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This module deals with the latest IRR of RA 9163, otherwise known as the National Service Training
Program (NSTP) Act of 2001, which was issued on November 13, 2009. The Commission of Higher Education
(CHED), Technical Education and Skills Development Authority (TESDA), and Department of National Defense
(DND), in cooperation with other concerned government agencies, the Philippine Association of State Universities
and Colleges (PASUC), the Coordinating Council of Private Educational Associations of the Philippines
(COCOPEA), non-governmental organizations (NGOs), and other well-known organizations, jointly issued,
adopted and promulgated the aforementioned IRR for the NSTP.

History and Legal Bases

Section 12 of Republic Act of No. 9163, otherwise known as the National Service Training Program (NSTP)
Act of 2001, the (CHED), (TESDA) and (DND) in consultation with concerned government agencies, the
Philippine Association of State Universities and Colleges (PASUC), the coordinating Council of Private
Education Association of the Philippines (CoPEA), Non-Government Organization and recognized student
organization, hereby jointly issue, adopt and promulgate the following implementing rules and regulations to
implement the provision of the Act.

 The National Service Training Program (NSTP) started with the passage of Commonwealth Act No.
1 also known as the National Defense Act to provide national defense of the Philippines.
 This was under the government of President Manuel L. Quezon (1935). It requires students, specifically
males, to finish 2 years or 4 semesters of Military Training to be reserved cadets of the National Defense of
the country.
 On August 8, 1980, the Commonwealth Act No. 1 was amended to give existence to Presidential
Decree No. 1703 or National Service Law which mandates compulsory national service to all citizens
of the country
 It is composed of three main component programs namely Civic Welfare Service (CWS), Law Enforcement
Service (LES), and Military Service.
 After the ouster of President Marcos, the implementation of the National Service Law except for the
provisions of Military Service was suspended by Presidential Memorandum Order No. 1 of President
Corazon C. Aquino. It became the Basic Reserve Officer Training Corps. (ROTC) that took effect on SY
1986-1987.
 On March 18, 2001, a dead body was found wrapped in a carpet and floating in the Pasig River. The face
was wrapped in packing tape and the hands and face were bounded body was identified as Mark Welson
Chua, a 19-year-old, Engineering Student University of Santo Tomas (UST), reportedly a victim of illegal
ROTC practices leads to a massive protest of the college students and concerned parents against the ROTC
Program. Since then, the Expanded ROTC program morphed into the National Training Service Program
(NSTP).

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The ratiolale of the National Service Training Program (NSTP)

 The conceptualization and the establishment of the NSTP for tertiary level students is amended in the
Republic Act 7077 and Presidential Decree No. 1706. This was enacted by the Senate and House of
Representatives in Congress, which is known as the National Service Training Act of 2001.
 NSTP is a program aimed at enhancing the civic consciousness and defense preparedness in the
youth by developing the ethics of service and patriotism, undergoing training in any of the three
program components specially designed to enhance the youth’s active contribution to the general
welfare
 Literacy Training Service (LTS) – refers to the program component designed to train the students to
teach literacy and numeracy skills to school children, out–of–school youth, and other segments of
society that are considered in need of their services.
 Civic Welfare Training Service (CWTS) – in this program the students would undergo lectures and
activities that contribute to the general welfare and the betterment of life of the members of the
community and render services, particularly the enhancement of instructional support materials and
facilities in the following areas: (1) Improving health (2) Education (3) Environment (4)
Entrepreneurship (5) Safety (6) Recreation (7) Morale of the citizenry, and (8) Other social services.
 In the 2nd Semester, the students will undergo actual community service involvement. Projects and
activities are designed to encourage the youth to contribute to the improvement of the general welfare and
the quality of life for the local community by applying various institutional components.
 The teaching is focused on the development of the youth to become assets of the community, society, and
the nation as a whole. Thus, asking them to be aware of their great role as individuals in the development of
the nation.
 The topics of activities to be considered would be nurturing the importance and role of positive virtues,
attitudes, and the development of service-oriented characteristics of individuals as well as their
responsibility towards mankind and the environment.
 The importance of CWTS & LTS as a whole is geared towards the development and re-direction of positive
values and attitudes among students. This is by giving them the chance to see that they can create a
difference in their way. This, makes them appreciate their role and responsibilities not only as students but
also as an individual that they can contribute to the betterment of life be it in their family, community, or to
the nation as a whole.

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THE PRINCIPLE BEHIND RA 9163

Section 1. Guiding Principles

What is the prime duty of the government to its citizens?

While it is the prime duty of the government to serve and protect its citizens, in turn, it shall be the responsibility of
all citizens to defend the security of the state, and in fulfillment thereof, the government may require each citizen to
render personal, military, or civil service.

The NSTP on the Role of the Youth

Section 2. Role of the Youth

1. “In recognition of the vital role of the youth in nation-building the State shall promote civic consciousness
among them and shall develop their physical, moral, spiritual, intellectual, and social well-being. It shall
inculcate the ideals of patriotism, and nationalism, and advance their involvement in public and civic
affairs.”
2. “As the most valuable resource of the nation, they shall be motivated, trained, organized and involved in
military, literacy, civic welfare programs and other similar endeavors in the service of the nation.”

As mandated by the government, the City College of Angeles (CCA) shall implement Republic Act (R.A.)
9163 also known as the NSTP or National Service Training Program through the Community Extension Office
(CEO). One of the thrusts of the program is the enhancement of civic consciousness and defense preparedness
among Filipino youths by inculcating among them the ethics of service and patriotism through any of its three
program components: Reserve Officers' Training Corps (ROTC), Literacy Training Service (LTS) and Civic
Welfare Training Service (CWTS). For the initial year of operation, the CEO will focus on the implementation of
the CWTS and LTS program components with concerned government agencies in the next three years.

The Community Extension Office (CEO) implements the NSTP within the CCA’s mission vision of forming
socially responsible individuals and agents of change. It also envisions not just producing world-class and globally
competitive professionals but also individuals who will serve as future leaders for community development and
nation-building.

VISION

The City College of Angeles envisions itself as an Institution of Hope, a premier educational institution producing
world-class and globally competitive professionals as well as technically capable individuals who will serve as
future leaders for community development and nation-building.

MISSION

The City College of Angeles is responsively committed to providing quality education for the holistic development
of future professionals who can collaboratively work locally and globally.

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National Service Training Program (NSTP) – refers to the program aimed at enhancing civic consciousness and
defense preparedness in the youth, by developing the ethics of service and patriotism while undergoing training in
any of the three (3) Program Components, specifically designed to enhance the youth’s active contribution to the
general welfare;

COMPONENTS OF NSTP

A. Reserve Officers Training Corps (ROTC) – refers to the Program component institutionalized under
sections 38 and 39 of Republic Act No. 7077, designed to provide military training to tertiary-level
students to motivate, train, organize and mobilize them for national defense preparedness.
B. Literacy Training Service (LTS) – refers to the Program Component designed to train the students to
teach literacy and numeracy skills to school children, out-of-school youths, and other segments of
society in need of their services.
C. Civic Welfare Training Service (CWTS) – refers to the Program Component or activities
contributing to the general welfare and the betterment of life for the members of the community or
the enhancement of its facilities, especially those devoted to improving health, education,
environment, entrepreneurship, safety, recreation, and moral of the citizenry and other social welfare
services.

Coverage of the NSTP Law

1. All incoming freshmen students, male and female, starting School Year (SY) 2002-2003, enrolled in any
baccalaureate and at least two (2) years of technical and vocational or associate courses, are required to
complete one (1) NSTP component of their choice, as a graduation requirement.
2. All higher and technical-vocational education institutions must offer at least one (1) of the NSTP
Components.
3. Universities and Colleges (SUCs), shall offer the ROTC component and at least one (1) NSTP Component.
4. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy (PMMA), Philippine
National Police Academy (PNPA), and other SUC of similar nature, given the special character of these
institutions, are exempted from the NSTP;
5. Private higher and technical education institutions with at least 350 student cadets, may offer the ROTC
component and consequently establish/maintain a Department of Military Science and Tactics (DMST),
subject to the existing rules and regulations of the Armed Forces of the Philippines (AFP).

Duration and Equivalent Course Unit

A. Each of the aforementioned NSTP components shall be undertaken for an academic period of two (2)
semesters. It shall be credited for three (3) units per semester, for fifty-four (54) to ninety (90) training
hours per semester.
B. A one (1) summer program instead of the two (2) semester program be designed, formulated, and adopted
by the DND, CHED, and TESDA, subject to the capability of the school and the AFP to handle the same.

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What will the students receive after completing the NSTP Program?

Every student will be given a certificate of completion with the corresponding serial numbers by CHED,
TESDA, and DND as reflected in Rule 6, section 12 of RA 9163. A graduate of the CWTS and LTS Components
of the NSTP shall belong to the National Service Reserve Corps (NSRC) and could be tapped by the state for
literacy and civic welfare activities, especially in times of calamities, while those graduates of ROTC shall form
part of the Citizen Armed Forces under Republic Act No. 7077 as stipulated in Rule 5 sections 11a and 11c of the
NSTP Law.

CCA-NSTP IMPLEMENTING GUIDELINES

1. ATTENDANCE
a. Students are expected to attend classes regularly, allowable absences are THREE ONLY. A student will be
marked “FA” if he/she incurs more than the allowable absences regardless of his/her class standing.
b. Class sessions are held every Saturday from 8:00 AM to 11:00NN or 1:00 to 4:00 PM.
c. Students with accumulated three (3) instances of coming late in the class session whether consecutive or not
will be equal to one absence.
d. A student who will be absent from his/her class is required to present an excuse letter written by parents or
guardians with an attached photocopy of a valid identification card for signature verification. This should
be given to his/her Facilitator immediately after the following session.

Accepted excuse letters are as follows:

 Medical certificate from family or CCA doctors
 Letter from teacher-in-charge, Trainor, or coaches duly noted by the Dean citing reasons for being excused
and actual date and time of the activity/training/competition.

2. UNIFORM

a. Students are required to wear a complete NSTP uniform: NSTP T-shirt, Maong Pants (blue or black), and
rubber shoes in class or during community immersion.
b. Failure to comply with the required set of uniforms means NO MERIT FOR ATTENDANCE but he/she
will earn scores for his/her class standing should he/she decide to join the activities.
c. During field exposures/immersions students are expected to observe proper decorum as specified in the
Student Handbook.

3. GRADING SYSTEM

70% Class Standing: Classroom Activities/Projects, Journals, Quizzes, etc.

30% Major Examination or Community Involvement

100%

Self-Awareness

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Self-awareness is having a clear perception of our personality including strengths,

weaknesses, thoughts, beliefs, motivation, and emotions. Self-awareness allows you to understand
other people, how they perceive you, your attitude, and your responses to them at the moment. We
might quickly assume that we are self-aware, but it is helpful to have a relative scale for awareness.
If you have ever been in an auto accident, you may have experienced everything happening in slow
motion and noticed details of your thought process and the event. This is a state of heightened
awareness. With practice, we can learn to engage these types of heightened states and see new
opportunities for interpretation in our thoughts, emotions, and conversations.

Nature of Self Awareness

According to Birch (1997), one of the crucial processes in the early years of a child’s life is the
development of a sense of self. Gardner (1982) suggests that there are several factors that children should
know.
They should:
1. Be aware of your own body, its appearance, state, and size (body size)
2. Be able to refer themselves appropriately through language and be able to distinguish descriptions
that apply to self and which do not;
3. Be aware of their own needs and wishes

We have self-awareness if we can see ourselves by taking into account the attitudes and perspectives of
others. Self-esteem is the part of self-concept in which we judge our competence in comparison to others.
Key Areas for Self-Awareness
Human beings are complex and diverse. To become more self-aware, we should develop an
understanding of ourselves in many areas. Key areas for self-awareness include our personality traits,
personal values, habits, emotions, and the psychological needs that drive our behaviors.
 Personality. We don’t normally change our personalities, values, and needs based on what we
learn about ourselves, but an understanding of our personalities can help us find situations in
which we will thrive, and help us avoid situations in which we will experience too much stress
 Values. It’s important that we know each other and focus on our values. When we focus on our
values, we are more likely to accomplish what we consider most important.
 Habits. Our habits are the behaviors that we repeat routinely and often automatically. Although
we would like to possess the habits that help us interact effectively with and manage others, we
can probably all identify at least one of our habits that decrease our effectiveness.
 Emotions. Emotional self-awareness has become a hot topic for discussion recently because it’s
one of the five facets of emotional intelligence. Understanding your feelings, what causes them,
and how they impact your thoughts and actions is emotional self-awareness.
 Needs. Maslow and other scholars have identified a variety of psychological needs that drive our
behaviors such as needs for esteem, affection, belongingness, achievement, self-actualization,
power, and control. One of the advantages of knowing which needs to exert the strongest
influence on our behaviors is the ability to understand how they affect our interpersonal
relationships.

The Self
Self is an aspect of a human being that reflects the individual's emotional, psychological,
spiritual, and total personality. Self-awareness, on the other hand, means to accept one’s self, one’s
strengths and weakness to the extent that one develops a clear picture of personhood; to reveal

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oneself to others by investing or taking risks towards growth; and to express one’s feelings,
consonant and dissonant in loving concern.
Every one of us has an obligation to ourselves, but there are times that we are facing difficulties
in understanding these obligations. One of the reasons is how we understand exactly what ‘self’ is.
One way to understand this selfhood is to conceive it as a personal role that one plays in the
general drama of life. In the totality of human history, I have a unique role to play because of the presence
of individual differences. It is a role that includes responsibilities that are to be faced, decisions that are to
be made, relationships and involvements that are to be lived, and work that is to be performed
In understanding our selfhood, certain moral obligations arise. If a person has a particular life to
live then he has a basic responsibility toward that life. He must see that life is ‘lived’ to its fullest. He
should play his role as well as he can and not neglect it.

The Self-Management Sequence

The self-management sequence – The five steps that control your success or failure:
1. Behavior – the step that most directly controls your success or failure is your behavior
(“actions”)- what you do or do not do! How you manage yourself, what you do, how you act,
every moment, every word you speak, the motion you make, and actions you take or do not take,
will determine how well everything in your life works for you.
2. Feelings – how you “feel” about something always affects what you do and how well you do it.
3. Attitudes – Your “attitudes” are the perspective from which you view life.
4. Beliefs – What you “believe” about anything WILL determine your attitudes about it, create your
feelings direct your actions, and in each instance, help YOU do well or poorly succeed or fail!
The belief that you have about anything is so powerful that it can even make something appear to
be something” different than what it is!
5. Programming – Your beliefs are created and directed entirely by your “programming”. In other
words, you believe what you are programming to believe!
Levels of Self-Talk
1. Negative Acceptance – these are items you tell yourself that are negative reinforcements or
negative beliefs about yourself. These are: I can’t or “If only… or I wish I could…but...”
2. Recognition and need to change – these are the “I need to...” or ``I ought to…`` or'' I should…”
These are statements that always end up with the subconscious “but I’m going to do anything
about it”
3. Decision to change – here you recognize the need to change and begin to do something about it.
These statements go like this” I never. or “I no longer…” Here you rephrase the old phrase “can’t
with a positive”.
4. The Better you – these are the “I am”. phrases that facilitate change. The way you want to be.
Here you say “I have a.” I will….” I do.”
5. Universal Affirmation – this level considered “oneness” with God
Concepts of self-awareness
 Man, as an Image of God
 Man, as a Social Being
 Man is Divided in himself
 The Excellence of conscience
 Man’s freedom

Why develop Self-awareness?

As you develop self-awareness, you can make changes in the thoughts and interpretations you make in
your mind. Changing the interpretations in your mind allows you to change your emotions. Self-
awareness is one of the attributes of emotional intelligence and an important factor in achieving success.

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Self-awareness is the first step in creating what you want and mastering your abilities. When
youfocus your attention, your emotions, reactions, personality, and behavior determine where you go in
life.
Having self-awareness allows you to see where your thoughts and emotions are taking you. It
also allows you to see the controls of your emotions, behavior, and personality so you can make the
changes you want. Until you are aware in the moment of the controls to your thoughts, emotions, words,
and behavior, you will have difficulty making changes in the direction of your life.

Self-Awareness Theory
Self-Awareness Theory states that when we focus our attention on ourselves, we evaluate and
compare our current behavior to our internal standards and values. We become self-conscious as
objective evaluations of ourselves. However, self-awareness is not to be confused with self-
consciousness.

Various emotional states are intensified by self-awareness. However, some people may seek to increase
their self-awareness through these outlets. People are more likely to align their behavior with their
standards when made self-aware. People will be negatively affected if they don’t live up to their
standards. Various environmental cues and situations induce awareness of the self, such as mirrors,
audience, or being videotaped or recorded. these cues also increase the accuracy of personal memory.

A. “The Johari's Window”

One of the greatest gifts we could give to ourselves is to seek, find, and apply truth in our
life. The Johari Window was invented by Joseph Luft and Harrington Ingham in the 1950s as a
model for mapping personality awareness. This is the path to becoming a healthy person. Aligning
ourselves with the truth permits a better person to eventually emerge from within. The Johari Window
helps us to categorize conscious and subconscious areas of our life. The window works much like a grid.
It goes from the obvious and more conscious areas of our life to the less obvious areas that we may not be
aware of.
The Johari Window can be looked at from many angles and provides four basic forms of the Self
(the Public, Private, Blind, and Undiscovered Self).

1. The Public Self - is what you and others see in you. You typically do not mind discussing with
others this part of you. Most of the time you agree with this view you and others have of you.
2. The Private or Hidden Self- is what you see in yourself but others don’t. In this part, you hide
things that are very private about yourself. You do not want this information to be disclosed for

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the reason of protection. It could also be that you may be ashamed of these areas due to your
vulnerability to having your faults, weaknesses, and dysfunctions exposed. This area equally
applies to the good qualities that you don’t want to advertise to the world due to modesty.
3. The Blind Self- is what you do not see in yourself but what others see in you. You might see
yourself as an open-minded person when, in reality, people around you consider you an
anatomical posterior (wink). This area also works the other way. You might see yourself as a
“dumb” person while others might consider you incredibly bright. Sometimes those around you
might not tell you what they see because they are scared of you, fear offending you, or might
consider it a waste of time. It is in this arena that people sometimes detect that your talk and your
walk don’t match. Sometimes body language shows this mismatch.
4. The Undiscovered or Unknown Self- is the self that you cannot see nor others around you. In this
category, there might be good and bad things that are out of the awareness of others and yours.
The unknown area could also include repressed or subconscious feelings rooted in formative
events or traumatic past experiences which can stay unknown for a lifetime.

B. Stages of Self-Discovery
Self-awareness is developed through practices in focusing our attention on the details of our
personality and behavior. Having self-awareness allows us to see where our thoughts and emotions are
taking us. It also allows us to see the controls of our emotions, behavior, and personality so we can make
the changes we want.
Stage 1 is Self-protection
We are unaware of ourselves and we like it that way, sometimes ferociously so. We don’t know
why we feel like we feel, do what we do, or think what we think. We are reactive. We think other people
are “doing it to us.” We get angry, hurt, bitter, resentful, happy, thrilled, and overjoyed by whatever
happens to us. What is “out there” defines how we experience life. Our overriding concern is our safety
and well-being. We are needy, insecure, and self-absorbed. “It’s all about my attitude.”
Stage 2 is Self-awareness.
We become aware of what is going on inside ourselves, brought on by those outside triggers. We
realize that other people cannot “make” us happy or unhappy. We are choosing. We are deciding.
Because we decide how we respond, we realize that we control how we feel. We realize that we have
“beliefs” and “expectations.” These are the rules of life by which we “judge” external events and thereby
react to them as “good” or “bad.” When we change our beliefs, we change our experiences. We are in
control. Our overriding concern is changing ourselves to handle life better. We need a lot from ourselves,
but not from others.
Stage 3 is Self-acceptance.
We accept our faults. We are true to ourselves. We let the world see who we are. We live as if we
have nothing to hide and nothing to prove. In doing so, we begin to “forget” about ourselves. We are
comfortable in our skin. The only problem is, other people don’t necessarily like this new quality in us.
Our authenticity is pushing their self-protective buttons, dragging them towards a self-awareness they
don’t want. The result is often damaged relationships with people who can’t go where you are going.
Sometimes, it’s best to let them go. Sometimes, you need to change for their benefit, such as for your
spouse. This is where we get pushed into the fourth stage.
Stage 4 is Self-empowerment.
This stage happens when we are willing to intentionally make changes for the benefit of others.
These changes come at our expense. It is an ego-shrinking experience that liberates us. We begin to know
at a deep level that we can handle whatever life throws at us. We are flexible yet clear about our

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boundaries. The idea that it’s “not about me” takes root at a deep, visceral soul level. We get over things
quickly and we have a cheerful souls even in the face of great difficulties.
With this level of inner peace and self-esteem, we become truly present with what is happening
around us. We see past the facades that people publicly present to the real person behind the mask. We
have no desire to unmask them or change them. We see them, we accept them, and we don’t react to them
unconsciously. Our overriding concern is to be helpful to them as they need it currently and stage in their
lives. We need nothing from them. We have all we need from the inside. We have undergone a spiritual
transformation.

C. Importance of Self-Awareness to One's Life

1. Self-aware is self-assured
Self-awareness is an important skill to acquire (yes, it is a skill and not an inherent ability)
because it is an attitude that will help you face problems better and get along with people well. When we
are self-aware, we have a skill set that can build bridges, so to speak, rather than burn relationships down.
To be self-aware is to be emotionally intelligent. We become someone who can take life’s turbulence in
stride with a smile on our faces and peace in our hearts. It is an important key to success.
2. Self-awareness helps us to become open-minded
This means not judging a person or a situation based on personal beliefs, behavior, or attitude.
Accept people without bias and always put yourself in other people’s shoes (without compromising your
values). In the instances that other people hurt or put you down, you will be able to stand up for your
rights and assert yourself with composure. 
3. Self-awareness builds empathy
If you have a better understanding of how you think, feel, and react to a situation you also get to
understand why people act the way they do. This is empathy. Why do we need to empathize? For the
simple reason that it feels so much better knowing you do not deliberately hurt other people’s feelings
even if you got hurt yourself and that you interact with integrity even if those whom you are talking to or
dealing with are not. At the same time in the process of becoming self-aware, you also stunt the progress
of negative traits like arrogance and self-righteousness.

Moreover, when you are self-aware you get to build stronger and better relationships with your
family and friends.

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II

Values
Values refer to everything from eternal ideas to behavioral actions. As used in this paper, values
serve as criteria for determining the levels of goodness, worth or beauty. Values are effectively laden
thoughts about objects, ideas, behavior, and so forth that guide behavior but do not necessarily
require it. The act of valuing is considered an act of making value judgments, an expression of feeling, or
the acquisition of and adherence to a set of principles.
Etymologically, values come from the Latin word “valere” which means “to measure the worth of
something”. Values are the elements of life prevailing in any society. They lie at the core of a person’s life.
They color his/her choice. They shape and determine an individual’s or group's decision whether to like or
dislike, favor or disfavor, change or not to change.
Values may be positive or negative. They create an atmosphere, hence, the sense of values. They are
of diverse types and they transcend facts and clamor for existence and realization. There are also subjective
and objective values. Value experience involves a subject valuing and the object valued. For instance, a
watch has sentimental value to someone, which is the subjective value. Life as opposed to death is an
objective value. There are also moral values that refer to the good or evil nature of acts.
The Formation of Values
We start forming values in our childhood. First, we learn to appreciate things that fulfill our
basic needs, but we value especially those people that provide them to us. Their behavior towards us
becomes the main reference of what is valuable.
Thus, our character and personality are molded through the attitudes and behavior of the
people who raise us, whether they’re our parents or other relatives. Their behaviors determine in
large part what will subsequently become our most important beliefs and principles.
We learn to value the substance and the form of everything they say and do, and what they don't say
and don't do. Each gesture or comment affects how we learn to make choices. We also learn to differentiate
between the theory and practice our values. The latter is what marks us the most.
So, the consistency and coherence of our parents' behavior is what strengthens our formation. If
they practice what they preach, our personality will be stronger than if they don’t.
Later, when we are students, we start feeling social pressures and the pressure of values that are
different from our as we relate to other people. The strength of the values formed through our parents is put
to the test.
Values are often confused with habits, and many parents hope that school will form the values that
were not instilled at home. This is not possible, because school does not fulfill the basic needs of life…that

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is the responsibility of those who raise us.

Teachers, leaders, and value models at school can reinforce what was formed at home, but they
cannot replace them. If the convictions formed at home are not solid, they will soon be exposed to an
intense social competition against other beliefs.
Why is it so difficult to form values? Because, unlike norms, values are convictions; they are
behaviors we gladly decide to follow and produce satisfaction. We can follow norms against our will, but
values have the support of our will. We have learned their importance due to the benefits they produce,
individually and collectively.
Those who play a leadership role in our lives are most powerful at conveying to us their values.
They are our parents, elder siblings, grandparents, some relatives, teachers, peers we admire, professors,
and bosses.
However, to convey something, we must first possess it. Values are only conveyed through the
example of our daily attitudes and behaviors. They can seldom be formed by explaining them or through a
list of what is considered correct or incorrect. Memorizing their theoretical meaning does not guarantee
their implementation.
Clarification and Integration of Values
The philosophy of life for every person consists of two aspects:
1. A map of reality- an understanding of what life is all about of nature and the cosmos.
2. A hierarchy of values- a perception of which things are more important than others.
The philosopher Will Durant wrote that wisdom is “seeing big things as big, and small things as
small”. This implies that first, we see reality objectively, rather than in a distorted way, and second, we’re
able to see the relative importance of things.
Clarification of values means that we must review which values should guide our life. Value
means what is worthwhile. If happiness is worthwhile, then it’s a value. If giving time to the family is
worthwhile, then it's a value. If playing basketball is worthwhile then it's a value.
The problem starts when these values conflict, not only with each other but also when they
compete for our time and attention. Between family and basketball, which one is more important? Between
honesty and earning more money, which one is more important?
When we don't give time to the consideration of this point, then our conditioned values take over.
They subconsciously dictate what is more important and what is less important. Thus, a father spends more
time with his officemates than his family after work, although when he is later asked about it, he realizes
that his family is more important to him than his friends.
KINDS OF VALUES
There are three kinds of values:
1. Universal Values- Universal values are valued by all human beings due to the intrinsic nature of
these values or by virtue, our being human beings.
Truth. For example, it is valued for its own sake. We want to know the truth rather than be misled or be
under an illusion. We prefer an illusion only when there is fear or there is psychopathology. In which case,
we then put the value avoidance of pain over that of truth. But even in the latter case it's not because we

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don't prefer truth to illusion.

Happiness is sought by every human being because of our biological, psychological and spiritual
makeup. Even masochists inflict pain upon themselves because they derive happiness from it.
Universal values are shared by human beings regardless of culture and age. The following are some
of these universal values:
 Truth
 Happiness
 Inner peace
 Love
 Kindness
 Justice
 Respect
 Courage and fearlessness
Schools universally espouse these values. But the problem is that schools and teachers don’t take
them seriously. They recognize that they're often impractical (such as honesty) and almost unattainable
(such as happiness or inner peace). Thus, universal values are seen as ideals. Modern society gives
evidence to the prevalence of values that contradict these universal values.
2. Cultural Values- Cultural values are dependent on the social norms, religious beliefs and other
environmental situations of people. Thus, in a society in which the ratio of males to females is just
one to ten, polygyny may be legal and ethical; if the reverse; polyandry may be the legal and
ethical custom. In some countries, divorce is permitted, in some it's a sin.
Some cultural values are cruel and yet are tolerated or even promoted by members of the
community. For almost a thousand years in China, prior to 1912, many women were subjected to the
binding of the feet with cloth to make their feet small and dainty. This results in the breaking of the toes ant
the deformation of the entire foot. Girls from three years-old onwards may be subjected to this cruel
practice by their mothers, and they undergo severe pain for two or more years.
The practice was prohibited when Sun Yat Wen founded the Republic of China Cultural values also
changed with time. What used to be unethical in one generation may no longer time so in the next.
Many attitudes and beliefs are delivered from these cultural values and hence are conditioned
values. Cultural values are not necessarily good for humanity simply because they have widespread
acceptance. We need to review such values, because they can color the way we view life and the way we
behave. They can create inner and outer conflicts.
The tendency to accumulate wealth for example is a very strong cultural conditioning drive from
society's measurement of success or from family expectations. We may not have fears or strong desires that
impel accumulation, but our minds subconsciously assume that is the preferred value, and because it's an
embedded or hidden assumption it's often unquestioned. It then exerts pressure on us and can become
exceedingly influential or even overwhelming in view of its unquestioned validity. It can effectively
overrule any decision we make to adhere to universal values.
A review of our cultural values is thus a review of our philosophy of life. Few people do this
deliberately. It requires a broadness of knowledge about life and human affairs.
3. Personal Values- are worthwhile to a particular individual and differ from person to person. Thus,

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some people may value art more than earning money and thus spend more time painting, even if it
provides little income. Others may value money more than art and thus spend more time buying
and selling paintings than being painters themselves.
Personal Values- are largely subjective and are neither ethical nor unethical except when they go
against one of the universal values. Thus, whether we prefer chocolate or vanilla is a subjective presence.
But whether we eat the flesh of mammals can be an ethical issue, because it now touches the pain and
suffering caused by slaughtering animals for food.
Thus, it's important to explore a way of life in which universals are in harmony with our personal
values.
CLARIFYING PERSONAL VALUES
To integrate universal values into our lives, we must do another necessary task: clarify our own
personal values.
Many of us go through life not knowing that our personal values are not really our own. They are
just reflections of the demands of our surroundings: our parents, friends, society, what people will say, etc.
We begin to wonder why we're not happy in our careers or why we easily get angry when we're performing
our work.
Would you and I be willing to devote more than twenty years of our lives to something that we
didn't really love? Lack of clarity of our personal values can condemn us to a life that we don't cherish, to a
work that we don't find fulfilling.
It's essential for each one of us to clarify what is truly meaningful in our lives-things that we
would like to live and even die for.
To help us attain such clarity, we must try to answer two questions. For some of us, they may be
difficult to answer. Nevertheless, do your best. You can always change them later. I suggest that you write
down your answers, not just think about them. Writing them will force you to be specific and to see your
present hierarchy of personal values more clearly. The first question is, what are the things that you would
like to do or achieve or become before you die? The second question is, what are three things that you
would like to do or accomplish within the next three years?
In answering the first question, you're really searching for an answer that doesn't come from your
outer self, which is your logical mind or emotions. When your outer self-answers, you might reply
according to the values of society, which may not resonate with your innermost self. You want the answer
to come from somewhere deeper within you.
For this reason, it's important to review the list after a week, a month, and a year. See whether
your answers are still the same. If at these different times your list is the same, you may be reasonably sure
that you're hearing the answer of your deeper self. If the list keeps changing, then it means that you're
listening to your outer self.
Your answer to the second question helps you determine whether you will be spending your
coming years meaningfully. If what you do for the next three years has got nothing to do with your lifetime
list, then decide whether you're doing the right things for the next three years or, on the other hand, whether
your lifetime list needs to be revised.
Check also whether your personal values are in harmony with universal values. If not, review

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them and see whether develop within yourself they are really what you want in life
INTEGRATION OF VALUES
The above discussion and exercises constitute the first necessary, stage in the integration of
values and behavior.
The second stage is the integration of these values, things are required to internalize values:
1. Clarity of universal and personal values: We must convince that universal values are valid and
truly pursuing and also that our personal values are clear and strongly felt.
2. Contrary conditionings are neutralized. The conditionings to be neutralized are of two kinds:
 Physico-emotional conditionings: those involving habits and emotional reactions, such as fears,
resentments etc.
 Mental conditioning: those molded by cultural values, such as the measurement of success
and failure and philosophy of life. They create preferences for lifestyles, modes of action, etc.
This aspect is related to a review of one's map of reality.
When true clarity is achieved and conditionings are comprehensively reviewed, then values can be
fully integrated into our life with minimal difficulty.
Virtues: The Good Habit
Virtues are habits of human excellence. Moral virtues are excellences of character acquired
thorough the formation of good habits and are necessary for happiness.
Understanding virtues and the specific virtues that enable people to think and behave well has a real
payoff: a serious chance at happiness, defined by Aristotle as a whole life, well lived. The virtue theory of
ethics dominated Western moral thinking from ancient times through the middle ages. It made a major
comeback in the 20th century. An understanding of what virtue and virtue ethics is all about can help
people to see why they need to form good habits of choosing and acting.
Virtues refers to human excellence. In their quest to understand what a good person is how a good
life is lived, Socrates, Plato and Aristotle studied human excellence, which came to be called virtues in
particular, enable a person not only to be good, but it's a sure thing that everyone wants to have a good life,
it turns out that you can't have a good life without being good, that is, being virtuous.
In his Nicomachean ethics, Aristotle states there are kinds of virtues: intellectual virtues which are
excellence of the mind and moral virtues which are excellence of character.
1. Intellectual virtues include:
 Art
 Science
 Speculative wisdom
 Practical wisdom (prudence)
 Intuitive reason (understanding)
These intellectual virtues can be taught and they are actually taught in school-some more
than others. Values Education is the process by which values are formed in the learner under the
guidance of the teachers and parents as he/she interacts with his/her environment. Values
Development is the act, process or result of developing the values for human dignity.
2. Moral virtues the virtues that make up good character are numerous. But the critical ones

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that, once ingrained in a person, give that person the best chance of happiness are the
"cardinal" virtues of:
 Justice
 Temperance
 Fortitude or courage
 Prudence
Prudence (practical wisdom) is a special virtue in that it is an intellectual one, but guides
human choices, while the moral virtues are all about doing, or action. Unlike intellectual virtues
which can be taught, moral virtues aren't acquired through teaching. Moral virtues are formed by
acting in the same way over and over again until they become habits.
Virtues are Required for the Good Life
All people want to be happy, and it turns out that a person actually needs the cardinal virtues to
achieve happiness, which means, again, a whole life well lived. The moral virtues give people the character
that they need to persist through difficulties (fortitude) to achieve worthwhile things, to say no to
themselves when it's really tempting to be self-indulgent (temperance) instead of doing what ought to be
done, and to treat others properly (justice)
How do people acquire these moral virtues? If extremely lucky, a person had parents who had them
and were therefore role models of excellence. Otherwise it's very hard work and success comes only after
years of making tough decisions and acting responsibly, over and over. Because virtues are good habits and
habits take time to form.
How will a person know when he acquires these moral virtues? By the people around him who will
look up to him, go to him for help, rely totally on his word, and trust him with their lives. In addition, such
a person will feel 10 feet tall, knowing that he is in control of all his appetites, and that he does what he
says he'll do 100% of the time, even when it costs him something. That person has good moral character or
just good character, because he possesses the moral virtues.
Aristotle maintained that it is not possible to achieve happiness, that is a whole life well lived,
without moral virtues. Moral virtue is necessary for happiness because otherwise people sabotage their
own well-being by making lots of bad choices and acting badly. But moral virtue is not sufficient for
happiness as Aristotle saw it. Good fortune is also needed to the extent that a certain minimum amount of
wealth and possession of important goods are outside of one's own power. Good health also relies to some
extent on good fortune.

Seven (7) Core-related Values

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The seven (7) core values are made specific and further explained and ramified into particular
values.
DIMENSIONS VALUES

PHYSICAL HEALTH
Physical Fitness

A Cleanliness

S Harmony with the material universe

INTELLECTU
AL Beauty
H S Art H
U E TRUTH U
MORAL
M L Knowledge M
A F Creative and critical thinking A
N SPIRITUAL N
LOVE
Integrity/Honesty

P Self-worth/Self-esteem D
E Personal Discipline I
R SPIRITUALITY G
S Faith in God N
O I
N SOCIAL SOCIAL RESPONSIBILITY T
Mutual Love/Respect Y
Fidelity
Responsible parenthood
I
Concern for others/Common good
N
Freedom/Equality
ECONOMIC Social Justice/Respect for human rights
C
Peace/Active non-violence
O
Popular participation
M
ECONOMIC EFFICIENCY
M

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U POLITICAL Thrift/Conservation of resources

N Work ethic
I Self-reliance
T Productivity
Y Scientific and technological knowledge
Entrepreneurship 
NATIONALISM
Common identity
National unity
Esteem of national heroes
Commitment
Civic consciousness/Pride
Bayanihan/Solidarity
GLOBAL SOLIDARITY
International understanding and
cooperation

DOMINANT FILIPINO SOCIAL AND CULTURAL VALUES

Part of understanding man is looking into the values he upholds and manifests in his actions. Working
within the Filipino context, it is helpful to consider Filipino values such as:
3. Social Acceptance is the accommodation of a group which they extend to a person so that the
latter may feel that he belongs to the former. This is manifested by other values such as:   smooth
interpersonal relations which includes, pakikisama, euphemism, tulay, and amor propio which
refers to the value that protects an individual from shame and allows him to be accepted.
4. Emotional Closeness and Security in a Family is a value that expresses the importance of family
in the life of the individual. The family is a decisive factor in the decision making and behavior of
the individual. It is considered among his priorities, if not his top priority in life.
5. Authority Value is the acknowledgement of and respect to an authority in the family or group or
society. The authority figure is the point of unity and reference for decisions, particularly in
activities that affect the whole family. The blessing or permission given by the said figure can be
considered as a confirmation of the rightness of the decisions made.
6. Personalism is a value that guarantees intimacy, special attention, and good acts which are
extended to people who are referred to or recommended by people close to him.
7. Utang na Loob is a value that obliges one to thank a person for the goodness received or return a
favor that is extended by somebody else. It gives account to our sense of gratide.
8. Patience, Suffering and Endurance are values that enable one to be strong in life, especially in

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times of troubles, pains, difficulties and problems.

III
Let’s Try This

Are you aware of the following values of Modern Filipino? Which do you possess right
now?
 Pananalig (Faith)
 Katapatan (Loyalty)
 Pag-aaruga (Caring and Affection)
 Kasipagan (Industry)
 Tibay ng loob (Endurance)

DIMENSIONS OF DEVELOPMENT

Good Citizenship Values

Our nation is in crisis
our people are suffering
Let us stop being a part of the problem
let us be part of the solution
Let us be good citizens
By living the good citizenship values
enshrined in the constitution.

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FAITH IN GOD - Be God-fearing and live according to His will.

UNITY - Work together and share with one another.
PATRIOTISM - Place the good of the country above one's own.
WORK - Be diligent and earn an honest living. Do not engage in crime and corruption.
RESPECT FOR LIFE - Recognize the absolute value of human life and human dignity of every
person. Do not inflict harm on others.
TRUTH - Stand up for the truth and avoid intrigue and mudslinging.
JUSTICE - Give everyone their due. Do not oppress or take advantage of anyone.
FREEDOM - Assert your right to be able to do the right things.
LOVE - Look after the good and welfare of one another.
EQUALITY - Treat one another as brothers and sisters being children of one God and one nation.
PEACE - Live and work together in harmony. Avoid violence as a way of settling disputes.
PROMOTION OF THE COMMON GOOD - Put the welfare of the greater number of people over
one's own. Do not be greedy and selfish.
CONCERN FOR FAMILY AND FUTURE GENERATIONS - Look after the welfare of your
family and future generations.
CONCERN FOR THE ENVIRONMENT - Keep your surroundings clean and conserve our natural
resources.
ORDER - Respect of one another and comply with your duties and responsibilities.

The challenge to every Filipino is to be a good citizen and build a peaceful and progressive
nation.
From: EDSA PEOPLE POWER COMMISSION GOOD CITIZENSHIP MOVEMENT

Morals of Good Citizenry

Article II, Section 13 of the Philippine Constitution recognizes the vital role of the youth on
nation-building, and promotes and protects their physical, moral, spiritual, intellectual, and social well-
being. It shall inculcate in the youth patriotism and nationalism and encourage their involvement in
public and civic affairs.
The provisions are reaffirmation and culmination of Dr. Jose P. Rizal's expectation that the "...
youth are the fair hope of the Fatherland."
The roles played by the youth in the past for nation building had caught the attention of the
government. Their demonstrations and activism opened the eyes and minds of Filipino leaders and
supporters for needed reforms throughout the country. The Filipino youth, like their other counterparts
in some parts of the world, exposed the corrupt practices of their elders, and expressed the urgency of
changes for reform.
Today, the State provides various assistance to the youth especially in education such as
scholarship grants, study now-pay later programs, summer jobs, sports and league competitions,
summer youth camps and series of youth training.
The right-thinking individuals would want to have the best of everything for themselves.
Besides wanting to be successful in the endeavor, they would like themselves to be regarded by their
fellowmen as honorable people, of good character and reputation. They must strive to be good citizens
to be worthy of the respect and confidence of their countrymen.

Good Filipino Citizen 

There are desirable traits of the Filipino youth needed for national development. Foremost of
which is love of country that is expressed by the love for the mother tongue - our native language,
Filipino. How many of the Filipino youth dwell in enriching their language through reading, writing,
and speaking? While English is the international language in business, trade, industry, and diplomacy,
the youth should become not only proficient but also proud of the Filipino language.

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Love of country is also patronizing Filipino cultural arts, products, and inventions, promoting
and conserving the natural resources of the country. Love of country means serving the Philippines no
matter how inadequate the returns are. It is true that the greener pastures in terms of material wealth are
in the First World Countries. The true patriotic and loyal Filipinos see the blessings in having limited
material resources for as long as their services uplift the nation's welfare.
Year in and year out, the government appropriates money, manpower, and materials for the
education of the youth from elementary to college. When these students graduate and find jobs in other
countries, the return of government expenses may just go down the drain, so to speak. While their
dollar remittances are acknowledged to form the big bulk of the country's Gross National Product, the
services they would otherwise render in their own country are the loss and the bane of local
development as they cause the shortage of needed manpower.
Other desirable traits in the Filipino youth needed in national development are continuous
interest to learn, thrift, industry, sense of service, perseverance, creativity or inventiveness, honesty,
personal discipline, respect, integrity, sense of responsibility, assertiveness, and sensitivity to the needs
of others.
Good governance is not enough. People should work on being good citizens. They should
translate the good citizenship values derived from the Preamble of the Constitution into concrete action
in order to build the nation.
The Good Citizenship Value Clusters
The Good Citizenship Movement EPPC in partnership with CHED (2006) releases the
following Good Citizenship Values Clusters;
A. Pagkamaka-Diyos
1. Faith in the Almighty 
2. Respect for Life
3. Order
4. Work 
5. Concern for the family and future generation
B. Pagkamaka-Tao
1. Love
2. Freedom 
3. Peace 
4. Truth 
5. Justice
C. Pagkamaka-Bayan
1. Unity
2. Equality
3. Respect for law and government 
4. Patriotism 
5. Promotion of the common good
D. Pagkamaka-Kalikasan
1. Concern for the environment 
2. Environmental Sanitation

The history of nationalism and patriotism in the country is as old as the history of mankind.
Oftentimes, this is a part of the discussion in educational institutions since this is the major thrust of the
government and the backbone of human principle. However, this basic understanding does not manifest
in most parts of the land. The philosophy of nationalism nowadays does not concern itself much with
the aggressive and dangerous form of nationalism that often occupies center stage in the news and in
sociological research. Although this form can be of significantly instrumental value mobilizing
oppressed people and giving them a sense of dignity.

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The term "nationalism" is generally used to describe two things: first is the attitude of the
members of a nation which includes the concept of national identity such as common origin, ethnicity
and cultural ties; second, is the actions that the members of the nation take when seeking to achieve (or
sustain) self-determination. These involve having full statehood with complete authority over domestic
and international affairs.

Whereas, "patriotism" is love of and/or devotion to one's country. The word comes from the
Greek patris, meaning fatherland. Patriotism has had different meanings over time, and its meaning
is highly dependent upon context, geography and philosophy. Although patriotism is used in certain
vernaculars as a synonym for nationalism, it is not necessarily considered an inherent part of
patriotism: Patriotism is strengthened by adherence to a native religion, particularly because such a
community usually has its holy places inside its motherland. This also implies a value preference for a
specific civic or political community.

Patriotism and Nationalism in the Philippines

Nationalism is characterized by an attachment of superiority to one's country, an aspiration for
its continuity, prosperity, and maintaining a high regard and respect for the laws, principles and policies
of that country. A country is an artificial body composed of several persons. In short, an 'association of
men'. Its purpose ranges from providing protection to providing an identity to its citizens, its members.
At this point you will draw the most defining distinction between a country and a government. The
government constitutes all non- political and political personnel in service of the country. This will
range from the President to the last civil servant whereas the country is constituted of both the servants
(individuals in government) and the masters (the ordinary citizens).

Philippine Nationalism is an upsurge of patriotic sentiments and nationalistic ideal in the

Philippines in the late 1800s that came as a result of the Filipino Propaganda Movement from 1872 to
1892. It became the main ideology of the first Asian nationalist revolution, the Philippine revolution of
1896. Spain already ruled the Philippines for about 333 years before Philippine nationalism was
developed. Towards the 19th century the bureaucracy centralized government established in Manila has
caused widespread discontent in the entire archipelago, but there was no united front against the
Spanish Regime. Many revolts were caused by either personal discontent or territorial defense.

The belated development of Philippine nationalism was caused by the natives' tendency to be
regionalistic. The geography of the Philippines did not help. The Philippine insular and the people were
divided by water. In fact, the term "Filipino" originally means Spaniards born in the Philippines and not
the native inhabitants. But certain events eventually led to the development of native patriotism. Things
that happened which transcended the cultural and geographical boundaries that had been barriers to the
unification of the inhabitants of the archipelago.

The earliest signs of Filipino Nationalism could be seen in the writings of Luis Rodriquez
Varela, a Creole educated in liberal France and highly exposed to the romanticism of the age. Knighted
under the Order of Carlos III, Varela was perhaps the only Philippine Creole who was actually part of
European nobility. The court gazette in Madrid announced that he was to become a Conde and from
that point on proudly called himself "Conde Filipino". He championed the rights of Filipinos in the
islands and slowly made the term applicable to anyone born in the Philippines. However, by 1823 he
was deported together with other creoles (allegedly known as Hijos del Pais), after being associated
with a Creole revolt in Manila led by the Mexican Creole Andres Novales.

Varela would then retire from politics but his nationalism was carried on by another Creole
Padre Pelaez, who campaigned for the rights of Filipino priests and pressed for secularization of
Philippine parishes. The Latin American revolutions and decline of friar influence in Spain resulted in

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the increase of the regular clergy (friars) in the Philippines. Filipino priests were being replaced by
Spanish friars and Pelaez demanded explanation as to the legality of replacing a secular with regulars-
which is in contradiction to the Exponi nobis. Pelaez brought the case to the Vatican and almost
succeeded if not for an earthquake that cut his career short and the ideology would be carried by his
more militant disciple, Jose Burgos. Burgos in turn died after the infamous Cavite Mutiny, which was
pinned on Burgos as his attempt to start a Creole Revolution and make himself president or "rey indio".
The death of Jose Burgos, and the other alleged conspirators Mariano Gomez and Jacinto Zamora,
seemingly ended the entire creole movement in 1872. Governor-General Rafael de Izquierdo unleashed
his reign of terror in order to prevent the spread of the creole ideology which is the Filipino nationalism
(Craig, 2007).

The Philippines have cradled, from the past up to the present times, some of these greatest
heroes that inspired millions of Filipino people in every generation, and through their works and
visions, revolutionized the course of Philippine history. Dr. Jose P. Rizal, the national hero of the
Philippines and the pride of the Malayan race, through his inspirational works and radical novels
became the icon of freedom during the Philippine Revolution (1896-1898).

Filipinos have a great list of historical personalities - people often found in books and other
reading materials with abundant discussions from their birth, legacies and death. However, we have
more heroes than we expected. There are many personages who, instead of being the central character
of most historic battles and events, find themselves more useful as undercover, or doing what seems to
be minor, yet equally significant tasks.

Unsung Heroes were the so-called "Forgotten People" in Philippine history - people who,
unfortunately, were not given much attention in traditional studies and mainstream histories, but are
equally heroic in their own simple yet significant ways. They are the peripherally discussed or rarely
mentioned people who have nonetheless distinguished themselves for their heroic deeds and
martyrdoms. They have often worked behind "prominent" heroes, but have done dangerous and
complicated tasks which made many battles and revolts possible, if not successful. And now, Filipinos
should recognize the heroism and patriotism of these "Unsung Heroes" who have contributed to the
development of Filipino nationalism and the transformation of Philippine society.

One of them was Macario Sakay, who was born in Tondo on September 13, 1907; he
relentlessly fought against the American rule during the American colonization. He founded the
Tagalog Republic, an organization which pushed for Filipino self-determination and independence.
Jose Palma, born also Tondo, was a poet aside from being a soldier. He wrote a Spanish poem titled
"Filipinas" which was published in the La Liga Filipina. The verses of "Filipinas" later became the
lyrics to the Philippine National Anthem. Galicano Apacible became the first president of La
Solidaridad, a society of Filipino intellectuals in Spain who tried to represent the Philippines to bring
forth its issues and concerns in the Spanish parliament.

History of the Philippine Flag

The Philippine National Flag is said to be the primary symbol of the nation's
camaraderie, solidarity and unity. It is, therefore, the symbol of nationalism and patriotism in the
country. The national flag of the Philippines is a horizontal bicolor with equal bands of blue and
red, and with a white equilateral triangle based at the hoist side. In the center of the triangle is a
golden yellow sun with eight primary rays, each containing three individual rays and at each
corner of the triangle is a five-pointed golden yellow star.

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The flag was first conceptualized by Emilio Aguinaldo. The first flag was sewn in Hong
Kong by Marcela Agoncillo, her daughter Lorenza, and Doña Delfina Herbosa de Natividad,
niece of José Rizal, the Philippines' national hero. The flag is displayed with the blue field on top in
times of peace, and with the red field on top in times of war. The Philippine flag is unique in the sense
that it can indicate a state of war when the red field is displayed on top or on the observer's left when
the flag is displayed vertically, with the white equilateral triangle at the top end.

The flag is horizontally divided into two fundamental colors, royal blue and scarlet red, with a
white equilateral triangle based at the hoist side. The blue field stands for peace, truth and justice. The
red field stands for bravery, and the white field stands for equality and fraternity. At the center of the
triangle is a golden yellow sun with eight primary rays to represent the first provinces that sought
independence from Spain such as Batangas, Bulacan, Cavite, Laguna, Manila, Nueva Ecija, Pampanga,
and Tarlac each containing three individual rays, and at each corner of the triangle is a five-pointed
golden yellow star. Accordingly, the stars of the Philippine flag represent the three major geographical
subdivisions of the country, Luzon, Visayas and Mindanao or the so-called LUZVIMINDA.

An article, however, published by the National History Institute corrected newspaper

correcting the comm misinterpretations about the three stars. Accordingly, the country's flag illustrates
to you the story of the Philippine Revolution. In proclamation of the country's independence, the three
sto represented the three islands where the revolution against Spain actually started, Luzon. Mindanao
and Panay, where this revolutionary movement broke out.

Another common historical error being taught is about the eight rays in the flag which
represent the eight provinces which first revolted against Spain in 1896. The proper historical basis
during the proclamation of Philippine independence explained that the eight provinces - Manila,
Cavite, Bulacan, Pampanga, Nueva Ecija, Tarlac, Laguna, and Batangas – were declared in a state of
war almost as soon as the revolutionary movement was initiated.

How to Display the National Flag

The National Flag flies all naval vessels and on merchant ships of Philippine registry, of more
than 1,000 gross tons. When planted on the ground the flagpole should be at a prominent place and
should be as such height to give the National Flag commanding position in relation to the buildings in
the vicinity. The flagpole shall not be of equal height or higher than the Independence Flagpole at the
Rizal Park, Manila. If flown from a flagpole, its blue field should be on top, in time of peace and the
red field if in time of war. If in hanging position, the blue field shall be to the left (observer's point of
view) in time of peace, and the red field to the left in time of war. When the National Flag flies with
flags of other countries, the flags must be of equal size and on separate staffs of the same height. The
National Flag shall be hoisted first and lowered last.

If the National Flag is displayed in a semi-circle of flags with other countries or house flags,
the National Flag should be at the center. When displayed in a row or in a parade with flags of other
countries, the National Flag shall be on the left (observer point of view) of the other flags. The flags of
other countries should be arranged in alphabetical order from left to right. When honoring the dead, the
National Flag may be used to cover caskets of the honored dead of the military veterans of previous
Wars National Artists and of civilians who have rendered distinguished service to the nation. The
National Flag shall be Placed in such cases in a way the white triangle shall be a head, and the blue
shall cover the right side of the casket. The National Flag shall not be lowered to the grave or allowed
to touch the ground, but shall be folded solemnly and handed over to the heirs of the deceased or next
of kin.

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The National Flag shall be displayed in private buildings and residences or raised in the open
flag-staffs in front of said buildings every April 9 (Araw ng Kagitingan): May 1 (Labor Day); (National
Flag Days) from May 28 to June 12 (Independence Day); last Sunday of August (National Heroes
Day); Nov. 30 (Bonifacio Day); and December 30 (Rizal Day); and on such other days as may be
declared or approved by the President and/or local chief executives.

More important is the prohibition to mutilate, deface, defile, trample on, cast contempt,
or commit any act or omission casting dishonor or ridicule upon the National Flag or over its
surface. Never use the National Flag as drapery, festoon, and tablecloth. The National Flag
cannot be used as a cover for ceilings, walls, statues or other objects or as a pennant in the hood,
side, back and top of a motor vehicle. The National Flag cannot be used in whole or in part as a
costume or uniform, under any painting or picture, trademarks, or industrial, commercial, or
agricultural labels or designs. The National Flag shall be flag be flown in half-mast for 10 days
when the president dies.

National Symbol
Symbols can signify many things. Domination, nationalism and national identity are no
exception. The most common symbols of sovereignty and nationhood are the National Flag and
National Anthem. Others, such as a pledge of allegiance and the ones described below are by now
recognized as the Philippine Symbols:

The Philippine Mango is a tropical fruit known to be yellow in color which achieves its
delicious and sweet taste through its scrupulous harvest procedures, Philippine Mano recognized
worldwide for its best qualities, which cannot be beaten by any kind of mangoes around the globe. 

The Narra is a striking, large and strong shady tree. It is one of the most woods for furniture
but because there are only a few trees cutting down a narra tree is no longer allowed.

The Philippine Eagle or also known as the "monkey eat eagle" stands over 3 feet (1m) tall. It
has a large, sharp, cut beak. It has feathers that seem to bristle on its head. It is a forest raptor and is
considered as an excellent hunter.

The carabao or "kalabaw" in Filipino is a tamed type of water buffalo in the Philippines. Being
the farm animal of choice for pulling the plow and cart used to tow farm produce to the market;
carabaos are warmly associated with farmers. Lechon is a very popular and famous food among
Filipinos. Lechon (litson in Tagalog) is a roasted whole pig cooked over burning charcoal. It is a dish
that is almost a fixed part and menu centerpiece of any Filipino celebration like fiestas, family
celebrations (like parties and marriages) and also a favorite dish during Christmas.
Flag and Heraldic Code of the Philippines - laws shall include acts of respect for the
national anthem and other national symbols

Voter's Education
Election is the means by which the people choose their officials for definite and fixed periods.
A responsible citizen of a country must be very vigilant in practicing one's right in choosing a leader of
the country. It is held every 2nd Monday of May, every six years for national and local elections and
every last Monday of October, every 3 years for barangay and SK officials. The term of office of
President, Vice-President and Senators is 6 years while for governors, board members, congressman,
mayor and councilors is 3 years. The ARMM election is held every 3 years beginning from March
1993.

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Different Types of Electoral Exercises

Regular Elections Special Elections

National
Local Plebiscite
Baranggay Referendum
ARMM Initiative
Sangguniang Kabataan (SK) Recall

Registration however, is an act of accomplishing and filling of a sworn application for

registration by a qualified voter for them to have the opportunity to choose our leaders, get heard and
be counted, whether rich or poor have guaranteed opportunity to participate for better services from the
executive, policies and laws from the legislative. Go out and register or revalidate your registration at
the National Youth Council Voters (Voters Education Advocate).

A voter must be a Filipino citizen, eighteen (18) years old, a resident of the Philippines for
one year and in the city or municipality wherein he proposes to vote for at least six months
immediately preceding the election unless otherwise disqualified by law.

Validation of registration is a process wherein fingerprints of the voter would be

captured electronically at no expense to the voter at the COMELEC office. Transferring your
registration may be applied with the Election officer of new residence for the transfer records.

As if a new voter, you must register during the period allotted for voter registration, be
informed of the issues, platforms and personalities of the political candidates, set specific guidelines in
choosing government leaders in terms of the candidates' social affiliations and interests, competence,
lifestyle, performance records and participation in public debates to inform citizens of their
commitments, interests, and programs in the government This process can be used to remind and hold
the elected leaders accountable to the promises made during the campaign.

During Election day vote according to your informed conscience. Protect the integrity of your
own vote from any undue influence. Volunteer in organizations that work for clean and peaceful
elections, and watch out for instances of cheating in elections and inform authorities and the rest of the
electorate of such activities.

After casting your vote, be vigilant in the counting a canvassing of votes. Attend consultation
and public hearings, and participate in local special bodies, legislative advocacy - process where
citizens talk with the lawmakers and other implementers in the government to ensure that the concerns
and welfare of the general public are included in the discussion and making of laws. The citizen voter
can also engage in the political and electoral process in other ways by making views known to the
elected representatives, candidate or party-list group, and supporting initiatives of civil society
organizations to ensure honest and peaceful election results.

Good Governance
Governance is the exercise of power or authority - political, economic, administrative, or
otherwise – to manage a country's resources and affairs. It comprises the mechanisms, processes, and
institutions through which citizens and groups articulate their interests, exercise their legal rights, meet
their obligations, and mediate their differences. Good governance means competent management of a
country's resources and affairs in a manner that is open, transparent, accountable, equitable, and
responsive to people's needs.

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There are two key elements of good governance, namely, political and economic principles.

Political Principles
 Good governance is based on the establishment of a representative and accountable form of
government. 
 Good governance requires a strong and pluralistic society, where there is freedom of
expression.
 Good governance requires good institutions - sets of rules governing the actions of individuals
and organizations and the negotiation of differences between them.
 Good governance requires the primacy of the rule of law, maintained through an impartial and
effective legal system. 
 Good governance requires a high degree of transparency and accountability in public and
corporate processes. A participatory approach to service delivery is important for public
services to be effective.
Economic Principles
 Good governance requires policies to promote broad based economic growth, a dynamic
private sector and social policies that will lead to poverty reduction. Economic growth is best
achieved in an efficient, open, market-based economy. 
 Investment in people is a high priority, through policies and institutions that improve access to
quality education, health and other services that underpin a country's human resource base. 
 Effective institutions and good corporate governance are needed to support the development of
a competitive private sector. In particular, for markets to function, social norms are needed that
respect contract and property rights.
 Careful management of the national economy is vital in order to maximize economic and social
advancement.

        Good governance is an essential precondition for sustainable development. Various

countries that are quite similar in terms of their natural resources and social structure have
shown strikingly different performance in improving the welfare of their people. Much of this
is attributable to standards of governance. Poor governance stifles and impedes development.
In countries where there is corruption, poor control of public funds, lack of accountability,
abuses of human rights and excessive military influence, development inevitably suffers.

A landmark study by the World Bank, Assessing Aid - What Works, What doesn't and
Why (1998), demonstrated the crucial role that good governance plays in enhancing the
effectiveness of aid. The study found that where there is sound country management, an additional
one percent of GDP in aid translates into a one percent decline in poverty and a similar decline in
infant mortality - whereas in a weak policy and management environment aid has much less
impact. Findings like these clearly indicate that the returns from development assistance are
generally greater in developing countries characterized by good governance.

One element of good governance that is needed for sustained development is an economy
that operates in an ethical accountable and appropriately regulated environment. Which facilitates
competition in the marketplace. Without this, there will be no driver for economic growth and
sustainable development will not be possible. A dynamic private sector, operating in a properly
functioning competitive market system creates jobs and income, generates wealth and helps ensure
that resources are used efficiently.

IV

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Pretend that you and your friends witness a vehicular accident. Your friends did not move out of
shock. You noticed a victim lying on the pavement still conscious. If you were act as a leader in that
scene, how would you save the victim?
Defining Leader and Leadership
An adage states that leaders are not born but they are developed. Basically, this topic covers
the basic theories and principles of leadership that you need to learn to prepare you as a good leader in
the future. The success of every group’s endeavor in whatever nature of work (in the field of business,
social, political, spiritual, and others will always reflect from the good qualities of a leader and the type
of leadership manifested.
Who actually is a leader? Microsoft Encarta 2006 has defined leader in three key roles:
1. As a Guide - where the leader assumes the role as the director, organizer, mentor, guru, and
adviser.
2. As a Frontrunner – where the leader can be a spearhead, leading light, trailblazer, and
groundbreaker.
3. As a Head – where he or she can be called chief, manager, superior, principal, boss, and
supervisor.
Leadership is defined as a process of giving control guidance, headship, direction, and
governance. It is synonymous with the basic principles of management. In fact, leading is one of the
action words and components of management field, though, it has different perspectives.

Building Blocks in Leadership

Building Block Easy to Difficult
overcome to
overcome
1. Selfishness, self-centered
2. Pessimism
3. Passivity (inactive/not resourceful)
4. Insecurity
5. Recognition seeker
6. Subjectivity/bias/partiality
7. Lack of dedication/commitment/sincerity
8. Dishonesty
9. Immorality
10. Conceitedness/boastfulness
A leader is a human like you. Sometimes you also experience failures. But what makes it
laudable is when you take the initiative to reflect from your failures and work to conquer them. Below
are some factors that cause failures in leadership. Reflect on your experiences. For each identified
building block check (√) the column, where you find such block as either easy to overcome or difficult
to overcome.

Servant Leadership
“The law of service: He who wishes to live long must serve, but he
who wishes to rule does not live long.” – Hesse
The new trend now in leadership is termed as “Servant Leadership”. Different views on this
emanated from pious doctrines where Jesus Christ depicted as the best model of servant leader. A

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leader who humbled Himself to serve His disciples especially when He performed the “washing of the
feet” symbolizes humility and humbleness of Christ.

Ten Principles of Servant Leadership

1.Listening Seeks to identify the will of a group and helps clarify that
will. The servant leader seeks to listen receptively to what is
being said.
2.Empathy Strives to understand and empathize with others. People
need to be accepted and recognized for their special and
unique spirits.
3.Healing Becomes one of the greatest strengths of servant leadership,
the potential for healing one’s self and others whereby many
people have broken spirits and have suffered from a variety
of emotional hurts.
4.Awareness Aids the servant leader in understanding issues that involve
ethics and values and view most situations from a more
integrated and holistic position.
5.Persuasion Reminds servant leaders to give primary reliance on
persuasion rather than positional authority in making
decisions within an organization.
6.Conceptualization Seeks to nurture the servant leader’s abilities to “dream
great dreams.” The ability to look at a problem (or an
organization) from a conceptualizing perspective means that
one must think beyond day-to-day realities with sensible and
functional ideas.
7.Foresight Enables the servant leader to understand the lessons and
events from the past, the realities and phenomena of the
present, and the likely impact of a decision for the future.
8.Stewardship Prioritizes the needs of others and emphasizes the use of
openness and persuasion rather than control.
9.Commitment to the Growth Makes servant leaders believe that people have an essential
of People value beyond their concrete contributions as workers
thereby the servant leader is deeply committed to the growth
of each individual.
10. Building Community Suggests that true community can be created among those
who work in business and other institutions.
Greenleaf as cited by Frick (2004) said: “All that is needed to rebuild community as a viable
life form for large numbers of people is for enough servant leaders to show the way, not by mass
movements, but by each servant leader demonstrating his/her own unlimited liability for a quite
specific community related group.”

Leadership Behaviors
There is no specific leadership behavior that would guarantee efficiency and effectiveness of
the operation/mission of a certain group or organization. The adoption of a particular leadership
behavior depends on the nature of the leader, members, and work of a certain organization. Four types
of leadership are listed below. Examine each type carefully and find out which one applies to you as

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leader.
1. Authoritarian Leadership – leads men by means of the rank position. A self-centered type of
leadership where the leader believes he or she is the only one capable of directing the
subordinates.
2. Paternalistic Leadership – leads men by always setting an example. This type of a leader
manifests an example of a father, who seems to be always after the welfare of his children.
3. Participative Leadership – makes the men participate actively in the activity or task in the
organization but reserves the right to make final decisions on critical matters.
4. Laissez-Faire Leadership – leaves decisions making to the subordinates. The leader will give
an assignment, and then it is up to the subordinates to accomplish the task in whatever manner
they can.
As a leader, your primary relationship to the team is indicated by the highest total score. In
descending order, the other number indicates the relative strength of your other relationships to the
team. Interpret your scores according to the following category descriptions: this kind of leaders
1. The Contributing Leader is focused on providing reliable information to the team.
This leader sets high standards for personal and team performance. Team members
credit this kind of leader with excellent organizational abilities, including
management of budget and schedules. Members of the team may criticize this leader
for narrowness of mental pictures and firmness.
2. The Collaborating Leader is focused on fulfilling the overall goals and mission of the
team. This works well with others in a “bahala na” spirit of flexibility. Team
members credit this kind of leader with vision and far-ranging intellect. Members
may criticize this kind of leader for losing track of details and undervaluing small,
but necessary tasks.
3. The Communicating Leader is focused on the processes by which the team attains its
goals. This leader listens well and encourages participation by all team members. Team
members credit this kind of leader with good “people skills” and conflict resolution abilities.
Members may criticize this kind of leader for caring more for people and processes than for
results.
4. The Challenging Leader is focused on enhancing team performance through “gadfly”
questions and comments. This leader often disagrees (or appears to disagree) with the
approaches, processes, and conclusions of the group. Team members credit this kind of
leader with permitting risk and independent judgment. Members may criticize this kind of
leader for being so perfectionist without considering the weaknesses of others in terms of
their capabilities.
Foundation of Leadership
Leader must know the strengths and challenges of the organization and environment.
This training will be followed by an assessment on core competencies like:
 Customer orientation
 People orientation
 Achievement orientation
 Initiative
 Leadership
 Impact
 Self confidence

Your personal development 7 steps of effective learning:

1. Choose training according to your development review
2. Define your learning objectives with your supervisor
3. Build your Personal Development Plan (PDP)
4. Set SMART objectives with your supervisor

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5. Discuss your key learnings with your supervisor

6. Define actions and next steps with your supervisor
7. Ask your supervisor and peers for permanent feedback and coaching to reach your objectives
SMART Objectives
S – pecific; Who and What
M – easureable; By How much
A – mbitious; Challenging
R – ealistic: Calculate risk/obstacles
T – ime bound: When
What makes A Good Leader

The leadership qualities that make a good leader fall into two broad but overlapping categories:
Leadership qualities that depend on the context. Different situations require the leader to exhibit
different qualities
Some leadership qualities are generic. Leaders need to exhibit these traits in most situations.
These are not hard-and-fast distinctions, but two ends of a spectrum that can depend on your
perspective. For example, as we shall see shortly, honesty is an important generic leadership quality.
However, in the first gulf war, General Norman Schwarzkopf needed to be dishonest in order to secure
victory over Saddam Hussein’s forces. He adopted a strategy (similar to that General Eisenhower on
D-day) of kidding the enemy into believing the allied attack would take place at a different place. This
deceit contributed to Eisenhower and Schwarzkopf being seen by many a s great military leaders.

The Seven Leadership Qualities of Great Leaders

More than 50 qualities have been identified that are important to great leaders. But there are
seven leadership qualities that seem to stand out as being more important than the others. The good
news is that each of these leadership qualities can be learned, and they must be learned by practice and
repetition.
1. Vision
Great leaders have vision. They can see into the future. They have a clear, exciting
idea of where they are going and what they are trying to accomplish and are excellent at
strategic planning.

This quality separates them from managers. Having a clear vision turns the individual
into a special type of person. This quality of vision changes a “transactional manager” into a
“transformational leader.” While a manager gets the job done, great leaders tap into the
emotions of their employees.

2. Courage
“Courage is rightly considered the foremost of the virtues, for upon it, all others
depend.” (Winston Churchill)

The quality of courage means that you are willing to take risks in the achievement of
your goals with no assurance of success. Because there is no certainty in life or business,
every commitment you make and every action you take entails a risk of some kind. Among the

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seven leadership qualities, courage is the most identifiable outward trait.

3. Integrity
In every strategic planning session that I have conducted for large and small
corporations, the first value that all the gathered executives agree upon for their company is
integrity. They all agree on the importance of complete honesty in everything they do, both
internally and externally.

The core of integrity is truthfulness. Integrity requires that you always tell the truth, to
all people, in every situation. Truthfulness is the foundation quality of the trust that is
necessary for the success of any business.

4. Humility
Great leaders are those who are strong and decisive but also humble. Humility doesn’t
mean that you have the self-confidence and self-awareness to recognize the value of others
without feeling threatened. It means that you are willing to admit you could be wrong, that
you recognize you may not have all the answers. And it means that you give credit where
credit is due.

Humility gets results. Larry Bossidy, the former CEO of Honeywell and author of the
book Execution, explained why humility makes you a more effective leader: “The more you
can contain your ego, the more realistic you are about your problems. You learn how to listen,
and admit that you don’t know all the answers. You exhibit the attitude that you can learn
from anyone at any time. Your pride doesn’t get in the way of gathering the information you
need to achieve the best results. It doesn’t keep you from sharing the credit that needs to be
shared. Humility allows you to acknowledge your mistakes.”

5. Strategic Planning
Great leaders are outstanding at strategic planning. They have the ability to look
ahead, to anticipate with some accuracy where the industry and the markets are going.
Leaders have the ability to anticipate trends, well in advance of their competitors.
They continually ask, “Based on what is happening today, where is the market going? Where
is it likely to be in three months, six months, one year, and two years?” through thoughtful
strategic planning.
Because of increasing competitiveness, only the leaders and organizations that can
accurately anticipate future markets can possibly survive. Only leaders with foresight can gain
the “first mover advantage.”

6. Focus
Leaders always focus on the needs of the company and the situation. Leaders focus on
results, on what must be achieved by themselves, by others, and by the company. Great
leaders focus on strengths, in them and in others. They focus on the strengths of the
organization, on the things that the company does best in satisfying demanding customers in a
competitive marketplace.
Your ability as a leader to call the shots and make sure that everyone is focused and
concentrated on the most valuable use of their time is essential to excellent performance of the
enterprise.

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7. Cooperation
Your ability to get everyone working and pulling together is essential to your success.
Leadership is the ability to get people to work for you because they want to.

The 80/20 rule applies here. Twenty percent of your people contribute 80 percent of
your results. Your ability to select these people and then to work well with them on a daily
basis is essential to the smooth functioning of the organization.

Gain the cooperation of others by making a commitment to get along well with each
key person every single day. You always have a choice when it comes to a task: You can do it
yourself, or you can get someone else to do it for you. Which is it going to be?

Characteristics of a Leader
1. Proactive vs. Reactive
The exceptional leader is always thinking three steps ahead. Working to master his/her
own environment with the goal of avoiding problems before they arise.

2. Flexible/Adaptable
How do you handle yourself in unexpected or uncomfortable situations? An effective
leader will adapt to new surroundings and situations, doing his/her best to adjust.

3. A Good Communicator
As a leader, one must listen… a lot! You must be willing to work to understand the
needs and desires of others. A good leader asks many questions, considers all options, and
leads in the right direction.

4. Respectful
Treating others with respect will ultimately earn respect.

5. Quiet Confidence
Be sure of yourself with humble intentions

6. Enthusiastic
Excitement is contagious. When a leader is motivated and excited about the cause
people will be more inclined to follow.

7. Open-Minded
Work to consider all options when making decisions. A strong leader will evaluate the
input from all interested parties and work for the betterment of the whole.

8. Resourceful
Utilize the resources available to you. If you don’t know the answer to something find
out by asking questions. A leader must create access to information.

9. Rewarding
An exceptional leader will recognize the efforts of others and reinforce those actions.
We all enjoy being recognized for our actions!

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10. Well Educated

Knowledge is power. Work to be well educated on community policies, procedures,
organizational norms, etc. Further, your knowledge of issues and information will only
increase your success in leading others.

11. Open to change

A leader will take into account all points of view and will be willing to change a
policy, program, cultural tradition that is out-dated, or no longer beneficial to the group as a
whole.

12. Interested in Feedback

How do people feel about your leadership skill set? How can you improve? There are
important questions that a leader need to constantly ask the chapter. View feedback as a gift to
improve.

13. Evaluative
Evaluation of events and programs is essential for an organization/group to improve
and progress. An exceptional leader will constantly evaluate and change programs and policies
that are not working.

14. Organized
Are you prepared for meetings, presentations, events, and confident that people
around you are prepared and organized as well

15. Consistent
Confidence and respect cannot be attained without your leadership being consistent.
People must have confidence that their opinions and thoughts will be heard and taken into
consideration.

16. Delegator
An exceptional leader realizes that he/she cannot accomplish everything on his own.
A leader will know the talents and interest of people around him/her, thus delegating tasks
accordingly.

17. Initiative
A leader should work to be the motivator, an initiator. He/she must be a key element
in the planning and implementing of new ideas, programs, policies, events, etc.

Leadership Styles
From Mahatma Gandhi and Winston Churchill, to Martin Luther King and Steve Jobs, there
can be as many ways to lead people as there are leaders.

Fortunately, business people and psychologists have developed useful frameworks

that describe the main ways that people lead.

When you understand there frameworks, you can develop your own approach to
leadership and become a more effective leader as a result.

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In this article, we’ll highlight some of the common approaches to leadership that you can use.
We’ll also look at some specific leadership styles, and we’ll explore the advantages and
disadvantages of each type.

Useful Leadership Style Frameworks

So, let’s look at some useful approaches – shown mainly in the order they appeared –
they you can use to become a more effective leader. Your own personal approach is likely to
be a blend of these, depending on your own preferences, your people’s needs and the
situations you’re in.

Lewin’s Leadership styles

Psychologist Kurt Lewin developed his leadership styles framework in the 1930s, and
it provided the foundation of many of the approaches that followed afterwards. He argued that
there are three major leadership styles:
1. Autocratic Leaders make decisions without consulting their team members, even if their
input would be useful. This can be appropriate when you need to make decisions quickly,
when there’s no need for team input, and then team agreement isn’t necessary for a
successful outcome. However, this style can be demoralizing, and it can lead to high
levels of absenteeism and staff turnover.
2. Democratic leaders make the final decisions, but they include team members in the
decision-making process. They encourage creativity, and people are often highly engaged
in projects and decisions. As a result, team members tend to have high ob satisfaction
and high productivity. This is not always an effective style to use, though, when you need
to make a quick decision.
3. Laissez-faire leaders give their team members a lot of freedom in how they do their
work, and how they are set their deadlines. They provide support with resources and
advice if needed, but otherwise they don’t get involved. This autonomy can lead to high
job satisfaction, but it can be damaging if team members don’t manage their time well,
or if they don’t have the knowledge, skills, or self-motivation to do their work effectively.
(Laissez-faire leadership can also occur when managers don’t have control over their
work and their people.)

Lewin’s framework is popular and useful, because it encourages managers to be less

autocratic than they might instinctively be.

The Blake-Mouton Managerial Grid

The Blake-Mouton Managerial Grid was published in 1964, and it highlights the best
leadership style to use, based on your concern for your people and your concern for
production/tasks.

With a people-oriented leadership style, you focus on organizing, supporting, and

developing your team members. This participatory style encourages good teamwork and
creative collaboration.

With task-oriented leadership, you focus on getting the job done. You define the work
and the roles required, put structures in place, and plan, organize, and monitor work.

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According to this model, the best leadership style to use is one that has both a high
concern for people and high concern for the task – it argues that you should aim for both,
rather than trying to offset one against the other. Clearly, this is an important idea!

The Hersey-Blanchard Situational Leadership Theory

First published in 1969, the Hersey-Blanchard Situational Leadership Theory argues
that you need to use different leadership styles depending on the maturity of your team
members. The model argues that with relatively immature individuals, you need a more direct
approach, while with higher maturity people; you need a more participative or delegating
leadership style.
You can use this model in most business situations, regardless of whether you want to
build a new team or develop an existing one.

Path-Goal Theory
You may also have to think about what your team members want and need. This is
where Path-Goal Theory – published in 971 – is useful.

For example highly-capable people, who are assigned to a complex task, will need a
different leadership approach from people with low ability, who are assigned to an ambiguous
task. (The former will want a participative approach, while the latter need to be told what to
do.)
With Path-Goal theory, you can identify the best leadership approach to use, based on
your people’s needs, the task that they’re doing, and the environment that they’re working in.

Six Emotional Leadership Styles

Daniel Goleman, Richard Boyatzis, and Annie Mckee detailed their Six Emotional
Leadership Styles theory in their 2002 book, “Primal Leadership.”
The theory highlights the strengths and weaknesses of six leadership styles that you
can use – Visionary, Coaching, Affiliative, Democratic, Pacesetting, and Commanding. It also
shows how each style can affect the emotions of your team members.

Flamholtz and Randale’s Leadership Style Matrix

First published in 2007, Flamholtz and Randle’s Leadership Style Matrix shows you
the best leadership style to use based on how capable people are of working autonomously,
and how creative or “programmable” the task is.
The matrix is divided into four quadrants – each quadrant identifies two possible
leadership styles that will be effective for a given situation, ranging from
“autocratic/benevolent autocratic” to “consensus/laissez-faire.”

Transformational Leadership
These leadership style frameworks are all useful in different situations, however, in
business, “transformational leadership” is often the most effective leadership style to use.
(This was first published in 1978, and was then further developed in 1985.)
Transformational leaders have integrity and high emotional intelligence. They
motivate people with a shared vision of the future, and they communicate well. They’re
also typically self-aware, authentic, empathetic, and humble.
Transformational leaders inspire their team members because they expect the best
from everyone, and they hold themselves accountable for their actions. They set clear goals,

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and they have good conflict-resolution skills. This leads to high productivity and engagement.
However, leadership is not a “one size fits all” thing; often, you must adapt your
approach to fit the situation. This is why it’s useful to develop a thorough understanding of
other leadership frameworks and styles; after all, the more approaches you’re familiar with,
the more flexible you can be.

Specific Leadership Styles

As well as understanding the frameworks that you can use to be a more effective
leader, and knowing what it takes to be a transformational leader, it’s also useful to learn
about more general leadership styles, and the advantages and disadvantages of each one.

Let’s take a look at some other leadership styles that are interesting, but don’t fit with
any of the frameworks above.

Note:
Remember, not all these styles will have a positive effect on your team members, either in the
short or long term.

Bureaucratic Leadership
Bureaucratic leaders follow rules rigorously, and ensure that their people follow
procedures precisely.

This leadership style is appropriate for work involving serious safety risks (such as
working with machinery, with toxic substances or at dangerous heights), or with large sums of
money. Bureaucratic leadership is also useful for managing employees who perform routine
tasks.

This style is much less effective in teams and organizations that rely on flexibility,
creativity, or innovation.

Charismatic Leadership
A charismatic leadership style resembles transformational leadership: both types of
leaders inspire and motivate their team members.
The difference lies in their intent. Transformational leaders want to transform their
teams and organizations, while leaders who rely on charisma often focus on themselves and
their own ambitions, and they may now want to change anything.
Charismatic leaders might believe that they can do no wrong, even when others warn
them about the path they’re on. This feeling of invincibility can severely damage a team or an
organization, as was shown in the 208 financial crisis.

Servant Leadership
A “servant leader” is someone, regardless of level, who leads simply by meeting
the needs of the team. The term sometimes describes a person without formal
recognition as a leader.
These people often lead by example. They have high integrity and lead with
generosity. Their approach can create a positive corporate culture, and it can lead to hih

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morale among team members.

Supporters of the servant leadership model suggest that it’s a good way to move ahead
in a world where values are increasingly important, and where servant leaders can achieve
power because of their value, ideas, and ethics.
However, others believe that people who practice servant leadership can find
themselves “left behind” by other leaders, particularly in competitive situations.
This leadership style also takes time to apply correctly: it’s ill-suited to situations
where you have to make quick decisions or meet tight deadlines.

Transactional Leadership
This leadership style starts with the idea that team members agree to obey their
leader when they accept a job. The “transaction” usually involves the organization
paying team members in return for their effort and compliance on a short-term task.
The leader has a right to “punish” team members if their work doesn’t meet an
appropriate standard.
Transactional leadership is present in many business leadership situations, and it does
offer some benefits. For example, it clarifies everyone’s roles and responsibilities. And
because transactional leadership judge team members on performance, people who are
ambitious or who are motivated by external rewards – including compensation – often thrive.
The downside of this style is that, on its own, it can be chilling and amoral, and it can
lead to high staff turnover. It also has serious limitations for knowledge-based or creative
work.
As a result, team members can often do little to improve their job satisfaction.

Key Points
In business, transformational leadership is often the best leadership style to use.
However, no one style of leadership fits all situations, so it’s useful to understand
different leadership frameworks and leadership styles. You can then adapt your approach to fit
your situation.

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