DWCSJ Core Values Prelim Notes PDF

**Divine Word College of San Jose (DWCSJ)** **COMPETENCE- Employment Fit,** **INTEGRITY - Career Fit** **SERVICE - Life Fit** Felino B. Javines, Jr., SVD, LPT, DM **Rolenz M. Ovalles** Copyright @ 2022 by VPAA Office All rights reserved. No part of this publication/material may be reproduced,...

**Divine Word College of San Jose (DWCSJ)** **COMPETENCE- Employment Fit,** **INTEGRITY - Career Fit** **SERVICE - Life Fit** Felino B. Javines, Jr., SVD, LPT, DM **Rolenz M. Ovalles** Copyright @ 2022 by VPAA Office All rights reserved. No part of this publication/material may be reproduced, stored in a retrieval system or transmitted in any form or by any means -- electronic, mechanical, photocopying, or otherwise -- without the prior written permission of the author. **Preface** Every Christian Catholic institution of higher learning like Divine Word College of San Jose (DWCSJ) banners a list of core values. In the case of DWCSJ, these are Competence, Integrity and Service. With the changing landscape of Christian Catholic Education specially the brand of glocalized students that the school caters and serves, it is inspiring to release this material with the purpose of conveying to all stakeholders the essence of every core value that every Divinian should embrace. This document also attempts to match but will not delimit every core value thus -- Competence -- Employment Fit, Integrity -- Career Fit and Service -- Life Fit. It is preferred that this academic paper will be treated as organic which means it will be likened to a journey where in the process of leafing through the pages, every Divinian will be encouraged to contribute based on how they have integrated the core values of DWCSJ. Diagram 1 presents the Core Values of Competence, Integrity and Service that every Divinian should embrace. **[A DIVINIAN is Employment Fit ]** **COMPETENCE** The Divine Word College of San Jose, a premier Catholic institution in Occidental Mindoro rooted in the Holy Triune God, is dedicated to the holistic development of the person. It embraces the mission of providing Christian quality education that promotes cultural sensitivity and global competence. The purpose of this paper is to present a description of the core values of Divine Word College of San Jose -- COMPETENCE, INTEGRITY, and SERVICE. Employment Fit is a phrase I coined to convey that a Divinian is employment ready right after graduation. Work should be the setting for this rich personal growth, where many aspects of life enter into play: creativity, planning for the future, developing our talents, living out our values, relating to others, giving glory to God. It follows that, in the reality of today\'s global society, it is essential that \"we continue to prioritize the goal of access to steady employment for everyone,\" no matter the limited interests of business and dubious economic reasoning. We were created with a vocation to work. The goal should not be that technological progress increasingly replace human work, for this would be detrimental to humanity. Work is a necessity, part of the meaning of life on this earth, a path to growth, human development and personal fulfillment. Helping the poor financially must always be a provisional solution in the face of pressing needs. The broader objective should always be to allow them a dignified life through work.[^1^](#fn1){#fnref1.footnote-ref} Getting an employment whether immediate or procedural is one way of gauging of the quality of education of any institution of higher learning. For a long time, quality has been equated with elitism especially in higher education and in so-called exclusive schools. It is the best education that money can buy in terms of teachers and facilities as well as academic standards and traditions developed over time. If such be the measure of quality then education is poor since expensive education is the privilege of a few. And since the cost of education is rising every year and fewer students can afford to enroll in expensive schools, quality education is deteriorating. [^2^](#fn2){#fnref2.footnote-ref} Quality education has also been equated with academic excellence. Academic excellence is normally identified with accumulation of theoretical, good academic ratings, facility of expression especially in the English language, conversant with the arts and the issues of the day and anything that pertains to scholarship. A merely well-informed man is the most useless bore on God's earth. Academic excellence need not move a finger to change society. The true measure of quality should be preparedness for actual lie. Quality education is education for liberation.[^3^](#fn3){#fnref3.footnote-ref} This is what it means for a Divinian to be employment fit -- liberated from the bondage of dependence paving the way to independence and a responsible citizen and individual. However, work is, as has been said, an obligation, that is to say, a duty, on the part of man... Man must work, both because the Creator has commanded it and because of his own humanity, which requires work in order to be maintained and developed. Man must work out of regard for others, especially his own family, but also for the society he belongs to, the country of which he is a child, and the whole human family of which he is a member, since he is the heir to the work of generations and at the same time a sharer in building the future of those who will come after him in the succession of history.[^4^](#fn4){#fnref4.footnote-ref} The purpose of Gravissimum Educationis (extremely important education) was to draw the attention of all baptized to the importance of education by providing basic guidelines on educational issues.[^5^](#fn5){#fnref5.footnote-ref} Schools and universities are places where people learn how to live their lives, achieve cultural growth, receive vocational training and engage in the pursuit of the common good; they provide the occasion and opportunity to understand the present time and imagine the future of society and mankind. At the root of Catholic education is our Christian spiritual heritage, which is part of a constant dialogue with the cultural heritage and the conquests of science; Catholic schools and universities are educational communities where learning thrives on the integration between research, thinking and life experience.[^6^](#fn6){#fnref6.footnote-ref} Catholic schools and universities educate people, first and foremost, through the living context, i.e., the climate that both students and teachers establish in the environment where teaching and learning activities take place. This climate is pervaded not only by the values that are being expressed in universities, but also by the values that are lived out, by the quality of interpersonal relations between teachers and students and students amongst each other, by the care professors devote to student and local community needs, by the clear living testimony provided by teachers and educational institutions' entire staff.[^7^](#fn7){#fnref7.footnote-ref} One of the main problems we are facing today is joblessness. What opportunities can universities provide in terms of future jobs and business opportunities? Businesses, professionals and universities should have occasions to meet, in order to provide inspiration and opportunities for young people who are thinking about starting their own business, and for them to test their ideas and abilities. University students need to know about possible job opportunities early on in their career, participating in projects and competitions and accessing grants and scholarship to become more specialized. In this respect, guidance and counselling activities in upper secondary schools and universities become absolutely essential. One of the significant achievement of the Benigno Simeon Aquino III administration was Republic Act (RA) 10533 otherwise known as the Enhanced Basic Education Act of 2013 and popularly dubbed as K to 12 Program. This academic breakthrough allowed the Philippines and in particular Department of Education (DepEd) to align itself with the rest of the ASEAN community and the world at large. However, there is no doubt that K to 12 is a work in progress and every institution is tasked to respond not only to implement this educational mandate but to creatively rationalize how it will fit to the context and milieu of its own academic landscape. With years of exposure both local, national and international, it will safely be fathomed that the success and failure of the K to 12 program is determined whether Basic Competencies can be mastered by every pupil and student prior to the transition to Kolehiyo (Higher Education/College), Negosyo (Micro Business/ Entrepreneurship or Trabaho (Employment). The Diagram presents at the center -- Republic Act (RA) 10533 otherwise known as the Enhanced Basic Education Act of 2013 wherein every Grade 12 student who graduates from the High School under the Department of Education (DepEd) is either ready for employment, is either ready to continue to College (Kolehiyo) or is either ready to put up his/her own micro business (Negosyo. Regarding work-related issues, unemployment and training future leaders through higher education, we must remember that universities, as it is stated in Ex Corde Ecclesiae (from the Heart of the Church), have the fundamental mission to confidently serve "truth through their research, and the preservation and communication of knowledge for the good of society." Catholic universities contribute to this mission by fulfilling their ministry of hope in the service of others, forming people who are endowed with a sense of justice and profound concern for the common good, educating them to devote a particular attention to the poor and oppressed and trying to teach students to be responsible and active global citizens.[^8^](#fn8){#fnref8.footnote-ref} The Philippine educational system is classified according to the three (3) specific levels of education handled by different government agencies. The Department of Education (DepEd) runs basic education from Kindergarten until Senior High School (Grade 12). Technical Education and Skills Development Authority (TESDA) handles post-secondary technical and vocational education and training, while the Commission on Higher Education (CHED) handles higher education. The government agency mandated to handle and supervise technical education in the Philippines is the Technical Education and Skills Development Authority (TESDA). As part of this mandate, TESDA uses competency assessment and certification as both the means and the end of competency and skills development. TESDA\'s vision is to be the leading partner in developing the Filipino workforce with world-class competence and positive work values. In the performance of its mandate and the pursuit of its vision, TESDA supervises more than 4,500 Technical Vocational Institutions consisting of 4,148 private TVET Institutions, 365 Public Schools and Training Centers, 822 enterprises providing leadership and apprenticeship programs, and 126 TESDA Technology Institutions. The Technical Vocational Institutions employ more than 23,000 Technical Vocational Education and Training (TVET) Trainers covering 215 qualifications. Technical and Vocational Education Training (TVET) in the Philippines is handled by the Technical Education and Skills Development Authority (TESDA). This government agency manages and supervises technical education and skills development (TESD) in the Philippines. It was created under Republic Act 7796, otherwise known as the \"Technical Education and Skills Development Act of 1994\". The said Act integrated the functions of the former National Manpower and Youth Council (NMYC), the Bureau of Technical-Vocational Education of the Department of Education, Culture and Sports (BTVE-DECS), and the Office of Apprenticeship of the Department of Labor and Employment (DOLE).[^9^](#fn9){#fnref9.footnote-ref} Because of the need to provide equitable access and provision of TESD programs to the growing TVET clients, TESDA continues to undertake direct training provisions. There are four training modalities school-based, center-based, enterprised-based, and community-based. These are being done with TESDA\'s infrastructure in place -- 57 TESDA administered schools, 60 training centers, enterprise-based training through DTS/apprenticeship, and community-based training in convergence with the LGU\'s. There are four types of program delivery: School-Based Programs, Center-Based Programs, Community Based Programs, and Enterprise Based Programs. Overall, TESDA formulates workforce and skills plans, sets appropriate skills standards and tests, coordinates and monitors human resources policies and programs, and provides policy directions and guidelines for resource allocation for the TVET institutions in private and public sectors.[^10^](#fn10){#fnref10.footnote-ref} In 2014, TESDA reported that technical vocation (tech-VOC) has soared to new heights. The number of graduates increased tremendously and demand for skilled workers brought tech-voc graduates to a record peak. During the administration of President Benigno Aquino III from July 2010 up to June 2014, tech-voc graduates reached 6,281,328, according to records of the Technical Education and Skills Development Authority (TESDA). TESDA data further revealed that from January 1986 to June 2014, there were 21,700,308 tech-voc graduates in the country. [^11^](#fn11){#fnref11.footnote-ref} Nowadays, school systems are asked to promote skill development, and not just to convey knowledge; the skill paradigm, interpreted according to a humanistic vision, goes beyond the mere acquisition of knowledge or abilities: it involves the development of students' total personal resources, establishing a meaningful bond between school and life. It is important for schooling to enhance not only skills that are related to knowing and knowing how to do things, but also skills that apply to living alongside others and growing as human beings. These are reflective skills, for instance, by which we are responsible for our actions, or intercultural, decision-making, citizenship skills, that are becoming increasingly important in our globalized world and affect us directly, as is the case with skills related to consciousness, critical thinking and creative and transforming action. [^12^](#fn12){#fnref12.footnote-ref}Employment Fit for a Divinian is all about mastery of basic competencies, it is all about the ability to confront the realities of real life after leaving the portals of his/her Alma Mater, a balanced focus on cognitive, affective, social, professional, ethical and spiritual aspects[^13^](#fn13){#fnref13.footnote-ref}; and much more it is all about being able to demonstrate the qualities of a competent graduate in whatever field of endeavor one has chosen. In a word, employment fit and being competent is more importantly the preservation of the dignity of the human person. Work is, as has been said, an obligation, that is to say, a duty, on the part of man... Man must work, both because the Creator has commanded it and because of his own humanity, which requires work in order to be maintained and developed. Man must work out of regard for others, especially his own family, but also for the society he belongs to, the country of which he is a child, and the whole human family of which he is a member, since he is the heir to the work of generations and at the same time a sharer in building the future of those who will come after him in the succession of history.[^14^](#fn14){#fnref14.footnote-ref} **[A DIVINIAN is Career Fit ]** **INTEGRITY** I have always underscored that in one of the four characteristic dimensions of the SVD which is Mission Animation,( Bible, JPIC and Communication being the other three) that there are three basic elements that can be employed for mission to be meaningful in the lives of those we serve -- these elements are logos -- possessing a simple common sense considering our cultural fixation towards a theoretically intelligent person but pitiful when it comes to confronting the realities of life, ethos -- knowing what is right and wrong and pathos -- the life and passion to do mission. Here, the core value of Integrity falls but is not limited to ethos.  Christian Catholic Education is not just knowledge, but also experience: it links together knowledge and action; it works to achieve unity amongst different forms of knowledge and pursues consistency. It encompasses the affective and emotional domains, and is also endowed with an ethical dimension: knowing how to do things and what we want to do, daring to change society and the world, and serving the community[^15^](#fn15){#fnref15.footnote-ref} The young people we are educating today will become the leaders of the 2050s. Thus, crucial questions should be raised along these lines of a Divinian being fit for a career:[^16^](#fn16){#fnref16.footnote-ref} Beyond educating about faith, religious education entails developing a deeper personal contact with the holy or sacred concepts of one\'s religion. This involves growth in spirituality, contemplation or prayer behaviors, and an awareness of the role of faith in everyday life. 1. **Take time**. Unless you have a hard deadline on your decision, don't make it in haste. It might feel good in the moment to rush into your boss' office and quit, but you will probably regret it later. Time time to pray, discern and talk over the decision with people you trust. 2. **Be alone**. Talking with others is good. Talking with God is better. Whether it's alone in your bedroom or at adoration, silence is often necessary to hear those good spirits. 3. **Be honest** -- with yourself and with God. What do you actually want from your career, and what are you afraid might happen if you do or don't make a certain choice? Sometimes, verbalizing our goals and our fears in prayer or conversation is the only way we can identify them for ourselves. 4. **Tell God, "Thy will be done**" -- and then ask for the strength to accept it. 5. **Commit.** Once you make the decision, don't waver, and don't go back (unless something comes up that confirms that you actually made a bad decision). 6. **Evaluate**. "Discernment is ongoing," writes author Joe Paprocki, D.Min. Evaluating the results of your decision will not only help you continue on or alter your course but also strengthen your discernment muscle.[^18^](#fn18){#fnref18.footnote-ref} Career Fit is not only defined by success in the corporate world but rather it is helpful to ask the question as a Divinian, as a Catholic, and as a graduate of a Catholic institution if the environment and the people around wherein we have considered as the base of our career have become better persons because of the manner we have been a witness of our Faith. Do we build a career to serve people or to control people? Many Catholic school students belong to a multiplicity of cultures, therefore our institutions must proclaim the Gospel beyond believers, not only with words, but through the power of our educators' lives, which must be consistent with the Gospel. Teachers, school heads, administrative staff: the whole professional and educational community is called upon to present faith as an attractive option, with a humble and supportive attitude. The model is provided by Jesus Christ and his disciples in Emmaus: we must start from young people's life experience but also from that of co-workers, to provide an unconditional service. Actually, educating young people to serve and give themselves freely is one of the hallmarks of Catholic schools, in the past as well as the future.[^19^](#fn19){#fnref19.footnote-ref} **[A DIVINIAN is LIFE FIT ]** **SERVICE** \"Christian life is for service,\" the pope said. \"It is very sad to see Christians who, at the start of their conversion or their awareness of being Christians, serve, are open to serving, serve the people of God and then end up using the people of God. This does so much harm, so much harm to the people of God. The vocation is to \'serve,\' not to \'use.\' [^20^](#fn20){#fnref20.footnote-ref} How does a Divinian see himself/herself in the world both within and outside the walls of Divine Word College of San Jose? The core value of Service as an attribute that will have a ton of meaning but it should first underline an identity. A Divinian being a baptized Catholic bear the identity of being: 1. Family-oriented. The anak-magulang relationship is of primary importance to us Filipinos. Ama, ina, and anak are culturally and emotionally significant to us Filipinos who cherish our filial attachment not only to our immediate family, but also to our extended family (ninongs, ninangs, etc.). This family-centeredness supplies a basic sense of belonging, stability and security. It is from our families that we Filipinos naturally draw our sense of self-identity. 2. Meal-oriented (salu-salo, kainan). Because Filipinos consider almost everyone as part of their family (parang pamilya), we are known for being gracious hosts and grateful guests. Serving our guests with the best we have is an inborn value to Filipinos, rich and poor alike. We love to celebrate any and all events with a special meal. Even with unexpected guests, we Filipinos try our best to offer something, meager as it may be, with the traditional greeting: "Come and eat with us." (Tuloy po kayo at kumain muna tayo.) 3. Kundiman-oriented. The kundiman is a sad Filipino song about wounded love. Filipinos are naturally attracted to heroes sacrificing everything for love. We are patient and forgiving to a fault ("magpapaka-alipin ako nang dahil sa iyo"). This acceptance of suffering manifests a deep, positive spiritual value of Filipinos' kalooban. 4. Bayani-oriented. A bayani is a hero. We Filipinos are natural hero-followers. For all our patience and tolerance, we will not accept ultimate failure and defeat. We tend instinctively to always personalize any good cause in terms of a leader, especially when its object is to defend the weak and the oppressed. To protect this innate sense of human dignity, Filipinos are prepared to lay down even their lives. 5. Spirit-oriented. We are often said to be naturally psychic. We have a deep-seated belief in the supernatural and in all kinds of spirits dwelling in individual persons, places and things. Even in today's world of science and technology, Filipinos continue to invoke the spirits in various undertakings, especially in faith-healings and exorcisms.[^21^](#fn21){#fnref21.footnote-ref} 6. With and through Mary. Devotion to Mary has always been intimately intertwined with Christ. The two central mysteries of our Faith in Christ: the mystery of the Incarnation celebrated at Christmas, and of Redemption celebrated during Holy Week, are deeply marked by the veneration of Mary. This is portrayed graphically in the Simbang Gabi (Misa de Gallo or de Aguinaldo) and the panunuluyan at Christmas time, and the Salubong in Easter Sunday morning (NCDP 242). Diagram 2 presents several norms that defines a Divinian based on the Catechism for Filipino Catholics An established Divinian identity based on our Filipino faith is one crucial aspect of being in the world, of being life fit and being ready to be of service to the lost, to the least and to the last. In 2013, a Social Weather Stations (SWS) survey found that about 1 in every 11 Filipino Catholics, or 9.2 percent, thought of leaving the Catholic Church. The survey also found that "compared with members of other denominations, Filipino Catholics were less devout and active in attending church services. Catholics also lagged behind other groups when it comes to attending church services, with only 37 percent saying they go to church every week, a dramatic drop from 64 percent registered in July 1991. The number of weekly churchgoers is higher among Iglesia ni Cristo members (70 percent), Protestants (64 percent) and other Christians (62 percent). Seventy-five percent of Muslims go to the mosque at least weekly.[^22^](#fn22){#fnref22.footnote-ref} Many Catholic school students belong to a multiplicity of cultures, therefore our institutions must proclaim the Gospel beyond believers, not only with words, but through the power of our educators' lives, which must be consistent with the Gospel. Teachers, school heads, administrative staff: the whole professional and educational community is called upon to present faith as an attractive option, with a humble and supportive attitude. The model is provided by Jesus Christ and his disciples in Emmaus: we must start from young people's life experience but also from that of co-workers, to provide an unconditional service. Actually, educating young people to serve and give themselves freely is one of the hallmarks of Catholic schools, in the past as well as the future. Thus a Divinian is Life Fit because there exists in his/her being the respect of ideas, openness to dialogue, the ability to interact and work together in a spirit of freedom and care[^23^](#fn23){#fnref23.footnote-ref} The words of Pope Francis pose an inspiration to all Divinians who have continually embraced the core values of competence, integrity and service: Pope Francis' words encourage us to renew our passion to educate younger generations: "Do not be disheartened in the face of the difficulties that the educational challenge presents! Educating is not a profession but an attitude, a way of being; in order to educate it is necessary to step out of ourselves and be among young people, to accompany them in the stages of their growth and to set ourselves beside them. Give them hope and optimism for their journey in the world. Teach them to see the beauty and goodness of creation and of man who always retains the Creator's hallmark. But above all with your life be witnesses of what you communicate. Educators pass on knowledge and values with their words; but their words will have an incisive effect on children and young people if they are accompanied by their witness, their consistent way of life. Without consistency it is impossible to educate! You are all educators, there are no delegates in this field. Thus collaboration in a spirit of unity and community among the various educators is essential and must be fostered and encouraged. School can and must be a catalyst, it must be a place of encounter and convergence of the entire educating community, with the sole objective of training and helping to develop mature people who are simple, competent and honest, who know how to love with fidelity, who can live life as a response to God's call, and their future profession as a service to society"[^24^](#fn24){#fnref24.footnote-ref} As Roman Catholics, it is our religious duty to serve others whether those people are a part of our religious community or whether they are from any other type of community. Service is an important aspect of life for not only Catholics but also every single person in the world. By performing various acts of service in our communities, a person's life can be greatly improved just through a simple act of kindness and love from the person's heart.[^25^](#fn25){#fnref25.footnote-ref} In conclusion, there is always an interconnectedness between the core values of competence, integrity and service. A Divinian cannot isolate one and favor the other core values otherwise it will create an angst within. Likewise, with a Divinian being Employment Fit, Career Fit and Life Fit, it is always understood to be intertwined and one cannot despise the other and just focus on one to be successful. Everything about the core values is about the ability of a Divinian to integrate the core values and beyond. Thus, the seeming collaboration between the core values and Ikigai makes a lot of sense. Thus, a Divinian is always a person becoming and the core values of Competence, Integrity and Service serve as his/her reason for being (Ikigai). It is a journey, it is a process and it is always a continuous discovery on how a Divinian can be a concrete manifestation of the core values and how it is equated but not limited to being Employment fit, Career fit and Life fit. [Questions:] [Instructions:] Answer the questions based on the provided handouts and likewise your personal and general knowledge. Email your answers to: dwcsjvpacad\@gmail.com 1. In what ways can competence be assessed in the workplace, and how can organizations foster a culture of competence among their employees? Assessing Competence and Fostering a Culture of Competence. First, Performance Reviews, regular evaluations based on established performance criteria and goals. Skill-Based Tests,evaluations of specific skills, knowledge, and abilities through written tests or simulations. 360-Degree Feedback, gathering feedback from peers, supervisors, and subordinates to provide a comprehensive view of an individual\'s performance.Project-Based Assessments, evaluating competence through real-world projects that require application of skills and knowledge. Organizations can foster a culture of competence by, first investing in training and development. Providing opportunities for employees to enhance their skills and knowledge through formal training programs, workshops, or mentorship.Creating a Learning Environment, encouraging continuous learning and knowledge sharing through internal knowledge bases, peer-to-peer mentoring, and cross-functional collaboration.Recognizing and Rewarding Competence: Acknowledging and rewarding employees who demonstrate exceptional competence, fostering a culture of achievement and continuous improvement. 2. Discuss the relationship between competence and innovation in the modern workplace. How does a focus on competence drive or hinder innovation? Competence and Innovation in the Modern Workplace. Competence plays a crucial role in driving innovation, Foundation for Experimentation. A strong foundation of skills and knowledge allows individuals to experiment with new ideas and approaches, leading to breakthroughs. Problem-Solving and Adaptability, Competent individuals are better equipped to identify and solve problems, adapt to changing circumstances, and generate innovative solutions.Collaboration and Knowledge Sharing. Competent individuals can effectively collaborate and share knowledge, fostering a culture of innovation and creativity. However, a narrow focus on competence can hinder innovation.Risk Aversion, overemphasis on existing skills and knowledge can lead to risk aversion and reluctance to explore new ideas or approaches. Lack of Diversity, a focus on specific competencies can limit diversity of thought and perspectives, hindering the generation of innovative solutions. 3. How does competence influence decision-making in high-stakes environments, such as healthcare or law enforcement? Provide examples to support your argument. Competence and Decision-Making in High-Stakes Environments In high-stakes environments, competence directly impacts decision-making. Competence provides the necessary knowledge and skills to make informed and effective decisions under pressure.Risk Assessment and Mitigation, competent individuals can accurately assess risks, develop mitigation strategies, and make sound judgments in complex situations.Ethical Considerations, in ethical decision-making ensures that decisions are made with integrity and consideration for all stakeholders. Examples: Healthcare: A surgeon\'s competence in performing complex procedures directly affects patient outcomes. Law Enforcement: A police officer\'s competence in de-escalation techniques and legal procedures can prevent escalation of situations and ensure justice is served. 4. Why is integrity considered a fundamental quality in leadership? Discuss how integrity impacts trust and organizational culture? Integrity is essential for effective leadership by, Trust and Credibility, with integrity inspire trust and credibility among followers, fostering a positive and productive work environment. Ethical Decision-Making, Integrity guides leaders to make ethical decisions that benefit the organization and its stakeholders.Positive Organizational Culture: Leaders with integrity create a culture of transparency, accountability, and ethical behavior, promoting a positive and productive work environment. 5. What is the relationship between personal integrity and professional success? Can one exist without the other? Relationship Between Personal Integrity and Professional Success is Personal integrity is fundamental to professional success. Reputation and Trust, Individuals with integrity build a strong reputation and earn the trust of colleagues, clients, and customers.Ethical Conduct.Integrity guides individuals to make ethical choices in the workplace, even when faced with difficult situations.Long-Term Success. Integrity fosters long-term success by building strong relationships and a positive reputation. Can one exist without the other? While it is possible to achieve some level of professional success without personal integrity, it is unlikely to be sustainable. A lack of integrity can lead to reputational damage, loss of trust, and ultimately, professional downfall. 6. How can organizations ensure that integrity is upheld among employees, particularly in industries prone to ethical challenges? Organizations can ensure integrity through, implementing clear ethical codes that define expected behavior and provide guidance for employees in ethical dilemmas. Providing regular ethics training to employees to enhance their understanding of ethical principles and decision-making. Establishing robust whistleblower protection policies to encourage employees to report unethical behavior without fear of retaliation lastly Leaders must demonstrate integrity in their own actions and decisions, setting a positive example for employees. 7. In what ways can service be integrated into corporate social responsibility (CSR) initiatives, and what impact does this have on a company's reputation? Service can be integrated into CSR initiatives through, encouraging employees to volunteer their time and skills to support community organizations or social causes. Providing professional services to non-profit organizations or underserved communities. Lastly,collaborating with local organizations to address social issues or provide support to communities. 8. How can leaders cultivate a culture that balances competence, integrity, and service within an organization? Provide strategies for achieving this balance. Leaders can cultivate a balanced culture by, clearly articulating and promoting core values that emphasize competence, integrity, and service.Demonstrating these values in their own actions and decisions.Recognizing and rewarding employees who embody these values. Encouraging employees to continuously enhance their competence, integrity, and service through training, feedback, and mentorship. 9. Examine the challenges of maintaining integrity while striving for competence and delivering high-quality service in a competitive industry. Maintaining integrity in a competitive industry presents challenges, The drive for success and profitability can lead to shortcuts or unethical practices. Competitive pressures can lead to unethical behavior, such as poaching clients or engaging in unfair business practices. A focus on short-term profits can overshadow long-term ethical considerations. 10. How do competence, integrity, and service interrelate in the context of being a student of DWCSJ? Provide examples of how these values are demonstrated Divinians. As a student of DWCSJ, competence, integrity, and service are interconnected and essential for success, Striving for academic excellence demonstrates competence and a commitment to learning. Adhering to the school\'s code of conduct and ethical principles demonstrates integrity. Participating in community service and outreach programs demonstrates a commitment to service. Examples of Divinians embodying these values: Student Leader- Demonstrate competence, integrity, and service by organizing events, advocating for fellow students, and participating in community service initiatives. Faculty and Staffs -Demonstrate competence through their expertise, integrity through their ethical conduct, and service through their dedication to student success. ::: {.section.footnotes} ------------------------------------------------------------------------ 1. ::: {#fn1} Pope Francis, On Care for Our Common Home \[Laudato Si\'\], nos. 127-28)[↩](#fnref1){.footnote-back} ::: 2. ::: {#fn2} History of Education. Estioko[↩](#fnref2){.footnote-back} ::: 3. ::: {#fn3} History of Education. Estioko[↩](#fnref3){.footnote-back} ::: 4. ::: {#fn4} (St. John Paul II, On Human Work \[Laborem Exercens\], no. 16)[↩](#fnref4){.footnote-back} ::: 5. ::: {#fn5} 4https://www.vatican.va/roman\_curia/congregations/ccatheduc/documents/rc\_con\_ccatheduc\_doc\_20140407\_educare-oggi-e-domani\_en.htmlhttps://www.vatican.va/roman\_curia/congregations/ccatheduc/documents/rc\_con\_ccatheduc\_doc\_20140407\_educare-oggi-e-domani\_en.html[↩](#fnref5){.footnote-back} ::: 6. ::: {#fn6} Gravissimum Educationis[↩](#fnref6){.footnote-back} ::: 7. ::: {#fn7} https://www.vatican.va/roman\_curia/congregations/ccatheduc/documents/rc\_con\_ccatheduc\_doc\_20140407\_educare-oggi-e-domani\_en.html[↩](#fnref7){.footnote-back} ::: 8. ::: {#fn8} https://www.vatican.va/roman\_curia/congregations/ccatheduc/documents/rc\_con\_ccatheduc\_doc\_20140407\_educare-oggi-e-domani\_en.html[↩](#fnref8){.footnote-back} ::: 9. ::: {#fn9} (http://www.tesda.gov.ph/About/TESDA/11[↩](#fnref9){.footnote-back} ::: 10. ::: {#fn10} http://www.tesda.gov.ph/About/TESDA/10 date downloaded:March10, 2016[↩](#fnref10){.footnote-back} ::: 11. ::: {#fn11} http://www.tesda.gov.ph/News/Details/1436,26August2012[↩](#fnref11){.footnote-back} ::: 12. ::: {#fn12} https://www.vatican.va/roman\_curia/congregations/ccatheduc/documents/rc\_con\_ccatheduc\_doc\_20140407\_educare-oggi-e-domani\_en.html[↩](#fnref12){.footnote-back} ::: 13. ::: {#fn13} Ex Corde Ecclesiae[↩](#fnref13){.footnote-back} ::: 14. ::: {#fn14} (St. John Paul II, On Human Work \[Laborem Exercens\], no. 16)[↩](#fnref14){.footnote-back} ::: 15. ::: {#fn15} 15https://www.vatican.va/roman\_curia/congregations/ccatheduc/documents/rc\_con\_ccatheduc\_doc\_20140407\_educare-oggi-e-domani\_en.html[↩](#fnref15){.footnote-back} ::: 16. ::: {#fn16} https://champagnat.org/en/educating-today-and-tomorrow-a-renewing-passion-3/[↩](#fnref16){.footnote-back} ::: 17. ::: {#fn17} https://catholicprofessionals.net/blog/using-ignatian-discernment-to-make-career-decisions/[↩](#fnref17){.footnote-back} ::: 18. ::: {#fn18} https://catholicprofessionals.net/blog/using-ignatian-discernment-to-make-career-decisions/[↩](#fnref18){.footnote-back} ::: 19. ::: {#fn19} 19 https://www.vatican.va/roman\_curia/congregations/ccatheduc/documents/rc\_con\_ccatheduc\_doc\_20140407\_educare-oggi-e-domani\_en.html[↩](#fnref19){.footnote-back} ::: 20. ::: {#fn20} https://www.ncronline.org/news/vatican/francis-chronicles[↩](#fnref20){.footnote-back} ::: 21. ::: {#fn21} Catechism for Filipino Catholics[↩](#fnref21){.footnote-back} ::: 22. ::: {#fn22} Manila Times, July 13, 2022[↩](#fnref22){.footnote-back} ::: 23. ::: {#fn23} Ex Corde Eccleasiae[↩](#fnref23){.footnote-back} ::: 24. ::: {#fn24} https://www.vatican.va/roman\_curia/congregations/ccatheduc/documents/rc\_con\_ccatheduc\_doc\_20140407\_educare-oggi-e-domani\_en.html[↩](#fnref24){.footnote-back} ::: 25. ::: {#fn25} https://www.ipl.org/essay/The-Importance-Of-Service-In-The-Catholic-P3RRRM74SCPR[↩](#fnref25){.footnote-back} ::: :::