest of your life, and

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the way you can bring out your unique qualities, then you need to ask the
questions to ensure that you are being and doing the best that you can. If a
path feels like a struggle, is part of the struggle because it's not the right
path for you? This is not to say that the path will be easy, but if the
obstacles come from within, they may be telling you something you need to
pay attention to.
And finally, one of the ways to find out what you "should" be doing is to
discover what you shouldn't be doing. I suppose this is code for a job! One
way to find out what you like is to discover what you don't like, so don't be
dismissive of jobs that you don't think you're going to like. And be careful of
becoming a "professional student." Several members of my advisory board
indicated that they were going to school because they hadn't figured out
what they wanted to do with their lives. An undergraduate degree is
important, but unless you know what you want to do with a degree beyond
that, be careful. School is very expensive and very time-consuming; some
breathing room and exposure to the working world after so many years in
school is probably a good thing.

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Self-Check 2.1-1 (TRUE OR FALSE)
1. First, there has to be a you, and then there is your job. Similarly, as a
parent, although you are responsible for the development of your child, you
are still you.
2. Be dismissive of jobs that you don't think you're going to like.
3. The questions "What am I doing?" is not a question that you can ask yourself
once in life and then be done. It is a question that you should ask yourself
often -- maybe daily.
4. Never use your abilities to develop greater capacities
5. Everything that arises in your life is there for one purpose only -- to teach
you to exercise an underutilized aspect of your life.

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Answers to Self-Check 2.1-1
1. True
2. False
3. True
4. False
5. True

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Purpose of Work

 Define work
 Understand and explain the significance of work
What is the purpose of work?” is both a personal question for me and a

key question for many of the families with whom I work (although they don’t
necessarily ask it directly like that). Consistent with the stereotype of a
hardworking Midwestern farmer, I am a pretty hard-working guy (I am not a
farmer, but come from that heritage). So I work fairly long hours, but
probably more importantly, I work consistently — not taking many days off
or vacations. Not bragging. Not looking for either respect or sympathy. Just
describing the situation.
And the question, “What is the purpose of work?”, is relevant to many of my

clientele families at many levels. For many, they no longer have to work in
order to support themselves or their families. They have been successful in
business, investing, or wealth-creation of some kind and now have sufficient
financial resources for the rest of their lives. But most (not all) continue in
some form of work — investing their time, energy and intellectual capital in
new endeavors. Why?
And the purpose (or meaning) of work intersects their lives at another level
— their children (and sometimes grandchildren) either currently have or will
have access to more than enough money and financial assets that they
really will never have to work in order to support themselves or their
families. So the question becomes: Why should they work? (or even prepare
for working through education?) A somewhat easy question to answer at a
theoretical or principle-based level, but far more difficult in real life
conversations when your kids ask the question.
I am not presupposing I have all the potential answers to these questions,

but I have thought it through some (and discussed the issue with a lot of
people). So here are some of my thoughts.

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First, let me define what I mean by “work”. I am talking about meaningful
and productive life activity. It does not only mean a paying job — most
adults do some forms of work that are not paying (making meals, doing the
dishes, lawncare, paying the bills, laundry) — although many wealthy
individuals and families hire these tasks out to others. I think probably the
most undervalued form of non-paying work is parenting, and more
specifically, mothering. Mothers work long, hard hours; they don’t get paid;
and they don’t typically get much in return (accolades, thanks, recognition).
Mothering is, flat out, a tough job. There are additional non-paying jobs in
the forms of community service and volunteering. So work is not defined by
payment in this context.
In fact, that segues into one of the core questions about work in our culture
today — if you have enough money, why work? And the converse of this
question actually is the implicit (and sometimes explicitly stated) goal for
many — “I want to get rich and have a lot of money so I can quit my job and
never have to work again!” Aside from fame, I think this is the primary
driving force for those who desire to be professional athletes, movie stars,
entertainers, record producers, and possibly many entrepreneurs.
The inferred meaning of work from this perspective is: The purpose of work
is to make money.
So if you have “enough” money (which is a personal definition), you don’t

have to work. This is where the dilemma intersects with children and heirs
of significant financial wealth — if the primary purpose of work is to make
money, and we have all the money we need, why should I go get a job? And
why should I study hard in school to get a job I don’t need?
The problem is, from my perspective, this is a limited view of work. Work,
besides making money, is meaningful daily life activity — making
something, serving someone, providing something of worth to others (either
individually or to the community in which you live [local or globally]). And I
believe it is woven into the nature of humans to both desire meaningful,
productive activity and to gain satisfaction from the same.
This actually creates some challenges in some kinds of work — you don’t
always see the product of your time and effort. In my field of counseling and
consulting, my “products” are somewhat ethereal. You can’t always see the
results of my efforts (sometimes not immediately, but later; sometimes for a
brief time period and then they seem to dissipate; sometimes not ever!) So I

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counteract this by doing more physical tasks in my avocational time —
trimming trees, writing an article — a task where I can see some type of
visible result.
Now, for me personally, I am not in the situation where I am able to “not

work” (for pay). I still need income to support my family. But even for me, I
ask (especially when I am weary or discouraged) — besides earning money,
for what purpose am I working? What am I trying to accomplish? What am I
accomplishing? Does it matter? To whom? (And does it matter if it makes
any difference to someone else?) [To those of you with whom I work, I am not
indirectly looking for accolades or reassurance of my efforts -- I am letting
you in on my internal thought processes.]
One of the reasons I went into the counseling profession initially was
because I wanted to make a difference in people’s lives, rather than
manufacture (or sell) some physical object that may or may not really
enhance the quality of anyone’s life. But that is a value decision on my part.
And even so, is that the core reason to work — to make a difference in
people’s lives, or to improve the world? Maybe, maybe not.
Besides these reasons, what are other purposes of work? For some, there is
a spiritual aspect. For others, work can be the mechanism through which
they discover themselves and become all they were meant to be.
Realistically speaking, I think work can become the measure by which we

attempt to gain self-worth (to some, being a Vice President of a company
means you are better as a person than if you were a factory assemblyman).
And I think it is also a way we try to gain acceptance or recognition from
others — other people will think more of us if we are more “successful” in
our careers. No judgment here on these, just laying it on the line.
So the question remains — what is the purpose of work? Why do you do

what you do? Is it just because you “have to” (or you feel you have to)?
Think about it.
Purpose and Meaning at Work
When the chips are down at work -- the deadlines jamming up like bumper
cars and the inbox screaming for attention, more fires to put out than all the
fire extinguishers on the Eastern Seaboard can handle, there’s one thing
that gets me through.
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I believe my work has meaning.
According Daniel Pink, author and expert on the nature of work, meaning
and purpose are core motivators, alongside autonomy and mastery. Money
alone isn’t enough to push us to do our best. Instead, we are driven and
inspired when we believe that what we doing serves something important
beyond ourselves. We long for this meaning.
“More and more organizations want to have some kind of transcendent

purpose,” Pink noted in his TED talk on what motivates us to work harder,
better, and with more satisfaction. “Partly because that’s the way to make
coming to work better [for employees], and partly because that’s the way to
get better talent.” (Watch a clever animation of Pink’s talk by London non-
profit RSA.)
Purpose Means Connection
Meaningful work comes from one of the building blocks of resilience:

connection. When you believe what you do has a positive purpose in the
world, you are connected to your values, to your ideals. You are likely
connected to a group of people whose lives you somehow want to make
better. You are part of a long line of others who worked in this field or in this
manner, and you’re connected to all those to come who will build on your
contribution.
The wonderful side effect of purposeful work is that improved resilience. We

know that the higher level of connection, the greater your resilience—your
ability to cope with stress and bear up under tough times. In fact, the more
engaged and connected you are to the work itself, the lower your stress
levels will be overall. As Andrew Shatte, Ph.D., one of meQuilibrium’s co-
founders, has discovered in his research, those who create connection in
their lives feel more confident and secure about their lives. (Read more about
connecting to something greater than yourself.)
But what if you’re just there for the pay and the benefits? What if the work
is good enough that you simply don’t hate your job? For some, that’s as
much as they think they’ll ever get.
The truth is, if you want more out of your work, there’s more purpose to be
found. Doing meaningful work needn’t be some elusive cultural ideal
reserved for the wealthy or the lucky. Instead, it starts with what you most

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deeply believe. Here are four questions to help you find your path to
purpose.
1. How do you define success? What do you wish for yourself to achieve
and to experience?
2. How does your family inspire you? What do they depend on you to do
or be? How does your work help you meet the goals you have for your
family?
3. What are your hopes for your community? Think big here--your state,
your country, even humanity. Is there a problem in this community that you
want to fix? Is there a way to start that work at your current job? Or have
you outgrown where you are, and is this the time to find a place with the
mission you want to call your own?
4. When do you most feel aligned with your core values? What work are
you doing in this case? Who are you with? What work projects or outcomes
resonate most strongly with those values? What’s one thing you can do to
make these activities a greater part of your life.
Connecting to purposeful work might mean serious effort and soul-

searching. The change it will foster in you is worth it. You’ll be less stressed
and more motivated when you work -- and you may even help make the
world a better place.

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Self-Check 2.1-2 (TRUE OR FALSE)
1. You’ll be less stressed and more motivated when you work -- and you may
even help make the world a better place.
2. Doing meaningful work needn’t be some elusive cultural ideal reserved for
the wealthy or the lucky
3. Meaningful work comes from one of the building blocks of resilience:
connection.
4. When you believe what you do has a positive purpose in the world, you are
connected to your values, to your ideals.
5. I believe my work has meaning.

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1. True
2. False
3. False
4. True
5. True

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Understanding the Purpose Of Work
 Understand and discuss the purpose of work
Many people despise work because they don't understand the purpose
of work.
They see work as punishment, so they are unmotivated and as a result get
little or nothing at the end of the day. That is why they complain and
grumble about their work. Every man who lacks this understanding lives
under punishment and pressure all the days of his life.
But as you get educated on the purpose of work, you would understand why
diligence at work is non-negotiable. I see you enjoying fulfillment in your
work from henceforth.
- Work is a Scriptural Obligation: The foremost reason for working is

because God commands that man must work. In Genesis 2:15 the Bible
says:
"And the LORD GOD took the man, and put him into the Garden of Eden to
dress it and to keep it." So when a man refuses to work he is not only
ungodly, he has despised the original purpose for which he was created.
Nothing makes a man purposeless like idleness.
- Work Creates Pleasure: Every man's pleasure is derived from his work.
Your sweet will always come from your sweat. Those who love leisure will
never see pleasure because pleasure is a product of pressure.
So, refusing to drop your sweat is denying yourself of the sweet because
every pleasure you desire in life is embedded in your work. That is why you
can never find a happy idle man. The most excited people I have ever met
are genuine workers.
- Work is the Ladder to Elevation: Your work determines your rating and
your rating determines your promotion. Nothing gives you the opportunity
for promotion like work and nothing attracts promotion for you like work.
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Only a worker has the opportunity to prove his worth and eligibility for
promotion. Every highly placed man you see today worked his way up. A
genuine worker does not need to lobby for promotion; he will never need to
beg for promotion, his work will naturally speak for him. Promotion is the
heritage of workers -
Proverbs 22:29
- Work Generates Wealth: It is your work that determines your wealth. The
Holy Bible says in Proverbs 10:4, "He becometh poor that dealeth with a
slack hand: but the hand of the diligent maketh rich."
So what you have is a function of what you do. Your hand is the generator of
your wealth. When a man's hand is always in his pocket or behind his back,
he is bound to become poor.
- Work Maintains Health: When you work you exercise yourself physically
and mentally and by so doing, your life span is prolonged. That is why you
find some old people still looking strong and healthy at 70 years and above,
especially in our rural areas.
Majority of them don't take drugs, they are simply working. When you don't
work, your body becomes flabby due to disuse. But work keeps you in
sound health, which leads to long life. Work also has a way of sharpening
and improving your mental output.
- Work Contributes to the Well-Being of Our Society/Community: When you

work, you are contributing your quota to the well being of your community
and the improvement of your society.
Through your work, you create advancement and accomplishment for the
system to which you belong. There is something you have that somebody
needs, there is also something you need that somebody else has. It is
through work that you contribute to others and also gain from them.
Unfortunately there are many who just parasite on others or on the society
and the government. All they are looking for is what to take and when they
don't get enough they steal! You cannot be fulfilled if you are not a
contributor in a workplace. In fact you don't have a right to be at a place
where you are not a contributor.

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It is on record that from the day Joseph was employed in Portiphar's house
everything there prospered. ".The LORD blessed the Egyptian's house for
Joseph's sake." (Genesis 39:5). You need to ask yourself sincerely:
"Has anything prospered since I was employed at my place of work? And if

there has been, what is the measure?" Joseph was a slave, yet he had
something to contribute to Potiphar's house.
So don't look at yourself as being too low in cadre or status to contribute

something to that organization where you are working. If you think that way
then you are not a worker but a mere salary earner. Be a contributor rather
than working just for pay.
Wherever you find yourself, be committed to the good of the organization

because that is where God will bless you. Work as if it is your father's
business, and as if the entire life of the organization depends on you.
Whether you know it or not, whatever you practice as an employee is what

you will keep doing when you become an employer. So, if you are an
employee today, start practicing how to become great tomorrow by being a
diligent worker.
- Work is Service: Work is an avenue to express your sense of stewardship.

It is unfortunate that most people put money first as their reason for
working when it should be last. And you will discover that such people are
often not sincere with their work.
They have mistaken work to be an avenue for making money so they devise
so many ways of cheating their employers and clients. But the Bible says,
"Wealth gotten by vanity shall be diminished." (Proverbs 13:11).
Your work will bring you wealth but not by cheating or exploiting people. It
is narrow-mindedness to think of pay as the first reward for work. A man's
actual reward is not the pay he receives but the impact he makes on the
lives of others and on his community.
It is a true saying, that the highest reward for any kind of labour is not what
you get from it, but what you become by it. I want to implore you to work
with the purpose of contributing to your community.

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- This understanding will make you an asset and not a liability wherever you
find yourself. Your fulfillment in life is tied to your work. That is why
Proverbs 14:23 says, "In all labour there is profit: but the talk of the lips
tendeth only to penury."
You can see from theses points that you are the major beneficiary of all the
virtues of work, so if you are not working you are only cheating yourself.

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Self-Check 2.1-3
1. Your fulfillment in life is tied to your work.

2. They have mistaken work to be an avenue for making money so they devise
so many ways of cheating their employers and clients.
3. It is a true saying, that the highest reward for any kind of labour is not what
you get from it, but what you become by it.
4. Unfortunately there are many who just parasite on others or on the society
and the government.
5. The foremost reason for working is because God commands that man must
work.

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1. True
2. False
3. True
4. True
5. True

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LEARNING OUTCOME # 2 Identify and deal with ethical problems
CONTENTS:
 The Individual Approach to Ethics

 Identifying Ethical Issues
 The Organizational Approach to Ethics
ASSESMENT CRITERIA:
 Specify the steps that you would take to solve an ethical dilemma
 Identify ethical issues that you might face in business, and
 Analyze rationalizations for unethical behavior.
 Specify actions that managers can take to create and sustain

CONDITIONS:
The students/ trainees must be provided with the following:
 Writing materials (pen & paper)

 References (books)
 Manuals
ASSESSMENT METHODS:
 Written test
 Practical performance test
 Interview

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Learning Outcome # 2 - Identify and deal with ethical problems

Read Information sheet 2.2-1 This Learning Outcome deals with the
on “The Individual Approach to development of the Institutional
Ethics” Competency Evaluation Tool which
Answer Self-Check 2.2-1 trainers use in evaluating their trainees
(Trainee checks after finishing a competency of the
answers
against the answer key) qualification.
Read information sheet 2.2-2 Go through the learning activities
on “Identifying Ethical Issues”outlined for you on the left column to
Answer Self-Check 2.2-2 gain the necessary information or
(Trainee checks knowledge before doing the tasks to
answers
against the answer key) practice on performing the requirements
of the evaluation tool.
Read information sheet 2.2-3
The output of this LO is a complete
on “The Organizational
Institutional Competency Evaluation
Approach to Ethics”
Package for one Competency of Food
Answer Self-Check 2.2-3
and Beverage Services NCII. Your
(Trainee checks answers
output shall serve as one of your
against the answer key)
gender sensitivity
.

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The Individual Approach to Ethics
 Specify the steps that you would take to solve an ethical dilemma
Betty Vinson didn’t start out at WorldCom with the intention of going to jail.
She undoubtedly knew what the right behavior was, but the bottom line is
that she didn’t do it. How can you make sure that you do the right thing in
the business world? How should you respond to the kinds of challenges that
you’ll be facing? Because your actions in the business world will be strongly
influenced by your moral character, let’s begin by assessing your current
moral condition. Which of the following best applies to you (select one)?
1. I’m always ethical.

2. I’m mostly ethical.
3. I’m somewhat ethical.
4. I’m seldom ethical.
5. I’m never ethical.
Now that you’ve placed yourself in one of these categories, here are some
general observations. Few people put themselves below the second category.
Most of us are ethical most of the time, and most people assign themselves
to category number two—“I’m mostly ethical.” Why don’t more people claim
that they’re always ethical? Apparently, most people realize that being
ethical all the time takes a great deal of moral energy. If you placed yourself
in category number two, ask yourself this question: How can I change my
behavior so that I can move up a notch? The answer to this question may be
simple. Just ask yourself an easier question: How would I like to be treated
in a given situation? [1]
Unfortunately, practicing this philosophy might be easier in your personal

life than in the business world. Ethical challenges arise in business because
business organizations, especially large ones, have multiple stakeholders
and because stakeholders make conflicting demands. Making decisions that
affect multiple stakeholders isn’t easy even for seasoned managers; and for
new entrants to the business world, the task can be extremely daunting.

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Many managers need years of experience in an organization before they feel
comfortable making decisions that affect various stakeholders. You can,
however, get a head start in learning how to make ethical decisions by
looking at two types of challenges that you’ll encounter in the business
world: ethical dilemmas and ethical decisions.
Addressing Ethical Dilemmas
An ethical dilemma is a morally problematic situation: You have to pick

between two or more acceptable but often opposing alternatives that are
important to different groups. Experts often frame this type of situation as a
“right-versus-right” decision. It’s the sort of decision that Johnson &
Johnson (known as J&J) CEO James Burke had to make in 1982. [2] On
September 30, twelve-year-old Mary Kellerman of Chicago died after her
parents gave her Extra-Strength Tylenol. That same morning, twenty-seven-
year-old Adam Janus, also of Chicago, died after taking Tylenol for minor
chest pain. That night, when family members came to console his parents,
Adam’s brother and his wife took Tylenol from the same bottle and died
within forty-eight hours. Over the next two weeks, four more people in
Chicago died after taking Tylenol. The actual connection between Tylenol
and the series of deaths wasn’t made until an off-duty fireman realized from
news reports that every victim had taken Tylenol. As consumers panicked,
J&J pulled Tylenol off Chicago-area retail shelves. Researchers discovered
Tylenol capsules containing large amounts of deadly cyanide. Because the
poisoned bottles came from batches originating at different J&J plants,
investigators determined that the tampering had occurred after the product
had been shipped.
So J&J wasn’t at fault. But CEO Burke was still faced with an extremely
serious dilemma: Was it possible to respond to the tampering cases without
destroying the reputation of a highly profitable brand? Burke had two
options:
 He could recall only the lots of Extra-Strength Tylenol that were found
to be tainted with cyanide. This was the path followed by Perrier
executives in 1991 when they discovered that cases of bottled water
had been poisoned with benzine. This option favored J&J financially
but possibly put more people at risk.
 Burke could order a nationwide recall—of all bottles of Extra-Strength
Tylenol. This option would reverse the priority of the stakeholders,
putting the safety of the public above stakeholders' financial interests.

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Burke opted to recall all 31 million bottles of Extra-Strength Tylenol on the
market. The cost to J&J was $100 million, but public reaction was quite
positive. Less than six weeks after the crisis began, Tylenol capsules were
reintroduced in new tamper-resistant bottles, and by responding quickly
and appropriately, J&J was eventually able to restore the Tylenol brand to
its previous market position. When Burke was applauded for moral courage,
he replied that he’d simply adhered to the long-standing J&J credo that put
the interests of customers above those of other stakeholders. His only regret
was that the tamperer was never caught. [3]
If you’re wondering what your thought process should be if you’re

confronted with an ethical dilemma, you could do worse than remember the
mental steps listed in Figure 2.3 "How to Face an Ethical Dilemma"—which
happen to be the steps that James Burke took in addressing the Tylenol
crisis.
Figure 2.3 How to Face an

Ethical Dilemma
Making Ethical
Decisions

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In contrast to the “right-versus-right” problem posed by an ethical dilemma,
an ethical decision entails a “right-versus-wrong” decision—one in which
there is a right (ethical) choice and a wrong (unethical or illegal) choice.
When you make a decision that’s unmistakably unethical or illegal, you’ve
committed an ethical lapse. Betty Vinson, for example, had an ethical lapse
when she caved in
to her bosses’
pressure to cook
the WorldCom
books. If you’re
presented with
what appears to be
this type of choice,
asking yourself the
questions in Figure
2.4 "How to Avoid
an Ethical Lapse"
will increase your
odds of making an
ethical decision.
Figure 2.4 How to

Avoid an Ethical
Lapse
To test the validity

of this approach,
let’s take a point-
by-point look at Betty Vinson’s decisions:
1. Her actions were clearly illegal.

2. They were unfair to the workers who lost their jobs and to the
investors who suffered financial losses (and also to her family, who
shared her public embarrassment).
3. She definitely felt bad about what she’d done.
4. She was embarrassed to tell other people what she had done.
5. Reports of her actions appeared in her local newspaper (and just
about every other newspaper in the country).
So Vinson could have answered our five test questions with five yeses. To
simplify matters, remember the following rule of thumb: If you answer yes to

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any one of these five questions, odds are that you’re about to do something
you shouldn’t.
What to Do When the Light Turns Yellow
Like our five questions, some ethical problems are fairly straightforward.
Others, unfortunately, are more complicated, but it will help to think of our
five-question test as a set of signals that will warn you that you’re facing a
particularly tough decision—that you should think carefully about it and
perhaps consult someone else. The situation is like approaching a traffic
light. Red and green lights are easy; you know what they mean and exactly
what to do. Yellow lights are trickier. Before you decide which pedal to hit,
try posing our five questions. If you get a single yes, you’ll be much better off
hitting the brake. [4]
Key Takeaways
 Businesspeople face two types of ethical challenges: ethical dilemmas

and ethical decisions.
 An ethical dilemma is a morally problematic situation in which you
must choose between two or more alternatives that aren’t equally
acceptable to different groups.
 Such a dilemma is often characterized as a “right-versus-right”

decision and is usually solved in a series of five steps:
1. Define the problem and collect the relevant facts.
2. Identify feasible options.
3. Assess the effect of each option on stakeholders (owners,
employees, customers, communities).
4. Establish criteria for determining the most appropriate option.
5. Select the best option, based on the established criteria.
 An ethical decision entails a “right-versus-wrong” decision—one in
which there’s a right (ethical) choice and a wrong (unethical or
downright illegal) choice.
 When you make a decision that’s unmistakably unethical or illegal,
you’ve committed an ethical lapse.
 If you’re presented with what appears to be an ethical decision, asking

yourself the following questions will improve your odds of making an
ethical choice:
1. Is the action illegal?
2. Is it unfair to some parties?
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3. If I take it, will I feel bad about it?
4. Will I be ashamed to tell my family, friends, coworkers, or boss
about my action?
5. Would I want my decision written up in the local newspaper?
If you answer yes to any one of these five questions, you’re probably about
to do something that you shouldn’t.
Self-Check 2.2-1
1. An ethical decision entails a “right-versus-wrong” decision—one in

which there’s a right (ethical) choice and a wrong (unethical or
downright illegal) choice.
2. When you make a decision that’s unmistakably unethical or illegal,
you’ve committed an ethical lapse.
3. Businesspeople face two types of ethical challenges: ethical dilemmas
and ethical decisions.
4. An ethical dilemma is a morally problematic situation in which you
must choose between two or more alternatives that aren’t equally
acceptable to different groups.
5. In contrast to the “right-versus-right” problem posed by an ethical dilemma,

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1. True
2. True
3. False
4. True
5. False

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Identifying Ethical Issues
 Identify ethical issues that you might face in business, and

 Analyze rationalizations for unethical behavior.
Make no mistake about it: When you enter the business world, you’ll find
yourself in situations in which you’ll have to choose the appropriate
behavior. How, for example, would you answer questions like the following?
 Is it okay to accept a pair of sports tickets from a supplier?

 Can I buy office supplies from my brother-in-law?
 Is it appropriate to donate company funds to my local community
center?
 If I find out that a friend is about to be fired, can I warn her?
 Will I have to lie about the quality of the goods I’m selling?
 Can I take personal e-mails and phone calls at work?
 What do I do if I discover that a coworker is committing fraud?
Obviously, the types of situations are numerous and varied. Fortunately, we

can break them down into a few basic categories: bribes, conflicts of interest,
conflicts of loyalty, issues of honesty and integrity, and whistle-blowing. Let’s
look a little more closely at each of these categories.
Bribes versus Gifts
It’s not uncommon in business to give and receive small gifts of

appreciation. But when is a gift unacceptable? When is it really a bribe? If
it’s okay to give a bottle of wine to a corporate client during the holidays, is
it okay to give a case of wine? If your company is trying to get a big contract,
is it appropriate to send a gift to the key decision maker? If it’s all right to
invite a business acquaintance to dinner or to a ball game, is it also all right
to offer the same person a fully paid weekend getaway?
There’s often a fine line between a gift and a bribe. The questions that we’ve
just asked, however, may help in drawing it, because they raise key issues
in determining how a gesture should be interpreted: the cost of the item, the

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timing of the gift, the type of gift, and the connection between the giver and
the receiver. If you’re on the receiving end, it’s a good idea to refuse any item
that’s overly generous or given for the purpose of influencing a decision. But
because accepting even small gifts may violate company rules, the best
advice is to check on company policy.
J.C. Penney’s “Statement of Business Ethics,” for instance, states that

employees can’t accept any cash gifts or any noncash gifts except those that
have a value below $50 and that are generally used by the giver for
promotional purposes. Employees can attend paid-for business functions,
but other forms of entertainment, such as sports events and golf outings,
can be accepted only if it’s practical for the Penney’s employee to
reciprocate. Trips of several days can’t be accepted under any
circumstances. [1]
Conflicts of Interest
Conflicts of interest occur when individuals must choose between taking

actions that promote their personal interests over the interests of others or
taking actions that don’t. A conflict can exist, for example, when an
employee’s own interests interfere with, or have the potential to interfere
with, the best interests of the company’s stakeholders (management,
customers, owners). Let’s say that you work for a company with a contract
to cater events at your college and that your uncle owns a local bakery.
Obviously, this situation could create a conflict of interest (or at least give
the appearance of one—which, by the way, is a problem in itself). When
you’re called on to furnish desserts for a luncheon, you might be tempted to
throw some business your uncle’s way even if it’s not in the best interest of
the catering company that you work for.
What should you do? You should probably disclose the connection to your
boss, who can then arrange things so that your personal interests don’t
conflict with the company’s. You may, for example, agree that if you’re
assigned to order products like those that your uncle makes, you’re
obligated to find another supplier. Or your boss may make sure that
someone else orders bakery products.
The same principle holds that an employee shouldn’t use private

information about an employer for personal financial benefit. Say that you
learn from a coworker at your pharmaceutical company that one of its most
profitable drugs will be pulled off the market because of dangerous side

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effects. The recall will severely hurt the company’s financial performance
and cause its stock price to plummet. Before the news becomes public, you
sell all the stock you own in the company. What you’ve done isn’t merely
unethical: It’s called insider trading, it’s illegal, and you could go to jail for
it.
Conflicts of Loyalty
Sometimes you find yourself in a bind between being loyal either to your
employer or to a friend or family member. Perhaps you just learned that a
coworker, a friend of yours, is about to be downsized out of his job. You also
happen to know that he and his wife are getting ready to make a deposit on
a house near the company headquarters. From a work standpoint, you
know that you shouldn’t divulge the information. From a friendship
standpoint, though, you feel it’s your duty to tell your friend. Wouldn’t he
tell you if the situation were reversed? So what do you do? As tempting as it
is to be loyal to your friend, you shouldn’t. As an employee, your primary
responsibility is to your employer. You might be able to soften your dilemma
by convincing a manager with the appropriate authority to tell your friend
the bad news before he puts down his deposit.
Issues of Honesty and Integrity
Master investor Warren Buffet once told a group of business students:
“I cannot tell you that honesty is the best policy. I can’t tell you that if you
behave with perfect honesty and integrity somebody somewhere won’t
behave the other way and make more money. But honesty is a good policy.
You’ll do fine, you’ll sleep well at night and you’ll feel good about the
example you are setting for your coworkers and the other people who care
about you.” [2]
If you work for a company that settles for its employees’ merely obeying the
law and following a few internal regulations, you might think about moving
on. If you’re being asked to deceive customers about the quality or value of
your product, you’re in an ethically unhealthy environment.
Think about this story:
“A chef put two frogs in a pot of warm soup water. The first frog smelled the
onions, recognized the danger, and immediately jumped out. The second
frog hesitated: The water felt good, and he decided to stay and relax for a
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minute. After all, he could always jump out when things got too hot (so to
speak). As the water got hotter, however, the frog adapted to it, hardly
noticing the change. Before long, of course, he was the main ingredient in
frog-leg soup.” [3]
So, what’s the moral of the story? Don’t sit around in an ethically toxic
environment and lose your integrity a little at a time; get out before the
water gets too hot and your options have evaporated.
Fortunately, a few rules of thumb can guide you. We’ve summed them up in
Figure 2.5 "How to Maintain Honesty and Integrity".
Figure 2.5 How to

Maintain Honesty
and Integrity
Whistle-Blowing
As we’ve seen, the

misdeeds of Betty
Vinson and her
accomplices at
WorldCom didn’t go
undetected. They
caught the eye of
Cynthia Cooper, the
company’s director
of internal auditing.
Cooper, of course,
could have looked
the other way, but
instead she
summoned up the
courage to be a
whistle-blower—an individual who exposes illegal or unethical behavior in
an organization. Like Vinson, Cooper had majored in accounting at
Mississippi State and was a hard-working, dedicated employee. Unlike
Vinson, however, she refused to be bullied by her boss, CFO Scott Sullivan.
In fact, she had tried to tell not only Sullivan but also auditors from the
huge Arthur Andersen accounting firm that there was a problem with
WorldCom’s books. The auditors dismissed her warnings, and when Sullivan

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angrily told her to drop the matter, she started cleaning out her office. But
she didn’t relent. She and her team worked late each night, conducting an
extensive, secret investigation. Two months later, Cooper had evidence to
take to Sullivan, who told her once again to back off. Again, however, she
stood up to him, and though she regretted the consequences for her
WorldCom coworkers, she reported the scheme to the company’s board of
directors. Within days, Sullivan was fired and the largest accounting fraud
in history became public.
Figure 2.6 Cynthia Cooper
As a result of Cooper’s actions, executives came

clean about the company’s financial situation.
The conspiracy of fraud was brought to an end,
and though public disclosure of WorldCom’s
problems resulted in massive stock-price
declines and employee layoffs, investor and
employee losses would have been greater without
Cooper’s intervention.
Even though Cooper did the right thing, the

experience wasn’t exactly gratifying. A lot of
people applauded her action, but many
coworkers shunned her; some even blamed her for the company’s troubles.
She’s never been thanked by any senior executive at WorldCom. Five
months after the fraud went public, new CEO Michael Capellas assembled
what was left of the demoralized workforce to give them a pep talk on the
company’s future. The senior management team mounted the stage and led
the audience in a rousing rendition of “If you’re happy and you know it, clap
your hands!” Cynthia Cooper wasn’t invited. [4]
Whistle-blowing often means career suicide. A survey of two hundred

whistle-blowers conducted by the National Whistleblower Center found that
half of them had been fired for blowing the whistle. [5] Even those who get to
keep their jobs experience painful repercussions. As long as they stay, some
people will treat them (as one whistle-blower puts it) “like skunks at a
picnic”; if they leave, they’re frequently blackballed in the industry. [6] On a
positive note, there’s the 2002 Sarbanes-Oxley Act, which protects whistle-
blowers under federal law.

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For her own part, Cynthia Cooper doesn’t regret what she did. As she told a
group of students at Mississippi State: “Strive to be persons of honor and
integrity. Do not allow yourself to be pressured. Do what you know is right
even if there may be a price to be paid.” [7] If your company tells employees to
do whatever it takes, push the envelope, look the other way, and “be sure
that we make our numbers,” you have three choices: go along with the
policy, try to change things, or leave. If your personal integrity is part of the
equation, you’re probably down to the last two choices. [8]
Refusing to Rationalize
Despite all the good arguments in favor of doing the right thing, why do
many reasonable people act unethically (at least at times)? Why do good
people make bad choices? According to one study, there are four common
rationalizations for justifying misconduct: [9]
1. My behavior isn’t really illegal or immoral. Rationalizers try to convince

themselves that an action is okay if it isn’t downright illegal or
blatantly immoral. They tend to operate in a gray area where there’s
no clear evidence that the action is wrong.
2. My action is in everyone’s best interests. Some rationalizers tell
themselves: “I know I lied to make the deal, but it’ll bring in a lot of
business and pay a lot of bills.” They convince themselves that they’re
expected to act in a certain way, forgetting the classic parental parable
about jumping off a cliff just because your friends are. [10]
3. No one will find out what I’ve done. Here, the self-questioning comes
down to: “If I didn’t get caught, did I really do it?” The answer is yes.
There’s a simple way to avoid succumbing to this rationalization:
Always act as if you’re being watched.
4. The company will condone my action and protect me. This justification
rests on a fallacy. Betty Vinson may honestly have believed that her
actions were for the good of the company and that her boss would,
therefore, accept full responsibility (as he promised). When she goes to
jail, however, she’ll go on her own.
Here’s another rule of thumb: If you find yourself having to rationalize a

decision, it’s probably a bad one. Over time, you’ll develop and hone your
ethical decision-making skills.

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Key Takeaways
 When you enter the business world, you’ll find yourself in situations
in which you’ll have to choose the appropriate behavior.
 You’ll need to know how to distinguish a bribe from an acceptable gift.
 You’ll encounter situations that give rise to a conflict of interest—
situations in which you’ll have to choose between taking action that
promotes your personal interest and action that favors the interest of
others.
 Sometimes you’ll be required to choose between loyalty to your
employer and loyalty to a friend or family member.
 In business, as in all aspects of your life, you should act with honesty
and integrity.
 At some point in your career, you might become aware of wrongdoing
on the part of others and will have to decide whether to report the
incident and become a whistle-blower—an individual who exposes
illegal or unethical behavior in an organization.
 Despite all the good arguments in favor of doing the right thing, some
businesspeople still act unethically (at least at times). Sometimes they
use one of the following rationalizations to justify their conduct:
1. The behavior isn’t really illegal or immoral.
2. The action is in everyone’s best interests.
3. No one will find out what I’ve done.
4. The company will condone my action and protect me.

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Self-Check 2.2-2
1. When you enter the business world, you’ll find yourself in situations
in which you’ll have to choose the appropriate behavior.
2. You’ll need to know how to distinguish a bribe from an acceptable gift.
3. You’ll encounter situations that give rise to a conflict of interest—
situations in which you’ll have to choose between taking action that
promotes your personal interest and action that favors the interest of
others.
4. Despite all the good arguments in favor of doing the right thing, why
do many reasonable people act unethically
5. Don’t sit around in an ethically toxic environment and lose your integrity a
little at a time; get out before the water gets too hot and your options have
evaporated.

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1. True
2. False
3. False
4. True
5. True

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The Organizational Approach to Ethics
 Specify actions that managers can take to create and sustain

Ethics is more than a matter of individual behavior; it’s also about

organizational behavior. Employees’ actions aren’t based solely on personal
values alone: They’re influenced by other members of the organization, from
top managers and supervisors to coworkers and subordinates. So how can
ethical companies be created and sustained? In this section, we’ll examine
some of the most reasonable answers to this question.
Ethical Leadership
Organizations have unique cultures—ways of doing things that evolve

through shared values and beliefs. An organization’s culture is strongly
influenced by senior executives, who tell members of the organization what’s
considered acceptable behavior and what happens if it’s violated. In theory,
the tone set at the top of the organization promotes ethical behavior, but
sometimes (as at Enron) it doesn’t.
Before its sudden demise, Enron fostered a growth-at-any-cost culture that

was defined by the company’s top executives. Said one employee: “It was all
about taking profits now and worrying about the details later. The Enron
system was just ripe for corruption.” Coupled with the relentless pressure to
generate revenue—or at least to look as if you were generating it—was a
climate that discouraged employees from questioning the means by which
they were supposed to do it. There may have been chances for people to
speak up, but no one did. “I don’t think anyone started out with a plan to
defraud the company,” reflects another ex-employee. “Everything at Enron
seemed to start out right, but somewhere something slipped. People’s
mentality switched from focusing on the future good of the company to ‘let’s
just do it today.’” [1]

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Exercising Ethical Leadership
Leaders should keep in constant touch with subordinates about ethical

policies and expectations. They should be available to help employees
identify and solve ethical problems, and should encourage them to come
forward with concerns. They’re responsible for minimizing opportunities for
wrongdoing and for exerting the controls needed to enforce company
policies. They should also think of themselves as role models. Subordinates
look to their supervisors to communicate policies and practices regarding
ethical behavior, and as a rule, actions speak more loudly than words: If
managers behave ethically, subordinates will probably do the same.
This is exactly the message that senior management at Martin Marietta (now
a part of Lockheed Martin) sent to members of their organization. A leading
producer of construction components, the company at the time was engaged
in a tough competitive battle over a major contract. Because both Martin
Marietta and its main competitor were qualified to do the work, the job
would go to the lower bid. A few days before bids were due, a package
arrived at Martin Marietta containing a copy of the competitor’s bid sheet
(probably from a disgruntled employee trying to sabotage his or her
employer’s efforts). The bid price was lower than Martin Marietta’s. In a
display of ethical backbone, executives immediately turned the envelope
over to the government and informed the competitor. No, they didn’t change
their own bid in the meantime, and, no, they didn’t get the job. All they got
was an opportunity to send a clear message to the entire organization. [2]
By the same token, leaders must be willing to hold subordinates

accountable for their conduct and to take appropriate action. The response
to unethical behavior should be prompt and decisive. One CEO of a large
company discovered that some of his employees were “Dumpster-diving” in
the trash outside a competitor’s offices (which is to say, they were sifting
around for information that would give them a competitive advantage). The
manager running the espionage operation was a personal friend of the
CEO’s, but he was immediately fired, as were his “operatives.” The CEO then
informed his competitor about the venture and returned all the materials
that had been gathered. Like the top managers at Martin Marietta, this
executive sent a clear message to people in his organization: namely, that
deviations from accepted behavior would not be tolerated. [3]
It’s always possible to send the wrong message. In August 2004, newspapers
around the country carried a wire-service story titled “Convicted CEO

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Getting $2.5 Million Salary While He Serves Time.” Interested readers found
that the board of directors of Fog Cutter Capital Group had agreed to pay
CEO Andrew Wiederhorn (and give him a bonus) while he served an
eighteen-month federal-prison term for bribery, filing false tax returns, and
financially ruining his previous employer (from which he’d also borrowed
$160 million). According to the board, they couldn’t afford to lose a man of
Wiederhorn’s ability. The entire episode ended up on TheStreet.com’s list of
“The Five Dumbest Things on Wall Street This Week.” [4]
Tightening the Rules
In response to the recent barrage of corporate scandals, more large

companies have taken additional steps to encourage employees to behave
according to specific standards and to report wrongdoing. Even companies
with excellent reputations for integrity have stepped up their efforts.
Codes of Conduct
Like many firms, Hershey Foods now has a formal code of conduct: a
document describing the principles and guidelines that all employees must
follow in the course of all job-related activities. It’s available on the company
intranet and in printed form and, to be sure that everyone understands it,
the company offers a training program. The Hershey code covers such topics
as the use of corporate funds and resources, conflict of interest, and the
protection of proprietary information. It explains how the code will be
enforced, emphasizing that violations won’t be tolerated. It encourages
employees to report wrongdoing and provides instructions on reporting
violations (which are displayed on posters and printed on wallet-size cards).
Reports can be made though a Concern Line, by e-mail, or by regular mail;
they can be anonymous; and retaliation is also a serious violation of
company policy. [5]
Key Takeaways
 Ethics is more than a matter of individual behavior; it’s also about

organizational behavior. Employees’ actions aren’t based solely on
personal values; they’re also influenced by other members of the
organization.
 Organizations have unique cultures—ways of doing things that evolve
through shared values and beliefs.

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 An organization’s culture is strongly influenced by top managers, who
are responsible for letting members of the organization know what’s
considered acceptable behavior and what happens if it’s violated.
 Subordinates look to their supervisors as role models of ethical
behavior. If managers act ethically, subordinates will probably do the
same.
 Those in positions of leadership should hold subordinates accountable
for their conduct and take appropriate action.
 Many organizations have a formal code of conduct that describes the
principles and guidelines that all members must follow in the course
of job-related activities.

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Self-Check 2.2-3
1. Organizations have unique cultures—ways of doing things that evolve

through shared values and beliefs.
2. An organization’s culture is strongly influenced by top managers, who
are responsible for letting members of the organization know what’s
considered acceptable behavior and what happens if it’s violated.
3. Subordinates look to their supervisors as role models of ethical
behavior. If managers act ethically, subordinates will probably do the
same.
4. Those in positions of leadership should hold subordinates accountable
for their conduct and take appropriate action.
5. Many organizations have a formal code of conduct that describes the
principles and guidelines that all members must follow in the course
of job-related activities.

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1. True
2. False
3. True
4. True
5. False

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LEARNING OUTCOME # 3 Apply work values and gender
sensitivity
CONTENTS:
 Apply work values

 Gender sensitivity
ASSESMENT CRITERIA:
 Understand and discuss gender inequality.
 Understand and discuss the gender sensitivty in the workplace.
CONDITIONS:
The students/trainees must be provided with the following:
 Simulated workplace environment
 Communication tools
 Variety of information’s
ASSESSMENT METHODS:
 Written test
 Practical performance test
 Interview

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Learning Outcome # 3 - Apply work values and gender sensitivity

Read information sheet 2.3-1 This Learning Outcome deals with the
on “Apply work values” development of the Institutional
Answer Self-Check 2.3-1 Competency Evaluation Tool which
(Trainee checks answers trainers use in evaluating their trainees
against the answer key) after finishing a competency of the
Read Information sheet 2.3.-2 qualification.
on “Gender sensitivity”
Answer Self-Check 2.3-2 Go through the learning activities
(Trainee checks answers outlined for you on the left column to
against the answer key) gain the necessary information or
knowledge before doing the tasks to
practice on performing the requirements

gender sensitivity
.

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Apply work values
After reading this information sheet, you must be able to
 Understand and discuss gender inequality.
If you are interested in turning your internship into a job offer, it’s
important to know exactly what employers look for when hiring full-time
employees. In addition to relevant skills, employers seek employees who
have the personal values, characteristics, and personality traits that spell
success. Good personal values are what makes the foundation for a good
employee. Internships are an excellent time to show employers that you
have the personal traits that they value in their employees. Do not make the
mistake of missing the opportunity to show your supervisors at your
internship that you have what it takes to be successful on the job as well as
possessing the personal characteristics they value. An internship is an
opportunity to learn the skills and behaviors along with the work values that
are required for success in the workplace.
Here is a List of the Top 10 Values Employers Look for in Employees.
1. Strong Work Ethic
Employers value employees who understand and possess a willingness to

work hard. In addition to working hard it is also important to work smart.
This means learning the most efficient way to complete tasks and finding
ways to save time while completing daily assignments. It’s also important to
care about your job and complete all projects while maintaining a positive
attitude. Doing more than is expected on the job is a good way to show
management that you utilize good time management skills and don’t waste
valuable company time attending to personal issues not related to the job.
Downsizing in today’s job market is quite common so it’s important to
recognize the personal values and attributes employers want to improve
your chances of job security should a layoff occur.
2. Dependability and Responsibility

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Employers value employees who come to work on time, are there when they
are suppose to be, and are responsible for their actions and behavior. It’s
important to keep supervisors abreast of changes in your schedule or if you
are going to be late for any reason. This also means keeping your supervisor
informed on where you are on all projects you have been assigned. Being
dependable and responsible as an employee shows your employer that you
value your job and that you are responsible in keeping up with projects and
keeping them informed of the things that they should know about.
3. Possessing a Positive Attitude.
Employers seek employees who take the initiative and have the motivation
to get the job done in a reasonable period of time. A positive attitude gets the
work done and motivates others to do the same without dwelling on the
challenges that inevitably come up in any job. It is the enthusiastic
employee who creates an environment of good will and who provides a
postive role model for others. A positive attitude is something that is most
valued by supervisors and co-workers and that also makes the job more
pleasant and fun to go to each day.
4. Adaptability
Employers seek employees who are adaptable and maintain flexibility in

completing tasks in an ever changing workplace. Being open to change and
improvements provides an opportunity to complete work assignments in a
more efficient manner while offering additional benefits to the corporation,
the customer, and even the employee. While oftentimes employees complain
that changes in the workplace don’t make sense or makes their work harder,
oftentimes these complaints are due to a lack of flexibility.
Adaptability also means adapting to the personality and work habits of co-
workers and supervisors. Each person possesses their own set or strengths
and adapting personal behaviors to accommodate others is part of what it
takes to work effectively as a team. By viewing change as an opportunity to
complete work assignments in a more efficient manner, adapting to change
can be a positive experience. New strategies, ideas, priorities, and work
habits can foster a belief among workers that management and staff are
both committed to making the workplace a better place to work.
5. Honesty and Integrity

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Employers value employees who maintain a sense of honesty and integrity
above all else. Good relationships are built on trust. When working for an
employer they want to know that they can trust what you say and what you
do. Successful businesses work to gain the trust of customers and maintain
the attitude that “the customer is always right”. It is the responsibility of
each person to use their own individual sense of moral and ethical behavior
when working with and serving others within the scope of their job.
6. Self – Motivated
Employers look for employees who require little supervision and direction to
get the work done in a timely and professional manner. Supervisors who
hire self-motivated employees do themselves an immense favor. For self-
motivated employees require very little direction from their supervisors.
Once a self-motivated employee understands his/her responsibility on the
job, they will do it without any prodding from others. Employers can do their
part by offering a safe, supportive, work environment that offers employees
an opportunity to learn and grow. Working in a supportive work
environment and taking the intitiative to be self-directive will provide
employees with a better sense of accomplishment and increased self-esteem.
7. Motivated to Grow & Learn
In an everchanging workplace, employers seek employees who are interested

in keeping up with new developments and knowledge in the field. It has
been noted that one of the top reasons employees leave their employers is
the lack of opportunity for career development within the organization.
Learning new skills, techniques, methods, and/or theories through
professional development helps keep the organization at the top of its field
and makes the employee's job more interesting and exciting. Keeping up
with current changes in the field is vital for success and increased job
security.
8. Strong Self – Confidence
Self-confidence has been recognized as the key ingredient between someone

who is successful and someone who is not. A self – confident person is
someone who inspires others. A self-confident person is not afraid to ask
questions on topics where they feel they need more knowledge. They feel
little need to have to impress others with what they know since they feel
comfortable with themselves and don’t feel they need to know everything.

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The self-confident person does what he/she feels is right and is willing to
take risks. Self- confident people can also admit their mistakes. They
recognize their strengths as well as their weaknesses and are willing to work
on the latter. Self-confident people have faith in themselves and their
abilities which is manifested in their positive attitude and outlook on life.
9. Professionalism
Employers value employees who exhibit professional behavior at all times.

Professional behavior includes learning every aspect of a job and doing it to
the best of one’s ability. Professionals look, speak, and dress accordingly to
maintain an image of someone who takes pride in their behavior and
appearance. Professionals complete projects as soon as possible and avoid
letting uncompleted projects pile up. Professionals complete high quality
work and are detail oriented. Professional behavior includes all of the
behavior above in addition to providing a positive role model for others.
Professionals are enthusiastic about their work and optimistic about the
organization and its future. To become a professional you must feel like a
professional and following these tips is a great start to getting to where you
want to go.
10. Loyalty
Employers value employees they can trust and who exhibit their loyalty to
the company. Loyalty in the workforce has taken on a new meaning. Gone
are the days when employees plan on starting out and retiring with the
same company. It is said that most people will hold between 8 – 12 jobs
throughout their career. What does this mean in terms of loyalty in today’s
workforce?
Companies offering employee growth and opportunity will ultimately gain a

sense of loyalty from their employees. Employees today want to feel a sense
of satisfaction in their jobs and will do a good job when they feel that the
employer is fair and wants to see them succeed. Although this may mean
only staying for five or ten years in a position, employees can offer loyalty
and make an important contribution during their time with the company.
More companies today encourage employee feedback and offer employees an

opportunity to lead in their area of expertise. This gives employees a greater
sense of satisfaction and a sense of control over their job. Empowerment
encourages employees to do their best work since companies are displaying
a trust and expectation that they believe in their employees to do a good job.
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Offering jobs that encourage learning and the development of new skills also
gives employees a sense of empowerment in the workplace. Aligning an
employees values with the goals of the organization will foster loyalty and a
bond between employer and employee. Fostering good relationships within
an organization and offering constructive ways to handle conflict provides a
win – win situation for both employer and employee. Creating an
organization that values loyalty within the organization can also work to its
benefit by using the same techniques and strategies to establish loyalty with
customers; and loyatly from customers ultimately makes for a successful
business.

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Self-Check 2.3-1 (True or False)
1. More companies today encourage employee feedback and offer

employees an opportunity to lead in their area of expertise.
2. This gives employees a greater sense of satisfaction and a sense of
control over their job.
3. Employers value employees they can trust and who exhibit their loyalty to
the company.
4. Loyalty in the workforce has taken on a new meaning. Gone are the days
when employees plan on starting out and retiring with the same company.
5. In an everchanging workplace, employers seek employees who are interested
in keeping up with new developments and knowledge in the field.

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1. True
2. False
3. False
4. True
5. True

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Gender Sensitivity
After reading this information sheet, you must be able to
 Understand and discuss the gender sensitivty in the workplace.
The terms and concepts presented here are grouped under two general
headings: Gender Sensitivity and Gender Mainstreaming. The first
grouping consists of basic concepts that a person preparing for GAD
work should learn, while the second grouping includes concepts related
to "doing GAD" work. They are annotated definitions gathered from
different GAD resource materials listed as an annex at the end of the
chapter. Most of these resource materials are also used as sources and
references in the lecture-discussions.
Gender Sensitivity
 A conscientization strategy concerned with

Advocacy increasing people's sensitivity to the
implications of gender inequality, and
demanding that problems of gender
discrimination be identified and overcome
in policies and programs.
 Advocacy entails an activist and assertive
form of gender awareness, vigilance that
gender issues are not overlooked, and
persistence that gender issues be
addressed.
Affirmative Action  A policy action that favors marginalized

groups in society, such as women. While it
is a special measure, it is not considered
discriminatory since it aims to accelerate
the attainment of equality between the
dominant and marginalized groups.
 Affirmative action should not result in
unequal or separate standards and must
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be continued even when the objectives of
equality of opportunity and treatment have
been achieved. An example of an
affirmative action is allocating 50 percent
of top positions in the bureaucracy to
women as an acknowledgment that
sociopolitical conditions exist which
prevent women from ascending to those
positions.
Biological  A theory that biological differences

Determinism between women and men dictate a
difference in social roles and personality,
and that these differences reinforce the
notion that men are superior and women
are inferior.
Class vs Status  Class refers to the degree to which one has

access to social and economic resources,
with the upper class having the greatest
access and the lower and middle classes
having proportionately less. It is typically
measured by a person's income or the
relative status of her or his occupation.
Status, or prestige, is the social value
attached to one's position in the class
hierarchy.
Condition vs  Condition refers to women's perceptible or

Position objective state. It is the state of their
relationship with their surroundings and
immediate sphere of experience. Position
refers to their social and economic
standing relative to men.
If a woman is asked to describe her life, she would probably describe

her condition through the kind of work she does, what her family's
immediate needs are, such as clean water, food, and education for her
children, and where she lives. Her position, on the other hand, is
characterized by the disparities in wages and job employment between

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women and men, participation in political activities, economic,
political and social status in society, vulnerability to poverty and
violence, and so on.
 The process of making people aware of the

Consciousness lower status of women and the possibility
Raising of raising this status.
 A practice, usually in the form of sharing
sessions among women, that is helpful in
politicizing them and premised on the
perception that the "personal is political."
 A way to enhance people's perception of
unequal gender relations.
 A process of creating awareness of
women's issues and the disadvantaged
status of women in society.
 A group of activities, including gender
sensitivity training, that results in greater
awareness of a problem's roots and its
macro and micro linkages and the need for
collective action on gender issues.
Consciousness raising has three functions:
 It provides women with both political insight and moral support

in confronting gender issues affecting their lives.
 It reveals to the women who take part, through a reappraisal of
their personal experience, their common oppression by men,
thereby fostering a new and militant solidarity among them.
 It is a source of collective knowledge about women where they
first come to understand the importance of gender issues.
Gender consciousness raising has tree subcomponents:

conscientization, gender awareness, and gender sensitivity.
Disadvantaged  Women's social status as a result of their

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Position of Women being marginalized and subordinated.
Discrimination  Overt behavior in which people are given

different and unfavorable treatment on the
basis of their race, class, sex, and cultural
status.
 Any practice, policy or procedure that
denies equality of treatment to an
individual or group
 In the terminology of the United Nations
Convention on the Elimination of All
Forms of Discrimination Against Women,
it is any distinction, exclusion or
restriction made on the basis of sex, which
has the purpose or effect of denying equal
exercise of human rights and fundamental
freedoms in all fields of human endeavor.
Double / Multiple  A situation referring to the heavy workload

Burden of women and the many, overlapping tasks
involved, which if computed in terms of
hours would total more than 24 hours.
This workload consists of unpaid
reproductive work, paid productive work,
community management, and all other
work necessary for the survival of the
family
Woman's traditional role, especially if she is a wife and mother, is to

stay home, manage the household and take care of the family.
However, because of economic realities, more and more women have
joined the labor force. Yet, even as they spend essentially the same
working hours as the men outside the home, housework and child
care are still primarily women's concern. As a result, women carry a
double burden in terms of longer hours and a wider scope of
responsibility. They are also expected to participate in sociocultural
activities such as in church and civic organizations, and other
community involvement. Women's work in the home, in the labor
force and in the community is a multiple burden that is not

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experienced by men.
 A worldwide movement that seeks to raise

Feminism women's political, economic and social
status and fights for gender equality in all
aspects of life in all societies. The concepts
underlying feminism continue to evolve
according to the socioeconomic, political
and cultural context in which the
movement is taking place.
Feminism has four general streams:
 Liberal feminism emphasizes social and legal reforms through

policies designed to create equal opportunities for women,
thereby assuming that changes in socialization practices and
the reeducation of the public will result in more liberated and
egalitarian gender relations. It underpins mainstreaming efforts
that lead to extensive changes in women's legal rights and
status.
 Marxist feminism sees capitalism's class relations as the root
cause of the oppression, exploitation and discrimination
experienced by women. Under capitalism, the family system
characteristic of modern societies can socialize or force women
into unpaid domestic labor that benefits men. Marxist
feminism, in contrast, does not see men per se as the "enemy" --
both working class women and men are exploited by capitalism,
which must be overthrown to create a more equal and equitable
society. It asserts that, except for their sex, working class
women have more in common with working class men than
with upper class women.
 Socialist feminism sees the origins of women's oppression in the
systems of patriarchy and capitalism. It underscores how the
relations between capital and patriarchy bring about women's
subordinate status. There is, therefore, a need to transform
capitalism simultaneously with the struggle against male
domination and to surface the gender perspective in all social,
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political, economic and cultural issues. Socialist feminism,
especially for women in developing countries, has worked at
overcoming gender blindness in the struggle for development
and against shared oppression of women due to class, race,
religion or citizenship.
 Radical feminism looks at gender as the primary form of
oppression and sees class and race as extensions of patriarchal
domination. Most of its strategies are focused on reshaping
consciousness and redefining social relations to create a
woman-centered culture. Sometimes featuring a rigid rejection
of men as a dominant class, radical feminism emphasizes the
positive capacities of women by focusing on the creative
dimensions of women's experiences. It also serves as the cutting
edge of the women's movement, exploring vast tracks of
unknown grounds in seeking women's liberation.
While theoretically there is a clear delineation among these four

streams of feminism, in practice there is much interplay and sharing
of common ground. Also, various "strands" of feminism have emerged
over the past decades, some of which are:
 Cultural feminism, which contends that there are fundamental

personality differences between women and men, and that
sexism can be overcome by celebrating women's special
qualities, women's ways and women's experiences. Cultural
feminists believe that women's ways are better, and that
propagating these ways would make the world a better place.
For example, there would be no more war if women were to rule
nations, because women have a gentler, kinder nature.
 Ecofeminism, which rests on the basic principle that patriarchy
is harmful to women, children and other living beings, and often
draws from parallelism between a male-dominated society's
exploitative treatment of the environment and its resources, and
its treatment of women.
 Moderate feminism, a brand of feminism generally supported by
younger women who have not directly experienced
discrimination. It questions the need for further effort toward
equality and thinks that feminism is no longer viable. Women of
this group most likely espouse feminist thoughts and principles
while denying that they are feminists.
 Postfeminism, which relates to the principles and attitudes
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formed in the wake of the feminist ideas of the 1960s and
subsequent decades. Some see the postfeminist period as the
era in which women enjoy the fruits of their mothers' and elder
sisters' struggles but ignore or reject the ideals from which they
emerged. Others regard it as the period where women are freed
from the shackles of doctrine, such as feminism, and where
there is a reformed consciousness of women's rights on the part
of men as well as women.
 Prolife feminism, which does not support women's right to

abortion and assails society's prejudice against mothers,
especially single women, by giving a way out of motherhood. It
maintains that women should have the tools they need to
succeed financially and socially and be mothers as well. These
tools include affordable, readily available child care, a
workplace or school that addresses the needs of mothers,
including flexible schedule and maternity leave, and welfare
programs that actually work toward reintegrating mothers into
the workplace.
Feminism is finally a continuous evolution of praxis based on one's

concrete conditions and life experiences, and feminists journey from
one side of the theoretical spectrum to the other, to make the struggle
real and relevant to a particular time and space.
GAD Advocate  One who supports, defends, pleads or

recommends active espousal of gender and
development principles, objectives and
processes.
Gender and Sex  Sex refers to the natural distinguishing

variable based on biological characteristics
of being a woman or a man. It refers to
physical attributes pertaining to a person's
body contours, features, genitals,
hormones, genes, chromosomes and
reproductive organs. Gender refers to
roles, attitudes and values assigned by
culture and society to women and men.
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These roles, attitudes and values define
the behaviors of women and men and the
relationship between them. They are
created and maintained by social
institutions such as families,
governments, communities, schools,
churches and media. Because of gender,
certain roles, traits and characteristics are
assigned or ascribed distinctly and strictly
to women or to men.
The term gender, as it is now used in gender training, was first used
as a phrase, "the social relations of gender," which later evolved
simply into gender. The social relations of gender seeks to explain the
unevenness in male/female relations - noted worldwide -- in terms of
sex roles in power sharing, decision making, the division of labor, and
return to labor both within the household and in society, among
others. It focuses on the attributes acquired in the process of
socialization: our self and group definitions, our sense of appropriate
roles, values and behaviors, and, above all, expected and acceptable
interactions in relationships between women and men.
Gender Awareness  The ability to identify problems arising

from gender inequality and discrimination,
even if these are not evident on the surface
and are "hidden," or are not part of the
general and commonly accepted
explanation of what and where the
problem lies. Gender awareness means a
high level of gender conscientization.
Gender Division of  The allocation of differential tasks, roles,

Labor responsibilities and activities to women
and men according to what is considered
socially and culturally appropriate.

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The production/reproduction divide, or the public/private dichotomy,
illustrates the gender division of labor. Production, which is paid work
done outside the home and in the public arena, is usually attributed
to men because of their role as primary breadwinner for the family.
Reproduction, on the other hand, is unpaid, Food and Beverage
Services assigned primarily to women and may include such tasks as
managing the household, doing household chores, taking care of and
nurturing children and other family members. This is mostly done
within the private domain of the home.
Gender Equality vs  Gender equality means that women and

Gender Equity men enjoy the same status and conditions
and have equal opportunity for realizing
their potential to contribute to the
political, economic, social and cultural
development of their countries. They
should also benefit equally from the
results of development. Gender equity
moves beyond a focus on equal treatment.
It means giving to those who have less on
the basis of needs, and taking steps to
compensate for historical and social
disadvantages that prevent women and
men from otherwise operating on a level
playing field. Equity can be understood as
the means, and equality is the end. Equity
leads to equality.
The Philippine Constitution provides: "The State recognizes the role of

women in nation building and shall ensure the fundamental equality
before the law of women and men." Strategic measures have been
adopted to ensure this. Laws enshrining women's right to equality
have been enacted. However, laws alone do not guarantee gender
equality. For example, Republic Act 6752 prohibits discrimination
with respect to terms and conditions of employment. But in work
requiring physical effort, the usual practice is to favor male
applicants. Because of this unequal condition, equity should be

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applied to open this particular work opportunity to women. Another
example of an equity measure is affirmative action that assigns
women a specific share of high positions in government or
scholarships and training grants. Gender equity, as a goal requires
that specific measurements and monitoring are employed to ensure
that, at a minimum, policies, programs and projects do not leave
women worse off than other sections of the population, especially the
men in their peer group and families.
Gender-Fair Society  A society where women and men share

equally in responsibilities, power,
authority and decision making.
Gender Gap  The gap between women and men in terms

of how they benefit from education,
employment, services, and so on.
Gender Ideology  Ideology is a complex structure of beliefs,

values, attributes, and ways of perceiving
and analyzing social reality based on
religious doctrines, pseudoscientific
theories, and political aims. It serves two
distinct purposes: a) to justify the existing
social order; and b) to co-opt and obtain
the consent and participation of all
members of society, including the
oppressed, in their predetermined
purposes. Gender ideology is based on
the pseudoscientific theory of biological
determinism.
Gender ideology plays an effective role in legitimizing inequality and

perpetuating the unjust power structure of patriarchy that has
constructed culture-specific justifications for the subordination of
women. By co-opting women and making them instruments of their
own subordination, patriarchy has penetrated virtually every society,
and survived largely unchallenged for thousands of years. Gender

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ideology is widely disseminated and enforced through a complex web
of social institutions such as the family, the educational system,
religion, culture and the media, and economic and political structures
like the market, the state and its bureaucracy, law enforcement
mechanisms, and the military.
Gender Roles vs  Gender roles are culturally defined

Sex Roles attitudes, behaviors and social positions
that are based on sex. Sex roles are those
that are based on an occupation, such as
being a housewife, or a biological function,
such as motherhood.
Child rearing is generally considered a woman's role. It is actually a

gender role because child rearing must involve both women and men.
Pregnancy, on the other hand, is a sex role because only women have
the ability to bear children.
Gender Sensitivity  The ability to recognize gender issues and

to recognize women's different perceptions
and interests arising from their different
social position and gender roles.
Gender sensitivity is often used to mean the same as gender

awareness. But it is actually the beginning of gender awareness,
which is more analytical and critical, questions gender disparities,
and motivates one toward actions to address gender issues.
Gender  Society's perceptions and value systems

Stereotyping that instill an image of women as weak,
dependent, subordinate, indecisive,
emotional and submissive. Men, on the
other hand, are strong, independent,
powerful, dominant, decisive and logical. ·
Unexamined images, ideas or beliefs
associated with a particular group that
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have become fixed in a person's mind and
are not open to change. For example,
women's roles, functions and abilities are
seen to be primarily tied to the home.
Gender  Submission, sometimes due to force or

Subordination violence, or being under the authority of
one sex. It often results in women having
no control over available resources and
having no personal autonomy.
Marginalization  Women being considered a nonessential

force in the economy despite their crucial
role in production. Their contributions to
development remain unrecognized or
undervalued.
Certain approaches promote women's participation in development

through traditional programs and projects. Some of these are:
improving maternal and child care, setting up day care centers, and
carrying out nutrition activities. This perspective maintains women's
concerns within these traditional areas so that their needs and
potentials in other areas, particularly in the economic sector, remain
undervalued. Hence, women's full development as a distinct resource
of society is not achieved.
Multiple Roles of  The reproductive, productive, community

Women management and constituency-based
politics roles assigned to women. The
reproductive role involves childbearing,
child rearing, and household management.
The productive role involves income-
earning activities whether in the formal or
informal sector. Community management
roles, most of which are performed on a
voluntary basis, deal with activities done
by women to maintain the community to
which they belong. Women's role in
constituency-based politics includes
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participation in decision making and
organizations at all political levels of
government and civil society.
Patriarchy  The "rule of the father," or a universal

political structure that favors men over
women. It was originally used by
anthropologists to describe the social
structure in which one old man, the
patriarch, has absolute power over
everyone else in the family.
 Male domination of political power and
domination that maintains an unjust
system for the benefit of the rulers at the
expense of the ruled.
In a patriarchal system, men occupy positions of dominance and

control over women. Men, as husbands and fathers, rule with
unchallenged authority the lives of women and children in their
family. Sexual differentiation pervades all activities, experiences and
opportunities.
"The Personal is  A phrase invented by the women's

Political" liberation movement to describe its basic
approach: "We regard our personal
experience, and our feelings about that
experience, as the basis for an analysis of
our common situation." It affirms the
notion that people themselves make an
analysis of their situation that will lead
them to action.
 A slogan reflecting how women discovered
that problems they had once thought to be
personal and private were shared by
women in general, setting in train a
process of placing women's shared
experiences in a political framework that
challenged existing power relations

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between women and men.
Public/Private  A distinction that serves to maintain the

Dichotomy division of the economy into production
and reproduction functions. Production
work occurs in the public arena and is
given value. Goods and services in this
sector are fully recognized, remunerated,
and reflected in official statistics. Outputs
in the reproductive or domestic sphere,
however, do not have any value and are
considered as merely sustaining the
requirements of those in the productive
sector.
The public sphere is usually regarded as the domain of men, who are
perceived to have a primary status in society because they perform
what are considered major functions. Men's exposure in the public
sector makes them the dominant gender in all spheres of life. They are
able to participate fully in economic, political and cultural endeavors.
Women, however, are relegated to the private arena of the home. They
take on reproductive functions which are regarded as secondary
pursuits.
Sexism  The system and practice of discriminating

against a person on the basis of sex.
 Prejudice against women, regarding
women as stereotypes, defining them with
regard to their sexual availability and
attractiveness to men, and all conscious or
unconscious assumptions which lead to
the treatment of women as being not fully
human.
Violence Against  Any act of gender-based violence that

Women results in physical, sexual or psychological
harm or suffering to women, including
threats of such acts, coercion, or arbitrary
deprivation of liberty, whether occurring in
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public or private life.
Violence against women may be any of the following:
 physical, sexual and psychological violence occurring in the

family, including battering, sexual abuse of female children in
the household, dowry-related violence, incest, marital rape,
female genital mutilation and other traditional practices
harmful to women, violence by a person other than one's
spouse, and violence related to exploitation;
 physical, sexual and psychological violence occurring within the
community, including rape, sexual abuse, sexual harassment
and intimidation at work, in educational institutions and
elsewhere, and trafficking in women and forced prostitution;
 physical, sexual and psychological violence perpetrated or
condoned by the State, such as custodial rape and torture done
to women prisoners;
 violation of women's human rights in situations of armed
conflict, in particular murder, systematic rape, sexual slavery,
and forced pregnancy; and
 acts of violence such as forced abortion, coercive or forced use
of contraceptives, female infanticide, and prenatal sex selection
in which the fetus is aborted if tests reveal it to be female.

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Self-Check 2.3-2
1. A conscientization strategy concerned with increasing people's

sensitivity to the implications of gender inequality, and demanding
that problems of gender discrimination be identified and overcome in
policies and programs.
2. A policy action that favors marginalized groups in society, such as
women.
3. Refers to the degree to which one has access to social and economic
resources
4. Is the social value attached to one's position in the class hierarchy.
5. The process of making people aware of the lower status of women and
the possibility of raising this status.

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1. Advocacy
2. Affirmative Action
3. Class
4. Status or prestige
5. Consciousness Raising

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LEARNING OUTCOME # 4 Maintain integrity of conduct in the
workplace
CONTENTS:
 Integrity in the workplace
 Ethical leadership
ASSESMENT CRITERIA:
 Understand and discuss integrity in the workplace
 Perform conformity in the workplace
 Assess the management of workplaces
 Identify particular strengths and weaknesses in current practice
 Implement practical strategies to build and sustain workplace
integrity.
CONDITIONS:
The students/trainees must be provided with the following:
 Simulated workplace environment
 Communication tools
 Variety of information’s
ASSESSMENT METHODS:
1. Written test
2. Practical performance test
3. Interview

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Learning Outcome # 4 - Maintain integrity of conduct in the workplace

Read information sheet 2.4-1 This Learning Outcome deals with the
on “Integrity in the workplace” development of the Institutional
Answer Self-Check 2.4-1 Competency Evaluation Tool which
(Trainee checks answers trainers use in evaluating their trainees
against the answer key) after finishing a competency of the
Read Information sheet 2.4.-2 qualification.
on “Ethical leadership” Go through the learning activities
Answer Self-Check 2.4-2 outlined for you on the left column to
(Trainee checks answers gain the necessary information or
against the answer key) knowledge before doing the tasks to
practice on performing the requirements
gender sensitivity


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Integrity in the workplace
 Understand and discuss integrity in the workplace

 Perform conformity in the workplace
Building workplace integrity involves developing and maintaining a

professional and respectful workplace. It involves ethical leadership, active
management and supervision, the right people, effective processes and
confident professional reporting.
In essence, building workplace integrity is about creating a workplace that

fosters the development of high professional standards, and demonstrates
the values of the organization.
Employers, business leaders and employees can benefit from integrity in the
workplace. Integrity involves moral judgment and character, honesty and
leadership values. Individuals who show integrity in the workplace not only
understand right from wrong but they practice it in all they do. This is
beneficial in a business environment where trustworthy actions set the
foundation for successful business relationships.
Treating others the way you want to be treated is the core principle of the
golden rule and an example of how workers can display integrity in the
workplace. Practicing the golden rule ensures that disturbances that may
distract or offend others remain at bay while in a work setting. The golden
rule is a reflection of respect for others.
Honesty is an optimal example of integrity in the workplace. Honesty

encourages open communication between employers, employees and co-
workers. It leads to effective relationships in an organization. When workers
are honest about the various aspects of their jobs that need improvement,
employers can take action and help. Employers that are open about
company policies and changes that affect the organization are more
trustworthy from the employees' perspective.

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Confidentiality is a prime example of integrity in the workplace. It is also a
legal necessity. Employers have an obligation to keep certain information
private. Violation of privacy policies could lead to fines, penalties and
possible lawsuits. Confidentiality instills trust and encourages sincere
consideration of the privacy of others.
Employers and employees can display integrity in the workplace through

leading by example. When individuals lead by example, they set the
foundation for appropriate workplace behavior. Leading by example
improves personal awareness, sensitivity to others and accountability which
are all necessary for ethical behavior and integrity.
Conformity in the Workplace
Conformity in the workplace refers to following workplace rules as well as

adhering to traditional or socially expected methods of doing business and
using familiar processes. Examples of conformity are readily observable in
almost every industry and every aspect of employment. Industry and
employment trends have an impact on some workplace practices; still, some
companies and their employees stick to the traditional way of doing
business and interacting with others.
Traditional office attire has been replaced by business casual, casual

Fridays and just plain casual for a number of employers. Certain businesses
still maintain conservative dress code policies to which they expect
employees to adhere as a condition of employment. This example of
conformity is an oft-debated subject among corporate and human resources
leaders who struggle with balancing employment trends and maintaining
the company's image. A survey Careerbuilder conducted found that roughly
15 percent of employers plan to relax their dress codes during 2011. While
some employers are implementing casual work environments, many
employers conform to traditional dress codes such as those found in banks,
law offices and other professional services firms.
Companies subject to federal laws governing fair employment, compensation

and safety practices demonstrate conformity in everyday business as well as
periodic reporting and audits. Laws such as Title VII of the Civil Rights Act
regulate employment actions that companies must follow as equal
opportunity employers. An example of conformity concerning fair
employment practices is the assessment of job skills and qualifications
alone to determine an applicant's suitability for employment instead of

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factors not related to the job such as race, sex, color, national origin or
religion. Another example pertains to employers who maintain non-exempt
and exempt classification records. Maintaining appropriate employee
classifications is important for employers who must conform to overtime pay
regulations contained in the Fair Labor Standards Act.
Employees demonstrate conformity in the performance of their job duties

when they don't deviate from tasks outlined in their job descriptions.
Although this may be an appropriate area for strict conformity, it may also
inhibit employee initiative and motivation. For example, assume an
employee's job description states: "Ensure hotel guests' satisfaction using
complimentary items when the hotel desk clerk receives a written guest
complaint card." The employee who responds only to written complaints and
never verbal complaints from guests is exhibiting strict conformity. This
kind of adherence to rules can affect customer feedback and a supervisor's
confidence in an employee's ability to exercise independent judgment and
discretion.
Conformity typically is defined as behavior that is socially acceptable or

expected. In the workplace, an example would be the practice of
demonstrating respect for coworkers, colleagues and managers. Some
employees defer to management authority or even show a higher level of
respect for company executives by an executive-level employee in a formal
manner, such as addressing the company president as "Mrs. Smith" instead
of simply "Mary."

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Self-Check 2.4-1
1. Building workplace integrity involves developing and maintaining a
professional and respectful workplace.
2. It involves ethical leadership, active management and supervision, the
right people, effective processes and confident professional reporting.
3. In essence, building workplace integrity is about creating a workplace
that fosters the development of high professional standards, and
demonstrates the values of the organization.
4. Employees demonstrate conformity in the performance of their job
duties when they don't deviate from tasks outlined in their job
descriptions.
5. Traditional office attire has been replaced by business casual, casual
Fridays and just plain casual for a number of employers.

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1. True
2. False
3. False
4. True
5. True

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Ethical leadership
 Assess the management of workplaces

 Identify particular strengths and weaknesses in current practice
 Implement practical strategies to build and sustain workplace
integrity.
Ethical leadership
Ask yourself - Am I an ethical and professional leader? Is my leadership

consistent?
Achieving good practice
Managers demonstrate integrity and professionalism, and serve as

important role models in the organisation. Managers lead by example and
take responsibility for building a professional and respectful workplace.
They are motivated by public rather than private interests, and inspire a
willingness in others to act ethically. Managers nderstand the strategic
benefits of workplace integrity – and its relevance to the organisation’s
capacity to achieve its objectives, to resist misconduct, and to retain quality
people.
Professional managers enjoy the trust and confidence of staff.
Lead by example
The ethical tone of a workplace must start at the top with managers taking
responsibility for building a professional and respectful workplace.
Managers must not only communicate clear messages about ethical conduct
and integrity, but they must also model and demonstrate those very
behaviours expected of staff. Demonstrating commitment to the
values and goals of the organisation is consistent with professional
leadership.
Set clear expectations

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Set clear expectations at your first meeting with new staff. During induction,
managers should clearly define the duties, expectations, professional
standards, and responsibilities of staff. They should also reinforce the
practical application of organisational documents such as the code of
conduct, organisational values, and the charter of human rights and
responsibilities. In other words, how these documents inform and guide
behaviour in the workplace.
Applying values and human rights
Managers have an important role to play in helping members understand

how the organizational values and the Charter of Human Rights and
Responsibilities inform appropriate behaviors and responses in the
organisation. Educate staff about what it means and what is expected to act
in accordance with these principles. For example:
 Organizational values: to act with honesty, fairness and impartiality

(integrity), to have the courage to raise integrity concerns (leadership),
to support workplace changes in the interest of continuous
improvement (flexibility), to be considerate of others (respect), to assist
colleagues (support) and to provide high standards of service to the
community (professionalism).
 Human rights: to treat people with respect and dignity in your

interactions with them, to treat victims with care and compassion, to
use the minimum amount of force necessary, to treat people in police
custody humanely, to ensure that people have access to appropriate
medical treatment if required, and to use your authority impartially,
fairly and in accordance with the law.
Make confident decisions
Ethical leadership is characterized by transparency and accountability in

decision-making. Managers should ensure that all decision-making is
timely, informed by evidence, and made with regard to the values of the
organization.
Communicate with staff
Use weekly staff or operational meetings to communicate regularly and

openly with staff about ethical conduct, integrity, and performance. For
example to:

Issued by:
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Orchard Valley Inc.
CBLM ON
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SENSITIVITY
 Highlight real ethical dilemmas faced by members and their
responses.
 Why did the situation present an ethical dilemma? What do members
think about the response? How would members have responded if
they were confronted with the situation?
 Generate discussion among staff about any particular ethical conduct

issues. Has there been an ethics related incident in the workplace?
Has the organization introduced a new process or policy to manage an
integrity related problem? Has an integrity issue been reported in the
media recently?
 Identify and highlight for staff the links between individual, team and
organizational performance. How has the work of the team or
individuals contributed to organizational goals and priorities?
 Share information about any new Ethical Standards Department or

OPI programs or nitiatives. What does this mean for members? How
can they get involved?
Hypothetical scenarios or anonymous case studies could also be used to

draw out views and attitudes about particular situations , and how
members might respond if confronted with similar situations.
Value staff
Regularly remind staff about the positive and important contribution they
make to the community, and how their individual conduct helps to build
and maintain community partnerships. Reinforce the importance of staff
continuing to be part of their local communities and networks. For example,
by maintaining contact and common interests with friends and peers, and
joining or remaining members of local sporting and community groups.
Develop your skills
Maximise opportunities to develop your leadership skills in support of

continuous improvement. This could include:
 enrolling in leadership courses offered by company

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February 2022
Orchard Valley Inc.
CBLM ON
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 nominating yourself for internal and external working groups and
committees
 identifying potential secondments or rotations to other units and

sections
 Undertaking further education through university, colleges and

training providers.
It is important for managers to build on their learning through workplace

coaching and mentoring.

Issued by:
February 2022
Orchard Valley Inc.
CBLM ON
Developed by:
Orchard Valley Inc.
SENSITIVITY
Self-Check 2.4-2
1. Professional managers enjoy the trust and confidence of staff.

2. It is important for managers to build on their learning through
workplace coaching and mentoring.
3. identifying potential secondments or rotations to other units and
sections
4. Undertaking further education through university, colleges and
training providers.
5. Managers have an important role to play in helping members
understand how the organizational values and the Charter of Human
Rights and Responsibilities inform appropriate behaviors and
responses in the organisation

Issued by:
February 2022
Orchard Valley Inc.
CBLM ON
Developed by:
Orchard Valley Inc.
SENSITIVITY
1. False
2. True
3. False
4. False
5. True

Issued by:
February 2022
Orchard Valley Inc.
CBLM ON
Developed by:
Orchard Valley Inc.
SENSITIVITY

UC2 CBLM Demonstrating Work Values and Gender Sensitivity

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COMPETENCY BASED LEARNING

SECTOR : AGRICULTURE, FORESTRY AND FISHERY

QUALIFICATION : ANIMAL PRODUCTION (RUMINANTS) NC II

UNIT OF COMPETENCY : DEMONSTRATE WORK VALUES AND GENDER

MODULE TITLE : DEMONSTRATING WORK VALUES AND GENDER

The unit of competency, “Demonstrate work values and gender

The module, Demonstrating work values and gender sensitivity,

In this module, you are required to go through a series of learning

 Read information sheet and complete the self-checks.

You must pass the Institutional Competency Evaluation for this

ANIMAL PRODUCTION Document No.

EMPOWERMENT COURSES (GAD)

No. Unit of Competency Module Title Code

1. Observe gender Observing gender

2. Demonstrate work Demonstrating work

4 Practice basic Practicing basic

ANIMAL PRODUCTION Document No.

UNIT OF COMPETENCY : Demonstrate work values and gender

MODULE TITLE : Demonstrating work values and gender

MODULE DESCRIPTOR : This unit covers the knowledge, skills and

At the end of this module, you MUST be able to:

ANIMAL PRODUCTION Document No.

QUALIFICATION TITLE : Animal Production (Ruminants) NC II

UNIT OF COMPETENCY : Demonstrate work values and gender

MODULE TITLE : Demonstrating work values and gender

This unit covers the knowledge, skills and attitudes required

ANIMAL PRODUCTION Document No.

ANIMAL PRODUCTION Document No.

1. Writing materials (pen & paper)

ANIMAL PRODUCTION Document No.

Learning Outcome # 1 - Describe the purpose of work

Learning Activities Special Instructions

ANIMAL PRODUCTION Document No.

Do you like your job? Is it fulfilling? Or is it just a paycheck? In this excerpt

ANIMAL PRODUCTION Document No.

The discussion of work in this chapter is divided into seven sections:

What Are You Supposed to Do?

ANIMAL PRODUCTION Document No.

What Are You Doing?

As you're contemplating what you're supposed to be doing, also ask yourself

 Is the work inspirational as well as perspirational?

ANIMAL PRODUCTION Document No.

A degree is important, but if it comes at the cost of boredom, then it's an

ANIMAL PRODUCTION Document No.

ANIMAL PRODUCTION Document No.

ANIMAL PRODUCTION Document No.

ANIMAL PRODUCTION Document No.

After reading this information sheet, you must be able to:

What is the purpose of work?” is both a personal question for me and a

And the question, “What is the purpose of work?”, is relevant to many of my

I am not presupposing I have all the potential answers to these questions,

ANIMAL PRODUCTION Document No.

So if you have “enough” money (which is a personal definition), you don’t

ANIMAL PRODUCTION Document No.

Now, for me personally, I am not in the situation where I am able to “not

Realistically speaking, I think work can become the measure by which we

So the question remains — what is the purpose of work? Why do you do

Purpose and Meaning at Work

“More and more organizations want to have some kind of transcendent