VIV Newsletter Vol. 6

NEWSLETTER

VOICES IN THE VICE-CHANCELLERY NEWSLETTER ISSUE # 6 July. 2022

Facing Values

VALUE/’valju:/ (MONEY )

noun

1. the amount of money that can be received
for something

VALUE (IMPORTANCE)
/’valju:/
noun
1. the importance or worth of something for
someone

2. how useful or important something is

VALUES [ PLURAL ]

verb the beliefs people have, especially about
what is right and wrong and what is
1. most important in life, that control their
behaviour

VALUE (NUMBER)
/’valju:/

noun

1. a number or symbol that represents an
amount

VALUE (MONEY)

verb

1. to give a judgment about how much money
something might be sold for

VALUE (IMPORTANCE)
/’valju:/

verb

1. to consider something important

* Defintions sourced from Cambridge Dictionary English (UK)
pg. 2 VIV NEWSLETTER issue 6

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renihil iatinto tasperit il es ullacit atiamus intiate magnat. Cuptia qui
dicidiaturio bercias sintium ut poremqu iducit et pedi adi sum renihil
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ullacit atiamus intiate magnat. Cuptia qui dicidiaturio bercias sintium ut
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intiate magnat reflect bercias sintium ut poremqu iducit et pedi adi sum
renihil iatinto tasperit il es ullacit atiamus intiate magnat. Cuptia qui
dicidiaturio bercias sintium ut poremqu iducit et pedi adi sum renihil
iatinto tasperit il es ullacit atiamus intiate magnat growth qui dicidiaturio
bercias sintium ut poremqu iducit et pedi adi sum renihil iatinto tasperit il
es ullacit atiamus intiate magnat. Cuptia qui dicidiaturio bercias sintium
ut poremqu pride sum renihil iatinto tasperit il es ullacit atiamus intiate
magnat. Cuptia qui dicidiaturio bercias sintium ut poremqu iducit et pedi
adi sum renihil iatinto tasperit il es ullacit atiamus intiate magnat. Cuptia
qui dicidiaturio bercias sintium ut poremqu iducit et pedi adi sum renihil
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poremqu iducit et pedi adi sum renihil iatinto tasperit il es ullacit atiamus
intiate magnat. nurture Cuptia qui dicidiaturio dicidiaturio dicidiaturio
dicidiaturio dicidiaturio dicidiaturio dicidiaturio dicidiaturio dicidiaturio
poremqu iducit et pedi adi sum renihil iatinto excellence tasperit il es
ullacit atiamus intiate magnat. Cuptia qui dicidiaturio bercias sintium ut
poremqu iducit et pedi adi sum renihil iatinto tasperit il es ullacit atiamus
intiate magnat. Cuptia qui dicidiaturio bercias sintium ut poremqu iducit et

VOICES IN THE VICE-CHANCELLERY NEWSLETTER p.06
From the Editor
EDITOR
Value based leadership
Maurice D. Smith at the heart of an
organization
ASSISTANT EDITOR
p.13
Lesia Sawyers Moral Dis
Workplac
CONTRIBUTORS
Aligning our p
Ava-Loi Forbes
Anna Kasafi Perkins p.21
Haydee Gordon Why core valu
Rhonda Jaipaul-O’Garro
Shyvonne Williams-Serrette Strengthening The U
Strategy
DESIGN & LAYOUT

Judha Marslier

contents

p.08
An Overview of the Statement of Ethical
Principles/Code of Conduct

sengagement at the
ce

principles with our actions

p.17
What Do You Stand For?

An exercise to discover your
values

ues matter

UWI’s Triple A

p.23
Core values and more

Fun games to reinforce key ideas

VIV NEWSLETTER issue 6 pg. 5

From the

Editor
R ecent conversations have placed values? Are we truly a value-based
at the fore or my mind the organization? Do we epitomize values
needs to reflect on the value of based leadership? Mussig (2003)
education and impact of education on contends “values-driven leadership
our values. While outputs of efficiency sets the function of the relationship by
and effectiveness serve as measures of putting values into practice” and “the
performance, no one would discount the function of the leader may be to bring
pride of place that ought to be prescribed values to the relationship.” O’Toole
to ethical conduct. The narratives of our (2008) suggests that the role of values-
collective experience as a University call based leaders is to help followers realize
for collegial examples of positives values; the most important ends that they hold
the call has become critical. Values are dear but cannot obtain by themselves”.
not simply part of strategic direction, To that end, values-based leaders:
vision and mission determination. Their
introduction to leadership, management, - manage the psychological contract
policies, processes, procedures appears between employees and the
to be simple but truthfully is far more organization;
complex than meets the eye and yet they - reinforce employees’ organizational
are vital to inspiring consciousness, commitment;
behaviour change, communication, - encourage and nurture a value-
team building and decision-making. oriented organizational culture and
climate;
Values are the common beliefs, - communicate a unifying vision;
dispositions and attitudes that - establish structures, processes and
inform behaviour and goals. They control systems;
highlight an entity’s or individual’s - develop and educate new leaders;
identity and character. They guide and
responses and reduce the dependence - establish the organization’s ethical
on punitive measures. They are not code.
simply words reproduced in reports (Simms, 1991).
and published on websites; they
are the principles by which we live. I humbly submit that the time has come
for us as a University to reflect on and
What then are our organizational certainly clarify the values we espouse

pg. 6 VIV NEWSLETTER issue 6

organizationally. Our embarking on a 5. Leadership stands for fostering a
new strategic plan with targets set to good image and perceptions.
improve our financial viability brings
into sharp focus the social capital that » The UWI is to insist that its
will definitely be required. People leaders model good work ethic, are
cannot add value unless they feel productive and are respectful.
valued and for people to feel valued, we
must demonstrate particular values. As an institution of higher learning,
we should be gravely concerned about
Permit me to apply five factors as the times in which we live. Though we
presented by Viinamaki (2012) that are a part of a politically philosophical
will be critical to our becoming a values and pluralistic eco-system, we
based organization. He argues that: cannot neglect the examination
of our academic programmes and
1. Traditional power is becoming administrative approaches. This we
powerless in flat and professional must do to ensure the identification,
organizations. infusion and impartation of values that
will achieve personal transformation,
» The UWI needs to facilitate organisational efficiency, and the
corporate conversations on the development of a civil society. That I
values we will share and engage in believe is our value proposition.
our decision-making.

2. The participation of stakeholders UMnaiuvreircseitDy .RSemgiistthr,aJrP&; ECdh.Die;fCAPdFmEidnistrative Officer
is to be intensive and extensive.

» The UWI must ensure that each of
its members is represented at the
table.

3. New forms of control and
feedback are needed.

» The UWI is to promote leadership
that enables as opposed to
controlling.

4. The communication of
values should be clear and
straightforward.

» The UWI is to be deliberate in
forging healthy relationships
between leadership and staff. We
are to actively provide feedback,
shape and reward positive
behaviour.

VIV NEWSLETTER issue 6 pg. 7

An Overview of the Statement of
Ethical Principles/Code of Conduct

By Haydee M. Gordon
Legal Unit

The term “ethics” is derived from the In the context of higher education,
Greek “ethos” meaning custom and ethical issues arise in all facets of the
character. An organization’s code of work of the institution from student
ethics typically sets out the expectations admissions to awards and every step in
or standards of behavior used to guide between. It impacts both academics and
members of the organization in their administrators as well as the provision
interactions with the organization and of the necessary professional support
each other. It typically embodies the and ancillary services for the efficient
mission, values and guiding principles and effective operation of the institution.
which characterize the organizational The formulation and enforcement of
culture, and provides guidance for a University’s code of ethics therefore
decision-making in key domains such entails the convergence of professional,
as honesty, confidentiality, conflict of educational, legal and policy issues. It is
interest and employee responsibilities. a key governance tool to ensure that high

pg. 8 VIV NEWSLETTER issue 6

standards are met and the principles of below the standards outlined, this
academic integrity are adhered to in the may be classified as misconduct under
pursuit of free enquiry and research, the applicable University rules and
even when it may be inconvenient to procedures. Honorary and visiting staff,
do so. A code of ethics is of particular those serving in a voluntary capacity,
importance to a University as an example contractors and visitors are also expected
of ethics in action- by teaching the role to abide by the precepts of the Code.
and value of ethics in society through its For purposes of analysis, the Code
own practices, policies and procedures. may be regarded as comprising two
parts: 1) Aspirational Principles; and 2)
The University of the West Indies Enforceable Standards.
(hereinafter, “The UWI” or the
“University”) is a self-regulating PARTI Aspirational Principles
regional institution established by Royal
Charter and governed by its Statues and This first part of the Code reiterates The
Ordinances. By virtue of its Charter, UWI’s Mission and Core Values and
the University is to inter alia, “provide enunciates the Ethical Principles. The
a place or places of education, learning role of the Ethical Principles is multi-
and research of a standard required and faceted. The Code cannot define each
expected of a university of the highest and every unethical act. There must be
standard, and to secure the advancement some generalized understanding of the
of knowledge and the diffusion and ethos of the Institution. The Ethical
extension of arts, sciences and learning Principles are the “pillars” on which
throughout the Contributing Territories”. the Code rests. As such, they may be
In order to achieve its stated purpose, resorted to as aids to interpreting the
the University has in place a Statement meaning of standards in the context of
of Ethical Principles/Code of Conduct well-traversed ground – for example,
(2019) (hereinafter the “Code”) which cheating or plagiarism. They also guide
sets out the mission, core values in the application of those standards
and ethical principles governing the to “new territory” or “grey areas” – for
University. The Code is applicable to all example grade inflation.
officers and staff, and all members of the The Ethical Principles on which the
University’s various governing organs Code is premised are:
and committees including: the University (a) Equity and Justice: for the writer, this
Council; Senate; Finance and General
Purposes Committee; Campus Finance principle enunciates the aspiration
and General Purpose Committees; of a fair and just environment
Ethics Committees; the University being created within the University
Audit Committee; and the University characterized by opportunities for all
Investment and Planning Committee. on the basis of full participation. Such
The Code forms part of the University’s
contract of employment with its staff.
Where conduct of a staff member falls

VIV NEWSLETTER issue 6 pg. 9

an inclusive environment proactively the right to join a trade union of their
averts abuses of power. choice; and academic freedom. The
b. Gender Equality: from the writer’s latter right embraces the open exchange
perspective, this principle recognizes of ideas, right to freedom of inquiry, the
that the attainment of gender right to criticize, support or challenge
equality and justice is a matter of belief structures in society and generally
human rights. The UWI is an equal to participate in activities that involve
opportunity institution and embraces freedom of intellectual thought.
non-discrimination inter alia, on the
grounds of sex, gender identity, and PARTII Enforceable Standards
sexual orientation and this extends to
non-tolerance of sexual harassment. In the second part of the Code (for
c. Personal and Professional purposes of analysis), the Aspirational
Responsibility: it appears that this Principles are articulated in more specific
principle captures the interplay or behavior expectations as it relates to:
interconnectedness of individual
actors and the collective. It speaks a) Engagements and Contribution to
to the quintessential balance in the National Development and Global
higher education context between the Discourses - Under this heading, the
right to free enquiry and association Code espouses on the expectations
juxtaposed with the responsibilities placed on staff to avoid conflicts
of membership in the University of interest between their extra-
Community. The principle also University involvement and primary
recognizes a consultative approach University duties, as well as guidance
to the planning, development and on political activity.
use of resources by the University
so as to optimize excellence in the b) Ethical Behavior/Research – Under
Institution’s work. this heading, ethical behavior in
d. Integrity and Accountability: research, particularly involving
This principle is framed in terms of human subjects and the obligations
professional and academic integrity of privacy, confidentiality of research
within a community of scholars. It information, the right of subjects
promotes such values as individual to information about experimental
achievement, collaboration and the procedures, respect for subjects’
pursuit of knowledge. psychological well-being and respect
The Code also emphasizes two inherent for social stability and the right to the
rights enjoyed by staff of the University: protection of personal data are dealt
the right of association inclusive of with.

c) Confidentiality - ensuring staff and
student confidentiality within the

pg. 10 VIV NEWSLETTER issue 6

context of individual rights to privacy with the study, work or working
and data protection are dealt with environment of other members of
under this heading. the University.
(iii) thosewith academicor employment
d) Intellectual Property - The supervisory authority should use
University Policy on Intellectual such authority, both on Campus
Property is incorporated by reference and off, solely for the purposes
into the Code. explicitly stated or implied in
University policies and regulations
e) Information Technology – Persons and with regard to the overall aims
are enjoined to use information and purposes of the University
communication technologies in an
acceptable and safe manner consistent g) Integrity and Accountability -
with relevant polices and the values Under this section the Code defines
of the University. a conflict of interest as, “…a perceived

f) Relationships in the Workplace: or potential conflict exists when a
a substantive section dealing with member of staff of the University
the primary relationships in the is or may be in a position to use,
University, viz. research, knowledge, authority or
influence for personal or family gain

(a) the special nature of the staff- or to benefit others to the detriment
student relationship; of the University”. Staff members
are enjoined, of their own volition,
(b) the relationship between colleagues to take the initiative in disclosing
in an academic community; conflicts or potential conflicts
(c) the relationship between other of interest situations. The mere
members of staff; and existence of a conflict or a potential
(d) the relationship of staff members conflict does not necessarily imply
to the general extra-University that the activity concerned should
community. cease. Accordingly, any member of
staff of the University community
Also under this heading, the General with a conflict or potential conflict
Principles of Ethical Behviour and Good should seek the counsel and advice
Relationships require that: of his or her immediate supervisor
and may disclose the details to that
(i) each member of the University individual using the relevant form.
endeavors to contribute to the Other aspects dealt with under this
existence of a just and supportive section are procurement and gifts
community based on equality and
respect for individual differences. The Code is supplemented by a number
(ii) no member of the University of Annexes including an extract of
community should unduly interfere the Rules for Academic and Senior

VIV NEWSLETTER issue 6 pg. 11

Administrative Staff on Work Outside officers and staff. That is, for the Code to
the University/Consultancy Rules; and extend to students. To accomplish this,
the Policy on Student Involvement in the first section (Aspirational Principles)
Research. could be broadly stated to embrace all
members of the University; and the
There are a number of supportive polices second section (Enforceable Standards)
to the Code including: could translate the Aspirational
Principles into behavior expectations
• UWI Financial Procedures and articulated in a manner relevant to the
Guidelines (2010) various categories of members. There
• UWI Gender Policy “Promoting may be some unavoidable repetition
Gender Justice for All” (2018) in this approach but it would serve to
• UWI Policy and Procedures on underscoretherightsandresponsibilities
Research Ethics (2011) of membership in the University
• The UWI Policy on Intellectual community as well as the core values
Property Management and of integrity, excellence, gender justice,
Commercialization (2015) diversity and student centeredness for
• The UWI Acceptable Use Policy which the University stands.
Information and Communication
Technology (2016); and
• The UWI Information Security Policy
(2016) and Policy Guidelines (2014)

A major difference with the reiteration
of the Code from its predecessor is the
attempt to extend applicability to all
officers and staff. Indeed, why wouldn’t
a statement of ethical principles be
universally applicable? The way in
which the Code is enforced through
the processes and procedures of the
University may differ according to
categories of staff (based on the terms of
employment negotiated on their behalf
by their respective bargaining units).
However, it is archaic to suggest that
ethical behavior is not expected based
on one’s job function. One suggested
area for improvement is to consider
whether The UWI ought to have a
Universal Code of Ethics applicable to
all members of the University not just its

pg. 12 VIV NEWSLETTER issue 6

A no notn bot a sopn:

Moral Disengagement at the

Workplace

Dr. Anna Kasafi Perkins workplace that is The UWI, where we
Quality Assurance Unit spend a lot of our time working towards
a particular mission, such questionable
Most of us, if we are asked to describe behaviour should leave us concerned. At
ourselves might say, “Well, I am a nice UWI, we claim integrity as a core value
person”. Or “I am honest”. “I don’t put of The University, and “being ethical”
up with any kind of wrong doing in as one of the characteristics of both the
my office”. “I like to help other people”, Distinctive UWI Graduate and the UWI
etc. Very few if any of us would say of Employee (See the 2017-2022 Strategic
ourselves, “I tend to be dishonest”, or “I Plan). We expect to foster a workplace
am a mean person, especially to people where stakeholders can be ethically
I don’t like”. “I do not have any problem formed, informed and contribute to the
telling lies,” etc. Yes, psychologically shaping of an ethical organisation…but
normal persons do see and describe many times we do not.
themselves as “fair,” “good,” “moral”. Scholars have found a way to describe this
We, therefore, expect that most of us propensity which many of us have to “let
will act morally as a rule. Yet, if we were ourselves off the hook”, to rationalize our
to examine how we behave, from time immoral behaviour so that we do not feel
to time, we may have reason to question bad. It is called moral disengagement.
the descriptions we give of ourselves. Moral disengagement has been found
to be connected to the lowering of civic
Of more concern is how, sometimes, behaviour and organisational corruption
we not only behave in very immoral or misconduct.
ways but we are not bothered by this. Some of us may be more highly morally
No apparent feelings of guilt, worry, disengaged than others. Indeed, those
remorse, or concern are felt when we of us who are highly morally disengaged
cover up our errors, shunt responsibility have habitually used certain methods
off on another colleague, engage in of thinking about our behaviour so
downright lies, skive off work, directly that we can comfortably reframe it in
sabotage another person… (Add your ways that downplay its ethical content
own examples here.) (Would my Trini or importance. If we pay attention to
colleagues think I am taking them the fact that being morally disengaged
lightly if I say, “som a wi jos hardn”! is habitual, then we will realise that
[some of us are just hard/stubborn/set in
our ways]?). We too easily let ourselves
off the hook when we act unethically
and do so as a matter of course. In the

VIV NEWSLETTER issue 6 pg. 13

it involves choice and so it directly that everyone else is doing it) or moral
impacts who we are as persons at our hierarchies (certain persons are morally
core (our character). Of course, moral exempt by virtue of who they are in the
disengagement is not conceptualised as organisation or in society).
a stable trait; rather, it is understood to Sounds familiar? Think for a minute…
be a cognitive orientation to the world What is your favourite type of moral
that develops over time and is influenced disengagement?
by the social contexts in which we live,
including the nature of our workplace. My favourite example of moral

disengagement is a Jamaica Public
Scholars have categorised the ways we Service ad, which used to run on
tend to morally disengage into categories television in Jamaica several years ago.
such as moral justification (there is It was part of their campaign to stop
no moral issue here, dismissing moral people stealing electricity (“bridging
import), euphemistic labelling (calling light” is now called “causewaying” – ask
ouractionsbyamilderorlessharshterm), Ity and Fancy Cat!). There was one with
displacing responsibility (blaming a the father tampering with the electric
superior for what we do), advantageous meter. His daughter asks him, “What is
comparison (comparing our actions to stealing”? As he is dutifully working away
something worse so it does not seem as at the meter, he says to her forcefully,
bad), moral niche (carving out spaces “Tiif, tiif is di wuors tingk. Duo mek I
where “normal” ethics does not apply), eva ketch yu stiilin notn” [A thief is the
diffusing responsibility (pointing out worst thing! Don’t let me ever catch you

stealing anything.]. She then asks him
innocently, “Then how come that is not
stealing”? How come? Ironies abound.
So, you can guess why I called this piece
“a no notn bot a sopn” [it’s not a big deal
really, but it is actually).
Let’s do a little exercise as we close. I
have suggested some examples of moral
disengagement in the workplace in the
table below. I have identified them by
some of the commons things we tend to
say in Jamaica as we morally disengage.

pg. 14 VIV NEWSLETTER issue 6

We say We do What it is
A no notn
“Using” someone for Moral Justification/
Man hafi iit a food career advancement euphemistic labelling

Di big man/bos du Using fraudulent Moral Justification
wuors qualifications to get a
A so di tingk set job
Afta mi na kil nobadi
Abuse privilege of Displace responsibility
access to client’s
personal information

Accepting unauthorised Moral niche
gifts from clients

Stealing/misusing Advantageous
company property comparison

I wonder what phrases may be used in
other Caribbean islands? How do they
describe moral disengagement? Will
you stop and take a moment if you find
yourself using these phrases as you
justify something you have done? After
all, is sopn…

SUGGESTED READING

Ethics in the Workplace:
Tools and Tactics
for Organizational
Transformation
by Craig E. Johnson

VIV NEWSLETTER issue 6 pg. 15

Reference:
Johnson, Craig E. Ethics in the Workplace: Tools and Tactics for Organizational Transformation. London:
Sage Publications, 2007.
Perkins, Anna Kasafi. Is Moral Dis-ease Making us Ill?: Re-engaging the Conversation on Morality.
GraceKennedy Foundation Lecture 2013. https://www.gracekennedy.com/gk-foundations/how-we-care/
public-lecture-series/

pg. 16 VIV NEWSLETTER issue 6

What do you stand for?

An exercise to discover your values

Lesia Sawyers
Office of Administration

team-building exercise. Razzetti felt that
“What do you stand for?” was a great
place to start the discussions around
core values.

Being aware of our values allows
us to make better decisions. While
understanding our values helps us
prioritize things and make it easier to
say “no” to something that would not
help us become the persons we want.
They are poised to assist us to address
common questions like:

Something Amy Rees Anderson, an - Is this the kind of job we want?
online blogger said resonated with me: - Should we compromise, or be firm

“I believe our greatest success in life is with our position?
having the peace that comes when you - Shall we follow what others are doing
remember who you are and what you
stand for and live by it every day”. or create our own path?
- Will this decision make us feel happier
Realizing that values are guidelines to
life and knowing what they are is very or guilty?
important. Gustabo Razzetti identified Going forward his recommendations
some values in his article What Do You are for us to keep our minds open, to
Stand For? An Exercise to Discover challenge ourselves, and be honest. So
Your Values. He felt that this type of here we go:
exercise would be able to assist us in What Matters to You?
defining (or reconnecting with) our 11.. LLiisstt wwhhaattmmaatttetresrstotoyoyuou
values and that it could also be used He asks that we capture on sticky notes
for not only personal purposes but as a everything important to us. Don’t
focus on people (names) or actual
things (your car, your house, etc.); the
list is about what we value about the

VIV NEWSLETTER issue 6 pg. 17

relationships or things that matter to us. Group all the values that are similar.

For example, you might value Create five groupings. If we have more
“friendship,” “comfort,” “patience,” or than five, drop the least important. Pick
“integrity.” the top two values from each group. The
There are many lists available online. He idea is to end this portion of the values
again strongly recommended that we exercise with a list of 10 core values.
write our values without consulting any 55. .SShhoortretennouour rlilsitst
as pre-built lists might be tricky. Now, we have 30 seconds to get rid of
22..RReeflfelecct tononkekyeymmomomenetsnts 3 values. What are the ones that matter
List the moments that we felt happy in the less? Which values can we get rid of
our lives without losing our essence?
• What were we doing? Choose the least important values and
• How did we feel? Why? throw them away. Don’t overthink it;
• What exactly made us feel happy? just act.

Identify the times when we felt proud or Now we have 30 seconds to get rid of two
fulfilled more. Which values will we throw away?
• Why did you feel proud or fulfilled? This is our last chance to focus on what
• What exactly made us feel that way? really matters to us. Take another 30
• What drives our desire to feel fulfilled? seconds and throw away 2 more values.
Identify the times when you had to make Which ones will we get rid of?
tough choices We should finish this section with only
• What was the challenge? three values left. Those are the things
• What made us feel afraid? that matter to us, our core values.
• What did we have to overcome? 66. .RReeflfelectctononouoruvravlauleuses
• How did we feel about making the Now, we should read our list out loud.
Share it with a friend or colleague. How
right call? does it feel? What seems to be missing?
33. .RReeflfelectctononvavlauleuses Do these values make sense to us? Does
We now should go back to everything any value surprise us? Why? Does this
that we wrote on the previous step. Think list really capture what matters to us?
of different values that come to mind as Can we live these values? What actions
we revisit the list. Capture those values are we willing to take to live by those
on sticky notes (one value per Post-it). values? How have we betrayed those
44. .GGrroouuppoouurrvvaalulueses values in the past? What can we do
Let us now put all the values from the better next time?
previous steps in front of us.

pg. 18 VIV NEWSLETTER issue 6

77..IItteerraattee 11.. SSttaarrttwwitithhththeeInInddiviivdiudaulaPluPrupropseose:
Revisit our values from time to time. If we have time, this is the ideal option.
We can do the same exercise but end Run the whole individual exercise as
with 5 values instead of just 3. He how described above. The idea is to allow
advocates that for the first round, we people to first reflect on their personal
should stick to three. The pressure to views before working with others.
finish with fewer will force us to make Also, working on their own minimizes
tough choices: we will focus on what groupthink.
really matters to us. Now let every person share theirs with
Razzetti indicated that it was okay to the people sitting on the same table.
consult a predefined list of values. But, Once everyone was finished, eliminate
once again, we should try to postpone repetitions. Go back to grouping values
doing so as long as we can and that we and run the elimination phase, but
could do it at the end of step 4, or later, this time the selection should be done
but avoid the temptation of choosing collectively.
our values from a list. Once more, he 22..SSttaarrt witthhtthheeGGrorouuppPPurupropsoese:
stressed the need to keep our minds This version works well but is not as
open and to avoid being influenced by effective as the one he just described.
a list. Basically, facilitate steps 1-6, but
VARIATION FOR TEAM VALUES everything was done as a group.
EXERCISE

What Are Your Core Values?

Identifying and selecting our values is
Gustabo Razzetti indicated that if we not easy. Regardless of how challenging
were working on defining your team or this exercise might be, it’s crucial to
company core values, we could follow bring focus to our lives.
the exact same steps and that the ONLY
key difference was that colleagues would Our core values play a critical role. They
work in small groups and consolidate influence our decisions even if we don’t
all results. He identified that the group realize it. Having a written list of our
would consist of 3-5 people and that values will increase our self-awareness
each team should sit around a table and and help us make better decisions.
the whole group should work in the
same space. Most decisions are based on what
matters to us. When you know what’s
Razzetti explained that there were two important, it’s much easier to make any
ways to do this: decision.

VIV NEWSLETTER issue 6 pg. 19

Just in case you need it, here is an extensive list of values.

Acceptance Curiosity Joy Romance
Accomplishment Emotional Health Leadership Security
Achievement Environment Loyalty Self-Care
Adventure Excellence Nature Self-Expression
Altruism Family Openness Self-Mastery
Autonomy Flexibility Orderliness Self-Realization
Beauty Freedom Personal Growth Sensuality
Clarity Friendship Partnership Service
Commitment Fulfillment Physical Appearance Spirituality
Communication Fun Power Trust
Community Holistic Living Privacy Truth
Connecting to others Humor Professionalism Vitality
Creativity Integrity Recognition Walking the Talk
Intimacy Respect Other:

SUGGESTED READING

Stretch for Change:
How to Improve Your
Change Fitness and
Thrive in Life - 2017
by Gustavo Razzetti

Reference:
Razzetti, Gustavo (2020, January 17). What do you stand for? An Exercise to discover your values
https://www.fearlessculture.design/blog-posts/what-do-you-stand-for-an-exercise-to-discover-your-values

Anderson, Amy Rees (2012, November 28). Success Will Come and Go, But Integrity Is Forever
https://www.forbes.com/sites/amyanderson/2015/03/03/remember-who-you-are-and
what-you-stand-for/?sh=28fedb4d726d

pg. 20 VIV NEWSLETTER issue 6

Why core values matter

By Shyvonne Williams-Serrette and Dr. Rhonda Jaipaul-O’Garro
University Marketing & Communications Office

Pop Quiz: achieve its targets and outcomes over
Can you name The UWI’s core values? the five-year planning cycle. The vision,
mission and core values provide the lens
In addition to our Triple A Strategy, through which the University will make
mission and vision, the service we its strategic choices as reflected in the
provide as a 21st-century, world-class strategic objectives”.
institution is guided—similarly to most
organisations—by a few key values. Values have been a feature of Higher
These values provide a decision-making Education Institutions (HEIs) for
roadmap for employees at all levels. centuries. Today, they are increasingly
Ideally, most organisations have about important given the complexity and
five to seven of them, and while they’re uncertainty HEIs face navigating
developedinhigh-levelstrategicplanning the needs of internal and external
sessions, fundamentally they ought to stakeholders, competition for students,
reflect what the average UWI staffer and funding among myriad challenges
could conceptualise independently if we arising from internationalisation, the
considered what personal principles or rapid evolution of technology and
aspirations would set the bar for doing communication.
our jobs to the highest of standards.
The Magna Charta Observatory, based
According to The UWI Triple A in Bologna Italy, serves as a guardian
Strategy 2017-2022, “Altogether, the of fundamental university values and
vision, mission and core values must assists European universities and higher
be lived in order for the University to education systems to operate effectively

VIV NEWSLETTER issue 6 pg. 21

following the principles contained in its Diversity
Charter. According to the Observatory,
values remain an essential tool in dealing The UWI will foster a culture and work/
with these challenges HEIs face, offering study environment that is open and wel-
guidance for their conduct and decision- coming to different ideas and perspec-
making, and “are crucial to helping tives, acknowledges and values diversity,
universities understand and identify is inclusive of and affirms the dignity of all
themselves and communicate that persons regardless of race, socio-econom-
identity and mission to stakeholders”. ic status, age, sex, gender identity and
expression, physical and mental ability,
Here at home, Vice-Chancellor Beckles sexual orientation, family or marital sta-
also often reminds a fine university tus, national origin, language, political or
should “be at once excellent and ethical religious persuasion, health status, and
in its performance”. The compass other characteristics that make its con-
assessing excellence and ethics in part, stituents unique.
of course, is our set five core values. Since
you’ve made it this far, we’ll remind you Student Centredness
what they are:
The UWI will ensure that its policies,
Integrity governance, and daily oprations are
geared towards the delivery of an excep-
tional teaching and learning experience
for all students.

The UWI will perform in an honest, caring, These five have been retained as part
ethical, and trusthworthy manner, and of our University’s foundation values
will create a culture of accountability in its as we prepare for the milestone of our
managment practices to ensure that these 75th next year, and advance through the
values are sustained. Revenue Revolution phase of the Triple
A Strategy. Aligned with the strategic
Excellence focus of increased on costs saving
and revenue generation, ‘Financial
The UWI will serve its internal and exter- Sustainability’ has been added as a new
nal stakeholders by delivering consistently core value to the 2022-2027 iteration of
high-quality and relevant service, bench- the Triple A Strategic plan.
marked against international standards
and operational practices

Gender Justice

The UWI will actively create and sustain,
as a core value, a social, academic, and
administrative culture that supports and
promotes gender equality and justice with-
in its environments. This policy will require
systematic research into its effectiveness
with a view to taking appropriate actions of
a corrective nature.

pg. 22 VIV NEWSLETTER issue 6

Core values and more

Ms. Ava-Loi Forbes
School for Graduate Studies & Research

Games are good ways to remind ourselves of key ideas. Today, we will look at The UWI’s
core values and associated words to see how many of them we can find in this word
search.

WORD SEARCH

Accessibility Justice
Be Kind Manners
Care Outreach
Character Policy
Civic Responsibility Respect
Compassion Rights
Core Values Rules
Decency Thoughtful
Decision Truthful
Diversity Value
Equity

Ethical
Excellence
Fairness
Feelings
Goodness
Guide
Happy
Honest
Inclusion
Integrity
Involvement

SEE SOLUTION ON PAGE 26

VIV NEWSLETTER issue 6 pg. 23

CRYPTOGRAM

Decode the message.

Each letter in the phrase has been replaced with a random letter or number.
Try to decode the message.
SEE SOLUTION ON PAGE 26
pg. 24 VIV NEWSLETTER issue 6



Solutions

WORD SEARCH

CRYPTOGRAM

pg. 26 VIV NEWSLETTER issue 6

NEWSLETTER

VOICES IN THE VICE-CHANCELLERY NEWSLETTER ISSUE # 6 July, 2022

CALL FOR CONTRIBUTIONS
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contribute?
Send your emails to
[email protected]
Or write to
Office of Administration
Regional Headquarters Building,
The University of the West Indies,
Mona, Kingston 7