South East Asian Institute of Technology, Inc. National Highway, Crossing Rubber, Tupi, South Cotabato

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato
COLLEGE OF EDUCATION DEPARTMENT

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LEARNING MODULE
FOR
NSTP 111: NATIONAL SERVICE TRAINING PROGRAM I
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WEEK 1
September 1, 2020
NSTP 111 National Service Training Program I

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COURSE OUTLINE
COURSE CODE : NSTP 112

TITLE : National Service Training Program II
TARGET POPULATION : All First Year Students
INSTRUCTOR : Ms. Marjorie N. Garcia
Overview:
Republic Act No. 9163 (The NSTP Act of 2001) is an act establishing the National Service Training
Program (NSTP) for tertiary level students, amending for the purpose Republic Act No. 7077 and
Presidential Decree No. 1706, and for other purposes. Its guiding principles are anchored on the role of the
youth in nation-building.
Objectives:
General Objective
The primary objective of NSTP is to highlight the role of the youth in building a strong Republic,
invoking gender equality and development through the inclusion of female students in national service
training. As such, it aims to develop the youth to become civic or military leaders and volunteers through a
modified, re-structured and reinforced training package which includes leaders and volunteers who could be
called upon by the nation in instances that will warrant their services, especially in the event of disasters or
emergencies. NSTP as a form of citizenship training, provides the students the opportunity to demonstrate
practical and functional knowledge as well as life skills, particularly problem-solving and decision-making.
After studying civic education, watch the PUP-NSTP video titled “Ang Kabataan ang Pag-asa ng Bayan” and
answer the following questions. Your responses will be checked using the rubric presented at the end of this
module.
To understand the importance of National Service Training Program (NSTP)
The following are the topics to be discussed
Week 1 NSTP LAW

Week 2 Self-Awareness
Week 3 Values Development
Week 4 Leadership
Week 5 Social Mobilization
Instruction to the Learners
Each chapter in this module contains a major lesson involving the NSTP Law. The units are
characterized by continuity and are arranged in such a manner that the present unit is related to the next
unit. For this reason, you are advised to read this module. After each unit, there are exercises to be given.
Submission of task given will be every Tuesday during scheduled day.
GETTING STARTED:
Do you think your city, municipality or province has potential for cultural development that you want to
harness?
As cultural development a thriving industry in your locality and you want to take better advantage of it!
Do you currently observe undesirable impact in your area that you want to manage or control? Then this
subject National Service Training Program is trying to help you know all about your land area.

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We wish to know how interested you are of becoming efficient and effective person in the future.
Complete the statement stated below as honestly as you can. All answer is accepted.
1. What is civic education?

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2. How many elements does Civic Education have? What are these elements?
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3. What is National Service Training Program? How it is related to Education?

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4. What are the qualities that NSTP inculcates among the youth?
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5. What are the roles of the youth that the State, through R.A. 9163, recognizes and promotes?
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6. After providing answers to questions one to three, how do you find the importance of R.A. 9163 or NSTP
Law in your everyday experiences?
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Class Dynamics Poster Making Activity Directions: You will be making a poster that will highlight the
components of NSTP. The poster must exemplify the value and relevance of each NSTP component to the
society and oneself. It must be creative and innovative; realistic and specific. Generalization Re-state the
training objectives and explain if they were achieved. Be very specific as possible.

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WEEK I
NSTP LAW
Introduction:
What is NSTP?
The National Service Training Program (NSTP), is a civic education and defense preparedness
program students instituted by the Government of the Philippines on 5 January 2000 by virtue of Republic
Act 9163, otherwise known as the "National Service Training Program (NSTP) Act of 2001."
Republic Act No 1963 establishes the National Service Training Program or NSTP (for tertiary level
students) amending for the purpose as stated on the Republic Act No. 7077 and PD No. 1706.
THE National Service Training Program (NSTP) is defined under Republic Act No. 1963, section 3 as 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 program components.
NSTP LAW
NATIONAL SERVICE TRAINING PROGRAM (RA 9163) Pursuant to Section 12 of Republic Act No.
9163 otherwise known as the National Service Training Program (NSTP) Act of 2001, the Commission on
Higher Education (CHED), Technical Education and Skills Development Authority (TESDA), and Department
of National Defense (DND), in consultation with the concerned government agencies, the Philippine
Association of State Universities and Colleges (PASUC), Coordinating Council of Private Educational
Associations of the Philippines (COCOPEA), Non- Government Organizations (NGOs) and recognized
student organizations, hereby jointly issue, adopt and promulgate the following implementing rules and
regulations to implement the provisions of the Act.
Every first year students effective school year 2002-2003, male or female enrolled in any
baccalaureate degree and in at least two years Technical-Vocational or associate course is required to
complete at least one of the three components of the NSTP as a graduation requirement and as stipulated in
Republic Act No. 9163, Rule 3 section 4a.
What if a student is a second degree taker? a graduate of associate course before SY 2003-2004?
Or, a transferee who took the NSTP from other University?
Based on R.A No. 9163, Rule 3, sections 4a1, 4a2 and 4a3, students who finished or graduated
before School Year 2003 and 2004 are exempted to take the NSTP. Also, exempted are those students who
completed any of the three components but considered freshmen to the course where they transferred or
shifted; foreign students; and students of Philippine Merchant Academy, Philippine National Police Academy
and Philippine Military Academy in view of the special character of these institutions.
COMPONENTS OF NSTP
Under the NSTP Program, both male and female college students of any baccalaureate degree course
or technical vocational course in public or private educational institutions are obliged to undergo one of three
program components for an academic period of two semesters. The students, however, are free to choose
which particular program component to take. The three NSTP Program components are:
● Civic Welfare Training Service (CWTS)
This program component is designed to provide students with activities contributory to the general
welfare and betterment of life of the members of the community especially those developed to improve

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social welfare services.
● Literacy Training Service (LTS)
This program component is designed to train students in teaching literacy and numeracy skills to
schoolchildren and out-of-school youths. The hope is to continue learning on a peer - to - peer interaction.
● Reserve Officers' Training Corps (ROTC)
This program component is designed to provide military education and training for students to mobilize
them for national defense preparedness. This is also a glimpse for young people to see how military life is
and encourage them into service.
Graduates of the ROTC program component are organized into the Citizen Armed Force, while
graduates of the LTS and CWTS program components are organized into the National Service Reserve
Corps (NSRC) administered by the Department of National Defense, the Commission on Higher Education
and Technical Education and Skills Development Authority.
TIME DURATION
Rule 6, sections 6a and 6b of the Republic Act No. 9163 clarified the course duration of NSTP
wherein every student shall take NSTP for an academic period of two semesters which consist of 3 units per
semester with a minimum of 54 hours and a maximum of 90 training hours per semester. It can also be
undertaken for one summer program in lieu of the two semesters if the institution allows it.
Do Students need to pay NSTP fee?

This question is best answered by referring the Rule 4, section 9 of the NSTP law which states that:
“No fees shall be collected for any of the NSTP components except basic tuition, which should not be
more than fifty (50%) percent of the charges of the school per academic unit”.
Even though, it is stipulated in the NSTP law that only basic tuition is allowed to be collected, there
are some universities that require minimal fee for uniform with consent from the concerned authorities. The
reason for this is for identification and safety of the students, since most of the NSTP Programs are done
outside the university.
What will the students receive after completing NSTP Program?

Every students will be given a certificate of completion with corresponding serial number issued by
CHED, TESDA and DND as 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
pursuant to Republic Act No. 7077 as stipulated in Rule 5, sections 11a and 11c of the NSTP law.
ACTIVITY
Explain the following.
1. Why do we need to study NSTP?
2. What is the role of NSTP in our daily activities?
End of first week

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LEARNING MODULE
FOR
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WEEK 2
September 8, 2020

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WEEK 2
SELF AND SELF-AWARENESS
Self is an aspect of human being that reflects the individuals emotional. Psychological, spiritual and
total personality. Self-awareness, on the other hand, means to accept one’s self, one’s strengths and
weaknesses to the extent that one develops a clear picture of personhood; to reveal oneself to others by
investing or taking risks towards growth; and to express one’s feelings, consonant and dissonant in loving
concern.
Self-acceptance is to let the individual understand and accept himself before others. In so doing, it
helps in building up confidence and risk taking interpersonal relationship. The process of acceptance
includes identifying specifically what you, as a human being, don’t accept about yourself; knowing that you
are doing the best you can; taking a good hard look at your honesty level.
In relation, you experience self-disclosure when you reveal yourself to others and encourage others
to show interest and concern in you. However, the moment you share burden and responsibilities with
others and you become sensitive to each other’s need you manifest self-expression.
COMMUNICATION SKILLS
The communication skill is very important for an individual like you as it develops the ability for active
listening as well as sharing ideas and experiences to other people. It will also help you know the effects of
filtering in communication
Process and learn the difference models and patterns of communication.
PERSONALITY
Your personality makes the sum total of your psychological traits and characteristics. It
determines your adjustments to the environment making you appealing or repelling to other people. There
are factors that affect your personality, namely, heredity, environment and experiences which eventually can
be improved in terms of physical, intellectual, social, emotional and psychological.
STEPS ON HOW TO IMPROVE YOUR PERSONALITY

1. Accept that improvement is needed.
2. Have a strong desire to improve.
3. Evaluate yourself honestly by making a checklist of your strong and weak points.
4. Follow a step-by-step plan for improvement. Do something to change for the better.
5. Do not stop until you have finally improved or developed your personality.
IMPORTANCE OF SELF-AWARENESS
Understanding the way your self-concept develops increases self-awareness. The more you
understand why you view yourself as you do, the better you will understand who you are. One way to gain
self-awareness is by using the Johari Window of the self as noted by Chaulan, (2002).
The Johari Window was invented by Joseph Luft and Harrington Ingham in the 1950’s as a model for
mapping personality awareness. By describing self from a fixed list of adjectives, then asking friends and
colleagues to describe you from the same list, a grid of overlap and difference can be built up.

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There four selves that represent each human person
Known to self Not known to self
OPEN SELF BLIND SELF
HIDDEN SELF UNKNOWN SELF
● The Open Self- represents all the information, behaviors, attitudes, feelings, desires, motivations,
ideas and so on, that you know about yourself and that other also know about you.
● The Blind Self- represents information about yourself that others know but you do not know.
● The Unknown Self- represents those parts of yourself about which neither you nor others know.
● Hidden Self- contains all that you know of yourself but keep hidden from others.
The development of emotional competence

Emotional competence in the workplace spells the difference between the outstanding performer and
the poor or mediocre performer. Emotional competence builds one’s emotional intelligence. Cooper and
Sawaf (1997) define emotional competence as the ability to recognize emotions and use these as source of
human energy, information, connection and influence.
FIVE BASIC ELEMENTS OF EMOTIONAL INTELLIGENCE (Goleman, 1998)
1. Self-awareness- knowing what the feeling are the moment and using preferences to guide our decision-
making, having realistic assessment to our own abilities, and a well-grounded sense of confidence.
2. Self-regulation- handling our emotions so that they facilitate, rather than interfere with the task on hand,
being conscientious and delaying gratification in order to pursue goals or recovering well from emotional
distress.
3. Motivation- using our deepest preferences to move, guide us towards our goals, to help us take initiative
and strive to improve, and to persevere in the face of setbacks and frustrations.
4. Empathy- sensing what people are feeling, being able to take their perspective and cultivating rapport and
attunement with a broad diversity of people.
5. Social Skills- handling emotions well in relationships accurately reading social developments and lead in
disputes for cooperation and teamwork.
ACTIVITY I
(To be submitted on Tuesday, September 15, 2020)
A JOURNEY TO A GOOD LIFE

Instructions:
A. On a short bond paper make a drawing that would show an Ideal Day in the life you would like to have 5-
10 years from now. Be as creative and imaginative as you can. Consider the following questions in your
drawing:
1. Who are you?

2. Where are you?
3. Whom do you live with?
4. What are you doing?
5. How do you feel about your life?
B. Creatively/artistically fill up the following circles using any coloring material and pencil.
What
made me
aspire for
NSTP 111 National Service Training Program I such life?
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What kind What steps
of life do I will I take
like to to achieve
have? this life?
End of second week

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LEARNING MODULE
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WEEK
September 15, 2020
WEEK III
VALUES DEVELOPMENT
VALUES EDUCATION
Values refer to everything from eternal ideas to behavioural actions. Values serve as criteria for
determining the levels of goodness, worth or beauty. Values are effectively laden thoughts about objects,
ideas, behaviour and so forth that guide behaviour but do not necessarily require it. The act of valuing is
considered an act of making value judgements, 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 individuals or group decision whether to like or
dislike, favour or disfavour, change or not to change.
Values maybe 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. They are also subjective
and objective values. Value experience involves a subject valuing and the object valued.
VALUES CLARIFICATION
The value clarification approach has started primarily from humanistic psychology and the humanistic
education movement, which is used as the basis to implement the ideas and theories of some famous
psychologists and behaviourists like Carl Rogers, Abraham Maslow and many others. The main objectives
are to help students use both rational thinking and emotion to analyse personal behaviour patterns; and to
clarify and put their values in action. This is why many believe that valuing is a process of self-actualization,
involving the sub-process of choosing from several alternatives, which reflects on the consequences such as
pricing, affirming, and acting upon one’s choice are observed.
The values clarification approach relies on an internal cognitive and affective decision making
process to decide which values are positive and negative. It is therefore individualistic rather than a social
process of values education. If a person is allowed the opportunity of being free to be his or her true self,
he/she makes choices and decisions affected by the internal processes of willing, feeling, thinking and
intending. It is assumed that through self-awareness, the person enters situations already pointed or set in
certain directions. As the individual develops, the making of choices will more often be based on conscious,
self-determined thought and feeling. It is advocated that the making of choices, as a free being, is a
preliminary step in the creation of values.
FOUNDATION OF VALUES EDUCATION

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Values Education is life itself. It is the search of the human good. It is not prescriptive, as values
cannot be imposed. It is descriptive as it attempts to present a desirable value system on the basis of an
understanding of the human person. It is conceptual as it lists ideals that have to be internalized in the
education process.
Values Education is founded on a sound philosophy of the human person with all its philosophical
implications. It is broad and flexible enough for adaptation to specific contexts.
VALUES EDUCATION is directed towards of the following objectives:

1. ACADEMIC FORMATION- where the intellect is trained to know the truth; and
2. PERSONAL FORMATION – where the human will is trained to choose the good.
DIMENSIONS OF THE HUMAN PERSON
The supreme value that characterizes education is human dignity, and all other values are pursued
because of the inner worth of the human being.
Man or woman, as physical being, must maintain health and with nature. He/she should not abuse
and overuse his/her body; the physical nature calls for harmony with the material world. Being an intellectual
human being, gifted with mind and the faculty of knowing, one must constantly search for the truth. He/she
sees knowledge that would transform society and the world. It is not enough to discover data and the known
facts, but he/she must develop creative and critical thinking to meet the challenges of the modern world.
As moral being endowed with the faculty of freely choosing and loving, an individual must go out to
others and in fact to all humanity in the spirit of love. It implies the quest for personal dignity, development
of self-worth and self-esteem, honesty, and personal discipline that marks a mature person and a useful
citizen.
VALUES AWARENESS
Being aware of values is a valuing process conceived by Dr. Harold Laswell of Yale University and
adapted to the field of education by Dr. W. Ray Rucker and his associates. This valuing process is founded
on holistic framework of universal needs of human such as affection, respect, skills, enlightenment, influence
(or power), wealth. Well-being, and responsibility (or rectitude). All human wants and needs are contained
within one or more of these value categories.
Becoming aware of values considers a three dimensional process of valuing, as follows:
FIRST DIMENSION: Individuals need to see themselves as someone important and unique. They need to
be able to understand that they are the only ones of their kind on earth that has a contribution to make and
that no one else can make.
SECOND DIMENSION: Individuals must identify those whom they respect, that characteristics in other
people they respect, and the reasons why.
THIRD DIMENSION: Individuals must recognize those who have respect for them, and the methods by
which respect has been shown. They must see the ways in which they have been honored, admired or
recognized as unique persons.

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Human Ideals Reflect Different Levels of Needs
What levels of needs do your priorities reveal? Do you pursue values that satisfy both foundation and
ultimate needs?
The ideals that give significance to our lives reflect different levels of needs. According to Maslow
(1993). There are atleast five sets of goals related to the basic needs of a person: physiologic, safety, love
and belongingness, esteem and self-actualization.
MASLOW’S HIERARCHY OF NEEDS

● Physiologic Needs. Primary needs for food, water, rest, sleep and other biologic requirements to keep
the body healthy and fit.
● Safety Needs. A broad concern for safety and stability in the world, security from environmental
hazards, assault, tyranny, etc.; being assured of adequate provisions such as having a job with
tenure, retirement and other privileges, savings, insurance of various kind, being a predictable and
familiar environment and so on.
● Love and Belongingness Needs. Being in a mutual relationship of affection, caring and nurture with
one’s significant others.
● Esteem Needs. Self-respect that is firmly based on capacity, achievement and respect from others.
Satisfaction of the self-esteem needs leads to feeling of self-confidence, worth, strength, capability
and affirmation of being useful and necessary in the world.
● Self-actualization. Becoming more and more what one is, and what one is potentially capable of
becoming. The person is basically satisfied in all his or her needs, and functions to the fullest and
healthiest creativeness. He or she pursues ultimate values and timeless principles based on a
discerned, unique purpose in life.
LEVELS OF VALUES
We may then classify values into two levels: foundation values and the ultimate values.
FOUNDATION VALUES
The foundation values relate to the satisfaction of the basic or fundamental for life to be
sustained and to achieve a relative state of health. The foundation needs which are classified as
physiologic, safety, love and belongingness and esteem must be met to attain health. Health is multi-
dimensional; it involves the biological, physiological, social and spiritual realms and it is essential to self-
actualization. Thus, a very basic expectation for getting an employment is to earn a living to meet our
biological needs. We strive harder at securing material provisions and safe physical environment. We
build or nurture meaningful relationships with significant others. We fulfill certain religious obligations. We
gain proficiency in various areas and assume multiplicity of roles.
ULTIMATE VALUES
There have always been people through the ages who have paused, pondered and asked
questions like: What is life all about? What are we here for? Are we here for our own sake? What is
human life meant to be? People who seek to answer such questions move on the ultimate matters of life.
They are concerned with ultimate values. They recognize that foundation needs are means to an end.
Maslow (1971) describe self-actualizing people as those who work at something they have been
destined for, which they work on and which they love, so that the work-joy dichotomy in them disappears.
The being or ultimate values which are intrinsic are the meaning of life for them. These “’being” values
include self-actualization, truth, beauty, goodness, perfection, simplicity, comprehensiveness among
others. These values taste and feel better than the lower ones and these are those that self-actualizing
people seek.
LIVING VALUES
● Cooperation ● Love
● Freedom ● Peace
● Happiness ● Respect
● Honesty ● Responsibility
● Humility ● Unity

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THE GOOD CITIZENSHIP VALUES CLUSTER
1. Pagkamaka-Diyos
● Faith in Almighty in action

● Respect for life in action
● Order in action
● Work in action
● Concerns for the family and future generations in action
2. Pagkamakatao
● Love in action
● Freedom in action
● Peace in action
● Truth in action
● Justice in action
3. Pagkamaka-bayan
● Unity in action
● Equality in action
● Respect for law and government in action
● Patriotism in action
● Promotion of the common good in action
4. Pagkama-kalikasan
● Concern for the environment in action
ACTIVITY III
(To be submitted on Tuesday, September 28, 2020)
A. Self-Reflection
Intructions:
1. Sit straight, feet flat on the floor, hands on the lap, shoulders relaxed, eyes closed. Let silence come.
2. Recall your past experience, your attitude towards others (good and bad attitudes).
3. Write in a short bond paper your experience and write what have you learned.
B. On a short bondpaper draw an “IDEAL ME” and write some explanation.
C. Listen to the song “Persons are Gift”. After listening answer the following:
1. Who am I?
2. Why am I living?
3. What I am living for?
4. What do I want in life?
5. What direction am I taking?

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End of third week
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WEEK 4
September 28, 2020

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WEEK 4
LEADERSHIP
Defining Leader and Leadership
An adage state 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 good leaders in the future. The
success of every groups endeavour 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 the leadership
manifested.
Who actually is 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.
Bass (1981) defined leadership as “influence”. That is the art of influencing people so that they strive
willingly and enthusiastically toward the achievement of group goals. Ideally, people should be encourage to
develop not only willingness to work with zeal and confidence. Zeal is ardour, earnestness and intensity in
the execution of work; confidence reflects experience and technical ability.
J. Oswald Sanders said it first: “The true measure of leadership is influence-Nothing more, nothing
less”. It is about influencing in a worthwhile cause. It is not dependent on titles or positions. It is dependent
on someone catching vision and mobilizing others to join him in its fulfilment. When this happens, leadership

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arises in its purest form. It happens to every organization at one point or another, especially, when there’s
no system or plan. In these time, there is no expectation of progress.
BUILDING BLOCKS IN LEADERSHIP

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.
SERVANT LEADERSHIP
“The law of service: He who wishes to live ling 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 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 leaders’ abilities to
“dream great dreams”. The ability to look at a
problem (or n 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

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use of openness and persuasion rather than
control.
9. Commitment to the Growth of People Makes servant leaders believe that people have
essential 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 behaviour that would guarantee efficiency and effectiveness of the
operation/mission of a certain group or organization. The adoption of a particular leadership behaviour
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 a leader.
● 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.
● Paternalistic Leadership- leads men by always setting an example. This type of leader manifest an
example of a father, who seems to be always after the welfare of his children.
● 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.
● Laisse-Faire Leadership- leaves decision making to the subordinates. The leader will give
assignment, and then it is up for the subordinates to accomplish the task in whatever manner they
can.
CHARACTERISTICS OF A GOOD LEADER
● Integrity of character. The word is synonymous to honor. It is a fine sense of ethics, justice, and
righteousness with a readiness to apply it to one’s own conduct. It is the determination to meet any
obligation, however distasteful.
● Willingness to accept responsibilities. Acceptance of responsibility signifies a desire to lead and this
desire is strengthened by increasing interest. Some great leaders had achieved success after much
effort. Their successes can be attributed to infinite patience, hard work and a desire for success that
never recognized defeat.
QUALITIES OF A GOOD LEADER
According to Zulueta et al (1999), the essence of leadership is followership. This means influencing
people to work willingly enthusiastically toward the achievement of group goals. Willingness to work
means working with zeal and confidence (Zulueta et.al, 1999). Maxwell (2002) further opines that what
matters most is not whether one influences someone, but, how one will use that influences.
TRAITS OF A GOOD LEADER ACCORDING TO ZULUETA AND JOSEPH P. LEVERIZA

1. Knowledge- this refers to the acquired knowledge of the profession not only on the job, but also a
thorough knowledge on the capabilities and limitations of the subordinates.
2. Bearing- this is dignity in appearance and behaviour to earn respect.
3. Courage- ability to accept or meet challenges with calmness and fearlessness.
4. Endurance- mental and physical stamina to withstand pain and hardships and continue rigorously in
pursuing the goals and objectives of the organization.

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5. Enthusiasm- this is the higher degree of interest and sensitivity in responding to the needs of the
organization.
6. Integrity- is good moral character and impeccable integrity.
7. Dependability- is the ability to demonstrate a higher degree of initiative in the performance of his duty
even with or without supervision.
8. Decisiveness- is the ability to decide promptly and correctly at the proper time and express them
clearly.
9. Initiative- is the ability to start or originate an idea, suggestion, proposal or concept leading to the
action when others are absent or passive.
10. Judgment- is the power of the mind to weigh various factors and arrive at a sound decision.
11. Justice- is the ability to render judgment to conform to the principles of reason, to stated laws,
policies and rules and to generally accepted standards of right and wrong, impartially in rendering
punishment and giving credit where credit is due.
12. Loyalty- is the sincerity and faithfulness to the ideals of the organization where he belongs.
13. Tact- is the ability to deal with others without giving offense.
14. Unselfishness- is the avoidance of providing for one’s own comfort or advantage at the expense of
others.
15. Force- is the ability to demonstrate efficacious power within the bounds of law to compete abodience
among his subordinates.
16. Humility- is the state of being reasonably modest and not proud, assuming, arrogant nor boastful.
17. Humor- is the mental disposition to appreciate amusing incidents of everyday life in a comical way.
18. Sympathy- refers to the ability to understand and share the feelings of another, especially in thime of
sorrow or adversity.
19. Empathy- is the ability to wear someone else’s shoes; intellectual and emotional identification of
feelings, thought and attitudes with subordinates affected by pain or misfortune.
20. Wit- this refers to keen perception and appropriate expression of amusing words and ideas which
awaken amusement and pleasure.
Category description of a leader

1. The Contributing Leader is focused on providing reliable source 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 kind of leader for narrowness of mental picture 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 goals. This leader
listens well and encourages participation by all team members. Team members credit this kind of leader
with ‘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 “gradfy” 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.
Activity
A. Situational:
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 to act as a leader in the scene,
how would you save the victim? Write and explain your answer in a short bond paper.
B. Essay. Answer the following questions based on the existing principles on Basic Leadership.

Page 18 of 25
1. Discuss the differences of the four leadership behaviors. Focus more on the advantages and
disadvantages in a particular working situations or conditions.
2. Considering the attitude and culture of the Filipinos nowadays, in a broad analysis, what do you think is
the best leadership behaviour to be adopted by the President to improve the quality of life of the Filipinos?
End of fourth week
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___________________________________________________
LEARNING MODULE
FOR
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WEEK 5
September 29, 2020
WEEK V
SOCIAL MOBILIZATION
Effective social mobilization goes beyond community organizations, harnessing the potential and
efforts of government or non-government sector and citizens to work sustainable social, economic and
political development. The benefits of social mobilization to community organizations and its impact locally
and nationally can be best sustained within an enabling political, policy and regulatory environment and
where mechanisms for linking experiences and lessons at the community level to policy are developed.
THE CONCEPT OF SOCIAL MOBILIZATIONI

Social mobilization is an approach and tool that enables people to organize for collective action, by
pooling resources and building solidarity required to resolve common problems and work towards
community advancement. It is a process that empowers women and men to organize their own
democratically self-governing groups or community organizations enabling them to initiate and control their
own personal and communal developments, as opposed to mere participation in an initiative designed by
the government or external organization.
KEY ELEMENTS OF SOCIAL MOBILIZATION

From worldwide experience there are four basic elements of social mobilization.
Organizational development- a process which community members and especially the poor from their
own groups or organizations based on common development interests and needs are best serve by
organizing themselves as a group.
Capital Formation for Development through Community Savings

Capital formation (through mobilization of savings) enhances a community organizations

Page 20 of 25
power to realize its full potential. “Savings generated by individual members are the assets of the community
organization and are the first step towards their self-reliance” (Pandey, 2002).
Training for Human Resource Development

Community members can maximize their potential not only by organizing themselves but also
by upgrading their existing skills to better manage new inputs-business and community initiatives and
establish effective links with local government and other actors.
Socio Economic Development

Socio-economic development initiatives are a great incentives for community members to
organize themselves. It is important therefore that an initiative which includes social mobilization provides
support in the form of matching grants or access to credit, marketing and other services that will lead to
tangible improvements in social economic conditions within the community.
Facilitating the social mobilization process

Whilst there are grassroots or social movement that have emerged from within communities,
the isolation of poverty and resulting passivity or powerlessness of citizens, particularly in rural areas of
developing countries, calls for external support at the initial stages of the social mobilization process.
The following should be undertaken in social mobilization

● Advocacy- element which is focused on various actors which could create the positive environment
for program or service delivery
● Information, Education and Communication (IEC)- a set of accurate and consistent information on the
programs and services as a timely response by those in direct contact with the communities.
● Community Organizing- individual and community groups are able to get a sense of what they can do
among themselves to improve their situation.
● Capacity Building- social mobilization can only be sustained if the network of the advocates and
mobilizers are continually expanded through
* Capacity-building (people)
* Institutional Development (organization)
● Community Empowerment and Program Sustainability
* Empowerment is the process of people taking action to overcome the obstacles to progress where this
action involves getting more control over their situation.
* Community Empowerment enables individuals and the community to do their own thinking and reflection to
improve their situation.
* Sustainability comes only when individuals, groups and communities have ownership of the problem and
are able to act on their own.
● Institutional Development
* Seeks to improve the ability of the institution to carry out its mandate, mission and vision and achieve its
goals and objectives.
* Key levels: Systems, processes, networks financial capacity, physical infrastructure and management of
resources.
● Networking and Alliances Building
* Social Mobilizations success depends on the identification of relevant individuals and groups which can
contribute to the achievement of the programs goals.
** Partners are those with whom we work directly
** Allies are those who have similar interests and programs with us, but with whom we may not
work directly.
BENEFITS OF SOCIAL MOBILIZATIONS

● Poverty Alleviation
Social mobilization is an important tool in the poverty alleviation process, ad it enables communities and
poor themselves to engage actively in solving their own problems and effectively tackling poverty in its multi-

Page 21 of 25
dimensional form. The principles of social mobilization ensure equity, hence issues of gender based, racial
and ethnic based discrimination are most likely addressed.
● Promoting Democratic Governance-experience shows that poverty and bad governance mutually
reinforce, as they foster exclusion of citizens from decision making processes, lack of access to basic
services, lack of opportunity, dependency and limited availability of public goods.
● Environmental Management is the act of organizing people to better manage their natural resources
and fight against practices and organizations that degrade the environment through promoting
appropriate legal, regulatory and institutional frameworks and policy dialogue.
● Conflict Prevention as people organize to address common problems and to collectively improve their
socio-economic conditions in an equitable, democratic and transparent manner, possibility of conflict
can be significantly reduced.
The series of mobilization and management training interventions goes something like this
(Modified according to varying situations)
Sensitization and Clearance- Sessions with local leaders and government officials.
Awareness Raising- Public meetings with members of target communities.
Mobilizer Training- organizing the community workers
Unity Organizing- putting together different community units or members
Management training-the training of community leaders and mobilizers
Participatory Assessment- identifying priority problems
Community Action Plan (CAP)- consistent with district plans and community priorities.
Community Project Designs- created from and submitted by target communities as proposals.
Negotiation- proposals discussed until they meet everyone’s expectations.
Implementation Begins- work on community projects by community members starts.
Monitoring and Reporting- following up and preparing updated reports on development
Work Continues until Completion-implementation, monitoring, reporting, and payments
Official Completion Ceremony- invite more community project designs.
COMMUNITY MANAGEMENT PROCESSES

I. Situation Analysis
It is a collective process of examining the prevailing social, political, economic, environmental,
cultural and spiritual conditions of a given community. It is a preparatory step to the actual planning process.
ROLES OF COMMUNITY WORKERS IN SITUATION ANALYSIS

● Determine how they can improve the prevailing situation to achieve community goals.
● Collectively understand and define community needs and problems.
● Identify change strategies and resources, and making decisions on how to implement the identified
solutions.

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Steps in Facilitating Situational Analysis
1. Community Orientation
2. Data Gathering
3. Data Processing
4. Preparation of Community Profile
5. Presentation, Validation and approval of the Community Profile
6. Finalization of the Community Profile and Dissemination
II. COMMUNITY PLANNING

It is a process through which the people collectively define their priority problems, determine
their development vision, set goals and objectives, identify resources which they can utilize, and develop a
plan of action to achieve community goals.
Roles of Community Workers in Planning

1. Enable people to address their community needs and problems.
2. Develop planning skills.
3. Involve community member in decision-making.
4. Provide the community members with a process where they can plan their own development.
5. Guide the community members in developing a plan of action geared towards achieving community goals.
Steps in Facilitating Community Planning

1. Formation of community planning team.
2. Community visioning
3. Setting of community goals and objectives
4. Identifying resources and constraints
5. Preparation of community plan of action and budget
6. Presentation, community validation and approval of the community plan of action and budget
7. Finalization of the community profile and its dissemination.
III. IMPLEMENTATION
It is a process of carrying out the projects and activities in the community action plan. Its main
purpose is to test the feasibility of the planned projects and activities, and institute necessary change or
modifications when necessary.
Roles of Community Workers during Implementations
1. Oversee and direct the implementation of projects and activities
2. Conduct an information and advocacy campaign on the community plan
3. Motivate the community members to contribute the projects and activities
4. Monitor the status of implementation (come up with a checklist or data board on the status of
projects/activities)
5. Make quick judgment in consultation with the community members when problems arise.
6. Coordinate various activities, tasks and efforts of community member
7. Mobilize community resources for the projects and efforts of community problem
8. Conduct regular consultation and feed-backing with community members.
9. Clarify roles of each member on projects or activities.
10. Manage interpersonal relationships and conflict management
11. Facilitate team-building activities (reflection processes, values-formation)
Social Mobilization Planning Framework

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What is community?
A community as described by Ross (1967), and cited in Tucay (2002), in her paper regarding community
organizing, is an aggregation of families and individual areas, settled in a fairly compact and contiguous
geographical area, with significant elements of common life as shown by manners, customs, traditions and
mode of speech. She further elaborated that the patterns or relationships among the people of the
community maybe ordered by special groups or entities (schools, churches, professions or welfare bodies).
A geographical community must have special interest groups and sectors, and also a combination of social
units and systems: economic, political and socio-cultural.
What is Community Organizing?

It is a social development approach that aims to transform the apathetic, individualistic and voiceless
poor into dynamic, participatory and politically responsive community.
Community welfare service is applying a collective. Participatory, transformative, liberative, sustained
and systematic process to improve the quality of their lives and the community. It encourages the
improvement of the basic and social welfare needs in an area or community welfare service, you are

Page 24 of 25
mobilizing the citizen-based groups to exercise their collective effort to initiate programs/projects where we
can produce successful results that are useful to them. Making them aware of the importance of cooperation
in their endeavors is one of the roles of CWTS students in their pursuit of helping the community organize
their projects for their well being.
Conditions to Consider in Community Organizations

1. Recognize and deal with the problem accordingly.
2. Provide the community self-determination.
3. Engage the community in the solution of the problem actively.
4. Move at a pace that is deemed comfortable for the community.
5. Encourage growth through problem solving.
6. Encourage community self-integration and understanding.
Goals of Community Organizing

1. People Empowerment
2. Building Permanent Structures and People’s Organization
3. Improved Quality Life
ACTIVITY I
Activity: Draw me a picture

Purpose: To get your idea on Social Mobilization
Materials needed: Bond paper, crayons, pentel pen
Direction: Explain the following

1. What is your understanding of social mobilization?
2. Why do you have to undertake social mobilization?
4. What are the specific objectives of social mobilization?
5. How would you like to participate in the social mobilization?
6. What are your operational plans for social mobilizations?
7. How would you envision the community you decided to work with after your social mobilization?
As a summary, draw the results of your answer.
Criteria:
Originality 45
Creativity 25
Organization 30
Total 100
End of fifth week

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Page 25 of 25

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National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF EDUCATION DEPARTMENT

NSTP 111 National Service Training Program I

COURSE CODE : NSTP 112

To understand the importance of National Service Training Program (NSTP)

The following are the topics to be discussed

Week 1 NSTP LAW

Instruction to the Learners

NSTP 111 National Service Training Program I

1. What is civic education?

3. What is National Service Training Program? How it is related to Education?

NSTP 111 National Service Training Program I

● Civic Welfare Training Service (CWTS)

NSTP 111 National Service Training Program I

● Literacy Training Service (LTS)

● Reserve Officers' Training Corps (ROTC)

Do Students need to pay NSTP fee?

What will the students receive after completing NSTP Program?

End of first week

NSTP 111 National Service Training Program I

COLLEGE OF EDUCATION DEPARTMENT

NSTP 111 National Service Training Program I

SELF AND SELF-AWARENESS

STEPS ON HOW TO IMPROVE YOUR PERSONALITY

NSTP 111 National Service Training Program I

The development of emotional competence

FIVE BASIC ELEMENTS OF EMOTIONAL INTELLIGENCE (Goleman, 1998)

A JOURNEY TO A GOOD LIFE

1. Who are you?

End of second week