COURSE MODULE

CIVIC WELFARE
NSTP-1 TRAINING SERVICE

MC JOHN I. GOC-ONG, LPT

Instructor
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INTRODUCTION
The Teacher and the National Service Training Program – Civic Welfare Training
Service course includes the fundamental concepts and principles in curriculum and curriculum
development as a foundation to engage prospective teachers as curricularists. The more active role
of the teacher in planning, implementing and evaluating school-curriculum as well as in managing
school curriculum change vis-a-vis various context of teaching-learning and curricular reforms shall
be given emphasis.

Learning Outcomes
At the end of this module you will be able to:

Knowledge
• Internalize Virtues as the foundation of leadership, and how it applies on an individual,
team,
and institutional levels vis-à-vis national development in the context of self-awareness
and values integration and promotion framework for understanding human nature;

Skills

• Interpret the basic concepts of Development Management and Social Mobilization;

• Apply the concepts learned and design civic welfare projects/ activities to be
implemented as a team in their assigned community, barangay or government agency;
• Document team activities in their assigned barangay or government agency and provide
a summary of lessons learned in carrying out the CWTS projects and activities.

Values
• Generate an individual output on the CWTS experience, focusing on the core values
learned. Students must present their individual output either in written or visual form.

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TEACHER’S PROFILE

Mc John I. Goc-ong, has been serving BCFI

since 2020. He is a faculty in this institution.

His love for teaching and students motivates himself to

continually fulfill his commitment to pilot quality education and
to be that agent of change in the sphere of education.

Educational Background

College Western Mindanao Bachelor of Secondary 2015-2019

State University- Education –MAPEH
ESU
Technical MAITI Bread and Pastry 2018
Production NC II

Eligibility
LET
(Licensure Examination for Teachers)
Civil Service
(PD 907/ Latin honor eligibility)

To all learners who will be answering this module, enjoy the learning process and
remember Albert Einstein’s saying, “Try not to become a man of success, but rather try to
become a man of value.”
Sir Mackie

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TABLE OF CONTENTS

Module Chapter/Unit Page No.

Unit I: Orientation to the NSTP-CWTS Curricular Program 1-9

Unit II: Self-Awareness and Values Development 10-32

Unit III: Basic Leadership Training 33-53

Unit IV: Dimension of Development

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Unit I: Orientation to the NSTP-CWTS Curricular Program

This unit contains NSTP guidelines and regulation for the implementation of
this program.

Learning Outcomes
At the end of this lesson you will be able to:
1. Gain knowledge on the provisions and policies of the Republic Act No. 9163-The NSTP
act of 2001;
2. Apply the NSTP Curricular Program and Other related in- and off- campus services and
activities;
3. Explain the guideline for the National Service Reserve Corps with prospect to its mission,
functions and organization.

Introduction
What are your expectations in this subject?

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Content

LESSON I: NSTP-CWTS Curricular Program

I. Introduction
The Civic Welfare Training Service (CWTS) and the Literacy Training Service (LTS) of
the National Service Training Program (NSTP) lessons include both lectures and
practicum. The lectures are usually held at the university communities. The activities given
during the practicum must be related to community extension projects and services.
Lesson 1 is an introductory lecture about:
• The coverage of the syllabus of NSTP Curricular Program for CWTS and LTS;
• Republic Act No. 9163 – The NSTP Act of 2001;
• Implementing Rules and Regulations (IRR) of the NSTP Act of 2001
• CWTS/LTS Network Flowchart, Guidelines for the Establishment of the National
Service Reserve Corps (NSRC); and
• The NSTP-CWTS/LTS Program Design Flowchart.
The CWTS and LTS are two of the three components of the National Service Training
Program. These are offered for two (2) semesters as a three (3) unit subject for CWTS/LTS-1 and
CWTS/LTS-2 respectively. These subjects are requirements for a baccalaureate degree for both
male and female students. The curricular program is designed to encourage the youth to contribute
in improving the general welfare and the quality of Filipino life. The students are required to carry
out projects and services contributory to the general welfare and betterment of life of community
people as embodied under the objectives and program of instructions of the curricular program.
The students taking the CWTS and LTS are expected to learn and acquire the values and skills
in Community Organization and Development through Management, Empowerment, and Social
Mobilization. The training program aims to develop and improve oneself as a community leader
and implementer of the Civic Welfare Programs and Services as mandated by the NSTP under the
Republic Act No. 9163 and the Implementing Rules and Regulation (IRR) of the Commission on
Higher Education (CHED), Department of National Defense (DND), and Technical Education and
Skills Development Authority (TESDA)
II. A Primer on the National Service Training Program (NSTP) Act of 2001
A. What is the National Service Training Program (NSTP) law?
The NSTP law or Republic Act 9163 is a 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 its three (3) program components, specifically designed to enhance
the youth’s active contribution to the general welfare of Filipinos.

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B. What are the program components of the NSTP?

First is the “Reserve Officers’ Training Corps” (ROTC) which is designed to provide military
training to tertiary level students in order to motivate, train, organize, and mobilize them for
national defense preparedness.
Second is the “Literacy Training Service” (LTS) which is designed to train the students to teach
literacy and numeracy skills to children, out-of-school youth and other segments of society in need
of their services.
Third is the “Civic Welfare Training Service” (CWTS) which refers to activities contributory 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.
C. Who shall take the NSTP?
All incoming freshmen students, male and female, enrolled in any baccalaureate and in at least
two (2)-year technical-vocational or associate courses, are required to complete one (1) NSTP
component of their choice, as a graduation requirement.
D. Since when has the NSTP been implemented?
The NSTP has been implemented since the start of school year 2002-2003.
E. How is the NSTP taken up?
Each of the NSTP component is undertaken for an academic period of two (2) semesters and is
credited for three (3) units per semester with fifty-four (54) to ninety (90) training hours per
semester.
F. What if I cannot take the NSTP during the regular semester?
A one-summer program in lieu of the two (2)-semester program may be designed, formulated, and
adopted by (DND), (CHED), and (TESDA), subject to the capability of the school and the Armed
Forces of the Philippines (AFP) to handle the same.
G. What if the NSTP component of my choice is not offered in my school? School that do not meet
the required number of students in order to conduct a program component chosen by their
students shall allow the students to cross enroll to other schools, irrespective of whether that
school is under CHED or TESDA; and for the ROTC, whether they are managed by different
AFP Branches of Service.
These students, however, shall be subjected to the existing rules and regulations of their school of
origin and the accepting school.

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H. Are currently-enrolled students covered by the NSTP law?

Male students currently enrolled but have not taken any program component of the previous
Expanded ROTC (E-ROTC)/ National Service Program (NSP) are covered by the NSTP.
I. Will a student who has completed all his academic requirements except ROTC be allowed to
graduate?
A student who has completed all his academic requirements except for ROTC will be allowed to
graduate provided that he is a certified candidate by the school on or before the effectivity of the
NSTP which is on March 23, 2002.
J. What if a male student has completed to (2) semesters of the E-ROTC/NSTP?
He is deemed to have complied with the NSTP requirement.
K. What if a male student has taken only one (1) semester of Basic ROTC or E-ROTC/NSTP?
He shall take one (1) more semester of any of the NSTP components to qualify for graduation.
L. What will become of NSTP graduates?
Graduates of non-ROTC components shall belong to the National Service Reserve Corps (NSRC)
which could be tapped by the State for literacy and Civic Welfare activities. Graduates of the
ROTC component shall formed part of the AFP Citizen Armed Force, subject to DND
requirements
M. How can a student continue to qualify for enlistment in the AFP Reserve Force?
He/She may qualify for enlistment in the AFP reserved force as long as he/she has completed
the two (2) semesters of basic ROTC.
N. Who much fee will be charged for an NSTP component?
No fees shall be collected for any of the NSTP component except basic tuition fees which should
not be more fifty (50%) percent of the charges of the school per academic unit.
O. Are there any students incentives provided for by the NSTP?
The following incentives are to be provided to students when they take up NSTP.
a. A program of assistance/incentives for ROTC students from DND which will be in
accordance with existing laws and regulations and subject to the availability of funds;
b. b. A team of school authorities concern, CHED and TESDA which shall ensure that health
and accident group insurances are provided to students enrolled in any of the NSTP
components; and
c. Special Scholarship Program (SSP) for qualified NSTP students which shall be
administered by CHED and TESDA subject to the availability of funds.

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P. Who is responsible in supervising the NSTP to students?

School authorities shall exercise academic and administrative supervision over the design,
formulation, adaptation, and implementation of the different NSTP components and their
respective schools.
In the case of ROTC, the school authorities and DND shall exercise joint supervision over its
implementation
Q. What lead agencies monitor the implementation of the NSTP?
CHED regional offices, TESDA provincial and district offices and DND-AFP through major
service reserve commands and their ROTC units shall oversee and monitor the implementation of
the NSTP under their respective jurisdiction to determine if the trainings conducted are in
consonance with RA 9163.
R. Is the NSTP available and all schools and universities?
All higher and technical-vocational education institutions offer at least one (1) of the NSTP
components while State Universities and Colleges offer the ROTC components and at least one
(1) other NSTP component. Private schools that have at least 350 student cadets offer the ROTC
component through its Department of Military Science and Tactics (DMST).

I. Guidelines for the Establishment of the National Service Reserve Corps (NSRC)
A. Background
Section 11 of RA 9163 or the National Service Training Program Act of 2001 specifically provides
for the creations of a national corps NSRC, compose of graduates of the non-ROTC components:
Civic Welfare Training Service (CWTS) and Literacy Training Service (LTS). Members of this
Corps maybe tapped by the state for literacy and civic welfare activities, through the joint efforts
of DND, CHED, TESDA.
B. The National Service Reserve Corps (NSRC)
1. Mission
To provide a trained and motivated manpower pool that can be tapped by the State for civic
welfare, literacy, and other similar endeavors in the service of nation.
2. Functions
a. To assist in the disaster preparedness, mitigation, response, and rehabilitation programs
b. To serve as an auxiliary to the Disaster Coordinating Council (DCC) response units
c. To assist in the promotion of civic welfare activities
d. To assist in the implementation of literacy programs
e. e. To assist in socioeconomic development
f. f. To assist in environmental protection
g. To perform others similar endeavors

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3. Composition
The NSRC shall be composed of the graduates of CWTS and LTS components of the NSTP
4. Organizations
The NSRC is organized under the umbrella of the National Disaster Coordinating Council
(NDCC). It shall have a national, regional, provincial, and city/municipal level of organization
parallel to the Disaster Coordinating Council (DCC) structures at all levels. The DCC center shall
serve as the headquarters of the NSRC at the respective level organization. Its National Center
shall be based at the NDCC Disaster Preparedness Center, Camp General Emilio Aguinaldo,
Quezon City. A Secretariat at all level shall be organized and composed of representatives from
CHED and TESDA.
5. Inter-Agency Relationship of the NSRC Concerned Agencies
RDCC – Regional Disaster Coordinating Council
PDCC – Provincial Disaster Coordinating Council
CDCC – City Disaster Coordinating Council
MDCC – Municipal Disaster Coordinating Council
BDCC – Barangay Disaster Coordinating Council
CHEDRO – CHED Regional Office
OCD – Office of Civil Defense
TESDA RO – TESDA Regional Office
TESDA PO – TESDA Provincial Office
HEI – Higher Education Institution

6. Duties and Responsibilities

a. NDCC through DND Shall
1. Act as the lead agency in the administration, training, organization, development, maintenance,
and utilization of the NSRC members;
2. Maintain an official master list of registered NSRC members;
3. Coordinate with concerned agencies for the efficient and proper administration, training,
organization, development, maintenance, and utilization of NSRC members;
4. Conduct performance assessment of NSRC members mobilized for the purpose and furnish
the three (3) implementing agencies with the results thereof;
5. Formulate specific guidelines for the administration, training, organization, development,
maintenance, and utilization of the NSRC members; and
6. Do related work.

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b. CHED/TESDA
1. Central Offices shall
1.1 Provide Secretariat services for the NSRC;
1.2 Prepare consolidated national master list of officially registered CWTS and LTS graduates per
school year;
1.3 Submit official national master list of registered NSRC members, with corresponding
centrally-determined serial numbers to NDCC through DND per school year;
1.4 Assist in the administration, training, organization, development, maintenance, and utilization
of the NSRC members;
1.5 Coordinate with NDCC through DND regarding NSRC concerns and activities
1.6 Do related work.
2 Regional Offices Shall
2.1 prepare consolidated regional list of CWTS and LTS Graduate from HEIs and in the case of
TESDA from the Provincial Office to the schools, for submission to CHED/TESDA Central
Offices;
2.2 coordinate with RDCC (OCD RCs) on matters relative to NSRC concerns;
2.3 maintain a Directory of CWTS and LTS graduates for reference;
2.4 prepare report as may be required; and
2.5 do related work.

3 Higher Education Institution (HEIs), TESDA Provincial Offices and Schools shall

3.1 Prepare and submit a certified master list with complete addresses and contact numbers of
CWTS and LTS graduates to respective Regional Offices. In the case of TESDA, the same
shall be submitted through its provincial offices;
3.2 Provide information on CWTS and LTS graduates as may be officially requested by the
authorized concerned agencies;
3.3 Coordinate with PDCC/CDCC/MDCC/BDCC, as the case may be, on matters relative to
NSRC; and
3.4 Do related work.

4 NSRC members shall

4.1 report to the call of NSRC for training and respond immediately for utilization in cases of
disasters/calamities and other relevant socioeconomic service concerns as the needs arise,
through its Centers (RDCC/PDCC/CDCC/MDCC/BDCC) nearest the member’s residence
and/or workplace at the time of the call; and
4.2 register at the said Center and get instruction’s /briefing for specific duties and responsibilities.

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Activity 1.1
Direction: Give the meaning and explain briefly the following terms found from the topic
“Introduction and Class Organization.

1. Repubic Act no. 9163

2. Literacy Training Service

3. Civic Welfare Training Service

4. Reserved Officer Training Corps

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Activity 1.2

Direction: Explain briefly the mission, functions and organizations of National Service Reserve
Corps using your own words. (30 points)
A. MISSION

B. FUNCTION

C. ORGANIZATIONS

Summary:
The summary of chapter 1 is talk about the provisions and policies of the
Republic Act No. 9163-The NSTP act of 2001, the NSTP curricular program and other
related in- and off- campus services and activities; and it explains the guideline for the
National Service Reserve Corps with prospect to its mission, functions and organization.

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UNIT II: Self-Awareness and Values Development

This unit explains about Self-Awareness and Values Development of a person/individual.

It also explain self-management sequence that control ones’ success and failure.

Learning Outcomes
At the end of this chapter you will be able to:
1. Distinguish the differences between self-awareness and self-management;
2. Describe knowledge of self by mean of positive and negative self-talk;
3. Explain the self-management sequence that control one’s success and failure; and
4. Analyze the different levels of self-talk that give ways to change oneself.

Introduction:

Directions: What personal values do you have base in the picture below? Elaborate your answer.

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LESSON II. SELF-AWARENESS AND SELF-MANAGEMENT

Content

I. Self-awareness is defined as an awareness of one’s own personality or

individuality. The term “self” often refers to yourself, myself, himself/herself,
oneself, and your own self. This refers to a person in a prime condition, as entire
person or individual. Awareness is defined as having or showing realization,
participation, commitment, and knowledge of one’s values development.

Dare to Dream, Dare to be!

The following are examples of great individuals who dared to dream and dared to be:

• Beethoven was totally deaf, yet he created musical masterpieces.

• Milton was blind, poor, and sick, yet he wrote Paradise Lost and Paradise Regained.
• Abraham Lincoln failed several time in his political career, before he was elected to
presidency. He even became one of the greatest US Presidents.
• Burt Reynolds washed dishes for a living before he became a well-respected actor.
• Helen Keller Struggled to overcome her handicap to become an inspiration to both
the blind and the seeing.
A. YOU AS YOU
Nosce te ipsum is Latin for “Know thyself.” Let’s begin to know yourself, since the essential
formula for achievement is self-analysis.

1. Know the difference between your biological or inherited traits and your
environment or acquired traits.
2. Self-awareness is an awareness of one’s own personality or individuality.

➢ Self – oneself/himself/herself/myself
• Belonging to oneself
• A person in prime condition
• Entire person as an individual

➢ Awareness – Having or showing realization, perception, or knowledge

• Be your own best friend and believe in yourself, so that you can become the
person you want to be.
• You are you and you are what you think. You are unique in your own way.
Only you can control your destiny and make a difference in your life.

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B. YOU AS A FILIPINO
➢ Being aware of and remaining constantly on guard against the Filipino Tendency
towards negativism, you can eventually propel yourself into positivism.
➢ Use your “lakas at tibay ng loob” (courage and strength) to move away from the
fatalistic “gulong ng palad (wheel of fortune) and “bahala na” (come what may)
attitude.
➢ Begin by getting involved with your own life. Makialam ka sa buhay mo! Cooperate,
makisama ka, by first initiating a change in yourself.
➢ Begin without expecting instant miracles. You have got only one real friend and one
worst enemy and that is yourself.
➢ Believe in your abilities and work unyieldingly ro reach your objectives.
C. YOU AND YOUR FAITH

Filipino worship is directed towards God as a father-figure who takes care of all – “Bahala
na ang Diyos,” signifying that Divine Providence is responsible for our destinies. Thus,
whenever problems confront us, we tend to turn against God and blame Him for all the
misfortunes.
D. YOUR “SELF-HELP” CONCEPTS (MORELL, R.W 1999)
You may or may not be aware of the ‘self-help\ or self-improvement teachings, but if you
want to be more successful, you should:

Believe in Yourself
Keep Your Priorities for Yourself
Create Your Own Future
Focus on What You Want
Learn to Visualize the Outcome of Your Goals
Never let Anyone Control Your Destiny for You
Be Creative
Think Big
Control Stress
Be Aggressive and Assertive
Think Positively
Chart Your Own Course
Set Specific Goals and Review Them Often
Spend Some Time Each Day Improving Your Mind
Review Your Result and Adjust as Necessary
Be Tolerant
Do Everything With Love
Don’t Hate
Have Courage

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Recognize That Most of What We Believe About Life is An Illusion

Be Honest
Work hard
Believe Money is Good and it Will Come to You
And so on, and on, and on.

E. A SELF-MADE WALL OF NEGATIVE SELF-TALK (HELMSTETTER, S. 2000)

Here are few examples of frequently-used negative self-talk. As you read them, see if you
know someone who says something similar, or if you have said something like any of
these yourself:

I can’t remember names.

It’s going to be another one of those days!
It’s just no use!
I just know it won’t work!
Nothing ever goes tight for me.
That’s just my luck.
I’m so clumsy!
I don’t have the talent.
I’m just not creative.
Everything I eat goes right to my waist.
I can’t seem to get organized.
Today just isn’t my day!
I can never afford the things I want.
I already know I won’t like it.
No matter what I do I can’t seem to lose weight.
I never have enough time.
I just don’t have the patience for that.
That really makes me mad!
Another Blue Monday!
When will I ever learn!
I get sick just thinking about it.
Sometimes I just hate myself.
I’m just no good!
I’m to shy.
I never know what to say,
And so on, and on, and on

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Activity 2.1
Tell me about yourself
(The Art of Selling Yourself)

Direction: The following are tough, often pretentious questions. Figure out the question’s real
meaning and fire back a crisp, insightful answer. (Select only 10 questions and write your answers
on the space provided following the list).
1. Tell me about yourself.
2. What do you see as your greatest strength and greatest weakness?
3. Tell me about some projects you have led.
4. Tell me about problems you have solved in a group situation.
5. How would you define success?
6. Why should I hire you?
7. Why haven’t you received any offer so far?
8. What do professors tend to criticize most about your performance?
9. Tell me about the best professor you ever had.
10. How do you go about making important decisions?
11. Tell me about your involvement in community extension work.
12. Do you work well under pressure?
13. Do you prefer to work with others or by yourself?
14. What kind of a student are you?
15. What extra-curricular activities are you involved in?
16. What were your most memorable high school experiences? What did you learn from them?
17. What do you do in your spare time?
18. How do you handle conflict?
19. Are you a member of your Barangay Organization? What is the nature of the organization?
20. If you could change something about your work style, what would it be?
Answers
1. 7.
2. 8.
3. 9.
4. 10.
5.
6.

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10.

11.

12.

13.

14.

15.

16.

17.

18.
19.

20.

II. The Self-Management Sequence (Helmstter, Shad, 2000)

Life is not a matter of luck or fortune. If we leave our lives up to chance, chances are, we will
fail. Success in self-management is always the result of something else, something that leads up to
it. Most of what seems to happen to you, happens because of you-something you created, directed,
influenced, or allowed to happen.

The Self-Management Sequence: The Five Steps That Control Our Success or Failure.
Behavior

The step that most directly controls our success or failure is our behavior – What we do or
do not do.
Behavior means our actions. How we act, what we do, each moment of each day will
determine whether or not we will be successful that moment or that day in everything that
we do.
Feelings

Every action we take is first filtered through our feelings. How we feel about something
will always determine or affect what we do and how we will do it. If we feel good or
positive about something, we will behave more positively about it. Our feelings will
directly influence our actions. Our feelings are created, controlled, determined, or
influenced by our attitudes.
Attitudes

Your attitudes are the perspective from which you view life. Some people seem to have a
good attitude about most things. Some seem to have a bad attitude about everything. But
when you look closer, you will find that most of us have a combination of attitudes-some
good, some not so good.

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Beliefs

What we believe about anything will determine our attitudes about it, create our feeling,
direct our actions, and influence us to do well or poorly, or succeed or fail. The belief that
we have about anything is so powerful that it can even make something appear to be
something different than what it really is! Belief does not require that something be the
way we see it to be. It only requires us to believe that it is. Belief does not require something
to be true. It only requires us to believe that it’s true!

Programming

We believe that we are programmed to believe. Our conditioning from the day we were
born has created, reinforced, and nearly permanently cemented most of what we believe
about ourselves and what we believe about most of what we believe about most of what
goes on around us. Whether the programming was right or wrong, true or false, the result
of it is what we believe. It is our programming that sets up our beliefs, and the chain
reaction follows. What we believe determines our attitudes, affects our behavior, and
determines our success or failure thus:

➢ Programming creates beliefs,

➢ Beliefs create attitudes,
➢ Attitudes create feelings,
➢ Feelings determine actions, and
➢ Actions create results.

III. The Levels of Self-Talk (Hemlstetter, Shad, 2000)

Self-Talk is a way to override our past negative programming by erasing or replacing it

with conscious positive new directions. It is a practical way to live our lives by active intent
rather than by passive acceptance.

Self-Talk gives each of us a way to change what we would like to change, even if we have
not been able to do so in the past. There are five levels of Self-Talk.

❖ Level I – Self-Talk: The level of Negative Acceptance

(“I Can’t…”)
The level of negative acceptance is the lowest, least beneficial, and the most harmful level
of self-talk. It is a self-talk by which you say something bad or negative about yourself,
and you accept it. It is characterized by words, “I can’t…” or “if only I could…” It is our
way of telling ourselves to hesitate, question our capabilities, and accept less that we know
we could have done, had we only given ourselves a chance.

❖ Level II – Self-Talk: The level of recognition and Need to Change

(“I need to… I should…”)

This level beguiling. On the surface it looks as though it should work for us. But instead,
it works against us. In this level we are stating to ourselves and to others our recognition
of our need to change. It is characterized by words such as “I need to…” or “I ought to…”
or “I would…”

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❖ Level III – Self-Talk: The Level of Decision to Change

(“I Never… I no longer…”)

The first level of self-talk that work for you instead of against you. In this level, you
recognize the need to change, but also you make the decision to do something about it-and
you state the decision in the “present tense”-as though the change has already taken place.
It is characterized by the words, “I never…” or “I no longer.”

❖ Level IV – Self Talk: The level of the Better You

(“I am…”)

This is the most effective kind of self-talk we can ever use. This has been used the least,
but is needed most it is at this level that you are painting a completed new picture of
yourself, the way you really wanted to be, handing it to our subconscious, and saying, “This
is the me I want you to create!” it is characterized by the words, “ I am…” it “yes I can’s!”
It excites, demands, and pushes us forward.
❖ Level V – Self-Talk: The Level of Universal affirmation
(“It is…”)
This level of self-talk has been spoken for thousands of years. It is the self-talk of
“Oneness” with God. This level speaks of a unity of spirit, a divine and timeless cosmic
affinity which transcends all worldly thins and gives meaning to our being. This is the self-
talk for seekers, still living among mankind but anxious to find a greater reward. It is
characterized by the words, “It is…” It sounds like this: “I am one of the universe and it is
one with me. I am fit, within it, and exist as a shining spark in a firmament of divine
goodness.

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Activity 2.2

Direction: With the “Self-help” Concepts just select 10 related self-improvement teachings that
will help you to become more successful. (5 points each.)

Activity 2.3

Direction: Select at least 10 negative self-talk, and change these from negative self-talk to positive
and write it in your answer sheet. (5 points each)

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Content
LESSON III: HUMAN PERSON AND VALUES DEVELOPMENT

I. THE HUMAN PERSON

Human person is the subject of education: he is a human person learning and being taught. The
human person is also the object of education: the human person is at the center of the curriculum
and the entire program

The human person is multidimensional: a distinction between the person as self and the
person in community. The human person is an individual, a self-conscious being of
incalculable value in himself. His physical, intellectual, moral, spiritual, socioeconomic,
and political well-being is recognized by the state.
A. Important Realities of the Human Person
1. The Self-Image
o Self-image refers to a person’s understanding of himself/herself.
o It is responsible in influencing people’s way of living. The formation of self-
image is derived from two sources: others and the experiences of the self.
o There are three kinds of self-image:
- Negative self-image - Delves on limitations and
differences rather than assets.
- Overrated self-image – stresses on the positive traits.
- Realistic self-image – based on the real self.
2. The Others
These are persons or groups that one consider as important and thus are given the
right to influence one’s self.
3. The being
a. It is the mainspring or a motivating force in the human person.
b. It is the wellspring, a fountainhead of one’s identify, one’s essential course of action,
and one’s essential bonds.
c. There are seven approaches to get in touch with the Being:
1.) Approach by way of the self-image
2.) Approach by way of important choices
3.) Approach by way of action
4.) Approach by way of what is “natural” and stress less
5.) Approach by way of people who had the greatest impact on you
6.) Approach to self through severe trials
7.) Approach by way of deep and not yet fulfilled
4. THE “I”
The “I” has three (3) different aspects. These are the intellect, the freedom,
and the will.

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5. The sensibility and the Body

These are the important realities of the human person.
B. Five Pivotal Centers as the Components of the Human Person
1. The Being – This is the fundamentally positive reality which can be sensed in
the very depths of the human person.
2. The “I” – This is the reality felt at the level of the head.
3. The sensibility – It carries messages from the “I”, from the being, ad from the
in-depth conscience.
4. The body – It is the biological reality and has its own laws.
5. In-depth Conscience – This reality is a place where the other four pivotal
center can be perceived in a synthesis. This is the place of the person in the
process of growth; a place where what is good can be sensed.
Behavior – It is the manner of conducting oneself. It is the response of an individual,
group or species to its environment. It is a manner in which a person behaves.
Attitude – It is a position assumed for a specific purpose.
• It is an organismic state of readiness to respond in a characteristics
• Human attitude affects much of a person’s behavior and human behavior
depends on the kind of environment he or she is interacting with. The attitude
can be readily changed depending on the kind of stimulus, concept, or
situations that will greatly affect the human person.
C. Ten Commandments of Human Relations

1. Speak to people. There is nothing as nice as a cheerful word of

greeting.
2. Smile at people. It takes 65 muscles to frown and only 15 to smile.
3. Call people by name. The sweetest music to anyone’s ear is the sound of his/her own
name.
4. Be friendly and helpful. If you would have friends, be friendly
5. Be cordial. Speak and act as if everything you do were a genuine pleasure.
6. Be genuinely interested in people. You can like everybody if you try.
7. Be generous with praise. Take caution against criticizing others.
8. Be considerate with the feelings of others. It will be appreciated
9. Be thoughtful of the opinion of others. There are three sides to a
controversy – yours, the other fellow’s, and the right one.
10. Be alert to give service. What counts most in life is what we do for others.

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D. Mission Possible Team (I can Win)

a. Successful people have a positive mental attitude.

b. Successful people are courageous people who take risks.
c. Successful people choose well.
d. Successful people persist.
e. Successful people adhere to the power of prayer.
f. Successful people know how to pace themselves and journey through life with enthusiasm.
g. Successful people govern themselves with discipline.
h. Successful people give the best to whatever they do.
i. Successful people align their sense of purpose with the common good.
j. Successful people keep a positive count by responding positively to any person or situation.
k. Successful people harmonize with encouragement.
l. Successful people are decisive people who make things happen.

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Activity 2.4

Direction: Personal Growth Assessment and Refections- Guidelines for personal Analysis (GPA)-
Alituntunin sa Pag-analisa sa Sarili. Write your answers/reactions on the space provided or indicate
in each item. (50 points)
1. Approach by Way of Self-Image/ Self-inventory (Pag-aanalisa sa Sarili)
A. How do I see myself? (Paano ko tinitingnan ang aking sarili?)

Positive (Positibo) Negative (Negatibo) Limitations (Limitasyon)

B. What do people say me? (Ano ang sinasabi ng ibang tao tungkol sa akin?)
Who? (Sino?) Says What? Do I experience Myself To
(Ano’ng Sinasabi?) Be Like That? Why?
(Ganito Ba Talaga
Ako? Bakit?)

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A. What can I say about myself in the following categories? (Ano ang masasabi ko tungkol
sa aking sarili sa mga sumusunod na kategorya?)
Categories Explanation (Paliwanag)
( Kategorya)
My Heart
(Ang aking puso)

My Sensitivity/
Emotion
(Damdamin)

Intelligence
(Kakayahan sa
Pag-iisip)

My Will
(Kagustuhan)

Action
(Aksyon/Galaw)

Interpersonal
Relationship
(Pakikitungo sa
Kapwa)

Relationship with
God (Relasyon sa
Panginoon)

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B. Positive traits which I sense are really part of me ( Positibong Kaugalian na talagang
parte ng aking pagkatao): Rate 0-5, with 0 as the lowest and 5 as the highest.

1. Perseverance (Pagtitiis)

2. Forgiveness and Tolerance (Pagpapatawad at Pagpapasensya)

3. Optimism

4. Helpfulness and Empathy (Pagiging Matulungin at Pakikiramay)

5. Self-Confidence (Paniniwala sa Sariling Kakayahan)

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II. VALUES DEVELOPMENT

A. VALUE DEFINED

1. Value is derived from the Latin word, valere, to be worth, be strong-

something intrinsically valuable or desirable. A thing has value when it is
perceived as good and desirable. To develop is to acquire gradually, by
successive changes, to move from the original position-to one providing more
opportunity for effective use. Thus, development is the act, process or result
of developing the values for a Human Dignity.

2. Since values are the bases of judging what attitudes and behavior are correct
and desirable and what are not. It is therefore crucial that there be an
appropriate framework as well as strategy for providing the context and
operational guidelines for implementing a values education program (DECS
Values Education Program Framework, Values Education for Filipino, 1998)
B. VALUE SYSTEMS: VARIOUS VIEWS

According to Clyde Kluckholm: “ A value is a conception, explicit or implicit, distinctive

of an individual or characteristics of a group, of the desirable which influences the
selection from available modes, means and ends of action.”

According to Cornelius Van Der Poel: “Value refers to the understanding of a

certain good for an individual or society which is considered worthy of realization.”

According to Brian Hall, Michael Kenny, and Maury Smith: Value is “something that is
freely chosen from alternatives and is acted upon, that which the individual celebrates as
being part of the creative integration in development as a person.”

A value is something or someone who is considered good or worthy and is desirable

or useful. It is something considered worthy by a person or a group. It can be a one-word
standard of conduct (respect) or a policy that everyone in an organization adheres to and
believe in. Society depends on certain values like cooperation and honesty. To function,
values may also be concepts considered important by a select group, and not by others.

C. VALUES EDUCATION
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.

1. Values as subject matter must have a direct and immediate relevance to the personal
life of the learner.

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2. The process must involve all the faculties of the learners. It must not just be cognitive.
It must appeal not only to the mind but to the heart, recognizing the total human
person.
3. The teachers’ and parents’ personal values play important roles in values
learning.
D. The Why, When, Where, Who, What, and How in teaching Values

1. Why teach values?

➢ Because our parents tried to teach them to us.
➢ Because they are what makes our society safe and workable.
➢ Because it helps develop a sense of autonomy, independence, and
confidence.
➢ Because it is the most significant and effective thing to attain happiness.

2. When?
Value should be taught to all ages with differing, agendas and changing emphasis as
one gets mature. Teach values now and always.

3. Where?
Values are best taught in the home, in either the positive or the negative sense. It can
be far more influential than what is taught in school.

4. Who?
Parents are the crucial examples and instructors of values. They are the general
contractor. The teachers, the institution, and organizations are considered as
subcontractors serving as supplement, support, and bac up of parents.

5. What?
Decide which values to teach. Choose a teaching system that will help you decide
what to teach.

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6. How?
There are methods especially designed in teaching values to
preschoolers, elementary ages, adolescents, and community people.

E. Importance of Teaching Values

A. Values are extremely powerful. They guide people and identify what behavior is
acceptable and what behavior is not. It is a principle that either accomplishes as well-
being or prevents harm or does both. It is something that helps or something that
prevents hurt.
B. Values have to do with being and with giving. It is who we are and what we give
rather than what we have that make up our truest inner selves.

C. The values of being (who we are) are honesty, courage, peace ability, self-reliance,
discipline, and fidelity. These are given as they are gained and practiced on the
“outer” as they are developed in the “inner”. The values of giving (what we give)
are respect, love, loyalty, unselfishness, kindness, and mercy. These are gained and
developed as they are practice.

F. The Values of Being Giving

A true and universally acceptable “value” is one that produces behavior that is
beneficial both to the practitioner and to those on whom it is practiced. A value is a
quality distinguished by: a) its ability to multiply and increase in our possession even
as it is given a way, and b) the fact (even the law) that, the more it is given to others,
the more it will be returned by other and received by others.
1. On values of being. The following are values of being:
• Honesty

Honesty must be practiced with other individuals, with institutions, with society,
and with self. The inner strength and confidence are bred by exacting truthfulness,
trustworthiness, and integrity.

• Courage
This means daring to attempt difficult thins that are good. It is the strength not to follow
the crowd, to say no and mean it. And influence other by it. It mean being true to
convictions and following good impulses even when they are unpopular on inconvenient.
It means boldness to be outgoing and friendly.

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• Peace ability
This mean calmness, peacefulness, and serenity. It is the tendency to accommodate
rather that argue. It is the ability to understand how others feel rather than simply reacting
to them. It means the control of temper.
• Self-Reliance and Potential
These refer to individuality, awareness, and development of gifts and
uniqueness. One must take responsibility for one’s own actions. The tendency
to blame other for difficulties must be overcome. One must have a commitment
to personal excellence.
• Self-Discipline and Moderation
These refer to physical, mental, and financial self-discipline. These involve include the
controlling and bridling of one’s own appetites and understanding the limits of body and
mind. These mean avoiding the dangers of extreme, unbalanced viewpoint.
• Fidelity and Chasity

These refer to the value and security of fidelity within marriage and of restraint and
limits before marriage. These involve the commitment that go with marriage and that
should go with sex.
2. On values of Giving. The following are values of giving:

• Loyalty and Dependability

These refer to loyalty to family, to employers, to country to church, to schools, and to other
organizations and institutions. These mean reliability and consistency in doing what you
say you will do.

• Respect
This mean respect for life, for property, for parents, for elders, for nature, and for the
beliefs and rights of others. It refers to courtesy, politeness, and manners. It means self-
respect and the avoidance of self-criticism.

• Love
I means individual and personal caring that goes beneath and beyond loyalty and respect.
I means love for friends, neighbors, even adversaries, and a prioritized, lifelong
commitment of love for family.
• Unselfishness and Sensitivity
These pertain to becoming more extra-centered and less self-centered. These mean
learning to feel with and for others. These refer to empathy, tolerance, brotherhood, and
sensitivity to needs of people and situations.

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• Kindness and Friendship

These refer to awareness that being kind and considerate is more admirable than being
touch or strong. The tendency to understand rather that confront, and be gentle. These
necessitate the ability to make and keep friends.

• Justice and Mercy

These refer to obedience to law and fairness in work and play. These involve an
understanding of the natural consequences and the law of the harvest. These refer o the
grasp of mercy and forgiveness and an understanding of the futility (and bitter poison)
of carrying a grudge.
G. Value Formation

The Christian Value Formation is a lifelong process of growing which gets its strength
from Jesus’ Sermon on the Mount. The following factors affect one’s value formation:
1. Two (2) Factors Affecting Value Formation

• Influences – these depend on a person’s internal influences such as

intellectual and emotional capabilities
• Experience Factor – like good influences that will influence, good
experience are needed in value formation.
2. There are four (4) types of experience that will influence or affect the formation
of values.
• Liturgical
• Bible Experience
• Learning Experience
• Human Experience

H. Value Clarification

1. There are three basic steps that are useful in Value Clarification:
➢ Choice
➢ Value
➢ Action
2. Values are better that rules.
Forward-thinking – the organization promotes values to guide people. Doing
this saves time because organizations need not write rules, and need not refer
to rule books or organization manual.

3. Values serve as outline goals.

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An explicit set of values shall form the foundation of any organization

because they endure.

4. Values send a message.

A good value teaches and guides the members of the organization a
symbolic act affirms the value over and over.

5. Values shape on organization.

Values manifest itself in various ways. It thrusts members to produce quality
good products. Values can shape and animate an organization.

I. Core and Related Values

The seven core values are made specific and further explained and ramified into
particular values. The human dignity is the overarching value; all over values are
pursued because of inner worth of the human person.

Summary:

The summary of chapter 2 talks about the differences between self-awareness and
self- management; knowledge of self by means of positive and negative self-talk; the self-
management sequence that control one’s success and failure; and the analyzation of the
different levels of self-talk that give ways to change oneself.

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Activity 2.5
Direction: Differentiate the values of being from values of giving. (30 points)

Activity 2.6
Direction: Answer the following questions briefly based from the topic “Value Development”.
(20 points each)

1. Explain the four dimensions of self in terms of your attitudes and behaviors leading to their
corresponding values.

2. How will you be able to actualize these values in your family, school, and community?
Explain how each of these values affects your personhood?

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3. Explain each of the seven habits of highly effective people with respect to your own
experiences. Which of the seven habits do you consider most effective?

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UNIT III: Basic Leadership Training

This unit focuses on the different virtues as a foundation of leadership. It also describe
the qualities and characteristics of a good leader.

Learning Outcomes
At the end of this chapter you will be able to:
• Describe the different virtues as a foundation of leadership.
• State and describe the qualities and characteristics of a good leader;
• Differentiate and illustrate the different leadership styles as practiced by
leaders; and
• Assess and evaluate the current leadership qualities for potential leaders.

Introduction

Directions: Base on your understanding about leadership, what are the good qualities of an
effective leader?

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LESSON IV: LEADERS AND LEADERSHIP

Content
A. LEADERS AND LEADERSHIP

1. Leadership is the art of influencing people to get the necessary support and cooperation in
community affairs to maintain solidarity among people. It is the ability to influence others
towards goals. It also means “doing the tight things.”
2. A leader is one who helps/facilitate communities of people, takes risk, and envisions a
better future for his group.
3. A leader has followers. As Peter Drucker pointed out, a leader is someone who has
followers. Even poor leaders have followers, but usually not for long. That is because the
goal of leadership is to get results.

B. VIRTUES AS A FOUNDATION OF LEADERSHIP

1. Virtue is defined as conformity to a standard of right and morality. It is a beneficial quality

or power of a thing and a commendable quality, trait or habit.

2. The following virtues are considered the foundation of leadership:

A. Prudence – the habit which enable man to direct his actions to human life’s goals, knowing
the right thing to do and applying it.
B. Justice – the habit of giving each on his due with constant and perpetual will; gives stability
that man needs to work without fear and anxiety in the search of happiness
C. Fortitude – the habit of overcoming the difficulties and pressures of life in the pursuit of
good.
D. Temperance – the habit of bringing the desires and natural inclination of man under the
control of reason.
E. Industry – the habit of working hard and working under pressure
F. Loyalty – the habit of remaining true to your friends and to your principles (goals) in times
of difficulty.
G. Responsibility – the habit of being accountable for one’s actions, duties, and obligations;
readiness to answer for the consequences of one’s actions
H. Cheerfulness – the habit of being optimistic, positive, always seeing the bright side of
things.

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I. Generosity – the habit of sharing the good that one has with other people; thinking first if
the people around him and looking for ways he can help and serve them
J. Magnanimity - The habit of having great ideals and ambitions of doing good; being
concerned with doing great deeds of service to others by devoting one’s life to serve one’s
country or to help people.

C. TRAITS OF LEADERSHIP

1. True leaders is the art of changing a group from what it is into what it ought to be.
2. Leadership is the ability to recognize a problem before it become emergency.
3. Leadership and learning are indispensable to each other.
4. Leadership is learning to give whether you get anything or not. If you ever give something
to get something, you are not giving in the true sense of the word, you are trading!
5. On the other side of the coin of leadership is loneliness, for he who is a leader must always
act alone, and acting alone means accepting everything alone.
6. Leadership is the ability to handle uncertainty.
7. What is “it”? This is the aspect of leadership that is concerned with outward appearance.
It means looking, dressing, and talking like a leader.
8. Leadership has nothing to do with ordering people around or directing their every move.
9. The climax of leadership is to know when to do what.

D. Qualities of a Good Leader

1. Good leader enable people to fell and become empowered.

2. Good leaders inspire values of caring. In such a caring community, each person is valued.
3. Good leaders, ensure that learning and competence matter.
4. Good leaders, particularly those in administration, create an atmosphere where work is
stimulating challenging, and fun.
5. Good leaders help people feel a sense of unity.
6. Good leaders help members develop a sense of security and trust not only in the leader
but also in one another.
7. A good leader displays reliability and integrity.
8. A good leader is honest and trustworthy, and has integrity.
9. The best leaders use thinking to help members develop a set of intentions, outcomes,
goals, and directions.

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E. CHARACTERISTICS OF A LEADER
Even if leaders have no common traits, they share characteristics that, in total, define their work.
Leaders:
1. Have the will to lead rather that manage;
2. Maintain high morale among their people;
3. Inspire commitment and teamwork;
4. Display, at times, energy, passion, and enthusiasm;
5. are focused and able to focus those the lead;
6. take prudent risks;
7. are honest with themselves;
8. carry on despite setbacks;
9. know their field and job in great depth;
10. work to instill values in their people;
11. orient themselves toward the customer;
12. take a long-term perspective;
13. invite input;
14. tolerate mistakes;
15. set standards and objectives;
16. Remain calm under fire;
17. ensure that people have resources to do their job;
18. believe in themselves and their people;
19. initiate change rather that react to it;
20. take responsibility;
21. aren’t afraid to work side by side with good, ambitious people;
22. Envision a better future;
23. don’t blame others;
24. have a “buck stops here” attitude;
25. want to win;
26. are curious and flexible;
27. Test assumptions constantly
28. don’t over control;
29. give subordinates leeway to act;
30. tolerate, if not invite, dissent;
31. believe they can affect the world for the better;
32. see opportunity in challenges;
33. make instinctive decisions based on experience; and
34. take time to teach people their point of view.

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F. LEADERSHIP STYLES
1. Authoritarian Leadership (Survival)
A leader makes a decision and announces it.
➢ A leader announces his decision with no feeling of responsibility or accountability to share
the reasons.
A leader presents decision but “Sells it to Member:
➢ A leader announce his decision and shares the reason behind it.
A leader present a decision and invites questions for clarification.
➢ A leader announces his decision, but responds to questions for clarification

2. Consultative Leadership (Security)

A leader presents a tentative decision subject to change.
➢ A leader announce his “tentative” decision and announces that he is open to questions for
clarification and discussion.
A leader presents a situation, gets input, makes a decision.
➢ A leader identifies a situation or problem and moves into a facilitating role to surface
assumptions and suggestions, then moves out of facilitating role and makes a decision.
A leader call on members to make a decision, but hold on veto.
➢ A leader calls on the group to identify situations and limitations, explores and makes a
decision contingent on leader’s veto power.

3. Enabling Leadership
A Leader defines limits, calls on members to make a decision.
➢ A leader shares any “givens” (e.g. funds available, time parameter, etc.) and facilitates a
decision by members on basis of limitations.
A leader calls on members to identify limits, explore situation, and make a decision.
➢ A leader maintains a facilitating role by allowing members to identify a situation or
problem, identify limits, explore and make a decision.

Activity 3.1 - Assessment of Current Leadership Qualities for Potential Leader (Maxwell J.C.,
1995)
Direction: Assess and rate yourself honestly as a current or future leader based on the list of
leadership qualities below. Answer the items by using the following scales.
0-never 1-seldom, 2-sometimes, 3-usually, 4-always
(50 points)

0 1 2 3 4
1. The person has influence.
2. The person has self-discipline.
3. The person has a good track record.
4. The person has strong people skills.

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5. The person has the ability to solve problems.

6. The person does not accept the status quo.
7. The person sees the big picture.
8. The person has the ability to handle stress.
9. The person displays a positive spirit.
10. The person understands people.
11. The person is free of personal problems.
12. The person is willing to take responsibility.
13. The person is free from anger.
14. The person is willing to make changes.
15. The person has integrity.
16. The person is growing closer to God.
17. The person has the ability to see what has to be
done next.
18. The person is accepted by us and other by leaders.
19. The person has ability and desire to keep learning.
20. The person has a manner that draws people.
21. The person has a good self-image.
22. The person has a willingness to serve others.
23. The person has the ability to bounce back when
problem arise.
24. The person has the ability to develop other leaders.
25. The person takes initiative.

Content

A. TEAM DEVELOPMENT
1. A Youth Organization is a collection of teams comprising of young people. The success of a
youth organization depends on the ability of the teams within it to work together to attain the
commonly held objectives.
2. Factors Contributing to team Development and Effectiveness
The development of a team is based on the assumption that any team is able to work more
effectively if its members are familiar with the four factors that contribute to team development
and effectiveness. These are:
A. Shared Goals and Objectives
The team must state the goals and objectives. The goal must be an overall understanding of the
role of the team in the total organization.
B. Utilization of Resources
The team must use effectively all the resources at its disposal. This mean establishing an
environment that allows individual resources to be used.
C. Trust and conflict resolution

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The ability to openly recognize conflict and to seek to resolve it through discussion is critical to
the team’s success.
D. Shared Leadership
Individuals will not function as a team if they are brought together simply to “rubber stamp”
decisions made by the team’s formal leader or others not in the team. Cohesion of a team occurs
only where there is a feeling of shared leadership among all team members.
3. Team Relationship and Management
a. A team is a number of persons associated together in work or activity.
b. In a relationship in an organization or movement, people have various expectations of each
other. These expectations sometimes are not stated; sometimes they are unconscious.
c. The management of the organization depends on proper coordination. Coordination implies
enabling people to reach their own goals, transform their situation, and take their destiny into
their own hands.
4. Building a better team
The following aspects are necessary for building a better team.
a. Teamwork reflects camaraderie
A team will not work if members are self-centered and if they do now know each other. There
will be no fun, excitement, and sharing.

b. Teamwork reflects Unity

Whatever the outcome of the project, it is the team that works towards it. It is not a single stick
anymore, but a bundle of sticks hard to break, strong and fighting.
c. Teamwork divides the effort and multiplies the success
Each group has ample zest and inspiration to become a dream team

5. The characteristics of an Effective Team

A. The team members share a sense of purpose or common goals, and each team member is
willing to work toward achieving these goals.
B. The team is aware of and interested in its own processes and it examines norms operating
with the team.
C. The team identifies its own resources and uses them, depending on its needs.
D. The team members continually try to listen to and clarify what is being said and show
interest in what others say and feel.
E. Differences of opinion are encouraged and freely expressed.
F. The team is willing to surface conflict and focus on it until it is resolved or managed in a
way that does not reduce the effectiveness of those involved.
G. The team exerts energy towards problem solving rather that allowing it to be drained by
interpersonal issues or competitive struggles.
H. Roles are balanced and shared to facilitate both the accomplishment of tasks and feelings
of team cohesion and morale.
I. To encourage risk taking and creativity, mistakes are treated as sources of learning rather
than reasons for punishment.
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J. The team is responsive to the changing need of its members and to the external
environment to which it is related.
K. Team members are committed to periodical evaluation of the team’s performance.
L. The team is attractive to its members, who identify with it and consider it a source of both
professional and personal growth.
M. Developing climate of trust is recognized as the crucial element for facilitating all of the
above elements.

6. The characteristics of Effective Team Leaders Effective team leaders:

➢ Communicate
➢ Are open, honest, and fair.
➢ Make decisions with input from others
➢ Act consistently
➢ Give the team members the information they need to do their jobs.

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➢ Set goals and emphasize them

➢ Keep focused through follow-up
➢ Listen to feedback and ask questions
➢ Show loyalty to the organization, the team, and team members
➢ create an atmosphere of growth
➢ Have wide visibility
➢ Give praise and recognition
➢ Criticize constructively and address problems
➢ Develop plans
➢ Share their mission and goals
➢ Display tolerance and flexibility
➢ Demonstrate assertiveness
➢ Exhibit a willingness to change
➢ Treat team members with respect
➢ Make themselves available and accessible
➢ Want to take charge
➢ Accept ownership for team decisions.

7. A dream team Leader provides the support needed for success.

The support is created when leader decide to be facilitators rather than directors. The total
control by the leader, even if he is somewhat able to achieve it, is never as effective as a group
effect. The different between how dictators and facilitators operate are shown below.

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DICTATORS FACILITATORS

1. Hoard decisions 1. Push decisions down the line.

2. Make decisions alone or restrict 2. Involve others as much as possible in key
them to an elite group. decisions and give people space to make
those decisions.
3. View truth and wisdom as their 3. View truth and wisdom as being accessible
domain since they are the leader. to everyone throughout the organizations.
4. Surprise their workers with edicts 4. Let those responsible decide how the jobs
from above. will be done.
5. Guard their own interests. 5. Serve everyone’s interest by developing
people.
6. Take for themselves. 6. Give to the organization.

8. The Characteristics of Effective Team Members

Effective team members:

➢ Support the team leader

➢ Help the team leader to succeed
➢ Ensure that all viewpoints are explored
➢ Express opinions, both for and against
➢ Compliment the team leader on team efforts
➢ Provide, honest, and accurate information
➢ Support, protect, and defend both the team and the team leader
➢ Act in a positive and constructive manner
➢ Provide appropriate feedback
➢ Understand personal and team roles
➢ Bring problems to the team (upward feedback)
➢ Accept ownership for team decisions
➢ Recognize that they each serve as a team leader
➢ Balance appropriate levels of participation
➢ Participate voluntarily
➢ Maintain confidentiality

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➢ Show loyalty to the organization, the team leader, and the team
➢ View criticism as an opportunity to learn
➢ State problems, along with alternative solutions/options
➢ Give praise and recognition when warranted
➢ Operate within the parameters of team rules
➢ Confront the team leader when his or her behavior is not helping the team
➢ Share ideas freely and enthusiastically
➢ Encourage others to express their ideas fully
➢ Ask one another for opinions and listen to them
➢ Criticize ideas, not people
➢ Avoid disruptive behavior such as side conversation and inside jokes
➢ Avoid defensiveness when fellow team members disagree with their ideas
➢ Attend meetings regularly and promptly
9. Symptoms of Team Problems
Any social organization has its own problems. The table below describes and explains some
symptoms of common team problems.

Table 3. Common Team Problems

Symptoms Description Explanation

Backbiting and ComplainingMembers of the team openly Team members are not cleared
complain about and find fault about standards leading to a
with one another. loss of control
Over one another.
Presence of a “spy of the Members of the team suspect New members have difficulty
owner” and distrust new members. breaking into the established
team.
Two coalitions The team has two factions, one The team experiences a lack of
of which has very little cohesiveness.
influence or power.
Personal stress Stress shows up in the team Team members feel
members, evidenced by threatened and thus become
“blowing up and physical less efficient and more
symptoms. dissatisfied.
Combative behavior Team members resort to Team members express
yelling and to combative conflict through the use of
behavior in the name of treats, attacks and so on.
playing the devil’s advocate.

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Infinite details Team members scrutinize Team members distrust one

every detail and check on all another and fear being
aspects of minor or major penalized for errors
decisions

Amount of time to make Decisions on minor issues are Team members feel a lack of
decisions brought to the top of the trust directly related to team
organization, requiring problem-solving.
excessive time.

Shifting and changing Decisions are often changed Team members are not willing
decisions shortly after being made. to commit the team to a
unified course of action.

10. Seven Team Well-Being Secrets

a. Purpose (are we committed to the same purpose?)

A healthy team has a well-articulated corporate and team purpose, usually phrased as a vision
statement, mission statement, or values statement.
b. Role (How will we contribute to fulfilling our purpose?)
In a healthy team, the members continually ask themselves whether the team is enacting the
specific role needed to achieve its purpose.
c. Strategy (What will we do to achieve our purpose?)
In a healthy team, the members understand the team’s strategy and use it to guide day-today
activities. The members ask what new things they should do and what things they should stop
doing.
d. Processes (How will we work together?)
In a healthy team, the members are aware of what processes or systems of operations are used to
produce results.
e. People (How will we care for one another?)
A healthy team has members who have the required expertise and knowledge to implement the
team’s strategy and achieve its purpose.

f. Feedback (how will we obtain and use information about our performance?)
A healthy team solicits feedback on its behavior and performance from key stakeholders, who
might include customers, suppliers, managers, and other teams.

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g. Interfaces (How will we manage the team’s relationships?)

A healthy team intentionally manages its critical relationships with external people or environment
in order to build needed relationships and enhance existing ones.

Activity 3.2 Explain the following characteristics of effective team leaders and member. (5
points each)

EFFECTIVE TEAM LEADERS

1. Communicate
2. Are open, honest and fair
3. Treat team members with respect
4. Make themselves available and accessible

EFFECTIVE TEAM MEMBERS

1. Support the team leader
2. Help the team leader to succeed
3. Participate voluntarily
4. Provide open, honest, and accurate information

Answer Sheet for Activity 5

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Activity 3.3 Write a sample situation or scenario wherein you use or apply the “Seven Team
Well-being Secrets.

1. Purpose -Are we committed to the same purpose?

2. Role –How will we contribute to fulfilling our purpose?
3. Strategy- What will we do achieve our purpose?
4. Processes-How will we work together?
5. People- How will we care for one another?
6. Feedback-How will we obtain and use information about our performance?
7. Interfaces-How will you manage the team’s relationship?
(10 points each)

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LESSON VI: DECISION-MAKING

Content

Decision-making skills and techniques underpin most aspects of management. The art of
good decision-making is complex, encompassing a wide range of personal and interpersonal skills
such as fact finding, logical thinking, and analytical ability, sensitivity to other, creativity, and
assertiveness.

1. Importance of Decision-Making
Deciding something means making a choice or coming to a conclusion and neither of those
things is easy. Decision is a choice between two or more options/alternatives. It is the act or process
of deciding, a determination arrived at after careful consideration. It is a determination of either to
win or to lose. Decisions involve a commitment to action; and the hardest step in achieving
anything is making a true commitment. The decisions are important because they have the power
to trigger the process of forming aspirations and goals into reality.
2. Kinds of Decisions (Thompson, J.L. 1997)

A. Operational Decision – This is concerned with how the different functions of the
organization, such as marketing, production, finance, etc. will contribute to its strategic
plan.
B. Strategic Decision – The decision at this level is likely concerned with the scope of the
organization’s activities.
C. Routine Decision – This is an ordinary decision on a wide range of issues. The decisions
are left to one person, usually the leader.
D. Urgent Decision – This is decision intended for some problems that occur rapidly and may
cause serious consequences if not a dealt with urgency.
E. Problematic Decision – This decision must be taken when a difficulty has emerged and
there is no obvious solution. Experts from outside the team may be called to give advice.
F. Consultative Decision – This is a decision that involves those who are affected by the
results of the decision. Consulting other people from outside the organization means
inviting to serve as consultant.

3. Decision-Making Approaches
There are two main approaches to decision-making that are linked to McGregor’s X and
Y Theories.
a. Authoritarian Approach – Leaders assume the authority to make decisions along and
to pass them down the line for implementation.
b. Democratic Approach – The responsibility for decision-making is shared between the
leader and members of the team.

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4. Key Steps in Decision-Making by systematic Approach

c. Setting Objectives – Define the purpose of the decision and consider what outcomes
or objectives it will achieve.
d. Collecting Information – Have sufficient information for the choices you need to
make.
e. Identifying Alternative Solution – Look at all possible options: some are obvious,
others have to be logically deduced, and others require a more creative approach.
f. Evaluating Options – This involves determining the extent to which the decision
options meet the decision objectives.
g. Selecting the Best Option – After the evaluation, the ’best’ option is selected using
anyone of a number of techniques or approaches.

5. Involvement in Decisions
Every Group has to make a decision and the way in which these decisions are made will
affect deeply the commitment of the members to the life and work of the group. When a group
cannot make decisions, the members become very frustrated. Most groups need some skills to
practice decision-making so that all the members discovers and learn what helps and what hinders
good decision-making.
If we look back on how many people are actively involved in making a decision, we will
find out the following:
a. The Plop
➢ Here the group makes a decision by not making a decision. This means ‘Not to
decide’ is to decide. Someone make a suggestion, but it is dropped like a stone
into a pond, and no one pays any attention to it at all.
b. The One-Person Decision
➢ This is quickly made, but later when the decider depends on free or voluntary
support from others to implement it, he may find himself carrying it out alone.
c. The Handclasp
➢ One person makes a suggestion; another says, ‘What a marvelous idea,’ and
without further discussion, the matter is decided.
d. The Clique
➢ This decision is made by a small group who plans beforehand to get their way.
Because they are better organized that those who disagree, they are often
successful on the immediate issue, but they bring a spirit of rivalry rather that
cooperation into the group.
e. Minority
➢ These decisions are not consciously organized as those of the clique, but a few
powerful personalities dominate the group, often unconsciously, and then later
they wonder why the others are apathetic.
f. Majority Vote

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➢ In big groups, this is often the most effective way to make a decision. However,
one may lose the interest or the loyalty of the minority who voted against a
decision, especially if they fell their point of view was not heard.
g. Silent Consensus
➢ Some groups aim at unanimous decisions. These are good, if genuine, but they
are rarely achieved completely on important issues. Unanimous agreement is
sometimes assumed, when some members have not felt free to disagree and
have kept silent.
h. Consensus
➢ This is an agreement, often involving compromise or the combination of various
possibilities, after all opinions have been heard. Disagreements and minority
viewpoints are discussed fully. It takes time and care to build acclimate in which
all feel free to express themselves.

6. Difficulties in Decision-Making
Most of the difficulties encountered by a group in making decisions center around one
or another of the following factors:

a. Fear of Consequences
b. Conflicting Loyalties
c. Interpersonal Conflict
d. Hidden Agenda
e. Blundering Methods
f. Inadequate Leadership
g. Clash of Interest

7. A Simple guide for Making Decision by Consensus

a. What are we trying to decide? (Be sure this is clear to everyone)
b. What are the different possibilities? (Consider as many as possible, Brainstorming
may be useful.)
c. How many each possibility work? (Consider the pros and cons.)
d. What suggestion, or a combination of suggestions, do we choose?
e. What do we need to do to carry out the decision?
f. Who will do what, when, where, and how?
8. Factors which Help Decision-making

a. Clear goal
b. Clear understanding of who has responsibility for the decision
c. Good means of stimulating and sharing of ideas (e.g., a code, film, or diagram)
d. Effective leadership and structures to deal with the size of the group
e. Effective way of testing different suggestions offered
f. Commitment of the leader to genuine group involvement in making the decision
g. Agreement beforehand on what procedures will be most appropriate (e.g.,
consensus, majority vote, secret, ballot, etc.

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9. So many skills and techniques are used in decision-making. The table below might help
you identify how effective you are in decision-making. Place a check mark on the
options provided for each item.

DO YOU OFTEN SOMETIMES NEVER

1. Select the right method of
making a decision?
2. Involve member of your team
whenever you ca?
3. Stop and think what you want
the decision to achieve.
4. Take steps to collect all the
information you need to make
an important decision?
5. Know how to apply logical
thinking when appropriate?
6. Know how to apply creative
thinking when appropriate?
7. Use effective ways of weighing
up the options and selecting the
most suitable one?
8. Make sure everyone know
about a decision that affect
them>
9. Check to see whether a decision
is bringing the required results?
10. Admit that you are wrong if the
decision turns out to be a bad
one?

If you check “Sometimes” or “Never” for:

a. Questions 1 and 2. You have to look carefully for information on different styles of
decision-making.
b. Question 3 and 4, you have to find out more about setting objectives and collecting
information.
c. Questions 5 and 6 you have to find out how to generate a range of options to arrive at a
decision.
d. Questions 7, 8,9 and 10, you have to find out how to evaluate options and implement
decisions.

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Activity 3.4
Direction: Make a role play by forming group of 6 students. Role play the selected “Kinds of
Decisions-Making”. Each group will give a 3-minute presentation on how decisions
are made. The role playing must be properly scripted. The scripted dialogue must be
submitted after the role-playing presentation. Paste your script of your role playing on
the activity sheet provided. (50 points)

KINDS OF DECISION MAKING

-

SCRIPT OF YOUR ROLE PLAYING

Summary:
The summary of this chapter 3 are describing the different virtues as a
foundation of leadership, talks about the qualities and characteristics of a good
leader; differentiating and illustrating the different leadership styles as practiced
by leaders; and assessing the current leadership qualities for potential leaders.

“You just nailed the entire chapter of this course module!”

If you have not completed the tasks, or you have difficulty in accomplishing the activities,
please send me a message to my e-mail, messenger, or you may ask clarifications through a text
message or phone call during scheduled consultation days on the contact number included in your
syllabus. You may write your insights or thoughts about the activity on the space provided below.

Feel free to write your thoughts here:

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References:
1. Andres, TD. (1988). Community Development: A Manual. Quezon City: New Day
2. Covey, S.R. (1990). The 7 Habits of Highly Effective People. New York: AFreside Book.
3. Cuvegkeng T.C. (1991). Basic Health Care for the Community, Manila: Cat Prints.
4. Drummer, L.M. (1997). The Helping Relationship, Process and Skills. New Jersey: Prentice-
Hall, Ine.
5. Ellis, Steven K. (1992). How to Survive a Training Assignment. A Practical Guide for the
New, Part-time or Temporary Trainer. New York: Addison-Wesley Publishing Co., Inc.
6. Evitan, Sar. A. (1990). Programs in Aid of the Poor. Baltimore and London: The Johns
Hopkins University Press.
7. Eyre L., et al. (1993). Teaching Your Children Values. New York: Fireside, Simon, &
Schuster, Inc.
7. Farquhar, J.W. (1987). The American Way of Life Need Not Be Hazardous to Your Health.
New York: W.W. Norton & Company.
9. Gonzales, Vivian A. (1997). Values Integration and Promotion, A Civic Welfare Service.
Laguna: SIKAP/STRIVE, Inc. Page Publishing Artists Co.
10. Ivan, K, et al. (1983). "Physical Fitness for Practically Everyone." The Consumers Union
Report on Exercise. New York: Consumers Union.
11. Kakabadse, Andrew, (1998). Success in Sight: Visioning. London: International Thomson
Business Press.
12. Kemper, D.W. (1994). Healthwise Handbook, A Self-Care Guide for You and Your Family.
Idaho: Kaiser Permanent Edition.
13. Paniel (1994). Today's Family Values Handbook. HIS Publishing Book Series: Pan America,
USA.
14. Prell R.W. (1990). Management: Ends and Means. California: Chandler
Publishing Co.149
15. Sergio J. Lee (2007), Civic Welfare Training Service (CWTS) I, Literacy Training Service

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(LTS) I, Adamson University, C & E publishing Inc.

ACADEMIC HONESTY FORM

Declaration

1. I understand what academic dishonesty entails and am aware of BCFI’s policies

in this regard.

2. I declare that this activity is my own, original work. Where I have used someone
else’s work I have indicated this by using the prescribed style of referencing. Every
contribution to, and quotation in, this assignment from the work or works of
other people has been referenced according to this style.

3. I have not allowed, and will not allow, anyone to copy my work with the
intention of passing it off as his or her own work.

4. I did not make use of another student’s work and submitted it as my own.

5. I am aware that marks can be deducted for poor/no referencing in this examination.

NAME:

ID NUMBER:

STUDENT NUMBER:

PHYSICAL ADDRESS:

DATE:

STUDENT’S SIGNATURE:

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Mc John I. Goc-ong
Name of Instructor
09555266465
Cellphone number
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