Corporate Social

Responsibility and
Corporate Governance
Session 1
 Session 1
— Course Orientation
— Introductions
— Course Expectations
— Introduction to CSR
Introduction to CSR
 What Exactly is CSR?

Corporate social responsibility is, first and foremost,

a long-term strategy.
CSR means aligning business strategy and operations
with universal values.
CSR can lead to a fundamental transformation of
strategies, operations, relationships, corporate culture
and identity.
CSR is proactive strategic planning, not defensive
communication.
CSR includes philanthropy – but it is much more.
Carroll’s Pyramid of CSR
CSR Pyramid 2.0
A Company’s Ripple Effect
Good News Tuesday
Jollibee’s Busog, Lusog, Talino
Program

http://www.youtube.com/watch?v=66xj6B57E00
Service Learning
 SERVICE LEARNING

Ø Experiential or action-learning
Ø A method by w/c people learn and develop
through active participation in thoughtfully-
organized service experiences that meets
actual community needs in collaboration with
the school and community.
Ø Provides structured time for a person to think,
talk, and write about what he/she did and saw
during the actual service activity (Sawyer,
1991).
 SERVICE LEARNING

Ø Experiential or action-learning
Ø Learning by doing must be performed in
combination with critical reflection on
experience.
Ø Helps to foster the development of a sense
of caring for others.
 SERVICE LEARNING
COMPONENTS

Personal
Insight

Understanding Application
of Social Issues of Skills
 Guiding
Guiding Principles
Principles
1. Students should have a voice in the
nature of their involvement.
2. Service projects should address real
community need in a manner
agreed upon by stakeholders
3. SL project should include scheduled
time for group planning and
reflection before, during and after.
 Guiding Principles

1. Students should have a voice in the nature

of their involvement.
2. Service projects should address real
community need in a manner agreed upon
by stakeholders.
3. SL project should include scheduled time
for group planning and reflection before,
during and after.
 Guiding Principles

4. Service should be integrated into the

curriculum.
5. Service projects should both affirm and expand
a sense of the community and the cultural
ideas of the server and the recipient of the
service.
6. Specific student and community goals should
be developed to guide implementation and to
enable assessment to be an integral part of the
program.
Brainstorm
STEPS

Focus
Implement
Evaluate
Reflect
 Factors for a Successful
SL

1. Careful planning
2. Placements should be reviewed.
3. Need for an involved volunteer
coordinator in ensuring that
placements are good for both
students and the agency.
 Factors for a Successful
SL

4. Providing time for and

encouragement of reflection is critical.
5. Perhaps most important is providing
opportunities for students to discuss
challenges and rewards of their
service experience and to get and
give advice and encouragement
 Service learning activities are
extremely diverse:

— homeless shelters / day-care centers

— promote recycling efforts
— tutorial services
— music and arts classes / sports & recreation
— entrepreneurial training
— capability building for NGOs
— rummage sale, etc.
 Examples of Service Learning
Projects Related to Business
Course Content

■ Entrepreneurship/strategy - students
develop business plans for projects to
benefit low-income communities.
■ Management - students assist in the start-up
of a new business.
■ Economics - students develop and teach an
economics seminar for middle/high school
students.
 Examples of Service Learning
Projects Related to Business
Course Content

■ Management information systems -

students create a web site for a small
business; track clients for an area agency.
■ Accounting - students document and
analyze operational procedures (purchasing,
accounts payable, payroll, etc.) for
participating organizations.
■ Computer applications - students design
web pages for NGOs
The Experiential Learning
Cycle
Reflection - a process by which service-
learners think critically about their
experiences.
→ Getting Learning Out of Serving

"Experience is not what happens to a man;

it is what a man does with what happened
to him."

- Aldous Huxley
 The Reflection Process

— What
— Report the facts and events of an
experience, objectively.
— So what?
— Analyze the experience
— Now what?
— Consider the future impact of experience
on you and the community.
 Journal Writing Process

■ What is a journal?
■ a record of meaningful events, thoughts,
feelings, interpretations and ideas.
■ In this class your journal will be focused
two areas:
■ Your service experiences and the learning you
gain from the experience
■ Your class reading/lectures/discussions and
the insights/reactions from these activities
Journal is not a diary only.

→ Entries / events you experienced and their

effects as springboards
→ Delving beyond the experiences, events
and emotions to discover what more
essential teachings life holds for you.
 Why must you keep a
Service-Learning Journal?

— To practice the writing process

— To analyze service situations
— To articulate your own reactions to your
service experience
— To record the learning you gain &
document progress toward learning
objective
— To develop recommendations for action or
change
 What Should I Write in My
Journal?
Use the journal as a time to meditate on what
you've seen, felt, and experienced, and which
aspects of the volunteer experience
continues to excite, trouble, impress, or
unnerve you.
→ Honesty as the most important
ingredient
→ Not a work log of tasks, events,
times and dates.
What Should I Write in My
Journal?

- Write freely.
Grammar/spelling should not be stressed in
your writing until the final draft.
- Write an entry after each visit.
(If you can't write a full entry, jot down
random thoughts, images ,etc. which you
can come back to a day or two later and
expand on.)
Structuring Your Journal
Entries
1. FACTS → What happened? What did you
see? What did you do?
2. INTERPRETATION → What stood out this
week? Comments & reactions? Where could
this be coming from? What assumptions on
your part affected your observations?
3. CONNECTION TO CLASS → How can you
apply what you are learning in class to better
understand your experience? Identify 2 or 3
links between Class material & service
experience
 The Three Levels of
Reflection

1. Journal Writing as a Mirror

(Reflection of the Self)
• Who am I? What are my values?
• What have I learned about myself
through this experience?
• Do I have more/less understanding
or empathy than I did before
volunteering?
 The Three Levels of
Reflection

1. Journal Writing as a Mirror

(Reflection of the Self)
• In what ways, if any, has your sense of self, your
values, your sense of "community," your
willingness to serve others, and your self-
confidence/self-esteem been impacted or
altered through this experience?
• Have your motivations for volunteering
changed?
• In what ways? How has this experience
challenged stereotypes or prejudices you
have/had?
 The Three Levels of
Reflection
1. Journal Writing as a Mirror
(Reflection of the Self)
• Any realizations, insights, or especially
strong lessons learned or half-glimpsed?
• Will these experiences change the way you
act or think in the future?
• Have you given enough, opened up
enough, cared enough? How have you
challenged yourself, your ideals, your
philosophies, your concept of life or of the
way you live?
 The Three Levels of
Reflection
2. The Microscope
(Making small experience
large)
• What happened? Describe your
experience.
• What would you change about this
situation if you were in charge?
• What have you learned about this
agency, these people, or the
community?
 The Three Levels of
Reflection

2. The Microscope
(Making small experience
large)
• Was there a moment of failure,
success, indecision, doubt, humor,
frustration, happiness, sadness?
• Do you feel your actions had any
impact?
• What more needs to be done?
 The Three Levels of
Reflection

2. The Microscope
(Making small experience
large)
• Does this experience compliment or
contrast with what you're learning in
class? How?
• Has learning through experience
taught you more, less, or the same as
the class? In what ways?
 The Three Levels of
Reflection
3. The Binoculars
(Makes what appears
distant, appear closer)
• From your service experience, are
you able to identify any underlying or
overarching issues which influence
the problem?
• What could be done to change the
situation? How will this alter your
future behaviors/attitudes/and
career?
 The Three Levels of
Reflection
3. The Binoculars
(Makes what appears
distant, appear closer)
• How is the issue/agency you're
serving impacted by what is going
on in the larger political/social
sphere?
• What does the future hold? What
can be done?
 Sample Journal Prompts
■ Organizational Entries
■ How did you go about looking for a SL
project?
■ What were some of the options you
considered?
■ What was the basis for selecting or rejecting
the options?
■ How do you feel about been asked to do SL?
 Sample Journal Prompts
■ Reflective Questions
■ What do you think and feel while you work
there?
■ What are you learning about yourself?
■ Does this experience confirm or challenge
your personal values?
■ What about your sense of community and
sense of service?
 Sample Journal Prompts
■ Reflective Questions
■ Do you think your actions had any impact?
■ What more needs to be done?
■ What would you change in this situation?
■ How have you changed?
 Sample Journal Prompts
■ Integrative Questions
■ Think about SL experience in relation to some
of the themes addressed in class. Make
specific references in these entries to ideas
presented in your readings.
■ What was the one “ah-ha” moment in class
when it all made sense?
■ What further research, reading, and
exploration do I want to do with the issues
presented?
“The project’s biggest success was in
moving the hearts of students.
Sometimes, minds were changed as
well, not by promoting a particular set
of beliefs, but by a broadened
exposure to the world in which we live.”
 Sample Journals
■ http://herbpromotescsr.weebly.com/
■ http://diannesiy.blogspot.com/?view=classi
c