Sdls 201 Module

BMSE FACULTY REPS .....
UNIT 1
ATTITUDE
ATTITUDE DETERMINES ALTITUDE OF LIFE
EDWIN LOUIS COLE
What Attitude is:
“An attitude is our assessment of ourselves, other people, ideas, and objects in our
world” (Petty et al., 1997)
“It is a favorable or unfavorable evaluative reaction toward something or someone,

exhibited in ones beliefs, feelings, or intended behavior” (Myers). It is a social
orientation - an underlying inclination to respond to something either favorably or
unfavorably.
Theories of Attitude Formation
1. Functionalist theory. Daniel Katz proposed a functionalist theory of

attitudes.
 He takes the view that attitudes are determined by the functions they
serve for us.
 People hold given attitudes because these attitudes help them achieve
their basic goals.
Katz distinguishes four types of psychological functions that attitudes meet.
 Instrumental - we develop favorable attitudes towards things that aid or

reward us. We want to maximize rewards and minimize penalties. Katz
says we develop attitudes that help us meet this goal.. We are more
likely to change our attitudes if doing so allows us to fulfill our goals or
avoid undesirable consequences.
 Knowledge - attitudes provide meaningful, structured environment. In

life we seek some degree of order, clarity, and stability in our personal
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frame of reference. Attitudes help supply us with standards of

evaluation.
 Value-expressive - Express basic values reinforce self-image. If you

view yourself as a Catholic, you can reinforce that image by adopting
Catholic beliefs and values.
 Ego-defensive - Some attitudes serve to protect us from acknowledging

basic truths about ourselves or the harsh realities of life. They serve as
defense mechanisms; for example; those with feelings of inferiority may
develop attitude of superiority.
Katz's functionalist theory also offers an explanation as to why attitudes change.

According to Katz, an attitude changes when it no longer serves its function and the
individual feels blocked or frustrated. That is, according to Katz, attitude change is
achieved not so much by changing a person's information or perception about an
object, but rather by changing the person's underlying motivational and personality
needs.
2. Learning theory (stresses attitude formation). There are several means by which

we learn attitudes.
Classical conditioning:
When two stimuli are repeatedly associated, the one learns to respond to them with
a similar emotional reaction. In this case, the stimuli are the attitude topic and the
parental emotion. Through repeated association, a formerly neutral stimulus begins
to elicit an emotional reaction (the response) that was previously solicited only by
another stimulus.
Instrumental or Operant conditioning:

Behaviors or attitudes that are followed by positive consequences are reinforced
and are more likely to be repeated than are behaviors and attitudes that are
followed by negative consequences.
(Adapted from Liska; Handbook of Social Psychology
Components of Attitude
Attitude can be examined by considering three aspects:
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 Affective aspect (How one feels about something, someone or an idea.

feelings or emotions that something evokes. e.g. fear, sympathy, hate)
 Behavioral/Conative aspect (How one acts/behaves towards something,
someone or an idea; tendency or disposition to act in certain ways toward
something.)
 Cognitive Aspect (How one thinks about someone, something or an idea)
Adapted from (Millar & Tesser, 1992)
Task 1
Think of any co-curricular activity (sport, club, fellowshipping) you have strong feelings
(negative or positive) towards. Examine your attitudes towards it by using the tripartite model
above and describe your feelings, your thoughts and the behavior/actions towards it by
breaking them into the ABC of attitude:
 What are your feelings about the attitude you hold

 What are your thoughts about the attitude you hold
 What action do you take as a result of that attitude
Why are Attitudes Important?
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 They influence our social thoughts

 They determine relations
 They determine our actions
 They can be used to predict our behavior towards something or someone
Developing Positive Attitude
 Listen to your inner voice: When faced with a negative thought, turn it
around into a positive thought; (the “making lemonade from lemon”
approach)
 Interact within positive environments and with positive people
 Volunteer: Involve yourself in things that impact positively on others
 Find pleasure in seemingly very simple but important things in life
 Be receptive of affections from those around you.
 Always act with a purpose
 Stretch yourself past your limits every day
 Take action without expecting rewards
 Use setbacks to improve your skills
 Seek out those who share your positive attitude.
 Forgive the limitations of others.
Benefits of Positive Attitude
 You are content and enjoy life more.

 You inspire others to achieve more together.
 You attract people who exhibit the same qualities.
 You see the opportunities in every situation.
 You usually exhibit gratitude toward others.
 You keep pushing until you succeed.
Task 2:
Examine your daily routine and the effects it has on your attitude to life in general and use the
questions below to build a positive attitude
 Do I have positive relationships

 Do I have a daily routine that promotes positive energy throughout the day
 If I am in a negative state of mind, how can I change it?
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 Is my environment conducive to developing a positive mindset? If not, what aspects of

that environment are within my capacity to change? Or do I need to move to a more
positive environment
EVALUATION AND ACTION
Complete the self-evaluation section below.
 Rate your attitude towards the following things on a scale of 1-10 with 1
being the lowest.
o Co-curricular activities
o Relationships
o Work and assignments
o Leisure
o Failure
o Challenges
o Criticism
o Advice
 Why did you give yourself this rating?

 What benefits would you receive by improving your rating
 Who do you know that exemplifies this quality? What do you admire most
about that person?
 What specific action can you take immediately that will improve your
rating?
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UNIT 2
PERSONAL GROWTH
“Life isn’t about finding yourself. Life is about
creating yourself.”
George Bernard Shaw
What is Personal Growth?
 A transformational process in which improvements are made in your

physical, intellectual, emotional, spiritual, social and/or financial state
Aspects of Personal Growth
 Character,
 Effectiveness,
 Emotional Intelligence,
 Empowerment,
 Influence and Impact,
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 Learning and Growth,

 Productivity,
 Self-Awareness
 Strengths
 Thinking.
Charting your way to personal growth and development
Below are a set of question to assist you in charting your way towards personal
growth
 What is your current state?

Evaluate your strength and weaknesses as well as good and bad habits
 What is your desired state
Examine what it is you wish to improve about yourself and why it is
important for you to improve in that area
 How do I get there? What do I need?
Determine the knowledge, skills needed in order to for you to get closer to
your desired self?
 Find resources (material and non material) that are useful towards achieving
the desired state
 What is the plausible timeline:
Compile a list of activities and events you wish to experience within a given
timeline. You it as a check lists for your progress.
Some skills every college student should think about for personal development
and preparation to face the real world:
 Teamwork
Take advantage of opportunities to work with others such as
joining groups and clubs on campus, volunteering your service,
run for the student government and holding leadership positions
in campus organizations.
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When working together with other students to achieve a common goal, you
will learn new skills such as conflict management, leadership, effective ways
of communication and other interpersonal skills.
 Independence
When transitioning from childhood to adulthood, you also need to learn how
to depend on yourself. Many people start depending on themselves during
the college years.
During vacations, instead of just going out with friends and family
members, stand out and look for a job. A part time job also helps
you get used to working environments; you gain important
experience that can’t be taught in class.
 Communication
Communication basically refers to the exchange of information. It is a
critical and a must-have skill for every student.
Students with good communication skills are able to express their thoughts
and ideas. Without communication, you can’t be able to interact with the
people around you.
Academic performance is also directly related to communication. Top
scholars are those students with good communication skills.
 Network and relationship building

University gives an enabling environment to make new friends. You get a
chance to interact with different people; some of your age and other are
older than you, like lecturers.
As you meet new people make sure to know them and be interactive with
them. The more people you know and interact with the more you will get
aware of the opportunities around you.
When out for attachment and educational trips, get to know the

people working in these companies. Attachments give you a
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chance to interact with people who are working in your field of

specialization and keeping in touch with these people will help
you learn more skills as most of them will be there to answer your
questions and to help you when you’re stuck.
 Creativity
Creative thinkers are problem solvers, and they are in great demand. The
world needs to keep moving from one level to another. Innovations need to
be on a daily basis, irrespective of one’s field of study.
University provides students with opportunities to sharpen their creativity.

Among the many ways, you can improve your creativity is by projects where
you develop a project that solves a real-world problem. Your project will tell
how creative you are and how important you are to the entire society.
BENEFITS of PURSUING PERSONAL GROWTH

If you consistently pursue personal growth, you will experience the following
benefits:
 You will produce greater and continued success for yourself and others.
 You will unlock and achieve your full potential.
 You will gain the confidence and ability to invest in the people around you.
 You will focus on developing your strengths.
 You will grow in humility and self-awareness.
 Rank the areas in which you think you have to pursue personal growth in
priority order on a scale of 1 – 5 with 1 representing the highest priority.
o Teamwork
o Independence
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o Communication
o Networking and Building Relationship
o Creativity
 Explain the areas of weakness in each are ranked.
 What benefits would you receive by improving each area?
 Who do you know can mentor you in each of the areas identified?
 What specific action can you take immediately that will improve your areas
of weakness?
Bandura, A. (1997). Self-efficacy; The Exercise of Control. New York: Freeman

and Company.
Brockner, J. (1988). Self-esteem at Work: Research, Theory, and

Practice. Lexington, MA: Lexington Books.
Chen, G., Gully, S. M., & Eden, D. (2004). General self-efficacy and self-esteem:

Toward theoretical and empirical distinction between correlated self-
evaluations. Journal of Organizational Behavior, 25(3), 375– 395.
Eden, D., & Aviram, A. (1993). Self-efficacy training to speed reemployment:

Helping people to help themselves. Journal of Applied Psychology, 78(3), 352.
Gijbels, D., Raemdonck, I., & Vervecken, D. (2010). Influencing work-related

learning: The role of job characteristics and self-directed learning orientation in
part-time vocational education. Vocations and Learning, 3(3), 239– 255.
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Guile, D., & Griffiths, T. (2001). Learning through work experience. Journal of

Education and Work, 14(1), 113– 131
Harzer, C., & Ruch, W. (2012). When the job is a calling: The role of applying
one's signature strengths at work. Journal of Positive Psychology, 7(5), 362– 371.
Hashim, J. (2008). Competencies acquisition through self-directed learning among

Malaysian managers. Journal of Workplace Learning, 20(4), 259– 271.
Hennessy, T., & Sawchuk, P. H. (2003). Worker responses to technological change

in the Canadian public sector: Issues of learning and labour process. Journal of
Workplace Learning, 15(7/8), 319– 325.
Hong, Y., Liao, H., Raub, S., & Han, J. H. (2016). What it takes to get proactive:

An integrative multilevel model of the antecedents of personal initiative. Journal
of Applied Psychology, 101(5), 687– 701.
Hurtz, G. M., & Williams, K. J. (2009). Attitudinal and motivational antecedents

of participation in voluntary employee development activities. Journal of Applied
Psychology, 94(3), 635.
Judge, T. A., Erez, A., & Bono, J. E. (1998). The power of being positive: The

relation between positive self-concept and job performance. Human
Performance, 11(2–3), 167– 187.
Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task

performance. Englewood Cliffs, NJ, US: Prentice-Hall, Inc.
Luyckx, K., & Robitschek, C. (2014). Personal growth initiative and identity

formation in adolescence through young adulthood: Mediating processes on the
pathway to well-being. Journal of Adolescence, 37(7), 973– 981.
Porter, L. W. (1963a). Job attitudes in management: IV. Perceived deficiencies in

need fulfillment as a function of size of company. Journal of Applied
Psychology, 47(6), 386– 397.
Robitschek, C., & Cook, S. W. (1999). The influence of personal growth initiative

and coping styles on career exploration and vocational identity. Journal of
Vocational Behavior, 54(1),
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UNIT 3
INTEGRITY
“WITH INTEGRITY, NOTHING ELSE MATTERS;
WITHOUT IT, NOTHING YOU HAVE MATTERS”
ANONYMOUS
What is Integrity?
What is integrity? What characterizes the integrity of a person, functionary, or

organization?
What characterizes, for example, politicians acting with integrity, what is an

“integritous” politician?1 In the literature on ethics and integrity, it is possible to
distinguish at least eight perspectives (Huberts, 2014, pp. 39–44) using the
keywords wholeness and coherence; professional responsibility; moral reflection;
value(s) like incorruptibility, laws and rules; moral values and norms; and
exemplary behavior. These will be summarized, followed by a reflection on their
content and some clarification of the chosen perspective.
A dominant perspective, Montefiore and Vines (1999, p. 9) concluded, is in line

with the meanings of the Latin integras: intact, whole, harmony, with integrity as
“wholeness” or completeness, as consistency and coherence of principles and
values. Another view sees integrity as professional wholeness or responsibility
(including a view with a focus on taking into account the environment): “integrity
means that a professional exercises his tasks adequately, carefully and responsibly,
taking into account all relevant interests” (Karssing, 2001/2007, p. 3).
Other perspectives focus on one or more other specific values (Dobel, 1999, 2016);

for example, incorruptibility; honesty; impartiality; accountability (as also in many
codes of conduct). A view that fits into this category relates integrity to virtues,
with integrity as acting in line with virtues such as wisdom; justice; courage; and
temperance (Becker & Talsma, 2016; van Tongeren & Becker, 2009).
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Other views are more characterized by the relationship between integrity and
morals; in other words, what is right and wrong, good or bad. The first sees
integrity as open reflection on morals (Carter, 1996). Three other viewpoints see
integrity more as an umbrella concept, one that combines sets of values that are
relevant for the official being judged. Among these is the more legal view that
seems attractive because of the clarity of laws and rules on what matters (Lee &
Rosenbloom, 2005; Rosenbloom, 2011), following up on Rohr (1989) with the
focus on “constitutional or regime values” (pp. 4–5).
The next perspective argues that a broader interpretation is necessary, also because
the “law” does not offer clear guiding principle for many aspects of actual decision
making and implementation processes in government and governance, with an
interpretation therefore in terms of complying with the relevant moral values and
norms (see, e.g., Becker, 1998; Fijnaut & Huberts, 2002; Thomas, 2001;
Thompson, 1995; Uhr, 1999). This interpretation, of course, comes close to “a
general way of acting morally” and “morality” (Brenkert, 2004, p. 5), or, as De
George (1993) put it, “[a]cting with integrity is the same as acting ethically or
morally” (p. 5).
The last and eighth view stresses that integrity is something to strive for—integrity
as the “stuff of moral courage and even heroism” (Brenkert, 2004, p. 5), which
means that it “stands for complying in an exemplary way with specific moral
standards” (Van Luijk, 2004, p. 39).
(Source Huberts L.W.J.C. 2017)
Aspects of Integrity
Beyond having strong ethical standards, having integrity means you:
 Expressing gratitude
 Valuing honesty and openness
 Taking responsibility and accountability for your actions, good and
bad
 Respecting yourself and others around you no matter where you
are
 Demonstrating reliability and trustworthiness
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 Showing patience and flexibility, even when unexpected obstacles

show up
Examples of traits associated with integrity
1. Humility
2. Goodness
Goodness is a common trait amongst those with integrity. They find joy
in enriching the lives of those around them, even if it means sacrificing
happiness in their own lives for a while.
3. Authenticity
There is no better identifier for integrity than authenticity. Authentic

people show you their true selves; they do not live under a set of lies or
any masks. They stick to what they believe in, no matter what.
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4. Honesty: People with integrity do not believe they need to lie, because they take pride
in the truths that surround them.
5. Trustworthiness :
A common sign of integrity is trustworthiness. You can always rely on these
people to have a word as strong as stone.
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6. They Give Credit
When you meet someone with true integrity, you can be certain that they will never try
to steal your credit or take what you made and call it their own.
7. They Don’t Argue Rudely
8. Emotionally Intuitive
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But when you have true integrity, you are more attuned with the world and
those around you. You do not live in your little bubble, but allow yourself to
be a part of everyone else’s.
9. Apologetic
True integrity can see past the vanity of losing and winning and prefers
instead to create peace instead of tension. If this requires being the bigger
man and apologizing first, then so be it.
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10. Accountability
To a person with true integrity, nothing is more crucial than their word and
their bond.and accountability.
11. Genuineness
Nothing about an individual with integrity is dishonest, untruthful, or a white lie. They believe that
being genuine is the best way to interact with others and the world around them. They would
bleed for their values and the truths that define them.
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12. They ensure the team gets the credit
13. They Don’t Name Call

Just know that anyone who resorts to name calling as a form of communication is not a person
of integrity.
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14. They Have Patience
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Source (Lachlan Brown 2018)
Benefits of Integrity
When you are a person of integrity, you experience the following benefits:
 You have self-respect because your conscience is clear.
 You sleep well at night because you are true to who you really are.
 Other people trust you because your words and deeds match.
 You are depended upon because people know that you are trustworthy.
 Your life has peace and stability because you don’t have to keep track of lies
or wrongs done.
 You display alignment between your values, words and actions
Threats to Human Integrity
 Economic pressures
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 Social or peer pressure

 Personal security
 Exposure to Temptation
 Power
 Fear

Rate how well you demonstrate integrity in your life on a scale of 1-10.
1 2 3 4 5 6 7 8 9 10
Why rating did you give yourself the following aspects of integrity?
 Honesty
 Humility
 Patience
 Genuineness
 Accountability
 Trustworthiness
 Authenticity
What benefits would you receive by improving your rating?
Who do you know that exemplifies this quality? What do you admire most about
that person?
What specific action can you take immediately that will improve your rating?
1. Ariely D (2013) The honest truth about dishonesty (first). Harper Collins
Publishers, New York
2. Bertram-Gallant T (2016) Systems approach to going forward. In: Bretag T (ed)
Handbook of academic integrity (First, pp. 975–978). Springer, Singapore
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3. Blankenship KL, Whitley BE (2000) Relation of general deviance to academic

dishonesty. Ethics Behav 10(1):1–12
4. Connelly BL, Crook TR, Combs JG, Ketchen DJ Jr, Aguinis H (2018)
Competence-and integrity-based trust in interorganizational relationships: which
matters more? J Manag 44(3):919–945
5. Fishman T (2016) Academic integrity as an educational concept, concern and
movement in US institutions of higher education. In: Bretag T (ed) Handbook of
academic integrity
6. García-Villegas M, Franco-Pérez N, y Cortés-Arbeláez A (2016) Perspectives on
academic integrity in Colombia and Latin America. In: Bretag T (ed) Handbook
of academic integrity, 1st edn. Springer, Singapore, pp 161–185
7. Gino F, Ariely D (2012) The dark side of creativity: original thinkers can be more
dishonest. J Pers Soc Psychol 102(3):445
8. Hall TL, Kuh GD (1998) Honor among students: academic integrity and honor
codes at state-assisted universities. NASPA J 36(1):2–18
9. Harding TS, Passow HJ, Carpenter DD, Finelli CJ (2004) An examination of the
relationship between academic dishonesty and professional behavior. Antennas
Propagation Magazine.
10. Hayton JC, Allen DG, Scarpello V (2004) Factor retention decisions in
exploratory factor analysis: a tutorial on parallel analysis. Organ Res Methods
11. International Center for Academic Integrity. (2014). Fundamental Values of

Academic Integrity.
12. International Transparency. (2017). Corruption perceptions index 2017.
13. Kavanagh MH, Drennan L (2008) What skills and attributes does an accounting
graduate need? Evidence from student perceptions and employer expectations.
Accounting Finance 48(2):279–300.
14. Laduke RD (2013) Academic dishonesty today, unethical practices tomorrow? J

Prof Nurs
15. Lang JM (2013) Cheating lessons, learning from academic dishonesty (first).
Harvard University Press, Cambridge
16. Lawson R (2004) Is classroom cheating related to business students’ propensity

to cheat in the “real world”? J Bus Ethics 49(2):189–199.
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17. Lombardo MM, Eichinger RW (2009) FYI: for your improvement: a guide for
development and coaching (5th ed.). Minneapolis, MN: Lominger International:
A Korn/Ferry Company.
18. Ma Y, McCabe D, Liu R (2013) Students’ academic cheating in Chinese
universities: prevalence, influencing factors, and proposed action. J Acad Ethics
19. McCabe, D. (2016). Cheating and honor: lessons from a long-term research
project. In T. Bretag, Handbook of academic integrity (First, p. 1097). Singapore:
Springer
20.Nonis S, Swift CO (2001) An examination of the relationship between academic

dishonesty and workplace dishonesty: a multicampus investigation. J Educ Bus
21. Olt MR (2002) Ethics and distance education: strategies for minimizing
academic dishonesty in online assessment. Online J Distance Learning Adm
22. Orosz G, Tóth-Király I, Bőthe B, Paskuj B, Berkics M, Fülöp M, Roland-Lévy C

(2018) Linking cheating in school and corruption. Revue Européenne de
Psychologie Appliquée
23. Payan J, Reardon J, Mccorkle DE (2010) The effect of culture on the academic
honesty of marketing and business students. J Mark Educ
24. Programa de las Naciones Unidas para el Desarrollo. (2015). Objetivos de
Desarrollo Sostenible.
25. Rigby D, Burton M, Balcombe K, Bateman I, Mulatu A (2015) Contract cheating

& the market in essays. J Econ Behav Organ 111:23–37.
26. Rose-Ackerman S, Palifka BJ (2016) Corruption and government: causes,

consequences, and reform, 2nd edn. Cambridge University Press, New York
27. Sims RL (1993) The relationship between academic dishonesty and unethical
business practices. J Educ Bus 68.
28.Stephens J, Romakin V, Yukhymenko M (2010) Academic motivation and
misconduct in two cultures: a comparative analysis of US and Ukrainian
undergraduates. Int J Educ Integr 6:47–60
29. Stephens JM (2016) Creating cultures of integrity: a multilevel intervention
model for promoting academic honesty. In: Bretag T (ed) Handbook of academic
integrity (First, pp. 995–1008). Springer, Singapore
30.Sultana F (2018) The false equivalence of academic freedom and free speech:
defending academic integrity in the age of white supremacy, colonial nostalgia,
and anti-intellectualism. ACME: An Int E-Journal for Crit Geographies
17(2):228–257
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31. Thompson B (2004) Exploratory and confirmatory factor analysis:

understanding concepts and applications, 1st edn. American Psychological
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UNIT 4
WORK ETHIC
“Work helps us to achieve our highest state of being.
Building a great work ethic is the foundation for
finding real purpose of our life.”
Purvi Raniga
What is Work Ethic?
“It is the belief in the moral benefit and importance of work and its inherent ability
to strengthen character. (Martin Lueneindonk 2020) n
Work ethic show the following about one’s attitude towards work:
 how you feel about your job or career, so it covers your attitude and
behavior.
 It also pertains to how you do your job, or the responsibilities that come
attached with it.
 The level of respect you show your co-workers and people you come into
contact with at work,
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 and how you communicate and interact with them.
Characteristics of Good Work Ethic
 Reliability and Dependability. Reliability goes hand in hand with a good

work ethic. ...
 Dedication to the Job. ...
 Productivity that Doesn't Quit. ...
 Cooperation and Teamwork. ...
 Self-Disciplined Character.
(Erin Schreiner 2019)
Key ideas about hard work:
 Recognize that You Are Your Most Important Boss. The average person
works only as hard as the job or boss demands. But people who believe in
working hard demand more of themselves and take pride in their work.
 Seeing yourself as your own boss is the key. Striving for excellence and
giving your best helps you to take pride in your work and leaves you with a
deep sense of inner satisfaction.
 Work Harder Than Required.
 Do the Difficult Tasks Others Avoid. Who do others look to when times get
tough? Who do they rely on? The person who repeatedly gets things done.
You can become that person in your world by volunteering to do the difficult
tasks that others avoid. By doing tough jobs with excellence, you develop a
reputation for helping your team or organization.
 Make It Your Practice to Exceed Expectations. People who work hard don’t
simply meet the requirements of their positions or their customers; they
exceed them. When you exceed expectations, you are able to delight your
customers, your colleagues, and your boss.
 There are many possible rewards for hard work. Examples include
recognition, advancement, financial rewards, respect, and mastery of your
craft.
 Few things are as rewarding as the sense of inner satisfaction that comes
from feeling exhausted after having given your best in the accomplishment
of an important task.
Benefits of good work ethic

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 You experience personal satisfaction in a job well done.

 You are rewarded with more opportunities.
 People remember what you’ve accomplished for the organization.
 You are seen as a valuable member of the team.
 You increase the chances that you will be rewarded financially.
Steps to Develop Good Work Ethic
 Do 10% More. Raise your own standards, by expecting more of yourself.

Look at what your work requires and then try to determine what an extra 10
percent would look like.
 Leverage on Your Strengths to Do Your Job Better. Write down all of the
tasks and responsibilities required in your assignments. Then compare that
list with a list of your strengths. By excelling in your areas of strength, work
will feel less like work and more like the fulfillment of your purpose.
 Make Your Job Your Own. It’s easy to do the barest minimum. Instead, do
your assignments with such excellence and intelligence that your
performance stands out. Take pride in what you do and how you do it.
Rate how well you demonstrate the following aspects of good work ethic on a scale of 1-10
 Reliability and Dependability by meeting set deadlines

 Dedication to the requirements of the assignments given
 Production of quality work
 Cooperation and Teamwork. ...
 Self-Disciplined Character.
Why did you give yourself this rating?
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Who do you know that exemplifies this quality?
What do you admire most about that person?
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UNIT 5
PRIORITIES
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“Action requires Focus and Priorities and those

inherently require Compromise and Pragmatism”
Dominic Cummings
What is a Priority?
 A priority is something that merits your attention.
 It’s something that you’ve previously established as personally or
professionally important to you.
 It’s probably connected to your value system.
Examples of Priorities
 Planning your schedule of activities
 Having time to yourself for reflecting and introspection
 Caring for your health; (physical, mental, spiritual and social)
 Creating interpersonal relationships
 Be of service to communities around you
Something of priority has a competing claim on your resources
 Your time
 Your finances
 Your attention/sacrifice
 Effort
Ways of setting priorities
 Simple ordering
 Optimization
 Triage (deciding the placement of something in your time of giving it
attention)
 Satisficing (pursuing a course of action that will satisfy the minimum
requirements necessary to achieve a particular goal)
PRIORITISATION FRAMEWORK
REACH IMPACT CONFIDENCE EFFORT
How much of what I How many will this How confident am I that How much time, effort
want to achieve will this activity affect positively this activity will achieve and other resources are
activity contribute? and to what extent? the desires effect? required to engage in
this activity and what is
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the cost-benefit ratio?
Use a % scale Use a multiple choice Use a % scale Use time required per
week:
100%: high contribution scale: 100%: high confidence
3: massive impact Consider the possible
80%:medium contribution 2: high impact 80%:medium confidence opportunity cost.
1. Medium
50%:low contribution 50%:low confidence Low Cost- High benefits
0:Low impact
High cost-high benefits
Low Cost -Low benefits
High cost -Low benefits
Adapted from Bruce McCarthy
Benefits of Clearly Defined Priorities

 Having high satisfaction when you accomplish a task.
 Spending the best of your energy on the most important tasks.
 Knowing which things should come first and can act on them.
 Not wasting time on things that are non-essential.
 Focusing on what matters the most.
 Developing the power to say no to what doesn’t align with your priorities.
Task 1
Start working on setting your priorities by following these simple steps
 Journal Your Time. For one week, keep a journal that documents how you spend your
time. Hour by hour, write down everything you do, no matter how small or
inconsequential it seems.
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o At the end of the week, identify tasks that are time-wasters, tasks that don’t align
with your priorities, and areas where you were on target.
o Also identify priorities that did not get the time they should have gotten from you.
 Shift to Strengths. Make a list of three or four things you do well.
o What percentage of your time do you spend doing those things?

o What percentage of your resources is dedicated to your areas of strength?
o Devise a plan to make changes allowing you to dedicate 80 percent of your time
to your strengths.
 Make Today Your Masterpiece. As you approach each day, plan it according to your
priorities. Look at your calendar and your to-do list before the day begins to determine
how you will spend your time.
Attention management: Deliberately Choosing What You Attend To
This is where offers a solution. It’s a deliberate approach that puts you back
in control. Practicing attention management means fighting back against
the distractions and creating opportunities throughout your day to support
your priorities. First, control external factors:
 Control your technology.

o Decide to take control by turning off email and “push”
notifications which are specifically designed to steal your
attention. This will allow you to engage in more stretches of
focused work on tasks and activities that you choose.
o As often as possible and especially when you’re working, keep
your phone silent and out of sight.
Remember, it’s there to serve you, not the other way around!
 Control your environment.
o Set boundaries with others, especially in an communal living
setting. For example:
- use headphones or
- put up a “do not disturb” sign when you need to focus. If that
doesn’t work,
- try going to a different place to concentrate
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But here’s an overlooked truth: Our productivity suffers not just because
we are distracted by outside interruptions, but also because our own
brains. So you must also learn to control internal factors.
 Control your behavior.

o Use those times when your technology is tamed and your do-
not-disturb sign is up to get used to single-tasking:
o Open only one window on your computer screen, and give your
full attention to one task until it’s complete, or until a
designated stopping point.
o Take breaks throughout the day where you step away from your
computer or phone. Try to “unplug” completely (no technology)
for at least an hour or more, as often as you can. Try it for 15-20
minutes at first; then build up to an hour, or even 90 minutes.
 Control your thoughts.
o Minds are made to wander. Practice noticing when your mind is
veering off in its own direction, and gently guide your focus
back to where you want it.
o If you think of some important small task while you are doing
focused work, jot it down on a notepad and come back to it
later. Do the same with information you want to look up online.
Practicing attention management will not eliminate distractions from your day. But
as you start to recognize when you become distracted, and build your “attention
muscle” through habits like those above, you’ll start to reclaim your life and devote
more of yourself to what’s really important to you. (Maura Thomas 2018)
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Rate how well you demonstrate the quality of setting and sticking to priorities on a scale of 1-
10.
Who do you know that exemplifies this quality? What do you admire most about that person?
“The reason most major goals are not achieved is that we spend
our time doing second things first.” Robert J McKain
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androgynous on women's orientation toward relationships or life goals.
Unpublished master's thesis, Seattle Pacific University, Seattle, WA.
15. Gilligan, C. (1982). In a different voice. Cambridge, MA: Harvard University
Press.
16. Goldberg, A. S., & Shiflett, S. (1981). Goals of male and female college students:
Do traditional sex differences still exist? Sex Roles, 7, 1213–1222.
17. Goldberg, H. (1976). The hazards of being male. New York: Nash.
18. Hill, C. T., Rubin, Z., & Peplau, L. A. (1976). Breakups before marriage: The end
of 103 affairs. Journal of Social Issues, 32, 147–168.
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19. Komarovsky, M. (1974). Patterns of self-disclosure of male

undergraduates. Journal of Marriage and the Family, 36, 677–686.
20.Komarovsky, M. (1985). Women in college: Shaping new feminine identities.
New York: Basic Books.
21. Olstad, K. (1975). Brave new men: A basis for discussion. In J. Petras (Ed.), Sex:
Male/gender: Masculine. New York: Alfred.
22. Orlofsky, J. L., Aslin, A. L., & Ginsburg, S. D. (1977). Differential effectiveness of
two classification procedures on the Bem Sex Role Inventory. Journal of
Personality Assessment, 41, 414–416.
23. Pedersen, D. M., & Bond, B. I. (1985). Shifts in sex-role after a decade of cultural
change. Psychological Reports, 57, 43–48.
24. Phillips, S. D., & Johnston, S. L. (1985). Attitudes toward work roles for
women. Journal of College Student Personnel, 26, 334–338.
25. Rubin, L. B. (1983). Intimate strangers: Men and women together. New York:
Harper & Row.
26. Schwartz, F. N. (1989). Management women and the new facts of life. Harvard
Business Review, 67, 65–76.
27. Whitley, B. E., Jr. (1988). Masculinity, femininity, and self-esteem: A multitrait-
multimethod analysis. Sex Roles, 18, 419–431.
28.Wong, F. T. P., Kettlewell, G., & Sproule, C. F. (1985). On the importance of being
masculine: Sex role, attributions, and women's career achievement. Sex Roles,
12(7/8), 757–769.
29. Zuckerman, D. M. (1985). Confidence and aspirations: Self-esteem and self-
concepts and predictors of students' life goals. Journal of Personality, 53, 543–
560.
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UNIT 6
INTENTIONAL LIVING AND BUILDING SOCIAL CAPITAL
“Everything worthwhile is uphill.”

John C. Maxwell
What is Intentional Living?
“Intentional Living means understanding your fundamental beliefs and values, and
then actively living in line with those values” Stanton
Intentional living is asking yourself why you do things—and then being happy
with the answers. Here are just a few questions to consider.
 Why are your friends, your friends?
 Why did you buy [insert your latest purchase]?
 Why did you choose your career/job?
 Why are you with your partner?
 Why are you working late?
Five areas of personal growth where you should be the expert of your life:
 Purpose—I fully believe everyone has a purpose and lives their best life in service to that
purpose. Investing time and thought to identify your “why” is the key to becoming the expert
on your life.
 Values—once you know your purpose, knowing what you value most becomes the
foundation on which everything else is built. If you don’t set and keep your own values,
you’ll always be at the mercy of someone else’s.
 Strengths—it’s good to know what you do well but it’s more beneficial to know what you
do best. It’s a process that takes time, but when you really identify your greatest strengths,
your ability to be intentional increases significantly.
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 Priorities—priorities are a reflection of what is most important to us, so when you know
your why, know your values, and know your strengths, you can focus on those things that are
in alignment with who you are—and begin to say no to those things that aren’t.
 Wisdom—this might seem out of place, but you’re the best person to know what wisdom
you’ve accumulated through your experiences. Of course, the only way you’ll know what
wisdom you have to offer is if you’ve evaluated your experiences to see what lessons you’ve
learned!
Adopted from John Maxwell (2020)
So What Exactly Does Intentional Living Look Like?
 It looks like reevaluating friendships + pouring into the ones you

care about.
 It looks like taking charge of your finances and being
responsible.
 It looks like setting goals you actually care about and then taking
steps to make sure they happen.
 It looks like getting yourself into a healthy place mentally +
physically.
 It looks like picking up good habits that will help you to
live a life of meaning.
 It looks like changing your entire lifestyle.
Difference between good intentions and intentional living
Good Intentions Intentional Living

Desire Action
Wish Purpose
Someday Today
Fantasy Strategy
Hopefully Definitely
Passive Active
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Occasional Continual
Emotion Discipline
Somebody Should I Will
Different areas of your life you may need to reevaluate to determine

your priorities:
 Your finances — are you an impulse spender? Do you have a budget? If generosity
is a priority, are you giving?
 Health — are you being intentional in how you treat your body + mind?
 Responsibility — how are you treating the environment, your belongings, and those
around you?
 Relationships — are your relationships healthy or toxic? Are you working on
getting to know your friends better every day, or are your relationships superficial?
 Your habits — how are you spending your time?
Characteristics of being Intentional
John C. Maxwell explains that intentional living is characterized by three words:
 Deliberate: Being intentional never occurs by accident. It requires people to

think about their lives, consider where they want to go, and plan what they
intend to do.
 Consistent: Being intentional requires a person to follow through every day,
week after week, year after year. Intentional living is a journey, not a
destination.
 Willful: Being intentional is a choice we must make and continue making as
we face obstacles and challenges. Making a difference takes ongoing effort.
Task 1
Learning How to be Intentional
John Maxwell says:

Intentional Living Allows You to Make Changes One Step at a Time. If you want to become intentional
and live a life of significance, there’s good news: you don’t have to change everything. But there’s also
bad news: you have to change something. Intentional people understand that taking deliberate,
consistent and purposeful steps will improve their lives and the lives of those around them. As Anne
Frank said, “How wonderful that no one needs to wait a single minute before improving their world!”
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Don’t Hurry!! Bill Hogan (2004) calls it “Eating an Elephant One Bite at a

Time!”
 Join an intentional living community! You can find some online or in-person.
 Keep a journal. Record the ups and downs of intentional living.
 Before making a decision, always ask yourself, “ does this fit into the life I’m
trying to live?”
 Get yourself an accountability partner. Find a friend who wants to live
intentionally, get together with them once or twice a month, and encourage
each other in making intentional choices.
Adapted from Rebekah Joan “Beginner’s Life to Living Intentionally”
Task 2:
Take one or two minutes to share your response to this question: Most people
have dreams of success but put off doing the things that will help them make
progress. What have you been putting off doing that would help you to improve
your life?
Building Social Capital
Tim Sanders: “Networking is your net worth”
What is Social Capital
Social capital refers to the links and bonds formed through friendships and acquaintances. These
links can form through friendship groups, i.e.
 knowing a friend of a friend.
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 they can occur through daily social interactions; for example, a conversation with the
person sitting next to you on the train
To put it another way, social capital is the social ties that we develop throughout our lives.
Whether it is knowing the right person to contact in finance to get an invoice through or the right
teacher who can help with coursework; (Boyce 2020)
Social capital is about the value of social networks, bonding similar people and bridging between
diverse people, with norms of reciprocity (Dekker and Uslaner 2001)
Sander (2002) stated that ‘the folk wisdom that more people get their jobs from whom they
know, rather than what they know, turns out to be true’.
Adler and Kwon (2002) identified that the core intuition guiding social capital research is that
the goodwill that others have toward us is a valuable resource. As such they define social capital
as ‘the goodwill available to individuals or groups.
Dekker and Uslaner (2001) posited that social capital is fundamentally about how people interact
with each other.
The 3 Types of Social Capital
There are three main types of social capital.
1. Bonding Social Capital

Bonding social capital describes the connections between similar groups of
people that share the same characteristics. This might be;
 age,
 hobbies,
 relationships,
 sports teams, or another variable that helps to create a bond between
two people or a group of people.
Bonding is the strongest type of social capital as a close relationship between two
people is formed. This might come from closely working with a colleague for
years and developing a close personal relationship with them.
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Alternatively, it might come through sitting next to the same person at each local
basketball match, thereby developing a close relationship.
Typically, these bonds form through the development of social ties; in other words,
friendships. However, they also include family members, as well as neighbors. It is
through these connections that people are willing to help each other out and gain
‘social capital’ among their peers.
We are more likely to help someone and go out of our way for someone we have
a bond with – as opposed to someone we know nothing about.
2. Bridging Social Capital

Bridging social capital differs from bonding in the fact that the ties are not so
strong. Instead, the links come from weaker connections such as:
 friends of friends,
 colleagues
 associates.
- The connection is ‘bridged’ in the fact that one person is introduced to

another through an intermediary.
- This form of social capital tends to differ from bonding in the fact that there
is greater diversity.
- Bonding tends to occur between two people or groups of people that have
similar interests or characteristics. For instance, you tend to find rich
celebrities hanging out with other rich celebrities, who introduce each other
to more rich celebrities.
- Bridging brings two or more people together who would otherwise not
connect – even though they are from similar groups and have the same
interests. This may be friends of friends, people who live on the other side of
the world, or being introduced to a new colleague – thereby ‘bridging’ the
social gap.
- One of the important aspects of bridging is that it is horizontal. In
other words, social capital is developed between people from the
same socioeconomic group – which contrasts to ‘linking social capital’
which develops horizontally between different socioeconomic groups.
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3. Linking Social Capital

Linking social capital is an extension of bridging. For example, bridging occurs
horizontally, i.e. between people of a similar socioeconomic power or hierarchy.
- By contrast, linking occurs vertically – i.e. between socio-economic groups.
- For instance, a footballer may be introduced to an underprivileged boy. The
two may develop a relationship and hence be able to leverage a far larger
level of resources than previously possible.
SOCIAL CAPITAL EXAMPLES
Source Boyce (2020)
Ways to build social capital to support your career advancement:
1. Network proactively.
Networking proactively is important. What happens if you don’t have a strong

network, and suddenly you lose your job? If you don’t have a network to tap into,
you’re out of luck. It will most likely take you much longer to find a new position.
And how can you get information about a hiring manager or new boss if you don’t
have a network of people to provide that information?
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Networking proactively provides an advantage by supporting you with a powerful

collection of people who are willing and able to speak for you on an ongoing basis.
The network is there for you when you need it because you’ve built the social
capital.
2. Be strategic.
Strategic networking is more than socializing and swapping business cards, it’s
creating solid relationships to support your career aspirations. It takes focus and
intention to build such a network, but it’s invaluable for your professional
development.
Women’s failure to network strategically is one of the career pitfalls
“While men network for transactional reasons, women will network for relational
reasons. That is, men will network to obtain something, while women network for
relationships and connections.” Barbara Annis (Do you agree with this
assertion?)
Identify who you know and who you need to know to help you reach your career
goal and build a power network to support your advancement.
3. Create a diverse network.
In order to network effectively, you need to move out of your comfort zone and
identify people who can help your career, not just those people you like.
Research from University of Chicago Booth School of Business on this topic

confirms the importance of a diverse network. “Indeed, it might not be who or
what you know that creates advantage, but rather more simply, who you become
by dint of how you hang out—the disadvantaged hang out with folks just like
themselves, while the advantaged engage folks of diverse opinion and practice.”
Highly open networks, a diverse set of individuals who don’t know one another, is
often associated with faster promotions, higher bonuses, and strong performance
reviews. Men are more likely to have these open, efficient networks and at least
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twice as likely as women to say that they look for relationships at work that can
help them get on the right assignments and get ahead.
4. Pay it forward and leverage relationships.
Upward Mobile and Pepperdine University found that "truly effective networking
—networking in the manner of the high earning and high career‐level elite
professionals represented within this study—requires more than ‘connections’ or
‘friends’; it requires cutting through clutter and focusing on what matters—real,
mutually beneficial partnerships.”
Identifying the right people, those people who have power and influence and who
are willing to recommend you, is the first step. Building and nurturing
relationships of trust is next. The third important step is to leverage the
relationships by paying it forward, being willing to help others and asking for
assistance when you need it.
Women are less likely to build their favor bank and call in their “chips” and from
their network. Their hesitancy to ask puts them at a distinct disadvantage to men
who use their relationships to gain visibility and advance their careers.
5. Set aside dedicated time each week to network.
One of the major push backs I hear from women is they don’t have time to
network. They scramble to get their job done during the day and at night they often
have family responsibilities that prevent them from networking activities.
If you don’t schedule time each week, your default behavior will be to stay in your
office and tackle your to do list. Schedule at least one networking meeting per
week. Make it your intention to have lunch or coffee with colleagues and key
stakeholders. Put it on your calendar or it won’t happen!
Your time is valuable so be strategic about your networking activity outside of

work. It’s wise to identify a couple of organizations that will provide valuable
resources for your professional development. Before you join, go to a couple of
meetings. Find those organizations that align with your values and offer you the
best opportunities to build powerful relationships.
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6. Keep in touch with former colleagues and alums.
While it’s important to build a network of contacts to support your career goal, it’s
equally important to nurture the relationships you have. Former colleagues, bosses,
alums already know the value you offer and can recommend you for new
opportunities. It pays to stay in touch. I know from my own experience how
important these relationships are. When I was seeking a new position because I
was in a dead end job, a former colleague opened a door which helped me land a
CEO position at a national company. And I have heard countless stories of other
women have turned to their network for support for new business ventures,
promotions, and connections to influencers.
7. Focus your social media networking efforts.
One would think that because we are constantly connected online, that networking
in this manner is easy. After all, we have the potential for tremendous exposure to
a vast network of people. However, online professional networking is not without
challenges.
It is difficult to cut through all the noise. The number of people who connect with
us is daunting and as a result, it’s easy to lose our strategic focus. Someone
approaches us on Facebook, Twitter, or LinkedIn, or any other social network and
asks to connect and our first response is to say ok. We end up with a huge network
of people we don’t know and who offer us no value. It’s wiser to look carefully at
their profiles to determine if you want that person in your network. If you
determine there is some commonality, then reply and set up some time to talk and
initiate a relationship. The point is that the number of contacts in your online
network is not nearly as important as the quality. In summary, we are frequently
told about the importance of networking. Yet we are not necessarily taught how to
network in a strategic manner to support our career aspirations. The best way to
move your career ahead is to build and nurture mutually beneficial relationships
with people who can speak for you and create the visibility you need to succeed.
Adopted from MARCUS 2014
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Task 3
Go through your phone contacts and classify them in the following categories
 Social relations contacts

 Transactional relations contacts
How do you think you can grow the contact base that improves your career development prospects?

Rate how well you demonstrate the quality of pursuing the goal of intentional living on a scale
of 1-10.
Who do you know that exemplifies this quality? What do you admire most about that person?
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Recommended Reading
Anchors, S., Douglas, K. B., & Kasper, M.K., (1993). Developing and enhancing
student communities. In Roger Winston, Jr. and Scott Anchors (Eds.) Student
housing and residential life: A handbook for professionals committed to student
development goals (461-481). San Francisco: Jossey-Bass Publishers.
Armstrong, M. (1999). Models for faculty-student interaction outside of the

classroom: the Duke University Faculty Associates Program. College Student
Affairs Journal, 19 (1), 4-16.
Astin, A. (1993). Higher education and the concept of community. Office of

Publications, University of Illinois, Urbana-Champaign.
Astin, A. (2004). College students’ spirituality: Its meaning and expression. Paper
presented at the 14th Annual Institute on College Student Values, Tallahassee,
Florida, February 5-7, 2004.
Baxter Magolda, M. B. (1993). Intellectual, ethical and moral development. In

Roger Winston, Jr. and Scott Anchors (Eds.) Student housing and residential life:
A handbook for professionals committed to student development goals (95-133).
San Francisco: JosseyBass Publishers.
Braxton, J.M. & McClendon, S. A. (2001). The fostering of social integration and
retention through institutional practice. Journal of College Student Retention, 3 (1),
57-71.
Calderwood, P. E. (2000a). Learning community: Finding common ground in

difference. New York: Teachers College Press.
Calderwood, P. E. (2000b). When community fails to transform: the raveling and

unraveling of a community of writers. The Urban Review, 32, (3), 263-292.
Cohen, A. (1994). Self consciousness: an alternative anthropology of identity.

London: Routledge.
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BMSE FACULTY REPS .....

“It is a favorable or unfavorable evaluative reaction toward something or someone,

Theories of Attitude Formation

1. Functionalist theory. Daniel Katz proposed a functionalist theory of

Katz distinguishes four types of psychological functions that attitudes meet.

 Instrumental - we develop favorable attitudes towards things that aid or

 Knowledge - attitudes provide meaningful, structured environment. In

frame of reference. Attitudes help supply us with standards of

 Value-expressive - Express basic values reinforce self-image. If you

 Ego-defensive - Some attitudes serve to protect us from acknowledging

Katz's functionalist theory also offers an explanation as to why attitudes change.

2. Learning theory (stresses attitude formation). There are several means by which

Instrumental or Operant conditioning:

Attitude can be examined by considering three aspects:

 Affective aspect (How one feels about something, someone or an idea.

Adapted from (Millar & Tesser, 1992)

 What are your feelings about the attitude you hold

Why are Attitudes Important?

 They influence our social thoughts

Developing Positive Attitude

Benefits of Positive Attitude

 You are content and enjoy life more.

 Do I have positive relationships

 Is my environment conducive to developing a positive mindset? If not, what aspects of

EVALUATION AND ACTION

Complete the self-evaluation section below.

 Why did you give yourself this rating?

Recommended Reading List

1. Allport, G. 1935. “Attitudes.” In A Handbook of Social Psychology, edited by C. Murchinson, 789–

8. Birch, S., and K. Schwaab. 1983. “The Effects of Water Conservation Instruction on Seventh-

22. Heimlich, J. E., and N. M. Ardoin. 2008. “Understanding Behavior to Understand Behavior

What is Personal Growth?

 A transformational process in which improvements are made in your

Aspects of Personal Growth

 Learning and Growth,

Charting your way to personal growth and development

 What is your current state?

 Network and relationship building

When out for attachment and educational trips, get to know the

chance to interact with people who are working in your field of

University provides students with opportunities to sharpen their creativity.

BENEFITS of PURSUING PERSONAL GROWTH

EVALUATION AND ACTION

Complete the self-evaluation section below.

 Explain the areas of weakness in each are ranked.

 What benefits would you receive by improving each area?

Recommended Reading List

Bandura, A. (1997). Self-efficacy; The Exercise of Control. New York: Freeman

Brockner, J. (1988). Self-esteem at Work: Research, Theory, and

Chen, G., Gully, S. M., & Eden, D. (2004). General self-efficacy and self-esteem:

Eden, D., & Aviram, A. (1993). Self-efficacy training to speed reemployment:

Gijbels, D., Raemdonck, I., & Vervecken, D. (2010). Influencing work-related

Guile, D., & Griffiths, T. (2001). Learning through work experience. Journal of

Hashim, J. (2008). Competencies acquisition through self-directed learning among

Hennessy, T., & Sawchuk, P. H. (2003). Worker responses to technological change

Hong, Y., Liao, H., Raub, S., & Han, J. H. (2016). What it takes to get proactive:

Hurtz, G. M., & Williams, K. J. (2009). Attitudinal and motivational antecedents

Judge, T. A., Erez, A., & Bono, J. E. (1998). The power of being positive: The

Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task