Prelims | Chapter 1
Work Ethic and Etiquettes

Work Ethic
“Work ethic is the ability to maintain proper moral values within the workplace. It is an
attitude that shapes the way an individual performs its job duties with high moral
standards.”
1. Appearance: Displays proper dress, grooming, hygiene, and manners.
2. Attendance: Attends class, arrives and leaves on time, tells instructor in advance of
planned absences, and makes up assignment promptly.
3. Attitude: Shows a positive attitude, appears confident and has true hopes of self.
4. Character: Displays loyalty, honesty, dependability, reliability, initiative, and self-control.
5. Communication: Displays proper verbal and non-verbal skills and listens.
6. Cooperation: Displays leadership skills; properly handles criticism, conflicts, and stress;
maintains proper relationships with peers and follows chain of command.
7. Organizational Skill: Shows skills in management, prioritizing, and dealing with change.
8. Productivity: Follows safety practices, conserves resources, and follows instructions.
9. Respect: Deals properly with diversity, shows understanding and tolerance.
10. Teamwork: Respects rights of others, is a team worker, is helpful, is confident, displays a
customer service attitude, and seeks continuous learning.

Work Etiquette
“The expected code of social behavior within a work place.”
All workplaces are different, but basic work etiquette is pretty universal within a country.
Maggie Heath (2014) enumerated 15 etiquettes essential in workplace.
1. Do not fidget in meetings – avoid tapping your foot, jiggling your leg, or drumming your
2.
3.
4.
5.
6.
7.
8.
fingers: these gestures makes you seem nervous or bored. Do not sent the message that
you would rather not be there.
Put your phone in silent – if you are tempted to check your phone, consider leaving your
cell at your desk before the meeting.
Eat your own food – if it is not yours, leave it alone. Unless you have been offered, then
decide if you want to take part of it or not.
Know what you are going to say – when talking to a colleague or potential client, try to
keep the stammering to a minimum, for it may imply that you are not sure of what you are
saying.
Pay for the bill – do not always assume that you will be getting free food. Be
accommodating and polite.
Respect others’ space – be mindful of those around you. Monitor the volume of your voice
or phone, or the noise you make as you move around working on your desk.
Give a good handshake – make sure to keep it firm and brief; this makes you seem
confident without overdoing it.
Offer to take visitors around – if no one is tasked to do the job, you may volunteer if you
think you are knowledgeable enough; this makes you and your company seem more likable
and friendly.
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9. Show up before time – getting out of bed is not a valid excuse to be late for work. Being
late makes you seem unprofessional. Also, on time is late.
10. Introduce yourself using your first and last names – in business settings, you should
introduce your first and last names.
11. Do not stray off topic – try limiting yourself to work topics. Use lunch or break to talk non
work-related topics.
12. Know others’ titles – do some research.
13. Remain professional outside of work – including in company parties. Even if you’re not at
work, your personal life reflects on your company. Think twice before doing anything that
could make you look bad at work.
14. Dress appropriately – appropriate clothing is key to maintaining professionalism.
15. Respect workplace boundaries – keep it professional and try to separate your work
relationships from your personal ones.
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Prelims | Chapter 2.1
Definition and Theories Regarding Personality

Personality
1. “PERSONA” IN LATIN MEANS MASK
- It is what people project which includes the inner areas of psychological experience
we collectively call “self”. They wear their mask at home, in front of their peers and
even in workplace;
2. CONGLOMERATION OF INDIVIDUAL THOUGHTS, INTERESTS, ATTITUDES,
INTELLIGENCE, INTERESTS & ABILITY
- It is a product of varied factors and elements that may emanate from one’s nature
and environment as they journey through their lifespan. Several theorists and thinkers
define personality according to their unique perspective;
3. COMBINATION OF TRAIT PATTERNS THAT PLAY A VITAL ROLE IN THE
BEHAVIOR, MOTIVATIONS, EMOTIONS AND THINKING
- These traits set the individual apart from all others, which provides a person a unique
identity;
4. COMPOSITION OF DYNAMIC PATTERN OF BEHAVIOR, CONSISTENT SET OF
THOUGHTS AND FEELINGS THAT MAKES ONE DISTINCT
- It undergoes continuous process of change through learning and relearning. An
individual need to adjust to constant changes of life and experiences creates a
personality that is dynamic and well-adjusted.
5. A SUMMATION OF OVERT AND COVERT BEHAVIOR – CHARACTERISTICS THAT
MAY BE EVIDENT AND KEPT UNSEEN
- Overt behaviors include traits that are readily available to the eye, while covert
behavior is those that “more than meets the eye”. Overt are traits that the person
wants others to see, while covert are traits and characteristics that were wished to
be hidden for some reason.
6. COMBINATION OF THE PHYSIOLOGICAL, MORAL AND SPIRITUAL,
PSYCHOLOGICAL AND EMOTIONAL, INTELLECTUAL FACETS OF ONE’S
INDIVIDUALITY
- It provides various angles as to how a person should be viewed, several
perspectives that offer a complete explanation as to why people behave in such
manner, and how they developed such personality in the course of their lives.

Personality Development
Development entails either quantitatively or qualitatively. Like development, personality
can be developed in either or both ways. Every individual from the time of their birth
undergo several process of change that affects their over-all pattern of behavior and
dispositions. Confrontation with the daily demands of life molds individuals into beings
with greater learnings and allows them to form greater schema of life.
To scrutinize personality well, there are major theories that will elucidate on the
complexities of personality.
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1. Psychodynamic Theory developed by Sigmund Freud
Personality is made up of 3 major systems: ID, EGO & SUPEREGO. According
to Freud, the interplay interaction between these three systems are the main determinants
of one’s unique personality.
Definition
The ID
The EGO
The SUPEREGO
The id is the source of all
psychic energy, making it
the primary component of
personality.
The
component
of
personality
that
is
responsible for dealing
with reality; it develops
from the id and ensures
that the impulses of the id
can be expressed in a
manner acceptable in the
real world. The ego
engages in secondary
process thinking, which is
rational, realistic, and
orientated
towards
problem-solving.
The superego provides
guidelines for making
judgments, it holds all of
our internalized moral
standards and ideals that
we acquire from both
parents and society—our
sense of right and wrong.
It works to suppress all
unacceptable urges of
the id and struggles to
make the ego act upon
idealistic
standards
rather that upon realistic
principles.
It is driven by the pleasure
principle, which strives for
immediate gratification of
all desires, wants, and
needs.
Two parts: the ego
includes the rule and
standards for behaviors;
the conscience include
information that are
viewed bad by parents
and society.
If not
satisfied
immediately
The result is a state anxiety
or tension. For example, an
increase in hunger or thirst
should
produce
an
immediate attempt to eat or
drink.
Underdeveloped
ego
tends to act in defensive
ways that are selfperpetuating,
which
further
weakens
the
individual’s capacity to
cope with daily challenges
that will lead to hating the
reality, and waste of
energy in fighting.
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Loss of control to id;
impulsiveness.
A.Y. 2020-2021 15
Negative
effect
However,
immediately
fulfilling these needs is not
always realistic or even
possible. If we were ruled
entirely by the pleasure
principle, we might find
ourselves grabbing the
things that we want out of
other people's hands to
satisfy our own cravings –
which is disruptive and
socially unacceptable.
The ego has no concept of
right or wrong; something
is good simply if it
achieves its end of
satisfying without causing
harm to itself or the id.
An overly dominant
superego might lead to a
personality
that
is
extremely moralistic and
judgmental. The person
may be unable to accept
anything or anyone that
he or she perceives as
"bad" or "immoral."
Aspect of
Personality
Unconscious
Unconscious,
preconscious
conscious
Conscious,
preconscious,
unconscious.
Distinct
The id is the only
component of personality
that is present from birth.
and
Developed in the first
three years of life. The ego
is focused on reality and
find ways to avoid pain.
and
According to Freud, the
superego
begins
to
emerge at around age
five; conscience.
2. Behaviorism was coined by John B. Watson
He argued that personality can be determined only through overt responses – manipulation of
environment may produce certain behavior. Behaviorist like BF Skinner believed in the use of
rewards whether positive or negative and punishments to produce orderly change in the
individual. Both asserted that behavior can be learned and conditioned. Behaviorists agreed on
the use of reward and punishments to reinforce and strengthen positive or negative personality
and behavior.
Personality and behavior is a consequence of cause and effect relationships. Heredity and
environmental bases of behavior are parallel; learned behavior may be sourced from one’s
heredity or shaped by experience that is stimulated by the environment.
Stimuli
Consequences
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Response
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3. Humanistic Theory
It is focused on the changes and development of personality. It is asserted in a theory that how a
person behaves depends upon his reality and not from the environment.
Abraham Maslow’s theory that revolves around human needs, which includes physiological
needs, safety needs, belongingness and love needs, esteem needs and need for self-actualization
(fulfillment of talents and potentials).
Humanistic theory shows how an individual’s deficiencies and needs manifest in his behavior and
personality. The environment to which the individual was raised will determine how satisfaction
of his need for basic necessities, love, protection, prestige will direct him towards self-realization.
Thus, the personality becomes a reflection of how one’s needs were fulfilled in the course of his
development.
One of prominent humanists: Carl Rogers
4. Trait Theory
Trait theorists posit that personality can be understood as exhibited in one’s common traits or
characteristic ways of behaving. A person may be sociable, aggressive, shy, clingy, etc. A certain
group of people may have similar traits but these may vary in degree.
Gordon Allport organized the thousands of personality into hierarchy.
Cardinal traits are what initially comprise the hierarchy which is collectively known as
master control and is inclusive of a person’s rolling passion.
Central traits are generally characteristics that make up the building blocks shaping one’s
behavior.
Second traits include preferences and attitudes and in some instances, these traits
contradict and become congruent with the usual behavior of an individual.
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Raymond Cattell reduced the 171 human traits to 16:
•
Perfectionism
• Self-reliance
• Privateness
•
Openness to change • Abstractedness
• Liveliness
•
Warmth
• Vigilance
• Apprehension
•
Emotional stability
• Emotional stability • Intelligence
•
Rule consciousness
• Dominance
•
Sensitivity
• Tension
• Social boldness
Hans Eysenck is a trait theorist who emphasized that biological inheritance is the region of
human traits; pointing that an individual’s personality is largely influenced by their genes. He
theorized that some people can be conditioned more readily than others because of inherited
differences in their physiological functioning. Furthermore, he categorized people as possessing
either extroversion vs introversion, neuroticism vs stability (newer term: psychoticism vs
socialization).
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Prelims | Chapter 2.2
Components of Personality
Amparo (1996) defined the components of personality into:
1. Physical – mode of dressing, manner of walking, posture, etc.
2. Intellectual – way of talking and thinking
3. Social – good and correct manners
4. Emotional – person’s likes/dislikes, calm/nervous, etc.
5. Value system – person’s attitudes, values, beliefs
Avelino-Sanchez (1996) elaborated personality into:
1. Habits
Repeated actions at regular intervals until they become fixed characteristics. After
several repetitions of the same actions, they become automatic requiring the least efforts
necessary in the execution of the action. However, before an action can become a habit, a person
should first know and assess if the action is worthwhile keeping.
Formed habits are difficult to unlearn. Behavior modification is the technique most
feasible and recommendable in correcting negative habits.
Example of habits are going to church every Sunday, brushing the teeth after eating; and
smoking, gambling and taking drugs. Examples of negative Filipino traits are mañana habit,
ningas cogon, Filipino time, and blaming others.
2. Attitudes
Attitudes are certain ways of viewing things ingrained, acquired and developed through
the years of exposure to man’s family, school and community.
Attitudes are lasting evaluations of various aspects of the social world – evaluations that are
stored in the memory.
Children whose penchant for curiosity is always thwarted and whose initiative is
curtailed will grow without self-confidence; repressing them can make them timid.
Components: Affective (emotional), cognitive and behavioral
3. Interests
Natural inclination to focus one’s concern towards a specific area of work, and is greatly
influenced through environmental stimulation. Exposures at an early age are carried through the
years, gradually shaping the interests of the adult. The developed interest makes the job lighter
for the person.
Feeling of wanting to learn more about something or to be involved in something. It does
not necessarily develop into habit.
Example of interests is taking up your degree program because you are into travelling and
giving service.
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4. Values
Ways of upholding certain priorities in accordance with the hierarchy of Abraham Maslow.
When high esteem is attributed to certain things after making well-deliberated choices from the
alternatives. Values are best learned and reinforced through actual practice, actions and
application in one’s everyday life.
One’s value system can be assessed by making one choose priorities among money, career,
love, religion, education or family. Values can also vary with different cultures. Example is a
society with high assertiveness values and admires strength, while society with low assertiveness
highlights tenderness and modesty.
a. Sincerity – truthfulness to words being spoken, devoted in relationships,
conscientious to duties
b. Kindness – benevolence and gentleness in how one treats other people
c. Optimism – having a sense of gratitude to appreciate what one possesses
d. Respect – courtesy, reverence for those in authority and of seniority
e. Integrity – moral uprightness for greater credibility.
Those are just examples of values. There are more and it is a long list. Personal values
provide an internal reference for what is good, beneficial, important, useful, beautiful, desirable,
and constructive. Values generate behavior and help solve common human problems.
5. Principles
These are guides to a person in making judgments. The individual is consistent in his
application of these principles which are on consonance with his norms of morality.
A growing child is not passive reactor to events – the child is full of action and energy to
make things happen, and has fresh and new ways of looking at things. The changes in behavior
occurs when the child interacts and learns from people who the child considers important.
Children are adaptable and vulnerable to changes.
Example is teaching a child practices and beliefs in Christianity.
6. Intellectual capacities
Intelligence or mental capacity of the person is an innate faculty of the mind which gives
the person a power to discern, to recognize, and to comprehend. It is through the intellect that
knowledge is acquired. A longer span of concentration, accuracy perception, absorption of ideas,
assimilation and retention are gauges of one’s intellect. The intelligence quotient of a man is the
combination of what he has inherited as they are processed and developed through interaction
with the environment.
In a class with the same subject, teacher, period of time allotted for the subject, students
usually get different grades signifying that people are born with different capacities for learning.
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Prelims | Chapter 3.1
Factors Affecting Personality
Personality is not just a product of a single factor but a result of several intertwining elements that
make up the totality of an individual person the interaction between these almonds brings about
the uniqueness of an individual persona, which proves the fact that "no two persons are alike".
Even identical twins are totally different from each other with respect with their intelligence,
attitudes, interests, convictions and the like. Hence, one may inherit the traits of his parents but
behave like the rest of the neighborhood. What molds an individual's total persona is the interplay
between nature and nurture.
I.
Your nature in you
Nature is a person's biological inheritance. The traits derived from one’s biological
parents are provided the 46 chromosomes arranged in 23 pairs that comprise the
blueprint of one’s total system which begins during the process of conception.
According to Sevilla, et al (2016), the heredity units that we receive from our parents
and transmitted to her offspring are carried by microscopic particles know as
chromosomes, colored bodies found within the nucleus of each cell in the body.
Each chromosome is composed of many individual units called genes. Genetics
reiterates that dominant genes will overpower the recessive genes; thus, displaying traits
in the child of the parent with such characteristics.
Example of which is a son who inherits the curly hair of the mother, as well as her
diabetes mellitus which evidently is not a trait of the father. This only proves that external
and internal make-up of a child is definitely a result of biological inheritance.
II.
Being nurtured by your environment
The environment of a child plays a vital role in the development of personality. The
physical and social environment influences the formation of the traits, attitudes, interest,
motivations, emotions of individual. Several areas of our persona are changed through the
learnings that we derive from different agencies of socialization from which was published
contact with from time of our birth to the point of being educated by the different
institution from which experiences are derived. Relationships with the significant others
provide us learning through substantial experiences.
FAMILY
PEERS
SCHOOL
YOU
GOVERNME
NT
CHURCH
MASS
MEDIA
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Prelims | Chapter 3.2
Intellectual Development
Personality is never measured by external factors alone; mental ability forms part and parcel of
one’s persona. People differ in several ways. Intelligence is one element that separates one from
all others of same demographics. All other things equal, individuals have the ability and even the
skills to learn. However, their innate capacity allows them to acquire and imbibe more from their
external environment. These learnings whether significant or not becomes a basis for evaluating,
analyzing and making decisions pertinent to their everyday dilemmas.
Intelligence cannot be absolutely measured considering that standards differ according to time
and space.
Einstein: “the true sign of intelligence is not knowledge but imagination.”
Socrates: “I know that I am intelligent, because I know that I know nothing.”

Significant Psychologists in Intellectual Development (Coon, 2006)
1. Charles Spearman (1927): it is the single factor that enables problem-solving and doing
well in all areas of cognition.
2. Louis Leon Thurstone (1938): there are seven primary abilities such as verbal, memory,
numeric abilities etc.
3. Raymond Cattell (1963): it is crystallized and fluid and includes knowledge and skills
measured by tests and vocabulary. The same arises from experience, acculturation and
education. Fluid intelligence is hereditary, based on neurophysiological structures
manifested in a person’s ability to think and reason abstractly.
4. Robert Sternberg (1991): it consists of the componential, experiential and contextual
intelligence. The componential aspect focuses on the mental components involved in
analyzing which is entailed in academic intelligence.
4.b. Robert Sternberg (2004): intelligence is the global capacity to act purposely, to think
rationally and deal effectively with the immediate environment. It involves reasoning,
problem solving ability, knowledge, memory and the successful adaptation to one’s
surrounding.
5. Howard Gardner (1983): expanded intelligence (for its broadness) into eight (modified
into nine) more specific intelligences, which he used the term multiple intelligences,
which an individual may possess. An individual is allowed to excel in any of those whether
it has to do with cognitive abilities, psychomotor activities and the like. Such differentiates
a person as it creates greater potential that may influence his self-concept and self-esteem.
Belief that one has potentials and gifts assures strength from within that may manifest in
how one communicates with others and how one asserts himself as a significant entity who
may contribute significantly to the resolution of issues and concerns confronting his
immediate community.
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a. Verbal-linguistic intelligence involves highly developed verbal skills
particularly on sounds, meanings and rhythms of words.
b. Logical-mathematical intelligence involves an individual’s ability to think
conceptually, abstractly with capacity to discern logical and numerical patterns.
c. Spatial-visual intelligence is an individual’s capacity to think in images and
pictures, as well as visualize accurately and abstractly.
d. Bodily0kinesthetic intelligence is the ability to control one’s body movement.
e. Musical intelligence is one’s ability to produce and appreciate rhythm, pitch
and timber; it involves skills on music.
f.
Interpersonal intelligence is the ability to detect and respond appropriately to
the moods, motivations and desires of the significant others.
g. Intrapersonal intelligence is the individual’s awareness of the internal aspect
and in tune with the inner feelings, values, beliefs and thinking processes.
h. Naturalist intelligence is one’s knowledge of the environment and those that
comprise its survival and habitat.
i.

Existential intelligence is the sensitivity an capacity to tackle deep questions
about human existence which may include the meaning of life, its beginnings and
end.
How is intellectuality developed?
There are varied ways to enhance one’s intellectual ability. Everything begins with the motive
to go forth and advance. As this is basically in the mental facet; hence, it becomes a necessity
that the individual should not only possess the ability but the drive to learn, relearn and
unlearn. Learn about new things that may aid in the promotion of life skills, relearn relevant
elements that may continue to affect one’s behavior and persona, and unlearn those
antiquated and obsolete ideas and ways of life that are no longer true and appropriate.
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Prelims | Chapter 3.3
Practicing Good Study Habits
Education provide an individual a license that will equip the individual to achieve future goals, as
it is a fact that individuals have the ability to maximize their abilities in any venue. Thus,
developing study habits can aid well in an individual as a learner whether in the current studies
or future endeavors. Adopting certain behaviors pertaining to the consummation of his duties as
a student can assure success in the academe and even in the workplace.
Good study habits include the following activities: 1) budgeting your time; 2) developing
concentration and avoiding distractions; 3) knowing the factors of effective study; 4) utilizing
effective study skills and strategies; and 5) preparing for examinations.
1. Budgeting your time
 Others waste their time away and lose some for more important activities. As a
student, proper allotment of time should include all the recreational, school, and
home activities. Your time should be distributed among your various activities.
 Choose the best time to study, too. It is proven that the best time to review is during
waking up period. When the brain has relaxed for a while such as after getting a
“power nap” or a 45 minute-short sleep. The brain in this state can absorb all that
you can feed it and retrieve as well all stored knowledge.
 It is a waste of time reviewing or studying right after you have gotten home, tired
and already experiencing “burn out”.
2. Developing concentration and avoiding distractions
 Start working right away – pay attention to what you are doing. If the material is
long, schedule breaks to avoid fatigue.
 Once setting your mind to study, hold on to your will power and determination.
Fix your attention on your work in spite of all the distractions around you.
 Maintain interest in your work. Keep in mind your goal and ambition.
 Try “emptying” your thoughts with all the worries and unnecessary concerns. A
workload will be accomplished easily and quickly if we keep our focus.
 Common distractions are:
i. Audio-distractions – caused by outside noise. It is possible to control these
by having arrangement for study hours with your roommates or members
of the family.
ii. Visual-distractions – materials or items found in your desk which may
attract your attention and lead your thoughts away.
iii. Having access to internet causes distraction, as well. Put your phone to
silent or vibrate mode, or if possible, turn off the notification sound to avoid
being distracted.
3. Knowing the factors of effective study
 The degree of your interest in your work also determines the way you read, which
may be pleasure or serious reading. When you read, never do it passively or you
will get little or nothing from the printed page, if you bring to it nothing but your
eyes. You will get the most from it if you approach it with some definite interest
and purpose.
 Posture is important, for it affects the circulation of your blood and the tension of
your muscles while reading.
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i. Correct posture and illumination: the back is straight and the head is
slightly inclined, but no drooping. The light is coming from behind and
somewhat above the shoulder so that it hits the page evenly.
ii. Bad posture: bending low over the printed page; lying flat while reading;
and slumping position

Choose the proper venues for studying – it is important not only to choose an
organized environment such as the library, but to fix your venue before you delve
onto reviewing your lessons or working on your homework.
iii. Expert says that books or materials should sit between 14 and 18 inches
away from your eyes; books nearer or farther can tire the eyes.
iv. If you have desk lamp, avoid casting shadows by positioning the light
hitting the text opposite their dominant hand.
v. Wrong illumination: too intense or faint light in reading; uneven light in
reading
4. Utilizing effective study skills and strategies
 Determine which study technique is effective for you. Instead of spending more
time in study, you need to get the most possible good out of each hour spent in
studying. A person has effective study habits and techniques if he spends less time
in the same material and understands better.
 Locate information using catalogs, dictionaries, relevant printed materials, or by
searching in the internet using search engines, Youtube or informative websites.
 Organize information by preparing outlines, writing summaries, classifying topics,
associating wholes with parts, cause-effect relationships, compare-contrast
relationships and problem-solving relationships.
 Interpret information from diagrams, illustrations, charts, graphs, maps,
advertisement and other relevant graphics.
 Effective listening is listening with the ears and the eyes. Ask questions and
participate well.
 Buildup memory skills – study smart by using these devices:
i. Acronym – use the first letter of each item you desire to remember.
Example is BDM for Business Development Manager.
ii. Acrostic – creating an easy-to-remember statement to which you can
associate the first letter of each word. Example is PEMDAS for parenthesis,
exponent, multiplication, division, addition and subtraction. PEMDAS is
not an word but it can be remembered easily.
iii. Association – associate the thing to be remembered with things already
known
iv. Chanting – recite aloud, whisper or repeat silently the word/s you wish to
remember thrice
v. Keyword – using other words similar or related to retain information
vi. Method of loci – create a “mental walk” to a memory and creating a visual
image associating each item on the list with a location on the mental walk.
vii. Mnemonic association – material is associated with the features of the
material that is hard to remember. Example is stalactites grow from the
ceiling.
5. Preparing for examinations
 Writing a reviewer will assure a student that there is familiarity with the concepts
and later mastery of the lesson.
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




Bring only the things that you need. Unless your gadget/s is needed, leave it to
avoid being distracted.
Avoid cramming, for it may result in disorganized ideas, confused facts, omission
of important materials, and general feeling of insecurity and tensions because of
the desire to retain a jumble of information.
Study regularly with the intent to remember the materials learned.
Make new knowledge meaningful by relating it to other subject matter and your
own past experiences.
Schedule your final, intensive review for several days to have enough time to
refresh your minds on details of significant importance. Try active recall, as well.
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