Student Development and Life Skills Module

(Course Overview, Synopsis and Assignments)

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 TABLE OF CONTENTS
UNIT PAGE

1. ATTITUDE 8
2. PERSONAL GROWTH 14
3. SEXUALITY AND SEXUAL BEHAVIOUR 18
4. INTEGRITY 22
5. WORK ETHIC 33
6. PRIORITIES 38
7. INTENTIONAL LIVING AND BUILDING SOCIAL CAPITAL 44
8. VIOLENCE AND STAYING SAFE 53

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(COURSE OVERVIEW, COURSE CONTENT SYNOPSIS AND ASSIGNMENTS)

1. Module Student Development and Life Skills

2. Course Moderator Dr Munyaradzi Madambi

3. Author Mr Gilbert Chiganga

4. Contact Details Office 7, Student Services Centre;

Phone +263 242 333 Ext 21000

studentaffairs@[Link]

5. Duration:
The Student Development and Life Skills Module is a compulsory online course which is
offered to all undergraduate students from Level 1 until they complete their studies.

6. Course Overview:
The Student Development and Life Skills Module is designed to complement academic
departments in facilitating balanced and holistic student development. The Module is premised
on the philosophy that man is a social organism with cognitive, moral, physical, spiritual and
emotional dimensions with great potential for growth through education. Several student
development theories have been selected to create a theoretical framework for students to
understand potentialities which exist in embryonic form within them from birth. These
potentialities have inherent propensities to develop into unique competences and capabilities;
which are herein referred to as life skills. Such skills are necessary for personal efficiency and
effectiveness in life.

For this Module, we have carefully selected student development theories which are envisaged
to enable students to explore various pathways that facilitate the realization of cognitive,
psychomotor and affective aims of education. The Module is intentionally and strategically
tailored to avert traditional biases towards student cognitive development (Intelligent Quotient
development) at the expense of other critical areas, such as the SQ (social Quotient- ability to

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create and sustain strategic social and professional relationships that are critical for one’s
optimum growth and progression in college and after graduation), EQ (Emotional Quotient-
ability to empathize, have compassion, honesty and integrity ), AQ (Adversity Quotient- ability
to deal with adverse of difficult situations and to survive in any environment, i.e., devising
innovative solutions to life challenges) and MQ (Money Quotient- ability to use cognitive and
psychomotor skills to produce resources that foster self- reliance and entrepreneurship).

The purpose of this Module is foster in students a broad range of life skills (social, soft and
technical skills) which are usually not taught in class. The ultimate goal of the Module is to
nurture confident, efficacious and dexterous students, with a deep appreciation of who they are.
Personal effectiveness, productive and maximized living are at the core of the Module. Key
competences targeted in this Module include self-awareness, self-confidence, self-esteem, self-
efficacy, self- actualization, critical thinking, problem-solving skills, organizational skills,
creativity, innovation, inventiveness, negotiation skills, interpersonal skills, communication
skills, leadership skills, dealing with peer pressure and adversity, listening and learning skills,
entrepreneurship, community consciousness, et

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 7. Teaching and Learning Methods:
This Module is delivered online, allowing students to take charge of their learning through active
interaction with learning materials and the immediate and wide environment in which they
operate. As Albert Einstein would say, “I never teach my

Pupils. I can only attempt to provide the conditions in which they learn.” The University holds
that, a deep student-centered approach to teaching and learning ought to prepare ‘prepare
graduates for the road, instead of creating the road for graduates’. Methods used in this Module
will ensure that students have full ownership and control of their learning processes.

The following methods will be employed from time to time, as directed by the course Unit
facilitators:

 Introductory lectures (upon request and where necessary),

 Individual practical assignments,
 Group assignments and presentations,
 Edutainment,
 Mentorship and Coaching,
 Field work and community outreach,
 Symposia, conferences and seminars,
 Online sessions, and
 Motivational sessions.
6.1 Student Development Cohorts:
Students shall be required to arrange themselves into Student Development Cohorts of 10
individuals per group. Running under the mantra, ‘Learning Together, Growing Together’,
students will do most tasks in these Cohorts. This method of teams is designed to cultivate
team spirit, group dynamics and promote collaboration.

6.2 Accountability Partnerships:

In the context of Student Development Cohorts, group members are expected select an
individual they wish to learn and share with their insights throughout a given academic year.
Accountability Partnerships are designed to promote team work, shared learning, self-esteem
and confidence.

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6.3 Plagiarism:
This refers to stealing and passing off the ideas or words of another as one's own; i.e., to use
another's production or intellectual property without crediting the source. Plagiarism is
strictly prohibited, and will lead to disqualification and/or

Serious disciplinary measures taken against the perpetrator. Students can work in
Accountability Partnerships and Student Development Cohorts but their individual efforts
must be standout. These collaborations should not be sources of overdependence on others.

6.4 Cheating and Misrepresentation:

In contemporary settings, students have developed the habit of recycling old assignments
from their predecessors. Student also tend to generate assessment reports on their community
services and fieldwork. Such habits are strictly prohibited. Perpetrators of such malpractices
will be prosecuted and their products of cheating or misrepresentation nullified.

8. Course Evaluation:
This is a very practical Module which requires that students acquire practical knowledge of
life skills than mere theory. Coursework and community outreach will contribute 60% of the
total score at the end of the academic year and the examination at the end of the academic
year shall contribute 40%. Students shall be required to submit written assignments and one
Community Service report at least one month before every end of semester examinations.

Written assignments and submission deadlines.

Please note that assignment submission deadlines cannot be negotiated. All late
assignments will not be marked.

8.1 Community Service Reports and Assessment

Students shall be required to seek placement and conduct Community Service at any
Government institution of their choice. Each host institution shall be required to assess
students using the evaluation instrument provided by the University. The student shall also be
required to submit a written report (of not more than 500 words) highlighting life skills
enhanced by embarking in Community Services during the period under review. Submitting
false reports will lead to automatic disqualification of the entire year’s Student Development
and Life Skills coursework and examination results. Honesty and integrity are some of the
key soft skills students must learn and uphold during the course of their studies.

9. Submission of Assignments
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Assignments shall be submitted in a manner prescribed by Module Facilitators. No
assignments or Community Service report should be sent to the Module Moderator.
Students are expected to stay in constant contact with their Faculty- specific Student
Development Officers for updates on the implementation of this coursse

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 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 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:

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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:

 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
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  What action do you take as a result of that attitude

Why are Attitudes Important?

 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?
 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

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 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?

Recommended Reading List

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7. Baron, R., and D. Kenny. 1986. “The Moderator-Mediator Variable Distinction in Social Psychological
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UNIT 2

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,
 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

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 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.

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.

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 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.

o 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

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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.

EVALUATION AND ACTION

Complete the self-evaluation section below.

 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
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?

Recommended Reading List

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),

17
 UNIT 3
SEXUALITY AND SEXUAL BEHAVIOUR

At the end of this session, students will be

able to:
Topics

Articulate norms and values about sex and

sexuality in Zimbabwe and in the respective
1. Culture, religion, and society institutions that have a positive and negative
effect on SRH;
2. Norms, values, facts, and myths
about sexual behaviour
3. Human sexual response Assess the differences in values about sex
between the Zimbabwean and institutional
4. Factors that influence sexual
behaviour contexts;

5. Communication, negotiation,
Articulate the facts and myths about sex and
consent, and refusal skills
sexuality;

1. Culture, religion, and society Reflect on the social and cultural norms that
they value and how those influence their
Learning objectives personal beliefs and feelings about sexuality
and sexual behaviour;
Key idea: Culture, religion, and society
influence our understanding of sexuality.
Define personal values related to sex and
At the end of this session, students will be sexuality.
able to:
3. Human sexual response

Identify ways in which culture, religion,

and society affect our understanding of
Learning objectives
sexuality;

Acknowledge the diverse beliefs about Key idea: Engaging in sexual behaviour should
sex and sexuality;
be pleasurable, but comes with responsibilities
for health and well-being as well.
Appreciate the importance of developing
their own perspectives on sexual
behaviour. At the end of this session, students will be
2. Norms, values, facts, and myths about able to:
sexual behaviour
Describe key elements of sexual pleasure
and sexual responsibility;
18
 Acknowledge the relationship between Acknowledge that both partners are
sexual response and the ability to responsible for the prevention of pregnancy
communicate and make decisions at and STIs, including HIV;
different stages of this response;

Reflect on how gender norms can affect Appreciate the fact that certain sexual
people’s sexual expectation and response; relationships can limit the power to negotiate;

Acknowledge the importance of consistent

Learning objectives verbal and non-verbal communication (with
both words and body) during sex;
Key idea: Every society has its norms,
values, facts, and myths that affect
individuals’ sexual responses.
Demonstrate effective communication to
stop any sexual behaviour which is not
acceptable or enjoyabl

19
 Learning objectives
Key idea: Effective communication is key to
expressing personal needs and sexual limits.
4. Factors that influence sexual
Everyone has a right to keep their bodies private,
behavior
and it is important to be aware of factors that can
Learning objectives
impact the ability to acknowledge or give sexual
Key idea: Social and gender norms, peers, and consent.
substance (drug and alcohol) abuse are some of
At the end of this session, students will be able
the factors that influence decisions to have sex, to:
with whom, and how.
Analyse examples of effective
At the end of this session, students will be able communication for expressing personal
to:
needs and sexual limits;

Assess factors that make it easier or more

difficult to make rational decisions about Demonstrate effective communication of
personal needs and sexual limits;
sexual behaviour;

Explain why consensual sex and safer

Identify scenarios in which students’ sex require effective communication;
decisions on sexual behaviour have been
influenced by gender norms, peers, and
substance abuse; Discuss what it means to listen for,
acknowledge, and act on sexual consent;

Anticipate relationships and situations likely

to lead to pressure to have sex, and identify Demonstrate the ability to recognize
strategies to avoid them; someone else’s consent or lack of consent;

Demonstrate assertive communication and Identify factors that can affect the ability to
other options to counter negative social and acknowledge or give consent (substance
abuse, poverty, GBV, power dynamics), and
gender norms and peer influence in sexual
recognize that it is important to avoid them;
decision-making;

Illustrate examples of giving and not

giving sexual consent;
Distinguish between rational and emotional
decisions related to sexual behaviour, and Compare and contrast situations in which
acknowledge the importance of rational consent is and is not acknowledged;
decisions;
Practice and perfect refusal skills;
Decide to always make rational pre-planned
decisions about sexual behaviour. Acknowledge that assertiveness and
5. Communication, negotiation, negotiation skills can help counter
consent, and refusal skills unwanted sexual pressure;

20
 Develop clear verbal communication
Critically examine mixed messages and other on sex and sexuality as a personal
situations that may be confusing in a sexual practice.
encounter;

21
 UNIT 4

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).

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).

22
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
 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.

23
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.

24
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

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.

25
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.

10. Accountability

To a person with true integrity, nothing is more crucial than their word and their [Link] accountability.

26
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.

12. They ensure the team gets the credit

27
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.

14. They Have Patience

28
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

29
Threats to Human Integrity

 Economic pressures
 Social or peer pressure
 Personal security
 Exposure to Temptation
 Power
 Fear

EVALUATION AND ACTION

Complete the self-evaluation section below.

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?

Recommended Reading List

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

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

30
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.

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

31
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
31. Thompson B (2004) Exploratory and confirmatory factor analysis: understanding concepts and
applications, 1st edn. American Psychological Association, Washington, D.C.

UNIT 5

WORK ETHIC

32
 “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,
 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

 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

33
  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.

EVALUATION AND ACTION

Complete the self-evaluation section below.

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?

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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65. Grimm CM, Smith KG. Research notes and communications management and organizational change:
a note on the railroad industry. Strategic Manage J. 1991;12(7):557–62. [Google Scholar]
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Modiriyat. 2011;6(49):58–69. [in Persian] [Google Scholar]
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Afshar M. Effects of organizational changes on the stuff reaction of Isfahan University of Medical
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70. Weeks A, Terry L, Loe C, Kirk W. The effect of the perceived ethical climate on the search for sales
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turnover intention in the salesforce. J Bus Res. 2001;54(1):39–52. [Google Scholar]

UNIT 6

37
 PRIORITIES

“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 How much time,
want to achieve will activity affect that this activity will effort and other
this activity positively and to what achieve the desires resources are required
contribute? extent? effect? to engage in this
activity and what is
the cost-benefit ratio?
Use a % scale Use a multiple choice Use a % scale Use time required
scale: per week:
100%: high 100%: high
3: massive impact
contribution confidence Consider the
2: high impact
1. Medium possible opportunity
80%:medium 80%:medium
0:Low impact cost.
contribution confidence
Low Cost- High
50%:low contribution 50%:low confidence
benefits
High cost-high
benefits
Low Cost -Low

38
 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.
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

39
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

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)

EVALUATION AND ACTION

Complete the self-evaluation section below.

Rate how well you demonstrate the quality of setting and sticking to priorities on a scale of 1-10.

Why did you give yourself this rating?

40
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?

“The reason most major goals are not achieved is that we spend our time doing second things first.”
Robert J McKain

Recommended Reading List

1. Batson, C. D., & Ventis, W. L. (1982). The religious experience. New York: Oxford University
Press.
2. Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's ways of
knowing. New York: Basic Books.
3. Bem, S. L. (1974). The measurement of psychological androgyny. Journal of Consulting and
Clinical Psychology, 42(2), 155–162.

41
4. Bem, S. L. (1977). On the utility of alternative procedures for assessing psychological
androgyny. Journal of Consulting and Clinical Psychology, 45, 196–205.
5. Bem, S. L. (1981). Gender schema theory: A cognitive account of sex typing. Psychological
Review, 88, 254–364.
6. Bilsker, D., Schiedel, D., & Marcia, J. (1988). Sex differences in identity status. Sex Roles,
18, 231–236.
7. Carley, J. H., & Stanford, A. (1982). Female career preference and androgyny. Vocational
Guidance Quarterly, 30(3), 258–264.
8. Catalyst (1987). New roles for men and women. A Report on an educational intervention with
college students. New York: Author.
9. Chodorow, N. (1978). The reproduction of mothering. Berkeley: University of California Press.
10. Deaux, K. (1984). From individual differences to social categories. American Psychologist,
39, 105–116.
11. Delworth, U., & Seeman, D. (1984). The ethics of care: Implications of Gilligan for the student
services profession. Journal of College Student Personnel, 25, 489–492.
12. Dowling, C. (1981). The Cinderalla complex. New York: Pocket Books.
13. Fiorentine, R. (1988). Increasing similarity in the values and life plans of male and female college
students? Evidence and implications. Sex Roles, 18, 143–158.
14. Frease-McMahan, L. (1989). The effect of being masculine, feminine, or 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.
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.

42
 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?

43
  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.
 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

44
Passive Active

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!”

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”
45
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.

 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.

46
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.

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.

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.
47
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?

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.

48
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 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.

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

49
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

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?

EVALUATION AND ACTION

Complete the self-evaluation section below.

Rate how well you demonstrate the quality of pursuing the goal of intentional living on a scale of 1-10.

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?

Recommended Reading

50
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.

UNIT 7
VIOLENCE AND STAYING SAFE

Topics 2. Sexual harassment

Learning objectives
Key idea: Sexual harassment is so
 Different forms of violence embedded in Zimbabwean culture that it is
 Sexual harrasment
sometimes considered “normal”.
 Individual and group responses to
violence At the end of this session, students will be able
 Safe use of social media to
 Violence prevention

51
 Identify sexual harassment in homes,
community, private and public spaces,
including at their respective institutes;

1. Different forms of
violence Anticipate scenarios where sexual
harassment commonly occurs;

Learning objectives
Develop feasible strategies to avoid or
Key idea: There are many different forms of respond to occurrences of sexual
violence, some of which are so entrenched in harassment;
society that they are not even always recognized
as violence.
Develop a personal plan to deal with sexual
harassment, including reporting, treatment,
At the end of this session, students will be able and counselling.
to:
3. Other forms of sexual violence
Identify different forms and causes of Learning objectives
violence, including physical, emotional, Key idea: Sexual abuse, sexual assault,
economic, and sexual, as well as their intimate partner violence, emotional violence,
consequences in society in general, and in
and physical violence are all violations of
the respective institutions;
human rights.

At the end of this session, students will be able

to
Identify different sources/perpetrators of
violence; Compare and contrast sexual abuse,
sexual assault, intimate partner violence,
Be sensitive to the different forms of
emotional violence, and physical
violence;
violence;
Critically analyse personal actions, as well
as those of peers, to identify attitudes and Acknowledge that none of these forms of
actions that may be enabling violence; violence are ever the fault of the victim, and
Decide to stop actions that may be a form of are always a violation of human rights;
violence;
Identify actions a person should take if they
Act as a positive influence on peers to
prevent violence; have experienced a form of sexual or other
forms of violence;
Plan personal and collective actions that can
address different forms of violence within
the HTEI community; Appreciate that intimate partner violence is
very serious with severe consequences, and
Determine to report all forms of violence should not be tolerated
experienced;
Support someone who has experienced
an act of violence.

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 Activism against Gender-Based Violence
international annual campaign.

Critically examine the social and cultural 5. Safe use of social media
factors that enable these forms of violence to
continue, and identify ways to change the Learning objectives
status quo.
Key idea: Social media has many benefits, but
4. Individual and group responses to also has the potential to put people in
violence compromised personal and legal situations.
Learning objectives Moreover, sexually explicit social media can
result in unrealistic expectations about sexual
Key idea: Most violence goes unreported and
behaviour, response, and body appearance. As
thus persists, while victims continue suffering its such, the use of social media requires careful
consequences. navigation.

At the end of this session, students will be able At the end of this session, students will be able
to: to:

Acknowledge that we all have a responsibility Identify risks and threats that can occur with
to reduce tolerance and address attitudes that the use of social media;
enable violence to continue;
Evaluate ways that sexually explicit
Report all forms of violent experiences; social media contributes to unrealistic
expectations, behaviour, responses, and
Identify places and sources of help and body image;
support for the different forms of violence;
Reflect on how sexually explicit social
media can impact on self-image, self-
confidence, self-esteem, and perception of
Acknowledge that students need affordable,
others as a result of unrealistic portrayals of
accessible, acceptable, and available services men, women, and sexual behaviour;
that are confidential;
Acknowledge that sexually explicit social
media can reinforce harmful gender
stereotypes and normalize violence;
Demonstrate appropriate help-seeking
behaviour;
Acknowledge that social media use has
many benefits but can also result in unsafe
Demonstrate how to support someone situations or violation of law;
who has experienced sexual violence or
abuse;
Analyse strategies for using social media
safely, legally, and respectfully;
Plan and organize group action to work
against violence as part of the 16 Days of

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 Develop and practise a plan for responsible At the end of this session, students will be able
use of social media. to:

6. Violence prevention Consciously identify violence perpetrated on

them and their colleagues;

Learning objectives Identify the barriers to the reporting of

violence;

Key idea: Violence is rampant in homes, Identify the support systems for the
communities, HTEIs, and work places, but we all reporting of violence;
have the power to enact positive change.
Commit to taking appropriate action against
any form of violence experienced against
themselves or a colleague.

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